/ 


Proceedings  of  the 
^National  Education  ^Association 

i  9  3  6 


. 


NATIONAL  EDUCATION  ASSOCIATION 


OF  THE  UNITED  STATES 


PROCEEDING 


OF  THE 

SEVENTY-FOURTH  ANNUAL  MEETING 
HELD  IN  PORTLAND,  OREGON 
JUNE  28  TO  JULY  2 

1936 

VOLUME  74 


NATIONAL  EDUCATION  ASSOCIATION 
OF  THE  UNITED  STATES  . 
WASHINGTON,  D.  C. 


i  V 


f 


'  I 

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i’  <  r.  •  - 


. 


I 


■ 


FOREWORD 


This  book  comprises  the  seventy-fourth  annual  volume  of  Addresses 
and  Proceedings  of  the  National  Education  Association  of  the  United 
States.  It  contains  the  papers  delivered  at  the  Portland  convention  of 
the  National  Education  Association  and  those  delivered  at  the  St.  Louis 
convention  of  the  Department  of  Superintendence. 

In  the  preparation  of  this  volume  it  has  been  necessary  to  abstract 
many  of  the  papers,  particularly  those  delivered  before  departmental 
sessions,  owing  to  the  abundance  of  material  and  the  limited  space  avail¬ 
able.  Wherever  abstracting  has  been  done  every  effort  has  been  made 
to  preserve  the  essential  ideas  the  speaker  conveyed  in  his  complete 
address. 

Where  the  material  for  a  given  department  exceeded  the  space  avail¬ 
able  for  that  department,  the  officers  of  the  department  were  asked  to 
indicate  which  addresses  to  include.  In  a  few  cases  addresses  were 
received  too  late  for  inclusion  in  the  volume. 

A  number  of  the  addresses,  of  which  only  abstracts  could  be  pub¬ 
lished  in  the  Proceedings ,  have  been  printed  in  full  in  other  publications. 
In  cases  where  such  information  was  available,  it  has  been  indicated  by 
footnotes  attached  to  the  addresses  concerned. 

Willard  E.  Givens, 

Executive  Secretary. 


Contents  of  previous  volumes  of  Proceedings 
of  the  National  Education ■  Association  may 
be  found  by  consulting  the  Education  Index. 


CONTENTS 


GENERAL  SESSIONS 


Building  Character  . - 

Address  of  Welcome . - 

The  Northwest  Greets  You . - 

Greetings  . “. . - 

Presentation  of  Platform  Guests . - 

What  You  Should  See  Here . - 

We  Are  Glad  To  Be  Here . - 

Why  We  Have  Come . - 

Greetings  from  Japan . - 

We  Chart  Our  Future  Policies . - 

Public  Forum — Education  and  Democracy . ■ 

Education  under  Dictatorships . - 

The  Equalization  of  Educational  Opportunity . • 

Federal  Relations  to  Public  Education . - 

The  Worth  of  Personality . - 

Symposia  on  Building  a  Stronger  F oundation 

A.  Implementing  the  Children’s  Charter — Next  Steps..  - 

B.  Speeding  Educational  Equality . - 

C.  Advancing  Teacher  Welfare . - 

Youth’s  Appeal  . - 

America’s  Answer  to  Youth’s  Appeal . - 

Symposia  on  Improving  the  Program 

A.  Developing  Discrimination  in  the  Use  of  New  Tools- 

B.  Meeting  New  Needs  on  the  Elementary  Level . - 

C.  Forum  Discussion — Meeting  New  Issues  on  the 

Secondary  Level  . 

Removing  Juvenile  Delinquency . - 

Pioneering  in  Human  Achievement . 

Symposia  on  Strengthening  the  Relationship  between  School 
and  Community 

A.  Coordinating  the  Forces  for  Child  Safety . - 

B.  Utilizing  Lay  Cooperation . - 

C.  Broadening  Community  Horizons . - 

Symposium  on  Evaluating  National  Issues 

Representing  the  Democratic  Party . - 

Representing  the  Republican  Party . - 

Representing  the  Socialist  Party . - 


-Baxter  .  17 

-Howard  .  18 

-Carson  .  19 

-Jo  sly  71  .  20 

-Rice  .  21 

-Riley  .  22 

-Ralls  .  27 

-Samuelson  ....  28 

-Tsurumi  .  33 

-Hunter  .  33 

-Studebaker  ...  42 

-Gosling  .  49 

-Sutton  .  51 

-Sexson  .  53 

-Holt  .  56 

-Kersey  .  61 

-Skidmore  .  63 

-Smith  .  65 

-Lawson  .  67 

-Sproul  .  81 

-Kirn  .  90 

-Woodruff  .  92 

-French  .  94 

-Wembridge  ...  95 

-Sockman  .  97 

-Showalter  ....  100 

-Cochran  .  102 

-Woodward  . . .  104 

-McNutt  .  105 

-French  .  113 

-Thomas .  126 


LIFE  MEMBERSHIP  DINNER 


Historical  Note  .  134 

An  Institution  of  Growing  Significance . — Martin  .  13  5 

Presentation  of  Life  Membership  to  President  Agnes  Sam¬ 
uelson  . — Crabtree  .  135 


[5] 


b 


National  Education  Association 


NATIONAL  COUNCIL  OF  EDUCATION 

Historical  Note  .  138 

Discussion — The  Teachers  College  Versus  the  Liberal  Arts 

College  in  the  Education  of  Teachers . — Latham  .  139 

A  Tribute  to  Dr.  Adelaide  Steele  Baylor . — lVright  .  141 

The  Contribution  of  Adelaide  S.  Baylor  to  the  Home  Eco¬ 
nomics  Movement  . — Stanley  .  143 

How  the  Profession  Can  Cooperate  with  the  Office  of  Edu¬ 
cation  . — Studebaker  ....  145 

Discussion — Democracy  and  the  Profession  of  T eaching .  . . . — Yocum  .  146 

Discussion — Can  Universal  Secondary  Education  Be  Made 

Socially  Profitable ?  . — Force  .  149 

Secretary’s  Minutes  .  151 

DEPARTMENT  OF  ADMINISTRATIVE  WOMEN  IN  EDUCATION 

Historical  Note  .  158 

Secretary’s  Minutes  .  159 


DEPARTMENT  OF  ADULT  EDUCATION 

Historical  Note  .  162 

Group  Discussion — Values  in  the  National  Program  of 

Americanization  . — Maaske .  163 

The  Furtherance  of  Unity  among  the  People  of  Widely 

Variant  Racial  Origins . — MacCormack  . .  165 

Implications  of  the  New  Program  for  the  Education  of  Aliens 

Preparing  for  Naturalization . — Alton  .  168 

What  Is  Happening  to  Youth? . — Brown  .  169 

Committee  on  Technics  of  Adult  Education  in  Public  School 

Programs  . — Deming  .  172 

Summary  of  Group  Discussions . — Powers  .  174 

Secretary’s  Minutes  .  175 


DEPARTMENT  OF  ART  EDUCATION 


Historical  Note  . 

Ideals  of  Japanese  Art . 

Art  in  Rural  Education.. . 

Art  in  a  Reorganized  Program  in  Secondary  Schools 

Japanese  Gardens  . 

Secretary’s  Minutes  . 


.  178 

—  llarada  .  179 

— Tilton  .  180 

— Gearhart  .  182 

Llarada .  182 

.  184 


DEPARTMENT  OF  BUSINESS  EDUCATION 


Historical  Note  .  186 

President’s  Address  . — Goodfellow  ...  187 

Panel  Discussion — Public  High  School;  Private  Business 

School;  College  . — Goodfellow  ...  188 

Is  Commercial  Education  Vocational? . — Fleming  .  190 

What  Economic  System  Does  Business  Want? . — Heflebower  ...  191 

Development  of  Better  Understanding  between  Business 

Leadership  and  School  Leadership — from  the  Point  of 

View  of  Business . — McNaughton  ..  192 

Development  of  Better  Understanding  between  Business 

Leadership  and  School  Leadership  with  Regard  to  the 

Study  of  Business  in  the  Secondary  Schools . — Brady  .  193 

Private  Business  Education . . — Armstrong  ....  194 


Contents 


7 


DEPARTMENT  OF  CLASSROOM  TEACHERS 


Historical  Note  . 

Around  the  Year  with  the  President . 

A  Socially  Significant  Curriculum . 

New  Progressive  Movements . 

New  Economic  Developments . 

Cooperative  Buying  for  Teachers . 

Youth  and  the  New  Order . 

Report  of  1936  Committee  on  Academic  Freedom 

Secretary’s  Minutes  . 

Platform  and  Resolutions . 


—Ralls  .... 
— M  er  chant 
— Temple  . . 
— IV  oodbury 
— Bork  . . . . 
— Brown  .  . 
— Tar  bell  . 


196 

197 
202 
203 
206 
207 

209 

210 
212 
215 


DEPARTMENT  OF  DEANS  OF  WOMEN 


Historical  Note  .  220 

Two  Generations  Facing  a  Mutual  Problem — Cooperation.. — Lloyd  .  221 

Facing  a  Mutual  Problem — Cooperation . — Turner  .  224 

Implications  of  a  New  Educational  Philosophy  for  the  Work 

of  the  Dean  of  Women . — Zirbes  .  228 

Knocking  at  Opportunity’s  Door . — MacGill  .  229 


DEPARTMENT  OF  EDUCATIONAL  RESEARCH 


Historical  Note  .  232 

Proceedings  of  Annual  Meeting . 233 

Secretary’s  Minutes  .  233 

Report  of  the  Secretary-Treasurer  for  1935  .  235 


DEPARTMENT  OF  ELEMENTARY  SCHOOL  PRINCIPALS 


Historical  Note  . 

Today’s  Program  of  Elementary  Education  from  the  Stand¬ 
point  of  the  Home . - 

Parent  Education  as  Supplementary  to  the  Modern  Ele¬ 
mentary-School  Program  . - 

Has  the  Public  Accepted  the  New  Elementary  Education?..- 

The  Influence  of  Education  on  the  Motion  Pictures . - 

The  Elementary  Principalship  Develops . - 

What  Happens  When  We  Learn? . - 

What  Is  the  Responsibility  of  the  Principal  in  the  Securing 

of  Desirable  Educational  Outcomes? . - 

What  Part  Does  the  Teacher  Play  in  the  Learning  Process ?- 
Teaching  of  the  Implications  of  Religion  in  the  Teaching  of 

Social  Sciences  . - 

Status  of  the  Elementary-School  Principalship  in  Oregon.. - 

Intersubject  Relations  . - 

Building  a  Community  thru  the  Elementary  School . - 

Secretary’s  Report  . 


240 


-Harman  .  241 

-Lawson  .  242 

-Sexson  .  243 

- McPherson  .  .  .  246 

- Bracken  .  247 

-Corey  .  249 

-Hale  .  251 

-Rosier  .  252 

-Thorne  .  253 

-Maaske .  254 

-Tallin an  .  256 

-Sutton  .  256 

.  . .  258 


DEPARTMENT  OF  KINDERGARTEN-PRIMARY  EDUCATION 


Historical  Note  . 

Conditions  Affecting  Child  Growth  and  Development . — Bell  .. 

New  Developments  in  Kindergarten-Primary  Curriculum.. — Hanna 


268 

269 

270 


8 


National  Education  Association 


America’s  Contribution  to  the  Little  Child . — Sutton  .  272 

Secretary’s  Minutes  . .  273 


DEPARTMENT  OF  LIP  READING 


Historical  Note  .  276 

Address  of  Welcome . — Maclean  .  277 

Welcome  to  Portland  and  the  Northwest . — Ager  .  277 

Better  Opportunities  for  Hard-of-Hearing  Children  and 

Adults  . — Moore  .  278 

Tacoma’s  Program  for  the  Hard-of-Hearing  Child . — Heath  .  279 

The  Development  of  Lip  Reading  in  Oregon  under  the 

Emergency  Adult  Education  Program . — Beach  .  281 

Secretary’s  Minutes  .  282 


DEPARTMENT  OF  MUSIC  EDUCATION 

Historical  Note  . . .  28-1 

Economical  Devices  in  Teaching  Instrumental  Music . — Lockhart  .  285 

Appreciation — Understandings — the  Vital  Core  of  all  Music 

Teaching  . — Clark  .  286 


DEPARTMENT  OF  RURAL  EDUCATION 


Historical  Note  . 

Professional  Leadership  in  Rural  Education . 

Rural  Education  in  Other  Depressions . 

The  Yearbook  on  Rural  School  Libraries . 

Training  Teachers  for  Rural  Schools . 

How  Should  the  Curriculum  for  the  Training  of  Rural 
Teachers  be  Differentiated  from  the  Curriculum  for  the 

Training  of  Urban  Teachers? . 

Significant  Attitudes  To  Be  Developed  in  Rural  Teachers.. 

Training  Rural  School  Administrators . 

Adjustment  of  Rural  Schools  to  Present  Needs . 

State  Stimulation  and  Supervision  of  an  Enriched  Program 

in  Rural  Education . 

A  County  Program  for  In-Service  Training  of  Rural 

Teachers  . 

A  Program  of  Health  Service  and  Instruction  in  Rural 

Schools  . 

Educational  Objectives  in  Terms  of  a  Public  School  Pro¬ 
gram  in  Rural  Areas . 

Procedures  for  Obtaining  Adequate  Organization  and  Ad¬ 
ministration  for  Rural  Schools . 

A  Countywide  Program  of  Consolidated  Rural  Schools.... 

A  Statewide  Survey  of  Rural  School  Adequacy . 

Functional  Planning  of  Plan  for  a  Twelve-Year  Consoli¬ 
dated  School  . . . 

The  Arrangement  and  Equipment  of  a  Model  One-Room 

School  . 

Experiments  and  Demonstrations  for  Improvement  among 

Small  Rural  Schools . 

Rural  Education  for  Negroes . . . 


.  290 

-Baldwin  .  291 

-Knight  .  292 

-Lathrop  .  293 

-Robinson  .  294 


-Turner  .  295 

-Wofford  .  296 

-Gaumnitz  .  297 

-Parrott  .  298 

— Palmer  .  298 

— Fischer  .  299 

— Bennett  .  300 

— Frost  .  301 

— Morphet  .  302 

— George  .  303 

— Long  .  30+ 


—Tiles 


-Baldridge 


-Favrot 


— E  mb  re e 


305 


306 


307 

308 


Contents 


9 


Library  Service  in  Rural  Areas . — Wilson 

Social  and  Economic  Factors  Affecting  Rural  School  Areas 

in  the  South . — Johnson 

Financing  Rural  Negro  Schools . — Caliver  . 

Hawaii’s  Rural  Schools  Are  as  Good  as  Her  City  Schools.. — Robinso?i 

Activity  Programs  in  Rural  Schools . — Flood 

Individual  Instruction  in  Rural  Schools . — Tapliji 

Art  Instruction  in  Rural  Schools . — Tilton  . 

Music  Instruction  for  Rural  Boys  and  Girls . — Hood  ... 

Secretary’s  Minutes  . 


309 

310 

311 

312 

313 

314 

315 

316 

317 


DEPARTMENT  OF  SCHOOL  HEALTH  AND  PHYSICAL  EDUCATION 

Historical  Note  . . .  322 

School  Health  in  the  Virginia  Educational  Program . — Adair  .  323 

Nutrition:  One  Factor  in  the  Health  Program . — Simmonds  ....  324 

Social  Security  and  the  Health  of  School  Children . — McCoivn .  325 

Parents,  Schools,  and  Child  Welfare . — Hayes  .  * .  326 

Successful  Ventures  in  Administration  from  the  Medical 

Director’s  Standpoint  . — Carey  .  327 

The  Public  Health  Nurse  in  School  and  Community . — McNeil  .  327 

Administrative  Problems  in  Health,  Physical  Education,  and 

Recreation  in  the  College  Health  Program . — Langton  .  328 

Secretary’s  Minutes  .  330 


DEPARTMENT  OF  SCIENCE  INSTRUCTION 

Historical  Note  .  334 

A  Proposed  Statement  of  Principles  Basic  to  Instruction  in 

the  Natural  Sciences . — Bayles  .  335 

Secretary’s  Minutes  .  345 


DEPARTMENT  OF  SECONDARY  EDUCATION 


Historical  Note  . 

Subjectmatter  Round  Tables  in  High-School  Instruction  and 
New  Curriculum  Materials 

In  Ancient  Languages . . . 

In  Business  Education . 

In  English  . 

In  English  . 

In  Home  Economics . 

In  Home  Economics . 

In  Mathematics  . 

In  Mathematics  . 

In  Modern  Languages . 

In  Modern  Languages . 

In  Music  . 

In  Parenthood  . 

In  Science  . 

In  Science  . 

In  Vocational  Education . 

Secretary’s  Minutes  . 


— Roller  . 

— Stuart  . 

— Roberts  . 

— Maltby  . 

— Coon  . 

— Winning . 

— Christoff  er son .  . 

— Murray  . 

— W ann  . 

— King  . 

— Garbett  . 

— Bro<zvn  . 

— Shelves  . 

— Eby  . 

— Adams  . 


348 


349 

349 

350 

351 

351 

352 

353 

353 

354 
3  54 

355 

356 

357 

357 

358 
358 


10 


National  Education  Association 


DEPARTMENT  OF  SECONDARY  SCHOOL  PRINCIPALS 

Historical  Note  .  362 

The  High  School’s  Responsibility  in  the  New  Education.... — Hale  .  363 

What  Difference  Should  High-School  Education  Make?.... — Threlkcld  .  364 

Sequence  of  Learning  Materials  in  the  Curriculum . — Douglass  .  367 


DEPARTMENT  OF  SOCIAL  STUDIES 


Historical  Note  .  374 

Shall  the  Social  Studies  Abolish  Subject  Boundaries? . — Knight  .  375 

Necessity  and  Scope  of  Social  Indoctrination . — Coleman  .  377 

The  Social  Science  Program . — Whitney  .  379 

Things  Which  Have  Worked  and  Things  Which  Have  Not 

Worked  in  Social  Studies . — Ray  .  380 

Secretary’s  Minutes  .  381 


DEPARTMENT  OF  SPECIAL  EDUCATION 


Flistorical  Note  . 

The  Smouse  Opportunity  School . — Anderson 

Progress  of  Education  of  the  Deaf  in  Day  School . — Templeton 

Red  Cross  Activities  in  the  Field  of  Public  Health . — Gosling 

Girl  Scouting  and  the  Physically  Handicapped . — Robbins  . 

Some  Phases  of  Treatment  of  Children  writh  Orthopedic 

Handicaps  . . — Gillette  .. 

Physical  Education  for  the  Mentally  Handicapped . — Raihbone 

The  Testing  of  the  Deaf  and  the  Hard-of-Hearing  Children 

in  St.  Paul  Schools  with  the  Arthur  Performance  Scale.  . — Bishop  .  .  . 
The  Speech  Defective  in  the  Ranks  of  the  Handicapped.... — Wells  ... 

Let’s  Study  the  Whole  Child . — Williams 

The  Kinesthetic  Approach  to  Remedial  Reading . — Freel  .... 

Secretary’s  Minutes . 


384 

385 

387 

388 

390 

391 

392 

393 

394 

395 

396 

397 


DEPARTMENT  OF  SUPERINTENDENCE 


Historical  Note  . 

Symposium  on  Federal  Support  of  Public  Education . 

Federal  Support  and  Local  Responsibility  for  Education 

Federal  Support  of  Public  Education . 

The  Social  Studies  Curriculum,  The  1936  Yearbook 

The  Scholar  in  an  Age  of  Conflicts . 

Jury-Panel  Discussion  of  1936  Yearbook . 

The  Educational  Policies  Commission . 

Teaching  Controversial  Subjects  in  the  Classroom 

Demonstration  Class  in  Problems  of  Democracy . 

Evaluation  from  the  Standpoint  of  the  Educator . 

Evaluation  from  the  Standpoint  of  the  Layman . 

Physical  Education  Becomes  a  Fundamental . 

Music  Invades  the  Public  School  Curriculum . 

The  Immediate  Values  of  Art  Education . 

Secretary’s  Minutes  . 

Report  of  the  Board  of  Tellers . 

Resolutions  . 


...  400 

— Mort  . 

. . .  401 

— Coffman  .  .  . 

. . .  413 

— Judd  . 

. . .  421 

— Beard  . 

. . .  438 

— Glenn  . 

...  444 

— Saxson  .  .  .  . 

. . .  463 

— Hatch  . 

. . .  467 

— Benezet  .  .  .  . 

. . .  482 

— Silver  . 

. . .  485 

— Schrader  .  . 

. . .  490 

— Hanson  .  .  .  . 

. . .  496 

— Tildsley  .  .  . 

.  . .  504 

.  .  .  513 

...  515 

...  515 

Contents 


11 


DEPARTMENT  OF  SUPERVISORS  AND  DIRECTORS 

OF  INSTRUCTION 


Historical  Note  . 

The  Curriculum  in  English  as  Experience . 

The  Program  in  the  Individual  School . 

Instructional  Leadership  and  Social  Change . 

A  Program  of  Action . 

Teachers  and  Guidance . 

Panel  Discussions  . 

A  Forward  Look  at  Supervision  in  the  New  Education 
Secretary’s  Minutes  . 


.  524 

—Hatfield  .  525 

— La  Brant  .  526 

— Sayers  .  528 

— Rankin  .  580 

— Betzner  .  531 

.  533 

— Gentle .  539 

.  540 


DEPARTMENT  OF  SUPERVISORS  AND  TEACHERS 
OF  HOME  ECONOMICS 

Historical  Note  .  544 

The  Effects  upon  Family  Life  of  Certain  Frustrations  of 

Youth  . . — Kelly  .  545 

Home  Economics  and  Parent  Education . — Sowers  .  546 

The  Place  of  Home  Economics  in  the  Educational  Program 

Today  . — Samuelson  ....  546 

Training  the  Young  Consumer — Planning  the  House  in  Re¬ 
lation  to  Its  Function . — Wilson  .  548 

Use  of  Problems  in  Developing  Judgment  in  Selection  of 

House  Furnishings  . — Russell  .  549 

The  Teaching  of  Buymanship . — Lewis  .  550 

Panel  Discussion — Education  for  Home  and  Family  Life  Is 

Essential  in  Modern  Education . — Pratt  .  551 

President’s  Report  . — Smith  .  553 


DEPARTMENT  OF  TEACHERS  COLLEGES 


Historical  Note  . 

President’s  Report  and  Recommendations . — Sprague  . 

Raising  the  Level  of  the  Education  of  Teachers . — Judd  . 

The  Relationship  of  General  and  of  Professional  Education 

in  the  Preparation  of  Teachers . — Peik . 

Professional  Elements  in  the  Education  of  Teachers . — Evenden  . 

Curriculum  Provision  for  Sequence  and  Professional  Inte¬ 
gration  . — Campbell  . 

Estimating  and  Controlling  Supply  of  and  Demand  for 

Teachers  . — Pittenger  . 

Teacher  Preparation  from  the  Point  of  View  of  an  Employ¬ 
ing  Officer  . — Threlkeld  _ 

List  of  Accredited  Institutions — 1936-37 . 


556 

557 
574 

581 

588 

597 

602 

608 

614 


DEPARTMENT  OF  VISUAL  INSTRUCTION 


Historical  Note 


620 


12 


National  Education  Association 


DEPARTMENT  OF  VOCATIONAL  EDUCATION 

Historical  Note  .  622 

Vocational  Education  as  a  Factor  in  Crime  Prevention . — Briggs .  623 

Vocational  Education  in  Town  and  Rural  High  Schools.... — Lapham  .  624 

Current  Problems  in  Vocational  Education  in  Agriculture.. — Fife  .  624 

Current  Problems  in  Industrial  Education . — Mays .  625 

The  Importance  of  Vocational  Agriculture,  as  a  Service  to 

Rural  Youth  . — Astleford  .  626 

What  Employers  Expect  of  Vocational  Education  under 

Presentday  Conditions  . — Kreitzer  .  626 

Opportunities  and  Responsibilities  in  Vocational  Education.. — Howard.  .  627 

\ 

WORLD  FEDERATION  OF  EDUCATION  ASSOCIATIONS 
Historical  Note  .  630 


ASSOCIATION AL  RECORDS  AND  INFORMATION 

Act  of  Incorporation . . . 

Headquarters  Staff . 

Officers — 1936-37  . . 

• 

Committees  of  the  National  Education  Association — 1935-36 . 

Minutes  of  the  Sixteenth  Representative  Assembly . 

Minutes  of  the  Meetings  of  the  Board  of  Directors . 

Minutes  of  the  Meetings  of  the  Executive  Committee . 

Minutes  of  the  Meetings  of  the  Board  of  Trustees . . 


Report  of  the  Board  of  Trustees . 

Report  of  Auditors . 

Report  of  Treasurer . 

Report  of  Budget  Committee . 

Reports  of  Committees 

Academic  Freedom . — Smith  .... 

Amending  the  Charter . — Shaw 

Bylaws  and  Rules . — Adair 

Committee  To  Cooperate  with  the  National  Association  of 

Teachers  in  Colored  Schools . — Newbold  . 

i 

Equal  Opportunity . — Mallory  ... 

Health  Problems  in  Education . — JV ood 

Higher  Education . — Crane 

Horace  Mann  Centennial . — Smith . 

International  Relations . — fVoodward 


Joint  Committee  of  the  American  Library  Association  and 

National  Education  Association  on  School  Libraries — Lathrop 


.  633 
.  655 
.  659 
.  665 
.  679 
.  740 
.  765 
.  786 
.  788 
.  790 
.  803 
.  806 

.  814 
.  817 
.  856 

.  856 
.  858 
.  860 
.  863 
.  865 
,  868 

869 


Contents 


13 


Joint  Committee  of  the  National  Education  Association 

and  the  National  Congress  of  Parents  and  Teachers — Langworthy  .  .  .  872 

Legislative  Commission  . . — Hall .  873 

National  Commission  on  the  Enrichment  of  Adult  Life.. — Moyer  .  876 

Necrology  . — Tempcl  .  878 

Resolutions  . — Hinrichs  .  887 

Retirement  Allowances . — Brookes  .  894 


Reorganization  of  the  National  Education  Association... — Oberholtzer  ...  896 

Social-Economic  Goals  of  America . — Kelly  .  911 

Status  of  the  Rural  Teacher . — Robinson . .  912 

Tenure  . — DuS/iane  *. .  914 

Annual  Report  of  the  Secretary . . .  914 

Membership  of  National  Education  Association  by  States, 


1926-35  929 

The  Sixteenth  Representative  Assembly .  930 

Index  .  952 


v 


The  work  on  this  volume,  including  the  gathering  of 
materials,  planning  of  the  general  design,  editing,  proof¬ 
reading ,  and  makeup,  has  been  done  by  the  following 
members  of  the  Division  of  Publications  staff:  Lyle  W. 
Ashby,  Mildred  Bunch,  Louise  Murray,  and  Thelma  F. 
Camp. 

Joy  Elmer  Morgan,  Director 
Division  of  Publications 


General  Sessions 


BUILDING  CHARACTER 


BRUCE  R.  BAXTER,  PRESIDENT,  WILLAMETTE  UNIVERSITY,  SALEM,  ORE. 

The  word  “character”  comes  from  a  Greek  term  which  means  to  cut 
or  engrave,  referring  to  the  permanence  of  character  once  it  has  been 
attained.  One  writer  says  that  character  is  caught  and  not  taught,  which 
shows  the  importance  of  the  teacher  himself  or  herself  possessing  it  first  of  all. 

Of  1500  engineers  contacted  thru  the  Carnegie  Foundation  seven  times 
as  many  put  character  first  in  the  list  of  requirements  as  those  who  put 
technical  skill  first.  Later,  questionnaires  were  returned  from  7000  members 
of  three  great  engineering  societies.  Ninety-four  percent  of  these  men  put 
character  as  the  first  requisite  of  a  successful  engineering  career. 

The  teacher  who  gives  prime  consideration  to  the  building  of  character 
in  pupils  will  emphasize  the  cultural  side  of  life.  Goethe  said,  “A  man  should 
hear  a  little  music,  read  a  little  poetry,  and  see  a  fine  picture  every  day  of 
his  life  in  order  that  worldly  cares  may  not  obliterate  the  sense  of  the 
beautiful,  which  God  has  implanted  in  the  human  soul.”  It  is  not  necessary 
for  a  thing  to  be  ugly  in  order  for  it  to  be  real.  James  Russell  Lowell  once 
said,  “It  is  the  function  of  education  not  to  enable  us  to  earn  our  daily  bread 
so  much  as  to  sweeten  all  of  our  bread.” 

The  teacher  from  whom  character  is  caught  will  emphasize  the  fact  that 
the  making  of  money  is  not  the  sole  measure  of  achievement.  Anything  that 
can  be  lost  as  easily  as  fortunes  have  been  lost  during  the  depression  is 
certainly  not  sufficient  to  be  the  chief  motivating  desire  of  an  individual. 
A  contribution  toward  character  will  be  made  with  the  proper  emphasis 
upon  sheer  honesty.  Cecil  de  Mille  recently  said,  “During  the  last  six  years 
we  have  tried  to  substitute  legality  for  integrity.”  It  is  impossible  to  make 
this  substitution  successfully.  In  morals  as  in  geometry  a  straight  line  is 
the  shortest  distance  between  two  points.  Justice  Cardozo  said  recently, 
“There  is  no  guarantee  of  justice  in  the  United  States  aside  from  the  per¬ 
sonality  of  the  judge.”  I  wish  he  had  added  one  word  and  had  said,  “There 
is  no  guarantee  of  justice  in  the  United  States  save  in  the  personality  and 
character  of  the  judge.”  It  is  upon  the  character  of  people  in  places  of 
responsibility  that  we  ultimately  depend. 

A  teacher  who  presents  the  proper  inspiration  to  a  sturdy  character  will 
help  the  student  to  the  correct  appraisal  of  values  so  that  a  proper  perspective 
may  be  secured.  Unless  one  has  this  correct  scale  of  values,  an  education 
might  prove  to  be  very  dangerous,  for  “an  educated  weakling  is  a  disappoint¬ 
ment ;  an  educated  rascal  is  a  menace.”  Finally,  this  character  will  be  closely 
related  to  a  vital  connection  with  God. 

I  do  not  believe  that  there  is  any  genuine  atheism  among  thinking  people. 
I  believe  that  that  which  passes  for  atheism  is  a  reaction  against  some 
inadequate  conception  of  God.  The  individual  to  whom  He  is  a  friend  and 
not  something  to  be  afraid  of,  is  well  on  the  way  toward  the  achievement  of 
a  substantial  character  upon  which  a  later  career  may  safely  be  built. 


[  17] 


18 


National  Education  Association 


ADDRESS  OF  WELCOME 

C.  A.  HOWARD,  STATE  SUPERINTENDENT  OF  PUBLIC  INSTRUCTION, 

SALEM,  ORE. 


Teachers  of  America,  Old  Oregon  greets  you  and  bids  you  welcome — and 
by  Old  Oregon  I  mean  that  vast  empire  now  comprising  several  states  of 
the  Northwest  which  was  once  called  the  Oregon  Country.  When,  at  the 
behest  of  Thomas  Jefferson,  Lewis  and  Clark  found  their  way  into  this 
section  of  the  North  American  continent  in  1805,  and  for  over  a  quarter 
of  a  century  thereafter,  there  were  few  white  people  here  to  enjoy  the 
grandeur  of  these  mighty  rivers  and  towering  mountains,  the  verdure  of 
these  valleys,  the  flowering  beauty  of  these  hills,  and  the  abundant  provision 
of  nature  for  the  physical  needs  of  man.  Because  of  their  isolation  from  other 
population  groups,  these  early  white  men  of  the  Northwest  evolved  a  mode 
of  living  and,  to  some  extent,  a  culture  of  their  own.  They  were  true  pioneers. 
The  flavor  of  their  hospitality  still  exists  among  us,  we  hope  in  sufficient 
measure  to  give  zest  to  your  visit  here.  The  need  for  formal  schooling  was 
not  felt.  The  trap,  the  trail,  the  canoe,  and  the  lore  of  wild  life — these  were 
the  materials  of  a  vital  education. 

In  1833,  just  one  hundred  and  three  years  ago,  a  Yankee  named  John 
Ball  taught  the  first  school  of  the  Oregon  Country  at  Vancouver,  just 
across  the  Columbia  River  from  Portland.  His  pupils  were  the  children  of 
the  Hudson  Bay  trappers  and  their  Indian  wives.  It  was  during  the  follow¬ 
ing  year  that  Solomon  Howard  Smith  opened  a  school  in  the  territory  that 
now  comprises  the  Oregon  Commonwealth.  Oregon’s  educational  history 
seems  but  brief  when  we  call  to  mind  that,  thruout  the  land,  we  have  but 
recently  celebrated  the  300th  anniversary  of  the  first  American  high  school. 

In  the  course  of  one  century,  Oregon’s  population  has  grown  to  approxi¬ 
mately  one  million.  Two  hundred  and  five  thousand  children  attend  her 
elementary  and  high  schools  and  eight  thousand  more  are  enrolled  in  normal 
school  and  college.  Eighty-five  percent  of  those  who  are  of  high-school  age 
are  enrolled,  and  over  80  percent  of  these  go  thru  to  completion. 

As  I  have  thought  of  your  coming  to  Oregon  by  automobile,  by  air- 
conditioned  train,  and  by  airplane — you  who  count  your  traveling  time  by 
fleeting  hours — my  mind  has  gone  back  to  that  other  group  who  came  to 
Oregon  in  1843,  ninety-three  years  ago.  That  was  the  year  of  what  we  call 
our  Great  Immigration,  for  1000  men,  women,  and  children  came  to  Oregon 
that  year  wending  their  weary  way  across  the  dusty  plains  and  rugged  moun¬ 
tains  to  this  land  of  their  dreams.  Ninety-three  years  ago  at  this  very  moment 
these  daring,  earnest,  and  courageous  men  and  women  were  well  on  their 
way  to  arrive  here  in  the  late  autumn. 

I  should  like  to  describe  the  immigration  of  1 843  in  the  words  of  Arthur 
Guiterman  in  his,  “I  Sing  the  Pioneer.” 

Two  hundred  wagons,  rolling  out  to  Oregon 

Breaking  thru  the  gopher  holes,  lurching  wide  and  free, 


» 


General  Sessions 


19 


Crawling  up  the  mountain  pass,  jolting,  grumbling,  rumbling  on, 
Two  hundred  wagons,  rolling  to  the  sea. 


Now  toils  the  dusty  caravan  with  swinging  wagon-poles 
Where  Walla  Walla  pours  along,  where  broad  Columbia  rolls. 


The  British  trader  shakes  his  head  and  weighs  his  nation’s  loss. 

For  where  those  hardy  settlers  come  the  Stars  and  Stripes  will  toss. 

Then  block  the  wheels,  unyoke  the  steers;  the  prize  is  his  who  dares; 

The  cabins  rise,  the  fields  are  sown,  and  Oregon  is  theirs! 

They  will  take,  they  will  hold, 

By  the  spade  in  the  mold, 

By  the  seed  in  the  soil, 

By  the  sweat  and  the  toil, 

By  the  plow  in  the  loam, 

By  the  School  and  the  Home ! 

Two  hundred  wagons,  rolling  out  to  Oregon, 

Two  hundred  wagons,  ranging  free  and  far, 

Two  hundred  wagons,  rumbling,  grumbling,  rolling  on, 

Two  hundred  wagons,  following  a  Star! 

And  from  that  day  we  have  tried  to  keep  our  eyes  lifted  to  that  star. 

During  these  days  we  shall  look  to  you  for  counsel  and  we  shall  try  to 
make  your  stay  a  pleasant  one.  We  know  that  American  education  will  go 
forward  with  surer  stride  as  a  result  of  this  week  of  friendly  companionship 
and  earnest  labor. 

THE  NORTHWEST  GREETS  YOU 

HONORABLE  JOSEPH  K.  CARSON,  JR.,  MAYOR  OF  PORTLAND,  PORTLAND,  ORE. 

Portland  is  honored  in  being  host  to  the  National  Education  Association. 
Yet  we  feel,  with  pardonable  pride,  you  have  acted  wisely  in  the  choice  of  a 
convention  city  for  1936.  While  we  yield  to  none  in  trying  to  be  hospitable, 
we  are  frank  to  admit  we  are  favored  with  so  many  advantages,  it  is  not 
difficult  to  be  gracious.  I  shall  not  catalog  these  manifold  blessings — you  will 
discover  them  yourself.  However,  our  principal  asset  is  our  institutions  of 
learning.  Here  in  the  Pacific  Northwest,  we  cherish  the  value  of  education 
above  all  else  of  this  world.  Being  new,  we  have  been  able  to  avoid  many 
mistakes  of  older  communities.  Because  of  our  deep  and  abiding  belief  that 
education  is  the  cornerstone  and  the  bulwark  of  liberty  and  free  government, 
our  hearts  are  filled  with  gratitude  that  you  have  come  here  to  carry  on  your 
deliberations  in  our  midst.  Then  too,  we  are  grateful  because  your  presence 
here  means  so  much  to  us.  We  believe  this  part  of  the  United  States  is 
destined  to  take  a  leading  part  in  the  cultural  evolution  of  our  common 
country.  So  believing,  you  can  readily  understand  why  we  are  so  happy  to 
welcome  you  here.  We  know  you  will  long  remember  your  visit  with  us 
and  in  so  doing,  you  aid  us  in  hastening  the  day  when  we  shall  have  achieved 
that  goal. 


20 


National  Education  Association 


We  call  Portland  the  “City  of  Roses”  not  solely  because  of  the  beauty 
and  fragrance  of  roses  but  because  they  somehow  symbolize  the  strength, 
beauty,  and  character  of  education — education  which  causes  men  and  women 
to  grow  in  strength,  character,  and  fruitfulness.  We  liken  the  effect  of  your 
labors  in  a  spiritual  and  moral  way  upon  our  youth  to  the  physical  develop¬ 
ment  of  the  rose  under  the  wise  and  guiding  hand  of  the  husbandman. 

May  I  therefore,  on  behalf  of  our  city,  extend  to  you  a  most  cordial 
welcome.  May  1  extend  to  you  the  hand  of  fellowship  in  appreciation  of  the 
noble  work  you  do.  There  is  little  more  I  can  add.  We  are  tenderly  proud 
of  your  mission  in  life ;  there  can  be  no  higher  calling  in  earthly  things. 
Being  of  such  conyiction  I  close  this  message  of  welcome  by  saying:  We  are 
happy  and  proud  that  you  have  come  to  see  us,  we  will  try  our  utmost  to 
make  your  stay  most  pleasant,  and  may  God  bless  you  all. 

GREETINGS 

W.  L.  JOSLYN,  REPRESENTING  THE  HONORABLE  CHARLES  HENRY  MARTIN, 

GOVERNOR  OF  OREGON 

Governor  Martin  is  deeply  interested  in  the  holding  of  the  convention 
of  the  National  Education  Association  in  Portland.  About  a  year  ago,  we 
had  communications  from  Superintendent  Rice  of  our  city  schools  telling 
that  a  determined  effort  was  being  made  to  secure  this  wonderful  convention 
for  Portland,  and  at  that  time  Governor  Martin  joined  many  others  in  this 
state  in  sending  telegrams  to  the  leaders  of  your  great  profession,  urging 
you  to  hold  your  convention  here  in  Portland. 

We  are,  indeed,  very  happy  that  that  invitation  was  accepted  and  you  are 
here  today.  I  regret,  only,  that  Governor  Martin  was  delayed  by  official 
state  business,  and  was  unable  to  be  here  in  person  to  express  to  you  his 
sincere  appreciation  for  your  according  this  honor  to  the  state  of  Oregon 
and  the  city  of  Portland.  We  want  you  to  know,  however,  that  you  have  a 
deep  place  in  his  heart. 

I  might  say,  also,  that  Oregon  is  proud  of  the  work  of  our  splendid  state 
superintendent  of  instruction,  Mr.  Howard,  of  Superintendent  Rice  of  our 
Portland  schools,  and  of  the  leaders  of  your  profession  in  this  state. 

I  am  here,  today,  to  express  that  tribute  of  appreciation  to  those  distin¬ 
guished  leaders  of  our  state,  to  all  of  the  teachers  of  Oregon,  and  to  the 
teachers  of  the  United  States.  There  is  no  more  important  group  of  public 
servants  in  the  United  States  and  in  Oregon  today  than  the  teachers  in 
our  public  schools.  We  look  to  them  to  see  to  it  that  the  young  men  and 
women,  the  children,  who  are  entrusted  to  their  care  are  brought  up  with 
principles  of  the  highest  ideals  of  government  and  of  public  service. 

In  Oregon,  when  the  pioneers  came  here,  the  first  thing  that  they  did  was 
to  build  a  church  and  the  second  thing  that  they  did  was  to  build  a  school- 
house  and,  so,  right  from  the  very  start  of  our  history,  the  schoolhouse  and 
the  school  teachers  have  occupied  a  very  important  part  in  the  life  of  this 
community. 


General  Sessions 


21 


Personally,  it  would  not  be  possible  for  me  to  address  a  group  of  public 
school  teachers  without  expressing  to  them  my  appreciation  for  the  wonder¬ 
ful  kindness  and  the  loving  interest  that  they  took  in  my  own  advance¬ 
ment  and  education.  Such  as  I  am,  I  am  the  product  of  the  public  schools 
of  Oregon  and  I  want  here  to  tell  those  teachers,  who  have  played  a  part  in 
my  education,  if  they  may  be  here  today,  that  I  thank  you  from  the  bottom 
of  my  heart  for  the  fact  that  you  have  contributed  so  much  to  everything 
that  is  dear  in  my  life.  I  know  of  no  finer  group  of  men  and  women  than  the 
teachers  that  I  have  known  in  my  course  thru  the  public  schools  of  Oregon. 

In  conclusion,  I  want  to  bid  you,  on  behalf  of  the  state  of  Oregon  and  on 
behalf  of  Governor  Martin,  a  very  sincere  welcome  to  this  state  and  to  this 
beautiful  “City  of  Roses.”  May  your  sessions  be  guided  by  wisdom,  may 
they  be  a  great  inspiration  to  you,  and  when  you  go  back  to  your  various 
homes  thruout  the  United  States,  may  you  carry  in  your  hearts  a  very  warm 
and  tender  recollection  of  your  experiences  while  in  the  city  of  Portland  and 
in  the  state  of  Oregon. 

PRESENTATION  OF  PLATFORM  GUESTS 

CHARLES  A.  RICE,  SUPERINTENDENT  OF  SCHOOLS,  PORTLAND,  ORE. 

A  welcome  has  been  extended  to  you  by  our  governor,  our  mayor,  and  our 
state  superintendent,  and  anything  I  might  say  would  be  repetition.  How¬ 
ever,  I  do  want  to  extend  to  you  greetings  to  our  guests  from  the  school 
forces  of  the  city  of  Portland,  our  schoolboard,  our  teachers,  and  our  boys 
and  girls. 

It  was  in  1917,  nineteen  years  ago,  when  you  met  in  our  city  before. 
You  have  waited  too  long  to  pay  us  a  second  visit.  During  the  last  three  or 
four  years,  in  order  that  we  might  interest  you  in  coming  to  Portland,  we 
have  told  you  something  about  this  Northwest  country,  about  our  roses, 
our  scenery,  our  climate,  and  the  hospitality  of  our  people.  We  have  made 
you  promises  which  we  propose  to  keep  especially  with  reference  to  the 
weather. 

If,  during  your  stay  in  our  city,  you  are  overlooked  in  any  way  at  all,  we 
want  you  to  call  on  us.  We  want  you  to  like  our  city  and  to  get  acquainted 
with  our  people.  We  believe  that  when  you  come  to  know  us,  you  will  like  us. 

Many  of  us  came  to  this  section  of  the  country  from  the  Middlewest  and 
the  East,  and  we  wish  at  this  time  to  acknowledge  the  debt  we  owe  to-  you 
now  living  in  those  states  that  provided  many  of  our  Oregon  pioneers  and 
also  those  who  came  later.  You  will  not  be  able  to  meet  many  of  our  people 
personally,  but  at  this  time,  we  want  you  to  meet  some  of  the  leaders  in 
education  in  Oregon. 

(At  this  point  Mr.  Rice  introduced  a  number  of  prominent  Oregon 
educators  and  laymen.) 

May  I  say  in  conclusion,  that  we  do  welcome  you  ;  we  greet  you ;  and 
we  hope  you  will  not  wait  nineteen  years  to  come  again. 


22 


National  Education  Association 


WHAT  YOU  SHOULD  SEE  HERE 

FRANK  BRANCH  RILEY,  LECTURER,  PORTLAND,  ORE. 

I  am  glad  to  come,  if  only  for  a  moment,  into  this  interesting  world  of 
your  Association  to  greet  you  in  the  very  beginning  of  your  holiday  and  of 
the  serious  business  sessions  of  your  convention.  My  own  share  in  your 
deliberations  is  a  very  modest  and  a  very  brief  one.  But  for  me  it  is  one 
of  the  most  attractive  of  all  the  assignments  on  your  otherwise  distinguished 
program,  because  it  is  going  to  be  a  privilege  to  add  a  few  welcoming  w’ords 
to  those  that  have  just  been  officially  and  warmly  spoken,  not  only  on  behalf 
of  this  convention  city  but  also  for  all  this  astonishing  and  fascinating  empire 
of  the  great  Northwest. 

I  am  very  happy  to  come  to  you  early  in  the  morning  of  this  first  day,  while 
you  are  still  alert,  wideawake,  and  unsuspecting,  and  before  you  have  fully 
comprehended  the  withering,  creeping  barrage  of  convention  oratory  that 
is  being,  and  must  be,  laid  down  upon  you.  You  are  going  to  hear  the  Boom  ! 
Boom!  of  Eloquence;  the  Roar  of  the  Big  Stuff  coming  over;  the  Tramp! 
Tramp!  of  Logic.  There  will  be  columns  upon  columns  of  marching  statis¬ 
tics.  You  will  feel  the  bayonet  thrusts  of  penetrating  analyses  and  maybe 
the  scattering  shrapnel  of  wit  and  repartee.  I  come  just  ahead  of  all  this,  a 
kind  of  inconsequential  scout  armed  with  nothing  but  a  little  harmless  gas. 

I  am  to  remind  you  of  some  of  the  scenic  attractions  of  this  world’s 
greatest  out-of-doors  in  which  you  now  find  yourselves,  and,  on  behalf  of 
the  happy  people  who  dwell  here,  to  give  expression  of  our  feelings  of  pride 
and  gratitude  that  you,  gentlemen  and  ladies,  coming  from  your  widely- 
scattered  homes  should  have  ventured  so  far  for  your  great  rendezvous. 

You  have  come  to  us  here  on  the  uttermost  western  bounds  of  the  republic. 
It  is  possible  that  a  convention  of  even  this  magnitude  might  not  be  an 
overwhelming  event  in  the  routine  and  complex  daily  life  of  such  vast  com¬ 
munities  as  New  York  City,  Philadelphia,  Chicago,  or  Boston,  but  to  us 
away  out  here  far  isolated  from  the  great  centers  of  population  and  wealth, 
still  young,  a  little  less  sophisticated,  and  enormously  flattered  at  the  presence 
of  strangers,  your  party  is  an  event  of  transcendant  importance  which 
challenges  the  wonder  and  the  hospitable  impulses  of  all  our  people. 

Some  of  you  have  come  for  the  very  first  time  on  a  little  Northwestern 
voyage  of  discovery.  Of  course,  the  business  of  the  convention  has  been  the 
excuse — I  understand  some  of  you  are  even  planning  to  attend  some  of  the 
sessions! — but  far,  far  deeper  has  been  the  age-old,  congenital  yearning,  the 
passion  of  the  white  woman  and  the  white  man  to  see  the  West.  For  West¬ 
ward  the  hopes,  the  dreams  of  men  have  always  gone  venturing.  The  Star- 
of-Empire  has  always  been  swung  in  more  Western  skies.  And,  so,  you,  too, 
like  the  pioneers,  have  come,  following  the  course  of  the  sun,  with  the  foot¬ 
steps  of  Lewis  and  Clark  to  guide  you,  away  out  here  to  the  end  of  the  white 
man’s  trail,  into  this  last  West.  For  there  is  no  more  West. 

Across  the  Pacific  Ocean  lies  the  same  old  immemorial  East  where  ages 
ago,  in  the  dawn  of  civilization,  we  began  the  long  migration  around  the 


General  Sessions 


23 


globe,  pausing  a  few  centuries  at  the  Mediterranean,  and  a  few  at  the 
Atlantic — in  New  England.  A  hospitable  shore;  I  love  it.  I  am  not  at  all 
in  agreement  with  some  of  the  far  western  boosters  who  declare  that  the 
Pilgrims  never  would  have  landed  there  if  they  had  not  been  seasick! 

You  have  been  stirred  by  a  joyous  and  seasonable  restlessness  to  go  places 
and  see  things — a  healthy  and  vitalizing  urge.  The  great  American  adven¬ 
ture  is  seeing  America.  To  know  her  better  is  to  love  her  better,  to  serve 
her  better. 

First  of  all,  Portland,  the  convention  city,  with  roses,  radiant  terraced 
gardens,  cool  woodland  parks  calls  to  you.  And  we  hope  you  shall  find  it 
the  embodiment  of  the  traditional,  warm-hearted,  vigorous,  open-handed 
hospitality  of  the  West. 

A  city  of  culture,  dignified,  conservative,  but  with  a  gift  of  laughter. 
Older  than  most  Pacific  Coast  cities,  yet  within  the  memory  of  citizens  now 
living,  the  site  of  it  was  a  dense  almost  unknown  forest  wilderness.  One  of 
the  romantically  situated  cities  of  the  world,  she  reposes  importantly,  allur¬ 
ingly  on  her  own  seven  hills  and  astride  of  her  blue-green  mountain  river 
(not  the  'WiWamette,  but  the  Wil/tf7??ette,  please)  which,  lately  released  from 
nearby  frozen  gorges  is,  on  this  summer  morning,  refreshing  with  the  chill 
of  newlv-melted  snow. 

And  this  broad  river  is  a  fresh-water  harbor,  busy  with  the  commerce  of 
the  world,  for  Portland  looks  to  the  sea  as  well  as  to  the  land  and  sits  upon 
her  river  the  same  distance  from  the  Pacific  as  Philadelphia  on  her  Dela¬ 
ware  is  from  the  Atlantic.  This  is  the  first  port  of  the  Pacific  Northwest  in 
volume  of  foreign  trade.  From  the  seven  seas  come  great  ships  laden  with 
copra,  tea,  coffee,  silk,  hemp,  and  back  they  go  with  balanced  cargoes  of 
wheat,  flour,  wool,  fruit,  and,  of  course,  lumber,  for  this  is  the  largest  lum¬ 
ber  manufacturing  and  exporting  city  on  the  globe. 

We  are  knocking  down  the  last  great  stand  of  Uncle  Sam’s  glorious 
inheritance  of  big  trees ;  we  are  dragging  them  to  tidewater  and  sending  the 
finished  products  of  the  forest  to  every  treeless  nation  under  the  sun.  You 
will  be  glad  to  be  reminded  that  millions  upon  millions  of  acres  of  these 
forests  are  in  national  reservations,  owned  share  and  share  alike  by  the 
teachers  in  this  convention  and  all  other  citizens  of  our  country. 

These  primitive  and  wilderness  areas  are  just  as  the  Indians  left  them, 
sanctuaries  for  wild  life,  wild  beauty,  wild  flowers,  and  wild  waters,  and 
for  you  who  have  fled  like  fugitives  from  all  the  debasements  of  the  city’s 
dirt  and  noise  and  smoke  and  all  the  cluttering  conveniences  of  civilization 
to  enter  into,  to  breathe  down  deep  the  healing  incense  of  the  cedar  and  the 
fir,  and  to  save  your  souls. 

These  national  forests  are  under  the  protection  and  the  control  of  what 
has  always  seemed  to  me  to  be  one  of  the  most  admirable  and  efficient  of  all 
the  bureaus  of  our  central  government,  the  Forest  Service.  The  young 
forest  rangers  will  teach  you  how  to  make  springy  mattresses  of  fragrant 
fir  and  hemlock  boughs  upon  which  to  lay  your  sleeping  bag,  and  you  shall 
not  want  even  a  shelter  tent  to  shut  out  the  mystery  of  the  night  and  the 
low-hanging  stars  needling  the  sky. 


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From  the  rose-embroidered  city  streets  or  from  the  slopes  of  the  scenic 
river  hills,  some  of  you  have  already  seen,  and  all  of  you  shall  behold,  Mt. 
Hood,  Portland’s  beloved  sentinel  peak  rising;  above  the  green  pedestal  of 
its  forests  in  spotless  and  dazzling  purity,  like  a  great  white  throne.  For 
the  encircling  forests  at  its  base,  for  its  sub-alpine,  iridescent  flower  gardens 
of  blue  lupine,  pink  heather,  and  avalanche  lilies  spread  clear  up  to  the  snow 
fields,  for  the  snow-blocs,  ice-towers,  and  crevasses  of  its  eternal  glaciers, 
and  the  living  fire  in  its  slumbering  crater,  it  is  not  surpassed  by  the  moun¬ 
tains  of  Europe  so  eagerly  visited  by  our  countrymen. 

It  is  but  one  of  a  galaxy  of  snowy  volcanoes  that  adorn  the  range,  all 
within  a  few  hours’  journey  from  this  convention  hall — Mt.  Rainier,  Mt. 
Adams,  Mt.  St.  Helens,  Alt.  Jefferson,  once  fire-mountains  blazing  like 
beacons  along  the  backbone  of  the  continent,  now  standing  stark  and  still 
in  the  icy  clutch  of  glaciers. 

That  she  might  enjoy  this  glorious  panorama,  I  conducted  an  aunt  of 
mine  from  Nebraska  to  the  heights  above  the  city.  It  was  a  heavenly  morning 
and  the  lofty  range  was  exposed  for  a  hundred  miles.  I  was  disappointed 
that  she  did  not  seem  deeply  moved  and  impressed. 

“Isn’t  it  magnificent,  Aunt  Mary?” 

“Y-e-s,  it  is,  I  guess — but,  you’ve  been  in  Nebraska,  haven’t  you 
Frank?  Oh,  there’s  something  about  Nebraska — you  can  see  so  far — the 
cornfields  stretch  away ;  Oregon  is  all  right  but  these  mountains  shut  out 
the  view.” 

On  the  journey  which  all  of  you  are  to  make  to  Mt.  Hood  you  shall  enter 
the  velvet  depths  of  the  Grand  Canyon  of  the  Columbia,  the  noblest  river 
in  our  hemisphere,  motoring  over  a  road  paved  like  the  floor  of  this  audi¬ 
torium  and  flung  like  a  lariat  around  the  shoulders  of  the  mountains. 

Nearly  every  mile  along  this  highway  thru  the  Columbia  Gorge,  like  a 
filmy  scarf  draped  on  a  cliff,  is  a  waterfall.  Of  these,  Multnomah  is  the 
loftiest  and  the  loveliest ;  it  has  cast  its  spell  over  all  those  who  have  ever 
seen  its  airy  draperies  floating  in  the  wind.  The  little  river  seems  to  hesitate 
a  moment  at  its  lofty  take-off,  and  then,  loosened  from  its  fastenings,  to 
jump  airily  down  like  the  unwinding  of  a  silver  ribbon  against  the  cliff. 

Here’s  the  mighty  Columbia,  itself,  the  greatest  single  hydroelectric  power 
resource  in  our  nation.  For  ages,  it  has  been  flowing  with  the  mellowness  of 
time  and  tradition,  wasting  its  energies  in  roar  and  mist.  Now  the  engineers 
are  planning  to  let  it  test  its  lusty  strength  and  we  are  at  the  dawn  of  a 
new  era  in  the  river’s  history.  By  dams  and  canals  the  upper  Columbia  and 
its  tributaries  are  being  made  navigable  and  the  Columbia  Basin,  an  empire 
as  vast  as  all  central  Europe,  is  being  brought  to  Tidewater  and  to  the 
ships  of  the  seven  seas ;  and  new  and  unimagined  blocs  of  electric  power, 
the  cheapest  in  North  America,  are  being-generated — you  are  to  view  an 
economic  development  of  profound  significance  to  the  American  nation. 

All  of  you  have  come  to  see  one  Oregon  lake  in  particular.  It  sits  in  the 
center  of  a  National  Park,  and  is  your  very  own.  You  are  to  go  with  me  into 
Southern  Oregon  where  I  shall  point  out  to  you  a  broken  mountain  skyline 
which  is  the  trunk  and  all  that  remains  of  what  was  once  the  mightiest 


General  Sessions 


25 


monarch  of  the  range.  All  thru  the  ages,  it  towered  20,000  feet  into  the  skies 
encased  in  its  armors  of  ice.  And  then,  after  centuries  of  calm,  the  old  fires 
were  rekindled,  the  lava  poured  down  its  glacial  gorges  and  all  the  surround¬ 
ing  valleys. 

Finally,  in  a  series  of  titanic  cataclysms  of  nature,  the  old  mountain  blew 
up  and  collapsed,  its  steep  walls  were  sheered  off  and  fell  into  the  crater, 
which,  ever-widening,  became  the  world’s  greatest  caldera.  And  then,  into 
that  pit,  where  once  the  fires  of  hell  had  raged,  the  blue  waters  gathered 
thru  eons  and  eons  of  time.  The  mountain  is  gone,  but  in  the  heart  of  it  one 
day  we  found  the  loveliest  lake  in  the  world — Crater  Lake — held  6000  feet 
above  the  sea  in  the  shattered  crater  of  the  old  volcano !  The  lake  is  2000 
feet  deep ;  the  painted  walls  rise  2000  feet  above  the  water,  unbelievably 
blue.  Twenty-five  miles  in  circumference,  it  bows  you  down  with  its  im¬ 
mensity,  but  touches  the  heart  with  tenderest  emotions  so  intimate,  so 
friendly  is  its  beauty. 

If  you  would  taste  the  tonic  breath  of  the  sea,  we  shall  point  our  cars 
this  afternoon  toward  the  west  and  in  three  hours  reach  the  surf-beaten 
ocean  shores  of  the  Pacific  where  the  great  wooded  mountains  come  clear 
down  to  the  water  and  push  their  great  shoulders  out  into  the  wild  disorder 
of  the  leaping  surf. 

Along  the  nearly  four  hundred  miles  of  Oregon  ocean  front,  a  magnificent 
boulevard  folds  around  the  bold  headlands  high  above  the  sea,  follows  wide 
beaches  pierced  by  rocks  fantastically  carved  by  the  tides,  rims  many  a  blue 
bay.  And  just  when  so  much  of  the  pageantry  of  the  sea,  the  battling  white 
water,  and  the  wild  grandeur  of  the  resisting  cliffs,  threatens  to  overwhelm 
you,  the  road  considerately  leads  for  a  few  miles  thru  the  green  and  rugged 
secrecy  of  a  deep  forest  of  ancient  trees  or  offers  a  placid  lake,  blue  and 
beguiling. 

Historical  associations  invest  this  coast  with  a  strange  enchantment. 
Every  cove,  every  cape  thrust  into  the  sea,  every  tidal  river  which  emerges 
from  the  mountains  with  spreading  arms  to  embrace  the  sea,  speaks  excitingly 
of  romance  and  legend ;  of  strange,  bearded,  lusty  adventurers  speaking 
strange  tongues,  who  prowled  about  these  waters  in  inquisitive  caravels  and 
named  the  capes  and  inlets ;  of  musket  fire  and  of  buried  treasure. 

Sometimes  my  eastern  countrymen  insist  that  the  Pacific  Northwest  is  too 
young  to  have  a  tradition ;  that  it  is  as  yet  barren  of  historical  interest, 
legend,  and  lore.  But  you  who  study  history  with  great  fidelity,  know,  for 
example,  that  the  Columbia  River  is  fluid  history;  that  for  two  centuries 
it  was  searched  for  by  the  ancient  mariners  without  success;  but  that  one 
hundred  and  forty-four  years  ago  in  May,  it  was  discovered  by  a  skipper 
from  Boston  who  pushed  his  tiny  ship  thru  the  entrance  which  marks  the 
confluence  of  the  river  and  the  sea  which  is  the  river’s  eternity,  and  came  to 
anchor  under  the  heights  of  what  is  now  Astoria,  flying  the  then  unfamiliar 
Stars  and  Stripes  of  the  youngest-born  of  the  nations;  and  bestowed  upon 
the  river  the  name  of  his  ship. 

The  British  navigator,  Admiral  Vancouver,  then  in  these  waters,  learning 
of  the  discovery,  sent  into  the  great  river  one  of  his  own  ships  and  his  lieu- 


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National  Education  Association 


tenant,  Broughton,  who  in  a  small  boat  ascended  the  Columbia  a  distance 
of  one  hundred  miles  and  asserted  a  separate  claim  of  discovery;  and  the 
contest  between  the  United  States  and  Great  Britain  for  the  new  empire 
began. 

Thirteen  years  later,  at  the  behest  of  one  of  President  Roosevelt’s  politi¬ 
cal  ancestors,  Thomas  Jefferson,  the  courageous  explorers,  Lewis  and  Clark, 
crossed  a  trackless  continent,  reached  the  Columbia,  followed  its  course 
thru  scenes  of  unparalleled  grandeur  to  the  sea,  and  again  placed  the  Stars 
and  Stripes  on  the  new  front  of  the  world  and  established  Uncle  Sam’s 
second  claim  of  sovereignty  over  the  Oregon  country. 

In  1811  there  came  by  sea  the  expedition  of  John  Jacob  Astor  in  quest  of 
furs.  These  American  traders  established  a  trading  post  and  stockade 
“Astoria”  and  by  this  gesture  of  settlement,  Uncle  Sam  had  a  third  claim. 

Then  followed  the  lonely  men,  the  trapper,  the  missionary,  and  finally, 
the  long  painful  line  of  awkward  covered  wagons  hitched  to  deliberate  oxen, 
driven  into  the  sunset  by  the  pioneer,  who  came  to  subdue  a  wilderness,  to 
find  a  new  home  for  democracy,  to  bequeath  to  us  a  civilization. 

A  few  miles  from  this  convention  hall,  opposite  Portland  on  the  Wash¬ 
ington  side  of  the  Columbia  River,  is  historic  Vancouver,  the  site  of  the 
Hudson  Bay’s  largest  trading  post  and  mightiest  fortress,  the  seat  of  that 
almost  fabulous  historical  personage,  that  feudal  lord,  the  noble  McLaughlin, 
a  benevolent  British  despot,  the  ruler  of  this  whole  vast  empire.  Not  far 
away  is  Walla  Walla,  of  tragic  memories. 

My  car  is  just  outside  the  door  and  I  think  I  must  take  all  10,000  of  you 
to  Champoeg  30  miles  up  the  Willamette  River.  When  the  need  of  a  pro¬ 
visional  government  became  imperative,  the  curiously  assorted  group  of 
widely-scattered  pioneers,  missionaries,  and  hunters,  some  claiming  allegiance 
to  England  and  some  to  the  United  States,  gathered,  on  May  2,  1843,  in  a 
clearing  in  the  forest  wilderness,  and  there,  by  a  close  vote,  decided  to  cast 
their  fortunes  with  the  United  States  and  to  seek  the  protection  of  her 
government. 

This  picturesque  Champoeg,  the  scene  of  so  dramatic  and  significant  an 
event  in  our  history,  has  been  appropriately  preserved  as  a  national  shrine  and 
a  place  of  pilgrimage  for  thoughtful  patriots.  When  you  stand  on  that  hal¬ 
lowed  ground,  you  will  be  reminded  that  this  Oregon  country,  greater  in 
area  than  the  combined  areas  of  a  dozen  Atlantic  coast  states,  is  the  only  part 
of  our  national  domain  which  we  did  not  get  by  conquest  or  purchase ;  it 
was  won  by  the  actual  occupation  of  the  patriots  of  the  wagon  trains. 

Rich  as  is  the  Oregon  country  in  events  of  the  past,  you  are  mindful 
that  here,  history  is  still  in  the  making.  We  are  still  pioneers,  and  few  in 
number.  There  are  more  people  living  in  Detroit  than  there  are  in  Oregon, 
and  Oregon  is  half  as  large  as  Germany. 

When  you  have  returned  to  your  homes  please  remind  our  countrymen 
that  we  face  an  ocean  greater  in  area  than  that  of  all  the  six  continents 
combined,  the  new  theater  of  trade  and  politics.  Will  you  also  dispel  a  few 
superstitions?  The  Columbia  River  does  not  flow  into  Puget  Sound,  the 
harbors  of  the  Northwest  are  not  choked  with  ice  all  winter  long,  even 


General  Sessions 


27 


tho  they  be  on  a  latitude  with  Montreal,  for  a  beneficent  warm  stream  in 
the  sea,  the  Japan  Current,  tempers  the  sunshine  of  this  summer’s  day  and 
keeps  green  all  winter  long  the  fairways  on  every  golf  course.  Tell  them 
that  the  modern  pioneer  is  no  longer  in  danger  from  the  Indian,  unless  it 
be  the  Indian’s  automobile — for  these  Bucks  drive  sport  cars! 

And,  most  of  all,  assure  them  that  your  presence  here  has  given  us  more 
pleasure,  more  satisfaction  and  pride  than  any  poor  words  of  mine  can 
express. 


WE  ARE  GLAD  TO  BE  HERE 

MARY  C.  RALLS,  E.  C.  WHITE  ELEMENTARY  SCHOOL,  KANSAS  CITY,  MO.  ,*  AND 
PRESIDENT,  N.  E.  A.  DEPARTMENT  OF  CLASSROOM  TEACHERS 

We  are  glad  to  be  here.  It  is  with  pleasure  that  I  respond  to  the  hearty 
greeting  of  welcome  from  the  city  of  Portland  and  the  state  of  Oregon. 
Just  as  the  pioneer  of  long  ago  held  out  his  hand  and  opened  his  door  to 
those  that  followed,  so  these  hosts  have  called  you  to  enter  this  wonderful 
playground. 

They  wish  us  to  share  the  joy  of  this  wonderland  and  to  catch' inspiration 
from  the  canvas  splashed  by  the  hand  of  the  Master  Artist.  May  I  take  for 
my  text  the  contemplation  of  the  towering  mountain,  the  deep  green  forest, 
the  winding  stream,  the  jewel-like  lake  reflecting  the  blue  of  the  sky,  and 
of  Mount  Hood,  the  perpetual  sentinel  in  white  which  smiles  down  on 
Portland. 

Will  you  follow  me  in  metaphorical  application  of  these  great  glories 
of  the  West  as  the  morning  sun  touches  their  summits.  The  increasing 
splendor  may  be  likened  to  the  beginning  teacher  as  she  comes  to  her  work, 
full  of  enthusiasm  with  which  her  youth  and  profession  have  filled  her. 
Nothing  can  daunt  her;  she  has  no  fear;  she  yearns  to  be  giving  of  herself 
and  of  her  time ;  her  radiance  grows  as  she  endeavors  to  mold  the  characters 
of  the  young  souls  depending  upon  her  for  guidance;  just  so  the  tireless 
sun  which  has  grown  from  beauty  into  strength  will  later  in  the  day  flood 
the  pathway  below  where  footsteps  may  be  guided  by  its  light.  As  this  same 
sun  mounts  high  in  the  heaven  and  shines  with  both  heat  and  power  in  the 
glory  of  the  noonday,  the  tall  pines  and  the  lakes  of  the  neighboring  hills 
are  literally  drenched  in  the  sunlight.  May  we  think  of  this  intensity  of 
fulfilment  as  the  teacher  at  the  height  of  her  influence  and  success;  she 
radiates  her  desire  for  accomplishment,  not  only  for  her  own  satisfaction 
but  for  the  realization  of  her  destiny. 

In  the  evening,  as  the  sun  begins  to  sink  towards  the  west  and  the 
shadows  lighten,  until  the  great  red  ball  has  disappeared  leaving  a  glorious 
and  gorgeous  sky,  we  think  tenderly  and  with  respect  of  the  retired  teacher, 
wTo  has  given  her  life,  her  love,  her  all,  but  who  leaves  a  lasting  memory 
of  beauty  and  goodness  reflected  in  the  life  of  those  whom  she  has  guided. 

Each  of  us  in  this  vast  audience  has  passed  or  is  now  passing  thru  one 
of  these  stages,  which  I  have  tried  to  picture  and,  in  consequence,  there  is  a 


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National  Education  Association 


deep  understanding  sympathy  which  surges  like  a  river  thru  our  ranks. 
When  we  look  down  the  long  avenue  of  the  future,  and  see  the  good  there 
is  for  each  one  of  us  to  do,  we  realize  after  all  what  a  beautiful  thing  it  is  to 
work,  to  live,  and  to  be  happy.  We  have  common  interests,  aspirations, 
desires,  hopes,  and  prayers.  We  offer  you  our  love  and  our  sincere  profes¬ 
sional  comradeship  in  return  for  your  hearty  and  gracious  welcome ;  we 
are  glad  to  be  your  guests  and  shall  not  forget  your  hospitality. 


WHY  WE  HAVE  COME 

AGNES  SAMUELSON,  STATE  SUPERINTENDENT  OF  PUBLIC  INSTRUCTION, 

DES  MOINES,  IOWA  J  AND  PRESIDENT,  NATIONAL 
EDUCATION  ASSOCIATION 

The  year  in  panoramic  review — If  it  were  possible  to  place  before  you  at 
this  moment  a  sound  picture  portraying  in  panoramic  review  the  events  of 
most  importance  to  education  since  we  met  in  Denver  a  year  ago,  many 
interesting  scenes  would  appear  on  the  worldwide  screen.  We  would  start 
with  the  Oxford  meeting  of  the  World  Federation  of  Education  Associa¬ 
tions — a  great  adventure  in  world  friendliness.  We  would  show  pictures 
of  the  excellent  exhibits,  of  the  formal  receptions  in  the  Town  Hall  or  at 
Hampton  Court  where  the  teacup  made  neighbors  out  of  strangers,  and  of 
a  mass  meeting  in  Sheldonian  Theatre.  You  would  be  impressed,  as  we 
were,  with  the  significance  of  this  conference  participated  in  by  delegates 
from  over  thirty  nations  at  a  time  when  world  relationships  were  not  at 
their  best.  While  we  differed  in  traditions  and  in  language,  we  were  alike 
in  the  purpose  which  drew  us  together — our  desire  to  interpret  the  necessity 
and  meaning  of  world  friendliness  to  the  present  generation  so  that  peace 
may  prevail  and  human  progress  be  achieved. 

As  the  picture  unfolded  there  would  be  glimpses  of  several  national  con¬ 
ventions  at  which  it  was  my  privilege  to  be  your  representative.  You  would 
be  thrilled  with  the  magnificent  festival  by  school  children  at  the  Music 
Educators  Conference ;  comprehensive  exhibits  of  the  National  Safety  Con¬ 
gress  revealing  what  a  complicated  problem  safety  actually  is;  history¬ 
making  meeting  of  the  Department  of  Superintendence;  American  Physical 
Education  Association  in  action ;  youth  panel  of  the  National  Congress  of 
Parents  and  Teachers;  working  program  of  the  American  Vocational 
Association  and  of  the  National  Council  of  State  Superintendents  and  Com¬ 
missioners  of  Education.  There  would  also  be  the  Warm  Springs  Confer¬ 
ence  with  President  Roosevelt  regarding  the  educational  situation. 

The  times  call  for  educational  statesmanship  of  the  highest  order.  The 
organization  of  the  Educational  Policies  Commission  jointly  with  the  De¬ 
partment  of  Superintendence  is  probably  the  most  important  undertaking  of 
the  year.  A  close-up  of  this  group  in  a  deliberative  session  would  follow. 
You  would  se.e  glimpses  of  your  state  conventions  and  of  meetings  which 
you  sponsored  in  the  interests  of  the  National  Education  Association.  You 


General  Sessions 


29 


would  find  yourselves  in  the  picture  at  work  on  your  problems.  Over  there 
you  would  also  locate  the  faithful  ensemble  of  the  headquarters  staff. 

Back  of  it  all  would  appear  a  sea  of  faces,  those  of  the  children  and  youth 
of  our  land  who  constitute  the  reason  for  our  service.  As  the  final  close-up, 
1  should  like  to  have  you  vision  a  picture  entitled  “Thoughts  of  Youth”  by 
Margaret  Tarrant.  Two  children,  a  girl  and  a  boy,  are  perched  on  a  rocky 
ledge  overlooking  the  sea.  She  is  seated  near  the  top  and  he  is  sprawled  out 
a  little  below  her.  They  are  looking  toward  the  horizon  where  sky  and  water 
meet.  They  are  thinking  the  thoughts  of  childhood.  For  them  life  is  just 
beginning. 

Those  scenes  illustrate  chapters  composing  the  records  of  this  year.  Time 
alone  will  determine  how  significant  they  are.  We  will  not  write  finis  to  the 
story.  We  shall  simply  turn  over  a  new  leaf.  Since  we  are  dealing  with 
human  values,  the  outcomes  are  as  immeasurable  as  life  itself.  One  thing 
is  clear.  When  the  history  of  this  critical  period  is  written,  the  volume 
relating  to  the  heroic  part  taken  by  the  educational  profession  in  helping 
our  communities  to  protect  the  educational  opportunity  of  the  present  gene¬ 
ration  from  interruption,  will  be  a  notable  one. 

Guiding  principles  in  planning  the  program — “Why  come  ye  here?” 
These  words  inscribed  over  the  auditorium  stage  of  a  mountain  college  chal¬ 
lenge  the  students  to  define  their  purposes,  sharpen  their  thinking,  and  chart 
their  programs.  Let  us  ask  ourselves  this  same  question  at  the  opening  of 
our  seventy-fourth  convention.  May  it  remind  us  of  our  common  purposes, 
invite  us  to  evaluate  our  program  of  action,  sharpen  our  thinking,  grow  in 
excellence  of  performance,  and  inspire  achievement  in  others. 

We  are  now  assembled  in  the  convention  which  climaxes  the  year’s  work 
and  starts  the  next  one.  We  pause  to  evaluate  the  year’s  achievements,  to  dis¬ 
cover  at  what  point  we  have  arrived,  to  make  a  report  of  progress,  to  set  up 
a  new  program  of  action,  and  to  turn  over  the  gavel. 

Two  principles  have  guided  our  planning  for  this  1936  convention. 
While  they  overlap  and  are  more  or  less  inseparable,  we  may  roughly  clarify 
them  as  the  inspirational  and  the  practical  values.  The  first  constitutes  the 
spiritualizing  outcomes  which  are  to  be  derived  from  the  total  experience 
of  the  convention.  The  other  is  the  more  direct  or  technical  benefit  which 
will  come  from  specific  attention  to  given  aspects  in  our  particular  fields  of 
service. 

The  one  requires  a  telescope  with  which  to  gain  a  clearer  perspective  of 
the  place  of  education  in  our  social  order  and  of  our  own  place  in  relation 
to  the  whole  educational  program.  The  outlook  is  essential  if  we  are  to 
move  in  the  right  direction.  For  that  reason  we  broaden  our  educational  as 
well  as  our  geographical  skylines  as  we  gather  here  in  this  glorious  North¬ 
west.  The  other  requires  the  microscope.  Thru  it  we  focus  attention  upon 
the  improvement  of  our  craftsmanship.  We  examine  our  programs  to  the  end 
that  content  may  be  enriched,  procedure  and  skills  improved,  and  outcomes 
of  instruction  strengthened. 

If  the  hopes  cherished  for  this  convention  are_  realized,  we  shall  return 
with  a  keener  understanding  of  the  necessity  of  implementing  education  for 


30 


National  Education  Association 


its  task  of  serving  our  democracy,  and  with  a  greater  awareness  of  the  re¬ 
sponsibilities  of  the  educational  profession.  We  shall  have  a  larger  vision  of 
the  sacredness  of  our  obligation  as  teachers  to  advance  the  cause  of  child¬ 
hood  and  youth.  We  shall  be  vigorous  in  improving  our  craftsmanship  and 
more  alert  in  spiritualizing  the  facts.  We  shall  be  more  concerned  about  safe¬ 
guarding  teacher  welfare  to  the  end  that  the  above  purposes  may  be  achieved. 
We  shall  be  more  interested  in  national  issues  and  international  problems. 
Some  of  the  spiritualizing  aspects  will  come  from  the  combined  gain  of  con¬ 
vention  and  vacation  “out  where  the  West  begins.”  While  this  great  con¬ 
ference  is  the  reason  for  our  coming  here  to  this  City  of  Roses,  we  should 
not  return  without  experiencing  the  inspiration  which  comes  from  the  close 
association  with  unspoiled  nature  which  is  afforded  on  every  hand.  Our  visit 
would  be  incomplete  without  taking  time  to  enjoy  the  solitude  of  primitive 
forest,  majesty  of  snow-capped  mountains,  music  of  falling  waters,  serenity 
of  blue  lakes,  fascination  of  ragged  rivers,  grandeur  of  ever-changing  can¬ 
yons,  picturesqueness  of  Indian  culture,  glimpses  of  wild  life,  and  the  romance 
of  color  and  scenery  enhanced  by  distance.  An  excursion  to  the  land  of  the 
midnight  sun,  of  the  totem  pole,  and  of  gold  rush  memories,  or  to  our  national 
parks,  for  example,  may  be  as  vivid  and  sparkling  to  us  as  a  trip  to  the  zoo  is 
to  our  pupils.  We  need  wider  experiences  ourselves  if  we  are  to  guide  our 
pupils  in  having  them. 

There  are  other  inspirational  outcomes  to  be  gained  at  a  great  meeting 
like  this.  Whether  we  teach  in  a  small  district  school,  an  emergency  educa¬ 
tion  project,  or  in  the  university,  a  great  convention  like  this  impresses  us 
with  the  greatness  of  the  guild  to  which  we  belong.  Part  of  the  value  of  the 
convention  experience  lies  in  seeing  and  hearing  our  national  leaders.  It  gives 
us  a  lift  to  rub  elbows  with  our  co-workers  from  other  areas  and  to  come  in 
contact  with  such  leaders  as  our  United  States  Commissioner  of  Education, 
J.  w.  Studebaker;  our  Executive  Secretary,  Willard  E.  Givens;  the  staff 
members  at  headquarters;  Chancellor  Frederick  M.  Hunter;  and  others 
whose  names  we  know  in  print.  It  thrills  us  also  to  receive  such  a  welcome 
as  our  comrades  in  the  Northwest  are  giving  us. 

In  addition  to  these  refreshing  values  more  or  less  common  to  all  our 
national  conferences,  the  sentiment  and  heritage  of  the  Oregon  Trail  are 
also  connected  with  this  meeting  place.  It  would  have  been  fitting  for  each 
of  us  to  have  reviewed  this  great  epic  before  starting  out  on  our  journey 
hither.  Whether  we  came  via  a  streamlined  ocean  steamship  as  the  Hawaiian 
delegation  did,  an  airplane  as  some  of  our  speakers  must  do,  or  by  train  or 
automobile  as  most  of  us  did,  we  were  reminded  of  that  trek  of  those  in¬ 
trepid  pioneers  who  blazed  the  trail  from  the  Missouri  to  the  Columbia  a 
century  ago.  Some  of  you  retraced  this  course  enroute  to  this  meeting.  Some 
of  you  covered  part  of  the  Lewis  and  Clark  trail.  In  the  story  of  those  path¬ 
finders  who  pushed  the  boundaries  of  civilization  westward  may  be  found 
not  only  that  spirit  which  distinguishes  America,  but  also  the  fortitude  of 
man  in  carving  his  own  destiny  against  whatever  odds.  If  we  can  attack  the 
problems  now  blocking  human  advancement  with  the  same  high  purpose  and 
heroism  with  which  they  conquered  physical  frontiers,  we  shall  be  worthy  to 


General  Sessions  31 


follow  in  their  footsteps.  Perhaps  the  resolve  to  do  that  eclipses  all  other 
outcomes  of  this  great  pilgrimage. 

Technical  problems  and  specialized  interests  will  be  considered  in  the 
meetings  of  the  departments  and  allied  organizations.  Nearly  three  hundred 
speakers  will  participate  in  the  general  and  special  meetings.  There  will  be 
a  hundred  or  more  breakfasts,  luncheons,  teas,  and  dinners  by  small  groups 
for  social  and  business  purposes.  Is  there  not  inspiration  also  in  learning  how 
to  do  our  work  better  today  than  we  did  yesterday? 

Education  moving  forward — Education  must  do  more  than  regain  its 
losses.  It  is  not  enough  to  retrieve  the  progress  which  had  been  reached  when 
the  economic  crisis  set  the  clock  back.  The  profound  social,  economic,  and 
political  changes  now  taking  place  call  for  more  and  not  less  education. 
Reconstruction  requires  new  services  and  increases  the  demands  upon  our 
schools  and  colleges.  We  must  think  in  terms  of  tomorrow  and  not  of  yester¬ 
day,  if  we  are  to  train  this  young  generation  to  meet  new  situations.  So  im¬ 
portant  is  it  for  education  to  advance  and  for  all  of  us  to  think  in  terms  of 
next  steps  in  educational  progress,  that  “Education  Moving  Forward”  has 
been  selected  as  the  keynote  or  theme  for  this  convention.  Each  one  of  the 
eight  general  sessions  is  devoted  to  some  particular  subject  that  has  to  do 
with  the  advancement  of  education. 

One  of  the  greatest  values  to  be  derived  from  any  professional  meeting 
of  this  kind  is  the  strengthening  of  our  hands  for  the  good  work  in  which 
we  are  engaged — the  making  of  men  and  women.  Character  building  is  still 
required.  It  is  our  greatest  task.  Need  I  pause  to  say  anything  about  the  im¬ 
portance  of  appreciating  the  beautiful,  of  developing  the  cultural  aspects? 
Did  you  ever  carry  a  violin  to  school  along  with  your  speller?  Did  you  ever 
exhibit  any  creative  work  when  you  were  a  young  learner?  Was  your  drill 
on  the  multiplication  tables  ever  embroidered  with  any  relaxation  or  thrill 
in  physical  or  health  activities?  Let  us  see  to  it  that  the  arts  are  not  left  out 
of  the  picture.  What  more  inspirational  place  could  there  be  from  which  to 
gain  a  new  and  clearer  perspective  than  out  here  where  the  West  begins? 

The  value  of  forums  and  open  discussions  is  being  more  and  more  utilized. 
Democracy  must  preserve  education  if  education  is  to  preserve  democracy. 
To  safeguard  the  welfare  of  children  and  of  teachers,  next  steps  in  our  edu¬ 
cational  planning  should  include  the  implementing  of  the  Children’s  Charter, 
the  speeding  of  educational  equality,  and  the  advancing  of  teacher  welfare. 
These  are  definite  steps  in  the  building  of  a  stronger  foundation. 

To  conserve  the  American  youth  is  a  problem  of  immediate  as  well  as 
ultimate  significance  to  our  present  and  future  welfare.  We  shall  consider 
this  problem  from  the  standpoint  of  America’s  answer  to  youth’s  appeal. 
No  more  far-reaching  problem  confronts  us  than  to  extend  our  educational 
program  to  meet  the  needs  of  youth  both  in  and  out  of  school.  The  im¬ 
provement  of  our  program  is  a  continuous  task  if  education  is  to  move  for¬ 
ward.  We  shall  deal  with  the  development  of  discrimination  in  the  use  of 
new  tools,  thru  the  consideration  of  the  radio,  the  movie,  and  children’s 
literature.  We  shall  look  at  the  elementary  and  secondary  programs  to  dis¬ 
cover  what  new  needs  there  are  and  how  they  may  be  met. 


32 


National  Education  Association 


As  we  are  meeting  in  an  area  which  exemplifies  to  us  the  conquering  of 
physical  frontiers,  so  we  must  consider  pioneering  in  human  advancement. 
The  schoolrooms  are  the  frontiers  of  the  land  and  the  teachers  are  the 
pioneers.  The  part  which  education  must  play  in  removing  juvenile  delin¬ 
quency  and  in  promoting  world  peace  and  friendliness  is  of  vital  concern  as 
we  improve  our  craftsmanship  and  advance  to  new  areas  of  service. 

Strengthening  the  relationship  between  school  and  community  has  many 
aspects  of  which  three  will  be  considered.  The  problem  of  coordinating  the 
forces  for  child  safety  needs  no  argument.  It  is  time  that  the  educational 
forces  assumed  leadership  in  the  matter  to  a  far  greater  extent.  Utilizing 
lay  cooperation,  creating  understanding,  securing  support,  and  keeping  chil¬ 
dren  uppermost  are  essential  to  the  interpretation  of  any  educational  pro¬ 
gram.  Teachers  are  alert  to  national  and  international  issues  and  anxious  to 
be  informed  to  the  end  that  they  may  vote  intelligently.  While  these  are  not 
all  the  problems  that  have  to  do  with  the  forward  march  of  education,  they 
are  some  of  the  important  ones  to  which  we  shall  devote  intensive  study  here 
in  this  Portland  meeting. 

Our  major  task  is  to  determine  the  program  of  action  under  which  we 
are  to  move  forward  during  the  coming  year.  To  that  end  we  shall  spotlight 
the  issues  and  point  out  the  solutions  as  far  as  it  is  possible  to  do  so  thru  the 
program  sessions.  We  shall  also  pay  heed  to  the  reports  of  the  committees 
whose  findings  are  to  be  submitted  at  this  time.  We  shall  examine  the  ma¬ 
chinery  under  which  our  organization  functions  to  ascertain  whether  it  needs 
changing.  If  controversial  problems  arise,  let  us  bring  to  bear  upon  them 
the  clear,  critical,  and  constructive  thinking  which  characterizes  our  pro¬ 
fession  and  which  is  in  accordance  with  the  principles  we  teach  in  the  class¬ 
room.  I  ask  your  definite  cooperation  to  the  end  that  our  business  meetings 
may  be  conducted  with  efficiency  and  dispatch. 

In  appreciation — I  want  to  thank  you  most  sincerely  for  the  splendid 
way  in  which  you  have  taken  hold  of  the  enlarged  program  of  the  year  as 
set  forth  in  the  September  1935  Journal  of  the  National  Education  Associa¬ 
tion.  Due  to  your  cooperation  and  efforts,  there  is  progress  to  report  in  each 
of  the  five  points.  There  is  still  much  to  be  done  but  it  has  been  a  year  of 
substantial  achievement.  The  items  in  the  program  of  action  are  still  a  valid 
checklist  for  charting  our  course  and  measuring  headway.  We  must  continue 
to  emphasize  the  close  relationship  between  education  and  the  preservation 
of  our  democracy ;  improve  the  services  of  our  Association  to  the  end  that 
all  schools  may  render  the  maximum  service  to  childhood  ;  seek  higher  stand¬ 
ards  of  educational  service ;  develop  an  informed  public  opinion  regarding 
the  work  of  the  schools ;  and  strengthen  our  program  of  service  thru  in¬ 
creased  membership  and  the  improvement  of  the  organization. 

The  year  has  been  replete  with  rich  experiences.  Only  those  who  have 
been  privileged  to  serve  as  your  president  can  appreciate  fully  the  meaning 
and  value  of  these  experiences.  We  trust  they  will  redound  to  make  life 
more  significant  for  the  children  who  in  due  time  will  be  taking  our  places. 
Why  come  we  here?  To  gain  a  fresh  start  and  to  strengthen  our  hands  for 
the  great  work  on  behalf  of  childhood. 


General  Sessions 


33 


GREETINGS  FROM  JAPAN 

KEN  TSURUMI,  CONSUL  OF  JAPAN,  PORTLAND,  ORE. 

I  have  the  honor  to  read  the  greetings  of  Hidejiro  Nagata,  president  of 
the  Japanese  Education  Association,  addressed  to  the  president  of  the  Na¬ 
tional  Education  Association  of  this  country. 

“Greetings!  The  Japanese  Education  Association  sends  its  cordial  greet¬ 
ings  to  the  National  Education  Association  of  the  United  States,  meeting 
in  its  seventy-fourth  annual  convention  at  Portland,  Oregon,  and  wishes 
them  every  success  in  their  important  deliberations. 

“The  Japanese  Education  Association  recalls  the  interest  the  National 
Education  Association  has  always  entertained  in  the  enhancement  of  inter¬ 
national  goodwill,  not  to  mention  its  contribution  to  education,  and  its 
initiative  in  organizing  the  World  Federation  of  Education  Associations, 
whose  untiring  efforts  have  developed  a  greater  appreciation  of  the  hidden 
values  of  inherited  gifts  of  nations  and  races. 

“In  continuing  this  great  enterprise,  the  World  Federation  of  Education 
Associations  has  signally  honored  Japan  by  choosing  Tokyo  as  the  site  of  its 
seventh  biennial  conference  to  be  held  next  year  from  August  2  to  7.  The 
Japanese  Education  Association,  as  hosts,  will  be  privileged  to  entertain 
representative  educators  from  all  the  nations  of  the  world.  It  is  their  sincere 
hope  and  desire  that  a  large  American  delegation  will  be  present  to  con¬ 
tribute  their  experience  and  knowledge  to  the  cause  of  education  and  to 
promote  the  advancement  of  human  understanding. 

“An  elaborate  program  is  being  planned  by  a  world  conference  committee 
composed  of  outstanding  Japanese  educators  and  business  men,  and  every 
facility  will  be  afforded  the  delegates  to  see  and  study  Japan. 

“The  Japanese  Education  Association  extends  to  the  N.  E.  A.  a  cordial 
invitation  to  attend  this  notable  gathering  next  summer. — Hidejiro 
Nagata,  President ,  Japanese  Education  Association,  and  Minister  of  Over¬ 
seas  Affairs  in  the  Japanese  Cabinet. ” 

WE  CHART  OUR  FUTURE  POLICIES 

FREDERICK  M.  HUNTER,  CHANCELLOR,  OREGON  STATE  SYSTEM  OF  HIGHER 

EDUCATION,  EUGENE,  ORE. 

“In  those  days  there  were  giants  on  the  earth.”  So  the  historians  will  in 
future  eras  write  of  our  times  and  peoples.  It  is  not  a  product  of  exaggerated 
imagination  to  believe  that  we  witness  in  our  day  and  generation — nay,  we 
are  parties  to — a  conflict  of  ideas  which  will  prove  to  be  one  of  the  most 
momentous  of  all  time.  The  events  of  past  history,  indeed  all  the  experiences 
of  the  race,  have  not  previously  brought  forth  such  a  setting  and  such  a 
herculean  clash  between  opposing  schools  of  thought. 

I  am  not  rash  enough  to  maintain  that  previous  critical  periods  and  turn¬ 
ing  points  in  human  affairs  have  not  many  times  been  as  important  as  the 
danger  period  of  today,  but  at  no  time  in  history  have  conceptions  of  such 


34 


National  Education  Association 


import  to  the  entire  race  been  espoused  by  the  millions  of  individuals  con¬ 
stituting  great  nations  or  groups  of  nations  and  set  in  battle  array  one 
against  the  other  as  in  the  past  two  decades. 

At  the  close  of  the  World  War  democracy  seemed  triumphant.  A  crusade 
of  deep  consecration  to  make  the  world  safe  for  democracy  had  swept  the 
thought  of  Western  nations  and  culminated  in  an  idealistic  attempt  at  ex¬ 
pression  in  a  worldwide  plan  to  abolish  war  and  to  make  good  the  type  of 
destiny  for  the  individual  which  had  been  the  urge  of  race  struggle  from  the 
early  civilizations.  In  fact,  since  the  movement  for  American  independence 
and  the  overthrow  of  the  decadent  French  absolutism  by  the  revolution, 
there  had  been  a  steady  forward  march  of  the  cause  of  political  freedom 
until  at  the  close  of  the  World  War  apparently  the  last  remnants  of  abso¬ 
lutism  had  disappeared  and  the  democratic  philosophy  of  life  and  the  doctrine 
of  constitutional  government  for  the  moment  seemed  everywhere  victorious. 

But  now,  in  the  two  decades  of  tragic  disillusionment,  one  nation  after 
another,  numbering  population  by  the  millions,  for  the  false  assurance  of 
economic  security  turns  in  its  frantic  desperation  of  fear  and  dire  need  to 
the  despotism  of  class  dictatorship.  And  in  America  and  the  nations  of  the 
western  European  seaboard  where  the  democratic  philosophy  of  life  had 
created  its  real  strongholds,  the  battle  seems  to  be  joined  for  final  decisive 
determination.  The  conception  of  the  highest  good  for  all  men  as  a  mass, 
as  symbolized  in  the  communistic  dictatorship  of  Russia  and  the  totalitarian 
states  of  Italy  and  Germany,  struggles  with  the  characteristic  individualistic 
thinking  of  democratic  peoples  that  all  government  and  all  state  entities  are 
maintained  in  order  that  the  individual  may  “work  his  destiny  deeply  as 
he  will,”  and  forces  the  issue  to  a  conclusion. 

As  both  observers  and  participants  in  this  battle  of  the  Titans,  we  of 
the  National  Education  Association,  largest  and  most  far-reaching  of  the 
professional  organizations  with  a  first  loyalty  to  education,  are  called  upon 
to  define  our  policies  and  chart  our  course.  Not  that  this  is  a  new  experience 
with  us.  It  has  been  in  process  since  the  founding  of  the  Association  almost 
eighty  years  ago,  but  new  requirements  and  a  new  emphasis  are  thrust  upon 
us  by  the  play  of  these  herculean  forces  that  operated  in  the  society  which 
education  fundamentally  serves.  It  is  not  sufficient  for  us  to  rely  upon  tra¬ 
dition  or  adhere  to  party  or  group  loyalties.  We  must  redefine  our  goals,  look 
unflinchingly  at  the  issues,  clearly  apply  the  light  of  science  and  the  wisdom 
of  history  to  the  solution  of  the  welter  of  problems  that  face  our  educational 
institutions. 

Of  course,  we  can  never  forget  our  past  or  the  purposes  that  have  ani¬ 
mated  education  in  its  relation  to  American  democracy.  The  surest  clues 
to  a  wise  guidance  of  our  future  are  to  be  found  in  the  original  conceptions 
which  moved  our  founders  in  the  establishment  of  the  American  plan  of 
government.  Here  is  to  be  found  the  original  American  dream.  It  was  to  be 
realized  by  a  unified  central  governmental  authority  strong  enough  to  vouch¬ 
safe  to  future  generations  a  powerful  nation,  but  so  modified  and  restricted 
that  the  fruits  of  a  democratic  philosophy  of  life  were  to  be  enjoyed  in  the 
rich  and  abundant  life  to  arise  in  local  communities  thruout  the  nation  from 


General  Sessions 


35 


the  perfection  of  local  self-government.  All  powers  except  those  specified  in 
the  Constitution  were  reserved  to  the  states  and  other  local  units  estab¬ 
lished  within  them.  To  make  sure  that  centralized  authority  should  be 
properly  restrained  from  paternalism  and  tyranny,  a  bill  of  rights  was 
immediately  forthcoming  as  a  guarantee  that  democratic  government  was  to 
be  matured  and  realized  in  its  strictly  local  phases.  So  thoroly  has  this  theory 
been  applied  that  in  the  century  and  a  half  of  the  development  of  the  nation 
there  have  come  into  being  and  are  operating  today  185,000  different  units 
of  local  self-government  thruout  the  nation.  The  validity  of  the  federal 
policy  then  espoused  and  the  place  of  the  nation  thus  created  in  the  family 
of  nations  and  in  the  records  of  history  are  no  longer  open  to  question. 
The  Civil  War  conclusively  settled  the  issue  of  stability. 

The  weaknesses  and  the  imperfections  of  the  localized  system  are  only 
too  apparent  to  any  who  will  glance  for  a  moment  at  the  record  of  municipal 
government  in  the  great  cities  of  the  nation.  The  multiplication  of  the 
agencies  of  corruption,  the  prevalence  of  gangsterism,  graft  organizations, 
and  governmental  breakdowns,  are  all  too  well  known.  The  multiplicity 
of  taxing  authorities,  the  entire  failure  of  many  local  financial  structures, 
even  in  some  of  our  great  cities,  and  the  inadequacy  of  police  control  when 
faced  with  the  power  of  organized  crime  under  modern  conditions,  all 
furnish  abundant  evidence  of  the  unfulfilled  purposes  of  our  local  system. 

True,  vigorous,  well-sustained  movements,  such  as  the  development  of 
the  city  manager  plan  of  municipal  government,  reorganization  of  the  tax¬ 
ing  system,  a  reviving  civic  consciousness  in  many  places,  afford  a  lively  hope 
that  it  is  not  too  late  to  consummate  our  original  national  goals  even  yet. 
It  is  nevertheless  very  problematical  as  to  whether  higher  levels  of  intelli¬ 
gence  and  widespread  knowledge  of  civic  affairs  can  ever  strengthen  our 
highly  subdivided  system  to  a  point  of  efficiency  sufficient  to  guarantee  a 
satisfactory  universal  realization  of  free  democratic  living.  Moreover,  the 
problems  of  crime  control  are  so  overwhelming  that  a  very  necessary  resort 
to  national  relief,  such  as  has  taken  place  in  the  suppression  of  the  kidnaping 
epidemic,  has  brought  about  a  very  positive  trend  toward  recentralization. 
The  acute  problems  too  that  arise  from  our  economic  insecurity  immediately 
call  for  national  assistance,  and  again  a  surrender  of  local  authority. 

The  problem  for  you  and  me  as  teachers — the  problem  for  our  profession 
— is:  “What  course  shall  education  take  in  bringing  to  bear  upon  these 
issues  the  accumulated  knowledge  of  the  people  of  the  nation  and  the  vast 
resources  of  scientific  research  that  are  spread  abroad  over  the  earth?  Can 
our  profession  chart  a  course  that  will  make  these  available  in  time  to  serve 
as  a  means  of  salvation?” 

Pressed  upon  our  consciousness  is  the  constantly  recurring  reaction  against 
education.  A  vigorous  coterie  of  extreme  conservatives,  sufficiently  large  to 
constitute  a  pressure  group  if  not  an  entire  party,  charge  the  institutions 
of  education  with  radicalism,  and  its  leaders  say  the  colleges  are  rife  with 
the  communistic  movement  and  with  the  teaching  of  Marxian  and  socialistic 
doctrines,  and  that  the  ills  of  governmental  experiments  fostered  by  imprac- 


36 


National  Education  Association 


tical  idealists  are  a  product  of  the  ill-advised  educational  program  of  the 
country. 

The  leftists,  or  extreme  socialistic  group,  on  the  other  hand,  openly  accuse 
the  public  schools  and  colleges  with  developing  a  breed  of  hard-hearted, 
hard-fisted,  self-seeking  materialists,  completely  wedded  to  the  laissez  faire 
doctrines  of  classical  capitalistic  economy.  The  reasoning  of  both  parties 
would  lead  to  the  destruction  of  the  present  educational  system — possibly, 
if  carried  to  the  limit,  to  the  abolition  of  public  education  altogether. 

Another  cult,  whose  most  extreme  proponents  and  spokesmen  move  to¬ 
ward  the  establishment  of  a  policy  of  indoctrination  of  youth  thru  education, 
find  our  present  curriculum  program  guilty  of  academic  stagnation.  Says  one 
of  these  in  the  June  1936  Atlantic  Monthly ,  under  the  title  “Extra  Ribs 
in  Pigs”:  “American  methods  of  education  too  often  lead  only  to  a  swamp. 
Knowledge  is  poured  into  the  student  in  a  ceaseless  stream.  ...  It  collects, 
it  stagnates.  The  student  in  expressive  vernacular  is  swamped.” 

Yet  another  academic  clan  holds  that  all  respect  for  standards  and  for 
knowledge  as  a  true  medium  of  education  has  been  sacrificed,  that  soft 
pedagogy  has  captured  both  the  leadership  and  the  rank  and  file  of  the  teach¬ 
ing  profession. 

If  we  allow  all  or  any  of  these  schools  of  thought  to  dominate  our  educa¬ 
tional  planning,  it  is  easy  to  foresee  the  outcome.  The  demagogs,  the  pressure 
groups,  and  their  uniformed  followership  will  succeed  in  crucifying  the  most 
essential  of  democracy’s  supporting  “pillars  of  society” — its  institutions  for 
universal  education. 

In  addition  to  these  philosophic  criticisms,  education  contends  with  con¬ 
stant  political  pressures  growing  out  of  the  exigencies  of  the  times.  We  find 
within  the  past  year  six  state  governors  penalizing  the  institutions  of  higher 
education  by  a  veto  of  333  budget  items  in  a  total  amount  of  $3,500,000. 
We  find  the  people  of  all  the  states  have  clothed  governmental  budgetary 
systems  thruout  the  nation  with  the  power  to  control  the  expenditures  for 
education  practically  ad  libitum.  We  find  the  percentage  of  tax  resources 
expended  by  the  states  for  the  growing  program  of  education  in  a  successive 
retrogression  for  the  past  fifteen  years.  According  to  statistics  taken  from 
the  N.  E.  A.  Research  Bulletin  for  May  1936,  the  average  for  the  country 
as  a  whole  is  as  follows:  1921-22,  30.2;  1923-24,  29.6;  1925-26,  28.5; 
1927-28,  27.1  ;  1929-30,  27.1 ;  and  1931-32,  28.4.  Large  numbers  of  states 
show  even  a  more  marked  tendency  to  penalize  the  schools,  and  thus  under¬ 
mine  the  foundational  structure  of  democracy. 

If  we  accept  the  inevitable  responsibility  which  the  nation  places  upon 
the  teaching  profession,  let  us  hold  clearly  in  mind  some  very  fundamental 
ideas  with  relation  to  education. 

( 1 )  The  spread  of  knowledge  has  a  creative  rescue  power  for  the  ills  of 
society.  In  the  past,  when  it  has  seemed  the  last  vestiges  of  civilization  would 
perish  from  the  earth,  society  has  again  and  again  been  saved  by  a  revival 
of  learning.  The  teaching  profession  of  the  democracies  of  the  world  must 
never  be  allowed  to  forget  this  fundamental  truth.  The  evidence  of  history 
is  unmistakable  and  our  mandate  may  be  clearly  read. 


General  Sessions 


37 


(2)  Our  American  origin  and  the  total  of  our  life  experience  commit 
us  irrevocably  to  the  democratic  philosophy  of  life.  The  wisdom  of  our 
forebears  as  stated  in  the  Ordinance  of  1787  is  as  applicable  and  valid  today 
as  in  1787.  “Religion,  morality,  and  the  diffusion  of  knowledge  being  neces¬ 
sary  to  the  progress  of  the  people,  schools  and  the  means  of  education  shall 
forever  be  encouraged.” 

(3)  The  methods  of  science  applied  to  the  realm  of  economics  confirm 
the  conception  that  widespread  economic  prosperity  is  to  be  found  in  the 
constant  increase  of  the  levels  of  living  and  culture  of  the  people.  The  inten¬ 
sive  application  of  principles  of  scientific  research  to  economic  problems  and 
to  a  study  of  the  causes  of  the  great  depression,  such  as  the  series  of  studies 
recently  published  by  the  Brookings  Institution,  “America’s  Capacity  to 
Consume,”  furnishes  abundant  evidence  to  support  this  tenet. 

During  the  so-called  “new  era”  of  the  gay  twenties  the  United  States  was  not 
living  beyond  its  means. 

There  has  been  a  tendency,  at  least  during  the  last  decade  or  so,  for  the  inequality 
in  the  distribution  of  income  to  be  accentuated. 

Vast  potential  demands  alike  for  basic  commodities  and  for  conventional  necessi¬ 
ties  exist  in  the  unfulfilled  wants  of  the  masses  of  the  people,  both  rural  and  urban. 

The  manifest  implications  of  these  carefully  stated  findings  of  scientific 
research  are  much  too  manifold  and  far-reaching  for  treatment  in  this  brief 
discussion.  It  certainly  is  clear,  however,  that  they  include  a  definite  man¬ 
date  for  education.  Our  historic  assumptions  that  economic  prosperity  is 
fundamentally  dependent  upon  the  general  level  of  culture  of  a  people  are 
here  abundantly  sustained  by  the  most  thoro  processes  of  investigation  and 
research.  Here  we  find  our  confident  belief  sustained  that  the  triumph  of 
democratic  society  may  be  assured  by  an  educational  program  which  con¬ 
tinually  moves  to  raise  the  mass  levels  of  living.  The  conversion  of  the 
luxury  of  today  into  the  necessity  of  tomorrow  by  universal  enlightenment 
and  the  diffusion  of  knowledge,  and  the  application  of  the  discoveries  of 
research  to  the  resources  of  the  earth,  have  become  the  key  to  the  success  of 
the  production  machinery  of  the  nation. 

With  these  certain  principles  clearly  in  mind,  let  the  profession  maintain 
its  solidarity  of  strength,  and  its  steadfastness  of  purpose  in  defining  the 
policies  of  its  future  program.  The  initial  steps  seem  consistent  with  this 
demand  and  with  these  principles.  During  the  past  year  the  Educational 
Policies  Commission  was  created  by  the  National  Education  Association 
and  the  Department  of  Superintendence  for  the  purposes  I  have  designated. 
The  history  and  achievements  of  the  Commission  thus  far  may  be  stated  as 
follows. 

Educational  Policies  Commission 

Origin 

The  Educational  Policies  Commission  was  appointed  in  December  1935 
by  joint  action  of  the  executive  committees  of  the  National  Education  Asso¬ 
ciation  and  the  Department  of  Superintendence  to  aid  the  profession  in 
clarifying  and  directing  their  efforts  toward  the  solution  of  problems  in 


38 


National  Education  Association 


education.  The  Commission  is  aided  in  i,ts  work  by  a  grant  of  funds  from 
the  General  Education  Board.  During  the  five  years  of  existence  the  Com¬ 
mission  is  empowered  to  hold  meetings,  confer  with  expert  advisers,  conduct 
studies,  issue  pronouncements,  and  adopt  such  other  procedures  as  may  he 
necessary  to  the  fulfilment  of  its  purposes. 

Purposes 

The  Educational  Policies  Commission  has  the  function  of  crystallizing 
and  helping  to  make  effective  the  best  thought  devoted  to  education  in  the 
United  States  and  other  countries  over  a  period  of  years.  As  means  to  this 
end  the  Commission  has  begun : 

To  reconsider  the  purposes  of  education  and  define  the  peculiar  functions  of  the 
school  in  the  social  scene 

To  appraise  critically  existing  conditions  in  education  in  the  light  of  these  purposes 
and  functions 

To  make  the  best  practises  and  procedures  known  thruout  the  country  and  bring 
about  desirable  changes  in  the  method  and  content  of  education 

To  stimulate  thoughtful,  realistic,  and  long-term  planning  both  by  the  profession 
and  the  lay  public,  looking  toward  the  continuous  adaptation  of  education  to  social 
need. 

Progress 

Since  its  appointment  last  December  the  Commission  has  held  two  meet¬ 
ings — January  17-19,  1936,  and  May  8-11,  1936,  at  Chicago.  It  has  ap¬ 
pointed  more  than  1200  consultants  on  an  ex-officio  basis  from  within  the 
profession  of  education  in  all  parts  of  the  country.  This  is  a  first  step  in 
securing  numerous  careful  judgments  on  the  pronouncements  and  policies 
set  forth,  and  in  informing  the  profession  and  the  lay  public  regarding  the 
activities  of  the  Commission. 

Expert  counsel  has  been  secured  from  four  eminent  sociologists  and 
economists  on  the  subject  of  educational  expenditures  and  their  relation  to 
the  economic  welfare  of  the  nation ;  from  the  chairmen  of  seven  national 
educational  commissions  on  the  purposes  and  objectives  of  education;  and 
from  five  leaders  in  civic  planning  on  state  educational  planning. 

Its  publications  to  date  include:  Some  Current  Problems  in  American 
Education — a  list  of  issues  prepared  for  consideration  by  lay  and  profes¬ 
sional  groups;  Deliberative  Committee  Reports  of  1935 — a  first  step  in  the 
direction  of  a  continuing  and  cumulative  exchange  of  information  and  co¬ 
ordination  of  effort  in  the  field  of  educational  policy;  State  Educational 
Planning — a  guide  for  state  planning  groups  prepared  in  cooperation  with 
the  National  Resources  Committee. 

Program 

The  Educational  Policies  Commission  seeks  the  advice  and  help  of  all 
individuals  interested  in  education  thruout  the  country.  It  receives  recom¬ 
mendations  from  all  sources  looking  toward  the  improvement  of  the  schools ; 
it  is  proceeding  to  develop  understanding  and  cooperation  among  all  organ¬ 
ized  groups  interested  in  advancing  the  cause  of  education. 


General  Sessions 


39 


Thru  a  series  of  publications  and  a  comprehensive  program  of  public  rela¬ 
tions  the  Educational  Policies  Commission  is  undertaking  to  keep  the  pro¬ 
fession  fully  informed  as  to  its  program  and  accomplishments.  The  Commis¬ 
sion  is  attempting,  however,  to  define  policies  for  American  education  which 
will  merit  the  united  support  not  only  of  the  profession  but  of  all  citizens. 

Membership 

Three  groups  comprise  the  membership  of  the  Commission : 

Advisory  members 

The  United  States  Commissioner  of  Education 
The  president  of  the  American  Council  on  Education 

Appointive  members 

Eleven  persons  selected  from  the  profession  at  large 
Ex-officio  members 

The  president  of  the  National  Education  Association 
The  executive  secretary  of  the  National  Education  Association 
The  president  of  the  N.  E.  A.  Department  of  Classroom  Teachers 
The  president  of  the  N.  E.  A.  Department  of  Superintendence 
The  executive  secretary  of  the  Department  of  Superintendence. 

At  the  January  meeting  the  Commission  undertook  to  isolate  and  state 
some  of  the  major  issues  which  confront  organized  education  in  the  United 
States.  These  issues — fifty-six  in  number — were  set  forth  in  a  brief  pamphlet 
and  given  wide  circulation.  The  counsel  of  some  1200  consultants  was 
sought  by  direct  correspondence,  and  broad  discussion — both  professional 
and  lay — was  encouraged.  The  Commission,  of  course,  makes  no  assumption 
that  all  of  the  issues  confronting  education  are  included  and  likewise  fully 
recognizes  that  the  stated  issues  may  to  some  degree  overlap  one  another. 
The  following  classification  of  a  few  considered  the  most  vital  among  the 
fifty-six  will  convey  to  you  a  glimpse  of  the  course  of  thinking  governing 
the  Commission: 

Objectives 

What  should  be  the  controlling  purposes  of  the  public  school  system  in  a  democracy  ? 

What  is  the  relationship  of  education  to  social  reconstruction? 

Should  organized  education  be  primarily  concerned  with  ideals  and  attitudes  or 
with  items  of  information? 

To  what  extent  can  the  objectives  of  education  be  discovered  by  scientific  inquiry 
as  compared  with  the  process  of  social  philosophy? 

Should  religious  sanctions  be  involved  in  the  character  objectives  of  the  public 
schools? 

Scope 

What  are  the  present  obstacles  to  progress  in  secondary  education  and  how  may 
they  be  removed? 

What  are  the  present  obstacles  to  progress  in  rural  education  and  how  may  they 
be  removed? 

How  may  we  broaden  the  concept  of  education  so  that  it  will  be  regarded  as  a 
life-long  continuous  process? 

What  is  a  satisfactory  organization  for  public  higher  education?  How  can  dupli¬ 
cation  and  competition  among  higher  institutions  be  avoided?  What  are  the  possi¬ 
bilities  of  regional  planning  for  higher  education? 


40 


National  Education  Association 


What  are  the  good  and  bad  effects  of  the  existence  of  schools  not  supported  by 
taxation  upon  the  general  school  system? 

Finance 

Heavy  demands  are  being  made  on  the  public  revenue  by  the  continuance  of 
relief,  the  provision  of  social  security,  and  the  service  of  the  public  debt.  In  the 
light  of  this  condition,  how  can  the  financial  needs  of  the  schools  be  met? 

What  are  the  characteristics  of  an  adequate  and  just  tax  system  for  the  support 
of  schools? 

What  are  the  facts  concerning  the  actual  and  potential  productivity  of  our 
material,  technical,  and  human  resources?  What  are  the  implications  of  these  facts 
for  school  support? 

What  is  sound  public  policy  with  reference  to  local,  state,  and  federal  support  of 
schools?  How  is  this  related  to  overlapping  tax  jurisdictions  and  to  other  subsidies 
already  in  existence? 

Control  and  Public  Relations 

What  fundamental  policies  should  control  the  relationship  of  the  federal  govern¬ 
ment  to  education? 

What  is  the  source  of  ultimate  control  in  American  education? 

This  problem  involves  several  subordinate  questions: 

a.  What  should  be  the  powers  of  the  various  governmental  units? 

b.  What  are  the  respective  functions  of  the  laymen  and  the  profession  re¬ 
garding  educational  policy-making? 

c.  What  is  the  proper  role  of  interest  or  pressure  groups  in  the  control  of 
American  education? 

What  is  the  proper  form  for  the  organization  of  state  leadership  in  education? 

What  relationship  should  the  schools  have  to  the  several  state  and  local  planning 
commissions  ? 

What  are  the  demands  of  the  current  social  situation  with  respect  to  the  freedom 
of  teaching  and  its  correlative  responsibilities?  How  can  this  freedom  be  defined 
and  defended  ? 

Personnel 

What  standards  should  be  formulated  for  admittance  to  the  teaching  profession? 

How  may  the  most  effective  organization  and  solidarity  in  the  teaching  profession 
be  brought  about? 

What  steps  are  necessary  to  secure  reasonable  economic  and  social  security  for 
the  teaching  profession?  This  includes  questions  relating  to  salaries,  tenure,  retire¬ 
ment,  and  teacher  welfare  in  general. 

Material 

How  can  school  buildings  and  equipment  be  planned  so  as  to  meet  future  develop¬ 
ments  in  educational  needs  and  practises? 

Method  and  Content  of  Instruction 

What  can  be  done  by  the  schools  with  reference  to  unsocial  behavior,  crime,  and 
delinquency?  Stated  positively,  what  can  be  done  by  the  schools  to  promote  desirable 
character?  What  steps  must  be  taken  to  secure  an  adequate  emphasis  on  ideals  and 
attitudes  as  a  primary  purpose  of  education? 

How  can  parents  and  other  citizens  be  made  aware  of  the  harmful  effect  on  the 
educational  program  of  anti-social  activities,  legalized,  or  at  least  permitted,  by  the 
public  at  large? 

What  are  the  most  important  changes  which  are  immediately  needed  in  the  cur¬ 
riculum  of  the  public  schools? 

How  can  the  research  basic  to  more  effective  teaching  methods  and  to  more 
desirable  curriculum  material  be  encouraged,  coordinated,  disseminated,  and  used? 


General  Sessions 


41 


The  presentation  of  these  issues,  the  wide  discussion  of  their  implications, 
and  the  preliminary  statements  already  forthcoming  in  the  Commission’s 
publications  serve  to  inform  the  membership  as  to  methods  and  policies  of 
the  agency  created  by  their  Association  for  the  exceedingly  vital  responsi¬ 
bility  of  defining  and  clarifying  a  course.  At  every  available  opportunity 
the  Commission  will  report  to  the  parent  bodies. 

As  I  have  reminded  you,  the  setting  in  which  modern  education  works 
is  both  terrifying  and  inspiring.  The  worldwide  proportions  of  the  issues 
joined  in  our  generation  can  easily  carry  consternation  to  any  but  the  stoutest 
hearted.  But  the  responsibility  which  inheres  in  the  calling  of  the  teacher 
is  potent  urge  for  the  profession  en  masse  and  full  assurance  of  the  place  in 
the  sun  for  education  if  we  courageously  accept  the  challenge  and  chart  a 
course  marked  and  guided  by  science  and  vision. 

Our  endeavor  to  make  real  the  traditional  dream  of  democracy  can  hope 
for  consummation  when  we  have  implemented  the  oncoming  generation  to 
fulfil  the  ideal  of  competent  local  self-government.  Making  democracy  safe 
is  a  problem  to  be  solved  close  at  home  over  the  whole  area  of  the  nations 
which  adhere  to  Mazzini’s  immortal  principle  of  the  “progress  of  all 
thru  all  under  the  leadership  of  the  wisest  and  best.” 

The  triumph  of  democracy  is  the  development  of  the  American  child 
everywhere  into  the  full  maturity  of  the  free  self-governing  being  for  which 
the  peoples  of  the  earth  have  yearned  since  civilization  began. 

May  I  venture  one  more  word  before  my  final  closing?  This  Association 
cannot  escape  the  responsibility  in  the  first  place  for  a  well-defined  program 
of  the  type  I  have  just  been  discussing — a  program  founded  on  great  teach¬ 
ing,  the  finest  which  science  can  devise  and  which  our  experiences  of  the 
past  support  so  abundantly,  and  a  great  program  for  the  search  for  truth 
that  is  to  be  found  in  the  great  research  effort  in  the  education  of  this  country. 

In  addition  to  that,  there  is  another  element  in  this  responsibility.  It  is  the 
responsibility  for  the  solidarity  and  militancy  of  the  profession.  In  no  selfish 
way  do  we  look  upon  education  as  a  great  cause ;  of  course,  you  and  I  are 
investing  our  lives  in  it  but,  after  all,  the  highest  and  finest  idealism  that  can 
motivate  life  is  to  invest  with  a  reasonable  return  in  so  great  a  purpose  as 
the  triumph  of  democracy  thru  education. 

Let  us  forget  small  issues,  personalities,  local  factionism ;  let  us  forget 
petty  selfishness  at  this  tragic  time,  this  time  of  great  crises ;  let  us  labor  to 
weld  this  Association  into  a  solidarity  of  the  profession  dedicated  to  the 
cause  of  youth  until  every  one  of  the  million  members  of  the  profession 
actively  participate  in  the  making  and  the  forward  movement  of  its  program. 


42 


National  Education  Association 


Public  Forum 

EDUCATION  AND  DEMOCRACY 

J.  W.  STUDEBAKER,  UNITED  STATES  COMMISSIONER  OF  EDUCATION, 

WASHINGTON,  D.  C.,  Leader 

Participants : 

Thomas  W.  Gosling,  Director,  American  Junior  Red  Cross,  Wash¬ 
ington,  D.  C. 

Willis  A.  Sutton,  Superintendent  of  Schools,  Atlanta,  Ga. ;  and  Past 
President  of  the  Association 

John  A.  Sexon,  Superintendent  of  Schools,  Pasadena,  Calif. 

Lucy  Mason  Holt,  Principal,  Ocean  View  School,  Norfolk,  Va. 

A.  L.  Threlkeld,  Superintendent  of  Schools,  Denver,  Colo. ;  and  Presi¬ 
dent,  N.E.A.  Department  of  Superintendence 

W.  W.  Parker,  President,  Southeast  Missouri  State  Teachers  Col¬ 
lege,  Cape  Girardeau,  Mo. 

Dr.  Studebaker:  There  are  all  kinds  of  forums.  This  is  one  kind.  It  is 
a  bit  more  formal  than  many  of  the  best,  but  we  are  making  it  so  because  of 
the  size  of  the  auditorium  and,  then  too,  we  have  had  no  opportunity  to 
practise. 

I  am  going  to  open  up  the  subject  with  a  formal  statement  of  about 
twenty  minutes ;  then  my  four  colleagues  will  present  statements,  following 
which  we  will  have  the  general  free-for-all  discussion. 

I  do  not  know  what  any  of  these  people  are  going  to  say  and  they  do  not 
know  what  I  am  going  to  say.  We  have  not  read  the  papers  to  one  another, 
so  it  will  all  be  strange  to  us,  as  it  will  be  to  you.  We  will  think  out  loud  to 
one  another  here. 

I  like  to  see  a  group  like  this.  Let  us  forget  there  is  an  audience.  If  we 
can,  imagine  we  are  around  a  table  at  a  chop  suey,  talking  over  the  problems 
of  America  and  its  destiny. 

I  should  like  to  get  the  audience  in  on  this  discussion.  As  we  read  our 
papers  and  talk  here,  please  write  out  questions  or  brief  comments ;  then 
signal  an  usher  who  will  bring  the  slip  to  me,  and  I  will  direct  the  ques¬ 
tion  to  some  member  of  the  family.  Get  out  your  pencils  and  pads  and  get 
ready  to  participate. 

I  wish  we  could  let  people  stand  up  and  talk.  That  is  the  way  most 
forums  are  run.  Some  day  we  will  have  a  new  invention.  I  understand 
there  is  a  man  bringing  one  along,  which  will  enable  the  chairman  to  flash 
a  ray  of  light  on  the  face  of  the  speaker  and  the  ray  of  light  will  conduct  the 
voice  to  an  amplifier  and  everyone  will  hear  him  speak,  a  great  advantage  to 
the  chairman,  because  he  can  take  the  light  off  when  he  wants  to  discontinue 
the  conversation. 

I  am  going  to  open  the  subject,  as  I  suggested,  on  the  general  theme, 
“Education  and  Democracy.”  As  I  glance  thru  various  conference  and  con¬ 
vention  programs  coming  to  my  attention,  I  am  encouraged  by  the  increas¬ 
ing  tendency  to  present  discussions  rather  than  series  of  long  lectures  and 
addresses. 


General  Sessions 


43 


It  now  seems  to  be  the  rule  rather  than  the  exception  that  the  listener 
shall  have  opportunity  to  clarify  for  himself  the  meanings  of  the  speaker  thru 
discussion.  The  panel — or  symposium  forum — is  fast  taking  the  place  of 
lengthy  addresses  and  public  monologs.  This  tendency  itself  is  a  good 
omen  to  those  who  are  eager  to  preserve  democracy. 

I  wish  I  had  time  to  outline  fully  the  swiftly  growing  movement  of  adult 
civic  education  and  to  report  to  you  on  the  activities  of  your  federal  Office 
of  Education  in  promoting  this  movement.  I  should  like  to  summarize  the 
scores  of  letters  coming  to  me  weekly  from  school  superintendents,  prin¬ 
cipals,  and  classroom  teachers  expressing  their  desires  and  intentions  to  make 
the  educative  process  in  their  branches  of  education  a  more  effective  training 
ground  for  articulate  citizenship.  If  I  had  time,  I  should  like  to  describe  in 
some  detail  the  program  of  junior  forums  operating  in  high  schools  in  Des 
Moines  and  other  places. 

During  this  convention  the  National  Broadcasting  Company  will  relay 
to  the  American  people  a  high-school  forum  led  and  participated  in  by 
students.  The  popularity  and  significance  of  the  Town  Hall  of  the  Air 
programs  have  convinced  broadcasters  of  the  vital  importance  of  public 
discussion,  so  that  on  their  own  initiative,  the  National  Broadcasting  Com¬ 
pany  is  arranging  these  high-school  programs.  I  understand  the  National 
Broadcasting  Company  intends  to  present  a  university  series  of  a  similar 
nature  in  the  fall. 

I  wish  I  had  time  to  tell  you  about  the  ten  forum  demonstration  centers 
which  will  be  operated  next  autumn  and  winter  by  local  public  education 
agencies,  with  the  aid  of  federal  support  and  the  active  cooperation  and 
sponsorship  of  the  United  States  Office  of  Education.  One  of  these  centers 
is  to  operate  here  in  Portland,  with  the  hope  that  it  will  radiate  a  great 
influence  for  adult  civic  education  thruout  the  Northwest. 

I  can  only  mention  but  I  cannot  take  time  to  recount  the  advances  we 
have  been  able  to  make  in  educational  broadcasting  as  a  means  of  extending 
and  promoting  adult  education.  Not  only  are  we  experimenting  with  the 
radio  medium  as  an  educational  force  in  what  may  be  described  as  a  national 
radio  workshop,  but  this  year  we  have  been  representing  the  interests  of 
local  public  education  in  all  communities  by  urging  the  Federal  Communi¬ 
cations  Commission  permanently  to  reserve  for  the  exclusive  use  of  local 
systems  of  education  a  fair  proportion  of  the  high  frequency  wave  lengths 
as  yet  not  allocated. 

I  should  like  to  report  to  you  some  of  the  aspects  of  the  survey  we  have 
been  making  of  the  public  forum  movement  as  it  is  being  developed  under 
numerous  sponsorships.  The  fact  that  over  two-thirds  of  the  reporting  forums 
in  our  survey  were  established  since  1929  and  one-half  of  them  date  their 
beginnings  after  1932,  is  indeed  an  encouraging  indication  of  a  growing 
popular  interest  in  education  as  a  means  of  preserving  and  extending  de¬ 
mocracy.  From  the  hundreds  of  communications  we  are  receiving,  from 
laymen  as  well  as  educators,  I  think  it  is  safe  for  me  to  predict  that  twice 
as  many  forums  will  be  sponsored  in  1937  as  were  in  operation  during  the 
current  academic  year. 


44 


National  Education  Association 


Those  of  us  who  want  to  see  organized  public  education  take  the  lead 
in  this  service  for  democracy,  are  hopeful  that  many  of  these  new  forums 
will  be  under  the  auspices  and  management  of  public  agencies  of  education. 
And  we  have  reason  to  believe  that  there  is  a  distinct  tendency  in  this  direc¬ 
tion.  Citizens  committees  and  adult  education  councils  in  many  places  are 
reporting  vigorous  work  in  behalf  of  special  appropriations  in  the  regular 
school  budgets  for  adult  civic  education. 

W e  have  cause  to  indulge  in  a  certain  amount  of  celebration  over  the 
growing  acceptance  of  our  plea  for  an  educational  system  serving  the  needs 
of  people  in  our  democracy  from  the  cradle  to  the  grave.  But  as  a  profession 
we  face  real  problems  in  attempting  to  serve  the  public  welfare  and  the 
cause  of  democracy,  both  in  regard  to  the  organization  and  operation  of 
formal  educational  opportunity  for  children  and  young  people,  and  the 
development  of  the  more  informal  but  indispensable  adult  civic  education 
plans. 

I  shall  not,  therefore,  dwell  further  upon  the  encouraging  signs  of  new 
vitality  in  public  education  or  report  specifically  on  the  national  and  local 
programs  now  being  sponsored.  The  Office  of  Education  is  organizing  and 
publishing  this  material  for  widespread  distribution. 

While  the  indications  are  many  that  people  generally  are  imbued  with 
a  new  eagerness  for  understanding  current  affairs,  and  while  there  is  an  en¬ 
couraging  response  to  this  revival  of  social  consciousness,  there  is  at  the 
same  time  a  marked  tendency  toward  suppression  of  civil  liberties  without 
which  no  program  of  public  enlightenment  is  possible.  This  tendency  is 
noticeable  in  the  various  attempts  toward  intimidation  of  the  teaching  pro¬ 
fession  to  frustrate  its  leadership  in  the  attack  on  civic  ignorance. 

From  the  days  of  George  Washington  and  Thomas  Jefferson  to  the 
present,  every  important  leader  of  the  people  has  made  vital  pronouncements 
on  the  subject  of  education  and  democracy,  and  has  advocated  the  principle 
of  free  public  educational  opportunity  as  essential  to  our  form  of  govern¬ 
ment.  In  the  early  days  of  our  history  there  was  an  articulate  minority 
which  honestly  and  forthrightly  opposed  democracy  itself.  They  feared 
popular  government  and  sought  every  means  of  preventing  the  direct  con¬ 
trol  of  public  affairs  by  the  people.  First  they  complained  against  the  ignor¬ 
ance  of  the  common  people,  and  then  they  opposed  the  organization  of  the 
public  school  system  as  a  means  of  providing  for  public  enlightenment. 

As  we  progressed,  learning  the  ways  of  democracy  with  the  establishment 
of  each  new  community,  and  as  public  education  swept  aside  opposition  in 
its  onward  march  toward  the  great  goal  of  equal  educational  opportunities, 
it  became  apparent  to  those  elements,  unsympathetic  with  the  idea  of 
popular  self-government,  that  it  was  useless  to  make  a  frontal  attack  upon 
democracy  any  longer.  That  which  could  not  be  directly  overthrown  they 
sought  to  subvert  to  their  own  purposes  in  other  ways.  In  the  disguise  of 
defenders  of  American  democracy  they  have  organized  Ku  Klux  Klans  and 
Black  Legions  to  frustrate  the  process  of  free  inquiry,  and,  therefore,  of 
freedom  itself.  They  have  tried  to  control  the  content  of  textbooks  thru  the 
indirect  bribery  of  textbook  writers  with  high  fees  for  “public  relations” 


General  Sessions 


45 


work.  They  have  sought  in  every  possible  way  to  prevent  the  fair  and  im¬ 
partial  treatment  of  controversial  questions  and  to  force  educational  ad¬ 
ministrations  to  carry  the  propaganda  of  selfish  interests  into  the  classroom. 
They  have  manufactured  “red”  scares  and  threatened  educational  appro¬ 
priations. 

I  could  go  on  detailing  the  activities  of  the  minority  groups  essentially 
antagonistic  to  democracy.  But  it  is  needless  for  me  to  remind  you  of  the 
many  different  tactics  employed  to  frighten  our  profession  and  thus  prevent 
it  from  assuming  its  rightful  and  necessary  obligation  for  vital  citizenship 
training  in  terms  of  the  demands  of  a  progressive  democracy. 

We  may  as  well  recognize  clearly  that  as  we  venture  into  the  field  of 
controversy  and  attempt  to  organize  an  educative  process  for  children, 
adolescents,  and  adults  which  will  actually  develop  critical  and  independent 
thinking,  we  shall  of  necessity  incur  the  opposition  of  those  minorities  which 
really  oppose  democracy  itself.  We  must  be  aware  that  such  minorities  exist 
and  always  have  existed  since  the  Declaration  of  Independence  challenged 
the  old  system  of  special  privilege. 

I  submit  then  for  our  discussion  that  one  of  the  major  problems  of  the 
teaching  profession  is  the  development  of  a  clear  policy,  consistent  with  the 
principles  of  democracy,  by  which  we  may  keep  open  the  lines  of  communi¬ 
cation,  maintain  free  access  to  knowledge,  and  provide  for  full  and  free 
discussion  of  controversial  questions. 

Please  note  that  I  am  suggesting  that  our  professional  policy  should  be 
consistent  with  the  principles  of  democracy.  We  must  not  be  persuaded  to 
adopt  a  retaliatory  policy,  the  very  policy  of  suppression  which  we  oppose. 
While  these  minority  groups  of  which  I  speak  must  not  be  allowed  success¬ 
fully  to  suppress  the  expression  of  opinion  or  the  presentation  of  facts  in 
conflict  with  their  particular  ideas,  the  expression  of  their  points  of  view 
must  be  as  scrupulously  protected  by  our  profession  as  the  rights  of  persons 
and  groups  who  do  not  attempt  to  gain  the  acceptance  of  their  views  by 
suppressing  their  opponents. 

Thomas  Jefferson  once  said  in  a  letter:  “Differences  of  opinion  lead  to 
inquiry  and  inquiry  to  truth,  and  I  am  sure  ...  we  value  too  much  the 
freedom  of  opinion  sanctioned  by  our  Constitution  not  to  cherish  its  exercise 
even  when  in  opposition  to  ourselves.  ...  I  respect  the  right  of  free 
opinion  too  much  to  urge  an  uneasy  pressure  of  my  own  opinion  on  others.” 

I  believe  that  we  can  pursue  an  aggressive  policy  of  resistance  against  the 
“uneasy  pressures”  exercised  by  certain  groups  to  prevent  the  expression  of 
contrary  opinion,  without  attempting  to  enlist  our  profession  on  one  side  or 
the  other  of  controversial  issues.  Now  let  me  suggest  for  our  consideration 
some  of  the  points  we  might  include  in  an  educational  policy  adequate  to 
protect  the  right  of  the  learner  to  learn. 

First  it  seems  to  me  that  it  should  be  a  cardinal  and  accepted  policy  of  the 
teaching  profession,  thru  its  own  organizations,  to  put  up  a  vigorous  defense 
against  all  definite  encroachments  on  democratic  rights  and  freedom,  and 
against  campaigns  of  misrepresentation  designed  to  intimidate  teachers  and 
professors.  It  must  be  understood  that  the  struggle  for  academic  freedom  is 


46 


National  Education  Association 


not  for  the  benefit  of  teachers  but  rather  for  the  preservation  of  the  rights 
of  the  people  to  learn.  Therefore,  the  defense  plans  of  the  teaching  profession 
should  include  the  cooperation  of  all  civic-minded  groups. 

There  is  little  doubt  that  a  powerful  alignment  of  the  organized  forces 
of  democracy  working  in  understanding  cooperation  with  great  professional 
organizations  passionately  devoted  to  the  cause  of  true  education  for  democ¬ 
racy,  could  successfully  resist  the  seemingly  inevitable  threats  to  free  inquiry 
organized  by  minorities  and  promoted  by  influences  with  anti-democratic 
purposes.  We  may  well  take  warning  from  the  experiences  of  the  adherents 
to  democracy  in  some  countries  abroad,  and  realize  that  active  defense  of 
democratic  rights  wherever  and  whenever  they  are  questioned  is  essential. 
It  is  part  of  our  duty  as  public  servants  in  a  democracy  to  plan  careful 
defenses  against  the  suppression  of  the  rights  of  the  people. 

The  importance  of  a  defense  function  in  a  professional  policy  is  empha¬ 
sized  by  the  uncoordinated  and,  therefore,  ineffective  defense  of  the  school 
teachers  in  the  District  of  Columbia.  The  ridiculous  but  apparently  neces¬ 
sary  administrative  procedure  requiring  the  teachers  of  the  District  to  take 
an  oath  each  pay  day  stating  that  they  have  not  taught  or  advocated  com¬ 
munism  in  or  out  of  school  is  a  pertinent  illustration  of  what  may  happen  to 
spread  confusion  and  intimidation  among  teachers  generally  unless  means 
are  established  by  which  a  national  public  opinion  in  defense  of  Americanism 
in  education  may  be  vigorously  expressed.  I  am  certainly  not  contending  for 
the  establishment  or  advocacy  of  communism.  But  I  do  wish  to  point  out 
that  the  implications  of  the  situation  in  the  District  of  Columbia  are  of  great 
significance  to  all  citizens  who  conscientiously  try  to  bring  a  definition  of 
education  into  harmony  with  our  traditional  concept  of  American  democracy. 

If  democracy  means  freedom  to  inquire,  to  learn,  to  express  oneself  (rights 
commonly  called  freedom  of  speech,  of  press,  and  of  assemblage)  ;  if  it  is  true 
that  democracy  bases  its  hope  for  social  progress  on  the  theory  that  the  gen¬ 
eral  welfare  is  best  served  when  the  masses  of  millions  of  individual  citizens 
are  alert,  are  thinking  critically  with  minds  open  to  new  ideas,  are  most 
freely  sharing  their  thoughts  and  inventive  genius  with  one  another  over 
wide  areas  thru  channels  for  intercommunication  which  are  kept  open  and 
free,  then  we  can  tolerate  no  dictatorial  censorship  of  thinking  and  learning. 
And  if  education  implies  teaching  which,  as  you  and  I  think  of  it,  means 
guiding  a  free  learning  process ,  we  must  not  confuse  the  meaning  of  “teach” 
with  the  meanings  of  “indoctrinate,”  “propagandize,”  “impose,”  and  “advo¬ 
cate,”  all  of  which  smack  of  the  fearful  rigidities  of  dictatorship  rather  than 
of  the  relaxing  freedoms  of  democracy. 

With  these  conceptions  of  the  meanings  of  democracy  and  education 
accepted,  there  can  be  no  censorship  of  learning,  either  by  the  pressure  groups 
outside  the  educational  profession  or  by  the  impositions  and  advocacies  of 
individuals  who  are  placed  in  the  influential  positions  as  teachers  and  are 
given  the  great  privilege  and  responsibility  of  teaching. 

Now  I  realize  how  difficult  it  is  to  draw  a  clean-cut  and  complete  line  of 
demarcation  between  “teach”  and  “advocate,”  as  I  have  used  the  terms.  But 
this  is  only  to  say  that  all  processes  or  transactions  or  movements  exist,  not 


General  Sessions 


47 


as  absolute  and  easily  distinguished  wholes  or  separate  entities,  but  in  relative 
and  frequently  very  subtly  distributed  degrees.  Blatant  advocacy  is  easily 
distinguished  from  the  best  example  of  true  teaching.  However,  where  per¬ 
suasion  is  only  slightly  affected  by  the  personal  bias  of  the  teacher,  advocacy 
and  good  teaching  tend  to  meet  in  a  middle  ground  which  is  not  so  easy  to 
label.  It  is  because  this  is  true  that  no  set  of  words  can  be  written  into  law 
that  will  accurately  and  adequately  define  the  delicate  relationships  of  the 
fine  art  of  teaching  in  a  democracy.  Any  attempt  to  do  so  will  either  fall 
short  of  the  mark  and  therefore  be  quite  impotent,  or  it  will  be  so  wide  in 
scope  as  to  impose  an  arbitrary,  stultifying,  and  even  terrifying  authority 
upon  both  teacher  and  learner. 

For  these  reasons  the  sound  and  practicable  course  to  pursue  is  not  to 
write  into  laws  and  regulations  with  sweeping  effect  the  undefinable  policies 
and  rules  which  may  be  shaped  into  a  confusion  of  words  to  govern  a  fine 
art,  but  to  rely  upon  the  growing  appreciation  of  the  art  by  the  educational 
profession  itself.  Everywhere  thruout  the  nation  educators  are  becoming 
increasingly  conscious  of  the  sacredness  of  their  trust  and  of  their  obligation 
to  insure  a  fair  hearing  for  the  diversity  of  facts  and  interpretations  of  life 
as  represented  by  the  various  majority  and  minority  groups  which  support 
public  education. 

In  this  connection  it  is  well  to  recall  the  characteristics  of  the  teachers 
of  our  country.  There  are  approximately  a  million  of  them.  As  a  group 
they  are  definitely  above  average  in  intellectual  attainment  and  educational 
preparation ;  they  are  probably  more  carefully  selected  than  are  any  other 
class  of  public  employees ;  they  represent  in  their  personal  lives  a  fair  cross- 
section  of  all  political,  religious,  social,  and  economic  beliefs.  They  are 
patriotic,  loyal  Americans.  Most  of  them  work  in  inconspicuous  places,  but 
with  an  incomparable  devotion  to  the  welfare  of  the  nation.  They  are  not 
perfect  because  they  are  human ;  as  a  consequence  they  are  patient  with  the 
unfolding  lives  and  tolerant  of  the  imperfections  of  those  whom  they  seek 
to  inspire  and  guide.  They  are  in  daily  contact  with  thirty  million  learners 
drawn  from  all  walks  of  life ;  they  are,  therefore,  sensitive  to  the  changing 
needs  and  aspirations  of  all  groups  and  to  the  conflicting  interests  of  these 
groups.  They  are  banded  together  by  the  ideals  of  a  profession  whose  sole 
purpose  is  to  enable  learners  to  find  the  truth  and  to  make  intelligent 
choices. 

I  ask  citizens  in  general:  Do  the  teachers  of  the  United  States  need  to 
be  frightened  and  coerced  into  dealing  justly  with  their  country?  If  so,  by 
whom?  And  by  what  token  does  some  other  group  claim  superiority  of 
intelligence,  of  education,  of  representative  viewpoints,  of  patriotism,  of 
human  perfection,  of  responsiveness  to  public  needs,  and  of  devotion  to  the 
truth  ? 

But  an  effective  policy  for  our  profession  must  include  much  more  than 
a  defense  program.  As  a  second  point,  I  suggest  a  vitalization  of  the  cur¬ 
riculum  itself  to  include  more  practical  consideration  of  the  real  problems 
facing  democracy.  We  cannot  be  satisfied  with  the  attainment  and  reason¬ 
able  maintenance  of  academic  freedom  for  our  institutions.  It  must  be 


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National  Education  Association 


obvious  that  academic  freedom  is  closely  associated  with  civil  liberties  in 
general.  Certainly  high-school  and  college  youth  should  study,  as  a  part  of 
their  preparation  for  citizenship,  the  conditions  existing  with  respect  to 
civil  rights  and  the  problem  of  preserving  our  liberties.  They  should  study 
the  whole  problem  of  mob  violence,  not  in  the  abstract  but  in  the  specific 
cases  occurring  in  their  day.  They  should  study  objectively  the  various 
mediums  of  propaganda  and  the  tactics  of  mass  appeal.  They  should  under¬ 
stand  these  controlling  forces  in  society.  This  is  their  protection  as  free 
citizens.  Those  who  are  ignorant  concerning  the  sources  of  information 
and  propaganda  cannot  possibly  be  free. 

There  are  many  great  issues  involving  the  public  welfare  which  must  be 
understood  by  high-school  and  college  students.  Upon  these  issues  there  are 
honest  differences  of  opinion.  As  I  have  said,  it  is  not  our  function  as  teachers 
to  decide  which  is  the  right  opinion.  But  it  seems  to  me  to  be  of  primary 
importance  that  the  various  aspects  of  these  issues  be  understood  by  the 
future  citizens  of  our  democracy. 

It  may  be  argued  that  this  policy  of  vigorously  introducing  the  real  con¬ 
troversial  issues  of  our  day  into  the  classroom  will  subject  the  teaching 
profession  to  a  constant  fire  of  criticism  and  that,  therefore,  these  issues 
should  be  avoided  as  much  as  possible.  This  is  to  argue  that  we  protect 
our  professional  rights  and  duties  by  not  using  our  rights  and  not  performing 
our  duties.  The  main  purpose  of  education  in  democracy,  as  I  see  it,  is  to 
enable  the  average  citizen  to  act  more  intelligently  with  respect  to  the 
real  problems  of  his  day.  When  we  neglect  to  perform  this  function  of 
organizing  free  inquiry  on  these  vital  matters,  we  play  into  the  hands  of 
the  demagogs,  whose  only  hope  of  establishing  a  dictatorship  on  this  soil 
lies  in  a  condition  of  widespread  civic  ignorance.  It  is  my  opinion  that  we 
strengthen  the  defense  of  democratic  education  for  the  future  by  dealing 
specifically  and  objectively  with  controversial  issues. 

But  we  have  need  for  at  least  one  further  point  in  an  effective  policy  for 
our  profession.  If  the  public  schools  deal  almost  exclusively  with  young 
people,  the  schools’  programs  and  procedures  may  be  subject  to  misrepre¬ 
sentation  and  distortion  by  undemocratic  propagandists  whose  ideas  and 
proposals  suffer  by  comparison  with  the  alternatives. 

A  communitywide  program  of  adult  civic  education,  competently  man¬ 
aged  by  the  same  agency  which  organizes  the  educative  process  for  children, 
will  go  a  long  way  toward  gaining  and  maintaining  public  confidence  and 
appreciation.  Such  a  program,  of  course,  creates  values  far  beyond  the 
mere  protection  of  democratic  education  in  the  elementary,  secondary,  and 
higher  schools.  It  is,  as  a  matter  of  fact,  a  necessity  if  the  rank  and  file 
of  citizens  are  to  achieve  sufficient  understanding  to  guide  their  own  affairs 
in  our  complex  civilization. 

Consider  for  a  moment  how  much  chicanery  and  exploitation  could  be 
perpetrated  upon  a  people  who,  by  and  large,  knew  nothing  about  arithmetic. 
The  fact  is  that  the  ignorance  of  some  peoples  concerning  arithmetic  and 
reading  has  enabled  tiny  minorities  to  control  and  exploit  them  for  long 
periods.  And  these  tiny  minorities  have  always  resisted  the  attempt  to  teach 


General  Sessions 


49 


the  people  the  simple  tool  subjects  which  would  practically  mean  the  libera¬ 
tion  of  the  masses.  This  same  illustration  may  be  applied  to  a  civilization 
on  a  higher  plane  where  the  complexities  of  modern  life  have  not  been 
understood  by  enough  of  the  people  to  enable  them  to  determine  their  own 
destiny. 

When  dictatorships  have  finally  been  imposed,  it  is  the  policy  to  keep 
from  the  people  all  facts  and  information,  all  points  of  view  and  opinions 
contrary  to  the  prevailing  position  of  the  dictatorship.  If  that  is  true  of  a 
dictatorship  then  exactly  the  opposite  must  be  true  of  a  democracy.  It  must 
be  the  function  of  education  to  make  available  all  facts,  information,  and 
opinions  and  to  organize  the  consideration  and  discussion  of  problems  so 
that  these  facts,  information,  and  opinions  may  be  intelligently  used  by  the 
individuals  to  arrive  at  their  own  judgments  and  choices. 

The  problem  of  achieving  our  historic  function  of  providing  an  educa¬ 
tion  equal  to  the  needs  of  democracy  should  be  discussed  in  every  local 
teachers  association,  every  parent-teacher  group,  and  every  lay  organization, 
devoted  to  the  proposition  that  men  and  women  on  this  continent  shall 
remain  free  and  shall  enjoy  equal  opportunity. 


Forum — Education  and  Democracy 
EDUCATION  UNDER  DICTATORSHIPS 

THOMAS  W.  GOSLING,  NATIONAL  DIRECTOR,  AMERICAN  JUNIOR  RED  CROSS, 

WASHINGTON,  D.  C. 

Wars  and  economic  depressions  are  foes  of  democracy.  When  life  is  hard 
and  security  is  threatened,  people  listen  readily  to  the  seductive  overtures 
of  men  who  promise  them  a  way  out  of  their  difficulties.  When  people  are 
unable  or  unwilling  to  manage  their  own  affairs,  the  way  is  open  for  some 
strong  man  or  some  small  group  of  strong  men  to  become  masters.  In  return 
for  the  security  which  they  offer,  these  masters  or  dictators  demand  com¬ 
pliance  with  and  submission  to  the  supreme  will,  which  is  their  own  will. 
They  permit  no  divergent  views.  They  are  intolerant  of  opposition.  They 
have  only  one  objective,  namely,  the  perpetuation  of  the  power  of  the 
powerful.  Ultimately,  they  resort  to  harsh  measures  of  suppression  and 
they  place  no  restraints  upon  the  expression  of  their  arrogance. 

If  the  heavy  hand  of  tyranny  were  laid  only  upon  adults,  the  wounds 
would  heal  in  the  course  of  time.  But  such  healing  is  no  part  of  the  plan. 
It  is  necessary  to  regiment  the  young  and  to  indoctrinate  them  in  the 
principles  of  the  new  economy.  And  so  we  witness  the  spectacle  of  the 
hardening  of  young  minds  in  forms  and  according  to  patterns  which  permit 
no  freedom  of  choice  and  which  prevent  the  operation  of  the  laws  of  normal 
child  development. 

With  such  policies  as  these,  education,  as  you  and  I  understand  it,  is 
wholly  at  variance.  Real  education  encourages  the  free  play  of  mind  upon 


50 


National  Education  Association 


all  materials  of  instruction,  including  the  environment.  It  stimulates  the 
search  for  truth ;  it  recognizes  no  compulsion  except  the  compulsion  of  truth 
itself ;  it  demands  no  compliance  except  that  which  the  truth  imposes.  Its 
objective  is  the  training  of  the  young  to  be  free  and  under  conditions  of 
freedom  to  attain  security. 

It  is  unfortunate  that  in  most  of  our  contemporary  discussion,  the  term 
“dictatorship”  is  applied  chiefly  to  political  conditions  in  foreign  lands.  We 
need  to  remind  ourselves  repeatedly  that  dictatorship  may  be  found  in  all 
human  relationships  and  that  evidences  of  it  may  be  found  in  America  as 
well  as  abroad.  An  economic  system  which  makes  a  man’s  earning  of  a 
livelihood  dependent  upon  the  will  of  another ;  a  social  system  which  places 
restriction  upon  the  members  of  certain  races  and  certain  nationalities,  and 
which  does  not  grant  full  equality  to  the  members  of  all  religious  faiths 
cannot  be  said  to  be  free  from  the  taint  of  dictatorship. 

To  maintain  the  integrity  and  the  independence  of  thinking  is  one  of 
the  most  difficult  problems  of  life.  At  every  turn  we  encounter  attempts  to 
conscript  our  opinions.  Our  clubs,  our  social  groups,  our  fraternities,  our 
political  parties  all  attempt  to  impose  upon  us  certain  patterns  of  thinking 
which  are  not  our  own.  Only  by  consistent  independence  and  sometimes 
only  by  defiance  can  we  be  free  men.  When  we  submit  to  these  compulsions 
from  without,  we  yield  to  the  most  subtle  and  the  most  dangerous  kind  of 
dictatorship.  Political  and  economic  dictatorships  may  be  overcome  by 
force.  Dictatorship  over  our  thinking  reduces  us  to  helpless  slavery. 

Until  we  remove  dictatorship  from  the  schools,  we  cannot  with  good 
grace  attack  it  elsewhere.  We  have  attempts  at  dictatorship  on  the  part  of 
the  Congress  of  the  United  States  and  of  state  legislatures  on  down  thru 
all  the  elements  of  the  school  system  even  to  the  classroom.  The  so-called 
“Red  Rider”  which  Congress  imposes  upon  the  teachers  of  the  District  of 
Columbia  is  known  to  all  of  you.  Because  Congress  holds  the  purse-strings  of 
the  District,  it  exercises  the  control  which  invariably  accompanies  financial 
sponsorship.  As  a  result,  the  teachers  of  the  District  are  obliged  each  month 
to  state  under  oath  that  they  have  not  taught  communism  to  their  pupils. 
Thus  the  restraint  imposed  by  fear  supplants  the  joy  of  free  inquiry.  Com¬ 
pulsory  oaths  of  allegiance  and  compulsory  salutes  to  the  flag  are  flagrant 
examples  of  dictatorship  which  some  legislatures  have  imposed  upon  teachers 
and  pupils.  In  one  state,  formerly  honored  for  the  liberality  of  its  people, 
it  has  been  possible  to  expel  children  from  school  or  to  threaten  them  with 
sentence  to  jail  for  refusal  to  salute  the  flag,  altho  the  refusal  was  based 
upon  religious  scruples  and  was  in  obedience  to  the  wishes  of  parents. 

The  classroom  teacher  movement  with  its  justifiable  demand  for  tenure 
laws  owes  its  origin  to  the  wish  of  teachers  to  be  freed  from  the  domination 
of  boards  of  education,  of  superintendents,  principals,  and  supervisors.  All 
who  are  charged  with  special  responsibility  in  school  affairs  should  regard 
this  classroom  teacher  movement  as  a  challenge  to  reexamine  their  practises 
for  the  purpose  of  removing  all  grounds  for  complaint.  At  the  same  time 
the  classroom  teachers  themselves  should  make  sure  that  in  their  dealings 
with  their  pupils  they  exemplify  the  true  principles  of  cooperation  and  of 


General  Sessions 


54 


freedom.  The  foundations  of  democratic  government  are  laid  in  the  homes 
and  in  the  schools  of  the  nation.  For  this  reason,  teachers  have  an  unusual 
responsibility  for  guiding  the  educational  processes  of  liberty-loving  young 
Americans  according  to  the  best  traditions  of  democracy. 

Political  freedom  cannot  long  be  maintained  without  economic  freedom. 
Many  years  ago  Edmund  Burke  said  of  the  American  colonists:  “They  are 
a  litigious  people.  .  .  .  They  scent  the  approach  of  tyranny  in  every  tainted 
breeze.”  We  have  been  a  liberty-loving  people  from  the  beginning.  If  we 
are  resolved  to  maintain  that  tradition,  we  cannot  fail  to  give  our  support 
to  the  aspirations  of  all  who  are  seeking  freedom  in  their  individual  lives. 
Economic  freedom,  social  freedom,  religious  freedom,*  freedom  to  teach, 
and  freedom  to  learn  are  desirable  goals  in  our  national  life.  The  fairest 
promises  of  dictators  can  be  nothing  more  than  Dead  Sea  apples  which  turn 
to  ashes  in  our  hands.  The  enduring  fruits  of  freedom  can  be  won  only  by 
long-continued  and  courageous  vigilance.  We  must  strike  at  tyranny 
wherever  it  attempts  to  raise  its  head.  We  must  continue  to  “scent  the 
approach  of  tyranny  in  every  tainted  breeze.”  Until  the  last  vestiges  of 
tyranny  are  removed  from  the  schools,  they  will  be  unable  to  fulfil  the  high 
mission  for  which  they  were  created.  Until  America  is  wholly  free,  it  will 
not  be  the  land  of  our  dreams. 


Forum — Education  and  Democracy 
THE  EQUALIZATION  OF  EDUCATIONAL  OPPORTUNITY 

WILLIS  A.  SUTTON,  SUPERINTENDENT  OF  SCHOOLS,  ATLANTA,  GA.  ;  AND 

PAST  PRESIDENT  OF  THE  ASSOCIATION 

In  discussing  education  in  a  democracy,  no  phase  of  it  could  be  more 
important  than  the  thought  that  each  individual  in  that  democracy  should 
have  an  equal  opportunity  according  to  his  talents  to  the  fullest  development 
of  all  his  possibilities. 

It  would  be  impossible  to  give  to  every  child  in  the  United  States  exactly 
equal  opportunities.  As  long  as  there  are  superior  teachers  and  good  teachers 
and  fair  teachers,  and  as  long  as  there  are  not  sufficient  superior  teachers  to 
teach  all  the  children,  therefore  it  evidently  will  be  impossible  to  give  equal 
educational  opportunity  to  every  child.  Since  education  is  largely  a  state 
function,  and  the  various  states  of  the  Union  suffer  from  inequality  of 
economic  resources,  it  evidently  would  be  impossible  that  every  child  should 
receive  exactly  the  same  amount  of  money.  We  must  also  understand  that 
all  the  children  of  all  the  people  do  not  have  the  same  intellectual  and  social 
possibilities,  and  the  same  education  for  each  of  them  would  render  the 
differences  between  them  far  greater  than  they  are  even  today. 

With  the  above  statements  we  are  ready  to  consider  the  subject  of  the 
equalization  of  educational  opportunity  as  a  necessity  in  making  and  main¬ 
taining  a  democracy.  There  must  be  equalization  of  opportunity  between  the 


52 


National  Education  Association 


races.  America  has  been  called  the  melting  pot  of  all  the  nations.  Peoples 
from  the  four  quarters  of  the  earth  have  inhabited  our  territory.  These  races 
are  divergent  in  their  inherited  and  acquired  characteristics,  but  they  have 
become  somewhat  homogeneous  since  their  coming  to  America  where  they 
have  had  the  opportunity  of  mixing  and  mingling  together. 

We  would  not  for  a  moment  say  that  every  racial  branch  should  receive 
exactly  the  same  education,  but  we  would  most  emphatically  assert  that  no 
race  must  be  discriminated  against  or  denied  adequate  opportunity  to 
develop  its  various  talents  and  abilities.  If  America  is  to  be  a  democracy, 
if  her  people  are  to  express  their  will  at  the  ballot  box,  if  all  types,  races, 
and  colors  of  American  citizens  are  to  become  a  part  of  the  government, 
they  must  receive  something  like  equal  educational  opportunities  accord¬ 
ing  to  their  intellectual  abilities. 

Equal  educational  opportunity  must  be  granted  to  all  sections  of  a  state, 
and  if  humanly  possible,  to  all  sections  of  a  country.  It  is  not  fair  to  any 
group  of  people  living  in  any  section  of  a  state  to  be  discriminated  against 
in  providing  educational  opportunities  and  yet  at  the  same  time  to  demand 
that  they  shall  observe  the  same  customs,  be  guided  by  the  same  laws,  tried 
by  the  same  juries,  and  rewarded  or  punished  by  those  who  maintain  the 
standards  of  the  state.  It  is  manifestly  unjust  to  think  of  one  child  reared 
in  very  poor  surroundings,  taught  by  a  high-school  graduate  in  a  school 
building  torn  and  dilapidated,  poorly  heated  and  lighted,  with  no  equip¬ 
ment,  with  poor  facilities,  without  library,  and  then  demand  that  that  par¬ 
ticular  student  shall  be  required  to  live  up  to  the  high  standards  which  are 
expected  of  a  student  born  in  comfortable  surroundings,  educated  and 
trained  by  college  graduates,  and  completely  surrounded  by  an  environment 
of  a  high  social  order.  Such  a  demand  made  by  society  on  the  part  of  such 
a  child  is  unjust,  and  the  equalization  of  educational  opportunity  would 
break  down  to  a  great  extent  these  formidable  barriers. 

Equalization  of  educational  opportunity  demands  that  the  children  of  the 
slum  districts  shall  have  something  of  the  same  advantages  which  are 
afforded  to  those  living  in  a  community  of  comfort  and  luxury.  It  is  impos¬ 
sible  for  the  state  or  the  school  district  to  provide  an  elaborate  or  even  com¬ 
fortable  home,  but  the  municipality,  the  state,  or  the  district  can  provide 
comfortable,  healthful,  inspiring  school  buildings,  and  well-educated,  well- 
trained,  and  well-developed  teachers  for  those  who  have  been  less  fortunate 
in  their  economic  surroundings. 

In  many  sections  of  our  country  the  classes  in  the  slum  districts  are 
decidedly  larger  in  number  than  corresponding  classes  in  the  more  favored 
sections  of  the  city.  This  is  manifestly  unjust,  and  the  equalization  of 
educational  opportunity  is  a  means  by  which  a  really  genuine  democracy 
may  exist  even  where  the  levels  of  wealth  and  culture  seem  to  make  such 
a  condition  impossible. 

The  equalization  of  educational  opportunity  should  mean  and  must 
mean,  however,  that  the  child  in  the  ruraj  community  where  population  is 
sparse  and  widely  distributed  must  have  equal  school  advantages  with  the 
child  in  the  densely  populated  wealthy  community  of  the  city.  We  are  all 


General  Sessions 


53 


citizens  of  one  republic.  The  children  of  our  people  are  Americans,  whether 
they  live  on  the  vast,  almost  uninhabited  plains,  or  in  the  coves  and  valleys 
of  the  mountains.  They  are  all  subject  to  the  same  call  from  the  same 
government  for  protection  of  the  state,  and,  in  certain  emergencies,  to 
face  the  cannon  and  to  go  to  war.  If  the  state  or  the  nation  has  the  right 
to  demand  certain  very  definite  duties  of  each  citizen,  it  certainly  has  the 
obligation  to  so  train  and  prepare  each  of  them  that  each  in  his  turn  will 
have  an  equal  chance  for  success  in  his  chosen  profession  and  occupation, 
or  for  escaping  death  if  called  to  the  colors.  The  proposition  that  each 
child  of  a  democracy  is  entitled  to  something  like  equal  service  from  its 
state  or  its  nation  is  so  evident  that  it  needs  absolutely  no  elaboration,  but 
it  is  a  subject  about  which  we  have  talked  a  great  deal  and  which  still 
remains  unsettled  and  unsolved. 

The  National  Education  Association  could  do  no  greater  service  to  the 
various  states  or  to  the  nation  than  to  continue  its  efforts  earnestly  and 
faithfully  before  legislatures  and  before  the  national  Congress  to  secure 
such  legislation  and  such  appropriations  as  will  give  to  every  child  an 
equal  opportunity  to  develop  his  inherited  and  acquired  powers. 


Forum — Education  and  Democracy 
FEDERAL  RELATIONS  TO  PUBLIC  EDUCATION 

JOHN  A.  SEXSON,  SUPERINTENDENT  OF  SCHOOLS,  PASADENA,  CALIF. 

Many  thoughtful  persons  are  of  the  opinion  that  the  time  has  arrived  in 
the  development  of  public  education  in  America,  when  the  relation  of  the 
federal  government  to  public  education  must  be  definitely  embodied  in  well- 
defined  and  operative  policies  and  principles. 

Public  education  has,  from  the  very  beginning  of  this  nation,  been  re¬ 
garded  by  the  people  of  these  United  States  as  the  cornerstone  of  their  social 
and  political  system.  The  ideal  of  equal  educational  opportunity  for  every 
child — from  the  primary  school  to  the  university — has  motivated  more 
citizens  to  active  participation  in  the  public  affairs  of  this  nation  than 
has  any  other  civic  idea.  Evidence  of  this  is  to  be  found  in  the  enrolment 
of  more  than  thirty  million  youths  in  our  public  schools ;  in  our  employ¬ 
ment  of  more  than  a  million  teachers  and  professional  workers  in  the  field 
of  education ;  in  our  investment  of  over  six  billion  dollars  in  buildings  and 
equipment ;  in  our  annual  expenditure  of  nearly  two  billion  dollars  for 
the  operation  of  our  schools ;  in  our  complex  but  loosely  articulated  organi¬ 
zation  of  forty-eight  state  systems  of  public  education ;  in  our  more  than 
one  hundred  thousand  independent  school  districts,  with  more  than  three 
quarters  of  a  million  lay  citizens  serving  as  members  of  their  boards  of 
trustees,  directing,  quite  free  from  central  authority  or  bureaucratic  control, 
the  policies  and  practises  of  these  wide-flung  schools. 

From  the  earliest  days  of  this  republic,  the  federal  government  has 
recognized  public  education  as  a  function  of  this  democracy,  and  has  con- 


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sistently  made  financial  contributions,  either  directly  or  indirectly,  to  the 
states  for  the  establishment  and  maintenance  of  public  educational  institu¬ 
tions  at  all  levels.  It  is  not  necessary  at  this  time  to  enumerate  the  various 
acts  of  Congress  which  have  appropriated  funds  for  the  support  of  public 
education,  but  it  is  important  that  we  establish,  in  the  minds  of  all  our 
citizens,  the  basic  concept  that  public  education  is  a  matter  of  first  concern 
for  the  federal  government,  and  that  the  responsibility  for  the  maintenance 
of  an  adequate  system  of  public  education  is  carried  by  the  federal  govern¬ 
ment  as  well  as  by  the  several  states  and  local  communities.  Whatever 
authority  properly  exists  in  this  democracy  of  ours,  rests  upon  the  authority 
of  the  ballot.  Whatever  policies  are  initiated  and  followed  in  this  country, 
for  the  protection  of  the  ideals,  purposes,  and  institutions  of  this  democracy, 
must,  in  the  final  analysis,  rest  upon  the  full  and  free  opportunity  which 
each  individual  citizen  has  to  acquire  the  knowledge,  the  attitude,  and  the 
will  to  exercise,  intelligently,  honestly,  and  effectively,  the  privileges  of 
suffrage. 

That  public  education  is  a  necessary  function  of  a  government  founded 
upon  the  principles  of  democracy,  has  been  well  recognized  by  statesmen 
from  the  earliest  days  of  this  republic.  George  Washington,  Thomas  Jeffer¬ 
son,  Daniel  Webster,  and  Woodrow  Wilson  are  but  a  few  of  our  national 
leaders  who  have  recognized  that  public  education  is  a  most  fundamental 
concern  of  this  government  and  of  the  people  of  these  United  States. 

The  interest  of  the  federal  government  in  public  education  is,  in  fact,  the 
foundation  upon  which  the  interest  of  state  and  local  systems  rests.  This 
is  reflected,  to  a  degree,  in  the  great  mobility  of  our  population.  The  per¬ 
centage  of  persons  living  in  a  state  other  than  that  of  birth  has  increased 
each  decade  since  1900,  and  there  is  every  evidence  that  in  future  years 
this  percentage  will  increase  at  an  even  greater  rate,  and  that  the  responsi¬ 
bility  for  education  and  training  for  citizenship  will  shift,  inevitably,  from 
local  to  larger,  and  even  to  national,  units.  If  the  population  of  school  age 
and  the  wealth  available  for  the  support  of  education  were  uniform  thruout 
all  the  states  of  the  nation,  there  would  be  some  hope  that  we  might,  thru 
state  and  local  systems  of  support,  maintain  adequate  educational  facilities 
for  our  people.  But  great  inequalities  exist. 

In  one  state,  the  number  of  persons  five  to  twenty  years  of  age  represents 
but  25  percent  of  the  total  population,  while  in  another  state  the  number 
of  persons  between  those  same  ages  represents  41  percent  of  the  total  popula¬ 
tion.  If  we  compare  the  number  of  children  of  elementary  and  high-school 
age  in  these  states  with  the  number  of  persons  of  the  ages  from  twenty-one 
to  sixty-five,  we  find  that  in  the  first  state  there  is  only  one  child  to  3.4 
adults,  while  in  the  second  state  there  is  one  child  to  1.4  adults.  The  state 
with  the  relatively  small  number  of  children  has  a  per  capita  wealth  and  a 
per  capita  income  three  times  as  great  as  the  state  with  the  large  number 
of  children.  There  is  small  wonder,  then,  that  the  first  state  spends  for 
public  education  nearly  five  times  as  much  per  pupil  as  does  the  second 
state.  In  order  to  bring  about  comparative  equality  of  position,  with  respect 
to  the  education  of  children  in  these  two  states,  it  would  be  necessary  in 


General  Sessions 


55 


the  first  state,  to  double  the  number  of  children  and  to  reduce  the  wealth 
and  income  by  two-thirds. 

In  order  fully  to  realize  the  wideness  of  the  disparity  in  wealth,  income, 
and  spending  ability  among  the  several  states,  and  among  the  several 
communities,  it  is  necessary  qnly  to  read  figures  recently  released.  A  study 
by  the  National  Tax  Association  reveals  the  fact  that,  under  the  most 
defensible  plan  of  raising  revenue  for  the  support  of  education,  the  richest 
state  in  the  Union  would  expend  16.5  percent  of  its  tax  resources  for  schools, 
while,  to  meet  the  same  standards,  the  poorest  state  would  have  to  expend 
96.5  percent  of  its  tax  resources  for  schools,  leaving  practically  no  revenues 
for  the  support  of  any  of  its  other  governmental  services.  These  disparities 
in  wealth  are  reflected  in  the  public  schools  of  the  several  states,  not  only 
in  the  length  of  the  school  term  and  in  the  frequency  with  which  public 
school  systems  are  established  and  maintained  thruout  the  area,  but  also 
in  the  expenditures  per  pupil,  the  salaries  per  teacher,  the  value  of  school 
property  per  pupil,  and  many  other  factors  which  indicate  clearly  that, 
under  the  present  system  of  state  and  local  support,  there  is  the  widest 
disparity  of  educational  opportunity  for  our  citizens,  ranging  from  what  is 
fairly  adequate  in  the  rich  states,  to  what  is  indefensibly  poor  and  inadequate, 
in  the  less  favored  states.  Careful  analyses  of  the  factors  involved  in  the 
support  of  public  education  have  convinced  an  increasing  number  of  investi¬ 
gators  that  the  issue  is  not  one  of  effort  on  the  part  of  the  people  of  the 
several  states,  but  rather,  in  the  final  analysis,  a  question  of  the  economic 
ability  of  a  people  to  pay  taxes.  Where  people  can  pay  taxes,  they  will 
support  schools ;  where  people  cannot  pay  taxes,  they  cannot  support  schools. 

Much  discussion  has  gone  on  thruout  America,  during  the  period  of  this 
emergency  as  to  whether  the  federal  government  has,  by  grants  and  subsidies 
sufficiently  stimulated  education,  or  whether  definite  federal  support  on  a 
substantial  and  enduring  basis  should  be  established.  It  is  inherent  in  the 
development  of  the  system  of  public  education  in  this  country  that  it  should 
be  subject  to  state  and  local  control.  Public  schools  should  grow  up  as  local 
institutions ;  they  should  be  close  to  the  people ;  they  should  be  administered 
by  local  boards  of  education,  elected  by  a  vote  of  the  people.  This,  however, 
should  not  be  interpreted  to  mean  that  the  federal  government  should  not 
render  financial  assistance  to  the  states  in  carrying  on  the  services  or 
institutions  of  government  which  are  under  the  control  and  management 
of  the  states.  Examples  abound  in  the  history  and  administration  of  affairs 
in  this  nation,  under  which  the  federal  government  has  assisted  the  states 
with  respect  to  the  conduct  of  numerous  other  functions  without  in  any  way 
interfering  in  control. 

Very  simple  principles  are  involved  in  the  legislation  necessary  to  bring 
about  the  situation  to  which  I  have  referred.  First  of  all,  Congress  may 
make  its  appropriations  directly  to  the  several  states,  to  be  used  by  them 
for  the  support  of  their  schools  in  the  manner  in  which  they,  thru  the  agency 
of  their  state  legislature,  may  decide.  Secondly,  legislation  should  and  must 
provide  that  all  control,  administration,  and  supervision  of  the  schools  are 
reserved  strictly  to  determination  hy  the  several  states.  Thirdly,  the  money 


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National  Education  Association 


allocated  to  the  several  states  should  be  apportioned  upon  two  bases:  a  flat 
per  capita  sum  for  each  child  between  five  and  twenty  years  of  age,  and, 
in  addition,  an  equalization  apportionment  to  be  allocated  to  the  states  on  a 
mathematical  basis,  set  up  in  the  legislation  in  such  a  way  as  to  provide 
money  to  the  states  according  to  their  economic  need.  These  bases  are 
founded  upon  two  fundamental  principles,  under  which  the  government  may 
safely  participate  in  the  support  of  public  education  in  America.  The  first 
is  that  the  federal  government  has  an  interest  in  the  adequate  education  of 
our  entire  population.  The  second  is  equally  simple,  but  equally  basic,  and 
it  is  that  the  federal  government,  as  the  coordinating  agency  should  equalize 
the  resources  available  for  the  support  of  the  schools,  among  the  several 
states,  in  accordance  with  their  need  and  up  to  an  acceptable  standard. 

These  principles  are  basic  and  fundamental.  Once  they  are  incorporated 
into  legislation,  the  federal  government  not  only  will  participate  actively 
in  the  support  of  public  education  thru  grants  of  money  for  such  purpose, 
but  will,  in  so  doing,  act  in  accordance  with  those  relations  to  the  function 
of  public  education  in  the  several  states  which  are  in  harmony  with  the 
long-established  practises  and  traditions  of  this  nation. 

Forum — Education  and  Democracy 
THE  WORTH  OF  PERSONALITY 

LUCY  MASON  HOLT,  PRINCIPAL,  OCEAN  VIEW  SCHOOL,  NORFOLK,  VA. 

A  thousand  men  march  down  the  street :  blue  uniforms,  white  caps,  heads 
up,  shoulders  erect,  perfect  time.  Each  row  steps  as  one  man.  You  cannot 
tell  one  man  from  another.  But,  if  you  analyze  the  parade,  you  will  know 
that  there  are  no  two  men  in  it  just  alike.  We  frequently  hear  people  say 
that  a  group  of  people  with  whom  they  are  not  familiar  all  look  alike.  But 
the  most  frequent  remark  of  all  is,  “AH  babies  look  alike. ”  They  do  not.  A 
whole  ward  full  of  two-day-olds,  each  one  very  pink,  very  wrinkled,  beat¬ 
ing  his  fists  and  crying  lustily,  is  different  from  every  other  one. 

Men — nations — babies,  no  two  in  any  group  just  alike  and  what  is  it  that 
establishes  our  individuality  and  sets  us  each  apart?  It  must  be  personality. 
What  is  personality?  What  is — a  lot  of  things?  How  do  we  know  when 
we  pass  in  the  dark  that  this  is  an  orange  grove,  that,  an  apple  orchard,  or 
peach,  plum,  or  crab  apple? 

What  makes  the  rose  sweet  like  no  other  sweetness?  Is  it  the  perfume 
that  pleases?  So  does  the  color,  the  exquisite  shading,  the  shape,  the  texture 
of  the  petal,  all  of  these  things  please.  When  the  temperature  changed  from 
warm  sunshine  at  noon  to  chilly  dampness  at  eventide  and  put  that  subtle 
change  of  texture  in  the  petals,  I  wonder  if  the  rose  complained  like  we  do 
when  the  chill  winds  of  adversity  give  us  a  chance  to  grow  in  quality? 

The  quality  of  understanding  can  come  only  from  suffering  similar  ex¬ 
periences.  Imagination  can  take  us  a  long  way  but  there  must  be  a  root 
stock  from  which  our  imagination  can  spring.  Thoughtfulness  for  others 


General  Sessions 


57 


can  come  from  two  very  different  experiences.  The  first,  when  you  feel 
the  thoughtfulness  of  another  person,  when  a  very  kindly  deed  is  done  for 
you — appreciation  wells  up  in  your  heart  and  you  seek  an  opportunity  to 
express  your  thoughtfulness  toward  some  other  person.  On  the  other  hand, 
there  may  have  been  a  time  when  you  did  not  receive  the  courtesy  which 
thoughtfulness  should  prompt.  Quick  as  a  flash,  the  opportunity  is  yours  to 
resolve:  “Never  will  I  allow  another  to  feel  like  this.” 

Most  mothers  are  happier  than  fathers.  Some  mothers  are  happier  than 
others.  There  are  many  reasons,  but  one  most  surely  is  unselfishness.  A 
mother  lives  not  only  for  her  children  but  in  her  children.  Yes,  it  is  a 
vicarious  living  but  it  is  full  of  happiness. 

School  teachers  have  the  most  wonderful  opportunity  for  this  happiness, 
for  their  supply  of  babies  never  grows  up,  while  a  mother’s  all  get  grown. 
How  many  of  your  teachers  do  you  remember?  Why  do  you  remember 
those  particular  ones?  You  do  not  remember  her  age.  They  were  all  ancient 
when  you  were  little.  You  do  not  remember  whether  she  was  a  blond  or 
brunette.  You  did  not  even  know  those  words.  You  only  knew  “red-headed” 
and  “old  lady.” 

You  do  not  remember  which  one  introduced  you  to  “I  see  the  cat,” 
“8  x  9,”  or  “Rameses,  Pizarro,  Marconi,  or  George  Washington.”  But,  you 
remember  the  one  who  tied  up  your  stubbed  toe  or  who  kissed  your  mashed 
finger.  That  one  was  Kindness.  You  remember  the  one  who  saw  something 
funny  the  same  time  you  did  and  laughed  at  the  same  moment.  That  one 
was  Human. 

You  remember  the  one  who  asked  a  certain  question  on  examination  be¬ 
cause  the  answer  was  in  tiny  print  in  the  crack  of  a  folded -page.  Yes?  Well, 
that  was  Piekayunish ! 

So,  on  down  the  line,  as  we  touch  the  lives  of  friend  or  foe  along  the 
journey  of  life,  we  leave  our  stamp  on  each  other. 

The  tale  is  told  that  in  one  section  of  our  country  a  stranger  is  gaged 
by  “What  is  he  worth?”  in  another  section  “What  can  he  do?”  and  in  the 
oldest  section  they  still  say  “Who  is  he?” 

It  may  seem  that  all  of  these  points  enumerated  are  really  points  of 
character.  Well,  even  so,  character  is  what  you  are ;  reputation  is  what 
people  think  you  are — a  wide  difference  sometimes  but  in  the  long  run  they 
unite.  So,  personality  must  be  your  wave  length.  That  is  a  very  comfortable 
definition,  for  it  places  part  of  the  responsibility  on  the  fellow  who  tunes  in. 

So  that  is  what  did  it.  The  one  who  made  the  deepest  imprint  on  your 
life  did  not  do  it  by  might  or  by  power  but  by  a  twinkle  when  we  both  tuned 
in  on  the  same  wave  length — when  we  were  told  that  Mark  Hopkins  on 
one  end  of  a  log  and  a  boy  on  the  other  made  a  university,  it  was  but 
another  way  of  saying  that  the  teacher’s  personality  and  room  to  grow 
would  make  a  real  man. 

But  who  was  the  outstanding  teacher  of  them  all?  Which  one  stands 
head  and  shoulders  above  the  rest?  No  one  can  answer  for  you,  but  surely 
many  of  you  in  this  section  of  the  country  remember  the  same  one.  He  was 
so  human,  he  was  so  understanding,  he  gave  so  much  room  to  each  indi- 


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National  Education  Association 


viduality  without  any  partiality;  he  found  the  little  bit  of  “genuine”  in 
each  of  us  and  helped  us  and  helped  it  to  grow.  Each  one  of  us  who  had 
him  for  our  teacher  must  pass  it  on.  You  know  that  Louis  Vernon  Parring- 
ton,  of  the  University  of  Washington,  gave  us  of  his  personality! 

What  is  personality,  anyhow?  It  is  that  very  real  thing  which  you  can¬ 
not  touch,  which  you  cannot  see,  which  you  know  because  it  is  the  stamp 
of  God  which  makes  you,  you,  and  me,  me,  and  fits  each  one  to  do  his 
particular  part. 


Dr.  Studebaker:  The  first  question  I  have  here  is  directed  to  Dr. 
Gosling:  “Why  should  any  teacher  refuse  to  salute  the  flag  or  take  the 
oath  of  allegiance?” 

Dr.  Gosling:  I  do  not  know  why  anyone  should  refuse,  neither  why 
anyone  should  do  so  under  compulsion. 

Dr.  Studebaker  :  Another  one,  Dr.  Gosling.  “What  specific  action  do 
you  recommend  to  District  of  Columbia  teachers  to  get  rid  of  the  Red 
Rider  you  mention?” 

Dr.  Gosling:  Teachers  of  the  District  of  Columbia  are  practically  help¬ 
less,  like  other  citizens  of  the  District.  Any  act  brought  by  Congress  must 
come  thru  the  effort  of  all  the  people  thru  the  whole  country  because  the 
District  is  taxed  without  representation ;  we  are  helpless  there. 

Dr.  Studebaker  :  It  was  decided  by  the  Board  of  Education  that  teachers 
would  not  be  required  to  send  in  those  questionnaires  unless  they  wanted  to. 

“Dr.  Sutton,  should  we  not  first  find  the  technic  for  teaching  the  ideal 
of  service  before  we  teach  the  superior  student  to  lead,  possibly  to  lead  for 
personal  gain,  as  industrial  monopoly,  racketeering,  or  even  dictatorship?” 

Dr.  Sutton:  I  think  above  all  things  else,  in  the  question  of  giving 
equal  educational  opportunity  to  the  gifted  child,  we  should  impress  upon 
him  by  our  teaching  that  he  has  an  extra  responsibility  and  his  attitude 
ought  to  be  the  very  best  that  he  can  possibly  give.  I  do  think  that  his 
attitude  and  desire  to  serve  ought  to  be  stimulated  as  well  as  the  extra- 
curriculum  activities  and  enrichment  given  to  him. 

Dr.  Studebaker:  Here  is  one  I  will  take.  “Explain  the  term  ‘democracy.’ 
Is  it  social  or  economic?” 

Well,  I  would  be  inclined  to  discuss  it  in  terms  of  the  broad  social  indica¬ 
tion  in  relation  to  the  business  in  which  you  and  I  are  engaged,  namely, 
education.  There  are  all  sorts  of  points  of  view  upon  what  democracy  is, 
that  can  be  applied  to  all  of  the  aspects  of  our  lives;  certainly,  it  can  be 
applied  to  our  economic  life. 

My  own  general  point  of  view  is  that  the  controversies  concerning  what 
economic  democracy  is  will  continue  to  be  raised  from  now  on,  as  they 
always  have,  but  the  important  thing  for  us  is  to  keep  clearly  in  mind  and 
make  clear,  if  we  can,  what  we  believe  democracy  applied  to  education  is. 
If  we  can  do  this,  we  should  be  able  to  make  with  each  generation  those 
democratic  economic  adjustments  in  which  most  of  us  currently  believe. 
Then  it  seems  to  me  that  we  shall  be  arriving  at  something  that  resembles 


General  Sessions 


59 


economic  democracy  and  after  all,  is  a  really  fundamental  thing,  much 
more  fundamental  than  some  quick  panacea  to  remedy  our  economic  arrange¬ 
ments,  because  once  we  apply  the  civil  remedy  we  will  still  be  on  the  roll 
for  more  proposals.  That  is  why  you  and  I  work  at  the  really  fundamental 
job  of  American  life. 

H  ere  is  another  question:  “What  groups  oppose  democracy  at  the  present 
time?  Where  would  Hearst  be  classified?” 

“Would  you  advise  placing  books  on  communism  and  other  such  litera¬ 
ture  in  high  schools  as  a  method  of  teaching  fairly  both  sides  of  that 
question  ?” 

Well,  obviously,  you  would  not  teach  both  sides  if  you  placed  only  com¬ 
munistic  literature  in  the  schools ;  you  would  wTant  to  place  opposing 
literature  in  the  schools.  The  fact  of  the  matter  is,  we  do  have  in  schools 
literature  which  attempts  to  explain  communism.  I  would  like  to  see  our 
students  in  all  schools  take  a  good  square  look  at  all  of  the  propaganda  for 
all  kinds  of  “isms” ;  and  I  think  we  ought  to  have  a  curriculum  on  the 
study  of  propaganda. 

Now,  I  think  it  would  be  dangerous  to  put  propaganda  in  the  schools 
and  let  it  drift  around  among  the  youngsters,  just  as  it  is  dangerous  to  have 
it  in  the  community  public  library  or  any  other  place,  without  any  guidance. 

We  are  in  an  age  of  propaganda.  These  great  instruments  for  amplifying 
the  single  expression  of  a  voice  so  it  may  now  speak  not  merely  to  hundreds 
but  to  tens  of  millions ;  the  motion  picture — yes,  we  are  in  the  age  of 
propaganda.  Why  do  we  not  frankly  face  it  and  look  at  it  and  teach  it 
and  let  our  students  know  what  it  is? 

Now,  you  have  stated  it  differently  in  different  departments  of  the  edu¬ 
cational  scheme  of  things  but  we  have  new  problems  on  our  hands  which 
we  never  had  before — communism,  socialism,  and  all  the  other  “isms”  we 
are  trying  to  find  out  about.  I  teach  the  propagandas  and  I  ask  the  youngsters 
to  discover  the  propagandas  and  to  compare  propagandistic  statements  with 
•real  honest  statements. 

Now,  I  wonder  if  Dr.  Threlkeld  over  there  would  like  to  make  some 
comment  on  any  part  of  the  discussion. 

Dr.  Threlkeld:  I  think  it  is  easier  to  participate  in  a  discussion  of  this 
kind,  when  we  find  something  has  been  said  on  which  we  violently  disagree, 
but  I  have  not  been  able  to  do  that  very  much. 

I  would  like  to  make  a  comment  or  two,  something  supplementary  to 
what  has  already  been  said.  I  think  Dr.  Studebaker,  in  dealing  with  that 
last  question,  was  dealing  with  a  very  important  one  which  we  need  to  face 
in  the  administration  of  schools  and  in  the  development  of  a  new  point 
of  view,  with  reference  to  what  is  the  function  of  schools. 

One  reason  why  people  are  so  alarmed  over  such  a  question  as  to  whether 
we  should  allow  a  book  on  communism  to  be  read  by  high-school  pupils, 
is  that  schools  have  been  used  as  agents  for  propaganda  so  long — they  have 
been  used  that  way  in  practically  every  civilization. 

The  general  public  knows  that  at  the  present  time  in  Italy  and  Germany 
the  schools  are  being  used  to  effect  fascism,  and  in  Russia  to  put  com- 


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munistic  philosophy  into  the  habit,  custom,  and  ways  of  thinking  of  the 
boys  and  girls. 

We  used  our  schools  in  this  country  in  the  early  days  to  create  a  patriot 
to  Great  Britain;  as  an  aftermath  of  the  Revolution,  our  schools  were 
used  to  establish  certain  points  of  view,  rather  arbitrarily.  People  have  the 
notion  that  is  what  schools  are  for  and  that  is  what  we  expect  to  do  when 
we  take  anything  into  the  schools. 

If  we  are  going  to  make  the  schools  really  meetings  of  democratic  as¬ 
semblies,  we  have  to  change  the  entire  concept.  We  have  to  have  it  thoroly 
understood  by  the  people  that  in  a  definitely  controlled  way  we  are  going 
to  see  to  it  that  every  point  of  view  that  has  anything  back  of  it  at  all 
is  going  to  be  adequately  presented  and  dealt  with.  If  you  can  get  that  point 
of  view  established,  you  will  find  the  public  more  tolerant  of  the  idea  of 
our  bringing  all  these  new  things  into  the  schools. 

Dr.  Studebaker:  Mr.  Parker,  have  you  any  brief  comment? 

Mr.  Parker:  I  want  to  ask  two  questions,  one  directed  to  Superintend¬ 
ent  Sutton.  I  should  like  to  ask  him  if  he  would  accept  this  proposition, 
equality  of  opportunity,  for  unequals  as  being  democratic? 

Dr.  Sutton  :  Yes. 

Mr.  Parker:  Thank  you.  I  wondered  if,  from  your  statement,  you 
accepted  that  proposition.  Commissioner  Studebaker  very  properly,  I  think, 
emphasized  the  new  eagerness  to  understand  the  public.  I  should  like  to  ask 
him  if  he  thinks  it  is  probable  that  if  and  when  prosperity  returns,  eagerness 
will  wane. 

Dr.  Studebaker:  No,  I  do  not  think  it  will,  very  much.  It  seems  to 
me  that  we  have  moved  into  the  stage  of  development  of  American  life, 
where  what  we  may  call  prosperity  will  still  be  some  distance  away  and 
will  be  quite  unsatisfactory.  In  other  words,  the  shoe  is  beginning  to  pinch. 
The  frontier  is  gone.  We  cannot  move  out.  We  have  to  stay  here  and  face 
our  problems  as  a  nation  and,  therefore,  I  think  from  now  on  we  are  going 
to  see  a  heightened  interest  in  the  great  problems  of  associated  living. 

I  have  one  further  question  that  I  will  state.  I  am  sorry  we  cannot  take 
all  the  questions  but  we  have  tried  to  do  our  bit  and  we  have  demonstrated 
a  little,  at  least,  of  the  way  in  which  people  can  sit  out  in  a  big  audience  and 
talk  about  these  problems  and  do  a  better  job  educating  than  if  they  lectured 
all  the  time. 

Here  is  a  perfectly  fair  statement:  “We  all  agree  that  we  should  teach 
with  freedom  and  resist  pressure  groups,  but  how  can  it  be  done  by  teachers 
with  pressure  groups  in  control  of  all  government,  including  schoolboards  ?” 

I  imagine,  myself,  that  we  would  not  be  discussing  this  question  here 
tonight  and  in  other  places  in  this  country  if  the  problem  we  face  were  so 
simply  solved  as  to  say  that  we  ought  to  do  this  kind  of  thing  in  education. 
In  a  general  way,  Mr.  Threlkeld  touched  upon  it,  made  the  point  very 
clear  that  we  are  following  a  great  many  traditions;  we  have  all  sorts  of 
notions  abroad  in  a  land  of  130,000,000  people,  as  to  what  ought  to  be  done. 
Some  of  them  get  on  the  schoolboards  who  believe  that  as  laymen  or  indi- 


General  Sessions 


61 


viduals,  they  ought  to  start  out  and  dictate  exactly  what  everybody  in  the 
school  system  ought  to  think. 

Our  job  is  one  which  goes  partly  to  the  education  of  children.  I  worked 
pretty  hard  at  that  job  for  twenty  years  and  I  finally  reached  the  conclusion 
that  about  the  quickest  way  to  emancipate  the  child  would  be  to  set  up  a 
thorogoing  system  of  education  for  the  adults.  Without  dwelling  upon  an 
attempted  answer  to  that  question,  I  should  say  that  you  and  I  as  workers 
in  a  great  profession  have  a  problem  of  exercising  leadership  in  our  com¬ 
munities  with  laymen,  with  lay  groups,  with  all  these  pressure  groups  that 
operate  outside,  and  with  schoolboard  members.  One  of  your  big  jobs  as  a 
classroom  teacher,  principal,  supervisor,  state  commissioner  of  education, 
president  of  a  teachers  college,  or  any  other  position  is  to  get  out  and  sell 
the  gospel  of  education  in  a  democracy — clarify  your  own  thinking!  I  have 
been  trying  to  clarify  mine  for  some  time ;  I  have  been  trying  to  write  a 
statement  that  would  make  my  position  clear  on  that  question.  I  was  dealing 
with  some  of  those  statements  tonight  and  trying  to  draw  the  line  between 
a  teacher  and  a  propagandist  and  I  was  trying  to  relate  my  thinking  to  the 
serious  question  as  to  whether  or  not  an  attempt  should  be  made  to  embody 
a  philosophy  and  practise  of  education  and  democracy  in  the  states  and  law, 
and  when  you  get  down  to  the  really  fine  vital  points,  I  do  not  see  how  it 
can  be  done. 

I  was  just  going  to  ask  this :  How  many  of  you  think  it  would  be  valuable 
if  the  discussions  from  the  platform  tonight  plus  these  questions  could  be  put 
in  pamphlet  form  by  the  National  Education  Association  and  made  available 
to  you  to  take  back  to  your  school  system  to  be  used  for  the  basis  of  discus¬ 
sions  in  teachers  meetings,  parents  groups,  and  otherwise?  We  will  pass  that 
suggestion  on. 

I  think  the  time  has  come  to  close,  so  we  will  now  stand  adjourned. 

Symposia  on  Building  a  Stronger  Foundation 

SECTION  A— IMPLEMENTING  THE  CHILDREN’S 

CHARTER— NEXT  STEPS 

VIERLING  KERSEY,  STATE  SUPERINTENDENT  OF  PUBLIC  INSTRUCTION, 
SACRAMENTO,  CALIF.  J  AND  PRESIDENT,  NATIONAL  COUNCIL 
OF  STATE  SUPERINTENDENTS,  Presiding 

MRS.  B.  F.  LANGWORTHY,  PRESIDENT,  NATIONAL  CONGRESS  OF  PARENTS 
AND  TEACHERS,  CHICAGO,  ILL.,  Summarizing 

Participants : 

Effie  I.  Raitt,  President,  American  Home  Economics  Association,  Uni¬ 
versity  of  Washington,  Seattle,  Wash. 

A.  L.  Threlkeld,  Superintendent  of  Schools,  Denver,  Colo. ;  and  Presi¬ 
dent,  N.E.A.  Department  of  Superintendence 

Levi  T.  Pennington,  President,  Pacific  College,  Newberg,  Ore. 

Norman  E.  Coleman,  Professor  of  English,  Reed  College,  Portland, 
Ore. 


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National  Education  Association 


Miss  Raitt  opened  the  meeting  with  a  discussion  of  the  responsibility  of 
the  home  in  implementing  the  Children’s  Charter.  She  stated  that  the  first 
and  most  fundamental  measure  of  implementing  the  Children’s  Charter  is 
to  use  every  means  to  improve  homes  and  to  foster  parent  education.  She 
feels  that  if  children  are  to  gain  a  sense  of  relationship  to  a  higher  power, 
the  home  and  church  must  each  fulfil  its  function,  and  that  consideration 
must  be  given  to  the  obligation  of  parents  for  psychological  effects  of  the 
home  atmosphere  they  provide,  and  to  the  reactions  to  other  social  groups. 
She  emphasized  the  importance  of  childhood  stories  and  books,  guidance 
later  in  the  choice  of  reading,  music  in  the  home,  protection  against  mediocre 
and  pernicious  movies,  and  above  all  the  plane  of  casual  family  conversation 
as  factors  in  determining  the  level  upon  which  habitual  intellectual  activity 
is  established.  Miss  Raitt  maintains  that  the  Children’s  Charter  will  not 
be  fully  implemented  until  the  problem  of  providing  material  necessities 
in  optimum  amounts  for  physical  well-being  essential  for  health  and  for 
social  adjustment  is  solved. 

Mr.  Threlkeld  is  convinced  that  the  schools  cannot  do  the  things  which 
the  Children’s  Charter  calls  for,  except  as  the  adult  public  believes  these 
things  should  be  done  and  is  willing  to  support  them.  He  stated  that  “it  is 
thru  adult  education  that  we  have  the  opportunity  to  develop  the  necessary 
intelligence  and  the  necessary  attitude  on  the  part  of  the  adult  public  with 
reference  to  the  objectives  of  the  Children’s  Charter.”  He  discussed  four 
objectives  which  he  thought  were  definitely  implied  by  the  more  specific 
statements  of  needs  contained  in  the  Charter :  ( 1 )  a  curriculum  that  meets 
presentday  needs;  (2)  better  home  and  school  cooperation  ;  (3)  a  continuous 
community  program  for  childhood  and  youth;  and  (4)  better  integration 
of  school  life  and  life  outside  the  school.  In  conclusion,  Mr.  Threlkeld  said 
that  by  adult  education  he  did  not  mean  necessarily  a  program  of  classroom 
instruction  of  adults  but  that  in  essence  it  would  be  a  program  in  which 
people  get  together  to  study  their  common  problems.  “It  would  be  a 
process  by  which  such  intelligence  as  we  have  developed  concerning  our 
common  problems  would  be  made  available  to  all  concerned  and  a  process 
in  which  each  one  concerned  would  gladly  use  this  intelligence  in  his  own 
Jiving. 

Mr.  Pennington  first  discussed  the  aims  of  the  church  as  it  faces  the 
problems  of  the  childhood  and  youth  of  America.  Then  as  “next  steps”  he 
offered  several  suggestions:  “First,  let  the  church  genuinely  recognize  its 
task — the  moral  and  spiritual  ministration  to  the  childhood  and  youth  of 
the  country.”  He  believes  that  this  task  of  ministering  to  childhood  and 
youth  should  be  recognized  as  the  task  of  the  whole  church,  calling  for  a 
measure  of  cooperation  far  beyond  anything  thus  far  realized  among  various 
divisions  of  the  church.  Additional  “next  steps”  were  the  daily  vacation 
Bible  school ;  the  week-day  school  of  religious  education  ;  the  children’s  serv¬ 
ice  in  connection  with  and  in  addition  to  the  regular  church  service;  and 
“the  good  old  Sunday  school.”  He  concluded  with  “And  let  the  very  best 
of  us  accept  our  responsibility  in  the  church,  and  with  convincing  earnest¬ 
ness  lay  the  responsibility  on  the  best  and  strongest  and  ablest  men  and 


General  Sessions 


63 


women  in  the  church,  that  the  church  may  not  fail  in  its  share  of  the  task 
of  implementing  the  Children’s  Charter.” 

Mr.  Coleman  discussed  implementing  the  Children’s  Charter  from  the 
viewpoint  of  the  community’s  responsibility.  He  summarized  his  discussion 
as  follows:  “The  Children’s  Charter  cannot  be  implemented  in  a  day  or  a 
generation.  Calling  as  it  does  for  a  home  of  love  and  security  for  every 
child,  it  proposes  nothing  less  than  large-scale  social  and  economic  recon¬ 
struction  so  that  such  a  home  may  be  possible  for  every  child.  In  making  such 
a  claim  for  every  child  it  calls  for  the  individual  study  and  special  treatment 
of  children,  especially  of  those  who  are  handicapped  thru  domestic  or  physical 
or  mental  misfortune.  The  schools  with  their  concentration  of  community 
intelligence  upon  the  problems  of  children  are  natural  centers  of  leadership 
in  demanding  and  preparing  for  the  expert  service  that  the  special  needs 
of  children  call  for.” 


Symposia  on  Building  a  Stronger  Foundation 

SECTION  B— SPEEDING  EDUCATIONAL  EQUALITY 

CHARLES  H.  SKIDMORE,  STATE  SUPERINTENDENT  OF  PUBLIC  INSTRUCTION, 

salt  lake  city,  UTAH,  Presiding 

FRANCIS  L.  BAILEY,  STATE  COMMISSIONER  OF  EDUCATION,  MONTPELIER,  VT.  ; 
AND  PRESIDENT,  N.E.A.  DEPARTMENT  OF  RURAL  EDUCATION,  Summarizing 

Participants : 

Anna  Swenson,  Director  of  High  School  Teacher  Training  Depart¬ 
ments,  State  Department  of  Education,  St.  Paul,  Minn. 

Elise  H.  Martens,  Senior  Specialist  in  Education  of  Exceptional  Chil¬ 
dren,  U.  S.  Office  of  Education,  Washington,  D.  C. 

James  H.  Hope,  State  Superintendent  of  Education,  Columbia,  S.  C. 
Howard  A.  Dawson,  Director  of  Rural  Service,  National  Education 
Association,  Washington,  D.  C. 

Miss  Swenson  discussed  the  topic  “Speeding  Educational  Equality”  for 
children  in  the  rural  areas.  “It  is  a  challenge  to  America  that  there  shall 
be  no  part  of  this  great  country  (1)  where  the  children  do  not  come  under 
the  influence  of  some  great  teacher,  directly  or  remotely,  because  it  is  physi¬ 
cally  impossible  for  them  to  reach  any  school;  (2)  where  districts  maintain 
school  only  six  or  seven  months  a  year;  (3)  where  teachers  are  scarcely 
beyond  eighth-grade  level;  and  (4)  where  schools  are  without  libraries  and 
the  textbooks  are  hardly  worthy  of  the  name.  So  long  as  these  conditions 
exist  anywhere,  we  have  not  met  the  challenge.”  Miss  Swenson  described 
a  number  .of  schools  thruout  Minnesota  where  certain  experiments  had 
bettered  the  conditions.  “This  progress  has  come  about  and  will  continue 
only  as  communities  see  the  results  and  experience  the  value  of  good  schools. 
It  is  a  matter  of  the  education  of_parents,  school  officers,  taxpayers,  and 
patrons.  Only  by  making  the  schools  as  they  are  now  organized  really  good 


64 


National  Education  Association 


schools,  can  we  hope  to  make  progress  in  larger  administrative  units ;  better 
distribution  of  school  funds;  high-school  opportunity,  with  courses  suited 
to  varying  tastes  and  abilities  for  all  children.”  In  Miss  Swenson’s  closing 
remarks  she  urged  that  “we  work  steadily  and  with  integrity  of  purpose, 
thru  education,  demonstration,  and  a  wholehearted  interest  in  the  youth 
of  our  rural  communities,  to  remove  the  obstacles  that  hinder  progress  to¬ 
ward  equality  of  educational  opportunity.” 

Miss  Martens  discussed  the  topic  in  relation  to  children  with  special 
needs.  She  believes  that  special  provisions  in  both  content  and  method  of 
instruction,  as  well  as  in  equipment,  are  needed  to  bring  to  these  children 
the  opportunity  to  learn  to  live  happily  and  efficiently.  She  discussed  several 
avenues  of  approach,  in  speeding  educational  equality  for  children  with 
special  needs :  the  individual  educator  in  the  school,  the  local  school  authori¬ 
ties,  the  state  authorities,  and  national  and  federal  agencies.  Miss  Martens 
feels  that  the  program  developed  for  children  with  special  needs  should 
include :  ( 1 )  special  classes  or  other  special  instructional  provisions,  with  all 
the  equipment  involved,  in  keeping  with  the  needs  of  each  group;  (2) 
transportation  to  school  for  those  physically  unable  to  attend  otherwise, 
and  instruction  at  home  for  those  physically  unable  to  attend  at  all;  (3) 
local  clinical  service  for  the  physical  and  mental  health  of  children  whose 
bodily  or  emotional  needs  demand  it;  (4)  well-regulated  state  educational 
institutions  of  a  residential  type  for  boys  and  girls  who  are  totally  blind  or 
deaf,  who  are  delinquent,  or  who  are  mentally  deficient,  and  for  whom  no 
community  facilities  are  available. 

In  discussing  the  subject  of  federal  aid  to  education  as  the  next  step  in 
speeding  equality  of  opportunity,  Mr.  Dawson  vividly  pictured  the  in¬ 
equalities  of  educational  opportunities  by  citing  a  series  of  contrasts  between 
opportunities  in  city  schools  and  those  in  rural  schools.  He  stated  that  in¬ 
equalities  are  increasing ;  rich  states  tend  to  have  fewer  children  and  larger 
expenditures  for  schools,  states  have  unequal  spending  power,  some  states 
will  levy  high  taxes  and  get  little  revenue,  and  poor  states  make  greater  effort 
to  support  schools  than  rich  states.  Mr.  Dawson  believes  that  without 
federal  aid  educational  inequalities  are  permanent.  “It  is  apparent  that  the 
only  feasible  method  of  obtaining  a  fair  degree  of  educational  opportunity, 
to  say  nothing  of  speeding  equality  of  opportunity,  is  for  the  federal  govern¬ 
ment  to  make  substantial  contributions  to  the  states  to  be  used  by  them  in 
the  support  of  public  schools.”  Mr.  Dawson  discussed  the  provisions  of  the 
bill  introduced  in  the  last  session  of  Congress,  providing  for  federal  assist¬ 
ance  to  the  states  in  the  support  of  public  schools. 


General  Sessions 


65 


Symposia  on  Building  a  Stronger  Foundation 

SECTION  C— ADVANCING  TEACHER  WELFARE 

ELPHE  K.  SMITH,  PRESIDENT,  PORTLAND  GRADE  TEACHERS  ASSOCIATION, 

PORTLAND,  ORE.,  Presiding 

MRS.  INEZ  JOHNSON  LEWIS,  STATE  SUPERINTENDENT  OF  PUBLIC  INSTRUC¬ 
TION,  DENVER,  COLO.,  Summarizing 

Participants : 

Donald  DuShane,  Superintendent  of  Schools,  Columbus,  Ind. ;  and 
Chairman,  N.E.A.  Committee  on  Tenure 
M.  Emma  Brookes,  Principal,  Miles-Cranwood  Schools,  Cleveland, 
Ohio;  and  Chairman,  N.E.A.  Committee  on  Retirement 
Emily  A.  Tarbell,  Vocational  High  School,  Syracuse,  N.  Y. ;  and 
Chairman,  Committee  on  Academic  Freedom  of  the  N.E.A.  De¬ 
partment  of  Classroom  Teachers 

Gertrude  Mallory,  Franklin  High  School,  Los  Angeles,  Calif. ;  and 
Chairman,  N.E.A.  Committee  on  Equal  Opportunity 
William  G.  Carr,  Director,  Division  of  Research,  National  Education 
Association,  Washington,  D.  C. 

The  meeting  was  opened  with  a  discussion  by  Mr.  DuShane  on  “Tenure 
and  a  Teaching  Profession.”  Mr.  DuShane  stated  that  teachers  are  threat¬ 
ened  in  many  ways  of  which  the  public  is  not  fully  aware ;  there  are  in  every 
community  those  who  seek  to  dominate  the  schools  politically  for  the  sake 
of  jobs,  school  contracts,  and  political  influence  ;  there  are  job-seekers  who 
are  eager  to  drive  out  experienced  teachers  in  order  to  gain  positions  on  the 
public  payroll ;  and  short-sighted  taxpayers  who  are  willing  to  destroy  the 
efficiency  and  morale  of  our  schools  for  the  sake  of  their  pocketbooks.  Not 
only  have  tens  of  thousands  of  excellent  teachers  been  dismissed  in  thousands 
of  school  corporations,  but  the  efficiency  and  morale  of  the  teachers  remain¬ 
ing  in  service  in  such  school  systems,  have  been  lowered  or  destroyed  because 
of  fear,  intimidation,  drastic  salary  reductions,  or  worry  over  future  un¬ 
certainties.  “Out  of  such  abuses  of  the  public  service,  such  injuries  to  the 
schools,  has  grown  an  increasing  demand  for  tenure  legislation.”  Mr.  Du¬ 
Shane  feels  that  much  of  the  value  of  tenure  to  schools  is  due  to  its  improve¬ 
ment  of  teacher  morale  and  self-respect,  the  betterment  in  the  professional 
attitude  and  spirit  of  teachers,  and  to  a  determination  on  the  part  of  tenure 
teachers  better  to  fit  themselves  for  their  work.  He  hopes  that  teaching  will 
develop  into  a  learned  and  respected  profession,  somewhat  more  self-govern¬ 
ing  than  at  present,  and  much  better  paid.  “If  such  a  profession  is  to  develop 
in  America,  tenure  will  of  necessity  be  the  foundation  upon  which  it  will  be 
built.” 

M  iss  Brookes  discussed  the  improvement  of  the  schools  thru  the  estab¬ 
lishment  of  a  retirement  system  for  teachers.  She  feels  that  such  a  system 
tends  to  attract  a  more  virile  set  of  people  to  the  business,  keeps  such  people 


66 


National  Education  Association 


in  the  profession,  and  when  age  and  affliction  dull  the  edge  of  their  ability, 
helps  to  have  them  give  way  gracefully  to  a  new  generation  of  teachers. 
According  to  Miss  Brookes,  a  retirement  system  which  will  be  effective 
must  have  two  distinctive  qualities :  ( 1 )  it  must  be  financially  sound  and 
actuarily  stable;  and  (2)  it  must  be  sufficiently  generous  to  encourage  the 
teacher  voluntarily  to  retire.  She  discussed  the  interest  of  the  N.E.A.  in 
teachers’  retirement  systems  as  shown  in  its  committee  which  has  existed 
for  a  number  of  years,  and  told  of  some  of  the  work  the  committee  has 
done.  She  also  discussed  the  work  of  the  National  Council  of  Teachers’ 
Retirement  Systems  and  stated  that  it  is  the  opinion  of  this  group  that  it 
should  become  a  department  of  the  N.E.A. ,  the  principal  object  being  to 
unify  the  efforts  of  those  interested  in  teacher  retirement. 

In  her  discussion  on  “Freedom  in  Teaching”  Miss  Tarbell  emphasized 
the  importance  of  training  the  student  of  today  to  think  for  himself,  to  look 
at  all  sides  of  questions,  and  to  secure  all  the  facts  possible  before  he  forms 
his  judgment  on  controversial  subjects.  “We  advocate  the  right  to  delve 
into  living  issues  of  the  day,  the  right  to  search  for  the  truth,  particularly 
in  the  physical  and  in  the  social  sciences.”  Miss  Tarbell  feels  that  a  health¬ 
ful  sign  of  the  time  has  been  the  increasing  interest  in  academic  freedom 
as  denoted  by  the  many  editorials  and  articles,  commencement  addresses, 
radio  dramatizations,  and  material  prepared  by  the  committees  on  academic 
freedom.  She  discussed  some  of  the  specific  cases  regarding  alleged  violations 
which  had  come  to  the  attention  of  the  Committee  on  Academic  Freedom 
of  the  Department  of  Classroom  Teachers.  She  concluded  with  the  state¬ 
ment  that  “with  clear-visioned,  straight-thinking  teacher  leaders  in  every 
community,  we  will  have  academic  freedom.” 

In  discussing  the  work  of  the  Equal  Opportunity  Committee,  Miss 
Mallory  cited  a  number  of  instances  \yhere  there  had  been  sex  differentials 
in  salary  and  where  court  decisions  had  discriminated  against  women.  She 
also  quoted  from  a  number  of  reports  sent  out  by  the  N.E.A.  pertaining 
to  the  subject  of  salaries,  showing  the  differences  in  salaries  for  men  and 
women  teachers  thruout  the  country.  She  feels  that  there  is  great  need  for 
such  a  committee,  and  concluded  with  the  statement  that  “the  educators, 
men  and  women,  of  this  nation  are  rightfully  looking  to  us  for  leadership  in 
the  solution  of  such  vital  questions  as  concern  equality.” 

In  dealing  with  the  topic,  “Adequate  Compensation,”  Mr.  Carr  pointed 
out  that  education,  when  practised  as  a  profession,  has  important  compen¬ 
sations  in  addition  to  those  found  in  the  pay  envelope.  He  stated  that  reduced 
to  their  simplest  terms,  the  problems  of  adequate  compensation  at  the  moment 
may  be  stated  in  three  words — restoration,  reconsideration,  and  revision. 
He  feels  that  we  should  insist  that  the  restoration  of  teachers’  salaries  to  the 
pre-depression  levels  is  not  a  favor  extended  to  the  teachers,  but  rather  is  a 
normal,  just,  and  businesslike  procedure.  “Recent  studies  give  encouraging 
signs  of  general  restoration  of  teachers’  salaries.”  Mr.  Carr  stated  that  the 
teaching  profession  needs  to  do  some  careful  and  serious  thinking  on  the 
salary  question  and  to  encourage  the  lay  public  to  do  likewise.  He  believes 
that  the  public  can  be  interested  in  adequate  financial  compensation  for 


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teachers  working  under  a  well-designed  salary  schedule,  only  when  the 
profession  itself  thinks  and  talks  of  salaries,  first  of  all  as  matters  of  public 
policy  rather  than  of  private  advantage.  In  the  matter  of  revision  of  teachers’ 
salaries,  Mr.  Carr  presented  two  general  considerations:  (1)  the  importance 
of  teacher  participation  in  thinking  thru  the  problems,  in  conducting  inves¬ 
tigations,  in  reaching  wise  decisions,  in  drafting  the  schedule,  and  in  ex¬ 
plaining  it  to  the  public  before  its  adoption;  (2)  the  necessity  for  building 
the  schedule  in  the  light  of  all  the  pertinent  facts. 

YOUTH’S  APPEAL 

MISS  WILLIE  A.  LAWSON,  SECRETARY,  ARKANSAS  EDUCATION  ASSOCIATION, 

LITTLE  ROCK,  ARK. 

In  every  country  of  the  world,  on  every  inhabited  isle,  in  the  interior  of 
darkest  Africa,  and  along  the  seacoast  of  the  Malay  Peninsula  intermingled 
with  the  peoples  of  all  lands,  there  dwell  certain  tribes  of  human  beings 
whom  we  are  pleased  to  call  “youth.”  Their  tribal  traits  are  the  heritage 
of  the  ages. 

Some  of  them  may  have  light  complexions  and  some  dark,  some  may  have 
thick  lips  and  others  thin,  their  hair  may  be  curly  or  straight.  They  may  be 
tall,  slender,  and  graceful,  or  short,  chubby,  and  awkward.  They  may  plow 
behind  an  arched  piece  of  wood  drawn  by  a  brother  or  from  the  more  or  less 
comfortable  seat  of  a  farm  tractor.  They  may  wear  short  loose  breeches  or 
the  latest  American-cut  model.  They  may  woo  their  mates  to  the  tune  of  a 
mandolin  under  a  Venetian  moon  or  at  the  twist  of  the  dial  on  the  dash¬ 
board  of  a  V-8  on  a  Kansas  prairie.  But  still  their  tribal  characteristics  are 
fundamentally  the  same — courage  and  daring,  honesty,  eagerness  and  en¬ 
thusiasm,  active  devotion  to  a  cause.  And  there  are  others  of  no  less  im¬ 
portance — gallant  sportsmanship,  everlasting  idealism,  and  inherent  romance. 

History  indicates  that  this  is  no  new  tribe  and  these  are  no  newly  acquired 
tribal  traits.  And  yet  only  recently  has  the  world  in  general  and  the  United 
States  of  America  in  particular  recognized  the  existence  of  this  group,  as 
such.  Quite  characteristically  now  that  a  weak  place  in  the  levee  of  demo¬ 
cratic  society  is  supposed  to  have  been  discovered,  the  floodlights  have  been 
turned  on  and  the  entire  population  above  the  youth  deadline  (twenty-five 
or  thirty,  according  to  who  is  speaking)  has  rushed  to  throw  in  the  sand¬ 
bags.  Hundreds  of  books  have  been  published  recently  on  the  subject  of 
youth ;  it  is  a  rare  thing  to  pick  up  a  current  magazine  of  any  description 
and  not  find  one  or  more  articles  devoted  to  the  “problem.”  Daily  news¬ 
papers  feel  that  it  is  sheer  neglect  to  allow  a  week  to  pass  without  an  edi¬ 
torial  on  youth,  and  public  speakers,  to  assure  themselves  of  listeners,  choose 
as  their  topics  something  about  the  “Youth  of  This  Great  Country.” 

And  where  is  youth  itself  in  all  of  this?  If  I  were  allowed  only  one  sen¬ 
tence  in  answer  to  this  it  would  be,  “Standing  by  waiting  for  us  to  quit 
talking  about  them  and  begin  to  talk  to  them  and  with  them.”  And  we  might 
also  quite  profitably  listen  to  them  once  in  a  while  too !  But  the  story  is  longer 


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than  that.  Youth  scattered  abroad  in  this  land  has  sent  you  (at  our  presi¬ 
dent’s  request)  a  message  by  me,  and  I  am  flattered  to  be  the  voice  for 
22^2  million  American  boys  and  girls  between  the  ages  of  fifteen  and 
twenty-five.  It  was  my  privilege  to  have  this  assignment  long  enough  in  ad¬ 
vance  to  make  personal  contacts  with  many  groups  and  individuals  as  well 
as  to  secure  reports  from  others  who  have  touched  the  lives  of  American 
youngsters  within  the  last  two  to  five  years. 

The  three  youth-adult  conferences  on  which  I  report  brought  some  reve¬ 
lation  but  as  was  to  be  expected,  a  majority  of  the  young  men  and  women 
shaped  their  discussions  according  to  what  they  thought  the  adult  questioner 
and  the  audience  anticipated. 

The  casual  conversation  with  the  high-school  senior,  the  young  insurance 
man,  the  too-young  social  case  worker,  the  newly  elected  school  superin¬ 
tendent,  the  first-year  elementary  teacher,  the  Marquette  University  fresh¬ 
man,  the  approaching-maturity  newspaper  reporter,  the  young  publicity 
director  of  a  state  centennial  celebration,  the  hotel  chambermaid,  the  filling 
station  operator,  etc.,  gave  me  vast  stores  of  information. 

A  thing  which  will  have  a  great  influence  on  my  future  thinking  toward 
youth  and  what  I  do  about  it  as  well  was  my  visit  to  Hull  House  six  weeks 
ago.  It  was  there  that  I  felt  the  spirit  of  the  great  Jane  Addams  who  will 
long  breathe  her  blessing  on  the  six  to  eight  thousand  young  people  and 
adults  who  every  week  step  upon  that  limestone  entrance  thru  the  doors  to 
the  greatest  and  sometimes  only  security  their  lives  have  ever  known.  It  was 
there  that  the  young  staff  member  permitted  us  to  know  the  various  angles 
to  the  lives  of  the  youth  of  dozens  of  nationalities  which  find  in  Hull  House 
some  refuge.  “Here  is  a  group,”  he  said,  “not  one  of  whom  has  ever  had  a 
job  in  his  life  and  they  are  all  more  than  twenty-six  years  old.” 

“Here  is  a  young  fellow  who  belongs  to  a  gang  of  fourteen  and  he  is  the 
only  one  not  in  jail  at  this  time.  He  has  never  been.  He  came  here  to  get 
help  in  finding  something  for  them  to  do  when  they  are  released.” 

“Here  is  a  poetry  and  literary  group.  Two  books  published  already.” 

“See  that  young  fellow?  Thru  some  technicality,  his  father  was  sent  back 
to  Europe,  he  is  being  deported  to  Canada,  and  his  mother  is  retained  in  the 
hospital  here.” 

“This  bit  of  grass  in  this  courtyard  is  the  drawing  card  for  many  visitors. 
It  is  the  only  grass  in  this  part  of  the  Chicago  world.” 

Hull  House’s  answer  might  be  America’s,  but  it  is  not  mine  to  answer! 
Suffice  it  to  say,  there  might  be  a  Hull  House  in  every  community  in  the 
land  were  there  a  Jane  Addams  to  provide  the  vision  and  the  leadership. 

The  high-school  senior  to  whom  I  talked  insisted  that  what  is  most 
needed  is  a  program  to  give  youth  guidance,  training,  and  the  opportunity 
to  work.  “Altho  there  has  been  much  discussion,”  he  added,  “on  the  desire 
of  youth  for  responsibility,  youth  does  not  crave  responsibility.  .  .  .  Re¬ 
sponsibility  will  naturally  follow  after  youth  is  given  a  chance  to  gain 
a  foothold.” 

Hirst  in  the  Milwaukee  Youth  Conference  said  that  there  are  other 
kinds  of  guidance  needed  besides  vocational — emotional,  for  instance.  “We 


General  Sessions 


69 


should  be  concerned  with  the  reasons  why  people  are  not  happy  in  certain 
jobs.”  And  Schultz,  a  young  high-school  boy  in  this  same  group  said,  “We 
think  of  adults  in  another  world.  We  must  get  together  or  we  will  skip  a 
generation  in  development.”  And  when  the  members  of  this  group  were 
asked  as  to  their  contribution  to  society,  this  one  reply  stated  the  general 
thought  of  the  group,  “My  contribution  has  been  so  far  to  refuse  to  be  dis¬ 
couraged  and  disillusioned  by  the  past  few  years.” 

The  young  president  of  the  National  Student  Federation  of  America 
states  this  challenge:  “I  am  a  bit  puzzled  by  the  current  usage  of  the  term 
‘youth  problem.’  There  is  no  one  problem  which  can  be  shifted  upon  a  cer¬ 
tain  age  group  and  labeled  ‘youth  problem’  without  taking  into  considera¬ 
tion  the  problem  of  all  age  groups.  The  problem  of  youth  is  the  problem  of 
democracy.”  He  too  suggested  relief  from  responsibility  and  a  guarantee 
of  an  opportunity  to  all. 

Out  of  the  Michigan  Youth-Adult  Conference  came  two  definite  recom¬ 
mendations:  (1 )  That  youth  should  be  represented  on  all  boards  of  agencies 
and  organizations  that  regulate  the  world  in  which  youth  lives.  (2)  That 
in  case  of  threatened  war  a  referendum  of  those  who  must  fight  should  be 
called  before  war  is  declared. 

And  from  the  “Youth  Today”  hearing  in  1934  among  other  pertinent 
suggestions  were  these:  From  John,  “You  cannot  have  schools  with  a  serv¬ 
ice  motive  dominant  in  a  social  order  where  the  profit  motive  rules,”  and 
from  Fred,  “The  next  step  is  trying  to  build  the  service  motive  into  our 
civilization.  You  adults  are  supposed  to  be  our  guides  but  we  do  not  know 
how  far  we  can  trust  you  in  this.” 

And  this  more  or  less  plaintive  cry,  “Among  you  where  are  those  that 
can  help  us  most?  Will  you  sit  down  and  talk  to  us?  We  are  perplexed  or 
we  would  not  ask  it.”  If  I  had  had  a  chance  to  reply  I  would  have  said, 
“So  are  we,  or  we  would  not  wait  for  you  to  ask  it!” 

From  Cambridge,  Massachusetts,  came  a  letter  in  April  1936  published 
on  the  editorial  page  of  the  New  York  Tunes.  The  writer,  H.  R.  Byers, 
recounts  rather  accurately  some  of  the  activities  of  this  generation,  accusing 
us  of  permitting  a  dictatorial  rule  in  one  state  by  a  boorish  clown,  of  allow¬ 
ing  a  militant  minority  to  filch  for  its  group  a  billion  or  so  dollars  from  the 
citizens,  of  permitting  state  legislatures  to  pass  laws  compelling  students 
and  teachers  to  a  superficial  patriotism  .  .  .  and  he  closes  with  this,  “I 
think  I  speak  for  my  generation  when  I  say  that  we  are  sick  to  death  of 
platitudes  and  cliches,  of  flag  waving  and  heroic  attitudes,  of  patriotism 
that  is  talked  rather  than  felt,  of  Father  Coughlins  and  William  Randolph 
Hearsts,  of  Huey  Longs  and  Dr.  Townsends,  of  soothing  talks  and  accusa¬ 
tions,  of  political  parties  and  political  corruption,  and  all  the  other  para¬ 
phernalia  which  are  our  unsavory  heritage.” 

The  question  of  the  place  of  youth  in  a  democracy  is  no  new  one.  The 
innate  characteristics  of  young  men  and  women  are  practically  the  same 
thru  the  centuries  according  to  older  psychologists  and  historical  records. 
But  the  world  into  which  they  pass  from  childhood  to  youth  is  vastly  different 


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with  each  generation  and  because  of  science  even  more  different  in  1936 
from  what  it  was  twenty,  thirty,  or  forty  years  ago.  For  example,  there  are 
more  youths.  Because  of  immigration,  sanitation,  medical  inspections,  etc., 
the  death-rate  among  the  nation’s  children  between  five  and  fourteen  has 
diminished  approximately  25  percent  in  ten  years. 

Too,  in  the  homes  which  used  to  require  the  full-time  services  of  one  lad 
to  keep  the  wood  box  filled,  the  ashes  emptied,  and  the  fires  burning,  the 
thermostat  is  now  set  and  all  that  is  necessary  is  brains  enough  to  see  that 
the  oil  tank  is  kept  filled.  When  light  is  desired  someone  presses  a  button. 
When  sweeping  must  be  done  a  vacuum  cleaner  is  attached,  and  when  food 
would  be  chilled,  the  electric  refrigerator  does  the  work.  Without  a  doubt 
few  of  the  next  generation  will  have  heard  the  story  of  the  ice  man ! 

In  the  past  the  scheme  for  women  was  home  from  birth  to  six,  public 
school  and  possibly  college  from  six  to  twenty-two,  motherhood  or  spinster- 
hood  from  twenty-two  to  death,  with  retirement  at  forty  or  thereabouts. 
Today  the  nursery  school  and  kindergarten  supplement  the  work  of  the  pub¬ 
lic  school  before  six ;  after  college  from  twenty-two  to  twenty-six  or  thirty 
there  is  a  job  or  profession ;  then  motherhood  from  twenty-six  to  forty-five 
or  fifty;  and  again  a  profession  or  civic  work  from  fifty  to  seventy.  The  ques¬ 
tion  of  retirement  is  entirely  out  of  the  picture. 

Today’s  world  provides  a  place  for  initiative  and  ingenuity  of  young 
business  women  never  known  before.  You  have  read  the  story  of  Lydia 
O’Leary  who  fought  her  way  thru  college  in  spite  of  the  physical  handicap 
of  a  port  wine  birthmark  but  who,  unable  to  find  relief  thru  medical  science, 
failed  each  time  she  applied  for  a  job.  Her  ability  and  initiative  put  her  to 
work  painting  tally  cards.  In  some  fortunate  way  she  accidentally  found  a 
color  combination  which  would  blot  the  purple.  Her  knowledge  of  chemistry 
helped  her  to  work  out  a  formula  on  which  she  was  granted  a  patent  by  the 
Court  of  Appeals.  She  put  her  product  on  the  market  and  today  she  not 
only  restores  the  physical  appearance  of  human  beings  but  from  her  office, 
551  Fifth  Avenue,  New  York  City,  she  sends  them  out  with  renewed  confi¬ 
dence  and  faith  in  life  itself. 

Recently  a  formula  was  discovered  for  making  wool  from  milk  (which 
makes  the  cows  feel  a  bit  sheepish,  so  the  article  said)  and  already  it  is  being 
commercialized  in  Italy,  cutting  off  a  40  million  dollar  annual  importation 
bill  for  wool. 

It  is  a  changed  world,  truly,  but  a  growing  one.  The  confusion,  rebellion, 
and  disorder  which  seem  to  have  been  accumulating  thru  the  decades  and  to 
have  culminated  between  1929  and  1933  are  but  growing  pains.  The  entire 
nation  has  been  affected  and  each  group  will  have  to  bear  its  proportionate 
share  of  the  responsibility  of  readjustment  to  change  with  an  interdependence 
evident  thruout  the  whole  population.  Youth,  however,  points  out  some  few 
problems  which  seem  to  be  giving  the  greatest  difficulty  in  a  readjustment 
scheme  and  sends  individual  representatives  to  you  to  ask  for  aid. 

What  about  religion? — I  am  Theodore  Rowell — twenty-six  years  old.  I 
have  a  wife  and  a  son  aged  two  and  a  half.  I  have  a  steady  income,  a  happy 
home,  plenty  of  congenial  associates.  My  family  is  reputed  to  have  been  one 


General  Sessions 


71 


of  the  “first  families  of  Virginia”  (probably  because  they  could  not  get  any 
further  West  at  that  time — lacked  the  pioneering  spirit  to  blaze  new  trails — 
but  we  will  not  go  into  that).  To  all  outside  appearances  ours  is  the  perfect 
situation  but  within  our  home  there  is  an  indefinable  something  lacking. 

On  June  5  I  read  with  something  akin  to  awe  that  Mrs.  Byrns  said  that 
she  could  not  remember  a  night  in  her  married  life  when  Speaker  Byrns  had 
not  knelt  at  his  bedside  to  reaffirm  his  faith  and  consign  himself  and  his 
country  once  again  into  the  keeping  of  a  great  Spiritual  Being.  Why  was 
that  something  for  her  to  hold  to  so  tenaciously  in  her  hour  of  tragedy? 

And  then  I  read  at  the  suggestion  of  a  friend,  Henry  C.  Link’s  “Return 
to  Religion”  condensed  in  June  1936  Reader s  Digest.  I  quote:  “For  the 
Adjustment  Service  of  New  York  City  during  1933-34,  I  supervised  a 
psychological  study  of  10,000  unemployed  men  and  women.  One  of  the 
findings  in  this  project  was  that  the  individuals  who  believed  in  religion 
or  attended  a  church  had  significantly  better  personalities  than  those  who 
did  not.”  And  now  I  want  to  know  why  ?  What  did  they  have  that  the 
others  did  not  possess? 

Solomon  has  the  reputation  for  having  been  the  wisest  man  in  the  history 
of  mankind.  We  read  from  his  lips  that  “a  virtuous  woman  considereth  a 
field  and  buyeth  it ;  with  the  fruit  of  her  hands  she  planteth  a  vineyard ; 
she  stretched  out  her  hand  to  the  poor ;  she  openeth  her  mouth  with  wisdom ; 
and  in  her  tongue  is  the  law  of  kindness;  her  children  arise  and  call  her 
blessed;  her  husband  also  and  he  praiseth  her.”  But  we  have  been  taught 
that  virtue  is  measured  by  morals,  by  abstinence,  by  prohibitions.  Was  Solo¬ 
mon  sound  in  attaching  activity,  labor,  kindness,  wisdom,  parenthood,  and 
respect  of  husband,  etc.,  to  virtue?  Is  this  religion  or  an  attribute  of  it? 

Our  generation  has  seen  a  nation  which  spends  thousands  of  dollars  to 
send  missionaries  to  foreign  countries  increase  its  expenditures  for  war 
materials  197  percent  in  seventeen  years  (Foreign  Policy  Association,  New 
York  City)  and  this  same  nation  supports  a  crime  cost  of  between  11  and 
1 8  billion  dollars  a  year — $300  and  $400  a  year  per  person  for  keeping 
criminals  in  prison.  We  see  in  the  papers  that  church  and  social  organiza¬ 
tions  pass  resolutions  against  lynchings,  white  slavery,  child  labor,  etc.,  and 
later  we  stand  near  the  polls  to  see  these  churchmen  and  social  leaders  vote 
to  send  men  and  women  to  national  and  state  legislatures  who  have  been 
chosen  because  they  will  keep  alive  an  economic  order  which  is  built  around 
profit  and  selfishness.  An  impenetrable  wall  appears  to  arise  between  Sunday 
and  Monday  making  it  impossible  for  man  to  carry  over  any  of  his  Sunday 
principles  and  philosophy  much  less  his  Sunday  deeds  and  activities. 

We  as  youths  are  instinctively  religious  but  in  this  day  and  age  which  is 
built  on  the  foundation  of  scientific  interpretation  we  are  searching  for  a 
religion  founded  on  truth  and  accuracy,  for  faith  plus  intelligence  and  judg¬ 
ment,  for  a  God  who  can  accompany  us  to  the  picture  show  instead  of  being 
confined  to  the  four  walls  of  a  church  where  we  are  to  be  enticed  by  the 
adults’  idea  of  having  a  picture  show  there,  for  a  God  we  can  accept  and 
talk  about,  for  a  living  breathing  functioning  religion  and  we  do  not  want 
it  “jazzed.”  Francis  B.  Sayre,  Assistant  Secretary  of  State,  says,  “We  must 


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go  back  to  the  living  Christ — to  the  audacious,  thrilling,  winsome  figure 
that  actually  lived.”  Is  this  true?  Show  us  how  to  find  Him  so. 

We  will  go  a  long  way  with  Roger  Babson  in  his  theory  that  the  law 
of  love  is  the  greatest  force  influencing  mankind,  that  as  a  power  for  progress 
it  is  in  a  class  with  gravitation  and  electricity  and  that  it  too  will  become 
an  eternal  reality  thru  laboratory  tests  and  experiments  and  we  will  agree 
with  Steinmetz  that  the  greatest  discoveries  yet  to  come  will  be  made  along 
spiritual  lines,  for  “some  day  people  will  know  that  material  things  do  not 
make  men  and  women  creative  and  powerful.”  We  think  that  the  laboratory 
variety  of  love  requires  judgment,  courage,  and  industry  as  well  as  kindli¬ 
ness,  patience,  and  self-control. 

The  time  comes  with  every  one  of  us,  especially  when  we  become  parents, 
when  we  turn  to  some  great  power  for  guidance  or  protection  or  worship. 
Unless  there  has  been  a  rationalization  of  the  God  theory  so  that  it  has 
become  humanized  as  a  part  of  our  philosophy  of  life  we  reach  out  into  a 
great  emptiness  and  withdraw  defeated. 

We  will  agree  that  “if  human  life  is  to  achieve  its  noblest  possibilities 
a  greater  and  greater  degree  of  contentment  and  savor  of  living  should 
come  to  a  greater  and  greater  number  of  people.”  Can  religion  help  us  reach 
this  point  in  human  progress?  If  so,  how? 

What  about  marriage  and  homemaking  today  f — My  name  makes  no 
particular  difference  to  you.  I  might  be  Sun  Sen  from  Chinatown  or  Jennie 
Levine  from  the  Ghetto  or  plain  Sallie  Brown  from  Ohio.  The  questions, 
the  needs,  the  demands  will  be  the  same. 

I  am  biologically  ready  for  participation  in  adult  life;  nature  saw  to  that 
centuries  ago.  But  society  makes  it  impossible  to  participate  biologically 
without  assuming  social  and  economic  responsibility  for  which  there  is  no 
place  in  today’s  world.  A  basic  need  in  every  human  life  is  companionship. 
The  most  perfect  type  of  companionship,  that  is,  the  type  which  has  the  great¬ 
est  possibilities  of  perfection,  is  traditionally  known  as  marriage.  This,  we  are 
led  to  believe,  is  founded  on  the  science  of  love  between  two  people  of  oppo¬ 
site  sex.  They  see  each  other,  are  attracted  the  one  to  the  other,  drive  to¬ 
gether,  see  a  few  shows  together,  save  up  a  few  dollars  for  a  civil  permit 
to  unite  in  holy  matrimony  at  the  hands  of  a  judge  or  clerk,  and  thus  is 
launched  another  family.  Simple,  isn’t  it? 

But  there  are  barriers — family  attitudes,  social  conventions,  economic 
restrictions,  sex  questions,  parenthood  problems — and  there  is  no  education, 
no  training,  no  guidance  to  help  us  past  these.  To  illustrate,  if  possible. 

Thousands  of  years  ago  among  our  savage  ancestors,  falling  in  love  at 
adolescence  was  regarded  as  a  proper  and  dignified  proceeding,  one  of  the 
good  and  natural  phases  of  life.  It  was  not  a  matter  to  be  jeered  at  or  dis¬ 
couraged  by  shame.  It  was  never  referred  to  as  “puppy  love”  and  regarded 
as  an  outcast  among  human  impulses.  Parents  might  create  an  environmental 
condition  whereby  sons  or  daughters  might  meet  the  types  of  girls  or  boys 
in  whom  they  would  become  interested  from  the  standpoint  of  building  a 
family  and  this  was  not  referred  to  as  trying  to  get  the  daughter  married  off 
or  casting  a  net  for  the  best  catch  for  the  sons. 


General  Sessions 


73 


For  a  normal,  uncrippled,  natural  development  of  youthful  interest  in 
the  opposite  sex  we,  youth,  must  see  each  other  in  sufficient  numbers,  of  ap¬ 
propriate  age,  and  with  attractive  personal  qualities  and  there  must  be  a 
“fostering”  attitude  on  the  part  of  adults. 

I  am  one  of  the  thousands  of  girls  working  in  Chicago,  Denver,  Dallas, 
or  Atlanta.  I  live  with  my  sister  who  has  no  idea  of  a  fostering  attitude  now 
that  she  is  basking  in  the  security  of  a  marriage  to  the  boyhood  sweetheart 
from  the  old  home  town.  One  of  the  girls  in  our  office  lives  in  a  girls’  board¬ 
ing  home,  another  has  an  apartment  with  two  other  girls,  still  another  boards 
with  an  old  lady  who  needed  a  companion.  How  are  we  to  conform  to  social 
conventions  and  meet  desirable  companions?  Or  how  are  we  to  meet  com¬ 
panions  who  interest  us  regardless  of  all  conventions?  Would  it  be  asking 
too  much  of  these  adult  groups  who  have  organized  themselves  into  save- 
the-youth  clubs  to  carry  on  a  sort  of  registration  center  for  eligibles  to  be 
investigated  and  recommended  to  each  other  for  social  engagements? 

Courtship  or  just  dating  is  an  expensive  pastime.  The  boys  complain  of 
the  gold  diggers  and  the  girls  who  have  apartments  declare  that  they  do  not 
dare  keep  groceries  in  the  pantry  or  they  would  never  get  a  dinner  out ! 
And  those  of  both  sexes  who  make  no  complaints  and  who  strive  to  bring 
pleasure  to  each  other,  find  it  discouraging  to  meet  the  necessary  costs  of 
cars  and  shows  and  dinners — necessary  because  young  people  from  thousands 
of  homes  in  America  have  no  place  to  entertain  at  home  and  no  family  co¬ 
operative  program  of  entertainment  where  there  is  room  space.  And  this 
is  quite  as  true  in  the  homes  of  the  wealthy  as  in  the  homes  along  the  river 
front  or  the  railroad  track.  The  cost  of  entertaining  two  frightens  us  away 
from  the  thought  of  providing  for  two  permanently,  of  the  cost  of  family 
upkeep.  Shall  we  both  work?  If  so,  we  can  manage.  But  what  about  babies? 
We  have  planned  to  have  three  and  we  do  not  want  to  wait  until  we  are  so 
old.  Shall  we  give  them  youthful,  enthusiastic,  loving,  and  ambitious  parents 
and  a  rented  crowded  apartment  in  which  to  grow  up  with  us,  or  wait  and 
provide  for  them  the  security  of  a  home  with  mature  and  settled  and  all-too- 
wise  parents?  Answer  us  that  one,  please. 

But  Bill  has  the  worst  situation.  He  has  a  mother  and  seven  brothers  and 
sisters  to  support.  His  father,  who  could  not  “carry  on  any  longer,”  took  an 
overdose  of  bichloride  of  mercury,  but  Bill  who  had  nothing  to  do  with  the 
size  or  condition  of  the  family  belongs  to  the  courageous  tribe  of  the  world 
known  as  youth,  so  he  gives  up  the  girl  next  door  and  supports  “mom  and 
the  kids.”  Noble  sacrifice,  but  what  of  Bill’s  attitude  toward  life  and  his 
contribution  toward  the  citizenship  of  a  great  nation? 

Sex  does  not  concern  us  as  much  as  it  does  your  generation,  I  believe. 
Frankly,  we  think  that  many  less  private  forms  of  behavior  make  or  break 
a  marriage  much  more  quickly  and  definitely  than  adjustment  of  sexual 
relationships.  We  admit  here  that  experience  may  change  the  opinion  which 
observation  in  our  own  and  other  homes  has  given  us.  Our  theories  as  to  the 
lesser  importance  comparatively  of  sex  adjustment  lead  us  to  believe  that 
we  can  handle  this  after  marriage,  as  our  traditions  dictate,  just  a  little  bit 
better  even  than  we  can  the  personality  and  economic  problems.  We  are 


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National  Education  Association 


aware  of  the  fact  that  each  human  being  is  born  without  knowledge  of  the 
casual  connection  between  sex  and  reproduction  of  the  human  race  and  that 
this  must  be  learned  in  some  way.  We  prefer  home,  parent,  or  school  infor¬ 
mation  to  the  method  of  being  “alley  trained”  which  has  predominated  for 
several  generations,  but  home  conditions  where  life  itself  is  rather  strenuous 
are  not  conducive  to  such  teaching,  parents  are  afraid  because  they  them¬ 
selves  do  not  know  the  scientific  approach  and  we  are  not  interested  in  any 
sentimental  and  superficial  make-believe  explanation — truth  and  accuracy 
or  nothing,  thank  you !  What  we  really  are  pleading  for  is  instruction  along 
all  lines  which  insure  happiness  in  marriage.  Schools  are  still  dodging  the 
real  issue,  “We  need  to  know  about  budget  making,”  “We  have  to  be  well- 
informed  on  the  care  and  guidance  of  children,”  “We  want  to  know  how  to 
cultivate  common  interests,”  “What  should  marriage  really  mean?”  “Is 
marriage  a  terrible  ordeal  of  discipline  and  adjustment  or  a  fine  and  joyous 
companionship  which  promotes  mental  and  spiritual  growth?”  are  a  few  of 
the  problems  brought  to  Arthur  J.  Todd,  professor  of  sociology  and  anthro¬ 
pology,  Northwestern  University. 

Judge  George  A.  Bartlett,  former  judge  of  the  Reno  Court,  in  Men , 
Women  and  Conflict  says,  “I  am  convinced  that  it  is  possible  to  increase 
our  number  of  happy  marriages  by  leaps  and  bounds  by  a  well-organized 
system  of  ‘marriage  education’  that' will  compare  favorably  with  engineer¬ 
ing  or  medical  or  legal  or  any  other  form  of  education.  ...  In  a  recent 
survey  of  eighty-four  well-known  universities,  only  forty-one  admitted  that 
their  curriculum  provided  in  any  way  for  fitting  the  individual  student  for 
marriage,  parenthood,  and  the  family  life”  as  a  job,  a  profession,  a  career! 
Will  the  youth  savers  do  something  about  this  and  help  us  to  quit 
floundering? 

Education — And  someone  says  “What  of  education?”  Aye,  that  is  where 
we  come  questioningly  forward  not  in  single  file  but  in  battalions — Mary, 
Bill,  Sara,  Tom,  and  all  the  rest  of  us  from  the  forty-eight  states  in  the 
United  States  of  America.  We  do  not  understand  the  1936  educational  the¬ 
ories  as  compared  to  what  actually  is  taking  place  in  our  public  school 
systems.  For  instance  we  hear  the  President  of  the  United  States  say:  “We 
dare  not  clos£  our  eyes  to  the  fact  that  the  only  way  a  representative  form  of 
government  can  persist  is  thru  an  educated  electorate.  This  electorate  must 
be  thoroly  conscious  of  the  issues  which  its  representatives  confront.  It  must 
be  trained  to  assume  its  full  responsibility.  .  .  .”  and  we  see  the  federal 
government  rushing  forward  with  a  temporary  program  to  keep  the  schools 
open  which  program  is  openly  called  a  relief  project  to  keep  teachers  from 
continuing  in  or  joining  the  ranks  of  the  unemployed  and  which  program, 
it  is  reiterated  again  and  again,  is  not  based  on  consideration  for  the  youth 
who  are  being  deprived  of  so-called  educational  opportunities.  To  clinch  this 
policy  the  funds  for  this  enterprise  are  in  the  hands  of  the  relief  organiza¬ 
tion.  The  state  superintendent  in  a  state  which  received  approximately  two 
and  one-half  million  dollars  from  these  relief  funds  and  more  than  the 
ordinary  amount  of  consideration  in  disbursing  them  suggests  that  we  soft- 
pedal  any  criticism  of  the  temporary  relief  program  since  five  hundred 


General  Sessions 


75 


schools  in  this  state  would  have  closed  had  it  not  been  for  the  allotment. 
We  young  people  are  not  convinced  that  an  open  school  with  a  $35  a  month 
teacher,  no  books,  no  supplies,  poor  equipment,  no  instructional  supervision, 
in  an  excuse  for  a  school  building  is  making  any  contribution  whatsoever 
to  the  happiness  and  progress  of  the  youth  incarcerated  therein.  We  think 
that  a  government  which  offers  this  as  a  palliative  and  refuses  to  consider 
permanent  federal  aid  is  using  us  as  a  cat’s  paw  to  scorch  our  fingers  with 
the  burning  chestnuts  of  political  favoritism.  We  can  accept  this  temporary 
aid  in  full  faith  only  when  sincere  consideration  is  given  to  the  question  of 
equalization  of  educational  opportunities  thru  permanent  federal  aid  to  all 
forms  of  education  as  it  is  to  vocational  education  and  when  the  50  percent 
of  the  youth  on  the  border  line  who  will  engage  in  just  jobs  are  shown  the 
same  consideration  by  the  federal  government  which  is  today  shown  the  25 
percent  academic  group  thru  training  for  professions  in  land-grant  colleges 
and  the  25, percent  who  will  be  prepared  for  trades  thru  the  vocational  ap¬ 
propriations,  recently  increased  thru  the  George-Deen  Act,  I  believe.  We 
hear  a  governor  say  that  “protection  of  wild  life  is  a  part  of  the  school  pro¬ 
gram  and  can  only  be  successfully  carried  out  if  taught  there”  and  then  we 
read  his  statement  that  the  curriculum  should  consist  of  reading,  mental 
arithmetic,  spelling,  and  the  other  academic  subjects.  We  hear  a  judge  state 
that  the  safety  program  can  succeed  only  as  it  is  accepted  as  an  obligation 
of  the  schools  and  we  see  him  allow  without  dissent  the  state  supervision 
program  to  be  discontinued  and  the  standards  for  teachers  lowered  and  it 
seems  to  our  inexperienced  and  immature  minds  that  there  is  a  long,  long 
way  between  theory  and  practise  in  the  world  of  education. 

Second  on  our  list  of  questions  is  an  explanation  of  the  wide  divergence 
between  the  salaries  of  the  administrator  and  the  classroom  teacher ;  we  learn 
in  our  simple  academic  way  that  Jefferson’s  sum  of  good  government  as 
stated  in  his  inaugural  address  was  “a  wise  and  frugal  government  which 
shall  restrain  men  from  injuring  one  another,  shall  leave  them  otherwise 
free  to  regulate  their  own  pursuits  of  industry  and  improvements,  and  shall 
not  take  from  labor  the  bread  it  has  earned,”  but  we  must  believe  that  this 
interpretation  evidently  cannot  apply  to  good  government  in  a  small  school 
system  because :  (a)  When  a  teacher  gets  a  check  for  $60  in  the  same  system 
where  the  executive  gets  $250  and  in  a  public  government  launched  forum 
where  the  directors  receive  $400  each  while  the  overworked  little  stenogra¬ 
pher  receives  $62.50,  men  most  certainly  are  injuring  one  another,  (b) 
When  the  red  tape  of  rules  and  standards  and  orders  from  the  “chief”  sap 
all  of  the  initiative  and  enthusiasm  from  the  individual  teachers,  they  cannot 
be  free  to  regulate  their  own  pursuits  of  improvement  and  industry,  (c) 
When  salaries  of  classroom  teachers  are  cut  or  left  at  a  minimum  schedule 
in  order  to  build  ostentatious  buildings  or  launch  athletic  programs  for  the 
few  to  participate  in  and  the  many  to  applaud  from  the  bleachers  or  to  ex¬ 
periment  with  a  new  waxing  chemical  while  bookshelves  remain  meagerly 
filled,  it  is  most  assuredly  taking  from  labor  the  bread  it  has  earned.  Shall 
we  select  teaching  as  a  profession  and  strive  to  be  A’d  and  B’d  and  finally 


76 


National  Education  Association 


degreed,  when  we  have  intelligence  enough  to  see  the  futility  of  present 
existing  conditions  of  the  profession? 

A  third  thing  which  concerns  us  with  regard  to  the  question  of  schooling : 
Within  the  last  five  years  we  have  heard  a  thousand  times  the  wail  of  a 
parent  or  the  sarcasm  of  a  non-college  trained  business  man,  “A  college 
graduate,  yes,  but  at  work  in  a  filling  station.”  Why  should  a  college  gradu¬ 
ate  not  work  in  a  filling  station?  Effective  college  preparation  gives  back¬ 
ground  for  efficient  effort  wherever  that  effort  may  be  spent.  No  college 
that  I  know  of  offers  an  oil  magnate’s  course  but  with  the  general  training 
offered  thru  classroom  study  and  campus  association,  the  young  filling  sta¬ 
tion  attendant  may  go  farther  and  faster  than  one  who  lacks  this.  A  high- 
school  senior  said  to  a  commencement  speaker  in  May  1934,  “Can’t  you  get 
over  to  our  parents  in  some  way  the  idea  that  my  years  in  high  school  have 
not  been  a  loss  just  because  I  am  a  chambermaid  in  a  hotel?  Tell  them  I  am 
happier  than  the  others,  that  I  see  more  beauty,  that  I  discover  more  of 
interest  in  our  patrons,  that  I  do  the  same  things,  probably,  but  I  do 
them  differently,  and  that  I  do  not  think  like  the  rest  of  them  do.” 

It  is  easy  for  a  lawyer  to  come  out  of  an  auto  mechanic’s  family  and  the 
world  stands  by  and  acclaims,  “Smart  boy!  What  ambition!”  but  just  let  a 
lawyer’s  son  try  to  be  an  auto  mechanic  and  the  family  pride  is  on  the  rocks 
while  the  sympathizing  friends  stand  around  in  silent  disapproval — so  strong 
has  been  the  traditional  worship  at  the  professional  shrine,  so  habituated  are 
we  to  put  the  price  on  the  job  rather  than  on  the  way  the  job  is  done. 

It  is  hard  to  understand  why  one  section  of  a  state  can  have  so  much 
greater  opportunities  than  another  section,  why  towns  and  cities  may  give 
their  boys  and  girls  opportunities  which  rural  communities  may  not.  Accord¬ 
ing  to  a  recent  educational  investigation  by  the  state  planning  board  in 
Iowa,  a  large  majority  of  rural  youth  quit  school  at  sixteen  or  younger,  more 
than  half  having  graduated  from  high  school ;  1 1  percent  of  them  lost  inter¬ 
est;  12.5  percent  lacked  money  or  were  needed  at  home;  5  percent  went  to 
work;  3.5  percent  just  disliked  school;  3 ]/  percent  had  parents  who  ob¬ 
jected  to  more  schooling;  the  remaining  7  percent  gave  various  reasons. 
These  children  assert  that  they  love  farm  life  but  they  do  not  want  to  be 
stifled  because  of  it.  They  say  that  they  are  not  going  to  school  so  long  as  it 
has  nothing  more  to  offer  than  the  one-teacher  school,  or  that  school  of  the 
narrow  restricted  purely  academic  curriculum.  They  feel  the  need  of  social 
and  emotional  guidance  as  well  as  occupational.  At  present  they  declare  that 
they  seem  to  be  just  a  part  of  the  landscape  to  some  school  administrators, 
board  members,  and  other  adults  and  are  never  called  on  to  contribute  ideas 
in  making  plans.  Of  course,  Iowa  is  only  one  of  the  forty-eight  states  but  she 
is  above  the  average  in  educational  and  economic  advantages. 

According  to  Agnes  Samuelson,  president  of  the  National  Education 
Association : 

1925-29  farm  population  received  about  of  the  nation’s  income,  comprised  %o 
of  the  nation’s  women,  and  nurtured  %0  of  the  nation’s  children. 

In  1930  about  21  percent  of  all  women  of  child-bearing  age  were  living  on  farms 
but  this  21  percent  was  producing  29  percent  of  the  nation’s  children. 


General  Sessions 


77 


Farm  people  make  a  contribution  without  which  the  world  outside  of 
the  farms  would  soon  collapse.  What  guarantee  do  they  have  of  educational 
parity  and  social  opportunity? 

But  even  more  puzzling  to  us  of  the  youth  tribe  is  the  thinking  underlying 
the  attitude  of  adult  groups,  teachers  and  laymen,  regarding  the  place  of 
youth  in  a  system  which  is  of  youth  and  for  youth.  It  seems  queer  and  out  of 
reason  to  us  that  educators  are  participating  enthusiastically  in  a  plan  which 
sets  up  an  environment  called  nursery  school,  wherein  a  three-year-old  child 
may  grow  and  develop  normally  amid  natural  surroundings,  where  he  may 
help  direct  the  work  of  the  group  as  a  part  of  it,  where  indoctrination  is  a 
crime  subject  to  immediate  dismissal,  and  dictation  is  tabooed  and  yet  the 
same  leaders  who  urge  this  program  debate  for  hours  over  the  question  of 
“allowing”  partial  student  government  in  a  high  school  and  if  at  all,  under 
the  eagle  eye  and  firm  hand  of  the  principal.  If  a  move  is  made  on  the  part 
of  any  one  of  us  youngsters  or  an  organized  group  of  us  to  secure  recognition 
we  meet  responses  varying  from  a  stern,  “When  we  need  your  assistance  we 
will  call  for  it,”  to  a  patronizing,  “Nice  of  you  to  think  about  taking  this 
responsibility.  We  will  give  it  due  consideration  at  the  next  board  meeting” 
— or  the  next  session  of  the  principal’s  round  table  or  what-not.  Recently  a 
noted  woman  lecturer  told  a  group  of  learned  schoolmen  how  the  repre¬ 
sentatives  of  the  World  Court  sat  around  a  table  at  Geneva  and  discussed 
together  the  affairs  pertaining  to  the  various  nations.  She  was  offering  this 
as  a  substitute  for  imposition  by  strong  nations  and  war  between  those  of 
more  or  less  equal  strength.  The  listeners  were  enrapt  at  the  glory  of  such  a 
culmination  of  the  preaching  and  teaching  of  principles  of  arbitration  and 
ideals  of  peace  and  the  next  week  when  the  question  of  elimination  of  high- 
school  fraternities  came  up,  the  big  nations  (schoolboard,  Ministerial  Alli¬ 
ance,  P.  T.  A.)  offered  no  seat  around  the  table  to  the  little  nations  (student 
groups),  not  even  for  a  hearing  or  a  participation  in  the  discussion! 

Quite  frankly  we  are  a  bit  tired  of  being  used  as  victims  for  laboratory 
experiments.  Instead  of  living  to  learn  or  even  learning  to  live,  we  want  to 
live  now  as  completely  and  happily  the  first  twenty-five  years  of  our  lives 
as  we  will  the  second  and  third  twenty-five.  We  do  not  crave  the  responsi¬ 
bility  of  running  the  municipal  government,  but  we  do  believe  that  partici¬ 
pation  in  establishing  policies  and  carrying  out  activities  in  schools  and  other 
groups  of  our  own  age  levels  will  better  enable  us  to  assume  this  responsi¬ 
bility  when  it  is  thrust  upon  us. 

We  do  not  plead  for  a  curriculum  which  allows  us  to  build  cities  on  sand 
tables,  and  call  it  a  unit.  Our  school  is  our  unit  and  we  cry  out  to  participate 
in  its  multifarious  interests — finance,  building  arrangements,  teacher  selec¬ 
tion,  pupil  direction,  social  events  for  pupils,  and  all  else  which  forms  the 
basis  of  a  school  system. 

In  our  neighbor’s  yard  we  see  a  game  going  on  which  they  call  democracy. 
All  of  the  old  folks  are  playing  and  the  youth  are  sitting  on  the  bleachers 
watching  or  lolling  in  the  grass  nearby  waiting  to  run  for  a  stray  ball. 
Occasionally  one  of  the  players  shouts,  “’Tis  great  fun,  youngsters.  When 
you  get  old  enough  you  may  play  too.”  Across  the  street  another  game  is 


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going  on.  They  call  it  “communism.”  There  is  much  activity  there  and  all 
of  the  young  people  are  taking  part  with  the  players.  Everyone  seems  to  be 
doing  something.  We  look  longingly  toward  one  and  then  the  other.  From 
across  the  street  comes  the  invitation  to  “come  on  over,”  not  to  be  an  on¬ 
looker  but  to  take  part.  The  temptation  is  too  great.  We  do  not  want  to  wait 
until  we  are  old  and  have  exchanged  our  loyalty  and  enthusiasm  for  reason¬ 
ing  and  logic.  We  go  because  there  is  action  and  participation  and  not  be¬ 
cause  we  are  desirous  of  becoming  communists,  whatever  that  is.  As  we  join 
the  new  game  the  adult  players  in  the  neighbor’s  yard  stop  their  game  and 
shout,  “Radicals!  Communists!”  etc.,  but  they  have  not  sent  a  cry  yet  of 
“Come  on  over,  we  will  make  room  for  you  on  our  squad” — and  when  the 
present  Administration  called  in  youth  participants  they  went  into  a  huddle 
and  shook  their  heads  over  the  irregularity  and  possible  disastrous  results. 

“The  best  possible  preparation  for  parenthood  is  to  live  successfully  in 
one’s  own  generation”  says  Muriel  W.  Brown,  parent  education  authority. 
And  is  not  this  true  of  all  other  professions,  trades,  and  jobs  as  well  as  that 
of  parenthood? 

It  is  the  thinking,  we  say,  among  adults  which  is  destroying  the  morale  of 
youth  even  more  than  what  they  are  doing.  For  instance  in  a  June  8  release 
from  the  United  States  Office  of  Education  there  was  this  statement  with 
regard  to  a  student  panel  discussion  as  a  commencement  program  at  the 
University  of  North  Carolina,  “All  points  of  view  are  represented  on  the 
panel  which  was  selected  by  the  faculty  in  consultation  with  student  groups.” 
If  schools  are  of  and  for  students,  unquestionably  the  panel  should  have 
been  selected  by  student  groups  in  consultation  with  the  faculty.  As  to  re¬ 
sults — probably  of  minor  importance,  but  quite  significant  of  the  adult’s  fear 
of  putting  the  leadership  in  the  hands  of  students  even  in  affairs  which  are 
confined  to  student  activities. 

And  finally  our  attention  is  directed  to  the  eighth  statement  in  the  report 
of  the  N.  E.  A.  Educational  Policies  Commission.  It  struck  the  keynote 
of  our  attitude.  “Educational  policy  is  of  little  value  until  it  affects  educa¬ 
tional  practise.  .  .  .  We  believe  that  educational  policies  which  do  not 
terminate  somewhere  and  sometime  in  action  are  worse  than  useless.”  But 
we  as  youth  become  skeptical  when  we  examine  the  personnel  of  the  Educa¬ 
tional  Policies  Commission  and  find  no  one  on  it  representing  the  youth 
groups  and  no  one  on  it  who  would  appear  to  be  of  what  is  usually  thought 
of  as  the  youth  age.  Sounds  like  more  theory,  more  high  sounding  phrase¬ 
ology,  more  borderline  indoctrination  to  those  of  us  sitting  on  the  bleachers. 
Where  are  we  in  the  great  reorganization  plan  for  secondary  education  in 
the  National  Education  Association?  Where  are  we  in  the  curriculum  re¬ 
adjustment  program  of  Arkansas,  Virginia,  Mississippi,  and  other  states? 
Examination  and  investigation  show  no  direct  representation  in  any  one  of 
these  groups. 

And  yet  there  are  4,000,000  of  us  in  the  schools  and  colleges  whose  lives 
these  policies  and  methods  will  vitally  affect  and  5,000,000  more  who  are 
not  at  work  and  should  be  under  the  influence  of  educational  institutions. 
Less  than  half  (46  percent)  of  high-school  graduates  continue  schooling; 


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24  percent  are  employed  for  pay ;  28  percent  are  unemployed ;  and  2  percent 
only  are  lost  in  the  masses.  Would  participation  in  policy-making  and  re¬ 
organization  programs  change  these  percentages  in  favor  of  more  and  better 
schooling  for  more  youths  ? 

Is  the  educational  system  in  America  in  itself  apart  from  all  other  groups 
set  up  as  a  representative  form  of  government?  Are  we  not  spending  the 
first  twenty-two  years  of  our  lives  under  a  dictatorship  to  be  turned  loose 
to  live  in  and  “run”  a  democracy?  I  merely  ask  the  question! 

Little  has  been  said  in  this  discussion  about  jobs  and  the  social  and  political 
conditions  which  so  vitally  relate  to  job  getting. 

I  am  Paul  Hensley  from  Dallas,  Texas — let  us  imagine.  I  am  not  so  con¬ 
cerned  over  the  fact  that  I  do  not  have  a  steady  job  at  the  present  time. 
It  may  be  rank  heresy  on  my  part  but  I  honestly  believe  that  outside  of  the 
extremely  crowded  sections  of  the  large  cities  youth  can  get  work  if  youth 
wants  it  badly  enough.  It  may  not  be  the  kind  of  work  youth  is  trained  for 
(if  at  all)  or  it  may  not  pay  as  much  as  youth  wants  to  make — but  it  is  work 
with  remuneration  and  in  most  instances  work  which  “taken  at  its  tide  leads 
on  to  fortune.”  As  I  said,  I  am  not  so  concerned  over  the  emergency  eco¬ 
nomic  situation  today,  but  I  am  deeply  concerned  over  a  social  order  which 
lacks  confidence  in  my  ability  to  hold  a  job  and  a  political  machine  which 
provides  jobs  for  a  select  group  and  has  no  place  for  the  masses  of  which 
I  am  one. 

I  am  not  a  representative  of  any  one  of  the  70  youth  organizations  which 
went  before  the  Senate  Committee  on  March  19,  20,  and  21,  1936,  to  speak 
for  Senate  Bill  3658  known  as  the  American  Youth  Act.  Nor  am  I  affiliated 
with  any  one  of  the  853  organizations,  representing  a  membership  of  1,300,- 
000  youths  of  America,  which  sent  official  delegates  to  the  American  Youth 
Congress,  July  4,  1935. 

I  am  just  one  of  the  other  18  million  not  belonging  to  any  youth  organi¬ 
zation.  Furthermore,  I  am  one  of  the  300,000  who  is  out  of  work  and  not 
looking  for  any  instead  of  belonging  to  the  4,700,000  unemployed  and  seek¬ 
ing  employment.  The  reason  is  that  I  do  not  have  to  work  in  order  to  eat  or 
dress  or  play  and  that  seems  to  be  the  only  goal  held  up  to  us  as  an  incentive 
to  work.  The  mother  of  a  friend  of  mine  said  recently  to  the  son,  “Well, 
you  might  at  least  get  up  in  the  morning”;  and  when  he  replied  politely 
“What  for?”  she  had  no  answer.  Now  in  China  under  James  Yen’s  educa¬ 
tion  program  young  men  from  fourteen  to  twenty-five  get  an  education  so 
that  they  can  go  into  the  communities  for  the  purpose  of  “working  to  rid 
China  of  ignorance,  poverty,  disease,  and  civic  disintegration” !  They  know 
that  they  are  going  to  be  called  on  to  organize  clubs,  operate  wireless  sets 
for  the  benefit  of  the  village,  mediate  lawsuits,  engage  in  tree  planting,  road¬ 
repairing,  anti-narcotic  and  anti-gambling  movements,  etc.  But  thousands 
of  us  in  America  are  just  mechanical  parts  of  a  social  order  which  holds  out 
no  incentive  to  us  to  be  anything  now — our  only  choice  is  to  get  to  be  a 
so-and-so  when  we  grow  up. 

Somebody  “howls”  every  day  in  the  newspapers  about  the  enormous 
burden  of  taxes  which  this  generation  is  leaving  for  youth  to  pay.  I  know 


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that  I  am  right  when  I  say  that  we  will  not  object  to  the  taxes  if  the  money 
from  them  is  used  to  make  this  a  better  world  for  us  to  live  in  for  the  next 
fifty  years  and  to  make  us  as  developing  citizens  more  capable  of  enjoying 
this  world.  Child  labor  in  factories  or  in  cotton  fields  is  much  more  stagger¬ 
ing  to  us  and  much  more  harmful  and  detestable  to  our  generation  than 
the  bills  we  will  have  to  pay  later  on  for  schools  and  recreation  camps  and 
rehabilitated  families. 

Of  course,  we  do  object  to  having  to  build  such  a  huge  army  and  navy 
because  we  hate  war  and  openly  declare  ourselves  against  it.  Some  of  the 
youth  groups  such  as  National  Student  Federation,  National  Student 
League,  American  Youth  Congress,  etc.,  have  gone  so  far  as  to  adopt  a  four- 
point  program  for  peace:  (1)  to  support  genuine  neutrality  legislation; 
(2)  to  work  for  demilitarization  of  our  schools;  (3)  to  teach  the  crucial 
problems  in  and  out  of  school ;  and  (4)  to* refuse  to  support  the  government 
in  any  war  it  may  undertake.  Many  of  the  colleges  are  sending  out  peace 
squads  all  over  the  country.  New  York  high-school  students  are  to  be  taught 
the  causes  and  prevention  of  war.  But  in  the  face  of  all  this  there  has  been 
a  million  dollar  increase  for  R.  O.  T.  C. — two-thirds  of  the  new  units  com¬ 
pulsory.  This  has  added  30,000  to  60,000  more  students  to  the  148,000 
already  under  the  War  Department.  We  are  not  giving  up  but  we  do  beg 
you  to  give  attention  to  this  situation  which  you  are  leaving  us  as  a  dastardly 
heritage. 

The  NYA,  the  CCC,  and  the  American  Youth  Act  would  lead  you  to 
believe  that  temporary  surcease  from  idleness  with  a  minimum  remuneration 
satisfied  our  economic  demands.  Be  it  remembered  that  the  above  solutions 
were  not  our  brain  children  but  those  of  adults  who  were  giving  grave  con¬ 
sideration  to  the  fact  that  we  were  remaining  at  home  in  idleness  and  thus 
breaking  down  our  own  and  the  family’s  morale  or  were  wandering  aim¬ 
lessly  behind  the  sign  of  the  thumb  up  and  down  the  highways  of  America 
and  thus  lowering  the  moral  fiber  of  the  nation  at  large.  We  feel  a  deep 
appreciation  for  the  NYA  not  because  of  what  it  has  done  so  much  as  that 
it  has  established  a  precedent  in  officially  recognizing  that  youth  is  groping 
for  a  toehold  in  a  world  rapidly  shifting  in  economic  and  social  values. 

The  average  crime  age  is  back  to  nineteen.  If  we  had  jobs  which  kept 
us  busy  and  enabled  us  to  live  normally  during  our  recreation  hours  would 
our  daring  and  desire  for  excitement  expressed  in  robbing,  stealing,  and 
gambling  not  be  lessened  ?  Harry  Emerson  Fosdick  said  in  a  radio  address 
that  ennui  has  caused  more  drunkards  than  thirst,  more  gamblers  than 
avarice,  and  more  suicides  than  despair.  We  rush  madly  about  in  response  to 
a  nervous  demand  to  go  places  and  do  things  because  we  are  bored. 

Youth  is  a  pioneer.  Always  when  there  has  been  some  pioneering  to  be 
done,  some  work  which  took  courage  and  intense  loyalty  to  a  cause,  age  was 
no  barrier.  Benjamin  Franklin  was  editing  and  printing  the  Pennsylvania 
Gazette  when  he  was  twenty-three;  George  Washington  wrote  his  famous 
Rules  of  Conduct  at  the  age  of  fifteen;  John  Quincy  Adams  was  United 
States  Minister  to  France  at  twenty-seven  ;  Abraham  Lincoln  was  elected  to 
the  Illinois  legislature  at  twenty-five ;  and  Robert  E.  Lee  was  assistant  to  the 


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Chief  Engineer  of  the  United  States  Army  at  twenty-seven;  Jane  Addams 
was  not  yet  thirty  when  she  established  Hull  House ;  Herbert  Hoover  was 
sent  to  Australia  by  his  company  when  he  was  twenty-three  years  old  to 
investigate  mining  interests;  John  D.  Rockefeller  was  head  of  a  commission 
firm  at  nineteen;  and  Franklin  Delano  Roosevelt  was  Secretary  of  the  Navy 
at  thirty. 

There  seems  to  us  to  be  a  great  renaissance  ahead,  an  enormous  unfolding 
of  a  social  and  economic  concept,  a  gigantic  shifting  of  the  American  phi¬ 
losophy  of  government — a  pioneering  job,  in  other  words.  Are  we  going  to 
be  assigned  a  task  in  the  great  whole  or  shall  we  organize  ourselves  into 
separate  groups  and  forge  ahead  without  a  guidance  which  we  need  and 
welcome  ? 

AMERICA’S  ANSWER  TO  YOUTH’S  APPEAL 

ROBERT  GORDON  SPROUL,  PRESIDENT,  UNIVERSITY  OF  CALIFORNIA, 

BERKELEY,  CALIF. 

The  task  which  confronts  me  is  not  an  easy  one.  I  am  not  at  all  certain, 
in  the  first  place,  just  what  is  meant  by  “youth,”  nor  when  comes  the 
momentous  yet  unnoted  year  that  one  ceases  to  belong  to  the  company  of 
those  who  are  courageous  and  daring,  honest  and  sportsmanlike,  eager  and 
enthusiastic,  romantically  idealistic,  burning  with  devotion  to  a  cause.  Miss 
Lawson  places  the  deadline  at  “twenty-five  or  thirty  according  to  who  is 
speaking”;  Mr.  Pitkin  raised  it  to  forty;  and  the  publishers  of  Young  Men 
of  America  must  have  set  the  upper  limit  at  forty-five,  for  I  find  my  own 
name  inscribed  on  one  of  the  pages  of  the  1936  edition.  Who,  then,  are 
youth  and  when  does  the  age  of  youth  begin  and  when  does  it  end  ?  And  the 
“appeal”  that  America  is  to  answer — does  it  come  from  the  thousands  of 
college  and  university  graduates  who  have  recently  been  invested  with 
bachelorhood,  or  from  the  still  more  numerous  thousands  of  high-school 
graduates  who  have  just  celebrated  commencement?  Does  it  come  from 
the  ranks  of  the  so-called  generals  whose  names  are  listed  in  Young  Men 
of  America ,  or  from  the  private  soldiers  tragically  wandering  in  what  is 
now  ironically  described  as  “the  army  of  young  hoboes”  ? 

In  order  to  set  some  bounds  to  the  discussion,  may  I  assume,  as  Miss 
Lawson  does,  that  we  mean  by  youth  all  those  who  are  between  the  ages 
of  fifteen  and  twenty-five,  in  or  out  of  school,  or  college,  or  university. 
Since  we  are  all  reasonably  familiar  with  this  group,  it  may  be  possible 
to  appraise  a  number  of  their  prevailing  attitudes  toward  the  social  transi¬ 
tion  in  which  they  find  themselves.  Like  Miss  Lawson,  it  has  been  my 
privilege  to  have  personal  relations  with  many  groups  and  individuals,  so 
that  I  also  can  speak  from  information  as  well  as  belief.  May  I  select  one 
or  two  from  the  company  of  my  young  friends  and  acquaintances,  so  that 
we  may  compare  them  with  those  Miss  Lawson  has  given  us,  and  scrutinize 
their  attitudes. 

Take  the  boy  whom  I  met  about  a  year  ago  when  he  came  into  my  office 
to  tell  me  that  he  must  leave  the  university.  His  father  had  died  suddenly, 


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leaving  a  modest  insurance  estate  in  which  was  a  one  thousand  dollar 
policy  in  favor  of  his  son.  The  lad  found  himself  quite  without  warning 
in  the  midst  of  the  whirlpool  of  life  with  the  following  assets  to  sustain 
him:  youth;  $1000  in  cash;  one  ancient  Ford — vintage  of  1920 — valuable 
only  because  it  provided  usable,  if  precarious,  transportation ;  and  a  priceless 
desire  to  try  his  skill  at  the  business  of  standing  on  his  own  feet  and  wresting 
a  living  from  the  world.  So  he  took  the  Ford  and  started  on  a  search  for  a 
service  station  site  which  had  somehow  been  overlooked  by  the  apparently 
ubiquitous  “big  company’’  scouts.  He  found  one  and  leased  it  from  the 
owner  for  a  small  down  payment.  He  then  dug  up  a  contractor,  who 
agreed  to  build  a  small  plant  for  a  smaller  amount  of  cash  and  a  term 
contract.  Next,  he  hired  a  former  student  friend  who  was  in  the  ranks 
of  the  unemployed.  They  gardened  the  lot  and  ere  long  became  the  staff 
of  an  attractive  station  which  they  kept  open  sixteen  hours  a  day.  Before 
many  weeks  had  passed,  they  were  pumping  a  daily  supply  far  in  excess  of 
the  average.  Then  came  the  payoff.  A  major  company  subleased  the  enter¬ 
prise  for  a  sum  sufficient  to  give  our  youthful  adventurer  a  net  income  of 
$50  a  month.  In  due  time  he  will  own  the  property.  Just  now  he  is  cruising 
again  in  the  same  old  Ford,  looking  for  another  sleeper. 

One  more  example.  A  few  years  ago  a  gaunt  young  man  with  a  body 
trimmed  down  for  battle  made  his  way  thru  the  university  by  working  a 
full  shift  as  night  watchman  in  a  refinery.  For  four  years  he  supported  a 
widowed  and  handicapped  mother.  He  won  the  university’s  medal,  the 
highest  honor — and,  let  it  be  said,  he  was  a  physical  chemistry-mathematics 
major.  He  then  went  on  thru  a  brilliant  graduate  career.  A  few  months 
after  receiving  his  doctor’s  degree,  he  was  stricken  with  infantile  paralysis 
and  completely  immobilized  from  the  waist  down.  When  the  first  dread 
weeks  had  passed,  he  arranged  to  correct  papers  for  the  mathematics,  physics, 
and  chemistry  departments.  Lying  all  day  on  his  back,  he  served  one  full, 
long  year  at  this  arduous  task.  It  was  at  the  high  tide  of  the  “handout”  era, 
too,  and  he  could  undoubtedly  have  had  almost  everything  he  needed  for 
the  mere  asking.  Instead,  he  refused  all  save  one  small  loan  from  a  friend. 
Then  he,  too,  came  to  the  payoff.  A  great  research  chemist  heard  of  him 
and  made  him  his  personal  assistant.  Slowly  returning  health  made  it  possible 
for  him  to  go  daily  to  the  work  for  which  he  had  so  valiantly  trained  him¬ 
self.  His  only  appeal,  obviously,  was  for  a  chance  to  keep  his  self-respect. 

Admittedly  those  are  selected  cases,  but  they  are  more  representative  of 
the  thousands  of  youth  whom  I  meet  than  those  to  whom  our  attention 
was  directed  previously,  and  of  which  we  read  in  sensational  books,  such  as 
The  Lost  Generation  by  Maxine  Davis.  These  must  not  be  ignored  if  we 
are  to  see  the  problem  clearly  and  see  it  whole ;  if  we  are  to  solve  it  as 
quickly  and  as  fully  as  possible.  In  that  part  of  society  that  we  have  labeled 
“youth,”  are  various  elements,  just  as  there  are  in  the  rest  of  humankind. 
There  are  the  alert,  able,  and  self-reliant,  whom  I  have  just  been  describing, 
who  stand  on  their  own  feet  and  ask  no  quarter  from  stern  reality.  There 
are  the  “fluttered”  ones  who  would  be  no  less  bewildered  in  Utopia  than 
they  are  in  America  today,  the  “alibi-ers”  who  from  childhood  to  the 


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grave  will  have  no  other  asset  than  the  ingenuity  to  invent  excuses.  Between 
these  extremes  is  the  whole  gamut  of  variations,  presenting  a  cross-section 
of  humanity,  with  its  heroes  and  its  villains,  its  saviors  and  its  destroyers, 
its  builders  and  its  parasites,  its  leaders  and  its  leaners. 

Again,  I  cannot  be  sure  that  youth  is  making  an  appeal  to  America,  even 
tho  I  hear  the  clamor  of  a  multitude  of  voices  claiming  to  speak  in  youth’s 
name.  Everyone  with  a  panacea  calls  on  youth  to  build  a  better  world, 
according  to  his  specifications.  Should  youth  object  to  the  plans  or  the 
materials  he  is  straightway  labeled  as  right  or  left,  super-patriotic  or  un- 
American;  brutal  vigilante  or  dangerous  radical.  The  cold  fact  is  that 
most  of  us  put  the  “appeal”  in  the  mouth  of  youth  and  lay  claim  to  his 
enthusiastic  support  without  consulting  either  his  will  or  his  conscience. 
Or  we  paraphrase  “youth’s  appeal”  in  terms  of  what  we  think  youth  should 
want.  And  with  respect  to  the  exact  nature  of  even  these  more  or  less 
specious,  and  often  spurious,  appeals,  who  can  say  what  it  is,  in  the  midst 
of  confusion  almost  infinitely  confounded? 

“Youth’s  appeal”  is  one  of  those  phrases  which  may  mean  much  or  noth¬ 
ing.  If  it  implies  that  the  youth  of  America  is  banded  together  to  demand 
“a  brave  new  world,”  it  means  little,  in  my  opinion,  because  it  is  not  true. 
But  if  it  means  that  a  very  considerable  number  of  young  men  and  women 
are  becoming  increasingly  conscious  of  the  social  upheaval  of  our  times,  and 
increasingly  aware  of  their  vital  interest  in  the  events  that  are  determining 
their  future,  then  it  may  mean  much.  The  real  truth  is  that  youth’s  attitude 
toward  the  world  reflects  many  things :  their  personalities,  their  backgrounds, 
their  environments,  and  their  responses  to  stimuli  which  are  offered,  indeed 
pressed,  by  those  who  selfishly  want  for  their  respective  causes,  the  vigor 
and  vitality  of  young  blood.  And  the  problems  of  youth  today  are  neither 
new  nor  unique.  They  are  the  age-old  problems  of  learning  to  live  and  to 
find  a  place  in  a  world  which  exists  for  no  single  individual  and  no  single 
group — young,  old,  middle-aged,  proletariat,  bourgeois,  or  aristocracy — 
but  for  all  its  inhabitants. 

There  is  no  end  of  wishful  thinking  in  such  terms  as  “youth’s  appeal” 
and  the  “youth  movement.”  There  is  something  magical  in  the  very  word 
“youth.”  It  stirs  latent  memories  in  the  breasts  of  the  older  generation,  and 
fires  the  imaginations  of  dreamers  and  reformers.  It  embodies  a  poet’s  con¬ 
ception  and  an  artist’s  ideal.  It  draws  a  veil  across  reality  and  lifts  to  the 
realm  of  romance  the  commonplace  fact  of  being.  And  the  state  of  mind 
that  it  evokes,  is  an  almost  insurmountable  barrier  to  the  very  youth  it 
eulogizes.  For  youths  are  but  human  beings  with  all  the  human  character¬ 
istics.  Courageous,  daring,  honest,  eager,  enthusiastic!  Yes,  youth  is  all  of 
these,  but  not  all  the  time.  There  are  moments,  even  for  youth,  when  doubt 
chills  courage,  when  caution  tempers  daring,  evasion  clouds  honesty,  and 
despondency  overwhelms  enthusiasm.  This  ideal  state  of  youth  must  find 
its  everyday  expression  in  the  imperfections  of  human  nature;  as  Pope  puts 
it  in  his  interpretation  of  Homer: 

A  youth  to  whom  was  given 

So  much  of  earth,  so  much  of  heaven. 


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Too  often,  moreover,  these  Burne-Jones  portraits  of  youth  are  conjured 
up,  not  by  persons  who  see  in  youth  the  only  hope  for  a  shattered  world, 
but  by  those  who  plot  to  trade  on  youth’s  idealism.  The  very  youngness  and 
inexperience  of  youths  make  them  easy  victims  of  those  who  would  use  them 
for  ulterior  purposes;  and  the  more  high-sounding,  the  more  flamboyant, 
the  more  emotional  the  appeal,  the  easier  it  is  to  capture  the  young  of  any 
age  or  any  nation.  With  them,  idealism  is  at  the  peak;  emotions  are  in  full 
flood ;  energy  runs  high ;  hope  has  not  yet  felt  the  sharp  pangs  of  defeat. 
They  lack  the  practical  experience  which  must  ultimately  temper  their 
idealism,  but  need  not  destroy  it.  Amongst  them  there  is  ability,  excellence, 
even  genius ;  youth  often  thinks  more  clearly  than  age,  and  does  not  naturally 
‘‘bear  the  ancient  grudge.”  But  youth  also  takes  the  color  of  its  environ¬ 
ment  ;  trained  to  believe  that  life  is  an  adventure  and  that  civilization  will 
be  advanced  thru  their  courage  and  resourcefulness,  young  people  have 
often  become  the  creatures  of  a  ruthless  state  or  the  subservient  followers 
of  a  self-seeking  group.  In  a  recent  letter  from  an  American  student,  now 
resident  in  a  German  university,  there  is  this  passage : 

The  great  majority  of  students  are  sincerely  in  favor  of  the  main  objectives  of  the 
Nazi  program,  as  they  see  them.  Their  admiration  for  and  belief  in  Adolf  Hitler 
is  as  genuine  as  it  is  great;  and  this  is  not  based  upon  fear,  force,  or  coercion.  The 
majority  do  not  wish  a  democracy — they  prefer  a  dictatorship  or  a  monarchy  as 
the  best  form  of  government  for  their  people  and  for  a  nation  in  their  particular 
world  situation.  They  are  keenly  aware  of  the  very  uncertain  international  condi¬ 
tions.  Most  of  them  do  not  want  war,  but  at  the  same  time  many  believe  that  it  is 
inevitable  and  not  far  distant. 

The  black-shirted  youth  of  Italy  marches  with  hearts  attuned  to  the 
commands  of  II  Duce,  and  the  young  people  of  Russia  sing  the  Internationale 
with  all  the  fervor  of  conviction.  How  about  American  young  people? 
With  many  of  the  channels  of  yesterday  closed  to  them ;  with  many  in  school 
only  because  they  can  find  no  work ;  with  others  on  relief  or  loafing  in  the 
streets  with  no  outlet  for  the  energy  and  enthusiasm  of  their  years,  is  it 
reasonable  to  believe  that  American  youth  is  thinking  any  more  clearly  than 
these  or  that  it  is  not  being  similarly  led  astray?  As  a  matter  of  fact, 
they  are ;  and  they  are  being  mercilessly  exploited,  too,  by  the  social 
racketeers  who  tell  them  that  America  is  not  the  fair  land  of  hope  and 
opportunity  that,  always  and  everywhere,  it  has  been  pictured  to  be.  Our  own 
words  condemn  us  for  they  imply  our  belief  that  the  youth  of  other  lands 
is  not  thinking  along  lines  that  we  call  good.  And  if  asked  the  question, 
“When  is  thinking  clear  and  by  what  token?”  most  of  us,  if  we  are  entirely 
truthful,  must  answer,  “When  it  suits  our  point  of  view.” 

Nevertheless,  the  harsh,  awkward,  unpleasant  facts  of  recent  years,  and 
the  widespread  disruption  of  the  pattern  of  human  society  are  not  to  be  side¬ 
tracked  by  quibbling  over  where  youth  begins  and  ends,  by  skeptically 
analyzing  the  origin  and  reality  of  youth’s  appeal,  or  by  mouthing  platitudes 
anent  the  nature  of  human  nature.  All  of  us,  including  youth,  will  admit 
that  young  people  today  do  face  the  necessity  of  some  major  adjustments 
of  which  the  .young  people  of  the  “gay  nineties”  were  mostly  ignorant, 


General  Sessions 


85 


These  adjustments  are  required,  in  large  measure,  because  of  the  explosive 
wreckage  left  by  a  generation  which  tried  to  build  “a  brave  new  world” 
with  bayonets,  to  whose  survivors  came  a  disillusionment  that  belittles  the 
bitterness  of  wormwood. 

And  so  youth  in  this  twentieth  century  is  facing  difficulties  that  seem 
to  wear  strange  and  unfamiliar  aspects ;  indeed,  to  youth,  they  seem  quite 
unprecedented  and  quite  unfair.  Youth  is  loath  to  believe  that  present  times 
represent  an  old  and  recurring  event  in  man’s  history.  They  are  not  wise 
enough  to  know  that  always  such  travail  has  presaged  man’s  attainment  to 
better  things.  Therefore  they  are  apt  to  be  openly  impatient  with  America’s 
answer.  For  the  answer  of  America  to  her  youth  must  be  today,  as  her  ideal 
has  always  been,  abundant  life,  ordered  liberty,  and  the  right  to  pursue  happi¬ 
ness  with  some  prospect  of  attaining  it.  And  the  ways  of  reaching  this 
answer,  the  means  of  attaining  this  ideal,  must  be  what  they  always  have 
been — freedom  and  tolerance,  respect  for  the  individual,  regard  for  the 
rights  of  minorities,  an  intelligent  sense  of  responsibility  for  the  common 
welfare,  respect  for  law  and  love  of  peace — the  ways  and  means  of 
democracy. 

Upon  the  education  of  American  youth,  lies  in  heaviest  measure  the  task 
of  making  good  this  answer  America  has  given — the  answer  that  we  know 
is  the  only  answer.  That  answer  cannot  be  given  in  terms  of  passion  and 
prejudice.  It  cannot  be  reached  by  a  route  cluttered  with  half-truths  and 
insinuations  against  the  government,  the  institutions,  the  organizations, 
which  provide  means  for  youth  to  keep  in  touch  with  the  past  and  yet  be 
alive  to  the  future.  To  put  such  obstacles  in  the  way  of  those  who  would 
learn  is  wasteful  and  destructive,  wholly  unworthy  of  the  proud  title 
of  teacher.  Nor  can  the  answer  be  found  by  the  application  of  magic 
formulas,  prepared  by  fathers,  doctors,  late  senators,  or  village  blacksmiths. 
The  modern  world  is  far  too  complicated  a  piece  of  machinery  to  be  operated 
safely  either  by  the  moonstruck  or  by  intellectual  infants.  Most  certainly 
of  all,  the  answer  cannot  be  found  by  evolving  it  from  the  inner  con¬ 
sciousness,  or  drawing  it  out  of  a  book  written  a  hundred  years  ago  by  an 
embittered  theorist,  and  then  attempting  by  force  to  shape  the  world  to  a 
preconceived  pattern. 

The  only  possible  way  to  find  a  solution  to  the  discomforts  of  today  and 
the  uncertainties  of  tomorrow  was  pointed  out  by  Euripides  more  than  two 
thousand  years  ago,  and  by  Thomas  Jefferson  in  the  earliest  days  of  our 
own  nation.  The  words  of  Euripides  were,  “Who  neglects  learning  in  his 
youth,  loses  the  past  and  is  dead  for  the  future.”  Thomas  Jefferson  stated 
the  tremendous  importance  of  education  as  a  social  force,  pleaded  for  it 
again  and  again,  and  placed  the  founding  of  the  University  of  Virginia 
alongside  the  writing  of  the  preamble  to  the  Declaration  of  Independence 
as  one  of  the  great  achievements  of  his  career.  The  platitude  that  democracy 
can  succeed  only  with  citizens  who  possess  a  high  degree  of  intelligence  is 
none  the  less  true  because  it  has  been  worn  thin  by  repetition. 

I  say  these  things  with  full  realization  that  any  answer  which  will  meet 
youth’s  needs  today  must  include  food,  shelter,  and  family  life,  as  well  as 


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intellectual  satisfaction.  But  these  can  be  had  only  if  there  is  an  open  way 
for  each  individual  to  get  to  the  place  for  which  he  is  fitted  by  the  talents 
and  skills  of  his  natural  endowments.  The  only  way  I  know  to  keep  the 
avenues  of  advancement  open  is  thru  the  opportunity  for  free  education. 
Only  in  a  pioneer  society  is  it  easy  for  the  individual  to  make  progress  of  a 
sort  when  handicapped  by  ignorance.  In  this  modern,  scientific  twentieth 
century  of  technical  knowledges  and  intensive  application  of  skills,  both 
of  brawn  and  brain,  the  criterion  of  success  is,  first,  sound  preparation,  and 
then  continuous  growth  to  something  better — continuous  self-improvement. 
The  race,  even  to  get  the  creature  comforts  and  material  satisfactions  of 
life,  inevitably  will  go  in  the  future  to  those  who  enrich  experience  with 
well-developed  intellectual  powers. 

This  education  of  which  I  am  speaking,  as  America’s  answer  to  youth’s 
appeal,  is  notably  a  product  of  its  times.  Holding  fast  to  that  which  it  has 
proved  good,  it  is  also  pressing  on  to  meet  the  needs  of  a  tremendously 
expanded  social  order.  Education  will  always  be  deeply  concerned  with 
the  highest  concepts  that  man  has  yet  known,  and  will  always  acknowledge 
their  vital,  indispensable  part  in  man’s  very  power  to  be  a  man  at  all. 
But  twentieth  century  education  is  also  most  anxiously  concerned  with  man, 
the  social  being,  and  with  his  adaptation,  with  all  his  personal  foibles  and 
frailties,  to  an  evolving,  complex  society.  The  salvation  of  the  human  race 
is  less  likely  to  be  won  by  excessive  worship  of  past  achievements,  than  by 
perfecting  our  social  and  economic  structure  so  that  there  will  be  opportunity 
for  even  greater  cultural  monuments  in  the  future.  Twentieth  century 
education  also,  is  detecting  the  relationships  that  should  exist  between  the 
school  and  the  society  for  which  it  is  a  preparation — in  other  words,  be¬ 
tween  the  training  of  youth  and  its  functioning  in  maturity.  So  would 
education  build  for  democracy  a  stable  but  not  inflexible  organization  of 
men,  women,  and  children,  willing  and  able  to  accommodate  itself  and  its 
individual  members  to  the  dynamic  character  of  the  world  in  which  we  live. 

If  education  is  to  be  America’s  answer,  it  must  reach  all  of  America, 
not  only  those  parts  of  our  country  where  wealth,  or  population,  or  brains, 
or  initiative  are  concentrated.  One  of  the  reasons  for  the  comparative  failure 
of  education  up  to  the  present  time  is  that  we  have  never  attacked  a  national 
problem  on  a  national  scale.  Our  separate  communities  have  gone  at  the  task 
like  so  many  termites,  sealed  each  in  its  own  little  alley  and  gnawing  away 
for  dear  life.  We  recognize  the  need  for  centralization  of  control  in  phases 
of  commerce  which  cannot  be  confined  to  one  state,  but  we  have  not  appre¬ 
ciated  fully  the  similar  and  greater  need  in  the  most  important  interstate 
product  of  all,  namely,  education.  We  protect  one  state  against  undesirable 
goods  originating  in  another,  but  we  fail  to  protect  the  United  States  against 
undesirable  educational  products  originating  in  one  or  another  of  its  various 
units.  The  authority  of  the  nation,  however,  is  not  exercised  by  those  states 
only  where  education  is  most  clearly  adequate ;  neither  are  the  representa¬ 
tives  who  legislate  the  terms  of  the  authority  chosen  only  by  the  people 
of  the  most  advanced  states.  Obviously,  it  would  seem,  America  must 
distribute  education  more  equitably  than  at  present,  for  the  intellectual 


General  Sessions 


87 


strength  of  the  nation  cannot  be  much  greater  than  the  intellectual  strength 
of  its  weakest  states. 

Education,  if  it  is  to  be  an  effective  answer  to  youth’s  appeal,  must  be 
devised  to  train  followers  as  well  as  leaders,  to  raise  the  level  of  mass 
intelligence  to  the  point,  if  possible,  where  each  may  be  a  wise  leader  in 
one  field  and  a  clear-eyed  follower  in  many.  This  will  be  a  staggering  task 
but  in  a  democracy  there  is  no  alternative.  Young  people  at  present  are 
perforce  staying  in  school  longer  because  of  lack  of  employment,  and  de¬ 
creasing  hours  of  labor  and  old  age  pensions  (tho  not  at  $200  a  month) 
stress  the  need  for  adult  education  and  wise  guidance  in  the  use  of  leisure 
time.  These  demands  upon  education  will,  of  course,  be  offset  to  a  certain 
degree  by  the  relatively  stable  period  into  which,  all  population  studies 
indicate,  we  are  passing.  The  population  of  the  elementary  schools  is,  in 
general,  stationary  or  decreasing.  The  high  schools  are  filled  but  the  reservoir 
from  which  they  draw  has  reached  its  maximum.  This  will  result  in  a 
diminished  number  of  high-school  entrants  shortly  and  of  college  matri¬ 
culants  eventually.  Nor  is  our  present  position  so  consolidated  that  we  need 
add  only  a  few  years  to  the  present  school  period,  for  we  are  now  educating 
no  more  than  two-thirds  of  our  boys  and  girls  up  to  the  age  of  eighteen. 
The  American  Youth  Commission  estimates  that  not  more  than  60  percent 
of  those  of  high-school  age  are  actually  enrolled  in  high  school.  This  means 
that  we  must  provide  secondary  education  for  at  least  50  percent  more  than 
we  now  do.  This  high-school  group  is  far  more  important,  in  my  opinion, 
than  those  who  seek  collegiate  education  without  regard  to  their  fitness  for 
that  academic  routine.  America’s  answer  to  youth’s  appeal  is  not  going  to 
be  fulfilled  by  inordinately  increasing  facilities  for  the  economically  and 
intellectually  fortunate  at  the  expense  of  those  who  are  less  fortunate. 
Especially  is  this  true  when,  as  is  too  often  the  fact,  educational  facilities 
for  the  academic  high-school  graduate  are  provided  in  total  disregard  of  the 
needs  of  the  community.  All  of  us  recognize  that  one  of  the  faults  of  our 
educational  system  is  the  standardization  of  courses  primarily  aimed  at 
preparation  for  the  traditional  university.  That  fault  will,  of  course,  be 
deepened  and  intensified  by  the  further  establishment,  at  every  crossroad, 
of  small  colleges  attempting  to  duplicate  university  offerings  as  closely  as 
possible.  We  need  a  greater  diversity  of  paths  in  our  educational  landscape, 
and  we  are  not  going  to  meet  the  situation  by  pouring  more  concrete  on  the 
highway  that  leads  to  white-collar  jobs. 

The  education  that  will  respond  to  youth’s  insistent  call  must  meet  the 
demands  of  the  spirit  as  well  as  of  body  and  mind.  It  must  recognize  and 
teach  that  there  are  needs  and  desires  utterly  beyond  the  satisfactions  of 
science  and  materialism.  Neither  scientific  progress  nor  technological  ad¬ 
vancement  are  prophylactics  against  decay.  The  social  order  is  not  built 
wholly  upon  economic  foundations,  nor  can  it  be  interpreted  purely  in 
economic  terms.  Nations  die  when  their  ideals  wear  out,  when  the  spirits 
of  their  people  weaken  and  flag.  Civilizations  totter  when  their  foundations 
are  economic  rather  than  moral,  when  the  profit-making  motive  is  not 
subordinated  to  the  ideal  of  human  service.  Aristotle  said  long  ago:  “The 


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good  of  man  must  be  the  end  of  the  science  of  politics.  To  secure  the  good 
of  a  single  individual  is  better  than  nothing.  But  to  secure  the  good  of  a 
nation  or  a  state  is  a  nobler  and  a  more  divine  achievement.” 

To  realize  these  things  is  to  be  sensitive  to  the  spiritual  issues  of  existence, 
whether  or  no  “the  God  theory  has  become  humanized  as  a  part  of  the 
philosophy  of  life.”  Every  man  rates  things  according  to  some  scale  of  value, 
and  the  thing  he  places  at  the  top,  the  thing  to  which  he  gives  the  right  of 
way,  that  thing  becomes  to  him  his  god.  There  is  no  man  without  a  god 
even  if  he  sees  its  image  only  in  the  looking  glass.  So  also,  there  is  no  “new 
ethics,”  “new  morality”  needed,  only,  sometimes,  new  applications  of  old 
principles.  No  true  religion  has  ever  been  founded  upon  morals,  abstinence, 
and  prohibitions.  But  courage,  veracity,  love,  honor,  temperance,  faithful¬ 
ness,  magnanimity,  are  principles  which  pass  over  readily  from  Sunday  to 
Monday  and  flourish  even  within  the  four  walls  of  a  church.  They  are 
virtues  not  by  chance  or  commandment  but  because  men  thru  the  long 
process  of  trial  and  error  have  found  them  to  be  indispensable  factors  of  a 
tolerable  life.  America’s  answer  to  youth  in  the  field  of  religion  must  again 
be  the  old,  old  answer:  Man  cannot  live  by  bread  alone.  Let  each  one  of  yon 
buttress  himself  with  a  reasonable  faith ,  and  into  your  lives  will  come  a 
sense  of  peace,  and  power,  and  plenty.  Neither  bludgeoning  nor  cajoling 
will  convince  anyone  of  this  truth.  Each  of  us  must  find  his  own  salvation, 
but  few  there  are  who  will  “reach  out  into  a  great  emptiness  and  withdraw 
defeated.” 

If  young  people  are  not  to  be  misled  and  exploited  by  false  leaders  prey¬ 
ing  upon  their  idealism ;  if  they  are  not  to  be  stifled  by  watchful  adults, 
forever  diagnosing  their  imagined  problems  and  encouraging  their  distress, 
then  thru  education  there  must  be  nurtured  in  them  that  natural  self- 
reliance  and  independence  of  action  which  is,  perhaps,  their  most  valuable 
attribute  and  thru  which  they  may  be  strong  to  meet  the  tests  of  an  age 
of  crisis.  So,  and  so  only,  will  youth  move  by  the  painful  route  of  experience 
toward  the  restraint  of  pride  and  greed.  So,  by  trial  and  error  scientifically 
directed,  they  will  learn  what  can  and  cannot  be  done  with  human  material. 
So,  by  patient  review  and  studious  planning,  they  will  work  toward  the 
production  and  distribution  of  wealth  on  terms  of  greater  justice.  Weighing 
and  appraising  every  suggestion,  taking  time  to  come  to  reasoned  conclusions, 
youth  will  reject  the  “isms,”  one  and  all.  Even  in  the  confusion  of  tongues 
which  surrounds  them  today,  they  will  be  aware  that  the  “brave  new  world,” 
like  the  Kingdom  of  God,  must  begin  within  themselves.  Already  the  con¬ 
cern  which  self-styled  youth-savers  evidence  is  little  short  of  nauseating  to 
them.  They  begin  to  be  suspicious  of  sympathy  and  hear  the  beating  of  the 
wings  of  an  ancient  truth:  “Unless  a  man  be  master  of  himself  he  can  never 
rule  a  city ;  unless  he  is  disciplined,  trained,  self-controlled,  self-reliant,  he 
can  have  no  effective  part  in  building  a  better  state.” 

Youth  could  ask  no  better  gift  from  America  than  this  quiet,  calm 
assurance  that  it  is  the  master  of  its  fate,  the  captain  of  its  soul.  Once  he 
knows  that,  the  boy  becomes  a  man,  a  king,  and  a  mason,  and  straightway 
his  palace  is  begun.  No  answer  which  does  not  further  this  process  in  the 


General  Sessions 


89 


mind  and  soul  of  youth  can  possibly  be  right,  and  no  answer  is  so  likely  to 
further  it  as  education.  The  only  chance  of  failure  lies  in  the  possibility  that 
teachers  may  spend  themselves  in  a  furious  and  futile  attempt  to  reform 
the  social  order  instead  of  bending  their  efforts  to  the  building  of  intelligent, 
effective,  forward-looking  individuals.  The  church,  the  school,  the  college, 
and  the  university  share  a  sublime  role  in  human  progress,  the  awakening 
and  development  of  the  intellectual  and  spiritual  life  of  man.  Without  such 
enlightenment  the  ideal  commonwealth  is  impossible  and  Utopia  becomes 
more  than  ever  a  myth. 

I  hear  no  mass  appeal  from  youth  today  for  “isms”  or  panaceas,  even  tho 
their  idealism,  as  always,  renders  them  sensitive  to  the  reforms  which  are 
so  often  in  the  vanguard  of  the  thing  called  “progress.”  In  them  “hope  does 
•  not  seem  slain.”  The  baneful  brand  of  disillusionment  has  not  yet  been 
applied.  If  American  education  fulfils  its  destiny  it  will  create  a  vast  and 
ever-increasing  army  of  informed,  restrained,  courageous,  independent 
youth.  Of  such  is  the  stuff  from  which  new  worlds  are  made. 

To  the  appeal  of  America’s  youth  I  would  return  the  challenge  of  the 
building  of  a  “brave  new  world.”  I  would  say  to  them:  The  obligation  and 
the  opportunity  are  enormous.  The  call  of  the  hour  is  for  leadership,  sympa¬ 
thetic  in  its  understanding,  tolerant  in  its  outlook,  and  dynamic  in  its  cour¬ 
age.  Do  not  let  yourselves  be  embittered  by  the  disappointments  of  your 
elders,  or  your  buoyant  confidence  impaired  by  their  suspicions.  Do  not  per¬ 
mit  your  judgment  to  be  clouded  by  their  inferiority  complexes.  They  are 
paying  the  penalty  of  their  mistakes;  see  that  you  profit  by  them.  Above  all, 
do  not  be  content  with  contemplative  inaction.  Do  not  be  content  merely  to 
interpret  the  world,  or  even  to  complain  about  it.  Go  out  to  change  it. 
But  remember  that  there  is  a  difference  between  change  and  destruction. 
If  you  can  keep  our  American  system  of  government  successfully  working, 
as  it  has  worked  since  the  days  of  its  beginnings  with  Washington  and 
Franklin,  you  will  be  keeping  clear  the  way  to  the  land  of  promise.  Your 
reward  will  be  a  greater,  finer,  and  richer  America  than  we  have  yet  known. 
For  whether  America  shall  be  exalted,  or  debased  depends  wholly  upon 
America’s  citizens  and  the  quality  of  their  leadership.  To  those  who  will 
accept  the  challenge  to  keep  faith  with  America,  America  offers  still  an 
open  road  that  leads  straight  ahead  and  ever  upward. 


90 


National  Education  Association 


Symposia  on  Improving  the  Program 

SECTION  A— DEVELOPING  DISCRIMINATION  IN  THE 

USE  OF  NEW  TOOLS 

G.  W.  KIRN,  PRINCIPAL,  ABRAHAM  LINCOLN  HIGH  SCHOOL, 
COUNCIL  BLUFFS,  IOWA,  Presiding 
WILLIS  L.  UHL,  DEAN,  SCHOOL  OF  EDUCATION,  UNIVERSITY  OF 
WASHINGTON,  SEATTLE,  WASH.,  Summarizing 

Participants : 

Ben  H.  Darrow,  Director,  Ohio  School  of  the  Air,  State  Department 
of  Education,  Columbus,  Ohio 

A.  G.  Crane,  President,  University  of  Wyoming,  Laramie,  Wyo. 

Arthur  S.  Garbett,  Educational  Director,  West  Coast  Division,  Na¬ 
tional  Broadcasting  Company,  San  Francisco,  Calif. 

Mrs.  Gladys  L.  Potter,  State  Department  of  Public  Instruction, 
Sacramento,  Calif. 

An  interesting  and  enlightening  part  of  Mr.  Darrow’s  discussion  on  the 
use  of  films  in  the  classroom  was  the  showing  of  twenty  scenes  chosen  from 
teaching  films  which  illustrated  time  lapse  photography,  animated  drawings, 
and  telescopic  and  miscroscopic  photography.  Mr.  Darrow  stated  that  the 
motion  pictures  are  the  swiftest,  most  effective  teaching  tool  yet  devised. 
He  believes  that  one  of  the  greatest  needs  of  education  in  America  today  is 
that  the  intelligentsia  of  the  movement — the  big  shots — stop  doing  things  of 
lesser  portent  and  really  bring  motion  pictures  in,  complete  in  coverage  and 
constancy  of  use.  He  feels  that  this  can  be  done  if  parents,  teachers,  and 
school  executives  everywhere  promote  it  simultaneously,  giving  film  makers 
courage  to  produce,  and  cutting  the  cost  of  distribution  so  that  the  cost 
to  schools  will  be  small — as  small  as  the  use  of  textbooks.  He  thinks  the 
motion  picture  should  take  over  much  of  the  load  of  information  giving 
and  liberate  the  teacher  to  do  the  priceless  part  of  teaching.  “The  priceless 
part  of  teaching  is  the  leading  of  bands  of  explorers  into  every  domain  of 
useful  human  activity.” 

Mr.  Crane  opened  the  discussion  on  “Radio,  the  Assistant  Teacher,”  by 
raising  several  questions:  What  use  have  schools  already  made  of  radio? 
What  greater  uses  can  schools  make  of  radio  ?  What  are  the  difficulties  and 
dangers  involved  in  using  present  broadcasts  in  classrooms?  What  can 
teachers  and  administrators  do  to  promote  the  use  of  broadcasting  in  schools? 
What  may  broadcasting  mean  to  American  culture  thru  the  years  ahead  ? 
In  suggesting  answers  to  some  of  these  questions,  Mr.  Crane  cited  instances 
where  the  public  schools  have  used  radio  successfully  as  a  supplement  to 
classroom  instruction.  He  thinks  the  results  of  certain  experiments  have 
justified  the  radio’s  extension  and  expansion.  “As  technic  improves,  as 
facilities  become  more  universal,  as  listening  sets  improve,  so  will  the  use¬ 
fulness  of  this  new  medium  increase.”  He  feels  that  school  broadcasts 
directed  by  educators  can  be  put  on  the  air  as  readily  as  commercial  pro- 


General  Sessions 


91 


grams,  and  that  the  need  is  for  programs  specially  designed  for  school 
use  and  sponsored  by  educators  whose  motives  and  competence  are  unim¬ 
peachable.  Mr.  Crane  stated  that  teachers  can  experiment  with  the  use  of 
radio  in  their  classrooms  and  out  of  this  experimentation  will  come  success¬ 
ful  devices  for  others  to  adopt.  He  suggested  that  teachers  form  educational 
committees  to  study  the  use  of  broadcasting  in  schools.  He  concluded  with 
the  following:  “Education  by  radio  is  going  on  all  about  us.  .  .  .  There  is 
appearing  in  American  homes  the  finest  products  of  American  culture  in 
science,  in  literature,  and  in  music.  The  schools  can  aid  in  cultivating  an 
attitude  on  the  part  of  children  which  is  appreciative  of  the  best,  which 
will  make  this  new  instrument  not  a  mere  toy  for  casual  entertainment  but 
an  instrument  for  spreading  culture.” 

In  his  discussion  of  music,  Mr.  Garbett  stressed  the  fact  that  music  has 
long  been  called  a  universal  language,  but  never  before  has  it  had  such 
universal  distribution.  “Radio  now  is  compelling  us  to  recognize  music  as 
a  factor  in  life  of  far  greater  importance  than  it  ever  was  before.”  The 
wholly  new  thing  that  radio  is  doing  is  to  bring  a  flood  of  music  into  homes 
in  which  it  has  hitherto  been  wholly  lacking,  said  Mr.  Garbett.  His  twenty 
years’  direct  experience  with  mechanically  reproduced  music  has  taught  him 
that  never  before  have  people  been  so  eager  for  knowledge  about  music. 
He  believes  that  sooner  or  later  our  increasing  curiosity  about  music  will 
bring  increased  knowledge;  and  with  increase  of  knowledge  will  come  a 
desire  to  produce  more  .a  music  of  our  own.  The  creative  integration  of 
music  with  other  subjects  in  the  life  of  the  modern  school  seems  to  Mr. 
Garbett  to  be  one  of  the  most  important  movements  of  modern  times. 
“Soon  we  shall  begin  making  our  own  contributions,  creating  our  own 
musical  forms  and  patterns;  and  so,  with  our  increased  leisure  time,  we 
shall  be  able  to  offer  to  a  distraught  world  our  own  share  of  musical  beauty, 
expressed  in  our  own  national  idiom.” 

According  to  Mrs.  Potter,  the  goal  of  the  teacher  of  literature  in  the 
progressive  school  is  to  establish  an  enduring  love  for  good  books.  In  her 
discussion  of  “Children’s  Literature,”  Mrs.  Potter  emphasized  the  fact  that 
it  is  the  function  of  the  literature  teacher  to  create  book  lovers.  In  order  to 
put  the  right  book  in  the  hands  of  the  right  child,  the  teacher  must  have  a 
wide  knowledge  of  books  and  the  librarian  must  have  a  wide  knowledge  of 
children.  Mrs.  Potter  believes  that  the  enthusiasm  of  the  teacher  is  one  of 
the  most  important  elements  in  stimulating  the  interest  of  children  in 
literature.  “The  goal  in  the  teaching  of  literature  is  joy  in  reading  now 
and  the  continuance  of  this  joy  into  adult  life.  This  joy  can  be  assured  only 
by  providing  adequate,  attractive  books  suited  to  the  interest  and  the  reading 
ability  of  each  individual.”  Mrs.  Potter  suggested  using  Pleasure  Readmg 
for  Boys  and  Girls  as  a  booklist.  This  list  was  published  by  the  California 
State  Department  of  Public  Instruction  and  was  compiled  by  a  large  com¬ 
mittee  of  county,  city,  and  school  librarians,  supervisors,  teachers,  and 
administrators.  “There  can  be  no  higher  work  than  awakening  children  to 
a  knowledge  of  the  beautiful  and  the  cultivating  of  an  enduring  love  for 
good  books.” 


92 


National  Education  Association 


Symposia  on  Improving  the  Program 

SECTION  B— MEETING  NEW  NEEDS  ON  THE 

ELEMENTARY  LEVEL 

CAROLINE  WOODRUFF,  PRINCIPAL,  STATE  NORMAL  SCHOOL,  CASTLETON,  VT., 

Presiding 

NELLIE  LIND,  PRINCIPAL,  STEDMAN  SCHOOL,  DENVER,  COLO.,  Summarizing 
Participants : 

M  rs.  Nina  H.  Brown,  Professor  of  Elementary  Education,  Simpson 
College,  Indianola,  Iowa 

Bernice  Baxter,  Director  of  Elementary  and  Junior  High  School  In¬ 
struction,  Oakland  Public  Schools,  Oakland,  Calif. 

L.  S.  Tireman,  Professor  of  Education,  University  of  New  Mexico, 
Albuquerque,  N.  Mex. 

James  T.  Worlton,  Assistant  Superintendent  of  Schools,  Salt  Lake 
City,  Utah 

M  rs.  Brown  opened  her  discussion  with  the  statement  that  the  new 
needs  of  elementary  education  center  about  change.  “It  is  the  time  of  prepa¬ 
ration  for  growth  in  spite  of  set-backs  and  external  changes  all  about.” 
Because  of  the  fact  that  children  leave  school  at  such  an  early  age,  Mrs. 
Brown  thinks  this  preparation  for  growth  must  come  while  the  child  is  in 
the  elementary  school  in  order  to  give  him  the  habits  and  attitudes  that  will 
enable  him  to  fit  into  clean,  democratic  government.  She  believes  that  every 
child  should  have  the  opportunity  to  love,  imagine,  adventure  as  he  goes 
thru  life,  and  to  live  a  larger,  better  life  for  having  had  the  opportunities  of 
education  so  far  as  he  can  profitably  take  them.  Mrs.  Brown  feels  that 
the  greatest  need  is  for  a  loyal,  upright  sort  of  citizenship.  She  stated  that 
the  second  need  that  the  elementary  school  must  face  is  that  of  building 
morale  to  lessen  the  tendency  to  go  into  crime  and  to  make  life  and  property 
safer.  A  third  need  that  faces  the  school  as  never  before,  said  Mrs.  Brown, 
is  for  guidance  that  will  develop  all  angles  of  the  child’s  nature;  a  fourth 
need  is  that  every  child  may  learn  to  appraise  his  merits  and  correct  his 
weaknesses. 

In  her  talk  on  “Some  Things  We  Know  about  Child  Development,” 
Miss  Baxter  presented  facts  pertaining  to  the  physical  growth  of  children. 
For  example,  information  relating  to  the  physical  growth  of  the  six-  to 
nine-year-old  child  indicates  that  his  whole  physical  make-up  requires  ac¬ 
tivity.  During  this  time  speech,  the  acquisition  of  concepts  and  ideas,  as 
well  as  the  more  purely  motor  abilities,  depend  for  their  development  upon 
exercise  and  practise.  During  the  later  years  of  childhood,  nine  thru  twelve 
or  thirteen,  the  motor  aspects  of  growth  are  still  prominent.  The  intellectual 
interests  are  assuming  more  and  more  importance,  but  the  period  is  one 
of  great  physical  activity,  according  to  Miss  Baxter.  While  still  in  a  forma¬ 
tive  stage  of  physical  and  emotional  growth,  the  child  is  faced  with  the 
necessity  of  adjusting  previous  learnings  to  the  demands  of  an  ever-enlarging 


General  Sessions 


93 


social  world.  The  strain  is  great  and  home  and  school  must  work  together 
closely  to  guide  the  child  in  his  first  steps  toward  personal  independence  and 
social  adjustment.  Miss  Baxter  believes  that  educational  practises  are  being 
modified  to  meet  the  mental  maturity  of  pupils.  “The  findings  of  child 
development  studies  are  giving  us  a  source  of  information  which  promises 
definitely  to  affect  educational  procedures.” 

Mr.  Tireman  discussed  the  contributions  of  research  to  the  improvement 
of  classroom  technics,  citing  numerous  studies  and  their  results  in  the 
fields  of  English,  arithmetic,  and  reading.  He  believes  that  research  can 
always  be  defended  upon  the  ground  that  it  is  worthwhile  for  its  own  sake. 
However,  in  the  field  of  education,  Mr.  Tireman  thinks  its  chief  justifica¬ 
tion  is  that  it  contributes  to  the  improvement  of  some  phase  of  the  instruc¬ 
tional  program.  Hundreds  of  men  and  women  are  spending  long  hours  in 
patient  and  methodical  effort  to  find  the  truth,  and  Mr.  Tireman  declared 
that  teachers  must  not  fail  in  their  obligation  to  apply  these  findings  to  their 
daily  work. 

Mr.  Worlton  discussed  the  question,  “What  should  be  the  criteria  for 
selecting  curriculum  content  in  order  to  meet  new  needs?”  He  contends  that 
child  development  is  an  outgrowth  of  child  activities  and  can  be  directed 
and  guided  only  by  means  of  determining  and  controlling  his  experiences. 
The  content  of  the  curriculum  may  be  defined  as  the  sum  total  of  all  the 
experiences  which  the  child  has  under  the  direction  and  supervision  of  the 
teacher;  therefore,  according  to  Mr.  Worlton,  its  selection  and  organiza¬ 
tion  are  the  most  important  functions  of  teaching.  He  believes  that  cur¬ 
riculum  content  should  be  selected  which  will  comply  with  rigid  criteria 
established  to  safeguard  the  interests  of  society  and  those  of  the  child  as 
an  individual.  Mr.  Worlton  stated  that  an  effective  curriculum  content 
should:  (1)  involve  significant  race  culture;  (2)  be  selected  with  reference 
to  its  value  in  giving  the  child  an  understanding  of  presentday  society; 
(3)  appeal  to  the  interests  of  children  and,  if  possible,  serve  their  immediate 
needs;  (4)  be  of  high  potential  value  in  adult  life;  (5)  contribute  to  the 
purposes  of  society  in  maintaining  the  schools  and  to  the  developmental 
needs  of  children;  (6)  be  in  harmony  with  the  spirit  of  democracy;  (7) 
develop  in  pupils  such  understandings,  appreciations,  attitudes,  and  auto¬ 
matic  responses  as  are  necessary  for  participation  in  constructive  social  life ; 
(8)  give  the  child  the  widest  possible  range  of  experiences  suited  to  his 
maturity;  (9)  be  selected  with  reference  to  individual  differences  among 
children  in  interests,  in  abilities,  and  in  the  capacity  to  learn;  (10)  make 
provision  for  continuous,  consecutive,  and  cumulative  growth  thruout  school 
life;  (11)  be  selected  in  terms  of  its  value  in  developing  independence  and 
power;  and  (12)  contribute  to  the  child’s  mental  and  physical  health  and 
development. 


94 


National  Education  Association 


Symposia  on  Improving  the  Program 

•# 

SECTION  C— FORUM  DISCUSSION— MEETING  NEW 
ISSUES  ON  THE  SECONDARY  LEVEL 

WILL  C.  FRENCH,  SUPERINTENDENT  OF  SCHOOLS,  LONG  BEACH,  CALIF., 

Leader 

Participants : 

Hilda  Maehling,  President,  Indiana  State  Teachers  Association,  Terre 
Haute,  Ind. 

Mary  B.  McAndrew,  Superintendent  of  Schools,  Carbondale,  Pa.; 
and  President,  Pennsylvania  State  Education  Association 

Albert  M.  Shaw,  Hollenbeck  School,  Los  Angeles,  Calif.;  and  West- 
tern  Regional  Director,  N.  E.  A.  Department  of  Classroom 
Teachers 

Edward  O.  Sisson,  Professor  of  Philosophy,  Reed  College,  Portland, 
Ore. 

Payne  Templeton,  Principal,  County  High  School,  Kalispell,  Mont. 

Fred  W.  Traner,  Professor  of  Education,  University  of  Nevada, 
Reno,  Nev. 

The  forum  discussion  was  opened  by  the  leader,  Mr.  French,  who  stated 
that  during  the  past  three  hundred  years  of  remarkable  progress  of  secondary 
education  in  America  some  real  issues  have  developed.  He  added  that  this 
was  accentuated  by  recent  sharp  and  rapid  change  in  society  itself,  and  that 
many  people  now  believe  that  until  some  of  these  most  critical  issues  are 
thought  out,  not  fought  out,  further  progress  is  suspended.  Mr.  French 
announced  that  the  purpose  of  the  forum  discussion  was  to  aid  in  defining 
and  resolving  some  of  these  issues  and  would  be  based  upon  the  recently 
published  Report  on  the  Orientation  of  Secondary  Education  by  Briggs. 
By  agreement  the  group  decided  to  concentrate  their  discussion  on  the 
seventh  issue  in  the  report — the  one  dealing  with  the  form  or  organization 
of  the  curriculum  as  basic  for  today — with  other  related  issues  of  the  report 
considered  onlv  as  thev  have  a  bearing  on  the  new  curriculum. 

M  iss  Maehling  made  suggestions  as  to  the  methods  of  familiarizing 
teachers  and  principals  with  the  report  and  getting  them  to  agree  that  a 
new  curriculum  is  desirable.  She  believes  that  the  one  sure  way  to  acquaint 
all  the  teachers  with  the  report  is  to  have  a  central  committee  to  make 
a  clear-cut  statement  of  aims  and  objectives  and  to  outline  briefly  the  work 
of  this  committee.  This  printed  material  should  then  be  put  into  the  hands 
of  every  city  and  county  superintendent  with  specific  instructions  not  only 
to  distribute  the  folders  but  to  see  that  discussions  are  held  concerning 
them.  Other  suggestions  for  disseminating  the  information  were :  a  series 
of  articles  relating  to  the  report  might  be  prepared  for  the  N.  E.  A.  Journal , 
with  similar  ones  for  all  the  state  publications ;  all  allied  organizations  and 
departments  of  the  N.  E.  A.  could  be  furnished  with  material  for  publica¬ 
tion  in  their  bulletins  and  journals;  lay  magazines  could  be  utilized;  organ- 


General  Sessions 


95 


izations  friendly  toward  education — Phi  Beta  Kappa,  A.  A.  U.  W.,  business 
and  professional  women’s  organizations,  and  similar  ones — would  be  glad 
to  publish  articles  furnished  by  this  national  committee ;  and  prominent 
speakers  might  appear  before  state  association  meetings  and  large  groups 
of  teachers.  Miss  Maehling  believes  that  it  will  be  only  after  much  discussion 
that  the  vast  throng  of  teachers  will  become  familiar  with  the  new  issues. 

In  speaking  on  “The  Core  of  the  Curriculum,”  Mr.  Shaw  stated  that 
instead  of  one  core,  it  would  seem  that  we  need  several  cores  in  our  new 
curriculum.  He  feels  that  much  of  the  work  which  has  formerly  been  given 
in  college  and  university  may  well  be  carried  down  to  our  secondary  schools 
in  perhaps  a  somewhat  simplified  form.  In  our  new  courses,  continued  Mr. 
Shaw,  we  will  group  around  our  basic  categories  much  of  the  good  material 
in  our  present  curriculum — but  we  need  some  new  courses,  new  material, 
and  new  methods  of  presentation.  Mr.  Shaw  recommended  the  open  forum 
type  of  class  discussion  with  an  occasional  written  paper  to  help  in  train¬ 
ing  in  English,  for  expression,  and  for  logical  arrangement.  He  presented 
a  few  suggested  categories  such  as  political  or  civic  concepts,  business,  in¬ 
dustrial,  practical  arts,  scientific,  technical,  world  affairs,  cultural,  social 
and  economic,  and  avocations.  He  recommended  that  popular  try-out  courses 
be  offered  in  a  variety  of  activities  suggested  in  the  outline,  some  of  which 
might  be  elected  later  for  more  thoro  study.  Mr.  Shaw  suggested  that  for 
the  type  of  pupil  to  which  a  program  of  physical  activities  would  have  the 
greater  appeal,  a  curriculum  made  up  largely  of  this  class  of  work  should 
be  provided,  the  purely  mental  type  of  activity  should  be  rather  incidental 
or  reduced  to  a  minimum,  ahd  all  work  adequately  supervised. 

REMOVING  JUVENILE  DELINQUENCY 

ELEANOR  R.  WEMBRIDGE,  FORMER  REFEREE,  CLEVELAND,  OHIO, 
JUVENILE  COURT,  LOS  ANGELES,  CALIF. 

When  I  am  speaking  to  teachers,  I  know  that  I  have  an  audience  that 
understands  without  explanation  what  is  meant  by  a  problem  child.  As  you 
all  know,  this  is  a  child  who  does  not  fit  into  the  regular  school  routine, 
either  in  studies  or  in  behavior.  Every  school  has  some  of  these  problem 
children.  Whereas  all  of  them  do  not  have  to  go  to  court,  by  any  means, 
almost  all  who  do  go  to  court  have  been  problems  in  school  before  they  got 
arrested  and  were  brought  in  by  the  police.  Take  them  altogether  they 
make  up  a  lost  legion  of  unhappy  children,  gradually  growing  out  of  sorts 
with  society  and  everyone  in  it.  And  the  first  sign  that  a  new  recruit  is 
about  to  join  this  wretched  army  is  truancy.  Persistent  running  away  from 
school  is  as  sure  a  sign  that  a  child  is  becoming  antisocial,  as  a  temperature 
is  a  sign  that  he  is  developing  a  fever.  The  average  child  prefers  to  go 
where  other  children  are — namely,  to  school,  even  tho  he  grumbles  about 
it  and  longs  for  vacation.  To  refuse  to  go  means  that  school,  instead  of 
helping  him  to  express  himself,  humiliates  him  so  much  that  he  can  no 
longer  bear  it.  This  feeling  of  shame  may  come  from  countless  causes  with 
a  child,  just  as  it  does  with  grown  people.  Boys  and  girls  who  cannot  dress 


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like  other  children;  who  have  no  money  for  books  or  fees;  who  are  ashamed 
of  their  family,  their  looks,  their  homes;  who  are  oversized,  or  undersized; 
whose  teeth,  eyes,  or  general  health  are  poor;  or  who  cannot  keep  up  with 
the  regular  grade  work  and  are  ashamed  to  be  the  dummies  of  the  class 
usually  become  truants.  One  juvenile  court  officer  told  me  that  as  soon 
as  long  division  appeared  in  the  fourth  grade,  the  first  set  of  truants  began 
to  walk  out,  and  appear  in  court.  A  few  more  ran  away  from  school  when 
fractions,  decimals,  grammar,  and  written  papers  appeared.  Some  children 
as  well  as  adults  become  confused  and  repelled  when  education  leaves  the 
actual  objects  of  the  early  grades  and  shifts  to  the  study  of  objects,  by  means 
of  notebooks,  dictionaries,  and  essays.  All  these  study  devices  are  so  many 
scraps  of  paper  to  them.  All  such  objects  as  metal,  wood,  cloth,  engines,  food 
materials,  or  money  lose  their  vitality  for  certain  types  of  minds,  when 
instead  of  being  handled  they  are  read  about  from  paper.  I  have  known 
boys  so  completely  baffled  by  paper  work  that  they  deliberately  stole  from 
a  fruit  peddler  so  that  they  could  be  sent  to  what  they  called  the  “bad  boy” 
school,  and  thereby  get  into  a  machine  shop.  I  have  also  known  of  a  girl 
who  ran  away  from  school  and  insisted  that  she  would  run  away  again  if 
she  had  to  keep  working  examples  that  she  did  not  understand  and  never 
expected  to  do  the  rest  of  her  life.  “How  often  do  you  have  to  do  algebra?” 
she  asked  me.  I  had  to  admit  that  I  lived  most  of  my  life  without  its  aid. 
This  girl  wanted  to  he  a  hair-dresser.  Running  away  and  getting  arrested 
seems  an  awkward  and  roundabout  route  to  a  machine  shop  or  a  beauty 
parlor — especially  as  the  runaways  are  more  than  likely  not  to  land  in 
their  destination,  hut  in  some  scrape  that  will  tuin  their  future.  Few  of  us 
can  put  up  with  constant  humiliation.  Yet  most  court  children  have  known 
little  else.  In  their  clumsy  and  uninstructed  way  they  hunt  for  satisfaction 
and  relief  in  the  most  dangerous  places,  not  only  to  their  own  destruction 
hut  to  the  destruction  of  others,  as  well.  The  schools  of  the  country  are 
doing  a  colossal  piece  of  work  as  it  is,  but  they  should  do  more.  And  the 
public  which  has  so  much  at  stake,  should  give  them  the  moral  and 
financial  backing  necessary  to  do  it. 

No  school  child  should  be  allowed  to  fight  the  handicap  of  imperfect 
hearing,  vision,  or  teeth.  Every  child  needs  proper  food,  clothes,  and  recrea¬ 
tion,  and  should  not  be  humiliated  in  receiving  it.  In  their  formative  years, 
children  should  be  convinced  that  organized  society  is  their  friend  and  not 
their  enemy,  and  that  paper  intelligence  is  not  all  that  is  needed  to  lead 
a  good  life.  The  ancient  Persians  believed  that  the  essentials  of  education 
were  to  know  how  to  ride  a  horse,  and  to  tell  the  truth.  I  know  plenty  of 
young  people,  who  (to  bring  this  maxim  up  to  date)  would  be  better  off  if 
they  learned  to  drive  considerately  and  to  tell  the  truth,  than  if  they 
understood  percentage  or  could  diagram  a  sentence.  Better  to  be  kindly  and 
honest,  and  forsake  paper  work  in  the  fourth  grade,  than  to  be  a  college 
graduate  and  be  a  crook.  The  ultimate  object  of  education  in  a  democracy 
is  to  make  thoughtful  and  responsible  citizens,  capable  of  governing  them¬ 
selves.  But  neglected  children  who  crowd  the  juvenile  courts,  instead  of  the 
grade  school,  pass  to  the  police  and  criminal  courts  instead  of  high  school. 


General  Sessions 


97 


They  find  in  the  workhouses  and  prisons  to  which  they  are  sent,  the  most 
expert  teachers  in  theft,  safe-cracking,  banditry,  vice,  kidnaping,  and 
murder.  These  courses  are  easier  to  learn  than  historical  dates  or  foreign 
languages.  And  it  is  now  too  late  to  teach  them  kindliness  and  honesty.  The 
citizens  that  might  have  been,  have  now  developed  from  unwholesome 
children  into  public  enemies,  who  exist  only  to  be  hunted  and  shot  down 
like  vermin. 

I  appeal  therefore  to  the  teachers:  Never  belittle  your  calling.  To  teach 
in  these  chaotic  times  is  more  than  a  profession.  It  is  a  crusade.  No  matter 
what  work  your  scholars  can  or  cannot  do,  keep  them  in  school  working  at 
something  useful.  Hunt  up  a  runaway  as  you  would  hunt  lost  sheep.  Adjust 
their  difficulties  at  home.  Keep  the  playgrounds  open,  and  the  recreation 
supervisor  on  the  payroll.  Figure  out  what  you  would  want  your  own  child 
to  have,  and  see  that  other  children  have  it.  It  takes  patience,  but  there  is 
no  other  way.  The  nations  of  the  world  have  weighed  democracy  in  the 
balance,  and  most  of  them  have  decided  that  it  is  impractical.  They  insist 
that  self-expression  and  development  are  not  for  the  average  citizen,  but 
only  for  the  dictator.  He  alone  can  be  trusted  to  rule  the  state.  The  United 
States  is  committed  to  the  opposite  faith.  But  this  can  survive  only  if  all 
its  citizens  are  trained  in  the  higher  integrity,  if  not  the  higher  learning. 
The  world  has  thrown  down  the  gauntlet  to  America’s  faith  in  the  common 
family  and  its  children,  and  to  democracy’s  conviction  that  the  school  and 
not  the  dictator  shall  be  their  teacher.  No  juvenile  court,  however  good, 
can  take  the  place  of  the  school.  It  was  an  advance  for  the  last  generation  to 
establish  such  courts.  It  will  be  a  greater  advance  for  the  schools  and  courts 
of  the  future  to  work  together,  to  make  any  court  for  children  unnecessary 
in  the  United  States. 

PIONEERING  IN  HUMAN  ACHIEVEMENT 

REVEREND  RALPH  W.  SOCKMAN,  PASTOR,  CHRIST  CHURCH,  NEW  YORK,  N.  Y. 

A  few  years  ago  our  American  novelist,  Louis  Bromfield,  made  one  of  his 
characters,  a  young  man  in  the  Middlewest,  say  something  like  this:  “My 
grandfathers  came  into  this  wilderness  to  conquer  and  subdue  it.  It  was  a 
land  filled  with  savages  and  adventure.  I,  too,  must  have  my  chance.  I  am  of 
a  race  of  pioneers,  but  I  have  no  frontier.” 

In  that  remark  Mr.  Bromfield  expressed  the  spirit  of  restlessness  which 
has  characterized  our  post-war  generation.  The  force  of  the  statement  is 
especially  felt  as  we  meet  here  in  this  convention  at  the  western  terminus 
of  the  Oregon  Trail.  We  are  standing  in  the  footprints  of  the  pioneers  who 
established  our  American  commonwealth.  But  now  the  wilderness  is  cleared  ; 
the  roads  are  laid  ;  magnificent  cities  like  Portland  have  replaced  the  frontier 
towns.  My  own  trip  here  by  airplane  makes  vivid  the  contrast  between  the 
horse-and-buggv  era  and  the  age  of  streamlined  trains  and  skyways.  We 
have  come  a  long  way  since  the  time  when  Horace  Greeley  could  counsel 
young  men  to  go  West  and  grow  up  with  the  country.  The  West  has  grown 


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up.  The  geographical  frontiers  are  gone.  The  great  open  spaces  no  longer 
furnish  safety  valves  for  the  unemployed  or  the  untamed. 

The  frontiers  of  today  are  to  be  found  in  the  realms  of  human  advance¬ 
ment.  The  easy  outlets  of  free  land  and  geographical  spread  now  having 
been  closed,  the  time  has  come  for  us  to  grow  up  with  ourselves.  We  must 
find  new  resources  within  our  own  personalities,  new  materials  thru  our 
physical  sciences,  new  adjustments  by  means  of  our  social  sciences.  The 
safety  valves  of  the  old  frontier  have  been  replaced  by  the  melting  pots  of 
the  great  cities.  And  the  near  future  will  reveal  whether  the  result  is  to  be 
explosion  or  a  finer  expression  and  enlargement  of  life. 

Many  guides  and  guideposts  are  pointing  the  way  to  our  new  human 
frontiers.  The  writing  of  Alexis  Carrel’s  book,  Man,  the  Unknown,  and 
the  popular  attention  which  it  has  received  are  evidences  of  our  awakening 
to  the  fact  that  there  are  unrealized  possibilities  to  be  explored  and  developed 
within  our  own  individual  natures.  We  are  determined  to  get  more  out  of 
life.  We  want  more  enjoyment  thru  our  bodies.  We  are  lengthening  the 
span  of  active  life.  More  people  are  alive  at  sixty  than  in  the  days  of  our 
grandfathers  and  what  is  more  interesting,  they  are  more  alive  at  sixty. 
The  current  interest  in  health,  the  amazing  growth  of  medical  research, 
the  new  prestige  of  psychiatry,  the  church’s  widening  concern  in  the  matter 
of  healing — all  give  hope  of  an  expanding  personal  life. 

With  medical  science  lengthening  our  active  years,  economic  science  must 
provide  better  security  and  opportunity  for  our  maturity  and  old  age.  What¬ 
ever  may  be  the  merits  or  defects  of  the  Townsend  Plan,  the  interest  in  such 
a  proposal  shows  the  rising  popular  demand  for  a  more  satisfying  social 
insurance.  It  would  seem  a  healthier  emphasis,  however,  if  we  were  to  stress 
the  opportunities  of  old  age  activity  rather  than  pensions  for  old  age  retire¬ 
ment.  A  Christian  social  order  can  certainly  be  devised  which  will  provide 
useful  activities  for  the  years  which  our  medical  skill  is  now  prolonging. 
It  does  not  seem  good  economy  to  put  people  on  the  shelf  at  sixty  any  more 
than  to  plow  under  crops. 

Family  life  offers  another  frontier  for  human  advancement.  With  all 
respect  for  the  “good  old-fashioned  home,”  it  was  not  good  enough.  Our  day 
with  its  new  education  and  independence  of  woman  demands  something 
more  than  the  home  gave  our  grandmothers.  The  modern  woman  is  not 
content  to  be  a  child-bearing  housekeeper.  Homemaking  must  become  a 
career  as  challenging  to  the  intellect  and  resources  of  womanhood  as  are 
the  careers  open  to  women  outside  the  home. 

Toward  this  end,  some  progress  already  made  points  the  way  to  further 
possibilities.  Better  instruction  before  marriage  and  child-birth  is  paving 
the  way  for  healthier  child  culture.  Birth-control,  which  should  be  safe¬ 
guarded  if  possible  from  selfish  motives,  may  help  mightily  in  protecting 
childhood  from  poverty,  overcrowding,  and  inadequate  parental  care. 
Mothers,  whose  children  are  grown,  are  now  finding  a  wholesome  outlet 
for  their  creative  energies  in  community  and  political  activities ;  but  much 
remains  to  be  done  to  deliver  middle-aged  post-graduate  mothers  from 
fatuous  and  empty  leisure.  Here  adult  education  has  an  expanding  field. 


General  Sessions 


99 


The  frontiers  of  business  and  industry  should  be  looked  upon  as  labora¬ 
tories  for  working  out  new  ways  of  cooperation  rather  than  as  battlefields 
of  competition.  If  the  energy  now  spent  in  class  struggle  for  possession  were 
turned  to  devising  ways  of  better  production  and  distribution,  we  should 
be  freed  from  the  paradox  of  land  going  to  waste  and  millions  going  with¬ 
out  work.  The  cure  cuts  deeper  than  political  partisanship.  We  may  turn 
political  parties  in  and  out  of  office  without  relief.  We  must  get  down  to 
the  problems  of  technological  adjustment. 

International  relations  furnish  a  frontier  which  we  must  explore  whether 
we  wish  to  or  not.  The  United  States  cannot  keep  out  of  world  wars  by 
mere  isolation  or  neutrality.  While  we  should  not  play  with  fire  by  mixing 
in  the  smouldering  hates  of  Europe,  we  should  let  the  other  nations  know 
on  what  basis  we  will  cooperate  for  the  prevention  of  the  conflagration  of 
murder  in  war.  Perhaps  we  should  begin  by  regional  associations  of  nations 
whose  areas  are  contiguous  and  whose  interests  are  kindred.  Why  not  have 
a  Pan-American  League  of  Nations? 

Burdening  people  with  taxes  to  build  huge  armaments  which  will  be 
scrapped  tomorrow  as  out  of  date  is  a  futile  preparedness  which  inevitably 
leads  to  war.  The  present  mad  race  for  armaments  will  involve  the  world, 
including  ourselves,  in  war  during  the  present  school  generation. 

In  pioneering  on  these  new  social  frontiers,  there  are  certain  principles 
which  should  guide  us. 

First ,  we  should  conserve  the  experience  of  the  old  pioneers  for  the  sake 
of  our  new  experiments.  We  need  a  perspective  like  that  given  by  the 
chauffeur’s  mirror,  which  enables  the  driver  to  see  what  is  behind  him 
without  turning  his  eyes  from  the  road  ahead.  We  need  this  historical 
perspective  for  the  very  purpose  of  safeguarding  our  “left  turns.”  Sometimes 
in  turning  to  something  socially  new,  we  are  wrecked  by  old  fallacies  com¬ 
ing  down  the  road  from  the  past,  carrying  new  license  plates. 

For  instance,  our  government  should  be  ever  devising  new  ways  of  meet¬ 
ing  our  complex  problems,  but  it  would  be  reaction  rather  than  progress  to 
turn  into  fascist  or  communistic  theories  which  have  been  tried  in  the  past 
and  found  wanting.  It  is  fortunate  for  the  United  States  that  the  Russian, 
Italian,  and  German  experiments  have  had  time  to  disclose  their  defects 
before  they  caught  the  imagination  of  our  American  masses. 

A  second  guiding  principle  for  our  new  pioneering  is  that  we  should 
preserve  the  spirit  of  independence  amid  the  necessities  of  interdependence. 
In  other  nations  we  have  watched  movements  start  as  a  desire  for  liberty 
and  then  develop  into  a  new  tyranny.  Shall  it  be  so  here  ?  There  are  certain 
sinister  trends  toward  fascist  dictation,  such  as  the  red-baiting  by  pseudo¬ 
hundred-percent  Americans  and  the  movement  for  teachers’  oaths,  which 
educators  must  fight  before  they  are  throttled  by  them.  If  we  lose  the  spirit 
of  individual  initiative,  freedom,  and  responsibility,  we  shall  have  cut  the 
nerve  of  our  whole  body  politic. 

A  third  pioneering  principle  for  our  social  advance  is  that  we  must  main¬ 
tain  the  old  virtues  of  our  founders  but  with  new  frontiers  of  application. 
When  we  teach  honesty,  we  must  sharpen  its  point  and  lengthen  its  range 


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so  that  it  makes  itself  felt  in  Wall  Street  as  well  as  in  the  village  store, 
in  our  long-range  corporate  life,  it  is  so  easy  to  cheat  people  whom  we  can¬ 
not  see.  When  we  inculcate  the  Golden  Rule,  we  must  sensitize  the  imagi¬ 
nation  so  that  the  people  who  try  to  apply  it  will  have  a  sympathetic  idea 
of  what  they  would  want  done  to  them  if  they  were  in  the  other  fellows’ 
places.  Too  many  try  to  practise  the  Golden  Rule  without  imagination  and 
thereby  make  it  sheer  irritation.  One  of  our  troubles  is  that  the  subtlety 
of  our  temptations  has  outrun  the  sensitivity  of  our  consciences.  We  need 
education  to  help  our  sense  of  sin  catch  up  with  our  new  opportunities  for 
sin. 

A  fourth  principle  for  our  new  pioneering  is  that  we  should  recover  our 
local  loyalties  in  the  midst  of  our  larger  outlooks.  By  our  modern  means  of 
communication  we  are  gaining  world  views  and  hearing  the  world’s  voices. 
But  along  with  this  enlarging  horizon  has  gone  a  loosening  of  the  old 
“settler  spirit”  which  built  America. 

We  have  begotten  a  kind  of  chain-store  mentality  which  mistakes  move¬ 
ment  and  size  for  progress  and  happiness.  The  landless  nomads  of  our  city 
apartments  and  the  fluid  masses  of  factory  workers  lack  that  permanence 
which  developed  our  civic  institutions.  In  our  desire  to  erase  the  label  of 
provincialism  we  have  been  heaping  sarcasm  and  scorn  on  Main  Street. 
But  let  us  remember  that  it  is  Main  Street  rather  than  Broadway  which 
makes  and  keeps  America. 

Symposia  on  Strengthening  the  Relationship 
between  School  and  Community 

SECTION  A— COORDINATING  THE  FORCES  FOR 

CHILD  SAFETY 

n.  d.  showalter,  state  superintendent  of  public  instruction, 

OLYMPIA,  WASH.,  Presiding 

JOSEPH  ROSIER,  PRESIDENT,  FAIRMONT  STATE  TEACHERS  COLLEGE,  FAIR¬ 
MONT,  w.  va.  ;  AND  PAST  president  of  the  association,  Summarizing 

Participants : 

Worth  McClure,  Superintendent  of  Schools,  Seattle,  Wash. 

Charles  H.  Elliott,  State  Commissioner  of  Education,  Trenton,  N.  J. 

Marian  L.  Telford,  Educational  Division,  National  Safetv  Council, 
New  York,  N.  Y. 

William  Knoelk,  Assistant  Superintendent  of  Schools,  Milwaukee, 
Wis. 

Mr.  McClure,  speaking  on  “Responsibility  of  the  Schools  for  Child 
Safety,”  stated  that  conditions  warrant  and  the  public  expects  the  assump¬ 
tion  of  responsibility  for  traffic  safety  education  in  American  schools,  par¬ 
ticularly  in  the  high  schools.  He  cited  numerous  instances  where  it  has  been 
demonstrated  that  traffic  safety  education  in  schools  is  entirely  feasible  for 
high-school  students  as  well  as  for  those  in  elementary  and  junior  high 


General  Sessions 


101 


schools.  Mr.  McClure  believes  that  a  well-rounded  program  of  safety  edu¬ 
cation  probably  should  include  (a)  systematic  instruction  at  stated  times 
in  cause  and  prevention  of  traffic  accidents  including  traffic  regulations; 
(b)  incidental  cooperation  of  teachers  in  such  subjects  as  art,  English, 
science,  and  public  speaking;  and  (c)  liberal  opportunity  for  participation 
of  the  high  school  and  other  bodies  for  sharing  responsibility  to  the  extent 
of  their  capacity  for  the  promotion  of  safety  in  the  school  community.  He 
pointed  out  that  a  well-rounded  program  of  safety  education  should  be  based 
on  a  study  of  local  community  conditions  and  should  aim  at  a  grasp  of  the 
broader  aspects  of  the  problem  including  the  angles  of  engineering  and 
strict  law  enforcement.  Mr.  McClure  concluded  with  the  statement  that 
important  as  is  the  immediate  reduction  of  traffic  accidents,  of  even  greater 
importance  is  it  that  the  enthusiasm  of  youth  be  enlisted  in  the  solution  of 
the  traffic  safety  question,  that  youth  be  trained  in  methods  of  personal  and 
group  investigation,  and  experienced  in  cooperative  attack  upon  traffic  safety 
problems. 

In  his  discussion  on  “New  Developments  in  Safety  Education,”  Mr. 
Elliott  emphasized  six  points  as  follows :  ( 1 )  A  comprehensive  safety  pro¬ 
gram  must  impart  information  about  hazards,  must  make  boys  and  girls 
conscious  of  these  hazards,  and  must  supply  them  with  adequate  informa¬ 
tion  adapted  to  their  ages  from  as  great  a  variety  of  sources  as  possible;  (2) 
it  must  provide  for  the  development  of  ideals  for  the  protection  of  others, 
ideals  of  personal  safety,  and  ideals  of  cooperation  so  that  the  provisions 
for  safety  which  are  made  in  the  community  may  be  utilized  to  the  fullest 
extent;  (3)  the  program  must  bring  into  bold  relief  for  boys  and  girls  the 
necessity  for  cooperation,  teach  them  how  to  work  with  other  individuals 
and  with  groups  to  the  end  that  they  may  do  their  part  in  the  development 
of  safety;  (4)  the  program  must  offer  opportunity  for  training  in  those 
situations  which  present  hazards  so  that  they  may  develop  habits  of  safe 
behavior  in  the  complex  situations  which  are  presented  to  them  daily;  (5) 
the  program  must  include  provisions  for  adequate  reporting  of  all  accidents 
that  happen  to  children  enrolled  in  all  the  schools;  and  (6)  it  must  place 
emphasis  upon  character  training.  Mr.  Elliott  declared  that  character  is  a 
most  important  part  of  the  individual  who  is  safe  to  live  with  and  who 
will  assist  in  making  our  world  more  safe.  Reliability,  thoughtfulness  for 
others,  courage,  and  responsibility  are  ideals  which  must  be  developed  as 
motivating  forces  in  any  program  of  safety  education.  Mr.  Elliott  feels 
that  they  will  be  continually  reenforced  and  further  developed  thru  those 
practises  which  insure  the  finest  recognition  of  the  rights  of  others,  the 
obligation  to  be  helpful  to  those  less  well  endowed,  and  the  determination 
to  remove  the  accident  conditions  that  confront  us  in  our  complicated 
society. 

Mr.  Knoelk  had  as  his  topic,  “Next  Steps  in  Coordinating  the  Forces 
for  Child  Safety.”  He  stated  that  considerate  courtesy,  reasonable  restraint, 
and  good  housekeeping  habits  are  still  desirable  virtues,  and  that  these  traits 
are  traits  of  action  and  their  worth  is  measured  not  by  the  profession  but 
by  the  conduct  of  people.  Being  safety  conscious  means  that  we  dedicate 


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ourselves  to  these  and  similar  habits,  asserted  Mr.  Knoelk,  and  it  does  not 
mean  being  fearful  or  pusillanimous.  “Safety  is  practised  so  that  we  may 
be  more  zestful  in  work  and  more  sanely  venturesome  in  our  play.”  Mr. 

Knoelk  believes  that  the  test  of  any  high-school  subject  is  not  the  written 

examination  that  follows;  he  believes  that  the  actual  testing  of  any  pro¬ 
gram  is  not  done  by  teachers  in  the  schools.  “The  real  measure  of  the 
effectiveness  of  this  course  in  safety  is  the  way  you  act  in  traffic,  in  the 
home,  and  in  the  field ;  and  the  aid  you  give  at  all  times  to  make  living 
together  safer  and  happier  for  all.” 

Mr.  Rosier  believes  that  the  schools  of  the  country  have  a  responsibility 
in  the  protection  of  human  life  because  they  deal  so  largely  with  social  and 
mental  adjustment.  He  stated  that  educationally  we  need  to  learn  how  to 
live  in  the  presence  of  the  danger  of  human  life  that  has  been  created  by  the 
modern  machine;  the  continual  destruction  of  human  life  can  be  stopped 

only  by  a  nationwide  education  and  training  of  the  young  and  the  placing 

of  a  larger  obligation  of  responsibility  upon  those  who  operate  all  of  these 
modern  inventions  that  are  so  prolific  in  accidents.  If  the  teachers  of  our 
nation  could  become  conscious  of  what  accidents  are  doing  to  the  childhood 
of  our  nation,  Mr.  Rosier  thinks  they  would  make  a  real  contribution  to  the 
solution  of  the  problem.  He  feels  that  the  safety  problem  cannot  be  solved 
by  traffic  police  or  by  any  perfunctory  methods  that  may  be  adopted  by  any 
town  or  city.  “It  must  be  solved  by  universal  intelligence  among  the  people.” 


Symposia  on  Strengthening  the  Relationship 
between  School  and  Community 

SECTION  B— UTILIZING  LAY  COOPERATION 

J.  C.  COCHRAN,  SUPERINTENDENT  OF  SCHOOLS,  SAN  ANTONIO,  TEXAS;  AND 
MEMBER,  EXECUTIVE  COMMITTEE,  N.E.A.  DEPARTMENT  OF 
SUPERINTENDENCE,  Presiding 

JOHN  CALLAHAN,  STATE  SUPERINTENDENT  OF  PUBLIC  INSTRUCTION, 

MADISON,  WIS.,  Summarizing 

Participants : 

Frank  Miles,  Editor,  Iowa  Legionnaire ,  representing  Ray  Murphy, 
National  Commander,  American  Legion,  Des  Moines,  Iowa 
William  McKenzie,  Member,  Portland  Board  of  Education,  Port¬ 
land,  Ore. 

M  rs.  William  Kletzer,  President,  Oregon  Congress  of  Parents  and 
Teachers,  Portland,  Ore. 

Walter  D.  Cocking,  State  Commissioner  of  Education,  Nashville, 
Tenn. 

Mr.  Miles  spoke  on  the  subject  of  utilizing  lay  cooperation  by  creating 
understanding.  He  opened  his  discussion  by  giving  a  brief  history  of  the 
American  Legion  together  with  its  aims  and  purposes.  He  said  that  the  one 


General  Sessions 


103 


word  which  probably  best  defines  all  of  the  aims,  ideals,  and  purposes  of  the 
American  Legion  is  “Americanism” — the  same  kind  of  Americanism  that 
our  forefathers  established  when  they  wrought  this  Republic  of  free  men. 
He  emphasized  the  point  that  the  Legion’s  program  of  Americanism  is  not 
merely  to  combat  communism  and  everything  which  resembles  it  but  to 
sponsor  many  other  worthy  activities  which  are  being  promoted  by  the 
Legion’s  very  fine  and  efficient  Americanism  Division  at  the  national  head¬ 
quarters.  Some  of  these  are:  community  service,  in  which  each  one  of  the 
11,300  posts  is  urged  to  do  at  least  one  constructive,  worthwhile  thing  in 
its  community  every  year;  junior  baseball,  by  which  the  Legion  seeks  to 
develop  the  character  of  its  more  than  400,000  participants  and  thereby 
combat  crime ;  highway  safety ;  youth  movements,  which  include  the  spon¬ 
sorship  of  part  of  the  Scout  troops,  and  the  squadrons  of  sons  of  the  Ameri¬ 
can  Legion;  patriotic  holidays;  flag  etiquette;  and  education.  Mr.  Miles 
told  of  the  origin  of  American  Education  Week  and  of  some  of  the  cele¬ 
brations,  and  concluded  with  descriptions  of  other  educational  activities 
sponsored  by  the  American  Legion. 

With  the  hope  of  assisting  other  communities  to  strengthen  the  relation¬ 
ship  between  the  school  and  the  community,  Mr.  McKenzie  gave  a  survey 
of  the  problems  which  had  arisen  in  Portland,  together  with  the  manner 
in  which  they  had  been  met.  Mr.  McKenzie  stated  that  in  Portland  a  few 
years  ago  a  very  definite  resentment  had  grown  up  because  of  the  large 
investment  in  the  schools  and  the  short  time  they  were  in  use.  He  feels  that 
the  almost  continued  use  of  the  schools  for  any  and  all  public  service  is  the 
only  way  to  eliminate  the  feeling  of  resentment  and  misunderstanding.  It 
is  his  opinion  that  this  feeling  exists  in  every  community  in  this  country 
where  any  effort  is  made  to  prevent  the  absolute  free  public  use  of  school 
facilities.  Mr.  McKenzie  said  that  every  superintendent,  supervisor,  prin¬ 
cipal,  or  teacher  he  had  talked  with  had  told  him  that  he  or  she  believes 
their  policy  of  the  free  use  of  the  school  facilities  has  been  of  great  help  in 
bringing  about  a  better  understanding  between  the  schools  and  the  people 
of  the  community.  He  pointed  out  that  living  in  the  age  we  do,  it  is  finally 
going  to  be  necessary  to  establish  a  publicity  bureau  to  furnish  to  the  papers, 
luncheon  clubs,  chambers  of  commerce,  and  all  other  civic  bodies,  informa¬ 
tion  regarding  .all  matters  of  interest  pertaining  to  the  operation  of  the 
schools.  He  believes  that  no  schoolboard  or  educational  staff  is  going  to 
continue  long  any  practise  which  cannot  stand  the  light  of  publicity. 

Mr.  Cocking  discussed  the  question  of  how  best  to  utilize  lay  coopera¬ 
tion  in  the  future.  In  his  judgment,  the  future  of  public  education  in  Amer¬ 
ica  is  largely  bound  up  ( 1 )  in  the  intelligent  planning  and  organization  by 
the  teachers  of  America,  and  (2)  thru  the  intelligent  understanding  and 
action  on  the  part  of  the  laymen  of  the  nation.  He  considers  the  public 
press,  the  public  forum,  the  radio  forum,  and  the  ballot  box  as  the  more 
important  media  thru  which  lay  groups  can  organize  and  work.  Mr.  Cock¬ 
ing  believes  that  one  of  the  obligations  before  the  school  teacher  is  to  plan 
so  that  adequate  opportunities  are  present  for  lay  groups  to  become  defi¬ 
nitely  interested  in  the  problems  of  public  education,  and  to  do  something 


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about  them.  Mr.  Cocking  visioned  in  the  future,  not  a  group  of  teachers 
appealing  for  justice  to  a  local  board  of  education,  to  a  state  legislature, 
or  to  a  national  Congress  but  rather  a  group  of  alert  and  understanding 
laymen  demanding  of  organized  government — local,  state,  and  national — 
adequate  educational  facilities  for  their  communities,  so  that  the  demo¬ 
cratic  way  may  be  preserved,  American  institutions  continued,  American 
ideals  preserved,  American  objectives  secured,  the  rights  of  all  guaranteed, 
and  happiness  and  welfare  for  all  the  people  obtained. 


Symposia  on  Strengthening  the  Relationship 
between  School  and  Community 

SECTION  C— BROADENING  COMMUNITY  HORIZONS 

ANNIE  C.  WOODWARD,  HIGH  SCHOOL,  SOMERVILLE,  MASS.  ;  AND  CHAIRMAN, 
N.E.A.  COMMITTEE  ON  INTERNATIONAL  RELATIONS,  Presiding 

W.  P.  KING,  SECRETARY,  K.E.A.,  LOUISVILLE,  KY.  ;  AND  PRESIDENT, 
NATIONAL  ASSOCIATION  OF  SECRETARIES  OF  STATE  TEACHERS 

ASSOCIATION S,  S urn marizin g 

Participants : 

Uel  W.  Lamkin,  President,  Northwest  Missouri  State  Teachers  Col¬ 
lege,  Maryville,  Mo. ;  and  Secretary  General,  World  Federa¬ 
tion  of  Education  Associations 

Elias  Arnesen,  San  Francisco  State  College,  San  Francisco,  Calif. 

H.  M.  Woodward,  President,  Utah  Education  Association,  Brigham 
Young  University,  Provo,  Utah 

Mr.  Woodward,  in  his  discussion  on  “Public  Opinion  and  World  Peace,” 
emphasized  the  fact  that  the  enlightened  social  conscience  is  never  a  success¬ 
ful  match  for  emotional  public  opinion  so  long  as  the  social  conscience 
allows  the  war  forces  a  free  and  unrestricted  hand  to  stimulate  war  psychol¬ 
ogy.  It  would  seem  to  Mr.  Woodward  that  our  hope  for  immediate  results 
lies  along  two  possible  paths — first,  in  a  program  to  curb  the  war  propagan¬ 
dists  in  their  use  of  the  powerful  stimulating  agencies  which  serve  to  in¬ 
flame  public  opinion ;  and  second,  in  a  program  to  utilize  the  same  and  other 
agencies  in  an  attempt  to  produce  and  sustain  public  opinion  in  favor  of 
peace.  The  obstacles  in  either  of  these  programs  are  going  to  be  difficult  to 
overcome,  yet  it  is  Mr.  Woodward’s  belief  that  much  can  be  done  if  as  a 
body  we  see  clearly  the  elements  involved  and  plan  definitely  to  cope  with 
them.  He  thinks  we  must  fix  in  the  mind  of  the  child  a  knowledge  of  the 
forces  which  produce  war,  their  names  and  their  localities,  a  knowledge  of 
the  methods  they  use,  with  a  detailed  description  of  the  agencies  thru  which 
they  work,  that  the  future  youth  and  adult  will  be  on  the  alert  to  detect 
any  insidious  propaganda.  He  believes  that  we  must  develop  an  enlightened 
isocial  conscience  that  will  be  a  match  for  emotional  public  opinion.  “We  can 


General  Sessions 


105 


do  this  only  by  making  our  detail  so  clear  and  so  complete  that  the  child 
is  fortified  against  the  onslaught  of  misrepresentation.” 

In  his  summary  of  the  addresses,  Mr.  King  gave  briefly  the  high-lights 
of  the  Oxford  Conference,  which  had  been  discussed  by  Mr.  Lamkin, 
stating  that  the  Oxford  adventure  in  World  Friendship  established  one 
clear  truth,  namely,  that  any  solution  of  international  conflicts  is  dependent 
upon  three  factors — understanding,  appreciation,  and  sympathy.  He  believes 
that  all  of  these  may  be  developed  thru  education.  “Thru  understanding 
we  may  come  to  know  the  social,  political,  and  economic  facts  concerning 
the  nations.  Thru  appreciation  we  come  to  realize  that  each  nation  has  its 
own  special  gifts  to  bring  to  the  storehouse  of  culture,  its  own  contribu¬ 
tion  to  make  thru  its  art,  its  literature,  its  science,  and  its  industry,  its  own 
inherent  characteristics  which  are  of  distinct  value  to  humanity.  Both 
understanding  and  appreciation  may  be  developed  along  intellectual  lines 
but  an  equally  important  factor,  that  of  sympathy,  can  be  developed  only 
thru  association  with  men.  .  .  .  Thru  association  and  education  we  can 
discover  many  common  virtues  and  ideals  which  will  tend  to  bind  peoples  to¬ 
gether  regardless  of  their  diversities  of  race  or  religion,  color  or  philosophy.” 

After  further  remarks  regarding  the  addresses  given  at  the  meeting,  Mr. 
King  concluded  with  the  statement  that  if  our  feet  are  to  be  guided  by 
the  light  of  the  past  we  shall  surely  remember  that  all  the  great  causes 
which  looked  to  the  eradication  of  human  and  social  ills  have  been  won 
only  after  long  and  tedious  toil  and  waiting  upon  the  slow  processes  of 
educating  the  masses.  “All  the  precious  and  priceless  privileges  which  we 
enjoy  today  are  the  results  of  innumerable  efforts  of  men  who  dreamed  and 
labored  for  ages.” 


Symposium  on  Evaluating  'National  Issues 

REPRESENTING  THE  DEMOCRATIC  PARTY 

HONORABLE  PAUL  V.  MC  NUTT,  GOVERNOR  OF  INDIANA,  INDIANAPOLIS,  IND. 

The  militant  and  victorious  democracy  of  the  nation  goes  to  the  people 
in  the  campaign  of  1936  on  the  record,  a  record  of  worthwhile  achieve¬ 
ment,  of  devoted,  honest,  intelligent,  and  statesmanlike  service.  It  enters 
the  conflict  filled  with  the  spirit  of  Woodrow  Wilson  when  he  said,  “We 
shall  fight  for  the  things  which  we  have  always  carried  nearest  our  hearts — 
for  democracy,  for  the  right  of  those  who  submit  to  authority  to  have  a 
voice  in  their  own  government.”  It  reenlisted  with  the  President  when 
he  said:  “In  America  we  are  waging  a  great  war.  It  is  not  alone  a  war 
against  want  and  destitution  and  economic  demoralization.  It  is  a  war 
for  the  survival  of  democracy.  We  are  fighting  to  save  a  great  and  precious 
form  of  government  for  ourselves  and  for  the  world.”  It  is  the  lot  of  the 
Democratic  party,  the  oldest  continuously  existing  political  instrumentality 
in  America,  to  be  called  to  power  in  periods  of  national  crises.  It  has 
played  a  potent  part  in  every  political  and  economic  development  since  the 


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National  Education  Association 


end  of  the  eighteenth  century.  It  is  the  party  of  liberal  tendencies  and  of 
progressive  tradition.  History  has  demonstrated  conclusively  that  it  is  the 
only  party  from  which  action  along  those  lines  can  be  expected.  The  op¬ 
portunity  to  serve  when  the  need  is  greatest  has  been  accepted  as  a  high 
privilege  by  the  Democratic  party.  Such  service  has  demonstrated  the 
genuine  and  indisputable  greatness  of  democratic  principles,  the  value  and 
essential  soundness  of  democratic  doctrines,  and  the  inspiring  fineness  of 
democratic  achievement. 

This  is  not  a  static  world.  Our  traditional  political  opponents  thought 
it  was.  They  held  fast  to  old  theories  and  were  at  a  loss  when  the  old 
theories  did  not  meet  the  demands  of  the  new  day.  They  had  not  had  a 
constructive  or  new  idea  in  half  a  century.  They  were  entirely  unmindful 
of  the  factors  which  control  our  well-being.  The  people  revolted  and  swept 
them  from  power. 

Whenever  the  nation  has  been  confronted  with  unprecedented  situa¬ 
tions,  calling  for  unprecedented  willingness  to  consider  unprecedented  pol¬ 
icies,  it  has  placed  the  Democratic  party  in  the  seats  of  government.  In 
every  instance  the  party  has  proved  its  capacity  to  meet  crises,  safeguard 
the  liberties  of  all  citizens,  and  provide  a  way  of  life  congenial  to  our 
people.  The  last  three  years  give  adequate  proof.  They  have  been  long 
years  to  Republicans  out  of  power.  They  have  been  short  years  to  a  grate¬ 
ful  people  on  the  road  to  recovery. 

The  immortal  Woodrow  Wilson,  who  was  historian  and  prophet  as 
well  as  statesman,  said,  “Whenever  the  United  States  forgets  its  ardor  for 
mankind,  it  is  necessary  that  a  Democrat  should  be  elected  President.”  A 
Democrat  was  elected  President  in  1932  and  will  be  overwhelmingly  re¬ 
elected  President  in  1936.  Called  upon  during  this  critical  period,  the 
Democratic  party  produced  an  inspiring  leader,  the  greatest  peace-time 
President  in  the  history  of  the  nation — Franklin  Delano  Roosevelt. 

Three  short  years  ago  last  March  all  enterprise  was  paralyzed,  all  con¬ 
fidence  was  gone.  So  deep  and  so  widespread  was  the  demoralization  that 
recovery  by  the  old  methods  of  individual  initiative  and  piecemeal  adjust¬ 
ments  had  become  impossible.  There  was  not  merely  a  financial  panic. 
There  was  a  political  and  a  moral  panic.  In  every  town  the  banks  were 
closed.  In  almost  every  community  the  treasury  out  of  which  the  unem¬ 
ployed  had  to  be  fed  was  empty.  In  Washington,  the  Congress  and  the 
Executive  were  in  a  hopeless  deadlock.  Nowhere  was  there  any  organized 
power  standing  around  which  the  people  could  rally. 

It  was  under  these  conditions  that  a  new  leader  took  command.  He  made 
it  his  first  business  to  prove  to  the  people  that  they  had  in  Washington  a 
government  that  could  govern.  In  the  first  three  months  he  implanted  that 
conviction  jn  the  minds  of  the  American  people  and  in  the  minds  of  all 
the  world. 

Our  people  had  seen  the  Congress  and  the  Executive  so  deadlocked  that 
almost  no  measures  could  be  enacted.  They  had  lost  hope  not  only  in  their 
own  ability  to  meet  the  crisis  but  in  the  ability  of  anyone  to  do  anything 
about  anything.  That  was  the  very  essence  of  the  crisis.  To  overcome  it,  the 


General  Sessions 


107 


President,  inspired  as  few  men  have  been  in  our  age,  drove  thru  a  whole 
series  of  great  measures  in  record-breaking  time,  thus  serving  notice  on 
everyone  that  the  government  was  restored  to  full  vitality.  Everybody 
knew  that  there  was  vigor  where  there  had  been  weariness,  unity  where 
there  had  been  disunity,  the  power  to  act  where  there  had  been  deadlock. 

The  impression  was  driven  home  that  there  was  no  vested  interest  so 
powerful  that  it  could  block  the  action  of  government,  that  there  was 
no  dogma  so  deep-seated  that  it  could  prevent  a  bold  experiment,  that 
there  was  no  important  group  of  people  whose  problems  the  government 
was  not  prepared  to  take  in  hand.  A  Democratic  President  and  a  Demo¬ 
cratic  Congress  saved  the  day.  Three  short  years  ago  last  March  we  found 
ourselves  in  disorderly,  panic-stricken  mobs  and  factions.  By  June  of  that 
year  we  had  become  again  an  organized  nation,  confident  of  our  power  to 
provide  for  our  own  security  and  to  control  our  own  destiny.  It  was  a 
triumphant  achievement  under  the  leadership  of  one  of  the  truly  great  men 
of  the  century,  Franklin  Delano  Roosevelt. 

And  now  the  opposition,  socialists,  communists,  fascists,  reactionary  Re¬ 
publicans,  and  that  last  infirmity  of  political  minds,  the  Liberty  League, 
taken  together  an  unholy  alliance  of  Bourbons  and  Bolsheviki,  would 
crucify  him. 

On  what  charges  would  they  try  him? 

They  say  that  he  has  betrayed  the  pledges  upon  which  the  Democratic 
party  sought  and  received  public  support.  The  facts  are  that  he  has  per¬ 
formed  the  platform  pledges  as  an  open-minded  study  of  the  1932  Demo¬ 
cratic  platform  and  of  the  party’s  record  since  March  1933  will  clearly 
reveal.  Consider,  for  example,  the  following  planks  quoted  directly  from 
that  platform : 

We  advocate  the  extension  of  federal  credit  to  the  states  to  provide  unemploy¬ 
ment  relief  wherever  the  diminishing  resources  of  the  states  make  it  impossible 
for  them  to  provide  for  the  needy.  We  advocate  the  spread  of  employment  by  a 
substantial  reduction  in  the  hours  of  labor,  the  encouragement  of  the  shorter  week 
by  applying  the  principle  in  government  service.  We  advocate  planning  of  pub¬ 
lic  works.  We  advocate  unemployment  and  old-age  insurance  under  state  laws. 
We  favor  the  restoration  of  agriculture,  the  nation’s  basic  industry;  better  financing 
of  farm  mortgages  thru  recognized  farm  bank  agencies  at  low  rates  of  interest 
on  an  amortization  plan,  giving  preference  to  credits  for  the  redemption  of  farms 
and  homes  sold  under  foreclosure;  extension  and  development  of  the  farm  co¬ 
operative  movement  and  effective  control  of  crop  surpluses  so  that  our  farmers 
may  have  the  full  benefit  of  the  domestic  market;  the  conservation,  development 
and  use  of  the  nation’s  water  power  in  the  public  interest.  We  advocate  the  pro¬ 
tection  of  the  investing  public  by  requiring  to  be  filed  with  the  government  and 
carried  in  advertisements  of  all  offerings  of  foreign  and  domestic  stocks  and  bonds, 
true  information  as  to  the  bonuses,  commissions,  principal  invested,  and  interests 
of  the  sellers.  Regulation  to  the  full  extent  of  federal  power  of  (a)  holding  com¬ 
panies  which  sell  securities  in  interstate  commerce;  (b)  rates  of  utility  companies 
operating  across  state  lines;  (c)  exchange  in  securities  and  commodities.  We 
advocate  quicker  methods  of  realizing  on  assets  for  the  relief  of  depositors  of  sus¬ 
pended  banks,  and  a  more  rigid  supervision  of  national  banks,  for  the  protection 
of  depositors,  and  the  prevention  of  the  use  of  their  moneys  in  speculation  to  the 
detriment  of  local  credits.  We  advocate  the  repeal  of  the  Eighteenth  Amendment. 


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We  advocate  the  continuous  responsibility  of  government  for  human  welfare, 
especially  for  the  protection  of  children. 

The  foregoing  are  fifteen  of  the  salient  pledges  in  the  Democratic  plat¬ 
form  of  1932.  No  one  can  deny,  within  the  record,  that  these  have  been 
faithfully  performed.  The  opposition  chooses  to  ignore  this  great  body  of 
constructive  achievements.  Those  who  lightly  assert  that  the  Administra¬ 
tion  has  “scrapped”  or  “side-stepped”  the  1932  platform  do  so  because 
they  have  never  read  or  else  have  forgotten  the  contents  of  that  document. 
They  wilfully  disregard  or  seek  to  suppress  essential  evidence  on  the  mat¬ 
ter.  Furthermore,  these  critics,  who  now  clamor  loudest  about  the  Demo¬ 
cratic  platform  of  1932,  are,  for  the  most  part,  self-avowed  enemies  of  its 
every  proposition  for  social  security  and  human  rights. 

“But,”  these  prosecutors  say,  “what  about  the  planks  on  a  reduction  of 
national  governmental  expenditures  and  an  annually  balanced  budget?” 
These  two  have  not  been  carried  out.  There  were  unavoidable  and  com¬ 
pelling  reasons  why  they  could  not  be  carried  out.  But  even  if  we  put 
them  unconditionally  on  the  negative  side  of  the  sheet,  do  they  blot  out 
all  else  that  the  Roosevelt  Administration  has  done?  Do  they  alter  the 
historic  fact  that  the  President  and  the  Congress  grappled  heroically  and 
effectually  with  an  economic  crisis  which  has  been  described  as  causing 
“more  domestic  damage  than  our  participation  in  the  World  War”? 

Does  failure  to  reduce  governmental  expenditures  and  to  balance  the 
budget  outweigh  the  millions  of  human  lives  rescued  from  starvation  and 
despair,  or  totally  offset  the  renewed  faith  and  courage  which  a  brave  lead¬ 
ership  inspired  when  men’s  hearts  were  sinking?  Does  it  set  at  naught  the 
fact  that  in  three  short  years  of  the  New  Deal,  as  compared  with  the  last 
three  of  the  old  deal,  unemployment  has  declined  30  percent ;  cotton, 
wheat,  and  corn  have  increased  in  farm  value  100  percent;  listed  stocks 
have  advanced  134  percent  in  value;  and  listed  bonds  22  percent?  Grant¬ 
ing  that  national  governmental  expenditures  have  increased,  is  it  either 
good  sportsmanship  or  good  sense  to  take  no  account  of  the  human  values 
and  the  business  values  which  such  increases  have  undergirded,  revitalized, 
and  restored? 

The  voices  that  now  berate  the  Roosevelt  Administration  for  not  stick¬ 
ing  to  the  letter  of  the  platform’s  economy  plank  were  not  calling  for  re¬ 
trenchment  in  the  lean  grim  days  of  1933.  The  Liberty  League  magnates 
whose  possessions  then  were  being  guarded  by  government  loans  said  never 
a  word  about  “reckless  spending.”  Faced  with  the  alternative  of  saving 
money  or  saving  people,  President  Roosevelt  and  the  Congress  chose  the 
humane,  the  prudent,  the  honorable,  the  American  course  of  saving  people. 

They  say  that  the  President  has  usurped  the  powers  of  the  Congress,  a 
phrase  hoary  with  age. 

The  fact  is  that  since  the  beginning  of  the  nation  the  presidents  of  the 
United  States  have  been  denounced  either  as  usurpers  of  power  or  as  weak¬ 
lings.  Thank  God,  President  Roosevelt  is  no  weakling.  A  weakling  would 
have  perished,  and  the  nation  with  him,  in  the  storm  and  stress  of  the  last 


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109 


three  short  years.  History  shows  that  the  Congress  is  alternately  denounced 
as  a  menace  because  of  the  seizure  of  power  by  assertive  blocs  or  as  the 
weak  and  willing  tool,  the  rubber  stamp,  of  a  chief  executive.  The  real 
difference  is  in  the  leader  and  is  aptly  shown  by  a  comparison  between  the 
vacillating  ineffectiveness  of  Hoover  and  the  vigorous  guidance  of  Roosevelt. 

They  say  that  the  President  has  flouted  the  integrity  and  authority  of 
the  Supreme  Court.  The  fact  is  that  during  our  one  hundred  and  forty- 
seven  years  of  existence  as  a  nation  the  Supreme  Court  has  declared  sixty- 
nine  acts  of  the  Congress  unconstitutional.  Only  twenty-two,  or  less  than 
one-third,  were  passed  by  Democratic  Congresses.  On  the  other  hand,  Re¬ 
publican  Congresses,  which  we  are  now  told  are  the  guardians  of  the  Con¬ 
stitution,  passed  forty-two,  or  over  60  percent.  Four  were  passed  by  a 
Republican  Senate  and  a  Democratic  House  and  one  by  the  first  Congress, 
which  was  non-partisan.  The  twenty-seven  Republican  Congresses  have 
passed  almost  twice  as  many  unconstitutional  acts  as  the  thirty-three 
Democratic  Congresses  since  the  birth  of  the  nation.  During  General 
Grant’s  term  alone  a  Republican  Senate  and  a  Republican  House  passed 
almost  half  as  many  unconstitutional  acts  as  have  every  Democratic  Sen¬ 
ate  and  every  Democratic  House  in  our  entire  history.  The  record  speaks 
for  itself.  The  Constitution  has  fared  better  at  the  hands  of  Democrats 
than  it  has  at  the  hands  of  Republicans. 

They  charge  that  additions  to  the  national  debt  have  enslaved  our  chil¬ 
dren.  The  fact  is  that  no  account  has  been  taken  of  the  increase  in  values 
and  income  during  the  period  in  which  our  national  debt  has  increased. 
One  of  countless  illustrations  will  be  sufficient  to  prove  the  point.  On 
April  1,  1933,  the  value"  of  all  stocks  listed  on  the  New  York  Stock  Ex¬ 
change  was  $19,914,893,000.  On  April  1,  1936,  three  short  years  later, 
the  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 
short  years  a  total  of  $31,752,974,000  or  $214,000,000  more  than  the 
total  national  debt.  In  this  same  period  there  was  a  rise  in  the  value  of 
listed  bonds  amounting  to  $11,253,000,000,  making  a  total  increase  in  the 
value  of  stocks  and  bonds  alone  of  approximately  $43,000,000,000,  not 
taking  into  account  all  unlisted  and  over-the-counter  stocks  and  bonds.  In 
other  words,  the  Wall  Street  gamblers  could  sell  their  holdings  today, 
pay  the  entire  national  debt,  and  be  $11,467,000,000  better  off  than  they 
were  April  1,  1933.  During  the  same  three  short  years  the  spendable  in¬ 
come  of  the  people  of  the  United  States  increased  from  $39,545,000,000 
in  1932  to  $62,988,000,000  in  1935.  Thus  has  a  Democratic  Administra¬ 
tion,  to  use  the  words  of  the  Republican  national  platform,  “bred  fear 
and  hesitation  in  commerce  and  industry  and  prolonged  the  depression.” 

They  charge  that  under  President  Roosevelt  the  administration  of  relief 
has  been  partisan  and  incompetent.  The  fact  is  that  when  the  history  of 
the  Roosevelt  Administration  is  written,  the  chapter  which  deals  with  relief 
will  command  a  place  of  honor  above  all  the  rest.  It  is  the  business  of  gov¬ 
ernment  to  make  those  adjustments  which  guarantee  to  every  employable 
man  or  woman  the  right  to  earn  an  honest  living.  In  working  out  the 


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physical,  mental,  and  moral  salvation  of  millions  of  people,  the  govern¬ 
ment  has  been  discharging  a  sacred  responsibility.  If  it  be  partisan  to  de¬ 
clare  that  the  cheeks  of  little  children  shall  not  grow  gaunt,  that  the  next 
generation  shall  not  approach  manhood  and  womanhood  with  memories  of 
stark  privation  and  with  souls  filled  with  bitter  rebellion  against  a  system 
which  took  no  account  of  human  values,  then  the  administration  of  relief 
has  been  partisan.  If  it  is  incompetent  to  make  certain  that  citizens  do  not 
suffer  for  lack  of  the  material  necessities  of  life,  then  the  administration 
of  relief  has  been  incompetent.  The  record  shows  that  the  administration 
of  relief  has  been  impartial,  intelligent,  constructive,  and  effective.  The 
only  partisan  feature  has  been  the  outcry  of  the  opposition.  The  only  in¬ 
competence.  has  been  in  the  effort  of  the  opposition  to  devise  a  better 
method  of  meeting  the  emergency. 

We  have  met  the  emergency.  Out  of  this  temporary  necessity  has  grown 
a  permanent  program  of  social  security,  based  on  the  philosophy  that  the 
right  to  live  implies  the  right  to  have  the  means  to  sustain  life.  Without 
this,  liberty  is  a  mockery  and  happiness  a  sham. 

This  program  represents  a  great  forward  step  in  meeting  the  obligation 
of  government  to  the  unfortunate,  the  physically  handicapped,  and  those 
who  have  suffered  under  the  lash  of  economic  stress. 

There  is  neither  partisanship  nor  politics  in  the  enactment  or  the  ad¬ 
ministration  of  this  program.  The  Social  Security  Act  represents  the  best 
thought  of  our  time  as  applied  to  these  problems.  This  is  a  first  step  toward 
bringing  simple  justice  to  the  weak,  the  helpless,  and  the  unfortunate. 
What  has  been  done  is  a  record  of  achievement  and  of  humanitarian  effort, 
a  record  of  the  preservation  of  every  standard,  every  ideal,  every  tradition 
of  true  Americanism.  Not  as  partisans,  but  as  good  neighbors  we  have  kept 
the  faith.  All  we  have  done  and  will  do  is  not  politics  but  patriotism.  It 
is  Christianity  in  action. 

Our  opponents  sing  that  they  “are  trampling  out  the  vintage  where  the 
grapes  of  wrath  are  stored.”  The  grapes  of  their  wrath  are  sour  grapes. 
The  charges  made  are  based  on  bitterness,  hate,  and  jealousy.  The  verdict 
of  a  grateful  people  will  be  the  overwhelming  election  of  Franklin  Delano 
Roosevelt  as  President  of  the  United  States.  Real  Americanism  will  not 
forsake  an  outstanding  leader  for  an  unknown,  who  would  be  lost  in  a 
crowd  of  three  despite  the  fact  that  he  has  been  blessed  by  Hearst  and 
anointed  with  the  oil  which  covered  the  Harding  Administration. 

Three  weeks  ago,  what  is  left  of  the  Republican  party  held  a  conven¬ 
tion.  In  the  dull,  lifeless,  and  futile  Cleveland  meeting  the  delegates  staged 
a  few  mechanical  demonstrations,  gave  the  “salute  to  the  dead”  to  one  Her¬ 
bert  Clark  Hoover,  who  abandoned  his  role  as  “chief  peeker  around  the 
corners”  to  become  the  nation’s  scarecrow — adopted  a  platform  and  se¬ 
lected  a  ticket,  both  of  which  can  be  described  by  a  short  couplet:  “Back 
on  the  rocks  with  Landon  and  Knox.” 

The  Republican  national  platform  is  so  full  of  compromises,  hedges, 
contradictions,  and  straddles  that  the  candidate  had  to  repudiate  parts  of 
it  before  the  newspapers  could  put  the  document  in  type.  This  is  merely 


General  Sessions 


111 


a  new  device  in  the  performance  of  the  ancient  Republican  trick  of  being 
on  all  sides  of  all  questions  at  the  same  time. 

The  Democratic  party  met  in  a  wildly  enthusiastic  and  entirely  har¬ 
monious  convention  at  Philadelphia  last  week.  They  nominated  their  can¬ 
didate  by  acclamation  and  adopted  a  platform  which  is  the  New  Deal.  It 
does  not  retreat.  Neither  does  it  plunge  forward  with  reckless  promises. 
What  it  says,  it  means.  What  it  promises  is  already  in  the  process  of  ac¬ 
complishment.  It  makes  no  apologies  or  evasions.  It  states  in  clear  broad 
terms  the  policies  of  the  New  Deal. 

By  adopting  that  platform  the  Democratic  party  became  by  declaration 
what  it  already  was  in  fact,  the  liberal  party,  the  party  which  fights  for 
human  rights  above  property  rights. 

Compare  it  with  this  year’s  Republican  platform  and  you  will  see  that 
the  Democratic  party  has  charted  a  course  for  America  while  the  Republi¬ 
can  party  can  produce  only  weasel  words  and  carping. 

Take  for  example  the  matter  of  the  interpretation  of  the  Constitution, 
The  Republican  platform  has  nothing  but  laudation  for  the  Supreme  Court 
and  empty  phrases  with  which  it  seeks  to  wrap  itself  in  the  Constitution. 

The  Democratic  platform  says:  “The  Republican  platform  proposes  to 
meet  many  pressing  national  problems  solely  by  action  of  the  separate 
states.  .  .  .  Transactions  and  activities  which  inevitably  overflow  state 
boundaries  call  for  both  state  and  federal  treatment.  We  have  sought  and 
will  continue  to  seek  to  meet  these  problems  thru  legislation  within  the 
Constitution.  If  these  problems  cannot  be  effectively  solved  by  legislation 
within  the  Constitution,  we  shall  seek  such  clarifying  enactments  as  will 
assure  to  the  legislatures  of  the  several  states  and  to  the  Congress  of  the 
United  States  the  power  to  enact  those  laws.  .  .  .  That  is,  we  propose 
to  maintain  the  letter  and  spirit  of  the  Constitution.”  That  is  clear;  the 
Democratic  party  does  not  intend  to  see  the  country  wreck  itself.  If  res¬ 
cue  is  prevented  by  the  Court’s  interpretation  of  the  Constitution,  then  it 
will  go  to  the  people  and  ask  them  to  save  themselves  by  amending  the 
Constitution. 

James  Wilson  of  Pennsylvania,  a  member  of  the  Constitutional  Con¬ 
vention  in  1787  and  later  a  justice  of  the  United  States  Supreme  Court, 
said  in  the  Convention:  “Where  do  the  people  look  at  present  for  relief 
from  the  evils  of  which  they  complain?  Is  it  from  an  internal  reform  of 
their  government?  No,  sir.  It  is  from  the  national  councils  that  relief  is 
expected.  ...  A  private  citizen  of  a  state  is  indifferent  whether  power  be 
exercised  by  the  general  or  state  legislatures,  provided  it  be  exercised  mostly 
for  his  happiness.”  One  wonders  if  James  Wilson,  who  was  one  of  the  best 
friends  the  people  had  among  the  framers  of  the  Constitution,  had  a 
vision  of  1933,  when  with  pathetic  eagerness  the  people  turned  to  the 
national  government  in  their  quest  for  happiness. 

Compare  the  two  planks  on  currency. 

The  Democratic  plank  is:  “We  approve  the  objective  of  a  permanently 
sound  currency  so  stabilized  as  to  prevent  the  former  wide  fluctuations 
in  value  which  injured  producers,  debtors,  and  property  owners  on  the 


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one  hand,  and  the  wage-earners  and  creditors  on  the  other,  a  currency  which 
will  permit  full  utilization  of  the  country’s  resources.  We  assert  that 
today  we  have  the  soundest  currency  in  the  world.” 

The  Republican  plank  is:  “We  advocate  a  sound  currency  to  be  pre¬ 
served  at  all  hazards.  We  oppose  further  devaluation  of  the  dollar.  We 
will  restore  to  the  Congress  the  authority  lodged  with  it  by  the  Constitu¬ 
tion  to  coin  money  and  regulate  the  value  thereof  by  repeal  of  all  the  laws 
delegating  this  authority  to  the  Executive.  .  .  .” 

In  his  telegram  to  the  convention,  the  Republican  nominee  defined  a 
sound  currency  as  one  backed  by  and  convertible  into  gold.  He  then  hedged 
the  issue  by  declaring  that  the  proposed  change  should  be  made  “when 
it  can  be  accomplished  without  penalizing  our  democratic  economy  and 
without  injury  to  producers  of  agricultural  products.”  Everyone  realizes 
that  there  can  be  no  return  to  the  gold  standard  under  present  conditions 
without  “penalizing  our  democratic  economy  and  without  injury  to  pro¬ 
ducers  of  agricultural  products.”  The  Republican  nominee  did  not  dare 
advocate  an  immediate  return  to  the  gold  standard.  His  declaration  on 
the  subject  evades  the  issue  by  the  use  of  language  which  clearly  shows 
he  does  not  believe  it  safe  and  practicable  to  reestablish  at  this  time  a  gold 
standard  currency. 

The  Democratic  party  recognizes  that  it  is  an  essential  function  of  the 
government  to  hold  the  purchasing  power  of  the  dollar  at  a  fairly  stable 
level  which  will  do  justice  between  debtor  and  creditor  and  give  the  wage- 
earner  his  just  reward.  The  Roosevelt  Administration  has  already  pro¬ 
vided  the  machinery  for  federal  control  of  dollar  purchasing  power  thru 
the  Banking  Act  of  1935  as  well  as  thru  the  Stabilization  Act  of  1933. 

Before  these  acts  were  passed,  the  government  had  no  control  of  the 
purchasing  power  of  the  dollar.  It  trusted  to  the  old  unrestricted  gold 
standard,  which  proved  ineffectual  in  recurrent  periodic  depressions,  until 
1933  when  we  suffered  a  complete  collapse  of  our  economic  structure. 

While  many  were  ruined  in  these  many  panics,  a  lucky  few  came  out 
richer  than  ever ;  they  were  the  money  changers  who  were  able  to  take 
advantage  of  the  fluctuations  in  the  purchasing  power  of  the  old  gold  dol¬ 
lar.  Roosevelt  drove  “the  money  changers  from  the  Temple”;  Landon 
wants  to  invite  them  back.  The  Democratic  party  is  against  control  of  our 
monetary  system  by  the  predatory  and  selfish  few. 

Compare  the  two  platforms  on  unemployment : 

The  Democratic  platform  says  frankly,  “We  believe  that  unemployment 
is  a  national  problem  and  that  it  is  the  inescapable  problem  of  the  govern¬ 
ment  to  meet  it  in  a  national  way.” 

The  Republican  platform  returns  to  the  old  Hoover  “let  them  sell  ap¬ 
ples”  theory,  when  it  advocates  “removal  of  restrictions  on  production  and 
abandonment  of  all  New  Deal  policies  as  a  sure  cure  for  unemployment.” 

Was  the  memory  of  the  Republican  platform  drafters  so  short  that  they 
could  not  remember  Hoover’s  plea  to  leaders  of  industry  to  employ  more 
workers  than  they  needed,  in  the  face  of  dwindling  demands  for  their 


General  Sessions 


113 


goods  and  mounting  deficits?  Did  they  remember  how  these  industrialists 
responded  to  the  President’s  plea  with  payroll  slashes? 

Look  at  the  treatment  of  foreign  affairs  by  the  two  platforms: 

What  is  the  answer  to  the  great  question,  “How  can  America  remain 
neutral  in  the  next  war?”  The  Republican  platform  does  not  even  men¬ 
tion  a  neutrality  plan.  The  Democratic  platform  says:  “We  pledge  our¬ 
selves  to  work  for  peace  and  to  take  the  profits  out  of  war,  to  guard  against 
being  drawn  by  political  commitment,  international  banking,  or  private 
trading,  into  any  war  which  may  develop  anywhere.” 

And  so  the  comparisons  go,  plank  by  plank — item  by  item.  Boil  it  down 
and  the  Republican  platform  offers  the  old  deal,  the  revelry  and  evil  of 
the  Harding  regime,  the  inaction  of  the  Coolidge  Administration,  and  the 
vacillation  and  ineffectiveness  of  the  Hoover  experiment  which  brought  this 
country  into  leaderless  uncertainty  and  economic  chaos. 

As  I  said  in  the  beginning,  the  Democratic  platform  is  the  New  Deal, 
which  means  recovery  in  all  the  basic  values  of  life  and  the  reestablishment 
of  the  American  way  of  living,  by  humanizing  the  policies  of  the  federal 
government  as  they  affect  the  personal,  financial,  industrial,  and  agricul¬ 
tural  well-being  of  the  American  people;  which  means  that  government 
in  a  modern  civilization  has  certain  inescapable  obligations  to  its  citizens 
among  which  are:  (1)  protection  of  the  family  and  of  the  home  and  of 
the  school;  (2)  establishment  of  a  democracy  of  opinion  for  all  the  peo¬ 
ple;  (3)  aid  to  those  overtaken  by  disaster.  Which  will  you  choose?  I  for 
one  cast  my  lot  with  the  President  of  the  United  States  in  his  effort  to 
promote  the  safety  and  happiness  of  the  people  and  to  save  democracy  for 
ourselves  and  for  the  world. 


Symposium  on  Evaluating  National  Issues 

REPRESENTING  THE  REPUBLICAN  PARTY 

BURTON  L.  FRENCH,  FORMER  CONGRESSMAN  FROM  IDAHO,  MIAMI  UNIVER¬ 
SITY,  OXFORD,  OHIO 

A  bit  ago  as  I  was  coming  into  the  hall,  a  dear  lady  who  is  a  delegate  to 
this  convention  said  to  me,  as  it  was  remarked  I  would  be  one  of  the 
speakers,  “Well,  thank  God,  tonight  we  shall  have  politics  discussed  in  an 
understandable  fashion.”  I  immediately  said,  “Thank  God  for  the  greatest 
optimist  in  the  world.”  And  then  I  could  not  help  but  reflect  upon  the 
real  basis  for  the  suggestion  of  the  dear  lady  when  she  told  me  that  in  the 
last  one  hundred  years  her  state  had  always  gone  Democratic,  and  it  is  no 
wonder  to  me  that  she  wanted  politics  discussed  in  understandable  language. 

I  congratulate  the  National  Education  Association  upon  the  magnificent 
work  that  it  has  accomplished  during  the  past  three-quarters  of  a  century. 
It  is  characteristic  of  your  zeal  for  truth,  and  your  devotion  to  republican 
institutions  that  you  have  invited  the  great  political  parties  of  the  country 
to  have  a  place  upon  your  program,  and  while  I  hold  no  public  office,  and 
do  not  speak  with  authority,  I  shall  undertake  to  make  a  brief  interpreta- 


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tion  of  the  subject  you  have  assigned  me,  “The  Platform  and  Policies  of 
the  Republican  Party.” 

In  spite  of  the  sinister  meaning  that  the  thoughtless  attach  to  the  word 
“politics,”  that  word  in  its  finest  sense  has  bearing  upon  the  fundamental 
relationships  of  people,  and  with  the  policies  that  have  to  do  with  the  civil¬ 
ization  in  which  we  live. 

First  of  all,  may  I  say  frankly,  that  while  I  shall  endeavor  to  interpret 
something  of  the  ideals  of  the  Republican  party,  I  have  no  unkind  criticism 
to  make  of  the  other  parties  whose  representatives  will  appear  before  you. 

Political  parties  stand  for  principles  and  policies  of  government,  and  the 
problem  that  will  address  itself  to  every  thoughtful  member  of  this  audi¬ 
ence,  is  whether  or  not  the  policies  that  are  sponsored  by  one  party  or  an¬ 
other  invite  most  reasonably  the  support  of  the  citizens  looking  to  the  com¬ 
mon  good.  A  platform  was  drafted  by  the  Republican  party  in  its  national 
convention  in  Cleveland,  June  8  to  12.  With  the  platform  you  may  or 
may  not  concur.  But  you  must  concede  that  it  is  clear,  definite,  and  concise. 

I  realize  that  in  forty  minutes  I  can  give  but  a  brief  outline.  In  doing 
so,  I  shall  ask  you  to  consider  three  factors  (tho  in  part  they  overlap)  : 

1.  The  relationship  of  the  individual  to  government 

2.  The  relationship  of  the  government  to  economic  problems 

3.  The  relationship  of  the  United  States  to  a  world  of  nations. 

The  Relationship  of  the  Individual  to  Government 

I  shall  ask  you  to  consider  first  the  relationship  of  the  individual  to  the 
government.  We  do  not  live  alone.  We  live  as  units  among  many  people 
— people  of  different  standards,  people  who  want  to  do  what  is  right  by 
their  families  and  by  their  neighbors,  and  people  without  respect  for  gen¬ 
erally  accepted  rights  of  others.  These  latter  are  in  the  minority,  and  yet 
they  form  a  part.  This  latter  group  modifies  the  attitude  of  you  and  me 
toward  government.  Yet  all  of  these  people — the  good  and  the  bad — have 
interests  that  are  in  common,  have  what  we  are  pleased  to  call  rights,  that 
most  people  within  the  United  States  believe  should  be  respected. 

Had  I  been  called  upon  to  address  this- convention  in  1915,  or  at  any  time 
within  a  score  of  years  prior  to  that  date,  I  should  have  dwelt  lightly 
upon  the  fact  that  the  Republican  party  stands  for  representative  govern¬ 
ment  because  I  should  have  assumed  this  thought  to  be  self-evident.  For  the 
same  reason  I  should  have  omitted  to  emphasize  that  the  Republican  party 
believes  in  keeping  fresh  in  the  minds  of  people  the  principles  of  free  speech, 
freedom  of  religious  worship,  free  press,  and  the  other  Constitutional  guar¬ 
antees  that  were  of  first  magnitude  one  hundred  and  fifty  years  ago,  not 
forgetting  local  self-government. 

During  the  last  few  years,  however,  times  have  changed.  Reaction  from 
a  despotism  of  a  czar  in  Russia  has  been  superseded  by  despotism  of  a  class. 
Reaction  against  liberal  and  representative  government  in  Germany  and 
Italy  has  brought  arbitrary  rule  of  Hitler  and  Mussolini,  and  has  wiped 
out  popular  government.  In  America,  men  of  courage  in  other  years  have 


General  Sessions 


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expressed  doubt  as  to  the  wisdom  of  republican  institutions,  and  timid  men 
have  been  willing  to  surrender  freedom  of  mind,  freedom  of  soul,  freedom 
of  political  action,  release  from  the  general  guarantees,  touching  the  rights 
of  man,  if  only  they  may  have  some  sort  of  gratuity  from  the  federal  gov¬ 
ernment.  Others  would  place  our  educational  institutions  in  strait-jackets. 
Other  earnest  men  have  thought  that  the  way  out  is  thru  organizing 
themselves  into  some  sort  of  superstate — a  great  secret  society,  whose  mem¬ 
bers  wear  masks,  and  who  assume  to  determine  the  duties  and  liberties  of 
their  fellow  citizens. 

Because  of  this  reaction,  it  is  imperative  that  you  know  the  attitude  of 
all  the  great  parties  of  the  United  States,  who  ask  for  your  suffrage,  upon 
the  question  of  Americanism,  upon  the  question  of  representative  govern¬ 
ment,  upon  the  question  of  whether  or  not  the  party  stands  for  the  princi¬ 
ples  to  attain  which  our  government  was  born.  I  tell  you  frankly  that  the 
Republican  party  stands  uncompromisingly  and  unflinchingly  for  these  prin¬ 
ciples  and  for  representative  government.  It  denounces,  as  it  would  denounce 
those  who  place  false  signals  upon  a  rocky  shore  where  ships  pass  by,  the 
lights  that  are  held  out  to  attract  the  attention  of  the  people  of  our  land, 
to  groups  who  stand  openly  or  covertly  for  the  overthrow  of  true  democracy. 
Our  country  -must  either  go  forward  or  it  must  retreat.  The  Republican 
party  believes  in  progress,  but  it  believes  in  orderly  progress. 

Amendments  to  the  Constitution — The  Republican  party  regards  the 
Constitution  as  the  great  bulwark  of  American  liberties.  But  it  recognizes 
change.  Ours  is  a  dynamic  world;  it  is  not  static.  Following  the  series  of 
early  amendments  to  the  Constitution,  the  last  one  of  which  was  approved 
by  the  Congress  in  1803,  no  amendment  was  adopted  modifying  the  or¬ 
ganic  law  until  during  the  administration  of  Abraham  Lincoln  in  1865. 
Since  then,  ten  amendments  to  our  Constitution  have  been  made,  and  an¬ 
other  is  now  pending,  the  Child  Labor  Amendment,  which  lacks  but  the 
ratification  of  a  few  states  to  become  effective.  Nine  of  these  bear  the  names 
of  Republican  authors,  and  all  but  one  of  them  passed  the  Congress  of  the 
United  States  when  one  or  both  branches  were  governed  by  Republican 
presiding  officers.  I  recall,  thus  briefly,  this  historic  record  to  answer  the 
charge  that  the  Republican  party  does  not  believe  in  change. 

Civil  Service — The  relationship  of  the  individual  to  the  state  cannot  be 
completely  considered  unless  brief  attention  be  given  to  the  status  of  all 
who  are  charged  with  responsibility  of  government.  In  representative  gov¬ 
ernment,  it  is  presupposed  that  public  officers,  in  legislative  and  adminis¬ 
trative  positions,  reflect  in  a  broad  way  popular  thought.  This  is  the  es¬ 
sence  of  true  democracy.  But  it  is  not  supposed  that  the  hundreds  of  thou¬ 
sands  of  employees  of  the  government,  who  are  not  the  policy-making  of¬ 
ficers,  should  be  the  slaves  of  those  who  are  charged  with  responsibility. 
Years  ago,  this  very  system  was  denominated  as  the  “spoils  system.”  To 
prevent  this  corrupt  practise  the  merit  system  was  created.  It  had  attained 
its  highest  flower  four  years  ago  under  President  Hoover,  when  more  than 
80  percent  (80.1  percent  in  1932)  of  the  employees  of  the  federal  govern¬ 
ment  were  under  Civil  Service.  Today,  less  than  60  percent  are  so  em- 


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ployed.  The  Civil  Service  is  being  challenged  by  those  who  should  be  its 
friends.  The  Republican  party  stands  for  the  restoration  of  the  Civil  Serv¬ 
ice,  and  the  candidate  of  the  Republican  party  for  President,  Governor 
Landon,  has  in  forthright  language,  indicated  his  purpose  to  extend  the 
merit  system  to  all  federal  employees  who  are  not  officers  of  policy-shaping 
character. 

So  then,  the  Republican  party  on  the  matter  of  the  political  relationship 
of  the  citizen  to  state  and  nation,  stands  for  representative  and  local  gov¬ 
ernment  under  the  Constitution,  orderly  change  in  that  organic  charter  of 
our  liberties,  respect  for  law,  and  an  efficient  and  honest  Civil  Service. 

The  Relationship  of  the  Government  to  Economic  Problems 

The  second  relationship  that  I  want  you  to  consider  is  that  of  the  gov¬ 
ernment  to  economic  problems.  I  realize  that,  in  part,  the  different  broad 
factors  I  have  suggested,  overlap.  But  we  may  conceive  of  a  society,  or  at 
least,  people,  among  whom  there  is  no  respect  for  personal  effort;  a  society 
in  which  there  is  no  personal  ownership  of  the  simplest  things  of  life,  the 
exclusive  right  to  tent  or  shelter,  or  the  right  to  a  pillow  upon  which  the 
member  would  place  his  head.  We  may  think  of  property  as  belonging  to 
no  one,  or  rather,  that  would  belong  to  the  man  who  might  possess  the 
greatest  physical  strength.  Or,  again,  we  may  think  of  a  society  where  the 
government  assumes  economic  control  and  ownership  of  everything — all 
kinds  of  property,  which,  after  all,  are  the  fruits  of  human  labor ;  we  may 
think  of  a  government  which  tells  the  individual  what  he  must  do  from 
day  to  day,  and  that  garners  into  a  common  storehouse  for  common  use 
the  products  of  the  citizens  of  the  state. 

Between  these  extremes,  we  may  think  of  a  society  where  the  individual 
possesses  much  of  the  fruits  of  his  labor — property  which  he  has  earned  or 
which  in  some  recognized  fashion  has  come  to  him  thru  gift  or  bequest.  We 
may  think  that  in  that  same  society  the  state  might  own  and  operate,  or  it 
might  regulate  and  control  the  larger  activities  that  have  to  do  with  basic 
wealth,  properties  that  might  be  called  “elemental”  in  character.  As  a  mat¬ 
ter  of  fact,  all  the  political  parties  within  the  United  States  that  are  of 
general  significance,  occupy  this  middle  ground. 

Some  of  you  in  this  convention  have  come  3000  miles  within  a  period  of 
four  days  or  maybe  less.  This  would  have  meant  a  trip  of  as  many  months 
when  the  city  in  which  we  are  assembled  had  its  beginning.  You  have  read 
today  of  the  happenings  on  the  other  side  of  the  world  less  than  one  hour 
ago.  As  you  came  into  this  chamber  you  paused;  you  heard  the  spoken 
voice  or  songs  over  the  radio  from  the  capitals  of  Europe.  In  science,  in  edu¬ 
cation,  in  a  thousand  ways  that  were  undreamed  of  by  the  founders  of  the 
Republic,  we  have  gone  forward.  These  steps  mark  the  advance  of  civiliza¬ 
tion.  We  are  on  our  way,  and  the  progress  that  we  have  made  and  which 
has  been  made  in  the  past  one  hundred  years  in  America,  and  which  in  that 
one  hundred  years  transcends  the  progress  of  the  preceding  ten  thousand 
years,  is  the  advancement  that  has  been  made  under  a  government  wdth 
free  institutions,  where  the  individual  unit  of  society  has  been  permitted  to 


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117 


enjoy,  in  part,  the  fruits  of  his  own  toil,  the  benefits  to  be  derived  under  a 
patent  to  a  device  that  he  had  discovered,  or  the  profits  that  might  come  to 
him  under  a  copyright  to  a  book  that  he  had  written,  which  was  the  child 
of  his  brain  and  of  his  energy.  Save  as  the  state  may  limit  him,  these  are 
his  to  use,  for  his  family’s  benefit,  for  him  to  use  against  the  day  of  mis¬ 
fortune,  for  him  to  use  in  perpetuating  the  factors  of  civilization.  Remem¬ 
ber,  then,  that  this  progress  has  been  made  by  people  who  have  recognized 
that  there  is  an  elemental  factor  which  separates  the  humankind  from  the 
brute — an  elemental  factor  which  causes  the  individual  to  do  his  best  for 
those  who  are  near  and  dear  to  him,  or  for  honor,  or  for  objects  that  he 
loves  and  cherishes  that  will  benefit  the  race.  This  elemental  factor  is  what 
I  have  chosen  to  call  the  “profit-motive  urge.” 

One  of  the  fundamental  differences  that  separates  people  along  political 
lines  within  the  United  States  is  the  extent  to  which  profit-making  motive 
shall  have  to  do  with  the  development  of  our  civilization.  There  are  those 
who  believe  in  the  simple  principle  of  Thomas  Jefferson  that  the  least  gov¬ 
ernment  is  the  best.  There  are  others  who  believe  that  practically  all  of 
the  business  should  be  taken  over  by  government.  The  Republican  party 
in  its  practise  and  in  its  professions  has  never  accepted  either  view.  The 
Republican  party  recognizes  that  the  state,  the  nation,  must  have  a  part 
in  the  orderly  development  of  our  programs,, but  that  in  very  large  measure 
the  soul  of  progress  lies  not  with  the  government  but  with  the  citizen.  It 
is  the  citizen  who  aspires ;  it  is  the  citizen  who  invents ;  it  is  the  citizen 
who  writes  the  book,  who  composes  the  song;  it  is  the  citizen  who  estab¬ 
lishes  the  home ;  it  is  the  citizen  who  loves  and  is  loved ;  it  is  the  citizen 
who  fights  for  his  country;  it  is  the  citizen  who,  after  all,  is  the  unit  in  the 
great  development  in  science,  in  mechanics,  in  agriculture ;  it  is  the  citizen 
who  gives  leadership,  under  the  protection  of  the  state,  in  the  production  of 
that  which  is  most  worthwhile  in  the  world  in  which  we  live. 

This  is  not  a  criticism  of  our  civilization;  it  is  rather  a  boast.  The  in¬ 
spiration  for  our  culture,  for  our  advancement,  begins  with  the  individual ; 
it  begins  at  home,  in  sacrifice,  in  toil,  in  joy,  in  stress,  and  in  hazard ;  it 
means  self-preservation,  it  means  self-improvement,  the  home,  the  fireside, 
the  nation.  The  privilege  of  private  initiative  that  can  claim  reward,  the 
Republican  party  would  preserve. 

Government  regulation  and  control — At  the  time  the  Republican  party 
was  born,  competition  in  transportation  and  in  all  lines  of  business  ac¬ 
tivity  could  be  relied  upon,  in  large  part,  to  protect  the  average  citizen. 
Then  came  the  era  of  amalgamation,  of  organization,  of  the  application  of 
mechanical  devices  and  new  processes  to  production,  in  such  degree  that 
competition  began  to  be  pushed  aside  as  the  factor  that  in  the  middle  of 
the  last  century  was  able  to  protect  the  consuming  public. 

There  is  no  one  who  cannot  fail  to  see  the  advantage  of  a  limited  num¬ 
ber  of  railroads  in  contrast  with  the  multitude  of  short  railroad  lines,  each 
one  limited  to  a  comparatively  small  capital.  You  came  to  this  convention, 
some  of  you  3000  miles,  and  you  changed  cars  but  once  or  twice — an  in¬ 
finitely  better  arrangement,  it  was,  than  if  you  had  changed  cars  a  hun- 


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dred  times.  There  are  advantages  in  concentration.  These  advantages  must 
belong  to  the  masses  of  our  people,  and  these  advantages  can  come  thru 
the  regulation  by  the  state.  The  Republican  party  in  1884,  first  of  all  great 
organizations,  recognized  that  the  railway  business  of  the  country  had 
reached  the  point  where  the  state  must  take  a  hand,  and  it  included  in  its 
declaration  of  faith  a  living  provision,  demanding  federal  control. 

The  first  step  in  carrying  out  this  program  occurred  in  the  Act  of  1887, 
when  the  Interstate  Commerce  Commission  was  established.  This  Act 
marked  the  beginning.  The  Townsend-Esch  Law,  the  Elkins  Act,  the  Esch- 
Cummins  Act — these  are  the  most  important  laws  that  mark  the  develop¬ 
ment  of  legislation  looking  to  the  control  of  interstate  public  service  activities, 
and  that  pointed  the  way  to  the  control  of  intrastate  public  service  business  to 
be  handled  by  the  states  themselves.  It  may  be  that  all  has  not  been  done  that 
will  be  necessary  to  meet  the  situation,  but  the  Republican  party  stands 
committed  to  the  policy  of  governmental  regulation  of  public  service  insti¬ 
tutions  of  America — the  railroads  and  other  transportation  lines,  telegraphs, 
telephones,  electric  light  and  power  activities,  pipe  lines,  express  companies, 
the  radio — in  such  way  that  private  initiative  and  public  service,  under 
adequate  supervision,  may  go  hand  in  hand. 

The  principle  of  federal  control  is  not  limited  to  public  service  insti¬ 
tutions.  During  the  era  that  witnessed  the  amalgamation  of  railroad  lines, 
there  was  witnessed  the  organization  of  business  establishments  in  other 
fields.  Instead  of  hundreds  of  manufacturers  of  plows,  or  hats,  or  shoes, 
or  woolen  goods,  as  existed  in  the  middle  of  the  last  century,  a  few  came 
to  be  the  dominant  factors  in  each  particular  line.  A  new  type  of  property 
had  developed,  great  institutions,  representing  wealth  and  power.  Com¬ 
petition  was  being  stifled.  It  was  the  Republican  party  that  furnished 
leadership,  and  the  Sherman  Anti-Trust  Law  of  1890  paved  the  way  for 
meeting  the  problem.  But  here  again  it  was  found  that  thru  organization 
sometimes  advantages  appeared  that  could  not  be  so  well  attained  by  the 
small  business.  Then  came  the  Federal  Trade  Commission,  and  the  appli¬ 
cation,  in  part,  of  the  principle  that  originally  was  enunciated  with  respect 
to  public  service  institutions  of  controlling  organization  to  the  advantage 
of  labor  and  the  consuming  public.  In  the  Cleveland  convention,  the  Re¬ 
publican  party  reaffirmed  its  faith  in  the  doctrine  that  monopolies  are 
inimical  to  highest  well-being,  if  left  uncontrolled,  and  that  the  problem  of 
consolidation  of  wealth  must  be  met  either  thru  efficient  anti-trust  policies 
or  thru  regulation  and  control. 

The  Republican  party,  in  brief,  believes  that  it  is  not  sin  for  the  individual 
to  own  his  home,  to  exercise  frugality,  to  acquire  property.  It  believes  that 
the  profit-making  motive  has  been  a  factor  that  has  inspired  and  led  on  the 
human  race  to  greater  and  still  greater  attainments.  But  the  Republican 
party  believes,  on  the  other  hand,  that  there  are  certain  human  rights  above 
property  that  the  government,  representing  the  citizen,  has  the  right  to 
control ;  has  the  right  to  prevent  monopoly ;  has  the  right  to  own,  where 
occasion  may  require,  properties  of  whatever  kind  they  may  be,  with  the 
end  in  view  that  these  properties  be  made  to  serve  not  a  limited  number, 


General  Sessions 


119 


but  the  masses  of  the  people  of  our  country.  The  progress  that  has  been 
made  by  the  human  race  from  the  time  man  lived  in  caves  and  dressed  in 
skins,  on  thru  the  days  of  the  tallow  candle  and  the  spinning  wheel  to  the 
present,  has  been  made  thru  what  has  been  called  the  “profit-motive  urge,” 
the  individual  striving  to  make  the  conditions  in  which  he  found  himself, 
better  for  his  home,  better  for  his  community,  better  for  the  country  in 
which  he  lived. 

Money  and  banking — In  exercising  the  power  of  the  federal  govern¬ 
ment  toward  economic  problems,  there  are  points  of  contact  that  must  not 
be  overlooked.  Some  have  been  mentioned  in  the  Constitution ;  some,  whether 
mentioned  in  the  Constitution  or  not,  are  so  important  that  upon  them  there 
must  be  party  policy.  The  Constitution  placed  within  the  Congress  of  the 
United  States  the  power  to  coin  money,  and  to  regulate  the  value  thereof. 
The  Republican  party,  in  its  platform,  reaffirms  its  belief  that  this  power 
should  be  restored  to  the  Congress. 

If  money  is  a  measure  of  value  and  a  medium  of  exchange,  then  nationally 
or  internationally  it  should  no  more  be  permitted  to  fluctuate  in  value  than 
a  yardstick  should  be  permitted  to  have  different  lengths  in  different  stores 
or  on  cloudy  days.  By  way  of  illustration,  I  remind  you  that  by  action  of 
the  present  Administration  the  value  of  the  dollar  has  been  reduced  more 
than  40  percent,  and  I  ask  the  members  of  this  audience  to  reflect  whether 
or  not  their  salaries  have  been  increased  to  correspond. 

Tariff — What  is  the  attitude  of  the  Republican  party  upon  the  tariff? 
The  members  of  this  audience  are  teachers,  and  if  they  were  to  ask  the 
children  of  the  public  schools  of  the  United  States  above  the  sixth  grade 
what  political  party  has  consistently  advocated  a  protective  tariff,  the  answer 
would  be  one  great  chorus,  “The  Republican  party.”  The  answer  would 
score  a  perfect  mark.  Thru  the  maintenance  of  a  protective  tariff  policy, 
there  has  been  built  up  in  the  United  States  a  standard  of  living,  a  type  of 
civilization  that  by  contrast  with  the  standard  of  living  elsewhere  finds  no 
parallel.  Strike  down  the  duties  upon  our  farm  products,  and  our  markets 
would  be  filled  with  the  cheap  products  from  abroad,  and  our  farmers 
would  be  on  the  way  toward  peasantry.  Strike  down  the  duties  upon  many 
of  our  manufactured  products,  and  we  reduce  in  that  instant  the  wage  of 
the  American  laborer,  the  standard  of  living  that  surrounds  his  home,  and 
maybe,  in  addition,  we  throw  him  out  of  employment. 

In  the  administration  of  the  policy  of  the  protective  tariff,  conditions 
have  not  remained  static.  To  meet  this  situation,  the  Republican  party 
devised  the  doctrine  of  a  flexible  tariff,  conferring  upon  the  President  of 
the  United  States  and  the  Tariff  Commission  authority  within  certain 
bounds  to  adjust  the  tariff  schedules  in  meeting  new  and  unforeseen 
situations.  But  the  Republican  party  does  not  approve  of  the  tariff  juggling 
of  the  last  three  years,  and  it  condemns  the  reciprocal  trade  agreements  that 
have  been  made.  I  have  not  time  to  review  at  length  the  record ;  briefly, 
may  I  say  that  when  we  reduced  farm  acreage  within  the  United  States, 
and  curtailed  production,  we  furnished  a  demand  and  a  market  for  products 
produced  abroad.  We  imported  from  foreign  countries  into  the  United 


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States  in  1935,  34,000,000  bushels  of  wheat;  41,000,000  bushels  of  corn; 
10,000,000  bushels  of  rye;  the  same  of  oats;  22,000,000  pounds  of  butter; 
and  48,000,000  pounds  of  cheese.  During  the  first  three  months  of  1936, 
under  a  new  reciprocal  trade  agreement,  we  imported  into  the  United  States 
33,000  head  of  cattle  from  Canada,  in  contrast  with  16,000.  during  the 
corresponding  months  of  the  year  before.  It  is  difficult  to  see  how  this 
arrangement  is  beneficial  to  the  farmers  of  the  United  States. 

Agriculture — Born  in  the  heart  of  the  great  agricultural  area  of  the 
West,  the  Republican  party  during  the  years  of  its  history  has  recognized 
that  the  greatness  and  the  soundness  of  the  American  nation  cannot  be 
divorced  from  a  successful  and  prosperous  agriculture.  Cities  may  fail,  yet 
agriculture  would  survive ;  but  if  agriculture  should  fail,  the  cities  would 
perish.  The  interest  of  agriculture  must  continue  to  claim  the  sincere  and 
frank  cooperation  of  the  government.  The  Republican  party  does  not  believe 
that  the  highest  well-being  of  the  farmers  of  America  or  of  a  consuming 
public  lies  in  a  national  promotion  of  scarcity,  and  thereby  the  encourage¬ 
ment  of  peoples  of  other  countries  to  produce  in  still  greater  abundance, 
commodities  that  America  curtails.  More  than  that,  destruction  of  foods 
and  other  commodities  cannot  be  the  right  answer  when  millions  of  the 
world’s  people  are  in  hunger  and  in  need  of  the  bare  necessities  of  life. 
Better  balancing  of  production  and  better  distribution  are  essential  factors. 
Cooperative  marketing,  the  building  up  of  markets  within  the  United 
States  thru  development  of  payrolls  and  thru  protecting  the  home  market 
for  American  farmers — these  are  the  immediate  ends  that  must  be  realized, 
and  to  attain  which,  the  Republican  party  stands  committed. 

Natural  resources — The  protection  of  the  natural  resources  of  the  United 
States  is  as  necessary  for  the  nation  as  is  the  care  of  the  home  and  garden 
of  one  of  its  citizens.  This  is  not  a  new  doctrine  to  Republicans.  Ours  is 
a  favored  nation,  with  tremendous  natural  resources.  In  heroic  fashion 
Theodore  Roosevelt  led  the  way  with  his  outstanding  policy  of  conserva¬ 
tion  of  the  natural  resources,  and  this  doctrine  has  been  amplified  and 
expanded  under  Republican  administration  and  commends  itself  to  Re¬ 
publican  thought  in  this  great  hour. 

Budget — No  individual  can  for  long  spend  more  than  he  earns  without 
coming  to  grief;  and  no  aggregation  of  individuals  in  the  form  of  a  gov¬ 
ernment  may  do  that  which  the  individual  citizen  may  not  do  in  this  regard. 
Between  1921,  following  the  World  War,  when  the  Republican  party  came 
into  power,  and  March  4,  1933,  Republican  administrations  reduced  the 
national  debt  from  approximately  $26,000,000,000  to  $20,973,350,964. 
Our  national  indebtedness  has  increased  enormously  since  that  date  until 
it  stands  (as  of  May  15,  1936)  at  $31,541,000,000,  or  an  increase  of  slightly 
more  than  $10,600,000,000.  The  Republican  party  pledges  itself  to  stop 
the  folly  of  uncontrolled  spending,  and  to  bring  the  costs  of  government 
within  the  income.  The  tax  burden  upon  the  people  of  the  United  States 
challenges  thoughtful  consideration.  In  1913,  it  was  slightly  under  $3,000,- 
000,000  for  federal,  state,  and  municipal  purposes.  It  is  now  slightly  more 
than  $17,000,000,000  annually,  or  about  $685  for  every  family  of  five. 


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121 


There  can  be  no  escape  from  the  sharing  of  the  tax  burden  by  every  citizen 
of  the  Republic.  The  Republican  party,  however,  thru  the  years  it  has  been 
charged  with  responsibility,  has  believed  that  the  heaviest  part  of  the  tax 
should  be  borne  by  those  who  are  most  able  to  pay.  Accordingly,  in  repeated 
tax  laws,  Republican  Congresses  and  Republican  administrations  have 
favored  the  placing  of  the  heaviest  tax  on  commodities  that  were  purchased 
by  people  of  wealth,  on  what  we  choose  to  regard  as  luxuries,  and  on 
income  taxes  in  the  higher  brackets. 

The  Republican  party  believes  in  thrift  and  economy  upon  the  part  of 
the  people  collectively,  just  as  it  does  upon  the  part  of  the  individual  citizen. 
No  way  has  yet  been  discovered  by  which  the  bank  account  of  the  individual 
may  remain  intact,  when  the  drafts  upon  the  account  exceed  the  deposits. 
And  no  government  can  continue  the  indefinite  program  of  living  upon 
borrowed  money.  The  time  has  come  when  we  must  cast  into  the  discard 
the  twin  doctrines  of  disaster :  economy  of  scarcity  and  scarcity  of  economy, 
in  the  transaction  of  our  nation’s  business. 

Indebtedness  to  the  United  States — During  the  World  War,  the  United 
States  loaned  vast  sums  of  money  to  foreign  countries.  These  sums,  together 
with  interest,  and  less  some  $2,000,000,000  heretofore  paid,  aggregate 
approximately  $12,000,000,000,  or  equivalent  of  $500  for  every  family  of 
five  in  the  United  States.  The  Republican  party,  in  its  platform,  pledges 
itself  to  earnest  effort,  looking  to  the  payment  of  this  vast  sum. 

Labor — What  is  the  attitude  of  the  Republican  party  toward  labor?  As 
in  other  matters,  the  answer  to  this  question  lies  in  part  in  past  accomplish¬ 
ments,  and  in  part,  in  present  declarations.  In  the  platform  adopted  three 
weeks  ago,  the  Republican  party  pledged  itself  to  the  rights  of  labor  to 
organize  and  to  bargain  collectively.  But  it  further  indicated  its  support 
of  the  program  for  state  legislation  to  abolish  sweat  shops  and  child  labor, 
and  its  cooperation  with  state  compacts  to  protect  women  and  children, 
with  respect  to  maximum  hours,  minimum  wages,  and  working  conditions. 
There  was  some  question,  in  view  of  the  recent  decision  of  the  Supreme 
Court  on  the  problem  here  involved,  of  the  power  of  the  state  in  the  matter 
of  legislation  touching  maximum  hours  and  the  wages  to  be  paid.  That 
there  might  be  no  misunderstanding,  the  candidate  of  the  Republican  party 
for  President,  Governor  Landon,  sent  a  telegram  to  the  convention,  in  which 
he  declared  that  if  the  program  to  which  the  convention  had  committed 
itself  could  not  be  carried  thru  within  the  Constitution,  he  favored  amend¬ 
ing  the  Constitution  that  the  power  might  be  conferred  upon  the  states. 
So  much  for  the  immediate.  The  whole  history  of  the  Republican  party  has 
been  one  of  friendship  to  labor.  It  took  leadership  in  abolishing  slavery, 
which  curse  was  the  greatest  check  upon  the  program  of  bettering  the  condi¬ 
tion  of  all  men  who  toil,  whether  free  or  slaves.  It  has  taken  leadership  in 
legislation  among  the  states  for  shorter  hours  in  industry,  for  industrial 
insurance,  for  the  prevention  of  abuse,  and  exploitation  of  child  labor,  in 
requiring  the  use  of  safety  devices,  in  bringing  about  healthful  surroundings 
in  mines  and  factories,  in  abolishing  sweat  shop  conditions,  as  is  indicated  by 
the  laws  of  the  states  that  are  normally  Republican.  More  than  that,  con- 


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stantly  the  Republican  party  has  been  insistent  upon  the  policy  that  it  can 
help  labor  in  most  practical  material  ways  by  fostering  national  policies  that 
furnish  employment ;  for  regardless  of  wholesome  laws,  touching  hours  of 
labor,  touching  wage  scales,  touching  conditions  of  employment  generally, 
labor  is  denied  that  which  it  should  have,  unless  there  can  be  a  pay  check  at 
at  the  end  of  the  day. 

Relief — What  does  the  Republican  party  think  of  relief  and  security? 
Relief  is  necessary  only  when  conditions  are  abnormal.  Affording  relief  to 
meet  an  emergency  must  go  hand  in  hand  with  working  out  a  program  by 
which  the  emergency  will  disappear.  The  Republican  party  insists  that  the 
necessities  of  life  must  be  provided  for  the  needy,  and  hope  must  be  restored, 
pending  recovery.  It  insists  that  federal  grants-in-aid  must  be  made  upon 
cooperation  with  the  states  and  local  governments ;  that  these  grants  shall  be 
administered  by  non-political  agencies,  selected  upon  a  basis  of  merit  and 
fitness.  In  a  land  of  plenty,  people  must  not  suffer. 

The  economic  program  is  wrong.  Relying  upon  recent  figures  of  the 
International  Labor  Organization  of  Geneva,  of  which  the  United  States 
is  a  member,  50  percent  more  people  within  the  United  States  are  out  of 
employment  than  in  all  the  other  nations  of  the  world  combined,  where  in 
any  one  nation  unemployment  exceeds  100,000.  The  people  of  our  country 
do  not  want  aid ;  they  want  opportunity.  Especially  is  this  true  of  the  youth 
of  our  land.  Opportunity  attends  proper  economic  adjustment. 

Security — With  the  upheaval  that  has  occurred  in  the  industrial  world, 
with  the  shifting  of  populations  from  widely  scattered  areas  so  that  a 
majority  are  in  populous  centers,  with  the  development  of  industrial 
processes,  machinery,  and  specialization  in  industry,  the  nations  of  the  world 
are  confronted  with  the  problem  of  security  toward  the  individual  when  he 
may  become  incapacitated  in  his  chosen  field,  or  when  the  arbitrary  bars 
of  age  may  overtake  him.  This  is  a  problem  that  has  been  met  too  tardily. 
Real  security  is  possible  only  when  our  productive  capacity  is  sufficient  to 
furnish  a  decent  standard  of  living  for  all  American  families,  and  to  provide 
a  surplus  for  future  needs  and  contingencies.  But  society  has  an  obligation 
that  goes  beyond  this,  an  obligation  to  promote  the  security  of  people  by 
affording  some  measure  of  protection  against  involuntary  unemployment 
and  dependency  in  old  age.  In  part,  thru  industrial  accident  and  retire¬ 
ment  laws  of  the  nation  and  of  the  states,  in  which  the  Republican  party 
has  taken  a  leading  role,  and  in  part,  thru  retirement  provisions  of  industrial 
organization,  the  problem  is  being  approached.  But  it  has  not  been  met. 
The  employment  insurance  and  old  age  annuity  sections  of  the  present 
Social  Security  Act  are  unworkable,  and  deny  benefits  to  about  two-thirds 
of  our  population,  including  professional  men  and  women,  and  all  those 
engaged  in  agriculture  and  domestic  service,  and  the  self-employed.  In 
this  great  program,  the  Republican  party  invites  the  cooperation  of  the 
people  of  America  in  providing  security  that  is  real,  and  not  a  so-called 
security  that  is  of  the  stuff  of  which  dreams  are  made. 

Time  prevents  me  from  referring  to  the  forward-looking  program  of  the 
Republican  party  upon  many  other  problems ;  the  development  of  foreign  and 


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123 


domestic  commerce,  our  reclamation,  forest,  and  public  domain  programs, 
our  policy  in  insular  affairs,  retirement  provisions  for  federal  employees, 
assistance  to  educational  and  other  scientific  movements,  the  purification  of 
election  procedures,  and  many  others. 

Landon  and  education — Reference  has  been  made  to  President  Roosevelt 
and  his  friendship  for  education.  Of  course  we  are  glad.  Then  may  I  refer 
to  the  attitude  of  Governor  Landon  upon  this  same  great  subject?  In 
Kansas  Governor  Landon  is  known  as  the  friend  of  education  and  the 
public  schools. 

In  1932  when  an  amendment  to  the  constitution  of  Kansas  was  proposed 
limiting  the  tax  levy  that  could  be  made  for  the  public  schools  to  10  mills 
it  was  Alfred  M.  Landon  who  led  the  fight  in  cooperation  with  the  teachers 
of  the  state  to  defeat  the  amendment.  The  amendment  was  defeated  and 
Landon  was  made  governor. 

Governor  Landon,  when  he  came  into  office,  saw  the  hundreds  of  weak 
districts  in  the  state  with  from  one  to  five  children  of  school  age.  Under 
his  leadership  a  measure  was  passed  providing  for  voluntary  consolidation. 
This  measure  has  meant  the  temporary  suspension  of  several  hundred 
schools  thru  consolidation  with  other  districts,  thus  giving  the  children  of 
these  smaller  districts  better  opportunity  for  education,  and  giving  to  the 
teachers  better  pay. 

The  Relation  of  the  State  to  the  World  of  Nations 

The  third  great  factor  upon  which  the  people  of  the  United  States  have 
a  right  to  demand  that  political  parties  be  frank,  is  their  attitude  touching 
the  policy  that  will  be  pursued  by  the  United  States  with  respect  to  foreign 
nations. 

On  this  question,  the  position  of  the  Republican  party  is  not  in  doubt.  It 
has  consistently  adhered  to  the  doctrine  that  the  greatest  strength  and 
influence  of  America  lies  in  refusing  to  become  entangled  in  the  mesh  of 
international  politics.  The  Republican  party,  in  its  platform,  has  turned 
its  face  against  membership  in  the  League  of  Nations  and  the  Court  estab¬ 
lished  by  the  League.  It  has  reiterated  its  opposition  to  entangling  alliances 
in  foreign  affairs.  The  Republican  party  is  more  definitely  committed  to 
this  program  in  view  of  lack  of  respect  for  pledged  words  upon  the  part  of 
the  great  powers.  Treaties  have  been  broken;  obligations  under  the  League 
of  Nations  have  been  violated ;  and  until  nations  can  comprehend  that 
solemn  obligations  are  made  to  be  kept,  they  must  expect  the  distrust  and 
aloofness  on  the  part  of  other  nations. 

The  parallel — As  comparisons  are  made  by  speakers  and  by  publicists  of- 
forms  of  government,  most  attention  seems  to  be  given  by  critics  to  the 
contrast  of  mistakes  that  have  been  made  by  the  United  States,  with 
successes  under  some  other  system.  I  welcome  the  so-called  deadly  parallel. 
Contrast  for  a  moment,  however,  what  has  been  attained  under  our  type  of 
government,  and  thru  the  economic  policies  that  have  guided  our  way.  The 
population  of  the  world  is  2,057,800,000,  and  of  the  United  States, 


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126,000,000,  or  6  percent.  Yet,  mark  the  contrast  in  the  comforts  of  life 
found  in  the  American  homes,  when  measured  by  the  meager  attainments 
of  peoples  of  other  lands.  The  United  States  has  6  percent  of  the  population 
of  the  world,  yet  it  has  43.5  percent  of  all  the  radio  receiving  sets;  the 
people  of  the  United  States  have  53  percent  of  all  the  telephones;  71  percent 
of  all  the  automobiles;  more  than  50  percent  of  all  bathtubs;  and  more  than 
20,000,000  American  homes  are 'lighted  by  electricity,  including  more  than 
743,000  homes  of  our  farm  population.  Is  it  not  a  matter  of  pride,  the 
contrast  that  can  be  made  and  must  be  made  of  the  kitchen  and  its  equip¬ 
ment  ?  Of  farm  machinery  and  its  use?  Of  railways  and  other  means  of 
travel  ?  Of  letters  that  are  written  ?  Of  newspapers  that  are  read  ?  Of 
magazines  that  are  published?  Of  popular  education?  Of  libraries?  Of 
opportunity  for  culture  and  advancement  of  the  humblest  citizen  of  the 
land?  Of  contrast,  indeed,  with  the  limited  conditions  that  exist  along  the 
same  lines  in  so  many  other  nations  of  the  world  ?  I  do  not  mention  these 
things  by  way  of  boastfulness,  but  rather  that  you  consider  them,  and  the 
forces  that  have  produced  them,  when  you  are  asked  to  make  a  change. 

The  teachers  of  the  public  schools — Finally  then  I  pay  homage  to  the 
teachers  of  the  public  schools  of  America,  upon  whom  more  than  upon  any¬ 
one  else,  other  than  the  fathers  and  the  mothers  within  the  home,  is  reposed 
the  development  of  our  civilization.  You  are  the  ones  who  guide  the  falter¬ 
ing  steps  of  childhood ;  you  are  the  ones  who  inspire  and  encourage  the 
ambitions  and  enthusiasms  of  youth ;  you  are  the  ones  who  hold  in  check, 
who  modify  and  restrain  their  impulses  that  are  a  part  of  all  growth,  so 
that  they  may  be  directed  along  lines  that  are  worthwhile. 

Yes,  but  as  applied  to  government,  How?  What  can  we  do?  These  are 
questions  that  we  who  are  teachers  ask. 

I  do  not  believe  that  you  invited  representatives  of  the  different  political 
parties  within  our  country  to  be  upon  your  program  essentially  for  the 
purpose  of  clarifying  your  thoughts  that  you  may  return  to  your  homes 
better  Republicans  or  Democrats  or  Socialists.  You  are  interested  in  a 
greater  objective;  you  are  interested  more,  as  teachers,  in  leading  the 
youth  of  our  land  into  the  proper  ways  of  thinking,  of  reaching  ends  in 
government  that  will  be  sound  and  wholesome,  and  in  having  a  part. 

The  teacher  in  the  public  schools  who  influenced  me  most  was  a  Demo¬ 
crat  from  the  sunny  South,  but  he  did  not  advise  me  to  be  a  member  of  any 
political  party.  He  did  teach  me  to  think,  to  have  a  part  in  government, 
to  be  interested  in  affairs  of  state.  And  for  his  great  comprehension  of 
simple  duty,  I  have  erected  a  shrine  in  my  heart  to  the  memory  of  S.  M. 
.  McCroskey.  Faithful  teacher  of  my  youth,  I  hope  he  is  in  this  audience 
tonight. 

The  teacher  weakens  his  influence  when  he  closes  the  door  to  all  else 
other  than  his  own  political  faith ;  our  schools  can  no  longer  serve  the  state 
when  they  become  subservient  to  some  class  or  group  or  cult.  Our  schools 
cannot  serve  the  state  best  when  they  are  commanded  what  they  shall  do ; 
our  schools  must  be  free.  The  schools  of  Italy  and  Germany  and  Russia  are 


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125 


required  to  be  the  pattern  of  the  state ;  this  condition  must  not  be  permitted 
in  America. 

I  am  a  Republican,  but  I  should  believe  it  not  in  accordance  with  soundest 
practise  for  the  teachers  in  the  schools  to  endeavor  to  make  Republicans  out 
of  the  children  under  their  direction.  The  teacher,  as  I  see  it,  must  not  teach 
“isms” ;  he  must  teach  the  children  to  think,  to  have  a  part.  I  am  listed  as 
a  teacher  of  government.  A  few  weeks  ago,  one  of  the  fine  young  men  of  a 
group  under  my  direction  came  to  my  office  and  said:  “You  have  urged  us 
to  have  a  part  in  government,  but  after  my  recent  experience,  I  do  not  see 
anything  that  the  individual  can  do  that  is  worthwhile.  I  tried  to  help  over¬ 
turn  the  political  machine  in  my  home  city,  which  has  not  been  giving  good 
government,  but  we  failed.” 

“Oh,”  I  said,  “assuming  that  you  were  right,  and  I  know  your  ideals  are 
clean,  election  to  office  is  not  necessarily  victory.  What  a  pitiable  country 
would  be  ours  if  you  could  turn  things  bottom-side  up  overnight!  If  you 
could  do  this  thing  with  your  fine  enthusiasm,  it  would  be  possible  for  some 
Reinzi  to  come  along  tomorrow,  and  by  promises  and  by  sophistry,  that 
your  conscience  would  not  permit  you  to  use,  turn  the  world  into  some  other 
course,  and  then  again,  on  a  succeeding  day,  some  Danton  or  Robespierre 
would  turn  it  back  again,  and  maybe  set  it  on  fire  in  doing  so.  You  are  in  too 
big  a  hurry ;  you  cannot  see  the  wheels  of  the  world  spin  round ;  you  are 
dealing  with  human  nature,  and  in  this  world  the  laws  we  make  and  the 
administrations  themselves  do  not  play  the  greatest  part ;  we  are  governed 
by  habit,  we  are  governed  by  custom,  we  are  governed  by  tradition.” 

Four  years  ago,  I  was  in  France,  and  I  talked  with  an  outstanding 
Frenchman,  whose  name,  were  I  to  mention  it,  you  would  recognize.  He 
spoke  of  the  glories  of  America,  and  he  spoke,  in  discouragement,  of  his 
own  land.  “Your  people  are  stable;  your  people  are  ruled  by  a  steady  and 
constant  public  opinion.  But  in  France,”  he  said,  “we  are  afraid  of  the 
coup  d'etat,  the  coup  d'etat,  the  man  on  horseback,  you  know.”  And  I 
recalled  the  six  or  eight  revolutions  that  have  swept  France  since  America 
was  born.  I  remembered  the  guillotine;  I  remembered  Danton  and  Robe¬ 
spierre  ;  and  I  remembered  the  days  of  terror. 

My  fellow  teachers,  the  more  serious  the  problems  of  government  are, 
the  greater  must  be  our  stability  of  purpose,  the  deeper  must  be  our  interest 
in,  and  our  devotion  to  government.  “The  most  powerful  thing  in  the 
world,”  said  Hugo,  “is  an  idea  when  its  time  has  come.”  I  believe  that  the 
teachers  of  America  are  realizing  the  responsibility  which  is  theirs.  I  turned 
to  the  splendid  student  who  was  in  my  office,  and  I  said :  “You  can  do  some¬ 
thing  better  than  overturn  your  city  government  in  a  single  day ;  you  can 
shape  thought ;  you  can  keep  interest  awake ;  you  can  inspire  the  habit  of 
participation  in  public  affairs,  that  with  an  enlightened  people,  will  make 
permanent  good  government,  not  only  in  the  city  in  which  you  live,  but 
good  government  in  our  states,  good  government  in  our  nation,  and  justify 
again  this  government  of  ours  in  leadership  in  a  distracted  world  in  ways 
that  are  worthwhile.” 


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Symposium  on  Evaluating  National  Issues 
REPRESENTING  THE  SOCIALIST  PARTY1 

NORMAN  THOMAS,  SOCIALIST  CANDIDATE  FOR  PRESIDENT,  NEW  YORK,  N.  Y. 

This  is  a  world  of  poverty  in  the  midst  of  potential  abundance.  It  was 
so  even  in  the  times  of  Coolidge  to  which  the  Liberty  Leaguers  and  some 
Republicans  vainly  hope  to  return.  In  1929,  according  to  the  Brookings 
Institution,  we  could  have  produced  enough  to  raise  every  family  income  in 
America  to  the  $2000  level  without  cutting  any  at  the  top.  There  were  then 
16.4  million  families  with  incomes  less  than  $2000.  Instead  of  doing  better 
after  1929  our  system  entered  a  depression  from  which  we  have  not  yet 
emerged.  “But  that  was  the  fault  of  the  old  deal,”  some  of  you  will  want  to 
remind  me. 

Well,  what  of  the  New  Deal?  Ten  to  twelve  million  are  still  unem¬ 
ployed  ;  profits  increase  while  wages  stand  virtually  still ;  relief  in  New 
York  City — when  it  is  relatively  high — is  40  percent  below  the  allowance 
per  family  of  private  charity  budgets ;  a  terrifying  burden  of  debt,  a 
general  program  of  subsidizing  scarcity — at  great  expense — and  calling  it 
prosperity!  That  we,  like  many  other  nations,  are  better  off  than  in  1932, 
is  true.  That  we  have  achieved  true  prosperity  or  that  what  we  have  will 
last,  no  honest  and  intelligent  man  dares  to  affirm. 

The  machinery  which  might  be  used  to  conquer  poverty  is  used  to  make 
war  steadily  more  destructive.  In  a  new  world  war  there  can  be  no  victory, 
only  degrees  in  defeat  and  misery.  Yet  for  a  new  war  the  world,  the  United 
States  included,  frantically  prepares.  We  who  have  least  cause  for  alarm 
lead  the  world  in  absolute  and  relative  increase  in  armament  since  1914 
and  in  the  total  of  our  military  expenditures.  The  steady  drift  is  to 
catastrophe,  and  the  question  is,  Will  that  catastrophe  come  thru  new  eco¬ 
nomic  collapse  or  our  participation  in  a  new  world  war? 

In  the  midst  of  this  disintegration  of  the  old  order,  our  boasted  American 
liberties  suffer.  I  need  not  remind  this  audience  of  the  significance  of 
loyalty  oaths  and  inquisitions  into  teachers’  beliefs.  Teachers  know  in  gen¬ 
eral  the  significance  of  the  revival  of  the  K.K.K.  in  the  flogging  belt  in 
Florida,  the  despicable  Black  Legion  in  Michigan,  Ohio,  and  .elsewhere, 
Vigilantes  in  California — where  Mooney  and  Billings  are  still  in  jail — 
peonage  in  the  cotton  country,  terrorism  in  Arkansas. 

To  deal  with  this  deep-seated  sickness  of  the  body  politic  we  have  from 
the  old  parties  neither  proper  diagnosis  nor  adequate  cure.  All  of  their 
planks  assume  that  with  minor  changes  all  will  be  well.  They  are  not 
specific  about  their  minor  changes.  Republicans  are  nowadays  for  some 
social  welfare  work,  but  only  under  a  program  of  states’  rights.  (Big 
corporations  are  not  afraid  of  the  states!)  At  bottom,  however  an  incon- 

1  Due  to  the  strain  of  campaign  work,  Mr.  Thomas  was  unable  to  edit  the  stenographic  report 
of  his  address.  The  abstract  of  his  address,  as  submitted  by  him  before  the  convention,  therefore, 
is  being  used. 


General  Sessions 


127 


sistent  platform  may  disguise  the  fact,  the  Republican  party,  or  the  dominant 
forces  in  it,  is  the  party  of  special  privilege,  the  ally  of  Hearst  and  the 
Liberty  League,  all  of  whom  seek  to  identify  liberty  with  the  right  to 
grab  what  you  can  and  keep  what  you  grab. 

Roosevelt  has  made  the  Democratic  party  profess  nobler  ideals  and  to 
try  certain  reforms  more  or  less  favorable  to  the  workers  within  the  capi¬ 
talist  system.  But  without  great  success.  At  the  end  of  five  rowdy  days  spent 
by  a  rubber  stamp  convention,  the  majority  of  them  office  holders,  in  making 
a  noise,  the  President  accepted  nomination  in  an  address  full  of  noble  ideals 
unrelated  to  a  specific  program.  This  “friend  of  labor,”  endorsed  by  many 
labor  leaders,  was  nominated  by  Judge  Mack  of  Poughkeepsie  who  recently 
got  a  sweeping  injunction  against  the  Amalgamated  Clothing  Workers.  He 
accepted  the  nomination  from  the  chairman  of  the  convention,  Senator 
Robinson  of  Arkansas,  beneficiary  and  political  protector  of  the  worst  form 
of  exploitation  in  America,  the  cotton  planting  system.  Against  terrorism 
in  Arkansas,  peonage,  whipping  as  a  means  of  keeping  workers  in  order — 
a  white  woman  was  one  victim — neither  Senator  Robinson  nor  the  President 
has  spoken  out. 

Among  the  conspicuous  Democrats  at  the  convention  was  my  distin¬ 
guished  opponent  on  the  platform,  Governor  McNutt  of  Indiana,  author 
of  a  version  of  military  law  which  deserves  the  name,  “Hoosier  Hitlerism.” 
For  more  than  two  years  in  Sullivan  County,  and  for  about  six  months  in 
Vigo  County,  he  maintained  a  little  dictator,  Major  Weimar,  with  power 
to  prevent  “egress  and  ingress”  from  the  counties,  to  order  military  arrest 
without  right  of  appeal  to  habeas  corpus,  and  to  forbid  all  meetings  “even,” 
to  quote  the  Terre  Haute  Star,  “church  meetings,  lodge  meetings,  and 
bridge  parties.”  And  this  is  New  Deal  liberty!  No  wonder  the  platform 
deals  in  generalities  and  uncertainties  even  in  the  matter  of  Constitutional 
amendment. 

Two  other  major  parties,  the  Communist  and  this  new  Union  party,  set 
up  by  Father  Coughlin,  are  allies,  willingly  or  unwillingly,  of  the  major 
parties.  Strangely  enough,  the  Communists,  still  holding  that  sometime  we 
must  follow  the  Moscow  road,  have  decided  that  the  issue  now  is  democracy 
or  fascism  and  they  are  running  a  campaign  to  beat  Landon  by  driving 
Roosevelt  a  little  farther  to  the  left.  The  Lemke  crusade,  principally  for 
soft  money  and  inflation,  with  Santa  Claus  promises  of  something  for 
everybody,  all  within  the  rules  of  the  profit  system,  expresses  real  and 
well-justified  discontent,  but  its  effect  will  be  to  help  Landon. 

To  all  this  we  Socialists  say:  You  gentlemen  with  your  reforms,  good, 
bad,  and  indifferent,  have  not  diagnosed  the  disease  properly.  The  primary 
trouble  is  not  old  deal  or  new,  more  money  or  less.  It  is  the  capitalist 
nationalist  system  with  its  outworn  loyalties  and  institutions.  You  cannot 
have  abundance  in  this  machine  age  without  planning  for  abundance.  You 
cannot  plan  to  produce  or  share  abundance  as  long  as  profit  for  owners — 
increasingly  absentee  owners — is  your  god.  Profit  depends  upon  exploitation 
of  workers  with  hand  and  brain.  It  depends  upon  relative  scarcity.  Planned 
abundance  requires  social  ownership — not  of  consumers'  goods,  the  house 


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you  live  in,  your  automobile,  your  violin,  your  saw  and  hammer  but  of 
the  great  natural  resources  and  the  principal  means  of  production  and 
distribution,  emphatically  including  not  merely  a  central  bank  of  issue,  but 
the  whole  banking  system.  We  must  deliberately  set  out  to  see  that  every 
family  worth  holding  together  at  all  must  receive  the  $2500  a  year  minimum 
that  modern  technology  makes  possible.  Above  that,  reward  should  be 
according  to  deed ,  not  ownership.  Able-bodied  adults  must  expect  to  live 
by  well-rewarded  work. 

Socialized  industries  should  be  self-administered  under  boards  represent¬ 
ing  the  workers  in  the  industry,  the  technicians,  and  the  consumers.  Over 
all  these  should  be  a  national  planning  council,  a  board  of  strategy  in  the 
war  against  poverty.  Prosperity  as  well  as  peace  depends  upon  making  some 
functions  of  planning  international  in  a  federation  of  cooperative  common¬ 
wealths. 

As  matters  now  stand,  in  the  interest  of  peace  and  order  and  equity 
between  different  classes  of  owners,  we  propose  moderate  compensation  for 
owners  of  property  first  socialized.  But  this  will  be  accompanied  by  a  capital 
levy  tax  amounting  to  expropriation  in  the  higher  brackets.  Such  a  tax  is 
the  best  alternative  to  an  inflation  ruinous  to  wage  and  salary  workers. 

It  is  for  this  new  way  of  life  and  social  organization  that  we  fight.  While 
we  fight  for  the  Socialist  society  we  do  not  forget  men’s  immediate  needs : 

Social  security  for  the  aged,  the  unemployed,  the  sick 

Public  housing  to  conquer  slums  and  give  work 

The  assertion  of  real  civil  and  religious  liberty  for  all  races  and  the  right  of  all 
workers  to  organize  and  bargain  collectively 

A  peace  program:  neutrality,  taking  profit  out  of  war  and  preparation  for  war, 
a  drive  for  disarmament  and  against  imperialism 

A  constitutional  amendment  to  make  democracy  constitutional  by  giving  Con¬ 
gress  full  power  to  legislate  for  the  economic  and  social  well-being  of  farmers, 
workers,  and  consumers.  Unlike  the  old  parties,  we  know  without  further  delay 
the  danger  of  judicial  supremacy  and  we  have  a  remedy. 

This  is  Socialism,  the  answer  to  the  problems  of  the  Machine  Age,  the 
fulfilment  of  the  hopes  of  the  patriots  and  sages. 


Supplementary  Statement  by  Paul  V .  McNutt 

First  of  all,  in  view  of  the  references  made  by  these  distinguished  gentle¬ 
men  who  are  appearing  on  the  platform  with  me,  one  of  whom  had  some¬ 
thing  to  say  about  the  equality  of  opportunity  which  comes  thru  education, 
and  the  other  who  had  something  to  say  about  education  in  Kansas — may 
I  invite  them  both  to  Indiana,  where  during  this  depression  not  a  school 
door  has  been  closed,  not  a  term  shortened  below  eight  months,  not  a 
teacher  for  whom  salary  funds  have  not  been  provided ! 

I  invite  them  to  come  and  to  see  that  we  do  have  equality  of  opportunity 
and  education  in  Indiana.  We  believe  in  it.  We  will  support  it  with  all 
that  we  have.  I  was  surprised  at  what  Professor  French  had  to  say  about 
representative  government,  but  it  seems  to  me  that  today  the  most  outstand¬ 
ing  characteristic  of  American  people  is  the  interdependence  of  the  people — 


General  Sessions 


129 


the  manner  in  which  they  make  their  living  and  the  conditions  of  their 
social  life  which  throw  them  all  together. 

While  we  have  had  little  notions  of  state  sovereignty,  it  is  true  that  that 
has  been  employed  in  times  gone  by  to  set  them  apart,  and  it  sounds  legal, 
but  it  has  led  to  serious  stress  in  the  national  life.  The  people  have  grown 
to  desire  greater  centralization,  integral  control.  The  most  powerful  argu¬ 
ment  that  emanates  from  the  fact  is  that  persons,  and  the  financial  interests 
associated  with  them,  fight  against  that  control  and  employ  the  doctrine  of 
state  sovereignty  not  to  protect  them  but  to  set  it  at  naught,  because  the 
conflict  with  immediate  forces  is  plainly  visible.  Because  this  particular 
strain  upon  the  structure  did  not  exist  when  the  Constitution  was  written, 
an  impression  is  being  created  that  our  difficulties  are  right  in  conflict  between 
twentieth  century  conditions  and  an  eighteenth  century  charter  of  govern¬ 
ment.  The  interests  of  1787  felt  the  need  of  a  strong  central  government. 
They  created  such  a  government.  Power  was  never  felt  lacking  with  the 
government  until  the  American  democracy  began  to  use  the  government  to 
control  the  great  property  interests.  The  denial  of  power  always  comes 
from  those  who  do  not  want  power  exercised  for  the  benefit  of  all  the 
people.  Like  the  prophets  of  old,  if  it  is  necessary  to  go  back,  those  who 
during  the  past  hundred  years  have  used  the  doctrine  of  states’  rights  to 
protect  such  institutions  as  slavery  and  child  labor,  now  labor  to  exploit 
the  consumer,  all  in  the  name  of  liberty.  And  regularly,  employers  have  used 
the  doctrine  of  states’  rights  as  their  defense. 

During  the  past  fifty  years,  the  great  corporation  has  used  that  doctrine, 
and  the  due  process  of  laws  clause  of  the  Fourteenth  Amendment,  to  build 
up  a  legal  front  on  financial  control  which  has  increasingly  regimented  the 
American  people. 

There  was  one  other  thing  which  Mr.  French  had  to  say  which  was  sur¬ 
prising,  and  that  had  to  do  with  what  he  called  the  “profit-motive  urge,” 
pointing  out  that  that  is  the  thing  which  has  brought  a  high  standard  of 
civilization.  You  understand  how  that  hunger  throws  off  little  messes  of 
pottage;  but  if  you  will  look  at  our  people,  down  deep  into  them,  you  will 
find  down  below  the  greed  and  the  lust  and  the  treachery,  that  there  is 
something  worth  saving,  and  it  is  your  business  to  save  it  and  it  is  the  busi¬ 
ness  of  government  to  save  it,  as  well. 

Jesus  of  Nazareth  knew  that  and  died  that  men  might  be  saved.  What  we 
are  fighting  for  now,  as  we  have  been  thru  the  years,  is  the  right  of  people 
to  live  decently ;  the  right  of  people  to  earn  a  living ;  the  right  to  safeguard 
these  institutions  which  we  know  are  the  fundamentals  of  liberty,  and  the 
greatest  of  these  institutions,  as  you  know,  I  believe,  is  the  American  public 
school  system.  Under  this  institution  we  can  move  forward  in  orderly  liberty 
and  secure  for  our  people  the  competence  to  which  all  of  them  are  entitled. 


Supplementary  Statement  by  Burton  L.  French 

When  I  heard  my  good  friend,  Norman  Thomas,  pay  his  compliments 
to  the  two  great  political  par  es  that  the  people  have  entrusted  with  the 
responsibility  of  government  fi  r  so  long  a  time,  and  as  he  made  reference 


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to  both  alike  in  his  objections,  I  am  reminded  of  the  bridge  playing  mother 
whose  little  son,  Johnnie — the  only  child  she  had — came  home  one  day 
from  Sunday  school  and  said :  “Mama,  what  is  Heaven  like?”  And  she  said : 
“H  eaven,  son,  Heaven — Heaven  is  like  home  when  you  are  away  in  school 
and  when  your  daddy  is  at  the  office.” 

What  a  wonderful  place  this  world  would  be  if  we  all  could  be  idealists 
and  if  there  could  come  true  the  promises  that  we  heard!  I  honor  Mr. 
Thomas  for  his  idealism.  I  honor  him  for  his  writings.  I  have  read  his  books, 
but  when  it  comes  to  the  question  of  the  “profit-motive  urge” — when  it 
comes  to  the  problem  of  what  it  is  that  drives  men  on,  I  do  not  at  all  agree. 

I  should  like  for  Mr.  Thomas  to  give  just  a  moment  to  this  thought.  He 
says  that  Republicans  and  Democrats  borrow  from  Socialism.  As  I  went  thru 
the  library  and  scanned  volume  after  volume  of  Mr.  Thomas’  writings  I 
found  that  in  all  but  one  of  them  there  was  a  copyright  by  the  publisher. 
Was  Mr.  Thomas  borrowing  from  the  profit-motive  doctrine  of  Republi¬ 
cans  and  Democrats?  What  is  a  copyright?  It  is  a  guarantee  of  monopoly 
to  the  author  or  publisher.  I  do  not  condemn ;  rather,  I  hope  Mr.  Thomas 
has  been  rewarded  for  his  industry  and  labor.  He  deserves  to  be. 

Again,  the  gentleman  spoke  in  fine  words  and  idealism  of  what  can  be 
accomplished  under  a  social  program — the  program  of  Socialism.  But,  re¬ 
member  that  under  any  system  you  have  the  same  human  equation,  the 
same  men  and  women  governed  by  that  strange  mixture  of  strength  and 
weakness.  I  submit  that  whatever  of  good  for  the  masses  of  our  people  can 
be  attained  thru  government  ownership,  the  same  benefits  can  be  accom¬ 
plished  by  regulation  and  control.  Aye,  more,  for  the  profit-motive  urge 
will  drive  men  on  to  greater  and  more  glorious  achievements. 

Again,  the  method  of  taxation  to  which  my  friend  refers,  is  another  leaf 
lifted  from  the  pages  of  Republican  policies  during  the  seventy  years  of 
Republican  administration.  We  believe  now  and  have  believed  in  placing 
the  greater  burden  of  tax  upon  those  who  are  most  able  to  pay,  whether  it 
be  on  the  larger  income,  the  inheritance,  or  the  luxuries  that  those  of  wealth 
can  buy. 

It  seems  to  create  a,  sense  of  superiority  to  be  a  member  of  a  party  which 
does  not  have  responsibility,  and,  when,  therefore,  one  may  say  with  con¬ 
fidence  what  this  world  ought  to  be.  If  conditions  go  wrong  in  Russia 
under  what  was  supposed  to  be  Socialism,  it  is  not  Socialism,  it  is  Com¬ 
munism.  If  conditions  go  wrong  in  Germany  or  Great  Britain,  it  is  not 
Socialism ;  it  is  those  who,  under  the  guise  of  Socialism,  have  betrayed  the 
trust  in  them.  If  Socialism  goes  wrong  in  the  United  States  it  is  not  because 
of  Socialism,  but  because  of  other  political  parties  bothering  with  and  wrong¬ 
fully  applying  that  which,  Socialism  should  have  been  entrusted  to  do  itself. 

Finally,  there  is  one  brief  thought  that  I  would  leave  with  this  fine  audi¬ 
ence  tonight.  Our  government  is  what  the  men  and  women  of  America 
make  it.  The  pendulum  in  other  lands  has  swung  from  tyranny  of  despot 
to  tyranny  of  mob  and  back  again.  Macaulay  of  Great  Britain  nearly  one 
hundred  years  ago  feared  that  this  would  be  the  portion  of  America  within 
a  century.  It  need  not  be.  Ours  is  a  government  of  law  and  orderly  processes; 


General  Sessions 


131 


cur  government  is  and  should  be  representative  of  the  people.  Dictatorships 
of  tyrant  or  of  mob  are  foreign  to  our  ways  of  thinking.  There  is  one  golden 
key:  Let  the  masses  of  the  people  of  our  splendid  land  be  informed  upon 
their  government ;  let  them  have  a  part ;  let  them  have  an  abiding  interest 
in  citizenship — this,  and  I  shall  not  fear.  Then  will  our  government  be 
secure,  and  under  that  simple  program  will  it  carry  on  thru  the  years,  extend¬ 
ing  blessings  of  good  government  to  peoples  of  this  and  other  lands  and  to 
the  children  of  the  ages  that  are  now  unborn. 


Supplemental ~y  Statement  by  Norman  Thomas 

Perhaps  I  expected  too  much.  I  hoped  that  Governor  McNutt  might  not 
only  answer  my  charges  against  military  law  in  his  state  but  explain  what 
new  laws  the  Democrats  contemplated.  I  hoped  Professor  French  would 
tell  us  what  the  Republicans  are  going  to  do — not  what  they  have  done  or 
what  they  do  not  like  that  the  Democrats  have  done.  But  Professor  French 
was  chiefly  concerned  about  the  copyright  on  my  books.  If  no  one — let  us 
say,  Andrew  Mellon — ever  got  more  out  of  private  ownership  under  capi¬ 
talism  than  I  or  any  other  author  got  out  of  copyrights  without  exploiting 
others  no  one  would  worry  much  about  fighting  capitalism. 

It  would  appear  that  Rooseveltism  worries  the  Professor,  I  think  unduly, 
lest  it  lead  to  dictatorship.  It  is  because  I  want  true  and  enduring  democracy, 
political  and  economic,  that  I  am  a  Socialist. 

The  Republican  spokesman,  like  most  defenders  of  capitalism,  had  much 
to  say  about  the  profit  motive  as  incentive  to  progress.  Perhaps  it  was  at  one 
stage  of  economic  development.  But  today  who  gets  the  great  profits?  The 
engineer?  The  scientist?  The  inventor?  Even  the  great  executive?  No, 
the  speculator,  the  manipulator,  the  master  of  finance  and  capital.  Why 
do  the  rest  of  us  work?  Partly  because  we  must;  partly  as  the  scientist  and 
the  engineer,  because  of  a  great  creative  urge;  partly  for  a  reward  of  work — 
not  of  ownership ;  partly  because  of  the  service  motive  or  the  principle  of 
mutual  aid.  There  is  nothing  in  human  nature  to  prevent  our  giving 
greater  play  to  these  motives  than  today  when  the  answer  to  the  question, 
“What  did  these  men  do  to  win  such  wealth?”  is  “They  did  us.” 

There  are  many  unanswered  questions  in  my  mind  after  hearing  the  dis¬ 
tinguished  of  the  old  parties.  Where,  for  instance,  are  the  money  changers 
whom  Roosevelt  drove  out  of  the  Temple  today?  Not,  most  of  them,  in 
jail  or  the  poorhouse.  Why  is  the  stock-market  booming  again  if  the  money 
changers  are  in  disgrace?  Why  did  the  New  Deal  government  fix  up  the 
hanks  and  give  them  back  to  the  bankers  to  see  if  they  could  do  it  again  ? 
Why  should  a  system  be  good  under  which  Oscar  Johnson,  a  high  official 
of  the  AAA,  received  for  the  plantation  which  he  manages  over  $300,000 
for  not  planting  cotton  at  a  time  when  share-croppers  go  in  rags?  He  helped 
write  the  law ;  we  paid  the  taxes.  These  things  and  the  things  that  pertain 
to  peace  are  the  things  my  associates  should  have  discussed. 

Socialism,  they  have  told  us,  is  impractical.  It  is  true  that  there  is  as 
yet  no  truly  Socialist  society  fully  achieved.  But  Socialism  is  practical  and 


132 


National  Education  Association 


it  is  on  the  march.  I  am  a  Socialist,  not  a  Communist,  very  critical  of  some 
things  in  Russia.  But  I  ask  you  to  read  the  Webbs’  account  of  that  great 
country  and  see  how  much  has  been  done.  Or  consider  the  influence  of 
Socialist  ideals  and  the  pressure  of  Socialist  organization  in  other  European 
countries,  notably  the  Scandinavian,  or  in  our  own  Milwaukee. 

The  marvel  of  history  is  the  awakening  of  the  workers.  It  is  a  Socialist 
awakening.  It  has  brought  with  it  moments  of  doubt  and  hesitation.  But 
in  it  is  our  hope — a  hope  that  in  America  we  must  help  to  realize  while 
yet  there  is  time  to  escape  the  dark  night  of  new  war  and  fascism. 


J^ife  * Membership  "Dinner 


HISTORICAL  NOTE 


As  early  as  1863  the  regulations  of  the  Association  provided  that  a  per¬ 
son  eligible  to  become  an  active  member  might  also  become  a  Life  Member 
by  paying  an  additional  fee.  However,  comparatively  fezv  took  advantage 
of  the  privilege  until  1926.  In  1884  and  again  in  1921  special  efforts  were 
made  to  increase  the  number  of  Life  Members  but  with  little  success. 
Prior  to  1926  there  were  less  than  two  hundred  Life  Members. 

At  the  Philadelphia-  convention  in  1926  the  officers  of  the  Association 
approved  Secretary  Crabtree's  recommendation  to  permit  the  payment  of 
the  Life  Membership  fee  on  the  instalment  plan,  ten  annual  payments  of 
ten  dollars  each,  with  the  understanding  that  these  payments  zvould  go 
directly  into  the  Permanent  Fund,  a  lasting  contribution  to  the  zuork  of 
the  Association.  This  put  Life  Membership  zvithin  the  reach  of  the  aver¬ 
age  teacher's  budget  and  Life  Membership  in  the  Association  became  at 
once  a  democratic  and  popular  professional  possession.  To  date,  5592 
Life  Memberships  have  been  issued  of  which  209  were  issued  during  the 
past  year. 

The  custom  of  holding  a  Life  M  ember  ship  Dinner  on  Monday  evening 
of  the  annual  convention  zvas  inaugurated  at  Atlanta,  Georgia,  in  1929 
and  has  been  continued  each  year  with  growing  interest  and  enthusiasm. 
The  follozving  have  presided  on  these  occasions: 

1929  Atlanta,  Georgia,  U cl  W .  Lamkin 

1930  Columbus,  Ohio,  E.  Ruth  Pyrtle 

1931  Los  Angeles,  California,  Carroll  G.  Pearse 

1932  Atlantic  City,  Nezv  Jersey,  Thomas  E.  Finegan 

1933  Chicago,  Illinois,  Rose  A.  Pest  a 

1934  Washington,  D.  C.,  Frank  W .  Ballou 

1935  Denver,  Colorado,  Willis  A.  Sutton 

1936  Portland,  Oregon,  C.  A.  Hozvard 


[134] 


AN  INSTITUTION  OF  GROWING  SIGNIFICANCE 


T.  D.  MARTIN,  DIRECTOR  OF  MEMBERSHIP,  NATIONAL  EDUCATION 

ASSOCIATION,  WASHINGTON,  D.  C. 

The  eighth  life  membership  dinner  was  held  at  the  Multnomah 
Hotel,  Portland,  at  5:30  Monday  evening,  June  29.  Honorable  C.  A. 
Howard,  state  superintendent  of  public  instruction  in  Oregon,  presided. 
President  Samuelson  presented  the  official  greetings  of  the  Association  to 
the  three  hundred  and  ninety  Life  Members  assembled  and  Dr.  John  W. 
Studebaker,  United  States  Commissioner  of  Education,  delivered  an  inspir¬ 
ing  address  on  the  subject,  “The  Value  of  Professional  Organizations.”  The 
delegates  from  Hawaii,  under  the  leadership  of  Mrs.  Phoebe  Amoy,  fur¬ 
nished  an  unusually  interesting  program  of  Hawaiian  music  and  dances. 
They  also  presented  each  guest  with  distinctive  individual  favors.  A  local 
committee,  of  which  Ada  McLaughlin  served  as  chairman,  assisted  with  the 
decorations  and  general  arrangements. 

Secretary-Emeritus  Crabtree  presented  President  Samuelson  with  the 
Honorary  Life  Membership  which  goes  to  each  president  of  the  Association. 

PRESENTATION  OF  LIFE  MEMBERSHIP  TO  PRESIDENT 

AGNES  SAMUELSON 

J.  W.  CRABTREE,  SECRETARY  EMERITUS,  NATIONAL  EDUCATION  ASSOCIATION, 

WASHINGTON,  D.  C. 

I  know  of  no  honor  more  greatly  appreciated,  and  of  no  duty  more  pleasant 
to  perform  than  that  of  presenting  this  Honorary  Life  Membership  in  the 
National  Education  Association  to  our  worthy  president,  Agnes  Samuelson. 

I  am  well  acquainted  with  the  people  and  with  conditions  where  Miss 
Samuelson  grew  up.  She  lived  on  the  Iowa  side  of  the  Missouri  River  and  I 
lived  on  the  Nebraska  side.  We  were  reared  in  essentially  the  same  pioneer 
environment,  only  I  was  a  generation  or  two  ahead  of  her.  I  saw  more  buf¬ 
faloes,  wolves,  and  Indians  than  she  was  privileged  to  see.  I  was  early  enough 
to  know  and  appreciate  many  of  the  settlers  on  her  side  of  the  river — and 
what  sturdy,  fine  citizens  they  were!  They  had  all  come  out  West  so  that 
their  children  could  grow  up  with  the  country. 

I  almost  knew  her  when  she  was  a  pupil  in  the  schools.  Some  of  the  grad¬ 
uates  of  my  normal  school  were  her  teachers.  Especially  since  she  became  one 
of  the  most  outstanding  women  in  the  nation,  they  point  with  pride  to  the 
fact  that  “Miss  Samuelson  was  a  pupil  of  mine.”  They  actually  claim  some 
of  the  credit  for  her  success.  Would  I  not  be  justified  in  claiming  a  share  of 
the  credit  myself  because  of  having  sent  her  such  fine  teachers? 

Just  a  year  ago  at  a  Life  Membership  Dinner  when  I  told  of  my  mother’s 
having  sent  me  back  to  the  spring  for  another  pail  of  water  because  I  had 
dropped  pebbles  in  the  first  one,  I  thought  I  could  see  that  Miss  Samuelson 
enjoyed  the  fact  that  I  had  to  make  the  second  trip.  So  when  called  upon  to 


[135] 


136 


National  Education  Association 


take  part  on  the  program  here  this  evening,  I  thought  it  would  be  an  easy 
matter  to  get  some  sort  of  a  pebble  story  about  her.  Then  it  occurred  to  me 
that  in  that  gumbo  soil  at  Shenandoah  there  was  not  a  pebble  to  be  found 
for  miles  around.  Realizing  that  there  is  no  better  way  of  getting  the  inside 
on  one  than  to  talk  with  old  settlers  back  home,  I  tried  that  plan  on  Miss 
Samuelson.  Here  is  the  nearest  that  I  came  to  getting  anything: 

One  old-timer  said :  “Yes  she  is  a  mighty  big  woman  and  what  I  like  best 
is  that  she  doesn’t  know  it.” 

Another  said:  “She  was  so  popular  with  the  young  men  that  I  thought 
she  might  be  picked  up  any  day  by  one  of  them,  but  I  guess  she  really  wanted 
to  care  for  a  larger  family.” 

Another  said :  “The  maddest  I  ever  seen  Aggie  was  when  old  man  Brown 
said  she  had  to  whip  the  children  in  her  school.  I  tell  you  she  came  mighty 
near  lickin’  him.” 

One  neighbor  said:  “She  diets.  That  is  the  queerest  thing  I  have  heard 
about  her.” 

I  might  really  make  something  out  of  that  about  dieting  were  it  not  for  the 
fact  that  the  doctor  thinks  I  should  diet  also,  instead  of  going  about  eating 
everything.  As  you  readily  see  I  am  handicapped  in  getting  hold  of  capers 
of  any  kind  on  her.  Whether  you  talk  with  people  at  the  state  capital  where 
she  serves,  or  with  the  citizens  of  her  home  town,  you  hear  only  of  her  re¬ 
markable  successes.  If  she  ever  threw  pebbles  around  or  if  she  ever  failed  in 
any  examination,  the  whole  citizenship  of  the  state  has  forgotten  about  it. 
This  analysis  of  her  case  shows  that  she  is  most  worthy  of  the  honor  about 
to  be  conferred  upon  her. 

We  will  now  ask  Miss  Samuelson  to  stand  to  receive  the  highest  recog¬ 
nition  which  can  be  conferred  by  the  organized  teaching  profession.  Let  me 
first  call  upon  representatives  of  Hawaii,  that  part  of  this  nation  which  holds 
the  highest  membership  record,  to  place  the  symbolic  lei  about  her  shoulders 
as  a  mark  of  highest  honor  and  esteem,  not  only  representing  the  teachers 
of  the  Islands  but  those  of  all  America,  and  with  them  let  me  call  upon  rep¬ 
resentatives  of  Oregon,  the  state  most  noted  for  beautiful  flowers,  to  place 
her  in  a  setting  of  beauty  in  harmony  with  her  personality  and  the  beauty 
of  her  character. 

M  iss  Samuelson — Now  State  Superintendent  of  Public  Instruction  of 
the  great  state  of  Iowa ;  outstanding  in  her  work  as  teacher  and  county  super¬ 
intendent;  for  several  years  the  nation’s  most  noted  leader  in  movements 
to  promote  rural  education  and  rural  welfare ;  patient,  wise,  and  skilful  ad¬ 
ministrator ;  devotee  of  learning;  upright  worthy  citizen;  friend  of  youth, 
of  parents,  and  of  teachers;  loyal  to  the  interests  of  her  profession,  her  state, 
her  nation,  and  of  mankind ! 

Miss  Samuelson,  in  recognition  of  these  attainments,  merits,  and  services, 
I  do  by  the  order  of  the  officers  of  the  National  Education  Association  con¬ 
fer  upon  you  what  I  shall  call  the  Honorary  Life  Membership  Degree.  And 
in  token  of  such  bestowal  will  you  please  accept  this  key  with  the  grateful 
appreciation  of  5000  life  members  and  of  more  than  200,000  active  members 
of  the  National  Education  Association. 


Rational  Council  of  C ducat ion 


HISTORICAL  NOTE 


The  national  council  of  education  was  organized  in  1880,  growing 
out  of  a  fapcr  read  by  Thomas  IV.  Bicknell  before  the  Department  of 
Superintendence.  The  active  membership  of  the  Council  consists  of  60 
members  chosen  by  the  Council;  60  chosen  by  the  Board  of  Directors  of 
the  Association ;  and  three  chosen  by  each  of  the  Departments  of  the  Asso¬ 
ciation.  For  constitution  and  bylaws,  see  proceedings,  1906:  608-11. 

The  officers  of  the  Council  for  the  year  1936-37  are:  president,  Wil¬ 
liam  C.  Bagley,  Professor  of  Education,  Teachers  College,  Columbia  Uni¬ 
versity,  Nezv  York,  N.  Y .;  vicepresident,  Lida  Lee  Tall,  President, 
State  Teachers  College,  Towson,  Md.;  secretary,  Chari  O.  Williams, 
Field  Secretary,  National  Education  Association,  Washington,  D.  C.; 
executive  committee  i  Anna  Laura  Force,  Principal,  Lake  Junior  High 
School,  Denver,  Colo,  (term  expires  1937);  Margaret  Kiely,  Principal, 
Bridgeport  City  Normal  School,  Bridgeport,  Conn,  (term  expires  1937)  ; 
A.  L.  Threlkeld,  Superintendent  of  Schools,  Denver,  Colo.  ( term  expires 
1938). 

The  Council  meets  twice  each  year,  once  in  February  and  once  in  June. 
Facts  relating  to  the  establishment  of  this  Department  and  the  record  of 
meetings  are  found  in  earlier  volumes  of  proceedings  as  follows: 


1880:  90-  94 
1882:  77-  87 
1884  :Pt.III:l 
1885 : 405-551 

1886  -.259-331 

1887  -.255-328 

1888  -.251-321 

1889  -.345-440 

1890  -.287-364 

1891  -.275-378 

1892  -.745-806 


1893  -.925 

1894  -.593-678 

1895  -.430-509 

1896  -.393-470 

189 7  -.317-583 

1898  -.489-588 

1899  -.380-529 

1900  -.297-364 

1901  -.349-499 

1902  -.306-408 

1903  -.301-376 


1904  -.333-377 

1905  -.271-340 

1906  -.607-623 

1907  -.329-454 

1908  -.313-500 

1909  -.331-435 

1910  -.307-375 

1911  -.331-476 

1912  -.499-605 

1913  -.355-424 
1914:293-404 


1915  -.527-627 
191 6:195-287 
191 7:129-219 

1918  -.135-149 

1919  -.675-739 

1920  -.107-190 

1921  -.269-368 

1922  -.349-574 

1923  -.425-551 

1924  -.350-428 

1925  -.266-336 


19 26:281-327 
19 27:247-292 
1928:221-262 
1929  -.229-274 
1930 :199-245 

1931  -.275-311 

1932  -.221-257 

1933  -.225-266 
1934:229-262 
1935  -.225-248 


-67 


[  138] 


THE  TEACHERS  COLLEGE  VERSUS  THE  LIBERAL  ARTS 
COLLEGE  IN  THE  EDUCATION  OF  TEACHERS 


O.  R.  LATHAM,  PRESIDENT,  IOWA  STATE  TEACHERS  COLLEGE,  CEDAR  FALLS, 

IOWA,  Leader 

Participants : 

Adele  Land,  Associate  Professor  of  Education,  University  of  Buffalo, 
Buffalo,  N.  Y. 

Margaret  Kiely,  Principal,  Bridgeport  Normal  School,  Bridgeport, 
Conn. 

W.  E.  Peik,  Professor  of  Education,  University  of  Minnesota,  Minne¬ 
apolis,  Minn. 

Franklin  M.  Underwood,  Assistant  Superintendent  of  Schools,  St. 
Louis,  Mo. 

IN  her  opening  remarks  Miss  Land  stated  that  if  it  is  true  that  the 
society  in  which  we  live  is  gradually  developing  toward  greater  collec¬ 
tivism  yet  with  a  desire  in  this  country,  at  least,  to  retain  personal  integrity 
and  individuality,  if  we  must  prepare  teachers  to  teach  in  a  complex  indus¬ 
trial  society,  then  the  programs  of  education  for  teachers  must  include  not 
mere  technics  but  a  study  of  those  elements  in  social  living  which  will  lead 
to  understanding,  appreciation,  and  ability  to  act  with  intelligence.  Miss 
Land  representing  the  liberal  arts  college  point  of  view  discussed  the  fol¬ 
lowing  points:  ( 1 )  the  state  is  responsible  for  the  establishment  of  standards 
and  the  regulation  of  the  supply  and  demand  of  teachers;  (2)  a  teacher 
needs  a  broad  general  education  as  a  basis  for  any  professional  study  which 
may  be  carried  on;  (3)  the  teacher  needs  specialized  preparation  for  the 
field  in  which  he  is  to  teach  beyond  what  general  education  can  give  him ; 
(4)  the  teacher  needs  professional  education  which  will  give  him  the  needed 
knowledges  and  skills  to  teach  children  on  whatever  level  of  work  he  may 
be;  (5)  the  program  for  the  education  of  teachers  must  be  organized  with 
student  teaching  as  the  core  to  give  students  enough  pre-service  controls  to 
assure  what  the  survey  speaks  of  as  a  “safety  minimum”  of  teaching;  (6)  the 
education  of  teachers  should  be  directed  to  develop  the  prospective  teachers 
personally  and  socially  as  well  as  professionally;  (7)  effort  should  be  made 
to  select  the  best  students  for  teaching;  (8)  an  integrating  philosophy  of 
education  and  a  truly  professional  attitude  should  permeate  the  whole  pro¬ 
gram  and  be  developed  in  the  students.  She  concluded  with  the  statement 
that  if  it  is  true  that  the  problem  of  educating  teachers  is  growing  more  and 
more  complex,  and  if  it  is  true  also  that  many  types  of  individuals  are  needed 
in  teaching  to  give  greatest  spread  of  education  to  growing  children,  and  if 
it  is  further  true  that  there  is  no  conclusive  evidence  in  favor  of  any  group 
as  such,  it  would  seem  that  the  effort  should  be  toward  a  synthesis  of  ac¬ 
tivity  and  of  contributions  of  the  two  institutions  entering  the  training  field 
from  two  different  points  of  approach  and  not  an  elimination  of  either. 


1  139  1 


140 


National  Education  Association 


In  supporting  the  contention  that  the  professional  school  is,  at  the  present 
time,  unquestionably  superior,  Miss  Kiely  enumerated  the  following  points: 
( 1 )  the  conception  out  of  which  the  professional  school  has  evolved  is  more 
accurate  than  the  liberal  arts  school  in  relationship  to  the  purposes  of  teacher 
preparation;  (2)  presentday  social  demands  for  teaching  service  are  more 
accurately  anticipated  and  satisfied  by  professional  school  policies  than  by 
liberal  arts  policies;  (3)  the  professional  school  gives  today  a  larger  promise 
of  growth  than  does  the  college  of  liberal  arts.  Miss  Kiely  believes  that  a 
decision  as  to  the  relative  efficiency  of  the  two  types  of  training  must  be  made 
on  the  basis  of  the  thoroness  and  accuracy  with  which  institutions  are  ac¬ 
tually  meeting  the  acknowledged  goal  of  teacher  service,  or  as  to  the  surety 
with  which  they  are  approaching  that  goal.  Personal  experience  of  Miss 
Kiely  in  investigating  the  question  has  convinced  her  of  the  superior  efficiency 
of  the  well-trained  professional  school  graduate  over  the  well-trained  lib¬ 
eral  arts  school  graduate — the  advantage  reckoned  in  terms  of  actual  class¬ 
room  performance  and  teacher  influence  upon  pupils.  Miss  Kiely  believes 
that  the  liberal  arts  college,  fundamentally  unsound  in  its  philosophy  of 
teacher  preparation  recognizing  a  divided  interest  in  its  policy,  has  practi¬ 
cally  exhausted  its  possibilities  as  a  teacher-training  agency.  “The  teachers 
college  is  fundamentally  sound  in  conception.  It  has  merely  scratched  the 
surface  of  its  possibilities  for  teacher  education.” 

Mr.  Peik  stated  that  the  advantages  of  the  teachers  college  may  be  sum¬ 
marized  as  being  found  in  better  training  school  facilities,  closer  supervision 
and  guidance  of  practise  teaching,  more  attention  to  and  belief  in  the  value 
of  the  professional  elements  of  training,  broader  educational  aims  beyond 
subjectmatter  aims  in  all  courses  taught,  closer  articulation  of  teaching  field 
preparation  with  the  needs  of  the  situation,  and  better  orientation  of  the 
faculty  on  teacher  education  thru  wider  teaching  experience  and  more  study 
of  educational  problems.  Mr.  Peik  believes  that  the  general  trends  of  arts 
college  advantages  are  scholastic;  the  general  trends  of  teachers  college  ad¬ 
vantages  are  professional.  “Each  needs  strengthening  in  the  other’s  area  of 
advantage  before  either  becomes  the  ideal  place  for  the  preparation  of  teach¬ 
ers.”  Mr.  Peik  feels  that  on  the  whole  the  liberal  arts  college  will  have  to  be 
willing  to  become  still  more  vocational  and  professional  in  its  education  of 
teachers,  or,  if  unwilling  to  modify  the  traditional  point  of  view  about  sup¬ 
plying  only  a  liberal  culture,  it  must  be  willing  then  to  relinquish  its  tradi¬ 
tional  function  of  educating  teachers.  He  thinks  to  do  the  job  of  teacher 
preparation  better  it  will  need  campus  training  schools  to  bring  about  closer 
cooperation  with  local  schools.  He  concluded  with  the  statement  that  teach¬ 
ers  colleges  cannot  claim  superiority  as  teacher-preparing  institutions  until 
they  attain  and  then  exceed  the  scholastic  superiority  of  the  arts  college. 
“For  the  present,  let  each  be  given  a  chance  to  show  what  it  will  do  to  re¬ 
move  its  deficiencies.  Let  each  spur  the  other  to  higher  standards.  Then 
eliminate  the  weak.” 

Mr.  Un-derwood  centered  his  discussion  around  the  two  questions,  “What 
are  the  needs  of  the  teacher?”  and  “What  are  the  true  and  ultimate  ends  of 
education?”  He  feels  that  the  contribution  of  the  teachers  college,  purely  on 


National  Council  of  Education 


141 


the  cultural  side,  has  something  not  to  be  found  in  the  contribution  of  the 
liberal  arts  college.  Another  contrast  between  the  offerings  of  the  liberal 
arts  college  and  the  teachers  college,  for  the  teacher,  according  to  Mr. 
Underwood,  is  found  in  the  fact  that  the  liberal  arts  college  primarily  teaches 
subjectmatter,  while  the  teachers  college  primarily  teaches  “professional¬ 
ized”  subjectmatter.  In  discussing  the  vocational  aspect  of  the  work  of  the 
teachers  college,  Mr.  Underwood  stated  that  scholarship  alone  will  not  make 
a  good  teacher ;  a  teacher  needs  to  know  not  only  what  to  teach  and  why,  but 
he  must  acquire  an  enthusiasm  and  inspiration  for  the  work  of  teaching,  and 
a  training  in  the  technics  of  teaching  and  learning.  He  believes  that  these 
latter  objectives  are  fundamental  and  essential  and  are  becoming  increas¬ 
ingly  important  and  significant  to  the  teacher.  Mr.  Underwood  believes  that 
the  teacher  has  need  for  both  the  teachers  college  and  the  liberal  arts  col¬ 
lege  in  his  preparation,  but  the  teacher  will  continue  to  rely  on  the  teachers 
college  as  long  as  the  liberal  arts  college  assumes  a  critical  rather  than  a 
friendly  attitude  of  cooperation  with  the  teachers  college.  The  future  of 
each  is  bright,  if  each  can  be  brought  to  a  point  of  common  understanding 
and  mutual  appreciation  and  recognition,  each  of  the  work  of  the  other. 

A  TRIBUTE  TO  DR.  ADELAIDE  STEELE  BAYLOR 

J.  C.  WRIGHT,  ASSISTANT  COMMISSIONER  FOR  VOCATIONAL  EDUCATION, 
U.  S.  OFFICE  OF  EDUCATION,  WASHINGTON,  D.  C. 

There  is  little  that  I  can  tell  members  of  the  National  Council  of  Educa¬ 
tion  about  Miss  Baylor  that  they  do  not  already  know. 

She  served  as  secretary  of  the  Council  over  a  period  of  seventeen  years. 
I  may  note  that  that  was  quite  characteristic  of  Miss  Baylor.  It  was  char¬ 
acteristic  of  her  that  she  should  continue  long  in  any  service  which  she 
undertook,  and  that  she  should  assume  definite  responsibilities  and  be  ex¬ 
pected  to  contribute  definite  services  in  any  group  with  which  she  became 
associated.  She  did  that  as  a  member  of  the  staff  of  the  Federal  Board  for 
Vocational  Education,  of  which  she  wTas  virtually  a  charter  member.  She 
came  to  the  Board  in  1918,  and  five  years  later  was  appointed  chief  of  the 
Home  Economics  Education  Service.  In  this  position  she  continued  until 
her  retirement  October  30,  1935 — one  may  say  until  she  passed  away,  since 
her  death  occurred  a  few  weeks  later,  on  December  18. 

In  recognition  of  her  achievements  and  qualities  of  service  and  leadership 
many  honors  were  conferred  upon  her. 

We  have  heard  much  of  late  of  a  planned  social  economy.  I  think  we 
may  say  that  Miss  Baylor  lived  a  planned  life — a  life  planned  in  the  only 
way  in  which  any  life  can  be  planned  and  in  which  few  lives  are  in  fact 
planned.  Looking  back  over  the  record  of  her  achievements,  wTe  find  them 
all  falling  into  a  consistent  whole.  Her  diverse  interests  were  all  rooted  in 
the  development  of  her  one  single  dominating  interest — homemaking  edu¬ 
cation  for  girls  and  women. 

The  record  in  this  matter  is  clear.  Miss  Baylor  was  born  in  Wabash,, 
Indiana,  where  she  received  her  elementary  and  high-school  training.  She* 


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began  her  collegiate  training  at  the  University  of  Michigan;  completed  her 
work  for  the  Bachelor  of  Philosophy  degree  at  the  University  of  Chicago; 
and  received  the  Master  of  Arts  degree  from  Columbia  University.  As  a 
graduate  of  Chicago  University  she  received  honorable  mention  for  excel¬ 
lence  of  work,  and  with  her  master’s  degree  from  Columbia  she  received 
a  special  diploma  for  supervision  of  home  economics  education. 

In  1928,  Stout  Institute  of  Menomonie,  Wisconsin,  conferred  upon  her 
the  well-deserved  honorary  degree  Doctor  of  Science  in  Home  Economics 
Education. 

She  was  an  honorary  member  of  the  home  economics  fraternity  Omicron 
Nu,  and  national  honorary  member  of  the  professional  home  economics 
fraternity  Phi  Upsilon  Omicron.  She  was  a  member  of  the  League  of 
American  Pen  Women  and  a  member  of  the  American  Association  of  Uni¬ 
versity  Women,  serving  at  one  time  as  president  of  the  Indiana  branch  of 
this  association. 

She  was  a  member  of  the  Education  Committee  of  the  National  League 
of  Women  Voters;  chairman  of  the  Literature  Committee  of  the  National 
Farm  and  Garden  Association;  chairman  of  homemaking  in  the  National 
Congress  of  Parents  and  Teachers;  a  member  of  the  advisory  board  of 
Parents’  Magazine ;  honorary  life  member  of  the  American  Vocational 
Association ;  member  of  the  American  Home  Economics  Association ;  mem¬ 
ber  of  the  Department  of  Superintendence  of  the  National  Education  Asso¬ 
ciation ;  past  president  of  the  National  Council  of  Administrative  Women 
in  Education ;  and  was  actively  associated  with  many  other  groups. 

She  was  an  effective  writer  and  an  accomplished  lecturer  on  educational 
subjects,  and  was  the  author  of  a  number  of  books  for  children. 

Of  her  long  and  distinguished  service  as  a  member  and  as  secretary  of 
the  National  Council  of  Education  you  already  know.  These  many  diverse 
activities  and  associations  were,  as  I  have  noted,  all  incidental  to  her 
dominating  life-long  interest  in  homemaking  education.  She  served  each 
group  with  which  she  became  associated.  She  was  one  of  the  elect  few  whose 
personality,  alert  intelligence,  unfailing  courage,  self-confidence,  and  per¬ 
fect  poise  on  all  occasions  were  of  national  consequence.  She  was  a  tireless 
worker  in  her  field.  Under  her  leadership  home  economics  education  won 
deserved  recognition  in  our  secondary-school  system. 

More  particularly  I  can  pay  tribute  to  Miss  Baylor  as  a  co-worker  of 
mine  during  more  than  fifteen  years.  I  early  learned  to  appreciate  her 
sound  judgment  and  her  tact  in  dealing  with  administrative  problems. 
With  all  these  known  achievements  to  her  credit,  she  will,  I  think,  never¬ 
theless  live  in  our  thoughts  and  in  the  thoughts  of  all  who  came  in  contact 
with  her  not  primarily  as  a  marvelous  teacher,  leader,  and  administrator, 
altho  she  was  all  that,  but  rather  as  Dr.  Adelaide  Steele  Baylor,  a  person¬ 
ality  which  cannot  be  analyzed,  because  it  was  a  complex  living  influence 
and  was  something  which,  while  essentially  individual,  nevertheless  be¬ 
longed  to  and  served  the  nation  as  a  whole. 


National  Council  of  Education 


143 


THE  CONTRIBUTION  OF  ADELAIDE  S.  BAYLOR  TO  THE 

HOME  ECONOMICS  MOVEMENT 

LOUISE  STANLEY,  CHIEF,  BUREAU  OF  HOME  ECONOMICS,  U.  S.  DEPARTMENT 

OF  AGRICULTURE,  WASHINGTON,  D.  C. 

Movements,  like  people,  take  form  and  change  their  course  under  the  in¬ 
fluence  of  strong  personalities  associated  with  them.  So  Ellen  H.  Richards 
strengthened  this  movement  we  call  home  economics  by  directing  into  it 
closely  related  streams  of  scientific  knowledge.  Caroline  Hunt  in  Revalua¬ 
tions  gave  us  an  underlying  philosophy  which  tended  to  deepen  its  channel 
and  guide  its  flow  as  she  asked  us  to  concern  ourselves  with  “the  bearing 
upon  life  of  the  teachings  of  home  economics. ”  Martha  Van  Rensselaer 
with  a  background  of  rural  teaching  helped  direct  this  stream  of  useful 
knowledge  so  as  to  carry  the  message  of  better  living  to  the  rural  home. 
Anne  Richardson,  coming  later  into  vocational  home  economics  with  a 
background  of  college  teaching,  saw  that  the  stream  going  out  to  our  teacher¬ 
training  institutions  was  enriched  in  content,  and  later  showed  the  contri¬ 
bution  of  this  home  economics  movement  to  parent  education  and  education 
for  family  life. 

Another  whose  strong  personality  played  an  important  part  in  shaping 
this  rapidly  growing  movement  has  recently  passed  on.  Adelaide  Steele 
Baylor  brought  a  different  background  of  experience  to  home  economics, 
from  any  of  those  mentioned  above.  And  she,  too,  has  left  a  contribution, 
at  a  time  when  just  her  contribution  was  needed.  This  movement  was 
growing  rapidly.  More  channels  were  needed  to  get  its  stored  supplies  to 
those  who  needed  them,  at  the  time  they  needed  this  knowledge,  and  in  the 
form  to  be  most  useful. 

Coming  to  the  movement  as  Miss  Baylor  did,  experienced  in  public 
school  teaching  and  administration,  she  saw  the  great  need  for  home  eco¬ 
nomics  teaching  with  its  useful  contribution  in  both  content  and  method. 
She  was  able  to  interpret  home  economics  to  school  administrators  and 
help  them  to  see  its  importance  in  the  education  of  our  youth.  She  showed 
its  place  in  the  curriculums  of  our  public  schools  and  its  usefulness  in  the 
integration  of  more  abstract  subjectmatter  with  life  situations.  Her  deep 
understanding  of  schools  and  their  problems,  and  a  vision  which  enabled 
her  to  see  the  educational  needs  of  the  future  as  well  as  of  the  present,  are 
illustrated  in  her  writings  on  the  place  of  home  economics  in  the  public 
schools. 

In  a  discussion  before  the  Texas  State  Education  Association,  in  Decern- 
ber  1928,  in  calling  attention  to  the  rich  content  of  home  economics,  she 
said :  “There  is  a  fine  educational  content  in  home  economics  unsurpassed 
by  that  in  any  other  field  of  education.  It  is  a  content  that  is  not  only  theo¬ 
retical  but  practical  in  its  application  to  improved  living  and  is  based  upon 
the  responsibilities  and  activities  involved  in  the  maintenance  of  homes  and 
family  life.  .  .  .  The  richest  materials  of  every  phase  of  biological,  physical, 
and  chemical  science  are  inseparably  tied  up  with  the  content  of  home  eco- 


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nomics.  No  less  true  is  this  of  the  materials  of  social,  economic,  and  esthetic 
fields,  while  research  at  as  high  a  level  and  as  purely  scientific  as  that  re¬ 
quired  elsewhere  is  necessary  to  secure  the  educational  content  for  home 
economics  instruction,”  and  she  pointed  out  to  the  home  economist  the 
educational  value  of  the  immediate  bearing  of  home  economics  upon  life 
situations,  necessitating  careful  study  of  home  problems  and  selection  of 
content  to  meet  these.  Thru  solution  of  these  immediate  problems  she  would 
build  a  background  for  solution  of  more  ultimate  goals. 

May  I  quote  again:  “The  principles  involved  in  the  selection  and  use 
of  the  content  are  superior  from  the  standpoint  of  mental  development  as 
well  as  physical  development.  Such  selection  and  use  require  first  of  all 
careful  surveys  of  the  needs  of  families  and  communities  and  call  for  the 
set-up  of  both  immediate  and  ultimate  goals,  the  accomplishment  of  the 
former  leading  in  a  fairly  clear  and  definite  way  to  that  of  the  latter.  The 
most  progressive  principles  of  education  must  be  applied  in  this  work  if 
these  goals  are  achieved  and  tests  and  measurements  devised  on  a  thoroly 
scientific  basis  to  determine  outcomes  of  teaching  and  their  relation  to  the 
goals  or  objectives  of  the  work. 

“Notwithstanding  the  fact  that  the  field  of  home  economics  education 
entails  as  much  abstract  thinking  and  scientific  research  as  any  other  field 
of  education,  its  goals  demand  the  translation  of  these  into  concrete,  simple 
terms  and  activities  applicable  to  daily  living  and  to  the  layman.” 

To  the  educator  in  general  she  pointed  out  that  “the  value  of  home 
economics  education  in  drawing  education  away  from  the  wholly  abstract 
to  the  at  least  partially  concrete,  from  just  theory  to  some  practise,  from 
the  wordy  ideal  to  a  touch  of  the  real,  from  formalism  to  individual  needs 
and  abilities,  has  been  and  continues  to  be  immeasurable.” 

Guiding,  as  Miss  Baylor  did,  the  development  of  home  economics  for 
homemaking  under  the  conditions  set  up  in  the  Vocational  Education  Act, 
she  saw  this  homemaking  job  in  its  social  and  economic  setting  and  not 
in  narrow  activity  terms.  She  was  firm  in  her  stand  thru  all  discussions  of 
vocational  and  general  home  economics  for  the  need  of  so-called  cultural 
content  in  training  for  homemaking.  She  has  left  in  the  curriculums  for 
vocational  schools  a  content  which  has  a  real  bearing  on  life  and  training 
for  home  living,  and  at  the  same  time  is  of  general  cultural  value. 

M  iss  Baylor  had  an  unusual  ability  to  analyze  a  situation  and  select  the 
wise  approach  in  the  solution  of  administrative  problems.  She  felt  strongly 
the  need  for  adaptation  of  curriculums  to  changing  social  and  economic 
conditions  and  recommended  the  use  of  home  visiting  by  the  teachers  of 
community  surveys,  and  of  an  advisory  committee  of  homemakers  to  keep 
a  check  on  changing  conditions  which  should  be  met  by  changing  content, 
method,  and  equipment  for  home  economics  teaching. 

Still  more  her  broad  outlook  on  life  and  her  freedom  from  the  hamper¬ 
ing  influence  of  narrow  specialization  in  a  special  field  helped  her  to  see  the 
contribution  of  home  economics  in  broad  terms  and  use  the  various  related 
streams  to  supplement  as  needed  the  more  narrowly  interpreted  home  eco¬ 
nomics  content. 


National  Council  of  Education 


145 


But  background  and  outlook  on  life  were  not  the  only  contributions. 
Miss  Baylor  thru  her  rich  personality,  strong  qualities  for  leadership,  a 
willingness  to  give  freely  of  herself,  had  built  up  an  able  staff  in  Washington 
and  in  the  states,  to  give  guidance  to  the  flow  of  home  economics  teaching 
in  the  public  schools  as  it  went  out  thru  the  different  agencies.  She  had  the 
attributes  of  a  strong  administrator  in  the  wise  use  and  guidance  of  those 
about  her. 

She  has  built  for  us  channels  carrying  home  economics  to  various  school 
groups  needing  these  teachings — day  school,  evening  school,  and  part-time 
training,  for  youth  and  adult — channels  that  have  been  confined  to  certain 
fields  of  usefulness  because  of  the  requirements  set  up  in  the  Vocational 
Education  Act  under  which  she  worked.  Those  of  us  who  have  looked  on 
see  a  wider  application  of  this  heritage.  Let  us  see  that  the  vitality  and 
adaptability  she  saw  in  this  home  economics  movement  is  more  widely 
applied ;  that  sympathetic  state  supervision  developing  the  best  in  home 
economics  teaching  be  extended ;  that  opportunities  for  conferences  and 
working  together  reach  all  concerned  with  home  economics  teachings  in 
the  schools.  This  is  the  contribution  of  Adelaide  Steele  Baylor  to  home 
economics,  and  it  is  the  obligation  she  has  left  with  us. 


HOW  THE  PROFESSION  CAN  COOPERATE  WITH  THE 

OFFICE  OF  EDUCATION 

J.  W.  STUDEBAKER,  UNITED  STATES  COMMISSIONER  OF  EDUCATION, 

WASHINGTON,  D.  C. 

The  historic  functions  of  the  Office  of  Education  as  stated  in  the  laws 
establishing  the  Office  and  adding  to  its  services  need  to  be  interpreted  in  the 
light  of  current  educational  problems. 

Laws  defining  the  functions  of  the  Office  of  Education  delegate  to  it  the 
authority  to  “collect  and  diffuse  information  and  otherwise  promote  the 
cause  of  education  thruout  the  country” ;  to  make  “appropriations  for  the 
support  of  the  instructional  program  of  land-grant  colleges” ;  and  to  pro¬ 
mote  vocational  education  and  rehabilitation. 

As  educational  problems  are  becoming  more  national  in  scope,  the  promo¬ 
tion  of  education  calls  for  greatly  increased  support  for  the  Office.  Increased 
support  will  enable  it  to  render  service  in  those  fields  which  are  most  in¬ 
timately  identified  with  the  public  interest. 

The  teaching  profession  should  use  its  influence  to  assure  the  observance 
by  the  government  of  the  principle  that  the  federal  service  to  schools  and 
colleges  should  follow  regularly  constituted  educational  channels.  Organized 
public  education  must  be  kept  free  from  partisan  political  influence  and  from 
control  by  other  vested  interests.  Education  is  a  profession  with  its  own  clear 
responsibilities  and  its  own  ethical  codes,  and  persons  unacquainted  with  the 
professional  aspects  of  education  should  not  be  in  positions  of  executive  re¬ 
sponsibility  in  carrying  out  programs  of  education. 

Functions  which  the  Office  of  Education  should  include  are  as  follows: 


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National  Education  Association 


1.  Conservation — Programs  of  conservation  of  soils,  forests,  minerals,  and  wild 
life 

2.  Fine  arts — Encouragement  of  wholesome  leisure-time  activities,  thru  instruction 
in  the  schools 

3.  Library  service — Recognition  of  the  library  as  an  essential  instrumentality  of 
adult  education 

4.  Adult  education — Increased  services  to  adults  thru  general  education  and  thru 
public  forums,  thus  encouraging  intelligent  participation  in  government 

5.  Education  by  radio — Provision  for  radio  programs  of  an  educational  and 
interpretive  nature. 

The  possibilities  of  radio  as  an  educational  medium  are  as  yet  little  appre¬ 
ciated.  This  is  a  held  in  which  the  Office  of  Education  has  distinct  interests, 
and  one  which  should  by  no  means  be  neglected  in  a  consideration  of  means 
to  advance  the  interests  of  education  thruout  the  country. 

DEMOCRACY  AND  THE  PROFESSION  OF  TEACHING 

A.  DUNCAN  YOCUM,  PROFESSOR  OF  EDUCATION,  UNIVERSITY  OF 
PENNSYLVANIA,  PHILADELPHIA,  PA.,  Leader 

Participants : 

George  S.  Counts,  Professor  of  Education,  Teachers  College,  Colum¬ 
bia  University,  New  York,  N.  Y. 

Fred  J.  Kelly,  Chief,  Division  of  Higher  Education,  U.  S.  Office  of 
Education,  Washington,  D.  C. 

John  K.  Norton,  Professor  of  Education,  Teachers  College,  Columbia 
University,  New  York,  N.  Y. 

In  discussing  his  theses  on  “Is  the  United  States  Public  School  System 
Growing  Undemocratic  or  More  Democratic?”  Dr.  Yocum  stated  that  there 
are  three  ways  in  which  the  American  public  school  system  can  grow  undem¬ 
ocratic:  ( 1 )  it  may  be  undemocratic  in  its  beliefs  and  its  ideals,  such  as  re¬ 
solving  that  democracy  is  as  yet  or  for  the  time  being — impliedly,  perhaps, 
only  as  yet  or  only  for  the  time  being — the  best  form  of  government;  (2)  it 
may  be  undemocratic  in  its  administration  and  by  teaching  undemocratic 
doctrines;  and  (3)  it  may  be  undemocratic  merely  in  its  failure  to  teach 
democratic  essentials  effectively  enough  for  them  to  control  individual  and 
group  conduct.  Dr.  Yocum  believes  that  in  attempting  to  apply  each  of  these 
determinants  of  the  democracy  or  lack  of  democracy  in  the  public  school,  and 
of  the  democracy  or  lack  of  democracy  in  the  life  of  which  it  is  a  part  and 
for  which  it  is  seeking  to  prepare  its  pupils,  it  is  necessary  to  have  as  the 
common  measure  of  all  three,  a  definite  and  inclusive  knowledge  of  what 
democracy  definitely  and  inclusively  is.  However  it  may  be  defined  philo¬ 
sophically  or  scientifically,  so  far  as  it  can  be  depended  upon  as  a  common  test 
of  conflicting  social  interests,  economic  solutions,  and  political  practises,  it 
is  what  American  leadership  currently  accepts  and  agrees  upon  as  essential 
democracies  because  they  are  known  to  contribute  to  the  continued  existence 
and  growth  of  a  nationwide  cooperation  for  a  continually  broadening  com¬ 
mon  welfare. 


National  Council  of  Education 


147 


Dr.  Yocum  feels  that  democracy  essentials  are  not  determined  by  the 
social  sciences,  but  themselves  determine  whether  or  not  the  efficiencies  re¬ 
sulting  from  the  social  sciences  and  the  natural  sciences  as  well,  are  being 
usefully  applied.  Among  those  agreed  upon  by  the  national  leaders  who  re¬ 
sponded  to  the  questionnaire  submitted  by  the  old  Committee  on  the  Teach¬ 
ing  of  Democracy,  are  three  which,  under  the  stress  of  the  present  national 
emergency  and  of  accompanying  economic  and  political  trends,  are  in  grave 
danger  of  being  irreparably  interfered  with  and  impaired :  ( 1 )  the  duty  and 
practise  of  equivalent  return;  (2)  the  right  to  an  individual  compensation 
proportionate  to  personal  effort,  risk,  or  achievement;  and  (3)  a  leveling  up 
which  is  dependent  upon  self-qualification  thru  highest  effort  and  a  growing 
appreciation  of  human  worths  and  finenesses  of  worth.  For  the  time  being 
these  particular  essentials  appear  to  be  not  only  an  irreducible  democracy 
minimum,  but,  as  such,  the  supremest  outcome  of  an  instruction  which  will 
fail  in  every  other  fundamental  purpose  if  they  are  not  effectively  taught. 
Dr.  Yocum  concluded  his  discussion  with  the  statement  that  if  the  America 
we  love  is  to  continue  to  exist,  and  if  the  democracy  in  which  we  as  Ameri¬ 
cans  believe  is  to  grow  truer  and  more  complete,  essential  democracies  must 
be  taught  and  taught  thru  instruction  complexes  irresistibly  more  powerful 
than  those  of  chance. 

Following  the  presentation  of  Dr.  Yocum’s  theses,  Dr.  Counts  opened  the 
general  discussion,  taking  for  his  topic,  “How  Much  Democracy  in  the 
Schools.”  It  would  seem  to  Dr. ‘Counts  that  an  efficient  educational  system 
reaching  the  entire  population  is  essential  to  the  life  of  any  modern  indus¬ 
trial  state,  with  its  close  integration,  high  mobility,  and  advanced  technology. 
He  feels  that  the  schools  may  be  used  to  promote  either  democracy  or 
autocracy;  that  American  educators  should  know  which  it  is  they  are  doing. 
“They  must  not  be  satisfied  with  the  mere  expansion  of  the  school  program ; 
they  must  keep  before  themselves  constantly  the  question  of  the  content  and 
social  implications  of  that  program.”  He  believes  that  the  conception  of  the 
fundamental  equality  of  all  men  can  mean  little  in  human  affairs,  if  it  fails 
to  find  expression  in  the  ordinary  arrangements  of  life — in  government,  in 
social  relations,  in  economic  conditions  and  practises.  While  the  American 
people  have  never  had  anything  approaching  a  pure  democracy,  Dr.  Counts 
thinks  that  they  have  enjoyed  more  democracy  than  any  other  great  nation 
in  modern  times.  However,  he  contends  that  altho  admirable  advances  have 
been  made  in  the  public  school,  they  will  not  go  far  toward  preserving  and 
developing  American  democracy — that  the  school  must  face  the  social  prob¬ 
lem  in  a  thorogoing  fashion. 

Dr.  Kelly  centered  his  discussion  around  three  questions:  Can  the  social 
studies  be  so  taught  that  they  are  undemocratic  in  their  instruction  out¬ 
comes?  If  they  are  to  meet  the  present  national  and  international  situation, 
should  not  all  of  them  strongly  emphasize  equivalent  return,  extra  individual 
achievement  with  proportionate  compensation?  If  they  are  to  meet  the  pres¬ 
ent  national  and  international  situation,  should  not  all  of  them  strongly 
emphasize  the  development  of  the  universal  and  growing  appreciation  for 
essential  human  finenesses  and  worths  as  the  final  determinants  of  the  mate- 


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rial  common  welfare  and  of  a  democracy  which  is  a  growth  and  a  leveling 
up?  His  answers  in  brief  fall  under  five  statements: 

1.  The  major  responsibility  of  social  scientists  at  present  is  to  observe  critically 
how  each  social,  economic,  and  political  policy  is  actually  working  out  in  practise, 
record  and  disseminate  their  findings,  encourage  experimental  set-ups,  and  to  try 
out  theories  under  the  most  favorable  conditions. 

2.  The  only  foundation  upon  which  permanent  democracy  can  be  built  is  truth. 
Teachers  may  properly  make  known  the  views  they  hold,  but  such  views  should  be 
stated  as  such  with  frank  acknowledgment  of  the  contrary  evidences. 

3.  I  hesitate  to  believe  that  we  have  reached  the  critical  situation  in  this  country 
which  justifies  catechising  social  science  teachers  as  to  their  particular  beliefs  so 
long  as  they  have  the  essentials  of  a  teacher — adequate  scholarship,  intellectual 
honesty,  and  devotion  to  their  jobs. 

4.  It  has  been  my  understanding  that  education  is  now  moving  to  reduce  the 
emphasis  on  artificial  rewards  and  incentives  and  to  substitute  an  appreciation  of 
one’s  duty  and  a  satisfaction  in  a  higher  reward  than  material  compensation.  I 
have  hoped  that  progress  was  being  made  in  changing  the  center  of  gravity  from 
getting  to  giving,  from  demanding  to  serving,  from  self  to  neighbors.  I  am  aware 
that  such  a  trend  does  not  make  justice  obsolete. 

5.  I  am  for  developing  those  appreciations  for  essential  human  finenesses  and 
worths  just  as  far  as  possible  in  the  hope  that  the  worth  which  we  have  been  wanting 
to  attach  to  material  achievements  may  take  a  somewhat  lesser  place  in  our  basket 
of  values. 

In  Dr.  Kelly’s  opinion  the  public  schools  of  the  United  States  are  in  general 
growing  more  democratic.  “Teachers  are  not  required  to  be  uniform  in  their 
beliefs  even  respecting  minimums  of  social  theory.  Neither  do  the  teachers 
tend  more  uniformly  to  emphasize  equivalent  return  and  proportionate  com¬ 
pensation.” 

Dr.  Norton  discussed  “Characteristics  of  and  Progress  toward  Demo¬ 
cratic  School  Administration.”  He  stated  that  the  organization  and  the 
spirit  of  administration  of  a  system  of  schools  cannot  be  separated  from  the 
educational  product  and  social  contributions  made  by  that  school  system.  He 
believes  that  schools  which  are  organized  and  which  operate  according  to 
an  autocratic  pattern  will  inevitably  mold  both  teachers  and  pupils  in  ways 
of  thinking  and  acting  which  are  compatible  with  an  autocratic  social  system. 
Likewise  a  school  administration  which  is  essentially  democratic  will  tend 
to  create  teachers  and  pupils  familiar  with  and  cordial  toward  the  ways  of 
democracy.  “In  short,  we  hold  that  the  ways  in  which  the  school  proceeds 
cannot  be  separated  from  its  goals.”  In  answer  to  the  question,  “What  are 
the  characteristics  of  a  school  system  which  in  organization  and  administra¬ 
tive  procedure  promises  to  make  the  largest  contribution  to  the  attainment 
of  the  democratic  ideal,  under  the  conditions  existing  in  the  United  States?” 
Dr.  Norton  stated  the  following:  If  a  school  system  desires  to  contribute 
significantly  to  the  evolution  of  a  genuinely  democratic  society,  it  must  be  so 
organized  and  administered  that  it :  ( 1 )  encourages  the  maximum  practical 
contribution,  on  the  part  of  all  who  are  concerned,  to  the  development  of 
its  general  purposes  and  administrative  procedures;  (2)  continuously  and 
realistically  reexamines  its  purposes  and  practises  in  the  light  of  the  com¬ 
mon  good  and  of  the  scene  in  which  it  is  functioning;  (3)  encourages  the 


National  Council  of  Education 


149 


maximum  possible  development  on  the  part  of  all  who  are  concerned  with 
its  operation  of  those  qualities  which  permit  them  to  work  effectively  in  a 
democratic  institution;  (4)  respects  the  individual  and  human  personality; 
and  (5)  meets  the  demands  of  efficiency  and  achieves  acceptable  results. 

In  closing  the  discussion  Dr.  Yocum  emphasized  that  the  American  school 
and  every  other  available  educational  agency  must  teach  democracy  essen¬ 
tials  so  compellingly  that  a  controlling  love  of  them  and  faith  in  them  will 
apply  them  as  an  acid  test  to  every  change  and  to  the  effect  of  every  change. 

CAN  UNIVERSAL  SECONDARY  EDUCATION  BE  MADE 

SOCIALLY  PROFITABLE? 

ANNA  LAURA  FORCE,  PRINCIPAL,  LAKE  JUNIOR  HIGH  SCHOOL, 

DENVER,  COLO.,  Leader 

Participants : 

Willis  L.  Uhl,  Dean,  School  of  Education,  University  of  Washington, 
Seattle,  Wash. 

H.  D.  Sheldon,  Research  Professor  of  History  and  Education,  Univer¬ 
sity  of  Oregon,  Eugene,  Ore. 

F.  L.  Stetson,  Professor  of  Education,  University  of  Oregon,  Eugene, 
Ore. 

E.  H.  Hedrick,  Superintendent  of  Schools,  Medford,  Ore. 

Lyle  W.  Ashby,  National  Education  Association,  Washington,  D.  C. 

John  F.  Brady,  Chief  Deputy  Superintendent  of  Schools,  San  Francisco, 
Calif. 

In  opening  the  discussion  Mr.  Uhl  stated  that  to  yield  universally  profit¬ 
able  social  benefits,  secondary  schools  must  take  three  steps :  ( 1 )  they  must 
clarify  and  adopt  socially  defensible  aims;  (2)  they  must  select  materials 
and  activities  or  methods  that  conform  with  these  aims;  and  (3)  they  must 
formulate  standards  and  evaluate  or  measure  the  progress  of  pupils  in  terms 
of  these  aims.  He  believes  that  the  social  profit  of  secondary  education  de¬ 
pends  on  the  adoption  and  execution  of  plans  that  emphasize  social  values. 
“When  such  values  are  sought,  the  possible  contributions  of  each  subject  of 
study  must  be  examined  and  the  desired  contributions  must  be  regarded  as 
a  composite  guide  to  social  and  personal  adjustment  of  pupils.”  He  feels 
that  the  lack  of  cooperation  between  pupils  and  teachers  in  the  school’s  pro¬ 
gram  for  improvement  seems  to  be  due  largely  to  the  school’s  traditional 
tendency  to  provide  improvement  in  almost  everything  except  that  which 
most  immediately  concerns  the  pupil,  namely,  his  own  personal  and  social 
adjustment  as  a  youth.  It  is  his  opinion  that  while  traditional  subjects  can 
be  reorganized  and  redirected  to  yield  more  obvious  immediate  returns, 
schools  must  attend  more  diligently  to  other  matters,  if  universal  social  profit 
is  to  accrue.  Among  other  matters,  and  in  addition  to  many  valuable  extra¬ 
curriculum  activities,  are  the  pupils’  own  social  problems,  such  as  getting 
along  with  others — home  relationships,  social  problems  of  the  neighborhood 
and  school;  capitalizing  their  individual  differences,  personal  inventories; 


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and  such  problems  as  manners,  morals,  mental  hygiene,  character,  and  citi¬ 
zenship.  Mr.  Uhl  believes  that  without  increased  per  capita  cost,  secondary 
education  cannot  be  made  socially  profitable  universally.  He  contends  that 
by  increasing  school  expenditures  sufficiently  to  employ  the  best  teachers 
now  available  and  purchasing  needed  equipment,  this  social  profit  can  be 
increased.  “In  a  broad  sense,  secondary  education  is  socially  profitable  to 
all  adolescents,  but  it  is  not  as  profitable  as  America  can  afford  to  make  it.” 

In  his  discussion,  Mr.  Hedrick  considered  two  additional  questions:  What 
do  we  purpose  to  do  in  this  universal  secondary  education?  How  do  we  pur¬ 
pose  to  do  it?  He  emphasized  the  fact  that  if  we  are  to  set  out  to  make  edu¬ 
cation  more  universally  profitable  we  must  plan  if  we  hope  to  arrive ;  we 
must  have  our  major  aim  and  our  minor  aims  definite  enough  to  be  under¬ 
standable,  approachable,  and  our  efforts  toward  them  appraisable.  He  dis¬ 
cussed  the  character  of  our  program  in  secondary  education  in  the  past,  as 
compared  with  what  it  is  now.  After  discussing  the  two  extremes,  he  stated 
that  one  might  say  that  in  the  twenties  we  were  too  much  guilty  of  teaching 
knowledge  without  function.  Today,  he  is  afraid  we  are  trying  to  teach 
functions  without  knowledge,  and  attitudes  without  ideas.  “When  we  have 
planned  a  secondary  education  whose  universal  application  will  be  deemed 
socially  the  most  profitable  I  feel  that  it  will  partake  of  both  the  extremes. 
.  .  .  For  one  thing,  I  predict  that  we  are  not  going  to  abandon  organized 
fields  of  subjectmatter  which  man  has  been  building  up  ever  since  he  emerged 
from  the  cave,  and  thru  which  he  has  built  and  organized  his  world,  any 
more  than  we  are  going  to  abandon  the  classification  of  books  in  our  li¬ 
braries.”  Mr.  Hedrick  believes  that  secondary  education  in  the  past  has  been 
worth  more  than  it  has  ever  cost.  He  believes,  also,  that  its  worth  can  be 
greatly  increased.  He  does  not  feel  that  we  were  all  wrong  in  the  twenties, 
neither  does  he  feel  that  we  are  all  right  in  some  of  the  proposals  in  1936. 
“The  presentday  reaction  against  overdepartmentalization  and  non-func¬ 
tional  subjectmatter  of  the  twenties,  will,  I  believe,  be  most  beneficial.  When 
the  tumult  and  the  shouting  of  extremists,  who  always  infest  every  move¬ 
ment,  have  died,  we  shall  have  with  us  just  about  the  right  antidote  for 
what  ailed  us  ten  years  ago.” 

Mr.  Ashby  believes  that  universal  secondary  education  can  be  made  so¬ 
cially  profitable:  (1)  if  we  can  cast  off  our  stereotyped  notions  of  what 
constitutes  the  secondary  school  and  its  program;  (2)  if  we  develop  a  new 
generation  of  theorists,  administrators,  and  teachers  with  sufficient  social 
vision  and  courage  to  develop  systematic,  scientific,  far-reaching  plans  and 
to  make  the  school  a  more  dynamic  social  institution  closely  related  to  the 
life  around  it;  (3)  if  the  public  can  be  persuaded  to  invest  generously  in 
continuous  large-scale  experimentation  and  the  dissemination  of  the  results 
of  such  studies;  (4)  if  we  can  make  it  ever  more  clear  that  equality  of  edu¬ 
cational  opportunity  does  not  call  for  identity  of  educational  opportunity; 
and  (5)  if  means  can  be  found  for  providing  a  sufficiently  differentiated 
program  in  the  smaller  communities.  He  believes  it  can  be  made  socially 
profitable,  for :  ( 1 )  by  such  a  program  we  can  reduce  or  prevent  the  huge 
cost  of  negative  correctional  institutions  that  will  inevitably  rise  in  the  wake 


National  Council  of  Education 


151 


of  neglecting  the  positive  development  of  our  youth;  (2)  our  elementary 
education  furnishes  insufficient  preparation  for  life  in  the  complex  world  of 
today;  (3)  judging  by  the  past,  indications  are  that  the  continued  exten¬ 
sion  of  secondary  education  will  be  socially  profitable;  (4)  the  mobility  of 
our  population  calls  for  uniformity  in  educational  opportunity  in  all  sec¬ 
tions;  and  (5)  human  resources  have  never  been  developed  to  anywhere  near 
their  potentialities. 

Mr.  Brady  believes  that  America  has  no  alternative,  that  she  is  committed 
to  the  education  of  her  youth  of  secondary-school  age.  “Seventy  percent  of 
the  boys  and  girls  of  high-school  age  in  America  are  now  enrolled  in  school.” 
He  feels  that  from  a  purely  material  point  of  view  universal  secondary  edu¬ 
cation  will  pay  for  itself  times  over,  provided,  of  course,  that  the  content 
and  methods  and  procedure  of  such  a  program  of  secondary  education  are 
properly  adapted  and  appropriately  administered.  He  continued  with  the 
statement  that  to  be  socially  profitable,  universal  high-school  education  must 
adapt  its  standards  so  that  each  type  of  pupil  may  receive  the  best  education 
of  which  he  is  capable,  whatever  the  grade  of  that  education  may  be.  Mr. 
Brady  considers  that  secondary  education  of  the  masses  is  the  best  means 
the  state  has  of  orienting  the  individual,  to  enable  him  to  take  a  richer  and 
more  significant  view  of  the  experience  of  the  race  and  to  place  him  within 
the  purview  of  its  philosophy  and  its  ideals.  He  believes  that  it  is  essential 
that  the  citizen  be  educated  to  live  happily,  and  at  the  same  time  construc¬ 
tively.  He  concluded  with  the  statement  that  our  educational  practises  must 
be  broadened  and  liberalized  with  the  purpose  of  cultivating  in  the  hearts  of 
the  masses  “an  appreciation  of  all  finenesses  and  worths.”  “To  measure  the 
value  to  a  democracy  of  a  citizenry  thus  prepared  is  to  answer  the  question, 
Can  universal  secondary  education  be  made  socially  profitable?” 

SECRETARY’S  MINUTES 

St.  Louis,  Missouri 

First  Session,  Friday  Afternoon,  February  21,  1936 

The  meeting  of  the  National  Council  of  Education  was  called  to  order  by  the 
president,  William  C.  Bagley,  at  2:15  p.m.  in  the  Adam  Room  of  the  Hotel  Statler. 
Since  the  topic  for  discussion  at  the  June  1935  meeting  was  not  concluded  at  that 
time,  it  was  voted  by  the  Council  to  continue  at  the  first  session  of  the  February 
1936  meeting  a  discussion  of  “The  Teachers  College  Versus  the  Liberal  Arts 
College  in  the  Education  of  the  Teachers.”  Participating  in  the  discussion  were 
Adele  Land,  associate  professor  of  education  at  the  University  of  Buffalo;  Margaret 
Kiely,  principal  of  the  Bridgeport  (Connecticut)  Normal  School;  W.  E.  Peik, 
professor  of  education  at  the  University  of  Minnesota;  and  Franklin  M.  Under¬ 
wood,  assistant  superintendent  of  the  St.  Louis  schools,  who  filled  the  place  on  the 
program  of  Henry  J.  Gerling,  superintendent  of  the  St.  Louis  schools,  who  could 
not  be  present.  (A  brief  summary  of  the  discussions  appears  in  the  preceding  pages.) 

Second  Session,  Saturday  Morning,  February  22,  1936 

The  second  session  was  called  to  order  by  the  president  at  9:30  a.m.  in  room  104 
of  the  Hotel  Statler.  At  this  session  high  tributes  were  paid  to  the  life  and  serv¬ 
ices  of  the  late  Adelaide  S.  Baylor  by  J.  C.  Wright,  Assistant  Commissioner  for 


152 


National  Education  Association 


Vocational  Education,  United  States  Office  of  Education,  and  Louise  Stanley,  chief 
of  the  Bureau  of  Home  Economics,  United  States  Department  of  Agriculture. 
(These  tributes  appear  in  full  in  the  preceding  pages.) 

“How  May  the  Profession  Best  Cooperate  with  the  Office  of  Education?”  was 
discussed  in  the  remainder  of  this  session.  The  discussion  was  led  by  J.  W.  Stude- 
baker.  (Dr.  Studebaker’s  paper  is  printed  in  the  preceding  pages.)  Joy  Elmer 
Morgan,  editor  of  the  Journal  of  the  National  Education  A ssociation,  participated 
in  this  discussion. 

Third  Session,  Saturday  Afternoon,  February  22,  1936 

The  last  session  was  called  to  order  by  the  president  at  2:15  p.m.  in  room  10+  of 
the  Hotel  Statler.  “Democracy  and  the  Profession  of  Teaching”  was  the  theme  for 
this  session,  which  was  presided  over  by  A.  Duncan  Yocum,  professor  of  education 
at  the  University  of  Pennsylvania.  Leaders  in  the  discussion  were  George  S.  Counts, 
professor  of  education  at  Teachers  College,  Columbia  University;  Fred  J.  Kelly, 
chief  of  the  Division  of  Higher  Education,  United  States  Office  of  Education;  and 
John  K.  Norton,  professor  of  education  at  Teachers  College,  Columbia  University. 
(A  brief  summary  of  the  discussions  appears  in  the  preceding  pages.) 

Portland,  Oregon 

First  Session,  Saturday  Morning,  June  27,  1936 

In  the  absence  of  the  president,  and  at  his  request,  the  first  session  of  the  meeting 
of  the  National  Council  of  Education  was  called  to  order  by  Anna  Laura  Force  of 
Denver,  Colorado,  at  9:45  a.m.  at  the  Multnomah  Hotel.  “Can  Universal  Secondary 
Education  Be  Made  Socially  Profitable?”  was  the  theme  for  the  morning  discussion 
and  was  presented  by  Willis  L.  Uhl,  dean,  School  of  Education,  University  of 
Washington,  followed  by  E.  H.  Hedrick,  superintendent  of  schools,  Medford, 
Oregon,  and  Lyle  W.  Ashby,  of  the  National  Education  Association.  (A  brief 
summary  of  the  discussions  appears  in  the  preceding  pages.)  Miss  Force  discussed 
informally  the  various  points  of  view  presented  by  the  speakers,  and  added  several 
interesting  ones  of  her  own.  John  F.  Brady,  chief  deputy  superintendent  of  schools, 
San  Francisco,  California,  was  scheduled  to  participate  in  the  discussion,  but 
because  of  a  misunderstanding  he  was  unable  to  be  present.  His  paper  was  filed 
with  the  secretary. 

Other  participants  in  the  discussion  were  Thomas  W.  Gosling,  national  director 
of  the  Junior  Red  Cross;  Carson  W.  Ryan,  educational  director,  Indian  Service, 
United  States  Department  of  the  Interior;  Willis  A.  Sutton,  superintendent  of 
schools,  Atlanta,  Georgia;  and  Milton  Bennion  of  the  University  of  Utah,  who 
called  upon  Dr.  Uhl  for  further  exposition  of  his  theses. 

L.  A.  White,  superintendent  of  schools,  Minot,  North  Dakota,  contributed  a  point 
of  view  somewhat  at  variance  with  the  idea  of  universal  education  on  the  secondary- 
education  level  as  now  generally  accepted. 

It  was  moved  by  Dr.  Gosling  that,  since  L.  H.  Pechstein  who  was  to  present  the 
resolutions  was  not  present,  resolutions  be  dispensed  with  at  this  meeting.  The 
motion  was  seconded,  and  carried. 

The  report  of  the  Special  Committee  of  the  Council  To  Sponsor  a  Conference  on 
Instructional  Materials,  altho  not  presented  at  the  meeting  because  of  the  absence 
of  the  chairman,  J.  B.  Edmonson,  dean  of  the  School  of  Education  of  the  University 
of  Michigan,  was  filed  with  the  secretary  and  appears  as  follows: 

Report  of  Special  Committee 

At  the  meeting  of  the  National  Council  of  Education  in  Minneapolis  in  Febru¬ 
ary  1933  a  special  committee  was  authorized  to  sponsor  a  conference  with  the 
publishers  of  instructional  materials.  There  had  been  two  previous  conferences 
with  publishers  under  the  auspices  of  a  special  committee  of  the  National 


National  Council  of  Education 


153 


Society  for  the  Study  of  Education.  These  conferences  were  byproducts  of  the 
Thirtieth  Yearbook,  Part  II,  entitled  The  Textbook  in  American  Education 
which  was  presented  at  the  Detroit  meeting  of  the  Society  in  February  1931, 
but  the  officers  of  the  Society  did  not  believe  that  it  could  justify  the  policy  of 
following  up  a  research  yearbook  with  a  series  of  conferences.  As  chairman  of 
this  earlier  committee  I  presented  the  problem  to  the  Council,  and  action  was 
taken  to  take  over  the  work  initiated  by  the  Society.  The  membership  of  the 
committee  appointed  by  President  W.  C.  Bagley  of  the  Council  was  as  follows: 
H.  C.  Bruner,  Albert  Si  Cook,  William  John  Cooper  (deceased),  Thomas  W. 
Gosling,  J.  M.  Gwinn,  Ernest  Horn,  Charles  H.  Judd,  E.  E.  Oberholtzer,  Joseph 
H.  Saunders,  S.  D.  Shankland,  Paul  Stetson,  R.  O.  Stoops,  Frank  M.  Underwood, 
and  J.  B.  Edmonson,  chairman. 

At  the  meeting  of  the  Conference  at  Atlantic  City  in  February  1935,  P.  A. 
Knowlton  of  the  Macmillan  Company  submitted  a  report  of  a  committee  on 
appraisal  of  the  Conference.  Part  of  his  report  was  as  follows: 

1.  That  the  present  informality  of  the  meetings  be  preserved  and  that  the 
responsibility  for  the  conference,  assumed  in  the  past  by  the  National  Council 
of  Education,  be  maintained  by  that  organization  in  the  future. 

2.  That  the  utility  of  the  Conference  to  education  is  limited  by  the  preponder¬ 
ance  of  publishers  over  schoolmen;  a  fairly  equal  balance  is  desirable. 

3.  That  future  plans  should  be  such  that  some  degree  of  continuity  and  per¬ 
manence  be  provided  for. 

Mr.  Knowlton  then  presented  the  recommendations  of  the  Committee  as 
follows : 

1.  That  the  affiliation  of  the  National  Council  of  Education  be  maintained  so 
long  as  it  is  permitted  by  the  National  Council. 

2.  That  a  steering  committee  be  authorized  to  arrange  for  the  annual  con¬ 
ferences  and  program  and  in  other  ways  govern  the  activities  of  the  organiza¬ 
tion.  The  steering  committee  is  to  consist  of  the  chairman  of  the  National  Council 
Committee  together  with  five  other  members  to  be  appointed  by  the  chairman, 
some  to  serve  one  year  and  some  to  serve  two  years,  and  one  of  the  members  to 
serve  as  secretary-treasurer;  two  of  the  members  to  represent  the  educators  and 
two  to  represent  the  publishers. 

3.  To  secure  more  representative  attendance  of  schoolmen  it  is  recommended 
that  the  secretary  write  the  presidents  or  chairmen  and  the  secretary  of  the  Na¬ 
tional  Education  Association,  the  Department  of  Superintendence,  and  of  all  or¬ 
ganizations  and  affiliates  whose  programs  are  announced  in  the  program  of  the 
February  meeting. 

The  foregoing  recommendations  of  the  Committee  were  offered  in  the  form 
of  a  motion  which  was  duly  seconded  and  passed  without  dissenting  vote. 

The  last  meeting  of  the  Committee  was  held  in  St.  Louis  in  February  1936, 
and  was  attended  by  a  representative  group  of  members  of  the  Council,  school 
superintendents,  and  representatives  of  publishers.  The  theme  of  the  Conference 
was  “The  Textbook  and  Educational  Progress,”  and  Professor  N.  B.  Henry  of 
the  University  of  Chicago  acted  as  the  presiding  officer.  The  program  included 
papers  by  Mowat  G.  Fraser,  University  of  Michigan,  Gertrude  Whipple,  assistant 
supervisor,  Los  Angeles,  California,  Charles  FI.  Judd,  University  of  Chicago, 
W.  W.  Coxe  of  Albany,  New  York,  Superintendent  Frank  A.  Jensen  of  LaGrange, 
Illinois,  George  Buck  of  Newark,  New  Jersey,  and  Paul  Rankin  of  Detroit. 

May  I  advise  that  it  is  the  genuine  desire  of  the  members  of  the  conference 
to  have  the  Council  continue  its  special  committee  to  sponsor  the  conference? 

Second  Session,  Saturday  Afternoon,  June  27,  1936 

The  afternoon  session  was  called  to  order  by  Anna  Laura  Force  at  2:15  o’clock 
at  the  Multnomah  Hotel.  The  subject  for  discussion  was  “What  Is  the  Place  of 
Adult  Education  in  the  American  Program?”  R.  E.  Rutledge  and  Edward  O.  Sisson 
gave  interesting  talks  on  this  topic  but  presented  no  papers.  Mrs.  Inez  Johnson  Lewis, 


154 


National  Education  Association 


state  superintendent  of  public  instruction  of  Colorado,  spoke  of  adult  education  as 
the  “silver  lining”  of  the  depression.  H.  V.  Holloway,  state  superintendent  of  public 
instruction  of  Delaware;  Mrs.  Mary  C.  C.  Bradford,  former  state  superintendent 
of  public  instruction  of  Colorado;  and  Mr.  Rutledge,  who  was  again  called  upon 
to  discuss  programs  under  state  and  federal  funds,  participated  further  in  the 
discussion. 

E.  Ruth  Pyrtle,  former  president  of  the  National  Education  Association  and 
school  principal  of  Lincoln,  Nebraska,  gave  an  interesting  talk  of  her  recent  travels 
in  Russia  and  Italy. 

Other  participants  in  the  afternoon  discussion  were  Maude  E.  Aiton  of  Washing¬ 
ton,  D.  C. ;  W.  G.  Beatty  of  Oregon;  and  Thomas  W.  Gosling  of  Washington,  D.  C. 

Agnes  Samuelson  requested  that  she  be  permitted  to  withdraw  from  the  Member¬ 
ship  Committee  and  that  Mrs.  Margaret  M.  Smith  of  Denver  be  put  in  her  place. 
Miss  Samuelson’s  request  was  granted. 

Caroline  Woodruff  made  the  following  report  for  the  Membership  Committee: 

Members  for  the  term  of  six  years  to  succeed  themselves: 

John  W.  Abercrombie,  Montgomery,  Ala. 

Cornelia  S.  Adair,  Richmond,  Va. 

John  W.  Carr,  Murray,  Ky. 

Frank  W.  Freeman,  Chicago,  Ill. 

Wil  Lou  Gray,  Columbia,  S.  C. 

FI.  V.  Holloway,  Dover,  Del. 

A.  B.  Meredith,  New  York,  N.  Y. 

Willis  A.  Sutton,  Atlanta,  Ga. 

Members  to  fill  unexpired  terms  of  deceased  members: 

Mrs.  Inez  Johnson  Lewis,  State  Superintendent  of  Public  Instruction,  Denver, 
Colo.,  for  Adelaide  Steele  Baylor. 

C.  A.  Howard,  State  Superintendent  of  Public  Instruction,  Salem,  Ore.,  for 
Chari  es  Car  roll. 

Roy  Hatch,  New  Jersey  State  College,  Trenton,  N.  J.,  for  A.  Duncan  Yocum. 

For  Vicepresident: 

Lida  Lee  'Fall,  Towson,  Md. 

For  member  of  Executive  Committee: 

Anna  Laura  Force,  Denver,  Colo. 

For  Temporary  Secretary  for  one  year: 

Chari  Ormond  Williams,  Washington,  D.  C. 

For  Membership  Committee: 

Edgar  G.  Doudna,  Madison,  Wis.,  to  succeed  Henry  Lester  Smith. 

Mrs.  Margaret  M.  Smith,  Denver,  Colo.,  to  succeed  Agnes  Samuelson. 

Joseph  Saunders 
Henry  Lester  Smith 
Mrs.  Margaret  Mendenhall  Smith 
Caroline  S.  Woodruff,  Chairman 

Membership  Committee 

The  motion  to  adopt  the  report  was  seconded,  and  unanimously  carried. 

A  letter  from  William  C.  Bagley,  president  of  the  National  Council  of  Education, 
concerning  the  reorganization  of  the  National  Education  Association  was  read. 
In  line  with  this  letter,  E.  Ruth  Pyrtle  moved  that  the  National  Council  of  Education 
request  the  Committee  on  Reorganization  of  the  National  Education  Association  to 
change  the  National  Council  in  a  way  that  will  give  it  a  significant  function  to 
discharge  in  the  life  and  work  of  the  Association.  The  motion  was  seconded  and 
unanimously  carried. 


' Departments  of  the  ^Association 


INTRODUCTION 


The  growth  of  departments  in  the  Association  began  in  1870  when 
the  American  Normal  School  Association  became  the  Department  of 
Normal  Schools  (now  Department  of  Teachers  Colleges),  and  the  Na¬ 
tional  Association  of  School  Superintendents  became  the  Department  of 
S  up  e  rin  tendence. 

Another  great  forward  step  zvas  taken  in  1921  when  departments  were 
given  larger  independence  and  responsibility.  This  led  to  the  establish¬ 
ment  of  fees  by  the  stronger  departments,  to  the  selection  of  an  executive 
secretary  by  the  Department  of  Superintendence,  and  later  to  the  selection 
of  full-time  secretaries  by  several  other  departments. 

There  are  now  twenty-four  departments.  Information  regarding  their 
organization  may  be  found  in  the  historical  note  at  the  beginning  of  the 
section  devoted  to  the  department  in  question.  The  list  of  departments 


with  years  of  organization  is  as  follozvs: 

ADMINISTRATIVE  WOMEN  IN  EDUCATION .  1922 

ADULT  EDUCATION .  1921 

ART  EDUCATION . 1922 

BUSINESS  EDUCATION  .  1892 

CLASSROOM  TEACHERS .  1914 

DEANS  OF  WOMEN .  1918 

EDUCATIONAL  RESEARCH .  1920 

ELEMENTARY  SCHOOL  PRINCIPALS . 1921 

KINDERGARTEN-PRIMARY  EDUCATION .  1884 

LIP  READING  .  1926 

MUSIC  EDUCATION  .  1884 

RURAL  EDUCATION  .  1907 

SCHOOL  HEALTH  AND  PHYSICAL  EDUCATION .  1894 

SCIENCE  INSTRUCTION  .  1894 

SECONDARY  EDUCATION  .  1886 

SECONDARY  SCHOOL  PRINCIPALS .  1928 

SOCIAL  STUDIES .  1925 

SPECIAL  EDUCATION  .  1920 

SUPERINTENDENCE  .  1870 

SUPERVISORS  AND  DIRECTORS  OF  INSTRUCTION .  1928 

SUPERVISORS  AND  TEACHERS  OF  HOME  ECONOMICS .  1920 

TEACHERS  COLLEGES .  1925 

VISUAL  INSTRUCTION  . f .  1922 

VOCATIONAL  EDUCATION .  1875 


[156] 


DEPARTMENT  OF 

^Administrative  Women  in 

Education 


i 


HISTORICAL  NOTE 


The  national  council  of  administrative  women  in  education  was 
organised  in  Oakland ,  Calif.,  in  1915  by  a  group  of  women  in  attendance 
at  the  annual  meeting  of  the  National  Education  Association.  One  of  its 
purposes  set  forth  in  its  constitution  at  that  time  was  to  strengthen  the 
friendly  and  professional  relations  of  administrative  women  in  educa¬ 
tional  work  and  to  maintain  high  professional  standards  among  them.  It 
has  branches  in  eighteen  states. 

Since  its  organisation  the  Council  has  held  two  meetings  a  year,  one 
during  the  convention  of  the  Department  of  Superintendence  in  February, 
and  another  during  the  annual  meeting  of  the  Association  in  the  summer. 
At  the  Atlantic  City  meeting  application  was  made  to  the  Board  of  Direc¬ 
tors  for  the  admission  of  the  Council  as  a  Department  and  favorable  action 
on  the  application  was  taken  by  the  Representative  Assembly  on  Friday 
morning,  July  1,  1932. 

The  officers  of  the  Department  for  the  year  1936-37  are:  president, 
Mary  Elisabeth  O'Connor,  Supervisor  of  Elementary  Schools,  Board  of 
Education,  Natick,  Mass.;  vicepresident,  Mrs.  hies  Johnson  Lewis, 
State  Superintendent  of  Public  Instruction,  Denver,  Colo.;  secretary, 
Mrs.  Margaret  Mendenhall  Smith,  Principal ,  Ebert  School,  Denver, 
Colo.;  treasurer,  Elisabeth  Wells  Robertson,  Superzisor  of  Art,  Board 
of  Education,  Chicago,  III.;  directors,  Kate  Bell,  Head,  Department  of 
Mathematics,  The  Lezuis  and  Clark  High  School,  Spokane,  Wash.;  Mrs. 
Edith  B.  Joynes,  Principal,  Washington-Gatewood  Schools,  Norfolk, 
Va.;  Sue  M.  Powers,  Superintendent,  Shelby  County  Schools ,  Memphis, 
Tenn.;  Agnes  Samuclson,  State  Superintendent  of  Public  Instruction, 
Des  Moines,  Iowa;  Annie  C.  Woodward,  Somerville  High  School,  Somer¬ 
ville,  Mass. 

Facts  relating  to  the  establishment  of  this  Department  and  the  record 
of  meetings  are  found  in  earlier  volumes  of  proceedings  as  follows: 

1932 :2 61-262  19 33:269-274  1934:265-271  19 35:251-254 


[158] 


SECRETARY’S  MINUTES 

Portland,  Oregon 

Board  Meeting,  Sunday  Morning,  June  28,  1936 

The  meeting  was  called  to  order  by  the  vicepresident,  Mrs.  Inez  Johnson  Lewis, 
who  in  the  absence  of  Mary  Elizabeth  O’Connor,  presided  over  the  sessions  held 
during  the  summer  National  Education  Association  gathering. 

The  minutes  of  the  previous  board  meeting  were  approved  as  read.  Members 
present  were:  Mrs.  Inez  Johnson  Lewis,  vicepresident;  Mrs.  Margaret  Mendenhall 
Smith,  secretary;  Kate  Bell,  director;  Annie  C.  Woodward,  director;  and  Cornelia 
Adair,  auditor. 

The  following  were  invited  to  meet  with  the  board:  Caroline  Woodruff,  chairman 
of  constitution  committee;  Emma  Griebel  and  Miss  Baker,  Portland,  Oregon,  com¬ 
mittee  in  charge  of  arrangements  for  midsummer  luncheon  and  program;  and 
Mrs.  Blandford,  president  of  the  Portland  branch.  Letters  from  Mary  Elizabeth 
O’Connor,  Sue  Powers,  and  Elizabeth  Wells  Robertson  explained  their  absence  from 
the  board  meeting. 

The  report  of  the  local  committee,  Emma  Griebel,  chairman,  on  luncheon  plans 
for  Wednesday,  July  1,  was  made  and  accepted  with  expression  of  appreciation 
for  work  of  the  committee.  Report  follows: 

Luncheon  at  Benson  Hotel  on  June  30,  at  12:15  p.  m. 

Seated  at  head  table,  officers,  honor  guests,  and  guest  speakers. 

Motion  made  to  reimburse  local  committee  for  expense  incurred  in  arranging 
for  the  carrying  out  of  luncheon  plans  and  program.  Motion  carried. 

Miss  Bell  of  Spokane,  speaking  for  the  Inland  Empire  Group,  moved  that  reports 
of  the  two  meetings,  February  and  June,  be  prepared  by  secretary  and  sent  to  all 
city  or  county  units  where  dues  were  paid  to  1934  at  the  close  of  the  summer  meet¬ 
ing,  and  that  expense  incurred  by  secretary  in  sending  these  reports  be  allowed  and 
treasurer  be  authorized  to  send  check  to  cover  such  expenses.  Motion  seconded  by 
Miss  Woodward,  and  carried.  Motion  to  include  report  of  treasurer,  carried. 

Caroline  Woodruff  notified  the  board  that  the  report  of  her  committee  on  changes 
in  the  constitution  and  bylaws  was  ready  and  would  be  presented  at  the  postponed 
business  meeting  following  the  luncheon. 

Kate  Bell,  appointed  to  make  a  special  report  on  the  study  undertaken  by  the 
department,  “The  Status  of  Administrative  Women  in  Education” — namely,  a  re¬ 
port  concerning  the  possibility  of  using  the  research  department  of  a  western 
university — recommended  the  study  by  Jessie  Short  on  “Economic  Status  of  Women” 
for  consideration;  suggested  the  study  of  material  gotten  out  by  the  Women’s  Bureau 
and  the  Children’s  Bureau  in  Washington,  D.  C. ;  called  attention  to  Reed  College 
bulletin  on  T he  Study  of  Administrative  IV omen  in  Education ;  and  finally  urged  the 
committee  to  continue  this  work  without  delay. 

Miss  Bell’s  report  was  accepted. 

Moved  by  Miss  Woodward  that  at  the  time  of  sending  reports  of  this  meeting 
to  affiliated  organizations,  these  organizations  be  invited  to  send  to  the  secretary 
information  and  suggestions  relating  to  the  problem  under  consideration — “The 
Status  of  Administrative  Women  in  Education.”  Seconded  by  Miss  Bell.  Motion 
carried. 

Meeting  adjourned. 

Luncheon  Conference,  Wednesday  Noon,  July  1,  1936 

The  meeting  was  opened  at  12:15  p.  m.  in  the  Tyrolean  Room  at  the  Benson  Hotel. 
It  was  called  to  order  by  the  vicepresident,  Mrs.  Inez  Johnson  Lewis,  superintendent 


[159] 


160 


National  Education  Association 


of  public  instruction,  Denver,  Colorado.  Anna  Laura  Force,  of  Denver,  responded 
to  the  greeting  extended  by  Grace  DeGraff  of  Portland,  Oregon. 

The  topic  for  discussion  was  “The  Status  of  Women  in  Administrative  Work.” 
Leaders  in  the  discussion  were  Mrs.  Mabel  Holmes  Parsons,  professor  of  English 
at  the  University  of  Oregon,  Eugene,  and  Mrs.  Richard  F.  Scholz,  dean  of  women 
at  Reed  College,  Portland.  Mrs.  Parsons  presented  the  need  for  aggression  on  the 
part  of  women  acting  as  heads  of  departments  or  assistants  to  heads  of  departments 
of  education  in  schools  and  colleges.  Women  are,  as  her  studies  along  these  lines 
showed,  equally  capable  but  not  equally  recognized  when  positions  and  salaries 
are  offered. 

Mrs.  Scholz  led  the  group  further  afield — stressed  the  need  of  more  active  and 
more  general  participation  on  the  part  of  women  in  civic  and  community  affairs — 
noting  that  the  status  of  women  in  educational  administrative  work  would  be 
improved  by  wider  contacts. 

Chari  Williams,  field  secretary  of  the  National  Education  Association,  and  Agnes 
Samuelson,  president  of  the  N.  E.  A.,  closed  the  discussion,  each  bringing  a  challenge 
to  the  group  and  urging  more  definite  preparation  for  the  job  and  a  more  intelligent 
participation  in  all  fields  of  endeavor  related  to  education. 

Following  the  program,  the  postponed  business  meeting  was  called  to  order, 
minutes  of  previous  conference  were  read  and  approved,  and  the  subject  for  con¬ 
sideration,  revision  of  bylaws,  was  presented  by  Caroline  Woodruff,  chairman  of 
the  committee  on  bylaws. 

The  report  of  Miss  Woodruff’s  committee  was  adopted  by  sections.  This  resulted 
in  changes  necessitated  by  the  admission  of  the  Administrative  Women  in  Education 
group  to  the  position  of  a  department  of  the  N.E.A. 

Meeting  adjourned. 


DEPARTMENT  OF 

<lAdult  Education 


HISTORICAL  NOTE 


The  department  of  adult  education  was  established  by  vote  of  the 
Representative  Assembly ,  July  8,  1921,  as  the  Department  of  Immigrant 
Education.  The  first  meeting  was  held  in  1922  in  Boston.  In  1924  the 
name  of  the  Department  zvas  changed  to  the  Department  of  Adult  Edu¬ 
cation.  See  proceedings,  1924:566. 

The  officers  of  the  Department  for  the  year  1936-27  are:  president, 
Maude  E.  Ait  on,  Administrative  Principal,  Webster  School,  10  th  and  II 
Streets,  N.  W.,,  Washington,  D.  C.;  vicepresident,  George  C.  Mann, 
Chief,  Division  of  Adult  and  Continuation  Education,  State  Department 
of  Public  Instruction ,  Los  Angeles,  Calif.;  secretary,  Frances  K.  Wet- 
more,  Director,  Adult  Education,  Board  of  Education,  Chicago,  III.; 
editor,  Bulletin,  Caroline  A.  Whipple,  State  Department  of  Public 
Instruction,  Albany,  N.  Y .;  treasurer,  Jessie  M.  Robbins,  1201  Six¬ 
teenth  Street,  N.  W .,  Washington,  D.  C executive  committee:  L.  R. 
Alderman,  Chief,  Service  Division,  United  States  Office  of  Education, 
Washington,  D.  C.  (term  expires  1938);  Marguerite  H.  Burnett,  State 
Director  of  Adult  Education ,  lltli  and  Washington  Streets,  Wilmington, 
Del.  (term  expires  1938). 

This  Department  meets  once  a  year  in  July.  Facts  relating  to  the 
establishment  of  this  Department  and  the  record  of  meetings  are  found 
in  earlier  volumes  of  proceedings  as  follows: 


1921 -.460 
1922 : 905-968 

1923  \669-703 

1924  \565-582 


1925  -.337-353 
192 6:329-371 

1927  -.293-334 

1928  -.263-304 


1929 :277-316 
1930:249-274 

1931  -.315-341 

1932  -.263-281 


1933  -.275-308 
1934:273-296 
1935 : 255-270 


Group  Discussion 


VALUES  IN  THE  NATIONAL  PROGRAM  OF 
AMERICANIZATION 

ROBEN  J.  MAASKE,  STATE  DIRECTOR  OF  ADULT  EDUCATION  AND  AMERICAN¬ 
IZATION,  STATE  DEPARTMENT  OF  EDUCATION,  SALEM,  ORE.,  Leader 

As  seen  by  foreign  consuls — Robert  C.  Closterman,  German  consul, 
Portland,  Oregon :  In  no  other  country  in  the  world  is  citizenship  so 
easy  of  acquisition  and  so  fruitful  in  privileges  and  advantages,  as  in  the 
United  States.  This  fact  is  recognized  by  foreign  consuls  who  see  in  the 
program  of  Americanization  an  opportunity  for  their  respective  peoples  to 
become  assimilated  into  the  stream  of  American  life.  At  the  same  time  we 
foreign  consuls  recognize  that  the  foreign-born  citizen  brings  with  him  a 
certain  native  cultural  background  and  from  it  can  make  a  contribution  to 
the  life  of  this  country  in  return  for  the  many  advantages  of  citizenship 
offered  to  him. 

As  seen  by  the  parent-teacher  association — Mrs.  F.  W.  Blum,  Oregon 
Congress  of  Parents  and  Teachers:  The  principles  upon  which  the  parent- 
teacher  association  organization  is  based  involves  the  principles  of  Ameri¬ 
canization  in  their  broadest  aspects.  In  our  Americanization  work  in 
cooperation  with  the  public  schools,  we  have  kept  uppermost  the  necessity 
of  promoting  close  contacts  with  the  homes  of  the  foreign  born  and  of 
promoting  goodwill  among  the  different  nationalities. 

From  the  standpoint  of  the  American  Legion — George  L.  Koehn,  Oregon 
state  commander,  American  Legion :  Since  the  frontiers  of  America  are 
coming  to  an  end,  there  must  necessarily  be  careful  limitation  and  selection 
exercised  in  connection  with  admitting  additional  foreign-born  persons  to  our 
country.  The  American  Legion  sees  many  values  in  Americanization,  particu¬ 
larly  from  the  standpoint  of  the  assimilation  of  the  foreign  born  into  Ameri¬ 
can  life.  To  that  end  it  has  cooperated  in  the  program  of  Americanization  thru 
(1)  assisting  in  the  promotion  of  Americanization  work  and  classes;  (2) 
sponsoring  American  Education  Week  programs  for  adults  as  well  as  chil¬ 
dren  in  the  schools;  and  (3)  placing  emphasis  upon  the  fine  opportunities 
of  citizenship  in  our  American  democracy. 

From  the  standpoint  of  problems  of  law  enforcement — George  L.  Rauch, 
state  chairman  of  Americanism,  Oregon :  The  problems  of  law  enforcement 
involving  foreign-born  persons  are  ones  which  the  American  Legion  has  at¬ 
tempted  to  remedy  thru  its  support  of  criminal  syndicalism  law’s  and  other 
measures  designed  to  exclude  those  persons  and  minority  groups  attempting  to 
change  radically  the  system  of  American  government.  To  that  end  work  in 
the  Americanization  classes,  as  well  as  the  broader  program  of  Americanism 
of  the  American  Legion,  has  in  it  values  which  tend  to  unify  the  American 
people  into  a  whole  citizenry,  imbued  with  a  love  and  appreciation  of  this 
country  and  its  ideals. 


[163] 


164 


National  Education  Association 


Sociological  values  of  the  assimilation  of  the  foreign  born — Mae  Faith, 
Americanization  teacher,  Portland,  Oregon:  To  secure  significant  socio¬ 
logical  values  of  Americanization,  the  foreign-born  person  must  be  brought 
to  realize  his  important  place  within  American  life  and  to  become  not  an 
individual  member  of  a  local  foreign  community  but  an  active  American 
citizen  participating  in  American  life  side  by  side  with  the  native-born  citi¬ 
zen.  For  that  reason  the  teacher  of  the  Americanization  class  must  not  only 
be  an  excellent  teacher  but  must  be  a  sympathetic  friend  and  counsellor. 

From  the  standpoint  of  the  public  schools — C.  A.  Howard,  state  super¬ 
intendent  of  public  instruction,  Oregon :  The  type  of  examination  for  admis¬ 
sion  to  naturalization  conditions  the  teaching  of  foreign-born  persons  in 
citizenship  classes.  The  tendency  expressed  here  to  emphasize  an  acquisition 
of  understandings  and  appreciation  of  our  country  and  the  principles  upon 
which  it  has  been  established  is  highly  significant.  It  will  permit  teachers  of 
Americanization  classes  to  be  concerned  not  merely  with  teaching  the  skills 
of  reading  and  writing,  but  with  appreciations,  attitudes,  and  understand¬ 
ings.  The  teaching  of  the  foreign  born  considered  in  this  light  gives  an 
excellent  opportunity  to  lay  a  foundation  which  will  permit  a  continual  and 
satisfying  adjustment  to  American  life. 

Methods  in  the  teaching  of  Americanization  classes — Frederick  M.  Lash, 

_  • 

WPA  director  of  education,  Washington:  From  the  beginning,  the  direct 
method  in  teaching  should  be  employed  with  the  foreign  born.  Thru  this 
means,  the  student  is  easily  interested  and  begins  to  have  a  satisfying  feeling 
of  progress.  The  direct  method  is  diametrically  opposed  to  the  translation 
method  which  conveys  the  meaning  of  the  new  language  to  the  mind  of  the 
student  by  giving  equivalent  expressions  in  the  native  tongue.  Experience 
has  shown  that  the  teacher  should  (1)  present  subjectmatter  of  real  and 
live  interest  to  the  student;  (2)  utilize  material  within  the  student’s  compre¬ 
hension  and  experience;  and  (3)  teach  in  a  functional  way,  as  the  needs 
arise,  the  fundamental  facts  of  grammatical  structure  necessary  to  the  intel¬ 
ligent  use  of  the  language.  The  following  are  pertinent  points  to  aid  the 
Americanization  teacher  in  utilizing  the  direct  teaching  method : 

1.  Make  the  verb  the  “soul  of  the  sentence”  and  bring  in  other  names  of  things 
naturally. 

2.  The  inelasticity  of  the  vocal  organs  of  the  older  foreign-born  person  makes 
it  rather  impracticable  to  attempt  to  eliminate  the  foreign  accent. 

3.  Frequent  repetition  of  phonic  drills  aids  correct  pronunciation  and  secures  dis¬ 
tinct  enunciation. 

4.  As  one  learns  to  do  by  doing,  so  one  learns  to  speak  English  by  continually 
speaking  it. 

5.  Stimulation  of  interest  and  motivation  in  the  lesson  can  be  secured  by 
dramatization. 

6.  Following  presentation  of  new  words,  their  meaning  should  be  made  clear 
thru  necessary  drill. 

7.  Pupils  should  be  taught  to  analyze  new  words  thru  picking  out  familiar 
elements. 

8.  Interest  is  immediately  aroused  thru  using  familiar  words  such  as  those  found 
on  signs,  advertisements,  newspapers,  books,  etc. 

9.  When  a  basic  list  of  words  has  been  learned  and  a  learning  procedure  estab¬ 
lished,  the  student  is  then  ready  for  some  type  of  beginning  book  suitable  for  adults. 


Department  of  Adult  Education 


165 


10.  Oral  reading  should  be  employed  only  when  the  pupil  has  mastered  certain 
technical  difficulties  of  pronunciation  and  when  there  is  something  outstanding  about 
the  reading  matter. 

In  the  Americanization  classes  the  following  aims  should  be  kept  in 
mind:  (1)  elimination  of  illiteracy;  (2)  development  of  interest  and  ca¬ 
pacities  to  aid  the  student  in  shouldering  his  own  responsibilities  and  meet¬ 
ing  community  problems;  (3)  education  in  the  proper  use  of  leisure  time; 
(4)  leading  the  student  to  seek  a  higher  plane  of  living  and  increasing  his 
ability  to  transact  his  business  more  intelligently;  (5)  developing  independ¬ 
ence  in  thinking;  and  (6)  developing  a  desire  to  study  problems  which 
will  result  in  a  better  informed  citizenry. 


THE  FURTHERANCE  OF  UNITY  AMONG  THE  PEOPLE 
OF  WIDELY  VARIANT  RACIAL  ORIGINS 

DANIEL  W.  MAC  CORMACK,  UNITED  STATES  COMMISSIONER  OF  IMMIGRA¬ 
TION  AND  NATURALIZATION,  WASHINGTON,  D.  C. 

Instead  of  confining  my  remarks,  as  I  had  proposed,  to  the  new  citizen¬ 
ship  program  of  the  United  States  Immigration  and  Naturalization  Service, 
I  should  like  to  talk  on  the  objective  toward  which  that  program  is  directed 
— the  furtherance  of  unity  among  the  people  of  widely  variant  racial  origins 
who  contribute  to  the  making  of  America. 

Today  the  outlook  in  the  world  is  dark;  the  tides  of  nationalism  run 
high.  Will  we,  in  the  crises  which  will  confront  us  in  the  near  or  distant 
future,  be  torn  by  dissensions  arising  from  our  national  origins  or  will  we 
face  the  future  not  as  Polish-Americans  or  Italian-Americans  or  German- 
Americans  but  as  Americans — non-hyphenated,  unafraid,  inspired  by  devo¬ 
tion  to  America  and  its  institutions,  not  by  love  of  the  country  of  our  racial 
origin  or  by  hatred  of  its  enemies?  Are  we  to  cling  to  the  fundamental  prin¬ 
ciples  of  our  American  democracy,  or  are  we  to  yield  to  those  who  would 
impose  upon  us  a  canned,  devitalized  patriotism  from  which  the  spirit  has 
fled  leaving  only  the  empty  form? 

Are  we  to  listen  to  those  who  would  raise  in  this  country  the  red  flags 
of  racial  or  religious  prejudice,  or  are  we  to  hold  fast  to  the  doctrine  of  our 
fathers  that  all  men  are  created  free  and  equal ;  that  there  shall  be  no 
abridgment  of  religious  freedom,  freedom  of  speech,  of  assembly,  and  of  the 
press? 

To  me  there  can  be  but  one  answer  to  these  questions:  America,  Amer¬ 
ican  principles  of  government,  and  American  institutions  must  and  shall 
prevail. 

But  let  us  not  make  the  mistake  of  assuming  that  our  American  insti¬ 
tutions  and  our  civil  liberties  are  so  firmly  established  that  they  cannot  be 
overturned;  let  us  not  make  the  mistake  of  assuming  that  we  will  arrive  at 
our  ideal  of  a  united  American  people  by  the  naturalization  of  a  few  million 
foreigners.  There  is  much  more  to  be  done  if  we  are  to  realize  these  ends  and 
upon  you,  the  educators  of  America,  devolves  in  great  part  the  responsibility 


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for  the  protection  of  our  American  institutions  and  for  the  inculcation  of 
those  principles  which  will  make  us  spiritually,  as  we  are  now  physically,  the 
United  States  of  America. 

We  are,  in  this  Service,  primarily  concerned  with  the  four  and  a  half 
million  people  of  foreign  birth  in  this  country  who  are  aliens  in  the  technical 
sense,  that  is,  persons  who  have  not  as  yet  become  citizens. 

In  the  citizenship  program  that  we  have  outlined  and  which  will  be 
discussed  here  today,  we  have  attempted  to  facilitate  these  people  in  their 
progress  toward  citizenship,  and  by  changing  the  emphasis  in  naturalization 
examinations  from  pure  memory  tests  to  an  understanding  and  appreciation 
of  the  principles  of  our  government,  we  have  attempted  to  guide  the  train¬ 
ing  for  naturalization  so  that  it  will  make  for  an  infinitely  better  citizen¬ 
ship.  Instruction  for  citizenship  should  be  so  directed  as  to  promote  a  true 
understanding  of  our  form  of  government  and  to  preclude  the  possibility  of 
applicants  giving  lip  service  to  the  American  system  while  retaining  in  their 
hearts  a  preference  for  other  forms. 

We  cannot,  however,  expect  true  devotion  to  America  and  to  American 
institutions  from  a  group  which  feels  itself  the  victim  of  prejudice,  intoler¬ 
ance,  and  discrimination.  Our  treatment  of  the  foreign  born  must  be  such 
as  to  convince  them  of  what  we  know  to  be  true,  the  essential  justice  and 
humanity  of  our  people.  The  application  of  justice  and  humanity  to  our 
treatment  of  the  alien  calls  for  no  mawkish  sentimentality.  It  may,  and  in 
fact  does,  in  certain  respects,  call  for  greater  severity. 

We  in  this  Service  have  for  the  last  three  years  been  engaged  in  a  con¬ 
tinuous  study  of  the  alien  problem  and  of  the  measures  necessary  for  its 
solution.  We  found  as  a  first  requisite  for  a  satisfactory  approach  to  the 
problem  that  there  should  be  an  elimination  of  the  false  problems  raised  in 
connection  with  the  alien  by  the  demagog  who  stoops  to  make  political  cap¬ 
ital  out  of  the  suffering  of  human  beings  and  the  honest  fanatic  whose  hatred 
of  any  breed  other  than  his  own  beclouds  his  judgment.  We  found,  however, 
that  while  there  was  no  semblance  of  truth  in  many  of  these  false  problems 
including  the  fantastic  exaggerations  as  to  the  numbers  of  aliens  who  have 
entered  or  remained  in  the  country  illegally,  there  were  certain  real  alien 
problems. 

We  found  that  the  laws  dealing  with  the  alien  criminal  were  hopelessly 
defective  and  that  at  least  20,000  alien  habitual  criminals  who  should  be 
deported  cannot  be  deported  under  the  existing  law.  We  also  found  that 
while  any  judge  or  even  a  police  court  magistrate  can  stop  the  deportation 
of  an  alien  criminal,  not  even  the  President  of  the  United  States  can  stop 
the  deportation  of  an  alien  who  is  not  a  criminal,  and  that  as  a  consequence 
the  deportation  policy  of  the  United  States  in  the  case  of  aliens  of  good 
character  was  resulting  in  barbarous  and  inhuman  family  separations 
unworthy  of  a  civilized  nation.  Husbands  were  torn  from  their  wives  and 
children,  wives  from  their  husbands,  and  even  children  from  their  mothers’ 
arms.  It  was  not  unusual  for  families  to  be  separated  between  three  or  four 
countries,  the  father  deported  to  one  country,  his  wife  to  a  second,  some  of 
the  children  to  a  third,  and  the  remainder  of  the  children,  born  in  the 
United  States,  to  be  kept  here. 


Department  of  Adult  Education 


167 


In  the  interest  both  of  the  alien  and  of  the  United  States,  we  recom¬ 
mended  to  the  Congress  the  passage  of  the  Kerr-Coolidge  Bill,  H.  R.  8163, 
S.  2969,  which  will  permit  the  deportation  of  three  times  as  many  alien 
criminals  as  are  deportable  under  the  present  law,  will  strengthen  the 
hands  of  the  Service  in  the  apprehension  and  deportation  of  aliens  who  enter 
illegally,  and  will  at  the  same  time  permit  of  a  measure  of  humane  discretion 
in  dealing  with  the  deportation  of  aliens  of  good  character,  particularly  in 
cases  where  these  cruel  family  separations  are  involved. 

This  legislation  was  endorsed  by  the  American  Federation  of  Labor,  the 
American  Bar  Association,  the  International  Association  of  Police  Chiefs, 
the  National  Catholic  Welfare  Conference,  representing  the  views  of  the 
Catholic  clergy,  the  National  Councils  of  Catholic  Women  and  Men,  the 
Federal  Council  of  the  Churches  of  Christ  in  America,  more  than  2200  of  the 
leading  Protestant  bishops  and  clergymen  of  the  country,  and  by  the  prin¬ 
cipal  associations  of  the  foreign  born  in  the  United  States.  It  was  also 
endorsed  by  the  United  States  Chamber  of  Commerce  and  the  General 
Federation  of  Women’s  Clubs  at  the  last  conventions  of  these  organizations. 
A  filibuster  prevented  action  on  the  Bill  at  the  last  session  of  Congress.  We 
are,  however,  informed  that  it  will  be  brought  up  as  soon  as  the  new  Congress 
convenes. 

In  the  field  of  naturalization  we  are  going  forward  along  the  same  lines. 
The  new  citizenship  program  will  unquestionably  make  for  better  citizens. 
We  are  giving  serious  consideration  also  to  the  costs  of  naturalization  with 
a  view  to  their  reduction  if  that  be  found  desirable. 

It  is  to  the  interest  of  the  country  and  to  the  interest  of  the  foreign  born 
that  aliens  who  take  up  their  permanent  residence  here  should  be  citizens,  and 
your  effort  should  be  directed  toward  giving  them  all  possible  assistance  in 
this  respect. 

This  does  not  mean  that  any  encouragement  should  be  given  to  those  who 
seek  to  force  naturalization  on  the  alien  and  propose  the  deportation  of  all 
aliens  who  do  not  become  citizens  within  a  certain  period.  Citizenship  in  the 
United  States  is  not  to  be  held  or  awarded  so  lightly.  It  is  a  boon  to  be 
conferred  on  the  worthy  and  not  a  penalty  to  be  assessed  as  a  condition  of 
remaining  here. 

There  is  just  one  more  word  that  I  would  like  to  say  in  conclusion.  While 
we  must  necessarily  adhere  in  our  examination  of  applicants  for  citizenship 
to  the  specific  requirements  of  the  law  and  to  resist,  as  far  as  we  may,  any 
attempts  to  impose  conditions  not  required  by  Congress,  we  nevertheless 
realize  that  it  is  to  the  advantage  of  the  country  and  to  the  advantage  of  the 
alien  that  he  not  only  be  given  the  training  necessary  to  pass  the  examinations 
for  naturalization  but  that  he  be  given  the  educational  training  needed  to 
assist  him  in  improving  his  economic  and  social  position  in  the  community. 


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National  Education  Association 


IMPLICATIONS  OF  THE  NEW  PROGRAM  FOR  THE 
EDUCATION  OF  ALIENS  PREPARING  FOR 
NATURALIZATION 

MAUDE  E.  A1T0N,  PRINCIPAL,  WEBSTER  AMERICANIZATION  SCHOOL,  WASH¬ 
INGTON,  D.  C.  J  AND  VICEPRESIDENT  OF  THE  DEPARTMENT 

When  D.  W.  MacCormack  released  Bulletin  25/127  of  January  1, 
1936,  in  which  he  stated  the  results  of  a  two-year  study  in  the  practise  of  the 
Service  concerning  educational  and  other  requirements  for  naturalization,  it 
was  hardly  considered  a  challenge  to  adult  schools  in  which  were  organized 
citizenship  classes  for  petitioners  for  naturalization.  The  educational  impli¬ 
cations,  however,  are  so  deep  and  wide  that  we  as  teachers  are  only  just 
perceiving  their  importance. 

“The  law  requires,”  he  says,  “that  the  applicant  shall  have  behaved  as  a 
person  of  good  moral  character,  attached  to  the  principles  of  the  Constitution 
of  the  United  States .” 

Herein  lies  the  bewildering  problem.  We  cannot  learn  by  rote  a  principle; 
we  cannot  force  attachment  to  it.  We  cannot  be  bid  to  be  loyal.  Our  situa¬ 
tions  develop  certain  attitudes.  To  feel  equality,  to  respect  the  supremacy  of 
the  law,  to  understand  the  principles  involved  in  the  theories  of  represent¬ 
ative  democratic  government,  to  sense  the  Constitution  as  a  living  document 
that  provides  within  itself  for  orderly  change ;  to  appreciate  the  basic  human 
rights  which  have  driven  men  on  from  time  immemorial,  these  are  the  atti¬ 
tudes  that  we,  the  school  people,  are  called  to  help  the  applicant  for  citizen¬ 
ship  to  develop. 

His  love  of  each  of  these  principles  may  be  more  highly  developed  than 
our  own  or  he  may  be  unaware  that  they  even  exist.  It  may  be  simply  done 
if  in  our  adult  classes  we  set  up  a  “doing  program”  instead  of  a  listening 
program.  Our  progressive  schools  thruout  the  country  are  carrying  out  such 
programs  for  children. 

Classes  of  adults  choosing  their  own  officers,  sending  their  own  delegates 
to  meetings,  seriously  studying  the  needs  and  problems  of  their  own  imme¬ 
diate  communities,  offering  solutions  to  these  problems  and  thru  the  solu¬ 
tions  studying  the  many  implications  in  city  government  would  be  a  step  in 
the  right  direction. 

The  project  of  one  elementary  class  was  the  need  of  a  playground  in  their 
neighborhood.  Why?  Health  and  safety  of  their  children.  How?  All  the 
involved  processes  of  appropriation  and  taxation  come  into  view.  What 
could  each  one  of  the  class  do  about  it  ?  See  people,  send  representatives  to 
many  organizations,  get  health  reports  telling  of  the  benefits,  decide  which 
policy  to  pursue. 

What  is  the  teacher’s  place  in  this  picture?  He  stands  more  or  less  in  the 
background  ever  awake  to  the  need  of  lifting  out  the  principle  of  govern¬ 
ment  involved  and  applying  it  to  the  action  of  the  class. 

It  seems  so  obvious  and  is  so  generally  accepted  in  good  teaching  that  the 
wonder  is  we  have  not  tried  it  out  in  preparation  of  petitioners  for  citizenship 
long  ago.  But  the  fact  remains  that,  with  a  few  outstanding  exceptions,  men 


Department  of  Adult  Education 


169 


and  women  coming  to  citizenship  classes  are  sitting  still  mumbling  incanta¬ 
tions  of  how  old  a  man  must  be  before  he  can  be  a  Senator,  and  many  facts 
that  should  be  only  the  byproducts  of  actual  understanding. 

Can  we  accept  the  challenge  of  the  Naturalization  Service  and  so  order 
our  adult  classes  that  attitudes  toward  and  understanding  of  government 
become  realities  in  the  lives  of  men  and  women  who  come  to  us  for  help  and 
guidance? 

WHAT  IS  HAPPENING  TO  YOUTH? 

RICHARD  R.  BROWN,  ASSISTANT  EXECUTIVE  DIRECTOR,  NATIONAL  YOUTH 

ADMINISTRATION,  WASHINGTON,  D.  C. 

I  suppose  this  question,  “What  is  happening  to  youth?”  has  been  asked 
by  the  older  generation  since  time  immemorial.  Sometimes  it  has  been  asked 
in  a  tone  of  detached  interest,  at  other  times  in  a  tone  of  bewilderment,  and 
at  still  other  times  in  a  tone  of  definite  moral  and  political  disapproval.  But 
today  a  deeper  note  of  anxiety  than  usual  is  to  be  found  in  the  voices  of  those 
who  are  asking  about  what  is  happening  to  youth.  It  is  a  troubled  note,  born 
of  the  social  and  economic  insecurity  of  our  day.  It  was  inevitable  that  the 
school  and  college  graduates  of  the  past  six  years  should  feel  discouraged 
about  the  prospects  of  getting  a  job.  That  they  had  the  ability  and  the  will  to 
work  no  longer  counted  to  any  great  extent.  Forces  which  only  the  organ¬ 
ized  efforts  of  society  could  control  had  seriously  limited  the  number  of 
educational  and  work  opportunities.  Young  people  discovered  that,  tho 
seemingly  unique  and  individual,  their  problems  had  their  roots  in  the  basic 
social  and  economic  maladjustments  which  affect  us  all. 

There  is  no  panacea  for  creating  opportunities  for  youth  any  more  than 
there  is  a  panacea  which  will  create  opportunities  for  the  rest  of  us.  There 
is  no  youth  problem  which  we  can  separate  from  our  many  other  problems 
and  say,  “Solve  this  and  all  will  be  well  with  youth.”  Rather  are  there  cer¬ 
tain  problems  more  generally  confronted  by  youth  than  by  any  other  age 
group.  There  is  the  problem  first  of  acquiring  an  education  when  the  family 
income  is  limited  and  odd  jobs  are  scarce;  second,  of  selecting  a  vocation 
with  the  most  promising  future  for  which  one  is  well  fitted ;  third,  of  getting 
a  job  while  lacking  any  significant  amount  of  work  experience ;  fourth,  of 
getting  work  in  private  industry  when  there  are  so  many  others,  especially 
heads  of  families  to  whom  preference  is  often  given,  already  seeking  jobs ; 
and,  finally,  of  finding  ways  in  which  to  use  leisure  time  most  advan¬ 
tageously. 

The  other  highly  industrialized  countries  of  the  world  have  instituted 
special  programs  to  meet  these  youth  problems.  The  program  of  the  National 
Youth  Administration  of  the  United  States  of  America  has  been  built  along 
broadly  decentralized  lines,  with  local  authorities  and  youth  service  agencies 
cooperating  to  give  youth  more  nearly  the  opportunities  of  making  its  own 
way  which  other  generations  have  had.  More  than  half  of  its  activity  is 
concerned  with  making  it  possible  for  youth  to  take  advantage  of  the  oppor¬ 
tunities  in  the  field  of  education.  In  May  there  were  approximately  419,000 
students  thruout  the  country  receiving  NYA  wages  for  work  done  on  stu- 


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dent  aid  projects.  At  this  time  it  was  estimated  that  there  were  nearly  three 
million  young  people  from  sixteen  to  twenty-five  years  of  age  whose  families 
were  on  relief — which  meant  that  to  them,  broadly  speaking,  the  process  of 
getting  an  education  was  luxury,  and  work  a  necessity.  High-school  aid — 
which  was  limited  at  first  to  young  people  on  relief  but  later  was  broadened 
to  include  other  needy  students — was  thus  a  godsend  to  such  youngsters. 

The  program  also  includes  many  other  young  people  in  need  of  assistance. 
From  the  very  start,  regardless  of  the  relief  status,  all  college  and  graduate 
students  who  could  show  that  without  financial  assistance  they  would  be 
unable  to  continue  their  education,  were  eligible  for  student  aid.  Further¬ 
more,  it  is  possible  for  10  percent  of  the  workers  employed  on  NYA  work 
projects  to  come  from  families  not  on  relief,  and  of  the  7000  young  people 
who  applied  for  jobs  thru  the  twenty-four  NYA  junior  placement  services 
in  March  and  April,  88  percent  were  of  the  non-relief  group. 

The  plight  of  the  hundreds  of  thousands  of  jmung  men  and  women  who, 
having  finished  their  schooling  during  the  depression  years,  have  been  trying 
industriously  but  futilely  to  assume  the  responsibilities  of  adult  life  con¬ 
stitutes  probably  the  most  tragic  of  youth’s  problems.  These  young  persons 
have  been  growing  old  in  years  but  have  failed  in  a  large  measure  to  mature. 
For  them  the  knowledge  and  self-reliance  that  can  come  only  thru  working 
at  a  regular  job,  thru  experiencing  life’s  heights  and  depths,  and  thru  know¬ 
ing  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 
own  feet,  to  marry,  and  to  have  a  home  of  their  own  has  been  aggravatingly 
thwarted.  They  have  been  spending  the  best  years  of  their  lives  under  a 
cloud  of  dependency,  uncertainty,  and  unfulfilment.  A  job  to  such  young 
people  is  more  than  a  means  of  earning  a  living.  It  is  a  means  towards  the 
restoration  of  self-confidence  and  of  the  sense  of  participating  and  having  a 
significant  place  in  the  social  and  economic  life  of  the  community. 

I  should  also  like  to  call  your  attention  to  the  way  in  which  training  and 
work  have  been  blended  in  many  of  the  student  aid  and  work  projects. 
College  and  graduate  students,  whenever  possible,  are  being  given  research 
or  laboratory  work  in  the  field  of  their  concentration.  But  there  are  work 
projects,  too,  which  help  prepare  young  people  for  special  fields.  Thus,  with 
the  cooperation  of  the  Southwestern  Louisiana  Institute,  young  men  are 
being  employed  on  the  NYA  one-third-time  basis  in  a  plant  nursery  which 
is  providing  plants  for  parks,  playgrounds,  and  public  highways.  At  the  same 
time,  in  their  off  hours,  these  young  men  are  being  trained  in  such  work  as 
dairying,  creamery  operation,  and  farm  mechanics.  In  several  states,  with 
the  forestry  departments  acting  as  co-sponsors,  young  men  are  working  on 
projects  under  expert  supervision,  and  as  a  result  of  the  experience  and  train¬ 
ing,  are  becoming  qualified  for  regular  positions  in  the  forestry  service. 
Young  women  are  receiving  special  training  thru  work  in  nursery  schools 
and  on  sewing  projects.  There  are  also  individual  projects,  such  as  that  set 
up  in  Pennsylvania,  under  which  a  girls’  vocational  and  social  center  is 
giving  a  three-month  course  in  domestic  service  and  is  assisting  the  place¬ 
ment  bureau  in  finding  positions  for  those  who  complete  the  course.  After 


Department  of  Adult  Education 


171 


the  first  six  months  it  is  expected  that  this  project  will  be  self-supporting. 

At  this  point  there  arises  the  most  difficult  problem  of  all — the  problem  of 
finding  jobs  for  those  who  have  completed  their  education  and  work  train¬ 
ing.  The  NYA  has  proceeded  with  the  utmost  caution  in  approaching  this 
thorny  problem.  It  has  not  the  slightest  intention  of  turning  youth  into  a 
privileged  class  that  is  entitled  to  jobs  at  all  costs.  Nevertheless  there  are 
certain  beginners’  jobs  that  may  rightfully  be  considered  youth’s.  There  is 
also,  according  to  a  steadily  increasing  number  of  reports,  a  great  shortage 
of  skilled  labor.  The  NYA,  in  its  junior  employment  services,  its  appren¬ 
ticeship  training  program,  and  its  work  projects,  is  taking  full  cognizance 
of  these  two  significant  facts. 

In  dealing  with  the  problem  of  using  leisure  time,  of  which  many  of  our 
young  people  have  so  much,  the  NYA  program  places  considerable  empha¬ 
sis  on  recreational  and  library  projects.  The  gymnasium  or  the  athletic  field 
is  obviously  a  far  better  place  for  idle  youth  than  the  street  corner.  The 
ability  to  do  one  thing  well — whether  it  be  playing  baseball  or  acting  plays — 
does  wonders  towards  restoring  and  maintaining  self-confidence.  It  is  an 
important  aid,  as  George  K.  Pratt  has  pointed  out,  in  keeping  men  and 
women  mentally  balanced  even  when  other  things  go  wrong.  NYA  recreation 
projects  have  been  in  large  measure  designed  to  supplement  and  extend  the 
existing  facilities  of  the  local  communities  as  well  as  the  services  provided 
by  their  youth  agencies. 

Probably  the  majority  of  students  go  to  college  believing  that  the  main 
purpose  of  education  is  to  increase  their  earning  capacities.  The  result  is 
that  not  only  do  they  become  dissatisfied  after  graduation  when  they  do 
not  land  a  white  collar  job,  but  they  fail  to  develop  that  keen  interest  in 
life’s  varying  and  fascinating  aspects  which  is  so  essential  to  their  future 
happiness.  But  now  that  a  seven-hour  working  day  can  yield  a  large  enough 
income  to  purchase  many  other  things  in  addition  to  the  basic  necessities  of 
life,  now  that  most  of  us  are  dependent  upon  the  efficient  functioning  of  a 
myriad  of  mines  and  mills,  factories  and  railroads,  stores  and  delivery  serv¬ 
ices  for  the  production  and  distribution  of  the  things  we  consume,  our  basic 
philosophy  must  undergo  a  corresponding  change.  It  is  becoming  more  and 
more  important  that  we  impress  upon  youth  the  fact  that  work  is  not  so 
much  an  end  in  itself  as  it  is  a  necessary  interlude  to  the  things  which 
we  enjoy  and  which  interest  us.  They  must  begin  to  prepare  themselves  now 
for  a  rich  personal  life  as  well  as  a  happy  and  effective  working  life. 

One  of  the  principal  reasons,  I  suppose,  why  we  are  interested  in  knowing 
what  is  happening  to  youth  today  is  because  we  want  to  get  some  idea  of  what 
is  going  to  happen  to  youth  tomorrow.  In  my  opinion  rather  much  the  same 
thing  is  going  to  happen  to  youth  as  will  happen  to  the  rest  of  the  age  groups. 
There  will,  however,  doubtless  be  special  differences  in  keeping  with  the 
analysis  I  have  made  of  youth’s  problems.  In  addition,  there  are  two  factors 
particularly  applicable  to  youth  that  may  make  an  even  greater  difference — 
youth’s  lack  of  a  definite  position  in  society,  and  youth’s  impatience. 

I  realize  probably  better  than  you  how  hard  it  is  to  generalize  about 
youth.  At  one  end  of  the  scale  it  is  an  adolescent  in  its  middle  teens;  at  the 


172 


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other  end  it  is  a  full  grown  man  or  woman  just  entering  upon  adult  life. 
Furthermore,  the  rate  of  maturity  varies  considerably.  There  are  sixteen- 
year-olds  who  are  almost  completely  mature.  There  are  twenty-four-year- 
olds  who  are  unbelievably  immature.  Nevertheless  I  think  it  can  fairly  be 
said — and  in  recent  years  it  has,  unfortunately,  become  more  and  more 
true — that  young  people,  even  at  twenty-four,  have  few,  if  any  of  the  respon¬ 
sibilities  that  go  with  a  job,  home,  and  family.  This  means  they  are  a 
volatile  element  in  society.  Having  no  definite  place,  they  have  everything 
to  gain  by  a  change  in  the  established  order  and  nothing  to  lose.  When  this 
factor  is  considered  along  with  youth’s  natural  impatience  and  youth’s  desire 
for  action,  the  responsibility  which  lies  upon  the  educators  can  be  seen  to  be 
very  great  indeed. 

Democracy  depends  largely  upon  the  classroom  for  its  strength  and  vital¬ 
ity.  Democracy  demands  an  intelligent  citizenry,  able  to  think  clearly,  to 
sift  out  the  truth  from  propaganda,  to  discount  falsifications  of  facts  and  the 
whims  of  personal  prejudices,  and  to  make  wise  decisions.  A  democracy  is 
the  most  civilized  form  of  government  there  is;  and  it  functions  best  when 
and  where  its  citizens  are  best  educated. 

Democracy  to  be  preserved  can  never  be  taken  for  granted.  It  is  not 
something  which  we  can  put  off  and  on  as  easily  as  an  overcoat.  It  is  some¬ 
thing  to  be  striven  for ;  and  to  be  maintained  at  a  high  level,  a  high  degree  of 
intelligence,  effort,  courage,  and  faith  on  the  part  of  its  citizens  is  required. 
These  are  truths  which  each  generation  as  it  has  come  along  has  had  to 
learn.  It  was  never  before  so  important,  however,  that  these  truths  should 
be  impressed  upon  youth.  For  inevitably  the  wave  of  dictatorships,  which  has 
swept  the  world  in  the  last  ten  years,  has  had  its  repercussions  in  America, 
and  has  sounded  a  challenge  to  youth,  a  challenge  to  education,  a  challenge 
to  civilization,  which  cannot  be  ignored. 

COMMITTEE  ON  TECHNICS  OF  ADULT  EDUCATION  IN 

PUBLIC  SCHOOL  PROGRAMS 

ROBERT  C.  DEMING,  SUPERVISOR  OF  ADULT  EDUCATION,  STATE  DEPART¬ 
MENT  OF  EDUCATION,  HARTFORD,  CONN.;  AND  CHAIRMAN 

OF  THE  COMMITTEE 

This  report  is  concerned  with  the  work  of  a  committee  preparing  a  report 
on  technics  in  adult  education  in  public  school  programs  to  meet  what  the 
committee  believes  to  be  a  need  for  a  systematic  account  of  thinking  and 
practise  in  this  area.  The  members  of  the  committee  are : 

Mary  L.  Guyton,  State  Department  of  Education,  Boston,  Mass. 

Ruth  Kotinsky,  National  Council  of  Parent  Education,  New  York,  N.  Y. 

Wil  Lou  Gray,  State  Department  of  Education,  Columbia,  S.  C. 

L.  R.  Alderman,  U.  S.  Office  of  Education,  Educational  Division  of  WPA,  Washing¬ 
ton,  D.  C. 

A.  W.  Castle,  State  Department  of  Education,  Harrisburg,  Pa. 

Frank  W.  Cyr,  Columbia  University,  New  York,  N.  Y. 

Herbert  Sorenson,  University  of  Minnesota,  Minneapolis,  Minn. 

G.  L.  Maxwell,  Educational  Division  of  WPA,  Washington,  D.  C. 


Department  of  Adult  Education 


173 


Lyman  Bryson,  Columbia  University,  New  York,  N.  Y. 

Ned  H.  Dearborn,  New  York  University,  New  York,  N.  Y. 

Robert  C.  Deming,  State  Department  of  Education,  Hartford,  Conn.,  Chairman. 

The  report  must  of  necessity  concern  itself  with  the  plans  of  the  committee 
and  the  technic  it  adopts  in  approaching  the  subject.  A  dictionary  definition 
of  technic  means  “the  methods  by  performance  of  any  act.”  It  thus  implies 
in  the  very  definition  that  methods  as  hereafter  described  must  be  based  on 
actual  experience  in  education  or  administration,  and  it  is  upon  this  basis 
that  the  committee  has  approached  its  problems. 

With  a  committee  personnel  so  widely  scattered  geographically  and  with 
such  a  variety  of  special  interests  in  adult  education,  it  was  essential  that  in 
approaching  a  task  liable  to  consume  a  year  or  more  in  preparation  that 
these  steps  should  be  taken :  ( 1 )  the  areas  of  interest  to  be  covered  be  defined  ; 
(2)  a  selection  be  made  of  committee  members  to  cover  each  area;  and  (3) 
an  outline  of  the  procedure  to  be  followed  in  each  area  be  agreed  upon. 
These  steps  have  all  been  taken  by  several  conferences  and  much  corre¬ 
spondence  in  the  past  three  months,  and  the  results  have  been  exceedingly 
interesting.  We  have  not  sacrificed  individual  initiative  or  any  differing 
philosophies  of  adult  education  on  the  altar  of  regimentation,  but  have  asked 
that  such  differences  be  plainly  indicated  by  each  member  of  the  committee. 

Let  us  begin  with  the  third  and  last  step  on  the  above  list,  concerning  the 
procedure  to  be  followed  in  each  area.  It  was  agreed  that: 

1.  The  specific  problem  should  be  defined  with  a  careful  description  of  the  area 
to  be  covered. 

2.  The  situation  or  environment  presupposed  for  treatment  should  be  clearly 
described  with  all  its  difficulties  and  opportunities,  whether  the  report  be  on 
community  organization  or  class  instruction  or  pupil  instruction. 

3.  The  objectives  of  the  technic  used  should  be  given  in  each  area  and  its  relation 
to  the  underlying  philosophy  as  defined  in  the  prolog  for  the  whole  report.  If  there 
are  differences  in  opinion  relating  to  the  underlying  philosophy,  these,  too,  should 

'be  clearly  stated. 

4.  The  methods  or  technics  suggested  for  the  solution  of  the  particular  problem 
should  be  next  in  order.  Here  would  be  the  body  of  the  report  for  each  area,  the 
real  meat  of  each  contribution. 

5.  In  each  area  there  should  be  indicated,  where  possible,  some  proof  or  criteria 
of  success  that  might  be  applied. 

6.  Each  report  should  contain  its  own  list  of  reference  material  or  bibliography. 

7.  Each  report  should  be  signed  by  the  chairman  and  committee  for  that  area. 

Steps  numbers  one  and  two  outlining  the  contents  of  the  report  and  assign¬ 
ing  the  committee  members  thereto,  have  been  completed.  It  was  agreed  that 
committee  members,  many  of  whom  have  interests  and  experiences  con¬ 
tributing  to  areas  other  than  that  to  which  they  are  assigned,  should  feel 
free  to  give  contributions  to  other  committees.  It  was  also  agreed  that  the 
entire  project  does  not  include  adult  education  for  university  or  higher 
professional  levels.  Herewith  follows  the  content  to  be  covered  and  the  sub¬ 
committee  appointed  to  prepare  it. 

Prolog — By  Ned  H.  Dearborn  who  will,  herein,  describe  the  purpose 
and  underlying  philosophy  of  the  adult  education  movement,  containing  of 
necessity  some  reference  to  the  history  and  need  of  adult  education.  This, 


174 


National  Education  Association 


in  a  sense,  will  be  the  keynote  of  the  entire  report,  the  core  of  purpose  about 
which  all  contributions  will  be  made. 

Chapter  I — Will  deal  with  “Technics  in  Administration”  including  in 
part  the  problems  peculiar  to  foreign-born  communities.  This  chapter  will 
consist  of  two  sections. 

Sec.  1 :  The  Arousing  and  Organizing  of  Community  Interests,  and  the  Cooperation 
with  Present  Programs,  by  Ruth  Kotinsky. 

Sec.  2:  The  Selecting,  Training,  and  Supervision  of  Personnel,  the  Organization  of 
Group  Work,  and  the  Equipment  and  Location  of  Facilities,  by  A.  W.  Castle 
assisted  by  George  Maxwell. 

Chapter  II — 'Will  deal  with  “Technics  of  Adult  Instruction”  and  will  be 
divided  also  into  two  sections. 

Sec.  1:  The  Use  of  Adult  Psychology,  Interests,  and  Capacities,  with  the  Instruc¬ 
tion  of  Adults  as  Compared  with  that  of  Children,  by  Herbert  Sorenson 
assisted  by  Lyman  Bryson  and  Robert  C.  Deming. 

Sec.  2:  Informal  Methods  of  Adult  Instruction,  by  Robert  C.  Deming,  assisted  by 
Herbert  Sorenson. 

Chapter  III — On  “Procedures  for  Special  Groups”  is  limited  to  two  sec¬ 
tions  only,  the  two  in  which  unusual  technics  are  used. 

Sec.  1:  Adult  Elementary  Education,  Its  History,  Future,  Special  Technics,  and 
Measures  of  Accomplishment,  by  Mary  L.  Guyton,  assisted  by  Wil  Lou 
Gray.  The  “direct  method”  of  instruction  will  be  referred  to  incidentally  in 
this  section.  The  emphasis  will  be  on  other  technics  of  significance  in  this 
area. 

Sec.  2:  Coordinating  the  Youngest  Adults  to  the  Program,  by  Frank  W.  Cyr. 

Chapter  IV — “The  Use  of  Materials  for  Instruction  in  Adult  Educa¬ 
tion,”  by  Thomas  Fansler  and  Mary  Ely. 

Chapter  V — “The  Criteria  of  Success,”  by  Lyman  Bryson  of  Columbia 
University. 

The  above  outline  sums  up  the  plans  of  this  committee  on  technics,  with 
all  the  assignments  but  those  on  the  use  of  materials  actually  completed. 

It  is  the  hope  of  the  committee  that  the  report  will  be  completed  by  Octo¬ 
ber  next.  Its  availability  will  depend  on  the  financial  resources  which  are  for 
printing  and  distributing. 

SUMMARY  OF  GROUP  DISCUSSIONS 

/  Universities  and  Adult  Education — Alfred  Powers,  dean,  General  Extension 
Division,  Oregon  State  System  of  Higher  Education, 

Eugene,  Ore.,  Leader 

Adult  education  is  the  field  not  exclusively  of  the  university.  The  public 
schools  have  done  a  worthy  service,  but  university  laboratories  are  practi¬ 
cally  the  only  places  really  open  for  research.  Adult  education  has  been 
regarded  as  a  field  in  which  any  good-natured  person  could  teach,  but  three 
requisites  are  essential:  a  good  mind,  a  fine  nature  (personality),  and  the 
best  kind  of  training.  Standards  must  be  set  and  recognized,  but  adult  edu- 


Department  of  Adult  Education 


175 


cation  is  not  to  be  put  in  a  strait-jacket.  The  university  has  the  extraordi¬ 
narily  important  job  of  supplying  the  technics  of  higher  learning  to  those 
who  are  going  to  teach  in  the  field  of  adult  education. — Leon  J.  Richardson, 
director  of  extension  division,  University  of  California,  Berkeley,  Calif. 

Recreation — John  F.  Bovard,  dean,  School  of  Physical  Education,  Univer¬ 
sity  of  Oregon,  Eugene,  Ore.,  Leader 

Better  and  more  intelligently  directed  recreational  activity  is  needed  in 
two  types  of  community — the  big  cities  and  the  very  small  towns.  In  cities  the 
task  is  apparently  left  to  commercial  agencies ;  in  the  smallest  places  nothing 
whatever  is  done  to  teach  the  correct  use  of  leisure.  Organized  education  will 
be  called  upon  to  play  the  largest  part  in  providing  the  needed  leadership  and 
facilities.  Instead  of  planning  the  schools  and  school  buildings  for  the  use  of 
children  only  and  during  only  a  small  part  of  the  day,  why  not  dedicate 
them  to  the  use  of  the  whole  community?  Experts  in  the  various  aptitudes 
are  the  persons  to  handle  the  detailed  work,  but  the  person  to  evolve  the 
plans  must  be  a  person  of  vision  who  can  see  the  problem  as  a  whole. 

Libraries  and  Adult  Education — Judson  Jennings,  librarian,  Public  Library, 

Seattle,  Wash.,  Leader 

It  is  difficult  to  see  how  there  can  be  any  adult  education  without  a 
library;  it  is  a  huge  reservoir  from  which  adult  educators  are  all  drawing, 
and  an  intelligent  librarian  is  the  engineer  who  keeps  that  reservoir  fresh 
and  vital.  The  reservoir  is  not  any  good  unless  there  are  channels  going 
out  from  it  to  the  adult  educator  and  the  people  with  whom  he  works. — 
Anne  Mulheran,  librarian,  Public  Library,  Portland,  Ore. 

SECRETARY’S  MINUTES 

Portland,  Oregon 

Business  Meeting,  Tuesday  Afternoon,  June  30,  1936 

The  business  meeting  of  the  Department  was  held  at  4  o’clock  with  the  president, 
Marguerite  H.  Burnett,  presiding.  Barbara  Miller  was  appointed  to  act  as  secre¬ 
tary  in  the  absence  of  Robert  C.  Deming,  secretary  of  the  Department,  who  was 
unable  to  attend  the  meeting. 

The  minutes  of  the  last  meeting  were  adopted  as  printed  in  the  1935  Proceedings 
of  the  National  Education  Association.  The  report  of  the  Membership  Committee 
was  presented  by  the  chairman,  Barbara  Miller.  It  showed  a  membership,  as  of 
June  3,  of  869  persons  representing  41  states,  the  District  of  Columbia,  and 
Canada,  a  gain  of  30  percent  over  1935-36  and  the  widest  geographical  distribution 
of  membership  in  the  history  of  the  Department.  It  was  the  result  of  a  membership 
campaign  conducted  with  the  cooperation  of  state  and  local  directors  of  adult  educa¬ 
tion  by  a  Membership  Committee  working  out  from  the  office  of  the  president. 
This  campaign  involved  sending  out  personalized  letters  and  the  distribution  of 
100,000  folders  describing  the  nature  and  scope  of  the  Department’s  program  to  1000 
former  members  of  the  Department,  to  all  state  superintendents  of  public  schools, 
to  all  state  directors  of  adult  education,  and  to  superintendents  of  schools  in  all 
cities  of  30,000  or  more  population. 

The  ten  states  having  the  largest  membership  were  New  York,  237;  Washington, 
90;  California,  63;  Texas,  52;  Utah,  43;  South  Dakota,  41;  Rhode  Island,  41 ;  Dela¬ 
ware,  41;  Virginia,  39;  and  Connecticut,  36. 


176 


National  Education  Association 


By  action  of  the  Executive  Committee  taken  in  October  1935,  membership  in  the 
Department  was  made  to  include  a  subscription  to  Adult  Education — A  Service 
Bulletin.  Thru  the  cooperation  of  the  American  Association  of  Adult  Education  a 
subscription  to  the  Journal  of  Adult  Education  was  made  available  to  all  active 
members  of  the  Department,  and  to  the  first  three  hundred  applicants  for  associate 
membership. 

The  report  of  the  Committee  on  Publications  was  presented  by  Maude  E.  Aiton 
for  the  chairman,  Caroline  A.  Whipple.  It  indicated  that,  in  accordance  with  the 
action  taken  at  the  Denver  meeting,  the  temporary  arrangement  by  which  a  section 
of  the  Journal  of  the  American  Association  of  Adult  Education  was  used  as  a  service 
organ  for  the  Department  was  terminated  in  October  193  5,  and  plans  were  adopted 
by  the  Executive  Committee  to  resume  the  policy  of  issuing  a  separate  publication 
for  that  purpose  to  be  known  as  Adult  Education — A  Service  Bulletin.  Caroline  A. 
Whipple,  who  had  edited  the  section  in  the  Journal,  was  appointed  editor  in  charge 
of  the  separate  publication.  She  was  empowered  to  employ  a  limited  amount  of 
professional  help  and  to  have  the  assistance  of  an  editorial  board  and  a  group  of 
associate  editors.  The  bulletin  was  to  be  issued  as  a  quarterly  service  publication 
devoted  to  the  needs  of  teachers,  supervisors,  and  administrators,  particularly  in 
the  field  of  public  school  adult  education.  In  it  there  would  be  space  for  a  discussion 
of  technics  and  materials,  book  reviews,  description  of  work  in  progress  thruout  the 
country,  news  notes  from  the  field,  notices  and  reports  of  meetings  and  conferences, 
teachers  forum,  excerpts  from  current  periodicals,  and  occasional  articles  of  a 
general  nature.  Regional  representatives,  appointed  by  the  president,  would  gather 
and  edit  material  collected  from  different  sections  of  the  country. 

Problems  connected  with  the  inauguration  of  the  new  plan  made  it  possible  to 
publish  only  one  issue  of  the  bulletin  this  year.  Plans  for  1936-37  call  for  its  publi¬ 
cation  in  October,  January,  April,  and  June. 

The  Carnegie  Corporation,  on  recommendation  of  the  American  Association  of 
Adult  Education,  has  supplied  $1000,  of  which  $400  has  been  devoted  to  the  new 
bulletin  and  $600  to  subscriptions  to  the  Journal  to  be  distributed  to  members  of 
the  Department.  The  bonds  of  interest  and  sympathy  between  the  N.  E.  A.  Depart¬ 
ment  and  the  Association  that  have  resulted  from  working  together  during  the 
two  years  of  joint  publication  still  hold  firm,  and  will,  it  is  hoped,  continue  to  add 
strength  to  the  work  of  both  organizations. 

The  report  of  the  treasurer  for  the  fiscal  year  1935-36  showed  a  balance  on  June  1, 
1935,  of  $208.55.  Receipts  amounted  to  $2709.81  of  which  $1293.75  was  from  mem¬ 
bership  dues,  $400  from  the  Appropriation  Account,  $1000  from  the  Carnegie  Cor¬ 
poration,  and  $16.06  from  adjustment  of  excess  charges.  Disbursements  amounted 
to  $1955.95,  distributed  as  follows:  secretarial  services,  office  of  the  secretary  of  the 
N.  E.  A.,  $115.75;  Denver  Council  of  Adult  Education,  $3.50;  service  bulletin 
(Ruth  Kotinsky),  $28.19;  travel,  $135.09;  stationery  and  supplies,  $44.51;  printing 
and  multigraphing,  $94.14;  telephone  and  telegraph,  $66.96;  postage,  $116.06;  re¬ 
funds,  $4.50;  adjustment  of  cash  included  in  January  receipts,  $147.25;  and  sub¬ 
scriptions  to  Journal  of  Adult  Education,  $1200.  The  balance  on  May  31,  1936, 
amounted  to  $962.41. 

The  report  of  the  Committee  on  Resolutions  was  accepted  as  presented  by  the 
chairman,  Roben  J.  Maaske,  and  recommended  to  the  Committee  on  Resolutions 
of  the  National  Education  Association. 

The  report  of  the  Nominating  Committee  was  presented  by  the  secretary  in 
the  absence  of  the  chairman,  R.  W.  Tallman.  The  report  was  accepted  as  presented 
and  the  officers  nominated  by  the  Committee  were  declared  elected.  (See  Historical 
Note,  p.  162.)  The  incoming  president  was  presented  by  the  chairman  as  a  person 
of  vision  and  experience  whose  knowledge  of  the  work  of  the  Department  and  its 
purposes  made  her  well  qualified  to  carry  forward  its  program. 


DEPARTMENT  OF 

iArt  Education 


HISTORICAL  NOTE 

The  department  of  art  education  became  a  part  of  the  National  Edu¬ 
cation  Association  by  vote  of  the  Representative  Assembly  on  July  6, 
1933.  The  creation  of 'such  a  department  was  suggested  “ because  art  is 
an  important  subject ,  necessary  to  the  development  and  culture  of  the 
childhood  of  America ,  and  because  this  is  a  particularly  important  period 
in  its  life.”  The  Department  developed  from  the  Conference  on  Art 
Education. 

The  officers  of  the  Department  for  the  year  1936-37  are:  president, 
Grace  M.  Baker ,  Head ,  Division  of  Arts ,  Colorado  State  College  of  Edu¬ 
cation,  Greeley,  Colo.;  vicepresident,  Muriel  V.  Sib  ell.  Head,  Art  De¬ 
partment,  University  of  Colorado,  Boulder,  Colo.;  secretary-treasurer, 
Mrs.  Dora  B.  Hatfield,  David  Hill  High  School,  Akron,  Ohio. 

This  Department  meets  once  a  year  in  July.  Facts  relating  to  the  estab¬ 
lishment  of  this  Department  and  the  record  of  meetings  are  found  in  ear¬ 
lier  volumes  of  proceedings  as  follows: 

1933 : 309-310  1934 \297-299  1935  \271-274 


[  178] 


IDEALS  OF  JAPANESE  ART 


JIRO  HARADA,  LECTURER  ON  JAPANESE  ART  AND  CULTURE,  UNIVERSITY 

OF  OREGON,  EUGENE,  ORE. 

IN  the  West — in  America  and  Europe — Japanese  art  has  been  repre¬ 
sented  by  her  color-prints.  These  wood-block  prints  are  known  as 
ukiyo-ye ,  which  means  pictures  of  the  floating  or  transient  world  as  they 
deal  with  genre  subjects  showing  manners  and  customs  of  the  people,  and 
are  known  also  as  nishiki-ye,  signifying  that  they  are  profusely  colored  to 
suggest  silk  brocade.  These  color-prints,  as  such,  came  into  existence  in 
Japan  as  the  art  of  the  common  people  about  two  and  a  half  centuries  ago. 
Most  of  these  prints  were  turned  out  in  enormous  numbers  and  sold  very 
cheaply.  Often  they  found  their  way  into  the  homes  of  the  upper  class 
of  people  also,  but  merely  as  playthings  of  women  and  children,  and  they 
failed  to  win  the  favor  of  the  intelligentsia  and  the  art-loving  class  of  Japan. 
They  have  not  been  considered  in  the  same  level  with  painting. 

It  is  the  people  of  the  West  who  hirst  discovered  beauty  in  our  color- 
prints,  and  it  was  mainly  thru  these  color-prints  that  their  appreciation  of 
Japanese  art  has  been  developed.  Our  appreciation  of  Japanese  art  should 
not  end  with  color-prints,  tho  some  of  them  do  have  admirable  qualities, 
but  we  should  go  on  to  the  greater  works  of  art  our  country  has  produced 
in  order  to  be  thrilled  with  joy  and  be  inspired  and  elevated  to  higher  planes 
of  thoughts. 

The  highest  ideal  of  the  painter  in  Japan,  as  was  the  case  in  China  also, 
has  been  to  represent  everything  he  painted  in  its  right  relation  to  the 
Infinite.  Whatever  he  painted,  be  it  a  human  figure,  an  insect,  or  a  plant, 
he  has  tried  not  only  to  depict  the  object  itself  but  to  suggest  or  imply  also 
its  relative  position  in  the  scheme  of  the  universe,  revealing  it,  however 
trifling  in  form,  as  in  right  proportion  to  the  Infinite.  Not  only  in  painting, 
but  also  in  other  forms  of  the  art  of  Japan — such  as  sculpture,  landscape 
gardening,  tray-landscapes  ( bon-kei  and  bon-seki) ,  designs  on  pottery  or 
lacquerware,  or  even  the  flower  arrangement — this  supreme  aim  manifests 
itself. 

Thus  the  Japanese  painter  is  essentially  idealistic  or  impressionistic,  in 
that,  whatever  the  style,  he  aims  on  one  hand  to  paint  the  poetic  sense  of 
things  rather  than  their  mere  outward  appearance,  and  on  the  other  to 
impart  tangible  reality  to  the  spiritual  quintessence  of  the  things  he  feels. 
The  artist  endeavors  to  suggest  the  life  and  the  spirit  of  the  thing  rather 
than  to  paint  its  form.  He  often  sacrifices  the  similitude  of  the  object  he 
paints  in  order  that  he  may  better  reveal  the  spirit.  He  studies  the  subject 
he  intends  to  paint  in  order  to  understand  it  thoroly,  and  then  transfers  his 
impression  to  the  silk  mainly  from  memory,  to  bring  out  its  inner  qualities, 
the  qualities  showing  its  life  and  its  position  in  relation  to  the  higher  laws. 

At  every  turn  we  see  nature  in  its  eternal  manifestation,  revealing  to  us 
the  evanescence  of  life  and  our  artists  have  always  tried  to  depict  the  truth 


[179] 


180 


National  Education  Association 


and  beauty  of  it  in  the  changing  phases  of  nature.  The  great  tea-master, 
Rikyu,  must  have  fully  realized  the  beauty  of  this  aspect  in  nature  when  he 
instructed  his  son  as  to  how  a  garden-path  should  be  cleaned.  The  tea- 
master’s  son  was  bidden  one  day  to  clean  the  garden  as  guests  were  expected 
for  tea.  He  swept  and  watered  the  garden-path  and  reported  to  his  father 
that  his  bidding  was  done,  but  his  father  told  him  to  try  again  as  the  work 
was  not  satisfactory.  After  a  while  he  returned  and  said : 

“Father,  I  have  swept  the  garden  three  times.  Not  a  broken  twig  or  a 
stray  straw  to  be  removed  anywhere,  and  the  water  is  sprinkled  well  over 
the  stepping  stones,  stone  lanterns  and  trees,  and  the  moss  is  sparkling  with 
verdure.  There  is  nothing  more  I  can  do.” 

“There  isn’t?  You  little  idiot,  stand  here  and  watch  what  I  can  do.” 
So  saying  the  father  passed  quickly  over  the  stepping  stones  and  shook  a 
branch  of  the  maple-tree  by  the  stone  lantern,  scattering  the  golden  and 
crimson  leaves  over  the  ground  covered  with  fresh  green  moss. 

“There,”  said  the  master  pointing  to  the  wonderful  autumnal  brocade 
thus  created,  “that  is  the  way  to  clean  the  garden-path.” 

This  story,  simple  as  it  is,  seems  to  convey  a  great  deal  of  what  goes  in  to 
make  up  Japanese  taste,  what  we  consider  to  be  of  real  art.  It  seems  to  sum 
up  our  attitude  toward  nature,  the  attitude  of  our  artists  toward  their 
work;  and  it  affords  a  glimpse  of  the  ideal  of  Japanese  art. 


ART  IN  RURAL  EDUCATION 

FLORENCE  TILTON,  SUPERVISOR  OF  ART,  STATE  DEPARTMENT  OF  EDUCATION, 

ST.  PAUL,  MINN. 

The  expansion  of  art  education  has  been  all  too  slow.  It  has  been  a  series 
of  separate  attempts  of  great  individual  leaders  who  have  brought  about 
advancement  here  and  there.  As  yet  we  cannot  truthfully  say  that  art  is  an 
integral  part  of  elementary  education  in  America.  There  are  still  too  many 
untouched  areas;  too  many  spots  where  there  is  no  pattern  of  organization 
showing  clearly.  In  almost  every  state  of  the  Union  the  spot  most  neglected 
in  art  education  is  the  rural  school.  The  history  of  that  phase  remains  to  be 
developed  before  the  life  of  art  education  in  any  state  can  be  thought  of  as 
an  entity. 

After  much  study  of  art  curriculums  I  have  formulated  a  set  of  objectives 
and  suggested  procedures  I  feel  are  especially  suited  to  one-room  schools. 
The  best  general  statement  of  objectives  I  have  found  is  that  given  in  the 
South  Dakota  curriculum,  “To  develop  in  the  individual  the  ability  to  meet 
intelligently  the  art  problems  which  confront  him  in  daily  living.”  That 
statement  is  applicable  to  art  teaching  in  any  situation.  It  is  in  the  analysis 
of  the  fundamental  concepts,  the  enrichment  opportunities  and  the  con¬ 
comitant  learnings  that  we  find  the  differentiation  between  urban  and  rural 
art  education.  It  is  to  attain  accurately  the  best  analysis  that  we  need  greatly 
the  assistance  of  the  scientific  education  worker. 


Department  of  Art  Education 


181 


This  general  statement  of  objectives  for  art  education  in  the  elementary 
school  I  would  further  divide  into  the  following  factors :  to  teach  art  in  rela¬ 
tion  to  environment;  to  develop  ability  to  make  choices  in  good  taste  thru 
choosing  experiences;  to  develop  freedom  of  imagination  thru  creative  ex¬ 
pression  ;  to  understand  art  as  a  factor  of  our  cultural  heritage ;  to  develop 
hobbies  for  leisure-time  pursuits;  to  develop  those  technical  skills  and  in¬ 
formation  essential  to  the  child  as  a  child,  for  the  accomplishment  of  his 
expression  thru  art  media. 

Turning  from  the  objectives  to  the  problems  especially  difficult  to  con¬ 
quer  in  rural  art  education  we  could  list  a  few  of  these  as  ( 1 )  inadequate 
teacher  preparation  in  the  arts;  (2)  lack  of  supervision;  (3)  limited  finances 
for  providing  materials ;  (4)  crowded  programs;  (5)  inadequate  space  and 
equipment;  (6)  poor  curriculums,  lack  of  illustrative  material  and  teaching 
helps  of  the  right  kind;  and  (7)  lack  of  sympathy  and  understanding  of 
the  subject  on  the  part  of  administrative  officers  of  the  school,  parents,  and 
general  citizenship  in  the  rural  community. 

What  can  we  of  the  Department  of  Art  Education  of  the  National  Edu¬ 
cation  Association  do  to  advance  art  education  in  rural  America? 

First,  we  can  organize  to  become  a  strong  force  in  bringing  about  a  De¬ 
partment  of  Art  Education  in  the  United  States  government.  We  can 
demand  an  adequate  survey  of  elementary  art  education  in  the  United 
States.  We  can  foster  in  each  state  an  organization  of  art  teachers  that  shall : 

1.  Work  for  state  supervision  of  art 

2.  Sponsor  a  strong  loan  library  where  pictures  can  be  made  available  for 
loaning  to  small  schools 

3.  Demand  art  speakers  at  conventions 

4.  Foster  traveling  art  exhibits 

5.  Make  available  to  isolated  schools  the  knowledge  and  abilities  of  persons 
employed  by  the  state  in  tax-supported  institutions  of  the  state 

6.  Demand  a  study  of  existing  conditions  in  art  teaching 

7.  Demand  the  invention  of  educational  devices  which  shall  show  individual 
teachers  the  condition  of  their  art  work 

8.  Demand  scholarly  curriculum  helps  which  shall  be  suited  to  actual  needs  and 
interests 

9.  Demand  adequate  materials,  illustrative  helps,  and  equipment  for  the  teaching 
of  art 

10.  Work  toward  supervision  of  art  for  all  elementary  schools  whether  rural  or 
urban. 

It  is  largely  in  the  hands  of  the  art  teachers  to  bring  these  things  to  pass. 
If  we  do  not  work  for  them  how  can  we  hope  for  more  extended  informa¬ 
tion  on  the  part  of  educators  and  administrators?  Too  often  we  merely 
deplore  the  situation ;  passive  regret  never  brought  improvement.  Active 
united  effort  on  the  part  of  an  interested  minority  has  changed  the  history 
of  the  world. 


182 


National  Education  Association 


ART  IN  A  REORGANIZED  PROGRAM  IN  SECONDARY 

SCHOOLS 

MAY  GEARHART,  SUPERVISOR  OF  ART,  PUBLIC  SCHOOLS,  LOS  ANGELES,  CALIF. 

The  reorganized  program  in  the  modern  school  definitely  recognizes  the 
importance  of  art  in  the  core  curriculum.  The  problem  before  us  involves 
this  question,  How  may  art  keep  its  identity  and  at  the  same  time  become 
an  integral  part  of  the  basic  courses?  Broadly  speaking,  art  teachers  may 
cooperate  in  two  ways :  either  by  using  the  problems  of  the  basic  courses  as 
projects  in  the  regular  art  class  or  by  actually  bringing  the  basic  course 
classes  to  the  art  room  for  observation  and  discussion  of  illustrative  mate¬ 
rial  having  in  itself  real  esthetic  value.  Pupil  discussion  leading  to  creative 
appreciation  is  a  most  valuable  outcome  in  terms  of  art  and  living. 

Few  teachers  of  social  studies  are  prepared  to  guide  students  in  the  dis¬ 
covery  of  art  values.  This  very  necessary  part  of  the  interrelatedness  of 
things  is  dependent  on  establishing  a  successful  partnership  with  art  teach¬ 
ers.  In  the  past,  academic  teachers  generally  used  illustrative  material  for  its 
historical  content.  To  recognize  art  principles  to  be  of  equal  importance 
with  factual  knowledge  is  a  recent  development.  A  unified  type  of  perform¬ 
ance  is  now  being  undertaken  whereby  an  art  teacher  and  a  teacher  of  a 
basic  course  work  together  often  with  the  same  class  at  the  same  time.  Not 
only  factual  knowledge  is  recognized  but  time  is  given  for  discovery  and 
discussion  of  art  principles. 

One  of  the  happy  results  of  this  awakening  to  art  values  on  the  part  of 
the  whole  faculty  is  the  growing  interest  in  the  appearance  of  the  class¬ 
room.  Committees  of  students  bearing  the  responsibility  of  the  “interior 
design”  of  rooms  and  halls  enjoy  the  experience  and  profit  by  it. 

Art  appreciation  is  coming  into  its  own  because  of  new  fields  of  oppor¬ 
tunity  opening  thru  fusion.  The  change  in  the  curriculum  from  subject 
fields  to  child  interest  areas  strengthens  this  situation,  giving  opportunity  to 
boys  and  girls  to  interpret  art  in  terms  of  their  own  interests  and  experiences. 

JAPANESE  GARDENS 

JIRO  HARADA,  LECTURER  ON  JAPANESE  ART  AND  CULTURE,  UNIVERSITY  OF 

OREGON,  EUGENE,  ORE. 

Rocks  have  always  played  a  very  important  part  in  our  landscape  gar¬ 
dens.  They  have  generally  been  considered  indispensable  in  our  gardens 
whatever  form  they  may  take.  There  are  very  important  gardens  in  Japan 
which  rely  almost  entirely  upon  rocks  for  their  beauty  and  significance.  The 
importance  these  rocks  assume  in  our  gardens  seems  to  have  grown  with 
the  introduction  of  the  Zen  sect  of  Buddhism  at  the  end  of  the  twelfth  cen¬ 
tury.  It  was  soon  after  this  that  a  great  effort  was  made  to  inculcate  in  gar¬ 
dens  the  spirit  which  permeates  the  black  monochrome  drawing,  an  ideal¬ 
istic  style  of  painting  in  which  the  subtlest  of  color  gradation  is  suggested. 


Department  of  Art  Education 


183 


Not  only  the  designs  of  gardens  expressed  the  hidden  ideals  of  Zen,  but 
also  the  rocks  themselves  were  extremely  suitable  for  expression  of  these 
ideals.  As  the  painter  tries  to  express  beauty  and  gradation  of  color,  the  subtle 
effect  of  light  and  shade  given  by  various  textures  in  different  materials  in 
a  single  stroke  of  a  black  line,  so  the  landscape  architects  try  to  do  the  same 
with  rocks  in  the  garden.  The  people  have  learned  to  appreciate  beauty  in  its 
subtlety  in  rocks.  Some  artists  have  designed  gardens  as  they  would  paint 
landscapes,  using  different  rocks  to  get  effects  similar  to  those  secured  by 
painters  with  brush  strokes.  Not  only  what  the  shape  suggests,  be  it  a  moun¬ 
tain  with  a  stream  or  an  island  with  a  sandy  beach,  but  the  subtle  beauty  of 
the  surface  of  these  rocks  has  been  greatly  valued.  The  surface  gains  by  cen¬ 
turies  of  watering  a  sort  of  patina,  a  quality  that  time  alone  can  give.  Some 
are  covered  with  beautiful  moss  or  lichen.  In  using  these  rocks  in  the  garden, 
the  artists  not  only  place  great  importance  on  the  value  of  each  individual 
rock  for  its  shape  and  texture,  but  they  have  always  valued  their  beauty  in 
groups  as  well.  The  people  try  to  group  them  as  if  they  were  trying  to  sculp¬ 
ture  in  these  rocks  a  mountain  or  a  range  of  mountains  in  the  garden. 

Again,  some  have  taught  us  to  regard  earth  as  the  emperor,  rocks  as  his 
counselors,  and  water  as  his  subjects.  Water  flows  from  the  mountain  along 
the  path  as  willed  by  earth,  but  wherever  the  way  is  obstructed  the  water 
accumulates  in  a  pond.  When  the  water  is  too  strong  and  the  mountains  too 
weak,  the  latter  will  fall,  even  as  an  empire  falls  when  the  subjects  are  too 
strong  and  unbridled.  To  prevent  this  it  is  necessary  to  strengthen  the  moun¬ 
tains  by  using  rocks,  even  as  the  emperor  assembles  wise  counselors  to  assist 
him. 

Years  of  study  have  enabled  our  garden  artists  to  classify  these  rocks  ac¬ 
cording  to  their  shape  generally  into  five  classes.  First  is  the  kind  of  rocks 
more  or  less  tapered  at  the  top  and  bulged  at  the  bottom.  Second  is  the  kind 
which  is  taller  than  the  first  with  a  substantial  body.  The  third  is  the  kind 
which  is  somewhat  flat.  The  fourth  includes  those  rocks  with  projections, 
and  the  fifth  those  of  a  declining  form.  The  first  is  often  used  as  the  guardian 
rock  of  the  garden,  and  the  second  in  forming  a  waterfall.  These  five  rocks 
may  be  grouped  in  various  ways,  different  combinations  expressing  different 
moods.  They  can  be  placed  in  groups  of  two,  three,  or  five.  Successful  group¬ 
ing  of  these  rocks  requires  great  art. 

Attention  may  be  called  to  the  fact  that  the  landscape  garden  is  often 
taken  to  represent  the  whole  universe,  symbolized  by  the  five  elements: 
earth,  water,  fire,  wind,  and  ether  ( chi-sui-ka-fu-ku ).  Earth  is  represented 
by  hills  and  islands,  and  suggested  by  yellow  color ;  water,  by  the  pond  and 
suggested  by  black ;  fire,  by  the  flowers  of  the  trees  and  grasses  and  suggested 
by  red ;  wind,  by  the  invisible  power  which  causes  the  flowers  to  bloom  and 
scatter  and  suggested  by  white ;  ether,  by  the  color  of  the  leaves  of  the  trees 
and  grass  which  is  intangible  and  suggested  by  blue. 

There  are  different  kinds  of  gardens:  gardens  with  artificial  hills  and 
flat  gardens;  dried-up  landscape  gardens;  and  the  gardens  for  the  cha-no-yu 
room.  There  are  different  styles  of  treatment:  shin  (formal),  gyo  (less  for¬ 
mal),  and  so  (informal).  Whatever  the  type  or  style,  it  has  always  been  the 


184 


National  Education  Association 


aim  of  the  Japanese  artist  to  construct  the  garden  so  as  to  bring  man  close 
to  nature  in  its  precincts.  That  has  been  the  ultimate  purpose  of  Japanese 
gardens,  for  the  realization  of  which  all  sorts  of  efforts  have  been  made. 
Religious  teachings,  philosophical  doctrines,  and  even  superstitions  have 
been  used  in  the  desperate  struggle  to  make  the  garden  a  fitting  abode  for 
nature  and  for  man  to  elevate  himself  spiritually  and  see  himself  in  right 
proportion  to  the  Infinite. 


SECRETARY’S  MINUTES 
Portland,  Oregon 

First  Session,  Monday  Afternoon,  June  29,  1936 

In  the  beautiful  auditorium  of  the  Portland  Art  Museum,  the  seventh  meeting 
of  the  Department  of  Art  Education  of  the  National  Education  Association  was 
called  to  order  at  2  o’clock.  In  the  absence  of  the  president,  Grace  M.  Baker  of 
Greeley,  Colorado,  presided.  The  attendance  was  most  gratifying,  the  number 
present  filling  the  auditorium  to  capacity  at  both  meetings.  Representatives  from 
seventeen  states,  three  United  States  possessions,  and  three  foreign  countries  were 
present. 

Preceding  the  official  program  Mrs.  Dora  B.  Hatfield,  secretary  of  the  Depart¬ 
ment,  made  a  plea  for  larger  membership  in  the  organization  and  requested  that 
those  in  attendance  register  and  pay  dues  at  the  close  of  the  meeting. 

Business  Meeting,  Tuesday  Afternoon,  June  30,  1936 

Mrs.  Hatfield  read  a  report  of  the  meetings  held  in  Denver,  Colorado,  June  28-29, 
1935,  and  in  St.  Louis,  Missouri,  February  25-26,  1936.  Following  this,  the  report 
from  the  Nominating  Committee  was  presented  by  the  chairman,  Catherine  Tyler, 
of  Lake  View  High  School,  Chicago,  Illinois.  Motion  to  accept  the  report  of  this 
committee  was  presented  and  carried.  (See  Historical  Note,  p.  178.) 

Leo  Fairbanks  of  Corvallis,  Oregon,  moved  that  a  council  of  five  members  repre¬ 
senting  the  five  regional  art  associations  of  the  United  States  be  appointed  to  assist 
officers  of  the  Department  of  Art  Education  in  determining  policies  and  making 
plans  for  general  proceedings  of  the  organization.  The  motion  was  carried 
unanimously. 

Meeting  was  adjourned. 


DEPARTMENT  OF 

'Business  Education 


HISTORICAL  NOTE 


The  department  of  business  education  was  created  in  response  to  a 
petition  read  at  the  meeting  at  Saratoga  Springs ,  Nezu  York ,  July  12; 
1892,  f  rom  the  Business  Educators’  Association,  requesting  admission  as 
a  department  of  thd  National  Education  Association.  The  Business  Edu¬ 
cators’  Association  was  organized  in  New  York  City  in  1878.  Its  constitu¬ 
tion  was  revised  for  acceptance  by  the  Department  of  Business  Education 
and  may  be  found  on  page  958  of  the  proceedings  of  1894. 

The  officers  of  the  Department  for  the  year  1936-37  are:  president, 
Ernest  A.  Zelliot,  Associate  Professor  of  Education,  University  of  Den¬ 
ver,  Denver,  Colo.;  first  vicepresident,  Lola  Maclean,  Educational  Di¬ 
rector,  Detroit  Commercial  College,  Detroit,  Mich.;  second  vicepresi¬ 
dent,  Ida  Granberg,  Kelso  High  School,  Kelso,  Wash.;  secretary- 
treasurer,  Mrs.  Frances  D.  North,  Western  High  School,  Baltimore, 
Md.;  editor,  Herbert  A.  Tonne,  Assistant  Professor  of  Education,  New 
York  University,  Washington  Square  East,  New  York,  N.  Y .;  execu¬ 
tive  committee:  Joseph  L.  Kochka,  Woodrow  Wilson  High  School, 
Washington,  D.  C.  (term  expires  1937) ;  Mary  Stuart,  Brighton  High 
School,  Brighton,  Mass,  (term  expires  1937);  Benjamin  R.  Haynes, 
University  of  Southern  California,  Los  Angeles,  Calif.  ( term  expires 
1937)  ;  Jessie  Graham,  Associate  Professor  of  Commerce,  State  Teach¬ 
ers  College,  San  Jose,  Calif,  (term  expires  1938);  C.  D.  Cocanower, 
Head,  Department  of  Commerce,  Phoenix  Junior  College,  Phoenix,  Ariz. 
(term  expires  1938);  Ruby  Perry,  Allen  High  School  of  Commerce, 
New  Orleans,  La.  ( term  expires  1939)  ;  Elmer  E.  Spannabel,  Pittsburgh, 
Pa.  (term  expires  1939). 

This  Department  meets  once  each  year  in  July.  Facts  relating  to  the 
establishment  of  this  Department  and  the  record  of  the  meetings  are  found 
in  earlier  volumes  of  proceedings  as  follows: 


1892:  31 
1893 :787-  807 
1894:957-  994 

1895  :862-  890 

1896  :791-  835 
189 7:792-  824 
1898:556-  892 
1899  -.998-1030 
1900 :542-  581 


1901 -.721-757 

1902  -.644-701 

1903  -.719-752 

1904  -.709-736 

1905  -.669-705 

1906  -.637-639 

1907  -.877-903 

1908  -.871-906 
1909 : 701-718 


1910:  833-  872 
1911:  827-  868 
1912  -.1031-1093 
1913 :  619-  635 
1914:  649-  662 
1915 :  883-  940 
1916:  361-  395 
1917:  315-  344 
1918:  235-  247 


1919  -.259-269 
1920:263-270 

1921  -.369-376 

1922  -.575-590 

1923  -.553-567 

1924  -.429-438 

1925  -.354-364 
1926 :373-391 
1927  -.335-352 


1928  -.305-324 

1929  -.317-334 

1930  -.275-292 

1931  -.343-358 

1932  -.283-302 

1933  -.311-325 

1934  -.301-312 

1935  :275-284 


[  186] 


PRESIDENT’S  ADDRESS 

RAYMOND  C.  GOODFELLOW,  DIRECTOR  OF  COMMERCIAL  EDUCATION,  PUBLIC 

SCHOOLS,  NEWARK,  N.  J. 

WE  are  chiefly  concerned  with  commercial  education.  Commercial 
education  is  divided  into  three  major  branches:  the  private  business 
schools,  the  secondary  schools,  and  the  institutions  of  higher  learning.  The 
emphasis  today,  and  rightfully  so,  is  placed  in  the  secondary  field. 

The  time  has  come  when  the  Department  of  Business  Education  should 
function  as  the  great  clearing-house  for  commercial  education  in  this  country. 
From  its  beginning  in  1894  until  the  present  time,  the  Department  has 
made  a  definite  contribution  to  business  education.  During  the  past  five 
years  the  Department  has  functioned  in  a  more  definite  way  than  hereto¬ 
fore.  This  is  due  in  a  large  part  to  the  publication  of  the  Quarterly.  This  is 
the  first  year  in  the  history  of  this  or  any  commercial  association  where 
every  state  has  been  represented  in  its  membership,  and  I  believe  that  in  the 
future  the  value  of  the  Department  lies  in  its  ability  to  direct  research  and 
assist  in  the  solution  of  commercial  problems  at  all  levels. 

The  college  and  university,  the  secondary  school,  and  the  private  business 
school  all  have  their  place  in  training  and  developing  business  workers  and 
leaders  in  the  field  of  business  education.  There  should  be  greater  cooperation 
and  a  closer  correlation  of  the  work  of  these  divisions. 

Commercial  education  presents  the  greatest  challenge  in  the  history  of 
secondary  education.  Two  million  young  men  and  women  are  enrolled  in 
commercial  courses.  If  education  is  to  function  best  for  these  students,  the 
basic  subjects — bookkeeping,  shorthand,  and  typewriting — must  be  de¬ 
veloped  in  harmony  with  modern  business  practise.  Habits  and  skills  basic 
to  these  subjects  must  be  mastered  and  reasonable  standards  set  up  and 
maintained.  The  strength  and  value  of  commercial  education  today  depend 
to  a  large  degree  upon  the  thoro  mastery  of  subjectmatter,  broadly  inte¬ 
grated  with  the  social  and  economic  studies  that  are  naturally  related  and 
that  make  up  the  broad  background  of  business  education. 

From  the  standpoint  of  secondary  commercial  education,  I  am  not  unduly 
concerned  about  placing  every  student  who  completes  the  commercial  course. 
I  feel  that  the  knowledge  obtained  by  commercial  students  should  be  the 
kind  that  wdll  be  of  value  to  them  thru  life  and  not  the  type  that  many  of  us 
took  in  our  high-school  days. 

The  subjects  of  salesmanship,  marketing,  and  advertising  have  received 
considerable  attention  in  recent  years  but  much  work  remains  to  be  done 
before  these  courses  can  function  effectively. 

The  colleges  and  universities  have  made  a  very  fine  contribution  to  the 
training  and  preparation  of  commercial  teachers.  I  believe  that  some  courses, 
however,  could  be  improved  materially  if  the  subjectmatter  was  more  clearly 
defined  and  more  thoroly  understood  by  the  young  men  and  women  pre¬ 
paring  for  the  commercial  teaching  field. 


[  187] 


188 


National  Education  Association 


It  is  indeed  a  great  privilege  to  have  the  opportunity  of  coming  to  the 
city  of  Portland  for  this  meeting  of  the  Department  of  Business  Education. 
An  exchange  of  ideas  helps  us  to  reconstruct  our  own  ideas  and  the  more 
intelligently  we  do  this,  the  more  real  will  be  the  progress  in  our  so-called 
progressive  program. 


PaTiel  Discussion 

PUBLIC  HIGH  SCHOOL;  PRIVATE  BUSINESS 

SCHOOL;  COLLEGE 

RAYMOND  C.  GOODFELLOW,  DIRECTOR  OF  COMMERCIAL  EDUCATION,  PUBLIC 
SCHOOLS,  NEWARK,  N.  J.  ;  AND  PRESIDENT,  DEPARTMENT 

OF  business  education,  Leader 

Participants : 

Miss  Ray  Abrams,  Principal,  Joseph  A.  Maybin  School  for  Gradu¬ 
ates,  New  Orleans,  La. 

J.  Evan  Armstrong,  President,  Armstrong  College,  Berkeley,  Calif. 

Herbert  A.  Tonne,  New  York  University,  New  York,  N.  Y. 

Ernest  A.  Zelliot,  University  of  Denver,  Denver,  Colo. 

Mary  Stuart,  Brighton  High  School,  Brighton,  Mass. 

• 

The  panel  discussion  was  opened  by  Mr.  Goodfellow  who  stated  that 
the  arguments  presented  would  seek  to  clarify  the  ideas  of  leading  educators 
on  some  of  the  controversial  points  perplexing  a  large  group  of  commercial 
teachers.  In  Mr.  Goodfellow’s  judgment,  the  Department  of  Business 
Education  is  the  one  organization  that  is  definitely  national  in  scope  and 
cognizant  of  all  types  of  business  education.  “It  is  the  clearing-house  for 
the  many  ideas  existing  in  the  minds  of  commercial  educators  thruout  the 
country.”  He  is  convinced  that  business  conditions  in  this  country  are  on 
the  ascendency  and  that  commercial  teachers  should  keep  their  “ears  to  the 
ground”  and  do  everything  in  their  power  to  keep  step  with  the  progress 
that  will  take  place  in  the  revival  of  trade  and  commerce  as  it  affects  the 
oncoming  generations. 

In  discussing  the  topic,  “Should  the  commercial  department  in  a  second¬ 
ary  school  take  into  account  the  occupational  distribution  of  the  community 
which  it  serves?”  Miss  Abrams  stated  that  continuing  to  give  highly  special¬ 
ized,  vocational,  commercial  training  in  the  high  schools  to  students  who 
will  not  find  immediate  clerical  employment  is  misdirecting  student  time 
and  taxpayer  money.  She  believes  that  commercial  training  for  consumer 
reasons,  for  better  participation  in  a  social  economic  world,  for  personal 
reasons,  is  in  itself  justifiable,  but  emphasizing  the  vocational  objectives 
when  the  opportunity  for  the  application  of  hard-earned  skills  and  business 
knowledge  is  either  far  removed  or  not  likely  to  be  made  is  a  policy  in  need 
of  adjustment.  “When  the  local  situation  shows  the  need  for  and  the  definite 
variety  of  duties  needed  in  the  performance  of  general  clerical  jobs,  the 
high-school  curriculum  should  set  up  a  program  to  consider  the  problem 


Department  of  Business  Education 


189 


in  all  its  phases.”  She  concluded  with  the  statement  that  to  ignore  the 
changes  in  occupational  distribution,  the  opportunities  for  employment 
within  the  community,  and  the  need  for  such  training  which  will  satisfy 
the  demands  of  business  and  of  youth  is  to  fall  short  in  responding  to  the 
calls  of  our  day,  our  generation,  and  our  profession. 

Mr.  Armstrong  discussed  the  question,  “Should  private  business  schools 
increasingly  restrict  the  enrolment  to  high-school  graduates?”  Pie  is  con¬ 
vinced  that  the  adoption  of  this  standard  is  but  the  preliminary  step  to  rais¬ 
ing  standards  generally.  The  out-worn  practise  of  registering  students  . 
every  week,  curriculums  that  are  haphazardly  organized,  and  poorly  staffed 
institutions  must  give  way  to  the  requirements  of  a  new  day.  He  believes 
that  if  it  is  a  weak  and  out-worn  practise  for  private  schools  to  take  students 
with  two  years  of  high-school  preparation  and  train  them  for  business,  it  is 
just  as  fallacious  for  the  public  schools  to  do  the  same  thing.  Mr.  Armstrong 
believes  that  a  study  of  the  situation  thruout  our  country  will  show  that 
vocational  training  is  being  transferred  from  the  secondary  to  the  collegiate 
level,  hence  the  need  for  a  g&od  general  education  before  starting  vocational 
preparation. 

Mr.  Tonne  said  that  it  seemed  to  him  there  is  only  one  answer  to  the 
question,  “Should  commercial  courses  in  the  high  school  be  accepted  for 
college  entrance  credit?”  and  that  is  “yes.”  He  believes  that  the  people  who 
are  in  charge  of  administration  of  the  colleges  simply  cannot  ask  for  any 
specific  type  of  knowledge  other  than  the  basic  English  and  arithmetic  and 
similar  skills,  together  with  an  attitude  toward  work  and  the  ability  to 
think.  He  feels  that  many  of  the  people  who  are  in  commercial  work  think 
they  are  not  going  to  take  any  work  in  college.  Many  of  them  find  they  want 
to  go  after  they  have  had  the  commercial  work.  “If  you  close  the  door  to 
college  for  them  by  making  it  necessary  for  them  to  take  a  great  deal  more 
secondary  work,  you  are,  I  think,  hindering  their  progress.” 

Mr.  Zelliot  discussed  the  question,  “Should  the  various  schools  of  busi¬ 
ness  continue  to  stress  especially  men’s  occupations,  or  should  their  curric¬ 
ulums  be  extended  to  include  women’s  occupations  as  well?”  He  feels  that 
an  increasing  number  of  the  collegiate  schools  of  business  are  answering  in 
the  affirmative  for  us,  at  least  in  part,  by  opening  some  or  all  of  their  courses 
to  women.  He  believes  that  the  business  woman  of  today  needs  something 
more  than  stenographic  ability,  machine  skill,  filing  technics,  and  office 
routine.  He  stated  that  for  a  long  time  we  have  had  professional  training 
for  women,  leading  to  the  coveted  collegiate  degree  in  nursing,  dietetics, 
librarianship,  and  the  applied  fine  arts.  He  thinks  that  in  a  similar  way 
professional  training  in  the  field  of  business  and  on  the  collegiate  level  needs 
to  be  available  for  women.  “Whether  this  should  be  thru  existing  courses, 
or  thru  the  addition  of  special  courses;  whether  in  existing  institutions  or 
in  segregated  schools,  are  points  outside  the  scope  of  this  particular  con¬ 
sideration.  Doubtless  all  of  them  are,  and  will  be,  increasingly  employed.” 

Miss  Stuart  opened  her  discussion  on  “Are  there  any  really  reliable 
guidance  technics  for  directing  students  into  the  various  commercial  curric¬ 
ulums?”  with  the  statement  that  at  the  present  time  we  have  no  reliable 


190 


National  Education  Association 


tests  that  can  be  used  alone  for  guidance  in  directing  students  into  the 
various  commercial  curriculums.  She  believes  the  most  successful  technic 
at  the  present  time  is  to  allow,  if  possible,  an  exploratory  period  with  defi¬ 
nite  prerequisites.  She  contends  that  the  first  year  of  a  continuous  subject 
should  be  a  trial  period  and  no  pupil  should  continue  the  second  year  with¬ 
out  an  A  or  B  grade  for  the  first  year’s  work.  She  feels  that  the  serious 
mistake  made  in  the  past  has  been  to  allow  pupils  in  commercial  courses 
to  continue  in  a  subject  when  they  are  C  material.  She  stated  that  with 
the  development  of  more  scientific  tests  and  careful  preparation  for  sub- 
jectmatter  in  terms  of  required  prerequisites  we  hope  that  the  products  of 
our  commercial  departments  will  reach  the  standards  set  up  for  us  by 
business. 


IS  COMMERCIAL  EDUCATION  VOCATIONAL? 

SAMUEL  E.  FLEMING,  ASSISTANT  SUPERINTENDENT  OF  SCHOOLS, 

SEATTLE,  WASH. 

In  my  department  for  administration  I  have  ten  schools.  Nine  of  them 
are  cosmopolitan  high  schools.  One  is  a  vocational  school.  I  am  interested 
in  the  cosmopolitan  high  school — in  the  commercial  work  of  the  cosmo¬ 
politan  high  school.  I  am  interested  as  well  in  business  education  in  that 
vocational  school  and  also,  of  course,  industrial  education  on  a  vocational 
basis.  I  came  up  out  of  a  social  studies  department,  not  out  of  a  vocational 
department  at  all,  altho  my  lot  has  been  cast  for  a  good  many  years,  more 
or  less- midway  between  general  education  and  vocational  education.  As  far 
as  I  am  concerned,  personally,  I  find  no  conflict  whatever  between  the  two. 
There  is  a  place,  and  a  big  place,  for  general  education.  There  is  a  place, 
and  a  big  place,  for  vocational  education.  One  is  no  substitute  for  the  other, 
and  I  think  the  sooner  we  make  this  line  of  demarcation  and  stick  to  it,  the 
sooner  we  are  going  to  find  our  correct  sphere  and  we  are  all  of  us  going  to 
work  happily  in  that  sphere. 

Several  years  ago,  we  organized  what  we  call  the  Thomas  A.  Edison 
Vocational  School.  As  the  result  of  a  survey  which  our  supervisor  made 
with  the  Office  of  Education  we  established  certain  standards  for  voca¬ 
tional  education.  In  the  first  place,  we  would  not  train  for  any  occupation 
for  which  there  was  no  local  outlet.  In  the  second  place,  we  would  not 
train,  as  far  as  we  could  determine,  in  excess  of  the  numbers  that  could  be 
absorbed  in  each  occupation.  We  would  train  only  young  people  who  had 
demonstrated  their  capacities  to  do  the  work  after  they  were  trained. 

Having  set  up  these  standards,  I  am  willing  to  tell  you  that  there  is  one 
school  that  has  observed  these  standards,  and  I  might  go  on  to  say  we  apply 
these  same  standards  ultimately  to  commercial  education  on  a  post-graduate 
level  selecting  only  young  people  who  have  demonstrated  their  fitness  as  far 
as  can  be  determined  ahead  of  time  for  that  training;  training  only  for 
occupations  that  actually  exist ;  training  by  teachers  who,  themselves,  had 


Department  of  Business  Education 


191 


the  feel  of  the  job;  a  course  of  study  based  upon  job  analyses  with  commit¬ 
tees  out  of  the  occupations  to  guide  and  direct ;  a  placement  system  and  care 
that  we  did  not  train  more  dictaphone  operators,  for  instance,  than  there 
was  a  demand  for,  or  bookkeeping  machine  operators,  or  stenographers  or 
any  one  of  the  six  or  seven  definite  lines  for  which  we  provided  training. 
We  call  that  vocational  education,  and  I  call  that  kind  of  commercial  edu¬ 
cation,  vocational. 

Ordinarily  I  believe  in  eliminating  all  possible  factors  of  failure  that 
we  can  predict,  resolving  all  doubts  in  favor  of  the  student.  I  believe  in 
removing  all  of  the  factors  we  can  possibly  remove  before  a  young  person 
makes  any  investment.  We  often  see  men  and  women  coming  out  of  college, 
having  put  in  the  best  years  of  their  lives,  having  made  an  investment  in 
money,  only  to  be  sadly  disappointed  because  they  are  not  employable  even 
after  trained  because  of  some  disqualifying  factor  which  could  have  been 
known  in  advance.  So  I  trust  we  will  analyze  this  problem ;  we  will  not 
worry  about  our  jobs ;  we  will  not  be  concerned  about  the  size  of  our  de¬ 
partments;  we  will  be  more  concerned  about  the  quality  of  our  products 
and  we  will  not  worry  if  it  appears  that  some  subject  that  we  have  been 
teaching,  presumably  with  commercial  emphasis,  is  reallocated  to  some 
other  department,  which,  in  the  light  of  our  newer  point  of  view,  should 
have  it.  Commercial  education  can  be  vocational  and  I  think  it  ought  to 
be  vocational. 


WHAT  ECONOMIC  SYSTEM  DOES  BUSINESS  WANT? 

R.  B.  HEFLEBOWER,  ACTING  DIRECTOR,  SCHOOL  OF  BUSINESS  ADMINISTRA¬ 
TION,  STATE  COLLEGE  OF  WASHINGTON,  PULLMAN,  WASH. 

After  decades  of  primary  concern  with  immediate  business  problems  of 
their  own,  business  men  are  now  much  concerned  about  the  economic  sys¬ 
tem  as  a  whole.  They  suggest  plans  for  expansion,  they  hold  meetings  on 
taxation,  they  contribute  to  various  “defense”  organizations,  all  because 
there  are  indications  of  strong  tendencies  to  remold  the  economic  system. 

What  kind  of  economic  system  does  business  really  want?  Business  men 
worship  laissez  faire — but  condemn  competition !  They  say  they  do  not  want 
monopoly!  What  do  they  want?  The  economic  system  might  be  (a)  com¬ 
petitive,  (b)  monopoly  capitalism,  or  (c)  government  controlled.  Combina¬ 
tions  of  these  three  are  possible,  altho  some  “hybrids”  are  unstable.  Our 
present  system  is  not  a  pure  type ;  it  is  a  conglomerate  of  decreasing  competi¬ 
tion  and  increasing  monopoly  and  government  control. 

If  a  business  is  to  be  automatically  controlled  thru  the  “price  system” 
rather  than  by  monopoly  or  government,  competition  must  be  restored  in  a 
long  list  of  industries  and  occupations  from  which  it  has  disappeared.  If 
monopoly  is  the  natural  order  for  an  industry,  it  must  be  placed  under  social 
control  or  ownership.  We  have  learned  a  lesson — monopoly  obstructs  the 
operation  of  the  whole  system. 


192 


National  Education  Association 


Self-government  of  industry  as  advocated  by  a  large  group  in  this  coun¬ 
try  leads  to  monopoly  capitalism.  It  is  doubtful  whether  such  a  system  can 
long  exist ;  it  probably  will  be  only  a  step  toward  government  control.  Such 
a  last  step  business  does  not  want — if,  in  fact,  it  really  wants  monopoly 
capitalism. 

Under  a  democracy,  education  is  the  way  to  work  out  a  program.  High- 
school  and  college  students  and  business  and  professional  people  need  educa¬ 
tion  on  economic  questions.  Plans  for  voting  $25  a  month  to  each  adult  and 
similar  movements  are  based  on  economic  ignorance.  Describing  government, 
banks,  corporations,  and  markets  is  not  enough.  Their  social  implications  and 
their  unsolved  problems  must  be  considered.  And  by  education  we  do  not 
mean  indoctrination  or  propagandizing.  Upon  this  basis  we  can  build  a  solu¬ 
tion,  if  the  solution  is  to  be  the  product  of  human  intelligence.  Otherwise, 
we  drift  and  trust  to  luck. 


DEVELOPMENT  OF  BETTER  UNDERSTANDING  BETWEEN 
BUSINESS  LEADERSHIP  AND  SCHOOL  LEADERSHIP— 
FROM  THE  POINT  OF  VIEW  OF  BUSINESS 

E.  B.  MC  NAUGHTON,  PRESIDENT,  FIRST  NATIONAL  BANK  OF  PORTLAND,  ORE. 

When  I  was  first  asked  to  talk  about  this  subject  I  contacted  numerous 
people — the  man  in  charge  of  personnel  in  our  bank,  the  man  in  charge  of 
personnel  in  the  United  States  National  Bank,  and  others  in  large  industries 
in  Portland — and  I  corresponded  with  other  people  in  San  Francisco,  who 
in  turn  questioned  some  of  the  people  there  in  the  oil  companies  and  the 
banks  and  larger  institutions.  Boiled  down,  it  comes  about  to  this :  Consid¬ 
ering  the  product  that  you  get,  you  do  a  first-rate  piece  of  work,  and  con¬ 
sidering  the  work  that  they  are  asked  to  do  when  they  come  to  us,  they  do 
it  very  well. 

Most  of  these  young  people,  however,  when  they  come  to  us  are  walk¬ 
ing  in  their  sleep — literally  walking  in  their  sleep,  filled  with  daydreams  that 
they  have  picked  up  at  the  movies — and  they  have  not  come  to  the  point  of 
keeping  their  minds  exercised.  Now,  you  teachers  can  make  it  easier  for 
them  and  increase  their  chances  in  business  if  you  will  develop  a  system  by 
which  these  youngsters  can  be  graded  on  such  qualities  as  initiative,  aggres¬ 
siveness,  thoroness,  and  sociability — or  ability  to  get  along  with  other  peo¬ 
ple.  If  you  can  only  give  them  a  little  understanding  of  what  industry  ex¬ 
pects  of  them,  what  they  may  expect  to  earn  in  various  occupations,  and 
what  opportunities  for  advancement  are  found  in  different  lines  of  business, 
you  will  save  them  many  of  the  heartbreaks  and  disappointments  that  they 
experience  when  they  get  out  into  the  industrial  world.  They  are  entitled 
to  their  chances,  but  we  do  not  have  the  opportunity  to  do  much  sorting 
*  with  sympathy;  that  is  your  job. 


Department  of  Business  Education 


193 


DEVELOPMENT  OF  BETTER  UNDERSTANDING  BETWEEN 
BUSINESS  LEADERSHIP  AND  SCHOOL  LEADERSHIP 
WITH  REGARD  TO  THE  STUDY  OF  BUSINESS  IN 
THE  SECONDARY  SCHOOLS 

JOHN  F.  BRADY,  CHIEF  DEPUTY  SUPERINTENDENT  OF  SCHOOLS, 

SAN  FRANCISCO,  CALIF. 

Increasingly,  business  educators  have  accepted  the  philosophy  and  the 
challenge  of  vocational  education.  Classes  are  now  taught  by  those  who  are 
thoroly  qualified  and  in  most  cases  by  persons  who  have  actually  had  the 
feel  of  business  experience  and  whose  chief  aim  is  to  prepare  each  boy  and 
girl  trained  in  their  classes  to  be  able  to  find  employment  in  the  fields  for 
which  they  have  been  trained.  Business  education  in  the  days  ahead  cannot 
escape  the  evaluation  of  its  worth  in  terms  of  the  vocational  competency  of 
its  product. 

The  challenge  in  this  field  is  great,  indeed,  and  many  barriers  must  be 
met.  Chief  among  these  is  the  chasm  which  separates  the  business  leader  from 
the  school  planner.  Incalculable  good  will  result  if  some  constructive  means 
is  discovered  which  will  encourage  business  leaders  and  educational  leaders 
to  sit  around  a  table  and  help  solve  their  common  problems.  There  are  many 
open  avenues  of  cooperation  between  business  men  and  teachers  that  promise 
fruitful  results  in  promoting  understanding  of  each  other’s  point  of  view. 
When  an  educator  addresses  some  service  club  on  some  phase  of  educational 
theory  or  practise  concerning  which  the  members  wish  to  be  informed  and 
on  which  he  is  somewhat  of  an  authority,  we  have  the  relation  of  conscious 
instructor  and  conscious  learner  set  up  just  as  in  the  classroom,  and  when 
a  man  of  business  speaks  to  a  school  group  he  becomes  the  instructor  and  im¬ 
mediately  both  profit  by  this  interchange  of  responsibility.  When  business 
man  and  teacher  rub  elbows  in  organizations  like  service  clubs  and  learn  to 
talk  each  other’s  language  a  great  step  in  mutual  understanding  is  taken. 

There  will  always  be,  of  necessity,  some  disagreement  between  leaders  of 
business  and  school  leaders  as  to  content  and  methods  of  courses.  Undeniably 
the  one  is  prompted  by  a  profit  motive  and  the  function  of  the  other  must 
be  to  stress  social  service  and  betterment.  Business  is  not  a  social  institution 
in  the  sense  that  the  home,  the  church,  and  the  school  are.  The  attempts  to 
conciliate  these  points  of  view  will  cause  many  an  anxious  moment.  But  if 
thru  conference  and  understanding  and  mutual  planning  by  school  and  busi¬ 
ness,  our  business  courses  that  lead  directly  to  an  occupational  terminus  can 
be  restated  and  revitalized  so  that  the  transition  of  the  boy  or  girl  from 
the  academic  atmosphere  of  the  schoolroom  to  the  bustle  of  the  business 
world  might  be  made  less  destructive  to  the  morale  of  the  youth  and  more 
satisfying  to  the  present  needs  of  the  employer,  then  indeed  we  will  have 
reaped  a  rich  reward.  The  challenge  has  been  made.  Dare  we  refuse  our 
cooperation  ? 


194 


National  Education  Association 


PRIVATE  BUSINESS  EDUCATION 

J.  EVAN  ARMSTRONG,  PRESIDENT,  ARMSTRONG  COLLEGE,  BERKELEY,  CALIF. 

In  speaking  for  the  private  business  schools  of  this  country  on  the  issue 
before  us,  it  is  my  firm  conviction  that  a  better  understanding  between 
business  leaders  and  educators  generally  involves  a  twofold  process — a 
fuller  realization  on  the  one  hand  by  business  leaders  of  the  true  function 
and  place  of  education  in  the  extension  of  the  boundaries  of  industrial  and 
business  achievement  and  a  better  comprehension  by  all  educators  of  the 
processes,  functions,  and  social  significance  of  business  and  industrial  service. 
Only  by  a  mutual  interchange  of  experience  and  respect  between  these  two 
important  groups  will  we  find  real  progress. 

It  is  accordingly  the  conviction  of  leaders  in  private  business  education 
that  business  and.  industrial  surveys  to  discover  the  definite  training  prob¬ 
lems  of  each  community  will  enable  our  private  institutions  to  render  a 
service  the  value  of  which  will  be  unquestioned.  These  surveys  should  be 
made  at  frequent  enough  intervals  to  insure  the  up-to-dateness  of  our  pro¬ 
cedures.  They  should  show  not  only  the  range  of  occupations  and  occupa¬ 
tional  opportunity,  but  also  furnish  reliable  data  with  reference  to  each 
job  and  the  mental  and  other  traits  essential  for  it. 

If  our  private  schools,  then,  are  to  do  their  part  in  improving  the  rela¬ 
tions  with  business,  they  must  render  an  increasingly  better  service.  They 
can  save  business  both  time  and  money  by  exercising  a  higher  process  of 
selectivity — taking  only  those  students  who  are  high-school  graduates  and 
who  have  potentially  the  right  personality  and  other  traits  for  the  objectives 
for  which  they  wish  to  train.  In  this  way  the  private  business  schools  may 
and  are  rendering  a  service  matched  by  no  other  business  training  institutions. 

With  an  understanding  of  local  needs  and  with  reliable  specifications 
for  each  training  job,  with  the  best  interest  of  each  student  at  heart,  the 
private  school  in  its  work  of  student  guidance  is  not  only  serving  business, 
but  also  is  rendering  an  invaluable  help  to  our  youth  in  directing  them  into 
appropriate  vocational  fields.  Recognizing  the  evolution  that  is  constantly 
taking  place  in  our  social  and  economic  life  in  the  complication  of  the  very 
processes  of  living,  our  private  schools  are  constantly  revising  and  improving 
their  service  and  raising  their  standards. 

If  we  are  to  cope  with  the  complex  problems  of  our  economic  order  which 
have  challenged  our  finest  thinking  in  the  past  few  years,  we  must  offer 
instruction  which  will  familiarize  our  students  and  the  future  business 
leaders  with  the  major  functions  of  modern  business.  In  like  manner,  it 
is  very  important  that  our  future  leaders  have  some  understanding  of  prob¬ 
lems  in  the  field  of  production.  Again,  knowledge  of  the  general  problems 
of  distribution  is  essential  to  business  and  industrial  progress.  And,  finally, 
if  we  are  to  train  the  youth  of  this  day  to  take  their  place  as  leaders  tomorrow, 
we  must  give  them  some  opportunity  to  study  the  significance  of  depart¬ 
mental,  functional,  and  general  control.  The  science  of  selecting  the  right 
man  for  the  right  place  in  the  organization  must  ever  command  a  larger 
place  in  the  constructive  thinking  of  our  leaders. 


DEPARTMENT  OF 


Classroom  Teachers 


HISTORICAL  NOTE 


The  department  of  classroom  teachers  held  its  first  session  at  the 
St.  Paul  meeting,  July  8,  1914.  It  zuas  organized  in  response  to  petitions 
representing  classroom  teachers  in  all  parts  of  the  country.  The  Depart¬ 
ment  was  reorganized  under  a  constitution  at  the  Boston  meeting  in  July 
1922.  For  amendments  see  proceedings,  1923:  578;  1929:  365;  1931: 
390-91;  1932:  333-34.  The  Department  of  Classroom  Teachers  cooper¬ 
ates  with  the  National  League  of  Teachers’  Associations .. 

The  officers  of  the  Department  for  the  year  1936-37  are:  president, 
Albert  M.  Shaw,  Box  885,  Arcade  Annex,  Los  Angeles,  Calif.;  vice- 
president,  Mrs.  Mary  D.  Barnes,  223  Summit  Road,  Elizabeth,  N.  J .; 
secretary,  Frances  Jelinek,  Room  150,  Hotel  Wisconsin,  Milwaukee, 
Wis.;  director  ex  officio,  Mary  C.  Ralls,  6529  Jefferson  Street,  Kan¬ 
sas  City,  Mo.;  regional  directors  :  Eastern  Region,  Emily  Tarbell,  235 
Glenwood  Avenue,  Syracuse,  N.  Y.  (term  expires  1937);  Midwestern 
Region,  Mrs.  Myrtle  Hooper  Dahl,  R.  D.  2,  Mound,  Minn,  (term  ex¬ 
pires  1938 )  ;  Western  Region,  Elphe  K.  Smith,  Box  22,  R.  D.  1,  Tigard, 
Ore.  ( term  expires  1939). 

This  Department  meets  at  the  time  of  the  annual  meeting  of  the  Asso¬ 
ciation.  Facts  relating  to  the  establishment  of  this  Department  and  record 
of  meetings  are  found  in  earlier  volumes  a f  proceedings  as  follows: 


1914:  909-  916 
1915  -.1161-1177 
1916 :  637-  652 
1917:  615-  622 
1918:  381-  389 


1919  -.375-392 

1920  -.343-355 

1921  -.399-406 

1922  -.683-691 

1923  -.569-620 


1924  -.460-499 

1925  -.365-402 
192 6:393-423 
192 7 -.353-390 
1928  -.325-352 


1929  -.335-368 
1930:293-307 

1931  -.359-392 

1932  -.303-335 


1933  -.327-355 

1934  -.313-344 

1935  -.285-310 


[  196  J 


AROUND  THE  YEAR  WITH  THE  PRESIDENT 


MARY  C.  RALLS,  E.  C.  WHITE  SCHOOL,  KANSAS  CITY,  MO. 

Another  year  has  gone  down  the  trail  of  time.  We  have  finished  weav- 
l  ing  our  pattern  of  a  happy,  successful  year.  We  have  accomplished 
much  and  succeeded  well ;  we  have  given  courage  and  enthusiasm  to  the 
children  entrusted  to  our  care.  Only  in  the  knowledge  that  we  have  done  a 
noble  task  well  and  that  the  boys  and  girls  who  have  come  under  our  influence 
are  happier,  finer,  and  better  citizens  because  our  guidance  has  taught  them 
appreciation  of  the  worthwhile  things  in  life,  can  we  find  compensation. 

We  have  worked  to  build  up  the  ideals  upon  which  the  progress  of  our 
nation  must  depend,  the  ideals  of  culture,  cooperation,  and  better  citizen¬ 
ship.  We  have  given  these  young  people  a  broader  outlook  on  life,  and  a 
better  understanding  of  their  fellow  men.  We  have  given  service,  loyalty, 
and  cooperation  to  our  professional  organizations  and  to  our  communities. 
We  have  become  broad  thru  the  understanding  of  the  problems  of  others; 
loyal  thru  cooperation  and  participation  in  our  own  associations;  and 
tolerant  in  all  things. 

We  have  been  passing  thru  a  period  in  which  all  the  fundamental  con¬ 
cepts  of  experience  have  been  weighed  in  the  balance.  We  never  stand  still ; 
we  either  go  forward  or  backward.  It  has  always  been  so,  and  always  will 
be  to  the  end  of  time.  We  have  gone  forward  this  year.  As  the  nation 
approaches  economic  recovery  we  hope  that  unity  is  becoming  stronger  in 
our  profession.  From  this  unity  let  us  branch  out  into  greater  and  broader 
things  as  citizens  of  the  world  struggling  to  know  the  truth.  And  finding 
this  truth  we  shall  realize  happy  years  of  service — to  our  schodls,  to  our 
profession,  and  to  our  country. 

There  is  a  deeper  purpose  in  life  than  merely  earning  a  living.  This  high 
purpose  includes  service  and  contributions  to  the  lives  of  others.  Only  as 
we  are  able  to  surmount  the  rough  places ;  only  as  we  are  able  to  carry  thru 
our  ideas  and  ideals,  in  spite  of  obstacles,  are  we  really  fulfilling  our  highest 
function.  As  someone  has  said,  “When  we  look  down  the  long  avenue  of 
the  future  and  see  the  good  there  is  for  each  one  of  us  to  do,  we  realize  after 
all  what  a  beautiful  thing  it  is  to  work,  and  to  live,  and  to  be  happy.” 

In  reviewing  this  past  year,  I  have  found  teachers  everywhere  standing 
loyally  together  with  courage  in  their  hearts.  I  have  met  teachers  who  are 
strong  and  have  given  me  strength.  I  have  met  teachers  with  courage  who 
have  added  to  my  courage.  I  have  found  teachers  with  faith  who  have  made 
my  faith  stronger.  There  are  teachers  who  strive  for  ideals  and  have  helped 
me  to  keep  mine.  We  have  continued  to  work  unselfishly  and  still  with  the 
spirit  of  sacrifice  for  the  welfare  of  the  children  and  for  our  professional 
associations. 

Our  best  work  is  done  in  an  atmosphere  of  appreciation,  cooperation,  and 
support.  We  must  have  the  feeling  of  security.  We  must  be  free  from 
financial  worries ;  we  must  have  salaries  adequate  to  meet  the  demands  we 


[  197] 


198 


National  Education  Association 


are  called  upon  to  meet,  and  to  make  possible  the  improvement  necessary 
for  efficient  work ;  we  must  have  suitable  tenure  regulations  and  a  retirement 
plan  which  will  enable  us  to  enjoy  old  age  with  sufficient  income.  No  school 
is  stronger  than  the  teacher  in  the  classroom.  The  strength  of  the  teacher 
is  determined  largely  by  the  conditions  under  which  he  works. 

Teachers  are  more  optimistic  now  than  at  any  time  since  pre-depression 
days.  Many  things  which  suffered  reduction  several  years  ago,  are  being 
restored — salaries,  partially  or  completely,  increments,  supplies,  books,  and 
repairs  on  buildings.  All  of  these  things  make  us  know  that  education  in 
America  will  go  forward  to  greater  heights  than  ever  before. 

One  of  our  aims  for  this  year  was  to  inform  our  rural  teachers  of  the 
benefits  derived  by  the  concerted  action  of  an  organized  group.  This  was 
called  the  “Samuelson  Plan,”  established  to  interest  the  rural  teachers  in 
their  districts,  to  show  them  the  many  advantages  of  organization,  to  give 
them  information  concerning  their  economic  status,  and  to  strengthen  in 
them  the  courage  which  comes  from  group  action.  Many  of  our  city  associa¬ 
tions  have  helped  with  the  plan  and  new  county,  district,  and  small-town 
associations  have  been  formed.  Thus  the  rural  teacher  has  been  able  to 
extend  his  usefulness  and  has  striven  to  reach  his  idealized  goal. 

The  midwinter  conference  of  the  Department  of  Classroom  Teachers, 
held  during  the  meeting  of  the  Department  of  Superintendence  in  St.  Louis, 
was  most  successful.  Mary  B.  Womack,  chairman  of  the  local  committee, 
and  her  efficient  members,  cooperated  in  the  planning  of  the  social  affairs 
and  in  arranging  the  necessary  details  for  the  meeting.  The  St.  Louis  teachers 
proved  themselves  charming  hosts.  We  gratefully  acknowledge  their  help 
and  cooperation. 

The  tea  on  Sunday  afternoon,  on  the  roof  garden  of  the  Statler  Hotel, 
brought  many  friends  together  for  a  social  hour.  Baskets  of  jonquils  and 
tulips  on  the  tea  tables  gave  a  breath  of  spring  to  the  occasion.  The  luncheon 
on  Wednesday,  in  the  Gold  Room  of  the  Jefferson  Hotel,  was  delightful. 
It  was  the  largest  we  have  ever  had  in  point  of  attendance.  One  of  the  out¬ 
standing  features  was  a  thirty-minute  broadcast,  over  a  nationwide  hook-up 
from  Portland,  Oregon,  in  which  the  Mayor,  the  Governor  of  the  State, 
and  other  prominent  citizens  participated  and  welcomed  all  members  of 
the  National  Education  Association  to  the  summer  convention.  Credit  for 
arranging  the  broadcast  and  for  its  success  is  due  Edith  P.  Darling,  chair¬ 
man  of  the  radio  committee  of  the  Portland  Grade  Teachers  Association. 
At  the  luncheon,  George  Willard  Frasier  spoke  on  the  theme  of  our  con¬ 
ference,  “What  Classroom  Teacher  Organizations  Can  Do  To  Meet  the 
New  Demand  in  Education.”  It  was  an  inspiring  address  and  was  received 
with  genuine  enthusiasm. 

In  December  a  commission  to  be  known  as  the  Educational  Policies  Com¬ 
mission,  sponsored  jointly  by  the  National  Education  Association  and  the 
Department  of  Superintendence,  was  appointed  for  the  purpose  of  planning 
a  long-term  educational  program.  It  consists  of  twenty  members,  the  presi¬ 
dent  of  the  Department  of  Classroom  Teachers  being  a  member  ex  officio. 
At  the  meeting  of  the  Commission,  held  at  the  Stevens  Hotel  in  Chicago 


Department  of  Classroom  Teachers 


199 


May  8  to  12,  the  chairman,  Alexander  J.  Stoddard,  presented  the  general 
purposes  of  the  conference,  namely,  to  secure  advice  on  certain  social 
and  economic  problems  relating  to  the  financing  of  education ;  and  to  find 
out  what  is  being  done  by  important  national  committees  relative  to  the 
objectives  of  education. 

Some  of  the  general  recommendations  made  were:  that  the  Educational 
Policies  Commission  should  utilize  its  unique  opportunity  to  serve  as  an 
agency  for  interpreting  and  promoting  the  best  educational  thinking  among 
both  lay  and  professional  groups,  and  should  provide  adequate  machinery 
for  this  service ;  that  it  should  seek  to  encourage  schools  and  school  systems 
continuously  to  evaluate  their  work  in  the  light  of  all  their  objectives;  that 
it  should  formulate  educational  objectives  that  can  be  adopted  very  generally 
thruout  the  country. 

The  Commission  will  encourage  action,  based  upon  the  best  judgment 
and  the  most  reliable  information  that  can  be  secured  from  a  careful  survey 
of  facts  and  opinions  from  all  parts  of  the  country.  It  is  not  to  be  a  research 
or  standardizing  agency.  It  seeks,  thru  cooperative  means,  to  develop  for 
American  education  long-term  policies  which  will  merit  the  united  support, 
not  only  of  the  profession,  but  of  all  citizens. 

It  was  decided  to  seek  the  assistance  of  a  thoroly  representative  group  of 
educational  leaders  who  will  act  as  consultants  and  aid  the  Commission  in 
the  following  ways :  by  expressing  opinions  on  issues  or  problems  submitted ; 
by  raising  issues  to  be  considered ;  by  disseminating  information  relating 
to  the  work  of  the  Commission,  especially  recommendations  and  decisions; 
by  reporting  the  conclusions  of  important  committees;  and  by  helping  in 
any  other  manner  to  improve  and  make  more  effective  the  work  of  the 
Commission. 

The  Department  feels  that  the  program  of  the  Educational  Policies  Com¬ 
mission  will  succeed  only  to  the  extent  in  which  classroom  teachers,  quali¬ 
fied  both  educationally  and  professionally,  participate  in  the  policies  and 
deliberations  of  the  Commission  because,  in  the  final  analysis,  it  is  the 
classroom  teacher  who  must  in  a  large  measure  put  the  policies  over. 

Much  field  work  has  been  carried  on  by  the  officers  but  since  the  list  of 
conferences  held  during  the  year  is  published  in  the  annual  report,  1 
shall  touch  upon  this  work  only  briefly  here.  A  perusal  of  the  list  will  show 
that  many  towns  and  cities  have  been  visited  and  we  hope  that  this  direct 
contact  with  local  leaders  has  brought  the  Department  much  nearer  to  them. 

Today  is  not  possible  without  the  yesterdays.  I  want  to  pay  tribute  to 
the  services  of  our  past  presidents,  the  masons  who  have  laid  the  foundation 
upon  which  we  are  building  for  the  future.  Each  one  has  passed  on  to  her 
successor  the  brightly  gleaming  torch  of  service— -a  service  wTell  done  for 
the  teachers,  the  children,  the  profession,  and  the  community. 

When  I  look  over  my  work  during  the  past  year,  as  president  of  the 
Department  of  Classroom  Teachers  of  our  great  National  Education  As¬ 
sociation,  I  experience  a  deep  feeling  of  gratitude  and,  shall  I  say,  humility, 
that  this  duty  with  its  honored  privilege  has  been  mine.  I  should  like  to 
express  my  appreciation  for  the  gracious  hospitality  and  the  many  courtesies 


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extended  to  me  everywhere  as  I  visited  with  teachers,  principals,  superintend¬ 
ents,  and  school  children.  It  is  with  pleasure  that  I  recall  the  many  enjoy¬ 
able  functions  held  in  my  honor  and  the  beautiful  flowers  and  gifts  which 
added  so  much  to  my  enjoyment. 

It  is  with  gratitude  that  I  acknowledge  the  generous  and  considerate 
action  of  my  own  board  of  education  in  granting  me  leave  of  absence  in  order 
that  I  might  devote  part  of  my  time  to  the  conference  work  and  other 
activities  of  the  Department.  At  this  time,  too,  I  wish  to  express  my  appre¬ 
ciation  to  my  superintendent,  George  Melcher ;  my  principal,  Inez  L.  Mack ; 
the  members  of  the  E.  C.  White  faculty  and  parent-teacher  association ; 
also  to  the  members  of  my  own  local  associations,  for  courtesies,  words  of 
encouragement,  and  assistance  thruout  this  year.  It  has  been  the  assurance 
of  their  love  and  loyalty,  their  faith  and  trust  in  me  which  has  given  me  the 
courage  to  carry  on. 

I  especially  wish  to  express  my  appreciation  to  Secretary  Givens  for  his 
friendly  guidance  and  understanding,  and  to  Mr.  Allan,  Mr.  Shankland, 
and  Mr.  Booker  for  their  invaluable  service,  as  well  as  all  the  members  of 
the  NEA  staff.  The  Director  of  the  Division  of  Classroom  Service,  Agnes 
Winn,  and  her  efficient  assistants,  Beatrice  Tomlinson  and  Betty  Parker 
Diamond,  have  been  especially  helpful  and  cooperative  in  every  possible 
way  in  carrying  on  the  activities  of  the  Department.  I  wish  to  particularly 
thank  them. 

And  to  you,  my  fellow  officers,  I  extend  my  sincere  thanks  for  your  loyal 
cooperation.  It  is  your  devotion,  your  service  to  the  teachers  of  the  nation 
that  is  reflected  in  the  American  teachers  who  will  add  power  to  the  battle 
for  the  security  of  the  child  and  the  welfare  of  the  teacher.  We  shall  carry 
on  to  victory  not  for  ourselves  alone,  but  for  the  boys  and  girls — the  future 
citizens  of  America.  We  shall  succeed,  for  “there  is  no  defeat  except  from 
within.  There  is  really  no  insurmountable  barrier  save  our  own  inherent 
weakness  of  purpose.” 

I  have  given  of  myself  and  of  my  time  toward  an  ideal  which  shines  like 
a  beacon  light,  beckoning  all  of  us  who  have  faith  in  the  powers  of  truth 
to  glorify  our  everyday  living;  but  in  doing  so  I  have  received  inspiration 
for  my  own  soul  many  times  multiplied.  It  is  said  that  there  is  always  some¬ 
thing  reciprocal  in  the  meeting  of  personalities;  and  if  before  I  began  my 
duties  my  enthusiasm  was  on  the  plat&aus  of  endeavor,  I  can  truly  say  it  is 
now  on  the  mountain  tops,  by  reason  of  the  touch  of  those  great  spirits  with 
whom  I  have  progressed  just  a  little  further  toward  the  goal  of  universal 
recognition  of  the  efforts  of  the  classroom  teachers. 

He  ‘was  only  a  teacher,  hut  ‘where  they  pen 
Deathless  records  of  heroes’  deeds 
There  on  the  roster  of  noblemen 
The  humble  name  of  a  teacher  leads ! 


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201 


Proposed  Budget  for  1936-37 

1.  Part-time  for  President .  $  1,000.00 

2.  Conference  and  field  work  of  officers,  including  travel, 

hotel  expenses,  etc . .  .  1,700.00 

3.  Convention  expenses,  including  travel,  hotel,  etc .  2,200.00 

4.  Local  clerical  expenses  for  officers,  including  postage,  cleri¬ 
cal  help,  etc .  300.00 

5.  Yearbook  Committees,  including  travel  expenses  of  com¬ 
mittee  members .  1,200.00 

6.  Printing,  including  News  Bulletin ,  Yearbook,  folders,  sta¬ 
tionery,  etc .  2,500.00 

7.  NEA  office  expenses,  including  clerical  services,  office  sup¬ 
plies,  postage,  and  telegrams .  1,100.00 

8.  Part  payment  of  convention  expenses  for  a  teacher  of  a 
rural  school  located  at  the  greatest  distance  from  the  place 

at  which  annual  convention  is  held .  100.00 

$10,100.00 


Recommendations 

1.  Conferences :  That  the  conference  program  be  greatly  expanded  to 
reach  remote  and  untouched  territory. 

2.  State  Departments  of  Classroom  Teachers:  That  the  organization  and 
development  of  departments  of  classroom  teachers  in  each  state  be  pushed 
vigorously.  The  use  of  the  aims  and  resolutions  of  the  Department  of  Class¬ 
room  Teachers  of  the  National  Education  Association  is  recommended  for 
study  by  state  groups. 

3.  (t Samuelson  Plan” — Rural  Teachers:  That  the  Department  work  out 
a  definite  program  to  help  and  encourage  the  rural  and  small-town  teachers 
to  form  their  own  organizations. 

4.  Classroom  Teachers  in  State  Conventions :  That  local  organizations 
are  urged  to  request  their  state  association  officers  to  place  classroom  teachers 
on  convention  programs. 

5.  Speakers  Bureau:  That  the  practise  of  publishing  a  speakers  bureau 
annually  be  established  as  a  service  to  local  and  state  groups  desiring  class¬ 
room  teachers  as  speakers. 

6.  Advisory  Council:  That  the  Advisory  Council  be  made  a  more  effec¬ 
tive  part  of  the  Department,  and  that  a  member  from  each  state  classroom 
teachers  association  be  on  the  Council. 


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7.  Organization  Pamphlet:  That  the  pamphlet  now  in  the  hands  of  a 
committee  be  finished  and  ready  for  distribution  in  the  early  fall. 

8.  Neivs  Bulletin:  That  the  publication  of  five  issues  be  continued.  The 
issues  during  this  year  have  been  splendid  and  very  helpful.  The  editors, 
Daisy  Lord  and  Agnes  Winn,  deserve  the  highest  praise. 

9.  National  Meetings:  That  the  Executive  Board  give  serious  considera¬ 
tion  to  the  problem  of  providing  more  time  for  the  meetings  of  the  Depart¬ 
ment  during  the  winter  and  summer  conventions  and  that  the  officers  not 
allow  other  committee  work  to  interfere  with  the  meetings  of  the  Executive 
Board. 

10.  Part  Payment  of  a  Rural  Teacher  s  Expense:  That  part  payment  for 
convention  expenses,  to  the  amount  of  $100,  continue  to  be  given  each  year 
for  a  teacher  in  a  rural  school,  located  at  the  greatest  distance  from  the 
place  at  which  the  annual  convention  is  held,  as  provided  in  the  Depart¬ 
ment’s  budget. 

11.  League  College:  That  expenses  of  the  members  of  the  Executive 
Board  who  care  to  attend  League  College  be  paid. 

A  SOCIALLY  SIGNIFICANT  CURRICULUM 

PAULINE  MERCHANT,  PRESIDENT,  DEPARTMENT  OF  CLASSROOM  TEACHERS, 
CALIFORNIA  TEACHERS  ASSOCIATION,  SOUTHERN  SECTION, 

GARDEN  GROVE,  CALIF. 

A  socially  significant  curriculum  is  an  ever-changing  and  diversified  one. 
It  is  inductive  and  democratic.  Its  purpose  is  to  give  boys  and  girls  as  wide 
as  possible  an  acquaintance  with  the  activities  of  society.  Such  a  curriculum 
is  child  centered.  Purely  abstract  or  descriptive  work  is  of  no  value.  Educa¬ 
tion  must  provide  a  stimulus  to  activity.  Learning  activities  can  best  be 
drawn  from  human  experiences  and  human  relations. 

Social  education  should  be  primarily  concerned  with  ideals  and  must 
broaden  objectives.  Further  curriculum  adjustment  to  meet  changed  social 
and  intellectual  composition  of  our  population  must  come.  Major  concern 
should  be  with  consumer  needs,  leisure  pursuits,  broad  social  and  cultural 
interests,  and  everyday  living. 

Lack  of  employment  and  the  increase  in  the  age  at  which  young  people 
begin  gainful  occupation  make  it  socially  essential  that  opportunities  for 
mental,  physical,  and  cultural  growth  be  extended  beyond  the  age  we  have 
been  accustomed  to  think  necessary.  Mental  and  social  hygiene  demand 
much  more  adequate  education  for  use  of  leisure  time. 

Educators  believe  that  youth  must  have  adequate  education  to  meet  the 
changing  order  which  involves:  (1)  a  new  economic  system;  (2)  reorgan¬ 
ized  politics;  (3)  a  modified  program  of  finance;  (4)  a  readjusted  agricul¬ 
tural  and  industrial  system. 

Education  should  be  thru  activity.  No  activity  or  interest  should  be  chosen 
unless  it  has  social  significance.  Subjectmatter  becomes  important  educa- 


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203 


tionally  only  when  it  contributes  to  the  development  of  the  individual. 
With  this  accomplished,  programs  suited  to  the  maturation  of  each  growing 
person  will  be  projected  and  constantly  checked.  Facts  and  information  of 
value  should  be  the  meat  of  the  curriculum,  but  the  effective  use  of  such 
should  be  determined  by  the  need  of  the  individual. 

Teacher  preparation  should  be  broad  and  deep.  A  subject  taught  should 
be  merely  the  starting  point  that  leads  in  many  directions.  Boundary  lines 
between  subjects  should  be  penetrated.  Teachers  should  be  primarily  diag¬ 
nosticians.  The  final  test  of  teaching  is  whether  the  stimulus  that  is  aroused 
transforms  itself  into  power.  During  periods  of  educational  hysteria  teachers 
must  be  alert  to  safeguard  essential  values  in  the  educational  process. 

Character  building  is  infinitely  more  important  than  information  gather¬ 
ing.  The  core  of  worthy  education  must  be  basically  spiritual,  for  we  need 
deeper  satisfaction  and  more  lasting  values  than  current  materialism. 

The  conventional  curriculum  does  not  equip  one  to  become  an  effective 
member  of  a  changing  social  order.  Social  changes  are  so  rapid  and  so  un¬ 
predictable  that  education  should  be  more  concerned  with  living  the  good 
life  in  the  present  than  with  preparation  for  the  uncertainties  of  the  future. 

Possibly  those  endowed  with  only  a  mediocre  ability  should  be  provided 
with  a  program  consisting  almost  entirely  of  physical  and  manipulative 
activities,  with  emphasis  upon  ability  to  work  together.  Perhaps  the  job 
of  the  schools  should  be  creation  of  a  rich,  many-sided  personality  for 
American  youth. 

NEW  PROGRESSIVE  MOVEMENTS 

D.  E.  TEMPLE,  PRESIDENT,  TULSA  CLASSROOM  TEACHERS  ASSOCIATION, 

TULSA,  OKLA. 

No  more  fitting  theme  could  have  been  chosen  for  this  meeting  than 
“The  Teacher  Moves  Forward”  and  certainly  no  more  fitting  place  could 
have  been  chosen  to  discuss  such  a  topic  than  the  western  frontier  of  these 
United  States.  For  here  we  see  the  stopping  place  in  the  march  of  civilization 
across  this  continent,  and  here  also,  we  can  realize  that  it  is  time  to  stop  and 
look  back  over  our  progress  to  the  West.  By  doing  this,  we  should  be  able 
to  discern  the  new  progressive  movements  that  I  have  been  accorded  the 
privilege  of  discussing  with  you. 

The  Committee  on  Social-Economic  Goals  of  America  of  the  National 
Education  Association  made  a  significant  statement  when  it  said,  “The  brief 
span  of  one  hundred  and  fifty  years  cannot  have  extinguished  the  zeal  of 
the  people  of  the  United  States  to  establish  justice,  insure  domestic  tran¬ 
quillity,  promote  the  general  welfare,  and  secure  the  blessings  of  liberty  to 
themselves  and  their  posterity.”  As  we  look  back  over  our  march  of  progress 
to  the  West,  these  things  seem  more  important  than  ever  for  no  longer 
is  it  possible  by  simply  going  West  to  secure  these  virtues,  because  our 
desirable  public  lands  long  ago  passed  into  the  hands  of  private  owners 
under  the  operation  of  the  Homestead  Act  of  the  early  sixties.  This  means 


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that  if  justice  is  established,  if  domestic  tranquillity  is  insured,  and  if  the 
general  welfare  is  promoted,  it  must  be  done  no  longer  on  an  individual 
basis  but  rather  on  a  group  basis.  The  President  of  the  United  States  has 
even  gone  farther  than  this  by  deploring  sectionalism  and  by  asking  for  a 
solution  of  our  problems  by  national  action.  We  shall  not  stop  here  to 
discuss  the  merits  of  local  or  national  action.  It  is  sufficient  that  we  recognize 
that  the  trend  of  the  present  day  is  toward  group  action  and  that  there  is  a 
tendency  for  these  groups  to  become  larger.  This  being  so,  what  are  the 
implications  for  education  in  general  and  what  new  progressive  movements 
are  arising  and  must  arise  to  meet  the  new  situation  ? 

The  first  movement,  I  believe,  will  be  a  reappraisal  of  our  economic 
order.  For  years  we  have  stood  by  and  allowed  things  to  take  place  in  the 
business  world  that  should  never  have  been  tolerated.  Yet,  only  a  few 
raised  their  hands  in  disapproval.  I  have  an  idea  that  most  Americans  visioned 
themselves  as  millionaires  and  hesitated  to  place  on  the  statute  books  any¬ 
thing  that  would  prevent  their  accomplishing  this  in  the  quickest  manner 
possible.  It  is  unnecessary  to  point  out  that  presentday  business  is  dominated 
by  various  forms  of  the  corporate  structure,  and  that  the  growth  of  large 
corporations  represents  primarily  an  expansion  in  administrative  and  man¬ 
agerial  powers.  The  Research  Bulletin  of  the  National  Education  Associa¬ 
tion,  entitled  “Modern  Social  and  Educational  Trends,”  contends  that  the 
growth  of  the  number  of  corporations,  their  increasing  power,  and  the 
expansion  of  the  number  of  owners  provide  vital  materials  for  the  school 
curriculum.  This  bulletin  further  states  that  an  examination  of  the  history 
of  the  particular  corporations  is  illuminating  as  to  the  ethics  which  have 
often  characterized  our  developing  economic  structure.  From  such  studies 
students  will  understand  why  government  has  often  found  it  necessary  to 
intervene  in  the  public  interest. 

Further  exploration  should  be  made  into  the  types  of  governmental 
machinery  that  have  been  developed  to  supervise  business.  It  will  also  be 
increasingly  necessary  for  students  to  understand  the  principles  of  wise 
investment.  The  stock-market  crash  in  1929  revealed  in  many  cases  the 
failure  of  the  American  people  to  distinguish  between  investing  and  gambling. 
The  federal  government’s  efforts  to  prevent  unwise  speculation  and  unsafe 
investments  should  be  understood  by  those  who  will  eventually  be  members 
of  the  investing  public.  Again,  the  problems  of  wealth  and  income  must 
be  given  considerable  attention.  It  is  only  in  this  way  that  students  will 
he  able  to  participate  in  shaping  intelligent  public  policies. 

Second ,  there  will  be  a  changing  attitude  of  society  toward  labor.  Many 
teachers  have  found  too  many  pupils  unsympathetic  to  labor,  despite  the 
fact  that  a  majority  of  them  will  be  affected  by  conditions  outside  as  well  as 
inside  their  own  occupations.  It  seems  that  too  many  parents  instil  in  their 
children  a  dislike  for  labor,  particularly  labor  organizations,  by  holding  out 
the  hope  that  with  an  education,  one  can  rise  above  being  a  mere  laborer. 
Such  thinking  overlooks  reality  just  as  many  students  today,  upon  entering 
high  school,  enrol  for  college  entrance  courses  when  there  is.  a  very  slight 
possibility  they  will  ever  enter  a  college.  By  so  doing,  they  fail  to  get  some 


Department  of  Classroom  Teachers 


205 


of  the  very  valuable  courses  that  every  high  school  offers  to  students  who 
have  no  hope  of  entering  college.  With  such  a  condition  confronting  us,  it 
should  be  the  duty  of  the  social  studies  classes  to  understand  the  status  of 
wage-earners.  Think  what  a  lucrative  field  this  can  be.  Among  the  problems 
that  can  be  considered  are  labor  unions,  industrial  disputes  resulting  in 
strikes  and  lockouts,  workmen’s  compensation,  minimum  wage  laws  and 
similar  legislation. 

I  believe  that  as  teachers,  we  will  be  more  proficient  in  teaching  and 
understanding  the  labor  field  if  we  have  a  better  knowledge  of  the  rise 
and  growth  of  our  professional  organizations.  Our  colleges  and  universities 
are  turning  out  teachers  every  year  with  no  knowledge  of  the  great  struggle 
by  members  of  the  profession  to  raise  the  status  of  education.  A  teacher 
who  understands  and  has  worked  in  our  great  professional  organizations 
is  in  a  much  better  position  to  sympathize  with  and  encourage  other  classes  of 
our  people  to  raise  their  standards  of  living  by  common  action. 

The  third  movement  will  be  the  proper  use  of  our  natural  wealth.  The 
natural  wealth  of  the  United  States  consists  of  our  forests,  minerals,  water, 
and  agricultural  lands.  The  use  made  of  these  resources  affects  the  welfare 
and  the  standard  of  living  of  the  people.  Our  natural  endowment  has  been 
rich  indeed,  but  we  have  been  following  a  rather  wasteful  policy  particularly 
with  regard  to  our  mineral,  agricultural,  and  timber  lands.  The  federal 
government  has  inaugurated  a  movement  to  stop  this  wasteful  policy,  but  it 
is  going  to  be  necessary  for  our  public  schools  to  develop  and  sustain  a  public 
opinion  in  favor  of  a  proper  utilization  and  conservation  of  these  resources 
of  nature.  A  fitting  topic  for  the  schools  to  discuss  is  the  reckless  exploita¬ 
tion  of  our  natural  resources  by  private  interests.  In  this  connection  it  should 
be  noted  that  proper  utilization  of  land  has  a  direct  bearing  on  school  sup¬ 
port,  for  depletion  of  nature’s  resources  leaves  local  districts  without  suffi¬ 
cient  wealth  to  support  a  proper  school  system. 

Fourth ,  leisure  is  no  longer  the  privilege  of  the  few.  Leisure  takes  two 
forms — active  and  passive  participation.  The  schools  must  take  the  lead 
in  providing  active  recreation  thru  cooperation  with  playgrounds  and  other 
public  agencies.  Stress  should  be  laid  on  those  activities  that  carry  over  into 
adult  life.  A  special  problem  for  education  is  the  promotion  of  the  physical 
and  mental  health  of  the  teachers.  This  Department  has  made  a  survey 
looking  toward  this  end.  It  is  useless  to  talk  of  promoting  worthwhile  use 
of  leisure  by  children  unless  teachers  are  able  and  can  follow  recreational 
pursuits.  The  tendency  of  today  to  increase  teacher  load  is  certainly  danger¬ 
ous  to  teacher  health.  In  the  passive  types  of  recreation,  the  school  should 
attempt  to  improve  tastes  and  appreciations. 

Fifth ,  the  extension  of  the  program  of  the  schools  to  prevent  crime  is 
assuming  great  importance.  Employment  opportunities  for  youth  are  be¬ 
coming  fewer,  so  society  must  choose  between  allowing  its  young  people  to 
drift  or  directing  their  energies  into  activities  that  will  be  individually  and 
socially  worthwhile.  Are  they  to  be  given  a  chance  to  continue  in  public 
institutions,  under  public  supervision  or  are  they  to  be  transported  to  camps 
and  employed  at  public  works?  We  know  that  the  teacher  influences 


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tremendously  the  outlook  and  ideals  of  pupils.  The  teacher  with  a  suitable 
curriculum  and  a  moderate  teaching  load  can  go  far  toward  remedying 
antisocial  conduct  on  the  part  of  pupils.  It  is  necessary  that  we  in  education 
place  more  stress  on  character.  Of  course,  in  this,  the  school  must  not  stand 
alone,  but  secure  the  aid  of  the  many  public  agencies  interested  in  these 
problems. 

In  conclusion,  then,  it  seems  that  some  of  the  New  Progressive  Move¬ 
ments  are  a  reappraisal  of  our  economic  order,  a  changing  attitude  of  society 
toward  labor,  the  proper  use  of  our  natural  resources,  the  wise  use  of 
leisure,  and  the  prevention  of  crime. 

NEW  ECONOMIC  DEVELOPMENTS 

MRS.  GRACE  F.  WOODBURY,  PRESIDENT,  MASSACHUSETTS  TEACHERS 

FEDERATION,  MELROSE,  MASS. 

Every  progressive  school  system  should  be  in  a  state  of  readiness  to  change. 
Particularly  is  this  true  at  this  time  when  we  are  undoubtedly  living  thru 
important  social,  economic,  and  political  changes. 

The  depression  has  affected  us  in  various  ways,  but  first  of  all,  financially. 
We  were  just  beginning  to  hope  and  believe  that  at  last  teachers  were  to 
be  paid  a  salary  worthy  of  our  profession  and  adequate  to  enable  us  to  live 
without  fear  of  dependency.  Almost  immediately  the  curtailment  of  funds 
caused  temporary  or  permanent  reduction  of  salaries,  and  voluntary  or  invol¬ 
untary  contributions  for  relief  purposes,  reduced  allowance  for  teacher 
absence,  abolition  or  suspension  of  salary  schedules  all  tended  seriously  to 
cripple  the  great  rank  and  file  of  teachers.  In  many  cases  other  members  of 
the  family,  thrown  out  of  employment,  became  partially  or  wholly  depend¬ 
ent  on  the  teacher. 

We  were  also  very  much  affected  by  the  increase  in  the  number  and  size 
of  classes,  by  reduced  clerical  help,  and  by  the  slashing  of  budget  allowances 
for  supplies  and  textbooks.  As  teacher-training  schools  graduated  each  year 
large  numbers  of  students  eager  for  work  even  at  low  salaries,  those  in  service 
were  forced  to  seek  improvement  by  taking  courses  and  earning  degrees  in 
order  to  hold  their  positions.  To  the  credit  of  the  profession  as  a  whole  let 
it  be  said  that  we  “carried  on”  whether  money  could  be  found  to  pay 
expenses  or  not. 

During  these  trying  years  teachers  have  become  conscious  of  the  necessity 
of  greater  security  for  themselves.  There  has  been  a  steady  increase  in  the 
number  of  local  or  statewide  tenure  laws  and  improvements  thereon,  also 
minimum  salary  laws,  retirement  laws  with  disability  clauses,  pension  and 
annuity  provisions.  These  have  come  about  by  the  efforts  of  active  teacher 
associations.  Now  reports  from  many  sections  of  the  country  indicate  slow 
but  steady  improvement  in  conditions.  Let  us  believe  that  “every  cloud  has 
a  silver  lining”  is  undoubtedly  true.  The  depression  was  a  black  cloud  which 
has  by  no  means  passed  away.  However,  as  true  teachers  we  shall  go  for¬ 
ward  bravely,  fighting  joyfully  for  the  rights  and  privileges  of  youth. 


Department  of  Classroom  Teachers 


207 


COOPERATIVE  BUYING  FOR  TEACHERS 

H.  A.  BORK,  OREGON  STATE  AGRICULTURAL  COLLEGE,  CORVALLIS,  ORE. 

From  the  standpoint  of  the  teacher,  economic  recovery  is  evidenced  by  an 
increase  in  the  cost  of  living  at  a  faster  rate  than  the  salary  level  of  the 
teaching  profession.  In  order  to  meet  this  increase  greater  interest  is  being 
shown  in  the  possibilities  of  cooperative  buying  by  teachers  so  that  the  salary 
income  can  be  stretched  as  far  as  possible. 

The  value  of  cooperative  buying  may  be  stated  briefly  as  follows : 

I.  In  order  to  save  the  middleman’s  expense  in  the  financing  and  marketing  of 
goods,  participants  in  the  cooperative  arrangement  are  often  willing  to  perform 
some  of  the  functions  of  the  middleman  with  the  benefits  therefrom  accruing  directly 
to  themselves. 

2.  Excess  charges  made  by  commerce  and  industry  as  evidenced  either  by 
exorbitant  profits  or  inefficient  methods  of  production  and  distribution  may  be 
avoided. 

3.  Difficulty  or  impossibility  of  obtaining  commodities  or  facilities  thru  normal  or 
competitive  channels  may  be  removed. 

There  are  certain  principles  to  be  followed  in  organizing  for  cooperative 
buying.  Regardless  of  the  form  of  organization  to  be  used,  there  usually 
needs  to  be  one  individual  who  is  cooperatively-minded,  who  is  sincere  in 
his  efforts  to  obtain  the  advantages  of  cooperation,  and  who  has  the  ability 
to  sell  others  on  the  plan  to  be  followed. 

Where  there  appears  to  be  a  need  for  united  cooperation,  it  is  advisable 
for  several  individuals  to  tie  themselves  together  loosely  to  effect  economies 
in  the  purchase  of  a  few  specific  items  for  which  delivery  can  be  made 
promptly  after  the  commodity  is  purchased  by  the  group.  In  this  simplest 
form  of  cooperative  buying,  there  is  usually  no  storing  problem  involved, 
or  is  there  any  financial  credit  extended  to  participants  in  the  cooperative 
effort.  Examples  of  cooperative  buying  include  the  following: 

1.  At  an  institution  in  Oregon  several  individuals  are  cooperating  in  buying  the 
timber  of  a  tract  of  land,  having  this  timber  cut,  delivered,  and  sawed  for  home 
use  for  fuel  with  the  saving  involved  accruing  directly  to  the  participants. 

2.  At  another  institution,  employees  cooperate  from  time  to  time  on  a  large  scale 
purchase  and  realize  economies  for  such  items  as  stockings,  butter,  Christmas  cards, 
and  magazine  subscriptions. 

3.  In  another  educational  institution,  difficulty  was  being  encountered  in  securing 
satisfactory  housing  facilities.  A  group  of  staff  members  formed  a  cooperative  unit 
for  the  sole  purpose  of  pooling  their  resources  to  erect  an  apartment  building  to 
meet  their  needs. 

4.  Canned  goods  and  potatoes  were  purchased  in  large  quantities  for  the  instruc¬ 
tional  staff  of  another  institution.  Payment  for  the  purchase  was  made  in  advance 
and  no  storage  problem  was  involved  since  commodities  were  delivered  promptly 
upon  receipt  from  the  seller. 

In  those  cases  where  the  cooperative  efforts  of  a  few  individuals  for  the 
purchasing  of  several  items  have  been  unusually  successful,  there  is  indicated 
very  soon  a  desire  to  form  a  larger,  more  permanent  organization  in  order 
to  finance,  purchase,  and  sell  additional  commodities.  In  order  to  undertake 


208 


National  Education  Association 


the  enlarged  program,  it  is  necessary  to  obtain  capital  to  pay  for  the  com¬ 
modities,  the  storage  thereof,  and  overhead  expense  until  sales  actually  are 
effected  to  the  participants.  Cooperative  organizations  of  teachers  for  larger 
scale  activities  are  in  some  cases  sponsored  by  the  school  or  institution  while 
in  other  cases  they  have  no  connection  with  the  institution,  or  do  they  receive 
any  assistance  from  the  institution. 

An  organization  of  the  larger  type  sponsored  by  an  institution  was  formed 
many  years  ago  when  prices  were  sky-rocketing  and  it  was  difficult  to  secure 
commodities  to  meet  the  wants  of  the  faculty.  The  institution  concerned 
furnished  room  for  storage  purposes.  Before  much  time  had  elapsed,  this 
organization  received  harsh  criticism  from  merchants  in  the  community,  the 
charge  being  made  that  taxpayers’  money  was  being  used  for  the  benefit  of 
a  relatively  small  group  of  public  employees.  Merchants  also  began  to  change 
their  attitude  in  the  matter  of  support  of  different  activities  of  the  institu¬ 
tion,  such  as  athletics  and  dramatics.  Within  a  comparatively  short  time, 
the  institution  abandoned  the  sponsorship  of  the  cooperative  organization 
which  was  soon  dissolved. 

The  most  successful  type  of  a  formal  cooperative  teachers  group  operat¬ 
ing  on  a  large  scale  is  one  which  generally  has  no  sponsorship  directly  or 
indirectly  by  a  tax-supported  institution  which  employs  teachers.  This  organ¬ 
ization  is  less  subject  to  public  criticism  since  taxpayers’  funds  made  avail¬ 
able  for  the  support  of  the  institution  are  not  being  diverted  to  further  the 
interests  of  a  small  group  of  teachers.  In  one  case  a  cooperative  organization 
was  formed  for  the  purpose  of  purchasing  an  auto  service  station  for  han¬ 
dling  gasoline  and  other  allied  products  for  the  staff  of  a  university.  The 
institution  itself  gave  no  support  whatever  to  the  organization.  The  capital 
for  the  cooperative  group  was  secured  by  a  nominal  membership  fee  charged 
to  participants.  Economies  and  profits  which  were  secured  were  passed  on 
to  the  members  in  the  form  of  a  lower  charge  for  gasoline  and  other  products. 

In  conclusion  I  wish  to  say  that  in  any  cooperative  effort  there  is  often 
a  temptation  to  undertake  a  large  scale  program  which  in  the  long  run  may 
prove  unprofitable  or  unsatisfactory.  Very  often  a  large  organization  becomes 
self-perpetuating  and  continues  largely  for  the  benefit  of  the  individuals 
who  are  conducting  its  affairs,  even  tho  there  is  comparatively  little  benefit 
accruing  to  the  cooperating  owners  of  the  organization. 

Generally  the  most  successful  type  of  cooperative  effort  is  by  means  of 
a  loosely  knit  unit  made  up  of  a  few  individuals  who  purchase  and  distribute 
one  or  more  specific  items  with  no  permanent  organization  being  formed 
and  with  no  storage  and  financial  problem  involved  in  the  purchasing  and 
selling  of  the  commodities  which  are  handled.  Successful  efforts  of  such  an 
organization  ought  to  be  seriously  evaluated  before  hasty  action  is  taken  in 
forming  a  larger,  more  permanent  one  which  is  more  difficult  of  operation 
and  control,  and  more  subject  to  adversities. 


Department  of  Classroom  Teachers 


209 


YOUTH  AND  THE  NEW  ORDER 

RICHARD  R.  BROWN,  ASSISTANT  EXECUTIVE  DIRECTOR,  NATIONAL  YOUTH 

ADMINISTRATION,  WASHINGTON,  D.  C. 

What  the  New  Order  will  be,  and  how  it  will  be  brought  about,  none 
of  us  can  be  entirely  sure.  There  are,  however,  certain  methods,  certain 
policies,  which  will  help  guarantee  that  the  New  Order  will  be  as  sane  and 
as  just  as  possible.  We  must  try  to  regain  youth’s  idealism,  enthusiasm,  and 
straight-forwardness;  we  must  be  open-minded  and  encourage  complete 
freedom  of  thought  and  discussion ;  and  we  must  have  the  courage  to  pioneer 
new  fields  and  to  experiment  along  new  lines.  Youth  must  be  taken  into 
the  council  chambers  and  listened  to  respectfully.  There  must  be  no  cling¬ 
ing  to  outworn  creeds,  no  forcing  of  set  patterns  of  ideals  upon  youth,  no 
feeding  it  predigested  opinions  and  theories.  Youth  must  be  allowed  to  make 
its  own  contributions  and  at  the  same  time  to  learn  both  from  its  own 
experiences  and  the  experiences  of  others.  How  best  to  learn  vicariously 
from  the  experiences  of  past  generations  is  probably  the  central  problem  of 
education.  The  government — whether  local,  state,  or  federal — is  responsible 
for  the  quantity  of  those  educated,  while  the  teacher  is  responsible  for  the 
quality.  The  federal  government  has  responded  to  the  educational  emergency 
brought  about  by  the  depression,  first,  thru  the  PWA  and  FERA,  by  build¬ 
ing  and  repairing  school  buildings  and  by  making  loans  to  pay  teachers’  sal¬ 
aries;  and  second,  thru  the  NYA’s  student  aid  program,  under  which  stu¬ 
dents  are  being  enabled  to  earn  enough  money  to  continue  their  education. 

Thru  public  monies,  mainly,  the  instruments  of  education  have  been  pro¬ 
vided  and  placed  in  the  hands  of  the  educators.  This  is  a  great  trust,  for  it 
is  in  the  classroom  that  democracy  has  its  very  roots.  It  is  in  the  classroom 
that  the  spirit  of  democracy,  the  spirit  of  free  and  courageous  inquiry  after 
the  truth,  the  spirit  of  progress,,  can  find  renewed  strength.  Students  should 
be  taught  that  even  for  college  graduates  there  is  nothing  to  be  ashamed 
of  in  the  performance  of  routine  tasks  or  of  manual  labor.  The  root  of  this 
bogey  is  to  be  found  in  the  assumption  that  young  people  will  emerge  from 
college  ready  to  step  into  some  executive  position — an  idea  which  has  been 
encouraged,  if  not  implanted  in  their  minds,  by  their  parents,  friends,  and 
even  teachers,  and  which  finds  a  fertile  soil  in  youth’s  hopes  and  dreams. 
Young  people  must  be  made  to  realize  that  the  value  of  education  lies  rather 
in  their  personal  ability  not  only  to  absorb  but  to  utilize  the  knowledge  and 
understanding  it  gives  of  the  world,  of  its  people,  and  of  the  forces  which 
are  sweeping  it. 

It  is  you  educators  who  must  show  youth  that,  with  the  New  Order  still 
far  from  being  a  reality,  the  future  holds  a  great  challenge.  The  battle  for 
justice  and  for  democracy  is  never  won.  Even  when  victory  seems  assured, 
history  shows  that  the  enemy  is  but  waiting  for  complacency  and  self-satis¬ 
faction  to  set  in  before  continuing  the  battle  with  renewed  vigor.  The  New 
Order  can  be  established  and  maintained  only  if  youth  be  armed  with  a 
dauntless  idealism,  a  stout  heart,  an  open  and  inquiring  mind,  and  a  keen 
and  enduring  sense  of  justice. 


210 


National  Education  Association 


REPORT  OF  1936  COMMITTEE  ON  ACADEMIC 

FREEDOM 

EMILY  TARBELL,  VOCATIONAL  HIGH  SCHOOL,  SYRACUSE,  N.  Y.,  Chairman 

•  Activities  of  Committee 

Carrying  out  the  recommendations  adopted  by  the  Department  at  the 
meeting  at  Denver,  July  1935,  the  Committee  on  Academic  Freedom  reports 
the  following  activities  for  the  year: 

1.  Preparation  of  a  study  outline  on  academic  freedom — The  Commit¬ 
tee  issued  an  outline  bn  academic  freedom  for  the  use  of  study-your-own- 
problems  groups.  Prepared  by  Karl  Guenther,  the  first  chairman  of  the  Com¬ 
mittee,  this  outline  has  been  sent  to  all  parts  of  the  country  in  response  to 
requests. 

2.  Action  on  cases  referred  to  the  Committee — Among  the  many  in¬ 
stances  of  alleged  violation  of  academic  freedom,  nine  cases  have  been  re¬ 
ferred  to  the  Committee.  Of  these  cases,  two  were  settled  locally  to  prevent 
duplication  of  investigation ;  one  was  handled  by  the  Committe  on  Academic 
Freedom  of  the  National  Education  Association;  after  a  preliminary  survey, 
three  were  considered  border-line  cases  that  did  not  have  sufficiently  clear- 
cut  issues  to  warrant  official  investigation;  additional  information  is  now 
being  secured  in  two  cases ;  an  official  investigation  was  conducted .  in  the 
ninth  case. 

Investigation  of  Case 

Investigation  of  the  dismissal  of  a  teacher  at  East  Syracuse,  N.  Y.,  with¬ 
out  hearing  was  undertaken  by  a  subcommittee  headed  by  Rena  Rockwell, 
a  member  of  the  Committee,  and  by  Edith  Armitage.  There  were  interviews 
with  eighteen  individuals  among  them  being  teachers,  former  teachers,  pres¬ 
ent  and  former  members  of  the  board  of  education,  the  superintendent  of 
schools,  and  interested  citizens.  As  a  result  of  its  findings,  the  committee 
decided  that  the  rights  of  the  teacher  had  been  violated  and  issued  the 
following  statement : 

The  teacher  was  dismissed  from  a  position  which  she  was  qualified  to  fill,  be¬ 
cause,  in  the  exercise  of  the  franchise  of  open  voting,  her  disagreement  with  a 
policy  favored  by  a  majority  of  the  board  became  known,  prominence  to  which  was 
given  by  reason  of  the  fact  that  she  was  president  of  the  local  teachers  association; 
and  further  because  the  board  of  education,  in  appointing  and  dismissing  teachers, 
based  such  appointments  and  dismissals  on  personal  friendships  and  policies.  The 
committee  reported  further  that  the  dismissal  of  this  teacher,  because  of  her  position 
as  president  of  the  teachers  association  and  her  open  voting  at  a  school  election, 
constitutes  a  violation  of  academic  freedom. 

A  certain  amount  of  local  and  national  publicity  was  given  the  report  of 
the  committee.  Threatened  wholesale  dismissal  of  additional  teachers  this 
June  did  not  occur.  The  subcommittee  is  to  be  commended  on  its  painstaking 
and  efficient  work. 

3.  F ormation  of  local  committees — In  answer  to  the  request  that  local 
and  state  associations  name  individual  committees  on  academic  freedom, 


Department  of  Classroom  Teachers 


211 


more  than  sixty  such  committees  have  been  appointed  during  the  year.  Cur¬ 
rent  material  dealing  with  academic  freedom  has  been  issued  to  those  groups 
from  time  to  time. 

With  the  aid  of  these  local  committees,  the  Committee  cooperated  with  the 
Committee  of  the  National  Education  Association  in  working  for  the  repeal 
of  the  Little  Red  Rider  affecting  teachers  in  the  schools  of  the  District  of 
Columbia. 

4.  Cooperation  with  National  Advisory  Council — The  Department  has 
continued  its  affiliation  with  the  National  Advisory  Council  on  Academic 
Freedom.  The  Council  is  providing  a  medium  of  exchange  of  research  and 
studies  made  by  the  various  national  educational  organizations  composing 
the  membership.  In  addition  the  Council  acts  as  a  clearing-house  for  cases 
of  reported  violations  and  is  a  means  of  allocating  cases  to  different  organ¬ 
izations  or  of  furnishing  united  action  on  occasion. 

Present  Status 

Thru  the  year,  there  has  been  evidenced  an  increased  interest  in  academic 
freedom  on  the  part  of  vigorous  local  organizations.  This  interest  should 
become  more  widespread.  In  an  address  at  the  Harvard  1936  commence¬ 
ment  exercises  is  this  warning : 

Security  has  replaced  liberty  as  the  end  sought  by  the  average  man,  whether 
under  a  democratic,  a  fascist,  or  a  communist  form  of  government. 

Citizens  of  European  countries  in  a  desperate  search  for  economic  security 
have  relinquished  freedom  after  freedom.  Unless  vigilance  is  maintained  the 
people  of  the  United  States  may  follow  a  similar  course. 

Loyalty  Oaths  for  Teachers 

One  of  the  first  demands  of  the  totalitarian  states  has  been  requiring  an 
oath  from  teachers.  Because  the  insistence  on  loyalty  oaths  is  a  first  step  in 
restricting  freedom,  teachers  particularly  should  be  alert  to  preserve  democ¬ 
racy  thru  repeal  of  these  loyalty  laws  now  on  the  statute  books  and  to  pre¬ 
vent  the  introduction  of  any  such  additional  laws. 

Reaffirmation  of  Former  Recommendations 

The  Committee  reaffirms  the  stand  taken  by  previous  committees  in  urging 
continued  education  in  academic  freedom  both  among  the  members  of  the 
profession  and  the  public  in  general ;  the  investigation  of  cases  of  violation 
of  freedom  and  the  judicious  publicizing  of  such  cases ;  the  formation  of 
study-your-own-problems  classes  among  teacher  organizations  and  groups ; 
the  setting  up  and  maintenance  of  committees  on  academic  freedom  by  local 
and  state  associations ;  the  growth  of  strong  classroom  teacher  organizations. 

New  Recommendations 

The  Committee  further  recommends:  the  establishment  of  machinery 
whereby  teachers  dismissed  because  of  violation  of  academic  freedom  may 
be  aided  in  securing  other  positions;  more  active  participation  in  investiga- 


212 


National  Education  Association 


tions  by  local  and  state  associations  and  stronger  support  of  persecuted 
teachers  by  these  associations;  preparation  of  forms  to  aid  in  conducting 
such  investigations  and  in  securing  case  histories ;  continued  effort  on  the 
part  of  teachers  to  inspire  students  to  search  for  the  truth,  to  learn  to  dis¬ 
tinguish  between  fact  and  propaganda,  and  to  consider  all  sides  of  a  question 
before  forming  conclusions. 

It  is  the  feeling  of  the  Committee  that  vital  educational  principles  of 
tenure  and  academic  freedom  have  both  been  infringed  upon  in  the  case  of 
Victor  Jewett  in  Eureka,  California,  thru  offer  of  contract  with  illegal 
reduction  of  salary,  and  dismissal  contrary  to  the  provisions  of  the  tenure 
law.  Such  actions  tend  to  intimidate  teachers,  to  interfere  with  normal  par¬ 
ticipation  in  community  activities,  and  to  deprive  pupils  of  unbiased  instruc¬ 
tion.  In  order  to  resist  this  and  all  similar  attacks  on  the  integrity  of 
the  teaching  profession,  the  Committee  urges  that  this  Department  express 
its  disapproval  of  Mr.  Jewett’s  dismissal  and  that  it  use  such  methods  as 
are  available  to  it  for  judicious  publicizing  of  the  Committee’s  findings  in 
this  case  and  similar  cases,  and  that  the  Department  urge  the  National 
Education  Association  to  broaden  the  authority  of  its  Tenure  and  Academic 
Freedom  Committees  to  the  end  that  such  procedure  may  be  taken  by  the 
National  Education  Association  to  bring  about  a  satisfactory  solution  of 
this  and  similar  cases. 


SECRETARY’S  MINUTES 


Portland,  Oregon 

PROGRAM  OF  EVENTS 


Sunday,  June  28, 

2  p.  m. 

Conference  of  presidents 

5-7  p.  m. 

Tea — Portland  teachers  as  hosts 

Tuesday,  June  30, 

2  p.  m. 

General  conference 

4-6  p.  m. 

Garden  parties — Portland  teachers 

Wednesday,  July  1, 

7:30  a.  m. 

Breakfast  conference  of  Advisory  Council 

Thursday,  July  2, 

2  p.  m. 

Annual  business  meeting 

6  p.  m. 

Annual  dinner 

Conference  of  Presidents 

Almost  a  hundred  persons,  representing  as  many  local  organizations,  gathered 
for  a  conference  on  Sunday  afternoon  which  centered  around  several  main  topics: 
the  definition  of  the  term,  “classroom  teacher”;  cooperation  of  teachers  and  ad¬ 
ministrators;  federation  of  several  organizations  in  one  city;  amending  the  N.  E.  A. 
charter,  and  reorganization  of  the  N.  E.  A.  The  chairmen  of  the  committees  dealing 
with  those  two  questions,  Reuben  T.  Shaw  and  Cornelia  S.  Adair,  were  given 
thirty  minutes  each.  Mr.  Shaw  discussed  the  amendments  to  the  charter.  Miss  Adair 
presented  the  proposals  for  reorganization.  Several  helpful  suggestions  were  offered 
by  those  present. 

Meeting  of  Advisory  Council 

Officers  of  classroom  departments  of  state  associations  and  of  various  federations 
of  classroom  teachers  organizations  met  for  conference  at  a  breakfast  on  Wednesday 
morning.  About  forty  persons  were  present.  The  main  subjects  discussed  were: 
how  to  create  greater  interest  in  the  national  organization;  the  need  of  organizing 
the  teachers  in  smaller  towns;  the  crying  need  for  tenure;  how  to  inform  teachers 


( 


r' 


Department  of  Classroom  Teachers  213 


colleges  of  the  work  of  the  N.  E.  A.;  the  valuable  service  rendered  by  Department 
speakers,  and  the  News  Bulletin;  how  classroom  teachers  may  participate  in  state 
association  work;  retirement  fund  legislation;  and  the  work  of  public  relations 
committees. 

First  Session,  Tuesday  Afternoon,  June  30,  1936 

This  session  convened  at  2  o’clock  with  Mary  C.  Ralls,  president  of  the  Depart¬ 
ment,  in  the  chair.  The  program  was  built  around  the  theme,  “The  Teacher  Moves 
Forward,”  and  the  following  participated:  Pauline  Merchant,  Garden  City,  Calif.; 
D.  E.  Temple,  Tulsa,  Okla. ;  Mrs.  Grace  I.  Woodbury,  Melrose,  Mass.;  Richard  R. 
Brown,  Washington,  D.  C. ;  and  H.  A.  Bork,  Corvallis,  Ore. 

Second  Session,  Thursday  Afternoon,  July  2,  1936 

The  annual  meeting  of  the  Department  of  Classroom  Teachers  was  held  on 
Thursday  afternoon,  July  2,  1936,  at  2  o’clock  in  the  Municipal  Auditorium,  with 
the  president,  Mary  C.  Ralls,  presiding.  C.  A.  Bottolfsen  of  Arco,  Idaho,  served  as 
parliamentarian.  The  secretary,  Frances  Jelinek,  asked  unanimous  consent  for  the 
adoption  of  the  minutes  of  the  annual  meeting  held  in  Denver  in  1935  as  printed  in 
the  N.E.A.  volume  of  Proceedings.  This  was  granted. 

Helen  Bradley  of  Cincinnati,  chairman  of  the  Rules  Committee,  read  the  report 
of  the  Committee  as  follows: 

1.  Call  to  Order 

The  president  shall  take  the  chair  at  the  time  the  meeting  is  convened. 

2.  Order  of  Business. 

.  The  order  of  business  shall  be  as  follows: 

a.  Call  to  order 

b.  Minutes  of  last  meeting 

c.  Report  of  Rules  Committee 

d.  President’s  report  and  recommendations 

e.  Reports  of  officers 

f.  Report  of  Elections  Committee 

g.  Nomination  of  officers 

h.  Election 

i.  Reports  of  committees: 

Resolutions 
Academic  Freedom 

j.  New  business 

k.  Result  of  election 

l.  Introduction  of  officers  elected 

m.  Adjournment. 

3.  Nominations  and  Elections 

The  nomination  and  election  of  officers  shall  be  held  following  the  report  of 
the  Election  Committee  and  installation  of  the  new  officers  shall  take  place 
at  the  first  meeting  of  the  new  executive  board  following  election. 

There  shall  be  not  more  than  one  nominating  speech  and  two  seconding  speeches 
for  any  one  candidate.  Nominating  speeches  shall  be  limited  to  three  minutes 
and  seconding  speeches  to  two  minutes  each. 

4.  Recognition 

No  member  shall  be  granted  permission  to  speak  more  than  once  on  the  same 
subject  until  all  other  members  who  wish  to  have  spoken;  and  no  speaker 
shall  occupy  the  floor  for  more  than  three  minutes  at  a  time  unless  permission 
is  granted  by  a  majority  vote. 

5.  Resolutions 

All  resolutions  including  those  contained  in  reports  of  officers,  boards,  and 
committees,  and  the  report  of  the  Resolutions  Committee  shall  be  submitted 
to  the  delegates  in  writing  before  they  are  voted  upon. 


214 


National  Education  Association 


6.  Adjournment 

This  meeting  shall  convene  at  2  o’clock  and  adjourn  at  4:30. 

7.  Rules  of  Order 

The  rules  contained  in  Robert’s  Rules  of  Order,  Revised,  shall  govern  the 

assembly  in  all  cases  to  which  they  are  applicable. 

On  motion  the  rules  were  adopted. 

Before  proceeding  with  the  regular  business,  Marguerite  Morse,  of  Florida,  in 
behalf  of  the  Department  of  Classroom  Teachers  of  the  Florida  Education  Associa¬ 
tion  of  which  she  is  president,  presented  Miss  Ralls  with  a  gavel  made  of  orange 
wood  and  fashioned  by  one  of  Miss  Morse’s  pupils. 

The  president,  Mary  C.  Ralls;  the  secretary,  Frances  Jelinek;  the  eastern  regional 
director,  Emily  Tarbell;  the  western  regional  director,  Albert  M.  Shaw;  and  the 
member  executive  committee  ex-officio,  Daisy  Lord,  presented,  without  reading,  their 
annual  reports  as  printed  in  the  Official  Report  for  1936  and  all  asked  unanimous 
consent  to  their  adoption.  This  was  granted.  The  vicepresident,  Mary  D.  Barnes, 
and  the  midwestern  regional  director,  Myrtle  Hooper  Dahl,  presented  theirs  later. 
Agnes  Winn,  director  of  Classroom  Service,  also  presented,  without  reading,  her 
report  as  printed  in  the  Official  Report. 

The  chairman  of  the  Elections  Committee,  Hilda  Maehling  of  Indiana,  was  next 
presented.  She  asked  that  all  persons  who  planned  to  make  nominating  or  seconding 
speeches  for  any  of  the  candidates  come  forward.  The  following  candidates  were 
then  named:  for  president,  Albert  M.  Shaw  of  Los  Angeles;  for  vicepresident,  Mary 
D.  Barnes  of  Elizabeth,  N.  J. ;  for  secretary,  Frances  Jelinek  of  Milwaukee  and 
Sara  C.  Ewing  of  Indianapolis;  for  western  regional  director,  Freda  A.  Libbee  of 
Seattle  and  Elphe  K.  Smith  of  Portland,  Ore.  The  nominations  were  closed.  The 
chairman  of  the  Elections  Committee  then  gave  the  necessary  instructions  and  the 
balloting  proceeded. 

Albert  M.  Shaw,  chairman  of  the  Resolutions  Committee,  was  next  called  upon 
for  his  report.  Mr.  Shaw  explained  that  the  resolutions  would  cover  matters  relating 
to  teacher  welfare  and  to  child  welfare;  that  resolutions  readopted  year  after  year 
and  expressing  basic  principles  would  be  set  up  as  a  platform;  that  new  items 
would  be  set  up  as  resolutions. 

Mr.  Shaw  read  the  platform  and  moved  its  adoption.  After  this  was  duly 
seconded  the  planks  pertaining  to  retirement,  salaries,  and  preparation  for  war 
were  discussed  and  amended.  The  following  amendment  to  the  plank  pertaining 
to  salaries  was  adopted: 

Believing  in  equal  salaries  for  equal  training  and  experience,  we  endorse  the 
single  salary  schedule. 

The  platform  including  the  proposed  changes  was  then  adopted.  After  a  few 
changes  in  the  resolutions  as  presented,  they  were  also  accepted.  The  complete  plat¬ 
form  and  resolutions  as  adopted  follow  the  minutes  of  the  Department. 

At  this  point  Frances  Harden  of  California  asked  unanimous  consent  to  change 
the  order  of  business  and  present  a  motion  which  would  ordinarily  come  under 
new  business.  As  there  was  no  objection  she  then  spoke  as  follows: 

I  ask  this  privilege  because  I  have  a  matter  that  I  think  is  vitally  important 
to  this  Department,  and  so  many  people  are  leaving  that  I  asked  that  it  might 
be  brought  up  at  this  moment  for  your  consideration.  Now  I  have  a  motion  to 
make,  and  if  I  receive  a  second  I  would  like  the  privilege  of  speaking  to  the 
motion.  I  move  that  the  Department  of  Classroom  Teachers  request  and  urge 
the  Board  of  Directors  to  elect  Reuben  T.  Shaw,  a  classroom  teacher,  to  mem¬ 
bership  on  the  Board  of  Trustees. 

The  motion  was  seconded  but  before  it  was  voted  on  Mr.  Shaw  asked  to  have 
the  motion  withdrawn.  By  unanimous  consent  Miss  Harden  withdrew  the  motion. 

Later  on  Miss  Harden  spoke  as  follows: 


Department  of  Classroom  Teachers 


215 


I  wish  to  change  the  motion  I  made  a  few  minutes  ago.  After  consulting  with 
Mr.  Shaw  I  find  that  while  he  is  not  willing  to  serve  on  the  Board  of  Trustees 
he  would,  if  elected,  be  willing  to  serve  on  the  Executive  Committee.  So  I  am 
going  to  change  my  motion  to  read  this  way:  I  move  that  the  Department  of 
Classroom  Teachers  request  and  urge  the  Board  of  Directors  to  elect  Reuben 
T.  Shaw,  a  classroom  teacher,  to  membership  on  the  Executive  Committee.  If  I 
get  a  second  to  that  I  would  like  to  speak  to  it. 

The  motion  was  seconded  and  Miss  Harden  then  said: 

This  Department  of  Classroom  Teachers,  I  feel,  has  developed  and  grown 
to  a  place  or  position  where  we  should  assume  some  responsibility  for  the  class¬ 
room  teachers  of  the  nation,  and  whenever  there  is  a  classroom  teacher  to  be 
placed  in  any  position  of  authority  in  the  N.E.A.,  or  elected  to  any  office,  I 
believe  that  we  as  a  group  should  present  the  teacher  that  we  wish  to  represent 
us.  Heretofore  the  classroom  teachers  have  occupied  positions,  but  they  have 
always  been  selected  by  some  other  group.  As  far  as  my  knowledge  goes  this 
body  has  never  taken  the  responsibility  of  recommending  the  election  of  any  class¬ 
room  teacher  to  any  position  in  the  N.E.A.,  and  I  think  it  is  time  we  did  so. 

The  motion  was  adopted  and  the  secretary  was  instructed  to  notify  the  new 
Board  of  Directors  of  this  action. 

The  report  of  the  1936  Committee  on  Academic  Freedom  was  next  presented  by 
the  chairman,  Emily  Tarbell  of  Syracuse,  and  adopted.  The  Committee  members 
were:  George  T.  Avery,  Fred  A.  Brainerd,  Helen  F.  Plolt,  M.  E.  Hurst,  Oma 
Clare  Lafferty,  F.  Blanche  Preble,  Rena  B.  Rockwell,  and  John  Allan  Smith. 

The  president  then  declared  the  ballot  boxes  closed. 

William  G.  Carr,  secretary  of  the  Educational  Policies  Commission,  was  pre¬ 
sented  and  spoke  briefly  on  the  work  of  the  Commission,  stressing  particularly  the 
provision  for  the  representation  of  the  Department  on  the  Commission  by  its  presi¬ 
dent  and  the  representation  of  local  affiliated  teachers  associations  on  the  Board  of 
Consultants.  He  said  that  it  is  the  desire  of  the  Commission  to  have  the  advice, 
criticism,  and  counsel  of  teachers. 

Miss  Maehling,  chairman  of  the  Elections  Committee,  gave  the  results  of  the 
balloting  and  Miss  Ralls  introduced  the  new  officers.  (See  Historical  Note,  p.  196.) 

Sara  H.  Fahey  moved  a  vote  of  appreciation  to  Miss  Ralls  and  other  retiring 
officers  for  their  splendid  service.  Another  motion  was  offered  thanking  Miss  Ralls 
and  Mr.  Bottolfsen,  the  parliamentarian,  for  their  efficient  handling  of  the  meeting. 
Both  motions  were  seconded  and  carried. 

President  Ralls  declared  the  meeting  adjourned  at  4:20  p.  m. 

PLATFORM  AND  RESOLUTIONS 

Platform 

Part  I.  Educational  Welfare 

We  believe  that  the  success  of  our  educational  program  not  only  necessitates  pro¬ 
vision  for  the  welfare  of  our  children  but  also  for  the  well-being  of  teachers. 

We  recognize  that  children  can  be  guided,  taught,  and  cared  for  most  efficiently 
by  teachers  who  have  adequate  preparation  and  training,  and  who  are  free  from 
handicapping  restrictions  which  militate  against  their  rendering  the  best  service 
of  which  they  are  capable. 

To  this  end  we  urge  that  each  state  or  locality  provide  the  following  safeguards 
for  the  teaching  staff: 

1.  Tenure  laws  and  regulations  that  enable  teachers  after  a  reasonable  pro¬ 
bationary  period,  not  to  exceed  three  years,  to  retain  their  positions  during 
efficiency  of  service. 


216 


National  Education  Association 


No  certification  or  contract  proposals  which  tend  to  undermine  tenure  in  any 
way  should  be  permitted.  We  further  urge  that  definite,  active  efforts  should  be 
continued  for  the  establishment  of  satisfactory  tenure  laws  in  the  states  which 
do  not  now  have  such  laws. 

2.  An  actuarially  sound  retirement  system  that  will  permit  superannuated 
or  disabled  teachers  to  retire  from  service  with  a  retirement  allowance  which 
will  enable  them  to  live  in  a  comfortable  and  dignified  way. 

3.  Laws  and  regulations  for  leave  of  absence  that  will  enable  teachers  to 
use  a  sabbatical  year  for  professional  improvement,  including  study,  travel,  rest 
and  restoration  of  health,  and  other  appropriate  means,  with  the  assurance  that 
they  may  return  to  their  former  positions  after  the  leave  of  absence. 

4.  Salaries  based  on  training  and  experience  that  will  provide  adequately 
not  only  for  a  reasonable  cultural  wage,  but  also  for  the  maintenance  of  regular 
professional  improvement  and  those  standards  of  respect  and  leadership  which 
are  expected  of  teachers  in  a  community. 

The  single  salary  schedule  which  provides  for  equal  salaries  for  equal  training 
and  experience  to  all  teachers  in  a  school  system. 

5.  Cumulative  sick  leave  regulations  that  will  protect  the  teacher  when  she 
needs  help  the  most. 

Part  II.  Educational  Opportunity 

We  believe  that: 

1.  An  educational  program  should  be  provided,  not  only  for  children  of  the  usual 
compulsory  school  age,  but  for  adults  and  those  of  kindergarten  and  preschool 
age  as  well. 

2.  The  teaching  load  for  each  teacher  should  be  such  as  to  permit  reasonable 
individual  help  and  encouragement  to  each  child. 

3.  A  minimum  program  of  health  maintenance,  and  correction  of  physical  handi¬ 
caps  should  be  provided  so  that  children  in  need  of  such  attention  may  receive*  it 
and  may  profit  more  fully  by  the  regular  educational  program. 

4.  Every  child  has  the  right  to  efficient  instruction  by  fully  trained  teachers.  We 
therefore  strongly  oppose  the  employment  of  substitutes,  apprentices  or  teachers- 
in-training  to  fill  regular  vacancies  or  teaching  positions. 

Part  III.  Teacher  Training  and  Certification 

We  believe  that: 

1.  More  selective  requirements  for  entrance  to  teacher-training  institutions  should 
be  established,  and  that  the  supply  of  newly  certificated  teachers  should  be  more 
closely  regulated  to  the  actual  demand. 

2.  Teacher-training  institutions  should  not  only  include  courses  in  current 
educational  problems  such  as  tenure,  retirement,  professional  organizations,  and 
professional  ethics,  but  also  in  economics  and  sociology  so  that  teachers  may  become 
more  broadly  trained  in  the  educational  and  social  ideals  and  standards  that  should 
dominate  our  profession. 

3.  Professional  preparation  and  admission  to  the  field  of  teaching  should  require 
a  minimum  of  four  years  of  study  beyond  high  school. 

4.  We  approve  of  in-service  training  which  recognizes  the  broadening  influence 
of  travel,  graduate  study,  participation  in  local  civic  and  teacher-organization 
activities,  as  well  as  study  of  current  problems  in  sociology,  economics,  and 
education. 

Part  IV.  Unfettered  Teaching 

1.  Academic  Freedom 

The  Department  of  Classroom  Teachers  strongly  endorses  the  declaration  of 
the  National  Education  Association  on  Academic  Freedom,  or  the  Child’s  Right  to 
Unfettered  Teaching,  as  included  in  the  platform  adopted  by  the  Representative 
Assembly  at  Denver  in  1935,  which  plank  reads  as  follows: 


217 


Department  of  Classroom  Teachers 


“Teachers  should  have  the  privilege  of  presenting  all  points  of  view,  including 
their  own,  on  controversial  issues  without  danger  of  reprisal  by  the  school  adminis¬ 
tration  or  by  pressure  groups  in  the  community.  Teachers  should  also  be  guaranteed 
the  constitutional  rights  of  freedom  of  speech,  press,  and  assembly,  and  the  right 
to  support  actively  organized  movements  which  they  consider  to  be  in  their  own 
and  the  public  interest.  The  teacher’s  conduct  outside  the  school  should  be  subject 
only  to  such  controls  as  those  to  which  other  responsible  citizens  are  subjected.  The 
sudden  singling  out  of  teachers  to  take  an  oath  of  allegiance  is  a  means  of  intimida¬ 
tion  which  can  be  used  to  destroy  the  right  of  academic  freedom.” 

2.  Loyalty  Oaths 

We  hold  that  the  loyalty  of  the  teachers  of  America  is  beyond  question.  We  believe 
that  it  is  an  unwise,  unnecessary,  and  un-American  policy  to  require  loyalty  oaths 
of  teachers,  students,  or  other  special  groups.  Therefore  we  desire  to  oppose  all 
legislation  requiring  such  oaths  as  a  first  step  toward  the  regimentation  of  thought. 
Hence  we  urge  all  those  who  are  sincerely  interested  in  the  maintenance  of  patriotic, 
democratic,  American  standards  to  use  every  reasonable  effort  to  prevent  such 
legislation. 

Part  V.  The  Enactment  of  Civic  Ideals  and  Professional  Standards 

1.  Child  Labor 

We  believe  that  the  children  of  our  nation  are  entitled  to  their  full  educational 
and  physical  heritage,  and  that  now  more  than  ever  they  should  attain  their 
mental  and  physical  development  before  being  thrust  into  industry  to  compete 
with  adults. 

We  therefore  urge  that  earnest  efforts  be  made  by  all  who  are  interested  in  child 
welfare  to  secure  the  early  ratification  of  the  National  Child  Labor  Amendment 
in  those  states  which  have  not  already  adopted  this  amendment. 

2.  Opposition  to  War 

We  believe  that  war  is  the  greatest  menace  to  civilization  and  to  democratic 
institutions. 

We  believe  fully  in  the  ideals  of  a  democratic  form  of  government. 

We  therefore  urge  the  abolition  of  private  ownership  and  manufacture  of  arms 
and  munitions  of  war. 

We  strongly  recommend  to  classroom  teachers  thruout  the  United  States  that  they 
teach  the  truth  about  war,  emphasizing  its  costs  in  human  life  and  ideals  as  well 
as  in  material  wealth. 

We  further  urge  that  classroom  teachers  continue  to  use  every  reasonable  effort 
to  promote  international  peace  and  goodwill,  and  to  exercise  their  full  influence 
with  all  active  forces  in  support  of  this  policy  for  the  welfare  and  protection  of 
the  youth  of  the  world  and  the  maintenance  of  humanitarian  ideals. 

3.  Classroom  Teachers  Organizations 

We  believe  that: 

Classroom  teachers’  problems  can  best  be  solved  thru  their  own  active,  interested 
efforts,  and  therefore  urge  the  organization  and  continuance  of  purely  classroom 
teacher  associations,  but  which  are  affiliated  with  state  and  national  associations. 

The  classroom  teachers  of  the  United  States  are  the  keystone  of  the  professional 
group  in  education,  and  with  adequate  organization  this  group  can  make  important 
contributions  to  the  educational  program.  Therefore  we  endorse  local,  state,  and 
national  professional  organizations  and  pledge  to  them  the  support  and  cooperation 
of  the  Department  of  Classroom  Teachers. 

4.  Moving  Pictures 

We  believe  that  there  still  are  many  moving  pictures  being  shown  which  are 
objectionable  for  audiences  in  which  children  are  present.  Therefore  we  strongly 


218 


National  Education  Association 


urge  that  every  effort  be  made  by  all  who  are  interested  in  the  wise  training  of 
childhood  to  continue  their  efforts  to  secure  pictures  which  have  a  clean,  wholesome 
influence. 

5.  Radio 

We  recognize  the  importance  of  radio  in  the  promotion  of  American  education 
and  cultural  ideals,  and  desire  to  use' our  best  influence  for  the  improvement  of  radio 
programs,  and  for  securing  more  time  for  constructive  educational  broadcasts. 

We  would  approve  of  a  federal  radio  network  for  broadcasting  educational  and 
cultural  programs  of  high  standard. 

6.  Conservation  of  American  Youth 

We  urge  that  further,  definite,  constructive  action,  adequately  financed,  be  taken 
by  Congress  and  the  states  to  provide  more  adequately  by  vocational  training  em¬ 
ployment  for  the  many  millions  of  youth  of  high-school  and  college  age  who  are 
not  now  in  school  or  gainfully  employed. 


Resolutions 


Appreciation  for  Appointment 

The  Department  of  Classroom  Teachers  of  the  National  Education  Association 
desires  to  express  to  Mayor  La  Guardia  of  New  York  City  our  sincere  appreciation 
for  his  statesmanlike  action  in  appointing  as  a  member  of  the  Board  of  Education 
of  his  city,  Mrs.  Johanna  M.  Lindlof,  a  classroom  teacher  and  a  woman  whose 
leadership  in  the  educational  activities  of  the  city,  state,  and  nation  has  been 
outstanding. 

We  commend  Mayor  La  Guardia  for  his  evident  and  sincere  interest  in  the 
educational  welfare  of  the  young  people  of  his  city  as  expressed  by  this  appoint¬ 
ment,  and  for  giving  the  children  of  the  city  the  benefit  of  this  high  type  of  trained 
leadership. 

We  ask  that  the  secretary  of  this  Department  be  authorized  to  transmit  to  Mrs. 
Lindlof  and  to  Mayor  La  Guardia  copies  of  this  resolution. 


Endorsement  of  Platform 

We  hereby  fully  endorse  the  platform  and  resolutions  of  the  National  Education 
Association  as  adopted  by  the  Representative  Assembly  at  the  Portland  convention 
in  1936. 

Hospitality 


Since  the  teachers  of  the  Portland  public  schools,  the  state  of  Oregon,  and  other 
sections  of  the  Inland  Empire  have  given  most  generously  of  their  time  and  energy 
to  prepare  for  this  convention,  we  desire  to  express  our  deep  and  sincere  apprecia¬ 
tion  to  the  teachers,  administrators,  the  press,  and  the  public  in  Portland  and 
adjoining  sections,  whose  courtesies  and  hospitality  have  contributed  so  greatly  to 
our  comfort  and  happiness  during  this  convention. 


Albert  M.  Shaw,  Chairman 
Grace  E.  Burgess 
Sara  A.  Ewing 
Blanche  Foster 
Charles  W.  Jackson 
Abraham  Lefkowitz 
Mildred  Letton 
Mrs.  Johanna  M.  Lindlof 


Mary  O’Connor 
Faye  Read 
George  O.  Ross 
Mrs.  Helen  Rueben 
Margaret-  Skinner 
David  E.  Temple 
Josephine  Wilson 
Mathilda  Winkelman 


DEPARTMENT  OF 

T>eans  of  Women 


HISTORICAL  NOTE 


The  department  of  deans  of  women  (National  Association  of  Deans 
of  W omen )  associated  itself  with  the  National  Education  Association  in 
1918. 

The  officers  of  the  Department  for  the  year  1936-37  are:  president, 
Irma  E.  Voigt,  Dean  of  Women,  Ohio  University,  Athens,  Ohio;  vice- 
president,  Alice  C.  Lloyd,  Dean  of  Women,  University  of  Michigan, 
Ann  Arbor,  Mich.;  secretary,  Helen  Pritchard,  Vice  principal  and  Dean 
of  Girls,  Hartford  Public  High  School,  Hartford,  Conn.;  treasurer, 
Agnes  Helmreich,  Girls’  Adviser,  East  High  School,  Des  Moines,  Iowa; 
headquarters  secretary,  Kathryn  G.  Heath,  1201  Sixteenth  Street, 
N.  W .,  Washington,  D.  C. 

Facts  relating  to  the  establishment  of  this  Department  and  records  of 
its  meetings  will  be  found  in  earlier  volumes  of  proceedings,  as  follows: 


1918  -.391-417 

1919  \393-426 

1920  -.357-364 

1921  -.407-420 

1922  -.693-793 


1923  -.621-636 

1924  -.500-536 

1925  -.403-449 
192 6 -.425-457 


192 7:391-418 

1928  -.353-374 

1929  -.369-390 

1930  -.309-330 


1931  -.393-413 

1932  -.337-356 

1933  -.357-376 
1934 345-360 
1935  -.311-326 


\ 


1  220  ] 


TWO  GENERATIONS  FACING  A  MUTUAL  PROBLEM- 

COOPERATION 


ALICE  C.  LLOYD,  DEAN  OF  WOMEN,  UNIVERSITY  OF  MICHIGAN, 

ANN  ARBOR,  MICH. 

Our  challenge  as  members  of  the  older  generation  who  professionally 
have  made  it  our  business  to  interest  ourselves  in  young  people  is  pri¬ 
marily  to  understand.  This  is  essential  to  cooperation  and  seems  to  me  even 
more  fundamental. 

There  is  always  a  gulf  between  youth  of  college  age  and  those  who  are 
forty-  or  fifty-ish.  Probably  it  is  more  of  a  gulf  than  between  youth  and  its 
grandparents.  Teachers  and  parents  have  more  to  do  with  young  people 
and  the  resentment  of  youth  is  leveled  at  those  who  are  trying  to  manage 
them,  to  curb  them,  to  teach  them.  We  cannot  expect  youth  to  understand 
us.  How  could  they?  They  did  not  have  a  chance  to  see  us  struggle  thru 
childhood  and  adolescence  as  we  have  them;  and  they  are  faintly  amused 
and  more  than  faintly  scornful  when  we  tell  them  what  we  did  and  did  not 
do  in  our  childhood.  We  are  quite  apt  to  say  that,  when  we  were  in  college, 
we  did  not  smoke ;  we  did  not  drink ;  we  considered  a  kiss  a  serious  matter ; 
we  played  golf  in  gored  linen  skirts  that  took  the  dust  off  every  blade  of 
grass  as  we  swished  around  the  links;  we  wore  bathing  suits  with  sailor 
collars  trimmed  with  braid,  skirts  to  the  knee,  and  stockings.  Of  course  it 
seems  ridiculous  to  them  that  we  can  understand  what  they  think  they  have 
a  right  to  do  in  this  present  age.  And  what  they  cannot  know  is  that  we  had 
as  good  a  time  as  they.  I  think  our  generation  had  perhaps  less  excitement 
but  more  joy.  In  any  case  the  burden  of  understanding  is  on  us. 

I  do  not  believe  any  generation  has  been  called  on  to  make  as  many  shifts 
and  adjustments  as  ours  nor  do  I  believe  any  generation  has  faced  more  dis¬ 
couraging  problems  in  their  youth  than  those  who  are  now  in  college  or 
just  graduated.  We  were  children  in  the  serene  and  safe  days  of  the  late 
nineteenth  and  early  twentieth  centuries.  We  saw  that  safety  and  serenity 
come  to  an  abrupt  end  in  1914  when  our  brothers  and  our  friends  went  to 
a  war,  wholly  unexpected  and  unthinkable.  And  after  the  war  came  a  social 
revolution  which  actually  demolished  the  code  of  social  living  which  we 
were  taught  to  believe  in.  What  did  it?  Not  one  but  many  influences — a  pro¬ 
found  post-war  disillusionment,  the  psychology  of  despair,  “eat,  drink  and 
be  merry  for  tomorrow  we  die”  and  simultaneously  the  Freudian  theory  to 
justify  it  by  its  claim  in  the  name  of  science  that  restraint  in  any  form  is 
the  root  of  all  evil;  prohibition  which  had  the  wholly  unexpected  effect  of 
advertising  drinking  and  of  fostering  a  particularly  antisocial  attitude  to¬ 
ward  it ;  the  automobile  which  has  meant  that  in  the  space  of  a  few  minutes 
people  old  or  young  can  be  removed  from  the  restraining  influence  of  home 
or  the  decorum  of  a  ballroom;  the  movies  which  have  penetrated  to  all 
parts  of  the  country  with  their  crude  sophistication  and  vulgar  exploitation 


[221  1 


222 


National  Education  Association 


of  the  new  sex  curiosity  which  became  so  flagrantly  offensive  that  they 
brought  finally  a  potent  rebuke.  All  these  things  have  been  the  cause  and 
the  manifestation  of  a  new  order. 

The  generations  which  reached  college  in  the  1930’s  were  born  into  a 
world  at  war.  But  in  their  early  childhood,  the  war  was  over  and,  in  Amer¬ 
ica,  at  least,  they  found  their  parents  reacting  violently  from  the  discipline 
of  the  war  and  embarking  on  a  period  of  unprecedented  economic  prosperity 
and  an  orgy  of  spending.  The  Freudian  theories  were  considered  very  im¬ 
portant  in  the  rearing  of  children  and  with  characteristic  American  enthu¬ 
siasm  discipline  was  taboo  in  most  of  the  hitherto  accepted  forms.  The  hair¬ 
brush  and  the  ruler,  of  course,  were  barbaric  and  never  to  be  used.  It  is 
natural  for  parents  to  give  generously  to  their  children,  but  with  my  early 
Puritan  training,  I  cannot  believe  in  the  overindulgence  which  I  have  seen 
offered  to  many  of  the  children  whom  I  have  known.  They  have  been  given 
too  much.  Even  their  entertainment  has  been  planned  and  the  passive  forms 
of  movie  and  radio  play  a  great  part  in  their  recreation.  They  do  not  want 
to  walk  a  few  blocks  to  school ;  they  do  not  want  to  make  any  great  effort 
to  learn  or  to  amuse  themselves ;  and  they  have  been  taught  sparingly  to 
think  of  the  rights  of  other  people.  On  the  physical  side  there  also  have  been 
mistakes.  I  believe  our  overheated  homes  and  schools  and  the  tendency  to 
overfeed  ourselves  and  our  children  have  had  a  vitiating  effect.  This  is  the 
training  our  generation  has  offered  the  young  people.  With  such  a  training 
we  expect  them  to  be  alert,  resourceful,  intelligent,  and  sensitive  to  other 
people’s  feelings  and  rights.  That  so  many  of  them  possess  these  traits  in 
spite  of  the  training  is  to  their  everlasting  credit.  Some  people  have  called 
this  generation  the  tragic  generation.  It  has  its  tragedies,  but  what  about 
the  older  generation  that  went  to  war,  or  the  stilted  and  restricted  genera¬ 
tion  of  our  grandmothers?  What  college  students  forget  is  that  there  is  a 
great  army  of  young  people  in  every  generation  that  is  defeated  by  its  lack 
of  privilege  before  it  starts.  It  ill  befits  the  group  of  young  people  who 
have  the  privilege  of  higher  education  to  assume  a  defeatist  attitude.  Educa¬ 
tion  cannot  create  jobs  where  none  exists  but  it  can  offer  refuge  for  enforced 
leisure. 

There  are  several  factors  in  modern  life  which  offer  very  great  danger. 
One  of  them  is  drinking.  In  an  age  that  stands  on  principle  for  unrestraint, 
drinking  becomes  something  with  which  to  contend.  Prohibition,  its  repeal, 
and  the  subsequent  enormous  advertising  campaign  have  made  alcohol  one 
of  the  major  issues  in  American  social  life.  It  is  perhaps  at  its  worst  in  the 
society  of  our  large  cities.  Debutante  balls  have  become  synonymous  with 
excessive  drinking.  But  at  the  other  end  of  the  social  scale,  the  public  dance 
hall  and  beer  parlor,  where  the  underprivileged  young  people  of  our  large 
cities  congregate,  have  also  to  share  the  responsibility  of  promoting  excessive 
drinking  and  contributing  to  the  delinquency  of  minor  children.  After  all, 
the  young  people  who  frequent  such  places  are  trying  only  to  imitate  the 
class  they  envy.  It  is  not  surprising  that  in  our  colleges,  where  thousands 
of  young  people  gather,  there  is  also  this  problem.  Alcohol  has  been  a  social 
issue  for  thousands  of  years.  It  is  only  that  the  conditions  of  life  in  the 


Department  of  Deans  of  Women 


223 


1930’s  have  encouraged  man’s  weakness  and  have  made  intemperance  a 
major  problem  affecting  society  profoundly. 

Another  grave  danger  is  the  abnormal  preoccupation  with  sex.  The 
reaction  from  the  repression  of  Puritanism  and  from  the  silly  secretive  atti¬ 
tude  of  earlier  generations  was  needed.  Jane  Addams  in  her  book,  The 
Secojid  Twenty  Years  at  Hull  House ,  says:  “The  new  psychology  had 
stressed  the  importance  of  those  subconscious  deep-lying  strata  of  personal¬ 
ity,  which,  profounder  than  reason,  are  a  direct  product  of  racial  experi¬ 
ence.  In  addition,  the  Freudian  theories  as  to  dangers  of  repression  were 
seized  upon  by  agencies  of  publicity,  by  half-baked  lecturers  and  by  writers 
on  the  new  psychology  and  finally  interpreted  by  reckless  youth  as  a  warn¬ 
ing  against  self-control.  ...  In  their  revolt  against  Victorian  prudery, 
against  innuendoes  and  distrust  of  natural  impulses,  they  made  a  cult  of 
frankness.”  Another  person  has  said  more  graphically  but  less  elegantly: 
“Sex  is  like  saliva.  It  is  all  right  if  you  do  not  think  about  it,  but  if  you 
think  about  it  you  have  more  than  you  can  manage.”  Before  understanding 
or  self-discipline  can  become  part  of  a  young  person’s  equipment,  movies, 
novels,  and  magazines  keep  his  mind  focused  in  a  not  too  healthy  way  on 
this  subject. 

Perhaps  what  is  most  serious  of  all  and  what  may  be  the  cause  of  the 
other  difficulties  is  the  unmotivated  existence  of  so  many  young  people. 
There  is  no  guiding  principle,  no  religion,  no  social  creed  for  which  they 
stand.  Last  fall  I  heard  Maurice  Hindus  speak.  He  made  very  vivid  the 
picture  of  what  had  happened  in  Russia  and  he  emphasized  the  magnificent 
sacrifice  which  Russian  youth  were  making.  They  are  literally  starving  and 
shivering  for  their  communistic  ideal.  It  is  not  for  us  to  question  whether 
this  ideal  is  worth  such  suffering,  but  we  must  admire  them  for  the  courage 
and  willingness  to  endure  for  their  cause.  In  contrast  let  me  ask  for  what 
American  youth  is  standing?  I  frankly  do  not  know.  The  more  privileged 
the  youth,  the  less  do  they  seem  to  be  interested  in  anything  but  the  pursuit 
of  happiness  which  the  preamble  to  the  much-defended  Constitution  prom¬ 
ises  and  which,  in  their  narrow  sense,  means  exciting  entertainment.  Small 
groups  are  alert  on  matters  of  politics  and  social  problems.  The  majority 
of  undergraduates  do  not  read  the  daily  papers  enough  to  know  what  is 
going  on  and,  accordingly,  they  take  no  active  stand  on  any  issue.  For  a 
partial  explanation  let  us  consider  some  statements  made  by  freshmen  ready 
to  enter  college.  Tho  they  are  amusing,  they  are  examples  of  immature 
self-satisfaction  hard  to  combat. 

A  seventeen-year-old  youngster  writes:  “I  have  a  fascination  for  art  and 
might  attain  some  prestige  in  that  field.  I  have  always  been  able  to  obtain 
athletic  honors  and  could  go  far  in  physical  education.  But  when  you  con¬ 
sider  all  my  possibilities  there  is  one  more  outstanding  than  all  the  others. 
My  background  is  so  enmeshed  in  social  service  activities.” 

An  American  student  after  having  spent  nine  months  in  England  and 
France  states:  “This  trip  gave  me  a  broader  viewpoint  of  other  nations  and 
insight  into  the  way  other  people  live.  I  realize  that  they  are  not  to  be  ignored 


224 


National  Education  Association 


because  they  are  different  from  us,  but  to  be  helped  so  that  they  may  acquire 
the  ideals  and  customs  of  this  country.” 

Another  applicant  adds:  “I  am  an  only  child  and  not  at  all  spoiled. 
Of  course,  I  am  not  one  of  these  brilliant  pupils  shining  above  the  others 
but,  as  I  have  been  told,  I  have  unusual  brains  just  waiting  patiently  to 
exert  their  capacity.” 

Would  the  students  accepted  for  college  training  in  any  country  of  Europe 
be  so  immature?  I  am  told  that  a  European  critic  declares  Americans  pride 
themselves  on  being  very  young  at  thirty.  Certainly  immaturity  of  point  of 
view  seems  to  afflict  several  generations  older  than  the  college  one,  giving 
us  many  middle-aged  sophomores.  With  our  amazing  educational  system, 
we  still  grow  up  very  slowly.  We  know  a  lot  about  tuberculosis  but  there 
is  an  increase  of  it  among  young  women  from  17  to  30  years  because  they 
will  not  wear  sufficient  clothing  in  our  rigorous  winters  and  because  they 
will  diet  without  expert  advice.  The  evils  of  drinking  are  widely  publicized, 
yet  many  people  are  risking  chronic  alcoholism.  The  seriousness  of  social 
disease  is  more  generally  understood  than  ever  before,  yet  the  new  social 
code  involves  dangerous  exposure. 

Deans  and  counselors  have  set  themselves  up,  or  allowed  themselves  to 
be  set  up,  as  guides  of  the  new  generation.  Like  a  parent  who  yearns  to 
give  his  child  some  of  his  own  strength  and  understanding,  we  wish  to  help 
this  new  and  struggling  group  of  college  students.  Jane  Addams  writes:  “It 
is  not  so  much  that  different  generations  are  hostile  to  each  other  as  that 
they  find  each  other  irrelevant.”  If  this  be  so,  we  can  only  befriend  them, 
stimulate  them  whenever  possible  to  seek  understanding  and  insight  into 
their  own  problems,  and  send  them  on  their  way  to  meet  their  fate  with 
the  words  of  the  psalmist:  “Good  luck  have  thou  with  thine  honor.  Ride 
on  because  of  the  word  of  truth,  of  meekness,  and  of  righteousness;  and  thy 
right  hand  shall  teach  thee  terrible  things.”  Life  in  any  generation  has  its 
terrible  things.  This  generation  has  peculiar  terrors  all  its  own.  Education 
should  put  into  the  hands  of  youth  the  strongest  weapon  of  all,  understand¬ 
ing,  and  should  put  into  their  hearts  courage  to  replace  pity  and  fear. 

FACING  A  MUTUAL  PROBLEM— COOPERATION 

FRED  H.  TURNER,  DEAN  OF  MEN,  UNIVERSITY  OF  ILLINOIS,  URBANA,  ILL. 

The  subject  “Facing  a  Mutual  Problem — Cooperation”  seems  to  be  ex¬ 
emplified  in  the  method  in  which  this  conference  is  considering  the  topic. 
The  fact  that  two  students  and  two  deans  are  all  assigned  the  same  subject, 
and  expected  to  speak  on  that  subject  at  the  same  session  of  a  conference 
is  entirely  unorthodox,  according  to  the  time  honored  version  of  how  deans 
and  students  do  not  get  along. 

The  program  this  morning  is  in  keeping  with  a  growing  trend  toward 
cooperative  functions  between  students  and  deans  and  students  and  faculty 
members. 

Late  in  Aprih  1936  the  National  Association  of  Deans  and  Advisers  of 
Men  is  to  hold  its  annual  meeting  at  Drexel  Institute  in  Philadelphia. 


Department  of  Deans  of  Women 


225 


I  am  serving  as  chairman  of  a  special  committee  to  study  and  report  on 
the  subject  of  the  preparation  which  a  man  should  have  in  getting  ready 
to  be  a  dean  of  men.  The  study  is  not  completed  and  it  would  be  unfair  to 
draw  any  conclusions  about  the  matter  at  this  stage  of  the  study.  It  can  be 
said,  however,  that  the  general  opinion  of  those  who  have  served  long  and 
successfully,  and  those  who  have  observed  successful  deans  of  men,  is  that 
there  is  no  satisfactory  training,  at  least  from  the  academic  standpoint,  for 
the  simple  reason  that  the  best  deans  are  born  that  way  and  not  trained 
that  way. 

Dean  Thomas  Arkle  Clark,  the  former  dean  of  men  at  the  University 
of  Illinois  and  the  first  dean  of  men  in  the  country,  was  a  teacher  of  English, 
who  had  been  a  farmer  boy,  hoped  to  be  a  physician,  and  had  earned  his 
living  as  a  young  man  as  a  typesetter  in  a  small  newspaper  plant.  President 
Draper  of  the  University  of  Illinois  appointed  him  as  dean  of  men,  because 
he  found  in  him  certain  qualities  which  he  thought  were  desirable  in  the 
man  to  work  with  undergraduate  students  in  helping  them  to  solve  their 
individual  problems.  Stanley  Coulter,  dean  emeritus  of  Purdue  University, 
the  oldest  living  dean  of  men,  was  a  teacher  of  botany;  he  was  made  dean 
of  men  because  he  loved  students  and  students  loved  him,  and  he  had  certain 
inherent  qualities  which  enabled  him  to  work  with  undergraduate  students, 
cooperatively  and  successfully.  Scott  H.  Goodnight,  the  first  president  of 
the  American  Association  of  Deans  of  Men,  was  and  is  a  professor  of  Ger¬ 
manic  languages  at  the  University  of  Wisconsin.  He  was  appointed  dean  of 
men  at  Wisconsin  because  he  was  interested  in  students  and  was  appar¬ 
ently  able  to  work  with  them. 

The  question  has  been  raised  and  rightfully  as  to  whether  or  not  the 
dean  of  men,  and  the  dean  of  women  for  that  matter,  has  not  been  out¬ 
moded.  With  bureaus,  clinics,  tests,  personnel  officers,  vocational  guidance 
officers,  psychiatrists,  adjustment  officers,  placement  officers,  employment 
directors,  what  can  there  be  left  around  the  modern  college  and  university 
in  the  way  of  duties  for  a  dean  of  men  or  dean  of  women?  The  peculiar 
thing  about  these  additional  departments  is  that  instead  of  reducing  the 
work  of  the  dean  of  men  and  the  dean  of  women,  they  have  increased  their 
duties  for  one  reason :  too  often  they  leave  out  the  most  important  element 
of  all,  and  that  is  the  human  element.  Do  not  misunderstand  me.  I  am  a 
firm  believer  in  the  need  in  any  modern  institution  for  the  bureaus  and 
clinics  and  special  officers,  but  I  believe  just  as  firmly  that  after  they  have 
done  their  work,  the  students  will  come  to  the  dean  of  men  and  the  dean 
of  women  for  cooperative  advice,  aid,  and  suggestions,  for  it  is  there  that 
they  are  likely  to  find  less  of  scientific  terminology,  and  more  of  sympathy 
and  human  kindness.  There  is  more  than  enough  work  for  both  types  of 
officers,  and  they  should  do  their  work  hand  in  hand,  for  each  can  help  the 
other  to  help  the  student. 

As  deans  with  all  the  rush  of  work  that  accumulates  and  never  ends,  we 
are  all  likely  to  fall  into  one  serious  error,  and  that  is  to  disregard  the  atti¬ 
tude  of  the  student.  We  are  likely  to  see  the  problem  which  the  student 
presents  as  one  of  minor  importance  and  of  no  particular  consequence.  If 


226 


National  Education  Association 


there  is  one  rule  which  we  as  deans  should  apply  to  every  case  which  comes 
to  our  attention,  it  is  to  remember,  always,  that  the  undergraduate  usually 
regards  the  problem  which  he  brings  to  us  as  the  most  important  single  item 
which  looms  on  his  horizon.  We  cannot  always  solve  the  thing,  but  we  can 
cooperate  to  the  extent  of  considering  the  matter  just  as  enthusiastically  and 
with  the  same  degree  of  importance  which  he  attaches  to  it. 

Facing  a  mutual  problem  with  a  student  and  cooperating  with  him  in 
solving  it  has  some  other  simple  rules  of  procedure  which  we  as  deans  might 
well  remember.  Availability  is  a  prime  requisite,  if  deans  are  to  work  with 
students.  And  that  means  availability  at  all  times,  day  or  night.  It  means 
being  in  the  office  ready  to  see  people  from  eight  o’clock  in  the  morning 
until  all  the  other  offices  on  the  campus  are  closed  so  that  the  student  can 
come  to  complain  if  for  no  other  reason  than  how  he  has  been  unable  to 
see  some  other  university  officer  whom  he  wanted  to  see. 

Along  with  availability  should  be  included  ease  of  seeing.  It  should  not 
be  necessary  for  a  student  to  feel  that  he  cannot  see  the  dean  without  an 
appointment.  The  student  should  be  able  to  see  the  dean  within  a  reasonable 
time  whenever  he  is  in  his  office. 

As  deans,  we  must,  of  course,  all  be  away  at  times  and  at  these  times 
cannot  be  available  to  our  students.  We  should  see  to  it  at  such  times  that 
we  leave  matters  in  the  hands  of  individuals  who  can  serve  the  students. 
One  failure  to  receive  attention  or  to  be  told  that  he  cannot  be  served  will 
tend  to  break  down  a  dozen  successful  visits  on  previous  occasions. 

The  average  student  is  a  normal  young  person,  who  resents  forced 
friendship.  He  is  keen  to  detect  hypocrisy.  He  wants  to  be  met  at  his  own 
level.  He  comes  seeking  aid  from  a  person  who  was  appointed  to  his  posi¬ 
tion  because  he  is  able  to  meet  the  student  at  his  own  level.  He  resents 
preachments,  and  is  disgusted  with  a  patronizing  attitude. 

Still  another  important  rule:  which  the  dean  must  follow  if  he  is  to  work 
cooperatively  with  his  students  is  that  of  confidence.  Students  will  come  to 
you  if  they  have  confidence  in  you,  with  personal  problems  which  at  times 
are  so  personal  as  to  be  embarrassing  to  you.  But  you  may  not  show  that 
embarrassment,  and  you  may  not  break  the  confidence. 

The  problems  of  students  are  varied  and  complex.  Deans  may  do  much 
to  aid  in  their  solution.  A  dean  who  is  a  good  listener  can  often  do  his 
best  cooperative  work  by  simply  listening.  Sir  James  Irvine,  when  he  visited 
America  last  fall,  made  the  statement  that  the  greatest  injustice  we  can  do 
an  undergraduate  student  is  to  assume  that  he  is  an  adult,  and  capable 
of  making  decisions  as  an  adult.  If  a  student  comes  to  you  to  discuss  a  par¬ 
ticular  problem,  he  can  often  work  out  his  own  solution,  with  simple  guid¬ 
ance  of  his  conversation  and  reasoning.  The  fact  that  he  is  telling  his  story 
helps  to  clarify  it  for  him.  A  sympathetic  listener,  who  is  available  to  him, 
can  aid  him  in  finding  the  validity  of  his  position  or  in  determining  the 
errors  in  it. 

What  I  have  had  to  say  thus  far  has  not  dealt  with  specific  problems 
which  deans  and  students  can  meet  together  in  a  complete  spirit  of  cooper¬ 
ation.  Perhaps  a  few  of  these  problems  can  be  mentioned  in  the  time  remain- 


Department  of  Deans  of  Women 


227 


ing.  We  should  remember  that  our  present  group  of  undergraduate  students 
graduated  from  high  school  during  the  days  of  the  depression.  Many  of 
them  have  had  bitter  experiences  as  a  result  of  changed  economic  situations, 
broken  homes,  and  keen  disappointments.  It  is  not  unreasonable  to  expect 
to  find  a  certain  amount  of  cynicism,  questions  of  the  old  order  of  things, 
disregard  for  conventions,  and  loss  of  faith  in  some  of  the  things  we  have 
always  considered  fundamentals.  There  is  much  that  we  as  deans  can  do  to 
remove  the  doubts  and  the  loss  of  faith. 

The  students  at  the  University  of  Illinois  have  dallied  along  with  a  stud¬ 
ent  government  for  a  good  many  years.  It  did  not  amount  to  much,  it  did 
little  except  to  meet  and  award  itself  complimentary  tickets  to  the  major 
social  functions  of  the  campus.  But  in  the  last  few  years,  with  the  cooper¬ 
ation  of  the  Student  Affairs  Committee,  a  faculty  committee  on  which  the 
dean  of  men  and  the  dean  of  women  are  the  only  ex-officio  members,  there 
has  come  a  new  demand  for  a  student  government  which  really  amounts  to 
something.  Progress  has  been  made,  and  within  the  last  month,  the  student 
government  has  been  granted  joint  powers  and  authority  in  the  matter  of 
making  and  enforcing  rules  which  regulate  student  activities.  These  students 
who  have  worked  for  the  new  student  government  are  sincere,  serious- 
minded  young  people,  who  want  responsibilities  and  who  have  demonstrated 
by  their  cooperative  attitude  that  they  can  carry  these  responsibilities. 

For  years,  fraternities  have  been  looking  for  a  satisfactory  substitute  for 
“hell  week/’  the  probation  period  for  the  pledges  which  has  brought  dis¬ 
grace  and  disfavor  to  Greek  letter  organizations.  This  year  with  the  cooper¬ 
ation  of  the  faculty,  fraternities  on  our  campus  have  agreed  to  substitute 
a  sane  educational  program  for  the  old  “hell  week.”  In  making  the  plans 
for  this  departure,  there  has  been  complete  cooperation  between  students 
and  faculty. 

Social  events  among  students  have  shown  change  in  recent  years.  Extrav¬ 
agance  is  gone ;  graft  has  been  largely  eliminated ;  waste  and  inefficiency 
have  been  reduced.  All  have  been  accomplished  with  students  and  faculty 
working  together,  and  when  I  say  faculty,  I  mean  faculty  committees 
working  with  the  deans  of  men  and  women. 

If  you  will  think  over  your  own  experiences  of  the  past  few  years,  I 
believe  you  will  agree  with  me  that  more  students  are  coming  in  than  ever 
before  with  more  serious  attitudes.  They  are  wondering  about  institutions ; 
they  are  questioning  rules  and  regulations;  they  come  in  to  discuss  matters 
which  a  few  years  ago  were  discussed  by  very  few  students.  It  shows  up 
in  every  form  of  student  life  from  activities  to  the  time  which  they  spend 
in  choosing  their  own  courses. 

These  examples  have  been  of  the  type  which  involve  groups  of  students. 
Perhaps  finances  have  been  one  of  the  greatest  worries  which  have  beset 
individual  students  in  recent  years.  I  have  found  a  far  more  businesslike 
attitude  in  recent  years  coming  from  students  who  are  considering  financial 
affairs.  They  are  reluctant  to  borrow  money,  for  they  seem  to  have  a  fear 
of  going  into  debt.  High  standards  of  scholarship  seem  to  mean  more  to 
them  than  ever  before.  Plans  for  the  days  after  graduation  are  much  more 


228 


National  Education  Association 


in  their  minds  than  they  were  a  few  years  ago  when  anyone  with  a  degree 
could  get  a  position. 

Our  work  as  deans  is  twofold.  We  must  keep  in  mind  that  we  must  direct 
our  efforts  toward  doing  the  greatest  good  for  the  most  people.  In  other 
words,  we  have  our  duties  involving  groups.  Without  cooperation  from  and 
with  the  groups  and  the  group  leaders  we  will  fail.  But  more  important 
still  is  the  work  with  individuals.  It  is  the  individual  student  who  is  per¬ 
plexed,  who  is  disappointed,  who  is  dismayed,  who  is  lost,  homesick,  fright¬ 
ened,  or,  on  the  contrary,  elated,  who  comes  looking  for  our  cooperation, 
with  whom  we  can  do  our  best  work. 

If  we  are  real  deans,  we  will  find  that  cooperation  with  students  is  the 
keynote  of  everything  we  do. 

IMPLICATIONS  OF  A  NEW  EDUCATIONAL  PHILOSOPHY 
FOR  THE  WORK  OF  THE  DEAN  OF  WOMEN 

LAURA  ZIRBES,  PROFESSOR  OF  EDUCATION,  OHIO  STATE  UNIVERSITY, 

COLUMBUS,  OHIO 

A  dean  of  women  has  two  outstanding  needs  today :  to  cross  professional 
lines  and  look  at  her  job  from  the  perspective  of  other  people,  and  to  clarify 
the  directions  of  education.  In  accordance  with  these  needs  three  elements 
in  the  new  philosophy  of  education  have  implications  for  her. 

The  first  element  in  the  new  philosophy  is  the  concept  of  education  as 
an  aspect  of  all  living,  rather  than  as  a  separate,  isolated  function  or  segre¬ 
gated  activity.  To  make  education  a  way  of  meeting  life,  teachers  and  deans 
must  study  its  nature  in  actual  living  situations ;  they  must  become  less 
campus-  and  curriculum-minded.  Bennington  College,  with  its  two  months’ 
vacation  in  the  middle  of  the  winter  for  the  purpose  of  providing  oppor¬ 
tunity  for  vocational  experience,  is  a  good  example  of  this  new  idea. 

The  second  need  concerns  new  notions  of  homogeneity  and  heterogeneity. 
The  recent  tendency  to  put  people  who  are  alike  in  a  class  together  has 
robbed  children  of  the  opportunity  for  learning  from  those  who  are  dif¬ 
ferent  and  of  adjusting  to  people  unlike  themselves.  Expansion  of  person¬ 
ality  and  tolerance  often  come  from  association  with  people  who  have  a 
variety  of  backgrounds,  interests,  and  attitudes.  Many  of  the  problems  of 
college  life  are  due  to  the  fact  that  campuses  produce  an  atmosphere  sat¬ 
urated  with  one  age-level  and  one  phase  of  life. 

Heterogeneous  groups  also  provide  opportunities  for  service;  children, 
as  well  as  adults,  need  to  be  needed.  Social  relationships  are  educative  ex¬ 
periences  ;  older  children  gain  satisfaction  from  helping  younger  ones. 

School  regulations  and  regimentation  frequently  have  no  relation  to  life 
experiences.  Smoothly  running  machinery  does  not  justify  that  machinery; 
it  is  the  product  that  counts.  Children  need  to  carry  out  activities  not  be¬ 
cause  such  activities  are  rules,  but  because  they  are  valuable  experiences. 

The  democratic  principle  requires  that  students  participate  in  all  prob¬ 
lems,  that  they  use  their  initiative  to  go  ahead  rather  than  to  wait  to  see 
what  leaders  are  doing. 


Department  of  Deans  of  Women 


229 


The  third  aspect  of  the  new  philosophy  is  the  attitude  of  flexible  adjust¬ 
ment.  Teachers  are  frequently  hindered  more  than  helped  by  their  fixities. 
Training  in  technics  and  methods  is  outmoded;  children  must  be  dealt  with 
as  persons.  This  means  being  aware  of  the  total  situation  and  of  the  human 
factors  involved.  It  is  not  a  matter  of  technics,  but  of  attitudes  and  awareness. 

Much  of  the  recent  alarm  regarding  social  change  and  the  apparent  slip¬ 
shod  attitude  toward  human  relations  is  due  to  the  fact  that  the  world  is 
changing.  When  an  individual  thinks  society  is  slipping  in  its  standards,  it 
is  rather  that  he  is  failing  to  adjust  to  the  changing  scene.  When  teachers 
hang  on  to  old  attitudes  and  fail  to  be  flexible,  they  establish  a  breach  between 
themselves  and  adolescents. 

This  idea  extends  to  one’s  social  philosophy  and  one’s  philosophy  of  the 
universe.  Change  is  nothing  to  be  feared ;  it  is  a  process  of  life  itself.  The 
universe  is  still  in  the  process  of  becoming. 

Flexibility  means  new  ways  of  cooperative  social  advance.  The  person  who 
is  “smart”  and  “gets  there”  is  crude  and  has  been  the  cause  of  wars  and 
depressions.  He  lacks  sensitivity  to  social  situations  and  social  ideas.  Per¬ 
sonal  aggression  and  egotism,  often  evident  in  leadership  in  the  past,  must 
be  replaced  by  cooperation  and  social  initiative. 

Individuals,  in  order  to  be  responsive  to  social  appeals,  need  to  see  across 
lines  and  integrate  various  related  fields  as  they  bear  on  human  beings. 
The  age  of  superior  specialists  is  over.  Such  vague  concepts  as  character  and 
personality  are  also  out-worn ;  instead,  educators  must  create  situations 
where  social  expression  is  possible. 

Deans  are  in  a  key  position  for  this  integrative  function.  They  can  help 
people  to  emerge  from  their  separate  niches,  to  come  together,  and  to  do 
things.  In  such  situations  deans  themselves  can  become  aware  of  ways  of 
self-improvement. 

KNOCKING  AT  OPPORTUNITY’S  DOOR 

HONORABLE  HELEN  GREGORY  MAC  GILL,  JUDGE,  JUVENILE  COURT, 

VANCOUVER,  B.  C. 

Courage  and  the  inspiration  that  springs  from  hope  are  the  two  attributes 
most  essential  to  the  needs  of  youth  today.  Upon  you,  the  deans  of  women, 
is  the  charge  especially  laid  of  pointing  our  young  girls  to  the  way  of  success. 

For  the  young  girl  the  future  holds  unpredictable  opportunities.  Many 
of  us  scarcely  realize  how  recent  some  of  these  opportunities  actually  are. 
In  some  of  them,  women  themselves  are  the  pioneers.  Nursing,  one  of 
women’s  oldest  services,  has  been  raised  to  the  status  of  a  profession  only 
since  the  advent  of  Florence  Nightingale,  who  died  in  1869,  and  of  Clara 
Barton,  who  was  still  with  us  early  in  1912.  Today  nursing  is  a  profession 
having  its  own  faculties  in  the  universities.  It  is  not  only  a  recognized  pro¬ 
fession  but  has  numerous  classifications :  medical  nursing,  surgical  and  mental 
cases,  public  health,  and  hospital  administration. 

There  are  many  women  today  earning  both  salaries  and  honors  in  the 
medical  profession.  The  allied  field  of  dentistry  also  has  its  specialties  in  the 


230 


National  Education  Association 


operative,  mechanical,  and  research  side.  Chemistry  offers  a  wide  field  to 
women  today  and  this,  too,  is  highly  specialized.  An  increasing  number  of 
industrial  plants  have  their  own  research  chemists. 

Law  and  politics  offer  enticing  fields  for  women.  Notable  examples  in  these 
lines  of  work  are  Judge  Florence  Allen,  Mrs.  Mabel  Walker  Willebrandt, 
Mrs.  Ruth  Bryan  Owen,  and  Secretary  of  Labor  Frances  Perkins.  Here  in 
Portland  you  have  young  women  occupying  posts  of  honor  and  emolument 
in  legal  departments. 

Women  have  presided  as  speakers  in  the  state  legislatures  and  we  have 
both  women  Representatives  and  Senators  in  our  United  States  Congress. 
A  woman  Senator  has  presided  over  our  Congress. 

Aviation  is  a  new  intriguing  occupation,  and  also  one  of  specialization. 
The  brilliant  records  of  Amy  Mollison  and  Amelia  Earhart  followed  the 
first  public  flight  of  a  woman,  Blanch  Scott,  in  1910.  The  first  woman  pilot 
mail  carrier,  Helen  Richey,  carried  mail  from  Washington,  D.  C.,  to  Detroit, 
Cleveland,  and  Pittsburgh.  A  young  Canadian  girl,  Canada’s  first  woman 
electrical  engineer,  is  one  of  the  three  engineers  in  the  Fairchild  Airplane 
Company. 

Among  the  other  interesting  fields  of  achievement  for  women  are  scien¬ 
tific  cooking,  specialization  and  research  in  telephone  work,  banking,  and  the 
enormously  developing  field  of  professional  social  service.  You  here  in  Port¬ 
land,  having  one  of  the  oldest  and  most  fully  developed  police  women’s 
division,  know  the  opportunities  offered  in  that  line  of  work. 

The  girl  of  today  has  an  enormously  increasing  opportunity  everywhere. 
But  these  opportunities  are  not  open  for  those  who  sit  and  wait  for  oppor¬ 
tunity  to  knock  on  a  door  which  they  are  too  timid  to  open,  or  for  those 
who  are  not  sufficiently  confident  to  seize  opportunity  if  it  does  knock. 
Today  we  of  the  older  generation  must  cease  apologizing  and  bemoaning. 
Dearly  as  we  may  love  them,  we  cannot  carry  this  younger  generation  on 
our  backs.  They  must  stand  on  their  own  feet,  know  their  own  purpose,  be 
sure  of  their  own  ability,  know  what  they  want.  The  academic  teachers  in¬ 
struct  in  the  three  R’s;  deans  of  women  must  teach  the  three  P’s — purpose, 
plan,  persistence.  If  opportunity  seems  to  be  delaying,  we  must  urge  our 
girls  to  listen  more  keenly.  When  opportunity  does  not  knock  at  their  door, 
they  themselves  must  knock  at  opportunity’s  door.  Today  opportunity  has 
numerous  doors  leading  to  many  openings,  but  we  must  encourage  our  girls 
‘to  believe  in  themselves  and  to  develop  courage  and  initiative.  Objective 
cures,  mass  and  outside  panaceas  are  of  small  avail  for  the  individual ;  the 
remedy  lies  within  oneself  and  within  one’s  own  character  and  soul.  In  the 
development  of  qualities  of  courage  and  self-reliance  lie  our  best  hopes  of 
this  generation.  That  famous  young  person,  Little  Orphan  Annie,  wisely 
says,  “I  can  if  I  will.”  Life  holds  prizes  and  rewards  for  those  whose  banner 
bears  the  motto,  “I  can  if  I  will.” 


DEPARTMENT  OF 


Educational  ‘Research 


HISTORICAL  NOTE 


The  American  educational  research  association  was  formed  at  the 
Cincinnati  meeting  in  1915.  At  first  its  name  was  the  National  Associa¬ 
tion  of  Directors  of  Educational  Research.  This  organization  met  regu¬ 
larly  at  the  time  of  the  winter  convention.  In  1929  the  Association  applied 
to  become  the  Department  of  Educational  Research  in  the  National  Edu¬ 
cation  Association.  The  proper  notice  was  given  ap  the  Atlanta  meeting 
in  1929 ,  and  final  action  in  creating  the  Department  was  taken  at  the 
Columbus ,  Ohio ,  meeting  on  July  2,  1920.  The  research  organization 
brings  with  it  a  history  rich  in  achievements  and  places  the  National 
Education  Association  in  closer  touch  with  colleges,  universities ,  and 
research  agencies. 

The  officers  of  the  Department  for  the  year  1926-27  are:  president, 
H.  A.  Greene,  Director,  Bureau  of  Educational  Research,  Extension 
Division,  State  University  of  Iowa,  Iowa  City,  Iowa;  vicepresident, 
David  H.  Sutton,  Director,  Division  of  School  Finance,  State  Depart¬ 
ment  of  Education,  Columbus,  Ohio;  secretary-treasurer,  William 
G.  Carr,  Director,  Research  Division,  National  Education  Association, 
1201  Sixteenth  Street,  N.  W .,  Washington,  D.  C.;  executive  commit¬ 
tee:  H.  A.  Greene,  Director,  Bureau  of  Educational  Research,  Exten¬ 
sion  Division,  State  University  of  Iozva,  Iowa  City;  Iowa;  David  H. 
Sutton,  Director,  Division  of  School  Finance,  State  Department  of  Edu¬ 
cation,  Columbus,  Ohio;  William  G.  Carr,  Director,  Research  Division, 
National  Education  Association,  1201  Sixteenth  Street,  N.  W .,  Washing¬ 
ton,  D.  C.;  T.  C.  Holy,  Professor  of  Education,  Ohio  State  University, 
Columbus,  Ohio;  Philip  A.  Boyer,  Director,  Division  of  Educational  Re¬ 
search,  Board  of  Education,  Philadelphia,  Pa. 

Facts  relating  to  the  establishment  of  this  Department  and  the  record 
of  meetings  are  found  in  earlier  volumes  of  proceedings  as  follows: 

1931:415-431  1932  -.357-375  19 33:377-394  1934:361-386  1935:327-348 


[  232  ] 


PROCEEDINGS  OF  ANNUAL  MEETING 

ST.  LOUIS,  MISSOURI,  1936 

Reconstructing  education  thru  research,  the  Official  Report  of 
the  1936  meeting  of  the  American  Educational  Research  Association, 
is  available  in  a  separate  bound  volume  consisting  of  301  pages,  price  $1.50. 
This  report  contains  the  addresses  delivered  at  the  St.  Louis  meeting  of 
the  Association,  February  1936,  and  represents  the  second  time  the  Amer¬ 
ican  Educational  Research  Association  has  published  a  report  of  its  annual 
meeting  in  separate  printed  form. 

SECRETARY’S  MINUTES 

Annual  Business  Meeting,  February  22,  1936 

President  Philip  A.  Boyer  presided.  Approximately  80  members  of  the  Association 
were  present.  The  minutes  of  the  1935  annual  meeting  were  approved.  The  report 
of  the  secretary-treasurer  was  read  and  accepted.  The  report  of  the  Auditing  Com¬ 
mittee,  Harold  B.  Chapman,  chairman,  was  received. 

President  Boyer  described  some  of  the  additional  work  undertaken  by  the  Associa¬ 
tion  during  the  preceding  year.  He  mentioned  the  appointment  of  a  Committee  on 
the  Place  of  Research  in  Educational  Reconstruction,  the  continuance  of  sending  the 
Research  Bulletin  of  the  National  Education  Association  to  members,  the  publica¬ 
tion  of  the  Proceedings,  and  the  appointment  of  a  committee  to  cooperate  with  the 
Department  of  Classroom  Teachers  in  the  preparation  of  a  joint  yearbook  on  the 
use  of  educational  research. 

The  report  of  the  Necrology  Committee,  Bess  Goodykoontz  and  Vernon  E.  Chase, 
was  presented. 

WILLIAM  JOHN  COOPER 
(Tribute  by  Miss  Goodykoontz) 

On  September  19,  1935,  Dr.  William  John  Cooper,  former  Commissioner  of 
Education,  passed  away  suddenly  after  a  busy  and  happy  summer  of  teaching  at 
the  University  of  Michigan.  In  his  passing  the  profession  lost  a  devoted,  thought¬ 
ful,  constructive,  and  courageous  leader. 

Those  who  knew  Dr.  Cooper  as  teacher  speak  always  of  his  ability  to  make 
history,  or  whatever  other  subject  he  taught,  a  part  of  the  daily  lives  of  his 
students.  This  was  so  much  a  part  of  his  own  thinking  that  in  later  years  it  was 
natural  that  he  should  say:  “Education  cannot  be  divorced  from  social  theory.  .  .  . 
Education  is  a  close  reflection  of  the  social  order,  but  it  should  be  a  little  ahead  of 
the  present  social  order  since  it  is  preparing  folks  to  live  in  the  future.”  Those 
who  knew  him  as  administrator,  recall  his  insistence  that  administrative  machin¬ 
ery  be  subordinated  in  thinking  and  in  actuality  to  the  demands  of  the  instruction 
program. 

Dr.  Cooper  was  ever  a  seeker  after  the  truth.  It  was  with  such  an  attitude  that 
he  approached  the  many  problems  which  came  within  his  wide  range  of  educa¬ 
tional  responsibilities.  As  teacher,  administrator,  and  United  States  Commissioner 
of  Education,  he  never  lost  the  art  of  being  also  the  student.  Thruout  his  useful 
career,  he  seemed  never  to  waver  from  his  conviction  that  scientific  methods  are 
the  soundest  means  for  determining  educational  practises  and  procedures.  It  is 
fitting  here  to  recall  that  during  Dr.  Cooper’s  first  year  as  Commissioner  of  Edu¬ 
cation,  he  made  the  following  far-reaching  recommendations  to  school  adminis¬ 
trators  in  session  at  the  National  Education  Association  convention  of  1929: 


[  233  ] 


234 


National  Education  Association 


First,  that  we  ascertain  as  fully  as  possible  those  respects  in  which  presentday 
schools  are  meeting  satisfactorily  the  problems  of  this  generation.  Second,  that 
we  define  as  clearly  as  possible  those  respects  in  which  our  schools  have  failed 
to  meet  satisfactorily  the  problems  of  the  generation.  Third,  that  we  study 
objectively  the  results  obtained  in  schools,  including  colleges,  which  have  de¬ 
parted  from  traditional  curriculums  or  methods  or  both.  Fourth,  that  we  catalog 
the  inadequacies  or  deficiencies  in  our  present  society,  taking  for  study  those 
upon  which  our  leading  thinkers  are  in  substantial  agreement;  that  we  hunt  for 
the  factors  responsible  for  these  deficiencies,  estimate  the  social  effects  likely  to 
result  if  they  are  not  remedied,  and  the  possibilities  of  eliminating  them  or 
affecting  them  thru  education. 

It  was  in  the  desire  to  throw  light  upon  such  conditions  that  Dr.  Cooper  initiated 
national  surveys  thru  the  office  of  Education,  that  he  wrote  and  lectured  on  a 
wide  range  of  subjects  covered  by  his  investigations,  and  that  he  urged  the  estab¬ 
lishment  of  educational  research  agencies  so  that  educational  practise  might  so 
far  as  possible  be  based  on  the  findings  of  investigation  and  experiment. 

Those  who  knew  him  are  grateful  for  his  example.  Those  who  follow  after 
will  see  in  him  a  scholar,  a  builder,  and  an  honored  public  servant. 

MAURICE  R.  KEYWORTH 
(Tribute  by  Dr.  Chase) 

We  miss  from  our  ranks  today  the  familiar  face,  the  friendly  handshake,  and 
the  inspiring  personality  of  Dr.  Maurice  R.  Keyworth.  M.  R.,  as  he  was  affection¬ 
ately  known  to  his  legion  of  friends  everywhere,  possessed  to  a  supreme  degree 
those  qualities  which  we  all  associate  with  the  ideal  American  citizen — honesty  of 
purpose,  integrity  of  character,  simplicity  of  manner,  a  keen,  searching  intellect, 
and  the  courage  and  determination  to  achieve  a  worthy  goal. 

In  appearance,  in  character,  and  in  his  ability  to  cut  thru  the  superficial  and 
tangled  mass  of  prejudice,  superstition,  and  tradition  in  which  the  key  to  the 
solution  of  almost  every  social  problem  is  submerged,  he  resembled  in  a  striking 
way  the  great  Lincoln  whom  he  revered  and  after  whose  life  his  own  seemed 
patterned.  Indeed,  in  his  sudden  rise  from  obscurity,  in  the  natural  and  seemingly 
inevitable  manner  in  which  the  mantle  of  leadership  and  great  responsibility  fell 
upon  his  shoulders,  in  the  clarity  and  convincing  simplicity  with  which  he  defined 
issues,  in  his  ability  to  dissolve  class  differences  and  to  rally  all  groups  to  the 
support  and  defense  of  education,  and  finally  in  his  tragic  end,  his  life  presents  a 
striking  parallel  to  that  of  the  Great  Emancipator  himself. 

Dr.  Keyworth  was  born  in  the  small  rural  community  of  Shabbona,  Sanilac 
County,  Michigan,  in  1884.  He  entered  the  field  of  teaching  at  an  early  age  alter¬ 
nating  practical  experience  with  attendance  at  college  and  university  until  he 
took  his  doctorate  degree  in  1930  from  the  University  of  Michigan. 

He  possessed  an  inquiring,  analytical  type  of  mind  and  found  in  research  a 
particularly  appropriate  means  for  expressing  a  practical  philosophy  of  service — 
a  philosophy  which,  in  the  field  of  education,  came  to  be  popularly  known  as  the 
Hamtramck  Philosophy  because  the  city  of  Hamtramck  was  the  laboratory  and 
the  proving  ground  where  he  and  his  associates  tested  and  perfected  many  of  the 
procedures  and  principles  which  later  found  their  way  into  practise.  The  Ham¬ 
tramck  school  system  has  as  a  result  become  nationally  known  for  its  efficiency, 
for  the  high  standards  of  administrative  practise,  and  for  the  excellent  quality 
of  instruction  which  obtains  there. 

Fundamental  in  his  philosophy  was  the  conviction  that  “our  educational  system 
is  the  bulwark,  the  first  line  of  defense,  for  our  democracy  and  for  the  personal 
freedom  democracy  means.” 

The  universal  approval  with  which  practical  business  executives  and  profes¬ 
sional  men  of  all  classes  received  his  efforts  and  his  successes  in  education  is 


Department  of  Educational  Research 


235 


attested  by  the  fact  that  he  was  elected  governor  of  the  twenty-third  district  of 
Rotary  International  in  1929.  He  was  a  member  of  the  American  Association  for 
the  Advancement  of  Science,  Phi  Delta  Kappa,  the  National  Education  Associa¬ 
tion,  and  the  American  Educational  Research  Association,  to  all  of  which  organ¬ 
izations  he  brought  new  honor,  greater  prestige,  and  higher  standards  of  service 
in  their  respective  areas. 

Michigan,  in  the  dark  hours  of  the  economic  storm  which  swept  the  country, 
looked  about  for  a  leader  who  could  save  her  school  system  from  financial  collapse. 
Her  choice  fell  upon  M.  R.  Keyworth,  who  was  elected  Superintendent  of  Public 
Instruction  in  the  spring  of  1935  at  perhaps  as  critical  a  juncture  as  has  ever 
existed  in  the  history  of  Michigan’s  school  system.  Dr.  Keyworth  lost  no  time, 
following  his  election,  in  preparing  for  his  program  of  rehabilitation.  While  on 
a  commencement  lecture  tour  of  the  state,  he  met  an  untimely  and  sudden  death  in 
an  automobile  accident  on  June  22,  just  eight  days  before  he  was  to  have  assumed 
the  duties  of  his  office.  In  his  death  Michigan  youth  lost  a  great  friend,  education 
lost  a  tireless  champion,  and  this  Association  lost  one  of  its  most  vigorous,  most 
resourceful,  and  most  successful  advocates  and  practitioners  of  the  research 
method  in  education. 

Jesse  B.  Sears  presented  a  brief  report  of  the  work  of  his  committee  and  explained 
that  the  committee  report,  entitled  The  Place  of  Research  in  Educational  Recon¬ 
struction,  would  be  more  fully  discussed  at  the  panel  meeting  scheduled  for  Mon¬ 
day  morning,  February  24. 

Prudence  Cutright  presented  a  brief  report  of  the  work  of  the  Joint  Yearbook 
Committee  of  the  American  Educational  Research  Association  and  the  Department 
of  Classroom  Teachers  and  explained  that  a  more  lengthy  report  would  be  given 
at  the  panel  meeting,  Monday  morning,  February  24. 

The  Nominating  Committee,  M.  R.  Trabue,  James  F.  Bursch,  and  John  Guy 
Fowlkes,  submitted  its  report.  There  being  no  further  nominations,  those  recom¬ 
mended  were  declared  elected.  (See  Historical  Note,  p.  232.) 


REPORT  OF  THE  SECRETARY-TREASURER  FOR  1935 


Membership 


The  December  1935  records  indicate  an  increase  of  15  active  members  over  the 
records  of  1934. 


Subscriptions  and  Sales 


There  was  an  increase  of  8  subscriptions  to  the  Review  of  Educational  Research 
during  1935,  there  being  431  subscriptions  in  1934  as  compared  with  439  subscrip¬ 
tions  in  1935.  Four  letters  were  mailed  at  various  times  during  the  year  urging 
subscribers  to  renew,  their  subscriptions. 

Approximately  1430  single  copies  of  various  issues  of  the  Review  have  been  sold 
during  1935.  In  1934,  1970  copies  were  sold.  This  represents  a  decrease  in  sales  of 
approximately  540  copies. 

Official  Report 


Information  concerning  the  cost  and  sal 

e  of  the  1935  Official  Report  is  given  below: 

Number 

printed 

Cost  of 

printing 

Number 

DISTRIBUTED 

TO  MEMBERS 

Number 

SOLD  THRU 

December 

1935 

Receipts 

from 

SALES 

Number 

on 

HAND 

600 

$708.05 

410 

70 

$105.00 

120 

236 


National  Education  Association 


Applications  for  Membership  and  Action  Taken 

Of  the  26  applications  for  membership  in  the  Department  submitted  to  the  Execu¬ 
tive  Committee  for  action,  23  were  approved  and  3  were  rejected.  Of  the  23  approved, 
18  accepted  membership  for  1935,  4  accepted  membership  for  1936,  and  1  is  pend¬ 
ing  acceptance.  In  addition,  10  others  accepted  invitations  to  membership  which 
were  extended  them  in  1934,  making  a  total  of  28  new  members  during  1935. 

Eleven  applications  for  membership  await  the  action  of  the  Executive  Committee 
at  the  St.  Louis  meeting. 

Review  of  Educational  Research 

The  issues  of  the  Review  published  during  1935,  together  with  information  con¬ 
cerning  the  cost  of  printing,  number  of  copies  distributed,  number  of  copies  on 
hand,  etc.,  is  given  below. 


Title 

Chairman 

Number 

printed 

Cost 

OF  PRINT¬ 
ING 

Number 

DIS¬ 

TRIBUTED 

Number 

ON  HAND 

Vol.  IV,  No.  5,1 
Psychology  and  Methods 
in  the  High  School  and 
College 

Walter  S. 
Monroe 

1,500 

$532.96 

860 

640 

Vol.  V,  No.  1, 

Special  Methods  and 
Psychology  of  the 
Elementary-School 

Subjects 

Arthur  I. 
Gates 

1,500 

520.65 

920 

580 

Vol.  V,  No.  2, 

Finance  and  Business 
Administration 

Alfred  D. 
Simpson 

1,500 

303.88 

1,020 

480 

Vol.  V,  No.  3, 
Psychological  Tests 

Harry  J. 
Baker 

1,500 

637.90 

930 

570 

Vol.  V,  No.  4, 

The  School  Plant 

T.  C.  Holy 

1,600 

514.97 

940 

660 

Vol.  V,  No.  5, 

Educational  Tests 
and  Their  Uses 

W.  J.  Osburn 

1,500 

434.88 

960 

540 

1  Since  the  December  1934  Revieiv  was  not  actually  published  until  1935  it  is  included  in  this 
table. 


I 


Department  of  Educational  Research 


237 


Summary  of  Receipts  and  Expenditures 

There  follows  a  summary  of  the  receipts  and  expenditures  from  January  1,  1935, 
thru  December  31,  1935,  accompanied  by  the  statement  of  the  Auditing  Committee. 

SUMMARY  OF  RECEIPTS  AND  EXPENDITURES  FROM 
JANUARY  1,  1935,  THRU  DECEMBER  31,  1935 


Received  or 

Balance  or 

Receipts: 

Budget 

disbursed 

deficit 

Dues  of  375  active  members . 

$1,875.00 

$1,976.00 

$101.00 

Subscriptions,  450  @  $4.00 . 

1,800.00 

1,710.56 

-89.44 

Sale  of  single  copies,  2000  @  $1.00 . 

2,000.00 

1,535.61 

-464.39 

Sale  of  tickets  to  annual  banquet . 

300.00 

295.50 

-4.50 

Miscellaneous . 

8.73 

8.73 

Total . 

$5,975.00 

$5,526.40 

-$448.60 

Expenditures: 

Clerical  service  at  N,  E.  A.  headquarters . 

$800.00 

$789.37 

$10.63 

Printing  programs  for  annual  meeting . 

100.00 

62.80 

37.20 

Printing  Review  (6  issues  @  $520  per  issue) . 

3,120.00 

2,512.36 

607.64 

Printing  membership  cards . 

40.00 

6.65 

33.35 

Postage  and  mailing,  supplies,  publicity,  addresso- 
graphing,  multigraphing,  mimeographing . 

540.00 

815.29 

-275.29 

Expenses  of  the  Editorial  Board . 

400.00 

251.57 

148.43 

Expenses  of  annual  banquet . 

300.00 

336.95 

-36.95 

Committee  on  Educational  Nomenclature  (Dr. 
Good,  chairman) . 

100.00 

90.00 

10.00 

Purchase  and  mailing  of  five  issues  of  the  Research 
Bulletin . . 

113.35 

58.44 

54.91 

Bad  accounts . 

68.57 

-68.57 

Miscellaneous . 

151.58 

-151.58 

Unallotted . 

461.65 

708.05 

-246.40 

Committee  on  the  Place  of  Research  in  Educational 
Reconstruction . 

200.00 

185.55 

14.45 

Total . 

$6,175.00 

$6,037.18 

$137.82 

Balance  N.  E.  A.  Treasury,  January  1,  1935 .  $7,510.66 

Receipts .  5,526.40 


13,037.06 

6,037.18 


$6,999.88 


Disbursements . 

Cash  balance  N.  E.  A.  Treasury,  January  1,  1936 


_ 

.  .  ...  1 

.."'J  - 


■ 


■ 


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' 


' 

1 

I 


' 


' 


DEPARTMENT  OF 

Clement  ary  School  ^Principals 


HISTORICAL  NOTE 


The  department  of  elementary  school  principals,  temporarily  or¬ 
ganized  as  the  National  Association  of  Elementary  School  Principals  at 
the  Atlantic  City  meeting  of  the  Department  of  Superintendence  in  Feb¬ 
ruary,  1921,  became  a  department  of  the  National  Education  Association 
at  Des  Moines  in  July,  1921. 

The  officers  of  the  Department  for  the  year  1936-37  are:  president, 
Edythe  J.  Brown,  Principal,  Kaley-Marquette  Schools,  South  Bend,  Ind.; 
first  vicepresident,  Harley  W .  Lyon,  Principal,  Longf ellow-Clev eland 
Schools,  Pasadena,  Calif.;  second  vicepresident,  Maude  A.  Rhodes, 
Principal,  Whitefoord  School,  Atlanta,  Ga.;  third  vicepresident,  Irvin 
A.  Wilson,  Principal,  Delano  School,  Chicago,  III.;  fourth  vicepresi¬ 
dent,  Clifford  E.  Perry,  Principal,  Lents  School,  Portland,  Ore.;  fifth 
vicepresident,  Isabel  Tucker,  Principal,  Shenandoah  School,  St.  Louis, 
Mo.;  executive  secretary,  Eva  G.  Pinkston,  1201  Sixteenth  Street , 
Washington,  D.  C.;  executive  committee:  Earl  R.  Laing,  Principal, 
Burt  School,  Detroit,  Mich,  (term  expires  1937);  Mason  A.  Stratton, 
Principal,  Brighton  Avenue  School,  Atlantic  City,  N .  J.  ( term  expires 
1938)  ;  Mrs.  Edith  B,.  Joynes,  Principal,  W ashing ton-G at ewood  Schools, 
Norfolk,  Va.  (term  expires  1939);  Ira  M.  Kline,  Principal,  Greenburg 
48  Schools,  White  Plains,  N.  Y.  (term  expires  1940);  certification 
division,  Cassie  F.  Roys,  Principal,  Walnut  Hill  Schools,  Omaha,  Nebr. 
(permanent) ;  life  membership  division,  Herbert  C.  Hansen,  1045 
North  Lockzvood  Avenue,  Chicago,  III.  (term  expires  1937);  retire¬ 
ment  division,  M.  Emma  Brookes,  Principal ,,  Miles-Cranwood  Schools, 
Cleveland,  Ohio  (permanent) . 

This  Department  meets  twice  each  year,  in  February  and  in  July. 
Facts  relating  to  the  establishment  of  this  Department  and  the  record  of 
meeings  are  found  in  earlier  volumes  of  proceedings  as  follows: 


1921:453 
1922 : 851-886 

1923  :663-666 

1924  -.545-564 


1925  -.450-477 
192 6:459-495 
192 7:419-455 
1928  -.375-409 


1929  -.391-424 

1930  -.333-365 

1931  -.433-465 

1932  -.377-406 


1933  -.395-422 
1934:387-408 
1935  -.349-378 


[  240  ] 


TODAY’S  PROGRAM  OF  ELEMENTARY  EDUCATION 
FROM  THE  STANDPOINT  OF  THE  HOME 


A.  F.  HARMAN,  PRESIDENT,  ALABAMA  COLLEGE,  MONTEVALLO,  ALA. 

IN  order  that  this  discussion  may  be  thoroly  understood,  it  seems  well, 
at  the  outset,  to  express  the  considered  judgment  that  the  best  teaching 
in  American  schools  at  any  level,  at  this  time,  is  being  done  in  the  elementary 
schools.  If  scientifically  trained  and  inclined  persons  are  disposed  to  chal¬ 
lenge  this  sincerely  expressed  judgment,  we  will  maintain  our  composure 
and  hold  tenaciously  to  our  opinion  until  such  time  as  documentary  evi¬ 
dence  shall  have  been  presented  to  prove  to  the  contrary. 

Because  the  good  and  commendable  work  of  the  elementary  school  is 
readily  recognized,  it  seems  that  there  should  be  no  bar  to  the  utmost  free¬ 
dom  of  expression  with  respect  to  its  program  from  the  standpoint  of  the 
home.  It  is  doubtful  that  the  average  American  home  maintains  any  well- 
defined,  carefully  thought-out  or  conscious  conclusions  as  to  the  program 
of  the  elementary  school. 

It  is  pedagogically  platitudinous  to  speak  of  the  indifference  of  parents 
with  respect  to  the  work  of  the  school.  None  the  less,  we  must  keep  well  in 
the  forefront  of  our  thinking  the  lack  of  information,  the  indisposition,  and 
the  indifference  of  the  average  American  home.  We  must  remember  the 
tragic  ignorance  of  tens  of  thousands  of  them.  We  must  recognize,  too,  the 
operation  of  the  principle  of  division  of  labor  in  the  business  of  education ; 
certainly,  in  its  more  technical  or  professional  aspects. 

With  respect  to  these  professional  aspects  of  education,  we  may  raise  with 
dignity  the  question  of  the  relation  of  the  teacher  to  the  average  home. 
Obviously,  it  is  difficult  to  know1  what  the  wisest  and  best  parents,  scattered 
over  the  vast  stretches  of  our  country,  are  thinking  about  education.  In  the 
face  of  this  difficulty,  our  best  recourse  is  to  the  thinking  of  organized,  non¬ 
professional  or,  at  most,  quasi-professional  groups. 

If  my  assumption  is  correct,  that  the  National  Congress  of  Parents  and 
Teachers  provides  the  best  organized  expression  of  the  attitude  of  the  wisest 
and  best  parents  to  the  program  of  the  elementary  school,  it  is  because  that 
composite  expression  is  philosophical  rather  than  professional.  This  brings 
us  to  the  obvious  inference  that  the  home  looks  to  the  school  for  the  place¬ 
ment  of  proper  emphasis  on  the  scientific  aspects  of  education. 

The  best  and  wisest  parents  expect  the  program  of  the  elementary  school 
to  be  executed  by  persons  trained  professionally  for  the  business.  They  apply 
the  principle  of  the  division  of  labor  to  the  school.  They  recognize  their  own 
limitations.  They  wish  for  their  children  scientifically  trained  teachers  who 
possess  scientific  attitudes  toward  the  program  of  the  school.  I  am  sure  that 
the  wisest  and  best  parents  would  have  the  scientifically  trained  teacher  of 
their  child  be  not  merely  a  scientist  but  also  a  versatile  artist.  We  parents 
would  have  you  who  work  in  the  schools  emulate  the  virtues  of  the  artists, 


[241] 


242 


National  Education  Association 


whose  lives  are  devoted  to  beauty  of  sound,  of  form,  of  color.  We  would 
have  you  open  their  hearts  to  feminine  grace  and  masculine  strength;  to  the 
beauty  of  motherhood  and  the  glory  of  fatherhood ;  and  to  the  stern  voices 
of  truth  and  duty.  All  this,  we  parents  know  can  be  done  by  no  rule  of 
thumb. 

We  of  the  home  should  hitch  our  wagon  to  the  star  of  idealism.  We  are 
in  earnest.  We  would  have  you  go  to  your  task  of  executing  the  program  of 
the  elementary  school  with  your  hearts  overfilled  with  the  enthusiasm  of 
John  Ruskin  for  education: 

“Education  does  not  mean  teaching  children  what  they  do  not  know;  it 
means  teaching  them  to  behave  as  they  do  not  behave.  It  is  not  teaching  the 
youth  the  shapes  of  letters  and  the  tricks  of  numbers,  and  then  leaving  them 
to  turn  their  arithmetic  to  rot  and  their  literature  to  rust.  It  means,  on  the 
contrary,  training  them  in  the  perfect  exercise  and  kingly  countenance  of 
their  bodies  and  souls.” 

It  is  a  painful,  continuous,  and  difficult  work,  to  be  done  by  kindness, 
watching,  warning,  precept,  praise,  and,  above  all,  by  example. 

PARENT  EDUCATION  AS  SUPPLEMENTARY  TO  THE 
MODERN  ELEMENTARY-SCHOOL  PROGRAM 

MISS  WILLIE  A.  LAWSON,  SECRETARY,  ARKANSAS  EDUCATION  ASSOCIATION, 

LITTLE  ROCK,  ARK. 

What  is  modern  progressive  education?  We  used  to  have  geography  so 
we  could  name  Maine,  New  Hampshire,  Vermont,  Massachusetts,  Rhode 
Island,  and  Connecticut.  We  did  not  know  if  Maine  was  north,  east,  south, 
or  west,  but  we  knew  it  was  in  the  right-hand  corner  of  the  map.  Some  of 
you  learned  the  same  way.  Now  we  have  geography  in  its  relationship  to  * 
man  and  the  world  in  which  he  lives. 

The  child  in  the  modern  elementary  school  is  promoted  by  subjects;  he 
works  with  others  and  progresses  at  his  own  rate.  Two-fifths  of  the  time  is 
given  to  individualized  subjects,  three-fifths  to  socialized  subjects;  and  he 
gets  help  from  the  teacher  as  he  needs  it. 

I  never  make  a  talk  to  a  parent-teacher  association  and  say  anything  about 
home  work,  but  what  some  father  will  say,  “I  long  for  the  day  when  the 
modern  elementary  school  will  be  put  into  practise,  so  that  the  parents  will 
not  have  to  teach  the  children  at  home.”  This  home  study  program  is  still 
in  vogue  in  many  places.  What  is  the  modern  elementary-school  program? 
The  average  legislator  thinks  that  lessons  should  be  heard  at  a  specified 
period  each  day;  the  apathetic  and  indifferent  teacher  thinks  her  principal 
“an  old  bear  who’s  gone  modern”  if  he  insists  on  a  study  of  and  trial  of 
curriculum  revision  plans.  The  principal  would  be  called  a  poor  adminis¬ 
trator,  if  he  should  force  his  teachers  to  teach  a  certain  way;  and  some 
superintendents  spend  much  time  in  deciding  what  should  be  taught.  There 
is  a  definite  trend  toward  the  practical  or  utilitarian  instruction.  Useless 
material  in  the  curriculum  must  go. 


Department  of  Elementary  School  Principals 


243 


A  school  is  just  as  surely  a  place  where  children  may  live  together,  learn 
and  develop  naturally  under  the  normal  conditions  characteristic  of  the  age 
level  as  a  municipality  or  state  is  an  institution  where  adults  may  live,  learn, 
and  develop  naturally  at  their  age  levels.  A  school  should  be  set  up  as  such, 
because  in  your  elementary  school  there  are  potential  bankers,  carpenters, 
dressmakers,  scientists,  draftsmen,  clerks,  social  workers,  and  federated  club 
presidents.  I  have  seen  them  at  the  age  of  six.  They  are  just  as  surely  there 
in  the  children’s  group  as  they  are  developed  individuals  in  society.  Your 
school  program  should  be  one  in  which  each  child  may  find  his  job,  learn  it, 
and  live  it  under  the  best  and  happiest  environment.  This  program  should 
not  be  patterned  after  some  adult  situation. 

Is  it  not  interesting  to  hear  people  talk  about  education  in  this  day  and 
time?  There  is  not  a  public  man  who  dares  stand  before  an  audience  and 
deny  a  worthy  interest  in  education.  We  had  one  governor  in  the  United 
States,  who  said,  “I  believe  in  education.  I  think  it  ought  to  be  taught  in 
all  the  schools.” 

One  very  important  part  of  an  adult  education  program  is  to  take  down 
from  the  educational  altar  the  old  idol  of  extensive  information  and  suc¬ 
cessful  memorization  marked  “education”  ;  to  remove  from  the  minds  of 
a  deluded  public  the  fantastic  notion  that  there  are  shortcuts  marked  by 
credits  and  culminating  in  degrees ;  and  to  establish  in  the  minds  of  people 
a  clear  notion  that  an  educated  person  is  not  merely  a  person  who  can  say 
the  answers  and  work  the  problems,  but  one  who  knows  and  practises  the 
principles  of  adjustment  to  society,  who  knows  why  he  does  certain  things, 
who  “talks  about”  events  and  ideas,  instead  of  quoting  continuously  what 
someone  else  has  said  about  them. 

When  elementary  schools  and  parent  education  programs  supplement  each 
other  we  shall  have  a  utopia.  Supplement  means  to  supply  a  lack,  and  any 
plan  which  proposes  modern  elementary  procedure  for  the  education  of 
children  certainly  stands  incomplete  if  it  does  not  include  the  mammas  and 
papas. 

HAS  THE  PUBLIC  ACCEPTED  THE  NEW  ELEMENTARY 

EDUCATION? 

JOHN  A.  SEXSON,  SUPERINTENDENT  OF  SCHOOLS,  PASADENA,  CALIF. 

It  is,  of  course,  impossible  for  me  to  know  exactly  what  those  who  phrased 
this  question  had  in  mind.  What  does  “new"  elementary  education”  imply 
for  them?  In  recent  literature,  there  is  such  general  use  of  the  terms  “pro¬ 
gressive  school”  and  “conventional  school,”  that,  for  the  purpose  of  laying 
a  broad  basis  of  distinction,  we  may  use  these  terms  with  the  following  mean¬ 
ings:  The  “conventional  elementary  school”  may  be  thought  of  as  a  formal, 
“vernacular  school,”  devoted  to  skill  and  knowledge  mastery  with  respect 
to  the  fundamental  tool  subjects.  It  is,  in  better-understood  parlance,  the 
typical  American  elementary  school — best  illustrated  by  the  one-room  rural 
school,  as  conducted  at  thousands  of  American  crossroads,  before  the  influ- 


244 


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<  i 


ence  of  Harris,  Dewey,  and  others  was  felt — say,  prior  to  1900,  or  there¬ 
abouts. 

Critics  of  this  school  have  devised  a  long  list  of  descriptive  adjectives  and 
appellatives  which  they  have  applied  to  it  with  rather  more  enthusiasm  than 
discrimination.  A  list  of  examples  will  illustrate:  “repressive/’  “depressive,” 
conventional,”  “disciplinary,”  “unmotivated,”  “cloistered,”  “deadening,” 
unrelated  to  life,”  “unserviceable  to  society,”  “extrinsically  motivated,” 
“knowledge-centered,”  “a  drill  mechanism,”  “a  training  agency  (animal 
level  implied),”  etc.  These  and  other  adjectives  and  phrases  more  or  less 
significant,  and  all  implying  grave  deficiency  and  unserviceableness,  are  scat¬ 
tered  copiously  thruout  our  professional  and  lay  publications,  and  are  heard 
with  monotonous  regularity  from  the  platforms  and  about  the  tables  where 
education  “as  it  has  been  going  on”  is  systematically  “paneled”  or  “pom¬ 
meled.” 

Now,  a  word  as  to  the  “new  elementary  education,”  if  by  the  term  the 
so-called  “progressive  education”  is  meant.  One  finds  many  descriptive 
words  and  phrases,  tomes  of  definition  and  description,  and  an  equal  amount 
of  vagueness  as  to  specific  details.  Superintendent  McGinnis,  of  New  Jersey, 
in  a  recent  magazine  article,  defines  the  new  school  as : 


.  .  .  .  a  school  in  which  as  many  as  possible  of  the  pupils’  needs  and  interests 
are  provided  for,  a  school  in  which  the  total  learning  effects  receive  attention. 
It  is  a  school  in  which  it  is  recognized  that  freedom  under  guidance  is  help¬ 
ful  in  producing  desirable  outcomes  in  the  learning  process,  and  it  is  a  school 
in  which  the  propaedeutic  function  is  recognized  in  the  light  of  the  needs  of 
the  pupils  but  never  ignored  or  left  to  chance. 


It  seems  quite  safe  to  say  that  in  the  case  of  this  new  school,  or  progressive 
school,  however  one  may  choose  to  term  it,  those  closest  and  most  familiar 
with  it  would  be  most  surprised  that  such  preposterous  criticisms  and  char¬ 
acterizations  could  be  made  by  either  its  proponents  or  its  opponents.  They 
are  forced,  as  I  was  for  the  conventional  school,  to  present  a  defense  based 
upon  what  most  thoughtful  persons  will  recognize  as  a  thoroly  factual  con¬ 
tention — that  the  school  as  it  has  been  going  on  is  neither  as  bad  nor  as  good 
as  the  extremists  contend.  They  will  point  out  certain  basic  and  fundamental 
adjustments  of  curriculums,  method,  and  accepted  outcomes,  but  they  will 
emphasize  the  continuity  and  the  similarity  of  these  new  concepts  with  those 
of  the  old  conventional  school,  and  will  base  their  defense  much  more  upon 
the  similarities  than  upon  the  dissimilarities  between  the  two  schools — the 
new  and  the  old,  or  the  progressive  and  the  conventional. 

When  one  comes  to  discuss,  specifically,  the  attitude  of  the  public  toward 
the  progressive  school,  as  contrasted  to  the  conventional,  and  to  confine  one’s 
attention  to  the  issue  of  whether  the  public  would  advise  rapid  progress  in 
the  direction  of,  and  in  conformity  with,  the  philosophy  advocated  by  either 
the  progressives  or  the  conservatives,  it  is  more  difficult  to  get  specific  ma¬ 
terial.  Most  of  the  utterances  are  from  the  pens  of  professional  educators  or 
from  those  who  speak  out  of  the  frame  of  reference  of  one  or  the  other  of 


Department  of  Elementary  School  Principals 


245 


the  two  schools  mentioned  and  who  are,  to  this  extent,  partisans  of  the 
viewpoint  presented. 

An  article  by  Rollo  G.  Reynolds,  principal  of  the  Horace  Mann  School, 
Teachers  College,  Columbia  University,  writing  in  the  New  York  Times 
Magazine  in  May  1934,  is  in  defense  of  school  fads  and  frills.  In  sharp 
contrast  to  this  opinion,  Bruce  Barton,  writing  in  the  W Oman's  Ho?ne  Com¬ 
panion  of  June  1934,  registers  his  disapproval  of  modern  schools.  He 
acknowledges  their  theory  that  the  purpose  of  education  is  to  draw  out  the 
personality  of  the  child,  to  produce  interesting  individuals  rather  than  stand¬ 
ardized  types.  But  he  insists  that  without  discipline  and  accuracy  life  holds 
only  disappointment  for  all  except  an  occasional  genius. 

I  am  convinced  irf  my  own  mind,  that  there  is  no  possible  answer  to  your 
query,  Has  the  public  accepted  the  new  education?  There  is  no  way  available 
to  collect  any  objective  data  on  the  attitude  of  the  public,  and,  even  if  I 
were  able  to  collect  it,  I  think  I  have  presented  enough  evidence  today  to 
convince  anyone  that  these  data  would  not  all  point  in  any  single  direction. 
It  is  even  doubtful  whether  one  could  find,  in  the  present  confusion,  many 
definite  and  specific  trends,  either  in  public  school  practise  or  in  public 
reaction  to  that  practise,  to  which  many  of  the  data  collected  could  be 
related. 

Persons  who  seek  economy  at  any  price  agree  with  these  people  that  the 
whole  program  is  bad,  but  disagree  with  them  that  the  new  program  would 
remedy  its  defects.  By  taking  this  position,  they  see  a  possibility  of  escaping 
the  paying  for  any  education  at  all.  Persons  who  are  parents  of  children — 
who  have  something  at  stake  with  respect  to  public  education — listen  first 
to  those  who  argue  for  the  new  school,  and  seem  a  bit  unwilling  quite  to 
accept  either  extreme  position.  They  are  satisfied  if  we  proceed  to  modify 
and  adjust  the  old  conventional  program  in  the  light  of  new  situations  and 
new  conditions.  But  most  of  us  are  disposed  to  believe  that  the  future  safety 
and  security  of  our  institution  of  public  education  rest  with  persons  who 
belong  to  this  group.  They  do  not  quite  discard  the  old ;  nor  do  they  wholly 
accept  the  new. 

The  honest  conservatives  who  sincerely  believe  in  the  old  school,  and  who 
philosophically  support  it  in  their  thinking,  are  equally  unwilling  to  recog¬ 
nize  the  fact  that  the  movement  toward  the  new  education  has  not,  when 
administered  by  thoughtful  persons,  hampered  or  hindered  the  mastery  of 
the  fundamentals  on  the  part  of  the  children.  Their  contention  that,  to  be 
progressive,  one  has  to  proceed  in  utter  disregard  of  facts,  and  without 
a  knowledge  of  fundamentals,  is  a  defense  mechanism  which  they  have  built 
up  quite  outside  the  realms  of  reality. 


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National  Education  Association 


THE  INFLUENCE  OF  EDUCATION  ON  THE  MOTION 

PICTURES 

COLVIN  MC  PHERSON,  DRAMATIC  CRITIC,  St.  Louis  Post-Dispatch, 

ST.  LOUIS,  MO. 

.  When  I  started  into  inquiring  into  the  movies,  I  was  told  that  the  average 
mental  age  of  movie-goers  was  fourteen.  At  that  time,  I  did  not  see  how 
that  quite  could  be  figured  without  Dr.  Thorndike’s  aid.  But  since  then 
I  have  wished,  as  I  have  often  wished  in  intelligence  tests,  that  they  might 
be  taken  over.  I  think  the  average  intelligence  of  the  audience,  today,  would 
be  greater. 

Peculiarly  enough,  the  motion  pictures  of  today  have  to  be  educational  to 
exist,  especially  since  the  decency  drives,  in  which  we  have  lost  many  themes 
of  novelty  in  pictures.  We  have  been  thrown  to  the  background  of  history, 
biography,  and  science,  and — wonder  of  wonders — they  have  all  been  good 
box  office.  Box  office  because  people  of  all  degrees  of  education  found  some¬ 
thing  to  interest  them. 

There  used  to  be  a  day  when  anything  done  in  costume  was  “poison.”  But 
nowadays,  producers/  do  not  hesitate  to  make  a  costume  picture.  Along  with 
that,  the  studios  have  a  perfect  passion  now  for  authenticity.  In  the  old  days, 
movie  men  did  not  care  for  details.  They  could  use  a  broomstick  to  represent 
an  ostrich.  But,  today,  technical  experts  have  become  important  persons. 
And  they  range  from,  “Sourdough  Bill,”  who  can  tell  how  Yukon  was  in 
the  old  days,  to  the  two  Harvard  and  Cornell  professors  who  are  out  in 
Hollywood  to  see  that  Shakespeare’s  bones  are  not  scattered  to  the  four 
winds  after  Romeo  and  Juliet  is  made. 

Today,  the  motion  pictures  have  come  to  be  recognized  as  an  entity  in 
American  society.  Recognition  has  come  from  quite  dignified  sources.  In  the 
last  year,  one  hundred  thousand  good  Rockefeller  dollars  went  to  the  forma¬ 
tion  of  the  Modern  Art  Film  Library  in  New  York.  That  organization  has 
shown  itself  to  be  very  capable  in  assembling  all  the  notable  films  of  the  past, 
and  they  are  released  to  schools  and  colleges  for  showing.  The  reaction  on 
that  evidence  must  necessarily  have  much  to  do  with  the  direction  of  the 
motion  picture  in  the  future. 

Public  libraries  over  the  country  are  assembling  scenarios,  as  they  might 
copies  of  plays  or  novels.  Universities  are  offering  courses  in  motion  picture 
writing,  directing,  and  acting.  More  than  two  thousand  high  schools  in  the 
country,  I  am  informed,  have  motion  picture  appreciation  courses,  either  in 
connection  with  the  study  of  English  or  a  separate  study. 

In  many  schools  of  the  country,  high  schools  particularly,  there  are  motion 
picture  clubs  in  which  the  boys  and  girls  write  their  own  plays,  film  and 
project  their  own  movies.  It  is  an  expensive  plaything  compared  to  other 
diversions,  but  an  interesting  development  when  viewed  by  anyone  who 
takes  the  motion  pictures  seriously. 

We  know  that  children  like  pictures  like  Sequoia ,  the  Frank  Buck  pictures, 
Charlie  Chan  mysteries,  and  aviation  melodramas.  They  would  not  trade 


Department  of  Elementary  School  Principals 


247 


Joe  E.  Brown  for  all  the  Noel  Cowards  in  the  world.  If  you  could  have  sat 
with  me  at  a  screening  of  the  Admiral  Byrd  picture,  you  would  have  known, 
as  some  of  you  probably  do,  that  the  icy  grip  of  the  Antarctic  is  much  pre¬ 
ferred  to  all  the  clinches  of  Clark  Gable  and  Jean  Harlow.  We  have  no 
quarrel  with  that.  I  should  like  to  see  pictures  made  that  would  treat  of 
more  mature  themes,  which  we,  ourselves,  might  enjoy,  without  children. 
I  should  like  to  see  the  intelligence  level,  maybe  the  age  level,  raised,  but 
any  of  us  who  trust  in  the  motion  pictures  are  quite  willing  to  wait  for  that. 
It  will  come.  Eventually,  we  shall  distinguish  between  children’s  movies 
and  adults’  movies. 

Realizing  the  power  of  the  screen,  we  wish  sometimes  that  it  could  do 
more  in  shaping  opinion.  We  regret  to  see  sometimes  that  a  story  like  Paths 
of  Glory  cannot  be  filmed  for  fear  of  hurting  France’s  feeling — altho  I 
think  they  would  probably  change  the  locale  to  Russia.  W e  would  like  to  see 
a  book  like  Sinclair  Lewis’  It  Can  t  Happen  Here ,  and  I  understand  that 
is  held  up  now  for  reasons  which  both  sides  deny. 

If  we  are  to  make  the  movies  intelligent,  we  must  favor  them  with  our 
presence.  Otherwise,  Joe  Doakes  and  his  girl  friend,  who  go  every  week, 
are  going  to  out-vote  us  at  the  box  office  and  we  are  going  to  get  shoddy 
motion  pictures.  I  have  no  sympathy  with  anybody  who  goes  to  a  motion 
picture,  I  mean  an  intelligent  person,  not  knowing  what  he  is  going  to  see, 
and  then  comes  out  and  says  the  picture  is  bad.  You  must  pick  your  movies 
like  you  do  your  clothes.  If  you  do  that,  you  will  be  safe.  If  you  do  that, 
we  will  be  saved. 

We  critics  perceive  an  intellectual  growth  in  the  movies  up  to  now,  one 
which  I  think  we  may  attribute  very  correctly  to  the  schools.  You  have 
taught  youngsters  and  you  have  taught  adolescents  to  be  smarter,  and  these 
Hollywood  people  cannot  get  away  with  what  they  once  did.  I  wish,  there¬ 
fore,  that  we  might  go  just  a  step  farther  and,  by  a  little  more  serious  study 
of  the  motion  picture,  chart  its  course  for  the  future  and  for  education. 

THE  ELEMENTARY  PRINCIPALSHIP  DEVELOPS 

JOHN  L.  BRACKEN,  SUPERINTENDENT  OF  SCHOOLS,  CLAYTON,  MO. 

Civilization  has  changed  almost  out  from  under  us,  and  other  things  have 
been  changing  than  the  elementary-school  principalship.  I  have  an  idea  that 
many  of  you  people  would  find  it  difficult  to  imagine  the  world  of  education 
in  which  there  existed  no  Department  of  Elementary  School  Principals,  and 
because  of  my  patriarchal  position,  I  wish  to  speak  about  the  trembling, 
faltering  beginnings  of  this  Department,  which  seems  now  to  be  depression 
proof,  which  raises  the  total  number  of  its  membership  even  thru  the  difficult 
years  thru  which  we  have  been  passing. 

In  the  year  1921  there  was  no  National  Organization  of  Elementary 
School  Principals,  but  I  think  this  movement  was  on  the  brink  of  occurrence 
in  every  part  of  our  country.  I  do  remember  that  we  discussed  this  in  a 
class  of  W.  P.  Burroughs  in  a  University  of  Chicago  summer  session.  This 
course  was  devoted  to  the  problems  of  the  elementary  principalship. 


248 


National  Education  Association 


When  we  came  to  that  final  session  which  precedes  the  final  examination 
of  the  course,  it  seemed  to  me  that  something  ought  to  be  done  about  it,  and 
so  I  arose,  and  suggested  that  we  should  form  an  organization  of  elementary- 
school  principals,  that  would  look  forward  to  becoming  a  department  of  the 
National  Education  Association.  You  know  how  motions  are  easily  picked 
up  and  carried  without  any  opposition  in  classes,  just  before  the  final  ex¬ 
aminations,  so  there  was  no  difficulty. 

They  appointed  a  committee,  at  once,  with  Leonard  Power,  who  was  then 
at  the  Franklin  School  in  Port  Arthur,  Texas,  as  chairman,  and  myself  as 
secretary  of  this  organization,  which  we  ventured  to  call  the  National  Associ¬ 
ation  of  Elementary  School  Principals.  We  set  about  organizing  our  very 
first  program  for  the  Atlantic  City  meeting  the  next  winter. 

One  of  the  interesting  things  that  I  recall  from  the  early  days  has  to  do 
with  a  Des  Moines  meeting  the  next  summer,  which  Leonard  Power  and  I 
had  organized.  When  we  arrived  at  the  church  where  this  meeting  was  to 
be  held  we  found  a  meeting  that  filled  a  fairly  large  auditorium,  comfortably, 
already  in  progress.  Believing  that  we  had  come  to  the  wrong  place,  we 
immediately  retired  to  the  sidewalk  for  a  conference.  We  checked  the  pro¬ 
gram  and  found  to  our  amazement  that  we  had  come  to  the  right  place,  and 
that  the  meeting  was  a  live  organization  of  elementary-school  principals 
that  had  already  established  the  precedent  of  beginning  programs  on  time, 
whether  the  officers  were  there  or  not. 

During  the  years  that  have  followed,  the  elementary-school  principalship 
has  developed  an  organization  which  today  takes  its  place  in  the  family 
of  the  National  Education  Association  subsidiaries,  one  of  the  lustiest  of 
its  children.  Many  fine  things  have  been  done.  I  know  that  your  programs 
are  outstanding,  your  bulletins  are  much  sought  after  publications,  but 
perhaps  your  yearbooks  are,  to  date,  your  outstanding  contribution. 

I  have  an  idea  that  it  is  possible  for  principals  to  get  into  ruts,  but  it  is 
easy  for  them  to  get  out.  You  know,  when  you  stand  away  from  yourself, 
you  can  see  things  that  you  did  not  know  were  there,  and  as  I  have  looked 
about  me  in  recent  years,  I  have  found  several  types  of  principals. 

I  have  seen  principals  who  seemed  to  be  secretaries  of  their  schools,  instead 
of  being  actual  principals.  They  enjoyed  making  requisitions;  all  the  reports 
had  to  balance.  I  think  some  of  them  had  to  rhyme  before  they  were  com¬ 
plete.  They  were  tremendously  interested  in  keeping  records  in  connection 
with  the  work,  and  became  secretarial-principals. 

On  the  other  extreme,  there  is  the  administrative  principal,  who  regards 
his  school  as  a  going  institution,  who  wants  things  to  run  smoothly,  who  is 
concerned  with  the  things  that  can  be  handled,  and  who  wants  his  institution 
to  be  recognized.  It  is  a  going  concern,  it  is  a  thing  which  he  is  directing. 

I  have  seen  a  few  teaching  principals,  people  who  have  not  been  able  to 
forget  the  fact  that  they  came  from  the  teaching  profession  and  have  as¬ 
sumed  a  somewhat  different  position,  and  they  have  found  it  impossible  to 
generalize  on  the  teaching  which  they  do  to  such  an  extent  that  they  can 
control  the  entire  situation.  And  yet,  I  have  an  idea  that  it  is  an  excellent 
thing  for  every  principal  of  schools,  where  it  may  be  possible,  to  teach  an 


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249 


occasional  class,  just  to  find  out  how  resistive  the  young  mechanism  can  be 
to  the  intrusion  of  new  ideas  and  new  learning. 

But  the  thing  that  has  come  out  of  that  is  a  composite  which  selects  here 
and  there  those  component  elements  that  can  go  together  best,  and  will  make 
the  kind  of  principal  that  will  fit  into  the  present  day.  Instead  of  being  a 
secretarial  person  or  driver,  instead  of  being  a  teacher  who  attempts  to  gen¬ 
eralize,  instead  of  spending  all  time  in  supervision,  we  have,  today,  the  com¬ 
posite  principal. 

As  I  close,  let  me  mention  the  thing  that  must  always  be  uppermost  in 
our  mind :  The  elementary  schools  of  America  still  develop  all  of  America’s 
children.  It  is  to  the  elementary  schools,  it  is  to  the  domain  of  the  elemen¬ 
tary-school  principal  that  little  youngsters,  five  and  six  years  of  age,  first 
direct  their  steps  in  a  journey  that  is  longer,  a  journey  that  takes  them 
farther  away  from  home  than  any  other  journey  of  the  same  length  can 
ever  do.  These  folks  come  in,  all  of  them,  to  our  schools.  The  high  school 
is  still  a  selective  institution  in  spite  of  the  events  of  the  last  few  years,  but 
all  of  the  children  of  America  come  to  us,  and  as  you  principals  and  as  you 
teachers  develop  them,  so  will  the  course  of  America  be. 

WHAT  HAPPENS  WHEN  WE  LEARN? 

ARTHUR  F.  COREY,  ASSISTANT  COUNTY  SUPERINTENDENT  OF  SCHOOLS, 

ORANGE  COUNTY,  SANTA  ANA,  CALIF. 

All  true  learning  is  development.  When  learning  takes  place,  develop¬ 
ment  occurs.  The  ideal  life  is  one  of  constant  and  consistent  development — 
a  steady  evolvement  of  the  ultimate  possibilities  within  one — a  progression 
from  immaturity  to  maturity.  This  word  “maturity”  and  that  other  word 
“maturation”  are  recently  much  discussed.  In  the  dictionary  at  the  university, 
the  page  upon  which  these  words  are  found  is  much  dog-eared  and  a  great 
greasy  spot  from  many  pointing  fingers  is  under  and  about  the  word  “matura¬ 
tion.”  This  suggested  the  possibility  of  a  new  method  of  research  to  deter¬ 
mine  the  relative  importance  of  certain  words  in  education  by  comparing 
the  grease  spots  found  in  a  dictionary  frequented  by  many  perspiring  summer 
school  students.  Sure  enough,  “integration”  and  “orchestration”  were  even 
darker. 

Originally,  the  word  “maturation”  had  a  definite  and  restricted  psycho¬ 
logical  meaning.  Serious  objection  has  been  raised  to  the  loose  manner  in 
which  educators  use  their  terms,  even  changing  their  meanings  to  fit  the 
occasion.  Technically,  “maturation”  denotes  the  development  of  the  protec¬ 
tive  sheath  about  the  neurone  which  gives  the  cell  its  capability  for  carrying 
the  nervous  impulse,  by  acting  much  as  an  insulator  on  an  electric  wire.  It 
should  be  noted  that  “maturation”  denotes  a  process  and  not  a  condition. 
In  its  more  recent  and  inclusive  meaning,  it  is  the  process  of  being  on  the  way 
to  maturity.  Maturity  is  a  condition,  static  and  complete,  and  except  in  mere 
physical  sense  ardently  to  be  avoided.  Maturation,  then,  is  the  journey  along 
which  the  organism  travels  to  maturity.  Fortunately,  the  destination  is  so 


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far  down  the  highway  that  most  of  us  need  worry  little  about  reaching  it  too 
soon. 

The  child  points  his  finger  at  the  evening  star  and  babbles  about  its  pretty 
light.  As  a  man  he  turns  his  telescope  upon  it,  measures  it,  weighs  it,  and 
analyzes  its  content.  He  has  traveled  far  from  the  immaturity  of  the  child, 
but  still  there  are  vistas  beyond  his  reach  which  he  longs  to  penetrate  and 
understand.  Development  means  an  ever-widening  sphere  of  understanding 
— an  appreciation  of  the  significance  of  things — and  an  ability  to  foresee  the 
implications  of  things.  There  is  obviously  not  one  maturity  toward  which 
the  child  travels  but  myriads  of  them.  The  degree  to  which  any  experience 
pushes  the  individual  down  one  of  these  paths  of  development  determines 
the  learning  quality  of  that  experience. 

The  task  of  the  teacher  is  to  guide  children  in  such  manner  that  the  max¬ 
imum  development  results.  If  there  is  no  development,  there  is  no  learning. 
Much  of  the  rote  type  of  school  experience  of  the  past  has  carried  little  with 
it  which  might  be  dignified  with  the  title  of  learning.  The  memorization  of 
the  capitals  of  the  states  partakes  of  learning  only  when  such  facts  are  uti¬ 
lized  to  modify  the  attitudes  and  reactions  of  the  child. 

On  the  other  hand,  much  of  the  so-called  activity  in  our  classrooms  in¬ 
volves  no  more  learning  than  the  children  would  experience  if  building  a 
playhouse  at  home,  or  given  the  task  of  caring  for  the  lawn  or  garden.  It  is 
not  enough  that  a  learning  situation  has  some  value.  Almost  any  situation 
involving  activity  on  the  part  of  the  child  has  some  learning  value — modifies 
the  organism  of  the  child  in  some  way — but  the  challenge  to  the  teacher  is 
to  stimulate  a  classroom  environment  which  will  produce  not  just  some 
learning  but  the  best  learning. 

How  many  teachers  in  planning  their  work  for  next  term  will  thought¬ 
fully  determine  the  changes  they  wish  to  effect  in  their  pupils  and  then  plan 
the  educational  experiences  which  they  feel  will  produce  those  results?  Most 
of  us  still  teach  certain  subjectmatter  and  then  scramble  about  mentally 
for  an  excuse  for  it  afterwards. 

If  teachers,  especially  in  the  secondary  schools,  do  not  free  themselves  from 
their  slavery  to  a  preordained  body  of  subjectmatter  and  develop  a  program 
aiming  at  child  development,  it  may  be  necessary  to  break  down  completely 
subjectmatter  standards  and  assign  teachers  in  terms  of  specific  objectives. 
A  teacher  might  be  assigned  to  a  group  of  children  with  the  specific  objec¬ 
tive  of  helping  them  attain  efficiency  in  expression.  He  would  not  be  ham¬ 
pered  with  a  traditional  curriculum  in  which  these  pupils  must  know  Ivan- 
hoe,  Lady  of  the  Lake ,  and  Silas  Marner,  neither  would  they  be  tested  on 
grammar.  The  teacher  and  pupils  would  work  out  their  own  methods  and 
pick  their  own  subjectmatter  to  achieve  a  conscious  result.  Another  teacher 
might  have  the  objective  of  physical  efficiency.  Another  might  strive  to  plan 
experiences  which  would  develop  social  responsibility.  The  plan  here  sug¬ 
gested  is  used  only  to  illustrate  the  need  for  beginning  the  curriculum  with 
objectives  instead  of  subjectmatter  and  is  not  to  be  taken  as  any  definite 
thing.  In  each  case,  teacher  and  pupils  together  would  start  with  an  objec¬ 
tive  and  together  select  the  activity  which  they  mutually  felt  would  achieve 


Department  of  Elementary  School  Principals 


251 


the  desired  result  instead  of  starting  with  the  prescribed  subjectmatter  and 
then  after  it  is  all  over  trying  to  figure  out  what  it  was  all  about. 

If  every  teacher  could  visualize  the  pupils,  each  one,  as  a  maturing,  devel¬ 
oping  individual — mentally,  morally,  and  physically — at  once  appreciating 
that  success  is  measured  only  by  that  development,  the  new  school  would 
be  a  possibility. 

This  concept  that  learning  is  essentially  development  makes  of  the  teacher 
an  engineer  in  human  personality.  Emerson  once  said,  “Make  the  most  of 
yourself,  that’s  all  there  is  of  you.”  Every  child  comes  to  school  with  his 
future,  his  welfare,  his  happiness,  his  wealth  tied  up  in  himself.  Good  teachers 
never  forget  the  supreme  worth  of  a  personality. 

WHAT  IS  THE  RESPONSIBILITY  OF  THE  PRINCIPAL  IN 
THE  SECURING  OF  DESIRABLE  EDUCA¬ 
TIONAL  OUTCOMES? 

FLORENCE  HALE,  EDITOR,  The  Grade  Teacher ,  NEW  YORK,  N.  Y.,  AND  PAST 
PRESIDENT,  NATIONAL  EDUCATION  ASSOCIATION 

In  a  discussion  of  my  topic,  we  might  first  ask  the  question,  “What  is 
the  position  of  the  principal,  anyway?”  Is  it  a  nominal  one  which  implies 
duties  little  beyond  hall  duty,  the  passing  out  of  supplies,  and  the  chairman¬ 
ship  of  the  teachers  meetings,  or  does  it  mean  a  person  who  takes  some  part 
in  and  is  responsible  for  the  success  of  each  teacher  in  his  or  her  building?  Is 
it  any  affair  of  the  principal  if  a  new  teacher  who  comes  to  his  school  this 
fall  fails  in  her  work?  Shall  he  take  the  attitude  that  she  is  hired  to  teach 
that  class  and  if  she  cannot  do  so  successfully  it  is  no  fault  but  her  own  and 
cannot  be  construed  in  any  way  as  a  criticism  of  his  administration? 

I  believe  most  of  us  would  agree  that  it  is  very  much  a  part  of  the  respon¬ 
sibility  of  the  principal  to  see  that  that  teacher  succeeds,  and  that  her  failure 
is  to  a  very  great  extent  his  failure  altho,  of  course,  there  may  be  excep¬ 
tional  cases.  In  the  new  education,  it  is  pretty  generally  agreed  that  if  chil¬ 
dren  fail  in  their  school  work  the  teacher  is  held  responsible.  I  do  not  see 
why  exactly  the  same  principle  should  not  apply  in  the  relationship  of  the 
principal  to  the  teachers  in  his  school. 

This  does  not  necessarily  mean  that  the  principal  must  know  every  step 
in  the  teaching  of  primary  reading  or  music  in  the  third  grade,  but  he  should 
be  able  to  refer  the  teacher  who  is  weak  in  these  subjects  to  sources  of  help. 
He  may  send  her  to  visit  other  successful  teachers  of  her  same  grade  and, 
most  of  all,  he  can  help  her  to  analyze  her  own  weaknesses  and,  thru  his 
larger  experience,  set  her  on  the  road  to  improvement.  This  is  a  difficult 
problem  in  those  schools  where  economy  has  forced  the  principal  to  carry  a 
heavy  teaching  load  himself  with  little  time  allowed  for  supervision,  but  it 
can  be  done  if  the  principal  has  a  real  interest  in  his  work  and  is  a  pro¬ 
fessional  educator  and  not  merely  a  job-holder. 

The  principal  is  not  only  responsible  for  the  success  of  the  new  teacher, 
but  likewise  he  should  be  able  to  bring  to  the  entire  corps  of  teachers  the 


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latest  ideas  in  method,  should  keep  them  in  touch  with  the  most  advanced 
educational  theories,  and  should  have  an  eye  to  the  enrichment  of  the  con¬ 
tent  of  their  instruction,  thru  the  recommendation  of  the  best  equipment 
and  most  helpful  books  appropriate  to  the  grade  of  each  instructor. 

WHAT  PART  DOES  THE  TEACHER  PLAY  IN  THE  LEARN¬ 
ING  PROCESS? 

JOSEPH  ROSIER,  PRESIDENT,  STATE  TEACHERS  COLLEGE,  FAIRMONT,  W.  VA., 
AND  PAST  PRESIDENT,  NATIONAL  EDUCATION  ASSOCIATION 

After  all,  the  learning  process  in  the  final  analysis  is  determined  very 
largely  by  an  individual  pupil  under  the  guidance  and  stimulation  of  an  in¬ 
dividual  teacher.  That  rather  indefinable  thing  which  we  call  personality  is 
the  biggest  factor  in  the  success  of  teaching.  Mark  Hopkins  at  one  end  of 
the  log  and  his  pupil  Garfield  at  the  other  may  not  have  constituted  a  uni¬ 
versity  but  it  was  a  vivid  illustration  of  the  most  vital  contact  that  any  stu¬ 
dent  can  have  in  an  educational  institution.  Modern  teaching  recognizes 
the  importance  of  the  pupil  environment  and  the  situations  which  are  ar¬ 
ranged  for  the  stimulation  of  the  learning  processes.  Good  teaching,  there¬ 
fore,  involves  the  organization  of  those  factors  which  surround  the  pupil 
and  encourage  him  to  learn. 

The  old  examination  was  not  altogether  without  its  value.  As  far  as  I  have 
been  able  to  discover  the  more  modern  methods  of  testing  and  measuring 
are  just  a  variation  of  this  old  plan.  We  know  that  the  child  is  an  entity 
and  that  no  system  of  examinations  and  no  plan  of  testing  which  merely 
reaches  some  isolated  result  of  learning  will  be  a  safe  basis  on  which  to 
estimate  the  general  progress  of  a  pupil.  The  greatest  work  of  the  teacher 
probably  is  found  in  the  discovery  of  abilities  in  the  pupil.  Successful  teach¬ 
ers  are  always  looking  for  hidden  qualities  and  interests  among  their  pupils. 
I  know  of  no  more  important  duty  of  any  teacher  than  that  of  discovering 
and  awakening  interests  in  the  growing  human  mind.  I  can  forgive  a  good 
many  failures  on  the  part  of  teachers  if  in  the  midst  of  these  failures  they 
are  able  to  awaken  interest  and  to  stimulate  effort.  Many  teachers  as  well 
as  administrators  have  a  fear  of  independent  student  conduct.  I  believe 
pupils  and  students  in  our  schools  ought  to  be  free  to  make  many  decisions 
of  their  own  and  they  ought  to  learn  from  actual  experience  the  cost  of 
mistakes  and  blunders.  Sooner  or  later  they  must  face  situations  without 
teacher  support  and  help.  We  all  know  from  experience  that  there  is  no 
quality  more  important  in  a  teacher  than  that  of  patience  in  dealing  with 
children.  It  is  not  always  easy  to  know  why  a  child  behaves  in  the  way  that 
he  does.  It  sometimes  requires  long  observation  and  study  to  understand 
the  reactions  of  children.  An  important  element  in  the  learning  process  is 
the  development  of  a  consciousness  of  progress  and  achievement.  It  is  an 
old  saying  that  nothing  succeeds  like  success  and  there  is  no  greater  stimulus 
to  continued  effort  than  the  feeling  that  progress  is  being  made.  On  the 


Department  of  Elementary  School  Principals 


253 


other  hand  nothing  is  so  discouraging  or  so  retards  ambition  and  interest  as 
does  failure. 

Very  early  in  the  life  of  the  pupil  opportunity  should  be  given  for  self¬ 
activity.  In  my  opinion,  personal  initiative  is  one  of  the  most  important  and 
valuable  results  of  educational  training.  For  this  reason  the  wise  teacher 
will  provide  every  possible  opportunity  for  student-directed  activity  and  the 
exercise  of  all  types  of  student  freedom. 

The  teacher  has  an  opportunity  from  day  to  day  to  teach  those  lessons 
that  will  make  the  future  man  or  woman  a  happier  being  in  all  of  his  social 
relations.  Much  of  the  crime  and  social  disturbance  of  our  day  are  caused 
by  the  maladjustments  of  men  and  women.  Is  it  too  much  to  hope  that 
every  child  in  our  country  may  have  a  teacher  who  in  training  and  in  per¬ 
sonality  will  combine  all  of  these  desirable  qualities  in  such  a  way  as  to  be 
a  blessing  to  childhood  ? 

TEACHING  OF  THE  IMPLICATIONS  OF  RELIGION  IN  THE 

TEACHING  OF  SOCIAL  SCIENCES 

NORMAN  C.  THORNE,  ASSISTANT  SUPERINTENDENT,  PORTLAND  PUBLIC 

SCHOOLS,  PORTLAND,  ORE. 

A  great  many  people  are  saying  that  civilization  is  in  a  race  between  edu¬ 
cation  and  catastrophe.  Ellwood  says  this  statement  should  be  modified  to 
say  that  civilization  is  in  a  race  between  social,  political,  moral,  and  religious 
education  and  catastrophe.  These  latter  kinds — social,  political,  moral,  and 
religious  education — have  been  neglected  in  our  schools.  A  great  deal  of 
emphasis  has  been  laid  on  scientific  education,  especially  during  this  cen¬ 
tury.  Scientific  education  has  done  much  to  promote  material  things  which 
promote  the  happiness  and  well-being  of  the  race,  but  scientific  education 
has  also  produced  many  things  which  may  be  used  for  the  destruction  of 
the  race.  Many  of  our  leading  scientists  have  changed  their  views  in  regard 
to  the  constitution  of  matter.  The  materialistic  view  of  the  universe  is  giving 
way  to  a  non-mechanical  reality.  As  a  result,  more  emphasis  must  be  placed 
upon  the  teaching  of  those  subjects  which  emphasize  the  realities,  forces, 
and  ideas  of  the  modern  world  in  which  we  live.  One  of  the  most  important 
of  these  forces  is  religion. 

A  great  many  of  the  problems  which  seem  primarily  to  be  of  political, 
economic,  or  social  interest  are  religious  problems  as  well,  because  they  deal 
with  human  relations  and  the  problem  of  living  together.  The  underlying 
basis  of  the  Christian  religion  is  enthusiasm  for  humanity  and  ultimate 
worth  for  human  personality.  It  is  all  summed  up  in  the  Second  Command¬ 
ment,  “Thou  shalt  love  thy  neighbor  as  thyself.”  Because  of  the  complexity 
of  our  modern  civilization,  the  problems  of  living  and  living  together  become 
more  and  more  important.  Heretofore  we  have  excluded  religious  teaching 
in  our  public  schools.  Someone  has  said, “Man  is  incurably  religious.”  In  our 
high-school  program  we  have  practically  said,  “Altho  religion  is  a  very  im¬ 
portant  part  of  your  life,  nevertheless  in  anything  which  we  discuss  here  in 


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National  Education  Association 


school,  religion  must  not  be  allowed  to  enter.”  We  have  been  told  to  pre¬ 
pare  boys  and  girls  for  life,  and  then  left  out  one  of  the  most  important 
elements  in  that  preparation.  It  is  then  we  insisted  that  in  the  teaching  of 
social  science  the  implications  of  religion  be  stressed  so  that  boys  and  girls 
will  go  out  into  life  with  a  knowledge  of  their  responsibility  toward  their 
fellowmen.  It  is  pretty  generally  agreed  that  the  “teen  age”  is  the  period 
in  which  boys  and  girls  are  most  susceptible  to  the  influences  of  religion. 
If  in  our  schools  we  can  do  something  to  bring  the  influences  to  bear  upon 
the  solution  of  the  problems,  we  will  have  brought  to  bear  another  influ¬ 
ence  to  guide  and  direct  people  in  their  dealings  with  one  another. 


STATUS  OF  THE  ELEMENTARY-SCHOOL  PR1NCIPALSHIP 

IN  OREGON 

ROBEN  J.  MAASKE,  SUPERVISOR  OF  RURAL  EDUCATION  AND  SCHOOL  LAW, 
STATE  DEPARTMENT  OF  EDUCATION,  SALEM,  ORE. 

The  need  for  the  professional  improvement  of  the  elementary-school 
principalship  has  been  particularly  urgent  in  medium-sized  and  smaller  rural 
elementary  schools.  For  many  years  the  principals  in  Portland  have  been  or¬ 
ganized  into  the  Portland  Elementary  School  Principals  Association,  which 
has  done  some  excellent  work  thru  its  study  committees  and  thru  the  year¬ 
book  issued  by  this  association. 

Prior  to  undertaking  a  program  for  the  improvement  of  the  elementary- 
school  principalship  in  Oregon,  it  was  felt  desirable  to  make  a  careful  survey 
to  determine  the  status  of  the  elementary-school  principalship  in  the  state. 
With  the  aid  of  an  appointed  committee  of  five  Oregon  elementary-school 
principals  to  act  in  an  advisory  capacity,  the  State  Department  of  Education 
worked  out  a  survey  schedule  designed  to  assemble  basic  information  for 
use  in  working  out  a  state  program  to  develop  and  improve  the  professional 
status  of  the  elementary-school  principalship. 

In  the  statement  below  there  js  listed  a  summary  compilation  of  sugges¬ 
tions  and  major  problems  advanced  by  elementary-school  principals  par¬ 
ticipating  in  the  survey. 

The  professional  status  of  the  elementary-school  principal  in  Oregon  could 
be  improved  thru : 

1.  Establishing  special  summer  courses  in  the  field  of  the  elementary-school  prin¬ 
cipalship  dealing  with  all  phases  of  the  principal’s  work,  but  particularly  with 
administrative  and  supervisory  functions. 

2.  Establishing  a  greater  distinction  between  the  terms  “teacher”  and  “principal” 
thru  creating  a  consciousness  on  the  part  of  schoolboards,  teachers,  and  principals 
of  the  importance  of  the  supervisory  and  administrative  functions  of  the  elementary- 
school  principal. 

3.  Giving  more  time  to  principals  in  larger  schools  for  supervisory  duties  thru 
curtailing  the  amount  of  time  spent  in  actual  teaching. 

4.  Providing  special  credentials  or  certification  requirements  for  the  elementary- 
school  principal  which  require  special  administrative  and  supervisory  training. 


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Department  of  Elementary  School  Principals 


255 


5.  Encouraging  a  practise  on  the  part  of  schoolboards  to  employ  an  elementary- 
school  principal  for  a  period  longer  than  the  school  year  to  permit  a  definite  period 
for  preliminary  organization  and  study  in  the  school  district. 

6.  Giving  elementary-school  principals  more  of  a  voice  in  the  selection  and  dis¬ 
missal  of  teachers  under  their  supervision. 

7.  Encouraging  the  making  of  two-  or  three-year  contracts  for  elementary-school 
principals  who  are  not  in  districts  now  operating  under  a  permanent  tenure  law. 

8.  Organizing  elementary-school  principals  conferences,  either  on  a  state  or 
regional  basis. 

9.  Having  the  elementary-school  principals  participate  more  actively  in  com¬ 
munity  affairs  and  activities. 

10.  The  enactment  of  a  retirement  law  for  all  teachers. 

The  major  problems  of  the  elementary-school  principal  as  expressed  in 
the  survey  schedules  are : 

1.  Lack  of  sufficient  time  to  do  thoroly  the  administrative,  supervisory,  and  cler¬ 
ical  work  required  of  the  ordinary  elementary-school  principal  in  addition  to 
teaching. 

2.  Lack  of  adequate  equipment,  reference  materials,  visual  aids,  etc.,  particu¬ 
larly  in  the  medium-sized  and  small  rural  elementary  school. 

3.  Problems  involved  in  enriching  the  school  program  with  a  limited  number  of 
teachers  and  with  the  principal  devoting  most  of  his  time  to  teaching  duties. 

4.  Problems  involved  in  conducting  a  successful  diagnostic  testing  and  remedial 
teaching  program. 

5.  How  to  organize  effectively  a  year’s  program  of  teachers  meetings  for  profes¬ 
sional  study  and  progress. 

6.  Problem  of  managing  community  and  other  outside  groups  who  continually 
seek  school  time  for  advancing  their  own  programs  and  interests. 

7.  Problem  of  curriculum  revision  designed  to  place  more  emphasis  upon  the 
field  of  the  social  sciences  in  the  elementary  grades. 

8.  How  to  educate  our  patrons  to  become  school  conscious  and  able  to  understand 
and  appreciate  the  value  of  modern  elementary  schools. 

9.  Problem  in  supervision  in  connection  with  making  adequate  provision  for  indi¬ 
vidual  differences  of  pupils,  particularly  the  gifted  pupil  and  the  retarded  pupil. 

10.  Dealing  with  the  problem  of  unreasonable  demands  upon  the  school  for  enter¬ 
tainment  for  community  and  special  clubs. 

It  is  the  plan  of  the  State  Department  of  Education  in  Oregon  to  follow 
the  suggestions  and  reactions  expressed  by  principals  in  the  survey  in  plan¬ 
ning  a  program  for  the  improvement  and  development  of  the  position  of  the 
elementary-school  principal.  Other  data  and  information  descriptive  of  the 
present  status  of  the  position  of  the  principalship  will  also  be  utilized  to  the 
full  in  building  a  program  for  improvement,  thru  the  following  means : 

1.  Concentrating  on  fulfilling  the  expressed  needs  of  elementary-school  principals, 
as  revealed  in  the  survey. 

2.  Setting  higher  standards  thru  requiring  special  credentials  for  the  position  of 
elementary-school  principal,  at  least  in  the  medium-sized  and  larger  schools. 

3.  Developing  a  program  of  in-service  training  consisting  of  (a)  well-planned 
conferences;  (b)  organized  plan  or  committee  study  by  principals  on  pertinent 
problems;  (c)  supplying  pertinent  aids  and  significant  news  of  interest  to  elementary- 
school  principals;  and  (d)  direct  contact  with  schoolboards  to  develop  a  conscious¬ 
ness  on  their  part  of  the  importance  of  the  recognized  duties  of  the  position  of  the 
elementary-school  principal. 


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INTERSUBJECT  RELATIONS 

H.  C.  TALLMAN,  PRINCIPAL,  BEAUMONT  SCHOOL,  PORTLAND,  ORE. 

A  part  of  any  philosophy  of  education  should  serve  as  a  clearing-house 
for  the  evaluation  of  objectives  and  the  technic  necessary  to  acquire  the 
objectives.  Intersubject  relations  are,  therefore,  a  very  important  part  of 
educational  procedure. 

Aside  from  the  natural  and  exact  sciences  we  have  come  to  accept  the 
process  of  education  as  a  science  social  in  nature.  Education  is  an  active 
science,  a  science  which  is  ever  changing  to  meet  the  challenges  of  a  social 
environment. 

Too  many  times  our  educational  procedure  has  been  strikingly  unbalanced 
in  the  light  of  strategy  and  tactics.  This  has  been  especially  true  when  a 
definite  philosophy  of  education  was  not  within  the  appreciation  of  the 
teacher.  A  supervising  principal  has  upon  many  occasions  observed  a  teacher 
struggling  with  methods  or  technic  while  at  the  same  time  pitifully  and 
wofully  lacking  in  a  clear-cut  understanding  of  major  objectives — objec¬ 
tives  desirable  and  acceptable  to  the  experience  background  of  the  educand 
as  he  lives  in  a  social,  economic,  cultural,  and  spiritual  world.  While  method 
is  essentially  necessary,  objectives  successfully  attained  must  be  a  combina¬ 
tion  of  the  two,  namely,  objectives  and  methods. 

Types  of  education  advanced  in  the  last  two  decades  have  by  the  sponsors 
been  called  by  various  names  indicating  that  each  is  based  upon  a  new  phi¬ 
losophy  when  in  reality  it  is  just  an  old  philosophy  clothed  in  modern  regalia. 

Some  of  these  revived  philosophies  have  tended  to  place  great  emphasis 
upon  activity.  An  activity  school  is  very  commendable  but  the  emphasis 
upon  consequential  reasons  for  the  activity  has  been  much  underdeveloped. 
We  have  a  strong  notion  in  our  school  that  while  many  interests  are  of  an 
immediate  nature  and  give  immediate  satisfactions,  children  can  be  trained  to 
have  a  conscious  interest  in  deferred  satisfactions.  To  forego  the  immediate 
for  the  deferred  desires,  differentiates  very  largely  between  man  and  the  lower 
animal  kingdom  and  in  the  end  contributes  most  to  a  social  consciousness. 

BUILDING  A  COMMUNITY  THRU  THE  ELEMENTARY 

SCHOOL 

WILLIS  A.  SUTTON,  SUPERINTENDENT  OF  SCHOOLS,  ATLANTA,  GA. 

Each  year  in  Atlanta  we  pick  out  some  particular  thing  to  which  we  direct 
our  attention.  One  project  in  the  Atlanta  schools  for  1934-35  was  to  build 
a  better  community.  I  believe  our  principals  have  done  that  thru  a  very  large 
number  of  community  activities  and  thru  building  a  better  life  for  the 
children. 

How  can  we  build  a  better  community?  The  first  thing  is  to  build  thru 
a  better  school.  There  are  many  things  that  all  of  us  could  do  in  order  to 
make  a  better  school.  Plow  can  we  build  a  better  home?  I  believe  one  of  the 


Department  of  Elementary  School  Principals 


257 


things  elementary-school  principals  can  do  more  than  any  other  principal 
is  to  tie  the  school  up  with  the  home.  Have  something  out  of  the  school  go 
into  the  home — something  the  child  is  going  to  make  to  take  home. 

We  have  school  gardens  and  children  take  plants  home.  The  home  ought 
to  be  an  attractive  place.  Build  into  the  children’s  lives  a  love  of  the  beauti¬ 
ful  so  that  they  can  take  it  into  their  homes.  Almost  every  school  in  Atlanta 
has  a  school  garden  with  a  plot  of  ground  for  each  grade  which  the  children 
care  for  themselves.  The  grand  thing  about  a  school  garden  is  that  it  is  a 
means  of  creating  a  desire  for  lovely  plants  in  the  home.  Miss  Rhoades,  one 
of  my  principals,  has  sent  millions  of  plants  from  the  school  gardens  into 
the  homes.  The  child  who  takes  home  a  plant  from  the  school  garden  takes 
ten  times  better  care  of  it  than  anything  the  parents  can  buy.  In  one  very 
poor  district  of  little  three-room  cabins,  children  were  given  great  quan¬ 
tities  of  ferns  to  take  home  and  plant  all  around  the  houses.  When  it  begins 
to  get  cold  in  the  winter  the  children  dig  up  the  ferns  and  bring  them,  to  the 
school  greenhouse  where  they  are  cared  for  and  the  buildings  are  kept  warm 
so  that  the  ferns  will  not  die  during  the  cold  weather.  Then  the  ferns  are 
ready  to  go  back  to  the  homes  in  the  spring.  The  school  needs  to  build  around 
the  home  thru  love  and  the  ties  that  bind  it  together. 

We  urged  the  children  and  parents  to  go  to  church  as  a  family  and  sit 
together — mothers,  fathers,  brothers,  sisters,  cousins,  aunts,  uncles,  grand¬ 
parents. 

Education  has  an  obligation  to  help  build  a  home  and  this  can  be  done  by 
taking  something  out  of  the  school  into  the  home.  It  would  do  lots  for  the 
superintendent  and  the  board  of  education,  when  bond  issues  come  up  for  con¬ 
sideration,  if  they  had  the  support  of  the  parents.  Keep  parents  interested  by 
sending  something  out  of  the  school  into  the  home  every  week  rather  than 
just  once  a  month.  Also  let  children  bring  things  out  of  the  home  into  the 
school.  Have  pet  shows,  circuses,  carnivals,  and  doll  shows,  and  let  the  boys 
bring  dolls  too.  Let  them  bring  a  toy,  pony,  cat,  dog,  or  fish,  and  spend  a 
day  at  school.  A  pet  parade  gets  all  the  dogs  and  cats  washed  up  at  least 
once  a  year. 

Parent-teacher  associations  are  fine  things.  It  is  splendid  for  mothers  to 
meet  the  teachers.  In  one  school  where  most  of  the  mothers  are  young  women, 
a  skating  class  was  organized.  The  seats  are  taken  out  of  the  auditorium  and 
the  mothers  and  the  kindergarten  and  primary  children  skate  and  have  the 
best  time.  They  also  have  a  teacher  instruct  them  in  dancing.  Activities  like 
these  bring  them  out  of  the  home  into  the  school.  Another  thing  we  feel  that 
ties  the  home  and  the  school  together  is  open  house.  We  feel  it  is  a  grand 
thing  for  parents  to  have  a  place  to  go  to  on  Sunday  afternoon  with  their 
children.  It  is  building  toward  a  greater  community  spirit.  During  open 
house  fathers  meet  and  talk  politics  and  the  mothers  have  a  chance  to  discuss 
matters  of  interest  to  them. 

Do  something  about  getting  good  moving  pictures  by  contacting  local  the¬ 
ater  managers  to  see  that  children  are  given  clean  and  wholesome  movies. 
The  school  can  do  something  towards  building  better  radio  programs.  Learn 


258 


National  Education  Association 


to  listen  and  enjoy  only  the  best  programs,  and  do  not  be  satisfied  with 
something  not  quite  so  good.  Newspapers  and  school  papers  can  be  made 
self-sustaining  and  are  a  feature  in  the  building  of  the  life  of  the  community. 
Opportunity  to  make  an  announcement  thru  a  school  paper  is  of  great  value 
not  only  to  the  school  but  to  the  entire  community.  Build  solidly  for  family 
life,  in  cementing  the  life  of  the  child  thru  the  community.  The  nearest  way 
to  the  heart  of  any  parent  is  thru  his  children  and  the  best  way  to  build  for 
the  future  is  thru  our  children.  Children  must  be  better  than  their  mothers 
and  fathers.  Communities  must  be  better  than  they  were.  It  is  a  sad  day 
when  we  put  all  the  emphasis  on  gaining  knowledge  and  fail  to  put  emphasis 
on  making  solid  hearts  and  characters  in  our  children.  Elementary-school 
principals  and  elementary  teachers  have  the  opportunity  of  opportunities  to 
build  a  community. 


SECRETARY’S  REPORT 

St.  Louis,  Missouri 

February  22-27,  1936 

1  he  winter  meeting  of  the  Department  of  Elementary  School  Principals,  consisting 
of  two  general  sessions,  a  breakfast,  a  tea,  and  a  banquet,  was  held  at  St.  Louis, 
Missouri,  February  24  and  25,  respectively.  The  general  sessions  were  held  in  As¬ 
sembly  Room  4  of  the  Municipal  Auditorium;  the  Department  tea,  breakfast,  and 
banquet  were  served  by  Hotel  Statler,  the  headquarters  hotel. 

The  musical  program  which  preceded  the  Monday  afternoon  general  session  con¬ 
sisted  of  four  beautiful  selections  rendered  by  a  group  of  pupils  from  the  seventh 
and  eighth  grades  in  the  St.  Louis  schools  under  the  skilled  direction  of  Eugene  M. 
Hahnel,  supervisor  of  music  in  St.  Louis  schools.  This  group  of  students  was  from 
several  schools  and  the  numbers  rendered  were  part  of  their  daily  work.  The  train¬ 
ing  and  precision  with  which  all  reached  their  notes  was  so  noticeable  that  they 
were  given  a  thunderous  ovation.  The  splendid  musical  program  which  preceded 
the  Tuesday  afternoon  program  was  rendered  by  a  group  of  St.  Louis  elementary 
orchestra  pupils.  The  Department  was  again  especially  favored,  for  Dr.  Hahnel 
directed  the  group. 

Tea,  Breakfast,  and  Banquet 

On  Sunday  afternoon,  February  23,  from  4  to  6  o’clock  in  Room  106,  Hotel  Statler, 
the  president  and  other  officers  of  the  Department  of  Elementary  School  Principals 
were  the  recipients  of  a  lovely  tea  given  in  their  honor  by  the  St.  Louis  Principals 
Club.  All  visiting  principals  were  cordially  invited  to  attend,  and  judging  from  the 
happy  crowd  which  responded  one  could  say  that  “a  good  time  was  had  by  all.” 
This  lovely  occasion  will  long  be  remembered  as  one  of  the  bright  spots  of  the 
convention. 

The  Department  breakfast  on  Monday  morning,  February  24,  Hotel  Statler,  Par¬ 
lor  A,  was  another  delightful  get-together  for  President  Harley  W.  Lyon  had 
arranged  a  fine  breakfast  program.  M.  Emma  Brookes,  first  vicepresident  of  the 
D.  E.  S.  P.,  presided  because  of  the  illness  of ’Mr.  Lyon  at  his  home  in  Pasadena, 
California.  Miss  Brookes  expressed  her  sincere  regret  and  that  of  the  officers  of  the 
Department  at  Mr.  Lyon’s  illness,  and  the  executive  secretary,  by  the  unanimous 
vote  of  the  145  present,  was  instructed  to  send  him  a  message  to  this  effect. 

Isabel  Tucker,  principal,  Shenandoah  School,  and  chairman  of  the  social  affairs 
of  the  Department  had  mimeographed  a  page  of  songs  which  President  Lyon  and 
St.  Louis  principals  had  prepared  for  the  occasion,  and  these  were  placed  at  all 
plates.  R.  E.  Strickler,  principal  of  Hodgen  School,  with  his  magnetic  personality, 


Department  of  Elementary  School  Principals 


259 


had  each  person  present  trying  to  sing  even  tho  he  knew  he  was  “off  key.”  Miss 
Brookes  gave  a  word  of  greeting;  had  Miss  Tucker  make  the  announcements  about 
the  banquet  that  evening;  asked  Edythe  J.  Brown  to  tell  about  the  Conference  on 
Elementary  Education,  sponsored  by  the  Department  of  Elementary  School  Princi¬ 
pals,  to  be  held  at  Portland,  July  6-17,  1936;  had  a  roll  cal!  by  states;  and  made 
other  announcements  of  the  activities  of  the  week  which  would  be  of  interest  to 
those  present. 

A  “rainbow  banquet”  took  place  in  the  Big  Ballroom,  Statler  Hotel,  Monday,  at 
6  p.  m.,  February  24,  with  four  hundred  and  fifty-six  members  and  friends  present. 
This  unusual  color  scheme  was  carried  out  in  the  table  decorations,  the  flowers,  the 
candles,  and  the  beautiful  programs. 

Earl  R.  Laing,  member  of  the  Executive  Committee,  Department  of  Elementary 
School  Principals,  and  district  principal,  Detroit,  Michigan,  was  master  of  cere¬ 
monies  in  Mr.  Lyon’s  absence.  Mr.  Laing’s  informal  and  pleasing  introductions  and 
announcements  caused  all  to  enjoy  to  the  utmost  each  moment.  The  music,  played 
by  a  string  quartette  from  the  Cleveland  High  School  during  the  dinner  hour,  was 
enjoyed  immensely.  R.  E.  Strickler,  principal  Hodgen  School,  accompanied  by  Miss 
Gene  Meenach,  Cleveland  High  School,  rendered  two  very  appropriate  vocal  selec¬ 
tions.  Mr.  Laing  then  introduced  Henry  J.  Gerling,  superintendent  of  St.  Louis 
schools,  who  at  this  time  gave  those  assembled  a  most  delightful  surprise  by  intro¬ 
ducing  a  friend  of  his  and  a  pupil  of  the  St.  Louis  schools,  Elda  Vettori,  of  the 
Metropolitan  Opera.  Miss  Vettori  most  graciously  gave  several  numbers.  All  present 
appreciated  Dr.  Gerling’s  giving  them  the  privilege  of  hearing  such  a  beautiful 
song-bird  as  is  Miss  Vettori. 

Dr.  Gerling  then  introduced  the  magnetic  speaker  of  the  evening,  Colvin  McPher¬ 
son,  critic  editor,  St.  Louis  Post-Dispatch.  Mr.  McPherson  brought  a  most  unusual 
and  delightful  presentation  of  facts,  and  gave  these  in  a  most  interesting  discourse. 

As  the  evening  drew  to  a  close,  those  present  realized  that  the  lovely  social  affairs 
of  the  meeting  had  been  due  to  the  splendid  arrangements  of  Chairman  Isabel  Tucker, 
president  of  the  Women’s  Principals  Club,  and  principal  of  Shenandoah  School, 
and  her  splendid  committee. 

Executive  Meeting,  Sunday  Morning,  February  23,  1936 

The  meeting  was  called  to  order  by  M.  Emma  Brookes,  first  vicepresident,  in  Room 
306,  Statler  Hotel,  St.  Louis,  Missouri.  The  following  persons  were  present:  M.  Emma 
Brookes,  first  vicepresident;  Ira  M.  Kline,  second  vicepresident;  Edythe  J.  Brown, 
third  vicepresident;  Irvin  A.  Wilson,  fourth  vicepresident;  Mrs.  Margaret  M.  Smith, 
fifth  vicepresident;  Earl  R.  Laing,  member,  Executive  Committee;  Herbert  C.  Han¬ 
sen,  director,  Life  Membership  Division,  and  Eva  G.  Pinkston,  executive  secretary. 

President  Harley  W.  Lyon,  Mrs.  Edith  B.  Joynes,  and  Cassie  F.  Roys  were  unable 
to  attend  because  of  illness.  Mr.  Stratton  was  also  absent  due  to  extra  school  duties. 

A  motion  was  made  by  Mr.  Kline  and  seconded  by  Mr.  Hansen  that  the  executive 
secretary  be  instructed  to  send  messages  to  those  absent  expressing  regret  because 
of  their  inability  to  be  at  the  meeting.  Motion  carried. 

A  motion  was  made  by  Mr.  Laing  and  seconded  by  Miss  Brown  that  the  reading 
of  the  minutes  of  the  Denver  meeting  be  omitted  because  they  had  been  approved 
by  all  before  they  were  published  in  the  October  issue  of  the  National  Elementary 
Principal.  Motion  carried. 

At  the  request  of  the,  executive  secretary,  Fred  M.  Hunter,  chancellor  for  Higher 
Education,  State  of  Oregon,  and  Willard  E.  Givens,  executive  secretary  of  the 
N.  E.  A.,  appeared  before  the  officers  and  Executive  Committee  to  discuss  plans  for 
the  Conference  on  Elementary  Education,  which  the  Department  is  sponsoring  imme¬ 
diately  following  the  N.  E.  A.  convention  at  Portland.  The  invitations  from  many 
colleges  were  read  by  the  executive  secretary.  After  much  discussion  the  chairman 
asked  that  a  vote  be  taken  by  ballot.  The  vote  cast  was  in  favor  of  the  Extension 
Center,  University  of  Oregon.  A  motion  was  made  by  Mr.  Kline,  seconded  by  Mr. 
Wijson,  that  the  executive  secretary  notify  Dr.  Hunter  and  Mr.  Givens  of  the  deci- 


260 


National  Education  Association 


sion,  and  give  Dr.  Hunter  a  list  of  names  of  instructors  chosen,  asking  him  to  contact 
these  people  while  at  the  convention  or  as  soon  as  possible  thereafter.  Motion  carried. 

Because  of  President  Lyon’s  absence,  the  following  officers  presided  at  the  various 
meetings:  Executive  meetings — M.  Emma  Brookes;  Monday  breakfast — M.  Emma 
Brookes;  Monday  afternoon  session — Edythe  J.  Brown;  Monday  banquet — Earl  R. 
Laing;  Tuesday  afternoon  session — Ira  M.  Kline;  and  Wednesday  afternoon  group 
discussion — Irvin  A.  Wilson. 

Mi  ss  Brookes  asked  that  the  problems  which  the  executive  secretary  had  included 
in  her  report  be  discussed.  A  folder  of  the  report  had  been  prepared  for  each  officer 
and  member  of  the  Executive  Committee.  A  motion  was  made  by  Mr.  Wilson  and 
seconded  by  Mrs.  Smith  that  the  report  of  the  executive  secretary  be  accepted. 
Motion  carried. 

The  secretary  read  letters  which  had  been  received  in  St.  Louis  from  President 
Lyon.  Mr.  Lyon  had  sent  five  life  memberships.  He  has  been  largely  responsible  for 
the  large  number  of  the  Department’s  life  members  in  California.  A  motion  was 
made  by  Mr.  Hansen,  seconded  by  Miss  Brown,  that  the  secretary  be  instructed  to 
write  to  Mr.  Lyon,  in  the  name  of  the  officers,  and  commend  him  for  this  splendid 
record. 

In  discussing  the  subject  of  membership,  Mr.  Laing  suggested  that  the  Department 
have  a  representative  in  each  locality  to  collect  the  dues  and  forward  the  amount  to 
headquarters.  Mrs.  Smith  reported  that  this  is  done  by  the  Denver  Club. 

Mr.  Wilson,  chairman  of  the  committee  to  select  a  seal  for  the  Department,  sub¬ 
mitted  a  picture  of  the  suggestions  received.  The  center  of  the  seal  includes  a  modi¬ 
fication  of  the  open  book  design  of  the  Life  Membership  Key  of  the  Department 
with  the  date  1921,  the  date  of  organization  of  the  Department,  imprinted  lengthwise 
on  the  key.  The  actual  over-all  diameter  of  the  seal  would  be  scaled  down  to 
approximately  1^4  inches.  A  motion  was  made  by  Mr.  Laing,  seconded  by  Mrs.  Smith, 
that  the  recommendations  of  Mr.  Wilson  and  his  committee  be  accepted  and  that  the 
seal  be  made.  Motion  carried. 

A  motion  was  made  by  Miss  Brown,  seconded  by  Mr.  Wilson,  that  Dr.  Hunter  and 
Mr.  Givens  be  sent  a  letter  of  thanks  for  the  cooperation  they  have  given  in  helping 
to  formulate  plans  for  the  Conference  on  Elementary  Education  which  the  Depart¬ 
ment  is  sponsoring  this  summer.  Motion  carried. 

In  discussing  the  valuable  information  received  at  headquarters  on  the  Inquiry 
Sheet  which  was  sent  to  all  members,  it  was  found  that  many  principals  were  vitally 
interested  in  the  same  problems.  A  motion  was  made  by  Mrs.  Smith,  seconded  by 
Mr.  Kline,  authorizing  President  Lyon  to  appoint  a  committee  from  each  group  to 
study  the  major  problems. 

In  discussing  the  ways  and  means  by  which  the  Department  may  increase  its  serv¬ 
ices  to  members,  the  fact  was  brought  out  that  the  only  source  of  revenue  is  from 
membership  dues  and  sale  of  yearbooks.  The  Department  of  Elementary  School 
Principals  has  not  received  any  help  or  subsidy  from  the  N.  E.  A.  since  1932.  Even 
tho  membership  at  present  is  15  percent  ahead  of  this  same  date  last  year,  the  income 
is  not  enough  to  adequately  meet  the  requests  and  helps  needed  by  members.  A  motion 
was  made  by  Mr.  Hansen,  seconded  by  Mr.  Laing,  that  the  executive  secretary  be 
instructed  to  confer  with  Willard  E.  Givens,  executive  secretary  of  the  N.  E.'  A., 
and  ask  that  the  D.  E.  S.  P.  be  given  an  appropriation  of  at  least  $5000  to  carry  on 
special  work.  Motion  carried. 

Executive  Meeting,  Tuesday  Morning,  February  25,  1936 

The  second  meeting  of  the  Executive  Committee  met  in  Room  306,  Statler  Hotel. 
Those  present  were  M.  Emma  Brookes,  first  vicepresident;  Ira  Kline,  second  vice- 
president;  Edythe  J.  Brown,  third  vicepresident;  Irvin  A.  Wilson,  fourth  vicepres¬ 
ident;  Mrs.  Margaret  M.  Smith,  fifth  vicepresident;  Earl  R.  Laing,  member,  Execu¬ 
tive  Committee;  Herbert  C.  Hansen,  director,  Life  Membership  Division;  and  Eva 
G.  Pinkston,  executive  secretary.  Marie  Wetzel  representing  Cassie  Roys;  Bess 
Rogers  Clement  and  Richard  R.  Foster,  editorial  committee;  Ralph  D.  Owen,  chair- 


Department  of  Elementary  School  Principals 


261 


man,  Spelling  Reform  Committee;  and  Herman  Browe,  director,  elementary  educa¬ 
tion,  Detroit,  Michigan,  were  invited  to  be  present. 

Because  of  the  absence  of  President  Lyon,  due  to  illness,  M.  Emma  Brookes,  first 
vicepresident,  called  the  meeting  to  order.  The  minutes  of  the  meeting  of  Sunday, 
February  23,  1936,  were  read  and  approved. 

Ralph  D.  Owen,  chairman,  Spelling  Reform  Committee  of  the  Department,  made 
a  splendid  report.  Dr.  Owen  presented  the  following  resolution  t 

Whereas,  the  teaching  of  reading  and  spelling  is  one  of  the  major  concerns  of 
the  elementary  school;  and 

Whereas,  it  is  practically  impossible  for  any  individual  investigator  to  make 
a  scientific  study  of  the  effect  of  the  unphonetic  characters  of  English  upon  the 
learning  of  reading  and  spelling;  therefore, 

Be  It  Resolved,  That  the  Department  of  Elementary  School  Principals  of  the 
National  Education  Association  request  the  American  Council  on  Education  to 
grant  to  the  Department  a  financial  subsidy  sufficient  to  conduct  a  controlled 
experiment  in  beginning  reading;  such  experiment  to  be  conducted  under  the 
direction  of  a  joint  committee  of  the  Department  and  the  Council. 

Respectfully  submitted, 

Ralph  Dornfeld  Owen,  Chairman. 

A  motion  was  made  by  Mr.  Laing  and  seconded  by  Mr.  Kline  that  the  resolution  be 
adopted.  Motion  carried. 

A  motion  was  made  by  Mrs.  Smith  and  seconded  by  Mr.  Wilson  that  the  Spelling 
Reform  Committee  be  continued  and  that  the  Department  help  the  Committee  as 
much  as  possible  in  its  work.  Motion  carried. 

Dr.  Browe,  Mr.  Hansen,  and  Mr.  Kline  offered  their  schools  as  experimental 
centers. 

Richard  R.  Foster  and  Bess  Rogers  Clement  made  the  report  for  the  Editorial  Com¬ 
mittee,  because  of  the  absence  of  Samuel  Berman,  chairman.  They  recommended 
that  the  name  of  the  1936  yearbook  be  “Personality  Adjustment  of  the  Elementary- 
School  Child.”  Because  of  the  very  fine  material  which  had  been  received  from  so 
many  experts  in  this  field,  they  asked  that  the  number  of  pages  of  the  yearbook  be 
increased  for  this  year.  A  motion  was  made  by  Mr.  Laing,  seconded  by  Mrs.  Smith, 
that  Miss  Clement  and  Dr.  Foster  be  thanked  for  their  splendid  reports,  and  that 
their  request  to  increase  the  number  of  pages  for  the  1936  yearbook  be  granted. 
Motion  carried. 

A  motion  was  made  by  Mr.  Laing,  seconded  by  Mrs.  Smith,  that  the  Editorial 
Committee  be  commended  for  the  very  fine  piece  of  work  which  it  has  done.  Motion 
carried. 

A  motion  was  made  by  Miss  Brown,  seconded  by  Mr.  Wilson,  that  letters  of  appre¬ 
ciation  be  sent  to  the  following:  W.  D.  Shewman  and  Isabel  Tucker,  hospitality 
chairmen,  and  their  committees;  A.  C.  Tucker,  manager,  Statler  Hotel;  Henry  J. 
Gerling,  superintendent  of  St.  Louis  schools;  Colvin  McPherson,  critic  editor,  St. 
Louis  Post-Dispatch ;  and  to  each  speaker  on  the  programs. 

A  motion  was  made  by  Mr.  Laing  and  seconded  by  Miss  Brown  that  Miss  Brookes 
appoint  a  budget  committee  for  the  year  1936-37.  This  committee  is  to  report  at  the 
Portland  meeting.  Motion  carried.  Miss  Brookes  appointed  Herbert  C.  Hansen  as 
chairman  and  instructed  him  to  select  two  other  members  to  help  him. 

A  motion  was  made  by  Mr.  Wilson,  seconded  by  Miss  Brown,  that  a  committee 
on  retirement  be  appointed  and  that  Miss  Brookes  be  chairman  because  of  her  rich 
experience  in  this  field  and  because  she  is  chairman  of  the  N.  E.  A.  Retirement 
Committee.  Motion  carried. 

A  motion  was  made  by  Mrs.  Smith  and  seconded  by  Mr.  Laing  that  the  Registra¬ 
tion  Council  Committee  be  continued  and  that  Miss  Roys  make  a  report  at  the  Port¬ 
land  meeting.  Motion  carried.  Meeting  adjourned. 


262 


National  Education  Association 


Enrolment  Committee  Meeting 
Wednesday  Morning,  February  26,  1936 

An  enthusiastic  group  of  enrolment  chairmen  was  called  to  order  by  Mrs.  Mar¬ 
garet  M.  Smith,  fifth  vicepresident  of  the  Department.  Twenty  chairmen  were 
present. 

The  problems  of  enrolment  were  stated  by  the  executive  secretary.  After  discuss¬ 
ing  the  subject  and  getting  many  fine  suggestions  Mr.  Cooper  of  Rochester,  New 
York,  made  a  motion,  seconded  by  Miss  Lind  of  Denver,  Colorado,  that  each  enrol¬ 
ment  chairman  get  all  materials  ready  this  spring  so  that  no  delay  will  occur  in  the 
fall  in  getting  principals  to  join  early  in  the  membership  year,  which  begins  Sep¬ 
tember  1.  Motion  carried. 

It  was  the  consensus  that  each  state  be  divided  into  districts  or  units  to  correspond 
if  possible  to  the  district  of  the  state  association,  and  that  the  enrolment  chairmen 
contact  superintendents  and  enlist  their  assistance  in  getting  to  the  principals  the 
information  about  the  Department,  the  services  rendered,  and  the  help  which  the 
publications  give.  Each  one  said  that  he  would  strive  to  reach  the  quota  set  for 
his  state  by  President  Lyon. 

The  executive  secretary  extended  to  those  present  her  very  heartiest  thanks  for 
attending  the  meeting  and  pledged  her  support  to  them  to  help  increase  the  member¬ 
ship  in  the  Department.  She  felt,  as  did  many  who  expressed  their  feelings,  that 
this  was  one  of  the  very  best  meetings  of  the  convention. 

Portland,  Oregon 

June  28-July  2,  1936 

On  June  29  and  30  the  Department  of  Elementary  School  Principals  held  its 
thirty-second  semiannual  meeting  at  Portland,  Oregon.  This  meeting  consisted  of 
two  general  sessions,  besides  a  breakfast  on  Monday  and  a  banquet  on  Tuesday. 
The  breakfast  and  banquet  were  served  by  the  Portland  Hotel,  the  headquarters 
hotel,  and  the  general  sessions  were  held  at  the  First  Congregational  Church. 

The  musical  program  which  preceded  the  Monday  afternoon  general  session  con¬ 
sisted  of  four  selections  rendered  by  an  elementary-school  orchestra,  under  the 
skilled  direction  of  Verne  Preston,  director  of  instrumental  music  in  the  Portland 
schools.  At  the  Tuesday  afternoon’s  general  session  a  chorus  composed  of  elementary- 
school  pupils  from  Portland  schools,  under  the  expert  and  professional  direction  of 
W.  H.  Boyer,  director  of  music,  gave  four  beautiful  numbers. 

Mr.  Preston  and  his  orchestra  played  selections  during  the  dinner  hour  of  the 
banquet  and  these  were  again  greatly  appreciated.  The  Department  feels  honored 
by  having  these  groups  appear  on  its  programs. 

Breakfast  and  Banquet 

The  Department  breakfast,  with  President  Harley  W.  Lyon,  presiding,  was  served, 
as  has  been  the  custom  for  many  years,  on  Monday  morning  of  convention  week. 
The  unusually  large  attendance  of  members  and  their  friends  who  gathered  in  the 
main  dining  room,  Portland  Hotel,  June  29,  fully  appreciated  the  good  fellowship 
and  comradery  which  was  in  forceful  evidence.  Under  the  splendid  leadership  of 
Stephen  E.  Smith,  principal  of  Brooklyn  School,  Portland,  accompanied  by  Mrs. 
Smith,  the  group  thoroly  enjoyed  singing  the  songs  which  had  been  mimeographed 
and  placed  at  all  the  plates.  Attention  was  called  to  the  week’s  activities,  and  let¬ 
ters  and  greetings  from  the  absent  members  of  the  executive  family  and  friends  of 
the  Department  were  read. 

At  this  time,  President  Lyon  announced  the  following  nominating  committee: 
Mason  A.  Stratton,  Atlantic  City,  New  Jersey,  chairman ;  Mrs.  Edith  B.  Joynes, 
Norfolk,  Virginia;  Jean  B.  Hagerty,  Philadelphia,  Pennsylvania;  Stephen  E.  Smith, 
Portland,  Oregon;  and  Herbert  C.  Hansen,  Chicago,  Illinois.  President  Lyon,  by 


Department  of  Elementary  School  Principals 


263 


a  unique  and  original  method,  had  each  person  introduced  and  his  outstanding 
accomplishments  stated. 

On  Tuesday  evening,  June  30,  in  the  main  dining  room  of  the  Portland  Hotel,  350 
members,  friends,  and  guests  of  the  Department  attended  a  beautiful  banquet, 
arranged  by  the  social  committee  with  the  help  of  Peggy  Philip. 

The  keynote  of  President  Lyon’s  remarks  was  that  the  Department  of  Elementary 
School  Principals  is  the  “friendly  department”  and  his  informal  introductions  of 
guests  and  friends  made  all  present  thoroly  enjoy  the  evening.  He  asked  our  leader 
of  songs,  Stephen  E.  Smith,  to  have  the  group  get  better  acquainted  by  singing  certain 
songs  which  all  knew. 

Executive  Meeting,  Sunday  Morning,  June  28,  1936 

The  meeting  was  called  to  order  by  President  Harley  W.  Lyon  in  Room  212  of 
the  Portland  Hotel,  Portland,  Oregon.  The  following  persons  were  present:  Harley 
W.  Lyon,  president;  Ira  M.  Kline,  second  vicepresident;  Mrs.  Margaret  M.  Smith, 
fifth  vicepresident;  Mason  A.  Stratton  and  Mrs.  Edith  B.  Joynes,  members  of  the 
Executive  Committee;  Herbert  C.  Hansen,  director,  Life  Membership  Division; 
Samuel  Berman,  chairman,  Editorial  Committee;  Richard  R.  Foster,  assistant  direc¬ 
tor,  Research  Division,  National  Education  Association;  Clifford  E.  Perry  and 
Stephen  E.  Smith,  hospitality  chairmen,  Portland  meeting;  and  Eva  G.  Pinkston, 
executive  secretary. 

President  Lyon  expressed  regret  that  the  absent  members  of  the  official  family 
had  found  it  impossible  to  be  at  the  Portland  meeting.  Three  had  been  seriously 
ill  or  had  illness  in  their  family;  others  were  unavoidably  detained  at  home.  A 
motion  was  made  by  Mrs.  Joynes,  seconded  by  Mrs.  Smith,  that  the  secretary  be 
instructed  to  send  messages  to  those  absent  expressing  regret  because  of  their  inability 
to  be  at  the  meeting.  Motion  carried. 

President  Lyon  asked  those  assembled  to  check  with  him  carefully  the  programs 
which  had  been  prepared  for  the  week. 

A  motion  was  made  by  Mrs.  Smith,  seconded  by  Mr.  Hansen,  that  the  reading  of 
the  minutes  of  the  St.  Louis  meeting  be  omitted  because  they  had  been  approved 
by  all  -before  they  were  published  in  the  April  issue  of  the  National  Elementary 
Principal,  which  was  an  official  report  of  the  winter  meeting.  Motion  carried. 

President  Lyon  asked  Mr.  Perry  to  help  Harry  Haw,  principal,  Alice  Birney 
School,  San  Diego,  California,  to  make  arrangements  for  the  showing  of  films  which 
had  been  collected  from  different  parts  of  the  country.  These  films  illustrated  “Units 
of  Work”  and  were  to  be  shown  in  the  basement  of  the  First  Congregational  Church 
on  Monday  and  Tuesday  afternoons  at  the  same  time  as  the  Department  program 
was  taking  place  upstairs  in  the  auditorium. 

The  subject  of  publicity  for  the  Department  was  discussed.  It  was  decided  that 
more  stress  should  be  placed  on  getting  articles  and  news  items  into  the  local  papers 
of  the  convention  city. 

The  secretary  read  a  letter  from  R.  C.  T.  Jacobs,  Dallas,  Texas,  in  which  he  said 
the  condition  of  his  health  forbade  his  continuing  as  a  member  of  the  Editorial 
Committee.  A  motion  was  made  by  Mr.  Stratton,  seconded  by  Mr.  Kline,  that  Mr. 
Jacobs’  resignation  from  the  Editorial  Committee  be  accepted  and  that  the  vacancy 
be  filled  immediately  so  that  the  new  member  could  become  acquainted  as  early  as 
possible  with  the  work  which  had  been  done  on  the  new  yearbook.  Motion  carried. 

A  motion  was  made  by  Mr.  Kline,  seconded  by  Mrs.  Joynes,  that  the  secretary 
be  instructed  to  write  Mr.  Jacobs,  expressing  regret  because  his  health  made  it  neces¬ 
sary  for  him  to  discontinue  his  work  with  the  Editorial  Committee  and  to  thank  him 
for  the  fine  work  he  had  done  while  connected  with  it.  Motion  carried. 

President  Lyon  asked  for  the  report  of  the  secretary  and  that  the  problems  pre¬ 
sented  be  discussed.  The  folder  prepared  for  each  contained  a  copy  of  the  report 
of  the  work  of  the  Department  as  sent  to  Secretary  Givens,  May  16,  to  be  printed 
in  his  annual  report  for  the  officers  of  the  N.  E.  A.;  information  regarding  the  new 
office  space  at  headquarters;  the  individual  analysis  of  work  during  the  past  year; 


264 


National  Education  Association 


membership  and  life  membership  figures;  membership  analysis;  a  financial  state¬ 
ment  for  the  year;  report  of  arrangements  made  for  the  Conference  on  Elementary 
Education  for  1937 ;  and  problems  to  be  brought  before  the  executive  family.  Motion 
was  made  by  Mr.  Hansen,  seconded  by  Mr.  Stratton,  to  accept  the  secretary’s  report 
as  discussed.  Motion  carried. 

After  much  discussion  about  the  problem  of  membership,  a  motion  was  made  by 
Mrs.  Smith,  seconded  by  Mr.  Stratton,  that  the  same  quota  be  given  to  each  state 
again  this  year  and  that  the  state  enrolment  chairman  and  his  helpers  be  urged  to 
reach  it.  Motion  carried. 

A  motion  was  made  by  Mr.  Kline,  seconded  by  Mrs.  Joynes,  that  the  membership 
card  be  changed  so  that  it  can  carry  the  new  seal  of  the  Department.  Motion  carried. 

Executive  Meeting,  Monday  Morning,  June  29,  1936 

The  second  meeting  of  the  Executive  Committee  was  held  in  Room  212,  Portland 
Hotel.  Those  present  were:  Harley  W.  Lyon,  president;  Ira  M.  Kline,  second  vice- 
president;  Mrs.  Margaret  M.  Smith,  fifth  vicepresident;  Mason  A.  Stratton  and 
Mrs.  Edith  B.  Joynes,  members  of  the  Executive  Committee;  Herbert  C.  Hansen, 
director,  Life  Membership  Division;  Franklin  A.  Butts,  president,  New  York  State 
Elementary  School  Principals  Association;  and  Eva  G.  Pinkston,  executive  secretary. 

President  Lyon  called  the  meeting  to  order.  The  minutes  of  Sunday,  June  28,  were 
read  and  approved.  Mr.  Butts  was  invited  to  make  a  statement  to  the  group  about 
the  proposal  he  had  made  concerning  a  combination  membership,  and  about  which 
he  had  written  to  Mr.  Kline  and  Miss  Pinkston. 

Mr.  Butts  explained  that  his  association  would  favor  a  combination  membership 
which  would  make  all  its  members  also  members  of  the  Department.  This  would 
involve  a  membership  fee  which  would  be  less  than  membership  in  both  associa¬ 
tions  costs  at  present,  and  would  become  part  of  their  membership  campaign.  In 
order  to  present  a  definite  proposal  for  our  consideration,  he  said  that  membership 
in  the  New  York  state  group  at  present  costs  $2  and  for  an  extra  dollar  all  their 
members  might  belong  to  the  national  Department.  They  would  collect  the  $3  in 
their  membership  drive,  and  their  treasurer  would  be  instructed  to  pay  to  the  national 
Department  $1  of  the  $3  collected. 

The  problem  was  discussed  at  length  and  President  Lyon  suggested  that  Mr. 
Butts  take  a  message  to  his  group  that  the  Department  was  in  favor  of  cooperating 
and  working  closely  with  both  local  and  state  groups,  but  at  present  we  could  see 
no  way  of  formulating  such  a  plan  of  combination  of  membership  and  reducing  our 
income  as  he  proposed.  The  state  group  would  continue  to  get  its  regular  $2  mem¬ 
bership  fee,  while  the  national  would  be  reducing  its  membership  fee  by  $2. 

A  motion  was  made  by  Mr.  Kline,  seconded  by  Mrs.  Smith,  that  a  committee  of 
five  or  seven  be  appointed  to  study  the  problem  of  joint  membership  of  state  depart¬ 
ments  with  the  national  and  that  this  committee  report  at  the  February  meeting  at 
New  Orleans.  Motion  carried. 

A  motion  was  made  by  Mr.  Hansen,  seconded  by  Mr.  Stratton,  thanking  Mr.  Butts 
for  bringing  the  important  problem  to  the  attention  of  the  Executive  Committee. 
Motion  carried. 

A  motion  was  made  by  Mrs.  Joynes,  seconded  by  Mr.  Hansen,  that  definite  plans 
for  the  1937  Conference  be  made  as  soon  as  possible,  that  a  folder  be  printed,  and 
that  much  publicity  be  given  to  this  meeting.  Motion  carried. 

The  secretary  read  a  letter  received  from  C.  C.  Certain,  which  asked  that  a 
joint  meeting  be  held  by  the  Department  and  the  group  which  he  represented. 

A  motion  was  made  by  Mr.  Hansen,  seconded  by  Mr.  Kline,  that  the  secretary  be 
instructed  to  write  a  letter  to  Mr.  Certain  regarding  the  National  Conference  on 
Research  in  Elementary  School  English,  and  express  our  regret  that  it  will  be  im¬ 
possible  at  this  time  for  the  Department  of  Elementary  School  Principals  to  hold  a 
joint  meeting  with  the  National  Conference  on  Research  in  Elementary  School 
English  because  our  programs  have  already  been  arranged  for  the  New  Orleans 
meeting.  Motion  carried. 


Department  of  Elementary  School  Principals 


265 


The  secretary  was  instructed  to  write  to  M.  Emma  Brookes,  director,  Retirement 
Division,  and  Cassie  F.  Roys,  director,  Certification  Division,  and  ask  that  they  con¬ 
tinue  their  work  and  make  reports  at  the  New  Orleans  meeting. 

After  studying  the  auditor’s  report,  Herbert  C.  Hansen,  chairman  of  the  Budget 
Committee,  submitted  the  following  proposed  budget  for  the  Department  for  1936-37, 
moving  its  adoption,  seconded  by  Mrs.  Joynes.  Motion  carried. 

Budget  1936-37 

Estimated  Receipts  .  $20,500.00 


Expenditures 


Printing  .  $5,200.00 

General  office  .  6,200.00 

Salaries  .  7,700.00 

Convention  expense  .  400.00 

Editorial  Committee  .  400.00 

Miscellaneous  .  200.00 

Contingent  .  400.00 


Total  .  $20,500.00 

A  motion  was  made  by  Mr.  Stratton,  seconded  by  Mr.  Kline,  that  letters  be  sent 
to  all  who  helped  make  the  convention  the  wonderful  success  which  it  was.  Motion 
carried. 

Business  Meeting,  Tuesday  Afternoon,  June  30,  1936 

Reports  of  the  following  committees  were  read  and  approved: 

Report  of  Yearbook  Committee,  Samuel  Berman,  principal,  James  R.  Ludlow 
School,  Philadelphia,  Pa.,  chairman. 

Report  of  Necrology  Committee,  Mrs.  Margaret  M.  Smith,  principal,  Ebert 
School,  Denver,  Colo.,  chairman. 

Report  of  Professional  Ethics  Committee,  Mason  A.  Stratton,  principal,  Brigh¬ 
ton  Avenue  School,  Atlantic  City,  N.  J.,  chairman. 

Report  of  Membership  Committee,  Ira  M.  Kline,  principal,  Greenburgh  No.  8 
Schools,  White  Plains,  N.  Y.,  chairman. 

Report  of  Life  Membership  Division,  Herbert  C.  Hansen,  Chicago,  Ill.,  chair¬ 
man. 

Report  of  Resolutions  Committee,  Elizabeth  McCormick,  principal,  Timothy  O. 
Howe  School,  Superior,  Wis.,  chairman. 

Report  of  Executive  Secretary,  Eva  G.  Pinkston,  1201  Sixteenth  Street,  Wash¬ 
ington,  D.  C. 

Mason  A.  Stratton,  Atlantic  City,  N.  J.,  chairman  of  the  Nominating  Committee, 
submitted  the  report  for  officers  for  the  ensuing  year.  A  motion  was  made  by  Mr. 
Stratton,  seconded  by  A.  B.  Heacock,  Los  Angeles,  California,  that  the  report  be 
adopted.  Mrs.  A.  Virginia  Adams,  Vineland,  New  Jersey,  moved  that  nominations 
be  closed.  There  being  no  opposition  to  the  report,  Stephen  E.  Smith,  Portland,  Ore¬ 
gon,  moved  that  voting  by  ballot  be  dispensed  with  and  that  the  executive  secretary 
be  instructed  to  cast  the  vote  for  the  assembly.  This  motion  was  seconded  by  J.  H. 
Hodges,  Tulsa,  Oklahoma.  Motion  carried.  The  ballot  was  cast  by  the  executive  sec¬ 
retary.  (See  Historical  Note,  p.  240.) 

Enrolment  Committee  Meeting 
Wednesday  Morning,  July  1,  1936 

An  earnest  and  optimistic  group  of  enrolment  chairmen  met  early  Wednesday 
morning,  July  1,  1936,  in  Room  212,  Portland  Hotel,  Portland,  Oregon.  They  were 
called  to  order  by  Mason  A.  Stratton,  Executive  Committee  member.  Twenty-two 
chairmen  were  present.  (A  list  of  these  names  will  be  printed  in  an  early  issue  of 
the  National  Elementary  Principal .) 


266 


National  P^ducation  Association 


The  executive  secretary  read  to  the  group  that  part  of  her  report  on  membership 
which  had  been  presented  to  the  Executive  Committee.  This  report  showed  (a)  how 
headquarters  secures  members,  (b)  the  necessity  of  having  good  enrolment  chair¬ 
men,  (c)  what  headquarters  has  done  to  help  enrolment  chairmen,  (d)  where  to 
find  enrolment  chairmen,  and  (e)  distribution  of  supplies.  The  group  discussed  the 
advantages  of  collecting  local,  state,  and  national  dues  at  one  time.  Harry  Haw, 
San  Diego,  California,  thought  a  standard  receipt  book  would  help.  President  Lyon 
made  many  fine  suggestions  telling  how  he  appointed  enrolment  chairmen  in  Cali¬ 
fornia  the  year  he  was  state  enrolment  chairman  and  how  he  followed  up  his 
request. 

A  motion  was  made  by  Maude  A.  Rhodes,  Atlanta,  Georgia,  seconded  by  Lillian 
Johnson,  Norfolk,  Virginia,  that  the  state  chairmen  urge  the  principals  to  send  in 
their  dues  early  in  the  fall,  so  that  they  (the  chairmen)  will  know  whom  to  approach 
in  asking  for  members.  Motion  carried. 

All  state  chairmen  were  urged  to  appoint  city,  county,  and  district  chairmen  early 
and  send  the  names  of  those  who  accept  to  headquarters  early  so  that  materials  can 
be  sent  to  them.  Each  present  was  optimistic  about  reaching  the  quota  set  for  his 
state  this  year  and  pledged  his  hearty  support. 

The  executive  secretary  thanked  those  who  attended  the  meeting  for  coming  and 
urged  each  to  let  her  know  if  she  could  help  them  at  any  time  and  in  any  way. 


DEPARTMENT  OF 


KJNDERGARTEN-TRIM ARY  EDUCATION 


HISTORICAL  NOTE 


The  department  of  kindergarten-primary  education  grew  out  of 
a  meeting  of  the  Froebel  Institute  of  North  America,  which  met  in  con¬ 
nection  with  the  Association  s  meeting  in  Madison,  Wisconsin,  in  1884. 

The  name  of  the  Department  was  changed  in  1927  to  the  Department 
of  Kindergarten-Primary  Education. 

The  officers  of  the  Department  for  the  year  1936-37  are:  president, 
Mrs.  Ada  J .  Farmer,  1623  Southeast  Ladd  Avenue,  Portland,  Ore.; 
vicepresident,  Evlyn  Bird,  22  East  Shadowlawn,  Atlanta,  Ga.;  secre¬ 
tary-treasurer,  Anne  O’Neill,  Supervisor,  Normal  School,  Monmouth, 
Ore.;  regional  directors:  Dodie  Hooe,  Kindergarten-Primary  Super¬ 
visor,  Board  of  Education,  Dallas,  Texas  (term  expires  1937);  Helen 
Johnson,  Supervisor,  Central  Teachers  College,  Mt.  Pleasant,  Mich, 
(term  expires  1938);  Ethel  Massengale,  Kindergarten-Primary  Super¬ 
visor,  Board  of  Education,  Atlanta,  Ga.  (term  expires  1939) ;  A.  Maud 
Sproat,  Supervisor,  City  and  County  Building,  Salt  Lake  City,  Utah 
( term  expires  1940). 

Facts  relating  to  the  establishment  of  this  Department  and  records  of 
its  meetings  will  be  found  in  earlier  volumes  of  proceedings  as  folloivs: 


1884:  74 
1885 : 349-368 
1886 :500-559 
1887 : 331-261 
1888 :223-259 

1889  -.441-482 

1890  -.543-581 

1891  -.527-568 

1892  -.251-303 

1893  -.321-381 

1894  -.679-704 


1895  -.510-560 

1896  -.471-514 
1897 :584-613 

1898  -.589-619 

1899  -.530-574 

1900  -.365-402 

1901  -.500-539 

1902  -.409-429 

1903  -.377-406 
1904:415-437 
1905  -.341-372 


190 6:626-629 
190 7:455-474 

1908  -.501-541 

1909  -.437-456 

1910  -.375-415 

1911  -.477-515 

1912  -.607-632 
191 3:425-445 

1914  -.405-420 

1915  -.629-671 

1916  :289-310 


1917:417-429 

1918  -.151-155 

1919  -.171-178 

1920  -.191-202 

1921  -.461-469 

1922  -.969-985 
1923 : 705-718 
1924:583-596 

1925  S78-503 

1926  S97-527 

1927  -.457-472 


1928  -.411-433 

1929  -.425-448 
1930:367-389 
1931 :467-481 

1932  -.407-414 

1933  -.423-433 

1934  -.409-421 

1935  -.379-388 


[  268  ] 


CONDITIONS  AFFECTING  CHILD  GROWTH  AND 

DEVELOPMENT 

REGINALD  BELL,  ASSOCIATE  PROFESSOR  OF  EDUCATION,  STANFORD  UNIVER¬ 
SITY,  CALIF. 

IF  there  is  one  thing  that  is  being  established  beyond  the  peradventure 
of  a  doubt  by  recent  psychological  study,  it  is  that  the  child  develops  as 
a  total  organismic  entity.  No  description  of  growth  that  is  confined  to  physical 
terms  can  be  adequate  to  our  purpose.  No  description  that  is  confined  to 
mental-intellectual  aspects  of  development  can  be  very  helpful.  No  delinea¬ 
tion  of  the  child's  status  purely  in  terms  of  his  emotional  stability  or  in¬ 
stability  can  do  him  justice.  No  description  that  regards  primarily  his  social 
development — the  ability  which  he  attains  to  deal  with  face  to  face  contacts 
with  individuals  or  groups — can  be  regarded  as  adequate  description.  Rather, 
all  of  these  must  be  included  and  the  interrelationships  of  one  to  the  others 
must  be  seen  and  appreciated.  Each  conditions  the  other,  so  that  a  pattern  of 
behavior  which  truly  describes  the  child  is  dictated  by  physical  aspects  of  his 
growth  playing  upon  social  aspects  of  development,  reflecting  in  turn  upon 
his  emotional  status,  and  all  in  turn  upon  his  mental  development. 

Why  should  we,  as  educators  and  educational  psychologists,  concern  our¬ 
selves  with  problems  of  mental  health — personality  development — and  with 
the  principles  which  they  so  clearly  illustrate?  Fundamentally  because  the 
educational  and  psychological  task,  conceived  in  organismic  terms — con¬ 
ceived  as  the  facilitation  of  growth  and  development  of  children — is  a  mental 
hygiene  task.  It  is  personality  development.  All  of  you  who  have  been  follow¬ 
ing  recent  research  in  child  development  must  have  been  struck,  as  I  have 
been,  by  the  almost  unanimous  concentration  of  child  study  workers  upon 
this  aspect  of  the  problem,  or  these  interrelated  aspects  of  the  problem.  I 
think  no  one  would  have  difficulty  making  the  case  that  the  study — the 
psychological  study — of  the  organismic  individual  becomes  inevitably  the 
study  of  his  interrelated,  genetically,  and  environmentally  developing  be¬ 
havior  pattern  which  we  call  his  personality. 

But  personality  problems  are  problems  of  mental  health.  They  are  prob¬ 
lems  upon  which  the  mental  hygienist  has  more  data  and  has  developed  more 
successful  technics  than  the  rest  of  us  have.  He  has  developed  from  his  case 
studies  and  from  his  study  of  psychological  as  well  as  sociological  and  medical 
literature,  certain  principles  which  I  wish  to  emphasize : 

1.  The  child  must  be  viewed  as  a  psycho-biological  organism,  as  a  psycho-socio- 
biological  entity. 

2.  Each  child  must  be  regarded  as  an  individual. 

3.  We  must  do  away  with  our  system  of  branding  children  as  failures  just  because 
they  do  not  achieve  certain  standards  which  we  arbitrarily  set  up. 

4.  The  heart  of  the  teaching  problem,  motivation,  is  the  heart  of  the  learning 
problem. 


[269  ] 


270 


National  Education  Association 


5.  Often  in  a  situation  which  includes  a  disturbed  child,  it  is  not  the  case  of  a 
“problem  child”  but  of  a  “problem  teacher”  or  a  “problem  parent.” 

In  the  eyes  of  psychologists  as  students  of  personality,  the  one  great  task 
of  the  school  is  the  development  of  the  individual  for  social  living.  The 
clinical  psychologists  are  particularly  clear  here.  Since  they  deal  with  the 
juvenile  courts,  and  behavior  clinics  with  maladjusted  children,  they  want 
the  school  to  concern  itself  with  education  for  adjustment.  As  students  of 
adjustment,  they  emphasize  its  two-way  nature :  adjustment  of  the  individual 
to  his  environment  and  group,  on  the  one  hand,  and  adjustment  of  the  group 
and  environment  to  the  individual,  on  the  other. 

There  are  other  aspects  of  adjustment  that  could  be  emphasized.  The 
child  needs  to  be  made  to  feel  at  home  in  his  physical  universe.  He  must  be 
helped  to  know  and  understand  and  create  beauty.  He  must  be  helped  to  a 
dominating  serenity  and  faith  in  himself  and  his  future.  Emotionally  he 
must  be  aided  in  developing  stability. 

The  new  education  requires  a  new  kind  of  teacher.  This  point  was  tacitly 
made  thruout  the  first  half  of  this  paper,  where  educational  psychology  was 
unequiv'ocably  presented  as  a  part  of  social  psychology.  Teaching  under  this 
conception  becomes  far  broader  than  the  classroom.  It  becomes  as  broad  as 
society  itself.  The  understandings  that  are  of  first  and  basic  importance 
before  any  knowledge  of  specialized  subject  fields  or  of  teaching  technics  are 
those  relating  to  social  and  economic  conditions,  the  processes  of  social 
change,  the  end-values  or  goals  of  social  institutions  as  they  affect  pupil  per¬ 
sonality.  They  are  philosophical  understandings  and  certainties,  which  all 
too  few  teachers  have  paid  the  price  to  win.  They  are  simple  yet  far-reaching 
social  insights  which  come  with  study  of  society  and  social  experimentation. 
They  are  psychological  understandings  that  come  not  alone  from  books  and 
the  laboratory,  but  from  clinic  and  classroom  where  children  and  children’s 
individual  and  group  problems  are  thought  and  fought  thru. 

NEW  DEVELOPMENTS  IN  KINDERGARTEN-PRIMARY 

CURRICULUM 

PAUL  R.  HANNA,  ASSOCIATE  PROFESSOR  OF  EDUCATION,  STANFORD  UNI¬ 
VERSITY,  CALIF. 

The  old  traditional  kindergarten  curriculum  was  based  upon  theories 
which  conceived  of  growth  as  a  process  of  awakening  the  universal  laws  of 
life  that  slumber  in  each  child  at  birth.  A  child  was  regarded  as  a  little  adult, 
and  as  such  was  poured  into  a  mold  of  school  experiences  planned  so  as  to 
crystallize  the  universal  laws  of  unity  and  diversity. 

The  traditional  primary  curriculum  was  geared  into  the  culture  of  the 
American  frontier.  The  teachers  of  the  primary  grades  forced  children  to 
learn  reading,  writing,  arithmetic,  and  some  facts  of  geography  and  history. 
School  was  a  place  where  children  must  forget  their  own  adventures  of 
living  and  follow  the  directions  of  an  adult-centered  curriculum. 


Department  of  Kindergarten-Primary  Education 


271 


The  shortcomings  of  both  these  traditional  curriculums  were  that  learn¬ 
ing  was  unrelated  to  the  interests  of  children,  had  no  continuity,  and  was 
a  restraint  on  the  bodily  demands  of  childhood  rather  than  an  opportunity 
to  develop  thru  activity.  Teaching  was  not  a  challenge  to  the  teacher,  for 
there  was  lacking  the  thrill  of  adventuring  with  the  unpredictable  qualities 
of  children  and  the  stimulation  of  working  with  the  released  energy  and  in¬ 
terest  of  children  under  freedom. 

Today  the  traditional  curriculums  are  being  replaced  by  those  which  are 
based  on  a  more  scientific  understanding  of  the  child.  For  example,  learning 
of  experiences  in  the  modern  classrooms  is  planned  in  harmony  with  our 
knowledge  of  maturation.  Also,  we  now  realize  as  never  before  the  impor¬ 
tance  of  activity  in  the  life  of  a  child.  Therefore  our  schools  are  no  longer 
places  of  passive  listening;  they  are  places  of  activity,  and  their  programs  in¬ 
clude  such  experiences  as  excursions,  discussions,  planning,  building  and  con¬ 
struction,  exploring,  dramatizing,  and  creating.  “Learning,”  in  the  modern 
meaning  of  the  term,  includes  all  these  types  of  activity. 

The  modern  curriculum  of  the  kindergarten-primary  years  is  evolving 
with  respect  to  the  findings  of  modern  biology  and  psychology.  Where  the 
older  curriculum  depended  upon  a  series  of  formal  experiences  to  develop 
either  universal  laws  (as  did  the  kindergarten)  or  to  supplement  the  short¬ 
ages  of  a  frontier  life  (as  did  the  primary  school),  the  newer  curriculum 
draws  from  the  experiences  of  the  children  living  here  and  now.  The  newer 
curriculum  utilizes  a  variety  of  activities  rather  than  relies  exclusively  on 
reading,  memorization,  and  recitations  as  did  the  older  school. 

The  newer  curriculum  attempts  to  aid  children  in  understanding  the  mod¬ 
ern  environment  and  the  chief  characteristic  of  our  transitional  age — that 
of  power  control.  The  modern  curriculum  seeks  to  give  freedom  to  children 
to  grow  according  to  their  own  interests  and  purposes,  realizing  that  variety 
of  patterns  in  human  conduct  may  give  rise  to  better  ways  of  living.  The 
modern  curriculum  is  in  a  period  of  major  transition — changing  from  a 
mechanistic  psychology  of  learning  to  a  biological  conception  of  growth ; 
from  a  conception  of  a  static  and  fixed  social  world  to  a  conception  of  a 
world  capable  of  producing  a  finer  life  thru  the  control  of  physical  and 
social  environment;  and  from  a  philosophy  which  relies  upon  authority  or 
absolute  truth  to  one  which  accepts  truth  as  relative.  It  is  in  such  a  major 
period  of  transition  from  the  old  to  the  new  that  the  kindergarten-primary 
teachers  can  find  a  challenge  to  make  the  best  use  of  our  new  knowledge  and 
create  a  school  better  suited  to  the  needs  of  children  in  our  modern  world. 
In  this  process  teachers  will  contribute  to  the  continued  improvement  of  the 
culture  which  is  ours.  Such  a  task  is  noble  enough  to  grip  the  imaginations 
and  energies  of  the  great  group  of  American  teachers  who  work  with  early 
childhood. 


272 


National  Education  Association 


AMERICA’S  CONTRIBUTION  TO  THE  LITTLE  CHILD 

WILLIS  A.  SUTTON,  SUPERINTENDENT  OF  SCHOOLS,  ATLANTA,  GA.  ;  AND 
PAST  PRESIDENT,  NATIONAL  EDUCATION  ASSOCIATION 

America  has  given  the  little  child  life  and  it  has  given  the  little  child 
abundant  life.  In  the  greater  realm  of  school  work,  America’s  contribution 
has  been  continually  enlarged.  Some  states  required  that  children  be  sent  to 
school  at  eight  or  nine,  then  that  dropped  to  seven,  and  then  to  six.  As  time 
went  on  we  saw  that  the  little  child  deserved  as  much  consideration  as  the 
older  child  and  it  dropped  to  five,  then  in  my  own  state  we  dropped  to  four 
and  a  half  and  later  to  two  and  finally  to  eighteen  months.  In  the  nursery 
school  the  proper  opportunity  is  given  to  that  child  which  thousands  of  homes 
cannot  give. 

The  kindergarten  has  given  lives  to  the  school  thru  health  examinations, 
thru  preschool  activities,  thru  summer  activities,  thru  laws  drawrn  up.  It 
has  lengthened  the  life  and  has  given  the  child  not  only  that  but  something 
more  important — the  life  wonderful.  You  know,  practically  everything  is 
beautiful  to  the  young  child — the  little  mittens,  the  little  cap,  the  little  toys. 
Many  of  you  have  seen  the  thirty  or  forty  tots  come  into  the  kindergarten 
on  the  third  or  fourth  day,  telling  about  their  clothes  and  the  things  their 
mothers  bought  for  them.  America  has  given  the  child  the  opportunity  to  en¬ 
joy  the  life  beautiful. 

What  is  America’s  contribution  to  the. little  child?  It  is  not  merely  that 
we  have  placed  him  on  the  floor  in  front  of  us  and  taught  him  to  sing.  It  is 
not  that  the  lullabies  they  have  sung  in  our  kindergartens  have  been  absorb¬ 
ing  and  taking  up  a  little  time.  America  has  literally  sown  into  the  heart  of 
the  little  child  the  love  of  music. 

I  say  to  you  out  of  my  heart  and  soul :  America’s  contribution  to  the  little 
child  has  been  great.  But  I  want  to  turn  the  picture  around.  The  contribu¬ 
tion  of  the  little  child  to  America  has  been  infinitely  greater.  There  is  no 
one  who  is  not  infinitely  better  off  for  dealing  with  the  little  child  than  the 
little  child  has  been  for  dealing  with  that  individual. 

What  has  America  done  for  the  little  child?  It  has  given  him  a  spiritual 
quality.  Where  did  it  come  from?  The  little  prayer  that  we  started  at  home, 
yes— but  added  to  that  the  simple  kindergarten  prayer  with  which  we  open 
the  exercise.  I  cannot  tell  you  the  numbers  and  numbers  of  parent-teacher 
members  who  say  this  to  me:  “My  child  will  not  let  us  eat  unless  we  have  a 
blessing,  and  it  has  been  ten  years  since  we  have  had  a  blessing  in  our  home 
until  Marguerite  insisted  on  having  a  prayer  said  before  her  dinner.” 

What  has  America  done  to  the  little  child?  Opened  his  soul  to  beauty,  yes 
— but  revealing  to  him  that  he  is  a  remarkable  spiritual  being. 

America  has  recognized  the  child.  Perhaps  the  greatest  contribution  of 
America  to  the  little  child  is  in  recognizing  that  he  has  a  right  to  happiness 
on  his  level.  So  I  say  to  you  the  greatest  contribution  we  can  make  is  in  teach¬ 
ing  the  child  that  living  now  and  living  happily  now  are  the  really  important 
things,  and  with  a  little  child,  its  clothes  and  its  games  are  a  part  of  its  life. 


Department  of  Kindergarten-Primary  Education  273 


I  wish  we  recognized  that  the  gardens  and  flowers  and  outdoors  and  search¬ 
ing  for  spring  and  looking  for  all  the  beautiful  things  of  nature,  are  the 
greatest  avenues  open  to  education. 

Some  people  think  we  are  a  little  foolish  in  that  we  have  school  gardens. 
Children  have  been  tending  plants  and  taking  care  of  animals  ten  million 
years  before  books  were  ever  created.  It  is  a  natural  thing  in  the  life  of  chil¬ 
dren.  Playing  with  toys  is  a  most  fundamental  thing  in  the  life  of  both  girls 
and  boys.  We  made  a  great  advancement  in  education  when  we  opened  the 
door  to  pets.  Let  them  bring  them  in — it  cleans  up  the  community  and  makes 
it  a  better  place  to  live  in.  When  we  said,  “Bring  your  pets,”  they  brought 
the  ponies  and  tadpoles  and  parrots  with  them. 

What  has  America  done  for  the  little  child?  It  has  opened  the  door  of  his 
life  and  said,  “You  have  a  right  to  live  here  right  now  and  enjoy  the  fulness 
of  life.”  So  I  say  to  you,  we  have  given  the  child  health,  we  have  increased 
his  life,  we  have  saved  the  lives  of  mother's  and  children.  And  the  little 
kindergarten  child  has  been  the  leader  and  the  kindergarten  has  opened  the 
way.  The  kindergarten  has  given  him  life  and  life  abundant. 

SECRETARY’S  MINUTES 

Portland,  Oregon 

Business  Meeting,  Tuesday  Afternoon,  June  30,  1936 

The  annual  business  meeting  of  the  Department  of  Kindergarten-Primary  Educa¬ 
tion  of  the  National  Education  Association  was  called  to  order  by  the  president, 
Mrs.  Eugenia  West  Jones.  As  the  minutes  of  the  last  annual  meeting  appeared  in 
the  N.  E.  A.  Proceedings,  it  was  moved,  seconded,  and  carried  to  omit  the  reading 
of  them. 

The  following  resolution  was  reported  by  the  Resolutions  Committee  as  having 
been  presented  to  the  Committee  on  Resolutions  of  the  N.  E.  A. 

1.  Resolved,  That  the  N.  E.  A.  throw  the  full  weight  of  its  influence  toward 
restoration  or  establishment  of  adequate  training  for  teachers  of  early  childhood, 
to  the  end  that  every  child  in  the  United  States  shall  receive  the  fundamentals  of 
public  education  thru  the  guidance  of  a  trained  personnel. 

2.  Resolved,  That  the  N.  E.  A.  encourage  and  support  the  restoration  of  the 
full  kindergarten-primary  program  in  those  states  which  have  suffered  serious 
curtailment  in  this  Department;  and 

That  the  full  pressure  of  the  N.  E.  A.  facilities  be  brought  to  bear  upon  those 
states  which  as  yet  have  no  program  for  early  childhood  education,  so  as  to 
bring  the  country  at  large  up  to  standard. 

A  motion,  to  the  effect  that  the  Department  of  Kindergarten-Primary  Education 
request  an  appropriation  of  $1000  for  the  coming  fiscal  year  in  order  to  carry  out 
these  resolutions,  was  rejected  by  the  Committee. 

The  courtesy  resolutions  were  read  and  accepted. 

The  Nominating  Committee  gave  its  report.  As  no  nominations  were  given  from 
the  floor,  Anna  Irene  Jenkins  moved  and  it  was  seconded  and  carried  that  the 
secretary  cast  a  ballot  for  the  officers  named.  The  new  officers  were  declared  elected. 
(See  Historical  Note,  p.  268.) 

Mrs.  Grace  Bowe  expressed  appreciation  for  the  very  fine  work  done  by  the 
president  and  her  officers  during  the  year.  This  received  hearty  applause.  Good 
wishes  were  extended  to  the  incoming  officers. 

Meeting  adjourned. 


DEPARTMENT  OF 


J^ip  Treading 


HISTORICAL  NOTE 


The  department  of  lip  reading  was  established  at  the  Philadelphia 
meeting  *of  the  National  Education  Association  in  July  1926,  following 
the  required  successive  meetings  of  the  group,  and  after  a  petition  had 
been  presented  to  the  Association . 

The  officers  of  the  Department  for  the  year  1926-27  are:  president, 
Elisa  C.  Hannegan,  Public  School  Adult  Classes,  Portland,  Maine ;  vice- 
president,  Mary  E.  Van  Horn,  260  East  Fiftieth  Street,  New  York, 
N.  Y secretary-treasurer,  Marie  K.  Mason,  Professor  of  Phonetics 
Laboratories,  Ohio  State  University,  Columbus,  Ohio. 

Meetings  are  held  once  each  year  in  July.  Facts  relating  to  the  estab¬ 
lishment  of  this  Department  and  the  record  of  meetings  are  to  be  found 
in  earlier  volumes  of  proceedings  as  follows: 


19 26:1067-1100 
1927  :  473-  486 
1928 :  435-  449 
1929 :  449-  462 


1930  -.391-400 

1931  -.483-494 

1932  -.415-422 

1933  -.435-443 


1934 :423-433 
1935  -.389-396 


[  276  ] 


ADDRESS  OF  WELCOME 


PAULINE  MACLEAN,  PRESIDENT,  PORTLAND  LEAGUE  FOR  THE  HARD  OF 

HEARING,  PORTLAND,  ORE. 

As  president  of  the  Portland  League  for  the  Hard  of  Hearing,  I  extend 
to  you  our  heartfelt  greeting  from  the  City  of  Roses.  We  say  it  with 
flowers  and  lips.  These  roses  have  grown  so  beautiful,  not  only  because  of 
our  glorious  sunshine  but  also  because  of  our  famed  Oregon  mist.  We  trust 
they  will  gladden  both  your  eyes  and  your  hearts.  Also,  we  hope  that  the 
warmth  of  our  welcome  may  be  felt  equally  as  we  study  together  in  this  all 
too  brief  day,  some  of  the  problems  which  confront  us,  the  deafened  mem¬ 
bers  of  our  communities  scattered  all  over  our  great  land.  There  is  work 
waiting  for  each  one  of  us,  which  we  can  best  accomplish  if  we  have  the 
finest  equipment — mastery  of  our  environment  thru  the  technic  of  lip  reading. 

Your  gathering  in  our  city  will  mean  much  of  inspiration  and  encourage¬ 
ment  to  the  local  leaders  here  among  the  deafened,  for  we  have  long  felt 
that  lip  reading  was  one  of  our  major  aims.  We  have  needed  you  for  a  long 
time  and  now  we  are  going  to  learn  of  you  in  order  that  we  may  pass  on  to 
others  your  very  best,  for  we  feel  that  is  what  you  are  bringing  us. 

May  the  roses  of  hospitality  and  kindness  which  we,  your  hostess  city  are 
offering  you,  be  roses  without  a  single  thorn ! 

WELCOME  TO  PORTLAND  AND  THE  NORTHWEST 

H.  W.  AGER,  PRINCIPAL,  H  OS  FORD  SCHOOL  AND  PORTLAND  DAY  SCHOOL  FOR 

THE  DEAF,  PORTLAND,  ORE. 

It  is  with  a  great  deal  of  pleasure  that  I  extend  greetings  to  the  lip  reading 
section  of  the  National  Education  Association.  May  your  visit  be  as  profit¬ 
able  as  it  is  enjoyable.  Do  not  be  content  to  return  to  your  homes  with  that 
which  the  convention  alone  can  offer  you,  but  enjoy  yourselves  in  this  glorious 
country  in  which  the  convention  is  held.  Visit  our  places  of  historic  interest. 
Cross  the  Columbia  and  visit  Fort  Vancouver,  the  old  trading  post  of  the 
Hudson  Bay  Company,  over  which  John  McLoughlin  officiated.  Take  a 
ride  down  the  Willamette  past  Sauvies  Island,  the  meeting  place  of  the 
thousands  of  Indians  who  lived  here  long  ago.  Go  on  down  the  great  Co¬ 
lumbia  with  the  thought  of  following  the  route  of  Lewis  and  Clarke,  to  the 
city  of  Astoria  founded  by  the  Pacific  Fur  Company,  financed  by  John  Jacob 
Astor.  Then  travel  down  the  coast  thru  evergreen  forests  over  perfect  high¬ 
ways  which  overlook  the  mighty  Pacific.  Try  surf  bathing  on  our  wide,  white 
beaches;  try  your  hand  at  fishing — or  just  sit  idly  by  and  watch  roaring 
waves  rush  headlong  at  the  jagged  rocks.  Visit  the  Oregon  Caves,  or  Marble 
Halls  of  Oregon,  which  are  found  in  the  southwestern  part  of  our  state  and 
are  known  for  beautiful  formations.  Then  drive  thru  the  great  fruit  valley 


[  277  ] 


278 


National  Education  Association 


of  the  Rogue  River  up  to  Crater  Lake,  one  of  the  seven  wonders  of  the 
world.  This  lake,  lying  like  a  gem  in  the  heart  of  the  Cascades,  is  over  7000 
feet  above  sea  level.  It  is  2000  feet  deep  with  water  of  a  deep  cobalt.  Its 
beauty  leaves  one  lost  in  awe  and  wonder.  Hurrying  back  to  Portland,  pre¬ 
pare  to  take  another  ride — this  time  up  the  Columbia  River  Highway  to  the 
site  of  the  Bonneville  Dam.  See  how  man  has  at  last  harnessed  the  white 
horses  of  a  mighty  river.  This  great  dam,  with  a  potential  power  develop¬ 
ment  much  greater  than  that  of  Muscle  Shoals,  will  provide  cheap  rates  for 
many  industries  now  operating,  and  for  others  which  will  spring  up  in  the 
near  future. 

We  want  you  to  learn  to  love  our  country  with  its  vast  forests,  majestic 
mountains,  fertile  valleys,  and  happy  people.  This  is  the  ideal  homeland  of 
today  and  we  want  you  to  see  it  as  we  do,  believe  in  it  as  we  believe  in  it,  until 
you  leave  it  with  a  feeling  of  loneliness  and  a  resolve  in  your  heart  to  come 
back  again. 

BETTER  OPPORTUNITIES  FOR  HARD-OF-HEARING 

CHILDREN  AND  ADULTS 

MRS.  LUCELIA  M.  MOORE,  INSTRUCTOR  OF  LIP  READING  CLASSES, 
INGLEWOOD  UNION  HIGH  SCHOOL,  INGLEWOOD,  CALIF. 

There  are  approximately  24  million  public  school  children  in  the  United 
States.  Three  million  of  these  children  have  hearing  defects,  making  one 
out  of  eight  who  may  become  seriously  handicapped  if  neglected  and  not 
found.  What  has  been  and  is  being  done  to  find  these  3  million  children? 

The  Committee  on  the  Hard  of  Hearing  Children  of  the  American  Society 
for  the  Hard  of  Hearing  has  accomplished  much  since  1924  to  the  present 
day.  In  1926  the  audiometer,  a  machine  to  test  the  hearing  of  forty  children 
at  a  time,  was  made  available.  A  complete  list  and  report  on  hearing  tests 
and  lip  reading  classes  for  children  may  be  secured  by  writing  to  the  Amer¬ 
ican  Society  for  the  Hard  of  Hearing,  1537  35th  Street,  N.  W.,  Washing¬ 
ton,  D.  C. 

Today  forty-one  states,  including  Hawaii,  are  making  tests.  It  is  very  en¬ 
couraging  to  see  the  progress  that  is  being  made  in  behalf  of  the  “forgotten 
child.”  It  has  been  found  where  audiometer  tests  have  been  made  that  10 
percent  of  the  children  tested  have  some  hearing  defects.  After  finding  the 
children  the  next  step  is  to  ascertain  what  can  be  done  for  their  relief.  The 
follow-up  work  is  most  important  and  is  carried  on  by  the  otologist,  school 
nurse,  clinic,  and  parents.  The  children  found  to  be  hard  of  hearing  who 
have  had  the  necessary  medical  attention,  fall  into  three  groups.  The  first 
group  have  their  hearing  restored  to  normal ;  second,  have  their  deafness 
checked  and  become  what  we  call  front-seat  cases;  and,  third,  cannot  be 
helped  by  the  otologist  and  need  lip  reading  and  special  attention,  such  as 
conservation  of  hearing  classes. 

Now  what  are  the  better  opportunities  in  store  for  the  hard-of-hearing 
adults?  There  are  approximately  15  million  hard-of-hearing  adults  in  the 


Department  of  Lip  Reading 


279 


United  States.  An  otologist  said  that  about  90  percent  of  the  adults  today 
could  have  had  better  hearing  if  preventive  measures  had  been  carried  on  in 
their  preschool  age. 

Public  school  classes  for  adults  started  in  a  small  way  in  1883.  Today 
California  has  the  distinction  of  having  classes  in  thirty-four  cities  with  a 
total  of  1706  adults,  more  than  in  any  other  state  in  the  Union.  Voice  train¬ 
ing  classes  have  been  recently  organized  in  four  cities  of  California.  The 
group  hearing  aid  is  used  and  a  marked  improvement  is  seen  in  the  pupils’ 
voices. 

It  is  never  too  late  to  begin  learning.  Some  of  our  best  lip  readers  are  those 
who  took  up  lip  reading  late  in  life.  Learning,  let  us  remember,  is  a  great 
rehabilitator. 

Let  me  ask  you  a  question.  What  has  been  done  along  the  line  of  visual 
education  for  the  hard  of  hearing?  I  feel  that  this  field  has  a  great  future. 
Ohio  University  has  been  using  Visual  Hearing  films  with  success  in  lip 
reading  classes  of  university  students.  Bob  L.  Holdeman  of  the  Walt  Disney 
Studios  is  endeavoring  to  create  a  technic  for  teaching  thru  the  use  of  motion 
picture  films.  He  and  Conrad  Nagel  believe  in  the  future  of  visual  educa¬ 
tion.  The  school  of  the  future,  they  say,  will  teach  many  subjects  by  use  of 
the  films  and  manuals.  The  subjects  will  be  so  completely  covered  and  in 
such  detail  that  we,  today,  would  believe  it  past  the  capacity  of  a  human 
being.  The  speed  and  ease  and  enjoyment  with  which  such  education  is 
accomplished  will  shorten  the  school  time  by  more  than  half  for  presentday 
results.  Why  may  not  the  hard-of-hearing  child  and  adult  be  helped  thru 
visual  education  of  the  future? 

TACOMA’S  PROGRAM  FOR  THE  HARD-OF-HEARING 

CHILD 

MRS.  GEORGIA  G.  HEATH,  TEACHER  OF  LIP  READING  FOR  THE  DEAF  AND 
HARD  OF  HEARING,  PUBLIC  SCHOOLS,  TACOMA,  WASH. 

Our  aim  is  to  give  every  child,  whether  his  hearing  loss  be  great  or  small, 
a  normal  voice,  a  pleasing  appearance,  the  ability  to  meet  the  hearing  world 
without  embarrassment,  to  make  his  living,  and  to  enjoy  his  life,  notwith¬ 
standing. 

Most  of  our  classes  could  be  called  conservation  of  hearing  classes,  since 
we  use  the  acoustic  training  for  speech  correction,  voice  building,  and  intona¬ 
tion  patterns.  Some  of  them  need  only  the  lip  reading  while  others  need 
everything  we  can  give  them.  We  use  the  Muller-Walle  Method  as  given 
by  Martha  Bruhn  and  the  New  Method  as  taught  by  Olive  Ohildin  of 
Baltimore.  For  voice  and  speech  we  use  tactile  method,  kinesthetic  method, 
and  acoustic  training. 

For  the  last  ten  years  Mrs.  Vera  C.  Richardson  and  I  have  been  very 
happily  associated  in  the  work  for  the  deaf  and  hard  of  hearing.  Her  work 
was  with  the  children,  especially  the  smaller  ones,  who  remained  in  the 
rooms  all  day  while  I  took  care  of  the  lip  reading  and  speech  of  the  older 


280 


National  Education  Association 


ones.  We  have  had  a  school  membership  of  from  eight  to  fourteen  enrolled 
in  rooms  and  from  eight  to  seventeen  coming  for  speech  and  lip  reading, 
each  semester.  If  we  cannot  arrange  for  the  hard  of  hearing  to  have  a  period 
by  the  radio  ear  during  the  school  day  they  come  in  at  8 :30  in  the  morning 
or  at  3 : 10  in  the  afternoon  for  a  twenty-  or  thirty-minute  period.  If  a  hard- 
of-hearing  child  has  a  speech  defect  he  corrects  it  very  quickly  and  easily  by 
reading  where  he  can  hear  every  syllable  of  his  speech.  It  also  gives  him 
a  more  pleasing  voice. 

The  radio  ear  is  a  cabinet  with  a  microphone  placed  in  the  top  and  mecha¬ 
nism  for  amplification  is  inside.  The  microphone  picks  up  any  sound  within 
reach  of  it — even  playground  shouts  are  carried  to  the  deafened  ears.  We 
allow  the  children  to  use  it  at  their  own  pleasure  but  encourage  them  to 
use  it  as  much  as  they  can  since  it  cultivates  auditory  attention  and  acuity. 

Since  we  had  to  evolve  our  own  technic  in  acoustic  training  we  have  fol¬ 
lowed  the  principle  that  all  work  should  be  interesting  and  enjoyable  with 
as  much  freedom  and  spontaneity  of  speech  as  possible.  We  have  a  free  speech 
period  every  day  when  each  child  has  at  least  three  minutes  to  share  his 
experience,  tell  a  story,  or  give  a  news  item.  They  enjoy  this  period  for  it 
gives  them  a  chance  to  tell  of  home  life  and  of  the  things  that  interest  them. 
We  have  a  ten-minute  period  first  in  the  morning  when  we  sing.  We  try  to 
have  each  child  with  a  hearing  loss  of  30  percent  and  up  spend  at  least  twenty 
minutes,  and  thirty  minutes  if  possible,  every  day  in  individual  work  with 
the  radio  ear.  They  may  use  conversation,  simple  reading,  or  repeating  mem¬ 
orized  poems  for  articulation  and  intonation  patterns.  They  may  use  subject- 
matter  for  lessons  to  develop  the  speech  organs. 

We  have  a  thirty-minute  period  for  playing  records  just  after  lunch.  The 
children  can  relax  and  listen  to  music  and  feel  rested  for  the  afternoon  work. 
They  use  the  same  educational  records  that  normal  children  use  with  explana¬ 
tions  by  the  teacher.  When  you  sum  up  the  time  I  have  mentioned  you  will 
see  that  out  of  a  five-hour  day  a  child  in  the  conservation  hearing  class  wears 
the  head  phone  at  least  one  and  a  half  hours — thirty  minutes  each  of  speech, 
music,  and  individual  work. 

The  time  or  number  of  semesters  that  a  child  must  stay  in  the  special 
classes  for  the  hard  of  hearing  is  determined  by  his  progress.  We  feel  that 
he  should  learn  to  compete  with  normal  children  in  every  way  as  soon  as 
possible.  To  that  end  if  his  hearing  loss  is  small  he  spends  only  thirty  minutes 
a  day  in  the  lip  reading  class  and  his  skill  in  reading  speech  is  built  up  by 
special  work. 

Our  state  of  Washington  fosters  special  classes  by  allowing  twice  as 
much  money  from  the  state  funds  for  a  handicapped  child  as  for  a  normal 
one.  Last  year  we  received  twenty-two  cents  for  the  normal  child  and  forty- 
four  cents  for  the  handicapped  child  for  each  day’s  attendance.  As  our  finan¬ 
cial  situation  improves  we  hope  to  be  able  to  reach  the  goal  set  so  far  ahead : 
“Every  child  tested  for  hearing  loss  and  adequate  assistance  for  each  one  to 
recover  perfect  hearing  or  to  receive  training  that  will  enable  him  to  keep 
pace  with  the  normal  child  in  every  walk  of  life.” 


Department  of  Lip  Reading 


281 


THE  DEVELOPMENT  OF  LIP  READING  IN  OREGON 
UNDER  THE  EMERGENCY  ADULT 
EDUCATION  PROGRAM 

KENNETH  BEACH,  SUPERVISOR  OF  ADULT  EDUCATION,  STATE  DEPARTMENT 

OF  EDUCATION,  SALEM,  ORE. 

Prior  to  the  beginning  of  the  Emergency  Adult  Education  Program  in 
Oregon  in  1934-35,  the  only  lip  reading  classes  conducted  in  the  state  were 
those  of  private  teachers,  except  in  the  case  of  Portland,  where  some  classes 
were  conducted  by  the  evening  school  in  connection  with  the  Portland  public 
school  system.  Many  communities  and  smaller  cities  in  the  state  of  Oregon 
had  never  had  classes  in  lip  reading.  With  so  many  people  in  the  rural  sec¬ 
tions  of  the  state  desirous  of  receiving  instruction  in  the  art  of  lip  reading, 
the  Emergency  Adult  Education  Program  has  attempted  to  meet  this  need. 
During  the  school  year  1934-35  one  teacher  was  employed  in  the  Emer¬ 
gency  Adult  Education  Program  as  a  lip  reading  instructor.  The  interest 
and  enthusiasm  evidenced  in  this  class  showed  the  need  for  additional  classes 
of  this  nature. 

Prior  to  the  beginning  of  the  Emergency  Adult  Education  Program  for 
the  year  1935-36  a  four-week  training  school  was  held  at  Oregon  State 
College  for  teachers  who  were  to  be  employed  in  this  work.  As  a  part  of 
this  training  school  a  section  on  lip  reading  was  established.  Sixteen  prospec¬ 
tive  lip  reading  teachers  were  selected  from  the  total  group  of  some  250 
people  to  receive  instruction  in  lip  reading.  In  selecting  these  people,  the 
factors  of  personality,  interest,  and  previous  teaching  experience  were  con¬ 
sidered.  Since  the  hours  of  instruction  that  they  would  receive  in  lip  reading 
were  to  be  comparatively  limited,  it  was  imperative  that  these  people  have 
previous  teaching  experience.  Mrs.  Lillian  Smith,  certified  lip  reading  in¬ 
structor,  was  secured  to  conduct  the  course.  The  Miiller-Walle  Method 
was  used,  since  these  people  would  be  conducting  group  classes  rather  than 
teaching  individuals.  Each  prospective  lip  reading  teacher  was  required  to 
buy  a  book,  Elementary  Lessons  in  Lip  Reading,  by  Martha  E.  Bruhn, 
since  it  was  felt  that  each  teacher  should  take  back  to  his  community  an 
outline  of  the  work  he  was  to  cover.  The  courses  were  conducted  daily  for 
a  period  of  two  hours  during  the  four-week  training  school,  which  resulted 
in  approximately  forty-five  hours  of  training  being  given.  At  the  conclusion 
of  the  training  school  there  wTas  further  weeding  out,  so  that  only  five  of 
the  sixteen  teachers  actually  organized  and  conducted  lip  reading  classes. 
These  classes  were  organized  in  Marshfield,  Roseburg,  Salem,  Baker,  Ore¬ 
gon  City,  and  Portland,  with  a  total  of  approximately  210  people  attending. 

Some  people  will  probably  question  the  advisability  of  having  lip  reading 
classes  conducted  by  other  than  certified  lip  reading  instructors.  However, 
after  visiting  the  classes  and  receiving  the  comments  of  the  students  them¬ 
selves,  there  is  little  doubt  that  much  progress  was  made  in  this  work.  It  is 
impossible  in  this  brief  summary  to  tell  of  the  many  interesting  letters  and 


282 


National  Education  Association 


comments  received  in  which  the  students  expressed  an  appreciation  and  told 
of  the  progress  made. 

With  the  progress  which  has  been  made  in  this  important  work  in  Oregon, 
we  feel  that  the  foundation  for  a  permanent  lip  reading  program  has  been 
established.  Should  the  Emergency  Adult  Education  Program  be  conducted 
during  the  year  1936-37,  it  is  our  plan  to  expand  this  important  work.  The 
State  Department  of  Education  has  already  prepared  additional  mimeo¬ 
graphed  materials  which  will  be  of  assistance  to  these  teachers,  with  the 
hope  that  it  will  be  possible  to  train  additional  teachers  during  the  coming 
year.  With  this  beginning,  we  in  Oregon  see  no  reason  why  within  the  next 
few  years  it  will  not  be  possible  to  set  up  certain  definite  requirements  for 
lip  reading  teachers,  as  do  many  other  states.  It  is  felt  by  many  that  this 
beginning  will  very  definitely  build  toward  a  permanent  lip  reading  program 
which  would  not  have  been  possible  had  certain  definite  requirements  been 
made  by  the  State  Department  of  Education  prior  to  the  establishment  of 
the  lip  reading  program.  Since  practically  every  state  in  the  Union  will  have 
an  Emergency  Adult  Education  Program,  I  believe  this  is  an  excellent  oppor¬ 
tunity  for  those  states  wherein  lip  reading  has  not  been  established  to  launch 
such  a  program. 

SECRETARY’S  MINUTES 

Portland,  Oregon 

First  Session,  Wednesday  Afternoon,  July  1,  1936 

The  annual  meeting  of  the  Department  of  Lip  Reading  of  the  National  Education 
Association  was  called  to  order  by  Leone  Kabat,  the  presiding  officer.  The  meeting 
was  opened  with  the  reading  of  the  report  of  the  Nominating  Committee  by  Minnie 
M.  Johnson.  It  was  moved  and  seconded  that  the  report  be  accepted.  Motion  carried. 
(For  list  of  officers,  see  Historical  Note,  p.  276.) 

Harriet  A.  Heyburn  read  the  resolutions  expressing  thanks  to  the  Portland  League 
for  the  Hard  of  Hearing  and  to  the  Sonotone  Corporation,  the  Dictograph  Products 
Company,  and  all  others  who  helped  to  make  the  conference  a  success.  It  was  moved 
and  seconded  that  the  resolutions  be  adopted.  Motion  carried. 

The  reports  of  the  secretary-treasurer  were  read  and  approved. 

Meeting  was  adjourned. 


DEPARTMENT  OF 

-Music  Education 


HISTORICAL  NOTE 


The  department  of  music  education  was  created  by  the  Board  of 
Directors  at  the  Madison,  Wis.,  meeting  in  1884.  The  Department,  dis¬ 
continued  in  1928,  was  re-created  in  1934  by  action  of  the  Representative 
Assembly  at  the  Washington  meeting. 

The  officers  of  the  Department  for  the  year  1936-37  are:  president, 
Robert  B.  Walsh,  Franklin  High  School,  Portland,  Ore.;  secretary, 
Lena  Belle  Tartar •,  Salem  High  School,  Salem,  Ore. 

Facts  relating  to  the  establishment  of  this  Department  and  the  record 
of  meetings  are  found  in  earlier  volumes  of  proceedings  as  follows: 


1884:  23 
1885  : 369-405 
188 6:563-599 
188 7:607-653 
1888 :625-665 
\m  :665-703 

1890  -.811-827 

1891  -.807-827 
189 2:507-533 


1893  -.507-543 

1894  -.925-957 

1895  -.765-807 

1896  -.718-7 54 

1897  -.772-792 

1898  -.832-856 

1899  -.970-998 

1900  -.531-542 

1901  -.704-721 


1902  -.614-644 

1903  -.683-719 

1904  -.675-709 
1905 : 627-668 

1906  -.703-706 

1907  -.849-877 

1908  -.835-862 

1909  -.673-701 

1910  -.789-833 


1911 :  787-  827 
1912  -.1001-1031 
1913:  601-  619 
1914:  625-  649 
1915:  847-  883 
1916:  575-  613 
1917:  473-  491 
1918 :  315-  323 
1919:  291-  303 


1920:  309-  311 
1921 :  507-  515 
1922  -.1047-1063 
1923 :  733-  737 
1924:  597-  613 
1925:  504-  522 
1926:  527-  536 
1927:  487-  495 
1934:  435-  440 
1935 :  397-  402 


> 


[  284  ] 


ECONOMICAL  DEVICES  IN  TEACHING  INSTRUMENTAL 

MUSIC 


LEE  M.  LOCKHART,  SUPERVISOR  OF  INSTRUMENTAL  MUSIC,  PUBLIC  SCHOOLS, 

PITTSBURGH,  PA. 

Poet  edwin  (The  Man  with  the  Hoe)  Markham  said  to  Princeton 
University’s  English  Department,  his  birthday  hosts,  “When  you  finish 
a  good  poem,  you  must  be  able  to  say  ‘Ah’  as  tho  you  were  hit  in  the  solar 
plexus.” 

To  Markham,  “Ah”  is  a  word  of  the  spirit,  of  the  emotions.  It  has  served 
all  of  us  many  times  when  we  could  find  no  words  to  express  ourselves  ade¬ 
quately.  We  realize  the  pricelessness  of  this  little  word,  but  we  must,  at 
the  same  time,  realize  its  danger. 

“Ah”  is  often  the  means  of  sidestepping  the  understandable  analysis.  It 
is,  perhaps,  somewhat  indicative  of  inability  to  express  in  simple,  direct 
words  the  way  we  feel.  One  wonders  if  the  many  vague  words  of  the  pres¬ 
ent  day  are  not  so  many  “Ah’s”  striving  to  be  articulate,  without  daring 
to  risk  everyday  language.  New  words  are  coined  in  the  effort  to  sidestep 
present  usage.  Vagaries  are  much  applauded,  most  often,  I  fear,  by  those 
who  are  dazed  into  thinking  that  here  is  something  new  that  they  hope 
sometime  to  understand  but  which  must  now  be  accepted  on  faith. 

Yet  “Ah”  is  the  only  word  we  have  to  express  the  ultimate  in  feeling.  Its 
inflections  range  all  the  way  from  the  sublime  to  the  reviling. 

We  must  realize,  however,  that  “Ah,”  with  all  its  value,  will  not  alone 
serve  in  the  educational  process.  Emotional  utterances  and  hard  technic  must 
be  combined  or  the  former  will  seldom  have  reason  to  be  and  the  latter  will 
remain  as  sounding  brass  and  tinkling  cymbal.  “Ah”  and  “brass'  tacks”  must 
be  partners. 

As  I  see  it,  the  Department  of  Music  Education  aims  to  bring  into  the 
experience  of  its  pupils  some  of  the  emotions  and  technics  incident  to  the 
production  of  and  listening  to  instrumental  music.  This  is,  I  hope,  but  a 
precise  way  of  saying  that  our  job  is  to  teach  the  child  to  manipulate  an 
instrument,  read  symbols  of  notation,  and  appreciate  progressively  good 
results  in  himself  and  others. 

To  give  this  training  economically  to  the  large  number  of  pupils  who  are 
now  demanding  it,  is  no  small  problem.  The  situation  is  demanding  that 
each  school  provide  a  reasonably  adequate  department  for  this  branch  of 
music  training.  This  entails  the  hiring  of  teachers  trained  to  teach  instru¬ 
mental  music  by  the  class  method  system  and  the  purchase  of  a  basic  set 
of  instruments  for  each.  Per  pupil  costs  comparable  to  those  of  subjects  other 
than  music  are  made  possible  by  using  the  instruments  in  the  same  manner 
that  typewriters  and  manual  training  equipment  are  now  being  used.  Each 
pupil  playing  a  wind  instrument  should  have  a  mouthpiece  of  which  he  has 
the  exclusive  use.  The  multiple  use  of  instruments  and  the  large  class  method 


[  285  ] 


286 


National  Education  Association 


of  teaching  should  help  to  procure  appropriations,  for  where  can  the  same 
number  of  pupils  be  cared  for  at  less  expense  than  in  the  music  room 
where  classes  of  forty  or  more  could  be  the  rule? 

APPRECIATION — UNDERSTANDINGS — THE  VITAL  CORE 

OF  ALL  MUSIC  TEACHING 

MRS.  FRANCES  ELLIOTT  CLARK,  DIRECTOR,  EDUCATIONAL  DEPARTMENT, 
RCA  MANUFACTURING  COMPANY,  CAMDEN,  N.  J. 

Music  has  come  into  human  life  to  stay,  to  contribute  its  marvelous  powers 
to  the  cultural  aid,  comfort,  and  intelligence  of  all  our  people,  to  add  to  the 
sum  of  enjoyment  the  colorful  rainbow  of  hope  and  joy  in  the  appreciation 
of  beautiful  things,  seen,  heard,  and  understood  or  imagined  in  the  realm 
of  fancy.  Where,  but  in  our  schools,  may  this  foundation  of  more  beautiful 
living  be  laid  ? 

It  is  in  the  schools  that  the  keys  must  be  given  to  every  child  whether  in 
the  largest  city  or  the  most  remote  little  one-room  school,  to  unlock  for  each 
one  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 
schools,  urban  and  rural,  14  percent  in  high  schools,  2.6  percent  in  college 
and  university,  and  1.4  percent  in  teachers  colleges.  Of  the  elementary  group 
nearly  half,  or  something  over  40  percent  of  all,  are  in  rural  schools.  Here 
is  where  our  attention  should  be  focused. 

The  inequality  and  the  injustice  of  penalizing  the  child  whose  home  hap¬ 
pens  to  lie  in  a  remote  place — Americans  all  in  a  far  greater  degree  than 
many  in  our  crowded  cities  who  enjoy  the  highest  our  nation  can  give — are 
at  once  apparent.  Something  must  be  done  by  county,  state,  and  national 
organizations  to  correct  this  long  endured  situation.  The  United  States 
government  has  not  recognized  music  in  any  way  as  an  art  or  as  education. 
At  present  there  is  no  place  where  anyone  can  find  reliable  statistics  on  the 
teaching  of  music,  no  place  where  such  information  if  gathered  may  be  dis¬ 
tributed  to  those  interested,  no  place  where  any  facts  on  music  teaching  in 
this  or  other  countries  may  be  found — but  light  dawns.  A  national  committee 
composed  of  representatives  from  every  national  music  organization  in  the 
country  has  been  at  work  for  four  years  besieging  the  United  States  Office 
of  Education  to  put  a  division  or  bureau  of  music  in  that  most  important 
part  of  the  Department  of  the  Interior.  Dr.  Studebaker  is  keenly  interested 
but  it  will  need  the  support  of  every  educator  to  put  it  over. 

There  is  now  going  on  more  fine  teaching  of  beautiful  music  to  more 
children  in  more  schools  than  in  any  country  in  the  world,  yet  we  fall  short 
until  the  underprivileged  child  in  the  rural  school  may  share  in  this  heritage 
of  every  boy  and  girl  wherever  they  may  be.  Each  child  must  hear  great 
numbers  of  things  just  to  hear,  then  to  appreciate  intelligently,  and  come 
to  know  intimately.  To  each  one  must  be  given  the  opportunity  and  training 
to  enable  him  to  sing  the  lovely  folk  and  art  songs  of  all  lands,  to  read  the 
notation  in  the  middle  years,  and  to  sing  in  parts  for  the  joy  of  it,  thus  per- 


Department  of  Music  Education 


287 


forming  great  music.  To  each  must  be  offered  the  opportunity  to  learn  to 
play  an  instrument  and  to  perform  other  great  music ;  to  each  must  be 
clearly  but  simply  taught,  tempo,  form,  rhythm,  melody,  and  harmony  for 
intelligent  understanding.  Creative  imaginary  scenes,  suggested  by  much 
hearing  of  lyric  gems  involving  mood,  rhythm,  melodic  content,  given  in 
lower  grades  thru  rhythmic  response,  later  in  spoken  or  written  form  of 
many  selections  heard  without  title,  composer,  or  theme  being  given,  lead 
at  once  in  the  middle  grades  to  creative  work  in  thinking  melodies  for  given 
words  and  later  to  simple  composition. 

Participation  in  glee  clubs  and  chamber  music  ensembles  is  highly  desir¬ 
able,  also  in  bands  and  orchestras  if  the  element  of  technic  is  not  over¬ 
emphasized  and  if  that  which  should  be  pleasurable  experience  is  not  reduced 
to  drudgery. 

If  the  music  to  be  played  or  sung  may  be  first  heard,  giving  a  perfect  pat¬ 
tern  of  the  objectives  to  be  attained  in  tempo,  rhythm,  purity  of  tone,  and 
interpretation,  then  the  experience  of  the  pupil  may  be  multiplied  in  a  largely 
expanded  repertoire.  The  reading  of  the  score  comes  much  faster  with  this 
added  ear  training. 

Too  long  we  have  sat  in  the  ashes  of  old  fires  of  technic  and  drill  forget¬ 
ting  the  newer  ways  of  ear  training  in  this  aural  art,  the  proved  advantages 
of  much  experience  in  hearing  and  participating  and  appreciating  a  very 
large  number  of  songs  and  instrumental  selections. 

Too  long  the  children  have  been  starving  for  the  bread  of  real  music  and 
we  have  given  them  the  stones  of  technic  and  sight  reading  drudgery.  Too 
long  we  have  been  content  to  sing  trifling  choral  ditties,  to  play  banal,  silly 
nothings  while  the  world  moves  on  to  better  things.  Too  long  we  have  been 
placidly  playing  over  and  over  some  two  or  three  hackneyed,  outworn,  obso¬ 
lete  recordings  on  wretched  old  miserable  instruments,  destroying  the  keen 
sense  of  pure  tone  quality  instead  of  drawing  from  a  well-selected  library 
of  hundreds  of  new,  fine,  modern  recordings  of  contrasted,  colorful,  musical 
material,  reproduced  on  new  modern  instruments,  to  leave  in  the  child’s 
mind  an  abiding  love  of  beautiful  music,  heard,  experienced  in  participation, 
appreciated  and  understood — a  cultural  foundation  for  a  fuller  and  more 
beautiful  life. 


V 


- 


. 


. 


■ 


DEPARTMENT  OF 


lRural  Education 


HISTORICAL  NOTE 


The  department  of  rural  education  grew  out  of  the  Department  of 
Rural  and  Agricultural  Education  which  was  authorised  by  the  Board  of 
Directors  in  1907 .  At  the  Chicago  meeting  in  1919 ,  the  Department  was 
reorganised  with  three  organised  rural  groups  then  existing — the  Na¬ 
tional  Association  of  State  Supervisors  and  Inspectors  of  Rural  Schools , 
the  County  Superintendents’  section  of  the  National  Education  Associa¬ 
tion,  and  the  National  Association  of  Persons  Engaged  in  the  Preparation 
of  Rural  Teachers — under  the  name  of  the  Department  of  Rural  Educa¬ 
tion .  See  proceedings,  1920:  279. 

The  officers  of  the  Department  for  the  year  1936-27  are:  president, 
Francis  L.  Bailey,  State  Commissioner  of  Education,  Montpelier,  Vt.; 
vicepresident,  Helen  Heffernan,  Chief,  Division  of  Elementary  Educa¬ 
tion  and  Rural  Schools,  State  Department  of  Education,  Sacramento, 
Calif.;  secretary,  Mrs.  Katherine  M.  Cook,  Chief,  Division  of  Special 
Problems,  U.  S.  Office  of  Education,  Washington,  D.  C.;  executive 
committee:  Fannie  W .  Dunn,  Professor  of  Rural  Education,  Teachers 
College,  Columbia  University,  New  York,  N.  Y.  (term  expires  1937); 
O.  H.  Bennett,  Superintendent,  Hamilton  County  Schools,  Cincinnati, 
Ohio  (term  expires  1938);  Fred  C.  Fischer,  Superintendent,  Wayne 
County  Schools,  Detroit,  Mich,  (term  expires  1939);  Chloe  Baldridge, 
Director  of  Rural  Education,  State  Department  of  Public  Instruction, 
Lincoln,  Nebr.  ( term  expires  1940)  ;  R.  D.  Baldwin,  Professor  of  Educa¬ 
tion,  West  Virginia  University ,  Morgantown,  W.  Va.  (term  expires 
1941) ;  Sue  M.  Powers,  Superintendent,  Shelby  County  Schools,  Mem- 
'  phis,  Tenn.  (ex  officio,  term  expires  1937). 

The  Department  meets  tzmee  each  year,  in  February  and  in  July.  Facts 
relating  to  the  establishment  of  this  Department  and  the  record  of  meet¬ 
ings  are  found  in  earlier  volumes  of  proceedings  as  follows: 


1907:  44-  45 
1908  -.1187-1215 
1909:  953-  992 
1910  -.1081-1114 
1911 :1U7-1161 
1912  -.1365-1413 


1913:  801-  818 
1914:  877-  907 
1915  -.1131-1159 
1916:  613-  636 
1917:  599-  613 
1918:  271-  293 


1919:  281-  288 
1920:  271-  303 
1921 :  523-  616 
19 22:1099-1222 
1923:  745-  841 
1924:  651-  714 


1925  -.522-576 
19 26:537-600 
19 27 -.497-559 

1928  -.453-543 

1929  -.463-541 
1930:401-499 


1931  -.495-540 

1932  -.423-453 

1933  -.445-461 

1934  -.441-460 

1935  -.403-428 


[  290  ] 


PROFESSIONAL  LEADERSHIP  IN  RURAL  EDUCATION 


ROBERT  D.  BALDWIN,  PROFESSOR  OF  EDUCATION,  WEST  VIRGINIA 
UNIVERSITY,  MORGANTOWN,  W.  VA. 

Professional  leadership  in  rural  education  should  not  view  its  serv¬ 
ices  to  rural  communities  thru  too  narrow  frames  of  reference.  It  should 
conceive  its  task  to  be  the  discovery,  release,  and  guidance  of  the  aspirations 
and  energies  of  rural  folks  into  whatever  channels  give  promise  of  developing 
therefrom  the  steadiest  surge  of  power  into  the  lines  that  serve  common 
life.  Having  thus  stated  what  seems  to  me  the  basic  philosophy  of  educational 
leadership,  I  now  turn  to  several  specific  aspects  of  the  topic : 

1.  There  is  great  need  for  leadership  of  a  distinctly  professional  sort  in 
rural  education.  The  evidence  of  this  is  to  be  found  in  the  relatively  poor 
training,  little  experience,  and  low  salaries  of  rural  teachers,  and  in  the 
comparatively  poor  physical  equipment  of  rural  schools.  Furthermore,  the 
character  of  the  thinking  and  the  experience  of  rural  people  with  their  infre¬ 
quent  contact  with  schools  noticeably  superior  to  those  in  their  own  com¬ 
munity  tends  to  make  educational  progress  difficult  and  slow. 

2.  The  present  status  of  rural  educational  leadership  does  not  make  for 
satisfactory  improvement  in  rural  school  conditions.  Rural  school  principals 
as  a  class  are  inadequately  trained  and  poorly  paid.  County  superintendents 
are  all  too  often  selected  by  popular  election  and  consequently  are  often 
poorly  qualified  and  usually  poorly  paid.  Only  one-third  of  them  have 
bachelor’s  degrees  and  less  than  one  in  ten  has  a  master’s  degree. 

3.  The  typical  pattern  of  county  school  administration  either  directly 
or  indirectly  militates  against  the  more  complete  realization  of  the  possibil¬ 
ities  for  leadership  in  rural  education.  No  mere  scheme  in  itself  creates  good 
schools.  But  administrative  machinery  does  set,  or  fail  to  set,  the  stage  in 
a  way  favorable  or  unfavorable  to  the  creation  of  good  schools.  So  the 
details  of  the  scheme  are  important. 

4.  Other  agencies  such  as  the  state  department  of  education,  teacher-train¬ 
ing  institutions,  state  universities,  and  state  agricultural  colleges  have  a 
definite  responsibility  to  improve  the  status  and  qualifications  of  county 
superintendents  and  other  rural  school  administrators.  State  departments 
have  responsibilities  in  matters  of  financing  an  adequate  program,  stimulat¬ 
ing  statewide  interest  in  rural  education,  and  lifting  certification  standards. 
Teachers  colleges  have  the  obligation  of  adjusting  their  curriculums  to  the 
probable  destinations  of  their  graduates.  State  universities  and  agricultural 
colleges  should  adjust  their  curriculums  to  equip  rural  school  administrators 
to  discharge  efficiently  the  functions  that  o-ught  to  he  performed.  So  far  as 
problems  of  rural  school  administration  are  different  from  problems  of 
school  administration  in  general,  the  courses  offered  should  recognize,  reckon 
with,  and  adjust  to  them. 


[291  ] 


292 


National  Education  Association 


The  current  prospect  for  and  challenge  to  rural  educational  leadership  is 
to  be  found  in  several  recent  developments :  ( 1 )  recent  growth  of  the  De¬ 
partment  of  Rural  Education;  (2)  recent  appointment  of  a  director  of 
rural  service  in  the  National  Education  Association;  (3)  election,  within 
five  years,  of  two  outstanding  rural  educators  to  the  presidency  of  the  Na¬ 
tional  Education  Association;  (4)  designation  of  two  county  school  sys¬ 
tems  by  the  United  States  Commissioner  of  Education  for  demonstration 
public  forums;  (5)  the  decentralization  movement  of  industry  and  the 
back-to-the-soil  movement;  and  (6)  the  recent  growing  attention  to  rural 
life  and  the  dramatization  of  the  economic  dilemma  in  the  AAA. 

r 

RURAL  EDUCATION  IN  OTHER  DEPRESSIONS 

EDWIN  K.  KNIGHT,  PROFESSOR  OF  EDUCATION,  UNIVERSITY  OF 
NORTH  CAROLINA,  CHAPEL  HILL,  N.  C. 

The  answer  to  social  problems  among  all  civilized  peoples  of  modern 
times  has  always  been  education.  The  answer  to  the  difficult  problems  with 
which  all  the  world  is  now  faced  is  not  less  but  more  education  of  the  right 
kind,  as  intelligent  means  of  proper  social  control. 

Education  was  the  answer  given  by  the  reformation  leaders  to  the  miser¬ 
able  conditions  that  faced  Western  Europe  in  the  sixteenth  century.  It  was 
the  answer  given  by  the  leaders  in  France  during  its  fearful  years  in  the 
late  eighteenth  century.  It  was  the  answer  offered  by  the  forceful  Fichte 
a  century  and  a  quarter  ago  when  Prussia  lay  bleeding  at  the  feet  of  Napo¬ 
leon.  It  was  the  answer  of  Denmark  crushed  and  confused  in  the  sixties 
of  the  last  century.  It  was  the  answer  of  England  in  the  darkest  hours  of 
the  World  War.  It  was  the  answer  of  our  Colonial  forefathers  whose  most 
heroic  efforts  “for  the  rising  generation”  were  made  during  the  dark  and 
critical  days  when  the  country  was  shaken  by  one  of  the  most  important 
revolutions  in  history.  This  same  faith  in  education  as  a  means  of  recupera¬ 
tion  was  expressed  when  the  country  was  later  torn  by  civil  war. 

The  story  is  equally  as  clear  and  stirring  in  economic  as  in  military  crises. 
During  the  last  century  the  United  States  has  had  a  dozen  or  more  well- 
marked  economic  crises.  Each  one  was  accompanied  by  conditions  of  low¬ 
ered  production,  shrinkage  in  capital,  bankruptcies,  falling  prices,  reduced 
earnings,  wage  cuts,  unemployment,  unrest,  and  distress.  But  these  are  the 
years  of  a  most  conspicuous  educational  interest  awakening.  It  seems  clear 
that  the  line  of  educational  interest  and  effort  went  up  considerably  during 
the  late  thirties  and  the  forties.  The  depression  of  1873  lasted  for  five  years 
and  was  accompanied  by  the  usual  evil  of  such  crises.  But  it  appears  that 
education  did  not  lag.  So  also  in  1893  and  1907. 

In  the  present  depression  there  have  been  widespread  and  vigorous  and 
in  many  cases  successful  efforts  to  economize  and  retrench  in  public  school 
expenditures  in  the  United  States.  These  sudden  outbursts  against  the  most 
fascinating  parts  of  our  whole  democratic  epic  appear  to  be  extraordinary 
in  the  educational  history  of  this  country,  contrary  to  public  behavior  in 


Department  of  Rural  Education 


293 


other  emergencies.  In  other  crises  education  has  been  pointed  to  as  the  founda¬ 
tion  of  public  well-being  and  well-doing  and  cherished  as  the  source  of  our 
life.  Certainly  it  seems  that  this  is  the  first  time  since  the  idea  of  public 
education  began  its  slow  but  steady  conquest  of  this  country  that  so  many 
schools  have  been  slashed  in  the  name  of  economy  and  so  many  severe  criti¬ 
cisms  have  been  aimed  at  education. 

Royce  S.  Pitkin  reaches  similar  conclusions  in  his  Public  School  Support 
in  the  United  States  during  the  Periods  of  Economic  Depression  (1933). 
Says  Dr.  Pitkin:  “Not  a  single  serious  depression  was  studied  that  did  not 
have  its  accompaniment  of  better  laws  relating  to  the  schools.  Normal  schools 
have  been  established  in  many  states  under  such  conditions ;  requirements 
for  certification  have  been  raised;  better  compulsory  education  laws  have 
been  enacted ;  provision  has  been  made  for  the  education  of  the  physically 
and  mentally  handicapped ;  entire  state  systems  of  schools  have  been  reorgan¬ 
ized  ;  and  better  schemes  of  supervision  have  been  put  into  operation.” 

THE  YEARBOOK  ON  RURAL  SCHOOL  LIBRARIES 

EDITH  A.  LATHROP,  ASSOCIATE  SPECIALIST  IN  SCHOOL  LIBRARIES, 

U.  S.  OFFICE  OF  EDUCATION,  WASHINGTON,  D.  C. 

A  yearbook  on  rural  school  libraries  is  significant  at  this  time  because 
library  facilities  are  necessary  if  a  school  is  to  function  effectively  and  be¬ 
cause  rural  schools  are  for  the  most  part  library  poor.  The  importance  of 
the  subject  is  magnified  when  it  is  realized  that  approximately  one-half  of 
the  public  school  enrolment  in  the  United  States  is  rural. 

The  formation  of  right  health  and  mental  habits,  the  control  of  the  emo¬ 
tions,  the  ability  to  think  straight,  and  the  cultivation  of  an  appreciation  of 
beauty,  truth,  and  righteousness  are  major  objectives  of  the  school.  The  ac¬ 
quisition  of  skills  and  knowledges  is  important  only  as  it  helps  to  develop 
these  objectives.  It  is  not  important  only  as  it  helps  to  develop  these  objec¬ 
tives.  It  is  not  important  that  the  child  memorize  the  length  of  the  Nile 
River,  but  it  is  important  that  he  know  where  to  go  to  find  the  informa¬ 
tion  if  he  needs  it. 

All  thru  life  nearly  every  individual  is  dependent  upon  acquiring  a  con¬ 
siderable  amount  of  knowledge  from  the  printed  page.  It  matters  not 
whether  that  person  is  a  student  of  research  in  a  great  university  or  a  rural 
mail  carrier  interested  in  promoting  bee  culture  as  an  avocation.  Carefully 
selected  printed  materials  on  many  subjects  must  be  available  if  children 
are  to  be  trained  as  independent  thinkers  and  if  their  imaginations  are  to  be 
kindled. 

Surveys  show  that  rural  schools  lack  books  (especially  picture  books)  for 
children  in  the  lower  grades,  that  the  books  in  the  collections  do  not  meet 
the  needs  of  the  schools,  and  that  school  library  revenues  are  inadequate. 
Collections  that  may  be  borrowed  from  state  library  extension  agencies,  with 
a  few  exceptions,  are  in  no  way  commensurate  to  fill  requests  from  the 
schools.  Less  than  300  of  the  3072  counties  in  the  United  States  have  county¬ 
wide  library  service. 


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The  yearbook  analyzes  the  reading  problem  of  rural  schools  and  shows 
how  the  library  can  improve  the  situation,  appraises  methods  of  administer¬ 
ing  and  financing  library  service  for  rural  schools,  discusses  problems  in  book 
selection,  compares  practises  used  by  state  departments  of  education  in  or¬ 
ganizing  and  administering  libraries,  shows  how  the  library  is  necessary  for 
the  administration  of  the  curriculum,  discusses  the  most  unique  practises 
used  by  state  school  library  supervisors  in  improving  library  service,  and  in¬ 
vestigates  the  responsibilities  of  teacher-training  institutions  in  preparing 
teachers  to  cope  with  the  reading  and  library  problems  that  they  will  face  in 
the  schools  that  they  teach. 

Contributing  authors  are  Fannie  W.  Dunn,  professor  of  education,  Teach¬ 
ers  College,  Columbia  University;  R.  S.  Ihlenfeldt,  supervisor,  rural  edu¬ 
cation,  Wisconsin  State  Department  of  Education;  Nora  Beust,  professor, 
library  science,  School  of  Library  Service,  University  of  North  Carolina; 
May  Trumper,  head,  Department  of  Rural  Education,  State  Normal 
School,  Geneseo,  N.  Y. ;  Anna  Clark  Kennedy,  school  library  supervisor, 
New  York  State  Department  of  Education  ;  Harriet  A.  Wood,  school  library 
supervisor,  Minnesota  State  Department  of  Education ;  and  William  Mc¬ 
Kinley  Robinson,  director,  Department  of  Rural  Education,  State  Teach¬ 
ers  College,  Kalamazoo,  Mich. 

TRAINING  TEACHERS  FOR  RURAL  SCHOOLS 

WILLIAM  MCKINLEY  ROBINSON,  DIRECTOR,  DEPARTMENT  OF  RURAL  EDU¬ 
CATION,  WESTERN  STATE  TEACHERS  COLLEGE,  KALAMAZOO,  MICH. 

Those  of  us  interested  in  the  field  of  training  teachers  for  rural  schools 
can  find  considerable  satisfaction  and  food  for  thought  in  the  findings,  con¬ 
clusions,  and  recommendations  of  the  National  Survey  of  the  Education  of 
Teachers. 

I  have  gone  thru  the  report  quite  carefully  and  underscored  references 
to  rural  education.  In  them  there  is  material  for  a  provocative  article  on  the 
subject  of  training  the  rural  teacher.  I  should  like  to  call  attention  to  one 
significant  point  developed  in  the  last  section  of  the  final  volume. 

It  is  emphatically  stated  that  teachers  should  be  more  specifically  pre¬ 
pared  for  rural  schools;  and  also  that  rural  teachers  need  specific  preparation 
for  their  work.  As  to  what  special  preparation  includes,  both  as  to  type  and 
frequency  of  offering,  I  have  been  making  a  comparative  study  for  the  years 
1926-27,  1931-32,  and  1934-35;  or  before,  in  the  midst  of,  and  during  re¬ 
covery  from  the  depression.  For  purposes  of  study  I  divided  the  differentiated 
offerings  into  the  following  groups :  ( 1 )  length  of  rural  curriculums  offered  ; 
(2)  professional  courses,  such  as  practise  teaching  in  rural  schools  and  rural 
school  management;  (3)  background  courses,  such  as  rural  sociology  and 
economics;  and  (4)  differentiated  subjectmatter  courses,  such  as  agriculture 
and  nature  study. 

From  the  year  1926  up  to  1931  there  was  a  consistent  tendency  for  the 
number  of  state  teacher-training  institutions  offering  each  group  to  increase, 


Department  of  Rural  Education 


295 


with  the  exception  of  group  4 — differentiated  subjectmatter  courses — which 
held  its  own.  An  equally  consistent  tendency  of  decrease  in  the  number  of 
institutions  offering  each  group  was  noted  between  the  years  of  1931  and 
1934,  dropping  back  almost  to  1926  levels.  A  study  of  the  offerings  for  rural 
school  administrators  and  supervisors  in  the  same  institutions  showed  the 
same  tendencies  of  increase  followed  by  a  decrease.  There  was,  however,  a 
reverse  in  the  tendency  to  increase  and  then  decrease  in  the  number  of  in¬ 
stitutions  considering  the  training  of  rural  teachers  their  primary  function; 
also,  in  the  number  requiring  all  students  to  have  some  training  for  rural 
teaching. 

Lest  it  be  assumed  that  those  championing  differentiated  rural  teacher 
training  are  absorbed  in  the  technics  and  mechanics  peculiar  to  rural  condi¬ 
tions,  it  is  well  that  some  emphasis  also  be  given  in  programs  for  develop¬ 
ing  rural  school  teachers  to  the  significant  attitudes  which,  in  importance, 
may  even  transcend  the  technics. 

HOW  SHOULD  THE  CURRICULUM  FOR  THE  TRAINING 
OF  RURAL  TEACHERS  BE  DIFFERENTIATED 
FROM  THE  CURRICULUM  FOR  THE 
TRAINING  OF  URBAN  TEACHERS  ? 

HARVEY  LEONARD  TURNER,  MICHIGAN  STATE  NORMAL  COLLEGE, 

YPSILANTI,  MICH. 

This  problem  has  been  treated  both  intensively  and  extensively  in  the 
literature  on  rural  education  for  more  than  a  decade.  Expert  opinion  has  be¬ 
come  rather  well  crystallized  due  largely  to  the  careful  work  and  wide  in¬ 
fluence  of  Mabel  Carney  of  Teachers  College,  Columbia  University. 

Reasons  for  and  against  differentiation  have  been  cited.  Dr.  Bagley  has 
suggested  that  marked  differentiation  is  undesirable  because :  ( 1 )  the 
cleavages  between  rural  and  urban  life  are  already  too  great;  (2)  the  basic 
training  and  culture  needed  by  rural  and  urban  children  are  the  same ;  and 
(3)  there  is  a  constant  flow  of  rural  people  to  urban  centers,  and  vice  versa. 
Yet  certain  important  differences  are  essential,  he  believes. 

Both  Dr.  Bagley  and  Miss  Carney  agree  that  the  basic  differentiated 
training  of  rural  teachers  should  consist  of :  ( 1 )  a  substantial  course  in  nature 
study  and  agriculture;  (2)  a  course  in  rural  sociology  and  economics;  (3)  a 
substantial  course  in  rural  education  and  its  peculiar  approaches,  technics, 
and  problems;  and  (4)  special  observation  and  practise  teaching  in  rural 
schools  under  proper  supervision. 

Others  including  McGuffey,  Robinson,  Simpson,  and  Kibbe  have  con¬ 
tributed  valuable  information  from  study  of  the  problem,  but  as  yet  the 
general  pattern  used  is  that  outlined  by  Miss  Carney  and  supported  by 
Bagley  and  others.  The  recent  course  recommended  in  Michigan  includes 
these  essential  elements,  and  the  excellent  course  as  refined  by  Muriel  J. 
Bardwell  in  New  York  state  gives  promise  of  setting  the  pace  for  some  time 
to  come. 


296 


National  Education  Association 


Thus  refined  expert  opinion  will  prevail,  and  should,  until  it  is  demon¬ 
strated  objectively  by  a  measurement  of  results  that  something  different 
should  be  done. 

SIGNIFICANT  ATTITUDES  TO  BE  DEVELOPED  IN  RURAL 

TEACHERS 

KATE  V.  WOFFORD,  PROFESSOR  OF  RURAL  EDUCATION,  STATE  TEACHERS 

COLLEGE,  NEW  YORK,  N.  Y. 

The  ability  to  think  in  terms  of  human  values  rather  than  in  terms  of 
subjectmatter  is  an  attitude  which  should  probably  take  precedence  over  all 
attitudes  in  the  education  which  seeks  the  development  of  teachers.  This 
and  the  emphasis  upon  the  child-centered  school  have  long  been  acceptable 
in  the  philosophy  of  education,  but  unfortunately  have  been  slow  in  devel¬ 
opment  into  practise. 

Too  often  the  student  teacher  who  accepts  and  identifies  himself  with  the 
belief  that  children  are  more  important  than  subjectmatter,  in  his  practise 
belies  this  philosophy.  The  reasons  for  this  are  usually  threefold :  ( 1 )  too 
many  teachers  of  theory  in  education  hold  opposite  attitudes  toward  teachers 
in  preparation;  (2)  many  public  schools  are  bound  by  a  system  of  examina¬ 
tions  which  place  undue  emphases  upon  rewards  for  mastery  of  subject- 
matter  to  be  learned  and  too  little  in  satisfactory  child  development ;  and 
(3)  the  average  parent  is  apt  to  measure  school  success  in  terms  of  grades. 

The  second  attitude  to  be  emphasized  in  teacher  education  is  one  which 
substitutes  new  values  for  old  authorities.  In  the  past  the  accepted  author¬ 
ities  have  been  twofold:  (1)  that  of  the  printed  word;  and  (2)  that  ex¬ 
emplified  in  the  person  of  the  teacher.  Under  this  manifestation  of  authority 
the  children  had  three  choices:  (1)  submission;  (2)  fight;  (3)  flight.  These 
suggest  the  necessity  of  either  restricting  teacher  authority  or  educating  him 
to  manifest  it  as  unostensibly  as  possible. 

A  third  attitude,  and  one  which  is  receiving  increasing  attention  in  the 
education  of  rural  teachers,  is  one  which  sees  the  inherent  worth,  that  lies  in 
what  is  called  the  rural  heritage.  This  heritage  is  composed  of  opportunities 
for  the  teaching  of  the  sciences  at  first-hand,  the  educational  possibilities 
in  the  environment  for  teaching  history,  mathematics,  art,  civics.  Part  of  this 
rural  heritage  lies  also  in  the  contribution  of  rural  peoples  of  the  fine  qual¬ 
ities  of  independence  of  thinking  and  action,  the  love  of  freedom,  and  the 
unwillingness  of  the  group  to  be  stampeded  into  group  judgments.  These 
are  invaluable  qualities  in  a  democracy  and  should  be  preserved  for  the 
benefit  of  the  national  welfare. 


Department  of  Rural  Education 


297 


TRAINING  RURAL  SCHOOL  ADMINISTRATORS 

W.  H.  GAUMNITZ,  SENIOR  SPECIALIST  IN  RURAL  EDUCATION,  U.  S.  OFFICE 

OF  EDUCATION,  WASHINGTON,  D.  C. 

Altho  the  administration  of  the  rural  schools  involves  problems  greater  in 
number  and  more  complex  in  character  than  those  in  the  city  schools,  com¬ 
paratively  little  effort  has  been  made  thus  far  by  the  profession  to  improve 
the  status  of  rural  school  administrators. 

This  is  true  despite  the  commonly  recognized  fact  that  as  a  group,  county 
and  other  rural  school  superintendents  tend  to  adhere  closely  to  the  proce¬ 
dures  dictated  by  tradition,  to  follow  established  patterns  largely  prescribed 
by  the  laws  creating  this  office,  and,  in  consequence,  to  make  progress  toward 
the  improvement  of  the  rural  schools  very  slowly  indeed. 

County  school  administrators  as  a  group  concern  themselves  chiefly  with 
carrying  out  routine  of  their  offices  rather  than  with  the  development  of 
educational  policy  and  other  functions  of  leadership.  The  reason  for  this 
condition  is  to  be  found  in  the  origin  of  the  office  and  the  inadequacy  of  pro¬ 
grams  for  training  and  development  of  county  superintendents.  The  laws 
providing  for  county  superintendency  and  an  erroneous  idea  of  what  really 
constitutes  home  rule  have  resulted  in  keeping  most  of  the  authority  in  the 
hands  of  local  trustees,  most  of  the  woes  and  responsibility  falling  on  the 
county  superintendent. 

The  profession  still  largely  accepts  the  situation  as  it  is.  It  tends  to  look 
upon  the  county  superintendent  as  a  legal  identity  created  to  discharge  cer¬ 
tain  clerical,  routine,  and  regulatory  functions  and  does  little  more  than  to 
protest  his  political  character  and  to  deplore  his  lack  of  educational  leadership. 

It  must,  of  course,  be  said  that  there  are  among  these  rural  school  admin¬ 
istrators  many  natural  leaders  who  thru  initiative  and  perseverance  have 
lifted  themselves  above  the  routine  and  legalistic  nature  of  their  offices  and 
are  giving  a  splendid  type  of  leadership  to  the  schools  they  serve.  There  are 
also  a  few  centers  of  learning  which  for  a  number  of  years,  thru  summer 
conferences,  short  courses,  and  training  in  rural  school  administration,  have 
made  a  definite  effort  to  develop  county  superintendents.  A  number  of  state 
departments  of  education  also  have  helped  these  rural  school  administrators. 

But  a  great  deal  more  could  and  should  be  done.  Our  research  centers 
should  give  much  more  study  to  the  functional  aspects  of  rural  school  admin¬ 
istration  rather  than  limit  their  concern  to  the  present  status.  From  such 
study  should  issue  objective  data,  correspondence  courses,  short  courses,  hand¬ 
books,  administrative  devices,  and  complete  training  programs  which  are 
especially  devised  for  the  training  and  growth  of  rural  school  administra¬ 
tors.  The  state  departments  of  education  could  profitably  devote  much  more 
attention  to  the  study  of  the  administrative  problems  peculiar  to  the  rural 
schools  and  to  the  development  of  ways  and  means  to  attack  and  solve  rural 
school  administrators’  problems.  It  is  high  time  that  the  profession  take  the 
county  superintendent  where  he  is  professionally  and  as  he  is  politically, 
economically,  and  socially,  and  make  a  much  more  sustained  effort  to  study 
his  peculiar  field  of  service  and  to  develop  him  for  and  in  his  job. 


298 


National  Education  Association 


ADJUSTMENT  OF  RURAL  SCHOOLS  TO  PRESENT  NEEDS 

HATTIE  S.  PARROTT,  DIVISION  OF  INSTRUCTIONAL  SERVICE,  STATE 
DEPARTMENT  OF  PUBLIC  INSTRUCTION,  RALEIGH,  N.  C. 

An  enriched  program  of  rural  education  means  enriched  living  for  rural 
boys  and  girls.  Such  improved,  enriched  living  is  a  measure  of  the  effective¬ 
ness  of  a  state  program  of  education.  This  program  involves  administrative 
provisions  essential  to  its  development :  school  finances,  length  of  term,  pre¬ 
service  training  of  teachers,  certification  of  teachers,  compulsory  attendance, 
buildings,  courses  of  study,  and  others. 

However,  the  enriched  program  is  more  surely  in  evidence  in  the  invig 
orating  personal  growth  of  the  teacher  in  her  own  school  or  classroom.  Here 
is  where  supervision,  either  local  or  state,  can  function  best — that  is,  in 
helping  the  individual  teacher  in  her  efforts  to  improve.  The  in-service  train¬ 
ing  of  teachers  thru  a  supervisory  program  which  includes  ( 1 )  school  visita¬ 
tion,  (2)  cooperative  planning,  (3)  curriculum  revision,  (4)  improvement 
of  teaching  methods,  and  (5)  stimulation  and  encouragement  of  the  life 
and  spirit  of  the  school,  is  successful  only  when  the  enriched  living  of  boys 
and  girls  is  the  chief  objective.  This  cooperative  human  endeavor  of  both 
teacher  and  supervisor  is  the  controlling  factor  in  the  successful  attainment 
of  school  improvement  thru  supervision. 

The  aims  of  an  in-service  training  program  for  rural  teachers  cannot  be 
realized  without  a  definite  county  organization  composed  of  supervising 
teachers,  school  nurses,  and  social  workers.  Teachers  should  be  visited  regu¬ 
larly  by  this  staff  of  helpers.  In  view  of  apparently  satisfactory  results,  it 
would  seem  that  one  could  safely  say  that  teachers  can  be  trained  while  in 
service  in  rural  schools,  if  a  carefully  prepared  program  is  provided  and 
sufficient  help  is  given  to  the  county  school  superintendent’s  office  to  carry 
out  the  program. 

As  an  integral  part  of  the  general  program  of  enriched  living  for  rural 
boys  and  girls,  a  child  health  program  that  will  afford  more  nearly  equal 
health  opportunities  for  all  children  of  a  rural  unit  should  be  administered 
by  a  county  health  governing  board,  in  which  should  function :  ( 1 )  a  well- 
established  health  center  under  the  direction  of  the  health  authorities;  (2)  a 
public  school  system;  and  (3)  a  medical,  social,  and  welfare  service. 

STATE  STIMULATION  AND  SUPERVISION  OF  AN  EN¬ 
RICHED  PROGRAM  IN  RURAL  EDUCATION 

JAMES  B.  PALMER,  PROFESSOR  OF  EDUCATION,  NEW  YORK  STATE  COLLEGE 

FOR  TEACHERS,  ALBANY,  N.  Y. 

An  enriched  program  of  rural  education  means  enriched  living  for  rural 
hoys  and  girls.  Such  improved  enriched  living  is  a  measure  of  the  effective¬ 
ness  of  a  state  program  of  education. 

A  state  supervisory  program  of  enriched  rural  education  is  susceptible 
to  two  lines  of  attack.  First,  there  are  those  features  which  on  a  statewide 


Department  of  Rural  Education 


299 


basis  may  be  handled  most  systematically  and  effectively  by  centralizing  the 
control  and  direction  in  the  state  department.  For  example,  consider  certifi¬ 
cation  of  teachers,  compulsory  attendance,  length  of  school  term,  general 
courses  of  study,  pre-service  teacher  preparation,  standards  of  necessary 
physical  equipment,  and  the  maintenance  of  certain  minimum  standards. 
Second,  there  are  those  functions  that  are  purely  supervisory.  These  are 
never  adequately  performed  in  absentia  thru  impersonal  organization  and 
control.  They  involve  cooperative  human  endeavor.  For  example,  consider 
actual  curriculum  revision,  improved  methods  of  giving  in-service  training 
to  teachers,  and  stimulating  the  life  and  spirit  of  the  school. 

The  supervisory  staff  then  must  be  made  up  of  personable  individuals  who 
carry  on  their  work  thru  stimulating  contacts,  cooperative  endeavor  with 
individual  teachers,  and  groups  of  teachers.  Regional  conferences,  an  abun¬ 
dance  of  school  visitation,  follow-up  service,  professional  faculty  meetings, 
and  the  like  must  be  the  procedures  that  such  a  person  or  persons  prefer 
to  use. 

This  kind  of  supervision  is  a  decentralized  program ;  its  effectiveness  de¬ 
pends  on  the  extent  to  which  it  is  decentralized.  It  grows  only  thru  the 
intimacy  of  contact  with  the  local  setting.  It  involves  only  a  recognition  of 
what  we  have  in  this  particular  school,  what  we  can  get,  and  what  we  want 
to  do  under  the  conditions. 

Teachers  are  becoming  more  and  more  professional.  They  should  be  aided 
in  this  and  challenged  to  accept  such  responsibility  as  the  profession  necessi¬ 
tates.  In  the  zeal  to  improve  conditions  we  cannot  afford  to  let  lifeless 
prescription  kill  all  possible  growth.  Programs  in  certain  modern  centralized 
or  consolidated  schools  are  cases  in  point. 

A  COUNTY  PROGRAM  FOR  IN-SERVICE  TRAINING  OF 

RURAL  TEACHERS 

FRED  C.  FISCHER,  COMMISSIONER  OF  SCHOOLS,  WAYNE  COUNTY, 

DETROIT,  MICH. 

There  are  still  thousands  of  rural  schools  in  America  of  the  one-  and  two- 
room  type.  These  schools  have  many  of  the  traditional  characteristics  in 
which  improvement  has  been  attempted.  Consolidation  and  larger  units 
have  made  some  progress  with  the  problems  of  the  rural  school. 

The  in-service  training  of  rural  teachers  by  means  of  the  helping  teacher 
service,  with  the  assistance  of  school  nurses  and  social  workers,  has  proved  to 
be  one  other  solution  of  the  problem.  This  program  in  use  in  W ayne  County, 
Michigan,  for  eleven  years  seems  to  justify  the  conclusion  that  instruction 
in  rural  schools  may  be  improved  by  supervision  of  rural  teachers  in  groups 
or  zones  of  about  forty-five  teachers  in  each  group.  The  county  program  is 
made  uniform,  the  state  course  of  study  is  interpreted  and  supplemented, 
professional  attitudes  of  teachers  are  developed,  and  wholesome  social  ac¬ 
tivities  are  encouraged.  Teachers  are  made  acquainted  with  the  most  recent 
findings  and  newer  technics  in  the  fields  of  mental  and  physical  hygiene,  iri 


300 


National  Education  Association 


order  that  the  problems  of  the  individual  child  may  be  recognized  and 
treated.  The  principal  methods  of  developing  the  program  are  in  the  class¬ 
room  and  in  the  group  meeting.  The  supervising  teacher  and  school  nurse 
visit  the  schools  regularly  and  make  it  their  business  to  assist  and  inspire 
teachers  in  carrying  out  the  program. 

A  long-time  plan  in  the  teaching  of  citizenship  has  produced  highly  satis¬ 
factory  results.  A  countywide  organization  known  as  the  Junior  Citizens’ 
Clubs  has  been  the  chief  factor  in  this  development.  % 

Professional  and  social  attitudes  are  encouraged  by  such  means  as  dis¬ 
cussion  groups,  book  clubs,  music  festivals,  teachers  parties,  etc. 

A  program  of  this  type  should  make  use  of  all  of  the  cooperative  agencies 
available  in  the  county,  such  as  the  county  library,  4-H  Clubs,  parent-teacher 
associations,  and  other  agencies. 

Standardized  tests  are  given  and  the  results  of  these  tests  in  Wayne 
County  indicate  that  instruction  has  improved  the  learning  situation,  and 
the  general  attitude  of  teachers  is  more  satisfactory. 

A  PROGRAM  OF  HEALTH  SERVICE  AND  INSTRUCTION  IN 

RURAL  SCHOOLS 

THOMAS  GORDON  BENNETT,  EDUCATIONAL  ADVISER,  THIRD  CORPS  AREA, 

CCC,  BALTIMORE,  MD. 

In  planning  a  child  health  program  that  will  afford  more  nearly  equal 
health  opportunities  for  all  the  children  of  a  rural  unit,  a  program  might 
well  be  administered  by  a  county  health  governing  board  in  which  would 
function :  ( 1 )  a  well-established  health  center  under  the  direction  of  the 
health  authorities;  (2)  a  public  school  system;  and  (3)  a  medical,  social, 
and  welfare  service. 

This  program  might  be  accomplished  thru  the  following  means:  ( 1 )  more 
efficient  practises  in  preventive  and  corrective  health  procedures,  which  will 
secure  better  health  protection  for  all  the  children;  (2)  more  frequent  op¬ 
portunities  for  each  child  to  participate  in  health  experiences  that  will  aid 
him  in  forming  desirable  health  habits;  and  (3)  such  cooperation  between 
the  child  and  the  social  guidance  and  welfare  relief  agencies  as  will  provide 
the  greatest  possible  benefits  for  the  handicapped  child  and  opportunities  for 
the  normal  child  to  adjust  himself  to  his  environment. 

The  health  activities  in  the  school  should  include  health  service  and  health 
education :  ( 1 )  health  service  will  provide  opportunities  for  bringing  the 
facilities  and  activities  of  the  school  into  closer  relationship  with  the  prac¬ 
tising  physician,  the  liaison  nursing  service,  the  medical  care  of  the  health 
center,  medical,  social,  and  welfare  service,  and  similar  organizations  out¬ 
side  the  school.  This  service  will  aid  in  the  follow-up  program  for  children 
in  school  and  for  preschool  children,  and  will  aid  the  medical  care  service 
in  checking  up  remedial  measures;  (2)  a  health  education  program  of  ac¬ 
tivities  and  instruction  is  to  be  based  upon  individual  health  needs  of  chil¬ 
dren  and  upon  certain  recognized  principles  of  good  health  that  have  been 


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301 


accepted  as  fundamental.  It  will  also  help  teachers  in  service  to  understand 
and  accept  definite  responsibilities  in  the  teaching  of  personal  hygiene  and  in 
providing  opportunities  for  pupil  participation  in  health  activities.  Thus  each 
child  will  be  enabled  to  develop  his  own  personal  health  program. 

To  the  physical  education  program  comes  the  responsibility  of  having  a 
part  in  the  complete  development  of  the  child  in  his  environment.  Physical 
education  may  be  looked  upon  as  being  somewhat  separate  from  health  edu¬ 
cation  but  it  is  equally  essential  in  developing  to  the  greatest  possibilities  the 
mental,  social,  and  physical  growth  of  each  individual. 

How  Objectives  Are  To  Be  Achieved 

In  order  to  achieve  the  foregoing  objectives  of  a  child  health  program  it 
is  proposed:  (1)  to  analyze  and  evaluate  the  determined  essential  prac¬ 
tises  of  child  health  as  they  have  been  revealed  by  the  actual  experiences 
and  practises  of  certain  outstanding  examples  of  school  health  programs  al¬ 
ready  in  operation,  and  by  authoritative  theory  and  opinion  based  upon 
analyses  and  evaluations  of  essential  evidences  proved  in  actual  experimen¬ 
tation  in  and  observation  of  sound  health  practises;  (2)  to  determine  to 
what  degree  existing  and  potential  resources  may  cooperate  in  achieving  the 
objectives  of  the  child  health  program,  and  the  specific  part  that  each  re¬ 
source  would  play;  and  (3)  upon  the  basis  of  a  thoro  survey  of  the  health 
conditions  of  the  rural  unit  made  to  determine  its  child  health  needs,  to  out¬ 
line  a  practical  means  whereby  the  determined  essential  practises  and  the 
available  resources  may  be  properly  organized,  administered,  and  financed 
in  achieving  the  objectives  of  a  health  program  for  all  the  children  of  the 
rural  unit. 

EDUCATIONAL  OBJECTIVES  IN  TERMS  OF  A  PUBLIC 
SCHOOL  PROGRAM  IN  RURAL  AREAS 

NORMAN  FROST,  PROFESSOR  OF  RURAL  EDUCATION,  GEORGE  PEABODY 
COLLEGE  FOR  TEACHERS,  NASHVILLE,  TENN. 

The  distinctive  aim  of  rural  education  is  to  aid  in  the  adjustment  between 
rural  children  and  rural  environment.  This  includes  aiding  children  in  ad¬ 
justing  themselves  to  their  surroundings,  as  well  as  helping  them  to  control 
and  adjust  these  surroundings.  Environment  is  considered  as  those  things 
which  affect  them  significantly,  or  which  may  be  made  to  do  so.  The  aim  is 
distinctive  for  rural  areas  so  far  as  rural  children  or  rural  environments  are 
distinctive. 

For  achieving  this  ultimate  aim  of  education  in  rural  areas,  certain  essential 
services  will  be  necessary.  These  include  the  following,  listed  in  the  Twelfth 
Yearbook  of  the  Department  of  Superintendence  (1934)  :  (1)  supervision; 
(2)  health  service;  (3)  research;  (4)  guidance;  (5)  education  of  excep¬ 
tional  children;  (6)  attendance  service;  (7)  library  service;  (8)  recrea¬ 
tional  and  leisure-time  activities.  These  services  can  be  provided  most 
efficiently  and  economically  by  local  units  including  6000  to  8000  children, 
according  to  a  recent  study  in  Tennessee,  and  a  monograph  by  Dawson. 


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The  establishment  and  proper  location  of  schools  of  effective  size  must  be 
accepted  as  an  important  objective.  General  opinion  of  educators,  with  con¬ 
siderable  backing  by  objective  data,  calls  for  six-year  elementary  schools  of 
not  less  than  210  to  240  children;  four-year  high  schools  of  150  to  200 
children;  or  six-year  junior-senior  high  schools  of  about  300. 

With  an  administrative  unit  organized  into  suitable  attendance  units  and 
providing  the  services  mentioned  above,  one  must  proceed  to  specific  objec¬ 
tives  such  as  a  well-defined  curriculum  carefully  adjusted  to  local  needs, 
teachers  having  at  least  two  years  of  training  for  the  elementary  schools  and 
four  years  for  the  high  schools,  school  support  equal  to  the  average  per  capita 
cost  in  the  United  States  ($66.53  in  1934),  housing  adequate  for  a  modern 
school  program  ( Research  Bulletin  of  the  N.  E.  A.,  January  1935,  sug¬ 
gests  $400  per  pupil  as  a  “reasonable”  standard),  sound  business  manage¬ 
ment  for  these  activities  and  those  previously  mentioned,  and  by  no  means 
least  important,  adequate  publicity  and  cordial  cooperation  between  the 
school  and  its  patrons. 

Among  such  objectives  as  these  the  school  administrator  should  choose  for 
immediate  accomplishment  those  which  meet  with  most  general  approval 
from  his  patrons,  those  most  in  line  with  state  and  national  policies,  those 
for  which  effective  support  and  aid  can  be  secured,  those  within  the  abil¬ 
ities  of  available  personnel,  those  of  greatest  value  to  the  school  children,  and 
those  most  likely  to  lead  to  further  improvement  of  the  local  school  situation. 

PROCEDURES  FOR  OBTAINING  ADEQUATE  ORGANIZA¬ 
TION  AND  ADMINISTRATION  FOR  RURAL  SCHOOLS 

EDGAR  L.  MORPHET,  DIRECTOR  OF  RESEARCH,  STATE  DEPARTMENT  OF 

EDUCATION,  MONTGOMERY,  ALA. 

When  we  are  discussing  rural  school  organization,  we  may  be  discussing 
attendance  areas  or  administrative  units  or  both.  In  any  case  a  clear  dis¬ 
tinction  should  be  made  between  them. 

It  is  easy  to  understand  why  so  many  of  the  present  administrative  units 
are  inadequate  when  it  is  known  how  they  have  developed.  It  is  hardly  too 
strong  to  state  that  there  has  been  no  plan  or  planning  of  attendance  or  ad¬ 
ministrative  units  on  any  statewide  basis,  particularly  until  very  recent  years. 

In  a  number  of  states  or  parts  of  states  scientific  studies  have  been  made  to 
determine  the  needs  of  the  schools  and  the  type  of  organization  that  can  best 
meet  those  needs.  Fairly  definite  standards  have  been  established  and  can  be 
used  for  guidance  in  further  reorganization.  Many  attendance  areas  have 
already  been  reorganized,  and  a  number  of  small  administrative  units  have 
been  eliminated. 

The  first  handicap  to  improving  organization  and  administration  of 
schools  is  tradition.  The  people  in  the  various  areas  have  grown  up  with 
their  schools,  inadequate  tho  they  may  be.  They  do  not  know  of  anything 
any  better.  They  are  likely  to  be  afraid  of  any  change  simply  because  they 
cannot  visualize  what  the  change  will  mean.  One  of  the  greatest  handicaps 


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to  adequate  organization  arises  from  lack  of  facts  and  evidence  necessary  to 
show  the  desirability  of  a  change.  The  only  way  to  overcome  this  handicap 
is  to  set  up  a  plan  for  getting  the  evidence  needed  and  for  arranging  and 
presenting  it  in  convincing  form. 

Adequate  organization  does  not  necessarily  mean  adequate  administration. 
The  tradition  that  the  rural  superintendent  is  to  be  elected  by  the  people  is 
far  too  common  to  be  comfortable  to  a  progressively-minded  administrator. 
Popular  election  and  competent  administration  are  not  sisters  under  the 
skin.  In  fact,  in  most  cases  they  are  not  even  remotely  related.  Rare  indeed 
is  the  superintendent  who,  for  more  than  one  election,  can  keep  his  ear  at¬ 
tuned  to  the  tradition  and  prejudices  of  the  people  and  his  eye  set  on  a  long¬ 
time  constructive  plan.  A  fundamental  procedure  to  facilitate  adequate  school 
organization  and  administration  is  to  provide  for  rural  leaderships  selected 
by  boards  of  education  and  not  by  popular  election. 

An  equitable  educational  opportunity  for  every  rural  child  is  a  worthy 
objective.  But  financial  support  alone  will  not  assure  that  opportunity.  Along 
with  that  must  come  higher  standards  for  rural  school  administrators.  Rural 
superintendents  as  well  as  principals  must  be  trained  for  their  work  instead 
of  learning  it,  as  in  times  past,  at  the  expense  of  teachers  and  children,  and 
often  at  the  cost  of  taxpayers. 

A  COUNTYWIDE  PROGRAM  OF  CONSOLIDATED  RURAL 

SCHOOLS 

JOHN  H.  GEORGE,  PRINCIPAL,  NICHOLAS  BLACKWELL  HIGH  SCHOOL, 

BARTLETT,  TENN. 

Consolidation  and  transportation  are  indissolubly  linked  where  schools 
are  concerned.  Shelby  County  has  had  a  program  of  consolidation  dating 
back  thirty  years.  Starting  in  1907  bond  issues  were  frequent  until  the  pro¬ 
gram  was  practically  completed  in  1931.  Small  high  schools  are  not  main¬ 
tained.  Small  grammar  schools  exist  for  six  grades  only.  Junior  high 
schools  are  not  used  because  of  the  peculiar  Tennessee  law.  This  county  has 
found  that  the  election  of  the  county  superintendent  and  the  county  board 
of  education  by  the  quarterly  court  is  more  satisfactory  than  having  direct 
election  by  the  people. 

The  budget  of  Shelby  County  is  $682,200  for  a  school  population  of  six¬ 
teen  thousand  students,  divided  $483,900  for  elementary  and  $198,300  for 
high  school.  Transportation  costs  $75,000  per  year;  instructional  cost  is 
$424,000  per  year. 

The  maintenance  department  of  Shelby  County  has  a  large  warehouse,  a 
maintenance  superintendent,  and  gives  to  the  system  a  complete  repair  serv¬ 
ice.  Furniture  is  built  in  the  shop  of  one  of  the  large  high  schools  on  a  com¬ 
mercial  scale.  One  of  the  most  important  services  has  been  the  drilling  of 
wells  and  the  building  of  complete  water  systems. 

About  four  thousand  children  per  day  are  transported  in  school  buses. 
The  drivers  are  paid  a  straight  salary  and  also  a  mileage.  The  drivers  are 


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compelled  to  maintain  liability  insurance.  There  is  compulsory  mechanical 
inspection.  Safe  transportation  is  stressed  at  all  times. 

The  Shelby  County  school  libraries  have  been  made  possible  thru  the 
Rosenwald  Fund.  The  high-school  libraries  meet  the  standards  of  the 
Southern  Association  of  Colleges  and  Secondary  Schools.  Classroom  libra¬ 
ries  are  provided  for  every  elementary  room  in  the  county.  Community 
libraries  are  being  started.  Summer  community  book  service  by  truck  has 
been  used  and  is  popular. 

The  teachers  of  the  county  are  selected  from  college  graduates  on  the 
basis  of  fitness  rather  than  politics.  The  minimum  salary  for  college  grad¬ 
uates  is  $900  per  year;  the  maximum,  $1650  per  year.  Old  age  retirement 
fund  and  group  insurance  are  provided.  The  teachers  maintain  high  pro¬ 
fessional  standards  thru  membership  in  educational  associations.  For  six¬ 
teen  years  every  teacher  in  Shelby  County  has  been  a  member  of  the  National 
Education  Association. 

A  STATEWIDE  SURVEY  OF  RURAL  SCHOOL  ADEQUACY 

RAYMOND  V.  LONG,  DIRECTOR  OF  SCHOOL  BUILDING  CONSTRUCTION,  STATE 
DEPARTMENT  OF  EDUCATION,  RICHMOND,  VA. 

The  State  Department  of  Education  of  Virginia  has  realized  for  a  num¬ 
ber  of  years  that  school  buildings  were  being  erected  with  little  thought  or 
regard  for  the  statewide  program  of  education.  Buildings  have  been  too  fre¬ 
quently  located  with  reference  to  local  demand  rather  than  to  coordinated 
statewide  planning. 

In  an  effort  to  get  a  comprehensive  picture  of  the  school  building  situa¬ 
tion  in  Virginia,  a  statewide  school  survey  was  undertaken  in  the  spring  of 
1934,  and  thru  the  coordinated  efforts  of  the  State  Planning  Board  and  the 
State  Department  of  Education,  much  information  was  assembled  covering 
each  school  building  in  the  state.  These  compiled  data  include  a  map  of  each 
county  with  an  overlapping  oft  ten  to  fifteen  miles  in  the  surrounding  coun¬ 
ties  showing  the  location  of  each  school  building,  the  location  of  highways, 
physical  barriers,  such  as  mountains,  rivers,  etc.  Each  school  building  is 
designated  by  an  appropriate  symbol  showing  the  type  of  building  and  the 
type  of  educational  program  offered.  Accompanying  these  maps  is  listed 
pertinent  information  as  to  the  physical  condition  of  the  building  proposed, 
consolidations  with  other  buildings,  transportation  to  or  from  the  building, 
cost,  type  of  construction,  etc. 

Studies  made  of  the  compiled  data  revealed  many  maladministrative 
practises  and  uneconomical  educational  programs  both  socially  and  finan¬ 
cially.  The  most  outstanding  conditions  needing  immediate  attention  and 
correction  are: 

1.  There  are  too  many  small  high  schools.  It  is  proposed  to  consolidate 
high  schools  so  as  to  develop  schools  with  at  least  250  to  400  pupils.  In 
larger  consolidated  areas  junior  colleges  will  be  developed. 

2.  There  is  wide  variation  in  the  amount  of  territory  per  school  build¬ 
ing  in  the  several  counties.  The  area  per  building  averages  13  square  miles 


Department  of  Rural  Education 


305 


per  white  school  and  38.8  square  miles  per  Negro  school,  and  varies  from 
1.4  square  miles  in  one  county  to  188  square  miles  in  another.  It  is  proposed 
to  correct  this  condition  by  the  development  of  spot  maps  and  on  the'  basis 
of  such  data  to  develop  a  master  statewide  plan  for  schools  and  work.  Future 
school  buildings  will  be  located  and  built  according  to  this  master  plan. 

3.  Political  boundary  lines  have  little  relationship  to  an  economical  sys¬ 
tem  of  school  buildings  and  transportation.  They  have,  however,  influenced 
both  and  have  resulted  in  the  construction  of  buildings  near  boundary  lines 
to  serve  only  the  children  in  the  county  in  which  the  building  is  located. 
Effort  will  be  made  to  plan  the  location  of  buildings  without  reference  to 
political  boundary  lines. 

4.  The  master  plan  will  contemplate  the  location  and  planning  of  school 
buildings  for  utilization  by  the  community  rather  than  for  the  sole  use  of 
pupils  for  only  a  limited  time.  Acquainting  local  committees  with  the  im¬ 
portance  of  planning  their  school  building  to  a  statewide  planning  program 
has  already  resulted  in  marked  changes  in  attitude  toward  school  building 
planning  and  construction. 

FUNCTIONAL  PLANNING  OF  PLAN  FOR  A  TWELVE- YEAR 

CONSOLIDATED  SCHOOL 

N.  E.  VILES,  DIRECTOR  OF  SCHOOL  BUILDING  SERVICE,  STATE  DEPARTMENT 

OF  EDUCATION,  JEFFERSON  CITY,  MO. 

During  the  past  few  years  would-be  economists  have  been  loud  in  their 
criticisms  of  public  school  buildings,  claiming  that  there  was  extravagance 
in  the  erection  of  school  buildings  and  that  much  more  money  is  spent  than 
is  needed.  On  the  other  hand,  school  officials,  school  teachers,  and  interested 
patrons  have  insisted  that  the  school  buildings  were  inadequate  to  house  the 
school  program ;  that  the  work  of  the  school  was  being  hampered  by  the  lack 
of  room;  that  the  buildings  were  unsafe  and  unsanitary.  Probably  there  was 
only  a  modicum  of  truth  in  some  of  their  criticisms.  On  the  other  hand,  some 
of  their  criticisms  may  have  been  justified.  These  criticisms;  are  as  applicable 
to  consolidated  schools  as  to  others.  It  is  true  that  many  of  the  buildings 
erected  have  not  been  planned  to  fit  the  school  program.  It  is  also  true  that 
money  has  been  spent  on  ornate  design  that  might  well  have  been  spent  in  a 
way  to  provide  the  features  needed  inside  the  building. 

Records  indicate  that  the  twelve-year  consolidated  school  varies  little 
from  other  twelve-year  schools  of  similar  size,  except  that  more  vocational 
agriculture  classes  are  taught.  Hence  the  planning  for  a  twelve-year  con¬ 
solidated  school  may  be  quite  similar  to  that  for  non-consolidated  schools 
of  similar  size. 

Efficiency  and  economy  in  school  building  construction  are  not  easily  at¬ 
tained  without  adequate  functional  planning,  which  involves  a  detailed  study 
or  a  survey  of  the  district,  its  enrolment,  facilities,  and  ability  to  pay,  to¬ 
gether  with  the  present  anticipated  curriculum  offering.  The  obligation  to 
prepare  educational  specifications  is  clearly  that  of  school  officials.  Structural 


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design  and  exterior  artistry  may  well  be  left  to  the  architect,  but  the  interior 
planning  of  the  building  should  be  done  by  competent  school  officials. 

The  functional  planner  should  remember  that  safety  should  be  the  first 
consideration  in  erecting  a  school  building;  that  adequacy  can  be  main¬ 
tained  only  by  planning  each  room  for  a  particular  type  of  use;  and  that 
convenience,  attractiveness,  and  flexibility  should  not  be  neglected.  He  should 
also  remember  that  economical  construction,  which  should  be  interpreted  to 
mean  the  securing  of  essential  features  needed  in  the  building,  the  elimina¬ 
tion  of  waste  space  and  non-essential  features,  should  be  based  on  a  study 
of  the  needs  of  the  school,  on  the  development  of  multiple-use  rooms  for  the 

r 

small  schools.  He  should  also  remember  that  costly  construction  beyond 
the  means  of  the  district  may  result  in  decreased  funds  for  school  activities 
that  the  district  may  be  able  to  pay  for  the  building  after  it  is  erected. 

Functional  planning  for  a  twelve-year  consolidated  school  may  be  sep¬ 
arated  into  the  following  five  steps : 

1.  Determine  the  type  of  school  program  to  be  developed  in  the  district. 

2.  Study  the  site  location,  orientation,  the  roads,  the  drainage,  etc. 

3.  Study  the  room  needs,  number,  size,  and  location.  Determine  the  num¬ 
ber,  size,  and  location  of  each  activity  or  group  unit  and  the  service  features 
needed  in  the  building. 

4.  Determine  the  special  features  and  refinements  that  should  be  included 
in  the  building. 

5.  Study  the  financial  condition  of  the  district  to  determine  the  amount 
of  bond  money  that  should  be  raised,  the  bond  and  interest  payments  that 
must  be  provided  for  several  years  in  advance,  and  the  tax  that  must  be 
levied. 

THE  ARRANGEMENT  AND  EQUIPMENT  OF  A  MODEL 

ONE-ROOM  SCHOOL 

CHLOE  C.  BALDRIDGE,  DIRECTOR  OF  RURAL  EDUCATION,  STATE  DEPARTMENT 

OF  PUBLIC  INSTRUCTION,  LINCOLN,  NEBR. 

Each  child  should  have  a  good,  comfortable,  seat  and  desk  placed  the  cor¬ 
rect  distance  apart.  The  desks  of  only  one  size  should  be  placed  in  a  row. 
Movable  chairs  are  quite  frequently  used  and  bring  about  a  homelike  en¬ 
vironment.  If  there  are  stationary  desks,  it  is  advantageous  to  have  the 
desks  fastened  to  cleats  of  wood  long  enough  for  three  desks  to  be  fastened 
together  in  a  group,  thus  enabling  the  desks  to  be  moved  easily. 

Two  things  are  well  established  with  reference  to  lighting  the  schoolroom  ; 
first,  the  window  area  should  be  equivalent  to  one-fifth  of  the  floor  area  in 
our  section  of  the  United  States  and,  second,  the  light  should  come  from 
the  left  and  rear  of  the  pupils  after  they  are  seated,  except  for  left-handed 
pupils.  Adjustable  shades  furnish  the  preferred  regulation  of  light.  Window 
sticks,  window  ventilators,  and  screens  are  useful.  A  thermometer  and  a 
first-aid  kit  are  essential. 


Department  of  Rural  Education 


307 


For  heating,  the  basement  furnace  is  preferred.  If  a  jacketed  heater  is 
used,  however,  it  should  be  located  in  the  end  of  the  room  and  preferably 
near  the  entrance.  The  cold  air  coming  in  thru  an  open  door  will  thus  be 
more  easily  heated.  Facilities  should  be  provided  so  that  good  housekeeping 
will  be  characteristic  of  the  activities  of  every  classroom  teacher.  Liquid  soap 
and  paper  or  individual  towels  are  necessary  supplies.  Shoe  scrapers  and  a 
door-mat  will  help  materially  in  keeping  the  building  clean. 

Hot  lunch  equipment  should  be  provided.  Hot  lunches  improve  the  health 
of  the  pupil  and  offer  valuable  means  of  elementary  dietetics,  manners,  and 
courtesy.  Every  rural  school  should  be  supplied  with  at  least  the  following 
playground  equipment :  bean  bags,  teeter  totter,  baseball  equipment,  basket¬ 
ball,  ropes  and  rings,  giant  stride,  slide,  indoor  ball  equipment,  baseball  dia¬ 
mond,  indoor  diamond,  building  blocks,  table  croquet,  toys,  and  games. 

There  should  be  a  good  well  on  the  school  grounds  or  other  means  for 
supplying  pure  water.  A  bubbling  drinking  fountain  should  be  provided. 
The  school  must  have  good,  modern  textbooks,  good  reference  books,  dic¬ 
tionaries,  library  books,  a  library  table,  a  good  set  of  up-to-date  maps,  a 
good  globe,  and  good  blackboard.  The  sand  table,  a  bulletin  board,  a  bulletin 
rack,  a  chart  printing  outfit,  adequate  primary  supplies,  and  tools  for  wood¬ 
work  are  important  additions. 

A  musical  instrument  is  essential  in  the  rural  schools.  Music  should  be  a 
part  of  the  rural  school  program.  The  child  responds  unconsciously  to  the 
beautiful.  A  schoolroom  decorated  in  soft  coloring  with  growing  flowers 
here  and  there,  with  two  or  three  fine  pictures  on  the  walls,  has  been  found 
to  have  a  most  desirable  influence  on  pupils. 

EXPERIMENTS  AND  DEMONSTRATIONS  FOR  IMPROVE¬ 
MENT  AMONG  SMALL  RURAL  SCHOOLS 

LEO  M.  FAVROT,  GENERAL  FIELD  AGENT,  GENERAL  EDUCATION  BOARD, 

BATON  ROUGE,  LA. 

The  rural  situation  in  the  southern  states  calls  for  a  steady  improvement 
in  the  health,  economic  stability,  intelligence,  general  efficiency,  and  social 
cooperation  of  the  population.  The  Negro  population  is  particularly  handi¬ 
capped  because  of  the  economic  position  of  farmers,  the  large  proportion  of 
farm  tenancy,  and  the  absence  or  inadequacy  of  many  forms  of  social  service 
and  welfare. 

The  rural  school  of  one  or  two  teachers  enrols  the  majority  of  the  Negro 
school  pupils  in  the  South  and  employs  the  majority  of  teachers.  Higher  in¬ 
stitutions  have  an  important  part  to  play  in  training  such  teachers,  placing 
emphasis  upon  the  rural  community  background,  environmental  factors  in 
rural  education,  and  school  organization  and  instruction. 

The  splendid  efforts  put  forth  by  Jeanes  supervising  teachers  in  southern 
states,  by  the  Julius  Rosenwald  Fund  in  better  school  buildings  and  in  rural 
school  libraries,  and  by  the  state  agents  of  Negro  schools,  have  resulted  in 
increasing  facilities  for  larger  numbers  and  greatly  improving  the  physical 


308 


National  Education  Association 


plants  in  many  areas  of  the  South,  but  few  public  schools  have  envisioned 
the  need  of  community  development  as  a  basis  for  their  services,  and  as  a 
means  of  keeping  alive  the  interest  in  rural  life  which  it  is  possible  to  arouse 
in  the  school. 

Experiments  and  demonstrations  have  been  carried  on  at  higher  institu¬ 
tions  of  learning  in  the  summer  schools  for  the  purpose  of  organizing  the 
school  for  more  efficient  service  and  of  enriching  the  curriculum  by  giving 
more  attention  to  the  home  and  farm  life  with  which  the  children  are 
familiar.  Thruout  civilization  a  reappraisement  of  values  in  education  is  in 
progress  and  the  tendency  is  toward  that  broader  view  of  education  which 
regards  the  school  not  as  an  isolated  unit  but  as  a  factor  in  the  main  stream 
of  life. 

Even  the  one-teacher  school  with  all  of  its  handicaps  of  inadequate  build¬ 
ings  and  equipment  and  untrained  teachers,  can  do  more  toward  reaching 
the  desirable  objective  of  playing  a  part  in  the  reconstruction  of  country  life 
if  the  point  of  view  of  the  teacher  is  altered  and  a  vision  of  his  opportunities 
made  clear. 

It  is  not  alone  faculties  of  the  schools  of  education  that  are  responsible 
for  the  training  of  rural  teachers,  but  also  the  faculties  of  subjectmatter 
fields,  particularly  of  agriculture,  health,  home  economics,  natural  science, 
sociology,  and  economics.  Thru  the  thinking  together  of  these  specialists, 
cooperative  programs  looking  toward  the  better  preparation  of  teachers  seek 
to  give  the  rural  teacher  a  larger  interest  in  agricultural  processes,  the  phe¬ 
nomena  of  nature,  rural  health,  and  the  rural  home  to  the  end  that  rural 
children  may  have  more  joyous  and  profitable  school  experience  and  that 
rural  life  may  become  more  satisfying. 

RURAL  EDUCATION  FOR  NEGROES 

EDWIN  R.  EMBREE,  PRESIDENT,  JULIUS  ROSENWALD  FUND,  CHICAGO,  ILL. 

The  educational  needs  of  Negro  rural  children  are  so  identical  with 
those  of  rural  children  that  I  shall  place  my  discussion  squarely  on  the 
general  theme  of  rural  education.  The  present  curriculum  has  been  largely 
made  up  by  people  in  cities  and  has  been  chiefly  aimed  toward  urban  schools. 
Much  of  the  rote  learning  is  of  little  value  even  to  children  who  are  grow¬ 
ing  up  to  become  clerks  and  industrial  workers.  But  it  is  even  less  appro¬ 
priate  for  children  of  the  farms  and  countrysides. 

During  recent  decades,  when  we  were  hypnotized  by  industrial  pros¬ 
perity  and  urban  glamor,  we  ceased  to  think  of  the  country  except  as  a  place 
from  which  to  escape.  Formalistic  schools  were  as  active  as  any  of  the  other 
forces  of  the  past  half  century  in  carrying  children’s  attentions  and  am¬ 
bitions  from  the  country  to  the  city.  In  fact  schools  were  a  kind  of  sieve  for 
separating  the  smart  from  the  dull  and  it  was  an  axiom  of  the  times  that 
the  smart  would  quickly  migrate  to  the  cities,  leaving  only  the  dullards  to 
make  country  life  even  more  dismal  and  soggy  than  it  had  been  before. 

The  first  and  great  reform  in  rural  schools,  therefore,  is  that  education 
shall  direct  itself  to  the  peculiar  needs  of  country  children  with  a  view  to 


Department  of  Rural  Education 


309 


making  them  happy  and  useful  citizens  of  country  life.  Let  us  look  for  a  mo¬ 
ment  at  the  kind  of  preparation  children  need  for  rural  living.  Five  items 
stand  out:  (1)  the  ability  to  read  and  write  clearly  and  understandingly ; 
(2)  some  skill  in  the  use  of  figures;  (3)  knowledge  of  farming,  including 
some  general  understanding  of  biological  processes  and  an  appreciation  of 
nature;  (4)  manual  dexterity,  especially  in  the  handling  of  wood,  fabrics, 
and  other  materials,  and  in  simple  mechanics;  and  (5)  health. 

These  are  self-evident  necessities  for  any  successful  life  in  the  country.  It 
seems  naive  to  argue  the  need  of  education  in  such  obvious  items.  But  the 
simple  fact  is  that  rural  children  are  not  getting  from  their  schools  anything 
approaching  adequate  preparation  in  these  fundamentals. 

These  five  suggestions  I  submit  as  the  essentials  of  the  elementary-school 
program  in  rural  districts.  If  children  gain  competence  in  these,  they  may  live 
happily  and  successfully.  The  learning  of  five  broad  topics  is  more  important 
than  superficial  acquaintance  with  a  great  multitude  of  “lessons.” 

The  problem,  especially  in  rural  communities,  is  to  restrict  teaching  to 
something  like  the  directness  to  life  of  earlier  education,  to  make  both  teach¬ 
ers  and  pupils  realize  that  learning  is  vital  to  the  happiness  and  effectiveness 
of  the  individual  child  and  of  the  community. 

LIBRARY  SERVICE  IN  RURAL  AREAS 

LOUIS  R.  WILSON,  DEAN,  GRADUATE  LIBRARY  SCHOOL,  UNIVERSITY  OF 

CHICAGO,  CHICAGO,  ILL. 

An  analysis  of  data  relating  to  the  availability  of  library  service  in  the 
United  States  reveals  these  important  facts:  (1)  there  are  45,000,000  peo¬ 
ple  almost  exclusively  in  rural  agricultural  areas  without  any  library  serv¬ 
ice;  (2)  there  are  40,000,000  living  in  small  towns  and  small  cities  with 
inadequate  service;  (3)  there  are  40,000,000  found  primarily  in  large 
cities  and  metropolitan  areas  with  libraries  that  provide  abundant  mate¬ 
rials;  (4)  of  the  33,000,000  people  who  live  in  the  South,  22,000,000  are 
without  library  facilities;  (5)  of  the  22,000,000  or  more  persons  in  the 
South  without  library  service,  19,500,000  live  in  rural  areas  while  only 
2,500,000  live  in  southern  cities. 

There  are  several  reasons  for  the  unfavorable  distribution  of  library 
services  in  the  rural  South:  (1)  high  percentage  of  population  is  nineteen 
years  old  and  under;  (2)  80  percent  of  population  is  rural  and  agricul¬ 
tural;  (3)  per  capita  wealth  and  income  are  lowest  in  the  nation;  (4)  the 
average  county  is  too  poor  and  too  small. 

The  greatest  inadequacy  in  library  service  in  the  South  is  found  among 
the  Negroes.  The  same  kind  of  inequality  that  exists  in  the  provision  for 
schools  applies  in  the  provision  for  libraries,  except  that  it  is  greater  chiefly 
because  of  lack  of  state  support  and  state  requirements. 

In  spite  of  these  limitations,  progress  is  being  made  in  Negro  library  serv¬ 
ice.  The  training  of  librarians  by  the  Hampton  Institute,  the  assistance  given 
to  1900  special  school  libraries  by  the  Julius  Rosenwald  Fund,  the  institute 


310 


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for  training  Negro  librarians  held  at  Atlanta,  the  growth  of  high-school 
libraries  in  North  Carolina,  and  school  library  service  maintained  by  Web¬ 
ster  Parish,  Louisiana,  are  examples  of  progress. 

The  following  program  for  the  improvement  of  rural  library  service  is 
suggested : 

1.  For  school  libraries:  (a)  state  departments  of  education  should  re¬ 
quire  that  a  certain  definite  amount  of  money  be  set  aside  in  the  budget  of 
every  rural  school  for  the  purchase  of  library  materials;  (b)  in  the  event 
there  is  a  county  library,  the  board  of  education  should  contract  with  it  to 
provide  the  rural  school  with  library  service;  (c)  in  the  absence  of  a  county 
library  the  county  superintendent  should  organize  a  countywide  school  serv¬ 
ice  under  the  direction  of  a  supervisor  trained  in  library  management. 

2.  For  the  provision  of  general  library  service  for  rural  sections,  the  fol¬ 
lowing  are  recommended:  (a)  the  development  of  county  libraries  where 
the  population  and  assessed  valuation  of  property  are  sufficient  to  insure 
proper  support:  (b)  otherwise  the  combination  of  two  or  more  counties  into 
a  regional  library;  (c)  the  close  cooperation  of  county,  school,  library, 
agricultural,  and  public  health  interests  in  the  development  of  cooperative 
programs. 

3.  For  the  promotion  of  library  interests  generally  thruout  rural  sec¬ 
tions  of  a  state,  a  state  aid  fund  for  libraries  rendering  countywide  or  re¬ 
gional  service  including  school  library  service  and  a  statewide  library  ex¬ 
tension  agency  should  be  provided.  This  agency  should  formulate  a  general 
program  of  library  development;  distribute  such  funds  as  the  state  makes 
available  to  libraries ;  operate  a  supplementary  service  to  libraries  from  the 
state  agency;  prepare  necessary  manuals  concerning  the  care  and  use  of 
books  by  libraries ;  and  advise  and  cooperate  with  all  libraries  in  the  exten¬ 
sion  and  improvement  of  library  service  in  the  state. 

SOCIAL  AND  ECONOMIC  FACTORS  AFFECTING  RURAL 

SCHOOL  AREAS  IN  THE  SOUTH 

CHARLES  S.  JOHNSON,  DIRECTOR,  SOCIAL  SCIENCE  DEPARTMENT,  FISK 

UNIVERSITY,  NASHVILLE,  TENN. 

There  is  no  one  South,  solid  or  otherwise.  There  are  distinct  regional 
differences  which  take  their  pattern  from  dominant  economic  folkways,  the 
historical  background,  and  the  degree  of  isolation  from  the  active  cultural 
areas  of  the  section  as  a  whole.  The  South  is  primarily  agricultural,  52.4 
percent  of  the  farms  being  devoted  to  cotton  and  9.2  percent  to  tobacco.  The 
system  is  based  on  the  production  of  cash  crops  and  the  exploitation  of  the 
soil.  Its  labor  has  been  historically  the  directed  slave  worker  in  the  more 
fertile  areas  and  the  small  non-property  holding  white  worker  in  the  poorer 
areas.  Both  have  become  perpetual  tenants. 

The  agricultural  South  has  reflected  a  number  of  disturbing  tendencies: 

1.  There  has  been  a  constant  draining  off  of  the  active  members,  after  the  area 
has  supported  them  as  children,  to  more  promising  regions. 


Department  of  Rural  Education 


311 


2.  The  lowest  incomes  in  America  are  registered  in  the  southern  states,  with  the 
Carolinas,  Mississippi,  Arkansas,  Georgia,  and  Tennessee  at  the  bottom.  The  South 
Atlantic  and  East  South  Central  divisions  have  15  percent  of  the  land  area  and 
21  percent  of  the  population,  but  only  11.7  percent  of  the  income  of  the  nation. 

3.  In  the  South  as  a  whole  42.4  percent  of  the  farms  are  operated  by  tenants, 
and  in  the  cotton  belt,  60  percent.  Nearly  half  the  tenants  are  croppers. 

4.  One-fourth  of  all  the  farm  families  of  the  South  are  Negroes.  Most  of  these 
families  are  tenants  and  share  croppers.  A  study  of  2000  families  in  1934  showed 
that  the  average  family  income  was  only  $105.43  or  an  average  monthly  income 
of  only  $1.75  per  person.  This  condition  reflects  the  constantly  increasing  pressure 
of  the  Negro  population  against  a  soil  that  is  constantly  losing  its  vitality. 

5.  Social  institutions  and  public  facilities,  particularly  those  provided  thru  taxa¬ 
tion,  have  had  to  be  meager.  As  for  schools,  rural  areas  are  suffering  an  increasing 
inability  to  support  adequate  standards. 

Facts  about  Limestone  County,  Alabama,  reveal  some  of  the  typically 
worst  conditions  with  regard  to  Negroes.  More  than  half  of  all  the  Negro 
school  children  in  that  county  were  enrolled  in  the  first  grade,  and  90  per¬ 
cent  were  in  the  first  four  grades.  Less  than  30  out  of  10,000  Negro  chil¬ 
dren  in  that  county  can  expect  to  reach  the  seventh  grade.  In  that  county 
the  local  school  authorities  spend  on  Negroes  less  than  is  received  from  the 
state  for  schools  on  account  of  Negro  population  and  spend  all  the  proceeds 
of  local  taxes  on  the  white  schools. 

With  regard  to  the  Negro  of  the  South,  three  conclusions  seem  inescap¬ 
able:  (1 )  the  economic  level  of  the  Negro  life  must  he  lifted  as  a  first  essen¬ 
tial  step  in  the  improvement  of  social  life;  (2)  public  provision  for  educa¬ 
tion  must  be  greatly  improved  if  a  dull  and  costly  peasantry  is  not  to  be 
fostered;  and  (3)  finally,  a  protective  realism  in  education  of  Negroes 
must  go  along  with  those  changes,  long  demanded  by  reason  and  the  public 
good,  in  those  binding  racial  traditions  which  are  a  hampering  heritage  of 
the  past. 


FINANCING  RURAL  NEGRO  SCHOOLS 

AMBROSE  CALIVER,  SENIOR  SPECIALIST  IN  NEGRO  EDUCATION,  U.  S.  OFFICE 

OF  EDUCATION,  WASHINGTON,  D.  C. 

Availability  of  education  to  Negroes  is  a  major  problem  of  school  finance 
in  several  states.  In  the  solution  of  this  problem  these  points  should  be  em¬ 
phasized  :  ( 1 )  that  the  major  problem  of  school  finance  should  concern 
itself  with  “equalization  of  educational  opportunity”;  (2)  that  the  funda¬ 
mental  purpose  of  equalization  efforts  should  be  to  approach  a  desirable 
program  of  education;  and  (3)  that  an  approach  to  a  desirable  program  of 
education  should  begin  with  a  foundation  program,  the  minimum  essen¬ 
tials  of  which  should  be  (a)  available  and  accessible  schools,  (b)  reason¬ 
able  term  length,  (c)  adequate  number  of  qualified  teachers,  (d)  curric¬ 
ulum  adapted  to  the  interests  and  needs  of  students,  (e)  necessary  equip¬ 
ment  and  facilities  for  effective  teaching,  and  (f)  transportation  facilities. 

From  data  recently  published  by  the  United  States  Office  of  Education 
it  is  evident:  (1)  that  the  major  educational  problems  among  Negroes  are 


312 


National  Education  Association 


in  rural  areas;  (2)  that  the  few  schools  they  have  are  inaccessible;  (3)  that 
the  amount  of  education  they  receive  is  meager;  and  (4)  that  the  quality 
of  education  received  is  low. 

A  few  of  the  facts  cited  concerning  Negroes  in  rural  areas  to  support  the 
above  conclusions  are: 

1.  A  larger  percentage  of  the  Negro  population  in  rural  areas  is  of  school  age 
than  of  urban  populations. 

2.  A  smaller  proportion  of  children  of  school  age  attend  schools  in  rural  areas 
than  in  urban  centers. 

3.  Eighty-two  percent  of  the  children  between  the  ages  of  ten  and  fifteen  who 
are  gainfully  employed  are  working  in  agricultural  pursuits. 

4.  The  proportion  of  children  in  this  study  of  the  various  age  groups  living  three 
or  more  miles  from  school  is  from  two  to  seventeen  times  greater  than  of  rural 
children  in  the  study  used  for  comparison. 

5.  A  large  proportion  of  young  children  live  excessive  distances  from  school  and 
little  transportation  is  provided. 

6.  A  large  percentage  of  children  live  long  distances  from  school  and  travel 
over  bad  dirt  roads. 

7.  The  school  term  is  from  1  to  2^4  months  shorter  than  the  accepted  standard 
in  the  same  states  and  counties,  and  a  large  percentage  of  children  who  attend 
schools  with  short  terms  also  live  long  distances  from  school  and  have  no  trans¬ 
portation  facilities. 

8.  Most  of  the  schools  provided  Negroes  in  rural  communities  are  small  schools 
which  fail  to  retain  children  in  school  thruout  the  course  and  fail  to  promote  good 
attendance. 

9.  Little  transportation  is  provided  the  children  attending  these  small  schools  and 
the  high  pupil  mortality  and  poor  attendance  are  closely  related  to  the  lack  of  trans¬ 
portation  facilities. 

10.  The  excessive  overageness  of  Negro  children  is  closely  related  to  the  long 
distances  they  live  from  school  and  to  their  poor  attendance. 

Many  of  the  difficulties  and  limitations  discussed  are  interrelated,  and 
their  combined  effect  makes  the  educational  situation  for  Negroes  in  rural 
communities  acute.  They  must,  however,  be  taken  into  consideration  in 
formulating  a  foundation  program  upon  which  to  construct  an  adequate 
plan  of  school  finance. 

HAWAII’S  RURAL  SCHOOLS  ARE  AS  GOOD  AS  HER  CITY 

SCHOOLS 

O.  W.  ROBINSON,  DEPUTY  SUPERINTENDENT,  DEPARTMENT  OF  PUBLIC 

INSTRUCTION,  HONOLULU,  T.  H. 

Nearly  90,000  children  are  enrolled  in  public  schools,  Grades  I  to  XII. 
Of  these,  slightly  less  than  40,000  are  in  Honolulu  and  Hilo,  leaving  about 
50,000  enrolled  in  rural  schools. 

The  equality  of  opportunity  in  rural  schools  as  compared  with  urban 
schools  may  be  described  and  accounted  for  as  follows: 

1.  The  schools  are  administered  by  a  lay  Board  of  Commissioners  and  a  super¬ 
intendent,  both  of  whom  are  appointed  by  the  Governor  with  the  approval  of  the 
Territorial  Senate.  The  superintendent  is  directly  responsible  for  the  employment 
and  placement  of  teachers  thruout  the  Territory. 


Department  of  Rural  Education 


313 


All  funds  for  current  expenses  of  schools  come  from  appropriations  by 
the  Territorial  Legislature. 

The  supervision  of  schools  clears  thru  eight  supervising  principals  ap¬ 
pointed  by  the  superintendent  and  Board  of  Commissioners.  Each  school  is 
under  the  immediate  control  of  a  principal  appointed  by  the  Territorial  su¬ 
perintendent.  Thus  rural  and  urban  schools  are  equally  well  supervised. 

2.  All  new  appointees  as  teachers,  both  elementary  and  secondary,  must  have 
had  at  least  five  years  of  collegiate  training.  The  average  length  of  service  of  city 
teachers  is  about  twelve  years,  and  of  rural  teachers  about  eight  years.  The  average 
training  of  rural  teachers,  however,  is  more  than  a  year  longer  than  that  of  urban 
teachers. 

3.  One  salary  schedule  operates  for  all  teachers  thruout  the  Territory.  There  is 
a  differential  between  elementary-  and  junior  high-school  and  senior  high-school 
teachers.  An  elementary  teacher,  however,  sent  to  the  most  isolated  rural  school 
receives  the  same  salary  as  she  would  receive  in  the  largest  city  school.  Actually 
she  receives  more  because  she  is  usually  given  rent — free  quarters — in  addition  to 
her  salary. 

4.  The  average  rural  elementary  school  has  seven  or  eight  classrooms.  Many  are 
larger,  and  there  are,  of  course,  several  one-  and  two-room  schools.  The  average 
elementary  school  has  about  five  acres  of  campus  giving  room  for  gardens,  play¬ 
grounds,  and  landscaping. 

5.  Vocational  and  prevocational  work  in  agriculture,  trades  and  industries,  and 
homemaking  are  offered  in  most  of  the  schools  of  the  Territory.  Territorial  super¬ 
visors  specially  trained  in  these  fields  are  subject  to  the  call  of  supervising  princi¬ 
pals.  Vocational  homemaking  is  taught  in  fifty  schools — ten  city  and  forty  rural. 
Vocational  agriculture  is  taught  in  thirty-four  schools — five  city  and  twenty-nine 
rural. 

6.  The  Department  of  Public  Instruction  maintains  divisions  of  health  and  dental 
education.  These  services  are  equally  available  to  rural  and  city  children. 

In  conclusion  it  may  be  said  that  altho  certain  phases  of  the  school  offer¬ 
ing  should  be  improved,  it  can  be  emphatically  said  that  any  discrepancies 
or  faults  that  may  exist  do  not  appear  as  distinctions  between  urban  and 
rural  schools  but  rather  as  flaws  in  the  total  scheme  affecting  all  schools  alike. 

ACTIVITY  PROGRAMS  IN  RURAL  SCHOOLS 

MRS.  ARTA  BRADT  FLOOD,  SUPERVISOR  OF  INSTRUCTION,  PLACER  COUNTY 

SCHOOLS,  AUBURN,  CALIF. 

Probably  half  of  the  children  in  this  great  nation  of  ours  are  attending 
rural  schools.  Of  these  schools  nearly  140,000  are  one-teacher  schools  com¬ 
posed  of  twenty  to  twenty-five  pupils  divided  into  seven  or  eight  grades. 

Altho  there  are  many  difficulties  and  disadvantages  inherent  in  the  rural 
school  situation,  the  small  one-  and  two-room  rural  schools  offer  really  ideal 
situations  for  carrying  on  a  progressive  activity  program  of  education.  Chil¬ 
dren  of  varying  age  levels  can  find  challenging  interests  in  a  program  that 
can  be  flexible,  without  upsetting  administrative  organization.  Provision 
can  be  made  for  group  undertakings,  and  rigid  classification,  according  to 
age,  ability,  or  “grade”  standards,  can  be  avoided.  The  school  is  the  heart 
of  the  community  where  a  sympathetic  understanding  can  be  secured.  The 
rural  environment  abounds  with  vital  material,  experiences,  and  activities. 


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School  surveys  show  the  rural  school  curriculum  still  organized  on  the 
basis  of  subjectmatter  set  out  to  be  learned.  Some  of  this  lag  behind  the 
best  practise  can  be  laid  to  the  door  of  rural  administrators,  county  boards, 
and  the  like  who  still  have  a  formal  course  of  study  that  cramps  the  teacher 
in  her  efforts  toward  the  goal  of  the  new  viewpoint  of  education — the  in¬ 
tegration  of  personality  and:  a  wholeness  of  development. 

The  realization  of  this  goal  can  best  be  attained  thru  the  organization 
of  an  activity  program  based  upon  units  of  work,  centers  of  interest,  areas 
of  experience,  comprising  an  integrated  curriculum  thru  which  both  first¬ 
hand  experiences  and  rich  vicarious  experiences  are  participated  in  by  every 
child  in  the  classroom.  This  new  integrated  curriculum  does  not  mean 
that  subjectmatter  is  no  longer  a  part  of  our  school  education,  but  merely 
that  the  subjectmatter  taught  shall  function  in  our  present  living. 

Any  group  of  teachers  will  probably  agree  that  an  integrated  curriculum 
is  the  most  effective  means  of  developing  the  whole  child.  They  will  cite  as 
major  difficulties  the  lack  of  time — “how  to  get  everything  in”  or  “the 
parents  do  not  think  Johnnie  has  read  if  he  does  not  read  from  a  reader” — 
and  the  lack  of  reference  material. 

Considering  the  varying  age  levels,  abilities,  backgrounds  of  the  children, 
and  availability  of  material,  the  teacher  selects  perhaps  three,  and  not  more 
than  four,  major  units  for  the  year.  They  will  probably  be  from  the  social 
science  field,  wide  in  scope,  varied  in  content,  and  appealing  to  many  inter¬ 
ests.  The  plan  of  four  big  units  a  year  presupposes  a  good  daily  working 
program  and  definite  record  keeping  of  the  units  covered  by  individuals  and 
by  groups  of  individuals. 

This  daily  program  must  recognize  that  all  school  subjects  are  not  of  the 
same  importance,  that  reading,  writing,  and  arithmetic  are  not  ends  in 
themselves  but  useful  tools  in  interpreting  our  social  order.  The  race  has 
developed  civilization  thru  the  learning  that  came  in  connection  with  the 
active  pursuit  of  worthy  purposes.  Children  must  learn  by  the  same  process. 

INDIVIDUAL  INSTRUCTION  IN  RURAL  SCHOOLS 

WINN  L.  TAPLIN,  SUPERINTENDENT  OF  SCHOOLS,  RUTLAND-FAIR  HAVEN 

DISTRICT,  FAIR  HAVEN,  VT. 

Many  changes  in  the  curriculum  and  improvements  in  school  organiza¬ 
tion  developed  in  the  metropolitan  areas  are  not  practical  in  application  to 
Vermont’s  schools.  The  application  of  individual  instruction  as  practised  at 
Winnetka,  Illinois,  Bronxville,  New  York,  and  other  places,  however, 
promises  great  saving  of  school  time  not  now  efficiently  used  in  teaching  the 
fundamental  subjects.  In  1933-34  an  attempt  was  made  to  adapt  the  prac¬ 
tise  of  individual  instruction  to  the  Vermont  rural  school  situation.  It  was 
successful  and  indicated  that  when  the  school  practises  are  adapted  to  the 
needs  of  the  individual  pupil  much  needed  time  can  be  given  to  teaching 
citizenship,  health,  music,  and  the  principles  of  science.  Rural  children  need 
training  in  these  subjects  to  fit  them  for  better  living. 


Department  of  Rural  Education 


315 


Reading,  English,  spelling,  and  arithmetic  were  made  subjects  of  indir 
vidual  instruction.  The  subjects  were  divided  into  units  of  work  and  mastery 
was  determined  by  a  series  of  tests  covering  the  essentials.  It  was  found  that 
the  individual  pupil,  when  allowed  to  follow  his  own  pace,  be  that  pace 
slower  or  faster  than  average,  learned  more  than  when  assignments  were 
made  to  the  class  as  a  whole. 

Some  of  the  additional  values  gained  by  pupils  under  individual  instruc¬ 
tion  were  greater  power  in  reflective  thinking,  less  cheating,  less  carelessness 
in  the  work,  better  cooperation,  and  greater  initiative,  self-reliance,  and 
accuracy.  The  teachers  found  the  change  to  be  an  opportunity  for  self- 
improvement. 

The  rural  school  can  be  made  a  real  educational  institution.  In  the  midst 
of  nature’s  most  beneficent  environment  rural  pupils  should  find  a  most 
romantic  and  enjoyable  school  experience  if  properly  guided.  With  our 
brooks  and  mountains  and  lakes,  with  our  daily  demonstration  of  means  of 
transportation  and  communication,  with  our  town  meetings  and  local  public 
enterprises,  with  our  independence  yet  all  dependent  one  upon  another, 
where  could  social  science  and  citizenship  be  more  masterfully  taught?  In 
Vermont,  in  Iowa,  and  in  Oregon  the  vital  part  of  the  story  is  the  same; 
rural  instruction  can  be  reorganized  and  greatly  improved.  Other  formulas 
than  ours  may  be  used,  but  rural  pupils  need  not  lose  their  great  heritage 
which  is  an  equal  educational  opportunity  for  all. 

ART  INSTRUCTION  IN  RURAL  SCHOOLS 

FLORENCE  TILTON,  RURAL  SCHOOL  SUPERVISOR  (ELECT),  STATE 
DEPARTMENT  OF  EDUCATION,  DOVER,  DEL. 

Art  education  is  one  of  the  most  neglected  phases  of  the  elementary- 
school  curriculum  of  small  town,  village,  and  country  schools.  From  a  sur¬ 
vey  of  Hennepin  County,  Minnesota,  I  found  that  42  percent  of  the  teachers 
had  had  no  art  course  at  any  level;  57  percent  had  had  only  one  course  in 
art  at  a  teacher-training  institution.  Only  10  percent  of  the  teachers  had 
even  taught  in  a  school  with  supervised  art  instruction  in  the  elementary 
school.  All  the  evidence  at  hand  shows  that  conditions  are  equally  as  unfavor¬ 
able  in  average  rural  schools.  Such  facts  indicate  the  need  for  greater  atten¬ 
tion  of  teacher-training  institutions  to  offering  training,  especially  to  teachers 
for  small  schools,  in  art  and  how  to  teach  it.  State  and  county  school  sys¬ 
tems  need  to  provide  adequate  supervision  of  art  instruction  especially  for 
rural  schools. 

There  are  four  approaches  to  the  teaching  of  art :  appreciation,  expression, 
information,  and  technical  skill.  The  divisions  of  subjectmatter  are:  design, 
color,  lettering,  construction,  and  drawing. 

Contrary  to  popular  belief,  drawing  is  the  least  important.  Art  is  more 
than  drawing.  It  is  a  part  of  everything  we  do.  It  is  shown  in  the  way  the 
written  page  is  presented,  the  arrangement  of  the  schoolroom,  the  mounting 
of  materials  for  display.  Such  opportunities  should  be  used  by  the  teacher 


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for  teaching  the  principles  of  beauty,  namely,  balance,  rhythm,  dominance, 
and  proportion. 

Subject  content  should  grow  out  of  material  being  taught  in  other  school 
lessons  and  in  interests  connected  with  the  home  and  play.  The  growth  in 
ability  to  choose  tastefully,  to  appreciate  art,  and  to  create  with  art  media 
must  be  a  planned  experience,  developing  gradually  thruout  the  school  life. 

As  to  organization  and  methods  for  art  instruction  in  rural  schools  the 
following  suggestions  will  be  helpful : 

1.  Organize  the  school  into  three  groups:  (a)  beginners,  second,  and  third  grades, 
(b)  fourth,  fifth,  and  sixth  grades,  and  (c)  seventh  and  eighth  grades. 

2.  Present  subjectmatter,  all  related  to  one  topic  on  a  given  day,  but  divide  it 
into  three  lessons  each  distinct  in  subjectmatter,  kind  of  expression,  and  types  of 
materials  used. 

3.  Plan  for  illustrative  material  that  will  develop  appreciation  in  relation  to  the 
same  topic  developed  for  information  and  skill. 

4.  Plan  for  an  evaluation  or  enjoyment  period  for  completed  work. 

5.  Build  technical  lessons  in  figure  drawing,  lettering,  and  color  on  definite  inter¬ 
ests  and  a  feeling  for  help  on  the  part  of  the  children. 

MUSIC  INSTRUCTION  FOR  RURAL  BOYS  AND  GIRLS 

MARGUERITE  V.  HOOD,  STATE  SUPERVISOR  OF  MUSIC,  STATE  DEPARTMENT 

OF  PUBLIC  INSTRUCTION,  HELENA,  MONT. 

Consolidation  of  rural  schools  has  been  favored  for  so  many  years  that 
it  is  frequently  taken  for  granted  to  be  an  accomplished  fact.  Educators 
with  this  idea  in  mind  have  consistently  worked  out  materials  and  methods 
for  teaching  almost  entirely  from  the  viewpoint  of  the  urban  school,  omit¬ 
ting  any  special  attention  for  the  rural  school.  This  is  especially  true  in  con¬ 
nection  with  the  subjects,  including  music,  that  have  recently  made  great 
gains  in  popularity.  To  quote  an  article  by  Howard  A.  Dawson  in  the  May 
Joui'nal  of  the  National  Education  Association ,  statistics  show  that  there  are 
still  about  140,000  one-room  schools  in  America,  20,000  two-room  schools, 
and  only  18,000  consolidated  schools.  For  this  reason  it  is  important  that 
we  consider  the  one-room  school  very  definitely  when  we  discuss  “Music 
Instruction  for  Rural  Boys  and  Girls.” 

Interest  in  rural  music  varies  over  the  country — in  some  places  excellent 
work  is  done,  but  in  general  there  is  no  definite  or  consistent  program.  Some 
of  the  factors  giving  rise  to  this  neglect  are : 

1.  It  is  exceedingly  difficult  to  teach  music  in  a  school  where  there  is  a  full 
schedule,  with  probably  all  eight  grades  and  a  wide  span  of  ages,  and  with  too 
small  an  enrolment  to  allow  the  group  to  be  divided  into  different  classes. 

2.  In  very  few  sections  of  the  country  is  any  real  help  or  supervision  in  music 
given  to  the  rural  teacher.  Regardless  of  problems  to  be  solved,  or  lack  of  training 
or  equipment,  she  must  depend  almost  entirely  on  her  own  resources. 

3.  Training  schools  do  not  prepare  teachers  in  music  sufficiently  well  to  enable 
them  to  teach  the  rural  music  class.  The  general  foundation  work  in  music  is  usually 
inadequate  to  meet  the  needs  of  the  prospective  teachers.  The  methods  courses 
usually  divided  into  primary-,  intermediate-,  and  upper-grade  courses,  only  one  of 
which  is  required,  take  little  thought  of  the  situation  in  small  rural  schools. 

4.  There  is  little  musical  equipment  in  the  average  rural  school. 


Department  of  Rural  Education 


317 


In  spite  of  these  difficulties,  it  is  still  possible  to  work  out  a  well-organized 
music  program  for  the  one-room  school,  including  the  following  types  of 
work : 

Singing — With  the  main  aim  of  teaching  every  child  to  use  his  voice  musically  and 
enjoyably.  Music  reading  and  part  singing  are  also  feasible  in  the  rural  school. 

Rhythm  ‘work — With  varied  activities  to  develop  in  every  child  a  feeling  for  the 
swing  of  the  music  and  also  to  develop  muscular  control,  correct  posture,  poise,  and 
ease  of  movement. 

Listening  lessons — To  develop  in  every  child  an  understanding  of  the  music  he 
hears. 

Additional  music  activities  such  as  harmonica  hands,  choirs,  choruses, 
bands,  orchestras,  etc.,  are  also  valuable  in  the  rural  school. 

The  success  of  these  feasible  music  activities  in  the  rural  school  curriculum 
depends  upon  the  interest  of  the  teachers  themselves  and  of  the  rural  super¬ 
intendents  and  supervisors  in  the  work,  and  upon  training-school  music 
courses  which  will  fit  the  rural  situation  as  it  really  is,  and  not  merely  the 
urban  or  consolidated  schools  which  we  expect  to  have  in  the  future. 

SECRETARY’S  MINUTES 

St.  Louis,  Missouri 

Business  Meeting,  Tuesday  Afternoon,  February  25,  1936 

The  annual  business  meeting  of  the  Department  of  Rural  Education  was  held 
immediately  following  the  program  in  the  Crystal  Room  of  the  Jefferson  Hotel. 
President  Sue  M.  Powers  presided. 

The  president  called  for  the  report  of  the  organization  and  work  of  the  National 
Conference  Board  on  Rural  Education.  R.  E.  Jaggers  presented  the  report  orally. 
He  explained  that  the  National  Conference  Board  on  Rural  Education  was  proposed 
by  the  Cooperative  Committee  on  Rural  Education  appointed  in  1934  by  Henry 
Lester  Smith,  president  of  the  National  Education  Association.  The  Committee  com¬ 
posed  of  Willis  A.  Sutton,  Julian  E.  Butterworth,  and  Richard  E.  Jaggers  formulated 
the  plan  for  the  National  Conference  Board  on  Rural  Education  and  submitted  it 
to  the  Executive  Committee  of  the  National  Education  Association  at  Denver  in 
1935.  The  proposal  was  accepted.  Immediately  thereafter  the  Conference  Board  was 
initiated  by  Agnes  Samuelson,  president  of  the  National  Education  Association.  Its 
purpose  is  to  act  as  a  clearing-house  for  securing  and  disseminating  information 
concerning  significant  movements  affecting  rural  education,  to  evaluate  these  move¬ 
ments  and  to  transmit  information  to  the  constituent  member  organizations,  inform 
them  of  evaluations  and  of  the  cooperative  part  they  can  play  in  national  programs 
affecting  rural  education.  He  emphasized  the  fact  that  actions  taken  by  the  Con¬ 
ference  Board  will  not  in  any  way  be  binding  upon  the  organizations  represented. 
He  said  that  the  Conference  Board  is  composed  of  a  representative  appointed  by 
each  of  the  following  organizations:  American  Association  of  Teachers  Colleges, 
American  Association  for  Adult  Education,  American  Country  Life  Association, 
American  Farm  Bureau  Federation,  American  Vocational  Association,  Association 
of  Land-Grant  Colleges  and  Universities,  Associated  Women  of  the  American 
Farm  Bureau  Federation,  Department  of  Rural  Education  of  the  National  Education 
Association,  General  Federation  of  Women’s  Clubs,  National  Education  Association, 
National  Congress  of  Parents  and  Teachers,  National  Grange  of  the  Patrons  of 
Husbandry,  National  League  of  Women  Voters,  Southern  Woman’s  Educational 
Alliance,  United  States  Office  of  Education.  He  reported  that  a  meeting  of  the  Con¬ 
ference  Board  had  been  held  and  a  temporary  organization  set  up.  He  expressed 
confidence  in  the  ability  of  the  Board  to  promote  the  welfare  of  rural  education, 


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and  asked  for  the  endorsement  of  the  Department  of  Rural  Education.  Mr.  Foote 
moved  that  the  plan  be  approved  and  that  the  Department  of  Rural  Education  be 
represented  on  the  Board.  Motion  was  seconded  by  Mr.  Lampe.  Motion  adopted 
unanimously. 

The  president  called  for  the  report  of  the  Committee  on  Program  and  Policy  of 
the  Department  of  Rural  Education.  The  report  was  presented  by  Mr.  Plenzke, 
chairman  of  the  Committee,  who  moved  its  adoption.  Motion  was  seconded  by 
Dr.  Jaggers.  Dr.  Dunn  opposed  the  adoption  of  the  report  and  read  a  statement  of 
her  objections.  Dr.  Dunn  offered  the  following  substitute  motion:  That  the  Depart¬ 
ment  thank  the  Committee  for  bringing  the  necessity  of  a  program  before  the 
Department;  that  the  president  of  the  Department  be  instructed  to  appoint  two 
committees — one  to  draw  up  a  platform  by  which  our  future  activities  may  be  guided, 
to  be  formulated  after  careful  consideration  of  the  Des  Moines  1921  platform  and 
Dr.  Brim’s  theses  as  published  in  the  yearbook  on  the  Status  of  Rural  Education,  as 
well  as  the  formulation  just  presented,  and  the  second  to  set  up  a  program  of  depart¬ 
mental  activities  for  a  definite  period  of  time;  and  that  Dr.  Dawson  be  an  ex-officio 
member  of  both  committees.  The  substitute  motion  was  not  seconded  and  considerable 
discussion  from  the  floor  followed.  Mr.  Snyder  then  offered  the  following  motion: 
That  the  report  submitted  by  Mr.  Plenzke  be  adopted  as  a  preliminary  and  tentative 
statement  of  the  platform  of  the  Department  of  Rural  Education,  and  that  the  presi¬ 
dent  of  the  Department  appoint  a  committee  to  consider  this  report  further,  to  revise 
the  statements,  and  to  submit  the  revision  to  the  Department  at  its  next  regular 
meeting.  Motion  seconded  by  Dr.  Dunn  and  accepted  as  a  substitute  by  Mr.  Plenzke 
and  Dr.  Jaggers.  Motion  carried  unanimously. 

Miss  Carney  moved  that  the  Department  express  appreciation  to  Miss  Lathrop 
and  members  of  the  Yearbook  Committee  for  their  splendid  report  on  Rural  School 
Libraries.  Motion  seconded  and  carried. 

The  president  called  for  the  report  of  the  Committee  on  Resolutions.  The  report 
was  presented  by  Dr.  Turner.  It  was  approved  by  the  business  meeting  and  is 
printed  following  the  secretary’s  minutes. 

The  president  called  for  the  report  of  the  Committee  on  Nominations.  The  report 
was  made  by  Dr.  Jaggers.  (See  Historical  Note,  p.  290.) 

The  meeting  adjourned. 

Report  of  the  Committee  on  Resolutions 

In  spite  of  the  improvement  that  some  states  have  made  in  provisions  for  the 
education  of  country  children,  the  members  of  the  Department  of  Rural  Education 
recognize  the  marked  deficiencies  that  still  exist.  We  reaffirm  our  belief  in  the  impor¬ 
tance  of  the  education  of  rural  children  and  we  declare  our  conviction  that  society’s 
interest  requires  that  opportunities  be  provided  for  the  education  of  these  children 
comparable  with  those  provided  for  any  others.  As  items  in  a  program  of  education, 
we  list  as  of  first  importance: 

1.  Trained  teachers — The  objectives  of  rural  education  do  not  differ  from  the 
objectives  of  urban  education.  Nevertheless,  rural  and  urban  teachers  carry  on  their 
work  under  different  conditions  and  in  different  environments,  and  it  is  recognized 
that  each  situation  requires  special  preparation.  Since  such  a  large  percent  of  the 
graduates  of  training  institutions  do  their  first  teaching  in  the  small  schools,  we 
recommend  that  special  emphasis  be  placed  upon  rural  teacher  training. 

2.  Curriculums — We  reaffirm  the  declaration  of  the  Department  made  at  the 
Boston  meeting  on  February  29,  1928,  as  follows: 

In  the  realm  of  curriculum  adaptation,  which  is  basic  to  all  others,  we  submit 
that  general  educational  objectives  for  rural  children  are  substantially  the  same 
as  those  for  city  children,  but  that  the  rural  environment  itself  demands  (a)  a 
different  method  of  approach,  (b)  a  different  emphasis  on  certain  phases  of 
subjectmatter,  and  (c)  to  some  extent  an  actual  difference  in  content  and  in 
teaching  materials. 


Department  of  Rural  Education 


319 


Teachers  in  the  small  schools  must  be  supplied  with  syllabi  and  other  materials 
directly  suggestive  and  helpful  to  meet  the  situation  in  which  their  work  is  done. 

3.  Buildings  and  equipment — We  commend  the  advance  that  has  been  made  in 
providing  better  buildings  for  the  housing  of  rural  education  in  sections  of  some 
states,  but  we  recognize  that  in  most  states  there  is  still  a  deficiency  in  buildings  and 
equipment  in  the  rural  areas. 

4.  Rural  high  schools — The  rural  school  problem  is  primarily  one  of  providing 
adequately  for  the  education  of  adolescent  rural  girls  and  boys.  We,  therefore,  urge 
the  necessity  of  providing  junior  and  senior  high  schools  with  broad  programs 
adapted  to  the  variety  of  interests  and  needs  of  rural  children.  We  enumerate  as 
necessities  in  a  program  of  junior  and  senior  high-school  education,  courses  in 
health,  music,  industrial  arts,  economic  citizenship,  agriculture,  homemaking,  com¬ 
mercial  subjects,  and  also  a  full  program  of  pupil  guidance  and  of  those  activities 
sometimes  referred  to  as  extracurriculum. 

A  program  of  this  character  demands  a  school  of  sufficient  size  to  make  its  main¬ 
tenance  reasonably  economical  and  requires  adequate  buildings  and  equipment  to 
make  the  program  efficient.  It  also  requires  that  transportation  shall  be  provided 
for  those  children  who  live  in  remote  and  sparsely  settled  areas. 

5.  Supervision — We  recognize  that  the  supervision  of  rural  schools  is  still  deficient. 
We  again  call  attention  “to  the  need  for  state  leaders  in  rural  education  and  to  the 
desirability  of  having  our  higher  institutions  of  nationwide  influence  provide  special 
instruction  in  this  field.” 

6.  School  term — For  all  schools  we  recommend  a  yearly  term  of  at  least  thirty- 
eight  weeks. 

Many  of  the  inequalities  in  the  provisions  for  the  education  of  rural  children 
are  due  to  two  weaknesses  in  the  underlying  administrative  structure: 

1.  Weak  local  unit  of  taxation  and  administration. 

2.  Failure  of  the  state  to  recognize  its  responsibility  in  providing  adequate 
support  to  supplement  local  support. 

The  Department  of  Rural  Education  in  recognition  of  these  facts  again  places 
itself  on  record  as  favoring: 

1.  That  in  many  states,  the  unit  for  local  taxation  and  administration  should 
be  enlarged. 

2.  That  each  state  should  recognize  its  responsibility  to  provide  equality  of 
educational  opportunity  for  all  children  by  distributing  funds  thru  an  equaliza¬ 
tion  plan  which  will  make  it  possible  for  each  community,  within  a  reasonable 
tax  rate,  to  provide  the  minimum  program  which  society  recognizes  as  necessary 
for  the  education  of  all  children. 

In  this  connection,  it  should  be  emphasized  that  experience  indicates  the  possibility 
of  a  high  degree  of  state  support  to  localities  without  interfering  with  a  large 
measure  of  local  initiative  and  self-determination  in  the  management  of  local 
schools,  except  as  it  becomes  necessary,  for  the  state  to  determine  and  supervise 
the  maintenance  of  necessary  minimum  standards. 

We  also  recognize  that  in  the  same  manner  in  which  there  is  inequality  in  ability 
to  support  education  as  between  localities  in  states,  there  is  also  inequality  of 
ability  to  support  education  as  between  states.  The  Department  of  Rural  Education, 
therefore,  reaffirms  its  belief  that  the  federal  government  should  recognize  the 
inequalities  between  states  and  should  render  support  to  states,  where  necessary, 
to  remove  these  inequalities.  Such  funds,  we  believe,  should  be  distributed  on  an 
objective  basis  within  certain  predetermined  standards  of  need — at  the  same  time 
leaving  the  states  sovereign  in  the  administration  of  the  school  systems. 

We  acknowledge  with  thanks  the  action  of  the  National  Education  Association  in 
the  employment  of  a  director  of  interpretation  for  Rural  Service  in  the  headquarters 


320 


National  Education  Association 


staff.  The  Department  of  Rural  Education  heartily  approves  the  wisdom  of  the 
selection  made  and  pledges  its  wholehearted  cooperation  to  Howard  A.  Dawson 
in  his  efforts  to  lead  us  in  greater  service  to  the  education  of  boys  and  girls  in  the 
rural  areas  of  the  United  States. 


Ray  P.  Snyder,  Chairman 


DEPARTMENT  OF 

School  stealth  and  Thy  sic al 

Education 


HISTORICAL  NOTE 


The  department  of  school  health  and  physical  education  had  its 
beginning  as  the  Department  of  Child  Study  which  was  created  at  the 
Asbury  Park  meeting  in  1894.  In  1911  the  name  was  changed  to  the  De¬ 
partment  of  Child  Hygiene.  See  proceedings,  1911:870.  In  July  1924 
the  Department  was  merged  with  the  Department  of  Physical  and  Health 
Education  under  the  name  of  the  Department  of  School  Health  and 
Physical  Education.  See  proceedings,  1924:96. 

The  officers  of  the  Department  for  the  year  1936-37  are:  president, 
Mrs.  Edna  W .  Bailey ,  Professor  of  Education ,  University  of  California , 
Berkeley,  Calif.;  vicepresident,  A.G.  Ireland,  State  Director  of  Health, 
Safety,  and  Physical  Education,  Trenton,  N.  J secretary-treasurer, 
James  E.  Rogers,  Director,  National  Physical  Education  Service,  315 
Fourth  Avenue,  Nezu  York,  N.  Y .;  executive  committee:  F.  W.  Ma- 
roney,  Professor  of  Physical  Education,  Teachers  College,  Columbia 
University,  New  York,  N.  Y.  ( term  expires  1937) ;  Lulu  V.  Cline,  Super¬ 
visor,  Health  and  Physical  Education,  South  Bend,  Ind.  (term  expires 
1938)  ;  M.  P.  Isaminger,  Professor  of  Hygiene,  Oregon  State  Agricul- 
tural  College,  Corvallis,  Ore.  ( term  expires  1939) ;  Jessie  Garrison,  State 
Supervisor,  Health  and  Physical  Education,  Montgomery,  Ala.  ( term 
expires  1940). 

The  Department  meets  once  each  year,  in  June.  Facts  relating  to  the 
establishment  of  this  Department  and  the  record  of  meetings  are  found 
in  earlier  volumes  of  proceedings  as  follows: 


1893  :  615-  678  190 3:817-  846  1912  -.1141-1151  1921:  517-  522  1930:501-527 


1894  :  40  1904 :803-  841  1913: 

1895:  944-  950  1905:755-  779  1914: 

1896:  893-  936  190 6:711-  713  1915: 

1897:  870-  915  190 7:925-  950  1916: 

1898:  929-  959  1908:998-1045  1917: 

1899 :1064-1096  1909:745-  788  1918: 

1901 :  758-  770  1910:921-  948  1919: 

1902  :  739-  758  1911:905-  938  1920: 


667- 

694 

1922:1085-1098 

1931 :541-560 

683- 

720 

1923: 

744 

1932  -.455-466 

971- 

994 

1924: 

637- 

649 

1933  -.463-475 

681- 

698 

1925: 

577- 

597 

1934  -.461-468 

521- 

533 

1926: 

601- 

624 

1935  -.429-438 

339- 

357 

1927: 

561- 

581 

315- 

321 

1928: 

545- 

567 

311- 

321 

1929: 

543- 

558 

SCHOOL  HEALTH  IN  THE  VIRGINIA  EDUCATIONAL 

PROGRAM 


CORNELIA  S.  ADAIR,  RICHMOND  DIRECTOR,  EMERGENCY  EDUCATION  PROGRAM 
AND  NATIONAL  YOUTH  ADMINISTRATION,  RICHMOND,  VA.  ;  AND 
PAST  PRESIDENT,  NATIONAL  EDUCATION  ASSOCIATION 

The  health  program  in  the  Virginia  schools  is  based  upon  the  major 
functions  of  social  life  as  outlined  in  the  revised  curriculum.  It  offers 
opportunity  for  extensive  integration  with  other  subject  fields  and  life 
experiences. 

An  annual  physical  inspection  of  all  school  children  is  required  by  law. 
It  was  realized  that  if  all  the  physicians  in  the  state  worked  on  full  time 
they  would  not  be  able  to  give  to  all  of  the  pupils  an  adequate  medical 
examination,  so  steps  were  taken  to  prepare  the  classroom  teacher  to  make 
the  annual  physical  inspection.  Daily  inspection  of  all  pupils  is  also  required 
and  this  includes  observation  for  signs  of  communicable  disease  and  findings 
relative  to  health  habits.  The  teacher’s  findings  are  recorded  on  individual 
record  cards,  supplied  by  the  State  Department  of  Education,  and  filed  in 
the  school.  The  annual  physical  inspection  is  made  within  two  weeks  after 
the  beginning  of  the  school  year  and  the  teacher  immediately  makes  a 
report  of  her  findings.  At  the  end  of  the  school  year  another  report  is  made 
by  the  teacher  listing  the  accomplished  corrections  of  physical  defects. 

We  have  confidence  in  the  teacher  inspection.  Thru  experience  the  teachers 
are  convinced  that  correction  of  physical  defects  results  in  better  health  of 
the  child,  happier  individuals,  increased  mental  ability,  improved  conduct, 
and  better  school  attendance. 

Our  correctional  program  is  based  on  the  educational  approach,  and  is 
generally  recognized  as  the  Five  Point  Program.  It  is  so  named  as  it  deals 
with  five  factors:  vision,  hearing,  teeth,  throat,  and  weight.  After  experi¬ 
mental  work  was  done  for  two  years  the  program  was  offered  to  the  state 
at  large  in  the  school  year  1926-27.  In  that  year  5.1  percent  of  the  state 
enrolment  reached  the  minimum  standard.  From  year  to  year  there  has 
been  a  steady  increase.  The  last  compiled  report,  1934-35,  showed  that 
approximately  30  percent  of  the  school  enrolment  obtained  the  minimum  or 
a  higher  standard. 

Much  correctional  work  is  accomplished  with  the  preschool  child  by  the 
state  and  local  boards  of  health.  In  the  summer  of  1935  preschool  clinics 
were  organized  in  69  of  our  100  counties. 

The  Bureau  of  Mouth  Hygiene  of  the  State  Department  of  Health  reports 
that  last  year  clinics  were  held  in  twelve  counties.  Requests  were  received 
from  many  additional  counties  but  limited  funds  prohibited  further  service. 
The  state  clinicians  treated  7305  pupils  with  a  total  of  twenty  thousand 
operations  averaging  2.72  operations  per  child  treated.  On  the  same  basis, 
according  to  the  reports  of  the  division  superintendents,  47,821  pupils  re- 


[  323  ] 


324 


National  Education  Association 


ceived  dental  treatment  by  their  family  dentists.  Practically  all  schools  in 
the  state  have  Child  Health  days  or  May  Day  programs  which  consist  of 
demonstrations  of  the  year’s  work  in  health  education  and  physical  educa¬ 
tion.  These  also  serve  as  patrons  days  which  give  the  parents  opportunity 
for  contact  with  the  school  personnel  and  the  school  program. 

NUTRITION:  ONE  FACTOR  IN  THE  HEALTH  PROGRAM 

MRS.  NINA  SIMMONDS,  RESEARCH  ASSOCIATE,  UNIVERSITY  OF  CALIFORNIA, 
COLLEGE  OF  DENTISTRY,  SAN  FRANCISCO,  CALIF. 

f 

Persons  familiar  with  racial  and  regional  food  habits  know  that  there  is 
no  one  system  of  diet  which  must  serve  for  all  members  of  the  human  race. 
The  diet  of  the  Eskimo  is  very  different  from  that  of  the  South  Sea  Islander  ; 
both  are  in  turn  different  from  the  type  of  diet  with  which  we  are  familiar, 
and  yet  persons  continue  to  thrive  and  to  enjoy  at  least  a  fair  degree  of 
health  on  all  three  systems  of  diet.  Human  diet,  however,  resolves  itself  into 
several  main  constituents,  namely,  proteins,  fats,  carbohydrates,  vitamins, 
mineral  matter,  and  water. 

Data  are  accumulating  which  suggest  that  the  condition  of  the  teeth  and 
gums  may  be  a  rather  sensitive  index  to  the  general  health  of  the  individual. 
Foods  which  aid  in  keeping  the  gums,  the  teeth,  and  their  supporting  struc¬ 
tures  in  a  healthy  condition  are  not  rare  or  unusual.  However,  they  are 
often  not  used  in  the  amounts  necessary  to  insure  an  abundance  of  all  dietary 
essentials.  As  a  skeleton  outline,  the  following  suggestions  for  a  well-bal¬ 
anced  daily  diet  are  given  below.  These  suggestions  should  be  regarded  as 
being  quite  flexible,  since  eating  is  one  of  the  most  pleasurable  of  human 
experiences. 

1  glass  of  fruit  juice 

1  to  2  eggs 

3  glasses  of  milk  for  children;  1  pint  for  adults 

1  serving  of  meat,  fish,  cheese,  or  other  protein  food 

1  serving  of  whole  grain  cereal  (for  children) 

2  vegetables  other  than  potatoes;  green  and  yellow  vegetables  especially  recom¬ 
mended 

1  teaspoonful  of  cod  or  halibut  liver  oil  for  those  who  are  unable  to  receive  an 
abundance  of  sunshine. 

In  closing,  it  may  be  said  that  it  is  not  intended  to  leave  the  impression 
that  we  believe  nutrition  to  be  the  all-important  factor  in  the  health  pro¬ 
gram,  for  experience  has  shown  that  many  factors  contribute  to  that  enviable 
state  known  as  optimum  health.  But,  by  the  same  token,  when  the  body 
is  not  given  all  the  dietary  essentials  in  sufficient  amounts  and  it  has  to 
make  adjustments,  should  not  the  question  be  raised,  Are  not  some  of  the 
distressing  conditions  seen  by  dentists  and  physicians,  one  of  the  result's,  in 
part  at  least,  of  the  body’s  attempt  to  get  along  with  a  minimum  of  several 
factors?  Research  of  the  future  will,  we  hope,  throw  light  upon  some  of 
these  problems. 


Department  of  School  Health  and  Physical  Education  325 


SOCIAL  SECURITY  AND  THE  HEALTH  OF 
SCHOOL  CHILDREN 

ALBERT  MC  COWN,  DIRECTOR,  MATERNAL  AND  CHILD  HEALTH  DIVISION, 
UNITED  STATES  CHILDREN’S  BUREAU,  WASHINGTON,  D.  C. 

Three  types  of  services  for  children  under  the  Social  Security  Act  are 
administered  by  the  United  States  Children’s  Bureau — services  for  maternal 
and  child  health,  crippled  children,  and  child  welfare.  In  conformity  with 
the  provision  of  the  Act,  all  forty-eight  states,  the  District  of  Columbia, 
Alaska,  and  Hawaii  have  submitted  plans  to  the  Children’s  Bureau,  of  which 
forty-eight  have  been  approved  and  are  in  operation. 

The  state  plans  regarding  child  health  vary  and  cover  in  their  variation 
a  wide  range  of  educational  activities  and  services.  Services  to  be  rendered 
include  infant,  preschool,  and  school  health  services  thru  conferences  or 
clinics,  immunization  conferences,  and  educational  services  to  local  phy¬ 
sicians  in  the  fundamentals  of  pediatrics  and  to  lay  groups  in  the  essentials 
of  child  health.  The  personnel  engaged  or  to  be  engaged  in  rendering  these 
services  include  physicians — largely  pediatricians  and  public  health  nurses — 
dentists,  dental  hygienists,  nutritionists,  school  physicians  and  nurses,  and 
health  educators. 

In  the  field  of  school  health  and  education  we  have  been  especially  pleased 
by  the  evidence  of  a  closer  cooperation  between  state  and  local  departments 
of  health  and  education.  Thirty-nine  state  plans  include  some  sort  of  pro¬ 
grams  for  children  in  the  schools.  In  several  states  a  physician  has  been 
appointed  to  the  staff  of  the  maternal  and  child  health  division  to  act  as 
director  of  health  education.  As  a  representative  of  the  state  health  depart¬ 
ment,  he  will  consult  with  the  department  of  education  in  health  matters 
affecting  school  children,  especially  regarding  the  curriculum  of  health  educa¬ 
tion  included  in  teacher-training  courses  and  the  content  of  school  texts  as 
regards  child  hygiene.  Obviously,  the  productivity  of  this  relationship  will 
depend  on  the  professional  ability,  pedagogical  talent,  personality,  and  adapt¬ 
ability  of  the  physician  appointed.  He  must  be  something  more  than  a  capable 
clinician ;  he  must  be  able  to  relate  the  school  health  program  to  the  con¬ 
tinuous  preventive  and  educational  public  health  service  extending  from 
the  prenatal  period  to  adult  life. 

To  whatever  degree  we  may  differ  with  regard  to  technics  in  health 
teaching,  I  believe  there  are  certain  attitudes  and  principles  on  which  as 
public  health  workers  and  teachers  we  may  agree.  Among  these  principles 
I  suggest  the  following: 

1.  Health  and  hygiene — major  subjects  in  all  schools 

2.  Health  teaching  of  pupils  by  teachers — personal  hygiene 

3.  Health  training  of  teachers  by  those  trained  in  fundamentals  of  public  health. 

A  teacher  who  would  stimulate  a  pupil  to  think  and  act  along  health 
lines  must  have  a  basic  knowledge  thru  training  in  matters  of  health ;  the 
ability  to  recognize  deviations  from  normal ;  the  awareness  of  medical  health 
and  welfare  resources  of  the  community ;  and  the  awareness  of  the  pupil’s 
realistic  attitude.  In  a  school  hygiene  program  the  following  component 


326 


National  Education  Association 


parts  should  be  related :  health  instruction,  health  services,  physical  educa¬ 
tion,  and  environmental  control. 

Finally,  the  successful  health  teacher  must  be  able  to  approach  the  sub¬ 
ject  from  the  pupil’s  viewpoint,  must  realize  that  the  pupil’s  reaction  and 
behavior  are  mechanisms  devised  by  him  to  solve  his  own  problems  and, 
most  important  of  all,  must  have  faith  in  the  pupil’s  ability  to  initiate  habits 
of  action  in  living  if  the  facts  of  health  and  healthy  living  are  presented 
in  vital  fashion. 

PARENTS,  SCHOOLS,  AND  CHILD  WELFARE 

MRS.  JOHN  E.  HAYES,  PAST  PRESIDENT,  IDAHO  CONGRESS  OF  PARENTS  AND 

TEACHERS,  TWIN  FALLS,  IDAHO 

The  average  parent  has  an  ideal  of  health  whether  consciously  formu¬ 
lated  or  unconsciously  accepted,  wTich  expects  a  degree  of  physical  fitness 
that  will  make  for  reasonable  ability  to  carry  on  life’s  work.  Rarely,  how¬ 
ever,  do  we  find  an  ideal  of  positive,  buoyant  health,  admitting  no  imper¬ 
fections,  superstitions,  or  traditions. 

Teachers  and  physicians  possess  enough  knowledge  and  skill  to  revitalize 
all  of  America  and  have  devoted  themselves  seriously  to  the  problem  of 
public  health,  but  results  attained  are  not  commensurate  with  the  time, 
energy,  and  money  expended  because  the  public  generally,  including  a  vast 
number  of  parents,  is  quite  unaware  of  the  specific  purpose  of  the  program 
of  public  health,  and  the  methods  employed  to  achieve  it.  A.  L.  Threlkeld 
is  quoted  as  saying  that  an  attempt  on  the  part  of  teachers  to  introduce 
a  new  program  is  often  met  with  distrust  by  the  general  public,  inasmuch 
as  people  are  inclined  to  regard  such  an  act  as  indoctrination. 

Parent-teacher  associations  are  most  useful  as  interpreters  of  educational 
facts,  bringing  them  into  the  experience  of  the  humblest  as  well  as  the 
proudest  of  homes,  and  revealing  the  purposes  and  methods  of  the  school 
program  in  a  practical  application  to  living.  Health  ideals  are  confusing 
to  lay  people  because  of  the  changed  attitude  of  the  profession.  Until  recently 
emphasis  was  placed  upon  cure,  rather  than  prevention,  of  disease.  This 
has  created  the  attitude  that  health  is  something  bestowed  by  the  doctor  or 
nurse,  rather  than  something  attained  by  the  careful  observance  of  physical 
and  mental  laws. 

There  are  endless  examples  of  misinterpretation  of  an  immeasurably  val¬ 
uable  program,  simply  because  no  medium  of  communication  had  been 
established  between  home  and  school,  between  layman  and  professional,  all 
of  whom  are  working  devotedly  to  extend  the  opportunities  for  youth. 

Summer  Round-Up,  a  parent-teacher  health  project,  in  ten  years  has 
examined  600,000  children  and  in  1934  examined  55  percent  of  all  children 
entering  school  from  the  communities  in  which  Round-Up  campaigns  were 
held.  The  public  has  not  yet  accepted  preservation  of  health  as  a  legitimate 
item  for  the  budget,  either  individual  or  corporate. 

We  believe  that  the  great  breach  between  the  ideals  of  the  professional 
educator — health  educator  as  well  as  other  groups — and  the  public,  is  due 


Department  of  School  Health  and  Physical  Education  327 


to  a  faulty  method  of  education  which  does  not  admit  the  public  into  full 
confidence.  Desirable  cooperation  is  possible  thru  group  approach  and  thru 
the  establishment  of  experience  rather  than  academic  knowledge.  We  urge 
that : 

1.  The  ideals  of  health  be  positive  and  professionals  be  in  reasonable  agreement 
with  each  other  as  to  specific  goals  and  practises 

2.  Emphasis  be  placed  upon  the  fact  that  inheritance  can  be  modified  by  care  and 
training  in  a  hopeful  number  of  cases 

3.  Group  instruction  in  health  and  kindred  subjects,  as  a  phase  of  adult  education, 
be  carried  on  informally  thru  established  groups. 


SUCCESSFUL  VENTURES  IN  ADMINISTRATION  FROM 
THE  MEDICAL  DIRECTOR’S  STANDPOINT 

H.  A.  CAREY,  MEDICAL  DIRECTOR,  SCHOOL  HEALTH  SERVICE,  PORTLAND,  ORE. 

From  a  physician’s  standpoint,  the  school  problem  of  paramount  interest 
is  a  physically  fit  child  in  the  classroom.  This  is  brought  about  by  carrying 
on  a  continuous,  constructive  program.  This  must  take  into  consideration 
many  approaches.  The  work  must  be  integrated  thru  the  principal,  so  that 
health  is  not  a  side  issue,  but  a  mode  of  living.  There  must  be  control  of 
contagion  with  immunization  for  protection  against  contagious  diseases 
that  can  be  prevented.  The  greatest  results  are  accomplished  when  a  cen¬ 
tralized  program  is  planned  with  statistical  analysis  at  the  end  of  the  year. 
This  points  the  way  to  further  activities  and  program  emphasis.  For  a  pro¬ 
gram  to  be  successful,  it  is  necessary  for  the  director  to  keep  in  close  touch 
with  the  problems  of  the  individual  nurse  and  be  available  at  all  times  for 
conferences. 

The  health  of  the  individual  child  is  observed  thru  physical  examinations 
of  the  school  child  and  conferences  with  the  parent  regarding  the  corrections 
of  defects  and  home  organization  or  routine.  An  essential  part  of  the  pro¬ 
gram  depends  on  a  coordination  between  the  school  programs  and  the  com¬ 
munity  activities,  and  a  constant  study  by  the  director  to  keep  abreast  of 
the  times. 

THE  PUBLIC  HEALTH  NURSE  IN  SCHOOL  AND 

COMMUNITY 

ELLA  E.  MC  NEIL,  ASSOCIATE  DIRECTOR,  NATIONAL  ORGANIZATION  FOR 
PUBLIC  HEALTH  NURSING,  NEW  YORK,  N.  Y. 

Many  changes  have  taken  place  in  our  conception  of  school  nursing  since 
it  was  started  in  New  York  City  just  thirty-three  years  ago.  Modern  school 
nursing  has  added  a  constructive  health  education  program  to  the  nurses’ 
activities  for  controlling  communicable  diseases  and  securing  correction  of 
physical  defects. 

The  objective  of  school  health  work  is  the  securing  of  maximum  physical, 
mental,  and  social  health  for  every  child.  This  requires  a  coordinated  health 


328 


National  Education  Association 


program  for  school,  home,  and  community.  The  school  nurse  may  assume 
leadership  in  developing  the  health  program  in  school  and  also  in  making 
it  an  integral  of  community,  state,  and  federal  programs.  A  nurse  sees  the 
health  significance  in  not  only  every  school  situation  but  in  every  phase  of 
home  and  community  life.  The  educational  work  which  she  does  with  the 
teachers  in  helping  them  recognize  the  health  implications  of  all  school 
situations  is  probably  her  greatest  contribution. 

If  the  function  of  the  school  is  to  educate,  its  health  program  should  be 
restricted  to  activities  which  are  educational.  A  school  should  not  administer 
medical  or  material  relief,  but  it  may  find  it  necessary  to  present  to  the  com¬ 
munity  the  need  for  such  services.  If  health  examinations  are  given  at  school 
the  teacher  as  well  as  a  parent  should  be  present.  Hurried  medical  examina¬ 
tions  are  not  only  of  no  educational  value  but  are  real  hazards.  Time  and 
money  are  wasted,  parents  and  teachers  are  given  false  information,  and 
medical  examinations  are  discredited  in  the  eyes  of  all  who  observe  this 
superficial  procedure  which  is  in  no  sense  an  examination. 

In  order  to  carry  on  this  modern  school  nursing  program,  well-qualified 
nurses  with  special  preparation  for  public  health  work  are  necessary.  A  con¬ 
stantly  increasing  number  of  such  nurses  is  now  available  for  school  work 
but  the  success  of  public  health  nursing  in  schools  is  dependent  upon:  the 
acceptance  of  health  as  an  essential  part  of  all  education;  the  recognition 
by  school  administrators  of  their  responsibility  for  a  coordinated  school 
health  program  directed  by  adequately  qualified  personnel ;  and  active  par¬ 
ticipation  of  the  school  in  the  establishment  of  sound  community  health 
and  social  programs. 

ADMINISTRATIVE  PROBLEMS  IN  HEALTH,  PHYSICAL 
EDUCATION,  AND  RECREATION  IN  THE 
COLLEGE  HEALTH  PROGRAM 

CLAIR  V.  LANGTON,  DIRECTOR,  DIVISION  OF  PHYSICAL  EDUCATION,  OREGON 
STATE  AGRICULTURAL  COLLEGE,  CORVALLIS,  ORE. 

The  last  decade  has  seen  a  rapid  expansion  of  student  welfare  activities. 
Now  there  is  concrete  evidence  of  marked  change  in  the  organization  and 
administration  of  physical  welfare  activities  in  colleges  and  universities  in 
the  United  States.  This  tendency  has  been  noted  for  some  time. 

College  administrators  have  recently  come  to  a  very  definite  conclusion 
relative  to  the  organization  of  these  types  of  activity,  namely  that  an  effective 
program  cannot  be  developed  from  decentralized  groups.  Focusing  attention 
on  the  problem  has  indicated  that  the  end  result  in  many  cases  has  been  far 
from  satisfactory.  Study  reveals  that  physical  education,  intramural  sports, 
recreational  activity,  intercollegiate  athletics,  health  services,  hygiene,  campus 
sanitation,  and  other  agencies  have  practically  the  same  objectives,  but  the 
ways  in  which  the  objectives  are  reached  vary  widely.  Of  necessity,  speciaL 
ists  in  these  different  fields  must  be  engaged  to  insure  the  fullest  results 
and  contributions  that  their  particular  fields  can  produce. 


Department  of  School  Health  and  Physical  Education  329 


The  correlation  of  these  various  agencies  whereby  the  most  effective  phys¬ 
ical  welfare  work  may  be  produced  is  a  recent  development  in  this  particular 
field  in  higher  education.  The  technical  aspects  of  these  agencies  ard  so 
highly  specialized  and  far  removed  from  the  general  field  of  education  that 
it  is  difficult  for  the  college  executive  to  deal  understandingly  with  a  trained 
specialist  in  each  of  the  departments  mentioned  above.  It  is  still  more  diffi¬ 
cult  to  evaluate  the  contribution  of  each  group  and  to  see  each  department 
in  its  relationship  to  the  whole,  to  say  nothing  of  directing  these  interests 
in  a  coordinated  manner  toward  a  definite  goal.  Obviously,  five  to  eight 
different  specialists  bringing  their  programs  and  budgets  before  the  college 
administrator  for  approval  under  the  old  decentralized  plan  made  for  an 
unbalanced  program  with  the  best  talker  emerging  from  the  conference 
with  the  largest  slice  of  the  budget.  From  the  college  administrator’s  stand¬ 
point,  the  new  centralized  organization  allows  a  specialist  broadly  trained 
and  informed  in  all  fields  to  coordinate  the  program  and  to  evaluate  and 
assign  budgets  to  each  group,  thus  serving  as  a  buffer  and  interpreter  be¬ 
tween  these  activities  and  the  president,  and  thereby  saving  time  and  pro¬ 
viding  a  better  program  for  the  institution. 

Where  changes  have  been  made  in  colleges  and  universities  within  the 
past  ten  years  usually  an  interrelated,  coordinated  type  of  organization  has 
resulted.  The  presidents  of  institutions  who  have  inaugurated  such  adminis¬ 
trative  organizations  have  been  loud  in  their  praise  of  such  groups.  Benefits 
have  come  to  institutions  and  to  individual  departments  which  otherwise 
would  not  have  been  possible.  It  has  been  generally  recognized  that  the 
contributions  of  these  agencies  foster  one  of  the  fundamental  objectives  of 
higher  education  in  that  they  develop  the  ability  of  the  individual  to  live 
a  more  useful,  effective,  and  happy  life.  Under  the  old  system  this  major 
responsibility  of  every  institution  of  higher  learning  in  many  instances  was 
neglected.  With  a  newer  type  of  organization,  this  objective  is  beginning 
to  be  more  fully  realized.  A  single  administrative  unit  with  a  person  of 
high  administrative  rank  at  the  head,  directly  responsible  to  the  president 
and  of  equal  rank  with  other  administrative  officers  of  the  institution,  brings 
to  this  group  and  the  individual  departments  of  the  group  representation 
in  institutional  administration  which  otherwise  would  not  be  possible.  The 
value  of  such  contact  should  not  be  underestimated. 

Where  such  divisions  have  been  established  a  healthy  attitude  of  faculty, 
students,  and  alumni  has  resulted  toward  this  phase  of  activity.  To  the  indi¬ 
vidual  departments  themselves,  it  has  brought  to  bear  pressure  and  support 
to  their  activities  which  as  separated  units  could  not  have  been  massed 
behind  them;  thus  the  departments  have  benefited  largely  by  the  change. 


330 


National  Education  Association 


SECRETARY’S  MINUTES 

Portland,  Oregon 

Business  Meeting,  Wednesday  Afternoon,  July  1,  1936 

N.  P.  Neilson,  School  of  Hygiene  and  Physical  Education,  Stanford  University, 
presided  in  the  absence  of  Alden  W.  Thompson,  president,  and  Mrs.  Edna  W. 
Bailey,  vicepresident.  The  minutes  of  the  1935  meeting  held  in  Denver  were 
approved. 

The  report  of  the  Executive  Committee  meeting  held  Tuesday  night,  June  30,  to 
discuss  important  procedures  was  given  by  Mr.  Neilson  who  acted  as  chairman  of 
that  meeting.  Thomas  D.  Wood  had  been  appointed  by  Mrs.  Bailey  to  fill  the  place 
of  William  Burdick,  recently  deceased,  for  this  year  only.  He  was  the  only  member 
of  the  Committee  present.  Absent  members  had  sent  proxies  to  Henrietta  Morris, 
professor  of  hygiene,  Oregon  State  Agricultural  College,  Corvallis,  Ore.;  Winifred 
Van  Hagen,  chief,  Bureau  of  Physical  Education  for  Girls,  State  Department  of 
Education,  Sacramento,  Calif.;  and  Mr.  Neilson.  (Five  votes  out  of  the  seven  were 
exercised.) 

The  Executive  Committee  discussed  the  matter  of  asking  the  group  to  pay  25 
cents  each  (which  might  be  considered  membership  dues)  in  order  that  the  expenses 
incurred  in  the  preparation  of  this  current  program  might  be  met.  This  met  with 
approval  but  the  attendance  dwindled  to  very  few  people,  at  the  end  of  a  long 
session.  The  folloAving  fees  were  collected:  Thomas  D.  Wood,  $1;  Dr.  Bovard,  25$, 
Henrietta  Morris,  $1;  Anne  Whitney,  50$;  Winifred  Van  Hagen,  $1.50;  Mr.  Neil¬ 
son,  50$;  Bertha  Starn,  50$;  Mrs.  Allers,  25$;  and  Fannie  B.  Shaw,  50$ — total  $6. 

The  Executive  Committee  discussed  the  matter  of  effecting  a  merger  with  the 
American  Physical  Education  Association.  (At  St.  Louis  during  the  annual  meeting 
of  the  American  Physical  Education  Association  the  officers  of  that  organization 
met  with  Agnes  Samuelson,  president  of  the  National  Education  Association,  to 
discuss  the  possibility  of  merging  the  two  organizations — the  new  organization  to 
become  the  section  of  Health  and  Physical  Education  of  the  National  Education 
Association.  The  motion  to  further  such  action  was  carried  and  a  committee  was 
appointed  from  the  American  Physical  Education  Association  to  meet  with  Miss 
Samuelson,  Willard  E.  Givens,  and  Harold  A.  Allan  of  the  National  Education 
Association  in  Chicago.  At  this  subsequent  meeting  the  difficulties  of  merging  were 
overcome  and  it  was  decided  that  it  would  be  mutually  advantageous  to  form  the 
new  section  of  the  National  Education  Association.) 

The  Executive  Committee  approved  of  the  plan  of  election  of  officers  and  Execu¬ 
tive  Committee  members  of  the  Department  of  School  Health  and  Physical  Education 
of  the  National  Education  Association  for  the  coming  year  (1936-37).  It  was  further 
recommended  that  the  officers  and  Executive  Committee  members  be  given  full 
power  to  act  as  a  committee  with  a  committee  of  the  American  Physical  Education 
Association  in  an  effort  to  merge  the  two  organizations,  consolidate  the  constitutions 
of  the  two  organizations,  and  make  any  other  necessary  adjustments  in  time  for 
final  action  to  be  taken  by  the  American  Physical  Education  Association  at  its 
meeting  in  New  York,  April  1937. 

Opportunity  was  given  for  discussion  of  this  report.  There  being  none,  the  report 
was  unanimously  accepted. 

The  report  of  the  Nominating  Committee  was  given  by  the  chairman,  C.  W. 
Langton  of  Oregon  State  Agricultural  College,  Corvallis,  Oregon.  There  were  no 
nominations  from  the  floor,  therefore  a  unanimous  ballot  for  the  entire  slate  was 
cast  bv  the  chairman.  (See  Historical  Note,  p.  322.) 

Dr.  Wood  announced  the  twenty-fifth  anniversary  of  the  Joint  Committee  on 
Health  Problems  in  Education  of  the  National  Education  Association  and  the 
American  Medical  Association.  He  reported  continuous  work  in  the  field  of  health 
education,  eight  new  projects  being  under  way  now. 


Department  of  School  Health  and  Physical  Education  331 


Anne  Whitney,  director  of  School  Health  Education  Service,  Joint  Committee 
on  Health  Problems  in  Education,  made  a  brief  but  very  interesting  report  of  her 
activities  from  December  1,  1935,  to  June  1,  1936.  She  also  outlined  the  scope  and 
character  of  this  new  service  and  gave  a  brief  statement  of  policies  guiding  the 
rendering  of  such  services. 

The  following  resolutions  were  offered  by  George  Hjelte,  supervisor  of  recreation, 
Los  Angeles,  and  unanimously  endorsed  by  the  Department  of  School  Health  and 
Physical  Education: 

Whereas,  Approximately  five  million  American  youth  between  the  ages  of 
fifteen  and  twenty-four,  inclusive,  are  neither  in  school  nor  at  work  and  are 
therefore  wholly  at  leisure;  and 

Whereas,  Several  million  American  youth  are  employed  short  hours  or  are 
engaged  in  blind  alley  employment  offering  little  opportunity  for  growth,  develop¬ 
ment,  and  advancement;  and 

Whereas,  American  youth  are  surrounded  with  opportunities  for  unwholesome 
and  destructive  leisure-time  activities  and  are  often  subject  in  their  leisure  time 
to  commercial  exploitation  which  is  frequently  devastating  and  demoralizing 
in  its  influence,  tending  to  increase  the  prevalence  of  juvenile  delinquency;  and 
Whereas,  The  development  of  community  agencies  to  provide  wholesome 
leisure-time  activities  for  youth  has  not  kept  pace  with  the  increase  in  leisure 
and  has  been  wholly  insufficient  to  present  any  general  attack  upon  the  problem 
of  misspent  leisure  on  the  part  of  youth;  and 

Whereas,  The  public  schools  of  the  nation  are  generally  equipped  with  facili¬ 
ties  which  could,  under  proper  organization,  be  put  to  effective  use  in  providing 
wholesome  recreation  during  the  time  that  youth  is  at  leisure,  namely,  during 
afternoons,  week-ends,  and  in  the  evening  hours;  and 

Whereas,  The  full  use  of  these  facilities  for  purposes  of  community  recreation 
in  a  manner  which  would  make  of  the  school  the  center  of  the  recreation  life  of 
the  community,  is  impeded  because  of  the  absence  of  legislation  in  nearly  all 
states  of  the  Union  recognizing  community  recreation  as  an  integral  part  of 
public  education  and  as  an  object  to  which  school  resources,  including  facilities 
and  funds,  might  be  devoted ;  now,  therefore,  be  it 

Resolved,  That  the  Department  of  School  Health  and  Physical  Education  of 
the  National  Education  Association  of  the  United  States  of  America  endorse 
the  full  use  of  school  facilities  for  community  recreation,  the  assumption  of  re¬ 
sponsibility  upon  the  part  of  public  boards  of  education  for  the  organization  and 
direction  of  community  recreation  with  special  reference  to  the  activities,  needs, 
and  interests  of  youth,  and  recommend  the  adoption  of  special  legislation  in  all 
states  of  the  Union  which  would  provide  a  legal  basis  for  the  assumption  of  such 
responsibilities  by  boards  of  education. 

The  Department  voted  to  send  a  message  of  appreciation  to  Mrs.  Edna  Bailey  for 
her  untiring  efforts  in  planning  and  promoting  the  program,  the  message  to  include 
an  expression  of  sympathy  and  sincere  hope  that  her  daughter  will  make  rapid 
recovery  from  a  severe  illness. 


. 


. 


■ 

' 

' 


■ 

' 


* 


■ 


DEPARTMENT  OF  . 

Science.  Instruction 


HISTORICAL  NOTE 


The  department  of  science  instruction  is  an  outgrowth  of  a  State 
Department  of  Natural  Science  Teachers  which  was  organized  at  a  meet¬ 
ing  of  the  Colorado  State  Teachers  Association  in  1894.  It  was  first 
known  as  the  Department  of  Natural  Science  Instruction. 

The  officers  of  the  Department  for  the  year  1936-37  are:  president, 
Ira  C.  Davis,  President,  University  High  School,  Madison,  Wis.;  east¬ 
ern  vicepresident,  Mildred.  M.  Fahy,  Principal,  Peirce  Elementary 
School,  Chicago,  III.;  western  vicepresident,  Charles  L.  Hampton, 
Science  Instructor,  Piedmont  Public  Schools,  Oakland,  Calif.;  secre¬ 
tary,  Lillian  C.  Compton,  Assistant  Superintendent,  Alleghany  County 
Schools,  Cumberland,  Md.;  treasurer,  Esther  W.  Scott,  James  E. 
Oyster  School,  Washington,  D.  C. 

This  Department  meets  once  each  year,  in  July.  Facts  relating  to  the 
establishment  of  this  Department  and  the  record  of  meetings  are  found 
in  earlier  volumes  of  proceedings  as  follows: 


1895:  951-  958 
1896:  937-  967 
1897:  916-  958 
1898:  959-  984 
1899  -.1097-1117 
1900:  592-  608 
1901 :  771-  802 
1902  :  759-  789 
1903:  847-  895 


1904:  843-  896 
1905 :  781-  825 
1906:  719-  720 
1907:  951-  957 
1908:  965-  998 
1909:  789-  828 
1910:  949-  967 
1911:  939-  992 
1912 :1153-1193 


1913 \695-  716 
1914:721-  773 
1915  -.995-1028 
1916:699-  749 
1917 :535-  555 
1918:295 
1919:289 
1920 :305-  308 
1921 :663-  666 


1922  -.1239-1265 
1923:  843-  860 
1924:  753-  774 
1925:  598-  608 
1926:  625-  636 
1927:  583-  597 
1928:  569-  589 
1929:  559-  577 
1930:  529-  542 


1931  -.561-575 

1932  -.467-480 

1933  -.477-487 

1934  -.469-479 

1935  -.439-448 


[  334  ] 


A  PROPOSED  STATEMENT  OF  PRINCIPLES  BASIC  TO 
INSTRUCTION  IN  THE  NATURAL  SCIENCES 


ERNEST  E.  BAYLES,  ASSOCIATE  PROFESSOR  OF  EDUCATION,  UNIVERSITY  OF 

KANSAS,  LAWRENCE,  KANS. 

At  the  end  of  this  article  (page  341)  will  be  found  a  Statement 
„  which  represents  an  effort  on  the  part  of  your  Policy  and  Research 
Committee  to  formulate  a  forward-looking  and  educationally  sound  pro¬ 
gram  for  natural  science  instruction. 

We  have  carried  our  deliberations  to  the  point  of  virtual  agreement 
among  the  members  of  the  Committee  as  to  what  this  program  should  be. 
We  now  bring  to  you  the  fruits  of  these  deliberations,  not  in  the  spirit  of 
attempting  to  sell  them  to  you,  or  even  expecting  that  they  will  be  entirely 
acceptable  to  you  in  their  present  form.  We  are  bringing  them  to  you  in 
the  hope  of  enlisting  your  efforts  in  assisting  us  to  “think  thru”  the  question 
of  a  basic  program  for  teaching  natural  science,  and,  in  turn,  in  doing 
what  we  find  possible  to  put  the  program  into  effect.  We  are  doing  this  for 
the  twofold  purpose,  first,  of  testing  the  validity  of  the  program,  and  second 
(and  more  important),  of  improving  the  teaching  of  natural  science.  It  is 
in  the  spirit  of  the  introductory  paragraph  of  the  Statement  that  the  formu¬ 
lation  of  the  Committee  is  presented  to  you.  The  proposals  are  tentative, 
not  final.  They  represent  the  Committee’s  judgment  as  to  what  ought  to  be 
undertaken ;  they  must  not  be  thought  to  represent  scientific  findings  which 
cannot  be  gainsaid. 

At  the  same  time,  however,  I  bespeak  for  the  Committee  your  most 
serious  consideration  of  the  report  because,  while  we  do  not  claim  for  it 
scientific  certainty,  we  do  present  it  as  the  outcome  of  our  most  careful 
thought  extending  over  a  considerable  period.  We  have  used  to  the  best  of 
our  ability  the  scientific  information  at  our  command.  We  have  repeatedly 
formulated  and  reformulated  the  Statement,  each  time  looking  for,  and 
correcting,  undesirable  features  of  the  preceding  attempt.  We  have  ex¬ 
amined  the  Statement  from  all  angles  which  we  could  imagine ;  we  now 
ask  you  to  do  likewise. 

In  the  formulation  of  any  teaching  program  it  is  necessary  that  one  con¬ 
sider  carefully  the  nature  of  at  least  two  essential  features:  first,  the  nature 
of  the  pupil  and  what  we  expect  him  to  become ;  second,  the  nature  of  the 
pupil’s  environment  and  what  we  expect  it  to  become. 

In  our  first  paragraph  we  accept  the  democratic  conception  of  social  organ¬ 
ization  as  the  type  within  which  our  teaching  should  be  carried  on.  This  is 
a  matter  of  choice  on  our  part.  We  could  as  well  have  chosen  the  autocratic 
form — the  form  actually  implied  by  much  of  traditional  teaching — or  we 
could  have  chosen  the  alternative  of  letting  the  child  do  entirely  as  he 
pleased,  in  accordance  with  some  of  the  so-called  modern  or  progressive 
schools.  Our  choice  has  fallen,  however,  upon  the  democratic  conception 
because  we  consider  it  most  thoroly  in  keeping  with  our  national  idealism. 

The  traditional  view  of  teaching  is  that  public  education  should  be  de¬ 
signed  merely  to  effect  the  improvement  of  the  pupil.  The  modern  view  is 


[  335  ] 


336 


National  Education  Association 


that  no  less  attention  should  be  given  to  the  improvement  of  the  pupil,  but 
that  attention  should  simultaneously  be  turned  toward  social  improvement. 
It  is  hoped  and  expected  that  in  this  way  pupil  improvement  will  be  more 
thoro,  far-reaching,  and  permanent  than  when  attention  is  paid  to  it  alone. 

If  we  are  seeking  to  improve  human  beings  and  human  living  conditions 
within  (to  borrow  a  phrase  from  the  recent  report  of  the  Social  Studies  Com¬ 
mission)  the  democratic  “frame  of  reference,”  what  kind  of  classroom  pro¬ 
cedure  does  the  logic  of  our  position  demand?  Clearly,  if  we  consider  the 
term  “democracy”  to  mean  “equality  of  opportunity,”  we  must  furnish  re¬ 
peated  and  continuing  opportunities  for  pupils  to  consider  the  question  of 
the  improvement  of  human  living  in  an  atmosphere  wherein  each  and  every 
pupil  is  encouraged  to  do  his  own  thinking  and  to  arrive  at  his  own  conclu¬ 
sions  under  the  guidance  of  a  wise  teacher,  but  not  under  the  domination 
of  an  autocrat. 

In  becoming  guides  for  conduct,  rather  than  purveyors  of  information, 
we  must  exercise  extreme  care  that  we  adhere  to  the  guidance  concept  and 
do  not  become  dictatorial.  Dictatorship  is  as  much  out  of  place  in  the  Amer¬ 
ican  classroom  as  it  is  in  the  White  House.  With  the  problem  in  mind, 
therefore,  of  becoming  a  guide,  yet  avoiding  dictation,  we  must  use  a  method 
whereby  the  pupil  participates  freely  in  the  business  of  making  up  his  mind 
about  the  affairs  of  life.  We  must  “guide  without  propagandizing” ;  we  must 
“educate  without  inculcating”  or  indoctrinating. 

The  most  effectual  means  which  mankind  has  yet  discovered  for  increas¬ 
ing  his  knowledge  and  settling  moot  questions  is  that  form  of  attack  upon 
problems  known  as  the  method  of  science — a  method,  when  confronted  by 
a  perplexing  problem,  of  formulating  hypotheses  and  then  proceeding  to 
test  these  hypotheses  in  every  way  possible  until  one  is  able  to  arrive  at  a 
dependable  conclusion.  In  the  light  of  this  fact,  we  arrive  at  the  conclusion 
that  the  most  important  ability  which  the  teacher  of  science  may  aid  his 
pupils  to  achieve  is  the  ability  to  tackle  and  solve  problems  by  and  for  them¬ 
selves — the  trait  of  independence  or  self-reliance — and  in  a  manner  con¬ 
sonant  with  the  method  of  science.  We  would  hope,  of  course,  that  thru  the 
continued  study  of  scientific  problems  the  student  would  gain  more  and 
more  scientific  knowledge  and  would  develop  a  progressively  wider  range 
of  scientific  skills  and  technics.  The  difference  between  our  view  and  the 
traditional  view  is  simply  that  the  achievement  of  knowledge  and  skills  is 
not  something  which  is  considered  sufficient  in  and  of  itself — something  to 
be  achieved  and  retained  until  examination,  and  then  possibly  to  be  rid  of 
forever.  We  desire  that  skills,  technics,  and  knowledge  be  obtained,  but 
usually  for  the  purpose  of  furthering  some  activity  with  which  the  student 
has  identified  himself,  rather  than  for  their  own  sake.  We  wish  to  avoid, 
both  in  pretense  and  actuality,  the  practise  of  having  the  pupil  get  informa¬ 
tion  of  skill  merely  because  “teacher  says  so.”  We  wish  to  clear  our  skirts 
of  the  idea  of  education  merely  as  preparation. 

The  type  of  classroom  method  or  procedure  envisioned  in  the  prepara¬ 
tion  of  the  Statement  is  very  similar  to  that  found  in  a  research  laboratory. 
Paul  de  Kruif  describes  Pasteur  in  his  laboratory,  working  himself  and  his 


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assistants  to  the  limits  of  their  endurance  night  and  day,  intent  upon  the 
common  problem  of  finding  how  to  make  people  a  little  ill  in  order  that 
they  may  be  prevented  by  this  means  from  becoming  badly  ill.  Not  a  great 
deal  of  urging  was  necessary,  altho  Pasteur  did  keep  himself  and  his  assist¬ 
ants  persistently  at  the  task.  The  search  itself  was  the  real  motivating  force 
and  the  achievement  of  the  goal  was  sufficient  reward. 

If  this  attitude  were  adopted  the  classroom  would  cease  to  be  a  place 
wherein  hackneyed  facts  and  ideas  are  supposedly  transferred  from  the 
mind  of  the  teacher  to  the  mind  of  the  pupil.  In  such  a  classroom  the  teacher 
becomes  the  scientist  in  charge  and  the  pupils,  instead  of  being  passive 
recipients,  become  active  assistants  working  toward  the  achievement  of  an 
end  sought  by  the  group  as  a  whole.  In  such  a  classroom  cooperation  is 
the  watchword  rather  than  competition ;  diversification  rather  than  lock-step 
regimentation. 

In  such  a  classroom,  indoctrination — bringing  the  child  to  believe  in 
accordance  with  some  particular  authority  just  because  it  is  authority — 
ceases  to  hold  particular  charm.  Pasteur  was  not  trying  to  make  his  assist¬ 
ants  believe  as  he  believed,  altho  one  might  add  parenthetically  that  he 
did  try  such  tactics  upon  the  outside  world  after  his  discoveries  were  made. 
While  in  search  of  the  solution  to  a  problem  Pasteur  was  only  too  glad  to 
make  use  of  helpful  suggestions  from  any  source.  He  expected  to  learn  from 
his  assistants  and  expected  them  also  to  learn  from  him. 

It  was  necessary,  however,  that  Pasteur  and  his  assistants  employ  some 
criterion  which  would  serve  as  a  guide  for  reaching  conclusions.  What  was 
their  criterion?  Was  it  agreement  with  some  previous  authority?  It  could 
not  have  been,  for  they  were  traversing  virgin  fields.  Authoritarian  dogmat¬ 
ism  was  thoroly  inappropriate.  Was  there  no  thought  for  agreement?  Was 
each  member  of  the  group  left  completely  to  his  own  devices  in  the  inter¬ 
pretation  of  the  facts  which  were  uncovered?  Was  the  prevailing  attitude 
that  of  finding  the  facts  and  letting  the  facts  speak  for  themselves — saying 
what  they  would  to  each  individual  member?  Decidedly  not;  for  the  facts 
were  pooled  and  all  members  were  vitally  concerned  in  the  attempt  to  find 
the  meanings  of  the  facts  and  to  arrive  at  a  common  agreement  as  to  what 
those  meanings  were.  Laissez  faire  individualism — lack  of  concern  for  agree¬ 
ment — was  not;  characteristic  of  the  efforts  of  Pasteur  and  his  assistants. 

What  then  was  their  criterion  for  agreement?  The  criterion  was  the  one 
which  must  always  obtain  when  any  individual  or  group  is  embarking  upon 
a  quest  of  the  unknown.  The  criterion  was  that  of  internal  agreement — 
agreeing  with  themselves.  They  were  gathering  and  accepting  data  and 
from  these  data  seeking  interpretations.  In  the  first  place  the  interpretations 
must  agree  with  the  accepted  data.  The  explanations  must  be  such  that  the 
facts  which  were  obtained  would  fall  into  line  one  with  another ;  they  must 
fit  together  into  a  closely  bound  scheme  in  which  each  fact  implied  all  the 
others  and  in  which  no  fact  could  be  accepted  without  all  the  rest.  Secondly, 
in  addition  to  the  necessity  of  binding  together  all  known  facts  by  means  of 
an  internally  consistent  interpretation,  there  was  the  necessity  of  using  the 


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interpretation  as  the  basis  for  predicting  new  facts  which  must  exist  if  the 
interpretation  were  to  be  considered  dependable. 

We  thus  see  the  necessity  not  only  of  applying  the  criterion  of  internal 
agreement  to  the  present  realm  of  knowledge,  but  also  of  widening  progres¬ 
sively  that  realm  and  of  continuing  to  look  to  the  principle  of  internal  agree¬ 
ment  on  the  basis  of  an  ever-widening  horizon  or  an  ever-expanding  whole. 

In  like  manner,  but  on  a  level  adjusted  to  the  conditions  obtaining  in  the 
classroom,  we  would  desire  that  the  teacher  of  science  should  conduct  classes 
which  are  forever  promoting  explorations  into  what  represents  for  the 
student  the  unknown,  and  represents  to  a  degree  the  same  for  the  teacher. 

It  is  with  this  as  the  background  for  our  thinking  that  we  have  formulated 
and  are  presenting  Sections  4b  to  8  of  the  Statement.  We  want  the  student 
to  see  ‘‘knowledge  in  the  making.”  We  want  him  to  see  it  for  the  twofold 
purpose,  first,  of  developing  a  taste  and  a  desire  for  the  progressive  recon¬ 
struction  of  beliefs,  attitudes,  ideals,  and  technics ;  and  second,  of  developing 
the  ability  to  reconstruct  his  beliefs,  attitudes,  ideals,  and  technics  progres¬ 
sively  and  continuously.  We  want  to  touch  not  only  the  “can”  but  the 
“will”;  to  quicken  not  only  the  head,  but  the  heart  as  well.  We  are  after 
the  development  of  reconstruct ability,  rather  than  giving  all  of  our  atten¬ 
tion  to  achieving  particular  reconstructions.  We  have  in  mind  something 
more  than  any  mere  bag-of-tricks  theory  of  education.  That  is  why  we  say, 
in  the  first  portion  of  the  last  paragraph  of  the  Statement,  that  we  wish  “to 
stimulate  and  assist  the  student  toward  becoming  an  independent  learner.” 

The  problem  of  selection  as  well  as  treatment  of  subjectmatter  must  also 
be  handled  if  we  are  to  formulate  a  teaching  program  which  may  reason¬ 
ably  lay  claim  to  completeness.  So  far  as  the  present  discussion  has  pro¬ 
gressed,  we  are  obliged  to  adopt  the  problem  method.  But  from  what  we 
have  said  thus  far,  the  problems  which  are  to  be  selected  may  be  purely 
innocuous  ones,  such  as  crossword  or  jigsaw  puzzles,  or  socially  undesirable 
ones,  such  as  safe-breaking  or  planning  a  kidnaping.  They  do  not  have  to 
be  problems  which  are  socially  significant  and  desirable,  such  as  the  prob¬ 
lem  of  how  to  use  the  chemistry  of  nitrates  for  the  benefit  of  mankind  rather 
than  for  enabling  mankind  to  commit  collective  suicide.  We  believe  that 
the  problems  to  be  chosen  for  classroom  study  should  be  significant  prob¬ 
lems  which  will  lead  to  the  improvement  of  human  living.  In  what  way 
does  our  criterion  for  the  selection  of  subjectmatter  accomplish  this  purpose? 

In  paragraph  3  we  propose  “a  study  of  the  common  culture  or  tradition, 
with  a  view  to  its  progressive  refinement.”  There  is  nothing  particularly 
new  in  this  proposal,  with  the  possible  exception  of  the  suggestion  of  looking 
toward  the  refinement  of  the  tradition.  It  is  patent  however  that  even  thru- 
out  the  entire  school  curriculum  it  will  be  impossible  to  study  more  than 
a  portion  of  the  tradition.  The  ancients  might  have  studied  all  but  that 
cannot  be  done  today.  Therefore  a  choice  becomes  necessary.  What  portion 
of  the  tradition  do  we  choose  to  study? 

The  answer  is,  that  portion  which  is  particularly  in  need  of  improve¬ 
ment.  But  this  answer,  rather  than  settling  the  question,  still  leaves  it  con¬ 
siderably  open,  altho  it  does  narrow  the  field  to  a  marked  degree.  It  nar- 


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339 


rows  the  field  by  taking  the  stand  that  classroom  instruction  should  always 
be  primarily  concerned  with  unsettled  matters  rather  than  with  settled 
matters — unsettled  at  least1  so  far  as  the  student  is  concerned. 

All  of  us  hope,  I  believe,  to  make  classroom  discussions  supplemental  to 
the  assigned  readings,  rather  than  merely  a  rehash.  What  “problem  teach¬ 
ing”  implies  is  a  recognition  of  the  fact  that  learning  does  not  really  get 
under  way  until  the  pupil  is  face  to  face  with  the  realization  that  he  is  in 
the  realm  of  the  unknown.  In  other  words,  it  means  that  an  “I-don’t-know” 
answer  from  the  pupil  is  as  useful  pedagogically  as  an  answer  which  indi¬ 
cates  complete  and  accurate  knowledge.  The  “I-don’t-know”  answer  is  of 
value  because  it  makes  possible  the  next  question,  “Then  what  ought  we 
to  find  out  in  order  that  we  may  come  to  know?” 

Apropos  of  this  situation,  I  am  moved  to  comment  upon  the  almost  uni¬ 
versal  distress  registered,  especially  by  beginning  teachers,  when  a  given 
demonstration  fails  to  produce  the  results  that  were  expected  of  it.  The 
teacher  is  usually  chagrined  and  often  completely  nonplused.  Why  not  con¬ 
sider  such  a  situation  an  opportunity  rather  than  a  failure?  Why  not  say 
to  the  class,  “Well,  our  results  certainly  do  not  live  up  to  our  expectations. 
I  wonder  why.”  Then  is  opened  the  opportunity  for  discussing  the  theory 
involved  in  the  experiment,  what  ought  to  happen,  and  why  the  expected 
outcome  failed  to  occur.  Such  a  discussion  may  or  may  not  lead  to  repeat¬ 
ing  the  experiment.  I  am  satisfied  that  more  often  than  not  such  a  situation 
will  lead  to  more  thoro  learning  on  the  part  of  the  class  than  if  things  had 
worked  exactly  right  the  first  time. 

But  what  does  our  criterion  demand  besides  merely  dealing  with  the  un¬ 
known?  In  paragraph  8  we  speak  of  the  problem-raising  technic  as  being 
“basically  a  process  of  looking  for  points  of  vagueness,  inadequacy,  con¬ 
fusion,  or  conflict  in  the  students’  previously  accepted  concepts.”  This  would 
mean  that  in  order  to  find  problems  for  discussion  in  a  chemistry  or  biology 
class  one  would  canvass  the  ideas  and  beliefs  possessed  by  the  student  at  the 
time  the  discussion  starts.  This  canvass  or  survey  should  be,  so  far  as  the 
teacher  is  concerned,  for  the  purpose  of  locating,  and  bringing  the  class  to 
a  full  realization  of:  (a)  points  wherein  the  student  previously  believed  his 
thinking  to  be  clear  but  wherein  discussion  showed  considerable  vagueness 
or  confusion;  (b)  beliefs  that  had  been  reached  on  the  basis  of  inadequate 
information;  or  (c)  beliefs  held  in  certain  subjectmatter  areas  which  are 
contrary  to,  and  conflicting  with,  beliefs  held  in  other  areas.  The  heart  of 
the  whole  question  of  subjectmatter  selection  and  problem-raising  technic 
is  the  stimulation  of  preliminary  discussion,  of  greater  or  lesser  length,, 
which  leads  sooner  or  later  directly  into  a  basic  conflict.  When  the  student 
is  brought  to  the  place  wherein  he  really  senses  or  appreciates  the  fact  that 
two  sets  of  cherished  beliefs  conflict  with,  and  tend  therefore  to  work  at 
cross  purposes  with,  one  another  there  will  usually  be  sufficient  motivation 
that  the  pupil  will  not  have  to  be  urged  to  go  further.  There  wall  develop 
within  him  an  urge  to  carry  the  matter  forward  almost  in  spite  of  himself. 

Our  proposal  regarding  subjectmatter  selection  is  that  it  shall  consist  of 
topics  or  areas  which,  at  a  given  grade  level,  will  be  fruitful  in  furnishing 


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problems  which  arise  from  basic  conflicts  in  the  outlooks  of  the  various 
students  on  the  life  of  which  they  are  a  part.  This  is  our  criterion  for 
recognizing  those  features  of  the  tradition  which  stand  in  need  of  recon¬ 
struction. 

The  chemistry  student  learns  first  that  a  gram-molecular  weight  of  a  sol¬ 
vent  in  a  liter  of  solution  will  lower  the  freezing  point  1.86°C.  Later  he 
Can  be  shown  that  when  salt  is  the  solvent,  the  lowering  is  almost  twice  as 
much.  What  is  the  difficulty?  Here  is  the  starting  point  for  a  real  voyage 
of  discovery.  In  your  hands  has  been  placed  the  description  of  a  unit  wherein 
this  point  of  departure  is  taken. 

Again  one  can  ask  whether  the  higher  priced  article  is  always  the  better, 
and  whether  or  not  one  can  place  dependence  upon  the  statements  of  adver¬ 
tisers  or  the  judgments  of  consumers.  The  second  unit — analysis  of  baking 
powders — affords  the  student  opportunity  to  get  light  upon  these  two  ques¬ 
tions,  both  of  which  are  of  high  practical  value  in  the  out-of-school  life  of 
the  student,  and  to  learn  considerable  chemistry  as  well. 

So  much  for  problem  raising,  or  subjectmatter  selection.  The  principle 
is  that  subjectmatter  is  of  value  in  the  degree  to  which  it  furnishes  oppor¬ 
tunity  to  lead  into,  or  to  consider,  basic  conflicts  in  the  students’  respective 
and  collective  outlooks  on  life.  What  now  of  the  criterion  for  problern 
solving  ? 

Pursuant  to  the  foregoing,  it  is  a  matter  of  searching  for  new  facts  and 
new  interpretations  which  will  be  serviceable  in  harmonizing  the  conflicts 
raised.  We  locate  problems  in  the  discovery  of  disharmonies.  We  find  solu¬ 
tions  in  interpretations  which  reestablish  harmony.  Does  the  proposed  solu¬ 
tion  bring  all  conflicting  factors  into  harmony?  Does  it  cause  the  various 
facts  to  fit  together  into  a  logical  scheme?  Do  the  facts  and  the  interpreta¬ 
tions  jibe?  Do  the  interpretations  reached  in  connection  with  one  problem 
agree  with  interpretations  reached  in  another  realm?  If  human  intelligence 
and  the  method  of  science  are  good  in  connection  with  automobile  gadgets, 
why  call  everyone  a  “Red”  who  proposes  to  apply  similar  methods  in  con¬ 
nection  with  governmental  and  other  social  problems?  Why  not  consider  the 
term  “brain  truster”  a  mark  of  esteem  rather  than  of  reproach?  If  we  must 
propagandize  at  all,  why  not  consider  the  science  class  as  preeminently  a 
place  in  which  the  student’s  respect  for  human  intelligence  is  markedly 
enhanced?  Our  proposal  for  subjectmatter  treatment  is  to  lead  the  class, 
thru  study,  experimentation,  and  discussion,  “toward  the  development  of 
a  widened,  more  appreciative,  and  more  fully  harmonized  outlook  on  life.” 
(See  Section  11.) 

I  can  foresee  many  objections  to  the  proposal  which  your  Committee  is 
presenting,  but  not  many  of  these  do  I  consider  valid.  You  may  ask  why  so 
much  ado  about  democracy ;  why  not  let  science  go  its  way  and  leave  the 
study  of  democracy  to  the  social  sciences  where  it  belongs? 

First  I  would  say  that  so  far  as  possible  we  would  do  just  that.  We  are 
not  proposing,  except  incidentally,  to  study  social  organization  as  such.  We 
are  simply  saying  that  until  we,  as  a  nation,  find  reason  for  relinquishing 
our  democratic  idealism,  we,  as  teachers,  are  under  obligation  to  conduct. 


Department  of  Science  Instruction 


341 


classes  in  keeping  with  such  an  ideal.  Then,  in  the  second  place,  I  would 
say  that  science  and  scientists  have  been  too  much  hobbled  and  bound  by 
narrow  compartmentalization  in  the  past.  It  is  dangerous  to  say  that  one’s 
science  has  nothing  to  do  with  one’s  religion  or  one’s  social  life.  If  we  are 
to  achieve  the  development  of  a  more  fully  harmonized  outlook  on  life  we 
must,  at  times,  overstep  the  imaginary  boundaries  which  divide  subjectmatter 
into  separate  areas. 

Another  objection  which  I  can  foresee  is  that  what  we  are  proposing  is 
too  far  in  advance  of  current  practise.  Science  instruction  cannot  be  remade 
overnight.  We  realize  this.  We  do  not  expect  anyone  to  go  the  complete 
distance  all  at  once.  The  fact  is  that  there  is  no  “complete  distance.”  Our 
proposal  does  not  imply  completeness ;  it  merely  points  the  direction  for 
progressive  reconstruction.  What  one  teacher  or  one  department  may  be 
able  to  do  in  one  place  may  not  be  possible,  or  even  desirable,  in  another. 
What  we  are  hoping  to  do  is  to  reconstruct,  to  some  extent,  our  idealism ; 
to  revamp  our  plan  of  attack  upon  common  problems ;  to  bring  into  the 
teaching  of  science  a  more  thoro  application  of  the  spirit  of  science. 

Again,  in  closing  I  plead  for  serious  consideration  of  our  proposal.  Help 
us  to  improve  it;  if  need  be,  to  remake  it  completely.  But  if  you  find  it 
completely  unacceptable,  then  let  us  know  what  you  do  find  acceptable. 
What  is  your  basic  teaching  philosophy?  You  have  one;  you  cannot  pos¬ 
sibly  go  before  a  class  without  one.  If  you  do  not  know  what  it  is,  start  now 
to  discover  and  record  it.  Put  it  on  paper  and  then  compare  it  point  for 
point  with  this  one,  considering  all  the  factors  which  we  have  attempted 
to  take  into  account.  Whether,  in  the  end,  you  come  to  agree  with  us,  or 
we  with  you,  is  not  so  important.  The  really  important  thing  is  that  we  all 
become  progressively  more  aware  of  what  we  are  doing.  That  will  be  a 
highly  educative  experience  for  every  participant. 


A  Proposed  Statement  of  Principles  Basic  to  Instruction  in  the 

Natural  Sciences 

Following  is  a  tentative  statement  of  principles  basic  to  the  teaching  of 
natural  science.  The  statement  is  in  no  sense  a  set  of  scientifically  settled 
conclusions.  Scientific  data  can  be  helpful  in  the  formulation  of  general 
policy,  but  are  not  (for  the  present,  at  least)  adequate  to  serve  as  a  com¬ 
plete  basis  for  a  statement  of  policy.  The  following  proposals  represent  the 
present  judgment  of  the  Committee  as  to  what  conditions  should  control 
the  teaching  of  natural  science.  They  are  tentative ;  not  final.  But  we  believe 
that  they  represent  a  definite  policy  which  may  well  be  adopted  by  teachers 
of  science  until  further  thought  and  research  can  point  the  way  toward 
revision  and  improvement. 

1.  For  the  purpose  of  formulating  a  teaching  program,  we  accept  the 
ideal  of  popular  democracy,  and  of  individual  liberty  and  dignity  con¬ 
sonant  with  it,  as  so  significant,  authentic,  and  valid  a  feature  of  our  national 


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National  Education  Association 


tradition  that  it  must  become  the  fundamental  setting  within  which  all 
teaching  procedures  are  conducted.  (1)* 

2.  Since  education  implies  growth  in  the  direction  of  betterment,  the 
problem  of  education  is  one  of  seeking  to  enhance  the  student’s  ability  and 
will  to  participate  intelligently  in  effecting  progressive  and  continuous 
improvement,  both  of  himself  and  of  his  material  and  social  environment.  (2) 

3.  In  a  study  which  looks  toward  the  future,  a  thoro  knowledge  of  pres¬ 
ent  and  past  is  essential.  The  school  curriculum  should  therefore  represent 
a  study  of  the  common  culture  or  tradition t  with  a  view  to  its  progressive', 
refinement.  (3) 

4.  In  order  to  determine  what  the  study  of  science  implies,  a  definition 
is  demanded.  There  are  two  widely  used  definitions  of  the  term:  (a)  science 
as  organized  and  tested  knowledge ,  and  (b)  science  as  a  tnethod  of  obtain¬ 
ing  organized  and  tested  knowledge. 

a.  For  the  purpose  of  defining  the  area  of  subjectmatter  with  which  we  are 
principally  concerned  and  within  which  problems  are  to  be  selected  for  study,  we 
accept  the  definition  of  science  as  organized,  tested,  and  dependable  knowledge,  and 
by  further  confining  the  study  to  natural  science  we  limit  the  area  for  the  most 
part  to  natural  or  material  phenomena.  (4) 

b.  For  the  purpose,  however,  of  determining  proper  teaching  procedures,  we  must 
employ  the  definition  of  science  as  a  method  (or  a  group  of  related  methods)  of 
arriving  at  organized,  tested,  and  dependable  knowledge.  Instruction  in  the  sciences 
is  thus  primarily  concerned  with  the  method  or  methods  of  science,  and  uses  the 
subjectmatter  of  science  only  as  a  means  toward  promoting  growth  in  the  method. 
In  this  sense  the  science-as-method  definition  is  primary  and  the  science-as-subject- 
matter  definition  secondary. 

5.  The  study  of  science  therefore  becomes  a  consideration  of  the  facts, 
interpretations,  and  technics  of  science,  but  always  with  a  view  to  their 
own  refinement  and  to  their  use  in  the  improvement  of  human  living. 

6.  Since  the  class  is  to  be  conducted  in  accordance  with  democratic  prin¬ 
ciples,  the  teacher  is  not  justified,  on  the  one  hand,  in  adopting  narrowly 
propagandic  or  autocratic  means  for  bringing  the  student  to  the  acceptance 
of  any  preordained  set  of  attitudes,  beliefs,  or  patterns  of  behavior.  Nor  is 
he  justified,  on  the  other,  in  adopting  a  “hands  off”  or  laissez  faire  attitude. 
The  teacher  must  guide  without  propagandizing;  must  educate  without 
inculcating.  Moreover,  it  is  only  by  avoiding  both  extremes  that  the  student 
may  make  progress  in  the  development  of  beliefs  scientifically  formulated, 
and  of  the  ability  to  formulate  beliefs  scientifically.  (5) 

7.  In  consequence  of  the  foregoing,  it  becomes  of  primary  importance  that 
the  student  be  brought  to  see  knowledge  in  the  making .  His  grasp  of  knowl¬ 
edge  as  made  must  therefore  be  not  only  in  terms  of  the  conclusions  last 
reached  by  scientists,  but  must  also  encompass  other  conclusions  which 
have  received,  or  might  have  received,  acceptance  by  thoughtful  minds, 
together  with  the  reasons  why  they  are,  or  should  be,  rejected.  So  far  as 
possible,  too,  the  limitations  of  the  convincing  nature  of  currently  accepted 
interpretations  or  conclusions  must  be  grasped.  Only  so  can  the  student’s 
thinking  become  realistic  and  scientific. 


*  Numbers  in  parentheses  refer  to  the  explanatory  footnotes  which  follow  this  report. 


Department  of  Science  Instruction 


343 


8.  The  problem  technic  of  teaching  thus  becomes  vital.  The  problem¬ 
raising  technic  is  basically  one  of  seeking  points  of  vagueness,  inadequacy, 
cqnfusion,  or  conflict  in  the  students’  previously  accepted  concepts.  The 
problem-solving  technic  is  likewise  one  of  gathering  information  and  seeking 
interpretations  which  will  tend  to  resolve  such  vagueness,  inadequacies, 
confusions,  or  conflicts.  Herein  lies  our  major  criterion  for  the  selection 
and  treatment  of  subjectmatter — a  criterion  which  leads  the  student  to  agree, 
not  with  some  authority  as  such,  or  with  no  one  (no  attention  being  paid 
to  his  beliefs),  but  with  himself.  Such  a  criterion  is  in  keeping  with  the 
democratic  conception  and  the  scientific  attitude.  (6) 

9.  Several  major  implications  are  inherent  in  the  foregoing  criterion  of 
subjectmatter  selection  and  treatment,  viz.: 

a.  Real  teaching  usually  gets  under  way  only  upon  the  arousal  of  issues  which, 
so  far  as  the  student  is  concerned,  are  to  a  degree  controversial.  The  teacher  is 
entirely  justified  in  presenting,  from  time  to  time,  settled  subjectmatters  purely 
because  the  student  wants  to  know,  or  as  preparation  for  the  opening  of  a  problem. 
Scientific  facts  will  also  be  marshalled  as  data  to  assist  in  problem  solving.  But 
settled  matters,  studied  for  their  own  sake,  do  not  usually  challenge  the  student’s 
mind  sufficiently  to  promote  real  reflection,  or  do  they  furnish  a  basis  for  the 
significant  remaking  of  beliefs  or  behavior  patterns. 

b.  It  is  highly  important  that  students  be  genuinely  interested  in  the  topics  chosen 
for  study,  and  vitally  concerned  with  the  outcomes.  Our  thesis  is  that  the  foregoing 
program  will  do  much  toward  making  the  experiences  of  students  in  science  classes 
rich,  vital,  and  realistic. 

c.  The  general  trend  of  the  program  is  toward  the  development  of  a  progressively 
more  unified  and  more  intelligent  outlook  on  life,  since,  altho  each  teaching  unit 
starts  with  an  unsettled  issue,  it  moves  thru  discussion,  experimentation,  and  study 
toward  the  settlement  of  that  issue.  The  problems  chosen  therefore  progressively 
assume  more  and  more  of  social  significance  since  it  is  in  that  direction  that  current 
issues  become  most  problematic  and  most  urgently  demand  scientific  data  for  their 
solution. 

d.  The  “correct”  or  best  solution  to  any  problem  is  the  one  which  goes  furthest 
toward  harmonizing  the  conflicting  issues  at  stake.  This  means  that  the  solution 
must  be  not  only  in  harmony  with  the  data,  but  also  with  solutions  which  have 
been  or  are  being  reached  in  connection  with  other  problems  and  other  fields  of 
thought. 

10.  The  task  of  aiding  students  to  understand  and  be  able  to  apply  the 
major  interpretative  generalizations  of  science  as  they  contribute  to  the 
improvement  of  living  is  an  essential  part  of  this  program,  tho  not  an  end 
in  itself.  This  is  likewise  true  of  the  amassing  of  scientific  facts  and  data. 
Whatever  may  be  the  immediate  objective  or  objectives  of  a  unit,  the  unit 
should  always  be  handled  in  such  a  manner  as  to  enhance  the  ability  to  get 
information  and  to  arrive  at  principles. 

11.  The  effect  of  the  foregoing  program  for  science  instruction  is  in  the 
direction  of  stimulating  and  assisting  the  student  toward  becoming  an 
independent  learner,  while  he  is  at  the  same  time  being  assisted  toward  the 
development  of  a  widened,  more  appreciative,  and  more  fully  harmonized 
outlook  on  life,  and  a  heightened  competence  in  carrying  on  and  helping 
to  improve  the  affairs  of  life. 


344 


National  Education  Association 


The  above  is  respectfully  submitted  for  the  consideration  of  the 
Department  of  Science  Instruction  of  the  National  Education  Asso¬ 


ciation  by  its  Committee  on  Policy 

Wilbur  L.  Beauchamp 
Ralph  C.  Bedell 
Ira  C.  Davis 
Warren  W.  Knox 


and  Research.* 

E.  Laurence  Palmer 
Carleton  E.  Preston 
Ralph  K.  Watkins 
Ernest  E.  Bayles,  Chairman 


Explanatory  Footnotes 

(1)  This  does  not  mean  that  democracy  is  to  be  taught,  or  that  propaganda  is  to 
be  organized  in  its  behalf.  It  merely  means  that  since  our  national  idealism  is 
democratic  in  character  the  classroom  must  be  handled  in  accordance  with 
democratic  principles. 

(2)  “Betterment,”  “improvement,”  or  “refinement”  are  terms  which  must  be  de¬ 
fined  in  such  a  manner  as  to  avoid  propaganda  in  behalf  of  particular  panaceas. 
We  assume  that  improvement  is  to  be  achieved  in  the  degree  to  which  our  culture 
becomes  progressively  widened  in  scope  and  more  fully  harmonized  internally. 
Improvement  lies  in  the  direction  of  making  our  tradition  richer  and  more  true  to 
itself;  of  effecting  a  greater  degree  of  unanimity  between  the  actual  and  the  ideal. 
Sections  8,  9c,  9d,  and  11  elaborate  this  concept. 

3.  The  terms  “culture”  or  “tradition”  are  here  used  in  a  generic  sense.  They 
include  the  whole  of  our  individual  and  social  inheritance.  On  the  social  side  they 
include  our  common  ideals,  customs,  institutions,  and  organizations;  economic, 
political,  social,  etc.  On  the  individual  side  they  include  our  habits,  attitudes,  be¬ 
liefs,  acceptances,  ideals,  etc. 

“Progressive  refinement”  is  considered  as  involving  (a)  the  retention  of  all  that 
holds  good  and  the  elimination  of  all  that  has  become  outworn  and  outmoded,  (b) 
making  such  additions  as  will  best  meet  the  needs  of  the  new  day,  and  (c)  completely 
remaking  the  old  whenever  such  steps  are  evidently  necessary. 

(4)  However,  we  would  hope  that  in  the  course  of  studying  natural  phenomena 
the  implications  of  the  interpretations  reached  would  be  carried  beyond  the  bounds 
of  natural  science,  thus  seeking  the  widest  possible  basis  for  the  harmonization  of 
outlook  indicated  in  sections  8,  9,  and  11. 

(5)  Thus,  for  example,  even  tho  the  democratic  conception  is  basic  to  our  teach¬ 
ing  theory,  the  student  is  not  to  be  forced  to  accept  this  or  any  other  conception  ex¬ 
cept  thru  the  demands  of  his  own  thinking  and  research.  There  are  recurrent  cases, 
of  course,  in  which  the  teacher  is  obliged  in  order  to  safeguard  life  and  property  or 
to  preserve  the  integrity  of  the  learning  process,  to  use  coercive  measures  in  forcing 
non-cooperative  pupils  to  act  in  accordance  with  individual  and  group  welfare. 
But  such  cases  are  to  be  treated  as  exceptional.  The  police  power  is  to  be  applied 
only  if  and  when  the  pupil  gives  evidence  of  wilful  refusal  to  abide  by  the  dictates 
of  intelligence,  and  is  to  be  discontinued  as  soon  thereafter  as  possible.  We  believe, 
moreover,  that  the  program  which  we  are  here  outlining  will  reduce  the  necessity 
for  such  coercive  measures  to  the  minimum. 

(6)  Traditionally,  science  courses  have  been  defined  almost  entirely  on  the  basis 
of  content  requirements.  Our  proposal  is  that  far  greater  variability  of  content  be 
employed  in  order  to  meet  special  local  needs,  but  that  whatever  content  is  chosen, 
it  should  be  taught  with  a  view  toward  furthering  the  major  objective  of  growth 
in  the  ability  to  obtain  knowledge  and  to  arrive  at  interpretations.  This  will  doubt¬ 
less  mean  fewer  units  or  topics  covered  in  the  course  of  a  year  and  retarded  speed 
in  the  study  of  the  units  or  topics  chosen.  But  such  a  policy  will  doubtless  result  in 
a  more  thoro  understanding  of  principles  and  a  wider  knowledge  of  scientific  facts, 
when  viewed  over  a  one-year,  two-year,  or  longer  period  of  time. 


*  Robert  J.  Havighurst  assisted  the  Committee  in  an  advisory  capacity. 


Department  of  Science  Instruction 


345 


SECRETARY’S  MINUTES 

Portland,  Oregon 

First  Session,  Monday  Afternoon,  June  29,  1936 

The  first  session  of  the  Department  of  Science  Instruction  was  held  in  the  Rose 
Ballroom  of  the  Masonic  Temple  at  2  p.  m.  The  theme  of  the  meeting  was  “How 
Classroom  Teachers  and  Organizations  Can  Develop  Methods  and  Technics  for 
Teaching  the  Objectives  of  Science.”  Ira  C.  Davis,  president,  introduced  E.  E. 
Bayles  of  the  University  of  Kansas  who  discussed  “A  Proposed  Statement  of  Princi¬ 
ples  Basic  to  Instruction  in  the  Natural  Sciences.”  This  Statement  which  was  pre¬ 
pared  after  much  consideration  by  the  Research  and  Policy  Committee  of  the 
Department  appears  in  the  preceding  pages.  The  Iowa  Science  Teachers  Association 
joined  our  Department  in  a  body.  It  was  interesting  to  hear  “The  Objectives  and 
Purposes  of  the  Iowa  Science  Teachers  Association”  described  by  their  president, 
Donald  D.  Pettit.  Following  this,  the  group  was  divided  according  to  the  interest 
of  each  person,  the  elementary-school,  the  junior  high-school,  and  the  senior  high- 
school  sections  each  having  its  own  meeting. 

In  the  elementary-school  science  group  which  met  in  the  Doric  Lodge  Room, 
Mella  White,  of  Portland,  was  the  discussion  leader.  Leona  Sundquist  of  the  Wash¬ 
ington  State  Normal  School  of  Bellingham,  Washington,  discussed  “The  Applica¬ 
tion  of  the  Proposed  Statement  of  Principles  Basic  to  Instruction  in  the  Natural 
Sciences  in  Elementary  Schools.”  “The  Integration  of  the  Elementary-Science  Pro¬ 
gram  with  the  School  Activity  Program”  was  discussed  by  Mildred  M.  Fahy,  princi¬ 
pal  of  Peirce  School,  Chicago.  Mrs.  Sophia  Mason,  of  Sacramento,  described  “How 
To  Teach  the  Fundamentals  of  Experimentation.” 

The  junior  high-school  science  group  met  in  the  Ionic  Lodge  Room  with  Clarence 
E.  Diebel,  of  Eugene,  Oregon,  as  its  discussion  leader.  A.  W.  Schmidt,  of  Lead, 
South  Dakota,  discussed  “The  Application  of  the  Proposed  Statement  of  Principles 
Basic  to  Instruction  in  the  Natural  Sciences  in  the  Junior  High  School.”  George  I. 
Linn,  of  Sacramento,  told  “How  To  Teach  the  Fundamentals  of  Experimentation.” 
Wesley  C.  Brown,  of  Vancouver,  Washington,  discussed  “The  Integration  of  a 
Junior  High-School  Science  Program  with  the  School  Activity  Program.”  “The 
Best  Way  To  Conduct  Field  Trips”  was  described  by  Howard  H.  Hilleman,  of 
Miles  City,  Montana. 

At  the  senior  high-school  group  meeting,  Ray  K.  Easley,  of  East  High  School, 
Denver,  Colorado,  discussed  “The  Application  of  the  Proposed  Statement  of 
Principles  Basic  to  Instruction  in  the  Natural  Sciences  in  the  Senior  High  School.” 
Edwin  L.  Roe,  of  Zanesville,  Ohio,  described  “Vitalizing  Science  Instruction.”  Mrs. 
Dorothy  C.  Barber,  of  Sacramento,  told  “How  To  Teach  the  Fundamentals  of 
Experimentation.”  The  discussion  leader  was  Jay  Eller  of  Wenatchee,  Washington. 
The  meetings  adjourned  about  4:30  p.  m. 

Second  Session,  Tuesday  Afternoon,  June  30,  1936 

The  meeting  opened  at  2  p.  m.  George  J.  Skewes,  from  the  State  Teachers  Col¬ 
lege,  Mayville,  North  Dakota,  discussed  “What  Is  a  Scientific  Attitude?”  Charles 
Hampton,  of  Piedmont,  California,. described  “How  the  California  Science  Teachers 
Associations  Help  the  Classroom  Teacher.”  The  group  again  divided  according  to 
individual  interests. 

At  the  elementary-school  science  group,  Lillian  C.  Compton,  assistant  superin¬ 
tendent,  Alleghany  County  Schools,  Cumberland,  Maryland,  described  “How  Scien¬ 
tific  Attitudes  May  Be  Taught  in  a  Science  Class  in  the  Elementary  School.”  “The 
Best  Ways  To  Perform  Demonstrations”  was  the  subject  of  Marjorie  Agnew,  of 
Vancouver,  B.  C.  Eva  Gildea,  of  Piedmont,  California,  discussed  “The  Teaching 
of  Scientific  Concepts.”  Lesley  C.  Walker,  of  Oakland,  told  “How  To  Select  and 
Prepare  Materials  for  Elementary  Science.”  Evelyn  M.  Hogue,  of  Portland,  pre¬ 
sided. 


346 


National  Education  Association 


At  the  junior  high-school  science  group,  Anita  M.  Lassen,  of  Oakland,  described 
“How  To  Teach  Health  in  the  Junior  High  School.”  Chester  F.  Deaver,  of  Flag¬ 
staff,  Arizona,  told  how  “An  Attractive  Science  Room  Is  an  Aid  to  Teaching  Science.” 
Olga  Schwellinger,  of  San  Francisco,  told  “The  Best  Ways  To  Conduct  a  Demonstra¬ 
tion.”  Joe  H.  Taylor,  of  Kelso,  Washington,  was  the  discussion  leader. 

At  the  senior  high-school  group,  John  Soelburg,  of  Oakland,  was  discussion  leader. 
Robert  L.  Ebel,  of  Cedar  Rapids,  Iowa,  told  “How  Scientific  Attitudes  May  Be 
Taught  in  a  Class.”  Aelfric  James,  of  Easton,  Pennsylvania,  described  “The  Best 
Ways  To  Perform  Demonstrations.”  Paul  V.  Beck,  of  Tulsa,  Oklahoma,  discussed 
“The  Best  Ways  To  Conduct  Field  Trips.”  Morris  R.  McCarty,  of  Lafayette, 
Indiana,  explained  “An  Experiment  in  Teaching  Scientific  Attitudes  at  Lafayette.” 

Annual  Banquet,  Tuesday  Evening,  June  30,  1936 

The  annual  banquet  of  the  Department  was  held  at  the  Multnomah  Hotel  with 
about  one  hundred  and  fifty  persons  present.  Entertainment  was  provided  by  the 
Elementary  Teachers  Chorus  under  the  direction  of  W.  H.  Boyer,  supervisor  of 
music  in  Portland.  There  was  also  some  fine  Indian  dancing  by  young  Indian  boys 
from  the  nearby  reservation.  Henry  Lester  Smith,  past  president  of  the  National 
Education  Association,  spoke  on  his  experiences  as  a  member  of  the  World  Federa¬ 
tion  of  Education  Associations  as  he  traveled  in  Europe.  Ira  C.  Davis  presided. 
Fred  A.  Brainerd  and  his  local  committee  were  commended  for  the  excellent  way 
in  which  the  banquet  and  all  the  meetings  were  managed. 

Third  Session,  Wednesday  Afternoon,  July  1,  1936 

The  Nominating  Committee  which  consisted  of  E.  W.  Long  of  California,  Don  C. 
Evans  of  Montana,  and  James  W.  Kercheval  of  Iowa,  gave  its  report.  The  report 
was  accepted  unanimously.  (See  Historical  Note,  p.  334.)  Mr.  Davis  reported  in  the 
absence  of  Esther  W.  Scott,  the  treasurer,  that  on  June  15  there  were  4350  paid 
members  and  a  balance  of  $725  in  the  treasury. 

The  first  speaker  on  Wednesday  was  W.  B.  Buckham,  of  Oakland,  whose  subject 
was  “  H  ow  To  Teach  the  Scientific  Method.”  Mary  Stunner,  of  Beatrice,  Nebraska, 
spoke  on  “The  Objectives  and  Purposes  of  the  Nebraska  Science  Teachers  Associa¬ 
tion,”  following  which  the  group  divided  as  in  preceding  sessions. 

At  the  elementary-school  science  group,  Mrs.  Ruth  Du  Bois,  of  Portland,  was  the 
discussion  leader.  A.  C.  Young,  of  Fresno,  California,  discussed  “The  Scientific 
Method  in  Elementary  Science.”  Bertha  Gould,  of  Seattle,  described  “The  Organiza¬ 
tion  of  a  Unit  in  Elementary-School  Science.”  Mrs.  Gladys  L.  Potter,  assistant  chief 
of  the  Department  of  Public  Instruction  of  Sacramento,  spoke  on  “Science  from  the 
Point  of  View  of  Relating  It  to  a  Unit  of  Work  Teaching.” 

At  the  junior  high-school  science  group,  James  W.  Kercheval,  of  Waterloo,  Iowa, 
was  the  discussion  leader.  Edna  Conrad,  of  Sacramento,  spoke  on  “Teaching  of  the 
Scientific  Method  in  Junior  High-School  Science.”  James  F.  Beckwith,  of  San 
Francisco,  told  of  “The  Responsibility  of  Science  Teachers  in  Guidance  Programs.” 
Della  Patch,  of  Seattle,  spoke  on  “The  Organizing  of  a  Unit  in  Junior  High-School 
Science.”  “The  Making  of  a  Telescope  with  Models  and  Motion  Pictures,”  was 
described  by  Harold  Stamm,  of  West  Allis,  Wisconsin. 

At  the  senior  high-school  group,  James  P.  Davis,  of  Clayton,  Missouri,  discussed 
“The  Teaching  of  Scientific  Method  in  Senior  High-School  Science.”  Ernest  L.  Hix, 
of  Spokane,  Washington,  told  of  “The  Teaching  of  Appreciation.”  Earl  L.  Danner, 
of  Seattle,  told  of  “Organizing  a  Unit  in  Senior  High-School  Science.”  His  subject 
was  mainly  about  Mount  Rainier.  Don  C.  Evans,  assistant  principal  of  the  Living¬ 
ston,  Montana,  High  School,  was  the  discussion  leader. 

These  group  meetings  were  well  attended  and  many  people  took  part  in  the 
discussions  which  followed.  The  suggestion  was  made  that  next  year  the  papers  be 
shorter  and  more  discussion  be  requested.  The  panel  method  gives  more  people  an 
opportunity  to  express  themselves  and  brings  out  more  ideas. 


DEPARTMENT  OF 

Secondary  Education 


HISTORICAL  NOTE 


The  department  of  secondary  education  was  established  in  1886. 
It  lapsed  temporarily  in  1924.  In  1931  it  was  revived  by  the  Delegate 
Assembly  of  the  National  Education  Association  at  its  annual  convention 
in  Los  Angeles. 

The  officers  of  the  Department  for  the  year  1936-37  are:  president, 
Ernest  D.  Lewis,  Evander  Childs  High  School,  New  York,  N.  Y vice- 
president,  George  R.  Rankin,  Boys  Technical  High  School,  Milwaukee, 
Wis.;  secretary,  Mrs.  Nettie  R.  Bolland,  High  School  of  Commerce, 
Portland,  Ore.;  treasurer,  L.  Denzil  Keigley,  Chester  S.  Morey  Junior 
High  School ,  Denver,  Colo. 

This  Department  meets  once  a  year,  in  July.  Facts  relating  to  the  estab¬ 
lishment  of  this  Department,  its  revival,  and  the  record  of  meetings  are 
found  in  earlier  volumes  of  proceedings  as  follows: 


1886:  21 
188 7:393-442 
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1895  -.579-635 

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\m -.601-817 

1900  -.428-453 

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1902  -.455-492 

1903  -.429-486 


1904  -.473-536 

1905  -.423-479 

1906  -.633-636 

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1908:577-667 

1909  -.479-522 

1910  -.443-533 

1911  -.555-657 

1912  \663-765 


191 3:469-499 

1914  -.445-488 

1915  -.723-753 

1916  -.517-574 
1917:253-284 
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1919:195-204 
1920 :209-230 
1921  -.667-678 


1922  -.1267-1293 
1923:  861-  880 
1924:  775-  802 
1932:  481-  492 
1933 :  489-  506 
1934:  481-  492 
1935 :  449-  460 


[  348  ] 


Subjectmatter  Round  Tables  in  High-School  Instruction 

and  New  Curriculum  Materials 

IN  ANCIENT  LANGUAGES 

JULIANNE  ROLLER,  FRANKLIN  HIGH  SCHOOL,  PORTLAND,  ORE. 

Humanizing  the  high-school  course  in  Latin  in  the  light  of  recent 
experiments  and  investigations  is  the  crying  need  of  the  hour.  Just 
as  we  have  outgrown  and  discarded  the  slow,  ponderous  oxcart  for  trans¬ 
portation,  so  must  we  free  our  Latin  curriculum  from  entangling  impedi¬ 
ments  that  stand  in  the  way  of  swift  movement  and  ready  enjoyment. 

Since  the  colleges  have  let  down  the  bars,  Latin  is  a  purely  elective  sub¬ 
ject.  It  must  be  made  so  attractive  and  worthwhile  that  the  American  child 
will  be  eager  to  take  it  and  not  do  so  only  reluctantly,  under  compulsion. 
Reading  Latin  as  the  Romans  wrote  it ;  teaching  vocabulary,  grammar,  and 
syntax  functionally,  that  is,  as  the  need  for  them  arises  in  the  reading;  put¬ 
ting  little  stress  on  many  of  the  seldom  used  forms ;  using  simple,  especially 
prepared  readers  to  prepare  for  the  more  difficult  classics  of  Caesar,  Cicero, 
and  Vergil ;  and  making  tests  objective  and  scientifically  prepared  in  line 
with  functional  knowledge  that  has  been  determined  by  experiment  are 
some  of  the  ways  in  which  this  can  be  done. 

There  is  a  wealth  of  material  in  the  Latin  course  for  character  building. 
This  should  be  emphasized  in  the  new  program.  Latin  holds  the  keystone, 
in  fact,  the  very  foundation  stones  for  the  study  of  the  social  sciences.  They, 
too,  should  be  brought  to  the  fore. 

IN  BUSINESS  EDUCATION 

MARY  STUART,  BRIGHTON  HIGH  SCHOOL,  BRIGHTON,  MASS. 

Trend  one — The  finding  of  a  place  in  the  educational  sun  for  business 
instruction  and  the  fading  away  of  academic  prejudice  which  is  descending 
upon  vocational  and  trade  courses  are  important  changes. 

Trend  two — Due  to  the  economic  depression  which  has  increased  the 
number  of  pupils  of  low  I.Q.’s  who  have  been  forced  to  remain  in  school 
because  there  is  no  employment  for  them,  schools  have  emphasized  social 
trends  and  personal  use  because  these  pupils  are  incapable  of  reaching  voca¬ 
tional  standards.  This  is  a  serious  problem.  The  subjectmatter  that  has 
been  brought  down  to  their  level  is  not  the  kind  that  gives  sufficient  train¬ 
ing  for  employment.  Are  we  as  educators  justified  in  giving  this  group 
credit  for  work  that  we  know  business  houses  would  not  accept  in  terms 
of  employment? 

Trend  three — We  find  better  prepared  teachers  using  more  adequate 
courses  of  study.  Educational  content  of  subjectmatter  with  the  aid  of 
improved  texts  and  scientific  studies  in  research  has  improved  technics. 

f  349  ] 


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350 


Trend  four — There  is  a  tendency  away  from  making  the  commercial 
department  the  dumping  ground  for  failures  and  poor  material. 

Trend  five — There  is  a  definite  plan  for  correlation  of  subjectmatter  in 
the  business  department. 

Trend  six — The  introduction  of  machines  and  mechanical  devices  is 
helping  to  solve  the  problem. 

Trend  seven — Courses  are  appearing  in  which  consistent  teaching  in 
personality  is  given  as  formal  instruction  rather  than  leaving  it  for  inci¬ 
dental  teaching  in  all  classes. 

Trend  eight — Scientific  tests  and  texts  are  entering  the  market  so  that 
classroom  technic  may  be  improved  and  the  pupil  may  come  out  a  better 
product  for  the  contact. 

Trend  nine — There  is  a  decided  tendency  thruout  the  entire  school  sys¬ 
tem  for  pushing  up  training  for  vocational  skills.  Our  high  schools  now 
realize  that  they  have  misused  the  words  secretary  and  accountant  which 
belong  to  the  field  of  the  junior  college  or  senior  college.  The  high  school 
is  training  only  bookkeepers  and  stenographers. 

IN  ENGLISH 

HOLLAND  D.  ROBERTS,  PROFESSOR  OF  EDUCATION,  STANFORD 

UNIVERSITY,  CALIF. 

Within  the  period  of  a  single  year  the  high  schools  of  the  United  States 
have  become  reading  conscious.  Before  that  time  the  majority  of  teachers 
and  administrators  had  assumed  that  all  children  who  entered  high  school 
could  read.  Now  we  know  that  entering  high-school  freshmen  vary  in  read¬ 
ing  ability  from  third-  or  fourth-grade  level  to  superior  adult  capacity. 
From  10  to  20  percent  of  the  students  in  our  high  schools  are  seriously 
retarded  in  reading.  Many  of  them  cannot  understand  the  books,  maga¬ 
zines,  and  newspapers  which  we  place  in  their  hands. 

Trends  in  teaching  high-school  literature  are  strongly  toward  individual¬ 
ized  free  reading  under  the  guidance  of  able  leaders.  Current  practise  and 
college  entrance  requirements  are  following  student  interest  and  are  mov¬ 
ing  toward  major  emphasis  on  contemporary  American  literature  and  away 
from  specific  classic  requirements.  Extensive  reading  has  taken  the  place 
of  intensive  reading. 

Literature  is  taught  much  less  as  “art  for  art’s  sake”  in  isolation  from 
life  and  more  as  a  functioning  part  of  the  struggle  for  the  solution  of  cru¬ 
cial  social  problems.  Important  relationships  are  rapidly  developing  among 
literature,  history,  social  studies,  geography,  economics,  foreign  languages, 
physical  education,  and  art.  The  multiplication  of  such  elective  courses  as 
journalism,  photoplay  and  radio  appreciation,  world  literature,  and  dra¬ 
matics  is  breaking  down  the  rigidity  of  the  English  curriculum  and  unify¬ 
ing  the  program  on  the  basis  of  the  needs  of  the  child  and  society. 


Department  of  Secondary  Education 


351 


IN  ENGLISH 

JEANNETTE  E.  MALTBY,  NORTH  CENTRAL  HIGH  SCHOOL,  SPOKANE,  WASH. 

The  recent  trends  in  instruction  and  curriculum  materials  in  English 
have  sprung  into  being  to  meet  the  crucial  needs  of  an  incredibly  changing 
world.  The  trends  in  English  seek  to  further  the  wholesome  trends  of  a 
changing  world,  and  to  combat  the  vicious  tendencies.  Even  tho  teachers 
have  been  blamed  for  this  debacle,  justly  or  unjustly,  even  tho  they  have 
been  handicapped  with  double  work  and  meager  salaries,  they  have  made  an 
unspectacular  but  gallant  response  to  the  challenge  of  the  times.  They 
are  meeting  the  careless,  unthinking,  ignorant  criticism  with  the  antidote 
of  facts;  they  are  combating  the  malicious  forces  in  the  only  way  they  can 
be  destroyed  with  the  spiritual  weapons  of  honest,  clear-sighted  devotion 
to  the  principles  of  the  Christ  expressed  in  consecrated  labor  and  self- 
sacrifice. 

Out  of  all  this  there  has  grown  a  clearer  discernment  of  the  needs  of  the 
child.  Many  of  the  methods  that  Lincoln  used  in  his  self-education  in  Eng¬ 
lish  are  paralleled  in  the  new  trends.  Modern  classroom  experiences  in 
English  are  more  closely  tied  to  life  experiences.  The  child  is  taught  to 
honor  and  value  his  own  experiences  more  highly,  to  use  material  from  all 
his  studies,  to  develop  the  talents  that  he  has.  His  oral  an-d  written  expres¬ 
sions  in  school  are  actual  counterparts  of  the  letters,  reports,  speeches,  and 
procedures  of  real  life.  There  is  an  endeavor  to  teach  the  child  that  modern 
inventions  are  servants  to  aid  him  in  attaining  a  richer,  fuller  life,  not 
masters  to  dominate  him.  Lastly,  thru  instilling  habits  of  fact  gathering 
and  clear  thinking,  we  would  teach  him  to  recognize  the  menace  of  modern 
propaganda. 

IN  HOME  ECONOMICS 

BEULAH  I.  COON,  AGENT  FOR  STUDIES  AND  RESEARCH  IN  HOME  ECONOMICS 
EDUCATION,  UNITED  STATES  OFFICE  OF  EDUCATION, 

WASHINGTON,  D.  C. 

In  checking  their  instruction  against  the  need  of  pupils  to  meet  constantly 
changing  social  and  economic  conditions  in  the  home,  home  economics  teach¬ 
ers  have  found  it  advisable  to  discard  old  methods  of  teaching,  to  evaluate 
more  critically  the  kinds  of  experiences  of  pupils,  and  to  extend  their  in¬ 
struction  beyond  the  classroom  into  the  home,  cooperating  with  parents 
and  pupils  in  setting  goals  and  checking  accomplishments. 

Among  the  instructional  trends  which  seem  to  be  apparent  are  the  fol¬ 
lowing  : 

1.  Transferring  attention  from  teachers’  methods  to  pupils’  experiences. 

2.  Emphasizing  behavior  and  attitudes  rather  than  information  and  skills  as  the 
end  of  instruction. 

3.  Organizing  instruction  around  underlying  principles  or  generalizations  rather 
than  a  mass  of  facts. 

4.  Using  the  home  as  a  laboratory  for  experiences  to  supplement  those  of  the 
classroom. 


352 


National  Education  Association 


5.  Beginning  to  use  homemaking  problems  as  a  center  for  instruction  and  to 
cooperate  with  other  teachers  in  the  attainment  of  goals  important  in  home  and 
family  life. 

6.  Meeting  individual  differences. 

7.  Sharing  with  pupils  the  setting  of  goals  and  the  planning  for  experiences 
needed  to  attain  goals. 

8.  Recognizing  the  close  relation  between  measurement  and  teaching. 

9.  Organizing  instruction  suited  to  various  age  groups. 

Each  of  these  instructional  trends  has  been  an  evidence  of  the  home 
economics  teacher’s  better  recognition  of  pupils’  problems,  her  desire  to 
give  significant  help  adapted  to  different  maturity  levels,  and  her  willing¬ 
ness  to  check  her  work  as  a  teacher  in  the  light  of  results  occurring  in  living 
rather  than  in  terms  of  the  information  learned. 

IN  HOME  ECONOMICS 

FREDA  GERWIN  WINNING,  ASSISTANT  PROFESSOR  OF  EDUCATION,  NEW  YORK 

UNIVERSITY,  NEW  YORK,  N.  Y. 

Today,  more  than  ever  before,  changing  conditions  in  society  and  family 
life  are  influencing  school  organization,  and  in  turn  are  influencing  the 
choice  of  curriculum  materials  selected  for  use  in  the  teaching  of  home  eco¬ 
nomics  in  the  secondary  schools.  Changes  in  the  material  character  of  the 
home,  and  changes  in  the  attitude  toward  life  itself  are  largely  responsible 
for  the  new  emphasis.  Presentday  teaching  of  home  economics  emphasizes 
certain  specific  trends  basic  to  the  development  of  courses  and  lessons  in 
our  secondary  schools.  Seven  basic  trends  present  themselves : 

1.  The  materials  are  selected  from  a  great  variety  of  items  and  the 
curriculum  is  itself  not  fixed  and  final.  It  changes  its  emphasis  with  the 
needs  of  the  community  and  with  the  needs  of  the  individual  pupils. 

2.  Recognition  of  the  influence  of  environment  on  the  development  of 
home  and  family  life. 

3.  Emphasis  on  personality  development  and  personal  training  in  order 
to  make  it  possible  for  pupils  to  fit  into  presentday  society. 

4.  Materials  which  emphasize  social  and  personal  relationships  so  basic 
to  successful  family  life  rather  than  the  skill  involved  in  cooking  and 
sewing. 

5.  The  home  is  the  basic  factor  in  community  life  and  its  activities  are 
fundamental  training  in  the  managerial  aspects  of  living. 

6.  Standards  of  living  usable  today  and  in  the  homes  of  tomorrow  are 
developed.  With  decreased  incomes,  increased  complexity  of  buying  prob¬ 
lems,  and  a  greater  variety  of  items  from  which  to  choose,  family  buying 
has  become  an  important  item  in  our  national  life  and  consumer  education 
a  real  challenge  and  a  real  responsibility. 

7.  A  greater  variety  of  types  of  courses  are  included.  Foods  and  cloth¬ 
ing  courses  are  still  present,  but  to  them  have  been  added  courses  in  child 
care,  home  management,  housing,  consumer  education,  and  family  life. 


Department  of  Secondary  Education 


353 


IN  MATHEMATICS 

..  H.  C.  CHRISTOFFERSON,  MIAMI  UNIVERSITY,  OXFORD,  OHIO 

The  predominant  trend  is  for  meaningful  teaching,  for  each  pupil  to 
have  complete  understanding  of  fundamental  mathematical  processes.  For 
a  child  to  be  able  to  use  his  mathematical  tools  effectively;  for  him  to  be 
able  to  think  in  terms  of  numbers  and  letters,  formulas,  and  graphs;  for 
him  to  see  relationships  and  to  know  how  one  quantity  determines  or  is  de¬ 
termined  by  others,  he  should  have  complete  mastery  of  these  mathematical 
tools  and  perfect  understanding  of  their  use  and  meaning. 

In  happy  accord  with  this  emphasis  upon  meanings  there  is  a  decided 
tendency  toward  greater  emphasis  upon  outstanding  fundamentals  and 
the  elimination  of  much  abstract  material  of  less  crucial  or  immediate  conse¬ 
quence.  Formulas,  equations,  and  graphs  are  first  used  in  the  seventh  and 
eighth  grades,  and  still  in  the  ninth  grade  form  the  major  part  of  algebra. 
A  minimum  list  of  fundamental  theorems  in  geometry  with  greater  emphasis 
upon  their  practical  applications  seems  clearly  to  be  current. 

To  insure  mastery  of  fundamentals  which  have  been  meaningfully  taught 
there  is  developing  an  intelligent  and  comprehensive  program  of  diagnostic 
testing.  It  is  of  little  consequence  for  a  teacher  or  pupil  to  know  that  a 
child  is  above  or  below  the  norm  on  a  survey  test.  It  is  of  great  consequence 
to  know  by  means  of  a  carefully  prepared  diagnostic  test  the  abilities  which 
a  child  has  developed  satisfactorily  and  the  ones  which  he  has  failed  to 
develop. 

IN  MATHEMATICS 

EARL  MURRAY,  HEAD,  MATHEMATICS  DEPARTMENT,  SANTA  BARBARA 
HIGH  SCHOOL,  SANTA  BARBARA,  CALIF. 

Trends  in  the  instruction  of  mathematics  in  the  high  school  are  following 
two  changes  in  the  philosophy  of  education,  namely,  that  our  education  is 
the  sum  total  of  our  experiences  and  that  this  is  a  changing  world. 

The  study  of  mathematics  is  being  differentiated  into  two  types — certain 
mathematical  concepts  for  all,  and  the  technical  mathematics  for  the 
specialist.  It  is  argued  that  there  are  specific  concepts  of  quantitative  think¬ 
ing,  consumer  mathematics,  social  statistics,  processes,  methods,  and  types 
of  reasoning  which  must  become  a  part  of  the  education  of  every  student 
of  the  secondary  level.  If  our  curriculum  is  to  be  reorganized  on  the  basis 
of  a  core  curriculum  centered  around  the  social  approach,  then  it  is  up  to 
us  to  see  that  the  socializing  contributions  of  mathematics  are  not  omitted 
from  the  life  of  the  child. 

Mathematics  for  the  specialist  is  being  vitalized  in  a  number  of  ways. 
The  unit  activity  project  is  being  used  in  Santa  Barbara.  For  example,  a 
unit  or  similarity  of  triangles  was  worked  out  in  detail  and  used  to  develop 
individual  initiative,  alleviate  the  boredom  of  drill  and  formal  teaching, 
and  allow  the  student  to  follow  his  particular  interests,  instead  of  requiring 
a  set  assignment  for  each  day’s  preparation. 


354 


National  Education  Association 


The  fusion  of  mathematics  courses  is  becoming  more  common,  and  the 
traditional  order  of  teaching  mathematics  is  being  broken  down.  Some 
changes  along  this  line  will  be  made  in  California  next  year.  Finally,  along 
with  our  mathematics  instruction,  we  are  not  forgetting  that  ours  is  the 
task  of  developing  the  whole  child,  and  that  we  are  making  our  mathe¬ 
matics  instruction  contribute  to  the  formation  of  a  happy  individual  and 
a  useful  citizen. 


IN  MODERN  LANGUAGES 

HARRY  V.  WANN,  HEAD,  DEPARTMENT  OF  FOREIGN  LANGUAGES,  INDIANA 
STATE  TEACHERS  COLLEGE,  TERRE  HAUTE,  IND. 

Factual  knowledge  is  not  so  important  as  are  attitudes.  Integration  will 
accomplish  little  without  effective  teaching.  Languages  require  a  long  period 
of  preparation  but  amply  repay  in  results  obtained.  Much  more  integration 
takes  place  now  than  is  generally  supposed. 

If  integration  means  enrichment  of  experience,  it  is  eminently  desirable. 
If  it  means  regimentation  of  emotions,  it  will  bring  diffusion  of  interest  and 
little  spontaneous  selection. 

Educationists  are  not  unanimous  in  the  conviction  that  integration  is 
possible  in  all  lines  of  study.  It  is  clear  that  modern  language  teachers  do 
correlate  with  English,  social  studies,  art,  and  music. 

The  language  teacher  can  cooperate  with  the  proponents  of  integration 
by  (1)  more  careful  selection  of  materials,  and  by  (2)  planning  with  their 
principals  and  colleagues  on  definite  common  objectives. 

Objectives  of  modern  language  teachers  are  in  perfect  harmony  with 
those  of  the  educationists.  They  are :  ( 1 )  to  develop  intellectual  power 
leading  to  keen,  analytical  thinking,  and  clear,  incisive  speech;  (2)  to  foster 
a  feeling  of  reverence  for  accurate,  effective  English,  and  for  language 
generally,  as  our  universal  means  of  communicating  with  our  fellow  men ; 
(3)  to  provide  an  insight  into  varying  modes  of  psychological  approach  to 
the  expression  of  thought,  with  consequent  cultivation  of  international¬ 
mindedness,  world-citizenship,  humanity,  and  broad  sympathy;  and  (4) 
to  open  up  a  vision  of  the  growth  and  significance  of  traditions  and  civili¬ 
zations  which  have  contributed  to  the  formation  of  the  environment  in 
which  we  live. 


IN  MODERN  LANGUAGES 

C.  H.  S.  KING,  HEAD,  DEPARTMENT  OF  GERMAN,  REED  COLLEGE, 

PORTLAND,  ORE. 

Relatively  few  teachers  are  experimenters  or  involved  in  the  trends, 
which  may  be  defined  as  impulsions  given  by  alert,  energetic,  and  able 
minority  groups.  The  most  extraordinary  and  fundamental  trend  is  that 
toward  experimentation.  Foreign  language  teachers  are  abandoning  guess¬ 
work  and  subjective  impressions  for  objective  data.  In  order  to  take  account 
of  the  vast  body  of  research  that  is  accumulating,  an  annual  survey  of  re- 


Department  of  Secondary  Education 


355 


search  is  conducted  and  a  new  department  has  been  added  to  the  Modern 
Language  Journal  to  publish  results. 

Contrary  to  popular  belief,  adults  from  twenty  to  forty  years  old  can 
learn  a  language  more  readily  (at  least  under  classroom  conditions)  than 
children  from  eight  to  twelve,  according  to  the  findings  of  recent  experi¬ 
ments.  But  the  experimenters  believe  that  foreign  language  should  remain 
a  high-school  subject. 

Considerable  numbers  of  modern  language  teachers  agree  that  the  read¬ 
ing  objective  is  the  one  appropriate  for  the  vast  majority  of  students. 

Carefully  graded  texts  based  on  the  modern  Frequency  Word  and  Idiom 
Lists  are  of  vast  importance  in  the  reading  method,  but  greater  achieve¬ 
ments  in  a  two-year  course  are  predicted  when  syntax  counts  have  been 
made  for  all  languages.  Syntax  counts  in  French  and  Spanish  have  been 
started,  but  are  not  yet  complete. 

Just  how  intensively  grammar  is  to  be  studied  in  connection  with  the 
reading  method  remains  a  problem,  but  the  conviction  is  gaining  ground 
that  grammar  must  be  accurately  learned  and  slipshod  reading  must  not  be 
permitted. 

Many  high  schools  are  now  dividing  language  students  into  two  cate¬ 
gories  :  those  who  study  a  language  two  years  only,  and  those  who  pursue 
it  for  a  longer  period.  The  latter  are  given  more  aural  and  written  work, 
more  grammar,  and  more  “extensive”  reading,  with  reviews  of  grammar 
in  the  advanced  stages. 

IN  MUSIC 

ARTHUR  S.  GARBETT,  DIRECTOR  OF  EDUCATION,  WESTERN  DIVISION, 
NATIONAL  BROADCASTING  COMPANY,  SAN  FRANCISCO,  CALIF. 

The  spread  of  music  by  mechanical  means  coincides  with  a  steady  growth 
of  music  as  a  cultural  study  in  the  schools  so  that  we  have  a  situation  to 
which  I  feel  I  may  justly  apply  the  word  “unprecedented.” 

Our  concern,  however,  is  with  the  effects  of  these  mechanical  aids,  and 
I  can  best  sum  up  the  situation  in  a  few  sentences  which  I  may  have  used 
before  at  these  meetings.  “Music  has  long  been  regarded  as  a  universal  art, 
but  never  before  today  has  music  had  universal  distribution.” 

What  I  hope  for,  and  look  for  eventually,  is  the  growth  of  a  new  genera¬ 
tion  of  American  composers  emerging  by  selection  from  contemporary  hosts 
of  youngsters  in  sympathy  with  their  aims.  They  should  be  writing  music  of 
their  own  kind,  in  their  own  idiom,  about  the  things  they  know,  and  at  their 
own  age  level.  What  this  music  will  be  like,  no  man  yet  can  say.  But  with 
the  present  spread  of  musical  experience  over  America  into  regions  hitherto 
remote  from  such  opportunities  surely  the  naturally  inventive,  creative 
impulses  of  our  people  must  flower  into  a  new  musical  growth.  At  present 
we  are  only  absorbing  the  flood  of  music  now  being  poured  over  us ;  presently 
mere  absorption  must  cease,  to  be  followed  by  production,  by  a  prolifera¬ 
tion  of  new  melodies  and  harmonies  beyond  our  ken. 

Separatisms  thru  isolation  are  now  ending  amid  the  welter  and  chaos  of 
our  changing  times.  The  migratory  wave  of  incoming  strangers  is  over. 


356 


National  Education  Association 


Over,  too,  is  the  long  period  of  forced  material  growth.  The  American 
people  of  tomorrow  will  have  greater  security  and  more  leisure.  They  will 
be  subject  to  less  nerve  strain,  and  relieved  somewhat  from  the  hectic  rush 
incidental  to  the  growth  of  a  nation.  Sooner  or  later  the  melting  pot  must 
simmer  down.  Even  the  threatened  world  war,  if  it  should  materialize,  could 
not  permanently  delay  the  inevitable  trend  toward  national  homogeneity 
which  the  future  holds  inevitably  in  store.  Already,  our  children  are  chil¬ 
dren  of  the  Machine  Age,  accommodating  themselves  readily  to  changes 
against  which  the  elder  generation  protests  in  vain.  Seeing  new  and  bound¬ 
less  opportunities  in  the  new  cultural  expansion,  they  will  look  back 
amazedly  at  those  of  us  today  who  see  nothing  ahead  but  darkness  and 
disaster  as  “the  old  order  changeth  giving  place  to  the  new.” 

Music  must  play  a  great  part  in  this  new  expansion.  Music  is  no  longer 
the  remote,  desiccated  art  detached  from  life  that  it  once  was.  The  Euro¬ 
pean  classics  will  retain  their  hold  upon  us  only  according  to  their  intrin¬ 
sic  worth  and  not  by  virtue  of  a  prestige  already  in  process  of  modification. 
America  has  her  own  saga  to  sing,  and  the  least  that  we  of  the  older  gene¬ 
ration  can  do  is  to  put  the  feet  of  our  children  on  the  path  of  creative  ex¬ 
pansion  and  wish  them  godspeed  in  the  new  adventure  of  American  musical 
pioneering. 


IN  PARENTHOOD 

MURIEL  W.  BROWN,  SUPERVISOR  OF  PARENT  EDUCATION,  EMERGENCY 
EDUCATION  PROGRAM,  STATE  DEPARTMENT  OF  EDUCATION, 

SACRAMENTO,  CALIF. 

The  opportunities  for  pre-parental  training  in  family  life  education  at 
the  secondary  level  are  particularly  challenging.  During  adolescence  most 
young  people  react  to  family  life  situations  with  an  intensity  they  have  not 
felt  before  and  may  not  feel  again  until  they  are  responsible  for  families 
of  their  own.  This  increased  awareness  of  themselves  in  relation  to  their 
families  can  be  channeled  so  that  it  provides  a  natural  motivation  for  the 
systematic  study  of  (1)  the  meaning  and  purpose  of  family  life,  (2)  the 
nature  of  family  relationships,  and  (3)  home  management  in  relation  to 
family  life. 

The  following  significant  experiments  actually  under  way  in  a  few  high 
schools  demonstrate  that  activity  programs  for  family  life  can  be  success¬ 
fully  worked  out  in  public  school  systems  for  young  people  of  high-school 
ages : 

1.  Coordinated  course  for  boys  and  girls  in  family  living. 

2.  Family  projects  on  which  parents  and  children  work  together  under  the  guidance 
of  teachers  who  help  with  technical  problems  of  construction. 

3.  Discussion  groups  and  forums  in  which  parents,  teachers,  and  children  consider 
problems  of  community  interest,  sharing  points  of  view  and  adjusting  differences 
of  opinion. 

4.  Directed  observation  of  child  behavior  in  connection  with  courses  in  family 
relations  and  child  development. 


Department  of  Secondary  Education 


357 


To  fail  to  provide  within  the  public  school  curriculum  for  progressive 
family  life  education  is  to  deprive  children  of  opportunity  for  growth  and 
development  in  one  of  the  most  essential  aspects  of  their  life  experiences.  To 
expect  adult  education  to  perform  miracles  of  personality  readjustment  is 
ridiculous. 

IN  SCIENCE 

GEORGE  J.  SKEWES,  HEAD  OF  DEPARTMENT  OF  EDUCATION,  STATE 
TEACHERS  COLLEGE,  MAYVILLE,  N.  DAK. 

Definite  curriculum  materials  are  being  used  to  teach  scientific  attitudes 
and  scientific  method.  At  least  one  set  of  new  texts  and  many  individual 
teachers  are  offering  students  these  opportunities.  It  is  to  be  expected  that 
pupils  will  be  better  able  to  base  their  opinions  on  fact,  to  distinguish 
between  fact  and  theory,  to  formulate  hypotheses,  to  invent  experiments  for 
checking  hypotheses,  to  select  the  proper  controls  and  variables  in  an  experi¬ 
ment,  and  to  analyze  cause  and  effect  relationships  as  a  result  of  this 
training. 

New  science  texts,  altho  organized  into  units,  are  breaking  away  from 
the  old  unit  idea.  They  follow  a  more  psychological  order  in  that  they 
present  the  various  principles  of  the  unit  in  a  sequence  which  makes  under¬ 
standing  easier.  Satisfactions  accrue  to  the  learner  from  each  problem  in¬ 
stead  of  being  reserved  until  the  final  problem.  When  the  various  principles 
have  been  mastered,  the  learner  has  the  satisfaction  of  using  them  in  the 
final  integrating  problem  of  the  group.  The  teacher  must  have  the  entire 
organization  of  the  unit  in  mind  from  the  beginning,  but  the  learner  is  not 
expected  to  comprehend  the  interrelationships  until  the  end  of  the  unit. 

The  belief  that  the  present  science  courses  are  not  as  functional  as  they 
should  be  is  producing  new  compilations  of  principles  to  use  in  revising 
courses.  It  is  also  producing  such  new  courses  as  the  course  in  health.  These 
new  health  courses  if  not  adopted  generally  will  at  least  modify  the  content 
of  existing  courses  in  biology,  chemistry,  and  general  science. 

IN  SCIENCE 

GEORGE  EBY,  SCIENCE  DEPARTMENT,  RICHMOND  HIGH  SCHOOL, 

RICHMOND,  CALIF. 

What  shall  we  do  about  the  non-college  students?  Obviously,  there  are 
two  things  we  can  do.  We  can  prepare  separate  classes  containing  suitable 
material  for  them  or  we  can  reorganize  our  college  preparatory  classes  and 
make  them  suitable  for  both  college  preparatory  and  non-college  students. 
This  latter  method  while  it  does  not  appear  so  on  the  surface  is  really  a 
plan  for  conducting  two  classes  in  the  same  room  at  the  same  time. 

It  seems  to  us  that  the  separate  classes  are  more  adaptable  for  a  wide 
range  of  non-college  students.  The  importance  of  a  careful  selection  of 
useful  material  for  these  classes  cannot  be  overemphasized.  Too  many  per¬ 
sons  seem  to  believe  that  all  they  have  to  do  is  to  take  some  stock-model 
college  preparatory  courses  and  integrate  them  and  then  they  have  a  course 


358 


National  Education  Association 


suitable  for  all.  Such  things  as  integration  and  core  curriculums  are  merely 
vehicles  for  bringing  an  education  to  students.  You  must  first  decide  on 
what  that  education  shall  be  and  then  later  decide  upon  the  vehicle. 

The  main  purpose  of  science  for  these  students  is  to  give  them  a  broad 
general  background  of  useful  information.  Our  non-college  students  do 
better  when  most  of  their  time  is  spent  in  the  laboratory  where  they  can 
learn  by  working  on  the  apparatus  with  their  hands.  A  qualitative  study  of 
a  subject  is  of  more  value  to  non-college  students  than  a  quantitative  view. 

We  have  prepared  a  series  of  animated  movies  showing  the  chemical  re¬ 
actions  for  each  element.  These  movies  greatly  shorten  the  time  needed  to 
learn  each  group  of  reactions  and  make  clear  details  which  are  practically 
impossible  to  explain  in  words. 


IN  VOCATIONAL  EDUCATION 


O.  D.  ADAMS,  STATE  DIRECTOR  FOR  VOCATIONAL  EDUCATION,  SALEM,  ORE. 

Trends  in  industrial  education  have  been  in  the  direction  of  “training 
for  a  specific  occupation”  and  thus  they  contribute  to  the  social  spirit  thru 
the  development  of  certain  marginal  characteristics  and  abilities  in  connection 
with  job  performance,  as  a  result  of  the  training  and  not  as  a  major  objective. 

The  trend  to  move  in  the  direction  of  training  in  a  large  variety  of  occu¬ 
pations  and  with  newer  interpretations  on  some  phases  of  federal  policy 
has  been  indicated  thru  the  passage  of  the  George-Deen  vocational  bill  in 
Congress  recently.  This  act  will  increase  the  occupations  field  of  activities 
as  well  as  broaden  the  geographical  scope  of  the  program. 

Trends  in  industrial  arts  point  to  the  general  shop  type  of  organization 
with  a  more  generalized  type  of  drawing  that  will  serve  more  students. 
The  trend  is  toward  better  related  instruction  thru  individual  assignment 
and  supervised  study.  Too  much  emphasis  cannot  be  placed  on  apprentice¬ 
ship,  which  entails  in  its  organization  many  types  of  instruction :  the  corre¬ 
spondence  type,  part-time  classes,  evening  classes,  individual  reading  courses, 
and  itinerant  instruction. 

Newer  devices  and  materials  will  depend  upon  the  proper  use  of  those 
we  now  have.  These  will  include  a  wider  use  of  visual  aids,  exhibits,  fairs, 
and  industrial  institutes.  One  very  important  trend  is  that  in  the  direction 
of  the  Future  Craftsmen  of  America,  a  device  for  promoting  interest  in 
industrial  education,  and  one  receiving  the  support  of  the  entire  industrial 
group. 

SECRETARY’S  MINUTES 
Portland,  Oregon 

First  Session,  Monday  Afternoon,  June  29,  1936 

“Trends  in  High-School  Instruction  and  New  Curriculum  Materials  in  the  Sec¬ 
ondary  Field”  was  the  theme  of  three  general  meetings  and  fourteen  conferences 
held  by  the  Department  of  Secondary  Education.  The  first  of  these  general  meetings 
was  held  at  the  First  Baptist  Church  and  was  attended  by  over  two  thousand  people, 
eighteen  hundred  remaining  seated  thruout  the  meeting.  Ernest  D.  Lewis,  president 
of  the  Department,  presided,  and  after  preliminary  remarks  and  announcements 


-  v  ■■  '  ■  '  -iifcf. 


Department  of  Secondary  Education 


359 


called  attention  to  the  purposes  of  the  Department  of  Secondary  Education  and 
introduced  the  speakers,  Paul  R.  Hanna,  associate  professor  of  education,  Stanford 
University,  California,  and  Gibson  Bowles,  president  of  the  Portland  High  School 
Teachers  Association,  who  read  the  paper  prepared  by  Payne  Templeton,  principal, 
Flathead  County  High  School,  Kalispell,  Montana. 

At  the  conclusion  of  the  two  addresses,  the  meeting  adjourned  to  break  up  into 
subgroups  for  fourteen  joint  conferences  held  in  rooms  in  the  First  Methodist 
Church,  the  Women’s  Club  Building,  and  the  First  Baptist  Church.  In  these  round 
table  conferences  talks  were  given  by  a  speaker,  or  speakers,  upon  some  phase  of 
the  general  theme  pertinent  to  the  problems  of  each  particular  department  and  were 
followed  by  discussion  under  the  guidance  of  a  leader.  Thru  cooperation  of  the 
chairman,  secretary,  and  leader  of  discussion,  material  presented  at  each  conference 
has  been  collected  and  summarized  for  use  as  space  in  Secondary  Education  permits. 

The  fourteen  conferences  were  as  follows:  ancient  languages  in  cooperation  with 
the  American  Classical  League;  business  education  in  cooperation  with  the  Depart¬ 
ment  of  Business  Education;  English  in  cooperation  with  the  National  Council  of 
Teachers  of  English;  geography  in  cooperation  with  the  National  Council  of 
Geography  Teachers;  health  and  physical  education  in  cooperation  with  the  De¬ 
partment  of  School  Health  and  Physical  Education  and  Northwest  Conference  on 
High  School  and  College  Hygiene;  home  economics;  library  services  in  cooperation 
with  the  Joint  Committee  of  the  National  Education  Association  and  the  American 
Library  Association;  mathematics  in  cooperation  with  the  National  Council  of 
Teachers  of  Mathematics;  modern  languages  in  cooperation  with  the  National 
Federation  of  Modern  Language  Teachers;  music  in  cooperation  with  the  National 
Conference  of  Music  Supervisors;  parenthood  training  in  cooperation  with  the 
American  Association  of  University  Women;  science;  social  studies  in  cooperation 
with  the  National  Council  for  the  Social  Studies;  and  vocational  education  in 
cooperation  with  the  Department  of  Vocational  Education. 

Second  Session,  Tuesday  Afternoon,  June  30,  1936 

A  luncheon  in  which  high-school  librarians  joined  with  the  high-school  teachers 
was  held  in  the  auditorium  of  the  Public  Service  Building.  Luncheon  was  served 
by  the  service  restaurant  class,  department  of  vocational  education  of  the  Portland 
schools,  and  was  a  practical  demonstration  of  coordination  of  school  and  community. 
The  president  of  the  Department  presided  and  presented  distinguished  guests, 
officers  of  the  Department,  members  of  the  local  committee,  and  the  following  speak¬ 
ers:  Barrett  C.  Kiesling,  Evaline  Dowling,  and  Frederick  Houk  Law. 

A  high-school  town  meeting  of  the  air,  broadcast  over  a  nationwide  hookup,  was 
a  feature  of  the  program.  Students  from  the  High  School  of  Commerce,  Portland, 
participated  in  this  demonstration  of  the  use  of  the  radio  in  instruction,  Mr.  Lewis 
opened  the  broadcast  program  and  later  gave  a  concluding  talk. 

Another  special  feature  was  the  initiation  ceremony  in  which  the  Older  of  the 
Rose  was  conferred  on  Edith  A.  Lathrop  and  Mr.  Lewis  by  Mrs.  Elsie  Brown 
O’Brien  of  the  Portland  Women’s  Advertising  Club.  Over  two  hundred  were 
present  at  this  luncheon. 

Third  Session,  Wednesday  Afternoon,  July  1,  1936 

The  final  meeting  was  held  in  the  Oriental  Theatre.  George  R.  Rankin,  vice- 
president,  presided  over  the  first  part  of  this  meeting.  The  educational  value  of 
motion  pictures  and  the  research  methods  employed  by  the  film  producers  to  insure 
authenticity  in  such  productions  was  shown  thru  both  motion  and  still  photography. 
Students  from  the  Washington  High  School  took  part  in  a  class  demonstration  of 
motion  picture  appreciation  conducted  by  Fannie  L.  Barber,  their  teacher,  and 
William  Lewin.  Barrett  C.  Kiesling  gave  a  report  on  a  nationwide  survey  on  motion 
picture  appreciation  and  explained  a  most  unusual  exhibit. 

Upon  adjournment  of  this  session,  the  annual  business  meeting  was  called  to 
order  by  the  president.  Gibson  Bowles,  president,  Portland  High  School  Teachers 


360 


National  Education  Association 


Association,  was  appointed  secretary  pro  tem  in  the  absence  of  Ann  E.  Ryder, 
secretary.  Minutes  of  the  meeting  held  in  Denver  were  read  and  approved.  The 
report  of  the  treasurer,  L.  Denzil  Keigley,  was  read  and  approved.  The  work  of 
the  past  year  was  reviewed  and  suggestions  for  continued  progress  for  the  coming 
year  given  by  the  president,  received  hearty  approval  from  those  present. 

A  motion  that  dues  of  affiliation  by  groups  be  fixed  at  $10  and  dues  of  supporting 
membership  by  individuals  be  fixed  at  $5  was  made,  seconded,  and  carried. 

A  motion  was  made  that  in  schools  where  it  is  impossible  to  obtain  members  or 
more  members,  the  teachers  be  asked  to  form  a  group  of  two  or  four  at  50  cents 
or  25  cents  each  for  a  membership  (one  name  being  listed  for  each  $1  fee  paid  to 
the  treasurer  and  listed  as  a  single  membership).  Motion  was  duly  seconded  and 
carried. 

Ernest  D.  Lewis  of  Evander  Childs  High  School,  New  York  City,  was  unani¬ 
mously  reelected  president  and  given  a  vote  of  appreciation  for  his  work  in  the 
past.  (See  Historical  Note,  p.  348.) 

A  motion  that  the  president  be  given  authority  to  appoint  a  director  for  each  of 
the  regional  districts  was  made,  seconded,  and  carried. 

Meeting  adjourned. 


DEPARTMENT  OF 

Secondary  School  Trincipals 


HISTORICAL  NOTE 


The  department  of  secondary  school  principals  was  organized  in 
T opeka,  Kansas,  in  1886,  under  the  name  of  the  Department  of  Secondary 
Instruction.  Anticipating  the  proposed  merger  of  the  National  Association 
of  Secondary  Principals  with  the  National  Education  Association,  the 
name  of  the  Department  was  changed  to  the  Department  of  Secondary 
School  Principals. 

The  officers  of  the  Department  for  the  year  1936-37  are:  president, 
Willard  N.  Van  Slyck,  Principal,  High  School,  Topeka,  Kans.;  first 
vicepresident,  M.  G.  Jones,  Principal,  High  School,  Huntington  Beach, 
Calif.;  second  vicepresident,  Paid  E.  Elicker,  Principal,  Newton  High 
School,  N ewtonville ,  Mass.;  executive  secretary,  H.  V.  Church,  5835 
Kimbark  Avenue,  Chicago,  III.;  executive  committee:  K.  J.  Clark, 
Principal,  Murphy  High  School,  Mobile,  Ala.;  Oscar  Granger,  Principal, 
Haverford  Township  High  School,  Upper  Darby,  Pa.;  Harrison  C. 
Lyseth,  State  Supervisor,  Secondary  Education,  Augusta,  Maine;  John 
E.  Wellwood,  Principal,  High  School,  Flint,  Mich. 

Facts  relating  to  the  establishment  of  this  Department  and  the  record 
of  meetings  are  found  in  earlier  volumes  of  proceedings  as  follows: 


18&7 :393-442 
1883  -.401-433 

1889  -.497-533 

1890  -.613-655 

1891  -.615-687 

1892  -.333-373 

1893  -.177-242 

1894  -.743-794 

1895  -.579-635 

1896  -.557-619 


1897:644-699 

1898  -.664-700 

1899  -.601-817 
1900 :428-453 
1901 :565-604 
190 2:455-492 
1903:429-486 

1904  -.473-536 

1905  -.423-479 
190 6:633-636 


190 7:521-710 
1908 :577-667 
190 9:479-522 
1910  -.443-533 
1911 : 555-657 
1912:663-765 

1913  -.469-499 

1914  -.445-488 

1915  -.723-753 
191 6:517-574 


1917:  253-  284 
1918:  177-  189 
1919:  195-  204 
1920  :  209-  230 
1921 :  667-  678 
1922  -.1267-1293 
1923 :  861-  880 
1924:  775-  802 
1925 :  450-  477 
1926:  637-  652 


1927 :599-677 
1928 :591-650 
1929:579-632 
1930 :543-595 

1931  -.577-620 

1932  -.493-524 

1933  -.507-530 

1934  -.493-512 

1935  -.461-470 


[  362  ] 


THE  HIGH  SCHOOL’S  RESPONSIBILITY  IN  THE 

NEW  EDUCATION 


FLORENCE  hale,  EDITOR,  The  Grade  Teacher ,  NEW  YORK,  n.  y.  ;  and 
PAST  PRESIDENT,  NATIONAL  EDUCATION  ASSOCIATION 

The  new  education  has  a  different  concept  of  the  responsibility  of  the 
high  school  from  that  which  was  true  of  the  old  education.  In  the  older 
schools  it  was  nearly  always  true  that  the  curriculum  and  general  aims  of 
the  school  were  considered  mostly  as  college  preparation.  If  a  pupil  failed 
in  college  examinations  or  later  in  the  course,  the  high  school  from  which 
he  came  was  likely  to  be  looked  upon  as  below  standard.  Because  they  knew 
this,  high-school  teachers  became  almost  nervously  anxious  about  the  college 
student  and  had  little  time  to  give  to  the  consideration  of  the  very  much 
larger  number  of  pupils  who  would  never  go  to  college  and  whose  prepara¬ 
tion  should  fit  them  for  a  happy  and  profitable  life  in  society. 

Many  educators  resented  this  point  of  view,  but  dared  not  speak  against 
it.  Today,  even  the  most  timid  high-school  instructor  comes  out  boldly  with 
the  idea  that  the  greatest  responsibility  for  the  secondary  school  is  the  prepa¬ 
ration  of  all  its  pupils  for  whatever  course  of  action  awaits  them  upon 
graduation  from  high  school.  The  college  student’s  needs  are  not  neglected, 
but  no  longer  is  it  an  accepted  condition  for  the  college  to  dictate  the  course 
of  study  and  methods  of  the  whole  secondary  school  in  terms  of  college 
requirements. 

Vocational  education  is  an  honored  subject  in  the  secondary-school  cur¬ 
riculum.  In  these  days,  when  more  pupils  are  staying  in  school  because  they 
cannot  secure  work  as  they  used  to  do  after  the  legal  age  of  school  attendance, 
it  is  particularly  important  for  the  secondary  school  to  study  its  clientele  in 
its  town  or  city  and  to  provide  something  worthwhile  for  those  pupils  who 
may  not  excel  in  scholarship  and  who  may  even  find  it  difficult  to  achieve  a 
passing  mark  in  all  of  the  high-school  subjects.  Certainly  it  is  better  for 
society  to  keep  these  pupils  in  a  decent  atmosphere,  surrounded  by  right 
influences  than  it  is  to  allow  them  aimlessly  to  roam  the  streets  with  neither 
a  job  nor  a  place  to  go. 

We  are  not  hearing  so  much  these  days  about  lowering  the  standard  of 
the  school  by  allowing  pupils  of  this  type  to  remain  in  it.  The  high  school 
in  the  new  education  does  not  propose  to  put  a  premium  on  laziness  or  bad 
behavior,  but  it  demands  that  a  pupil  shall  do  the  best  that  he  can,  accord¬ 
ing  to  his  ability.  It  is  rather  a  case  of  the  school  fitting  the  individual  pupil 
than  of  the  pupil  being  hammered  into  some  sort  of  a  model  to  fit  the  school. 
In  the  school  which  has  not  become  converted  to  the  new  education,  we 
still  find  the  attitude  of  the  survival  of  the  fittest  and  occasionally  hear  a 
teacher  mourning  about  the  lost  standards  because  some  pupil  whose  rank 
was  below  the  passing  mark  was  allowed  to  go  on.  We  hear  more  of  the 
up-to-date  educators  considering  whether  the  boy  shall  be  allowed  to  stay 
in  school  or  whether  he  shall  be  promoted  on  the  basis  of  what  is  best  for 


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him  and  in  consideration  of  the  extent  to  which  he  has  labored  faithfully 
and  has  been  a  respectable  member  of  the  school  family. 

Unfortunately,  the  lack  of  sufficient  teachers  and  too  large  classes  as  a 
result  of  financial  retrenchment  have  made  it  impossible  for  the  high-school 
teacher  to  carry  out  her  ideals  of  individual  instruction,  which  is  what  this 
amounts  to ;  but  the  extent  to  which  the  high  school  of  the  future  can  do  this 
is,  in  a  great  measure,  the  extent  to  which  our  general  public  will  become 
an  enlightened  and  ambitious  citizenry  of  the  future. 

WHAT  DIFFERENCE  SHOULD  HIGH-SCHOOL 

EDUCATION  MAKE? 

A.  L.  THRELKELD,  SUPERINTENDENT  OF  SCHOOLS,  DENVER,  COLO. 

I  shall  not  attempt  to  be  encyclopedic  in  dealing  with  this  question.  I  have 
arbitrarily  selected  certain  areas  of  life  in  which  I  think  high-school  educa¬ 
tion  should  make  a  distinct  difference.  These  I  shall  name  and  discuss  briefly. 

Civic-mindedness — Every  high-school  graduate  should  be  more  civic- 
minded  than  if  he  had  not  attended  high  school.  This  civic-mindedness  would 
be  characterized  by  his  willingness,  by  his  desire,  to  give  of  his  time,  his 
energy,  and  his  money  to  those  enterprises  which  are  for  the  common  good. 
If  he  is  civic-minded  he  will  see  the  fundamental  importance  of  good  com¬ 
munity  life  to  good  individual  life.  He  will  see  life  not  as  a  compromise 
between  what  is  good  for  the  individual  and  what  is  good  for  the  com¬ 
munity,  but  as  a  process  made  up  of  two  aspects,  community  life  and 
individual  life.  This  relationship  between  the  individual  and  society  he 
will  see  as  an  immutable  principle  running  thruout  all  life.  Perhaps  at  this 
particular  stage  of  our  development  we  lack  an  appreciation  of  the  meaning 
of  societal  life  to  individual  life  more  than  we  lack  an  appreciation  of  the 
meaning  of  individual  life  to  societal  life.  High-school  education  should 
make  a  difference  in  this  situation. 

Understanding  of  economic  life — A  high-school  education  should  make  a 
difference  in  our  understanding  of  our  economic  life.  What  is  the  meaning 
of  the  corporation  in  our  modern  industrial  structure  ?  How  does  it  compare 
or  contrast  with  the  idea  of  individual  enterprise  which  once  was  prevalent? 
What  are  the  implications  of  economic  change  for  change  in  educational 
policy,  in  political  policy,  in  the  functioning  of  parental  responsibility,  in 
various  other  areas  of  our  lives?  A  high-school  education  should  make  a 
difference  in  the  way  a  person  thinks  on  these  things  and  in  the  way  he  acts 
and  lives. 

Taxation — What  is  the  .real  meaning  of  taxation  in  any  situation  and 
what,  in  particular,  is  its  meaning  in  a  democracy  as  contrasted  to  its  mean¬ 
ing  in  an  autocracy?  The  high-school  graduate’s  reaction  to  these  questions 
should  be  different  from  that  of  the  person  who  has  not  had  the  advantages 
of  a  high-school  education.  I  should  expect  a  high-school  graduate  to  have 
an  understanding  of  the  nature  of  expenditures  that  are  made  out  of  taxation. 
Commonly,  people  seem  to  look  upon  tax  levies  as  extortions  of  funds  that 
are  to  be  spent  for  some  unworthy  purpose.  Perhaps  this  is  putting  it  strongly. 


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365 


If  I  seem  to  exaggerate,  it  is  for  the  purpose  of  bringing  into  greater  relief 
what  I  wish  to  present.  With  this  understanding,  then,  let  us  go  further 
with  the  consideration  of  this  very  important  subject  of  taxation.  How 
many  high-school  graduates  have  been  brought  to  appreciate  the  elementary 
fact  that  no  group  activity  of  any  kind  is  possible  except  as  some  tax  is  levied 
to  support  it?  A  group  of  a  half  dozen  boys  may  get  together  to  do  some¬ 
thing  in  common.  It  may  not  be  necessary  to  levy  a  money  tax  in  this  situa¬ 
tion,  but  each  one  will  have  to  do  his  part,  and  that  is,  in  essence,  a  tax  levy. 
Money  simply  represents  work  done,  or  at  least  it  should  represent  that. 
We  can  proceed  from  this  very  simple  situation  to  one  in  which  a  group  of 
boys  get  together  to  organize  a  baseball  team.  There  is  certain  equipment 
called  for  which  no  one  individual  can  be  expected  to  provide.  The  fielder 
may  be  expected  to  furnish  his  own  glove,  but  since  they  will  all  use  the 
balls  and  bats  it  seems  natural  for  all  of  them  to  chip  in  and  buy  this  kind  of 
equipment.  They  do  this  without  thinking  much  about  it.  They  do  it  just 
as  the  natural  thing  to  do.  Well,  that  is  the  levying  of  a  tax  in  order  to 
carry  out  a  cooperative  enterprise.  They  will  probably  go  farther  than  that 
and  buy  collectively  the  catcher’s  mitt  and  mask  and  protector,  because  they 
feel  that  the  catcher  should  not,  as  an  individual,  be  put  to  greater  expense 
than  the  other  members  of  the  team,  and  since  the  kind  of  equipment  that 
he  needs  to  do  his  part  in  carrying  on  the  team  activity  costs  more  than 
that  required  by  the  other  members  of  the  team,  taxation  is  extended  to 
include  the  buying  of  that  kind  of  equipment.  We  can  go  ahead  with  the 
development  to  this  meaning  of  taxation  from  one  group  to  another,  and  we 
finally  get  to  the  largest  cooperative  enterprise  in  which  we  engage,  namely, 
our  government.  The  same  principle  applies  thruout.  The  funds  which  a 
democratic  government  collects  in  the  way  of  taxes  are  funds  which  are  to 
meet  some  group  need.  Such  taxes  represent  money  which  can  be  more 
effectively  used  for  the  common  welfare  when  collected  and  expended  by 
our  government  than  in  any  other  way. 

Taxation,  while  not  the  whole  economic  problem,  is  a  very  important 
aspect  of  this  problem,  and  I  know  of  no  aspect  of  the  problem  about  which 
more  ignorance  prevails.  But  I  have  not  attempted  here  to  raise  any  point 
other  than  the  point  of  the  philosophy  of  taxation.  Were  we  to  go  into  a 
consideration  of  the  question  of  what  system  or  plan  of  taxation  would  be 
most  intelligent  in  terms  of  the  realities  of  the  present  day,  we  would  find 
still  more  ignorance  to  consider.  Now  at  the  risk  of  seeming  dogmatic,  I 
am  going  to  say  that,  by  and  large,  there  has  been  practically  nothing  in  our 
school  program,  up  to  and  including  the  high-school  years,  that  would  give 
a  person  any  considerable  degree  of  intelligence  in  his  concept  of  taxation. 
I  think  that  high-school  education  should  make  a  distinct  difference  in  an 
individual  with  reference  to  his  attitude  on  such  an  important  matter  as  this. 

Qualifications  for  political  service — A  high-school  education  should  make 
a  distinct  difference  in  an  individual  with  reference  to  his  qualifications  for 
political  service.  Whether  this  political  service  he  is  to  render  as  a  citizen 
in  voting  for  others  for  public  office,  or  whether  he  is  to  render  it  as  a 
public  officer  or  an  employee  of  the  public  makes  no  great  difference  here. 


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He  should'  be  better  prepared  for  either  of  these  aspects  of  political  life 
because  of  having  had  a  high-school  education.  It  is  extremely  difficult  to 
introduce  realism  into  the  teaching  of  civics  in  our  schools.  But  every  effort 
should  be  made  to  do  so.  There  are  many  simple  matters  that  can  be  taught 
which  are  really  not  controversial  in  any  serious  way  which  we  do  not  seem 
to  teach  very  thoroly,  if  at  all.  We  are  still  giving  too  much  of  our  time  to 
teaching  merely  the  anatomy  of  government  and  not  very  much  to  the 
teaching  of  its  physiology.  High-school  education  should  make  a  difference 
in  one’s  functioning  in  political  life. 

Appreciation  of  the  esthetic — High-school  education  should  make  a  differ¬ 
ence  in  the  appreciation  of  the  esthetic.  In  a  nation  that  makes  high-school 
education  so  extensively  available  as  ours  does,  we  should  have  a  citizenship 
that  demands  the  beautiful  in  everything.  In  our  community  planning  it 
would  seem  that  high-school  education  should  result  in  our  making  the  busi¬ 
ness  districts  of  our  cities  beautiful,  our  city  streets  and  our  driveways  thru 
the  country  beautiful.  Many  of  them  have  been  made  thus,  but  we  still  have 
all  kinds  of  unnecessary  eyesores  in  terms  of  “hot  dog”  stands,  advertising 
equipment  of  various  kinds,  filling  stations,  and  overhead  wiring  in  place 
of  the  beautiful.  I  would  not  destroy  these  things.  To  the  extent  that  they 
are  needed  we  should  have  them,  but  they  should  be  planned  in  accordance 
with  an  appreciation  of  the  esthetic.  Much  of  this  is  being  done,  but  we 
still  have  a  long  way  to  go.  Thru  all  of  our  community  planning  as  well  as 
thru  the  planning  we  do  for  our  own  individual  homes,  there  should  be 
evidence  of  a  growing  appreciation  of  the  esthetic.  High-school  education 
should  make  a  difference  here. 

Appreciation  of  the  scientific  method — Lastly,  I  want  to  mention  a  type 
of  appreciation  that  high-school  education  should  effect.  I  shall  call  it  an 
appreciation  of  the  scientific  method.  I  am  not  going  to  enter  into  any  fine¬ 
spun  definition  of  the  scientific  method.  I  am  just  going  to  call  it  the  method 
by  which  we  have  a  great  respect  for  the  truth,  a  method  by  which  we  look 
for  facts  and  know  facts  when  we  have  found  them,  a  method  by  which  we, 
with  a  minimum  of  error,  draw  conclusions  from  facts,  tho  we  should  know 
when  we  are  generalizing  that  we  are  exercising  ourselves  in  the  field  in 
which  most  of  our  errors  are  made.  Someone  has  pointed  out  that  scientific 
workers  have  made  much  less  error  in  the  revealing  of  facts  than  they  have 
m  generalizing  from  facts.  It  is  in  the  field  of  generalization  that  we  are 
m  danger  of  going  astray,  even  if  we  are  highly  trained  as  scientific  workers. 
If  this  is  true  of  those  who  have  had  extensive  scientific  training,  what  is 
the  case  among  those* who  have  given  no  serious  thought  to  how  generaliza¬ 
tions  may  be  accurately  drawn?  If  we  could  just  produce  a  citizenry  that 
would  always  demand,  as  a  first  consideration,  such  facts  as  are  available  as 
a  basis  for  action,  we  would  accomplish  a  great  deal.  We  need  to  be  better 
disciplined  in  seeking  out  causes,  in  connecting  causes  with  effects.  A  high- 
school  graduate  should  be  less  gullible,  more  resistant  to  propaganda,  more 
discriminating  in  the  choice  of  values,  and  more  realistic  in  his  thinking 
than  the  person  who  has  not  had  the  opportunity  of  a  high-school  education. 

As  I  stated  in  the  beginning,  I  have  arbitrarily  chosen  just  a  few  aspects 
of  life  in  which  high-school  education  should  make  a  difference.  On  the 


Department  of  Secondary  School  Principals 


367 


whole,  I  believe  high-school  education  is  making  a  difference  for  the  better 
in  these  particulars.  I  do  not  intend  what  I  have  here  said  to  be  understood 
as  a  blanket  indictment  in  any  sense  of  our  high-school  program.  No  insti¬ 
tution  that  has  won  its  way  with  our  people  as  has  the  American  high  school 
can  be  hopelessly  off  the  track.  But  there  are  always  particulars,  many  of 
them  extremely  important,  in  which  we  can  improve;  and,  as  I  have  indi¬ 
cated,  I  have  chosen  to  mention  certain  ways  in  which  a  high-school  educa¬ 
tion  should  make  much  more  of  a  difference  than  it  does  at  the  present  time, 
and,  of  course,  a  difference  for  the  better. 

SEQUENCE  OF  LEARNING  MATERIALS  IN  THE 

CURRICULUM 

AUBREY  A.  DOUGLASS,  CHIEF,  DIVISION  OF  SECONDARY  EDUCATION,  STAPH 
DEPARTMENT  OF  EDUCATION,  SACRAMENTO,  CALIF. 

The  American  secondary  school  has  experienced  little  criticism  of  the 
scope  or  breadth  of  its  total  offerings.  For  a  number  of  years  one  subject  after 
another  has  been  added  to  the  curriculum,  until  the  number  has  become 
almost  bewildering.  Altho  the  total  would  be  considerably  reduced  if  sub¬ 
jects  covering  essentially  the  same  ground  were  given  identical  titles,  the  fact 
remains  that  the  modern  secondary  school  out-rivals  institutions  of  similar 
purpose  of  whatever  time  or  place.  A  wide  variety  of  subjects  has  frequently 
been  looked  upon  with  favor  on  the  ground  that  more  adequate  provisions  are 
thus  made  for  individual  differences  in  interest  and  in  ability. 

Over  a  number  of  years  our  secondary  schools  have  been  criticized  because 
of  lack  of  sequence  shown  by  learning  materials.  Comparisons  between 
European  and  American  practise  have  been  made,  to  the  disadvantage  of 
American  practise.  Our  schools,  so  the  criticism  has  run,  offer  many  subjects, 
but  require  little  consecutive  effort.  At  the  end  of  his  course  the  pupil  is 
incapable  of  sustained  mental  habits;  he  does  not  have  an  accumulation  of 
well-organized  information  or  data  to  apply  to  a  new  problem  situation. 

To  correct  this  condition,  there  has  been  for  many  years,  both  in  the 
secondary  school  and  in  the  college,  a  practise  which  requires  that  a  field  of 
concentration  be  selected  in  which  the  student  would  pursue  advanced  study 
in  perhaps  two  fields.  Because  of  inability  to  determine  or  to  agree  upon  the 
values  of  the  various  subjects,  the  individual  interests,  abilities,  or  whims  of 
the  student  decide  the  field  or  fields  of  concentration. 

In  secondary  education,  the  placements  of  mathematics  and  foreign  lan 
guage  are  striking  examples  of  what  has  been  done  and  is  done.  Granted  that 
the  content  of  algebra  and  geometry  is  useful,  or  that  the  individual  has 
gained  a  fair  reading  knowledge  of  the  foreign  language  in  question,  experi¬ 
ence,  common  sense,  and  the  facts  of  psychology  unite  to  condemn  the  custom 
of  placing  these  subjects  in  Grades  IX  and  X  on  the  assumption  that  the 
individual  should  be  able  to  retain  and  use  them  after  the  lapse  of  two  years, 
or  even  one  year.  Altho  the  movement  toward  integration  may  be  expected 
to  bring  about  a  more  consistent  and  a  more  continued  use  of  materials,  and 
thus  help  establish  some  of  the  needed  repetition  and  sequence,  it  is  doubtful 


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if  the  problem  will  be  entirely  solved  in  this  manner.  If  a  curriculum  organ¬ 
ization  should  demand  continued  effort,  and  if  it  should  prohibit  a  smattering 
of  many  subjects  with  consequent  failure  to  carry  any  one  of  them  beyond 
the  elementary  stage,  definite  attention  should  be  given  to  the  sequence  of 
learning  materials. 

"  An  important  reason  for  favoring  a  curriculum  defined  in  terms  of  activ¬ 
ities  is  found  in  what  may  be  termed  the  natural  method  or  approach  to 
learning.  A  few  years  ago  the  term  “project”  was  used  as  a  shibboleth;  now 
“unit”  serves  to  describe  the  accepted  point  of  view.  In  any  case  the  use  of 
subjects  or  classifications  of  knowledge  to  determine  scope  is  regarded  with 
disfavor.  Because  of  the  habits  of  thinking  and  of  action  which  have  been 
associated  with  this  classification,  or  because  of  both  of  these  reasons,  it  is 
regarded  as  fostering  cold-storage,  non-functional  methods. 

A  final  reason  of  great  significance  for  reexamination,  if  not  redefinition, 
of  the  method  of  defining  scope  has  to  do  with  the  comprehensiveness  of  the 
classification.  The  multiplication  of  the  classifications  of  knowledge  gives 
rise  to  a  situation  that  makes  it  all  but  impossible  to  insure  a  good  general 
education.  Everywhere  reaction  has  set  in  against  the  practise  of  depending 
upon  the  pursuit  of  special  subjects  to  secure  breadth  of  training.  Precep¬ 
torial,  honors  work,  and  orientation  courses  in  the  colleges,  the  activity  or 
unit  organization  in  the  elementary  school,  and  integrated  programs  in  the 
secondary  school,  are  all  founded  upon  the  same  general  principles,  one  of 
which  is  that  the  individual  should  contact  the  various  phases  of  culture. 

It  has  been  many  years  since  Herbert  Spencer,  in  his  essay  entitled  “What 
Knowledge  Is  of  Most  Worth,”  presented  a  scheme  for  organizing  the 
activities  of  certain  secondary  schools  of  England  in  terms  of  the  major 
classifications  of  activities  which,  when  properly  carried  out,  might  aid  in 
the  accomplishment  of  the  ultimate  aim  or  goal  of  education,  which  he  took 
to  be  complete  living.  A  classification  similar  to  Spencer’s,  if  indeed  it  was 
not  suggested  by  Spencer,  was  presented  nearly  twenty  years  ago  by  the 
Commission  on  the  Reorganization  of  Secondary  Education.  That  classi¬ 
fication  stimulated  widespread  interest  and  was  widely  adopted  in  theo¬ 
retical  discussions  of  the  purposes  of  education. 

Recently  there  has  been  considerable  dissatisfaction  expressed  against  the 
classification  of  activities  under  discussion.  It  has  been  asserted  that  it  has 
not  produced  results,  and  is  incapable  of  producing  results.  Both  these  asser¬ 
tions  are  debatable.  Altho  the  prevailing  classification  in  secondary  schools 
is  the  one  based  upon  subjects,  there  seems  to  have  been  considerable  move¬ 
ment  toward  a  more  functional  organization  within  the  traditional  courses. 
This  may  be  due  to  what  may  be  termed  popular  pressure  for  education  that 
is  more  closely  related  to  environmental  problems,  rather  than  to  the  results 
of  theoretical  discussions  or  philosophizing  upon  the  purposes  of  the  secondary 
school.  In  health  education  and  in  vocational  education  there  has  also 
been  a  more  functional  organization  which  again  may  be  due  primarily  to 
the  practical  situation. 

The  Commission  on  the  Reorganization  of  Secondary  Education  termed 
fundamental  processes,  along  with  health,  worthy  use  of  leisure,  and  citizen- 


Department  of  Secondary  School  Principals 


369 


ship,  aims  of  education.  Others  using  the  same  or  a  similar  classification  have 
called  health  or  citizenship  categories  under  which  activities  or  adjustments 
carried  on  or  made  by  the  individual  might  be  grouped,  and  have  conditioned 
accomplishment  upon  the  fundamental  processes.  The  Reviewing  Committee 
of  the  Commission  did,  however,  state  specifically  that  immediate  objectives 
should  be  stated  in  terms  of  interests,  ideals,  habits,  and  powers,  as  well  as 
in  terms  of  knowledge. 

To  determine  the  scope  of  the  curriculum,  a  recent  plan  of  great  value 
relies  upon  “social  functions,”  defined  as  a  series  of  categories  under  which 
may  be  classified  those  activities  which  the  race  has  carried  on,  is  now  carry¬ 
ing  on,  and  will  in  the  future  continue  to  carry  on.  In  a  sense,  a  social  func¬ 
tion  represents  a  basic  human  desire  or  need.  For  example,  the  race  has  always 
protected  life  and  property,  it  has  expressed  religious  impulses,  has  promoted 
the  process  of  education,  and  has  produced,  manufactured,  and  distributed 
goods.  The  activities  carried  on  because  of  the  desire  to  protect  life  and 
property  or  to  educate  the  young  vary  with  time  and  place ;  it  may  be  ex¬ 
pected  that  they  will  continue  to  vary.  Institutions,  as  media  thru  which 
social  functions  are  carried  on,  are  also  subject  to  change.  Government  has 
grown  up  in  part  to  provide  protection  to  life  and  property;  the  church 
offers  means  of  expressing  religious  impulses ;  the  school  is  the  agency  to 
which  is  relegated  the  primary  responsibility  of  providing  means  of  educa¬ 
tion.  Because  they  are  dependent  upon  social  functions,  the  institutions  society 
has  set  up  do  not  define  the  scope  of  the  curriculum.  The  list  or  series  of 
social  functions  does  adequately  define  scope,  because  it  is  sufficiently  com¬ 
prehensive  to  include  all  the  major  human  purposes  and  activities. 

The  major  consideration  in  determining  the  scope  of  the  curriculum  is 
not  the  classification  which  is  eventually  adopted,  but  the  thoro  consideration 
of  the  social  purpose  of  the  school.  A  viewpoint  which  is  based  upon  knowl¬ 
edge  of  the  ideals  towards  which  society  has  been,  and  is,  striving,  and  an 
understanding  of  what  comprises  the  good  life,  are  first  considerations.  No 
human  desire  or  aspiration,  and  no  important  activity  or  series  of  activities 
can  be  omitted.  At  this  point  the  individual  striving  to  understand  the  pur¬ 
poses  of  education  will  come  face  to  face  with  teleology,  or  the  idea  that  the 
character  of  being  is  directed  towards  an  end,  or  shaped  by  an  ultimate 
purpose. 

Maturation,  or  the  development  of  the  individual  thru  inherent  growth 
processes,  as  conditioned  thru  exercise  and  learning,  is  depended  upon  even¬ 
tually  to  locate  the  processes  and  units  of  learning.  With  one  point  located 
at  the  earliest  age  and  the  other  at  maturity,  the  line  of  maturation  pre¬ 
sumably  rises  to  indicate  increasing  development.  At  the  chronological  age 
of  six,  when  the  average  child  enters  school  for  the  first  time,  certain 
capabilities  have  presumably  been  developed.  When  the  junior  high  school 
is  reached  these  capabilities  have  increased ;  by  the  time  the  secondary  school 
has  been  completed,  it  seems  that  they  very  nearly  coincide  with  the  adult 
capabilities  which  the  particular  individual  will  reach. 

Data  on  physical  growth  are  perhaps  more  complete  and  usable  than 
data  from  any  other  field.  With  the  principles  and  information  regarding 


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physical  defects  and  methods  of  carrying  on  a  remedial  program,  they  have 
found  considerable  use  in  the  better  school  systems  in  planning  the  program 
of  health  and  physical  education.  They  are,  however,  capable  of  much  more 
extensive  and  more  widespread  application  than  has  been  accomplished  up 
to  this  time. 

The  whole  question  is  complicated  by  the  individual  nature  of  the  facts 
of  individual  development.  The  intelligence  of  the  individual  is  arrived  at, 
in  the  first  place,  by  striking  an  average  of  his  performance  upon  special 
tests.  Of  late  this  point  has  been  expressed  by  the  remark  that  there  is  no 
such  thing  as  an  average  individual.  In  the  second  place,  homogeneity  in 
class  groups  is  something  we  have  almost  despaired  of,  even  in  schools  where 
ability  classifications  are  possible.  There  are  always  individual  variations 
from  the  norm,  not  only  so  far  as  the  individual’s  average  capacity  is  con¬ 
cerned,  but  also  with  respect  to  special  abilities  and  disabilities.  Thus  the 
facts  and  principles  of  maturation  present  a  complicated  picture;  their 
application  to  the  educative  process  seems  still  more  complicated.  This  whole 
problem,,  which  is  by  no  means  new,  is  one  to  which  increasing  attention 
must  be  given. 

The  frame  of  reference  for  scope  and  sequence  of  the  curriculum  thus 
exhibits,  on  the  one  coordinate,  scope;  on  the  other  coordinate,  sequence. 
Scope  is  indicated  by  the  areas  of  human  experience.  These  areas  may  be 
stated  in  terms  of  subjects,  in  terms  of  the  six  great  interests  around  which 
human  life  revolves,  or  in  terms  of  social  functions.  The  essential  considera¬ 
tion  is  that  there  be  sufficient  breadth  to  insure  contacts  with  the  various 
aspects  of  culture ;  it  is  strongly  advisable  that  the  classification  stimulate 
a  functional  organization  of  learning  materials. 

There  must,  of  course,  be  flexibility  within  the  general  frame  of  reference 
for  the  curriculum.  The  whole  concept  of  individual  differences  insists  upon 
this  provision.  Yet  flexibility  does  not  mean  chaos,  nor  should  it  mean 
rampant  individualism  even  in  the  United  States.  Flexibility  can  be  insured  ; 
at  the  same  time  a  very  serious  practical  difficulty  can  be  overcome. 

From  an  administrative  standpoint,  important  questions  are  these:  Can  a 
plan  of  scope  and  sequence  be  put  into  practise  ?  Is  it  possible  in  the  secondary 
school  to  schedule  classes  which  are  developed  in  accordance  with  a  classi¬ 
fication  which  contains  six  divisions  of  major  human  interests  or  needs,  or 
in  accordance  with  a  series  of  eleven  social  functions,  such  as  those  contained 
in  the  Virginia  course  of  study?  Can  decision  be  reached  regarding  the 
knowledge,  skills,  processes,  and  units  of  instruction  which  shall  comprise 
the  core  curriculum?  Can  flexibility  be  maintained?  The  most  acceptable 
answers  to  these  and  to  similar  practical  administrative  questions  are  secured 
from  places  where  attempts  have  been  made  to  bring  practise  into  accord 
with  theory.  One  never  knows  of  all  the  difficulties,  or  does  one  learn  all 
the  unfavorable  reactions  of  teachers  who  struggle  with  details.  These  items 
do  not  appear  in  the  literature. 

The  program  of  the  California  State  Department  of  Education  is  based 
upon  the  developments  occurring  in  the  school  systems  of  the  state.  Thus, 
the  educational  problems  of  the  department  are  those  of  the  public  schools. 


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371 


The  personnel  of  the  department  naturally  gives  such  assistance  as  it  can 
with  respect  to  those  problems;  it  has  little  compunction  in  drafting  avail¬ 
able  talent  wherever  found.  Several  statewide  committees  are  functioning, 
the  membership  of  which  is  made  up  of  public  school  teachers  and  adminis¬ 
trators,  persons  from  college  faculties,  and  others.  Numerous  general  edu¬ 
cational  meetings,  meetings  of  local  principals,  councils,  and  publications 
issued  by  the  department  and  other  organizations  are  used  to  carry  informa¬ 
tion  to  the  educational  public.  A  Committee  on  the  Scope  and  Sequence 
of  Major  Learnings  in  the  Curriculum  is  attacking  the  problem  indicated 
by  its  title. 

Under  these  conditions,  it  is  interesting  to  note  what  the  extent  and  trends 
in  development  are.  In  the  first  place,  the  centers  of  growth  are  the  indi¬ 
vidual  school  systems;  second,  the  attack  has  been  directed  at  improving 
existing  practise ;  third,  there  is  much  similarity  among  the  schools ;  fourth, 
the  majority  of  the  secondary  schools  of  the  state  are  at  work  upon  one  or 
more  phases  of  the  curriculum. 

The  traditional  school-subject  classification  still  dominates  the  majority 
of  the  schools;  improvement  is  sought  within  the  limits  of  the  traditional 
classification.  College  entrance  requirements,  notably  those  imposed  by  the 
University  of  California,  are  not  an  inconsiderable  factor  in  this  situation. 
The  classification  found  in  the  Cardinal  Principles  of  Secondary  Education, 
or  modifications  of  that  classification,  are  very  influential  in  directing  think¬ 
ing.  There  has  been  considerable  development  of  the  core  idea,  which  may  be 
regarded  as  an  extension  of  the  general  program  of  the  elementary  school. 
There  is  a  growing  tendency  to  apply  the  term  “social  living”  to  the  core 
developing  on  the  secondary  level.  This  core  contains  units  in  citizenship, 
consumer  education,  home  relationships,  health  and  physical  education,  and 
appreciation.  Usually  it  is  paralleled  by  courses  designed,  at  least  theoretically, 
to  further  general  and  particular  interests,  especially  those  pertaining  to 
vocations  and  later  educational  careers. 


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DEPARTMENT  OF 

Social  Studies 


HISTORICAL  NOTE 


The  department  of  social  studies  was  formerly  the  National  Council 
for  the  Social  Studies  and  was  created  as  a  Department  of  the  National 
Education  Association  by  the  Board  of  Directors  at  the  Indianapolis 
meeting  of  the  Association  in  1925. 

The  officers  of  the  Department  for  the  year  1926-27  are:  president, 
R.  O.  Hughes ,  Department  of  Curriculum  Study,  Public  Schools,  Pitts¬ 
burgh,  Pa.;  first  vicepresident,  Elmer  Ellis,  Department  of  History, 
University  of  Missouri,  Columbia,  Mo.;  second  vicepresident,  C.  C. 
Barnes,  Head,  Social  Science  Department,  Public  Schools,  Detroit, 
Mich.;  secretary-treasurer,  Howard  E.  Wilson,  Graduate  School  of 
Education,  Harvard  University,  Cambridge,  Mass.;  executive  com¬ 
mittee:  C.  H.  McClure,  State  Teachers  College,  Kirksville,  Mo.;  Fre¬ 
mont  P.  Wirth ,  George  Peabody  College  for  Teachers,  Nashville,  Term. 

Facts  relating  to  the  establishment  of  this  Department  and  the  record 
of  meetings  are  found  in  earlier  volumes  of  proceedings  as  follows: 

19 26:653-663  1928:651-654  1950:597-606  1952:525-532  1954:513-519 
1927:679-695  1929:633-642  1931:621-632  1933:531-536  1935:471-482 


SHALL  THE  SOCIAL  STUDIES  ABOLISH  SUBJECT 

BOUNDARIES? 


MARY  ELIZABETH  KNIGHT,  CHAIRMAN,  SOCIAL  STUDIES  COMMITTEE, 
SEATTLE  PUBLIC  SCHOOLS,  SEATTLE,  WASH. 

IN  discussing  the  question,  “Shall  the  social  studies  accept  conventional 
social  science  school  subjects  as  fundamental  categories  or  shall  they 
arrange  and  present  experiences  directly  related  to  the  performance  of 
functions  in  society?”  I  shall  undertake  as  my  initial  obligation  an  attempt 
to  set  up  the  alternatives  of  the  issue  as  clearly  and  definitely  as  I  can.  Then 
I  shall  have  the  temerity  to  review  the  case,  not  from  the  point  of  view  of  a 
subjectmatter  specialist  or  an  expert  in  educational  theory,  but  from  the 
standpoint  of  a  general  practitioner — a  classroom  teacher.  This  does  not 
mean,  however,  that  any  position  I  take  is  representative  of  my  group. 

First  of  all,  what  are  the  alternatives  implied  in  the  issue?  The  issue 
seems  clearly  to  be  the  proposed  organization  in  terms  of  experiences  directly 
related  to  the  performance  of  functions  in  society  as  against  the  old  retention 
of  definite  subject  boundaries. 

As  I  see  it,  the  burden  now  shifts  to  the  proponents  of  the  new  order  to 
prove  first,  that  there  is  developing  a  new  synthesis  of  learning  content  that 
is  less  artificial,  more  vital,  and  more  meaningful  than  the  traditional  social 
disciplines ;  second,  that  under  it  the  child  will  attain  more  desirable  goals ; 
third,  that  it  is  practicable  in  the  light  of  the  realities  of  the  classroom. 

Let  us  advance  to  the  probable  crux  of  the  problem — the  human  being 
and  his  school  development.  It  is  manifestly  impossible  to  present  the  many 
facets  of  this  aspect  of  the  controversy,  imbedded  as  they  are  in  modern 
physics,  biology,  psychology,  and  philosophy.  The  need  has  not  been  for  a 
vital  problem  but  for  richer  background  training  in  the  special  fields  of 
biology,  psychology,  ethics,  logic,  philosophy,  and  history  of  education.  As 
it  is,  I  cannot  yet  come  to  the  conclusion  that  when  subjects  are  dispensed 
with  and  programs  integrated  that  this  will  mean  a  better  integration  of 
the  child’s  personality. 

One  contention  is  that  for  real  learning  the  interest  must  be  the  immedi¬ 
ate  life  situation  or  fulfilment  of  an  immediate  felt  purpose.  Again  it  is  con¬ 
tended  that  real  learning  comes  only  in  the  framework  of  the  solution  of  a 
problem  or  in  the  seeking  of  a  definite  goal.  We  can  go  a  long  way  in  the 
direction  of  insisting  upon  experience  in  problem  solving  and  individual 
expression  and  yet  feel  that  orderly  sequential  background  training  has  its 
place  in  the  sun.  There  is  moreover  the  very  stern  reality  that  the  problems 
of  today  are  not  those  of  tomorrow.  For  this  reason,  tho  we  must  indeed 
develop  power  to  attack  and  solve  problems,  we  must  also  develop  those 
basic  learnings  and  viewpoints  necessary  even  to  grasp  a  problem  and  view 
it  in  its  proper  setting.  We  might  go  so  far  as  to  say  that  richness  and 
sequence  of  learnings  and  understandings  are  basic  to  the  integration  of 
personality  in  that  they  alone  give  the  perspective,  described  by  Santayana, 

[  375  ] 


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thru  which  “we  see  ourselves  in  the  mirror  of  the  stars  and  laugh  as  we 
pass  on.” 

From  this  very  superficial  presentation  of  the  issue  in  relation  to  the 
child  we  come  to  the  third  point  of  attack,  the  practicalities  of  the  class¬ 
room.  Here  we  tread  on  uncertain  ground  because  there  is  involved  the  ques¬ 
tion  of  just  how  much  a  desirable  goal  should  yield  to  practical  aspects  of 
the  situation  and  how  far  the  practical  aspects  should  be  reshaped  to  the 
desired  goal.  Nevertheless,  it  is  apparent  that  there  are  some  very  real 
difficulties  facing  the  proposed  reorganization.  That  a  mixture  of  subject- 
matter  places  a  great  strain  on  the  average  teacher  must  be  conceded  by 
those  who  have  watched  teachers  struggle  under  several  so-called  “prepara¬ 
tions.”  It  is  one  thing  to  correlate  with  other  fields;  it  is  another  thing  to 
conduct  the  work  on  the  basis  of  several  fields  of  special  learning.  Again, 
there  must  be  taken  into  account  the  chances  for  a  balanced  program  out¬ 
side  of  subject  boundaries  in  view  of  the  fact  that  teachers  are  individuals 
with  special  interests  and  predilections.  We  have  seen  courses  in  “Problems 
of  Democracy”  become  courses  in  forensic  oratory,  sociology,  politics;  an 
experimental  course  we  tried  out  in  one  of  our  senior  high  schools,  entitled 
“Social  Leadership,”  became  a  course  in  economics.  This  does  not  mean  that 
there  is  not  wool-gathering  in  subject-boundary  organization,  but  only  to 
point  out  the  increased  opportunity  for  wandering  afield  at  irrelevant 
tangents  when  subject  boundaries  no  longer  serve  as  guides.  It  may  be  said 
that  relationship  sets  up  no  limits  because  all  things  can  be  considered  to  be 
related.  Moreover,  when  we  consider  the  varied  social  backgrounds  and 
multiplicity  of  life  interests  of  a  typical  public  school  group,  the  problem  of 
building  a  course  in  terms  of  life  functions  seems  serious.  How  can  it  be 
other  than  in  terms  of  large  generalities  no  more  specifically  functional  or 
immediately  vital  to  all  members  of  the  group  than  subject  organization? 
Furthermore  what  are  the  implications  for  classroom  equipment,  the  school 
budget,  and  book  publication  ? 

Dare  we  in  our  educational  philosophy  and  resulting  organization  en¬ 
deavor  to  develop  for  the  very  real  problems  of  presentday  living  without 
assuming  the  obligation  to  transfer  to  the  child  the  results  of  the  experiences 
of  man  as  these  seem  naturally  to  have  arranged  themselves  into  separate 
disciplines?  Are  we  yet  prepared  to  say  that  such  courage  on  the  teacher’s 
part  will  give  to  the  child  the  equipment  to  apprehend  and  truly  compre¬ 
hend,  as  well  as  solve  life  problems? 


Department  of  Social  Studies 


377 


NECESSITY  AND  SCOPE  OF  SOCIAL  INDOCTRINATION 

NORMAN  F.  COLEMAN,  PROFESSOR  OF  ENGLISH,  REED  COLLEGE, 

PORTLAND,  ORE. 

A  famous  English  scientist  is  said  to  have  declared  that  if  he  could  be 
assured  he  would  always  think  what  was  true  and  do  what  was  right,  on 
condition  of  being  turned  into  a  sort  of  clock  and  wound  up  every  morning, 
he  would  instantly  close  with  the  offer.  One  might,  perhaps,  question  the 
social  usefulness  of  such  an  automaton,  but  one  must  recognize  in  it  a  de¬ 
lightful  simplicity  of  motivation  and  a  restful  freedom  from  perplexing 
doubt. 

Much  of  the  social  indoctrination  that  is  practised  today  under  dictator¬ 
ship  proceeds  with  similar  directness  to  the  control  of  speech  and  conduct, 
and  is  accompanied  by  a  similarly  confident  assumption  of  rectitude.  But  in 
a  democracy,  teachers  assume  no  such  control,  and  have  no  such  confidence. 
They  are  more  likely  to  go  to  the  opposite  extreme,  casting  doubt  upon  all 
positive  statements  and  recommending  no  clear  lines  of  action.  In  them  and 
in  their  pupils  “the  native  hue  of  resolution  is  sicklied  o’er  with  the  pale 
cast  of  thought.”  I  speak,  of  course,  of  the  social  sciences  in  high  school  and 
college.  It  was  a  social  science  major  who  confessed  upon  graduation,  “Well, 
I  know  a  good  many  things  that  need  to  be  done,  but  I  do  not  know  any 
reason  why  I  should  do  them.”  Somewhere  between  these  two  extremes  of 
authoritarian  control  on  the  one  hand,  and  paralyzing  indifferentism  on  the 
other,  lies  the  way  of  the  true  teacher  of  the  social  sciences. 

We  should  understand  clearly  at  the  outset  that  no  teacher  can  be  wholly 
responsible  for  the  determination  of  social  attitudes  and  the  inculcation  of 
social  ideals  in  his  pupils.  The  home,  the  church,  the  press,  and  the  radio 
are  continually  at  work  in  these  directions.  The  teacher  at  best  will  be  able 
only  to  foster  some  attitudes  and  ideals  already  in  his  pupils’  minds  and  to 
discourage  others.  It  seems  to  me  that  he  must  do  these  things  if  he  is  to 
deserve  the  name  of  teacher. 

Of  course,  accurate  scientific  information  is  a  fundamental  necessity  to 
good  teaching  of  any  science.  In  general,  however,  the  social  scientist  must 
be  content  with  a  less  complete  stock  of  this  information  as  a  basis  of  indicated 
action  than  must  the  natural  scientist.  In  such  a  complex  organization  as 
human  society,  action  cannot  always  wait  for  the  complete  analysis  of 
tangled  forces.  Effective  direction  of  social  forces  depends  upon  selection 
and  emphasis,  upon  deciding,  with  such  information  as  can  be  mustered,  what 
is  the  most  promising  direction,  and  then  moving  before  it  shall  be  too  late. 
The  social  scientist  recognizes  the  necessity  for  social  action  as  well  as  for 
social  study,  and  for  him  attitudes  and  impulses  are  as  important  as  facts ; 
they  are  facts. 

Recent  investigations  have  shown  that  high-school  students  have  eager 
purposes  for  the  improvement  of  society,  but  that  they  hold  these  purposes 
individually  and  have  only  rather  vague  notions  of  putting  them  into  effect 
by  individual  effort.  They  evidently  need  much  more  experience  of  investi¬ 
gation  pursued  socially  and  of  action  socially  undertaken. 


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National  Education  Association 


The  fact  remains  that  attitudes  and  ideals  both  for  better  and  for  worse 
are  already  formed  in  youthful  minds,  and  that  these  change  rapidly  as 
they  are  encouraged  or  discouraged  by  social  influences,  at  school,  in  the 
home,  and  in  the  street.  Taking  for  granted  that  the  school  influence  may 
be  intelligently  directed,  let  us  ask  ourselves  what  direction  it  may  most 
safely  and  most  wisely  take.  May  I  offer  three  suggestions,  in  the  order 
of  their  importance? 

First ,  the  school  for  its  very  life  must  avoid  special  propaganda.  While 
teachers  as  citizens  have  and  should  have  party  affiliations  and  party  con¬ 
victions,  they  are  public  servants.  They  should  give  their  personal  views, 
if  at  all,  modestly,  and  should  treat  different  or  opposing  views  with  fairness 
and  respect. 

Second ,  the  school  should  stress  the  general  attitude  of  a  democracy,  its 
faith  that  free  men  generally  respond  to  educational  opportunity,  and  that 
social  wisdom  is  most  likely  to  be  discovered  and  developed  thru  free  dis¬ 
cussion.  The  assumption  of  special  enlightenment  by  members  of  special 
groups  and  the  attempt  by  violence  to  impose  their  views  upon  society  at 
large  are  the  very  denial  of  democracy.  This  heresy  should  and  must  be 
combated  in  season  and  out  of  season,  and  the  democratic  faith  and  practise 
correspondingly  championed  and  inculcated. 

Third ,  the  school  should  foster  and  encourage,  and  if  necessary  provide, 
forms  of  social  activity  in  which  young  people  may  experience  the  benefits 
of  free  discussion  and  the  satisfactions  of  associated  effort.  Theoretical  oppo¬ 
sition  to  dictatorship  is  not  enough ;  the  student  must  learn  to  recognize  the 
dictatorial  temper  and  to  destroy  it  in  himself.  Theoretical  belief  in  free 
speech  and  shared  control  must  be  enforced  by  the  organization  of  these  in 
discussion  of  social  questions  and  determination  of  social  policy. 

Our  system  of  public  education  aims  at  nothing  less  than  the  preparation 
of  every  citizen  to  play  a  helpful  part  in  the  government  of  our  country. 
This  cannot  be  accomplished  by  training  our  boys  and  girls  to  think  and  act 
correctly  as  individuals  under  teacher  and  textbook  guidance.  They  must  be 
free  to  make  mistakes  and  to  learn  thru  mistakes.  Above  all  they  must  be 
free  to  cooperate  in  learning  and  in  achieving  an  ordered  social  life.  The 
autocratic  temper,  the  will  to  dominate  is  present  everywhere  in  school  and 
out.  It  will  yield  only  as  the  practise  of  cooperation  proves  its  superior  worth 
and  yields  its  greater  satisfactions.  It  was  the  wisest  and  most  beloved  of 
American  leaders  who  expressed  the  very  genius  of  democracy  in  the  state¬ 
ment,  “As  I  would  not  be  a  slave,  so  I  would  not  be  a  master” — the  two 
aspects  of  freedom. 

In  the  present  disturbed  state  of  political  opinion  thruout  the  world,  there 
is  very  evident  need  that  a  democracy  must  perpetuate  itself  and  develop 
its  institutions  thru  inculcating  vital  attitudes  and  ideals  in  its  youth.  There 
is  abundant  support  in  American  history  for  the  democratic  faith  in  the 
general  responsiveness  of  people  to  educational  opportunity.  Men  and  women 
generally  can  be  prepared  for  free  citizenship,  and  in  free  discussion  as  a 
means  of  social  guidance,  men  and  women  by  comparing  and  examining 
opinion  and  proposal  together  can  find  a  way  to  “the  good  society.”  These 


Department  of  Social  Studies 


379 


ideals  may  be  strengthened  in  boys  and  girls  not  by  pressure  and  authority, 
but  by  experience  of  creative  discussion  in  classroom  and  forum,  and  by 
participation  in  social  achievement  thru  cooperative  effort. 

THE  SOCIAL  SCIENCE  PROGRAM 

EDGAR  H.  WHITNEY,  FIRST  ASSISTANT  SUPERINTENDENT  OF  SCHOOLS, 

PORTLAND,  ORE. 

In  order  that  there  shall  be  a  suitable  program  of  social  science  instruc¬ 
tion  in  the  secondary  schools,  adequate  background  shall  be  laid  in  the  pre¬ 
school,  primary,  and  intermediate  grades  of  the  elementary  school.  The 
program  is  now  handicapped  because  of  a  shortage  in  the  number  of  ade¬ 
quately  trained  teachers.  The  teacher  trained  in  normal  school  of  a  quarter 
century  ago  who  has  not  kept  abreast  with  the  movements  in  education  is 
unfit  to  function  in  a  progressive  school.  College  and  university  graduates 
of  a  generation  ago  wdio  have  had  little  or  no  training  in  methods  or  class¬ 
room  procedures,  other  than  those  used  by  their  favorite  professors,  are 
wofully  inadequate  to  the  task  of  handling  a  social  program  in  secondary 
schools. 

The  child-centered  school  and  the  child-centered  unit  of  activity  have 
been  variously  interpreted  and  much  confusion  has  been  the  result.  Some 
progressive  educators  have  taken  the  position  that  every  child,  regardless  of 
what  other  children  in  the  group  may  do,  should  be  permitted  to  choose 
his  own  activity  unit  of  work.  Others  have  contended  that  a  very  definite 
program  of  activity  should  be  prescribed  and  that  all  children,  regardless 
of  previous  experiences  and  interests,  should  be  made  to  conform  to  the 
adopted  units  of  work.  In  our  opinion  both  are  wrong.  To  follow  the  first 
plan  results  in  hopeless  confusion  and  antisocial  reactions  on  the  part  of 
the  children.  Especially  in  the  lower  age-levels,  to  follow  the  second  plan 
results  in  killing  the  enthusiasm  of  the  child  and  destroying  his  initiative. 

A  more  liberal  attitude  on  the  part  of  the  public  regarding  the  academic 
freedom  of  the  teacher  in  presenting  social  problems  in  his  classroom  must 
be  attained.  If  the  facts  of  history  gleaned  from  authentic  sources  by  masters 
in  that  field  cannot  be  freely  discussed  by  teacher  and  pupils,  especially  in 
the  junior  and  senior  high-school  groups,  without  incurring  the  wrath  of 
prejudiced  groups;  if  the  subject  of  the  religions  of  the  world  cannot  be  read 
and  compared  without  bringing  down  upon  the  teacher’s  head  the  wrath 
of  some  narrow-minded  denominational  group ;  if  the  politics  of  our  country 
shall  continue  to  be  the  football  of  the  predatory  politician  and  efforts  on 
the  part  of  the  teachers  in  our  schools  to  bring  enlightened  intelligence  to 
play  in  the  evaluation  of  governments,  men,  and  measures,  without  having 
the  schools  condemned  as  subversive  institutions  and  the  teachers  branded 
as  anarchists  and  communists  by  those  whose  political  schemes  would  be 
thwarted  by  a  full  knowledge  of  the  truth,  just  so  long  will  it  be  impossible 
for  a  social  science  curriculum  worthy  of  the  name  to  function  in  our  public 
schools. 


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THINGS  WHICH  HAVE  WORKED  AND  THINGS  WHICH 
HAVE  NOT  WORKED  IN  SOCIAL  STUDIES 

ETHEL  M.  RAY,  MC  LEAN  JUNIOR  HIGH  SCHOOL,  TERRE  HAUTE,  IND. 

The  thrill  which  comes  to  teachers  thru  things  which  have  succeeded  is 
the  inspiration  for  carrying  on.  The  laboratory  method  of  teaching  social 
studies  stands  at  the  top  of  the  things  that  have  worked.  This  method,  of 
course,  presupposes  a  well-equipped  classroom.  So  closely  allied  with  the 
laboratory  method  of  teaching  that  it  can  hardly  be  separated  from  it  is 
supervised  study.  This  is  the  personal  direction  by  the  teacher  of  the  use 
of  the  equipment  in  the  classroom  in  preparing  the  assigned  work.  Super¬ 
vised  study  does  not  eliminate  the  recitation  but.  does  reduce  the  amount  of 
time  to  be  spent  in  recitation. 

Visual  education  is  an  inspiration  to  students.  Altho  we  have  a  talkie  and 
a  silent  movie  machine,  I  get  the  best  results  from  the  machine  which  enlarges 
ordinary  pictures  or  printing  and  reproduces  coloring.  The  picture  remains 
in  the  machine  while  reports  are  given  and  discussions  are  carried  on.  Valu¬ 
able  contacts  were  made  by  our  students  because  of  this  type  of  visual  edu¬ 
cation.  We  were  invited  to  come  before  a  class  of  foreigners  and  also  a  class 
in  adult  education.  Detailed  reports  of  these  trips  were  given  to  the  classes 
by  the  students  who  participated.  One  of  the  most  successful  things  in  visual 
education  is  the  making  and  showing  of  our  own  slides.  No  student  who 
makes  a  slide  and  sees  his  own  work  before  him  will  ever  forget  what  the 
slide  was  meant  to  portray. 

Learning  to  do  by  doing  is  a  most  successful  product  of  the  social  studies. 
School  elections  have  been  written  up  in  many  school  magazines  recently. 
We  make  them  our  entire  school  project  from  the  beginning  to  the  end  with 
the  exception  of  the  printing  of  the  ballots  which  is  done  by  the  same  firm 
which  prints  the  actual  ballots.  Details  are  carried  out  according  to  election 
laws ;  election  terms  become  a  part  of  the  vocabulary. 

Observation  tours  which  show  the  actual  functioning  of  our  governments 
impress  schoolroom  lessons.  These  trips  serve  a  twofold  purpose :  ( 1 )  edu¬ 
cation  of  boys  and  girls,  and  (2)  education  of  the  parents  who  go  with  us. 
After  a  study  of  immigration,  naturalization  court  opens  up  a  new  field  of 
thought  and  gives  chances  for  comparison.  An  observation  trip  which  comes 
every  two  years  is  the  one  to  the  state  legislature. 

The  social  studies  should  be  made  so  romantic,  so  vital,  so  much  a  part 
of  life  that  they  sell  themselves  to  the  students  with  a  lifetime  guarantee. 

Fusion,  the  unified  course  in  the  social  studies,  was  one  of  the  first  educa¬ 
tional  dust  storms  to  sweep  the  social  studies  sky.  The  argument  for  this 
course,  according  to  one  of  its  leading  advocates,  was  that  it  would  turn  out 
better  citizens  than  the  courses  which  treated  the  subjects  of  history,  geog¬ 
raphy,  and  civics  separately.  After  three  years  of  struggling  in  our  school, 
fusion  gave  a  last  feeble  groan  and  died.  The  fusion  idea  left  both  teachers 
and  students  with  the  feeling  of  being  all  up  in  the  air.  We  came  down  to 
earth  deciding  to  teach  history  and  geography  as  separate  subjects.  We  also 
decided  if  our  separate  courses  could  turn  out  citizens  who  could  drive  their 


* 


Department  of  Social  Studies  381 


own  cars  safely  in  their  own  neighborhoods,  cross  their  own  country  by  their 
skill,  participate  intelligently  in  the  affairs  of  their  own  community  and 
nation,  and  have  a  tolerant  understanding  of  world  problems,  we  would 
ask  for  nothing  more. 

Much  discussion  at  the  present  time  is  being  carried  on  over  “ability 
grouping.”  After  ten  years  of  classifying  our  students  on  the  basis  of  intelli¬ 
gence  test  quotients  we  decided  to  adopt  an  alphabetical  classification.  For 
five  years  this  classification  has  been  in  use  and  a  much  better  social  feeling 
exists.  Why  did  we  make  the  change  ?  Ability  grouping  creates  an  unfounded 
superiority  and  inferiority  complex  in  the  students.  It  is  undemocratic. 

Too  long  have  the  makers  of  the  courses  of  study  turned  over  civics  to 
the  fourth  year  of  the  senior  high  school  and  have  left  civics  incidental  in 
the  junior  high  school.  After  several  years  of  experimentation,  I  am  con¬ 
fident  that  much  of  the  work  in  civics  is  not  too  heavy  for  seventh-  and 
eighth-grade  students.  Think  of  the  thousands  of  students  who  never  reach 
the  eighth  grade ;  of  the  many  more  who  do  not  reach  high  school  at  all. 
Is  it  any  wonder  we  turn  out  the  type  of  citizens  we  do?  We  serve  only 
the  ones  who  reach  the  senior  year  of  high  school  with  the  most  nourishing 
of  social  studies  food.  My  course  of  study  is  to  have  correlated  civics  in  the 
lower  grades  and  the  first  year  of  junior  high  school.  In  the  eighth  grade 
there  will  be  an  entire  semester  for  civics.  Since  the  compulsory  school  age 
is  being  raised,  we  will  be  able  to  reach  many  more  youthful  citizens  than 
we  do  today. 

The  greatest  failure  that  has  been  made  in  the  social  studies  has  been  the 
assumption  that  the  home  and  the  community  give  their  children  the  right 
kind  of  social  training.  They  do  not.  As  social  studies  teachers,  let  us  accept 
the  responsibility  of  putting  social  roots  to  our  boys  and  girls.  Maybe  the 
doing  of  this  will  necessitate  a  complete  revision  of  the  entire  curriculum, 
making  the  social  studies  the  foundation  of  that  curriculum.  This  revision, 
when  it  comes,  should  be  made  only  after  a  careful  and  painstaking  diagnosis. 

The  big  problem  for  the  social  studies  is  now  and  always  will  be  to  find 
the  right  teacher ;  one  who  is  really  trained  in  college  and  out — the  out  count¬ 
ing  for  as  much  as  the  in ;  one  who  really  understands  boys  and  girls ;  and 
one  who  has  vision  and  cares  for  the  future. 

What  we  need  more  than  anything  else  in  the  social  studies  field  is  a  reign 
of  common  sense  which  will  clear  away  the  dust  and  let  us  get  down  to  the 
actual  work  of  the  day,  the  social  studies  training  of  our  boys  and  girls. 
Our  failures  of  the  past  should  point  out  the  path  for  the  future.  For  all 
these  things  which  have  not  worked  we  have  pointed  out  things  which  have 
worked. 

SECRETARY’S  MINUTES 

Portland,  Oregon 

First  Session,  Monday  Afternoon,  June  29,  1936 

The  first  meeting  of  the  Department  of  Social  Studies  was  held  in  the  auditorium 
of  the  First  Baptist  Church  and  followed  a  joint  meeting  with  the  Department  of 
Secondary  Education.  R.  O.  Hughes,  president  of  the  Department,  presided.  An 


382 


National  Education  Association 


attendance  of  from  four  hundred  to  four  hundred  and  fifty  people  was  noted  at 
each  of  the  two  sessions. 

The  general  theme  for  the  meeting  was  “Issues  in  the  Social  Studies.”  Abstracts 
of  the  addresses  of  Mary  Elizabeth  Knight,  Norman  F.  Coleman,  and  Edgar  H. 
Whitney  appear  in  the  preceding  pages.  President  Robert  M.  Steele,  State  Teachers 
College,  California,  Pennsylvania,  considered  the  question,  “Shall  the  social  studies 
seek  to  enable  pupils  to  adjust  themselves  to  current  or  developing  social  ideals,  or 
shall  they  seek  the  reconstruction  of  society?”  His  point  of  view  was  that  neither 
blind  adherence  to  past  social  practises  and  policies  nor  undertaking  to  set  up  an 
entirely  new  social  system  was  the  proper  policy  for  schools  to  pursue.  They  should 
seek  to  train  pupils  to  realize  the  conditions  and  problems  surrounding  them  and 
to  be  prepared  to  take  such  attitudes  and  engage  in  such  activities  as  would  best 
serve  the  common  need. 

Second  Session,  Tuesday  Afternoon,  June  30,  1936 

The  general  theme  for  the  second  session  was  “Methods  and  Ideals  in  the  Teaching 
of  the  Social  Studies.”  The  session  was  opened  by  Lacy  B.  Copenhaver,  Holladay 
School,  Portland,  who  was  chairman  of  the  local  committee  of  arrangements  for  the 
Department.  This  committee  had  rendered  very  faithful  and  excellent  service  in 
getting  ready  for  the  meetings  of  the  Department.  Miss  Copenhaver  introduced  the 
president  of  the  Department,  R.  O.  Hughes,  who  proceeded  to  take  charge  of  the 
first  number  on  the  afternoon  program.  This  was  an  exceedingly  interesting  panel 
discussion  participated  in  by  eight  representatives  of  the  Portland  high  schools — 
Preston  Bassett,  Grant  High  School;  Ruth  Clausen,  High  School  of  Commerce;  Betty 
Eiler,  Girls  Polytechnic  School;  Laura  Krantz,  Washington  High  School;  Mary 
Peck,  Roosevelt  High  School;  Janet  Sooysmith,  Lincoln  High  School;  Dale  Strick, 
Franklin  High  School;  Frank  Yett,  Jefferson  High  School.  They  presented  very 
pleasantly  and  frankly  their  points  of  view  on  questions  of  method  and  procedure 
in  social  studies  classes.  Teachers  had  a  chance  to  see  themselves  as  the  pupils  see 
them  thru  the  medium  of  this  discussion. 

Following  the  panel  discussion,  Superintendent  Willis  A.  Sutton  of  the  schools 
of  Atlanta,  Georgia,  spoke  on  “The  Up-To-Date  Social  Studies  Teacher,”  setting 
forth  ideals  and  fields  of  knowledge  which  he  believed  should  be  accepted  and 
understood  by  a  successful  teacher  of  the  social  studies.  Ethel  M.  Ray  read  a  paper 
on  “Things  Which  Have  Worked  and  Things  Which  Have  Not  Worked  in  Social 
Studies.”  An  abstract  of  this  paper  appears  in  the  preceding  pages. 

The  closing  speaker  for  the  afternoon  was  Vierling  Kersey,  state  superintendent 
of  public  instruction,  Sacramento,  California.  He  considered  “Teacher  and  Pupil 
in  the  Social  Studies,”  bringing  out  different  dominating  purposes  in  the  teaching 
of  social  studies,  particularly  civics,  that  could  be  distinguished  at  different  periods. 

It  was  the  general  impression  that  the  meetings  of  the  Department  were  unusually 
profitable  and  well  received.  A  partial  census  of  those  present  showed  that  repre¬ 
sentatives  of  at  least  thirty-three  states,  two  territories,  the  District  of  Columbia, 
and  British  Columbia  were  in  attendance. 


DEPARTMENT  OF 

Special  Education 


HISTORICAL  NOTE 


Application  for  the  establishment  of  a  Department  of  Special  Edu¬ 
cation  was  made  at  the  Atlanta  convention  in  1929.  A  petition  hearing 
more  than  250  names  was  presented  at  that  time.  The  creation  of  the 
Department  was  authorized  a  year  later  at  the  convention  in  Columbus. 

In  Los  Angeles  the  group  of  teachers  and  administrators  interested  in 
special  education  met  on  July  2  and  final  plans  for  the  creation  of  the 
Department  were  made  and  a  constitution  was  adopted. 

The  officers  of  the  Department  for  the  year  1936-37  are:  president, 
Lettisha  E.  Henderson,  Marshall  Junior  High  School,  St.  Paul,  Minn.; 
vicepresident,  Georgia  B.  Howe,  Girls  Prevocational  Work,  Portland, 
Ore.;  secretary-treasurer,  Mrs.  Nellie  C.  MacDonald,  1104  Twenty- 
fourth  Avenue,  N.  E.,  Minneapolis,  Minn. 

Facts  relating  to  the  establishment  of  this  Department  and  the  record 
of  meetings  are  found  in  earlier  volumes  of  proceedings  as  follows: 

1931:633-644  1932:533-542  19 33:537-550  1934:521-534  1935:483-498 


[  384  ] 


THE  SMOUSE  OPPORTUNITY  SCHOOL 


H1LMA  A.  ANDERSON,  ASSISTANT  PRINCIPAL,  DAVID  W.  SMOUSE  OPPOR¬ 
TUNITY  SCHOOL,  DES  MOINES,  IOWA 
• 

The  unique  and  beautiful  David  W.  Smouse  School  was  dedicated  in 
Des  Moines,  Iowa,  May  1931.  The  school  is  unique  in  that  it  brings 
together  in  one  building,  children  with  physical  handicaps  of  various  types, 
including  orthopedic  cripples,  the  deaf,  children  with  seriously  defective 
vision,  cardiopaths,  and  other  children  with  seriously  defective  vitality.  It 
is  unique,  also,  in  that  it  was  the  gift  of  Dr.  David  W.  Smouse  and  the 
late  Mrs.  Smouse,  former  residents  of  Des  Moines.  Their  donation  of  one- 
third  million  dollars  was  given  the  Des  Moines  Board  of  Education  with 
the  request  that  it  be  used  for  such  school  purposes.  The  school  is  now 
maintained  and  under  the  supervision  of  the  Board  of  Education. 

It  is  beautiful  because  its  planning  and  erection  were  under  the  direction 
and  interested  supervision  of  school  officials  who  worked  untiringly  to  pro¬ 
vide  a  maximum  of  beauty  and  tranquillity  combined  with  utility.  The 
school  is  a  structure  of  brick  and  stone  located  on  a  wooded  tract  of  ten 
acres. 

Its  decorative  scheme  involves  the  liberal  use  of  color ;  blackboards  have 
given  way  to  blueboards,  greenboards,  and  so  on ;  white  walls  turn  into  soft 
greens,  lavenders,  and  in  some  rooms  the  walls  are  covered  with  beautiful 
washable  wallpaper.  Especial  art  objects  such  as  pictures,  medallions,  cur¬ 
tains,  decorative  hangings,  tile  insets,  and  wrought-iron  guides  have  been 
used  freely  thruout  the  building.  A  charming  fountain  done  in  colored  tile 
with  a  relief  of  Michelangelo’s  Mother  and  Child  as  its  motif  is  seen  in 
the  center  patio  or  light  court  of  the  building  which  with  its  garden  furni¬ 
ture  serves  as  a  study  hall  for  children  needing  help  from  fellow  classmates 
which  cannot  be  given  in  a  regular  classroom.  A  long  circular  ramp  rises  by 
an  easy  gradient  about  this  center  court  which  makes  for  easy  access  for 
wheel  chairs  to  any  of  four  floor  levels.  Stairs  at  either  end  of  the  building 
are  provided  for  those  who  can  use  them.  Two  open  courts  on  either  side  of 
the  center  patio  landscaped  with  shrubs,  flowers,  and  a  pool  with  fish  and  . 
lilies  make  delightful  recreation  places  for  the  children. 

All  the  classrooms  are  on  the  outer  sides  of  the  building  and  besides  the 
six  classrooms  equipped  with  the  standard  schoolroom  equipment  of  the  Des 
Moines  public  schools,  we  have  one  special  sight-saving  room,  three  special 
connecting  rooms  for  the  deaf  department,  one  diversified  manual  and  indus¬ 
trial  arts  room,  and  a  home  economics  laboratory  with  a  model  apartment 
unit  for  teaching  actual  home  problems.  Every  detail  of  equipment  for  these 
rooms  was  carefully  studied  to  make  it  fit  the  needs  of  the  physically  handi¬ 
capped  child.  Much  of  it  was  especially  built  in  the  school  furniture  factory. 
Desks,  tables,  chairs,  sand  tables,  easels,  lockers,  drinking  fountains,  black¬ 
boards,  play  equipment,  and  work  benches  are  all  adjustable  to  the  demands 
of  each  individual  handicapped  child. 


[  385  ] 


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In  addition  to  these  workrooms,  we  have  a  great  playroom  in  old  English 
style  with  an  attractive  stone  fireplace.  It  offers  a  place  for  games,  story¬ 
telling,  programs,  and  assemblies,  as  it  can  be  quickly  set  up  with  robin’s-egg 
blue  chairs  of  various  sizes  which  are  stored  under  the  stage.  The  physio¬ 
therapy  department,  nurses’,  and  examining  rooms,  principal’s  office,  large 
restroom  with  its  sixty  cots,  children’s  lunchroom,  kitchen,  and  teachers’ 
dining  room  all  were  planned  with  care,  and  in  these,  as  well  as  in  the 
classrooms,  usefulness  has  been  combined  with  beauty. 

Who  are  these  children?  Our  present  records  with  an  enrolment  of 
two  hundred  show,  in  round  numbers:  crippled,  forty;  heart  cases,  forty; 
deaf,  twenty-five ;  sight  conservation,  twenty ;  defective  vitality,  seventy-five. 
The  whole  school  district  of  Des  Moines,  fifty-four  square  miles,  is  “Smouse 
School  District.”  They  arrive  in  the  mornings  by  street-car  or  taxi  and  are 
ready  for  work  at  8 :45.  At  fleet  of  nine  cabs  brings  about  eighty  of  these 
children  whose  physical  condition  would  not  allow  transportation  of  any 
other  kind.  At  3:10  their  school  day  is  over  and  the  children  are  returned 
to  their  homes. 

All  of  our  children  are  admitted  by  clinic.  At  this  clinic  which  is  held 
once  a  week  in  the  building,  the  parent  and  child  meet  a  school  physician,  a 
school  psychologist,  and  the  principal.  The  school  physician,  after  a  physi¬ 
cal  examination  of  the  child  and  consultation  with  the  parent  in  which  he 
obtains  the  history  of  the  child,  gives  his  recommendation  regarding  admis¬ 
sion  to  the  school. 

For  educational  purposes  the  child  is  then  classified  or  assigned  to  one 
of  our  three  departments  (1)  general  department,  which  includes  cripples, 
heart  cases,  and  defective  vitality  group;  (2)  the  deaf  department,  which 
includes  totally  deaf  children  and  a  few  hard  of  hearing;  (3)  sight-saving 
department  for  children  with  defective  vision.  We  have  no  blind  children 
in  the  school. 

Teaching  technic  with  the  general  group  is  that  used  by  any  good  pri¬ 
mary,  elementary,  or  junior  high-school  teacher  since  we  follow  the  course 
of  study  for  the  Des  Moines  public  schools.  After  finishing  the  ninth  grade 
the  child  is  transferred  to  one  of  our  regular  high  schools  and  carries  on 
a  high-school  program. 

In  the  sight-saving  department  is  one  teacher.  The  children  in  this 
department  suffer  from  eye  defects  which  make  it  impossible  for  them  to 
read  the  print  of  ordinary  textbooks  without  injury.  The  teacher  has 
familiarized  herself  with  types  of  eye  defects  and  helps  the  child  to  make 
adjustments  and  use  devices  helpful  to  him.  We  have  in  our  classroom  special 
attachments  to  hold  the  large  clear-type  textbooks  at  the  proper  reading 
distance  and  angle  of  vision,  blackboards  which  tip  forward  to  eliminate 
glare,  unglazed  paper,  soft  pencils,  large-type  typewriters,  and  special  light¬ 
ing  provision. 

Our  deaf  department  is  made  up  of  three  connecting  rooms,  one  for  the 
beginning  group,  one  for  the  intermediate  group,  and  one  for  the  advanced 
group.  Three  specially-trained  teachers  care  for  these  twenty-five  children 
and  use  the  oral  method  which  includes  lip  reading  and  speech  development 


Department  of  Special  Education 


387 


instead  of  the  sign  language  which  we  have  so  long  associated  with  the  deaf 
child  or  adult. 

While  the  school  is  thus  primarily  an  opportunity  for  educational  advan¬ 
tages,  the  child’s  health  and  emotional  reactions  to  his  work  and  fellow 
classmates  are  always  kept  in  mind.  Each  child  must  take  a  rest  period  of 
thirty  minutes  daily,  while  some  children  have  more  frequent  or  longer 
periods  of  rest  as  the  doctor,  nurse,  or  teacher  may  recommend.  In  the 
school  lunchroom  special  attention  is  given  to  the  preparation  of  the  chil¬ 
dren’s  lunches. 

We  also  have  a  very  well-equipped  physiotherapy  department  where  the 
child  can  have  various  types  of  treatment.  The  equipment  consists  of  dress¬ 
ing  rooms,  showers,  tub  baths,  three  massage  tables,  three  ultra-violet  and 
two  infra-red  lights,  one  baker,  one  hydrotherapy  tank,  and  a  corrective 
gymnasium.  The  child  is  referred  to  this  department  by  his  own  doctor, 
doctors  from  the  city  health  clinic,  or  one  of  our  examining  school  physicians. 
The  full-time  physiotherapist  is  in  charge  of  this  department,  caring  for 
eighty- two  children  with  volunteer  help  from  the  Junior  League  of  Des 
Moines. 

The  question  might  arise  now,  Once  a  child  is  admitted  to  the  school,  does 
he  stay  until  he  has  finished  the  9A  grade  or  the  work  outlined  for  his  particu¬ 
lar  department?  No.  Our  transfers  from  Smouse  School  average  about  sixty 
a  year.  A  child  is  dismissed  in  much  the  same  manner  in  which  he  is  admitted. 
The  school  physician,  psychologist,  and  principal  again  decide,  keeping  in 
mind  the  welfare  of  the  child. 

Consideration  and  cooperation  among  the  various  groups  is  an  outstand¬ 
ing  feature.  The  husky  deaf  boys  make  grand  wheelchair  pushers  and  are 
always  willing.  The  sight-saving  group  with  their  skill  in  using  the  type¬ 
writer  have  made  a  significant  contribution  to  our  school  paper,  the  S.O.S. 
Post.  They  assume  the  typing  and  mimeographing  responsibilities.  They  also 
do  a  great  deal  of  work  for  our  primary  teachers  as  the  large-size  type  con¬ 
forms  to  the  standard  type  for  our  primary  work. 

PROGRESS  OF  EDUCATION  OF  THE  DEAF  IN  DAY 

SCHOOL 

MARIA  P.  TEMPLETON,  PRINCIPAL,  SEATTLE  SCHOOL  FOR  THE  DEAF, 

SEATTLE,  WASH. 

In  the  progress  made  by  the  Day  School  for  the  Deaf,  especial  attention 
should  be  given  to  the  work  done  for  the  children  in  the  grammar  grades 
and  their  advancement  in  education  beyond  the  eighth  grade.  In  the  first 
years  of  the  Day  School  the  work  which  received  the  most  attention  was  the 
primary  and  intermediate  grades  and  it  was  thru  the  good  work  done  in  those 
departments  that  the  Day  School,  in  spite  of  much  opposition,  proved  its 
place  as  an  educational  asset  and  necessity. 

As  progress  in  their  education  continued,  the  question  of  what  was  to  be 
done  with  the  children  as  the  time  approached  for  graduation  from  the 
eighth  grade,  became  serious  for  both  parents  and  teachers.  No  special 


388 


National  Education  Association 


consideration  had  been  given  to  this  phase  of  deaf  work  and  each  teacher  had 
to  pioneer  for  himself,  and  the  question  of  higher  education  became  most 
vital  to  him. 

The  same  ideals  of  education  were  held  out  to  the  deaf  child  as  those 
held  out  to  the  hearing  brother  and  sister  and  the  deaf  child  was  led  to 
believe  he  had  brains  and  ability  to  go  on  and  accomplish  more  work.  Thus 
with  his  self-respect  raised  he  looked  forward  to  continued  schooling. 

The  result  of  experimental  years  has  been  gratifying  and  today  we  are 
sending  our  deaf  to  our  regular  city  high  schools  where  they  compete  with 
the  hearing  children,  and  the  deaf  are  proving  that  their  teachers  who  had 
faith  in  them  had  not  misplaced  their  confidence. 

We  must  give  much  praise  to  the  teachers  in  high  school  who,  thru  their 
insight  into  a  problem  of  unusual  educational  value,  have  helped  us  accom¬ 
plish  a  reality  of  what  at  one  time  seemed  purely  visionary. 

RED  CROSS  ACTIVITIES  IN  THE  FIELD  OF  PUBLIC 

HEALTH 

THOMAS  W.  GOSLING,  NATIONAL  DIRECTOR,  AMERICAN  JUNIOR  RED  CROSS, 

WASHINGTON,  D.  C. 

The  conservation  of  the  public  health  is  a  primary  responsibility  of  the 
official  federal,  state,  and  local  health  agencies  and  not  of  voluntary  organ¬ 
izations.  However,  the  Red  Cross  has  always  taken  an  active  part  in  this 
work  and  thru  the  passing  years  has  made  many  noteworthy  contributions. 
The  Red  Cross  engages  in  health  activities  which  supplement  the  work  of 
the  official  agencies  to  the  end  that  it  may  help  to  develop  adequate  public 
health  services  in  undeveloped  fields. 

The  Red  Cross  engages  in  health  activities  thru  the  medium  of  its  chap¬ 
ters,  of  which  there  are  more  than  thirty-seven  hundred.  Much  of  this  work 
is  done  thru  Red  Cross  public  health  nursing  services.  That  work  began  in 
1912  and  grew  to  large  proportions  shortly  after  the  close  of  the  World  War 
when  there  were  more  than  two  thousand  of  these  services.  Many  of  them 
have  since  been  taken  over  by  the  official  agencies  and  continued  thru  boards 
of  health  and  boards  of  education.  More  than  five  hundred  chapters  are  still 
employing  public  health  nurses  at  the  present  time  either  independently  or 
jointly  with  school  health  departments  and  other  agencies.  Many  communi¬ 
ties  in  the  country,  particularly  rural  areas,  have  learned  to  depend  upon 
these  nurses  for  their  public  health  programs. 

School  nursing  is  one  of  the  most  important  phases  of  the  public  health 
nursing  program.  The  objectives  of  this  activity  are  fivefold  in  character: 

1.  Control  of  the  dangerous  communicable  diseases  among  children  thru  systematic 
and  daily  inspection  of  the  schools,  thru  home  visits,  and  thru  immunization  projects. 

2.  Correction  and  detection  of  physical  defects  by  sponsoring  examination  of 
school  children  and  by  follow-up  visits  in  the  home. 

3.  Maintaining  a  healthful  environment  in  the  school  buildings  and  on  the  grounds. 

4.  Helping  the  teachers  build  health  education  programs  to  be  included  in  the 
curriculum. 

5.  General  health  promotion  thru  encouraging  outdoor  life  and  recreational 
activities. 


Department  of  Special  Education 


389 


Our  nurses  are  working  on  that  basis  in  several  thousand  schools  in  the 
country  at  the  present  time. 

Instruction  in  home  hygiene  and  care  of  the  sick  is  another  special  feature 
of  our  public  health  nursing  program.  Classes  of  instruction  consisting  of  a 
minimum  of  thirty  hours  of  classroom  work  are  conducted  for  high-school 
students,  as  well  as  the  lay  public.  Many  of  our  nurses  are  engaged  in  other 
community  health  services  apart  from  their  school  work.  Communicable 
disease  control,  special  projects  in  immunization  against  diphtheria,  typhoid, 
and  smallpox,  special  projects  in  tuberculosis  control,  instructive  visits  in  the 
home  for  the  prevention  of  illness  and  sanitation  of  the  home  and  environ¬ 
ment,  bedside  nursing  care,  and  similar  projects  are  among  the  most  common. 

Chapters  frequently  engage  in  health  projects  other  than  the  employment 
of  public  health  nurses.  Last  year  several  chapters  assisted  in  immunizing 
more  than  fifty  thousand  children  against  diphtheria  in  communities  where 
this  work  would  otherwise  not  have  been  done.  Similarly,  chapters  have 
participated  in  immunization  projects  against  smallpox  during  outbreaks 
of  this  disease  and  against  typhoid  fever  in  sections  of  the  country  where 
typhoid  is  endemic  and  therefore  a  constant  health  hazard.  Several  chapters 
have  engaged  in  tuberculosis  control  activities.  Some  of  them  conduct  tuber¬ 
culosis  clinics,  offering  free  physical  examinations  for  those  who  may  be 
suspected  of  having  the  disease.  More  recently  a  few  chapters  have  under¬ 
taken,  in  cooperation  with  school  and  health  authorities,  a  project  in  giving 
tuberculin  skin  tests  to  all  or  some  of  the  upper  grade  and  high-school 
students. 

Another  very  noteworthy  health  activity  of  the  Red  Cross  is  in  the  field 
of  pellagra  control.  Thru  extensive  activities  in  this  field  in  recent  years  the 
Red  Cross,  in  cooperation  with  state  and  local  health  authorities,  has  been 
instrumental  in  effecting  an  enormous  saving  of  life. 

Red  Cross  chapters  engage  in  a  number  of  other  health  activities  for 
children.  They  conduct  clinics  for  the  health  supervision  of  infants  and  pre¬ 
school  children ;  they  assist  parent-teacher  associations  in  conducting  Sum¬ 
mer  Round-Up  campaigns  for  preschool  children;  they  organize  dental 
clinics  for  children  unable  to  pay  for  this  service;  they  provide  clinics  and 
follow-up  care  for  crippled  children ;  and  they  furnish  school  lunches  for 
undernourished  children.  Other  miscellaneous  health  projects  are  spon¬ 
sored  by  chapters  thruout  the  country.  Conducting  classes  of  instruction  in 
nutrition  is  one  of  their  major  interests. 

The  Junior  Red  Cross  frequently  sponsors  health  projects  in  connection 
with  its  school  work.  Providing  glasses  for  defective  vision ;  removal  of 
diseased  tonsils  and  adenoids;  prevention  and  control  of  simple  goiter; 
furnishing  lunches  for  undernourished  children;  projects  in  promoting  gar¬ 
dening  and  in  health  education  are  among  the  most  common  sponsored  by 
Juniors. 

Some  day  the  Red  Cross  hopes  to  be  able  to  provide  a  service  that  will 
assist  teachers  in  their  health  education  work.  We  believe  this  will  meet  a 
real  need  and  offer  an  opportunity  for  usefulness,  particularly  in  schools 
in  rural  areas  and  smaller  communities. 


390 


National  Education  Association 


From  this  discussion  you  will  readily  see  that  the  Red  Cross  does  not 
engage  in  any  one  health  activity  or  project  to  the  exclusion  of  others. 
Chapters  are  required  to  study  local  needs  and  local  resources.  If  the  serv¬ 
ices  most  needed  cannot  be  provided  thru  official  channels,  namely  schools, 
boards  of  health,  or  other  agencies,  then  chapters  are  urged  to  help  meet 
this  need  so  far  as  they  are  able.  Competent  leadership,  adequate  funds, 
genuine  community  interest  in  the  project  in  question,  cooperation  on  the 
part  of  official  agencies  and  others  concerned  are  among  the  important  fac¬ 
tors  to  help  determine  what  course  chapters  shall  pursue. 

GIRL  SCOUTING  AND  THE  PHYSICALLY  HANDICAPPED 

MRS.  HARRY  ROBBINS,  GIRL  SCOUT  COMMISSIONER  IN  CHARGE  OF  WORK 
WITH  THE  PHYSICALLY  HANDICAPPED,  SEATTLE,  WASH. 

What  are  we  doing,  as  an  organization,  to  give  our  physically  handi¬ 
capped  girls  Girl  Scouting  at  its  best?  We  understand  that  many  author¬ 
ities  in  the  United  States  in  the  fields  of  both  education  and  recreation  are 
advocating  a  wider  variety  of  activities  for  all  boys  and  girls.  It  is  in  line 
with  such  thinking  that  authorities  on  the  care  and  education  of  the  physi¬ 
cally  handicapped  urge  that,  instead  of  alternative  badge  and  rank  require¬ 
ments  designed  for  physically  handicapped  girls  only,  a  wide  variety  of 
activities  open  to  all  Girl  Scouts  be  developed  so  that  all  have  more  choice. 

To  gain  information  helpful  in  framing  permanent  policies  and  to  aid 
leaders  of  physically  handicapped  Scouts  in  meeting  present  problems  and 
opportunities  as  wisely  as  possible,  a  very  few  special  badge  and  rank  require¬ 
ments  for  blind,  crippled,  and  partially  seeing  Girl  Scouts  are  being  tried. 
Leaders  of  plwsically  handicapped  girls  are  invited  to  send  to  Girl  Scout 
National  Headquarters  their  questions  and  their  special  problems. 

When  request  is  made  for  approval  of  any  real  concession  or  alternative 
to  meet  what  seems  the  need  of  an  individual  girl,  the  captain,  the  local 
committee  on  badges  and  awards,  and  at  least  one  authority  in  the  field  of 
the  girl’s  handicap  are  asked  to  give  careful  thought  to  what  alternative 
they  consider  desirable  in  the  light  of  the  girl’s  limitations  and  possibilities. 
They  are  asked  to  test  the  value  of  the  suggested  alternative  by  these  ques¬ 
tions:  Does  it  represent  effort  equal  to  that  of  the  usual  requirement?  Will 
the  knowledge  and  skills  which  it  represents  help  with  the  girl’s  adjust¬ 
ment  and  service  in  her  special  environment  ?  Will  the  knowledge  and  skills 
gained  carry  over  into  later  life?  Each  recommendation  is  considered  and 
approved,  or  disapproved  with  suggestion  on  procedure  considered  more 
desirable,  by  a  committee  at  National  Headquarters. 

At  this  time  three  definite  alternatives  to  rank  requirements,  other  than 
those  given  in  the  Girl  Scout  Handbook ,  have  been  approved  for  our  physi¬ 
cally  handicapped  Girl  Scouts.  These  were  worked  out  with  authorities 
and  permit: 

1.  Some  other  handwork  than  sewing  to  meet  the  Second  Class  sewing  requirement 
for  the  girl  whose  oculist  forbids  use  of  her  eyes  for  sewing 

2.  Some  first  aid  knowledge  and  skill  for  the  blind  girl,  other  than  taking  out  a 
splinter 


Department  of  Special  Education 


391 


3.  Ability  on  the  part  of  the  blind  girl  to  use  an  eye  cup  rather  than  attempt  to 
remove  a  speck  from  the  eye.  This  last  is  procedure  approved  by  many  authorities 
in  every  case  of  a  speck  in  the  eye. 

These  alternatives  are  considered  as  temporary  expedients  only  during 
this  time  of  experimentation. 

Present  experience  indicates  that  under  able  leadership  no  alternatives 
or  substitutes  in  the  present  Girl  Scout  program  are  needed  for  deaf  girls. 
Many  blind  girls  are  achieving  First  Class  rank.  In  the  case  of  cardiac, 
crippled,  and  tuberculous  Girl  Scouts,  it  is  recognized  that  many  of  these 
girls  will  never  be  able  to  meet  all  of  the  present  requirements  for  First 
Class  rank;  that  some  may  never  go  beyond  Tenderfoot  requirements.  The 
national  Girl  Scout  organization  urges  its  leaders  to  accept  these  facts,  at  the 
same  time  endeavoring  to  help  these  girls  thru  Girl  Scouting  to  find  open 
doors  to  new  fields  of  interest  and  service,  and  to  wider  horizons.  It  is  felt 
that  the  fields  of  arts  and  crafts  and  nature  hold  limitless  possibilities,  and 
specialists  in  these  fields  are  members  of  the  national  staff. 

The  national  Girl  Scout  group  has  been  fortunate  in  having  the  counsel 
and  cooperation  of  such  national  groups  as  the  American  Foundation  for 
the  Blind,  American  Red  Cross,  International  Society  ,  for  Crippled  Chil¬ 
dren,  National  Society  for  the  Prevention  of  Blindness,  National  Tubercu¬ 
losis  Association,  and  Volta  Bureau.  In  response  to  requests  from  many 
sources,  the  American  Red  Cross  has  issued  a  braille  edition  of  the  Girl 
Scout  Handbook.  The  National  Society  for  the  Prevention  of  Blindness 
made  possible  the  publication  of  a  large  type  edition  of  sections  of  the  Girl 
Scout  Handbook  thru  Tenderfoot  and  Second  Class. 

The  national  Girl  Scout  organization  recognizes  that  it  is  still  exploring 
in  this  challenging  field,  and  is  planning  now  for  further  study  of  accom¬ 
plishments  and  problems.  This  study  will  be  carried  on  in  close  cooperation 
with  authorities  in  the  different  fields  of  care  and  education  of  the  physically 
handicapped,  as  well  as  with  leaders  of  troops,  some  just  beginning,  some 
with  several  years  of  experience. 

SOME  PHASES  OF  TREATMENT  OF  CHILDREN  WITH 

ORTHOPEDIC  HANDICAPS 

ESTHER  GILLETTE,  PHYSIOTHERAPIST,  GEORGIA  WARM  SPRINGS 
FOUNDATION,  WARM  SPRINGS,  GA. 

Phis  discussion  will  be  limited  to  the  so-called  “after-treatment”  of  chil¬ 
dren  and  adults  who  are  paralyzed  as  a  result  of  anterior  poliomyelitis 
(infantile  paralysis).  The  aim  of  this  treatment  is  to  prepare  the  indi¬ 
vidual  to  take  his  place  in  society,  so  far  as  his  physical  handicap  is  concerned. 

Before  going  into  the  treatment  a  description  of  poliomyelitis  should  be 
given.  The  disease  attacks  the  cells  in  the  anterior  horns  of  the  spinal  cord 
which  control  the  action  of  the  voluntary  muscles,  not  the  muscles  them¬ 
selves.  Because  of  the  interruption  in  the  path  of  the  impulse,  the  muscles 
fail  to  contract  and  atrophy  results  from  disuse.  There  is  also  an  indirect 
effect  upon  the  vascular  system,  causing  a  decrease  in  the  circulation  and 


392 


National  Education  Association 


a  lessening  of  nourishment  to  the  muscles  and  bones.  There  are  three 
stages — acute,  convalescent,  and  chronic.  No  muscle  reeducation  is  attempted 
until  the  convalescent  stage  when  the  fever  and  the  soreness  in  the  muscles 
have  disappeared.  The  treatment  previous  to  this  is  mainly  the  prevention 
of  deformities. 

The  “after-care”  begins  with  the  convalescent  period  and  consists  of: 
(1)  rest,  (2)  muscle  reeducation  (neuromuscular  education)  and  massage, 
(3)  prevention  of  deformities  by  use  of  braces  and  corsets  or  body  sup¬ 
ports,  (4)  correction  of  deformities  by  means  of  braces,  corsets,  plaster 
casts,  and  operation. 

Before  the  patient  is  seen  by  any  of  the  doctors  he  is  given  a  muscle 
examination  by  the  head  physiotherapist.  The  purpose  of  this  is  to  obtain 
a  concrete  picture  of  the  muscle  strength  of  the  individual,  as  the  subse¬ 
quent  treatment  and  recommendations  of  the  orthopedic  men  are  determined 
by  this  muscle  test.  Each  muscle  is  tested  for  its  strength,  the  grades  running 
zero,  poor,  fair,  good,  normal. 

After  the  doctors  have  seen  the  patient  and  made  recommendations  as 
to  braces,  and  if  he  is  considered  ready  for  the  muscle  reeducation,  he  is 
sent  to  the  pool  where  he  is  assigned  to  a  physio  for  his  under-water  treat¬ 
ment.  The  principle  of  the  under-water  treatment  is  that  due  to  the  buoyancy 
of  the  water,  which  eliminates  one-half  of  the  body  weight,  weakened 
muscles  are  able  to  function  much  more  easily  than  they  can  out  of  water. 
In  giving  the  exercises  to  the  patient,  the  physiotherapist  is  guided  by  a 
copy  of  the  muscle  test  chart.  The  exercises  are  graded  according  to  the 
strength  of  the  muscle  and  vary  from  time  to  time  as  the  muscle  gains 
in  power. 

The  under-water  treatment  is  given  in  the  morning.  Immediately  after 
lunch  the  patients  have  a  rest  hour,  during  which  time  they  receive  their 
massage  in  their  rooms.  After  rest  hour  those  who  have  progressed  suffi¬ 
ciently  to  warrant  it  are  given  instruction  in  walking. 

The  educational  and  psychological  aspects  are  not  neglected,  as  they  are 
considered  important  in  a  well-rounded  program.  There  is  a  school  for  those 
under  high-school  age,  and  tutoring  may  be  obtained  for  the  older  ones. 
Social  affairs  and  entertainments  are  provided,  such  as  movies,  parties,  pic¬ 
nics,  and  home  talent  programs.  Under  the  direction  of  a  physiotherapist, 
those  having  arm  and  hand  involvement  are  supervised  in  handcraft. 

PHYSICAL  EDUCATION  FOR  THE  MENTALLY 

HANDICAPPED 

JOSEPHINE  L.  RATHBONE,  ASSISTANT  PROFESSOR  OF  PHYSICAL  EDUCATION, 
TEACHERS  COLLEGE,  COLUMBIA  UNIVERSITY,  NEW  YORK,  N.  Y. 

In  physical  education,  we  have  some  definite  opinions,  well  supported  by 
scientific  study  and  experience,  as  to  what  normal  children  need  to  keep  their 
bodies  strong  and  to  help  them  to  grow  into  well-adjusted  adults.  They  need 
activities  for  the  physiological  developing  of  the  neuromuscular  nervous 
system  since  it  affects  the  entire  vigor  of  the  body.  They  need  experience  in 


Department  of  Special  Education 


393 


joining  with  other  boys  and  girls  in  socializing  activities.  They  need  experi¬ 
ence  in  conquering  physical  fears  and  developing  courage. 

There  are  two  groups  of  children  who  might  be  classed  as  mentally 
handicapped — one  with  definite  mental  deficiencies  and  the  other  with  defi¬ 
nite  mental  acuities.  In  physical  education  we  are  trying  to  adapt  our  pro¬ 
gram  to  the  needs  of  these  two  groups  of  children.  We  must  study  the 
mentally  deficient  children  as  physical  problems  and  must  adapt  our  activi¬ 
ties  to  meet  their  body  demands.  Many  of  them  will  be  sluggish  physio¬ 
logically  and  will  need  as  vigorous  activity  as  possible.  These  children  may 
have  a  flair  for  socializing,  but  their  recreational  activities  will  have  to  be 
closely  supervised  so  that  they  shall  learn  how  to  cooperate  in  ways  that 
will  not  be  socially  unacceptable.  As  far  as  courage  is  concerned,  these  chil¬ 
dren  often  have  an  over-abundance  because  they  do  not  have  the  intelli¬ 
gence  to  warn  them  to  be  cautious.  They  present  a  definite  problem  to  the 
physical  education  instructor  who  is  anxious  to  give  them  joyous,  vigorous 
activities.  They  must  be  taught  the  dangers  involved  in  physical  activities 
and  shown  how  to  protect  themselves. 

The  mentally  superior  children  present  entirely  different  problems. 
Physiologically,  they  may  need  stimulation  to  offset  their  sedentary  manner 
of  living  or  they  may  need  physical  education  of  a  rhythmic  type  to  help 
release  some  of  the  residual  tensions  which  result  from  their  intellectual 
concentration.  They  are  likely  to  be  individuals  who  tend  to  seclude  them¬ 
selves  and  therefore  must  be  urged  to  take  part  in  group  activities.  They 
may  dislike  physical  education  and  present  a  real  problem  to  the  instructor 
who  is  forced  to  modify  the  program  to  include  activities  which  will  appeal 
to  the  highly  intellectual  pupil  of  limited  motor  skills.  The  extremely  intelli¬ 
gent  person  is  wise  enough  to  see  the  hazards  involved  in  many  physical 
activities  and  he  is  likely  to  resist  taking  part  in  those  stunts  and  games 
which  he  thinks  may  injure  his  body.  He  needs  a  training  in  conquering 
physical  fears  and  in  building  up  physical  and  emotional  Stamina ;  therefore, 
he  is  a  challenge  to  all  those  who  are  concerned  with  the  physical  education 
program. 

THE  TESTING  OF  THE  DEAF  AND  THE  HARD-OF-HEAR¬ 
ING  CHILDREN  IN  ST.  PAUL  SCHOOLS  WITH  THE 
ARTHUR  PERFORMANCE  SCALE 

HELEN  M.  BISHOP,  PSYCHOLOGICAL  EXAMINER,  PUBLIC  SCHOOLS, 

ST.  PAUL,  MINN* 

The  purpose  of  the  present  study  Was  to  determine  the  level  of  mental 
development  of  the  children  in  the  classes  for  the  deaf  and  the  hard  of 
hearing  in  the  St.  Paul  schools  between  1929  and  1936.  The  Arthur  Per¬ 
formance  Scale  was  given  to  each  of  the  ninety  children  admitted  to  the 
special  classes  for  the  deaf  and  hard  of  hearing  in  St.  Paul  between  January 
1929  and  May  1936. 


394 


National  Education  Association 


The  practise  of  the  division  of  hygiene  consists  in  recommending  to  the 
doctor  for  a  hearing  examination  all  children  who  on  the  audiometer  tests 
show  a  hearing  loss  of  15  percent  or  more  in  either  or  both  ears.  From  this 
list  of  children  the  doctors  select  the  ones  who  are  to  be  placed  in  the  deaf 
and  hard-of-hearing  classes.  Some  children  remain  in  the  classes  thruout 
the  eight  grades;  others  remain  only  until  enough  lip  reading  has  been 
mastered  to  permit  them  to  carry  on  in  the  regular  grades ;  still  others  are 
transferred  out,  due  to  improved  hearing. 

For  the  ninety  children  studied,  the  intelligence  on  the  Arthur  Perform¬ 
ance  Scale  ranged  from  152  to  68.  The  median  I.Q.  was  97 ;  the  mode,  97  ; 
and  the  mean,  97.16  for  the  group. 

Since  the  Arthur  Performance  Scale  can  be  administered  without  a 
spoken  word,  it  has  proved  of  use  in  determining  the  mental  age  level  of 
the  deaf  and  the  hard-of-hearing  children  in  St.  Paul.  Four  children  who 
had  been  placed  in  the  classes  for  the  retarded  on  the  basis  of  ratings  ob¬ 
tained  with  verbal  scales  were  retested  on  the  Arthur  Performance  Scale. 
It  was  believed  that  more  accurate  measures  were  obtained  for  them  with 
the  Performance  Scale,  since  it  did  not  penalize  them  for  defective  hearing. 

So  far  as  one  can  draw  conclusions  from  ninety  cases,  the  findings  indi¬ 
cate  a  normal  distribution  with  as  nearly  an  unselected  group  of  deaf  chil¬ 
dren  as  one  can  find  in  the  general  school  population.  The  results  indicate 
the  advisability  of  continued  use  of  the  Arthur  Performance  Scale  for 
the  deaf  children  in  St.  Paul. 

THE  SPEECH  DEFECTIVE  IN  THE  RANKS  OF  THE 

HANDICAPPED 

EARL  W.  WELLS,  PROFESSOR  OF  SPEECH  AND  DIRECTOR  OF  SPEECH  CLINIC, 

OREGON  STATE  COLLEGE,  CORVALLIS,  ORE. 

While  every  teacher  should  be  interested  in  the  child’s  most  important 
means  of  self-expression  and  social  adaptation — his  speech — the  teacher  of 
the  deaf,  blind,  crippled,  and  mentally  retarded  should  be  particularly  inter¬ 
ested  in  corrective  speech  since  he  so  frequently  encounters  the  problem  of 
speech  disorders.  Speech  defectives  must  not  be  confused  with  individuals 
needing  speech  improvement.  The  latter  include  most  Americans!  The 
speech  defective  is  one  who  vocalizes,  articulates,  or  pronounces  in  a  manner 
so  definitely  subnormal  (not  abnormal ,  as  one  may  speak  abnormally  well) 
that  his  speech  attracts  undue  attention. 

Speech  correctionists  everywhere  feel  profoundly  that  a  thoro  remedial 
speech  program  should  be  established  in  our  public  school  system.  Their 
conviction  rests  upon  three  major  conclusions.  To  begin  with,  there  is  a 
formidable  number  of  speech  defectives  in  our  schools,  from  5  to  15  percent 
of  the  enrolment  according  to  various  state  and  municipal  surveys,  one 
million  according  to  the  report  of  the  Subcommittee  on  the  Child  Defective 
in  Speech  at  the  White  House  Conference  on  Child  Health  in  1930. 
Secondly,  if  education  should  teach  the  student  how  to  earn  a  livelihood, 
serve  society,  and  enjoy  life,  then  truly  the  speech  defective  endures  as  great 


Department  of  Special  Education 


395 


a  disadvantage  as  any  handicapped  individual.  In  the  third  place,  it  is  the 
conclusion  of  authorities  that  at  least  half  of  the  disorders  of  speech  could 
be  prevented,  corrected  completely,  or  very  materially  alleviated. 

Today  a  number  of  obstacles  are  preventing  the  realization  of  a  thoro 
speech  correction  program  in  our  schools :  ( 1 )  a  more  widespread  apprecia¬ 
tion  of  the  need  for  such  a  program  on  the  part  of  educators  generally  is 
imperative;  (2)  state  legislative  and  administrative  action  is  essential  to 
give  the  speech  defective  a  special  status  such  as  is  conferred  upon  other 
handicapped  children  and  to  provide  a  definite  place  in  the  state  course  of 
study  for  speech  correction;  (3)  an  adequate,  but  necessarily  expensive,  pro¬ 
gram  can  be  financed  successfully  only  by  the  allocation  of  special  funds  as 
is  done  for  other  defectives;  (4)  there  is  the  problem  of  perfecting  a  speech 
correction  curriculum;  (5)  despite  rather  phenomenal  progress,  too  few 
normal  schools,  colleges,  and  universities  yet  provide  the  quantity  and  quality 
of  training  needed  by  teachers  for,  corrective  speech  work. 

In  view  of  recent  advancement  and  present  favorable  circumstances,  the 
case  for  speech  correction  in  our  schools  may  well  be  won  in  the  next  decade. 

LET’S  STUDY  THE  WHOLE  CHILD 

MAE  F.  WILLIAMS,  DEPARTMENT  OF  PUPIL  PERSONNEL,  PUBLIC  SCHOOLS, 

TACOMA,  WASH. 

There  is  nothing  of  greater  importance  in  the  whole  field  of  education 
than  that  of  effecting  a  satisfactory  adjustment  between  pupils  and  school. 
Yet  with  all  the  help  that  the  school  can  give,  we  often  find  the  influence 
of  the  home  and  neighborhood  pulling  too  strongly  in  the  opposite  direction. 
There  is  a  crying  need  for  the  better  understanding  of  all  children,  based 
upon  a  more  exact  and  scientific  knowledge  of  the  conditions  surrounding 
and  facing  the  child  as  an  individual.  There  are  so  many  environments, 
so  many  differences  in  temperament,  mentality,  neighborhoods,  and  family 
relationships,  that  we  may  well  feel  that  a  child’s  actions  in  school  are  a 
barometer  of  his  home  life.  For  years  we  tried  to  make  the  child  good  thru 
the  church,  and  well  thru  medical  aid.  We  accepted  the  fact  that  he  had 
not  conformed  to  the  standards  of  morals  and  health,  that  he  was  out  of 
step  with  society  and  emotionally  unstable.  Today  we  are  probing  for  causal 
factors,  rather  than  resting  content  with  the  recognition  of  symptoms. 

The  child,  whether  average  or  exceptional,  at  home  and  at  school,  is 
facing  adjustments  and  going  thru  development  processes  every  day  and 
every  hour  of  his  life.  These  processes  are  interwoven  and  interrelated.  I 
refer  to  the  child’s  intellectual  development,  which  is  mental,  his  educational 
development,  which  is  academic,  his  physical  development,  and  his  social 
and  emotional  development,  which  is  environmental.  We  may  study  these 
separately,  but  we  find  them  ever  merging  one  into  the  other. 

Education  is  really  more  than  the  association  of  books,  teacher,  and 
children.  Our  greatest  progress  will  lie  in  teaching  and  directing  the  pupil, 
rather  than  in  teaching  subjectmatter  so  rigidly.  The  need  is  that  of  guid¬ 
ing  the  child  to  meet  life’s  situations,  for  that  is  what  is  before  him.  Every 


396 


National  Education  Association 


child,  regardless  of  the  degree  to  which  he  deviates  from  the  normal,  must 
have  the  same  opportunities  to  be  educated  according  to  his  ability,  capacity, 
and  talent. 

THE  KINESTHETIC  APPROACH  TO  REMEDIAL  READING 

A.  O.  FREEL,  PRINCIPAL,  ABERNETHY  SCHOOL,  PORTLAND,  ORE. 

After  working  for  a  year  in  the  Beech  School  in  Portland  with  a  group 
of  seventeen  children  in  the  2-B  class,  only  three  of  whom  were  able  to  read 
up  to  their  grade  level,  we  found  that  we  had  made  very  little  progress 
with  the  group  as  a  whole.  We  were  at  our  wits’  end  to  know  what  to  do 
next,  as  our  best  endeavors  had  practically  failed  to  meet  the  needs  of  these 
children. 

During  the  following  summer  I  went  to  the  University  of  Oregon  and 
visited  the  classes  for  atypical  children  being  conducted  in  the  clinical 
school,  and  conferred  at  length  with  those  in  charge.  When  school  opened 
in  September  the  teacher  who  was  to  have  these  children  and  I  decided  to 
try  the  plans  being  worked  in  the  clinical  school  at  the  University.  Of 
course,  we  had  to  adapt  the  work  to  fit  a  classroom  procedure,  as  nearly 
all  of  the  work  done  in  the  clinical  school  was  individual. 

To  begin  with  we  explained  our  plans  carefully  to  the  children.  They 
helped  us  to  accumulate  a  stack  of  magazines  which  we  piled  on  a  work 
table  in  the  rear  of  the  room  along  with  scissors  and  paste.  Each  child  made 
for  himself  a  scrap  book  by  fastening  art  paper  together  with  paper  fasten¬ 
ers.  We  gave  this  group  of  pupils  about  an  hour  each  day  for  three  days  a 
week  writing  stories  about  pictures  they  found  in  these  magazines.  The 
other  two  days  they  used  their  textbooks  or  supplementary  readers. 

Each  child  was  permitted  to  select  a  picture  that  appealed  to  him,  take  it 
to  his  seat,  and  write  a  story  about  it.  They  were  at  liberty  to  write  on  any 
subject  and  to  say  whatever  they  felt  like  saying.  As  they  wrote  their  stories 
on  composition  paper,  they  were  to  ask  how  to  spell  every  word  that  they 
were  in  doubt  about.  When  a  child  asked  for  the  spelling  of  a  word,  we 
wrote  it  for  him  on  a  long  slip  of  paper  with  crayola  in  blackboard-size 
letters.  Then  he  pronounced  the  word  and  traced  it  with  his  finger,  saying 
the  word  as  he  traced  it.  We  did  not  allow  him  to  say  the  letters.  If  a  word 
contained  more  than  one  syllable,  the  child  said  each  syllable  as  he  traced 
it,  but  he  wrote  the  word  as  a  unit.  After  he  had  traced  and  said  the  word 
until  he  thought  he  could  write  it  from  memory,  he  turned  the  paper  over 
and  tried  to  write  it.  If  he  failed,  he  traced  some  more  until  he  could  write 
it  correctly  from  memory.  Then  he  wrote  the  word  in  his  story  and  pro¬ 
ceeded  until  he  came  to  another  word  he  could  not  spell  when  the  same 
procedure  was  followed  out.  Of  course,  many  times  these  children  mis¬ 
spelled  words  without  knowing  it.  These  words  were  taken  up  separately 
later  on  and  taught  by  the  same  method.  This  tracing  and  saying  the  word 
focused  all  three  of  the  child’s  learning  processes  on  the  word. 

The  individual  learns  by  means  of  mental  images  retained  in  memory. 
These  atypical  children  seem  not  to  be  able  to  retain  a  mental  picture. 


Department  of  Special  Education 


397 


Therefore,  they  must  learn  thru  other  sense  channels.  The  two  remaining 
senses  thru  which  they  can  learn  to  read  are  the  auditory  and  the  kinesthetic 
or  motor  senses.  When  these  two  senses  are  utilized  in  this  way,  the  learner 
gets  mental  images  (auditory  and  kinesthetic)  which  function  quite  as  well 
as  do  the  visual  images  for  the  average  child.  The  tracing  and  saying  by 
syllables  soon  builds  up  a  vocabulary  of  syllables  in  the  child’s  memory 
which  enables  him  successfully  to  attack  new  words  for  himself. 

At  the  end  of  four  months’  time,  the  seventeen  pupils  in  this  group  had 
made  an  average  of  eleven  months’  progress  in  reading  ability  as  shown  by 
the  Stanford  Reading  Tests. 

During  the  last  four  years  in  the  Abernethy  School,  we  have  done  remedial 
work  with  between  forty  and  fifty  children  who  were  so  far  retarded  in 
their  reading  that  they  were  not  able  to  do  their  other  school  work  suc¬ 
cessfully.  In  every  case  these  children  have  been  given  sufficient  help  to 
enable  them  to  go  back  into  their  classes  and  succeed  there. 

SECRETARY’S  MINUTES 

Portland,  Oregon 

Business  Meeting,  Tuesday  Afternoon,  June  30,  1936 

The  meeting  was  called  to  order  by  the  president,  Mrs.  Mabel  A.  Harms,  at 
2:15  o’clock  in  the  auditorium  of  the  First  Christian  Church.  The  minutes  of  the 
meeting  of  the  previous  year  were  read  and  approved. 

The  treasurer’s  report  was  next  given  as  follows:  receipts,  $79.50  (including  $25 
allowed  from  the  N.  E.  A.  not  yet  received),  disbursements  to  July  1,  $68.12; 
balance  on  hand  July  1,  $11.38.  Additional  expenses  will  accrue  until  September  1. 
The  motion  was  made,  seconded,  and  carried  to  accept  the  treasurer’s  report. 

The  report  of  the  Program  Committee  was  given  by  Mrs.  Harms.  This  Committee 
consisted  of  the  members  of  the  Executive  Committee,  the  local  chairman  of  the 
Portland  convention,  Lewis  C.  Martin,  and  the  senior  specialist  in  the  education  of 
exceptional  children,  Office  of  Education,  Elise  Martens.  The  Committee’s  report 
was  as  follows: 

First  Session.  Program  of  general  interest  to  the  whole  group  held  at  the  Behnke- 
Walker  building  on  Monday,  June  29,  at  2  p.  m. 

Second  Session.  Luncheon  meeting  held  at  the  Sign  of  the  Rose  Tea  Room  with 
Henry  L.  Dixon,  psychiatrist  of  the  University  of  Oregon  Medical  School  Clinic 
as  speaker.  This  was  followed  by  the  business  meeting  after  which  3  group 
meetings  were  held  at  3  o’clock  in  the  First  Christian  Church. 

The  group  discussions  were  as  follows: 

Group  A  Panel  Discussion  on  the  Progress  in  the  Education  of  the  Mentally  Ex¬ 
ceptional  Child.  Leader,  Corinne  Bell,  Child  Welfare  Department,  Okla¬ 
homa  College  for  Women,  Chickasha,  Okla. 

Group  B  Panel  Discussion  on  the  Progress  in  the  Education  of  the  Physically  Ex¬ 
ceptional  Child.  Leader,  Edna  Davis,  principal,  School  for  the  Deaf, 
Spokane  Wash. 

Group  C  Symposium.  Education  and  Mental  Health  of  the  Exceptional  Child. 

Presiding,  Elise  Martens,  senior  specialist  in  the  education  of  exceptional 
children,  U.  S.  Office  of  Education,  Washington,  D.  C. 

This  report  was  approved. 

The  report  of  the  Committee  To  Study  the  Constitution  was  next  given  by  Lettisha 
Henderson,  chairman.  Other  members  of  the  Committee  were  Georgia  Howe,  Mrs. 


398 


National  Education  Association 


Nellie  C.  MacDonald,  Mrs.  MacLaughlin,  and  Lewis  C.  Martin.  The  recommenda¬ 
tions  were  as  follows: 

(a)  That  the  fiscal  year  of  the  Department  of  Special  Education  be  the  same 
as  that  of  the  N.  E.  A.,  from  September  1  of  the  one  year  to  September  1  of  the 
following  year.  This  to  be  incorporated  as  a  bylaw  to  the  constitution. 

(b)  That  the  membership  dues  of  fifty  cents  as  provided  in  the  motion  of 
1935  be  incorporated  as  a  bylaw  and  that  dues  paid  during  the  convention  are 
to  apply  for  the  following  year. 

(c)  That  the  constitution  be  amended  to  the  effect  that  the  office  of  secretary- 
treasurer  be  one  office  but  that  the  chairman  of  the  Membership  Committee 
handle  all  items  referring  to  membership  in  order  to  relieve  the  secretary  of 
some  of  the  heavier  duties. 

(d)  That  the  constitution  be  amended  to  include  remedial  reading  as  a  ninth 
division  in  the  Department. 

(e)  That  a  committee  be  appointed  to  distinguish  more  definitely  the  purpose 
of  this  organization  from  that  of  the  International  Council  for  Exceptional 
Children  in  the  effort  to  do  away  with  overlapping  of  the  work  of  the  two  groups 
and  to  consider  some  type  of  arrangement  for  publication  of  material  of  the 
two  organizations. 

This  report  was  followed  by  a  discussion  from  the  floor  of  each  of  the  points  in  it. 

It  was  moved,  seconded,  and  carried  that  recommendations  (a),  (b),  (c),  and 
(e)  be  adopted. 

After  a  rather  heated  discussion  as  to  whether  remedial  reading  shall  be  incorpo¬ 
rated  as  a  ninth  division  of  the  Department  of  Special  Education,  recommendation 
(d),  and  after  a  considerable  difference  of  opinion  on  this  matter  it  was  finally 
decided  to  let  the  matter  lie  over  for  another  year.  The  motion  was  made,  seconded, 
and  carried  that  a  committee  be  appointed  to  study  this  question  and  report  at  the 
meeting  next  year. 

In  the  absence  of  the  membership  chairman,  Nellie  Feetham,  the  secretary  re¬ 
ported  a  total  of  107  active  members  for  the  year  and  125  letters  to  supervisors, 
directors  of  special  classes,  and  state  supervisors  of  special  education. 

The  report  of  the  Nominating  Committee  composed  of  Miriam  Bishop,  chairman, 
Grace  Towsley,  Mrs.  Nellie  C.  MacDonald,  Elise  Martens,  and  Mrs.  Mabel  A. 
Harms  was  given  by  Miss  Bishop.  Since  there  were  no  nominations  from  the  floor 
it  was  moved,  seconded,  and  carried  that  the  secretary  cast  a  unanimous  ballot  for 
the  slate  as  read.  (See  Historical  Note,  p.  384.) 

Marie  Vicklund,  chairman  of  the  Resolutions  Committee,  next  reported  on  the 
resolutions,  which  were  as  follows: 

Whereas,  The  General  Program  Committee  of  the  National  Education  Asso¬ 
ciation  has  seen  fit  to  include  Special  Education  as  a  department  and  to  assist 
in  the  promotion  of  its  extension  and  publicity,  and 

Whereas,  To  that  end  has  provided  Elise  Martens,  senior  specialist  in  the 
education  of  exceptional  children,  U.  S.  Office  of  Education,  Washington,  D.  C., 
and 

Whereas,  Mrs.  Mabel  A.  Harms,  president  of  the  Department,  has  worked 
so  effectively  and  untiringly  to  promote  this  splendid  program  for  1936,  and 

Whereas,  The  local  committee  has  so  graciously  provided  pleasant  and  effec¬ 
tive  meeting  places  and  other  courtesies,  and 

Whereas,  Dr.  Lewis  C.  Martin,  local  chairman  of  the  Department  has  co¬ 
operated  in  a  way  which  was  invaluable  to  the  success  of  the  meeting,  and 

Whereas,  The  speakers  on  the  program,  one  and  all,  are  outstanding  in  their 
special  fields  and  have  given  richly  of  their  learning, 

Therefore,  Be  It  Resolved,  That  this  Department  of  Special  Education  extend 
to  these  people  and  all  others,  their  sincere  appreciation  and  gratitude. 

The  motion  was  made,  seconded,  and  carried  that  the  resolutions  be  adopted. 
The  meeting  was  then  adjourned. 


DEPARTMENT  OF 
S  UPERINTENDENCE 


HISTORICAL  NOTE 


The  department  of  superintendence  was  the  outgrowth  of  a  meet¬ 
ing  of  the  National  Teachers’  Association  in  Harrisburg,  Pennsylvania, 
1865,  at  which  time  the  state  and  city  superintendents  present  decided  to 
form  an  organization  of  their  own.  Final  action  was  taken  in  Washing¬ 
ton,  D.  C.,  in  February,  1866.  The  new  organization  was  called  the  Na¬ 
tional  Association  of  School  Superintendents. 

In  1870,  the  National  Association  of  School  Superintendents  merged 
into  the  National  Education  Association  as  a  Department.  In  1921,  the 
Department  wa3  reorganized  and  a  fulltime  secretary  employed.  It  pub¬ 
lishes  a  report  of  its  annual  meeting  and  a  yearbook  which  are  sent  only 
to  members. 

The  officers  of  the  Department  for  the  year  1936-37  are:  president, 
A.  L.  Threlkeld,  Superintendent  of  Schools,  Denver,  Colo.;  first  vice- 
president,  A.  J.  Stoddard,  Superintendent  of  Schools,  Providence,  R.  I.; 
second  vicepresident,  Jesse  H.  Mason,  Superintendent  of  Schools, 
Canton,  Ohio;  executive  secretary,  Sherwood  D.  Shankland,  1201 
Sixteenth  Street,  N.  W '.,  Washington,  D.  C.;  executive  committee: 
Frank  G.  Pickell,  Superintendent  of  Schools,  Montclair,  N.  J.  (term, 
expires  1937)  ;  George  C.  Bush,  Superintendent  of  Schools,  South  Pasa¬ 
dena,  Calif,  (term  expires  1938);  Ben  G.  Graham,  Superintendent  of 
Schools,  Pittsburgh,  Pa.  (term  expires  1939);  I.  C.  Cochran,  Superin¬ 
tendent  of  Schools,  San  Antonio,  Texas  ( term  expires  1940). 

Facts  relating  to  the  establishment  of  this  Department  and  the  record 
of  meetings  are  found  in  earlier  volumes  of  proceedings  as  follows: 


1873  :244-270 
1874:297 
1875  :189 
1876 :291 
1877:253-261 
1879:223 
1880 :235-236 
1881 :252 

1882  :Pt.II  :1-112 

1883  :131 

1884  -.283-292 
1885 : 160-191 
1886 : 333-350 


188 7:509-538 
1888 :513-543 
1889  -.611-613 
1890 :365-542 
1891 :379-525 
1892  -.559-743 

1894  -.252-592 

1895  -.213-429 

1896  -.231-392 
189 7:195-316 

1898  -.303-488 

1899  -.251-379 


1900 :183-296 
1901  -.189-348 
190 2:151-305 

1903  -.139-300 

1904  -.173-332 

1905  -.155-270 
1906:  29-214 
1907:145-327 

1908  -.129-312 

1909  -.159-330 

1910  -.143-306 

1911  -.161-329 


1912:  329-  497 
1913 :  99-  354 
1914:  133-  291 
1915 :  253-  525 
1916:  895-1099 
1917:  661-  845 
1918:  473-  683 
1919:  483-  673 
1920:  407-  536 
1921 :  679-  849 
1922  -.1295-1464 
1923:  881-1024 


1924  -.803-961 

1925  -.633-862 
192 6:665-838 
1927  -.697-871 
1928 : 655-830 
1929  -.643-802 
1930:607-770 

1931  -.645-800 

1932  -.543-677 

1933  -.551-680 

1934  -.535-672 
1935 :499-626 


f  400  J 


GENERAL  SESSION 

MONDAY  EVENING,  FEBRUARY  24,  1936 

SYMPOSIUM  ON  FEDERAL  SUPPORT  OF  PUBLIC 

EDUCATION 

PAUL  R.  MORT,  PROFESSOR  OF  EDUCATION,  TEACHERS  COLLEGE,  COLUMBIA 

UNIVERSITY,  NEW  YORK,  N.  Y. 

Facts 

Social  and  Economic  Welfare 

Our  social  and  economic  welfare  demands  a  more  adequate  educa¬ 
tional  program  than  the  poor  states  can  provide.  The  social  and  eco¬ 
nomic  benefits  from  good  education  are  not  limited  to  the  communities  in 
which  the  education  takes  place.  They  are,  on  the  contrary,  widely  diffused 
thruout  the  nation.  This  holds  as  well  for  the  social  and  economic  losses 
from  poor  education.  Whether  we  look  upon  this  on  the  positive  side  of 
increasing  our  social  and  economic  well-being,  or  on  the  negative  side  of 
removing  festering  sores  in  our  social,  civic,  and  economic  system,  the  con¬ 
clusion  is  the  same — that  a  satisfactory  foundation  of  education  should  be 
provided  in  every  community  thruout  the  nation. 

Economists  have  made  much  of  the  positive  influence  of  education  on 
economic  well-being.  Sociologists  have  pointed  to  its  advantages  from  the 
angle  of  the  general  social  welfare.  The  extent  to  which  we  would  be 
justified  economically  and  sociologically  in  supporting  education  has  been 
given  all  too  scant  consideration.  We  have  no  measures  as  yet  of  the  degree 
to  which  increases  in  expenditure  on  education  are  accompanied  by  propor¬ 
tionate  economic  and  social  returns. 

Much  has  been  made  of  the  fact  that  inadequately  educated  persons 
cannot  be  barred  from  migrating  from  place  to  place.  Coupling  this  fact 
of  mobility  of  the  population  with  the  fact  that,  according  to  present  birth¬ 
rates,  urban  communities  cannot  perpetuate  themselves,  we  see  that  there 
is  operating  a  great  magnet  that  draws  the  less  well-educated  population 
in  from  the  rural  areas  and  villages.  It  brings  into  our  cities  an  undue  pro¬ 
portion  from  the  marginal  and  submarginal  economic  areas  in  which  the 
educational  programs  are  the  poorest.  The  migration  of  the  Negro  popula¬ 
tion  to  the  North  is  a  dramatic  example  of  this.  The  principal  of  a  junior 
high  school  in  Harlem  recently  told  me  that  the  parents  of  93  percent  of 
his  children  were  migrants  from  other  states.  When  one  has  visited  some 
of  the  schools  in  which  those  persons  had  their  education,  one  can  under¬ 
stand  some  of  the  social,  civic,  and  economic  problems  which  we  in  New 
York  City  have  in  our  midst. 

I  think  we  have  been  unduly  impressed  by  those  individuals  from  the 
poor  areas  who  by  dint  of  sheer  native  ability  and  good  luck  have  risen  to 
a  high  place  in  their  communities.  We  might  have  a  better  perspective  if 


[401] 


402 


National  Education  Association 


we  were  to  take  the  trouble  to  discover  to  what  degree  this  group  is  repre¬ 
sented  on  the  relief  rolls  and  in  our  courts — to  study  the  American  slums 
in  our  large  cities. 

I  remember  well  experiencing  the  increase  of  Flint,  Michigan,  from 
10,000  to  more  than  100,000  in  population.  That  population  was  drawn 
pretty  largely  from  the  country  roundabout.  Many  of  the  people,  whom 
I  knew,  moved  to  Flint.  I  myself  lived  there  during  a  part  of  that  period, 
and  experienced  the  discouraging  attempt  at  adaptation  which  these  people 
made.  They  were  not  equipped  for  the  social  and  civic  problems  which 
they  .had  to  face — and  Michigan’s  educational  system  was  by  no  means 
among  the  poorest. 

On  the  economic  side,  limited  educational  opportunities  are  associated 
with  limited  standards  of  living.  This  at  one  and  the  same  time  reflects 
limited  consumption  and  limited  will  and  ability  to  produce.  It  is  reflected 
in  the  economic  status  of  others,  not  only  in  the  poorer  communities  but 
also  in  the  abler  communities.  Finally,  great  geographical  groups  of  peoples 
with  limited  education  influence  the  economic  and  social  pattern  of  the 
nation  at  large.  They  provide  pliable  support  for  selfish  pressure  groups 
that  hope  to  mold  to  their  own  advantage  the  civic  as  well  as  the  social 
and  economic  pattern  of  the  nation.  There  would  seem  to  be  no  question 
but  that  all  people,  rich  and  poor,  are  vitally  concerned  with  the  estab¬ 
lishment  of  a  minimum  of  educational  opportunity  at  least  sufficiently  high 
to  safeguard  ourselves  against  dangers.  There  is  much  evidence  that  we 
can  well  afford  to  support  a  foundation  program  because  of  its  general 
economic  benefits  alone. 

I  shall  now  show  that  this  result  cannot  be  attained  without  federal  aid. 

Poorer  States  Lack  Ability 

The  poorer  states  do  not  have  the  ability  to  support  an  educational  pro¬ 
gram  sufficiently  good  to  safeguard  us  against  these  social  and  economic 
ills.  The  great  differences  in  the  abilities  of  states  have  long  been  known. 
It  has  been  contended  that  they  are  not  large  enough  to  be  disturbing,  that 
they  could  be  offset  in  the  poorer  states  by  reasonable  effort.  Studies  by 
Ashby  and  Chism,1  Norton  students,  have  shown  that  we  may  not  have 
any  such  comfort.  They  show  that  if  the  poorer  states  were  to  tax  them¬ 
selves  for  the  support  of  a  defensible  foundation  program,  there  would  be 
no  funds  for  other  public  services  unless  derived  from  confiscatory  taxes. 
That  question  is  answered.  We  need  not  argue  about  that  any  more. 

Another  fact,  all  too  little  appreciated,  is  that  local  initiative  is  now 
languishing  in  our  rich  states  as  well  as  in  our  poor. 

Local  Initiative  Restricted 

Overburden  on  the  property  tax  handicaps  local  initiative  in  practically 
all  states.  This  is  a  matter  on  which  we  are  all  too  poorly  informed.  I 
think  we  hardly  realize,  having  grown  up  in  a  tradition  of  local  initiative, 
the  important  part  local  initiative  is  supposed  to  play  in  our  local  set-up. 

1  Ashby,  Lyle  W.  The  Efforts  of  the  States  To  Support  Public  Education  as  Related  to  the  Ade¬ 
quacy  of  the  Support  Provided.  (To  be  published.) 

Chism,  Leslie.  The  Economic  Ability  of  the  States  To  Finance  Public  Schools.  New  York: 
Teachers  College,  Columbia  University,  1936, 


Department  of  Superintendence 


403 


It  is  a  means  by  which  experimentation  is  supposed  to  bring  about  adapta¬ 
tion  in  our  schools.  Now,  there  are  many  ways  in  which  it  can  be  handi¬ 
capped  but  one  of  the  ways  which  we  tend  to  overlook  is  that  if  the  prop¬ 
erty  taxpayer  is  bearing  an  unfair  burden,  he  does  not  assume  responsibility 
as  he  would  if  carrying  only  a  fair  share  of  the  cost  of  government.  In 
times  like  these  he  will  be  overanxious  to  throw  the  burden  off  and  in  better 
times,  he  will  be  unduly  slow  in  accepting  the  burden. 

The  removal  of  the  property  tax  overburden  by  the  states  is  slow  and 
difficult.  It  can  be  speeded  up  thruout  the  nation  by  federal  participation 
in  school  support.  Interestingly  enough,  many  people  have  thought  of  fed¬ 
eral  support  as  being  somehow  or  other  inimical  to  local  initiative  and  thus 
to  the  experimental  process  upon  which  we  depend  chiefly  for  the  adaptation 
of  our  schools  to  new  needs.  Seeing  the  very  real  dangers,  they  failed  to 
assess  the  potential  benefits.  This  was  in  no  small  part  due  to  the  failure 
to  analyze  the  support  phase  of  local  initiative.  Recent  analyses  have  shown 
that  where  the  property  tax  is  carrying  more  than  its  fair  share  of  the 
burden  of  all  government,  local  initiative  is  handicapped.  It  carries  a  mill¬ 
stone  about  its  neck.  Local  initiative  can  be  restored  to  health. 

I  think  in  the  past  ten  years  those  of  us  who  have  lived  thru  the  period 
of  great  increase  in  state  aid  in  New  York  state  would  agree  that  with  the 
increase  of  state  aid  from  forty  million  to  one  hundred  and  twenty-two  mil¬ 
lion  dollars,  the  amount  of  central  control  has  decreased  rather  than  in¬ 
creased,  and  local  initiative  has  been  strengthened. 

Federal  Aid  a  Potential  Boon  to  Local  Initiative 

This  has  been  one  of  the  important  considerations  in  the  state  studies 
of  school  finance  during  the  past  decade.  State  aid  to  education  provides  an 
excellent  channel  thru  which  non-property  taxes  collected  by  the  central 
authorities  may  be  passed  back  to  localities  to  relieve  the  property  tax  and 
thus  to  rehabilitate  local  initiative.  But  the  process  of  broadening  the  tax 
base  has  not  been  free  from  restrictions.  Difficulties  in  administration  of 
newer  taxes  among  states  have  arisen.  A  vast  amount  of  time  has  been  spent 
by  tax  experts  in  attempting  to  work  out  reciprocity  arrangements  and 
uniform  plans  among  the  states.  Recently  considerable  support  has  devel¬ 
oped  among  tax  experts  for  a  process  of  shortcircuiting  these  difficulties 
by  utilizing  the  federal  government  as  a  tax-collecting  agency.  There  is 
little  doubt  but  that  if  properly  handled,  it  would  bring  measurable  relief 
to  the  property  tax  upon  which  local  initiative  now  depends  for  support. 
This  would  quicken  the  operation  of  local  initiative  and  hence  the  experi¬ 
mental  adaptation  of  our  schools  to  new  needs.  We  should  not  minimize 
the  difficulties  of  our  poorer  states  and  of  the  poorer  communities  in  our 
abler  states,  but  we  should  not  be  blind  to  the  need,  all  up  and  down  the 
line  of  ability,  for  enlivening  local  initiative.  It  is  on  this  that  our  schools 
place  the  greatest  dependence  for  long-time  educational  efficiency. 

We  have  seen  that  federal  aid  is  necessary  for  the  establishment  of  a 
defensible  minimum  program  of  education,  and  that,  if  freed  from  control, 
it  will  rehabilitate  our  languishing  local  initiative,  in  states  rich  and  poor. 
But  is  it  constitutional  ? 


404 


National  Education  Association 


Constitutionality 

A  review  of  the  evidence  seems  to  leave  little  doubt  with  respect  to  this 
point.  Dean  Russell’s  analysis  of  Madison’s  Journal  of  the  Constitutional 
Convention  indicates  that  federal  interest  in  education  was  considered  in 
the  writing  of  the  welfare  clause  into  the  Constitution.  Furthermore,  the 
federal  government  has  participated  in  the  support  of  education  since  Ohio 
was  admitted  into  the  Union  in  1802.  There  has  been  a  tendency  in  recent 
years  to  discount  the  implications  of  the  federal  land  grants  to  common 
schools — to  claim  that  they  were  made  as  a  means  of  encouraging  pur¬ 
chases  of  federal  land.  It  does  not  seem  to  me  in  any  degree  to  lessen  the 
significance  of  even  the  early  federal  land  grants  to  schools  to  say  that  they 
served  immediately  practical  purposes.  However  this  may  be,  it  is  a  fact 
that  with  the  passage  of  time  and  the  corresponding  decrease  in  federal 
lands,  the  land-grant  policy  became  continuously  more  liberal.  Nor  have 
questions  been  raised  concerning  the  constitutionality  of  later  grants  which 
did  not  involve  federal  control  of  state  policy.  If  there  is  a  tendency  (and 
there  has  been  in  some  quarters)  to  question  the  constitutionality  of  the 
Smith-Hughes  Act  due  to  the  recent  AAA  decision  of  the  Supreme  Court, 
this  is  only  an  additional  argument  that  such  control  features  should  be 
avoided  over  and  beyond  the  other  arguments  to  be  presented  later  and 
which  by  themselves  are  entirely  competent. 

Dangers 

Hampering  Local  Initiative 

I. shall  now  deal  with  the  dangers  and  how  to  avoid  them.  I  am  going 
to  picture  the  dangers  in  a  very  serious  picture  and  I  want  you  to  balance 
that  picture  over  against  the  serious  conditions  which  we  now  face.  It  is 
no  easy  task  ahead  of  us.  It  is  fraught  with  dangers.  We  should  be  aware 
of  them.  We  should  provide  for  them. 

There  are  two  dangers  which  we  can  and  must  avoid  in  the  development 
of  a  federal  support  system.  First,  that  the  life-giving  force  of  local  initiative 
must  not  be  hampered.  It  can  be  safeguarded  if  we  will  consistently  refuse 
to  transfer  discretionary  powers  to  a  central  authority.  On  the  contrary, 
as  I  have  pointed  out  above,  it  will  draw  lifeblood  from  federal  support. 
We  can  design  a  federal  support  system  entirely  free  from  federal  control. 
If  we  distribute  aid  on  a  mathematical  basis,  free  from  central  control,  we 
can  make  it  feed  local  initiative. 

But,  you  say,  there  are  those  who  will  not  be  content  to  free  federal 
support  from  control.  This  is  true.  They  will  deny  that  the  job  can  be 
done  equitably  unless  discretion  is  granted  to  central  authorities.  There 
are  those  who  throw  up  their  hands  in  despair  at  the  sight  of  a  little  edu¬ 
cational  arithmetic.  Not  willing  to  examine  the  pragmatic  tests,  they  will 
damn  it  with  such  epithets  as  “too  complex.”  They  will  say,  “Give  us  some¬ 
thing  simple  that  we  can  understand.”  Interestingly  enough,  I  have  never 
yet  met  this  question  from  legislators — men  who  know  that  you  must  have 
arithmetic  even  to  build  a  bridge  or  to  mix  paint.  Such  mathematical 
formulas  for  federal  aid  are  now  available.  Complex  in  their  development — 


Department  of  Superintendence 


405 


yes.  But,  who  worries  about  the  complexity  of  the  formulas  of  stress  when 
he  crosses  a  bridge? 

Driven  from  this  position  by  the  facts,  they  will  jump  the  fence  and 
demand  discretionary  power  for  its  own  sake  as  a  means  of  getting  quick 
reform.  Or  they  will  insist  that  no  aid  be  given  unless  their  own  favorite 
reforms  are  made  mandatory.  This  is  attractive  to  all  of  us  and  is,  there¬ 
fore,  a  real  source  of  danger.  Somehow  when  it  comes  to  our  own  pet 
reforms,  it  is  difficult  to  use  patient  processes.  We  reach  for  the  surgeon’s 
knife  of  coercion ;  we  shrink  from  the  slower  therapy  of  democratic 
processes. 

Tempting  as  it  may  be,  we  must  beware  of  the  counsel  that  would  place 
the  money  in  the  hands  of  an  authority  at  Washington  which  would  lay 
down  specifically  the  hurdles  to  be  jumped  by  the  states  and  would  seek 
to  assure  for  every  dollar  spent  a  dollar’s  worth  of  improvement.  Its  at¬ 
tractiveness  makes  it  dangerous. 

What  a  splendid  thing  it  would  be  if  at  one  sweep  we  could  eliminate 
the  slums  of  American  education.  That  person  lacks  imagination  indeed 
who  cannot  become  enthusiastic  over  this  possibility.  With  more  thought 
on  the  subject,  we  are  likely  to  become  skeptical  as  to  whether  or  not  such 
results  obtained  by  coercion  would,  in  the  long  run,  be  more  effective.  We 
are  likely  to  doubt  the  ability  of  any  central  board,  however  benevolent, 
to  decide  from  afar  what  is  best  for  every  isolated  community.  We  must, 
instead,  insist  that  the  decision  as  to  how  much  money  a  state  obtains  must 
not  be  left  to  the  judgment  of  any  central  group.  It  must,  rather,  be  deter¬ 
mined  mathematically.  This  would  avoid  one  type  of  discretionary  power, 
a  type  of  discretionary  power  which  provides  an  open  door  to  unpredictable 
controls. 

Having  taken  this  important  step  away  from  control,  we  should  not 
dally  with  the  idea  of  requiring  certain  improvements  which  nearly  every¬ 
one  agrees  are  desirable — a  minimum  expenditure  on  schools  for  Negroes, 
a  minimum  school  term,  a  denial  of  the  right  to  lower  present  expenditures 
by  states  and  localities,  the  requirement  of  larger  rural  school  districts. 
These  we  might  not  find  particularly  objectionable  since  the  control  in¬ 
volved  is  delimited.  Unpredictable  controls  are  not  likely  to  arise.  But,  we 
may  well  ask  ourselves  why  it  is  necessary  for  Congress  to  tell  the  states 
that  these  simple  minimums  are  desirable.  What  state  is  there  that  does 
not  have  in  its  educational  and  lay  leadership  an  understanding  of  such 
simple  correctives  as  have  been  mentioned  here?  Are  not  such  controls 
superfluous?  All  that  is  really  required  is  a  statement  of  the  general  pur¬ 
poses  in  the  act  a  periodical  survey  of  what  is  happening  in  the  states  as 
related  to  these  purposes,  and  a  report  to  Congress  and  to  the  public  of 
how  well  the  intent  of  Congress  is  being  carried  out.  For  an  effective  ex¬ 
penditure  of  funds,  we  may  depend  upon  the  fact  that  inefficient  use  will 
tend  to  keep  the  modest  beginning  program  from  expanding  or  may  even 
result  in  its  repeal. 

To  safeguard  local  initiative,  we  must  not  be  afraid  of  the  arithmetic 
by  which  an  equitable  distribution  of  federal  money  can  be  made,  free 


406 


National  Education  Association 


from  central  control.  And,  we  must  resist  the  temptation  to  write  con¬ 
ditional  hurdles  into  the  law.  I  believe  that  we  shall  find  ourselves  scien¬ 
tific  enough  and  patient  enough  for  this.  We  shall  not  lack  reminders  of 
the  dangers.  Let  us  heed  them.  Let  us  feed  local  initiative  with  federal 
support.  Let  us  protect  it  from  federal  control. 

Tax  Limitations  and  Central  Support 

The  second  danger  is  that  we  may  permit  the  tax  limitation  movement 
to  get  the  upper  hand.  There  is  a  movement  at  the  present  time  which 
seems  to  be  flooding  the  country.  Its  purpose  is  to  limit  local  taxing  power 
thru  tax  limitations  for  current  expenditures,  maximum  expenditure  limita¬ 
tions,  and  state  budgetary  reviewing  bodies.  I  do  not  believe  that  this  move¬ 
ment  is  in  any  way  a  product  of  the  increased  interest  in  central  support. 
Some  of  the  bitterest  fights  and  greatest  losses  have  occurred  in  states  which 
have  done  little  or  nothing  in  decades  to  improve  their  state  support  sys¬ 
tems.  But  there  can  be  no  question  that  the  forces  back  of  this  movement 
are  not  friendly  toward  expenditures  either  local  or  by  the  state.  They  are 
closely  allied  to  those  which  are  fighting  for  reduction  of  state  support. 

What  would  be  the  result  in  the  state  of  New  York,  for  example,  if 
they  should  at  one  and  the  same  time  bring  about  a  statewide  limitation 
on  taxation  and  a  drastic  cut  in  state  aid?  If  this  tax  limitation  were  a  con¬ 
stitutional  matter,  the  communities  would  be  in  a  strait-jacket  until  such 
time  as  a  long  fought  battle  for  the  elimination  of  the  tax  limitation  or 
the  restoration  of  state  aid  could  be  won. 

Let  us  apply  this  same  reasoning  to  a  hypothetical  national  situation. 
Let  us  picture  the  conditions  that  would  exist  if  we  had  substantial  federal 
aid  and  if  associated  with  this  we  should  permit  the  imposition  on  states 
and  localities  of  drastic  tax  limitations.’  I  do  not  mean  by  federal  author¬ 
ity  ;  I  mean  by  these  groups  in  our  communities  that  are  now  fighting  for 
such  limitations.  Should  we  not  then  be  in  a  dangerous  degree  susceptible 
to  serious  setbacks  in  our  educational  program  in  case  any  national  force 
should  result  in  a  drastic  reduction  of  federal  support? 

I  do  not  believe  that  increase  in  federal  support  in  itself  would  strengthen 
this  tide  that  is  upon  us,  nor  do  I  believe  that  the  results  of  such  a  combina¬ 
tion  of  circumstances  would  be  particularly  worse  than  the  situation  that 
is  now  developing.  It  would  be  more  dramatic.  It  emphasizes  the  neces-  • 
sity  to  resist  these  limitations  in  no  uncertain  manner.  Much  loss  has 
already  been  sustained  because  we,  the  educational  group  and  the  lay 
friends  of  education,  have  been  altogether  too  inert.  If  a  concerted  fight 
for  federal  support  were  to  have  no  other  effect  than  to  awaken  us  to  the 
force  and  drastic  effects  of  this  engulfing  tide  of  limitation,  it  would  be 
worth  its  cost. 

A  Program  for  Federal  Support 

Studies  have  recently  been  completed  which  are  designed  to  diagnose 
the  needs  and  to  prescribe  the  remedy.  They  propose  as  a  defensible  mini¬ 
mum  for  every  community  in  the  United  States  a  program  of  the  type 
that  could  be  purchased  for  $60  per  elementary  pupil  and  $100  per  high- 


Department  of  Superintendence 


407 


school  pupil  in  the  year  1930-31.  This  minimum  would  be  about  the  aver¬ 
age  for  such  states  as  Iowa,  Ohio,  Colorado,  and  Minnesota.  It  is  approxi¬ 
mately  at  the  bottom  of  the  expenditure  scale  in  such  states  as  New  York, 
New  Jersey,  and  California.  It  is  near  the  top  in  such  states  as  Alabama, 
North  Carolina,  and  South  Carolina.  It  would  represent  improvement  in 
educational  opportunities  for  about  half  of  the  children  in  American  schools. 
These  studies  show  the  feasibility  of  federal  collection  of  sufficient  reve¬ 
nues  to  pay  for  half  of  this  program,  outright,  in  all  of  the  states,  to  be 
used  as  the  states  see  fit,  to  expand  education  or  to  rehabilitate  the  financial 
structure  of  local  initiative  thru  relief  of  the  property  tax  burdens. 

The  eventual  program  would  provide,  then,  for  the  outright  payment  of 
half  the  cost  of  the  $60  program  by  federal  grants  of  all  states  and  the 
equalization  of  the  burden  of  the  other  half  by  additional  grants.  States 
could  then  proceed  with  their  state  reorganization  of  school  finance  with¬ 
out  the  difficult  struggles  involved  in  competing  with  each  other  and  with 
the  federal  government  in  the  levying  of  new-type  taxes. 

As  a  first  step,  these  studies  propose  going  one-fourth  the  way.  They 
propose  the  use  of  a  program  costing  $15  per  elementary  pupil  in  attendance 
and  $25  per  high-school  pupil — or  about  25  percent.  This  is  somewhere 
near  the  1930  minimum  for  white  children  in  the  poorest  states.  The 
actual  minimum  in  Arkansas  was  $9  for  1930  at  the  height  of  expenditure 
for  American  education — so  this  starts  about  where  they  were. 

This  program  would  force  but  little  expansion  in  these  states.  It  would 
give  them  financial  leeway  to  build  on  their  present  low  foundations.  As 
they  respond  to  this  stimulus,  the  federal  program  should  gradually  be 
raised  until  in  a  decade  or  so  we  have  reached  the  higher  level  proposed, 
that  is,  the  $60  minimum. 

Mathematical  bases  for  ascertaining  need  and  ability  have  been  deter¬ 
mined.  The  need  measures  correct  for  population  density,  for  differences 
between  elementary-  and  high-school  costs,  and  for  costs  of  living.  The 
ability  measures  are  based  on  economic  data  regularly  collected  by  federal 
agencies.  The  resulting  measures  are  equitable.  They  can  be  written  into 
the  law.  They  require  no  discretionary  power  in  Washington.  No  unfore¬ 
seen  controls,  the  fruit  of  discretionary  power,  can  grow  out  of  them.  The 
amount  required  by  the  first  step  is  approximately  $300,000,000 ;  by  the 
ultimate  program,  $1,400,000,000. 

These  studies  are  reported  in  detail  in  a  five-hundred-page  volume  now 
in  press.  They  take  the  whole  problem  of  federal  aid,  scan  it  in  detail, 
turn  it  over  and  look  at  the  bottom  of  it,  and  find  a  desirable  program,  of 
which  this  is  a  summary.  They  consider  the  problem  of  controls  in  detail 
and  reach  the  conclusion  that  there  should  be  no  controls,  no  compliance 
provisions,  save  a  report  of  use  after  the  fact,  for  the  information  of  Con¬ 
gress,  the  public,  and  the  professions.  The  program  would  not  interfere 
with  present  aids  until  in  its  final  stages  it  would  supersede  them.  States 
would  be  free  to  use  the  funds  for  any  educational  purposes.  The  report 
also  recommends  liberal  federal  aid  for  central  housing  of  rural  schools 
somewhat  along  the  lines  of  the  Missouri  law. 


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Results  of  the  First  Step 

In  appraising  the  potential  effects  of  the  major  recommendations  we 
must  consider  what  it  will  do  in  raising’ present  standards  and  how  it  will 
promote  the  free  flow  of  local  initiative. 

The  first  step  would  make  possible  the  improvement  of  the  poorest 
schools.  In  addition,  it  would  free  local  taxes  from  extreme  burdens  in 
these  communities.  Experience  shows  that  those  who  have  been  willing  to 
tax  themselves  in  extreme  degree  for  a  meager  program  will  be  willing  to 
tax  themselves  moderately  for  better  education.  The  improvement  of  the 
schools  will,  therefore,  not  be  limited  to  the  improvement  of  those  below 
the  $15  program.  It  will  be  found  all  up  and  down  the  line — in  poor 
states  and  in  able  states.  It  costs  more  money.  I  mean  we  will  spend  more 
as  a  result  of  such  a  program  in  education.  But,  if  the  economists  are  right, 
if  we  really  face  this  program  as  a  broader  program  of  education,  we  will 
be  able  to  afford  it. 

When  this  improvement  is  compared  with  the  need,  it  is  small  indeed. 
It  leaves  the  poor  schools  not  so  poor  but  far  from  what  the  national  wel¬ 
fare  demands  as  the  first  step.  It  makes  only  a  beginning  at  the  needed 
shoring  up  of  local  initiative  all  up  and  down  the  line  of  ability  in  com¬ 
munities  and  states.  We  will  hardly  meet  the  eventual  need,  however, 
without  starting  somewhere.  During  the  next  few  years  we  should  make 
the  extended  nature  of  the  need  commonplace  information  not  only  with 
the  profession  but  with  the  lay  public.  We  should  center  our  interest  on 
this  immediate  step  only  as  a  step  and  not  as  the  ultimate  objective. 

The  Adequacy  of  the  Ultimate  Program 

Even  the  ultimate  objective  for  a  defensible  foundation  program  for  the 
United  States  will  appeal  to  many  of  my  hearers  as  rather  low.  At  first 
thought  the  drive  toward  a  foundation  program  costing  approximately  $60 
per  elementary  pupil  and  $100  per  high-school  pupil  will  seem  modest 
to  those  of  you  who  come  from  communities  which  are  spending  double 
this  amount  or  more.  The  significance  of  this  ultimate  program  lies  not 
in  its  extent  as  a  standard  for  better  schools  but  as  a  minimum  for  our 
poorer  schools.  There  is  hardly  a  state  in  which  a  $60  program  would  not 
represent  improvement  in  some  schools.  In  our  states  of  average  ability 
like  Ohio,  Indiana,  etc.,  it  would  represent  improvement  in  approximately 
half  of  the  schools.  In  our  poorest  states  it  would  represent  improvement 
in  all  schools. 

This  is  viewing  it  from  the  angle  of  the  program  actually  purchased. 
Looked  at  from  the  angle  of  financial  support  for  the  entire  program,  the 
adequate  financing  of  a  $60  program  would  have  a  salutary  effect  on  the 
financial  bases  for  all  states,  rich  and  poor.  It  would  represent  not  only 
improvement  of  the  minimum  program  of  our  poorer  schools,  but  a 
strengthening  of  local  initiative  even  in  the  abler  communities.  It  would 
result  in  greater  expenditure  all  up  and  down  the  line.  This  greater  expendi¬ 
ture  would  result  in  improved  social  and  civic  conditions  and  greater 
economic  ability  to  the  nation  at  large.  The  degree  to  which  this  is  true 


Department  of  Superintendence 


409 


may  be  seen  by  considering  the  states  which  are  at  the  top  of  the  national 
expenditure  scale — New  York,  New  Jersey,  and  California.  That  is,  that 
minimum  we  are  proposing  would  hardly  alfect  those  three  states.  We 
have  a  few  states  at  the  bottom  that  are  not  up  to  that  but,  by  and  large, 
they  are  not  affected.  The  first  step  would  give  them  about  $16,000,000. 
It  would  ultimately  give  New  York  $81,000,000. 

The  $81,000,000  which  the  ultimate  program  has  for  New  York  would 
doubtless  be  partly  reflected  in  reduction  of  some  state  taxes  now  used  to 
yield  the  present  $122,000,000  of  state  aid,  but  no  small  part  of  it  should 
be  used  to  further  reduce  local  contributions  to  a  more  adequate  mini¬ 
mum  and  thus  to  strengthen  local  initiative.  The  $33,000,000  for  New 
Jersey  would  go  almost  twice  as  far  in  attaining  the  equalization  and  local 
initiative  objectives  as  the  program  with  which  the  legislature  of  that  state 
is  now  struggling.  The  $53,000,000  for  California  would  play  a  signifi¬ 
cant  role  in  meeting  the  local  initiative  objective  in  that  state. 

Let  your  own  imagination  play  with  the  effect  of  $103,000,000  for 
Pennsylvania,  $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, 
$23,000,000  for  Nebraska,  $93,000,000  for  Texas,  $15,000,000  for  Colo¬ 
rado,  and  $25,000,000  and  $27,000,000  respectively  for  Arkansas  and 
South  Carolina,  which  are  now  spending  less  than  two-thirds  of  these 
amounts,  and  which  is  about  50  percent  more  than  they  were  spending  in 
1930-31.  The  immediate  program  would  give  about  20  percent  of  the 
figures  I  have  given.  I  shall  try  to  portray  the  significance  of  the  $60  mini¬ 
mum  proposed  for  the  ultimate  program. 

What  kind  of  a  program  will  $60  buy?  Recent  studies  of  school  sys¬ 
tems  in  Delaware,  Pennsylvania,  New  Jersey,  and  Maine  throw  some  light 
on  this  question.  Before  reviewing  the  available  data,  I  wish  to  remind 
you  that  it  is  impossible  to  give  any  definite  idea  of  what  we  will  be  able 
to  buy  with  $60  per  weighted  pupil  by  the  time  the  schools  of  the  nation 
attain  this  level.  At  best  this  cannot  be  expected  short  of  a  decade.  The 
immediate  program  recommended  would  provide  only  one-fourth  this 
amount  as  a  minimum.  The  practise  in  schools  operating  on  the  $60  level 
today  would  not  be  a  certain  guide.  In  even  a  decade  many  of  the  practises 
now  being  worked  out  experimentally  in  the  best  schools  of  the  country 
will  be  universal  practise  in  the  schools  of  the  lower  level  recommended  as 
the  ultimate  national  minimum.  Perhaps  the  most  accurate  picture  could 
be  obtained  by  observing  the  best  practises  in  the  presentday  $60  schools. 

The  study  of  forty  communities  in  Delaware,  New  Jersey,  and  Penn¬ 
sylvania  during  the  spring  of  1935  showed  that  schools  on  the  $60  level 
were  predominantly  of  the  traditional  type.  The  buildings  were  fairly  good 
and  reasonably  well  cared  for.  The  curriculum  followed  was  usually  that 
provided  by  the  state,  but  the  textbooks  themselves  were  the  strongest  influ¬ 
ences  on  the  courses  in  the  elementary  schools  and  almost  the  sole  deter¬ 
miners  in  the  high  school.  Standardized  tests  were  used  some  time  during 
the  year,  but  more  for  the  purpose  of  general  appraisal  than  for  the  study 
of  individuals.  Supervision  fell  more  into  the  classroom  visitation  classifica- 


410 


National  Education  Association 


tion  than  in  the  category  of  constructive  helpfulness  thru  analyzing  individ¬ 
ual  needs,  assisting  in  improving  the  course  of  study,  and  helping  in  the 
creation  of  new  materials  and  more  effective  teaching  settings.  The  curric¬ 
ulum  included  art,  which  in  many  instances  had  gotten  away  from  the  old 
stereotyped  still  life  or  design  patterns.  In  very  few  classrooms  were  rows 
on  rows  of  identical  drawings  on  exhibit.  The  music  and  art  were  generally 
taught  by  special  teachers.  As  a  rule  classroom  procedures  followed  the  old 
subject  recitation  lines  with  little  attempt  to  get  the  subjects  out  of  their 
own  logic-tight  compartments.  But  in  nearly  every  school  there  was  at  least 
one  teacher  who  was  following  the  less  stereotyped  procedures  typical  of 
the  higher  expenditure  schools  studied.  Occasionally  there  was  evidence 
of  attempts  to  blend  the  school  and  the  community  into  a  more  lively  cur¬ 
riculum.  Field  trips  were  taken.  Projects  drawing  on  the  communities’  re¬ 
sources  were  pursued. 

The  primary  grades  were  still  giving  major  emphasis  to  reading,  but 
great  inroads  were  evident  on  the  old  uninspired  belief  that  vast  numbers 
of  children  who  had  spent  a  year  in  learning  to  read  could  not  progress 
in  reading  by  going  along  to  the  second  grade  with  their  group.  Social 
studies  played  a  considerable  part  in  the  work  even  of  the  primary  grades. 
Classrooms  thruout  showed  evidence  of  the  belief  strangely  rather  foreign 
to  most  schools  of  a  decade  or  so  ago,  that  children  may  have  some  use  for 
books  and  other  reading  matter  apart  from  their  textbooks. 

In  the  high  schools  there  was  some  breadth  of  opportunity  and  consider¬ 
able  emphasis  given  to  guidance.  A  well-planned  guidance  program,  so 
essential  to  a  modern  high  school,  was  a  rarity.  In  its  beginning  stages, 
however,  it  was  present  in  practically  all  schools.  The  social  studies  showed 
a  tendency  to  leave  the  beaten  paths  and  dip,  even  tho  slightly,  into  prob¬ 
lems  of  presentday  citizenship.  Orchestras  and  bands  provided  opportuni¬ 
ties  to  those  seeking  the  cultural  advantages  which  musical  performance 
affords. 

There  was  usually  a  well-appointed  play  field  and  a  gymnasium.  In  ap¬ 
proximately  half  of  the  schools  fairly  satisfactory  physical  and  dental  inspec¬ 
tions  were  made  systematically  and  in  some  instances  a  follow-up  made  by 
means  of  school  nurses.  Where  such  service  was  provided,  the  nurse’s  office 
was  an  improvised  cell,  but  poorly  equipped,  and  the  load  carried  was  usually 
too  heavy.  But  it  is  nevertheless  a  sign  that  the  excellent  work  done  in  higher 
expenditure  schools  is  having  a  salutary  influence. 

The  Delaware-New  Jersey-Pennsyl vania  study  investigated  the  time  at 
which  these  newer  developments  came  into  the  schools.  A  surprisingly  large 
number  of  them  were  introduced  during  the  last  decade.  They  are  signs  of 
a  metamorphosis  that  will  markedly  change  the  nature  of  a  $60  program 
for  the  better  by  the  time  when,  even  under  the  most  favorable  circum¬ 
stances,  a  $60  program  becomes  an  established  national  minimum. 

To  many  of  you  the  conditions  I  have  described  are  poor  indeed  when 
compared  with  the  schools  on  the  high  expenditure  levels.  Certainly  it  would 
be  more  inspiring  if  we  could  look  forward  to  a  national  minimum  school 
with  small  classes,  teachers  of  exceptional  ability  and  training,  special  work- 


Department  of  Superintendence 


411 


ers  to  assist  in  studying  the  needs  of  pupils  and  community  and  in  ministering 
to  these  needs,  a  wealth  of  materials  of  instruction,  books  as  plentiful  as 
children  need,  failures  and  misfits  eliminated  because  the  school  knows  where 
every  child  really  is  and  how  to  stimulate  his  development  from  wherever 
he  is  without  recourse  to  barbaric  methods.  But  to  those  who  know  the 
poorer  conditions  which  the  $60  program  can  practically  replace  in  a  reason¬ 
ably  short  period,  the  objective  is  vastly  worth  striving  for.  This  is  particu¬ 
larly  true  if  it  is  realized  that  the  experimentation  afforded  in  the  better 
schools  is  rapidly  influencing  the  practises  even  on  the  $60  level.  The  $60 
level  may  not  provide  very  good  conditions  for  experimentation  but  there 
is  evidence  that  it  can  provide  teachers  sufficiently  well  selected  and  trained 
to  take  advantage  of  the  progress  made  thru  the  schools  affording  more 
nearly  ideal  conditions.  This  is  perhaps  the  most  significant  characteristic  of 
the  program  proposed  as  the  ultimate  defensible  minimum. 

Some  idea  of  the  nature  of  the  average  schools  now  operating  below  the 
$60  level  can  be  obtained  from  the  Maine  school  finance  study  referred  to 
above.  Among  the  schools  studied  was  a  group  operating  at  approximately 
$27  per  weighted  pupil.  This  is  more  than  double  the  expenditure  of  a  con¬ 
siderable  number  of  schools  for  white  children  and  of  a  vast  number  of 
schools  for  Negroes.  In  these  instances  the  school  buildings  were  poorly 
lighted,  poorly  heated,  poorly  equipped,  poorly  maintained,  barren  in  ap¬ 
pearance.  Many  elementary  buildings  were  heated  with  stoves.  The  toilets 
were  filthy,  the  halls  disorderly.  Many  high-school  buildings  made  no  pro¬ 
vision  for  any  but  academic  work.  Supervision  was  sketchy  and  inadequate. 
The  result  was  reflected  in  the  thin  program  and  in  the  shallow,  if  earnest, 
teaching.  Schools  were  stereotyped,  with  everything  organized  on  a  class- 
recitation  basis. 

In  many  of  these  schools  a  majority  of  the  pupils  were  seen  standing  about 
idle  during  periods  devoted  to  “physical  education.”  Supervision  consisted  of 
preventing  disorder,  snowball  throwing,  etc.  Gymnasium  and  equipment 
were  not  to  be  found.  In  the  high  schools  on  this  level,  athletics  were  an 
actual  danger;  in  many  cases  boys  were  not  properly  examined  to  determine 
their  fitness  to  take  part.  The  investigators  found  as  many  as  25  percent 
absent  on  account  of  common  colds. 

On  the  low  level,  the  lack  of  books  and  the  hunger  for  them  was  almost 
unbelievable.  Many  children  had  access  to  none  but  their  textbooks,  except 
perhaps  at  home  or  in  a  friend’s  house.  In  one  small  secondary  school  an 
encyclopedia  was  purchased.  Within  the  year  it  was  thumbed  and  worn  as 
if  it  had  been  there  a  decade.  Clearly,  children  were  deprived  of  the  chance 
to  develop  tastes  and  habits  which  would  stand  them  in  good  stead  in  their 
leisure  hours  now  and  in  the  future. 

The  schools  described  here  are  fine  institutions  compared  with  some  of 
the  neglected  schools  which  I  have  visited  in  other  states.  The  good  feature 
of  these  schools  was  that  they  were  presided  over  by  teachers  who,  for  the 
most  part,  had  good  intentions,  if  little  training,  sketchy  materials  to  work 
with,  and  practically  no  expert  assistance.  These  schools  provided  a  place 
where  children,  who  had  by  some  means  or  other  obtained  a  drive  to  learn 


412 


National  Education  Association 


and  had  the  ability  to  master  the  typical  curriculum,  could  have  at  least  a 
modicum  of  contact  with  books.  The  educational  opportunity  is  really  largely 
limited  to  this  group.  The  misfits  remain  misfits.  With  all  the  good  intentions 
in  the  world,  the  poorly-trained  teacher,  with  nothing  but  a  few  textbooks 
and  no  expert  supervisory  assistance,  obtains  results  which  are  meager  indeed. 
Schools  operating  on  the  ultimate  national  foundation  level  are  vastly 
superior  when  measured  in  terms  of  the  percent  of  children  provided  with 
even  an  awakening  educational  opportunity. 

To  get  an  idea  of  the  actual  minimum  conditions  one  would  have  to  con¬ 
sider  the  deplorable  situations  under  which  vast  numbers  of  children  receive 
their  schooling.  The  worst  conditions  I  have  observed  were  in  some  of  our 
separate  schools  for  Negroes.  Some  of  these  schools  operate  but  a  brief  period 
each  year.  School  buildings  are  poorly  lighted,  lacking  in  equipment,  and 
designed  neither  as  a  protection  against  inclement  weather,  nor  as  an  educa¬ 
tional  laboratory.  Teachers  are  hardly  more  than  literate.  The  mass  of  chil¬ 
dren  packed  into  a  classroom  await  their  turn  for  the  brief  attention  of  the 
teacher.  In  some  instances  as  many  as  four  or  five  children  are  found  crammed 
in  one  seat,  attempting  to  share  a  single  dilapidated  textbook.  In  other  cases 
a  half-dozen  children  are  found  without  even  this  much  of  an  aid  to  learning, 
patiently  waiting  for  something  to  happen.  In  such  schools  not  even  the 
children  with  unusual  drive  and  ability  are  able  to  make  progress. 

In  reviewing  this  evidence  purely  from  the  standpoint  of  what  a  $60 
minimum  means  educationally,  it  has  seemed  to  me  that  such  a  program 
provides  a  cause  in  which  the  profession  and  the  lay  public  alike  can  join  with 
the  zeal  of  crusaders. 

But  there  is  more  to  the  proposed  financial  program  than  appears  here. 
The  establishment  of  a  defensible  national  minimum  would  be  of  little  con¬ 
sequence  if,  once  attained,  it  were  to  remain  static.  An  adequate  financial 
program  will  have  within  it  the  seeds  of  adaptation  and  adjustment.  The 
proposal  for  granting  substantial  aid  to  all  states  from  taxes  collected  by 
the  federal  government  will  relieve  the  present  overburdened  local  taxes  and 
thus  feed  local  initiative.  It  will  strengthen  the  dynamic  adaptive  elements 
— the  vitamins  of  our  school  systems. 

The  minimum  program  side  of  the  question  is  static.  The  local  initiative 
phase,  much  less  well  understood,  is  a  moving  dynamic  element.  In  my  own 
thinking  I  cannot  see  that  one  is  of  any  greater  importance  than  the  other. 
I  want  a  decent  program  of  education  for  every  boy  and  girl  in  America 
as  soon  as  it  can  be  obtained,  but  I  want  in  that  program  the  seeds  of  change 
and  adaptation  which  will  keep  it  from  becoming  obsolete.  Let  us  by  all 
means  provide  for  the  national  financing  of  a  decent  foundation  program  of 
education,  but  let  us  at  one  and  the  same  time  build  into  the  financial  struc¬ 
ture  the  great  adaptive  force  of  local  initiative. 


Department  of  Superintendence 


413 


FEDERAL  SUPPORT  AND  LOCAL  RESPONSIBILITY  FOR 

EDUCATION 

LOTUS  D.  COFFMAN,  PRESIDENT,  UNIVERSITY  OF  MINNESOTA, 

MINNEAPOLIS,  MINN. 

The  most  important  document  ever  issued  in  this  country  dealing  with 
federal  support  of  public  education  was  the  report  of  the  National  Advisory 
Committee  on  Education  in  1931.  This  committee,  consisting  entirely  of 
educators,  was  created  by  President  Hoover  to  prepare  “the  proper  chart 
by  which  to  steer  our  educational  course,”  so  far  as  the  federal  govern¬ 
ment  is  concerned.  This  historic  document  has  had  little  influence  in  deter¬ 
mining  national  policies  with  reference  to  public  education.  To  be  sure,  new 
and  unforeseen  circumstances  since  1931  may  have  been  partly  responsible 
for  diverting  the  attention  of  the  government  from  the  recommendations  of 
the  committee. 

The  need  for  the  report  arose  from  the  fact  that  the  federal  government, 
thru  its  various  departments  and  agencies,  was  already  supporting  or  aiding 
many  lines  of  education  over  which  it  was  exercising  varying  degrees  of  con¬ 
trol  and  also  from  the  fact  that  many  new  demands  for  federal  appropria¬ 
tions  for  education  were  being  pressed  on  Congress.  It  was  clear  from  the 
policies  already  adopted  and  the  new  support  being  urged,  that  large  sums 
would  be  needed  in  the  future  if  Congress  acceded  to  the  demands  of  the 
pressure  groups  for  appropriations  for  some  aspect  of  education.  There  were 
no  clear-cut  definitions  of  policy  that  the  federal  government  should  follow 
in  the  face  of  these  demands  and  no  well-defined  areas  as  to  the  nature  and 
extent  of  the  jurisdiction  it  should  exercise  once  appropriations  were  made. 

The  committee  favored  the  use  of  federal  funds  for  public  education.  It 
disapproved  federal  laws  that  provide  for  the  matching  of  moneys ;  it  opposed 
giving  federal  authorities  the  right  to  approve  or  reject  state  plans;  it  called 
upon  the  government  to  restrict  all  federal  grants  for  special  types  of  edu¬ 
cation  ;  it  urged  that  studies  be  made  to  determine  how  far  and  by  what 
methods  the  people  are  justified  in  using  the  federal  tax  system  to  supple¬ 
ment  state  and  local  taxes  in  support  of  public  education ;  it  requested  that 
all  future  grants  to  states  be  made  only  after  thoro  educational  studies  have 
shown  to  the  satisfaction  of  the  appropriating  power  that  such  federal  aid 
is  justified,  that  future  grants  be  apportioned  on  the  basis  of  need  rather  than 
in  terms  of  an  equal  amount  for  each  state,  and  that  such  grants  be  sub¬ 
jected  to  review  every  ten  years;  it  advised  further  that  federal  control  be 
restricted  to  audits  of  the  funds;  and  finally  it  recommended  that  more 
liberal  appropriations  be  made  to  the  Office  of  Education  for  educational 
research  and  information  service  designed  to  stimulate  and  improve  the 
various  types  of  education  in  the  states. 

Nothing  has  happened  in  the  last  five  years  that  would  materially  change 
these  recommendations.  I  might  conclude  at  this  point  were  it  not  for  the 
fact  that  recent  events  make  it  imperative  that  we  renew  our  faith  in  these 
principles.  For  the  first  time  in  the  history  of  this  country  there  exists  a 
serious  challenge  to  many  of  our  most  familiar  institutions  and  our  most 


414 


National  Education  Association 


essential  traditions  and  beliefs.  We  stand  at  one  of  those  junctures  of 
history  where  men  are  called  upon  to  defend  the  things  they  have  taken  for 
granted  or  to  support  proposals  that  call  for  sweeping  changes  in  their 
mode  of  life  and  in  their  ways  of  thinking. 

If  any  social,  political,  and  educational  institutions  or  traditions  are 
challenged  by  the  drift  of  events,  then  all  institutions  and  traditions  will  be 
affected  alike.  And  yet  thru  the  changing  currents  of  events  there  may  be 
certain  philosophic  consistencies  and  fundamental  principles  that  remain  or 
should  remain  unimpaired.  It  is  this  thought  that  I  should  like  to  explore 
for  a  moment  in  analyzing  the  assumption  that  federal  support  without  fed¬ 
eral  control  is  desirable  for  public  education. 

From  Colonial  times  down  to  the  present,  one  of  the  most  powerful  forces 
and  traditions  in  America  has  been  local  responsibility.  Local  communities 
have  had  certain  clearly  understood  jurisdictional  responsibilities.  They  have 
made  laws  for  their  own  government,  levied  taxes  for  the  support  of  their 
institutions,  cared  for  their  poor,  policed  their  property,  maintained  roads, 
and  provided  schools.  Also,  they  have  shared  with  the  state  its  responsibility 
in  maintaining  all  those  agencies,  institutions,  and  activities  that  would  pro¬ 
mote  their  common  welfare.  No  force  has  been  more  potent  in  the  building 
of  this  nation  than  this  conception  of  state  and  local  responsibility.  It  has  left 
communities  free  to  test  their  strength  and  to  experiment  with  ideas  that 
they  thought  would  contribute  to  their  welfare.  It  has  helped  the  people  to 
maintain  an  interest  in  government,  for  they  saw  it  at  work  every  day.  Since 
they  shared  directly  in  creating  the  patterns  of  the  government  that  served 
them,  its  mistakes  became  quickly  visible  to  them  and  they  were  in  a  posi¬ 
tion  to  experiment  with  the  correctives  that  should  be  applied. 

Now  it  is  maintained  that  local  autonomy  has  outlived  its  usefulness. 
Attention  is  called  to  the  fact  that  local  government  has  broken  down  in 
many  communities.  With  improvement  in  travel  and  communication  we  are 
made  patently  aware  that  communities  no  longer  exist  as  neighborhoods  in 
the  way  they  formerly  did.  Then,  too,  our  conception  of  public  welfare  has 
been  expanding.  The  states  have  assumed  more  authority  and  the  federal 
government  has  grown  more  powerful.  It  now  regulates  industry,  banking, 
insurance,  transportation ;  it  engages  in  vast  public  works ;  it  erects  federally- 
owned  utility  plants ;  it  lends  money,  builds  houses,  feeds  the  poor.  Even  a 
novice  knows  that  local  communities  have  lost  some  of  their  early  prestige 
and  glory  and  that  the  federal  government,  in  particular,  has  moved  swiftly 
to  consolidate  imperious  powers  in  the  hands  of  its  administration. 

But  the  conception  of  local  responsibility  is  not  dead  and  the  federal  gov¬ 
ernment  has  not  become  supreme.  There  are  still  millions  of  persons  in  this 
country  who  have  lingering  in  their  breasts  the  democratic  belief  and  aspira¬ 
tion  that  the  future  welfare  of  the  country  resides  in  preserving  local  re¬ 
sponsibility  and  individual  liberty.  On  the  other  hand  there  are  millions  of 
citizens  who  declare  with  equal  fervor  that  the  public  welfare,  including 
universal  education,  is  of  such  grave  national  concern  that  the  federal  govern¬ 
ment  must,  thru  appropriations  and  otherwise,  assume  greater  and  greater 
control  over  it.  They  point  out  that  illiteracy,  health,  and  a  knowledge  of 


Department  of  Superintendence 


415 


new  citizenship  problems  are  matters  of  national  concern,  and  that  no  satis¬ 
factory  solution  of  them  can  ever  be  arrived  at  if  their  care  is  left  to  local 
communities. 

The  conflict  between  these  two  conceptions  of  sovereignty  is  not  confined 
to  the  future  status  of  education.  It  includes  every  one  of  the  traditions  and 
conceptions  that  we  have  cherished  as  a  free  people  and  all  of  the  aspirations 
that  we  hope  to  achieve  thru  greater  cooperation  and  collective  action.  This 
conflict  is  something  more  than  the  superficial  clashing  of  matters  of  little 
consequence.  It  may  be  the  mightiest  struggle  between  two  contending 
philosophies  that  the  world  has  ever  witnessed. 

The  assumption  of  greater  power  by  the  central  government  over  private 
business  and  the  welfare  and  educational  institutions  of  men,  is  not  con¬ 
fined  to  America.  The  movement  has  expressed  itself  even  more  vigorously  in 
a  number  of  other  countries  than  it  has  here.  In  some  countries  the  domina¬ 
tion  of  private  business,  of  the  schools,  of  the  church,  and  of  humanitarian 
institutions,  has  become  complete.  Fascism  in  Italy,  Nazism  in  Germany, 
Communism  in  Russia,  militarism  in  Japan,  and  the  New  Deal  in  this  coun¬ 
try,  each  in  its  own  way  represents  a  distinct  move  in  the  direction  of  control 
by  the  central  government  of  the  life  and  thought  and  associations  of  men. 
In  America,  at  least,  this  tendency  to  centralize  power  represents  a  protest 
against  the  excessive  use  of  liberty  by  individuals  and  the  exploitation  of  the 
masses  by  industry.  It  also  represents  a  desire  on  the  part  of  people  in  general 
for  greater  protection  and  greater  security. 

Of  this  I  think  we  may  be  certain,  we  shall  not  return  willingly  to  the 
days  of  unrestricted  exploitation.  We  may  also  be  equally  certain  that 
Americans  do  not  wish  and  will  not  long  support  a  program  which  deprives 
them  of  all  liberty,  of  the  right  of  private  ownership,  of  free  competition 
under  fair  conditions,  of  a  voice  in  the  management  of  their  own  affairs, 
and  of  the  education  of  their  own  children.  These  conditions  are  in¬ 
digenous  to  the  American  soil. 

In  the  desperate  struggle  to  achieve  economic  security,  Americans  are 
face  to  face  with  the  ever-constant  danger,  rendered  more  acute  during  a 
financial  crisis,  of  losing  their  liberties  and  of  restricting  unnecessarily  their 
opportunities.  Our  government  was  designed  to  prevent  this  catastrophe; 
by  its  very  nature  it  is  intended  to  avoid  two  dangers — the  danger  of  un¬ 
licensed  liberty  which  culminates  in  anarchy,  and  the  danger  of  a  domi¬ 
nating  dictatorship  which  culminates  in  regimentation.  We  have  tried  to 
preserve  enough  freedom  to  insure  and  to  maintain  the  self-respect  of  our 
citizens  on  the  one  hand  and  enough  control  to  insure  order  and  the  promo¬ 
tion  of  their  community  interests,  on  the  other.  If  the  federal  government 
swings  too  far  in  the  direction  of  individualism,  we  assume  that  the  broader 
social  and  political  interests  of  the  people  will  operate  to  check  it;  if  it 
undertakes  the  role  of  a  dictator  and  seeks  to  regiment  the  life  of  individ¬ 
uals  and  of  business,  sooner  or  later  the  people  will  seek  a  restoration  of 
their  personal  liberties. 

So  long  as  these  fundamental  principles  are  deeply  imbedded  in  our 
democratic  philosophy,  we  shall  not  undertake  to  obtain  economic  security 


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National  Education  Association 


by  depriving  men  of  the  right  to  earn ;  nor  shall  we  command  that  busi¬ 
ness  be  operated  without  profit,  or  that  wealth  be  acquired  thru  gratuitous 
distribution.  There  is  in  society,  as  between  man  and  man,  a  wide  diver¬ 
sity  of  individual  gifts  and  functions,  and  so,  perforce,  there  must  be  dis¬ 
tinction  of  rewards.  We  may  put  legal  restrictions  upon  our  inalienable 
rights  and  traditional  liberties,  but  it  is  neither  desirable  nor  possible  to 
destroy  them  by  legislative  fiat. 

A  government  in  a  republic  is  by  its  very  nature  experimental.  We  ex¬ 
pect  it  to  adjust  and  to  adapt  itself  to  new  needs  and  to  new  conditions, 
bearing  in  mind  at  all  times  that  it  will  not  arrogate  too  much  authority 
to  itself  or  attempt  to  strangle  the  opportunity  for  achievement  by  in¬ 
dividuals  and  by  private  enterprises.  For  several  years  now  we  have  been 
moving  in  the  direction  of  greater  governmental  control  of  nearly  every 
phase  of  life.  This  movement,  symbolized  by  the  New  Deal,  is  now  being 
subjected  to  its  first  barrage  of  criticism,  some  intelligent  and  some  con¬ 
spicuously  partisan  and  narrow  in  scope.  The  critics  maintain  that  the  pro¬ 
gram  repudiates  industry,  promotes  indolence  by  paying  men  not  to  pro¬ 
duce,  and  is  making  the  American  farmer,  once  the  most  independent 
human  being  on  earth,  a  cog  in  a  vast  governmental  machine.  They  also 
claim  that  this  revolution  in  American  traditions  and  values  is  based  upon 
the  hateful  principle  of  coercion.  On  the  basis  of  all  this,  perhaps  the  least 
we  can  deduce  is  that  the  changes,  apparent  or  implicit  in  present  federal 
policies,  are  causing  not  only  doubts  and  misgivings  but  also  something  akin 
to  outright  fear  in  the  minds  of  vast  numbers  who  are  accustomed  to  think¬ 
ing  of  our  country  as  it  has  always  been. 

We  must  not  be  misled:  Education  is  enmeshed  in  the  struggle.  From 
Colonial  times  to  the  Civil  War,  the  federal  government  encouraged  educa¬ 
tion  in  both  the  lower  and  the  higher  schools  by  making  grants  of  money 
or  of  land,  but  it  never  undertook  to  regulate  teaching.  Not  until  the 
enactment  of  the  Morrill  Act  in  1862  was  there  a  change.  With  the  passage 
of  that  law  and  since  then,  in  a  succession  of  acts,  the  federal  government 
has  assumed  a  directive  control  of  specialized  types,  and  more  recently  over 
other  aspects  of  education.  I  am  not  at  the  moment  concerned  with  the 
granting  of  federal  funds  for  public  education,  for  as  I  have  frequently 
stated  I  fully  believe  they  should  be  granted ;  but  I  am  concerned  with  the 
manner  in  which  they  shall  be  used.  In  my  judgment,  federal  funds  can 
be  used  to  improve  the  schools  without  dominating  instruction  or  without 
depriving  the  states  and  communities  of  their  rights  to  experiment  with 
education. 

I  have  observed  with  no  little  anxiety  the  continued  and  increasing  pres¬ 
sure  of  the  federal  government  to  dictate  the  educational  program  of  the 
country.  Until  comparatively  recently  all  federal  grants  were  made  for 
specific  purposes.  In  each  of  these  there  always  lurked  the  danger  of  com¬ 
plete  control.  Federal  authority  and  money  are  powerful  forces  to  place 
in  the  hands  of  those  who  wish  to  federalize  the  schools  of  America.  Long 
before  the  depression,  questions  were  being  raised  by  educationists  and 
laymen  as  to  how  far  the  policy  of  subsidization  for  specific  purposes  could 


Department  of  Superintendence 


417 


be  carried,  for  signs  and  hints  of  conflicts  and  subordination  were  begin¬ 
ning  to  appear. 

Every  school  superintendent  knows  that  during  the  last  three  years 
there  have  been  at  times  as  many  as  three,  and  sometimes  more,  federal 
officers  seeking  jurisdiction  over  some  of  the  youth  of  his  community. 
Every  educator  knows,  too,  that  there  have  been  established  in  each  state 
a  federal  officer  in  charge  of  adult  education  and  another  in  charge  of  the 
education  of  unemployed  youth ;  and  that  these  officers  were  appointed 
in  many  instances  without  the  knowledge  or  consent  of  the  state  superin¬ 
tendents,  and  that  they  may  operate  entirely  independently  of  them.  In 
setting  up  the  National  Youth  Administration  the  educational  officers,  fed¬ 
eral,  state,  and  local,  were  ignored;  authority  was  centralized  in  the  hands 
of  persons  inexperienced  for  the  most  part  in  educational  work;  there  was 
a  duplication  of  agencies,  federal  and  state,  with  attendant  expense  and 
machinery. 

With  the  general  aims  and  purposes  of  the  National  Youth  Adminis¬ 
tration  I  have  been  in  full  sympathy,  but  the  manner  in  which  it  is  being 
administered  raises  serious  questions  for  our  contemplation.  It  is  divorced 
from  the  existing  educational  agencies;  it  is  an  educational  program  thinly 
disguised  as  a  relief  program ;  it  is  controlled  by  a  central  office  which 
determines  the  policies  for  all  states.  These  conditions  certainly  create  a 
presumption  in  favor  of  the  political  domination  of  the  schools.  It  would 
be  an  easy  step  from  this  to  a  situation  where  the  materials  of  instruction 
were  suggested  and  then  required  from  Washington.  Once  we  provide 
a  great  body  of  teachers  whose  pay  comes  from  Washington  and  whose 
status  is  determined  by  federal  officers,  it  is  inconceivable  that  they  will  be 
free  from  politics.  If  the  American  people  are  willing  to  entrust  the  educa¬ 
tional  programs  for  adults  and  for  unemployed  youth  to  the  federal  govern¬ 
ment,  one  wonders  how  strongly  they  would  resist  advances  to  turn  the 
management  of  all  their  schools  over  to  a  centralized  federal  authority. 
When  such  a  possibility  is  mentioned,  there  comes  the  instantaneous 
answer,  “Never”;  and  yet  little  seeds,  sown  here  and  there,  may  bear  a 
forest  in  later  years. 

I  cannot  leave  the  question  of  federal  control  of  education  without 
referring  to  current  movements  in  the  field  of  higher  education;  of  these 
I  can  speak  with  greater  assurance  and  knowledge.  I  do  not  refer  primarily 
to  the  work-relief  program  for  college  students,  which  as  everyone  knows 
is  directed  from  a  central  office  and  includes  only  projects  approved  in 
Washington.  I  refer  more  particularly  to  the  increasing  tendency  on  the 
part  of  the  federal  government  to  dominate,  thru  the  use  of  money  and 
power,  certain  aspects  of  the  higher  educational  program  of  this  country. 
This  tendency,  beginning  in  1862,  gathered  strength  slowly  thru  the  years, 
but  became  lusty  and  vigorous  with  the  passage  of  the  Bankhead-Jones 
Act,  which  grants  large  appropriations  to  the  land-grant  colleges  for  re¬ 
search,  resident  instruction,  and  extension.  It  provides  for  the  establish¬ 
ment  of  regional  laboratories  to  carry  on  researches.  What  shall  be  studied 
at  the  laboratories,  the  length  of  time  that  the  laboratories  may  exist,  the 


418 


National  Education  Association 


amount  of  money  each  shall  have,  and  the  personnel  are  all  determined  in 
Washington.  It  is  not  necessary  for  the  United  States  Department  of  Agri¬ 
culture  to  designate  as  regional  laboratories  any  of  those  now  existing  at 
the  colleges  or  universities  thruout  the  country.  At  whatever  laboratories 
it  designates,  it  may  provide  for  a  concentration  of  talent  which  will  de¬ 
plete  the  personnel  of  existing  experiment  stations  and  thereby  destroy 
the  possibility  of  training  others  who  will  perpetuate  scientific  inquiry. 

To  be  sure,  regional  studies  are  highly  important;  they  are  urgently 
needed.  Regional  cooperation  is  already  under  way.  On  their  own  initia¬ 
tive  the  staffs  of  the  land-grant  colleges  have  been  at  work  for  some  time 
integrating  the  problems  of  their  respective  regions.  If  federal  money  were 
allocated  to  the  institutions  where  talent  already  resides  and  if  the  note¬ 
worthy  voluntary  efforts  at  regional  studies  already  under  way  were  sup¬ 
ported,  the  menace  of  federal  supervision  and  direction  of  scientific  re¬ 
search  would  be  removed ;  but  the  law  leaves  the  federal  authorities  no 
choice  in  the  matter. 

The  money  made  available  for  resident  instruction  by  the  Bankhead- 
Jones  Act  must  be  spent  for  instruction  in  certain  fields  specified  by  the 
bill  or  by  those  in  charge  of  the  administration  of  the  Act.  The  land-grant 
colleges  have  been  informed  by  some  of  those  primarily  responsible  for  the 
Act,  that  the  money  or  a  part  of  it  should  be  spent  in  providing  instruction 
of  a  kind  in  which  they  are  particularly  interested. 

The  basis  for  real  dictation  is  even  more  obvious  in  the  uses  that  the  land- 
grant  colleges  are  expected  to  make  of  the  extension  funds  which  the  Bank- 
head-Jones  Act  provides.  These  funds  exist  in  large  amounts;  for  example, 
about  $250,000  a  year  is  available  to  Minnesota  (this  is  expected  to  increase 
to  nearly  $400,000  a  year).  One  cannot  find  much  the  matter  with  the  law 
except  that  it  gives  to  the  United  States  Extension  Service  wide-open  powers 
for  administering  its  provisions.  The  United  States  Extension  Service  held, 
previous  to  the  Supreme  Court  decision  ending  the  AAA,  that  the  land-grant 
colleges  should  use  this  money  to  administer  the  Agricultural  Adjustment 
Act  in  their  respective  states.  The  agricultural  program,  as  everyone  knows, 
was  built  in  Washington.  The  extension  staffs  of  the  land-grant  colleges 
did  not  plan  or  help  to  prepare  the  Act,  but  they  were  called  upon  to  present 
it  to  the  farmers  of  America.  In  reviewing  the  program  this  last  fall  the 
extension  service  in  the  various  states  was  requested  to  gather  opinions  of 
farmers  as  to  what  they  thought  the  cut  in  production  in  each  county  should 
be,  and  the  new  program  was  framed  on  the  basis  of  these  opinions.  No  phase 
of  the  program  was  based  upon  carefully  collected  data.  The  farmers  were 
really  not  being  educated  in  fundamental  matters  resulting  from  sound 
scientific  investigations,  or  was  the  staff  paid  by  Bankhead-Jones  extension 
funds  expected  to  make  such  studies. 

One  must  not  lay  all  the  blame  upon  the  government  for  this  situation. 
I  he  colleges  themselves  are  partly  at  fault.  Hard  up  as  they  have  been  in 
recent  years,  they  look  upon  these  funds  as  a  godsend ;  they  use  them  to 
transfer  men  from  one  type  of  work  to  another  so  as  to  pay  their  staffs  larger 
salaries.  Every  land-grant  college  receives  these  funds ;  some  have  merged 


Department  of  Superintendence 


419 


the  allotments  into  their  general  budgets  on  the  assumption  that  the  appro¬ 
priations  will  be  continued.  At  Minnesota  we  have  refused  to  merge  either 
the  funds  with  our  regular  budget  or  the  employees  paid  out  of  Bankhead- 
Jones  funds  with  our  regular  staff.  We  believe  that  it  is  proper  for  a  uni¬ 
versity  to  study  the  triple-A  or  any  other  act  so  that  it  may  point  out  its 
strengths  and  its  weaknesses  to  the  farmers  of  the  state.  We  do  not  propose 
to  sell  our  liberty  to  tell  the  farmers  that  any  federal  act  is  economically  un¬ 
sound  or  politically  undesirable,  if  our  studies  lead  us  to  such  conclusions. 

I  have  recited  these  facts  relating  to  federal  support  of  higher  education 
because  they  emphasize  the  drift  in  the  direction  of  federal  domination.  I 
am  not  certain  that  the  American  people  understand  fully  what  is  happen¬ 
ing.  Once  they  do  understand  I  do  not  believe  that  they  will  long  permit  an 
agency  in  Washington  to  dictate  what  shall  be  taught  to  children  in  each  of 
the  states  and  in  their  respective  communities.  I  do  not  believe  that  they  will 
permit  a  central  government  to  define  or  to  limit  their  educational  programs ; 
they  will  insist  upon  the  right  to  control  and  to  experiment  and  to  expand 
their  schools  according  to  local  needs  and  wishes. 

From  Colonial  times  the  people  of  this  country  have  sought  to  keep  their 
educational  systems  free  from  political  control.  School  districts  are  for  the 
most  part  coterminous  with  political  areas,  but  independent  of  political 
direction.  We  have  made  our  schools  as  flexible  and  as  responsive  as  possible 
to  varying  circumstances  and  to  the  aspirations  of  local  communities.  That 
there  have  been  dangers  in  this  policy,  that  some  schools  have  been  poor  and 
incompetent,  must  be  admitted.  But  who  would  trade  these  dangers  and 
inadequacies  for  a  system  that  will  mean  the  teaching  of  the  political  phi¬ 
losophy  held  by  the  ruling  power,  whether  conservative,  liberal,  or  radical, 
to  the  youth  of  the  country?  Such  a  trade  will  mean  a  radical  change  in  our 
educational  program  every  time  new  rulers  are  established  in  Washington. 
It  will  mean  more  than  that;  it  will  mean  that  the  schools  will  no  longer 
be  the  hope  of  democracy,  for  democracy  cannot  survive  if  the  product  of 
the  schools  is  sent  into  the  world  indoctrinated  with  any  theory  or  as  the 
protagonists  of  any  program.  If  they  are  denied  the  instruction  that  demands 
a  careful  consideration  of  all  facts  and  of  all  issues,  and  if  they  are  denied 
that  training  which  insures  free  thinking  and  free  acting  as  individuals, 
the  doom  of  democracy  is  sealed. 

Preserving  for  the  states  and  the  local  communities  a  share  of  responsibility 
in  maintaining  education  does  not  mean  that  the  schools  will  be  unprogres¬ 
sive  or  that  the  federal  government  can  do  nothing  to  help  them.  Everyone 
knows  that  changes  in  our  educational  program  are  inevitable  and  should  be 
encouraged.  Everyone  knows  that  with  the  improvement  in  transportation 
and  communication,  larger  administrative  and  taxing  units  for  the  schools 
are  generally  necessary.  Everyone  knows,  too,  that  the  federal  government 
is  well  equipped  to  collect  moneys  from  the  entire  country  and  to  distribute 
them  to  the  states  for  the  aid  of  education.  We  believe  that  this  can  be  done 
without  destroying  the  essential  spirit  of  localism  and  intimacy. 

While  the  federal  government  is  appropriating  considerable  sums  of  money 
for  education  in  special  fields,  it  is  providing  no  money  for  liberal  education 


420 


National  Education  Association 


and  no  money  to  train  the  young  people  of  the  nation  in  the  exercise  of  their 
powers  as  self-governing  citizens.  Hitherto  we  have  believed  that  the  chief 
means  of  control  in  a  democracy  is  a  system  of  popular  education  which  in¬ 
cludes  everyone  within  its  scope,  while  the  chief  means  of  control  in  an 
autocracy  is  some  sort  of  central  power.  We  have  cherished  and  built  up  our 
system  of  free  schools  because  the  power  to  administer  them  has  resided  with 
the  people.  Self-government  will  vanish  in  proportion  as  the  people  relinquish 
their  rights  of  sovereignty  over  the  education  of  youth. 

The  American  schools  have  not  pursued  a  wholly  laissez  faire  policy.  They 
have  made  steady  progress.  Their  controls  have  resided  for  the  most  part  in 
voluntary  societies  of  professional  educators.  No  other  country  has  had  such 
agencies  in  like  number  or  of  like  influence.  These  societies  have  been  free 
agents,  studying,  investigating,  and  modifying  the  educational  program  of 
the  country,  with  but  one  object  in  mind,  that  of  improving  it.  Every  experi¬ 
ment  in  education  soon  comes  to  be  known  thruout  the  country;  it  is  studied, 
examined,  evaluated,  and,  if  found  good,  soon  imitated. 

In  a  federalized  system  there  will  be  little  or  no  need  for  agencies  of  this 
character.  Federalized  societies  of  teachers  will  be  concerned  with  the  pro¬ 
motion  of  partisan  interests  and  with  carrying  out  the  federal  program  of 
education.  I  have  seen  such  systems  at  work.  One  of  the  most  noteworthy 
of  them  is  in  New  Zealand.  New  Zealand  has  probably  gone  farther  with 
social  legislation  than  any  country  in  the  world.  It  has  carried  such  legis¬ 
lation  to  the  point  where  there  is  almost  no  private  money  for  the  schools 
or  for  charity.  The  schools  are  bureaucratized.  The  number  of  persons  in 
training  for  teaching  is  limited  by  the  central  office ;  teachers  are  assigned 
to  their  school  posts ;  their  salaries  are  fixed  at  headquarters ;  no  one  is  ever 
permitted  to  become  a  candidate  for  a  teaching  position ;  the  curriculum  is 
laid  down  and  the  teachers  are  required  to  follow  it  scrupulously;  the  su¬ 
pervision  is  inspectorial,  designed  to  determine  whether  pupils  can  pass  the 
examinations  set  by  the  government.  Parents  are  not  expected  to  visit  the 
schools,  parent-teacher  and  alumni  associations  are  unknown,  and  teachers 
meetings  are  held  only  to  petition  the  government  for  higher  wages  or  to 
seek  interpretations  of  the  rules  and  programs  sent  out  by  the  government. 

Such  a  system  is  not  without  its  advantages.  It  insures  efficiency  and  thoro- 
ness  and  a  mastery  of  the  things  necessary  to  pass  the  state  examinations. 
But  is  there  anyone  who  believes  that  America  should  follow  this  pattern? 

Our  schools  of  the  future  will  be  determined  by  the  political  philosophy 
we  accept  and  the  kind  of  government  we  adopt.  The  American  people  are 
now  engaged  in  making  that  decision.  There  are  only  three  ways  that  they 
can  go :  Move  in  the  direction  of  greater  federal  control,  which  means  more 
regimentation  of  life;  move  backward  to  the  days  of  absolute  free  choice 
and  of  personal  independence,  which,  I  am  convinced,  are  and  should  be  gone 
forever;  or  insist  upon  a  steady  course  in  preserving  our  theory  of  govern¬ 
ment  of  checks  and  balances — a  theory  essentially  and  uniquely  American, 
which  provides  that  government  shall  be  voluntarily  determined  and  volun¬ 
tarily  altered  to  meet  changing  conditions,  but  which  never,  at  any  time, 
shall  permit  unlicensed  liberty  on  the  one  hand  or  absolute  domination  on 


Department  of  Superintendence 


421 


the  other.  Such  a  government  will  distribute  school  funds  according  to  edu¬ 
cational  needs  for  the  purpose  of  insuring,  so  far  as  possible,  a  knowledge 
and  mastery  of  the  things  men  should  know  and  understand  in  discharging 
their  duties  as  citizens.  Such  a  government  will  provide  liberally  for  the 
study  and  dissemination  of  information  about  education  in  this  country  and 
abroad.  Its  leadership  will  be  intellectual,  not  partisan ;  and  the  children  of 
the  nation  will  be  regarded  as  future  citizens,  not  as  wards  of  the  state. 

FEDERAL  SUPPORT  OF  PUBLIC  EDUCATION 

CHARLES  H.  JUDD,  HEAD,  DEPARTMENT  OF  EDUCATION,  UNIVERSITY  OF 

CHICAGO,  CHICAGO,  ILL. 

A  study  of  the  history  of  federal  participation  in  education  in  the 
United  States  cannot  fail  to  convince  anyone  who  approaches  the  subject 
with  an  impartial  attitude  that  there  are  major  difficulties,  even  major 
hazards,  in  the  attempt  to  bring  into  successful  cooperation  the  states 
and  the  central  government.  The  states  seem  to  be  left  by  the  Constitu¬ 
tion  of  the  United  States  with  full  responsibility  for  education.  The 
central  government  seems  to  be  limited  to  those  types  of  participation 
which  can  be  entered  into  only  thru  grants  of  land  or  money.  Any  grant 
which  the  federal  government  makes  to  public  education  must  be  ad¬ 
ministered  by  the  state  or  by  some  agency  controlled  by  the  state.  The 
possibilities  of  incoordination  are  numerous.  The  federal  grant  may  itself 
be  unwise.  State  administration  may  be  faulty.  Above  all,  friction  may 
arise  because  of  the  incompatibility  of  federal  purposes  and  influences  with 
the  purposes  of  a  given  state  system  of  education. 

It  is  important  that  we  consider  some  of  the  historical  examples  of 
federal  participation  in  education.  The  first  federal  support  of  schools  was 
thru  the  well-known  grants  of  land  for  the  maintenance  of  common 
schools  made  to  the  states  carved  out  of  the  Northwest  Territory.  The 
members  of  Congress  were  acutely  aware  of  the  problems  which  con¬ 
fronted  the  pioneers  who  were  moving  into  the  western  wilderness.  The 
desire  to  help  the  pioneers  to  keep  alive  the  traditions  of  civilization  ex¬ 
pressed  itself  in  the  pronouncement  made  in  1787  which  has  been  quoted 
again  and  again  by  those  who  seek  the  support  of  high  authority  and 
lofty  sentiment  in  emphasizing  the  importance  of  schools:  “Religion, 
morality,  and  knowledge  being  necessary  to  good  government  and  the  hap¬ 
piness  of  mankind,  schools  and  the  means  of  education  shall  forever  be  en¬ 
couraged.”  As  a  substantial  contribution  to  the  ideal  thus  expressed,  Con¬ 
gress  reserved  the  sixteenth  section  in  every  township  in  the  Northwest 
Territory  as  school  land.  No  sooner  were  the  sixteenth  sections  made  avail¬ 
able  for  the  maintenance  of  public  schools,  however,  than  forces  directly 
opposed  to  religion,  morality,  and  knowledge  came  into  full  operation. 
The  land  dedicated  by  federal  enactment  to  schools  was  wasted,  squan¬ 
dered,  and  in  many  cases  corruptly  dissipated.  In  a  few  instances  school 
lands  were  saved,  sometimes  by  lucky  accident.  Where  they  were  saved, 
they  yield  income  which  is  highly  beneficial.  For  the  most  part,  however, 
the  story  of  the  administration  of  the  land  grants  for  the  maintenance 


422 


National  Education  Association 


of  schools  is  one  of  the  darkest  records  of  incompetency  in  the  history  of 
the  United  States. 

As  a  second  example  of  federal  support  of  education,  we  may  consider 
the  grants  of  land  made  in  1862  for  the  purpose  of  encouraging  the  develop¬ 
ment  of  the  science  of  agriculture  and  the  mechanic  arts.  These  grants 
were  made  in  wartime  when  the  food  supply  of  the  nation  was  in  jeopardy 
and  when  the  profession  of  engineering  was  in  its  infancy.  A  need  more 
urgent  than  that  of  1862  can  hardly  be  conceived.  A  great  national  crisis 
was  at  hand,  and  the  states  could  not  meet  this  crisis.  Assistance  from 
the  central  government  was  absolutely  essential. 

With  the  income  from  the  lands  given  for  the  development  of  agri¬ 
culture  and  the  mechanic  arts,  the  states  established  the  institutions  now 
known  as  the  land-grant  colleges.  There  can  be  no  doubt  that  the  United 
States  has  received  from  the  land-grant  colleges  important  contributions 
of  knowledge  and  a  body  of  trained  men  and  women  who  have  greatly 
benefited  the  nation.  While  much  has  been  gained,  it  is  equally  true  that 
there  has  been  in  many  of  the  states  a  disturbance  of  the  equilibrium  of 
higher  education  which  has  been  disastrous.  One  has  only  to  think  of 
Oregon,  where  the  land-grant  college  has  been  the  rival  and  enemy  of 
the  state  university.  The  land-grant  college  of  that  state  flourished  because 
it  was  supported  in  part  by  the  federal  government,  which  has  added  to  the 
original  grant  of  land  made  in  1862  subsequent  grants  of  money.  The 
state  of  Oregon  has  been  thrown  into  political  turmoil  in  its  effort  to 
assimilate  two  institutions  when  it  has  barely  enough  resources  for  one 
good  institution.  The  experience  of  Oregon  is  paralleled  by  that  of  other 
states.  For  example,  Washington,  North  Carolina,  and  Iowa  have  been 
disrupted  by  conflicts  of  interests  and  even  by  quarrels  between  the 
land-grant  college  and  the  state  university.  In  not  a  few  cases  states  have 
had  to  appeal  for  aid  to  surveyors  imported  from  outside  the  state  to 
adjust  the  programs  of  the  rival  institutions  so  as  to  avoid  indefensible 
duplications. 

It  is  not  especially  important  for  the  cursory  view  which  is  possible  on 
this  occasion  to  attempt  to  decide  whether  the  difficulties  arising  out  of  the 
presence  in  a  state  of  a  separate  federally  aided  land-grant  college  are  due 
to  the  form  of  the  federal  grants  or  to  the  shortsightedness  or  folly  of 
state  officials.  The  fact  is  that,  whatever  the  cause,  a  lack  of  internal 
equilibrium  or  coordination  has  appeared  where  state  support  and  federal 
support  have  had  to  be  adjusted  to  each  other. 

Again,  let  us  consider  what  the  federal  government  has  done  for  the 
education  of  its  wards — the  Indians,  the  natives  of  Alaska,  and  the  in¬ 
habitants  of  the  island  possessions.  One  does  not  need  to  express  personal 
judgments  on  these  undertakings,  which  have  often  been  most  infelicitous. 
All  that  is  necessary  is  to  read  the  official  impeachments  made  by  each  new 
administration  of  the  work  of  its  predecessor.  If  official  condemnation  is 
not  enough,  let  one  visit  such  schools  as  the  federal  government  now  con¬ 
ducts  on  Indian  reservations  and  evidence  in  abundance  will  be  found 
of  the  evils  of  remote  control  of  education  by  federal  officials  who  are 


Department  of  Superintendence 


423 


totally  ignorant  of  the  most  elementary  principles  of  school  organization 
and  administration. 

The  examples  drawn  from  history  before  1917  might  possibly  be  over¬ 
looked  as  illustrations  of  natural  incompetency  on  the  part  of  a  struggling 
nation.  No  such  extenuation  can  be  offered  to  cover  the  record  of  the 
most  recent  federal  interference  with  state  organization  of  education, 
which  is  fresh  in  the  minds  of  all  of  us.  The  organized  manufacturers  of 
the  country,  aided  by  a  small  group  of  radicals  among  the  educators, 
made  an  attempt,  with  the  assistance  of  federal  appropriations,  to  divide 
the  American  educational  system  into  two  rival  camps,  one  devoted  to 
general  education,  the  other  to  federally  supported,  federally  directed, 
and  federally  controlled  vocational  education.  Fortunately,  the  present 
federal  Administration  has  been  wise  enough  and  strong  enough  to  require 
vocational  education  to  recognize  itself  as  a  part  of  an  undivided  educa¬ 
tional  system.  No  one  can  be  so  shortsighted  as  to  believe,  however,  that 
the  victory  for  internal  harmony  and  coordination  has  been  completely 
won.  Vocational  education  as  it  was  injected  into  the  educational  system 
of  this  country  was  partisan  and  foreign  to  the  genius  of  the  American 
people.  It  has  not  yet  completely  adjusted  itself  to  the  social  ideals  which 
characterized  this  nation. 

I  pause  to  make  the  comment  that  the  difficulties  which  arose  from  the 
spirit  and  purpose  that  prompted  the  creation  of  the  Federal  Board  for 
Vocational  Education  are  not  referred  to  here  with  any  desire  to  disparage 
vocational  education.  It  is  my  belief  that  vocational  education  must  in  the 
future  be  greatly  expanded.  The  point  which  concerns  us  at  the  moment  is 
that  the  coordination  of  community  needs  and  federally  formulated  plans 
is  extraordinarily  difficult  of  achievement.  There  can  be  no  doubt  that 
vocational  education  itself  has  been  retarded  by  the  antagonisms  which 
have  been  developed  thru  the  recent  federal  interference  with  state  and 
local  school  systems.  Educational  leaders  will  have  to  show  genuine 
statesmanship  in  order  to  repair  the  social  damage  which  has  already  been 
done. 

The  critical  attitude  which  a  study  of  the  history  of  education  compels 
one  to  take  toward  federal  participation  in  education  gives  place  to  an 
attitude  of  gratification,  but  only  partial  gratification,  at  one  point.  The 
federal  government  has  maintained  since  1868  the  Office  of  Education 
in  the  Department  of  the  Interior.  American  educators  recognize  that  this 
federal  agency  has  collected  and  made  available  a  .vast  body  of  useful 
information.  No  other  nation  has  so  significant  or  readily  accessible  a 
detailed  record  of  the  facts  about  its  schools  as  has  the  United  States.  One’s 
gratification  soon  reaches  its  bounds,  however,  when  one  considers  the 
stepmotherly  way  in  which  Congress  has  treated  the  Office  of  Education. 
Appropriations  so  small  that  it  has  often  been  impossible  to  publish  the 
facts  assembled  have  seriously  handicapped  the  Office.  When  any  pretext 
of  economy  has  been  available  as  an  excuse,  the  framers  of  the  budget 
and  the  appropriating  committees  of  Congress  have  made  the  Office  of 
Education  the  first  victim  of  drastic  reductions  in  appropriations.  Collec¬ 
tion,  interpretation,  and  publication  of  information — the  most  efficient 


424 


National  Education  Association 


forms  of  participation  in  the  improvement  of  education  with  which  the 
federal  government  has  ever  been  induced  to  experiment — have,  as  a 
result,  been  so  inadequately  supported  that  one  must  conclude  that  the 
people  of  the  United  States  or  at  least  their  representatives  in  Congress 
do  not  understand  or  appreciate  the  value  of  what  the  United  States  Office 
of  Education  does. 

The  difficulties  which  result  when  federal  interests  and  state  interests 
clash  or  when  Congress  exhibits  a  lack  of  understanding  and  appreciation 
of  the  fundamental  information  on  which  all  intelligent  educational  ad¬ 
ministration  depends  are  greatly  accentuated  by  the  practise  which  has 
prevailed  since  1911  of  requiring  the  states  to  match  federal  funds  ap¬ 
propriated  for  particular  forms  of  education.  Appropriations  made  on 
the  so-called  “fifty-fifty  principle”  unbalance  the  whole  system  of  state 
support  because  for  every  federal  dollar  given  for  a  particular  purpose 
the  state  must  provide  a  dollar  out  of  its  own  revenues  even  if  existing 
educational  enterprises  have  to  be  starved  in  order  to  match  federal  money. 

Because  of  historical  evidence  of  the  kind  which  has  been  briefly  re¬ 
viewed,  the  National  Advisory  Committee  on  Education,  appointed  in 
1929  and  commissioned  by  President  Hoover  to  chart  a  course  for  the 
federal  government  to  follow  in  dealing  with  education,  recommended 
complete  abandonment  of  the  type  of  appropriations  for  the  support  of 
schools  and  colleges  that  had  been  made  in  the  past.  This  committee  further 
recommended  that  in  the  future  federal  grants  to  education  be  turned 
over  to  the  states  to  be  administered  by  them  without  the  exercise  of 
control  by  the  central  government.  Finally,  the  committee,  unable  to 
arrive  at  any  decision  with  regard  to  the  method  of  distribution  of  federal 
funds  and  unable  to  determine  the  amount  of  federal  support  which  was 
necessary  or  desirable  in  order  that  educational  opportunities  might  be 
equally  available  for  all  the  children  of  the  nation,  recommended  a  thoro 
study  by  a  well-equipped  commission  of  the  whole  problem  of  federal 
financial  support  of  schools. 

There  can  be  no  doubt  that  the  report  of  the  National  Advisory  Com¬ 
mittee  on  Education  represented  the  general  opinion  of  educators  at  the 
time  that  it  was  rendered.  It  is  worthy  of  note,  however,  that  one  line  of 
consideration,  which  was  an  essential  part  of  the  thinking  of  some  of  the 
members  of  the  committee  but  was  not  a  part  of  the  report,  related  to  the 
competency  of  the  states  to  administer  federal  funds  given  for  education  if 
in  due  time  such  funds  were  forthcoming. 

There  is  no  possibility  of  blinking  the  fact  that  many  states  are  in  the 
year  1936  no  more  able  to  manage  their  educational  S3istems  properly  than 
were  in  earlier  times  those  states  which  in  the  years  immediately  following 
1785  were  entrusted  with  every  sixteenth  section  of  the  townships  for  the 
maintenance  of  schools. 

Evidence  of  the  truth  of  this  statement  is  easy  to  produce.  The  Na¬ 
tional  Advisory  Committee  on  Education  was  importuned  by  its  Negro 
members  to  take  special  cognizance  of  the  inequitable  distribution  of 
educational  funds  in  many  southern  states.  It  was  contended  that  the  sup- 


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425 


port  of  education  in  these  states  is  so  prejudicial  to  the  Negroes  that 
special  federal  grants  for  Negro  education  seem  to  be  the  only  possible 
means  of  correcting  the  situation.  It  was  pointed'  out  that,  while  the 
constitutions  of  a  number  of  the  states  explicitly  provide  that  there  shall  be 
no  discrimination  in  the  administration  of  educational  funds  on  account 
of  race  or  color,  the  fact  is  that  uniformly  a  wholly  disproportionate  share 
of  state  educational  funds  and  of  local  school  funds  goes  to  white  schools. 

I  voted  at  the  meeting  of  the  National  Advisory  Committee  on  Educa¬ 
tion  against  the  plea  of  the  Negroes  for  special  federal  grants  for  the  edu¬ 
cation  of  their  people  because  I  felt  sure  that  the  way  out  of  the  difficulty 
was  not  to  patch  up  defective  state  organization  by  intervention  on  the 
part  of  the  federal  government  in  behalf  of  citizens  of  a  particular  race  or 
color.  I  believed,  and  I  think  many  members  of  the  committee  agreed  with 
the  view,  that  the  real  corrective  for  unjust  policies  in  the  states  must  be 
either  a  marked  improvement  in  state  administration  of  education  or  in¬ 
sistence  on  the  part  of  the  federal  government  that  the  states  live  up  to 
certain  general  requirements. 

So  clear  was  the  recognition  of  the  impossibility  of  securing  proper  ad¬ 
ministration  of  any  funds,  especially  funds  drawn  from  the  federal  treas¬ 
ury,  unless  there  is  a  reform  of  state  administration  of  education  that  some 
of  us  tried  to  devise  ways  and  means  of  bringing  to  public  attention  the 
necessity  for  reform  of  state  departments  of  education  and  of  state 
systems  of  support  of  education.  We  persuaded  the  American  Council  on 
Education  to  sponsor  an  elaborate  study  of  the  state  departments  of 
education.  The  study  was  made  by  a  competent  committee  on  which  were 
representatives  of  political  science  as  well  as  representatives  of  education. 
It  revealed  a  lack  of  uniformity  in  methods  of  organization  and  adminis¬ 
tration  and  an  unevenness  in  the  character  of  the  personnel  in  charge  of 
education  in  the  different  states  such  as  to  give  pause  to  the  most  en¬ 
thusiastic  advocate  of  unrestricted  federal  subventions  for  education. 

The  breakdown  of  education  in  many  of  the  states  during  the  past  few 
years  of  financial  distress,  even  in  some  of  the  states  where  there  has  been 
a  large  accumulation  of  wealth,  supplies  unwelcome  evidence  of  the  validity 
of  the  doubts  which  existed  earlier  about  the  competency  of  the  states  to 
administer  unrestricted  federal  funds  for  education. 

Among  the  reasons  why  states  are  incompetent  is  the  fact  that  state 
taxing  systems  are  obsolete.  Not  only  are  state  systems  of  taxation  unable 
to  provide  adequate  revenues  for  governmental  services,  but  there  is  also 
serious  incoordination  between  state  and  local  taxes  on  the  one  hand 
and  federal  taxes  on  the  other.  It  is,  I  take  it,  universally  recognized  that 
the  federal  government  has  laid  its  hand  on  the  most  productive  and  the 
most  equitable  tax,  the  tax  on  incomes.  The  antiquated  taxing  systems 
of  the  states,  conceived  and  written  into  statutes  and  even  into  constitu¬ 
tions  in  the  days  when  communities  maintained  themselves  chiefly  by 
agriculture  and  animal  husbandry,  are  no  longer  adequate.  With  the  break¬ 
down  of  local  and  state  taxing  systems,  there  is  a  strong  temptation  to 
seek  relief  by  demanding  federal  aid.  While  we  listen  to  appeals  by  state 


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educational  systems  for  unrestricted  federal  grants,  let  us  not  blindly  forget 
that  state  after  state  can  be  indicted  for  wholly  neglecting  the  more 
rational  procedure  of  cleaning  house  within  its  own  borders. 

It  is  time  that  educators  frankly  face  the  fact  that  in  many  cases  the 
weakest  department  of  state  administration  is  the  department  of  education. 
During  that  part  of  the  nineteenth  century  when  many  new  states  were 
being  admitted  into  the  Union  and  state  departments  of  education  were 
in  process  of  creation  in  the  constitutions  of  these  states,  there  was  com¬ 
plete  confidence  on  the  part  of  the  people  in  the  franchise.  There  was  a 
corresponding  suspicion  of  executive  authority.  The  state  superintendency 
was  therefore  limited  in  a  large  number  of  the  state  constitutions  in  such 
ways  as  to  render  it  feeble  to  the  point  of  incompetency.  Furthermore,  the 
superintendency  was  made  subject  to  popular  vote,  with  the  result  that 
it  was  rendered  open  to  attack,  if  not  control,  by  the  most  malign  political 
forces. 

In  taxing  systems  and  in  educational  administration,  therefore,  the 
majority  of  the  states  come  to  the  federal  government  with  unclean  hands. 
If  the  states  were  provided  with  large  federal  grants,  would  state  officials 
do  better  than  did  our  ancestors  not  far  removed  when  they  wasted  the 
sixteenth  sections  like  reckless  spendthrifts? 

It  is  not  alone  the  states  that  have  elective  state  superintendents  and 
taxing  systems  which  reek  with  decrepitude  that  have  inadequate  methods 
of  financing  their  schools.  Let  us  consider  the  proud  Empire  State,  which 
boasts  of  everything,  especially  its  system  of  distributing  state  money  to 
local  communities  for  the  maintenance  of  schools.  New  York  state  has 
perhaps  more  methods  of  equalizing  assessments  on  property  in  different 
parts  of  the  state  than  any  other  state.  It  has  the  largest  state  fund  for 
education  that  has  ever  been  provided  by  any  state.  It  has  a  powerful  and 
highly  centralized  state  education  department.  It  commands  the  most 
expert  advice  that  is  available  in  administering  its  revenues.  It  guaran¬ 
tees  to  each  community  $1500  a  year  for  the  maintenance  of  each  elemen¬ 
tary-school  unit,  requiring  only  that  the  community  tax  itself  at  a  moderate 
rate.  This  state,  while  exhibiting  the  progressive  tendencies  enumerated, 
is  one  of  the  most  backward  states  in  consolidation  of  school  districts. 
Subventions  to  small  districts  drawn  from  the  state  treasury  have  tended  to 
perpetuate  the  existing  system.  Since  the  adoption  of  the  law  granting 
state  funds  to  local  school  districts,  efforts  have  been  made  to  patch  up 
its  fatal  weaknesses  by  administrative  concessions.  The  people  of  New  York 
and  the  Board  of  Regents  are  so  little  satisfied  with  the  operations  of  the 
law  within  the  state  that  they  have  instituted  a  sweeping  inquiry  into  the 
efficiency  of  the  whole  state  school  system. 

If  New  York,  with  its  facilities  for  equalizing  assessments  and  super¬ 
vising  expenditures,  finds  its  school  finances  tangled  and  difficult  to  adjust 
because  of  the  diversity  of  local  conditions,  what  is  to  be  expected  if  the 
United  States,  with  the  most  extreme  variations  in  community  character¬ 
istics  and  with  no  devices  for  equalizing  assessments,  attempts  to  satisfy 
the  demand  which  is  certainly  plausible  that  every  child  in  the  country 
be  given  opportunity  to  gain  a  sound  education  ? 


Department  of  Superintendence 


427 


I  yield  to  no  one  in  the  desire  for  a  better  distribution  of  educational 
opportunities,  but  I  am  fully  convinced  that  the  time  has  come  when  we 
who  are  responsible  for  the  schools  must  be  realistic  in  considering  what 
measures  are  necessary  to  guarantee  that  the  character  and  quality  of  edu¬ 
cation  shall  be  such  as  to  meet  the  needs  of  the  nation.  I,  for  one,  am 
quite  as  much  interested  in  studying  methods  of  improving  education  as 
I  am  in  shifting  the  burden  of  support  from  the  states  to  the  central 
government.  There  is  absolutely  no  guarantee,  as  all  history  proves,  that 
federal  appropriations  will  produce  good  schools,  good  educational  oppor¬ 
tunities  for  Mexicans,  Negroes,  and  children  in  the  states  which  are 
drained  of  wealth  in  behalf  of  the  great  industrial  and  banking  centers, 
where  capital  has  been  concentrated.  The  quality  of  education  must  be 
safeguarded.  Unless  all  forms  of  support  can  be  so  arranged  that  they 
will  surely  contribute  to  the  betterment  of  schools,  there  can  be  no  en¬ 
thusiasm  for  new  contributions  from  any  source,  least  of  all  contributions 
from  the  federal  government,  unless  there  be  a  repetition  of  what  hap¬ 
pened  to  the  sixteenth  sections  of  land  allotted  to  townships  for  the  main¬ 
tenance  of  schools. 

I  make  a  plea  for  unprejudiced  consideration  of  the  whole  educational 
situation,  not  a  scramble  for  money  from  the  federal  treasury.  I  am  con¬ 
vinced  that  in  the  past,  when  the  federal  government  has  been  asked  to 
participate  in  education,  there  has  been  far  more  thought  devoted  to 
finance  than  there  has  been  to  the  intellectual  and  emotional  improvement 
of  the  American  people. 

Among  the  items  that  the  American  people  will  have  to  think  of  if  they 
are  really  interested  in  education  is  the  length  of  the  school  year.  They  will 
have  to  answer  the  question,  How  many  months  in  the  year  should 
children  attend  school  in  order  to  become  competent  citizens  of  the  United 
States?  I  am  quite  certain  that  I  make  a  statement  which  cannot  be 
refuted  when  I  say  that  four  months  a  year  or  five  months  a  year  is 
too  short  a  period  of  schooling  to  be  tolerated  in  a  civilized  country.  I 
am  prepared  to  defend  with  vigor  the  contention  that,  whatever  else 
the  federal  government  does,  it  ought  to  make  sure  that  every  child  in 
the  United  States  has  at  the  very  least  six  months  of  schooling  each  year. 
Any  scheme  or  plan  or  proposal  which  does  not  absolutely  guarantee 
a  decent  minimum  of  schooling  for  every  child  seems  to  me  to  be  blind, 
inadequate,  and  unworthy  of  acceptance.  To  be  quite  concrete,  if  Arkansas 
is  so  poor  that  some  of  the  children  of  that  state  cannot  be  provided  with 
more  than  four  or  five  months  of  schooling  each  year  while  the  children 
of  some  other  state  receive  nine  or  ten  months,  I,  for  one,  advocate  such 
a  readjustment  of  support  for  public  schools  in  the  United  States  that 
education  shall  be  furnished  to  the  children  of  Arkansas  at  the  expense 
of  the  better-conditioned  states. 

If,  instead  of  thinking  of  the  states  which  are  too  poor  to  conduct  good 
schools  for  reasonable  lengths  of  time,  we  turn  our  thoughts  to  the  states 
which  have  wealth,  again  it  seems  to  me  that  we  should  be  interested  in 
education  of  high  quality  and  in  proper  opportunities  for  children.  In  the 
richer  states,  as  in  the  poorer,  the  federal  income  tax  is  superimposed  on 


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state  taxes  which  are  almost  as  diverse  as  are  the  taxes  of  Ethiopia  and 
Italy.  1  make  no  effort  to  decide  whether  Illinois  or  Indiana  has  the  poorer 
taxing  system.  I  merely  point  out  that  the  taxing  systems  of  these  states 
are  different.  If  now  Illinois  and  Indiana  were  each  to  draw  from  the 
federal  treasury,  which  used  to  be  replenished  each  year  by  the  revenues 
from  an  approximately  equitable  income,  a  certain  sum  of  money  per 
child,  per  teacher,  or  per  community  for  schools  and  were  to  add  this 
federal  money  to  the  state  money  collected  under  the  present  “horse-and- 
buggy”  or  “oxcart”  state  constitution,  would  there  be  justice  in  the  land? 
I  read  in  the  writings  of  some  of  our  colleagues  in  education  vague  refer¬ 
ences  to  ideal  taxing  systems.  I  find  the  statement  that  education,  if  it 
will  adopt  such  and  such  a  mathematical  formula  for  the  distribution  of 
federal  grants,  will  lead  the  way  to  the  collection  of  all  taxes  by  the  federal 
government  and  to  the  allotment  of  funds  to  the  states  for  all  public 
services  by  the  same  formula.  In  the  meantime,  while  this  sweeping  reform 
in  taxing  systems  is  being  contemplated,  I  find  even  the  statistical  en¬ 
thusiasts  puzzled  quite  as  much  as  I  am  to  know  what  one  is  to  do  about 
Utah  and  California,  which  contribute  from  the  state  treasury  a  large 
percent  of  the  cost  of  schools,  and  Colorado  and  Kansas,  which  for 
some  reason  are  only  moderately  generous  or  even  quite  parsimonious  in 
appropriating  state  funds  to  their  schools. 

I  am  well  aware  that  school  men  and  women  recoil  from  the  idea  that 
the  authorities  of  the  federal  government  be  allowed  to  exercise  any 
degree  of  discrimination  in  the  distribution  of  federal  funds  for  schools. 
I  wish  to  leave  no  doubt  in  the  mind  of  anyone  that  I  am  here  and  now 
explicitly  advocating  a  distribution  of  federal  appropriations  for  general 
education,  if  and  when  such  appropriations  are  made,  in  such  a  way  that 
federal  support  will  go  first  to  those  parts  of  the  country  where  money  is 
most  needed  to  maintain  schools.  I  believe  in  intelligent  discrimination 
rather  than  blind  mathematical  distribution  of  the  spoils. 

Having  thus  recorded  the  essentials  of  my  creed,  I  shall  use  the  re¬ 
mainder  of  the  time  at  my  disposal  advocating  a  plan  for  federal  partici¬ 
pation  in  the  support  of  schools. 

The  distribution  of  wealth  in  this  country  is  such,  because  of  industrial 
and  economic  conditions,  that  the  banking  centers  may  properly  be  called 
upon  to  pay  for  governmental  activities  in  amounts  that  will  make  pos¬ 
sible  adequate  public  services  in  all  parts  of  the  country,  in  the  non¬ 
banking  centers  as  well  as  in  the  centers  rich  in  capital.  The  purely 
geographical  subdivisions  of  the  United  States  no  longer  correspond  with 
either  the  needs  or  the  activities  of  the  population.  The  boundaries  of  states 
have  been  broken  down  by  the  evolution  of  systems  of  transportation  and 
by  the  interchanges  of  commerce.  Economic  boundaries  are  not  coincident 
with  the  rivers,  lakes,  and  parallels  of  latitude  which  the  early  surveys 
adopted  as  boundaries  of  the  states.  Migration  of  the  American  people  has 
created  modern  problems  which  must  be  met  by  modern  provisions  for 
the  support  of  governmental  services,  chief  among  which  is  education. 

With  the  facts  which  have  been  cited  in  mind,  I  advocate  a  period  of 
experimentation  during  which  the  intelligence  of  American  educators  and 


Department  of  Superintendence 


429 


governmental  officials  will  be  devoted  to  a  careful  study  of  the  effects  of 
new  federal  appropriations  for  the  support  of  public  schools  of  the  elemen¬ 
tary  and  secondary  levels.  The  purpose  of  this  experimental  endeavor  should 
be  the  discovery  of  the  best  possible  methods  of  equalizing  educational 
opportunities  in  different  sections  of  the  United  States.  I  advocate  the 
distribution  of  federal  funds  first  and  in  largest  measure  to  those  states 
in  which  the  average  income  is  low.  I  advocate  that  experimentation  begin 
with  some  such  modest  sum  as  $50,000,000  or  $75,000,000.  I  mention 
these  sums  because  they  were  the  amounts  discussed  and  approved  as 
emergency  funds  by  a  competent  committee  which  was  convened  by  the 
United  States  Commissioner  of  Education  in  1933.  The  distribution  must, 
in  my  judgment,  be  left  to  the  discretion  of  a  properly  constituted  federal 
authority,  preferably  a  small  commission  made  up  of  experienced  educators 
and  presided  over  by  the  United  States  Commissioner  of  Education,  which 
shall  pass  on  the  requests  made  by  various  states  for  federal  aid. 

I  am  fully  aware  that  the  proposal  to  treat  the  states  differently,  especi¬ 
ally  if  the  differences  in  treatment  imply  any  slightest  discretion,  will  meet 
with  strong  objections.  Indeed,  I  have  heard  objections  to  any  plan  im¬ 
plying  discretion  expressed  in  a  small  committee  room  with  violence  and 
hammering  on  the  table  when,  I  am  frank  to  say,  logic  and  an  appeal 
to  intelligence  seemed  to  me  more  appropriate.  I  am  also  aware  that 
discrimination  among  the  states  is  highly  unpopular  in  the  Congress  of  the 
United  States.  However,  it  is  possible,  I  am  sure,  to  show  the  lack  of 
wisdom  and  justice  in  some  of  the  uniform  grants  now  made  to  states 
that  have  wholly  different  needs.  For  example,  the  appropriations  for  agri¬ 
cultural  experiment  stations  in  the  various  states  are  the  same  no  matter 
how  different  the  size  or  the  population  of  the  states.  I  venture  to  say 
that  anyone  except  a  member  of  Congress  would  see  the  humor  of  giving  to 
each  of  the  six  states  of  New  England  an  appropriation  for  the  main¬ 
tenance  of  an  agricultural  experiment  station  exactly  equal  to  the  ap¬ 
propriation  made  for  the  same  purpose  to  Iowa  or  Illinois,  where  there 
are  large-scale  enterprises  in  the  field  of  agriculture.  Equality  of  federal 
appropriations  will  not  equalize  educational  opportunities.  I  advocate  a 
departure  from  the  procedure  adopted  in  the  case  of  agricultural  experi¬ 
ment  stations.  I  advocate  that  the  first  federal  appropriations  for  public 
schools  be  on  the  basis  of  needs,  not  on  a  per  capita  basis  or  in  accordance 
with  any  uniform  plan  of  equal  treatment  of  the  states. 

After  listening  to  all  the  objections  which  have  thus  far  been  offered 
by  statisticians  to  discrimination  between  the  states  in  the  distribution  of 
federal  funds  for  schools,  I  feel  justified  in  characterizing  these  objections 
as  political  rather  than  rational.  It  is  universally  agreed  without  any 
reservations  whatsoever  that  there  are  gross  inequalities  in  education  in  the 
different  states,  gross  inequalities  in  wealth,  and  gross  inequalities  in  ad¬ 
ministrative  competency.  These  inequalities  are  urged  as  the  grounds  for 
a  demand  that  federal  appropriations  be  made  and  then,  inconsistently, 
as  it  seems  to  me,  in  the  name  of  state  rights,  one  single  mathematical 
formula  is  offered  and  declared  to  contain  all  the  wisdom  that  it  is 
appropriate  to  apply  to  the  situation. 


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I  share  the  anxiety  of  those  who  shudder  at  the  possibility  of  blundering 
mistakes  by  government  officials,  but  I  do  not  find  the  remedy  for  possible 
official  incompetency  in  the  adoption  of  a  mathematical  formula  which 
is  utterly  lacking  in  support  from  experience  on  a  national  scale. 

Some  years  ago  the  central  span  of  a  great  bridge  which  was  being 
constructed  across  the  St.  Lawrence  River  fell  to  destruction  as  the  at¬ 
tempt  was  being  made  to  bring  it  into  place.  The  engineering  calculations, 
which  had  been  made  by  some  of  the  best  bridge  architects  in  the  world, 
were  wrong  because  no  one  had  any  knowledge  of  the  rate  at  which 
mechanical  stresses  are  transmitted  thru  so  vast  a  structure.  The  formulas 
of  ordinary  experience  were  rendered  inappropriate  by  the  sheer  mag¬ 
nitude  of  the  span  of  steel.  1  contend  that  it  is  the  part  of  wisdom  to 
experiment  modestly  with  the  national  problem  of  distributing  federal 
funds  to  elementary  and  secondary  schools.  I  believe  that  it  is  nothing 
short  of  folly  to  insist  on  the  adoption  of  a  formula  that  has  worked 
with  only  limited  success  even  in  the  comparatively  small  area  of  a  single 
state. 

As  a  second  and  important  feature  of  the  plan  for  distribution  of  federal 
funds,  it  will  be  necessary,  I  believe,  greatly  to  reenforce  the  federal 
Office  of  Education.  Valuable  as  the  reports  of  this  federal  agency  are, 
no  one  can  doubt  that  with  more  adequate  resources  they  can  be  greatly 
improved.  The  Office  of  Education  should  become  a  competent  center  of 
investigation  equipped  to  gather  the  information  necessary  to  furnish  the 
people  of  this  country  with  a  true  and  adequate  account  of  the  success  of 
federal  support  of  schools  and  of  the  points  at  which  the  experimental 
plan  is  in  need  of  revision. 

If  experience  accumulated  during  experimentation  with  the  equalization 
fund  justifies  the  federal  government  in  taking  over  a  share  of  the  support 
of  schools  in  all  the  states,  then  federal  grants  should  be  made  the  basis 
of  certain  demands  which  will  assure  the  nation  of  proper  conduct  of  its 
schools.  It  is  easy  to  enumerate  some  of  the  guarantees  that  the  nation 
has  a  right  to  demand.  One  such  is  that  there  will  be  a  decent  enforcement 
of  the  fundamental  law  now  included  in  a  number  of  state  constitutions 
requiring  that  there  be  no  discrimination  against  any  citizen  because  of 
race  or  color.  A  second  guarantee  that  is  essential  is  that  schools  in  all 
sections  of  each  state  be  conducted  each  year  for  a  sufficient  number  of 
months  to  provide  proper  preparation  for  citizenship.  I  have  heard  it 
argued  that  public  opinion  can  be  relied  on  to  control  the  length  of  the 
school  year.  In  reply,  I  say  that  I  can  take  anyone  who  really  desires 
the  truth  to  states  where  the  cities  enjoy  twice  as  long  a  school  year  as 
do  some  of  the  remote  rural  areas.  Public  opinion  is  likely  to  become  fixed 
in  its  acceptance  of  that  which  is  familiar.  If  federal  support  is  to  be  some¬ 
thing  more  than  a  substitute  for  support  by  local  taxes,  it  must,  I  hold, 
he  directed  toward  the  elevation  of  public  opinion.  The  length  of  the 
school  year  is  an  objective  fact,  but  there  is  nothing  self-propelling  about 
the  local  school  organization  in  an  ignorant  and  backward  community. 

It  is  being  demanded  in  some  quarters  that  the  federal  government  give 
to  the  states  money  for  schools  without  attaching  any  conditions  whatso- 


Department  of  Superintendence 


431 


ever  to  the  grants.  It  seems  to  me  that  sheer  expediency  dictates  that 
educators  recognize  the  improbability  that  Congress  will  abdicate  to 
such  an  extent.  Beyond  expediency,  however,  is  the  consideration  that 
educators  ought  always  to  be  ready  to  attach  to  any  plea  for  new  re¬ 
sources  the  condition  that  the  resources  will  be  used  to  improve  schools 
rather  than  merely  to  perpetuate  present  inadequacies. 

Another  essential  of  school  organization  is  the  power  to  retain  pupils 
and  compel  attendance  over  a  period  of  years.  The  laws  of  the  various 
states  are  so  different  in  their  prescriptions  with  regard  to  school  at¬ 
tendance  that  it  is  little  short  of  grotesque  to  advocate  like  treatment  of 
the  states.  1  have  heard  it  argued  from  the  platform  of  this  Department 
that  federal  funds  should  be  given  to  the  states  without  any  requirements 
of  any  kind.  In  support  of  this  contention,  it  was  said  that  England  pays 
a  large  share  of  the  cost  of  education  in  local  communities  but  does  not 
in  any  way  interfere  with  the  local  program  of  instruction.  This  state¬ 
ment  is  truly  astonishing.  It  is  a  fact  which  should  be  known  to  anyone  who 
ventures  to  speak  on  the  English  system  of  education  that,  when  com¬ 
pulsory  school  attendance  laws  are  passed  in  England,  they  are  passed  by 
the  Parliament,  which  consists  of  the  House  of  Lords  and  the  House  of 
Commons.  The  compulsory  school  attendance  laws  are  not  left  to  the 
minor  political  units.  If  the  prescription  that  pupils  shall  attend  school 
up  to  a  certain  age  is  not  a  method  of  controlling  the  instructional 
program  of  communities,  I  can  hardly  imagine  what  the  word  “control” 
means. 

It  is  probably  unconstitutional  for  the  Senate  and  the  House  of  Rep¬ 
resentatives  of  the  United  States  to  do  what  the  Parliament  of  England 
does,  but  it  is  certainly  possible  for  the  federal  government  of  this  country 
to  exercise  coercion  of  reluctant  parents  and  of  communities  by  making 
the  passage  of  a  reasonable  compulsory  school  attendance  law  a  condi¬ 
tion  antecedent  to  the  receipt  by  a  state  of  federal  support  for  schools. 

I  could  mention  other  minimum  essentials  of  education  which,  in  my 
judgment,  should  be  written  into  any  federal  law  giving  support  to 
schools.  Perhaps  the  examples  which  I  have  given  are  for  the  moment 
adequate.  I  believe  very  sincerely  that  education  should  and  will  com¬ 
mand  in  the  future  larger  support  than  it  has  in  the  past.  I  believe  that  it 
is  the  duty  of  educators  to  think  first  and  foremost  of  ways  of  improving 
education.  We  of  the  schools  are  public  servants.  We  must  indeed  make 
clear  to  those  whom  we  serve  the  necessity  of  providing  adequate  re¬ 
sources  for  our  work,  but,  even  more  than  other  public  servants,  we 
should  be  prepared  to  guarantee  high-grade  service  and  should  welcome  the 
support  of  law  in  so  doing.  Education  has  in  the  past  been  thought  of  by 
the  American  people  as  one  of  their  most  precious  democratic  opportuni¬ 
ties.  Of  late,  many  parents  arc  confused.  They  hear  educators  disputing 
among  themselves  about  the  contents  and  methods  of  teaching.  They  hear 
competent  witnesses  testify  that  education  is  not  suited  to  the  needs  of 
modern  society.  When  representatives  of  the  schools  ask  for  increased  sup¬ 
port,  the  common  people  are  thrown  into  a  state  of  perplexed  doubt.  A 
school  year  of  reasonable  length,  improved  training  of  teachers,  and  power 


432 


National  Education  Association 


to  retain  pupils  can  probably  be  agreed  upon  by  a  great  many,  if  not  all, 
educators  as  essential  to  the  maintenance  of  adequate  education  in  a  dem¬ 
ocratic  civilization.  If  the  list  of  agreed  upon  virtues  can  be  increased, 
I  will  extend  my  advocacy  of  requirements  to  include  the  additions.  For 
my  own  part,  I  should  like  to  include  improvement  of  the  curriculum,  but 
I  doubt  whether  all  the  members  of  this  assembly  would  follow  me  with 
approval  if  I  indicated  what  improvement  of  the  curriculum  means  to  my 
mind.  I  am  hopeful  that  at  some  time  in  the  future  expert  educational 
opinion  will  accept  more  generally  the  curriculum  which  I  am  sure  ought 
to  be  adopted  by  the  public  schools,  but  I  judge  that  experimentation  in 
the  use  of  federal  funds  should  not  at  the  moment  be  thought  of  as  directly 
involving  the  curriculum. 

I  am  by  no  means  sanguine  that  the  plan  which  I  have  proposed  can 
be  carried  out  in  full.  In  fact,  I  feel  very  sure  that  there  is  a  long,  hard 
struggle  ahead  before  any  federal  support  for  schools  will  be  forthcoming. 
I  am  aware,  too,  that  many  educators  will  refuse  to  subscribe  to  discrimina¬ 
tive  distribution  of  federal  funds  and  prescribed  conditions  in  any  federal 
law.  I  regret  that  we  are  in  disagreement.  I  venture  to  express  the  hope  that 
our  disagreement  will  not  lead  us  to  divide  into  party  organizations  domi¬ 
nated  by  fixed  prejudices.  I  believe  that  the  Department  of  Superintendence 
has  shown  high  wisdom  in  calling  for  a  free  and  frank  expression  of 
views  on  this  topic.  The  next  step  which,  in  my  opinion,  organized  educa¬ 
tion  should  take  is  the  serious  and  continued  study  of  the  problem  of 
federal  participation  in  education.  It  will  certainly  be  disastrous  if  edu¬ 
cators  have  to  lay  the  needs  of  public  schools  before  the  federal  Administra¬ 
tion  with  the  confession  that  these  needs  have  not  been  thoroly  considered 
and  that  alternatives  have  not  been  weighed  and  impartially  evaluated. 
My  earnest  plea  to  this  body  is  not  to  accept  any  view  as  finally  and  fully 
established.  If  we  are  obstinately  dogmatic,  there  is  great  danger  that  we 
shall  defeat  our  own  purposes.  I  urge  an  open-minded  consideration  of 
the  needs  of  American  youth  and  an  ultimate  effort  to  secure  from  the 
federal  Administration  and  the  Congress  the  types  of  aid  which  will  con¬ 
tribute  most  fully  to  the  equalization  of  educational  opportunities  and  to 
the  improvement  of  school  systems  in  all  of  the  states. 


Supplementary  Statement  by  Lotus  D.  Coffman 

I  did  not  understand  that  this  part  of  the  meeting  was  to  be  in  the  nature 
of  a  debate.  I  had  a  certain  theme  in  mind  and  it  was  my  thought  that  I 
would  perhaps  make  a  contribution  to  this  discussion  by  wholly  sticking  to 
the  question  of  control. 

This  discussion  reminds  me  of  a  great  meeting  we  had  at  the  University 
of  Minnesota  about  three  weeks  ago  which  was  addressed  by  five  of  the 
leading  economists  of  this  country.  The  subject  of  the  discussion  was:  Is 
inflation  inevitable?  And,  at  the  conclusion  of  their  discussions,  when  the 
meeting  was  turned  over  to  the  floor,  one  man  arose  and  pointed  out  that 


Department  of  Superintendence 


433 


they  had  all  agreed  that  inflation  is  inevitable  but  that  the  manner  in 
which  it  may  come  and  the  extent  to  which  it  may  be  carried  on  depends — 
and  from  that  point  on,  their  discussions  began  to  vary. 

I  think  we  may  say  here  that  the  three  of  us  are  agreed  that  some  fed¬ 
eral  assistance  for  education  is  necessary  but  that  the  manner  in  which  it 
shall  be  used  depends — and  it  is  at  that  point  that  our  differences  of  opinion 
begin  to  arise. 

I  am  not  prepared  to  quote  you  any  figures.  I  wonder  sometimes  what 
we  would  do  in  the  state  of  Minnesota  if  we  got  twenty-five  or  thirty  mil-, 
lion  dollars  from  the  government — and  particularly  if  the  University  got 
a  slice  of  that. 

I  was  interested  in  Dr.  Judd’s  comments  on  the  unclean  hands  which 
the  state  administrations  have.  It  must  be  admitted  that  many  of  our  state 
administrations  have  squandered  funds  but  I  can  hardly  imagine  how  we 
would  improve  conditions  by  sending  one  group  of  people  with  unclean 
hands  to  another  group  of  people  whose  hands  are  equally  unclean. 

I  have  no  comments  to  make  about  New  York.  I  stay  away  from  there 
just  as  much  as  possible.  However,  it  may  be  necessary  for  me  to  go  there 
myself  some  day  to  find  out  the  facts. 

But,  I  should  like  to  take  a  few  minutes  to  finish  the  discussion  I  started 
earlier  on  the  question:  “In  what  ways  shall  the  federal  funds  be  used 
to  determine  the  programs  and  policies  of  the  schools  of  the  country?  Shall 
the  school  system  become  the  agency  of  official  Washington?” 

My  point  of  view  in  regard  to  this  question  is  affected  by  the  philosophy 
I  hold — that  democracy  and  public  education  were  born  of  the  same  parents 
and  were  cradled  and  nurtured  in  the  same  atmosphere.  I  believe  that 
both  of  them  will  be  destroyed  if  the  advocates  of  the  equalization  theory 
in  education  have  their  way.  Every  educator  is  prepared  to  accept  the 
equalization  theory  within  certain  limits  but  he  knows  full  well  its  com¬ 
plete  application  is  sophistry  of  the  highest  order! 

There  are  certain  fundamental  principles  affecting  education  to  which 
we  have  held  with  great  tenacity.  We  have  never  accepted  the  thesis  that 
control  and  regulation  must  accompany  grants  of  money.  Of  course,  that 
is  exactly  what  does  happen  where  a  dictator  reigns.  But  we  have  con¬ 
sistently  maintained,  no  matter  how  exalted  our  rulers  may  have  become 
with  their  sense  of  self-importance,  that  they  are  the  representatives  of 
the  people.  Furthermore,  we  have  found,  for  the  most  part,  that  those 
appointed  or  elected  to  power  like  to  use  their  power  and  the  funds  at 
their  command  in  ways  that  will  serve  the  best  interests  and  are  in  accord¬ 
ance  with  the  wishes  of  the  people. 

We  have  also  believed  that  if  federal  aid  were  used  to  establish  equaliza¬ 
tion  as  a  maximum,  it  would  kill  local  initiative.  The  surest  way  to  destroy 
the  forces  that  made  America  strong  and  great,  the  surest  way  of  sapping 
the  vitality  and  virility  of  this  country,  will  be  to  erect  a  system  of  federal 
taxation  and  of  the  distribution  of  funds  which  will  weaken  state  and  local 
sources  of  support  and  which  will  also  create  in  the  minds  of  the  people 
of  the  country  a  feeling  of  dependency  on  the  Great  White  Father  in 
Washington. 


434 


National  Education  Association 


By  custom  and  by  wisdom  the  principal  support  of  education  should 
come  from  local  and  state  governments,  and  they  should  be  primarily  re¬ 
sponsible  for  the  management  of  their  schools. 

The  federal  government  should  never  undertake  to  manage  schools  ex¬ 
cept  those  which  exist  in  federal  jurisdictions.  Its  activities,  aside  from 
the  granting  of  funds  according  to  needs  based  upon  carefully  conducted 
studies,  should  be  confined  largely  to  the  kinds  of  intellectual  assistance 
that  it  can  render  to  the  educational  leadership  of  the  country.  By  this 
-I  mean  educational  assistance  thru  research,  thru  the  collection  and  dis¬ 
semination  of  trustworthy  information  about  the  schools  of  this  country 
and  of  other  countries.  But  the  local  authorities,  except  perhaps  in  times 
of  emergency  or  highly  special  circumstances,  should  have  the  free  and 
unhampered  right  to  make  unrestricted  decisions  as  to  what  uses  shall  be 
made  of  any  money  which  the  federal  government  provides,  and  the  only 
control  of  the  federal  government  should  be  an  audit  to  see  that  the  money 
has  been  spent  for  educational  purposes. 

No  school  system  in  the  world  has  been  so  sensitive  and  so  responsive 
to  the  democratic  popular  will,  and  to  the  needs  and  aspirations  of  the 
people,  as  the  American  school  system.  It  is  a  system  that  has  been  free 
from  social  class  or  caste  bias.  It  is  a  decentralized  system  because  no  other 
is  better  adapted,  indeed  so  well  adapted,  to  a  democratic  nation. 

When  one  thinks  of  the  enormous  expansion  of  territory  in  this  coun¬ 
try;  of  how  highly  varied  the  economic  and  political  conditions  are;  of 
the  fact  that  we  face  an  occidental  civilization  on  the  East  and  an  oriental 
civilization  on  the  West,  a  backward  people  to  the  South  and  a  highly 
intelligent  people  to  the  North;  when  one  remembers  that  great  areas  in 
this  country  are  inhabited  largely  by  blacks,  that  certain  sections  are  heavily 
populated  by  Mexicans,  that  our  cities  incorporate  great  foreign  centers, 
and  that  life  itself  differs  according  to  whether  it  is  located  on  the  plains, 
the  mountains,  or  the  coastal  areas,  and  whether  it  is  North  or  South — 
when  one  contemplates  these  facts  and  conditions,  one  must  realize  how 
feeble,  futile,  and  doomed  to  failure  would  be  any  effort  by  a  remote  gov¬ 
ernment  to  mold  the  inhabitants  of  this  country  into  a  common  pattern. 
Standardization  will  result  in  a  hardening  of  the  processes  of  education  and 
in  a  system  that  is  less  responsive  to  the  local  needs  of  the  people. 

I  am  so  clear  and  firm  in  my  conviction  with  regard  to  the  policy  we 
should  pursue  that  I  do  not  believe  human  distress  should  be  taken  advan¬ 
tage  of  to  establish  a  federally  controlled  program  of  education. 


Supplementary  Statement  by  Charles  H.  Judd 

I  am  certainly  glad  that  I  have  never  been  in  New  Zealand.  I  am  by 
no  means  as  frightened  about  federal  control  of  the  whole  scheme  of 
American  education  as  my  colleague  on  this  program. 

While  I  am  disposed  to  agree  that  we  ought  all  of  us  to  do  what  we  can 
to  stimulate  local  initiative,  I  am  certain  that  local  initiative  is  not  the  only 
form  of  wisdom  in  the  world. 


Department  of  Superintendence 


435 


I  listened,  too,  with  much  interest  to  the  statement  made  by  Professor 
Mort  of  a  program  involving  no  conditions  to  be  imposed  by  the  federal 
government.  His  statement  was  so  clear  that  you  can  readily  see  the  con¬ 
trast  between  his  position  and  mine.  I  am  sure  you  have  his  view  and  all 
of  its  implications  in  your  thinking.  I  tried  to  anticipate  some  of  the  state¬ 
ments  that  I  knew  he  would  make  because  I  realized  that  he  wTas  to  have 
the  last  word  in  this  rebuttal. 

Since  I  cannot  follow  his  final  statement,  I  tried  to  meet  most  of  his 
points  in  my  original  paper.  I  turn,  therefore,  from  the  statements  made 
on  this  program  to  a  matter  which  is  very  concrete  and  should,  I  think, 
be  discussed  in  connection  with  our  papers. 

The  Legislative  Commission  of  the  National  Education  Association  met 
yesterday  afternoon  and  approved,  after  brief  consideration,  a  bill  wffiich 
is  to  be  presented  to  Congress.  This  bill  provides  for  $300,000,000  to  be 
given  to  the  various  states.  Three-quarters  of  this  money  is  to  be  turned 
over  to  the  states  on  a  per  capita  basis  of  $5  for  each  child.  Even  here  there 
was  one  qualification  that  the  authors  of  the  bill  felt  under  obligation  to 
recognize.  A  child  in  Arizona  is  more  difficult  to  find  than  one  in  Mas¬ 
sachusetts,  and  so  the  $5  per  capita  is  to  be  distributed  by  a  formula  which 
gives  sparsely  settled  areas  slightly  more  than  $5. 

After  providing  for  the  per  capita  payments  to  all  of  the  states,  one- 
quarter  of  the  money  is  to  be  allocated  in  inverse  ratio  to  the  wealth.  That 
part  of  the  bill  seemed  to  me  to  be  very  much  fairer  than  the  first  part, 
but  I  was  informed  that  Congress  will  not  vote  for  a  bill  which  does  not 
give  each  state  equal  treatment.  I  dealt  with  that  matter,  it  will  be  remem¬ 
bered,  in  my  paper.  I,  personally,  do  not  believe  that  it  is  wise  policy  to 
make  equal  appropriations  to  all  of  the  states  regardless  of  their  present 
wealth  and  regardless  of  the  character  of  the  population. 

The  bill  provides  for  an  appropriation  to  the  Office  of  Education.  The 
duties  of  the  Office  will  be  greatly  enlarged  by  the  appropriation  of  the 
$300,000,000,  but  only  $25,000  was  added  to  the  funds  available  in  that 
Office.  I  tried  to  compute  the  percent  that  this  $25,000  is  of  the  total  sum 
but  I  ran  out  of  zeros.  It  seems  to  me  that  the  officers  of  the  National 
Education  Association  are  following  in  this  case  the  evil  traditions  of  their 
own  past  and  are  not  giving  to  the  Office  of  Education  the  support  which 
it  has  a  right  to  expect  from  educational  people. 

The  bill  does  not  accept  in  full  the  position  taken  by  Professor  Mort 
that  the  federal  government  has  no  right  to  impose  any  condition  on  schools 
when  it  makes  appropriations  for  their  support. 

The  bill  stipulates  that  schools  shall  be  kept  open  at  least  160  days  each 
year.  The  Legislative  Commission  was  quite  unwdlling  to  qualify  in  any 
way  this  condition  so  as  to  require  a  modification  in  the  states  of  their 
compulsory  attendance  laws.  Unless  the  compulsory  attendance  laws  are 
modified  in  many  of  the  states,  it  is  worse  than  folly  to  think  that  a  require¬ 
ment  of  160  days  will  be  effective. 

Maryland  once  had  a  law  compelling  children  to  go  to  school  only 
100  days.  In  many  localities  the  schools  wrere  open  much  longer,  and  the 


436 


National  Education  Association 


whole  organization  of  the  school  was  disrupted  by  the  return  each  year  of 
those  children  who  came  to  be  known  as  100-day  children. 

The  bill  also  stipulates  that  no  state  shall  reduce  its  own  contributions 
to  education  below  the  level  reached  at  the  low  point  during  the  depression. 
I  have  no  comment  to  make  on  this  except  to  call  attention  to  the  fact  that 
it  illustrates  once  more  the  fundamental  fact  that  it  is  quite  impossible  for 
the  federal  government  and  the  states  to  get  into  rational  relations  with  one 
another  without  some  authoritative  definition  of  what  must  go  on  in  the 
states  if  the  federal  government  gives  them  money. 

Finally,  I  listened  with  a  great  deal  of  interest  to  the  statement  that 
was  repeatedly  made  at  the  Legislative  Commission  that  this  is  the  psy¬ 
chological  moment  to  get  money.  We  have  been  told  for  the  last  eighteen 
years  that  “it  is  the  psychological  moment  to  secure  a  secretary  in  the 
President’s  cabinet.”  The  leaders  who  have  been  promising  educators  this 
addition  to  the  President’s  cabinet  are  the  same  ones  who  now  want  us 
to  take  advantage  of  a  political  campaign  in  order  to  extract  money  from 
the  federal  treasury. 

My  own  conviction  is  that  educators  ought  not  to  attempt  to  determine 
fundamental  educational  policies  in  the  light  of  such  expediencies  as  seem 
to  attach  to  a  political  campaign.  I  recall  that  some  years  ago  a  group  of 
earnest  reformers  got  something  written  into  the  Constitution  of  the 
United  States  at  the  psychological  moment.  A  few  years  afterwards  the 
nation  found  a  psychological  moment  to  take  this  provision  out  of  the  Con¬ 
stitution. 

I  warn  educators  that  if  they  want  genuine  educational  policies  to  be 
adopted,  they  should  give  some  deliberate  consideration  to  the  bills  which 
they  present  to  Congress.  It  is  my  belief  that  the  whole  matter  of  federal 
subventions  to  schools  ought  to  be  studied  very  carefully  and  deliberately 
and  not  rushed  thru  a  meeting  of  the  Legislative  Commission  of  the  Na¬ 
tional  Education  Association. 

For  the  reasons  which  I  have  given,  I  am  forced  to  the  conclusion  that 
the  National  Education  Association  has  not  utilized  the  wisdom  of  the 
educational  profession  in  drafting  this  bill,  and  I,  personally,  am  against 
this  bill. 


Supplementary  Statement  by  Paul  R.  Mort 

I  am  willing  to  leave  the  appeal  to  a  study  of  this  problem.  We  might 
get  $300,000,000  or  $75,000,000  or  $50,000,000  at  the  present  moment 
but  whatever  it  is,  it  is  really  rather  insignificant  compared  to  the  goals 
toward  which  we  must  go.  We  must  study  this  whole  problem  of  local  ini¬ 
tiative  as  it  never  has  been  studied,  not  thru  oratory,  not  thru  pounding  on 
desks,  not  thru  a  little  dabbling  here  and  there  in  history,  not  thru  dabbling 
with  formulas. 

As  I  said,  let  us  study  this  problem.  We  are  going  to  have  a  long  time 
to  study  it  before  we  get  very  far.  Let  us  study  the  things  done  in  the 
local  situations  because  they  are  important.  Let  us  study  the  issues  long 
which  Dr.  Judd  has  raised  because  they  are  important! 


Department  of  Superintendence 


437 


I  would  like  to  point  out  the  difference  between  the  old  land  grants  and 
grants  in  money.  When  they  got  these  old  land  grants,  they  had  to  sell 
the  land — they  were  in  the  real  estate  business.  When  they  got  the  money, 
it  had  to  be  invested.  There  was  more  trouble! 

As  I  recall  the  discussions,  they  have  to  do  with  how  much  they  sold 
the  land  for  and  the  loss  of  permanent  funds.  I  know  of  no  current  pro¬ 
posal  that  lands  must  be  sold  or  that  funds  must  be  invested.  Also, 
we  have  developed  in  the  past  few  decades  a  profession  which  we  did  not 
have  a  hundred  years  ago.  We  refer  to  the  state  department  of  education 
as  a  safeguard ;  I  want  to  submit  to  you  that  perhaps  the  state  department 
of  education  can  never  be  the  safeguard — the  safeguard  is  the  legislators 
who  by  you  and  the  friends  of  education  should  be  informed  on  these  mat¬ 
ters  thru  your  activities. 

In  New  York  state,  after  the  passage  of  the  equalization  bill,  just  so 
the  record  will  be  clear,  the  matter  of  consolidation  increased  so  rapidly 
that  they  had  to  treble  the  staff  investigating  it  and  the  Commissioner 
said,  “Let’s  stop  this  until  the  Commission  gets  thru  because  they  are  going 
so  fast  that  they  may  not  do  it  the  way  they  want  to.” 

Well,  when  we  get  away  from  the  oratory  in  the  study  of  this  matter, 
1  hope  a  few  facts  will  remain  in  your  minds.  One  of  the  reasons  for  it 
is  lack  of  money  and  another  is  lack  of  insight.  We  have  increased  our  in¬ 
sight  much  more  rapidly  in  the  last  few  years  than  we  have  our  money. 
I  have  had  considerable  contact  with  people  in  poor  areas  and  rich  areas, 
in  poor  states  and  rich  states,  and  I  have  confidence  that  the  will  of  those 
people  that  has  caused  them  to  tax  unreasonable  amounts  for  education 
will  have  much  to  do  with  improved  education  under  your  leadership  when 
once  we  get  financial  support. 

I  said  I  would  like  that  to  be  considered — but  not  for  long,  just  long 
enough  to  be  studied.  It  is  at  least  twenty-five  years  until  we  reach  these 
objectives.  In  the  meantime  we  will  have  a  chance  to  do  something  with 
the  beginning  science  of  education  which  Dr.  Judd  and  others  have  opened 
up  for  us  in  the  past  few  decades.  There  ought  to  be  a  vast  amount  of 
data  collected  before  that  program  is  consummated. 

In  the  meantime,  let  us  safeguard  these  forces  we  do  not  understand  but 
have  a  lot  of  confidence  in,  like  local  initiative,  and  let  us  move  intelligently! 

And,  just  this  final  word:  The  program  we  have  the  next  twenty-five 
years  is  a  crusade,  a  veritable  crusade.  It  is  not  a  teacher’s  crusade  or  a 
children’s  crusade.  This  is  a  job  for  the  American  people  and  we  must  turn 
our  attention  to  bringing  into  consideration  more  and  more  of  the  lay 
friends  of  education  who  must  stand  shoulder  to  shoulder  with  us  if  we 
are  going  to  get  anywhere ! 


438 


National  Education  Association 


GENERAL  SESSION 

TUESDAY  MORNING,  FEBRUARY  25,  1936 

“The  Social  Studies  Curriculum  ”  The  1936  Yearbook 

THE  SCHOLAR  IN  AN  AGE  OF  CONFLICTS 

CHARLES  A.  BEARD,  AUTHOR  AND  HISTORIAN,  NEW  MILFORD,  CONN.; 

AND  MEMBER  OF  FOURTEENTH  YEARBOOK  COMMISSION 

All  about  us  are  signs  of  stresses  and  strains.  Optimism  cannot  over¬ 
look  them.  Nor  can  indifference  deny  their  exigency.  East  and  West,  war 
looms  on  the  horizon,  while  the  President  and  Congress  of  the  United 
States  seek  ways  and  means  of  keeping  the  nation  out  of  impending  con¬ 
flicts.  At  home  ten  million  men  and  women  search  hopelessly  for  a  chance 
to  make  a  decent  livelihood,  and  millions  of  young  people  hunt  vainly 
for  opportunities  in  which  to  try  their  talents.  With  staggering  burdens 
forced  upon  government  and  society  by  an  economic  crisis,  there  can  be 
no  doubt  about  the  gravity  of  the  issues  before  us. 

In  such  a  time  it  is  above  all  things  fitting  for  us,  on  this  occasion,  to 
inquire,  wTith  the  powers  of  mind  we  can  command,  into  the  present  duties 
and  responsibilities  of  the  teacher  and  the  school  in  America.  Taking  ac¬ 
count  of  these  stresses  and  strains,  and  painfully  aware  of  the  perplexities 
involved,  I  venture  to  lay  before  you  my  opinions  on  the  subject  for  your 
consideration,  and  at  the  conclusion  to  suggest  a  program  of  action  appro¬ 
priate  to  the  challenge  of  the  hour. 

At  the  very  outset  we  face  this  pertinent  question :  What  is  the  primary 
function  of  the  public  school  system  in  American  democracy?  It  is,  as  I 
see  things,  the  training  of  minds  and  the  dissemination  of  knowledge 
— knowledge  useful  in  the  good  life,  in  the  conduct  of  the  practical  arts, 
and  in  the  maintenance  and  improvement  of  American  society.  The 
teacher  is  not  a  physician,  a  nurse,  a  soldier,  a  policeman,  a  politician,  a 
business  man,  a  farmer,  or  an  industrial  worker.  These  offices  have  their 
rights  and  duties,  but  the  fights  and  duties  of  the  teacher’s  office  are 
marked  by  special  features.  To  be  sure,  all  citizens  of  the.  United  States 
have  many  common  responsibilities,  but  we  are  concerned  here  with  the 
immediate  interests  of  the  profession.  The  teacher’s  principal  business  is 
the  training  of  minds  and  the  dissemination  of  knowledge. 

For  the  training  of  minds,  a  trained  mind  is  required.  For  the  dissemi¬ 
nation  of  knowledge,  a  mastery  of  knowledge  is  required.  The  union  of 
the  trained  mind  and  knowledge  makes  scholarship.  So  the  teacher  is 
under  obligation  to  be  a  scholar — not  a  pedant,  but  a  scholar  dedicated 
to  the  cultivation  of  the  mind  and  the  transmission  of  knowledge  useful 
in  the  good  life,  the  arts,  and  the  management  of  social  affairs. 

There  are  many,  no  doubt,  who  deny  this  conception  of  public  educa¬ 
tion.  They  look  to  the  schools  to  correct  all  the  ills  of  humanity.  Society 
creates  conditions  that  foster  crime;  the  schools  must  serve  as  crime  pre¬ 
vention  agencies.  Society  sends  undernourished,  ill-clad,  and  sick  children 


Department  of  Superintendence 


439 


to  school ;  teachers  must  feed  and  nurse  the  unfortunate.  Parents  quarrel 
and  fight  at  home ;  teachers  must  make  saints  of  children  so  trained  at 
the  fireside.  Parents  refuse  to  read  good  literature  and  insist  on  main¬ 
taining  an  intellectual  and  moral  vacuum  at  home ;  teachers  must  turn  the 
victims  of  the  vacuum  into  wise  and  good  men  and  women.  Parents  sur¬ 
round  children  with  trashy  newspapers,  flashy  movies,  and  radio  nonsense  ; 
teachers  must  overcome  the  distempers  and  follies  of  such  a  life.  Special 
interests  in  society  demand  this  or  oppose  that ;  teachers  must  bow  to  the 
winds  of  these  passions  and  pressures.  Self-constituted  professors  of  all 
righteousness  think  they  have  the  way  of  universal  salvation ;  teachers 
must  force  the  creed  upon  the  rising  generation.  These  views  of  education 
run  counter  to  my  notion  of  its  duties  in  American  society. 

If  the  primary  function  of  the  public  schools  is  the  training  of  minds 
and  the  dissemination  of  knowledge  that  is  useful  to  individuals  and  so- 
ciet)q  then  the  teacher  cannot  be  a  firewarden,  policeman,  soldier,  and 
politician  combined.  On  the  contrary,  the  teacher  is  another  kind  of  per¬ 
son,  with  other  duties  and  responsibilities — the  duties  and  responsibilities 
of  the  scholar.  It  is  right  and  proper,  of  course,  that  any  individual  teacher 
may  feel  bound  to  assume  the  obligations  of  the  soldier,  propagandist,  or 
politician.  In  this  case  let  the  teacher  take  up  the  profession  with  which 
such  obligations  are  properly  associated. 

Accepting  this  conception  of  the  public  schools,  what  then  are  the  qual¬ 
ities  of  the  scholar — of  the  trained  and  well-equipped  mind?  It  would  be 
absurd  to  assume  that  the  question  can  be  answered  with  a  light  heart 
and  once  for  all.  Of  the  qualities  required  in  the  field  of  the  physical 
sciences,  I  certainly  should  not  venture  to  speak.  But  out  of  some  experi¬ 
ence  as  a  student  and  teacher  in  the  sphere  of  the  humanities,  I  hazard 
an  opinion  and  submit  it  to  your  judgment. 

The  first  quality  of  mind  required  of  the  scholar  in  the  humanities  may 
be  described  as  judicial.  Some  prefer  the  term  “scientific.”  Over  that  I 
do  not  wish  to  quarrel,  but  it  has  always  seemed  to  me  that  the  materials 
with  which  the  humanities  deal  are  not  identical  with  the  materials  that 
fall  within  the  domain  of  natural  science.  There  is  a  border  line,  to  be 
sure,  but  the  distinction  should  be  maintained,  for  convenience,  and  with 
a  strict  regard  for  the  nature  of  things.  The  scientist  may  be  entirely 
neutral  in  respect  of  performances  in  the  physical  world.  The  student 
of  the  humanities  cannot  be  so  cold,  detached,  and  Olympian.  His  nearest 
approach  to  the  scientific  spirit  is  represented  by  the  judicial  temper. 

The  spirit  of  the  judicial  mind  is  the  spirit  of  the  quest  for  truth  in 
cases  particular  and  general.  It  is  not  given  to  mortals,  apparently,  to 
know  the  whole  truth  about  anything;  but  humanity  has  found  by  long 
experience  that  it  cannot  live  well  without  truth,  without  the  knowledge 
that  can  only  be  attained  by  patient  inquiry  in  the  equitable  temper.  If 
the  mind  is  closed  and  made  up  at  the  outset,  if  blinders  are  deliberately 
put  on,  if  there  is  a  resolve  to  hear  and  see  only  one  part  of  each  case,  par¬ 
ticular  and  general,  then  accurate  knowledge  and  the  utmost  truth  cannot 
be  attained.  Surely  there  can  be  a  consensus  on  this  proposition. 


440 


National  Education  Association 


The  judicial  mind  tries  to  look  deeply  into  every  subject  in  hand  and 
all  around  it.  It  tries  to  grasp  the  uttermost  ramifications.  The  good 
judge,  as  the  late  Justice  Oliver  Wendell  Holmes  once  said,  must  listen 
to  things  that  are  shocking  and  hateful  to  him,  as  well  as  to  the  pleasing 
and  gratifying.  He  must  confess  that  he  is  not  God  endowed  from  the 
beginning  with  omniscience.  He  gives  all  parties  their  day  in  court.  He 
hears  what  they  have  to  say  for  themselves.  He  knows  the  fragile  char¬ 
acter  of  direct  and  circumstantial  evidence.  He  allows  for  extenuating 
circumstances.  He  seeks  to  enter  into  the  minds  of  witnesses  and  counsel 
thru  the  channel  of  sympathetic  understanding. 

Unless  mankind  is  to  surrender  to  utter  irrationality  and  blind  parti¬ 
sanship,  unless  the  achievements  of  the  scientific  and  judicial  method  are 
to  be  discarded  as  worthless,  unless  our  very  eyes  deceive  us,  we  must  con¬ 
cede  that  the  quest  for  truth  in  this  spirit  is  indispensable  to  the  conduct 
of  private  and  public  affairs,  to  the  advancement  of  learning,  and  to  the 
improvement  of  life  and  society.  Having  taken  this  position,  it  is  incum¬ 
bent  upon  us  to  preserve  and  defend  it  as  one  of  the  obligations  imposed 
upon  the  scholar  as  teacher.  Others  may  enjoy  the  luxury  of  imagining 
themselves  omniscient  and  omnipotent ;  others  may  claim  by  partisan  reve¬ 
lation  the  one  and  only  truth,  and  assert  the  right  to  impose  their  will 
upon  their  neighbors  and  countrymen  by  terror,  fire,  and  sword.  To  the 
scholar  as  teacher  this  luxury  is  denied.  With  the  office  of  teacher  go 
obligations  not  imposed  on  physicians,  nurses,  policemen,  soldiers,  propa¬ 
gandists,  and  promoters  of  special  interests. 

The  judicial  mind  is  only  attained  by  study  and  practise.  Before  it 
must  be  kept  the  examples  of  the  world’s  thinkers  who  have  represented 
it  at  the  best,  who  have  advanced  knowledge  and  served  mankind  by  the 
patient  quest  for  truth.  The  galleries  of  history  are  crowded  with  such 
figures,  and  in  its  better  hours  mankind  pays  tribute  to  them.  If  in  mo¬ 
ments  of  rage  and  distemper  it  defies  and  spurns  them,  in  all  hours  of 
constructive  effort  it  must  seek  wisdom  in  their  achievements  and  resort 
to  their  methods  in  dealing  with  life’s  exigent  problems.  Otherwise  it  must 
surrender  to  passion  and  brute  force. 

The  bitter  fruits  garnered  by  those  who  surrender  to  brute  force,  to 
unreason,  and  to  untruth,  are  immortalized  by  Shelley  in  fourteen  lines 
on  the  fate  of  Ozymandias,  the  supreme  master  of  tyranny: 

I  met  a  traveller  from  an  antique  land 

Who  said:  Two  vast  and  trunkless  legs  of  stone 

Stand  in  the  desert.  Near  them,  on  the  sand, 

Half  sunk,  a  shattered  visage  lies,  whose  frown, 

And  wrinkled  lip,  and  sneer  of  cold  command, 

Tell  that  its  sculptor  well  those  passions  read 
Which  yet  survive,  stamped  on  these  lifeless  things, 

The  hand  that  mocked  them  and  the  heart  that  fed: 

And  on  the  pedestal  these  words  appear: 

“My  name  is  Ozymandias,  king  of  kings: 

Look  on  my  works,  ye  Mighty,  and  despair!” 

Nothing  beside  remains.  Round  the  decay 
Of  that  colossal  wreck,  boundless  and  bare 
The  lone  and  level  sands  stretch  far  away. 


Department  of  Superintendence 


441 


If  the  public  schools  are  to  aid  in  preserving  American  society  against  the 
fruits  of  unreason  and  the  sneer  of  cold  command,  then  they  are  com¬ 
pelled  by  the  very  nature  of  their  function  to  assert  and  defend  the  ju¬ 
dicial  spirit,  the  scientific  temper,  against  passion  and  tyranny. 

But  the  judicial  mind,  the  mind  of  the  scholar,  does  not  operate  in  a 
vacuum.  .It  functions  in  American  society.  The  knowledge  which  it  dis¬ 
covers,  accumulates,  and  disseminates  is  bound  to  have  influence  upon 
the  prevailing  conceptions  of  the  good  life,  the  conduct  of  the  practical 
arts,  and  the  governance  of  society.  Here  the  teacher  of  the  humanities 
departs  from  the  absolute  neutrality  of  science.  The  chemist  as  chemist 
may  be  neutral ;  he  may  not  care  whether  the  chemical  he  compounds 
is  used  to  heal  the  sick  or  poison  a  personal  enemy.  The  teacher  of 
finance  and  banking,  doubtless,  may  say  that  he  does  not  care  whether 
the  knowledge  he  disseminates  is  employed  in  useful  banking  practises  or 
in  wrecking  banks  and  robbing  the  public;  but  he  cannot  in  fact,  in  his 
selection  and  presentation  of  materials,  give  effect  to  any  such  sublime 
indifference. 

So  we  seem  driven  to  the  conclusion  that  the  knowledge  disseminated 
in  the  schools  should  be  knowledge  useful  in  the  good  life,  the  conduct  of 
the  practical  arts,  and  the  maintenance  and  improvement  of  American 
society.  Then,  what  kind  of  knowledge  can  be  deemed  to  possess  such 
utilities? 

Surely  it  must  be  accurate,  realistic,  and  relevant,  not  false  and  fan¬ 
tastic.  It  can  be  gained  only  by  patient  study  and  by  the  exercise  of  the 
judicial  or  scientific  temper.  It  must  be  comprehensive  knowledge — knowl¬ 
edge  that  takes  into  consideration  the  known  facts  and  factors  that  are 
relevant  to  any  subject,  topic,  or  theme  in  hand.  At  once  elements  con¬ 
demned  as  “controversial”  by  the  thoughtless  are  introduced  into  instruc¬ 
tion.  How  could  it  be  otherwise?  Does  anyone  really  believe  that  there 
can  be  a  true  history  of  the  United  States,  for  example,  that  does  not  deal 
with  the  great  issues  of  banking,  tariff,  taxes,  budgets,  agriculture,  indus¬ 
try,  and  labor  that  have  formed,  and  still  form,  so  much  of  the  substance 
of  American  history  and  practise?  Surely  no  intelligent  American  believes 
that  European  history  should  be  deliberately  falsified  by  omitting  all  ref¬ 
erences  to  communism,  and  by  teaching,  as  one  school  persecutor  has 
urged,  “only  the  geographical  facts  of  Russia.” 

Such  perversion  of  instruction  in  the  schools  is  more  than  a  betrayal 
of  knowledge  and  truth.  It  assumes  that  knowledge  and  truth  are  of  no 
importance,  that  a  nation  can  live  by  lies  and  deception.  It  is  not  an  out¬ 
growth  of  patriotism,  as  alleged.  It  represents  an  effort  of  partisan  and 
narrow  interests  to  intimidate  and  conquer  the  schools  for  their  own  pur¬ 
poses  and  ends.  It  is  not  only  a  false  philosophy.  It  is  an  attempt  to  impose 
on  the  schools  a  species  of  tyranny  foreign  to  American  traditions,  to  the 
principles  of  American  constitutional  law,  and  to  everything  that  scholar¬ 
ship  must  regard  as  its  obligation.  The  judicial  spirit  and  loyalty  to  real¬ 
istic  knowledge  forbid  scholars  to  surrender  to  this  yoke  of  perversion  and 
falsehood.  If  the  schools  must  surrender  to  it,  then  let  the  schools  re¬ 
nounce  scholarship  and  accept  the  sneer  of  cold  command. 


442 


National  Education  Association 


Yet  it  would  be  idle  to  suppose  that  the  path  of  scholarship  is  smooth 
and  easy.  Teachers  are  mortals  and  find  the  way  hard.  And  all  around 
them  are  individuals,  societies,  organizations,  and  associations,  well 
financed,  strong  in  lungs,  powerful  in  publicity.  All  around  them  are 
violent  conflicts  of  ideas  and  interests.  A  prominent  business  leader  calls 
on  business  men  to  “gang  up”  against  the  New  Deal.  Labor  leaders  call 
strikes.  Governors  mobilize  the  militia  and  declare  martial  law.  Every¬ 
where,  in  the  press  and  the  forum,  controversial  issues  of  American  life 
are  discussed,  sometimes  reasonably,  often  bitterly.  The  tariff,  foreign 
policy,  war  and  armaments,  agriculture,  industry,  labor,  feminism,  social¬ 
ism,  communism,  civil  liberties,  are  examined,  debated,  and  agitated. 
Propagandists  of  every  variety,  many  well  supplied  with  funds,  direct 
their  fire  upon  teachers  and  the  schools.  Individuals  and  cliques  wrap  the 
American  flag  around  their  shoulders;  they  vociferously  proclaim  them¬ 
selves  to  be  the  only  wise,  true,  and  honest  patriots ;  and  then  they  demand 
that  the  schools  accept  their  versions  and  commands.  Whole  volumes  have 
been  written  to  describe  the  nature,  methods,  and  purposes  of  these  pres¬ 
sures  on  the  schools  and  scholarship. 

So  fierce  is  the  fire  that  the  timid  are  likely  to  seek  escape  in  evasion 
by  surrendering  the  obligation  and  mission  of  the  public  schools,  by  bow¬ 
ing  to  the  whim  or  pressure  dominant  for  the  moment.  Sometimes  even 
this  evasion  is  called  impartiality,  but  in  truth  it  means  capitulation  to 
special  interests.  It  means,  in  effect  if  not  purpose,  a  partisanship  far 
worse,  intellectually  and  morally,  than  open  partisanship,  for  it  lends  the 
sanction  of  learning  to  the  sneer  of  command.  It  is  not  by  surrender  that 
scholarship  wins  victories.  Only  by  the  vigorous  and  unremitting  asser¬ 
tion  of  its  values  against  sheer  pressure  and  force  can  scholarship  dis¬ 
charge  an  obligation  to  American  society  that  transcends  all  partial  and 
special  interests — the  obligation  of  training  minds  and  disseminating 
knowledge — knowledge  useful  in  the  good  life,  the  conduct  of  the  prac¬ 
tical  arts,  and  the  maintenance  and  improvement  of  American  society. 

If  the  above  conception  of  the  schools  and  scholarship  be  accepted,  if 
the  doctrine  of  servile  obedience  to  the  sneer  of  cold  command  be  re¬ 
jected,  then  what  is  the  next  important  step  to  be  taken  in  the  field  of 
public  education?  It  is,  in  my  opinion,  the  clarification  of  the  obligations 
of  education,  a  definition  of  the  relation  of  the  schools  to  a  society  ever 
marked  by  conflicts  of  ideas  and  interests,  a  statement  of  the  teachers’ 
responsibilities  and  rights,  and  the  establishment  of  open  procedures  that 
will  protect  the  schools  against  raids  and  enable  them  to  fulfil  honestly 
their  transcendent  duties. 

It  seems  that  we  have  reached  a  point  in  American  life  where  the  main¬ 
tenance  of  educational  liberty  can  no  longer  be  taken  for  granted.  All 
over  the  country,  schools  are  attacked  by  highly  organized  and  well- 
financed  minorities  that  seek  to  browbeat  legislatures,  the  Congress  of 
the  United  States,  schoolboards,  and  teachers.  The  precious  values  of 
liberty  and  scientific  inquiry  are  threatened  with  extinction,  and  with 
them  the  principles  upon  which  democratic  government  rests. 


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If  we  are  to  uphold  and  defend  the  liberties  and  responsibilities  of 
education,  we  must  take  a  leaf  from  the  book  of  the  patriots  who  founded 
the  American  Republic.  They  wrote  the  principles  of  liberty  in  funda¬ 
mental  laws,  and  they  provided  agencies,  tribunals,  and  procedures  for 
their  enforcement.  From  the  field  of  constitutional  law,  organized  edu¬ 
cation  in  America  must  borrow  its  guiding  rules.  In  the  light  of  consti¬ 
tutional  experience,  its  immediate  obligations  are  clear.  I  hey  are: 

1.  To  draft  a  national  code  of  good  practise  for  the  teaching  of  subjects  which 
in  their  nature  involve  or  touch  upon  controversial  questions — a  code  incorporating 
the  fundamental  liberties  of  press,  speech,  and  religious  worship  guaranteed  by 
our  constitutions. 

2.  To  define  the  rights  and  duties  of  teachers  and  pupils  in  conducting  class¬ 
room  exercises. 

3.  To  secure  the  cooperation  of  parents  and  schoolboards. 

4.  To  provide  rules  of  procedure  for  the  examination  and  adjudication  of  specific 
cases  of  controversy. 

5.  To  publish  a  constitution  for  the  teaching  profession,  setting  forth  the  prin¬ 
ciples,  rules,  and  procedure  of  good  practise. 

6.  To  educate  teachers  and  the  public  in  the  liberties,  responsibilities,  and  duties 
of  inquiry,  research,  and  scholarship  in  American  society. 

7.  To  establish  a  national  body,  perhaps  connected  with  the  National  Education 
Association,  provided  with  funds  and  competent  legal  talent  and  charged  with 
the  duty  of  promoting  and  defending  the  rights  of  free  scientific  inquiry  before  the 
public  in  general  and  in  particular  communities  beset  by  witchburners  and  fanatics. 

With  Europe  turning  to  a  tyranny  more  frightful  than  that  against 
which  the  founders  of  the  American  Republic  waged  war  in  the  eighteenth 
century,  with  voices  crying  that  liberty  is  a  delusion  and  that  brute  force 
is  a  virtue,  a  crisis  is  upon  us.  Recognition  of  this  fact  lies  in  suggestions 
already  at  hand,  actions  already  taken,  and  projects  for  the  future.  The 
Commission  on  the  Social  Studies,  sponsored  by  the  American  Historical 
Association,  saw  the  challenge  and  made  proposals  for  coping,  with  it. 

The  theme  is  also  treated  in  the  current  yearbook  published  by  the  Depart¬ 
ment  of  Superintendence,  especially  in  the  chapter  by  Leslie  A.  Butler. 
There  the  question  is  examined  from  various  angles,  and  positive  procedures 
respecting  academic  freedom  are  presented  for  consideration.  The  many- 
sided  nature  of  the  problem  is  recognized  by  Dr.  Butler.  Reciprocal  rights 
and  duties  are  accepted  as  fundamental,  and  parents,  schoolboards,  admin¬ 
istrators,  teachers,  and  pupils  are  called  upon  to  explore  and  assume  their 
appropriate  responsibilities. 

The  task  before  us  is  to  carry  forward  the  work  thus  far  competently 
advanced.  Drifting  is  perilous.  Already  in  large  sections  of  Europe  teach¬ 
ers  belie  known  truths,  and  prostrate  themselves  before  the  possessors  of 
sheer  power  won  by  assassination  and  intimidation.  Already  the  drill 
sergeant,  aided  by  the  yellow  press,  is  abroad  in  many  parts  of  our  own 
country,  seeking  to  terrify,  malign,  and  dominate  schoolboards,  superin¬ 
tendents,  and  teachers. 

Divided  and  trusting  to  luck,  we  may  be  overcome  by  belligerent  mi¬ 
norities  ;  united  we  can  defy  powers  that  seem  omnipotent.  Let  us  study 
the  problem.  Let  us  clarify  our  minds.  Let  us  set  up  a  constitution  of 


444 


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safeguards  for  scholarship,  and  devise  processes  for  enforcing  it.  Let  us 
rededicate  ourselves  to  the  American  tradition  of  liberty  and  to  the  faith 
that  error  need  not  be  feared  where  reason  is  free  to  combat  it.  Let  us 
assert  anew  against  brute  force  the  values  of  independent  scientific  in¬ 
quiry,  of  the  unhampered  search  for  truth,  of  the  fair  hearing  and  the 
fair  play,  and  uphold  them  by  fearless  and  united  effort.  Not  for  the 
gratification  of  pride,  nor  with  any  gesture  of  false  superiority.  Not  out 
of  any  academic  pique.  But  because  in  this  spirit  and  by  this  procedure 
alone  can  American  democracy  cope  with  its  gravest  problems  under  the 
forms  of  law,  thus  maintaining  amid  the  wreck  and  ruin  of  parliamentary 
institutions,  East  and  West,  the  example  of  a  nation  that  has  not  lost  its 
head  or  its  heart. 

JURY-PANEL  DISCUSSION  OF  1936  YEARBOOK 

Year-book  Commission  Members : 

C.  B.  Glenn,  Superintendent  of  Schools,  Birmingham,  Ala., 

Chairman 

Charles  A.  Beard,  Author  and  Historian,  New  Milford, 

Conn. 

Herbert  B.  Bruner,  Professor  of  Education,  Teachers  Col¬ 
lege,  Columbia  University,  New  York,  N.  Y. 

Leslie  A.  Butler,  Superintendent  of  Schools,  Grand  Rapids, 

Mich. 

George  S.  Counts,  Professor  of  Education,  Teachers  Col¬ 
lege,  Columbia  University,  New  York,  N.  Y. 

Frank  N.  Freeman,  Professor  of  Educational  Psychology, 
University  of  Chicago,  Chicago,  Ill. 

Leonard  V.  Koos,  Professor  of  Secondary  Education,  Uni¬ 
versity  of  Chicago,  Chicago,  Ill. 

Paul  T.  Rankin,  Supervising  Director  of  Curriculum  and 
Research,  Board  of  Education,  Detroit,  Mich. 

Virgil  Stinebaugh,  Director  of  Junior  High  Schools  and 
Curriculum  Revision,  Indianapolis,  Ind. 

Ralph  W.  Tyler,  Professor  of  Education,  Bureau  of  Educa¬ 
tional  Research,  Ohio  State  University,  Columbus,  Ohio 

Howard  E.  Wilson,  Assistant  Professor  of  Education, 
Graduate  School  of  Education,  Harvard  University,  Cam¬ 
bridge,  Mass. 

Superintendents  Representing  the  Audience: 

Frederick  H.  Bair,  Superintendent  of  Schools,  Shaker 

Heights,  Ohio 

Worcester  Warren,  Superintendent  of  Schools,  Bridgeport, 

Conn. 

Ben  G.  Graham  (presiding  officer)  :  Your  Department,  believing  that 
if  the  schools  are  to  function  properly  in  a  democracy,  more  time  and 


Department  of  Superintendence 


445 


attention  must  be  given  to  a  reorganized  and  modernized  program  of  social 
studies,  appointed  a  Yearbook  Commission  two  years  ago  for  the  purpose 
of  preparing  a  report  concerning  this  important  field.  During  those  two 
years  your  Commission  has  been  hard  at  work.  It  has  sought  and  obtained 
valuable  help  from  experts  in  various  fields  and  has  prepared  and  placed  in 
your  hands  the  Fourteenth  Yearbook  of  the  Department  of  Superintendence 
which  deserves  the  careful  study  of  every  school  administrator  of  the  United 
States.  The  work  of  the  Commission  was  done  under  the  direction  of  Dr. 
C.  B.  Glenn,  of  Birmingham,  as  chairman. 

A  panel  discussion  has  been  organized  so  that  the  salient  features  of  the 
yearbook  can  be  brought  directly  to  your  attention  in  the  program  this 
morning.  The  panel  will  be  under  the  direction  of  Superintendent  Glenn. 

Chairman  Glenn  :  It  is  no  small  service  that  these,  my  associates  on 
this  Commission,  each  an  expert  in  his  field,  have  rendered  to  the  Depart¬ 
ment  in  the  preparation  of  your  yearbook,  The  Social  Studies  Curriculum. 
At  repeated  conferences  for  two  and  three  days  at  a  time  during  the  past 
two  years,  they  have  worked  over  the  material  which  now  is  in  your  hands 
as  the  Fourteenth  Yearbook  of  the  Department  of  Superintendence.  These 
conferences  have  been  frank  and  sincere.  At  times  courage  and  the  spirit 
of  real  sportsmanship  have  been  necessary,  but  we  are  here  today  for  this 
final  engagement  on  speaking  terms,  each  with  the  other,  and  without  even 
a  minority  report. 

May  I  relate  an  incident  that  happened  in  one  of  the  early  conferences 
as  illustrative  of  the  fine  spirit  of  sportsmanship  that  characterized  the 
group.  As  each  member  of  the  Commission  prepared  the  first  draft  of  the 
chapter  assigned  to  him,  it  was  mimeographed  and  mailed  out  to  the  others 
in  order  that  when  we  came  together,  each  might  be  ready  with  suggestions 
and  criticisms. 

It  happened  that  the  first  draft  of  the  chapter  prepared  by  one  of  the 
members  of  the  Commission,  whose  name  I  shall  not  divulge  except  to  say 
that  he  is  listed  on  the  program  which  you  hold  as  “author  and  historian,” 
was  not  at  all  acceptable  to  a  number  of  the  members  of  the  Commission. 
A  preliminary  conference  was  held.  All  agreed  that  something  must  be 
done.  Due  to  the  high  esteem  in  which  this  young  man  was  held  and  per¬ 
haps  to  a  feeling  of  hesitancy  in  going  to  the  mat  with  him,  each  was  reluc¬ 
tant  to  offer  his  criticism.  No  one  would  bell  the  cat ! 

But  the  fatal  moment  arrived  and  the  issue  had  to  be  faced.  One  member 
after  another  expressed  himself — at  first  rather  timidly,  but  finally,  as 
courage  increased,  definitely  and  boldly.  Never  did  a  young  man  stand  his 
ground  or  take  it  on  the  chin  better.  When  the  smoke  of  battle  cleared,  he 
raised  his  paper  aloft  and  said :  “Mr.  Chairman,  I  think  this  paper  that  I 
have  prepared  is  nothing  but  a  hunk  of  cheese.  If  you  will  excuse  me  from 
the  conference  this  afternoon,  I  will  rewrite  it  and  present  it  to  you 
tonight.”  This  was  done  and  the  result  is  one  of  the  best  chapters  of  your 
yearbook.  After  this,  not  one  of  us  dared  to  show  the  white  feather  or  “to 
take  a  walk.” 

As  a  background  for  our  discussion  today,  several  fundamental  issues 
have  been  chosen.  In  a  few  minutes,  each  member  of  the  panel  will  he 


446 


National  Education  Association 


called  upon  in  turn  to  discuss  one  of  these  basic  issues.  Each  person  will 
speak  for  three  minutes.  During  that  time,  there  will  be  no  interruptions 
or  group  discussions.  After  each  one  has  had  three  minutes  of  “congressional 
immunity,”  the  meeting  will  be  thrown  open  for  free  discussion.  Members 
of  the  panel  will  address  their  questions  to  each  other  and  their  remarks  to 
the  audience.  In  this  free-for-all  discussion  there  should  be  no  orations. 
Two  minutes  of  continuous  speaking  should  be  enough  for  anyone. 

At  the  suggestion  of  President  Stoddard,  we  have  two  school  superinten¬ 
dents  on  the  panel  to  represent  the  audience.  We  welcome  Superintendent 
Frederick  H.  Bair  of  Shaker  Heights,  Ohio,  and  Superintendent  Worcester 
Warren  of  Bridgeport,  Connecticut. 

Should  members  of  the  audience  wish  to  write  out  questions  and  send  them 
to  the  chairman  by  means  of  the  ushers,  their  inquiries  will  be  given  as 
much  attention  as  time  permits. 

Without  further  preliminaries,  Dr.  Freeman  of  the  University  of  Chi¬ 
cago  will  discuss  “How  far  is  it  possible,  in  view  of  the  complexity  of  the 
problems  of  modern  life  and  of  the  effect  of  emotion  on  judgment,  to  enable 
pupils  to  attain  an  intelligent  understanding  of  these  problems  or  to  prepare 
them  intelligently  to  analyze  new  problems  as  they  arise?  If  this  is  possible, 
should  it  not  be  the  chief  aim  of  the  social  studies  to  achieve  it?” 

Frank  N.  Freeman:  If  the  chairman  will  permit,  I  should  like  to  have 
about  fifteen  seconds  of  my  later  time  to  preface  my  statement  by  one  or 
two  remarks.  Some  of  my  statements  may  seem  to  be  provocative.  I  do  not 
wish  to  raise  any  false  issues  but  rather  to  clarify  issues  or  prepare  for  their 
clarification.  The  statements  I  make,  therefore,  are  intended  to  be  made 
in  a  conciliatory  spirit  and  in  the  hope  of  adjustment  in  the  later  discussion. 

The  most  fundamental  issue  concerning  the  social  studies  is  the  question, 
What  is  their  function?  To  come  to  the  heart  of  the  matter  at  once,  I 
advance  the  proposition  that  their  paramount  function  is  to  make  pupils  as 
intelligent  as  possible  concerning  the  nature  of  society,  and  the  problems 
which  grow  out  of  the  relations  of  human  beings  to  each  other  in  a  society. 
This  means  two  things :  first,  that  pupils  should  understand  something  of 
the  way  social  institutions  have  evolved,  of  the  ways  in  which  they  serve 
human  needs,  and  of  the  diversities  which  exist  in  different  parts  of  the 
world ;  second,  that  pupils  should  become  aware  of  the  conflicts  and  clashes 
of  interest  existing  in  society  and  of  the  differences  of  opinion  that  obtain 
on  questions  of  political,  economic,  and  social  organization. 

Such  a  statement  of  aim  is  controverted  on  two  main  grounds.  The  first 
objection  is  that  it  is  impractical.  Human  beings  cannot  be  made  effectively 
intelligent  on  social  problems,  it  is  said,  because,  first,  their  conduct  is  de¬ 
termined  by  emotion  rather  than  by  intelligence ;  and  second,  presentday 
problems  are  too  complex  to  be  compassed  by  the  intelligence  of  the  ordi¬ 
nary  man,  even  if  he  devoted  his  mind  to  them.  Even  legislators,  whose 
business  it  is  to  study  these  problems,  are  compelled  to  pass  blindly  on  the 
vast  majority  of  the  measures  that  come  before  them.  This  objection  is  not 
to  be  lightly  put  aside.  Doubtless  there  are  limitations  to  the  enterprise. 
But  education  in  the  modern  sense  is  comparatively  recent.  If  we  take  the 


Department  of  Superintendence 


447 


long  view,  we  can  discern  some  progress  toward  the  control  of  conduct  by 
intelligence  and  the  understanding  of  social  problems  by  the  common  man. 

The  second  objection  is  that  the  business  of  the  school  is  not  to  make 
pupils  intelligent  so  much  as  to  build  a  new  social  order ;  that  teachers  have 
the  privilege  and  obligation  to  take  sides  on  the  great  issues  which  divide 
the  citizenry,  to  direct  actively  the  course  of  social  development,  and  to  use 
teaching  as  an  agency  of  propaganda. 

To  take  such  a  position  is,  in  my  judgment,  to  misconceive  the  function 
of  the  public  school.  The  school  represents  the  whole  people,  not  a  part, 
whether  majority  or  minority.  Further,  it  represents  the  present,  not  a 
future  social  order.  The  teacher  may  trace  past  trends,  but  he  cannot  fore¬ 
cast  the  future.  His  function  is  to  portray  and  explain  so  far  as  he  can — not 
to  preach. 

The  liberty  of  the  teacher  must  be  interpreted  in  the  light  of  these  prin¬ 
ciples.  The  teacher  is  free  to  do  certain  things  but  not  to  do  others.  If  the 
teacher  asserts  his  freedom  to  take  advantage  of  his  position  of  dominance 
over  the  minds  of  his  pupils  to  preach  sectarian  doctrines  of  any  kind — 
religious,  political,  or  economic — he  invites  reprisals.  Teachers’  oaths  are  to 
be  abhorred,  not  because  they  impose  an  obligation  alien  to  the  teacher’s 
position,  but  because  they  imply  that  teachers  would  ignore  such  an  obliga¬ 
tion  if  they  were  not  forced  to  acknowledge  it  formally.  If  the  educational 
profession  did  not  as  a  whole  repudiate  the  utterly  untenable  position  that 
teachers  should  be  agents  of  propaganda,  we  should  have  to  admit  that  there 
was  some  ground  for  the  demand  that  teachers  should  formally  acknowledge 
their  obligation  to  the  society  which  they  represent. 

Chairman  Glenn  :  “Even  tho  it  is  psychologically  possible  for  the 
elementary-school  pupil  to  understand  social  problems,  is  'it  wise,  par¬ 
ticularly  from  the  point  of  view  of  children’s  interests,  to  introduce  these 
problems  before  the  high-school  level?”  Dr.  Bruner  of  Teachers  College. 
Columbia  University. 

Herbert  B.  Bruner:  I  should  like  to  contend  that  it  is  not  only  wise 
to  introduce  pupils  of  the  elementary  grades  to  certain  elements  of  social 
and  economic  problems  but  it  is  imperative  that  we  do  so. 

If  another  generation  grows  up  as  ignorant  as  we  adults  are  of  the  social 
and  economic  forces  which  have  caused  the  debacle  thru  which  we  have 
been  passing  for  the  last  six  years,  much  of  the  blame  can  be  laid  at  the 
doors  of  our  schools. 

It  would  be  foolish,  of  course,  to  argue  that  the  abstract  and  intricate 
theories  involved  in  the  discussion  of  many  social  and  economic  problems 
should  be  presented  to  children.  Fortunately,  this  is  neither  desirable  nor 
necessary.  It  is  a  well-known  fact  of  child  psychology  that  the  conceptions 
of  the  child  in  regard  to  the  world  undergo  decided  development  from  early 
years  to  adulthood.  It  is  also  true,  altho  not  in  the  same  sense,  that  the 
conceptions  of  the  adult  regarding  the  world  are  colored  and  sometimes 
radically  changed  by  shifting  conditions  year  after  year.  There  are,  too, 
wide  differences  of  opinion  among  our  leading  economists  and  sociologists 
regarding  the  solution  of  some  of  these  problems.  Think  of  it,  even  Con- 


448 


National  Education  Association 


gress  is  not  certain !  Why,  even  the  Supreme  Court  is  divided !  If  we  wait 
until  the  prospective  learner  is  able  to  master  all  of  the  elements  of  many 
of  these  problems,  we  shall  be  a  long  time  in  beginning. 

We  cannot  know  the  whole  truth  about  anything.  As  I  see  it,  our  attempt 
in  the  social  studies,  as  well  as  elsewhere,  should  be  in  the  direction  of  as¬ 
sisting  pupils,  first,  to  become  more  keenly  aware,  on  their  own  age  and 
grade  levels,  of  the  problems  involved  in  certain  socio-economic  areas; 
second,  to  arrive  at  a  gradually  increasing  understanding  of  the  ways  in 
which  they  may  solve  these  problems  for  themselves  and  their  fellows ;  and 
third,  to  translate  these  understandings,  as  appropriate  occasions  arise,  into 
happy  and  socially  valuable  action. 

For  example,  it  is  highly  important  that  the  people  of  our  country  under¬ 
stand  some  of  the  elements  of  the  principle  of  interdependence.  It  would  be 
folly  to  introduce  the  intricate  theories  of  international  relationships  to 
pupils  in  the  elementary  grades.  On  the  other  hand,  certain  highly  funda¬ 
mental  ideas  regarding  interdependence  can  be  understood  by  children  even 
in  Grades  I  and  II,  when  they  are  supported  by  familiar  illustrations  such 
as  the  interdependence  necessary  in  building  a  house  in  their  own  school¬ 
room,  the  mutual  help  required  in  presenting  a  little  play  or  pageant,  the 
interdependence  of  the  members  of  the  child’s  own  family,  or  the  inter¬ 
dependence  of  the  grocer  and  the  farmer. 

If  we  in  education  have  due  and  intelligent  regard  for  increasing  the 
security  and  happiness  of  the  mass  of  our  people,  decidedly  increased  atten¬ 
tion  must  be  given  in  the  schools  to  socio-economic  problems.  While  an 
enormous  amount  of  experimentation  is  needed  in  this  area,  we  already 
have,  in  my  judgment,  a  sufficient  basis  of  experience  to  justify  the  state¬ 
ment  that  literally  hundreds  of  the  significant  elements,  requisite  to  an 
understanding  of  some  of  the  fundamental  issues,  can  be  attacked  with  ease, 
high  interest,  and  great  value  by  elementary-  and  high-school  pupils,  pro¬ 
vided  proper  curriculum  materials  are  in  the  hands  of  interested  teachers. 

Chairman  Glenn  :  “Among  the  few  illustrations  found  in  this  year¬ 
book,  the  frontispiece  shows  a  school  child  vainly  endeavoring  to  catch  up 
with  the  overwhelming  amount  of  material  being  thrust  upon  him  in  our 
presentday  school.  What  specific  changes  in  the  curriculum  do  you  think 
flow  from  the  yearbook?”  Dr.  Wilson  of  Harvard  University. 

Howard  E.  Wilson:  Mr.  Chairman,  people  who  are  looking  for  a 
definitely  prescribed  course  of  study  in  the  social  studies  are  not  going  to 
find  it  in  the  Fourteenth  Yearbook  of  the  Department  of  Superintendence. 
In  that  respect  the  yearbook  is  somewhat  like  a  gentleman  who  recently 
entered  a  barber  shop  in  Boston.  He  wanted  a  shave  and  was  seated  in  the 
chair  with  the  barber’s  apron  about  him  and  lather  over  his  face.  Suddenly 
the  door  opened,  a  man  rushed  in  and  shouted,  “Murphy,  Murphy,  your 
house  is  on  fire!”  The  patron  in  the  barber’s  chair  jumped  up,  wrapped  the 
barber’s  apron  about  him,  and  ran  thru  the  door  and  down  the  street,  with 
lather  flying  to  the  right  and  left.  He  ran  two  blocks  before  stopping  sud¬ 
denly  and  saying,  “Oh,  hell,  my  name’s  not  Murphy!” 

In  spite  of  the  fact  that  Murphy,  in  the  form  of  a  definite  prescription 
for  a  course  of  study,  is  not  in  the  yearbook,  the  vearbook  contains  a  great 


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449 


many  practical  suggestions  for  those  who  are  concerned  with  the  social 
studies  curriculum.  I  should  like  to  suggest  this  morning  what  some  of 
those  practical  suggestions  are  that  I  would  try  to  follow  if  I  were  a  super¬ 
intendent  of  schools  reading  this  yearbook.  My  colleagues  on  the  Commis¬ 
sion  may  not  agree  with  the  deductions  I  draw  from  the  volume  we  have 
prepared,  but  I  should  like  to  suggest  three  specific  lines  of  action  that  it 
seems  to  me  a  superintendent  of  schools  would  be  warranted  in  following 
on  the  basis  of  data  presented  in  this  yearbook. 

First,  a  strong  effort  should  be  made  to  eliminate  the  undesirable  and  un¬ 
necessary  duplication  and  repetition  in  American  history  which  now  char¬ 
acterizes  the  usual  social  studies  program.  The  average  graduate  of  the 
American  schools  has  studied  American  history  in  more  or  less  chronological 
fashion  in  Grade  V,  again  in  Grade  VIII,  and  again  in  Grade  XI  or  XII. 
The  work  in  American  history  at  these  three  levels  has  differed  primarily 
in  degree  of  detail,  and  the  repetition  has  succeeded  in  building  only  an¬ 
tagonism  on  the  part  of  pupils.  I  should  recommend  the  elimination  of 
American  history  as  such  from  the  first  six  years  of  the  school  system,  altho 
a  great  deal  of  the  content  of  American  history  will  be  included  in  the  re¬ 
vised  course  of  study  for  those  years.  The  American  history  courses  in  the 
junior  and  senior  high  schools  should  be  made  different  from  one  another 
in  scope  and  in  quality  as  well  as  in  quantity  of  detail.  Only  by  eliminating 
the  traditional  repetition  can  American  history  serve  its  best  educational 
purposes.  I  believe  the  elimination  of  the  repetition  is  entirely  warranted  by 
the  data  presented  in  this  yearbook. 

Second,  in  the  intermediate  grades,  Grades  IV,  V,  and  VI,  I  should 
like  to  see  organized  a  sequence  of  units  which  will  present  an  elementary 
survey  of  American  ways  of  living.  Each  of  these  units  should  trace  some 
significant  aspect  of  our  social  environment  as  it  has  developed  from  early 
times  to  its  present  operation  in  society.  Typical  of  the  units  suitable  for 
such  a  course  are:  “How  Alen  Have  Learned  To  Farm  and  the  Place  of 
Farming  in  Our  Social  Structure  Today,”  “Man’s  Continuing  Attempt  To 
Find  New  Sources  of  Power,”  “The  Story  of  Man’s  Search  for  Beauty 
and  Utility  in  Architecture,”  and  “The  Social  Effects  of  the  Rise  of 
Science.” 

Each  of  these  units  should  be  made  up  of  a  series  of  short,  dramatically 
presented  stories  which  are  all  focused  upon  the  central  idea  the  unit  con¬ 
tains.  The  sequence  for  units  for  Grades  IV,  V,  and  VI  should  be  repre¬ 
sentative  of  all  of  the  most  significant  area  of  social  experiences.  They 
should  not  include,  however,  a  great  deal  of  the  geography  material  perti¬ 
nent  to  the  intermediate  grades  inasmuch  as  geography  is  primarily  a 
natural  science  and  should  well  constitute  the  core  of  the  natural  science 
curriculum. 

Third,  the  ninth-grade  course  in  social  civics  should  be  radically  revised 
to  focus  the  attention  of  pupils  for  a  time  on  the  study  of  their  own  com¬ 
munity.  In  that  course  particularly  pupils  should  be  made  to  see  the  social 
structure  and  the  social  pattern  of  the  community  groups  which  surround 
them.  In  many  respects  the  hook  Middletown  seems  to  me  to  offer  the  best 
clue  for  what  the  revised  social-civics  course  may  contain.  At  this  grade 


450 


National  Education  Association 


level  the  pupils  should  well  study  the  physical  structure  underlying  com¬ 
munity  life,  the  vital  statistics  concerning  the  community  population,  and 
the  community’s  facilities  for  educational  and  recreational  development. 
In  the  Fourteenth  Yearbook  there  seems  to  me  to  be  ample  justification  and 
suggestion  for  carrying  out  this  revision  in  the  ninth  grade.  Particularly  is 
material  pertinent  to  the  social-civics  course  to  be  found  in  the  chapter  on 
“The  Utilization  of  Community  Resources.” 

To  summarize:  I  have  said  that  if  I  were  a  superintendent  called  upon 
to  put  certain  aspects  of  the  Fourteenth  Yearbook  into  operation  in  my 
schools,  I  should  first  try  to  eliminate  the  unnecessary  repetition  of  Ameri¬ 
can  history  in  the  various  grade  levels  of  the  schools;  second,  I  should 
organize  the  social  studies  units  of  Grades  IV,  V,  and  VI  as  a  sequence 
of  units  representative  of  American  ways  of  living ;  and  third,  I  should 
make  the  social-civics  course  of  Grade  IX  a  more  intensive  study  of  the 
community  on  the  part  of  the  pupils  who  themselves  are  citizens  of  that 
community. 

Chairman  Glenn  :  “How  large  a  place  should  education  in  human 
relations  within  family  and  neighborhood  groups  have  in  the  social  studies 
program?”  Dr.  Rankin  of  the  Detroit  schools. 

Paul  T.  Rankin  :  The  basic  purpose  of  the  social  studies  is  said  to  be 
to  develop  understanding  of  human  relations.  But  let  us  examine  the  con¬ 
ventional  program  in  typical  schools  to  see  how  far  it  deals  with  all  types 
of  important  human  relations.  In  geography,  pupils  study  the  relationships 
of  people  as  conditioned  by  their  environment ;  in  history,  they  study  human 
relationships  in  their  chronological  sequence ;  in  economics,  classes  and 
groups  in  society  in  terms  of  wealth  and  its  distribution  ;  in  civics,  govern¬ 
mental  relationships.  All  of  these  subjects  tend  to  stress  human  relations 
in  large  groups,  including  states,  nations,  regions,  cities,  economic  classes, 
and  racial  groups. 

Yet  what  relationships  count  most  in  determining  the  human  happiness 
that  we  value  so  highly?  Are  they  not  the  relationships  in  small  and  inti¬ 
mate  groups? 

The  personal  relations  within  the  family,  the  small  club  or  society,  the 
neighborhood,  the  school,  and  the  place  of  business  are  matters  of  real 
significance  to  every  person.  Indeed,  the  problems  involved  in  the  intimate 
contacts  of  everyday  life  require  action  more  frequently  and  by  larger  num¬ 
bers  of  people  than  do  the  problems  associated  with  more  remote  contacts 
in  governmental,  regional,  and  racial  groups.  The  evidence  from  many 
sides  points  to  the  need  of  developing  power  to  live  effectively  and  agree¬ 
ably  with  those  with  whom  one  comes  in  daily  contact.  Consider  the  many 
instances  of  inability  to  adjust  to  the  requirements  of  living  in  small  and 
intimate  groups.  Husband  and  wife  take  their  differences  to  the  divorce 
courts;  children  and  their  parents  too  often  are  unable  to  solve  their  con¬ 
flicts  with  satisfaction  to  all  concerned ;  the  quarrels  of  brothers  and  sisters 
often  continue  thruout  life;  next-door  neighbors  allow  minor  disagreements 
to  develop  into  major  friction ;  people  in  the  same  store  or  office  or  shop 
have  trouble  in  working  out  their  mutual  relations. 


Department  of  Superintendence 


451 


Are  such  matters  fit  subjects  for  treatment  in  the  social  studies  program? 
Should  the  school  aid  boys  and  girls  to  become  conscious  of  problems  in 
intimate  human  relations,  and  should  it  give  them  means  of  meeting  these 
problems  intelligently?  In  brief,  has  the  school  a  responsibility  for  this 
phase  of  human  relations  as  well  as  for  the  more  remote  contacts  of  large 
groups?  The  answer  would  appear  to  be  “yes”  if  we  accept  as  the  task  of 
the  school  the  provision  of  experience  and  interpretation  which  will  help 
boys  and  girls  to  live  efficiently  and  happily  now  as  young  people  and  later 
as  adults  in  this  modern  world. 

The  test  of  good  teaching  of  social  studies  is  not  only  the  development 
of  intelligent  citizens  of  large  organized  groups  like  the  city  and  nation, 
but  also  the  development  of  persons  who  can  meet  the  social  demands  of 
everyday  living  in  the  home,  the  shop,  and  the  neighborhood. 

Chairman  Glenn  :  “Will  meaningful  social  concepts  be  facilitated 
most  by  teaching  social  studies  as  separate  subjects,  or  as  a  general  course, 
or  as  a  part  of  an  integrated  curriculum?”  Mr.  Stinebaugh  of  Indianapolis. 

Virgil  Stinebaugh:  The  organization  of  social  studies  materials  is 
always  a  difficult  problem.  Since  human  relationships  are  so  varied  and  com¬ 
plex,  they  cannot  be  perceived  in  toto.  Therefore,  certain  phases  must  be 
selected  for  study  and  analysis  at  any  particular  time.  Selecting  the  plan 
of  organizing  materials  is  an  inescapable  and  baffling  problem  for  those  who 
are  constructing  the  social  studies  curriculum  and  proceeding  to  develop 
this  important  study,  knowing  full  well  it  will  in  turn  become  the  target 
of  the  critics  who  fail  to  point  the  way. 

Various  alternatives  are  possible.  At  least  three  may  be  readily  dis¬ 
tinguished  : 

1.  Using  the  traditional  subject  classification  and  organizing  separate  courses  of 
study  in  history,  geography,  civics,  etc. 

2.  Ignoring  subject  classifications  within  this  field  and  planning  a  general  social 
studies  course. 

3.  Eliminating  all  subject  classifications  and  planning  an  integrated  curriculum. 

It  is  recognized  that  many  different  factors  may  affect  the  success  or 
failure  of  the  plan  which  is  adopted.  Such  matters  as  the  general  plan  of 
school  administration,  the  building  facilities,  textbooks,  the  training  of  the 
teachers,  and  the  general  attitude  of  the  community  are  all  important  con¬ 
siderations.  The  primary  criterion  is  which  plan  will  best  facilitate  the 
formation  of  meaningful  social  concepts.  It  is  obvious  that  no  one  can 
claim  that  either  one  of  these  plans  is  the  sole  means  of  arriving  at  the 
desired  objective.  There  is  a  great  range  of  possibilities  within  each  of 
these  major  choices.  For  example,  if  the  plan  of  organizing  separate  subject 
courses  is  adopted,  the  course  of  study  in  history  may  be  organized  as  a 
chronicle  of  events,  encyclopedic  in  character,  a  series  of  isolated  facts, 
with  no  meaningful  relationship  apparent.  On  the  other  hand,  the  course 
of  study  in  history  can  be  organized  about  vital  topics  or  problems  in  such 
a  manner  as  to  reflect  clearly  certain  significant  relationships. 

Equally  extreme  positions  could  be  pointed  out  in  each  of  the  other  plans 
of  organization.  So  far  as  subject  lines  become  a  barrier  to  the  establish¬ 
ment  of  meaningful  relationship,  to  that  extent  is  it  desirable  to  eliminate 


452 


National  Education  Association 


them.  For  this  reason  the  general  social  studies  course  of  study  or  the  inte¬ 
grated  curriculum  may  afford  greater  opportunities  for  reflecting  desirable 
relationships.  The  administrator  must  first  decide  which  plan  is  the  most 
practical  and  feasible  in  the  local  school  system.  The  next  consideration 
is  how  to  make  the  adopted  plan  facilitate  the  formation  of  meaningful 
social  concepts  as  far  as  possible. 

Obviously,  the  most  effective  integration  of  experience  is  effected  in  the 
classroom  under  the  direction  of  an  able,  cultured  teacher  with  broad  ex¬ 
perience.  Such  teachers  are  always  alert  to  utilize  every  opportunity  to 
build  up  meaningful  concepts  by  relating  new  ideas  to  the  previous  experi¬ 
ence  of  the  learner  and  by  collecting  pertinent  data  from  every  available 
source.  The  skilful  teacher  will  confront  the  pupil  with  situations  which 
demand  the  constant  analysis  and  synthesis  of  data.  In  some  instances,  time 
and  sequence  will  be  significant.  In  other  instances,  place  or  location  will 
be  paramount.  Sometimes  emphasis  will  be  given  to  political  relationships ; 
at  other  times  the  social  or  economic  relationship  will  be  emphasized. 

In  planning  the  made-in-advance  curriculum,  there  are  certain  definite 
limitations  in  pointing  out  these  relationships  properly  in  the  course  of 
study.  In  deciding  the  issue,  the  local  administrator  should  choose  the  plan 
of  organization  which  is  workable  in  the  local  situation  and  then  plan  the 
details  so  as  to  facilitate  rather  than  hinder  the  formation  of  meaningful 
social  concepts  by  the  pupils. 

Chairman  Glenn:  “In  the  organization  of  the  social  studies,  what 
weight  should  be  given  to  the  opinion  of  some  college  faculties  that  high- 
school  students  should  not  study  problems  in  the  areas  of  economics  and 
sociology,  but  that  these  fields  should  be  left  for  consideration  at  the  col¬ 
lege  level?”  Dr.  Koos  of  the  University  of  Chicago. 

Leonard  V.  Koos:  It  is  not  uncommon  for  members  of  college  and  uni¬ 
versity  faculties  in  the  fields  of  economics  and  sociology  to  contend  that 
these  subjects  are  not  suitable  for  study  by  pupils  at  the  high-school  level. 
The  reasons  given  for  this  standpoint,  as  far  as  I  have  been  able  to  dis¬ 
cover,  are  chiefly  two.  The  first  of  these  is  that  the  youth  of  high-school  age 
cannot  grasp  the  concepts  and  principles  of  economics,  for  example,  suffi¬ 
ciently  to  warrant  taking  the  time  for  it.  The  second  reason  is  dependent 
on  the  first  and  is  in  the  nature  of  a  protest  against  having  the  high-school 
pupil  come  to  college  with  the  belief  that  he  has  studied  and  understands 
economics  when  he  has  had  only  enough  to  ruin  his  approach  to  it  as  a 
college  subject.  Sometimes  these  college  teachers  of  the  subject  urge  having 
the  high-school  pupils’  contact  with  the  social  studies  restricted  to  courses 
in  history. 

I  doubt  that  many  persons  at  work  in  or  otherwise  conversant  with  the 
high  schools  are  sympathetic  with  this  point  of  view.  They  would  urge  that, 
in  spite  of  all  the  recent  popularization  of  education  at  the  college  level, 
large  proportions  of  the  population  do  not  attain  that  level  and  that,  in 
the  interests  of  having  an  intelligent  electorate,  it  is  desirable  to  give  all 
persons  as  good  an  understanding  of  the  economic  and  social  world  as  is 
•possible.  Some  would  also  contend,  with  justification,  that  a  considerable 


Department  of  Superintendence 


453 


proportion  of  high-school  pupils  can  grasp  the  principles  and  concepts  of 
such  a  field  as  economics  as  well  as  many  college  students  who  study  the 
subject.  Concerning  the  recommendation  that  contact  with  the  social  studies 
in  the  high  school  be  restricted  to  courses  in  history,  it  may  be  said  that 
history  has  diverse  aspects,  including  the  economic  and  sociological,  and 
that  a  grasp  of  elementary  aspects  of  the  social  sciences  may  be  essential  to 
the  understanding  of  history. 

After  all,  to  be  sure,  the  issue  of  whether  youth  of  high-school  age  can 
be  taught  to  understand  such  principles  and  concepts  should  be  settled  by 
experiments  rather  than  by  dialectics-experiments'  that  inform  us  what 
principles  and  concepts  persons  of  different  maturities  and  abilities  can 
understand  and  by  what  approaches  or  procedures  understanding  may  best 
be  secured. 

Chairman  Glenn:  “To  what  degree  can  the  content  of  the  social 
studies  be  selected  on  an  objective  basis?”  Dr.  Tyler  of  Ohio  State  Uni¬ 
versity. 

Ralph  W.  Tyler:  The  curse  of  educational  discussions  is  the  “either- 
or”  attitude.  For  example,  if  one  believes  in  encouraging  careful  scholar¬ 
ship,  then  it  is  believed  that  one  has  no  concern  with  the  social  develop¬ 
ment  of  pupils.  Similarly,  if  one  suggests  the  value  of  objective  studies  in 
curriculum  construction,  it  is  at  once  assumed  that  one  sees  no  place  for 
thoughtful  judgments  and  philosophic  reflection. 

Objective  investigations  are  not  necessarily  mechanical  methods  for  speci¬ 
fying  social  studies  content.  The  use  of  the  adjective  “objective”  implies 
studies  employing  technics  of  investigation  which  help  to  safeguard  the  data 
from  personal  biases  and  wild  guesses.  Such  data,  however,  in  curriculum 
construction,  as  in  any  field  of  scholarship,  should  then  be  given  careful  and 
intelligent  consideration  by  thoughtful  persons.  Curriculum  content  ought 
not  to  be  selected  mechanically.  However,  there  are  several  types  of  ob¬ 
jective  data  which  are  needed  in  order  to  provide  a  basis  for  intelligent 
judgments.  Without  such  data,  judgments  of  content  are  likely  to  repre¬ 
sent  personal  hobbies  or  matters  of  individual  circumscribed  experience. 

Objective  studies  in  the  field  of  the  social  sciences  provide  one  important 
basis  for  selecting  social  studies  content.  These  studies  give  us  realistic 
pictures  of  our  civilization  rather  than  myths  and  prejudices.  These  studies 
are  the  primary  concern  of  the  social  scientists.  On  the  other  hand,  those 
interested  in  education  are  primarily  responsible  for  other  needed  investi¬ 
gations.  Objective  studies  of  the  problems,  needs,  interests,  and  opportuni¬ 
ties  of  boys  and  girls  provide  another  type  of  data  needed  in  selecting 
curriculum  content.  A  third  type  of  investigation  is  one  which  gives  us  a 
realistic  picture  of  the  social  problems  and  needs  of  adults  in  our  society. 
By  considering  the  data  from  these  three  types  of  studies,  more  intelligent 
judgments  may  be  made  regarding  those  social  facts  and  ideas  which  will 
help  to  meet  the  needs  of  pupils  and  those  which  may  contribute  to  the 
solution  of  the  social  problems  of  our  adult  world. 

The  need  for  bases  by  which  to  select  content  is  due  to  the  limitation  of 
time  for  education.  All  the  valuable  content  known  in  the  social  studies 


National  Education  Association 


454 


field  cannot  be  included  in  the  curriculum.  Hence,  we  must  select  the  more 
valuable  contributions  which  the  social  studies  may  make  in  the  develop¬ 
ment  of  pupils.  These  three  types  of  objective  studies  give  a  basis  upon 
which  judgments  of  valuable  content  may  be  more  intelligently  made. 

Chairman  Glenn  :  The  next  question,  to  be  discussed  by  a  superin¬ 
tendent,  is  “Can  the  superintendent  be  more  than  an  administrative  figure¬ 
head  as  far  as  the  real  work  of  the  social  studies  curriculum  committees  is 
concerned  ?”  Mr.  Butler  of  Grand  Rapids. 

Leslie  A.  Butler:  The  answer  is  “yes”  and  there  are  several  reasons, 
more  reasons  than  time  permits  me  to  give. 

The  superintendent’s  inescapable  obligation  is  to  see  that  the  pupil  is 
taught  to  think  logically  in  order  that  he  may  be  able  from  time  to  time  to 
determine  intelligently  what  are  the  wisest  social,  civic,  and  economic  poli¬ 
cies  for  a  democracy  like  ours.  If  the  pupil  is  to  undergo  this  development 
and  improvement  in  his  thinking,  the  materials  must  be  the  social,  civic, 
economic,  and  political  problems  of  the  past  and  present.  In  other  words, 
in  the  social  studies  curriculum  there  must  be  room  for  current  and  past 
issues  that  have  been  and  are  pertinent  to  the  country’s  development.  This 
is  a  major  reason  why  the  superintendent  of  schools  should  concern  himself 
with  the  social  studies  curriculum. 

But  the  superintendent’s  responsibility  does  not  end  here.  It  falls  to  him 
to  make  certain  that  the  social  studies  curriculum  functions  in  the  classroom 
with  a  minimum  amount  of  disturbance  and  misrepresentation.  The  pupils 
must  be  protected  from  sinister  propaganda  and  false  information  and  the 
instructor  from  unfair  accusation  of  having  imposed  his  personal  views  upon 
Ids  classes.  The  superintendent  must,  therefore,  see  to  it  that  the  class¬ 
room  procedures,  so  far  as  possible,  minimize  the  likelihood  of  heckling  by 
publicity-seeking  individuals  and  others  from  the  outside.  The  superinten¬ 
dent  should  see  to  it  that  in  the  classroom  there  is  a  mutual  understanding, 
and  to  embody  the  principles  basic  to  such  mutual  understanding  there 
should  be  devised  an  acceptable  code  of  fair  practise. 

Since  the  teacher  is  the  one  who  will  use  the  curriculum,  he  should  have 
the  opportunity  to  participate  in  building  the  social  studies  program.  Some 
of  us  are  convinced  that  a  properly  functioning  curriculum  depends  in  a 
large  measure  on  the  teachers  who  have  much  to  do  with  building  that 
curriculum.  At  the  outset  it  would  be  much  easier  to  delegate  all  this  work 
to  a  few  supervisors  or  curriculum  experts,  but  if  such  a  plan  is  used  and 
the  curriculum,  after  its  completion,  is  superimposed  upon  those  instructors 
who  are  to  use  it  without  their  having  had  any  part  in  building  it,  the  in¬ 
terest  of  the  instructor  would  certainly  be  on  a  much  lower  level  than  if 
the  curriculum  is  partially  a  creature  of  the  instructor’s  own  efforts.  Oppor¬ 
tunities  for  teacher  participation  are  made  possible  largely  thru  the  efforts 
and  influence  of  the  superintendent. 

The  laboratory-library-research  type  of  schoolroom  procedure  is  becom¬ 
ing  more  and  more  acceptable  in  elementary  and  secondary  schools  thruout 
the  country.  There  is  an  important  principle  involved  in  this,  namely,  the 
provision  for  activities  by  which  the  pupils  will  learn  social  science  prin- 


Department  of  Superintendence 


455 


ciples  thru  social  action  in  their  groups.  Research  must  be  applied  to  action. 
In  the  words  of  William  H.  Kilpatrick,  we  must  endeavor  “to  develop 
youth  that  is  socially  capable  and  [socially]  disposed.”  This  being  true, 
there  is  all  the  more  of  an  obligation  on  the  part  of  the  superintendent’s 
administrative  staff  to  make  certain  that  there  is  made  available  a  wdde 
variety  of  material  for  use  in  the  social  studies  workroom  and  classroom. 
It  is  a  prime  responsibility  of  the  superintendent  to  insist  that  the  social 
studies  curriculum  be  a  living,  moving,  dynamic  production  designed  for 
continuous  revision  according  to  changing  conditions. 

Chairman  Glenn  :  The  final  issue  presented  by  the  members  of  this 
group  as  this  part  of  the  panel  is:  “Is  the  trend  toward  a  collectivistic  or 
cooperative  society  so  clear  and  relentless  that  the  classroom  teacher  should 
recognize  this  point  of  view  in  his  teaching  of  the  social  studies?”  Dr. 
Counts  of  Teachers  College,  Columbia  University. 

George  S.  Counts:  Mr.  Chairman,  this  question  cannot  be  answered 
without  some  clarification  of  terms.  Collectivism  is  here  employed  to  char¬ 
acterize  an  economy  marked  by  close  integration,  interdependence,  and 
some  form  of  unified  control,  coordination,  and  direction.  Since  the  disso¬ 
lution  of  the  fairly  self-contained  rural  household  of  the  early  years  of  the 
Republic,  a  relatively  complete  collectivism  on  a  small  scale,  the  trend 
toward  a  new  integration  which  embraces  the  entire  nation  has  advanced 
hand  in  hand  with  the  movement  of  technology  into  the  realms  of  trans¬ 
portation,  communication,  production,  exchange,  and  government. 

Already  the  new  conditions  seem  thoroly  to  have  established  themselves. 
The  American  people  today  experience  a  collectivism  of  prosperity,  de¬ 
pression,  and  catastrophe.  It  is  not  a  question  of  trend ;  it  is  a  question  of 
reality.  It  is  a  condition,  not  a  theory,  nor  is  it  a  hope. 

That  this  condition  now  existing  will  continue  is  not  absolutely  certain. 
In  fact,  little  is  certain  in  this  vale  of  blood  and  tears.  In  the  sphere  of 
social  affairs,  one  must  always  deal  in  probabilities,  and  it  should  be 
observed  that  he  who  does  nothing  is  dealing  in  probabilities  quite  as  much 
as  he  who  takes  positive  action. 

To  my  mind,  the  probability  lies  overwhelmingly  in  the  direction  of  the 
continuation  of  the  present  collective  pattern.  Some  persons  talk  of  resur¬ 
recting  the  old  household  economy;  others  suggest  that  collective  action 
be  employed  to  establish  and  enforce  an  extreme  form  of  economic  indi¬ 
vidualism.  The  first  of  these  proposals  is  the  most  wishful  of  thinking ;  the 
second,  in  spite  of  its  apparent  emphasis  on  individualism,  would  require 
sustained  governmental  action  of  the  most  powerful  and  pervasive  type — 
governmental  action  that  would  make  the  New  Deal  look  like  an  extreme 
form  of  laissez  faire — a  policeman  on  every  corner. 

There  is,  of  course,  another  possibility  that  should  not  be  left  out  of 
the  reckoning.  There  is  always  the  possibility  of  catastrophe.  We  may  not 
be  able  to  make  our  adjustments  to  the  new  forces  and  conditions  which 
technology  has  done  so  much  to  bring  into  the  wmrld.  As  an  Oxford  arche¬ 
ologist  has  said  in  the  last  issue  of  Harper  s  magazine,  civilization  may 
already  have  entered  upon  a  period  of  profound  regression  due  to  man’s 


456 


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inability  to  cope  with  the  world  which  his  genius  has  created.  The  universe 
is  not  necessarily  good  and  time  does  not  wait  for  the  laggard. 

Let  us  assume  that  we  cannot  turn  back  and  that  we  may  avoid  catas¬ 
trophe.  There  remains  the  condition  of  collectivism  with  which  we  shall 
have  to  come  to  terms.  But  this  does  not  mean  that  the  schools  are  forced 
to  a  narrow  form  of  indoctrination  as  many  critics  have  supposed.  On  the 
contrary,  it  provides  a  firm  basis  for  an  education  with  its  feet  on  the 
ground  of  reality.  Within  the  pattern  of  ever-closer  integration,  there  are 
many  possibilities.  It  is  the  function  of  the  school  to  explore  these  possibili¬ 
ties — all  of  them — and  help  the  younger  generation  to  a  solution  that  is  in 
harmony  with  the  ideals  of  American  democracy.  American  educators  may 
hesitate,  but  I  am  of  the  opinion  that  sooner  or  later  they  will  find  no  other 
course  open  to  them. 

Chairman  Glenn  :  The  panel  is  now  open  for  questions  from  mem¬ 
bers  of  the  Commission,  Superintendent  Bair,  Superintendent  Warren,  or 
from  members  of  the  audience. 

Worcester  Warren  :  I  congratulate  the  Commission  on  producing  a 
useful  yearbook.  I  believe  that  the  production  of  yearbooks  by  the  Depart¬ 
ment  has  been  one  of  the  most  valuable  activities  it  has  carried  on. 

I  am  glad  that  the  yearbook  has  given  considerable  attention  to  the 
question  of  the  teachers  in  the  social  science  program,  altho  the  discussion 
this  morning,  except  for  that  of  Superintendent  Butler,  has  hardly  touched 
the  teachers.  I  do  not  believe  that  the  superintendents  are  greatly  impressed 
with  the  danger  of  restriction  to  academic  freedom  in  our  public  school  pro¬ 
gram.  We  do  not  believe  in  indoctrination.  We  do  believe  in  the  development 
of  the  independent  thinker  by  giving  him  plenty  of  opportunity  to  think  on 
all  sides  of  a  given  public  question.  This  includes  controversial  questions  of 
a  public  nature.  In  order  to  do  this  we  agree  with  Dr.  Beard  and  this  year¬ 
book  that  we  need  teachers  thoroly  prepared  in  the  social  sciences — teachers 
who  are  scholars,  who  are  liberal,  who  are  tolerant.  This  is  largely  the  re¬ 
sponsibility  of  the  teacher-training  institutions  and  it  is  not  being  carried  out 
at  the  present  time.  However,  the  superintendents  have  some  responsibility. 
Undoubtedly  the  situation  could  be  greatly  helped  by  improving  our  method 
of  selecting  teachers,  something  in  the  direction  of  the  system  now  carried 
on  in  Providence.  We  could  also  improve  the  situation  by  directing  our 
supervisory  program  more  definitely  to  the  problem  of  creating  conditions 
in  the  classroom  conducive  to  a  free  and  intelligent  discussion  of  controversial 
questions  as  outlined  by  Dr.  Beard. 

Frederick  H.  Bair:  Mr.  Chairman,  I  am  moved  with  very  sincere 
admiration  for  this  yearbook  and  for  the  men  who  wrote  it.  I  am  persuaded 
that  ff  the  superintendents  will  really  read  this  book  and  see  that  it  gets  to 
the  classroom  teachers,  much  benefit  will  be  derived. 

I  have  one  or  two  suggestions  to  propose.  The  first  is  that  the  yearbook 
as  it  stands  is  too  solid  a  block  for  wide  diffusion.  I  have  wondered  for  years 
whether  these  yearbooks  could  not  be  broken  up  into  appropriate  pamphlets 
so  they  could  be  brought  into  classrooms  flexibly  as  the  material  is  needed. 

The  second  suggestion  that  came  into  my  mind  is  that  the  yearbook  should 
be  read  by  superintendents  of  schools  parallel  with  and  teamed  up  with  what 


Department  of  Superintendence 


457 


I  think  is  a  very  great  report,  published  in  the  January  1936  Bulletin  of  the 
Department  of  Secondary-School  Principals.  Dr.  Thomas  H.  Briggs  was 
chairman  of  the  committee  making  the  report.  1  may  be  oversanguine  but  I 
think  that  book  marks  a  milestone  in  the  field  of  secondary  education,  the 
greatest,  perhaps,  since  the  statement  of  cardinal  principles. 

The  third  suggestion  is  that  the  superintendents  of  schools  and  the 
teachers  need  more  than  a  yearbook.  This  Department  or  some  other  appro¬ 
priate  agency  should  consider  thoughtfully  and  I  think  tenaciously  the  possi¬ 
bility  of  setting  up  a  continuing  research  organization  to  get  to  the  teachers 
in  the  field,  material  in  the  realm  of  social  studies  while  it  is  alive  and  in 
form  to  be  used  by  children.  That  is  a  great  problem.  The  greatest  problem 
now  of  the  practical  schoolman  is  to  get  the  data  which  is  contemporary 
and  sifted  for  accuracy,  yet  written  in  terms  for  children. 

Chairman  Glenn:  We  will  now  have  the  questions  sent  up  by  the 
audience:  “Should  children  in  the  schools  be  taught  the  salute  of  the  Ameri¬ 
can  flag  and  to  pledge  allegiance?  Can  the  teachers  join  in  this  ceremony 
and  maintain  their  academic  freedom?” 

I  think  perhaps  you  would  like  to  hear  from  the  representative  on  this 
Commission  who  comes  from  Boston — Dr.  Wilson. 

Howard  E.  Wilson  :  Dr.  Glenn,  I  feel  it  is  very  difficult  to  answer  this 
question,  partly  because  I  do  come  from  Boston,  and  by  the  same  token  I 
feel  it  is  all  the  more  important  that  I  should  try  to  answer  it. 

I  have  no  objection  to  having  pupils  take  an  oath  of  allegiance  and  salute 
the  flag  in  connection  with  appropriate  educational  content  in  the  schools. 
I  think  it  unfortunate  and  unwise,  however,  if  teachers  and  pupils  are  forced 
to  go  thru  a  ceremony  of  this  sort  without  attaching  any  deep  meaning  to  it. 
Wherever  the  ceremony  is  performed,  it  seems  to  me  that  there  should  be 
attached  to  the  symbolism  which  makes  it  significant  the  more  liberal  mean¬ 
ings  which  are  basic  to  the  Constitution  and  basic  to  the  body  of  principles 
for  which  the  flag  has  come  to  stand. 

In  taking  an  oath  of  allegiance  and  in  saluting  the  flag,  I  should  like  to 
have  pupils  recognize  that  in  so  doing  they  are  supporting  the  amendment 
clause  to  the  Constitution  and  the  basic  principles  of  social  existence  ex¬ 
pressed  in  the  first  ten  amendments  to  the  Constitution.  The  statement  of 
basic  tenets  of  American  life  which  Dr.  Beard  has  so  admirably  prepared 
for  this  yearbook  and  which  is  to  be  found  in  one  of  its  early  pages  is  a  sound 
statement  of  the  liberal  point  of  view  for  which  the  oath  and  the  flag 
symbols  may  stand. 

My  theory,  then,  is  that  the  symbolism  and  emotionalism  connected  with 
the  flag  and  the  oath  should  and  ought  to  be  attached  to  the  liberal  point 
of  view  which  I  am  sure  most  of  us  cherish.  The  teacher  who  is  alert  and 
liberal  will,  I  think,  use  the  occasion  of  the  oath  of  allegiance  and  the  salute 
to  the  flag  as  a  liberalizing  occasion  rather  than  an  inhibiting  and  narrowing 
occasion.  I  have  the  greatest  objection  to  the  use  of  the  symbols  in  a  narrow 
sense  or  an  ultraconservative  sense,  but  I  have  the  deepest  loyalty  to  the  use 
of  the  symbols  in  the  liberal  freeing  sense  in  which  they  are  part  of  the 
American  traditions. 


458 


National  Education  Association 


Chairman  Glenn:  Dr.  Freeman,  in  your  preliminary  remarks,  you 
requested  for  time  later. 

Frank  N.  Freeman:  At  some  time  or  other,  I  will  have  another  state¬ 
ment  to  make  but  I  do  not  know  whether  this  is  the  time  for  it  or  not. 

Chairman  Glenn  :  The  panel  is  open. 

George  S.  Counts:  Mr.  Chairman,  I  would  like  to  say  a  word  in 
response  to  this  question. 

I  would  oppose  the  compulsory  flag  salute  in  the  schools  not  on  the 
ground  that  children  should  not  be  taught  to  be  loyal  to  the  deepest  inter¬ 
ests  of  the  American  people  and  great  ideals  of  our  country.  Clearly  they 
should  be  so  taught.  I  would  oppose  it  on  the  ground  that  it  represents  an 
unwise  interference  with  the  educative  process  by  an  outside  force  that 
knows  nothing  about  that  process. 

The  teachers  of  this  country  are  citizens.  They  have  been  reared  in  the 
traditions,  in  the  culture  of  this  country.  They  are,  I  think,  more  nearly 
100  percent  Americans  in  origin  than  any  other  occupational  group.  If  they 
cannot  be  trusted  with  the  education  of  American  children,  then  there  is  no 
hope  for  the  Republic ! 

Chairman  Glenn  :  Is  there  any  further  discussion  ?  Here  is  another 
question  sent  up  from  the  audience:  “Does  the  Commission  consider  such 
arithmetic  subjects  as  insurance,  budgeting,  and  investment,  especially  as 
concerns  the  individual  and  the  family,  as  part  of  the  social  studies?” 

Feslie  A.  Butler:  Briefly  my  answer  would  be — in  elementary  form, 
yes.  I  think  Dr.  Bruner,  who  has  given  considerable  thought  to  that  sub¬ 
ject,  should  answer  that  question. 

Herbert  B.  Bruner:  Mr.  Chairman,  I  think  he  has  passed  the  buck  to 
me  but  here  is  my  answer.  In  the  field  of  insurance  you  have  the  fundamental 
generalizations  that  are  needed  for  the  understanding  of  social  security  and 
need  not  confine  yourself  to  the  actuarial  phases.  For  instance,  you  would 
like  the  youngsters  to  have  a  better  understanding  of  risks  by  such  a  general¬ 
ization.  Then,  since  these  kinds  of  risks  cannot  be  undertaken  by  everyone, 
people  have  to  band  themselves  in  a  group  in  order  to  take  care  of  this 
insurance. 

Then  you  might  get  to  a  place  in  piling  up  your  generalizations  where 
you  say  that  charity,  for  instance,  cannot  take  care  of  all  these  risks — Mr. 
Hoover  notwithstanding — and  may  have  to  do  something  about  it  from 
the  government  point  of  view.  In  this  way  you  have  a  better  understanding 
of  the  whole  problem  of  social  security,  which  is  a  problem  of  social  studies, 
I  would  say. 

Charles  A.  Beard:  I  want  to  ask  Dr.  Bruner  a  question.  I  believe  in 
this  question  was  mentioned  the  subject  of  investment.  I  would  like  to  ask 
if  he  thinks  this  can  be  handled  so  a  fellow  will  not  be  busted  in  his  old  age. 

Dr.  Bruner  :  You  do  not  have  to  be  old  to  be  busted ! 

Chairman  Glenn:  Are  there  any  other  questions? 

Dr.  Freeman:  A  question  has  been  brought  up  from  the  floor.  “Do  you 
not  violate  the  principle  pronounced  by  )T>urself  in  the  introduction  when 
you  advocate  pointing  out  significant  relationships,  principles,  and  concepts?” 


Department  of  Superintendence 


459 


It  all  depends,  if  I  may  answer  that  question,  on  what  you  mean  by 
“significant  relationships,  principles,  and  concepts.”  If  your  meaning  of 
“significant  relationships,  principles,  and  concepts”  is  the  same  as  my 
interpretation,  you  do  not  violate  the  principle  I  stated.  In  other  words,  I 
think  we  have  to  draw  distinctions  here  and  in  all  our  discussions,  and  we 
will  come  to  an  agreement  if  we  agree  on  certain  distinctions. 

Now,  if  I  understand  Dr.  Counts  and  Dr.  Beard  on  their  general 
principle  of  social  organization,  then  I  do  not  fully  agree  with  their  ideas  in 
the  way  in  which  it  should  be  treated  in  the  schools.  It  is  possible  that  1 
misunderstand  their  position  but  it  does  seem  to  me  there  is  a  distinction 
between  what  we  may  call  truth — to  use  Dr.  Beard’s  phrase — and  what 
we  may  call  doctrine — to  use  a  somewhat  different  phrase.  I  think  there 
is  a  distinction  between  truth  and  doctrine.  I  do  not  think  that  is  a  universal 
and  fixed  distinction.  What  is  truth  and  adopted  at  one  place  will  not  be 
the  same  at  another  place. 

For  example,  if  we  are  to  teach  certain  problems  at  certain  levels,  they 
will,  of  necessity,  be  treated  dogmatically  because  the  children  at  those 
levels  will  not  be  capable  of  viewing  them  or  treating  them  by  the  method 
of  evaluation,  and  of  understanding  different  points  of  view.  At  a  higher 
level,  these  problems  could  be  treated  in  this  later  fashion. 

In  other  words,  I  should  like  to  raise  the  question,  to  clarify  my  own 
thinking,  whether  there  is  not  a  distinction,  at  different  levels,  on  truth 
and  fact  and  doctrine.  I  should  like  to  quote  from  Dr.  Dewey  who  has,  I 
think,  stated  this  in  as  clear  a  fashion  as  it  has  ever  been  stated. 

For  scientific  method  is  adverse  not  only  to  dogma  but  to  doctrine  as  well,  pro¬ 
vided  we  take  “doctrine”  in  its  usual  meaning — a  body  of  definite  beliefs  that  need 
only  to  be  taught  and  learned  as  true.  This  negative  attitude  of  science  to  doctrine 
does  not  indicate  indifference  to  truth.  It  signifies  supreme  loyalty  to  the  method  by 
which  truth  is  attained. 

Chairman  Glenn  :  A  question.  “Where  can  a  superintendent  secure 
the  papers  presented  by  this  panel?”  The  secretary  replies:  “In  the  Official 
Report  which  will  be  sent  to  all  members  of  the  Department.” 

Ajiother  question  from  the  audience.  “If  it  is  a  fair  question,  what  is  the 
specific  and  definite  charge  against  the  activities  of  the  Liberty  League?” 
Dr.  Counts. 

Dr.  Counts:  I  think  I  have  made  myself  fairly  clear 'in  the  morning 
papers.  I  do  not  believe  it  is  a  liberty  league. 

Chairman  Glenn  :  A  question  passed  on  to  Dr.  Rankin.  Will  you 
read  it? 

Paul  T.  Rankin  :  “To  what  extent  does  the  Commission  approve  the 
set-up  for  elementary  materials  by  Professor  Wilson?” 

You  recall  Dr.  Wilson  proposed  the  elimination  of  history,  practically, 
in  the  elementary  school.  He  proposed  that  the  course  for  Grades  IV,  V, 
and  VI  be  a  sequence  of  units  dealing  with  the  significant  aspects  of  Ameri¬ 
can  heritage.  But  speaking  as  one  member  of  the  Commission,  it  seems  the 
point  is  very  well  taken.  Those  of  us  who  have  examined  courses  of  study 
designed  for  those  three  levels,  feel  very  sure  that  there  is  altogether  too 


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National  Education  Association 


much  repetition.  As  somebody  expressed  it,  the  youngsters  get  tired  of  having 
Columbus  discover  America  so  many  times. 

As  far  as  the  suggestions  about  materials  in  Grades  IV,  V,  and  VI,  it 
seems  to  me  that  is  in  line  with  the  thing  the  Commission  has  gone  into  in 
regard  to  the  general  curriculum  in  social  studies. 

Chairman  Glenn  :  Mr.  Stinebaugh  has  a  question. 

Virgil  Stinebaugh:  The  question  is:  “To  what  extent  should  the 
students  participate  in  social  studies  curriculum  construction?” — to  organize 
the  material  profitably. 

Dr.  Rankin:  Mr.  Chairman,  may  1  say  something  on  that  point?  Dr. 
Butler,  in  his  comments  on  the  place  of  the  teacher,  has  indicated  that  the 
teacher  should  have  a  large  share  in  the  curriculum  construction  in  this 
field  and  presumably  in  other  instructional  fields.  There  is,  of  course,  a 
place  for  scholarship  and  its  contribution  but  there  is  also  a  place  for  that 
understanding  of  children  and  their  needs  which  characterizes  the  superior 
teacher,  and  I  would  plead  strongly  for  the  participation  of  teachers  in  the 
curriculum  reconstruction  program,  particularly  in  the  field  of  social  studies. 

Chairman  Glenn:  Dr.  Beard. 

Dr.  Beard  :  The  question  has  been  asked  :  “What  concrete  action  does  the 
Commission  recommend  that  the  Department  of  Superintendence  take  in 
order  to  safeguard  freedom  of  teaching  as  defined  in  the  report?”  In  Dr. 
Butler’s  chapter  of  the  book  you  will  find  set  forth  the  principles  of  such  a 
scheme.  Now  the  Department  of  Superintendence  might,  in  its  wisdom, 
adopt  the  principles  that  are  set  forth  in  Dr.  Butler’s  section  and  make  it  the 
basis  for  the  establishment  of  some  section  of  the  National  Education  Asso¬ 
ciation  to  carry  out  the  principles  therein  set  forth. 

Chairman  Glenn:  Dr.  Counts  has  a  question. 

Dr.  Counts:  “Will  you  briefly  substantiate  your  statement  that  col¬ 
lectivism  is  a  fact  and  not  a  trend?” 

I  would  say  that  the  presence  here  of  this  group  of  educators  from  all 
parts  of  the  United  States  engaged  in  the  formulation  of  educational  policies 
for  the  nation  is  clear  evidence  of  the  emergence  of  a  collective  order.  The 
advance  of  technology,  as  I  said  in  my  brief  statement,  has  destroyed  the 
earlier  self-contained  household  economy  of  one  hundred  years  ago.  The 
simple  economy  of  the  founding  fathers  has  been  replaced  by  a  vast  and 
closely  integrated  system  of  economy  reaching  from  one  end  of  the  country 
to  the  other,  embracing  all  parts  of  the  nation,  and  operating  as  a  unit. 

Moreover,  during  the  last  seventy-five  years  there  has  been  a  definite 
tendency  in  the  direction  of  social  control  of  this  economy — control  first 
by  the  corporation  and  later  by  unions  of  corporations,  by  the  manufacturers 
associations  and  by  the  great  banks  of  the  country.  Already  we  have  in  our 
society,  forces  and  instrumentalities  for  controlling  and  directing,  to  a  very 
considerable  extent  whether  for  good  or  ill,  the  economic  destinies  of  the 
American  people. 

It  seems  likely  that  we  shall  continue  in  this  direction  until  there  is 
clearly  established  a  kind  of  dictatorship  of  these  great  property  interests. 
Such  an  outcome  is  being  forced  by  the  maturing  of  the  whole  economic  and 


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461 


social  situation.  But  there  are  other  possibilities  which  the  schools  should 
explore  thoroly  from  the  standpoint  of  American  democracy. 

Chairman  Glenn:  Dr.  Freeman. 

Dr.  Freeman:  The  first  question  is:  “Will  Dr.  Freeman  comment  on 
Dr.  Wilson’s  proposals  for  Grades  IV,  V,  and  VI?”  I  do  not  feel  com¬ 
petent  to  comment  on  the  details  of  the  proposal. 

As  to  the  overlapping  there  is  no  question,  it  seems  to  me.  As  for  the 
general  basis  that  we  should  attempt  to  discover  what  experiences  are  perti¬ 
nent  and  useful  at  successive  levels,  I  think  that  general  principle  can  be 
accepted  and  that  we  must  investigate  more  than  we  have  as  to  what  those 
experiences  are. 

Another  question:  “Does  not  Dr.  Freeman  assume  for  the  schools  any 
responsibility  for  improving  society?  Does  he  mean  that  we  should  be 
satisfied  with  things  as  they  are  simply  because  it  is  too  hazardous  to  attempt 
to  predict  what  society  will  be  tomorrow?”  Decidedly  and  emphatically,  it 
is  simply  a  question  as  to  the  method.  I  think  the  schools  will  improve  society 
to  the  extent  that  they  remove  ignorance  and  develop  the  ability  to  analyze 
and  think  and  take  positions  on  social  questions.  It  is  simply  a  question  as 
to  how  far  we  shall  go  to  determine  the  conclusions  pupils  arrive  at  and 
distinct  methods  they  shall  pursue. 

May  I  add  one  other  comment.  It  seems  there  is  an  issue  on  which  we 
should  all  agree,  that  these  problems  regarding  methods  and  procedures  in 
the  schools  should  be  left  to  school  people — teachers  and  administrators — 
rather  than  ex  parte  outside  pressure  groups. 

Chairman  Glenn  :  Another  question  for  Dr.  Counts. 

Dr.  Counts:  “How  specifically  may  we  plan  for  jobs  instead  of  doles 
in  our  present  technological  set-up?”  I  would  first  like  to  ask  you  a  question, 
Who  are  “we”  ? 

I  know  that  the  American  Liberty  League,  referring  back  to  that  organi¬ 
zation,  has  said  that  if  we  will  just  let  them  alone  and  the  forces  they  repre¬ 
sent,  they  will  see  to  it  that  all  the  ten  or  twelve  million  out  of  work  will 
be  put  back  to  work.  I  have  my  doubts.  I  do  not  believe  that  is  their 
major  interest. 

I  would  like  to  see  a  move  in  this  country  that  would  recognize  this 
problem  mentioned  here  as  one  of  the  great  social  problems  of  our  times. 
There  is  a  question  that  our  schools  should  be  dealing  with  and  exploring 
all  of  the  possibilities  that  have  at  least  been  offered.  It  is  not,  morever,  the 
technological  set-up ;  it  is  the  question  of  the  social  arrangement  thru  which 
technology  is  permitted  to  operate. 

Dr.  Butler:  Here  is  a  question:  “Should  we  have  so-called  parallel 
courses  in  history  and  geography?  Should  there  be  treatment  of  subjects 
of  similar  nature  in  the  same  grade,  especially  if  history  and  geography 
are  taught  as  separate  subjects?” 

I  am  sure  we  are  aware  in  certain  fields  that  that  is  a  controversial  sub¬ 
ject.  In  other  words,  some  historians  feel  that  if  we  combine  the  two  sub¬ 
jects,  history  loses  out,  and  those  in  the  field  of  geography  have  the  feeling 
that  geography  loses  out  thru  conversion  of  the  two  subjects. 


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It  seems  to  me  we  have  in  the  yearbook  called  attention  to  the  fact  that 
we  are  not  advocating  an  elimination  of  trends.  There  comes  to  mind  that 
there  is  a  certain  momentum  so  far  as  experiences  are  concerned  of  the 
individual — common  experiences  which  everyone  in  the  democracy  should 
have — that  if  thru  the  activity  process  or  the  unit  process  or  whatever  we 
care  to  call  it,  there  is  at  the  end  of  a  certain  period  of  time  an  apparent 
lack  of  certain  informational  knowledge,  shall  I  say,  then  there  is  also  prob¬ 
ably  developed  a  feeling  of  need  and  the  opportunity  comes  then  and  there, 
and  the  conviction  develops  on  the  part  of  pupils  themselves  that  there  is 
that  need. 

Dr.  Bruner:  I  have  a  question.  “Give  an  illustration  of  what  young¬ 
sters  can  do  in  dealing  with  socio-economic  problems.”  I  will  give  you  an 
actual  illustration.  In  the  southwest  part  of  the  country  some  of  the  children 
in  a  certain  school  went  to  the  post  office,  and  some  to  the  building  trades, 
in  order  to  look  over  the  question  of  what  machines  and  men  do.  That  seems 
to  be  quite  a  moot  question  but  they  were  reporting  on  it.  These  youngsters 
went  to  the  post  office  and  saw  the  stamping  machine  which  replaced  six 
men.  Another  group  observed  the  machines  used  in  the  building  trades. 
They  summarized  so  well  what  men  could  do  and  what  machines  could  do 
that  I  jotted  it  down. 

It  is  hard  work  to  lift  great  weights.  Let  the  machines  do  it.  They  have  no  backs 
to  break. 

It  is  unpleasant  work  to  care  for  garbage.  Let  the  machines  do  it.  They  do  not 
mind  ill-smelling  odors. 

It  is  dangerous  work  to  pour  white-hot  metals.  Let  the  machines  do  it.  They  have 
no  hands  to  burn. 

It  is  careful  work  to  make  tiny  watch  springs.  Let  the  machines  do  it.  They  have 
no  eyes  to  ruin. 

It  is  fast  work  to  print  a  daily  newspaper.  Let  the  machines  do  it.  They  do  not 
mind  hurry  and  confusion. 

There  are  thousands  of  jobs  for  the  machines,  which  men  and  women  do  not 
want  to  do.  Many  of  these  are  jobs  that  they  should  never  have  to  do.  When  we 
have  learned  to  use  our  machines  wisely,  we  shall  never  have  to  do  such  things. 

But  men  and  women  enjoy  doing  many  kinds  of  work.  Indeed  people  would  be 
quite  unhappy  if  they  did  not  have  a  chance  to  do  their  work.  Machines  should  not 
be  used  for  work  of  this  kind.  In  fact,  much  of  such  work  cannot  be  done  by 
machines.  We  do  not  want  machines  to  paint  our  pictures.  We  do  not  want  our 
machines  to  take  our  trips.  Some  people  do  not  want  them  to  work  in  the  garden  for 
us.  Some  do  not  want  them  to  carve  our  toys  and  ornaments.  Some  do  not  want 
them  to  make  our  music,  or  even  cook  our  meals,  or  run  our  trains.  Some  are  glad 
they  cannot  do  these  things  as  well  as  men  and  women  can.  If  they  could,  there 
might  be  a  time  when  there  would  be  no  work  left  for  us  to  do. 

But  there  is  work  for  both  machines  and  people.  There  are  many  new  kinds  of 
work  we  have  never  done  because  we  have  not  had  the  time  to  do  them  or  they 
cost  too  much.  We  need  more  houses  for  people  to  live  in.  We  need  more  doctors 
to  care  for  all  of  our  sick  people.  We  need  more  teachers  to  show  the  people  better 
ways  of  living.  We  need  engineers  to  drain  swamps  and  water  the  dry  deserts.  We 
need  to  do  thousands  of  things  we  have  not  had  time  to  do  before.  With  the  help 
of  our  iron  slaves  we  can  do  these  things. 

That  is  the  fourth  grade !  Of  course,  they  did  not  mention  such  things  as 
“technological  unemployment”  but  they  were  getting  some  of  the  very 
fundamental  ideas  on  this  very  important  problem. 


Department  of  Superintendence 


463 


Chairman  Glenn  :  The  Commission  presents  this  yearbook  with  the 
belief  that  it  will  help  in  “the  clarification  of  human  values  and  their 
reformulation  in  order  to  give  expression  to  them  in  terms  of  today’s  life 
and  opportunities.”  Educators,  particularly  superintendents  of  schools,  have 
listened  in  recent  years  to  perplexing  discussions  of  the  problems  of  a  dynamic 
society.  Often  these  discussions  have  been  theoretical,  technical,  and  highly 
controversial.  Altho  these  oratorical  and  literary  tilts  have  proved  stimu¬ 
lating,  there  comes  a  time  when  the  practical  school  worker  must  face  this 
question,  Of  what  significance  to  childhood  is  this  variable  social  evidence, 
and  how  can  it  be  used  in  the  classroom?  There  is,  of  course,  no  single  or 
final  answer  to  the  question  but  this  yearbook  does,  in  the  opinion  of  the 
Commission,  suggest  some  of  the  next  steps.  The  Commission  has  abundant 
faith  in  the  ability  and  common  sense  of  superintendents  of  schools  and  their 
co-workers — children,  teachers,  and  principals — to  properly  interpret  and  to 
take  this  next  best  step. 


GENERAL  SESSION 

WEDNESDAY  MORNING,  FEBRUARY  26,  1936 

THE  EDUCATIONAL  POLICIES  COMMISSION 

JOHN  A.  SEXSON,  SUPERINTENDENT  OF  SCHOOLS,  PASADENA,  CALIF. 

The  Educational  Policies  Commission  was  appointed  in  December  1935, 
by  joint  action  of  the  executive  committees  of  the  National  Education 
Association  and  the  Department  of  Superintendence.  The  Commission  is 
composed  of  eleven  appointed  and  five  ex-officio  members  selected  by  the 
executive  committees  solely  on  the  basis  of  ability  to  contribute  significantly 
to  the  solution  of  the  problems  confronting  education  in  America.  As  a  mem¬ 
ber  of  the  Commission,  I  cannot  with  propriety  comment  upon  the  selection 
of  our  sponsors  beyond  the  observation  that  the  Commission  has  among  its 
membership  persons  who  have  repeatedly  demonstrated  their  courage  and 
their  ability,  both  to  attack  problems  and  to  devise  solutions  for  them. 
It  is  my  judgment  that  the  Commission  will  act  and  that  thru  its  action 
opportunity  will  come  to  the  lay  and  professional  friends  of  public  educa¬ 
tion  in  America  to  enlist  in  a  well-planned  campaign  to  bring  recovery  and 
sustained  progress  to  the  schools  of  America. 

The  Commission  met  for  purposes  of  organization  in  Chicago  in  January 
1936.  Superintendent  A.  J.  Stoddard  was  unanimously  chosen  as  chairman 
of  the  Commission.  William  G.  Carr,  well-known  director  of  research  of 
the  National  Education  Association,  was  chosen  as  the  executive  secretary. 
A  headquarters  office  and  staff  were  provided  in  the  headquarters  building 
of  the  National  Education  Association  at  Washington,  D.  C. 

Purposes 

Up  to  the  onset  of  the  so-called  depression,  public  education  in  America 
had  expanded  almost  without  interruption.  This  expansion  occurred  both 
with  respect  to  areas  served  and  with  respect  to  number  of  persons  affected 


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National  Education  Association 


by  these  services.  This  era  of  prosperity  and  progress  was  so  long  and  so 
uninterrupted  that  it  created  in  the  public  mind  a  comfortable  matter-of- 
fact  attitude  toward  the  schools,  their  financial  support,  their  control,  their 
management,  and  their  fixed  place  among  the  indispensable  services  of  gov¬ 
ernment.  Schools  were  a  matter  of  course,  like  the  air  we  breathe.  Pro¬ 
posals  affecting  them  were  dismissed  as  of  minor  consequence  or  as  affecting 
only  insignificant  aspects  of  the  school  program.  Our  people  regarded  public 
education  in  America  as  so  safely  and  securely  established  as  to  be  beyond 
the  slightest  possibility  of  serious  impairment  or  curtailment. 

With  catastrophic  suddenness,  the  economic  depression  dealt  our  schools 
a  staggering,  paralyzing  blow.  Without  significantly  reducing  the  faith  of 
our  people  in  the  desirability,  even  the  necessity,  for  free,  universal  agen¬ 
cies  of  public  education  and  without  so  much  as  raising  the  question  of  the 
significant  implications  of  public  education  as  a  means  of  social  progress, 
millions  of  our  citizens  have  been  compelled  to  stand  helplessly  by  and  see 
their  schools  steadily  retreat  before  the  implacable  forces  of  economic 
necessity. 

For  a  time  there  was  comfort  in  the  assurance  that  when  the  low  point 
of  the  economic  crisis  had  passed  and  economic  recovery  had  set  in,  the 
benefits  thereof  would  be  reflected  in  increased  financial  support,  and  the 
schools  would  be  restored  to  their  former  status.  You  are  well  aware  that 
now,  altho  economic  recovery  is  reputed  to  be  well  advanced,  recovery  and 
resumption  of  normal  functioning  for  the  agencies  of  public  education  are 
as  yet  illusionary.  Indeed,  there  is  conclusive  evidence  that,  in  a  great 
majority  of  the  states  and  in  countless  thousands  of  school  districts,  such 
resumption  is  impossible  of  accomplishment  under  existing  conditions. 
Furthermore,  there  is  no  basis  whatsoever  for  an  assumption  that  these 
limiting  factors  will  be  corrected  or  improved  by  any  amount  of  economic 
recovery  or  any  degree  of  so-called  prosperity,  except  as  there  is  definite 
planning  for  the  specific  purpose  of  establishing  and  maintaining  a  program 
of  public  education  compatible  with  our  national  needs.  Once  again,  Amer¬ 
ica  faces  the  age-old  challenge  inherent  in  the  very  nature  of  a  democracy — 
that  its  citizens  must,  by  social  cooperation,  prepare  themselves  and  their 
children  to  accept  their  responsibilities  as  citizens,  to  discharge  the  duties 
which  citizenship  implies,  and  to  guide  the  destiny  of  that  democracy.  At 
other  times,  great  leaders  have  appeared  to  guide  the  nation  in  the  adjust¬ 
ments  necessary  to  meet  the  challenge.  Today,  the  National  Education  Asso¬ 
ciation  and  the  Department  of  Superintendence  join  together  in  a  coopera¬ 
tive  effort  to  plan  a  long-term  program  of  public  education  for  America,  and 
to  attempt  to  arouse  to  action  those  agencies  essential  to  the  implementa¬ 
tion  of  the  program. 

The  first  and  most  essential  accomplishment  will  be  that  of  releasing  to 
the  service  of  the  public  schools  of  America  the  most  able,  the  most  con¬ 
secrated,  and  the  most  courageous  lay  and  professional  leadership  available. 
To  this  end,  the  Educational  Policies  Commission  will  first  address  its 
efforts.  It  can,  in  fact,  do  little  more  than  operate  as  an  agency  to  reflect 
the  steps  necessary  for  the  accomplishment  of  desired  ends,  and  appeal  to 
you  and  to  others  to  undertake  the  duties  and  obligations  involved  in  their 


Department  of  Superintendence 


465 


completion.  The  Commission  will  proceed  democratically  in  an  attempt  to 
formulate  plans  and  policies,  seeking  advice,  counsel,  cooperation,  sugges¬ 
tion,  and  direction.  The  result  depends  upon  you  and  upon  thousands  of 
others — how  seriously  you  regard  the  present  crisis ;  how  conscious  you  are 
of  the  implications  of  past  and  impending  changes  and  readjustments;  how 
much  of  time,  thought,  and  effort  you,  as  an  individual,  are  willing  to  con¬ 
tribute  to  this  task  of  placing  public  education  in  its  proper  status  as  an 
essential  service  of  government  in  this  democratic  society.  With  all  the 
sincerity  of  purpose  and  wholehearted  consecration  to  the  responsibilities 
imposed,  that  the  individual  members  of  the  Commission  possess,  they  solicit 
your  unreserved  enlistment  in  the  cause  for  the  duration  of  the  campaign. 
The  Commission  has  no  illusions ;  it  does  not  underestimate  the  greatness 
of  the  task ;  it  expects  a  long  and  difficult  program  with  all  too  many  dis¬ 
couraging  incidents,  defeats,  and  disappointments.  Its  invitation  to  you  is 
a  call  to  strenuous  duty,  in  an  effort  to  advance  the  cause  of  public  educa¬ 
tion  in  America. 

The  task  ahead,  in  the  opinion  of  the  Commission,  is  that  of  evolving 
w’ell-considered  and  effective  plans  and  policies.  We  are  of  the  opinion  that 
the  preliminary  steps  in  the  solution  of  our  problems  have  been  completed 
by  the  collection  of  data,  the  survey  of  conditions,  the  measurement  of  need, 
and  the  tentative  determination  of  the  kind  and  type  of  educational  agen¬ 
cies  essential  for  the  objective  realization  of  an  effective  program  of  public 
education.  The  Commission  proposes  not  to  repeat  these  studies  and  inves¬ 
tigations  but  rather  to  utilize  them  in  evaluating  proposed  procedures  to¬ 
ward  educational  progress  and  improvement.  Thousands  of  pages  of  reports, 
studies,  pronouncements,  recommendations,  and  conclusions  of  inestimable 
value  in  the  intelligent  administration  of  public  education  have  been  for¬ 
gotten  or  ignored  during  the  past  decade  of  economic  and  social  confusion. 
The  best  work  of  the  wisest  educational  leadership  in  America  stands  dust- 
covered  in  government  archives  or  on  the  shelves  of  research  bureaus,  while 
the  children  of  America  suffer  for  that  educational  opportunity  which  these 
pronouncements  would,  if  applied,  provide  for  them. 

There  are  certain  critical  issues  of  immediate  portent  on  which  the  Com¬ 
mission  must  act  immediately.  Two  are  selected  as  typical:  first,  the  financ¬ 
ing  of  public  education  in  the  light  of  demands  for,  and  trends  toward, 
federal  participation ;  second,  the  control  of  public  education  in  the  light 
of  present  trends  to  establish  new  educational  agencies  to  serve  large  num¬ 
bers  of  youth  and  then  to  remove  them  from  the  custody  of  the  organized 
agencies  of  public  education  and  to  establish  for  them  new  institutions  and 
new  practises  in  such  fields  as  preschool  and  adult  education,  and  even  deep 
into  the  secondary  and  college  levels. 

It  does  not  seem  that  it  should  be  necessary  to  emphasize  the  signifi¬ 
cance  of  trends  of  such  importance,  and  their  probable  influence  upon  the 
future  of  the  program  of  public  education  in  America.  It  is  obvious  that 
policies  which  will  shape  these  trends,  and  which  will  guide  them  toward 
their  full  objective  realization  as  potent  agencies  of  educational  influence  in 
America,  are  to  be  evolved  around  hundreds  of  conference  tables  thruout 
the  length  and  breadth  of  America  in  the  months  that  are  ahead.  From  the 


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standpoint  of  the  Commission,  it  seems  important  and  essential  that  those 
who  represent  public  education,  that  those  who  are  concerned  about  public 
education,  who  have  an  understanding  of  its  needs,  and  who  are  guided  in 
their  thinking  by  sound  principles,  shall  he  present  at  these  councils,  and 
shall  influence  plans  and  policies  pertaining  thereto. 

While  the  issues  suggested  above  are  the  larger  issues,  others  of  equal 
importance  are  under  consideration  thruout  the  nation.  What  should  be  the 
relationship  of  education  to  social  reconstruction  ?  How  shall  the  social  in¬ 
come  be  allocated  to  the  various  services  of  government,  of  which  education 
is  admittedly  one  of  the  more  important?  How  shall  we  establish  and  main¬ 
tain  conditions  of  social  and  economic  security  for  our  teaching  profession, 
adequate  to  their  needs  and  of  such  a  character  as  will  guarantee  the 
effectiveness  of  their  teaching?  How  shall  we  organize  and  unify  the  teach¬ 
ing  profession  to  the  end  that  it  may  exert  its  influence  toward  the  further¬ 
ance  of  an  adequate  program  of  public  education  ?  What  can  the  schools 
contribute  to  the  solution  of  problems  of  unsocial  behavior,  crime,  and 
delinquency?  How  can  lay  groups  of  unquestioned  influence  and  power  be 
enlisted  in  support  of  a  program  of  public  education?  Why  is  it  that  hun¬ 
dreds  of  thousands  of  children  in  rural  communities  are  without  educational 
opportunities,  and  how  may  this  condition  be  corrected  ? 

In  the  opinion  of  the  Commission,  the  next  five  years  should  be  a  period 
of  great  significance  in  the  rebuilding  of  our  structure  of  public  education ; 
of  reestablishing,  in  the  minds  of  our  citizens,  those  great  purposes  to  which 
public  education  was  originally  dedicated ;  of  re-creating  public  enthusiasm 
for  the  American  ideal,  not  only  in  education,  but  with  regard  to  all  matters 
pertaining  to  social  progress.  It  would  be  unfortunate  if  the  educational 
leadership  of  this  nation,  if  members  of  this  great  teaching  profession, 
should  stand  idly  upon  the  sidelines  while  this  great  contest  for  the  sur¬ 
vival  of  the  agencies  of  social  progress  is  waged  before  their  very  eyes. 

Recently  the  National  Education  Association  called  to  its  headquarters 
office  a  man  representative  of  the  best  and  most  dynamic  educational  lead¬ 
ership  in  America.  I  refer  to  my  friend  and  erstwhile  fellow-superintendent, 
Willard  E.  Givens.  Annually  we  elect  to  the  presidency  of  the  National 
Education  Association,  and  of  our  Department,  those  whom  we  are  pleased 
to  honor  with  positions  which  we  solemnly  assure  them  are  places  of  signifi¬ 
cant  educational  leadership.  These  men  and  women  in  a  sincere  effort  to 
exercise  this  leadership  have  created  this  Commission.  They  have  defined 
clearly  the  task  to  be  done,  the  problem  to  be  solved.  Stripped  of  unneces¬ 
sary  verbiage  this  task  is  that  of  providing  educational  opportunities  in 
America  adequate  to  her  needs  for  all  persons,  for  all  levels  and  for  all 
ages. 

The  machinery  is  ready ;  the  organization  is  completed ;  we  face  now  the 
task  of  carrying  on.  Officers  of  the  National  Education  Association  and  the 
Department  of  Superintendence  can  do  nothing  without  support — personal 
and  financial.  In  the  program  of  the  Commission  educational  leadership  in 
every  district  and  community  must  be  contacted  and  cooperation  secured. 
The  Commission  must  search  the  membership  rolls  of  the  two  bodies  in 


Department  of  Superintendence 


467 


seeking  these  leaders.  The  money  to  finance  and  support  this  and  other 
programs  and  policies  comes  from  membership  dues  and  from  dues  only. 
To  carry  out  the  present  plans  of  the  National  Education  Association  and 
the  Department,  at  least  a  10  percent  increase  in  membership  is  absolutely 
necessary.  May  I,  on  behalf  of  this  Commission  and  as  its  first  appeal  to 
the  professional  forces  of  America,  plead  for  professional  loyalty  and  pro¬ 
fessional  solidarity — loyalty  that  speaks  thru  the  tangible  support  of  our 
professional  bodies  and  solidarity  that  refuses  to  permit  disagreements  or 
differences  to  dissuade  us  from  the  accomplishment  of  our  major  purposes. 
It  is  more  important  that  the  children  of  America  have  educational 
opportunities  than  that  the  schools  that  supply  these  opportunities  shall 
be  patterned  in  the  images  of  a  particular  professional  faction. 

The  Commission  of  and  by  itself  can  accomplish  nothing.  Its  main 
contribution,  if  any,  will  be  that  it  may  serve  as  a  unifying  agency  about 
which  the  embattled  forces  of  public  education  in  America  may  rally, 
and  from  which  may  emerge  those  plans  and  policies  which,  in  the  judg¬ 
ment  of  a  majority  of  the  best  informed  and  most  intelligent  of  our  citizens, 
shall  be  deemed  essential  to  the  attainment  of  those  goals  which  we  would 
all,  by  common  consent,  approve.  The  Commission  can  face  this  great 
responsibility  with  confidence  and  optimism ;  it  can  proceed  to  act  with 
respect  to  .the  problems  which  confront  it ;  and  it  can  make  recommenda¬ 
tions  for  effecting  cooperation  and  action  thruout  the  profession  and  thru- 
out  the  nation,  only  so  far  as,  and  to  the  extent  that,  it  has  the  support 
and  the  advice  of  the  unified  teaching  profession  of  America,  and  guided 
thereby,  does  propose  sound  and  significant  plans  and  policies  for  the  benefit 
of  public  education. 


TEACHING  CONTROVERSIAL  SUBJECTS  IN  THE 

CLASSROOM 


Demonstration  Class  of  St.  Louis  High-School  Seniors  in  “Problems  of 

Democracy P  conducted  by: 


ROY  W.  HATCH,  STATE  TEACHERS  COLLEGE,  UPPER  MONTCLAIR,  N.  J. 


President  Stoddard  :  There  has  been  a  lot  of  talk  the  last  few  years 
about  new  names  and  new  faces  on  the  program.  As  president  this  year 
I  have  attempted  to  find  new  names  and  new  faces.  I  think,  if  you  will 
look  over  the  program  you  will  say  we  have  been  somewhat  successful,  for 
there  are  over  two  hundred  new  names  and  new  faces  this  year.  Many  of 
them  will  speak.  In  other  words,  we  will  hear  from  some  new  people. 

A  word  about  the  program  last  night.  I  make  this  statement  only 
because  I  have  been  asked  this  question  probably  a  dozen  times  as  to 
how  the  speakers  were  chosen.  I  wrote  directly  to  Norman  Thomas 
because,  as  far  as  I  know,  he  is  the  Socialist  party.  In  choosing  the  other 
two  speakers  I  wrote  directly  to  the  national  committees  of  those  two 
parties,  and  former  Governor  Allen  and  Senator  Barkley  were  sent  to 
us,  chosen  directly  by  the  national  committees  of  those  two  parties. 


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The  program  that  is  to  be  presented  here  this  morning  is,  frankly, 
an  experiment,  the  same  as  a  million  experiments  that  are  taking  place 
in  America  this  morning  when  teachers  come  before  classes  of  pupils  to 
conduct  similar  experiments.  We  have  a  great  teacher  here  this  morning; 
we  have  a  great  group  of  high-school  pupils.  The  discussion  that  is  to 
take  place  is  not  staged.  The  topic  of  discussion  this  morning  has  not 
been  discussed  between  this  teacher  and  this  class,  or  any  other  teacher 
and  this  class,  as  far  as  we  know.  In  other  words,  this  is  not  a  primed  affair. 

I  heard  a  great  teacher  one  time  make  the  statement  that  you  can 
predict  to  a  split  second  when  a  comet  will  come  back  after  four  hundred 
or  five  hundred  years  but  nobody  in  the  world  can  tell  what  a  high-school 
senior  will  do  the  next  second !  So,  young  ladies  and  gentlemen,  we  are 
at  your  mercy.  You  have  a  chance  now  to  get  even  with  all  the  super¬ 
intendents  of  the  country  in  any  way  you  want.  I  am  happy  to  present 
Mr.  Hatch,  who  will  conduct  the  demonstration. 

Roy  W.  Hatch  :  We  are  all  glad  to  be  here  this  morning  and  we 
are  not  going  to  waste  any  time,  but  get  on  our  way.  I  want  to  set  the 
ideal  of  this  teaching  very  quickly  and  very  definitely  in  lines  from  one  of 
Kipling’s  great  poems.  Grace,  I  will  ask  you  to  give  those  lines. 

Grace  Niebuhr: 

“All  we  have  of  freedom, 

All  we  use  or  know, 

This  our  fathers  bought  for  us 
Long  and  long  ago. 

“Ancient  rights,  unnoticed 
As  the  breath  we  draw, 

Leave  to  live,  by  no  man’s  leave 
But  underneath  the  law.” 

Mr.  Hatch:  “Underneath  the  law.”  And  here  we  write  those  words. 
(Mr.  Hatch  wrote  on  the  blackboard,  “Underneath  the  law.”) 

And  that  law,  for  us  in  this  particular  situation,  is  what  law,  Lorrayne  ? 

Lorrayne  Pfeil:  The  Constitution. 

Mr.  Hatch  :  That  is  it — we  are  speaking  and  thinking  today  about 
the  Constitution  of  the  United  States  of  America.  One  of  the  finest  things 
I  know,  young  people,  about  all  the  discussion  that  has  been  coming 
forward  in  the  last  few  weeks  is  that  at  least  we  are  going  back  and 
reading  our  Constitution  and  trying  to  find  out  its  significance. 

1  remember  a  fine  old  speech  made  many  years  ago  by  an  old  farmer 
back  in  Massachusetts,  old  Jonathan  Smith.  He  was  a  member  of  the 
Constitutional  Convention  in  1788  in  Massachusetts  when  they  were 
discussing  whether  Massachusetts  should  accept  this  Constitution  that 
had  been  made  in  Philadelphia  and  he  had  listened  to  debates  pro  and 
con.  The  delegates  were  divided  and  then  the  old  farmer  arose  and  gave 
us  right  there  an  ideal  which  I  would  like  to  hand  out  to  you.  Just 
watch  his  language ;  count  his  words  of  more  than  one  syllable,  please. 


Department  of  Superintendence 


469 


H  ere  is  what  he  said:  “Mr.  Speaker,  I  am  a  plain  man  and  am  not 
used  to  speak  in  public,  but  when  I  first  heard  of  this  Constitution,  I 
went  and  got  a  copy  of  it  and  I  read  it  over  and  over.  I  did  not  go  to 
any  lawyer  in  our  town  and  ask  his  opinion  of  it.  We  have  no  lawyers 
in  our  town  and  we  get  along  just  as  well  without  them.” 

Just  think  of  Jonathan  Smith  doing  that  thing.  Can  you  not  see  that 
farmer  as  he  went  about  his  work  in  the  fields  on  his  farm  and  in  his 
barn,  repeating  the  Constitution,  clause  by  clause,  article  by  article,  over 
and  over,  and  thinking  about  it!  It  seems  to  me  that  is  what  we  are  all 
doing  today  and  should  do  as  far  as  our  Constitution  is  concerned ! 

And  now  we  are  coming  directly  to  what  we  have  as  the  nub  of  our 
discussion  this  morning.  The  young  people  themselves  have  set  this  assign¬ 
ment,  and  out  of  our  discussions  the  past  week  at  Cleveland  High  School, 
we  have  put  it  in  this  form:  “In  the  light  of  the  important  recent  decisions 
of  the  Supreme  Court,  does  the  New  Deal  deserve  a  re-deal?” 

That  is  their  wording  and  I  repeat  it:  “In  the  light  of  the  important 
recent  decisions  of  the  Supreme  Court,  does  the  New  Deal  deserve  a 
re-deal?”  (Mr.  Hatch  wrote  the  project  on  the  board.) 

Now,  quickly,  give  me  some  of  the  outstanding  recent  Supreme  Court 
decisions.  George? 

George  Mitsch  :  AAA. 

Mr.  Hatch:  The  AAA.  Give  us  another,  someone? 

Doris  Lawler:  TVA. 

Mr.  Hatch:  Another? 

Dorothea  Collins:  NRA. 

Mr.  Hatch:  All  right,  there  are  three  outstanding  ones.  Any  others? 

Ralph  Simon:  Gold  clause. 

(Mr.  Hatch  wrote  the  list  on  the  board.) 

Mr.  Hatch  :  I  wonder  now  if  any  of  you  happen  to  know  or  can 
give  me  the  decision  of  the  Supreme  Court,  as  far  as  the  number  of  mem¬ 
bers  voting  and  how  they  voted,  was  concerned — how  they  voted  on  these 
questions.  What  was  the  vote  in  the  case  of  the  AAA  ? 

Frank  Fenenga:  Six  to  three. 

(Mr.  Hatch  wrote  the  answer  on  the  board.) 

Mr.  Hatch:  What  was  it  on  TVA?  Joe? 

Joe  Fleischman:  Two  to  one. 

(Mr.  Hatch  wrote  the  answer  on  the  board.) 

Mr.  Hatch  :  On  the  NRA — Lorrayne? 

Lorrayne  Pfeil:  Nine  to  nothing. 

(Mr.  Hatch  wrote  the  answer  on  the  board.) 

Mr.  Hatch:  And,  on  the  gold  clause? 

Carl  Duesenberg:  Five  to  four. 

(Mr.  Hatch  wrote  the  answer  on  the  board.) 

Mr.  Hatch:  When  I  put  those  figures  on  the  board,  what  is  apparent 
to  everyone,  Jeannette? 

Jeannette  Perrot:  They  were  very  undecided  about  their  opinions. 

Mr.  Hatch  :  There  is  a  considerable  difference  of  opinion.  Right  from 


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National  Education  Association 


the  start,  would  you  want  to  draw  any  conclusions  from  the  very  fact 
that  only  once  were  the  justices  unanimous  and  once  very  close  in  their 
vote  on  the  gold  clause — have  you  any  conclusion  or  general  remark  on 
that  set-up?  What  do  you  say,  Wilbur? 

Wilbur  Horn:  From  the  figures,  I  would  say  in  general  that  they 
were  against  the  policies  of  the  New  Deal. 

Mr.  Hatch:  That  the  Supreme  Court  was  opposed  to  the  New  Deal? 
Anybody  want  to  disagree?  Virginia? 

Virginia  Leicht:  From  these  figures,  I  think  the  Supreme  Court  has 
been  divided  in  its  attitude  toward  the  New  Deal  because  two  of  the 
decisions  were  for  and  two  against  the  New  Deal  policy,  and  in  only  one 
decision  were  they  unanimous. 

Mr.  Hatch:  How  about  that,  Wilbur? 

Wilbur  Horn:  In  the  NRA  decision  it  seems  they  were  quite  certain 
on  that  and  on  the  AAA,  six  to  three;  while  that  is  not  bad,  it  is  bad 
enough. 

Mr.  Hatch:  All  right.  What  do  you  say,  Charles? 

Charles  Schmich  :  Concerning  the  AAA  decision,  I  might  say  it  is 
rumored  that  Chief  Justice  Hughes  was  undecided  as  to  which  way  to 
vote,  but  as  the  vote  as  it  stood  was  five  to  three,  he  decided  to  vote  with 
the  majority,  thinking  that  a  five-four  decision  would  place  the  decision 
open  to  criticism,  whereas  a  six-three  decision  makes  it  appear  that  the 
judges  were  a  little  more  positive  in  their  opinions. 

Mr.  Hatch  :  Well,  we  have  to  discount  a  little  for  rumor. 

I  want  to  ask  you  this  question.  We  have  had,  so  we  are  told,  over  one 
hundred  and  twenty  decisions  during  the  term  of  this  present  Adminis¬ 
tration.  Over  one  hundred  of  those  have  been  unanimous  decisions  on 
matters  that  came  before  the  court.  Six  or  eight,  however,  have  been  of 
this  type — a  five-to-four  decision.  What  is  the  unfortunate  aspect  of  such 
close  decisions,  Pauline? 

Pauline  Lane:  I  think  it  is  unfair  to  accept  any  measure  by  a  five-to- 
four  vote,  because  when  men  are  so  divided,  the  view  of  one  person  should 
not  be  allowed  to  swing  the  entire  measure. 

Mr.  Hatch:  Did  you  get  that,  John?  What  do  you  think  about  that? 

John  Becker:  I  think  she  is  right  because  in  that  wav  a  law  lies 
in  the  hands  of  one  man  and  the  way  he  votes  can  change  a  whole  law. 
1  think  it  should  require  at  least  a  two-thirds  vote. 

Mr.  Hatch  :  You  would  want  to  change  it  to  require  a  two-thirds  vote? 

Charles  Blair:  Remember  that  to  require  a  two-thirds  vote  would 
be  to  permit  four  members  of  the  court  to  obstruct  the  will  of  the  court, 
which  is  worse  than  a  majority  rule. 

Mr.  Hatch:  Come  on,  now,  dig  into  that.  Doris? 

Doris  Lawler  :  I  think  the  Supreme  Court  should  remain  as  it  is  and 
that  the  five-to-four  decision  should  be  the  law  of  the  land  because  by 
making  any  restrictions  on  the  Supreme  Court  and  saying  the  law  has 
to  be  by  more  than  five-to-four  decisions  in  order  to  become  law,  you 
are  going  to  have  politics  enter  into  the  Supreme  Court.  If  that  were 


Department  of  Superintendence 


471 


changed,  if  the  four  men  who  are  for  or  against  it  or  want  the  law  to 
pass,  why  one  person  may  perhaps  thru  politics  go  on  one  side  or  the 
other.  The  way  it  is,  everyone  can  stick  to  his  own  opinion. 

Mr.  Hatch  :  The  status-  quo  is  what  you  are  after.  She  does  not  agree 
with  you  two  people  on  the  five-to-four  decision. 

But,  look — would  President  Roosevelt,  had  that  decision  been  against 
him  on  the  gold,  clause,  for  instance,  would  he  have  had  the  right  to  have 
added  new  names  to  the  Supreme  Court  bench  in  order  possibly  to  swing 
it  his  way?  George? 

George  Mitsch:  Yes,  the  President  could  have  added  new  names  to 
the  bench  because  the  Constitution  states  that  the  President  can  do  this 
by  and  with  the  consent  of  the  Senate.  This  has  been  done  in  our  history. 

Mr.  Hatch:  You  say  we  have  done  that  thing?  Have  we?  Do  you 
remember  the  case  ? 

George  Mitsch  :  It  was  during  President  Grant’s  term.  The  President 
appointed  two  more  justices. 

Mr.  Hatch:  Can  you  give  the  facts? 

George  Mitsch:  I  do  not  believe  that  I  can. 

Mr.  Hatch:  Who  can  give  the  facts?  Has  the  situation  ever  occurred 
before  where  the  President  has  appointed  additional  members  to  the  Court 
and  so  changed  the  verdict? 

Frank  Fenenga:  Yes,  it  was  done  during  President  Grant’s  admin¬ 
istration.  A  case  went  against  Grant,  by  a  vote  of  four-to-three  so  he  added 
two  judges  and  the  decision  became  five-to-four  in  his  favor. 

Mr.  Hatch  :  That  is  an  interesting  thing.  And,  had  it  been  the  AAA 
case,  how  many  would  President  Roosevelt  have  had  to  appoint  in  order 
to  swing  it? 

The  Class:  Four. 

Mr.  Hatch  :  He  would  have  had  to  appoint  four  to  have  gotten  his 
decision  there.  That  is,  of  course,  assuming  that  after  they  got  to  the 
Supreme  Court  they  would  follow  thru — but  it  does  not  always  happen 
that  way.  We  have  had  many  interesting  illustrations  of  men  being  appointed 
because  of  their  liberal  or  conservative  points  of  view  who  have  failed  to 
register  that  way  when  they  became  members  of  the  Supreme  Court. 

Just  before  I  came  to  the  stage,  one  of  your  friends  outside  gave  me  a 
question  for  you  and  I  put  it  down  on  paper.  Here  it  is,  “Why  should 
nine  men  answer  for  128,000,000  people?”  Do  you  get  it?  Well,  what 
do  you  say  to  that  one — why  should  nine  men  answer  for  128,000,000 
people  ?  What  do  you  suppose  he’s  got  behind  that  ?  Watch  him ! 

Lorrayne  Pfeil:  I  think  that  the  nine  men  should  rule  the  lives  of 
the  128,000,000.  The  members  of  the  Supreme  Court  are  appointed  for 
life  and,  therefore,  they  do  not  have  to  spend  half  of  their  time  getting 
votes  from  people  and,  therefore,  they  are  not  interested  in  politics  as 
much  as  men  would  be  if  only  in  there  for  a  definite  number  of  years. 
If  we  left  it  to  Congress,  where  we  have  a  lot  of  political  graft,  our  country 
would  certainly  go  on  the  rocks. 

Mr.  Hatch:  Frank,  will  you  answer  that? 


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National  Education  Association 


Frank  Fenenga:  Congress  instead  of  the  Supreme  Court  should  rule 
the  United  States.  With  nine  men  in  control,  we  have  judicial  oligarchy 
whereas  Congress  is  likely  to  vote  as  they  think  the  people  want  them 
to  vote. 

Mr.  Hatch:  Don? 

Don  Borlinghaus:  I  agree  with  Frank  that  Congress  should  rule 
the  country  and  not  the  Supreme  Court.  Congressmen  would  vote  in 
order  to  please  the  people  and  get  their  votes  and  get  back  in  office,  while 
the  Supreme  Court  will  do  as  it  pleases  and  not  to  really  please  the  people 
of  the  United  States  of  America. 

Mr.  Hatch  :  What  do  you  say,  Ken  ? 

Kenneth  Moyer:  I  think  Don  and  Frank  apparently  forget  that 
we  have  a  Constitution  and  as  long  as  we  have  the  Constitution,  we  should 
abide  by  it  and  when  Congress  goes  against  the  Constitution,  the  Supreme 
Court  should  tell  them  that  they  are  wrong.  Therefore,  we  should  have 
the  Supreme  Court,  and  keep  it  just  as  it  is. 

Mr.  Hatch:  What  do  you  say,  Melvin? 

Melvin  Schisler:  I  think  also  that  the  Supreme  Court  should  re¬ 
main  as  it  is,  with  the  Supreme  Court  having  power  to  override  legislation 
of  Congress,  in  order  to  maintain  the  check  and  balance  system  of  our 
government. 

Mr.  Hatch  :  What  do  you  say  to  that  one?  Watch  that  closely. 

George  Mitsch  :  Well,  the  President  checks  Congress  and  the  Supreme 
Court  checks  both  Congress  and  the  President,  but  who  checks  the  Supreme 
Court?  Who  checks  the  Supreme  Court  as  we  have  it  now? 

Mr.  Hatch  :  Carl  ? 

Carl  Duesenberg:  Congress  checks  the  Supreme  Court  by  impeach¬ 
ment  when  it  finds  it  necessary  to  do  so. 

Don  Borlinghaus:  I  disagree  with  Carl.  I  think  the  Senate  checks 
the  Supreme  Court  because  they  try  all  cases  of  impeachment  which  are 
brought  by  the  House. 

Mr.  Hatch:  Frank? 

Frank  Fenenga:  The  Senate  and  not  the  Congress  has  power  to  try 
all  impeachments. 

Mr.  Hatch:  Pauline? 

Pauline  Lane:  There  must  be  other  reasons  in  order  to  impeach  a 
judge.  You  cannot  impeach  a  man  merely  because  he  does  not  think 
as  you  do. 

Mr.  Hatch  :  All  right.  Ken  ? 

Kenneth  Moyer:  Congress  still  has  a  check  on  the  Supreme  Court. 
Whether  a  judge  thinks  the  way  you  do  or  not,  does  not  enter  into  it. 

Mr.  Hatch:  Is  this  a  sound  basis  for  impeachment? 

Lorrayne  Pfeil  :  The  judges  of  the  Supreme  Court  do  not  need  to 
be  impeached  if  they  only  decide  on  the  constitutionality  of  the  law.  The 
only  right  of  impeachment  is  treason  or  some  high  misdemeanor. 

Mr.  Hatch:  Now,  let  us  halt  with  that  a  moment,  and  leave  it  in 
our  thinking.  But,  have  you  read  anything  that  is  along  this  line  in  the 


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473 


press  or  anywhere  else — have  you  been  reading  whether  we  should  have 
any  change  in  our  Supreme  Court  either  as  to  unanimity  of  action  by  the 
judges  or  as  to  possible  review  of  their  findings  by  Congress? 

George  Mitsch  :  I  read  one  of  Senator  Norris’  speeches  in  which  he 
said:  “The  people  can  change  the  Congress  but  only  God  can  change 
the  Supreme  Court’’ — and  I  agree  with  him. 

Mr.  Hatch:  Now,  do  you  remember  what  the  present  Chief  Justice 
said  the  Constitution  really  was?  How  many  remembered  that  when  we 
put  it  on  our  blackboard  the  other  day? 

Jeannette  Perrot:  “The  United  States  Constitution  is  what  the 
Supreme  Court  says  it  is.’’ 

Mr.  Hatch  :  “The  Constitution,’’  said  Mr.  Hughes  when  governor 
of  New  York,  “is  what  the  Supreme  Court  says  it  is.’’ 

Now,  here  is  an  interesting  thing.  The  Supreme  Court  decided  the 
gold  clause  case  on  a  five-to-four  basis.  Now,  in  all  such  cases  or  their 
reverse,  one  man  alone  would  have  said  what  the  Constitution  is.  Keep 
that  in  the  hack  of  your  thinking  for  a  while  because  I  want  to  get  on 
to  other  phases. 

Now,  these  three — the  AAA,  the  TVA,  and  the  NRA — have  been  the 
greatest  challenges  of  all  to  the  so-called  New  Deal  that  we  are  dis¬ 
cussing,  and  in  the  light  of  these  decisions,  does  the  New  Deal  deserve 
a  re-deal?  I  want  to  ask  you  this  question.  1  would  like  to  learn  just  how 
you  feel  on  this  issue. 

For  instance,  are  you  in  sympathy  or  not  with  the  decision  of  the 
Supreme  Court  in  the  AAA  case?  Let  us  have  a  little  discussion  on  this 
case  and  bolster  up  what  you  have  to  say  with  facts. 

Walter  Rohlping:  The  Supreme  Court  decision  was  correct  since 
the  present  Administration  by  furthering  the  AAA  has  not  engaged  in  the 
general  welfare  for  the  country.  The  AAA  is  not  concerned  with  gen¬ 
eral  welfare  and,  therefore,  the  AAA  is  constitutionally  unsound  and  the 
Supreme  Court  in  submitting  its  decision  was  right  in  saying  that  it  was 
unconstitutional. 

Mr.  Hatch  :  Can  you  tell  me  where  you  will  find  in  our  Constitution 
the  clause  which  the  Supreme  Court  justices  reviewed  in  passing  on  the 
AAA  case?  Quickly,  who  will  locate  it  for  me?  I  want  the  exact  clause. 
Who  has  it? 

Janet  Hagen  :  Article  I  Section  8. 

Mr.  Hatch  :  Always  read  the  Constitution  that  way.  Will  you  read 
it,  Janet? 

Janet  Hagen  :  “Congress  shall  have  the  power  to  lay  and  collect 
taxes,  duties,  imposts,  and  excises,  to  pay  the  debts  and  provide  for  the 
common  defense  and  general  welfare  of  the  United  States.” 

Mr.  Hatch  :  Now,  let  us  see  just  what  that  says.  It  says  Congress 
has  the  right  to  do  three  things.  What  are  those  three  things  again  ? 

John  Becker:  Congress  shall  have  power  to  lay  and  collect  taxes,  to 
provide  for  the  common  defense,  to  promote  the  general  welfare,  and 
to  pay  debts. 


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Mr.  Hatch  :  And  unquestionably  this  question  swings  around  what 
phase  ? 

John  Becker:  The  general  welfare. 

Mr.  Hatch:  Now,  Walter  says  that  this  particular  decision  is  right 
because  the  AAA  is  not  concerned  with  general  welfare  and,  therefore, 
it  is  unconstitutional. 

Marie  Klinge  :  I  think  the  AAA  is  constitutional  because  indirectly  it 
benefits  the  country  at  large.  Without  the  farmers  we  could  not  get  along 
very  well  if  at  all.  If  we  help  the  farmers  the  country  will  be  benefited 
indirectly  if  not  directly,  because  the  farmers  are  the  greatest  consumers. 

Mr.  Hatch:  Who  will  go  after  that? 

Doris  Lawler:  I  think  the  AAA  is  class  legislation.  It  is  taking 
money  away  from  the  consumer  in  the  form  of  a  processing  tax  to  pay 
farmers  for  not  raising  the  so-called  basic  commodities.  For  example,  if 
a  farmer  is  paid  to  reduce  his  production  of  cotton  and  then  shifts  to 
corn,  nothing  is  accomplished.  In  such  a  case,  one  farmer  is  being  paid 
by  the  government  for  not  raising  cotton  and  is  also  being  paid  when 
he  sells  the  corn.  In  this  way,  he  is  cutting  in  on  the  farmer  who  is  not 
being  paid  anything  by  the  government,  the  farmer  who  is  making  a  living 
by  raising  corn. 

That  is  why  I  think  the  AAA  is  class  legislation. 

Mr.  Hatch:  Grace? 

Grace  Niebuhr:  Regardless  of  what  the  AAA  policy  is,  the  question 
now  is  whether  it  is  constitutional.  In  this  light,  I  believe  that  the  AAA 
is  constitutional  in  that  it  does  provide  for  the  general  welfare.  I  do  not 
know  how  any  of  us  could  get  along  without  the  food  provided  by  the 
farmer.  I  do  not  believe  I  would  be  able  to  milk  a  cow  or  plow  a  field. 

I  do  not  believe  in  the  policy  of  the  AAA  as  it  has  been  worked  out 
but  I  believe  the  United  States  Congress  should  have  the  power  to  regulate 
the  farm  industry. 

Mr.  Hatch:  You  have  made  your  point  very  clear.  Fred? 

Fred  Hammer:  I  believe  the  AAA  is  unconstitutional  as  far  as  the 
legal  side  is  concerned.  Our  Constitution — well,  the  fundamental  parts 
of  the  Constitution  are  the  same  as  they  were  years  ago  and  today,  with 
different  economic  needs  and  social  conditions,  we  are  ruling  present  prob¬ 
lems  in  accordance  with  the  Constitution  which  was  written  years  ago. 

If  we  are  to  call  the  AAA  unconstitutional,  it  is  because  of  our  Con¬ 
stitution,  which  is  law,  and  not  because  our  social  needs  or  economic 
conditions  would  guarantee  success  for  helping  the  average  man. 

Mr.  Hatch:  Will  you  read  this  to  them? 

(Mr.  Hatch  handed  a  slip  of  paper  to  Lorrayne  Pfeil.) 

Lorrayne  Pfeil:  “Laws  and  institutions  must  go  hand  in  hand  with 
the  progress  of  the  human  mind.” 

Mr.  Hatch  :  Thomas  Jefferson  said  that  years  ago.  What  do  you 
think  of  that? 

Fred  Hammer:  I  agree  with  Jefferson’s  statement. 

Mr.  Hatch  :  All  right,  you  and  Thomas  Jefferson  are  thinking  alike, 


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475 


a  couple  of  good  Democrats.  Who  wants  to  challenge  Thomas  Jefferson 
and  Fred  Hammer  at  the  same  time,  and  take  on  two  good  men?  Charles? 

Charles  Blair:  I  want  to  agree  with  this  opinion.  The  Constitution 
has  not  been  revised  to  meet  economic  conditions  in  all  these  years.  We 
are  frequently  forced  to  interpret  its  provisions  widely  because  our  national 
government  has  been  forced  to  enter  into  fields  other  than  those  spe¬ 
cifically  granted. 

Mr.  Hatch:  Do  you  challenge  that? 

Ralph  Simon  :  I  would  like  to  ask  Charles  how  he  would  interpret 
the  Constitution  so  as  to  fit  the  AAA.  I  can  see  no  way  in  which  the 
Constitution  can  be  interpreted  so  as  to  suit  the  AAA.  The  numerous 
points  of  the  AAA  are  completely  contrary  to  our  Constitution.  Under 
the  Constitution,  the  government  is  given  specific  power.  The  power 
that  is  not  given  to  Congress,  is  given  to  the  states.  There  is  no  part  in 
the  Constitution  that  gives  Congress  or  the  President  any  control  over 
agriculture.  Therefore,  it  is  completely  a  state  problem. 

Also  our  Constitution  said  in  Article  I  Section  8  that  the  Congress  has 
power  to  lay  taxes.  Under  our  present  theory  of  what  a  tax  is,  a  proc¬ 
essing  tax  is  not  a  tax.  You  are  taking  the  money  from  processors  and 
giving  it  to  the  farmers.  That  is  no  tax.  In  our  country  we  consider  a 
tax  as  something  that  is  taken  from  the  people  and  given  to  the  govern¬ 
ment.  This  processing  tax  is  not  a  tax  when  you  take  it  from  the  processors 
and  give  it  to  the  farmers. 

Mr.  Hatch  :  That  is  a  good,  clean-cut  statement.  Well,  there  you 
are.  \  ou  have  your  two  statements.  Do  you  want  to  come  back  at  him, 
Charles  ? 

Charles  Blair:  The  Constitution  specifically  grants  Congress  the 
power  to  tax  for  the  general  welfare,  and  the  power  to  tax  includes 
the  power  to  appropriate.  Therefore,  the  AAA  is  constitutional  as  an 
incident  to  the  power  to  tax  for  the  general  welfare. 

I  want  to  quote  from  Justice  Stowe’s  dissenting  opinion  in  the  AAA: 
“Congress  has  prescribed  intrastate  railroad  rates,  by  means  of  its  power 
to  regulate  interstate  commerce ;  it  has  made  and  destroyed  intrastate 
industries  by  raising  or  lowering  tariffs.  But  in  the  light  of  this  decision, 
we  can  only  conclude  that  these  actions  are  valid  as  an  incident  to  the 
power  to  regulate  interstate  commerce,  and  not  valid  as  an  incident  to 
an  equally  granted  power  to  lay  and  collect  taxes.” 

Mr.  Hatch  :  Now,  there  you  have  your  issue.  Here  is  a  question. 
Is  this  a  true  or  false  statement?  “Did  the  Supreme  Court  in  this  six-to- 
three  decision  declare  the  processing  tax  unconstitutional?”  Is  that  true? 

(A  number  of  hands  were  raised.) 

Is  it  false? 

(A  number  of  hands  were  raised.) 

“The  Supreme  Court  declared  the  processing  tax  unconstitutional.”  How 
many  say  it  is  true? 

(A  number  of  hands  were  raised.) 

Flow  many  say  it  is  false? 


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National  Education  Association 


(A  number  of  hands  were  raised.) 

Which  are  my  true  ones? 

(The  hands  were  raised  again.) 

Now,  you  people  who  had  your  hands  up  before,  show  them  where 
it  is  a  false  statement. 

John  Lamping:  It  is  false,  because  they  declared  the  processing  taxes 
should  not  be  appropriated  to  the  farmers — the  taxes  should  go  to  the 
government  and  be  used  for  general  welfare.  I  do  not  believe  it  was  used 
for  general  welfare — and  possibly  it  was  not  even  used  for  welfare. 

Mr.  Hatch:  When  the  AAA  decision  came  out,  I  recall  a  letter  which 
I  read,  by  the  president  of  the  New  England  Textile  Manufacturing 
Association,  Mr.  George  Sloan.  He  agreed  most  heartily  with  the  decision 
as  handed  down  by  the  Supreme  Court  and  in  one  of  his  paragraphs, 
he  referred  to  it  as  “vicious  class  legislation.” 

What  is  your  reaction  to  a  statement  like  that  on  the  part  of  one  of 
our  great  industrial  leaders?  What  do  you  say,  Dorothy? 

Dorothy  Venverloh:  If  this  AAA  is  called  “vicious  class  legisla¬ 
tion” — what,  then,  is  the  tariff?  This  could  be  called  vicious  class  legis¬ 
lation  in  favor  of  the  manufacturer.  The  manufacturer  has  nothing  to 
say  when  legislation  is  passed  to  help  his  business  but  as  soon  as  legisla¬ 
tion  is  passed  in  favor  of  someone  else,  he  has  too  much  to  say. 

Mr.  Hatch  :  What  do  you  say,  Carl  ? 

Carl  Duesenberg:  We  must  remember  that  the  tariff  was  insti¬ 
tuted  for  the  purpose  of  protecting  home  industry.  Without  the  tariff 
our  own  industrial  concerns  would  be  undersold  and  ultimately  destroyed. 
Industry  employs  by  far  the  greatest  percent  of  the  population  and,  there¬ 
fore,  the  tariff  which  protects  it  is  for  the  general  welfare. 

Mr.  Hatch:  Dorothy? 

Dorothy  Venverloh:  That  is  class  legislation  because  it  favors  your 
manufacturer.  Two  of  the  country’s  main  interests  are  farming  and  manu¬ 
facturing,  and  they  should  be  treated  alike. 

Carl  Duesenberg:  Farming  constitutes  less  than  25  percent. 

Dorothy  Venverloh:  Where  would  they  be  without  farming? 

Carl  Duesenberg:  Where  would  they  be  without  manufacturing? 

Mr.  Hatch:  Guess  you  have  gone  about  far  enough!  Can  we  defend 
Mr.  Sloan  or  attack  him — because  he  opened  himself  up  when  he  wrote 
that !  Don  ? 

Don  Borlinghaus:  It  is  not  fair  because  it  keeps  the  farmers  below 
our  city  level.  I  would  like  to  quote  this  from  Mr.  Hatch:  “If  you  tore 
down  our  cities  and  left  our  farms,  in  due  time  our  cities  would  spring 
up  as  if  by  magic.  Tear  down  our  farms  and  the  grass  would  grow  in 
the  streets  of  the  cities.”  Without  the  farms,  our  cities  and  country  as 
a  whole  would  be  ruined. 

Mr.  Hatch  :  Thank  you  very  much  for  that  quotation  and  for  remem¬ 
bering  that  I  used  it. 

That  quotation  you  used,  Don,  came  from  a  great  speech  by  William 
Jennings  Bryan  at  the  Democratic  Nominating  Convention  in  1896.  I 


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477 


think  you  got  it  also  from  Bert  E.  Fenenga,  your  regular  teacher  in  public 
speaking,  for  he  is  a  great  admirer  of  Mr.  Bryan’s  oratory.  It  is  spoken 
of  as  the  famous  “Cross  of  Gold”  speech  and  the  paragraph  you  quoted 
runs  nearly  as  you  gave  it — at  least  you  had  the  right  idea  of  it. 

“Tear  down  your  cities  and  leave  our  farms  and  your  cities  will  spring 
up  as  if  by  magic,  but  destroy  our  farms  and  the  grass  will  grow  in  the 
streets  of  every  city  in  the  country.” 

Now,  I  want  to  bring  this  out.  You  have  brought  out  your  ideas;  you 
have  evaluated  the  evidence  in  the  AAA  case.  Now,  where  would  you  have 
stood  if  you  had  been  the  Supreme  Court?  We  are  enlarging  the  Supreme 
Court  now  from  nine  to  twenty-nine.  How  many  in  this  group  would  have 
voted  with  the  six? 

(Eleven  students  raised  their  hands.) 

And  with  the  three  ? 

(The  other  students  raised  their  hands.) 

Charles  Blair:  How  would  you  have  voted,  Mr.  Hatch? 

Mr.  Hatch  :  Now,  you  have  had  your  argument  and  we  are  going 
t'G  pass  on. 

Wait  a  minute !  I  said  that  for  this  reason.  I  am  ready  to  tell  you  how 
I  feel  about  the  AAA  case  but  before  I  do  so,  I  would  like  to  know  how 
you  think  I  would  have  voted.  I  would  like  to  have  a  show  of  hands  on 
that.  Now,  be  fair  with  me.  How  many  of  you  think  that  I  would  have 
stood  with  the  six  in  this  decision  ? 

(Four  students  raised  their  hands.) 

And  how  many  think  otherwise  ? 

(The  other  students  raised  their  hands.) 

Mr.  Hatch  :  Now,  I  will  tell  you.  I  agree  with  the  decision. 

1  do  not  know  whether  you  are  interested  to  listen  to  my  reasons  or  not 
but  I  would  be  only  too  happy  to  give  them  to  you  and  I  will  do  so  any 
time  now  as  far  as  that  is  concerned. 

By  the  way,  I  would  like  to  raise  another  question,  but  before  I  do — 
we  are  right  in  our  homeroom  now  and  there  is  nobody  here.  Do  you 
think  I  should  stand  before  you  and  give  you  my  opinion?  You  know  I  am 
on  the  Cleveland  High  School  faculty.  I  am  eating  out  of  the  public  crib. 
I  wonder  how  you  feel  about  my  doing  this.  What  do  you  say,  Dorothy? 

Dorothy  Phillips:  I  think  first  the  facts  should  be  taken  into  con¬ 
sideration  both  for  and  against  the  question  and  discussed.  Then  after  we 
have  had  the  discussion  and  the  students  have  formed  their  opinions,  I 
believe  that  the  teacher  should  tell  the  way  that  he  would  have  stood 
on  the  question,  and  in  that  way  sometimes  teachers  will  bring  out  points 
that  perhaps  have  been  omitted. 

Mr.  Hatch  :  I  know,  but  suppose  I  do  that  and  I  do  not  agree  with 
you?  How  are  you  going  to  feel  about  that?  You  have  stated  an  opinion 
and  I  say  that  I  do  not  agree — what  about  that? 

Dorothy  Phillips:  I  think  that  the  students  should  listen  to  your 
point  of  view.  Then,  if  you  have  a  good  argument  on  your  side,  they 
should  be  willing  to  take  it  into  consideration. 


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Mr.  Hatch:  And  when  you  took  the  examination,  which  one  would 
you  put  down  on  your  paper,  I  wonder? 

Dorothy  Phillips:  I  would  put  down  the  one  which  I  thought  best 
in  my  own  opinion,  and  believe  you  would  respect  it. 

Mr.  Hatch  :  1  appreciate  that  compliment.  I  hope  to  be  willing  to 
respect  your  points  of  view  as  I  should  want  you  to  respect  mine. 

Dorothy  Venverloh:  Every  man  has  a  right  to  his  own  opinion. 

Mr.  Hatch:  Walter? 

Walter  Rohlfing:  I  think  you  have  a  right  to  your  opinions  if  you 
do  not  try  to  swing  us  your  way.  I  think  some  teachers  do  do  that  but  I 
do  not  think  that  you  will  do  that. 

Mr.  Hatch  :  Wait  a  minute,  Walter — you  brought  out  a  serious  charge. 
You  say  it  is  all  right  “if  you  do  not  try  to  swing  us.”  When  I  ask  you 
your  opinion,  I  ask  you  to  state  it  as  well  as  you  can.  When  you  ask  me 
to  state  mine,  I  shall  do  the  same  and  in  that  statement,  I  may  be  “swing¬ 
ing”  you  my  way,  and  you  do  not  think  I  ought  to  do  that. 

Walter  Rohlfing:  I  do  not  see  where  you  would  be  swinging  us. 
I  know  you  could  not  swing  me.  My  opinion  would  be  just  the  same. 

Mr.  Hatch  :  Now,  Walter,  I  want  to  make  a  confession.  Since  I  have 
been  working  with  you  the  past  week,  a  certain  point  of  view  I  had  when 
1  came  to  St.  Louis,  I  do  not  hold  now.  One  of  you  got  up  and  said  some¬ 
thing  so  well  that  it  made  me  modify  a  position  I  had  taken.  But,  “I  cannot 
swing  you  and  you  cannot  swing  me.”  I  wonder  if  that  is  the  attitude  we 
should  take,  both  of  us?  Go  ahead,  Walter. 

Walter  Rohlfing:  Maybe  it  is  not  the  attitude  we  should  have  but 
I  think  you  have  your  ideas  and  I  should  listen  to  them.  Whether  we  want 
to  adopt  them  or  not,  I  do  not  know. 

Mr.  Hatch  :  You  said  I  could  not  swing  you  but  I  confess  that  you 
made  me  shift  and  change.  Does  this  not  work  both  ways? 

Walter  Rohlfing:  I  will  admit  that  I  will  consider  your  ideas. 

Mr.  Hatch  :  Then  I  want  to  ask  you,  what  is  the  good  of  all  this  thing 
if  you  come  in  and  take  a  “cannot-change-me”  attitude  and  I  come  in  and 
say,  “I  know  so  much  more  than  you  that  you  cannot  change  me”? 

Walter  Rohlfing:  We  get  the  attitude  of  the  other  person  into  our 
consideration.  This  will  tend  to  make  us  think  and  maybe  give  us  better 
ideas. 

Mr.  Hatch  :  Dorothea  is  anxious  to  talk  on  that. 

Dorothea  Collins:  The  teacher  is  going  to  influence  us  on  every¬ 
thing  studied  or  discussed,  but  we  would  much  prefer  to  have  him  take  a 
definite  stand  so  we  can  form  our  own  ideas.  We  would  much  rather  have 
it  openly  than  to  have  him  attempt  to  make  us  think  one  way  or  another  by 
more  subtle  means. 

Mr.  Hatch  :  Dr.  Stoddard,  give  Dorothy  a  double  A  on  that.  Did  I 
not  have  that  well  staged?  You  fellows  down  there  are  saying,  “You  had 
that  one  set  to  go!”  Yes,  that  is  my  philosophy,  Dorothea. 

Don  Borlinghaus:  I  feel  that  the  teacher  should  give  his  opinion  after 
everything  is  said  and  done  so  that  it  is  open  to  discussion  in  the  class.  Then 


Department  of  Superintendence 


479 


give  both  points  careful  discussion  and  consideration.  He  should  do  this 
in  such  a  way  that  he  is  not  trying  to  pull  you  over  to  his  side  of  the 
subject. 

Mr.  Hatch  :  Dr.  Stoddard  tells  me  that  we  have  about  five  or  six 
minutes  left.  Now,  quickly,  let  us  jump  into  the  last  phase  of  the  question. 

“In  the  light  of  these  decisions  of  the  Supreme  Court,  do  you  feel  that 
the  New  Deal  deserves  a  re-deal?”  Come  on,  now,  we  are  getting  into  poli¬ 
tics.  You  are  going  to  cast  your  vote  before  long.  How  and  where  are  you 
going  to  stand  on  that  one? 

Lorrayne  Pfeil:  I  most  certainly  think  the  New  Deal  is  not  entitled 
to  a  re-deal.  It  is  hard  to  back  this  up  with  reasons  because  there  is  so  much 
ground  to  cover.  But,  I  will  take  the  instance  of  the  AAA  and  the  NRA. 
The  Administration  said  these  would  correct  the  faults  in  our  country. 
They  spent  billions  of  dollars  of  the  taxpayers’  money  and  broke  the 
supreme  law  of  the  land  in  order  to  put  these  laws  into  effect,  and  did  not 
do  what  they  promised. 

Mr.  Hatch  :  I  take  it  from  what  you  said  that  you  are  not  going  to 
support  the  New  Deal. 

Fred  Hammer:  I  am  of  the  opposite  opinion  because  the  AAA,  I  be¬ 
lieve,  has  been  the  first  effort  in  quite  a  while  for  the  purpose  of  advancing 
our  social  conditions.  I  believe  that  if  we  are  to  be  hindered  or  held  up  by  a 
bunch  of  laws,  written  more  than  one  hundred  and  forty  years  ago,  I  do 
not  see  in  any  way  that  conditions  in  our  country  can  become  better 
advanced  than  what  they  are,  if  the  Court’s  rulings  are  to  be  judged  only 
on  their  legality. 

No  great  invention  or  advance  in  progress  jumped  up  and  was  concluded 
in  one  step.  Most  of  our  inventions  have  been  thru  need  and  have  been 
built  up.  And,  for  the  same  reason,  a  great  many  people  say  that  the  present 
Administration  has  spent  too  much  money.  I  admit  they  have  spent  a  great 
deal  but  I  do  not  believe  anyone  thought  that  the  Administration  would 
step  right  in  and  in  one  stroke  end  the  depression. 

Mr.  Hatch  :  May  I  quote  here  a  statement  of  the  late  Oliver  Wendell 
Holmes:  “The  provisions  of  the  Constitution  are  not  mathematical 
formulas,  having  their  essence  in  their  forms.  They  are  organic,  living 
institutions.  Their  significance  is  vital,  not  formal.  The  case  before  you 
must  be  considered  in  the  light  of  our  whole  experience  and  not  merely 
what  was  said  one  hundred  years  ago.” 

Do  you  agree  with  that,  Fred? 

Fred  Hammer:  Yes,  I  do  because  our  needs  are  different  than  then 
and  I  believe  we  should  advance  with  the  times,  and  if  our  rulings  are  to 
be  legal  instead  of  rulings  that  would  help  economically,  we  can  expect 
little  help  from  the  rulings  of  the  Court. 

Mr.  Hatch  :  Let  us  go  on  the  other  side. 

John  Lamping:  I  might  ask  Fred  whether  AAA  is  economically  sound, 
even  if  it  is  not  sound  legally. 

Fred  Hammer:  The  AAA  was  to  help  the  farmer.  The  farmer  is  the 
greatest  consumer  of  our  manufactured  products.  If  he  has  a  great  deal  of 


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National  Education  Association 


money  in  his  pocket,  he  can  buy  the  city  manufacturer’s  products  and 
thereby  help  the  city  man.  This  is  a  cycle  and  if  the  farmer,  who  is  at  the 
base  of  the  cycle,  is  not  well  off,  then  the  manufacturer  is  at  a  standstill. 
And,  I  believe  that  if  the  farmer,  who  is  a  real  consumer,  is  able  to  get 
some  money  in  his  pocket,  he  will  start  the  wheels  of  industry  rolling. 

Mr.  Hatch  :  Now,  is  there  somebody  very  anxious  who  has  something 
that  just  must  be  said? 

Kenneth  Moyer:  I  think  it  is  not  a  complete  cycle  because  the  farmers 
only  compose  about  10  percent  of  them. 

Mr.  Hatch:  Should  the  New  Deal  then  have  a  re-deal? 

Pauline  Lane:  I  believe  the  New  Deal  should  have  a  re-deal  with  the 
cards  unstacked.  By  that  I  mean  that  the  federal  government  should  be 
given  sufficient  power  to  carry  out  the  policies  of  the  New  Deal  as  they 
were  actually  planned.  The  New  Deal  has  been  blocked  and  buffeted  by 
a  group  of  men  who  were  jealous — afraid  that  the  present  Administration 
would  succeed  by  carrying  out  the  New  Deal. 

The  New  Deal,  as  set  up,  provides  for  bettering  each  and  every  person, 
whether  he  be  a  farmer  or  industrial  worker.  The  AAA  took  care  of  the 
farmer;  the  NRA  the  industrial  worker;  the  CCC  the  unemployed  young 
man  who  was  striving  to  get  a  start  in  life.  So,  I  contend  that  if  the  New 
Deal  had  been  carried  out  in  full,  every  person  would  have  been  benefited 
and  made  happier.  The  only  plausible  reason  why  the  New  Deal  has  been 
unsuccessful  is  because  the  national  government  does  not  have  power  to 
enforce  its  policies.  So,  I  am  for  giving  the  New  Deal  a  re-deal  and  enough 
power  to  carry  it  out. 

Mr.  Hatch  :  Thank  you,  Pauline. 

Melvin  Schisler  :  I  do  not  know  whether  she  realizes  it  but  the  twelve 
major  policies  of  the  New  Deal  are  the  first  twelve  planks  in  the  Socialist 
platform  so,  instead  of  reelecting  the  New  Deal,  why  not  give  the  Socialists 
a  chance  ? 

Mr.  Hatch  :  I  wish  we  had  more  time  if  we  are  going  to  get  into  that. 
We  had  that  all  discussed  last  night  by  some  other  students  of  government. 

Frank  Fenenga:  I  understand  from  the  poll  taken  by  the  Literary 
Digest  that  54  percent  of  the  people  of  the  United  States  are  against  our 
three  years’  experiment  of  socialism  at  a  cost  of  $24,000,000,000. 

Mr.  Hatch  :  Twenty-four  billion  is  a  lot  of  money  to  me  and  I  should 
get  scared,  and  I  am  scared.  I  really  am!  But,  the  point  that  hit  me  is  that 
you  are  rather  holding  that  entire  sum  up  against  the  present  Administra¬ 
tion.  Are  they  entirely  responsible  for  all  the  $24,000,000,000 — is  that 
your  reaction? 

Frank  Fenenga:  Yes,  it  is. 

Mr.  Hatch  :  Are  your  facts  and  figures  correct?  John? 

John  Lamping:  The  New  Deal  is  not  entitled  to  a  re-deal  because 
they  promised  to  balance  the  budget.  How  do  they  expect  to  balance  the 
budget  by  spending  $24,000,000,000 — more  than  any  other  twelve  Admin¬ 
istrations  before  have  spent!  We  went  thru  the  Civil  War  without  giving 
so  much  money  out. 


Department  of  Superintendence 


481 


I  do  not  see  how  we  can  expect  Roosevelt  and  other  New  Dealers  to  get 
any  farther  in  their  next  term,  if  and  when  they  do  get  in. 

Mr.  Hatch  :  I  would  like  so  much  to  go  on  with  this.  Is  there  something 
else  that  just  has  to  be  said  before  we  choke  this  off? 

George  Mitsch  :  There  is  no  doubt  that  the  New  Deal  has  benefited 
the  country  as  a  whole  and  the  people  are  happier  financially  and  spiritually. 
The  Declaration  of  Independence  says  that  this  country  should  be  in 
“pursuit  of  happiness.” 

Mr.  Hatch  :  I  guess  then  since  we  have  arrived  at  a  discussion  of  the 
pursuit  of  happiness,  it  is  a  good  time  to  stop. 

We  will  have  to  leave  it  right  there.  I  am  sorry  that  we  have  to  leave 
it,  boys  and  girls.  I  know  how  anxious  you  are  to  speak  up  at  this  point. 

Now,  let  us  bring  this  lesson  to  its  close.  You  remember  one  day  I  wrote 
these  words  on  the  board  but  I  did  not  finish  them. 

(Wrote  on  the  board:  “The  hope  of  democracy  is  .  .  .”) 

Now,  this  is  one  of  the  most  profound  statements  I  have  ever  heard 
and  it  was  made  by  one  of  our  greatest  statesmen — Abraham  Lincoln.  It  is 
characteristic.  I  am  going  to  write  it  down  as  something  I  want  to 
leave  with  you. 

(Wrote  on  the  board:  “The  hope  of  democracy  is  that  eventually  the 
people  will  wobble  right.”) 

“The  hope  of  democracy  is  that  eventually  the  people  will  wobble 
right.”  Have  you  got  that?  You  are  scowling  back  there.  “The  hope  of 
democracy  is  that  eventually  the  people  will  wobble  right.” 

Have  you  ever  noticed  how  often  Lincoln  uses  the  words  “the  people”? 
“.  .  .  the  people  will  wobble  right.” 

Democracy  does  wobble — it  goes  back  upon  itself ;  it  gets  confused.  It 
sometimes  does  not  seem  to  know  where  it  is  going  but  its  great  hope  is 
that  eventually  it  will  wobble  right.  It  is  my  firm  belief — and  if  I  did  not 
have  this  belief,  young  folks,  I  would  not  be  standing  here  before  you 
today — it  is  my  firm  belief  that  the  type  of  thing  you  and  I  are  doing 
here  in  this  free  discussion,  out  of  which  we  grow  if  we  are  open-minded, 
will  help  us  to  do  less  wobbling  than  we  otherwise  might,  and  we  will 
get  eventually  out  of  this  great  experiment  in  democratic  government  the 
big  hope  and  ideal  Lincoln  had.  He  said  once,  “I  believe  my  vision  and 
ideal  will  some  day  arrive  to  their  full  realization  as  sure  as  God  reigns 
and  school  children  read.”  And,  I  add  to  Lincoln,  if  I  may,  “as  sure  as 
God  reigns  and  school  children  read  and  think  and  discuss  and  evaluate 
the  great  problems  that  confront  their  own  democracy.” 

And  now,  I  want  to  close  with  all  of  us  thinking  these  words.  I  want  to 
close  with  all  of  us  thinking  these  words.  I  have  asked  Dorothy  Phillips  to 
sly  them  for  us.  They  are  old  words.  You  have  heard  them  a  thousand 
times.  Please  think  them  with  Dorothy. 

Dorothy  Phillips:  “We,  the  people  of  the  United  States,  in  order 
to  form  a  more  perfect  Union,  establish  justice,  insure  domestic  tranquility, 
provide  for  the  common  defense,  promote  the  general  welfare,  and  secure 
the  blessings  of  liberty  to  ourselves  and  our  posterity,  do  ordain  and  estab¬ 
lish  this  Constitution  for  the  United  States  of  America.” 


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National  Education  Association 


Mr.  Hatch:  Yesterday,  in  the  leading  editorial  in  the  Post-Dispatch , 
a  splendid  editorial  called  “The  Great  Adventure,”  there  was  a  quotation 
which  came  from  the  large  stone  panel  of  this  very  building,  a  quotation 
from  one  of  Missouri’s  own  statesmen  known  as  “the  ideal  Senator” — 
Carl  Schurz.  I  have  asked  Frank  to  read  it. 

Frank  Fenenga:  “Democratic  government  will  be  the  more  successful 
the  more  the  public  opinion  ruling  it  is  enlightened  and  inspired  by  full 
and  thoro  discussion.  The  greatest  danger  threatening  democratic  institu¬ 
tions  comes  from  influences  tending  to  stifle  or  demoralize  discussion.” 

Mr.  Hatch:  And  so,  the  lesson  is  over.  The  lesson  is  overt  Is  it? 

And,  the  next  assignment?  The  next  assignment — is  what?  Come  on, 
any  of  you.  Is  the  lesson  over?  And,  what  is  the  next  assignment? 

Dorothea  Collins:  The  lesson  is  not  over  and  the  next  assignment  is 
“ Read  and  think  and  talk\ ” 

Mr.  Hatch:  And  you  people  will  carry  on  those  old  traditions  of  this 
old  frontier  town.  In  the  past  many  an  adventurer  left  St.  Louis  to  go  out 
to  the  far  West  and  the  far  Southwest  and  the  far  North,  and  here  today 
we  are  pioneers  in  another  great  adventure  in  freedom  of  thinking  and 
discussion  in  the  public  schools  of  all  our  country. 

May  I  close  now  with  the  words  of  Lincoln  again,  accentuated  as  Lin¬ 
coln  accentuated  them  when  he  gave  them  at  Gettysburg.  I  want  you  to  get 
the  full  significance  of  this.  Coming  to  the  close  of  that  masterly  talk  to  his 
people,  he  said:  “Let  us  here  highly  resolve  that  this  Nation  under  God 
shall  have  a  new  birth  of  Freedom,  and  that  Government  of  the  people, 
for  the  people  and  by  the  people  shall  not  perish  from  the  earth.” 

EVALUATION  FROM  THE  STANDPOINT  OF  THE 

EDUCATOR 

LOUIS  P.  BENEZET,  SUPERINTENDENT  OF  SCHOOLS,  MANCHESTER,  N.  H. 

This,  to  my  mind,  is  not  only  the  high  point  of  this  convention;  it  is 
the  high  point  of  the  twenty-five  similar  conventions  that  I  have  attended, 
and  here  I  am  wholly  inadequate  to  meet  the  situation.  I  had  been  asked 
by  some  of  the  publicity  agents  to  give  an  advance  copy  of  my  remarks — 
an  advance  copy  of  an  extemporaneous  comment  on  a  recitation  which  had 
not  yet  been  held.  I  thought  at  first  that  I  could  do  nothing  about  it,  but 
in  a  moment  of  weakness  I  sat  down  and  wrote  out  a  few  preliminary 
remarks.  They  do  not  fit  the  situation  at  all,  however,  and  so,  with  your 
permission,  I  shall  throw  them  away  and  try  to  discuss  what  we  have 
seen.  By  the  way,  did  you  see  our  president  sitting  here  purring  like  a 
Cheshire  cat  during  that  wonderful  demonstration? 

In  the  first  place,  I  am  assured  that  this  is  simply  the  mine  run  of  St. 
Louis  high-school  seniors.  If  so,  then  my  hat  is  way  off  to  this  school 
system.  If  we  had  a  group  of  young  people  like  this  assembled  in  the  part 
of  the  country  where  I  live,  in  our  own  New  England  language  we  would 
term  it  “the  top  of  a  deaconed  barrel  of  apples.”  As  I  contrast  the  readiness 
and  fluency  with  which  these  young  people  discussed  these  controversial 


Department  of  Superintendence 


483 


subjects  of  everyday  interest  with  the  total  inability  to  do  the  same  thing 
that  we  as  high-school  students  forty  years  ago  would  have  shown,  I  am 
amazed.  In  the  old  days  if  we  could  remember  the  words  of  the  book  and 
repeat  them  verbatim,  we  were  all  right.  If  we  ever  stopped  to  think  for 
ourselves,  we  were  lost. 

I  remember,  for  example,  a  certain  high-school  girl  who  went  to  school 
to  me  some  thirty-five  years  ago.  She  was  a  perfect  product  of  the  old-time 
curriculum.  In  her  last  examination  before  receiving  her  diploma  she  was 
asked  to  tell  why  she  knew  that  the  North  Pole  of  the  earth  did  not 
coincide  with  the  north  magnetic  pole.  She  was  asked  to  give  three  reasons 
but  gave  only  one,  considering  that  it  was  cogent  enough  to  answer  for 
three.  She  said  that  the  North  Pole  of  the  earth  could  not  coincide  with 
the  north  magnetic  pole  because  it  is  impossible  for  two  bodies  to  occupy 
the  same  space  at  the  same  time. 

Frankly,  I  have  learned  something  this  morning.  I  knew  that  in  certain 
crises  in  English  history  the  King  had  power  to  pack  the  House  of  Lords 
with  enough  new  members  to  swing  the  decision  the  other  way.  But  I  did 
not  know  that  a  President  of  the  United  States  ever  was  able  to  increase 
the  membership  of  the  Supreme  Court  by  packing  it  with  enough  new 
members  to  change  an  important  decision. 

Again,  as  I  see  the  enthusiasm  that  these  young  people  show,  and  their 
eagerness  to  recite,  I  think  of  those  people  who  would  have  us  confine  our 
teaching  to  the  old-time  classics.  I  wonder  if  all  these  hands  would  be  wav¬ 
ing  in  the  air  if  the  class  were  debating  whether  a  certain  verb  was  a 
hortatory  subjunctive  or  a  subjunctive  of  ideal  certainty;  or  if  the  class 
were  debating  whether  a  certain  line  was  a  cotangent  or  a  cosecant. 

Again,  it  is  refreshing  to  see  that  today  we  have  an  academic  freedom 
to  discuss  controversial  subjects  of  this  sort.  In  the  past,  high-school  teach¬ 
ers  have  not  always  been  allowed  to  talk  of  subjects  of  current  interest. 
Even  in  the  colleges  it  has  not  always  been  permitted.  I  remember  a  friend 
of  mine  who  was  an  instructor  in  history  in  a  certain  college  in  central 
New  York  state.  He  was  supposed  to  teach  ancient  history,  but  one  day 
in  the  class  when  they  were  talking  about  some  raw  scheme  that  had  been 
put  over  in  the  Areopagus,  or  whatever  they  called  the  political  assembly, 
the  instructor  said,  “That  is  nothing.  The  same  thing  was  pulled  last  win¬ 
ter  in  the  New  York  State  Legislature  by  the  traction  interests.”  He  pro¬ 
ceeded  to  explain  to  the  class  just  how  it  was  done.  He  had  forgotten  that 
in  his  class  was  seated  the  son  of  one  of  the  trustees  of  the  college  and  that 
this  trustee  was  the  powerful  lawyer  who  represented  the  traction  people. 
The  next  day  the  president  called  him  up  and  called  him  in  and  called 
him  down,  and  told  him  that  he  was  teaching  ancient  history  and  to  please 
confine  the  discussions  in  his  class  to  events  which  had  happened  prior  to 
476  A.  D.  My  friend  the  instructor  was  so  furious  that,  brooding  over 
bis  wrongs,  he  went  to  the  next  banquet  of  the  College  Alumni  Associa¬ 
tion  and,  perhaps  having  tucked  two  or  three  under  his  belt  to  fortify  his 
courage,  stood  up  and  spilled  the  whole  story.  And  the  next  day  he  was 
fired. 


484 


National  Education  Association 


It  is  an  encouraging  sign  to  see  that  we  now  have  more  freedom  than 
ever  in  the  classroom,  for  controversial  questions  are  here  and  they  have 
to  be  settled  and  settled  right,  if  the  world  as  we  know  it  is  to  carry  on. 
It  was  shortly  after  the  World  War  that  H.  G.  Wells  made  the  state¬ 
ment  that  the  fate  of  civilization  depended  upon  a  race  between  education 
and  catastrophe.  He  was  right,  as  subsequent  events  have  proved.  True 
democracy,  the  control  of  government  by  the  will  of  the  people  as  a  whole, 
can  live  only  where  there  is  a  fairly  intelligent  electorate.  Absolutism  was 
overthrown  in  Russia,  but  thru  the  lack  of  an  intelligent  middle  class  it 
was  replaced  by  another  form  of  despotism.  We  sometimes  think  of  certain 
European  countries,  Germany  for  example,  as  having  a  better  system  of 
education  than  our  own.  But  the  German  system,  while  it  gave  all  the 
children  of  the  nation  sufficient  training  to  make  them  useful  servants  of 
the  upper  class,  denied  them  the  kind  of  education  that  would  have  made 
them  intelligent  voters.  In  America  one  person  in  three  gets  some  high- 
school  education,  but  in  pre-War  Germany  only  one  child  in  twenty-seven 
ever  went  beyond  the  V olkschule. 

In  Italy  it  was  the  same  thing — very  few  citizens  worthy  of  operating 
a  democracy.  At  the  top  were  the  big  industrialists  and  bankers  who 
financed  the  march  on  Rome,  and  at  the  other  end  of  the  line  were  the 
ignorant  syndicalists  who  were  so  benighted  as  to  believe  that  they  could 
drive  out  the  owners  and  run  the  great  factories  of  the  Po  Valley  for  their 
own  advantage  and  profit.  The  French  are  much  better  educated  as  a 
mass  than  are  the  Germans  and  the  Italians — witness  their  disarming 
of  Colonel  de  la  Rocque  and  his  Croix  de  Feu — but  they  are  obsessed  with 
the  idea  that  every  German  loves  war  and  hungers  for  revenge  upon 
France.  They  read  the  newspapers  controlled  by  the  powerful  Commite 
des  Forges ,  and  are  sure  that  their  only  safety  lies  in  an  appeal  to  arms,  and 
showing  an  uncompromising  front  to  Germany. 

Nearly  one  hundred  and  fifty  years  ago,  Mirabeau  said  of  the  English 
people,  “They  are  like  a  glass  of  their  own  ale — a  lot  of  froth  at  the  top, 
some  dregs  at  the  bottom,  but  plenty  of  good  solid  stuff  in  between.”  It  is 
true  today.  There  is  real  material  for  a  democracy  in  the  intelligence  and 
common  sense  of  the  British  people.  Unfortunately,  in  Russia,  Germany, 
and  Italy  there  were  only  two  choices,  both  of  them  bound  to  result  in 
despotism :  the  despotism  of  the  proletariat,  which  was  successful  in  Russia, 
or  the  despotism  of  big  business  backed  up  by  the  veterans  of  the  World 
War,  which  won  out  in  Italy  and  Germany. 

We  can  pass  all  the  laws  needed  to  make  a  utopia.  We  can  set  up  iron¬ 
clad  constitutions  protecting  the  machinery  of  a  democracy,  but  unless 
we  have  an  intelligent  people  to  make  it  function,  the  result  will  be  des¬ 
potism  of  one  sort  or  another.  Many  of  the  South  and  Central  American 
Republics  have  constitutions  modeled  after  ours,  and  laws  which  parallel 
those  of  the  United  States  very  closely;  yet  in  only  one  or  two  of  these 
countries  (located  in  temperate  zones)  have  we  seen  anything  like  the 
operation  of  a  government  based  upon  the  will  of  the  people.  Everywhere 
else  are  dictatorships,  despotisms,  either  military  or  political. 


Department  of  Superintendence 


485 


Coming  back  to  H.  G.  Wells.  When  someone,  not  long  ago,  referred  to 
his  statement  about  the  fate  of  civilization,  he  commented  sadly  that  it 
was  still  true,  but  that  education  had  not  yet  started.  In  some  countries, 
so-called  education  is  moving  backward.  Instead  of  being  enlightened,  the 
young  people  in  five  or  six  of  the  greatest  countries  of  the  world  are  being 
poisoned  with  propaganda  which  it  will  take  years  to  counteract.  It  would 
have  been  had  enough  could  education  have  started  at  scratch  in  1919, 
hut  in  1939,  twenty  years  later,  the  schools  of  Russia,  Germany,  Italy,  and 
other  countries  will  have  been  working  for  years  to  prevent  their  people 
from  hearing  the  truth  or  recognizing  it  when  it  is  heard.  Those  who 
direct  the  destinies  of  schools,  even  in  the  most  democratic  countries,  are 
not  always  willing  that  true  education  shall  have  a  chance.  The  delegates 
from  New  Zealand  and  Australia  at  the  Rotary  International  meeting  of 
1933  would  scarcely  believe  me  when  I  told  them  that  there  is  not  a  school 
history  of  the  United  States  which  can  he  used  both  north  and  south  of  the 
Mason  and  Dixon  line. 

I  think  of  a  history  of  the  United  States  written  by  my  dear  friend, 
Lawton  Evans  of  Augusta,  whose  father  was  the  last  Confederate  general 
to  surrender.  A  certain  superintendent  introduced  that  book  into  the  schools 
of  Wisconsin.  He  was  fired.  The  members  of  the  G.  A.  R.  Post  did  not 
wish  their  children  to  read  of  the  things  which  General  Sherman  had  done 
in  demonstrating  his  theory  that  “war  is  hell.”  It  is  only  during  the  last 
six  years  that  American  history  textbooks  have  dared  tell  the  truth  about 
the  beginning  of  our  war  with  Spain  in  1898.  Recently  I  sat  by  a  dis¬ 
tinguished  member  of  our  group  and  he  was  amazed  when  I  told  him  that 
Spain  had  completely  surrendered  and  that  McKinley  had  in  his  pocket 
Spain’s  answer,  yielding  every  single  point,  when  he  went  before  Congress 
and  asked  to  have  war  declared. 

We  must  face  the  truth.  We  must  teach  the  truth.  We  have  thrown  into 
the  laps  of  these  young  people  problems  that  we  have  dodged  or  have  not 
solved.  Praise  God  they  will  do  a  better  job  than  their  fathers.  In  them 
lies  the  hope  of  democracy. 

EVALUATION  FROM  THE  STANDPOINT  OF  THE 

LAYMAN 

RABBI  ABBA  HILLEL  SILVER,  ANSEL  ROAD  TEMPLE,  CLEVELAND,  OHIO 

I  have  always  thought  that  the  principle  of  free  discussion  in  a  classroom 
was  an  ideal  and  desirable  principle.  I  never  knew  that  the  principle  when 
applied  actually  in  a  classroom  at  the  hands  of  an  inspired  teacher  could 
be  quite  as  thrilling  as  it  turned  out  to  be  this  morning.  To  watch  the  play 
of  minds  of  the  young  people,  the  give  and  take,  the  eagerness  to  partici¬ 
pate,  the  basic  fairness  in  the  approach  on  the  part  of  all  of  the  young 
people,  was  in  itself  the  most  convincing  testimony,  if  testimony  were 
needed,  to  the  soundness  of  the  principle  of  free  discussion  in  our  schools 
and  in  our  academic  institutions. 

One  of  the  memorial  enterprises  of  the  human  mind  has,  of  course, 
been  the  pursuit  of  truth.  Ever  since  the  beginning  of  his  reflected  life, 


486 


National  Education  Association 


man  has  gone  out  in  quest  of  truth.  He  had  succeeded  only  in  part,  in  that 
he  has  achieved  enough  of  truth  to  give  him  a  sense  of  confidence,  but  not 
enough  to  make  him  entirely  wise. 

But  this  quest  for  truth,  unshackled,  fearless,  has  been  man’s  magnificent 
adventure  upon  earth.  It  has  been  his  cross  and  his  crown  and  his  im¬ 
mortality.  One  of  the  proudest  possessions  in  the  modern  world  is  just  this: 
the  free  spirit  of  inquiry,  the  autonomy  of  the  human  intellect,  the  subtlety 
of  the  human  mind.  And  one  of  the  unfortunate  aberrations  of  our  day, 
one  of  the  tragic  consequences  when  so  much  of  the  world’s  thought  has 
been  roiled  and  become  muddy,  is  that  this  human  intellect  is  again  being 
made  subject  to  the  interest  of  the  party  in  control  of  the  state. 

In  this  new  world  where  the  trend  is  so  definite  in  the  direction  of  state 
absolution  and  totalitarianism,  attempts  are  being  made  to  make  the  human 
intellect  subservient  to  the  platform  of  the  group  in  power.  The  spirit 
of  free  inquiry  is  being  throttled  in  many  parts  of  the  world,  and  that 
spirit  frequently  leads  to  the  concentration  camp.  Thought  is  being  regi¬ 
mented.  Free  research,  which  in  its  results  does  not  conform  to  the  set 
pattern  of  the  political  program  and  platform  of  the  party  in  power,  is 
anathema.  Every  writer  must  become  a  state  functionary. 

Education  in  many  parts  of  the  world  is  no  longer  education  but  in¬ 
doctrination.  Children  are  not  being  taught  to  think  but  being  trained  to 
obey.  Attempts  are  being  made  in  some  parts  of  the  world  today  to  rewrite 
the  accumulated  knowledge  of  mankind,  especially  in  the  fields  of  social 
sciences,  to  rewrite  them  from  the  point  of  view  of  the  state  of  the 
bureaucracy  in  power — attempts  to  rewrite  history,  economics,  law,  and 
science  of  government. 

In  Germany  there  are  people  today  who  boast  that  they  have  nationalized 
truth — but  they  are  teaching  their  young  people  to  think  with  their  blood. 
In  other  parts  of  the  world,  they  are  teaching  young  people  to  think  with 
their  stomachs  whereas  there  is  only  one  way  to  think  and  that  is  to  think 
with  the  mind.  In  those  parts  of  the  world  where  education  is  being  dis¬ 
torted,  education  has  ceased  to  become  education  and  has  become  propa¬ 
ganda,  and  a  teacher  has  ceased  to  be  a  teacher  and  has  become  a  pedagog, 
and  leaders  of  youth  have  fast  become  drill  sergeants. 

We  used  to  think  that  ignorance  was  the  greatest  menace  to  civilization, 
the  greatest  deterrent  to  human  progress.  It  is  no  longer  so.  Today  I 
believe  the  greatest  deterrent  to  human  progress  and  the  greatest  menace 
are  not  ignorance  and  illiteracy  but  propaganda,  which  is  far  more  menacing 
because  it  is  far  more  cunning  and  shrewd  and  purposeful  and  organized. 

There  has  been  developed  in  our  day  a  complete  technic  for  befuddling 
the  human  mind,  for  undermining  human  reason  with  slogans  and  half 
truths  and  three-quarter  truths  and  catchwords  and  appeals  to  the  emo¬ 
tional  animality  in  the  masses  in  order  to  make  the  worst  appear  the  better 
reason.  Wherever  democracy  has  been  destroyed  in  the  modern  world,  it 
has  been  destroyed  thru  this  deadly  technic  of  propaganda,  especially  among 
the  youth  of  the  world. 

I  believe  it  was  Hitler  who  said  that  the  germinating  power  of  great 
change,  that  is,  the  force  that  brings  about  radical  changes  in  society,  is  not 


Department  of  Superintendence 


487 


so  much  insight  as  hysteria!  And  that  is  it — hysteria!  The  purpose  of 
propaganda  is  to  substitute  hysteria  for  education !  So  that  when  you  do 
not  educate  your  young  people  in  the  social  sciences,  in  the  art  of  govern¬ 
ment,  when  you  do  not  educate  them  in  the  sense  of  enlightening  them, 
informing  them,  making  the  available  knowledge  and  truth  and  facts  ac¬ 
cessible  to  them  and  training  them  in  the  ways  of  critical  appraisal  and 
critical  evaluation,  you  are  not  sending  them  out  into  the  world  as  the 
sort  of  unbiased,  impartial  people  who  will  be  able  to  make  correct  decisions 
on  vital  questions  but  you  are  sending  them  out  to  become  easy  and  ready 
victims  of  the  first  high-powered  propagandists  that  will  attack  them ! 

In  view  of  this  tendency  which  is  developing  in  all  parts  of  the  world, 
including  our  own  country,  toward  state  concentration,  toward  an  increase 
in  the  accession  of  power  by  the  state,  it  becomes  necessary  again  to  begin 
a  fight  for  what  we  called  in  our  Declaration  of  Independence,  the  in¬ 
alienable  rights  of  man. 

This  battle  was  fought  to  a  victory  one  hundred  and  fifty  years  and 
more  ago  and  it  was  first  waged  around  the  issue  of  religious  freedom. 
When  the  Virginia  Act,  which  was  finally  adopted  in  1785,  was  being 
drafted  and  the  question  of  religious  freedom  came  up  for  vital  discussion, 
it  was  suggested  by  one  of  the  religious  liberals  of  that  day  in  that  con¬ 
vention,  and  the  man  was  George  Mason,  that  there  be  included  a  pro¬ 
vision  that  all  men  should  enjoy  the  fullest  toleration  in  the  exercise  of 
religion.  James  Madison  vigorously  opposed  the  phraseology  of  that  drafted 
resolution  because  he  said,  and  wisely  said,  that  when  you  grant  a  state 
the  right  to  tolerate  this  religion  or  that  religion,  you  are  by  implication 
suggesting  that  the  state  has  a  right  either  to  tolerate  or  prohibit,  whereas 
the  right  of  religious  freedom,  the  right  of  a  man  to  worship  God,  is  a 
natural  right  belonging  to  man,  over  which  the  state  has  absolutely  no 
power.  The  founding  fathers  of  our  Republic  were  wise  enough  to  under¬ 
stand  the  full  force  of  the  argument  of  Madison,  and  it  was  Madison’s 
position  which  was  finally  adopted. 

In  our  federal  Constitution,  the  principle  of  freedom  of  speech  and 
freedom  of  the  press  definitely  falls  within  the  same  category  of  belonging 
to  man  as  his  inalienable  right  and  not  as  a  privilege  bestowed  upon  him 
by  the  state.  The  framers  of  the  Constitution  were  quick  to  embody  this 
principle,  this  basic  conviction,  in  the  first  amendment  to  the  Constitution 
when  they  said  that  Congress  shall  make  no  law  abridging  the  freedom  of 
speech  or  of  the  press. 

Freedom  of  speech  is  something  beyond  the  office,  the  control,  the  super¬ 
vision,  and  the  legislation  of  government.  It  belongs  to  the  individual  him¬ 
self  because  he  is  a  human  being,  because  he  is  a  child  of  God,  and  not 
because  he  happens  to  belong  to  a  certain  political  organization  of  the  state. 

Now,  why  do  I  speak  of  that  at  this  particular  time?  Because  to  me 
freedom  of  speech  means  significant  speech  in  significant  places.  Freedom 
of  speech  means  freedom  of  significant  speech  in  such  places  where  that 
speech  is  likely  to  have  social  significance — in  the  pulpit ;  on  the  platform ; 
and  particularly  in  the  most  significant  place  in  a  democracy,  a  classroom. 


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National  Education  Association 


Therefore,  the  teacher  enjoys  that  freedom  of  speech  as  an  inalienable 
right,  not  as  something  granted  to  him  by  the  state  or  by  a  board  of  edu¬ 
cation  or  by  a  community  which  pays  the  taxes.  It  belongs  to  the  indi¬ 
vidual  teacher  as  his  right. 

Why  did  the  founders  of  our  country  take  the  trouble  to  write  these 
convictions  of  theirs  into  the  basic  law  of  the  land  ?  Because — and  this 
is  the  essential  word  which  I  should  like  to  leave  with  you — they  wanted 
to  protect  the  individual  against  the  ever-present  menace  of  state  encroach¬ 
ment  against  the  possible  tyranny  of  the  state.  They  wanted  to  safeguard 
certain  provinces,  certain  areas  in  the  individual’s  life  to  be  forever  his 
own,  without  which  the  individual  becomes  the  tool,  the  plaything,  the 
subject  instead  of  the  master  of  his  state. 

Therefore,  the  battle  for  academic  freedom,  which  many  of  you  are 
waging  today  is  in  its  profoundest  sense  a  battle  to  preserve  the  classic 
traditions  of  American  government  and  American  civilization.  Remember, 
it  is  not  only  fascism  which  destroys  academic  freedom,  whether  it  be  of 
the  Latin  or  Nordic  variety;  it  is  every  government  which  bases  its  philoso¬ 
phy  of  totalitarianism,  of  absolute  domination  of  the  individual  life  in  every 
sphere  of  activity — that  is  the  deadly  foe.  Dictatorship  such  as  we  have 
in  the  Soviet  Union  has  also  destroyed  academic  freedom;  and  please  re¬ 
member  in  changing  over  from  capitalist  to  the  socialist  form  of  society, 
you  do  not  thereby  insure  the  principle  of  academic  freedom.  It  is  only 
in  a  climate  ,and  in  a  mood  of  liberalism,  in  a  society  where  individual 
rights  are  constitutionally  guaranteed  that  you  can  talk  about  and  experience 
academic  freedom. 

Therefore,  those  of  you  who  are  championing  academic  freedom  today 
are  not,  in  the  profound  sense,  enemies  of  the  free  form  of  government 
but  its  staunchest  friends  and  supporters.  The  intelligent  teacher — and  we 
had  an  opportunity  to  observe  this  morning  an  intelligent  teacher  at  work 
with  his  pupils — who  teaches  a  social  science  is  fully  aware  that  his  job 
is  not  to  make  converts,  not  to  make  party  members,  and  not  to  incite  his 
students  into  political  or  economic  action.  That  was  tried  abroad,  and  the 
youth  abroad,  many  of  them  still  in  their  intellectual  swaddling  clothes, 
half-baked  intellectually,  were  incited  and  driven  into  the  arena  of  political 
action  and  thought,  and  made,  as  you  well  know,  a  very  sorry  mess  of  it. 
Hitler  and  Mussolini  capitalized  to  the  “nth”  degree  young  people’s 
natural  reactions,  favorable  reactions  to  the  heroicness  of  nationalism  and 
racialism  and  militarism,  and  the  greatest  devotees  of  fascism  are  the  young 
people  of  high-school  age. 

It  is  not  necessary  to  drive  our  young  people  who  are  still  in  the  stage 
of  learning  into  definite  camps  to  become  devotees  and  converts  and  dis¬ 
ciples.  The  wise  teacher  is  interested  in  opening  doors  and  lifting  curtains 
and  informing,  not  in  propaganda.  When  the  wise  teacher  approaches  the 
problems  of  the  present  economic  order,  he  will  endeavor  to  lay  bare, 
to  uncover  to  the  eyes  of  the  students  in  his  class,  all  the  deficiencies  of  the 
present  economic  order  fairly,  frankly,  without  passion,  without  bias,  but 
also  without  any  attempt  at  subterfuge  or  apologetics ;  he  will  make  known 


Department  of  Superintendence 


489 


to  his  pupils  the  price  which  our  present  society  is  called  upon  to  pay  for 
these  deficiencies  in  terms  of  human  suffering,  of  deprivation,  of  lost  op¬ 
portunities,  of  tension,  of  conflict  in  our  society;  and  he  will  draw  the 
attention  of  his  students  to  the  plans  and  programs  which  have  been  sug¬ 
gested  as  a  means  of  dealing  with  these  difficult  problems  and  he  will  en¬ 
courage  his  students  to  study  these  plans  as  critically,  as  fairly,  as  dis¬ 
passionately  as  they  can  and  will  guide  them  into  the  proper  ways  of 
critical  judgment  and  appraisal. 

Is  this  a  fair  thing  to  ask  of  a  teacher?  Is  it  a  necessary  thing?  If  it  is 
fair  and  if  it  is  necessary,  then  what  is,  I  ask  you,  the  purpose  behind  the 
proposed  teachers  loyalty  oaths?  Is  it  to  stop  these  discussions  in  the  class¬ 
room  ?  Is  it  to  turn  over  these  young  people  to  agitators  and  propagandists 
outside  of  the  classroom?  If  so,  then  it  is  a  dangerously  shortsighted  policy 
of  fear  and  despair.  What  good  are  oaths  of  loyalty  if  they  are  not  ac¬ 
companied  with  spontaneity  and  sincerity?  And  if  there  is  that  spontaneity 
and  sincerity,  what  need  is  there  for  loyalty  oaths? 

Much  of  this  counsel  of  suppression,  of  classroom  terrorization,  is  the 
counsel  of  fear,  and  I,  for  one,  refuse  to  be  stampeded  into  fear  about  the 
future  of  American  democracy.  I  refuse  to  believe  that  American  democ¬ 
racy  is  in  danger  of  either  communism  or  fascism.  There  is  no  visible 
demand  on  the  part  of  the  great  masses  of  the  American  people  for  the 
overthrow  of  our  democratic  institutions.  The  American  masses  are  not 
inclined  to  destroy  these  institutions  because  they  sense,  even  tho  they 
have  not  reasoned  it  out  to  the  last  detail,  that  these  institutions  have 
served  the  advancing  needs  of  American  life  for  generations  and  have 
given  us  values  and  goods  and  desirable  things  to  a  greater  extent  than 
has  any  other  form  of  government  of  mankind.  They  believe  that  these 
institutions  can  be  made  to  continue  to  function  in  order  to  serve  the  ad¬ 
vancing  needs  of  American  life. 

There  may  be  a  greater  menace,  tho  not  as  great  as  some  people  would 
lead  you  to  think,  than  that  which  has  been  called  the  American  fascism. 
The  menace  therein  lies  in  this:  that  as  a  general  principle,  it  is  not 
radical  ideals  which  have  overthrown  democracies  but  orthodox  ideals 
which  have  outlived  their  usefulness  and  refused  to  die. 

America  is  going  to  move  forward.  It  always  has.  It  must  move  for¬ 
ward.  But,  it  is  not  written  in  the  book  that  it  must  move  forward  along 
the  lines  or  the  ruts  already  defined  by  Moscow  or  Rome  or  Berlin. 
America  has  a  tradition  of  its  own.  It  has  a  national  genius  of  its  own,  a 
political  science  of  its  own.  It  has  its  own  way  of  doing  things.  It  has 
pioneered  in  the  past.  It  may  pioneer  in  the  future.  It  may  well  be  that 
it  is  going  to  be  the  destiny  of  America  to  find  the  synthesis  between  indi¬ 
vidualism  and  collectivism,  retaining  that  which  is  wholesome  and  desirable 
in  the  old  dispensation  (and  there  has  been  and  there  is  much  that  is  whole¬ 
some  and  desirable  in  the  old  dispensation)  and  adding  to  that  what 
the  new  trend  toward  a  collectivistic  civilization  will  give  to  it  of  value 
and  worth. 

It  is  not  written  in  the  book  of  destiny  that  America  must  leap  from 
what  we  choose  to  call  rugged  individualism  to  what  I  choose  to  call 


490 


National  Education  Association 


rugged  communism.  We  may  work  out  our  own  salvation.  The  Slavic 
model  of  Moscow  may  have  much  to  teach  us  and  we  may  learn  much 
from  it.  But,  on  the  other  hand,  we  ought  to  remember  that  in  establishing 
communism  in  Russia,  they  did  not  have  to  run  counter  to  a  tradition  of 
one  hundred  and  fifty  years  and  more  of  personal  liberty,  of  free  partici¬ 
pation  in  government,  of  basic  inalienable  rights.  That  form  of  dictator¬ 
ship  established  there  did  not  run  counter  and  did  not  do  violence  to 
any  essential  feature  in  their  national  culture  whereas  in  our  culture, 
fashioned  by  generations  of  living,  personal  liberty,  individual  rights,  free 
participation  in  government,  inalienable  rights,  which  are  of  the  very  warp 
and  woof  of  our  living  and  thinking,  when  we  come  to  form  our  approach 
to  a  collectivistic  society,  we  may  want  to  make  these  vital  traditions  of 
free  American  life  essential  features  of  the  pattern  of  the  new  economic 
order. 

If  we  make  accessible  to  the  young  unfolding  minds  of  our  rising  genera¬ 
tion  the  sources  of  knowledge,  of  facts,  of  truth ;  if  we  allow  teacher  and 
pupil  in  the  classroom  to  discuss  informally  but  in  a  spirit  of  deepest 
earnestness  and  consecration  these  vital  things  affecting  the  American 
political,  economic,  and  social  life ;  if  we  make  the  American  tradition  dear 
and  precious  to  these  young  people  by  allowing  them  intelligently  to  use 
and  exercise  that  tradition  during  the  formative  years  of  their  lives  in  the 
schoolroom — this  is  the  hope  of  democracy! 

GENERAL  SESSION 

WEDNESDAY  EVENING,  FEBRUARY  26,  1936 

PHYSICAL  EDUCATION  BECOMES  A  FUNDAMENTAL 

CARL  L.  SCHRADER,  STATE  SUPERVISOR  OF  PHYSICAL  EDUCATION, 

BOSTON,  MASS. 

The  purpose  of  this  address  is  not  so  much  to  plead  for  recognition  of 
physical  education,  as  to  clarify  on  the  one  hand  its  meaning  and  purpose, 
and  on  the  other,  and  perhaps  mainly,  to  point  out  the  erroneous  concep¬ 
tions  and  fallacies  under  which  physical  education  in  many  places  is  still 
permitted  to  operate.  That  the  blame  for  this  latter  condition  must  be 
shared  by  school  administrators  as  well  as  by  the  exponents  of  this  par¬ 
ticular  field,  is  obvious.  On  the  one  hand  we  have  the  narrow  and  un- 
educational  and  unsafe  concept  of  excessive  interscholastic  competition, 
and  on  the  other  an  array  of  high  sounding  objectives  to  which  the  prac¬ 
tise  carried  on  bears  no  semblance. 

Just  as  it  was  not  the  purpose  of  forward-looking  educators  when  bring¬ 
ing  art  and  music  into  the  school  program,  to  create  other  Michelangelos 
and  Van  Dykes  or  Beethovens,  so  was  physical  education  not  intended  to 
create  a  lot  of  Babe  Ruths  or  Tildens.  The  fact  that  we  may,  and  as  a 
matter  of  fact  do,  discern  genius  in  any  of  these  mentioned  cultural  fields 
does  not  alter  the  original  underlying  purpose,  which  I  believe  to  be  an 


Department  of  Superintendence 


491 


opportunity  for  an  apprenticeship  upon  which  intelligent  choice  and  habit 
may  be  built. 

It  is  safe  to  say  that  those  who  conceive  physical  education  as  a  way 
of  living  more  fully  and  sanely  are  primarily  interested  in  putting  educa¬ 
tion  into  play  and  into  athletics  rather  than  in  putting  play  and  athletics 
into  education.  Physical  education  so  conceived,  that  is,  recognizing  in  the 
activities  merely  the  tools  thru  which  to  obtain  desirable  educational  re¬ 
sults,  must  of  necessity  accept  biologically  basic  facts  and  pedagogically 
and  socially  sound  practises. 

Physical  education  is  primarily  concerned  with  the  building  of  organic 
vigor  and  power,  and  with  the  mastering  of  neuromuscular  skills.  But  it 
also  makes  valuable  contributions  to  health,  to  character,  and  to  the 
worthy  use  of  leisure.  The  primary  objectives,  namely  organic  power  and 
neuromuscular  skills,  intelligently  accepted  and  with  the  teaching  and  ad¬ 
ministration  intelligently  carried  on,  will  make  the  contributions  toward 
health,  character,  and  the  worthy  use  of  leisure  an  inevitable  and  accom¬ 
panying  result. 

To  think  of  physical  education  merely  in  terms  of  health  would  mean 
to  center  attention  upon  a  corrective,  rehabilatory,  therapeutic,  hospital¬ 
ized  procedure  of  a  bygone  age  rather  than  upon  the  developmental,  pre¬ 
ventive  aspect  of  modern  physical  education.  One  reason  often  advanced 
for  stressing  the  health  objective  and  even  changing  the  name  of  physical 
education  to  health  education,  is  that  it  is  easier  to  obtain  funds  from  the 
public  to  maintain  such  a  program. 

Expediency,  however,  should  not  deter  us  from  enlightening  the  public 
as  to  the  deeper  meaning  of  physical  education.  This  expediency  becomes 
particularly  distressing  when  health  education  on  the  one  hand  attempts 
to  teach  as  facts  matters  upon  which  the  medical  profession  is  still  divided, 
and  then,  on  the  other  hand,  encourages  and  tolerates  practises  which  the 
medical  profession  as  a  body  recognizes  as  detrimental  to  health  and  proper 
development. 

We  who  are  engaged  in  teaching  or  are  administering  teaching  are  en¬ 
trusted  primarily  with  helping  the  child  to  grow.  That  is  our  function. 
This  growth  is  a  many-sided  process,  but  having  accepted  the  oneness  of 
the  human  being,  growth  must  be  stimulated  in  all  these  directions.  Just 
as  we  have  recognized  the  mentally  retarded,  and  have  found  and  are 
applying  means  of  helping  them  to  grow,  so  must  we  recognize  the  physi¬ 
cally  and  socially  retarded  and  use  intelligence  to  help  these  to  grow.  One 
may  think  that  because  the  physical  lacks  are  so  obvious  as  compared  with 
the  mental  shortcomings  that  here  at  least  we  are  doing  our  best.  The  fact 
that  we  are  not  is  undoubtedly  due  to  this  very  obviousness,  which  is  mis¬ 
leading.  Only  when  we  recognize  that  physical  growth  goes  on  in  seg¬ 
ments  instead  of  uniformly  do  we  realize  that  outward  appearance  is  no 
guide  for  functional  vigor,  or  activity  achievement  a  safe  device  to  de¬ 
termine  organic  power.  We  are  thinking  of  the  growing  boy  or  girl  whom 
we  have  in  our  schools,  and  not  mature  college  men  and  women. 

In  the  field  of  competitive  athletics  we  still  too  often  mistake  bigness 
for  organic  power,  when  in  reality  the  husky  looking  freshman  entering 


492 


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high  school  may  be  a  far  greater  risk  in  competitive  sport  than  the  smaller 
and  leaner  type.  Biology  teaches  us  that  frequently,  in  rapid  growth  in 
height  and  breadth,  the  vital  organs  have  not  kept  pace  with  this  growth, 
and  these  organs  are  therefore  less  well  conditioned  to  stand  the  great 
strain  which  some  games  and  sports  demand,  particularly  in  competition. 
To  drive  or  even  to  encourage  boys  and  girls  in  this  connection  to  maxi¬ 
mum  performance  is  dangerous,  and  surely  a  gross  violation  of  any  health 
program.  The  fact  that  such  physically,  and  probably  also  pubescent,  pre¬ 
cocious  youth  do  not  experience  a  breakdown  while  in  school  or  within  a  few 
years  after  leaving  school  is  no  proof  that  they  have  not  been  harmed. 
Only  too  often  do  organic  weaknesses,  traceable  to  early  extravagances, 
manifest  themselves  later  in  life.  Growing  youth  needs  much  of  its  energy 
for  growing,  and  while  intelligently  guided  activity,  even  to  the  extent  of 
great  exertion,  stimulates  this  growth,  exhaustion  is  positively  destructive 
and  inhibitive  to  this  growing  process.  The  element  of  fatigue  is  an  im¬ 
portant  factor  and  the  ability  to  recognize  its  warning  and  heed  it  is  a 
fundamental  requisite  of  the  teacher  entrusted  with  the  physical  education 
program. 

This  is  not  intended  to  be  a  tirade  aimed  at  competitive  sports,  but 
rather  a  plea  for  more  sport,  that  is,  more  participants  in  sport.  If  we 
could  be  certain  that  the  administrators  in  education,  that  is  the  superin¬ 
tendents  and  principals  of  schools,  recognize  physical  education,  of  which 
athletics  is  a  part,  as  a  means  of  achieving  certain  educational  ends  rather 
than  looked  upon  the  outcome  of  a  game  or  competition  as  the  end,  we 
might  boast  of  the  greatest  youth  movement  the  world  has  known.  The 
educational  ends  here  referred  to  are  enhanced  by  the  contribution  which 
physical  education  rightly  conceived  and  intelligently  carried  out  makes. 
The  obtaining  of  these  ends  in  the  main  is  the  building  of  habits,  either 
health  or  character  habits.  Neither  of  these  two  can  be  considered  sub¬ 
jects  to  be  passed,  nor  can  they  be  achieved  thru  either  lecture  or  textbook. 
Experience  is  the  best  teacher,  and  if  we  are  correct  in  the  assumption  that 
habit  is  the  result  of  frequently  repeated  acts,  then  we  have  reason  to  as¬ 
sume  that  many  imbedded  habits  will  function  later  after  definite  leader¬ 
ship  and  supervision  have  ceased. 

This  intelligent  leadership  in  habit  formation  is  an  obligation  of  every 
teacher,  but  teacher  preparation  as  yet  leaves  much  to  be  hoped  for  in  this 
direction.  Subject  teaching  is  still  the  dominant  note,  in  spite  of  the  accepted 
slogan  that  we  must  teach  the  child.  We  profess  one  thing  and  practise  an¬ 
other.  It  is  not  the  knowledge  of  health  facts  that  fixes  right  living  habits 
upon  us;  nor  does  the  mere  knowledge  of  the  Ten  Commandments  or  the 
saluting  of  the  flag  make  us  the  good  citizen.  It  is  the  repetition  of  practises 
that  makes  our  behaviors  habit.  An  activity  program,  therefore,  full  of  real 
life  situations,  is  most  promising  toward  these  desired  ends.  We  recognize 
the  advantage  of  activity  in  that  it  can  be  directed.  We  can  set  right  the 
individual  who  is  wrong,  and  keep  right  the  one  who  is  right,  because  we 
see  him  do  the  wrong  or  the  right  thing.  We  do  not  know  what  he  thinks. 
We  like  or  dislike  each  other  because  of  what  we  do,  not  because  of  what 
we  think.  Hence  we  may  w  ell  define  character  as  a  manifestation  of  deeds. 


Department  of  Superintendence 


493 


Goethe  expresses  this  thought  in  Faust ,  “Talents  are  nurtured  best  in  soli¬ 
tude,  but  character  on  life’s  tempestuous  seas.” 

The  play  world  in  which  youth  lives  contains  these  storms  in  all  varia¬ 
tions.  Activity  has  been  well  called  one  of  the  great  hungers  of  life.  Bio¬ 
logically  this  is  of  significance  because  activity  means  building  of  organic 
power. 

No  other  field  in  education  is  so  rich  in  variety  of  activity  as  is  physical 
education.  Classed  with  music  as  an  art  it  shares  with  music  the  signifi¬ 
cance  of  engaging  the  whole  of  man  in  its  practise.  The  human  body  is  the 
greatest  medium  for  outward  expression,  and  commands  the  greatest  va¬ 
riety  of  vehicles  thru  which  to  do  it.  Who  has  not  been  thrilled  as  spec¬ 
tator  by  the  marvelous  and  beautiful  performance  of  the  skater,  dancer, 
skiier,  jumper,  or  player?  Even  illustrations  give  us  that  thrill.  But  this 
spectator  thrill  is  as  nothing  compared  with  the  thrill  of  the  performer — a 
feeling  that  cannot  be  described  but  must  be  lived,  must  be  experienced. 
Here  is  living,  for  moments  at  least,  in  ecstasy.  The  whole  being  throbs  in 
this  glow  of  achievement.  This  throbbing  of  life  exists  in  all  degrees  and 
levels  of  efficiency  and  in  a  thousandfold  variety  of  activities,  and  may  well 
be  termed  conditioning  of  the  inner  man.  To  stimulate  ambition  toward 
these  experiences  surely  is  worthy  of  a  place  in  education,  and  surely  is 
helping  youth  to  grow.  It  is  a  growth  not  merely  in  knowing,  but  in 
doing;  not  merely  in  health,  but  in  total  personality.  “What  l  am,  I  have 
become ;  what  I’m  going  to  be,  1  am  becoming.” 

In  this  button-pressing  age,  with  only  a  remnant  of  the  joy  of  achieve¬ 
ment  left  in  industry,  the  new  freedom  that  comes  with  increased  leisure 
must  make  up  for  this  loss  by  means  of  the  various  cultural  fields  of 
hobbies.  A  teacher  asked  her  boys  in  class  what,  if  they  were  of  an  inventive 
mind,  they  would  like  to  invent.  One  boy  wanted  to  invent  something 
where  you  press  the  button  and  you  would  be  all  dressed  in  the  morning ; 
another  to  press  a  button  and  all  your  school  work  would  be  done ;  a  third, 
the  real  product  of  our  age,  would  invent  something  that  would  press 
the  button.  There  remains,  then,  but  the  hobby,  no  matter  in  what  field, 
whether  it  is  a  game  to  be  played,  or  a  thing  to  be  made,  or  music  to  be 
rendered,  that  may  save  man  from  a  drab  existence  while  he  looks  only 
to  commercialized  recreation  for  relief.  Only  self-effort  and  discipline  will 
lead  to  the  mastery  of  any  hobby.  No  button  pressing  will  do  this. 

These  desirable  outcomes  do  not  just  happen,  but  can  only  be  the  result 
of  intelligent  leadership.  That  this  leadership  must  be  based  upon  more 
than  mere  technics  should  go  without  saying,  yet  the  fact  remains,  that 
less  care  is  exercised  in  the  selection  of  teachers  in  this  field  than  perhaps 
in  any  other.  In  selecting  teachers  or  supervisors  of  physical  education,  the 
choice  too  frequently  falls  upon  the  man  who  is  an  all-American  this  o^ 
that,  or  one  who  has  successfully  placed  this  or  that  town  on  the  athletic 
map,  but  who  has  no  professional  qualifications  whatsoever  and  conse¬ 
quently  is  entirely  out  of  touch  with  educational  objectives. 

I  cannot  refrain  from  calling  your  attention  to  the  outline  of  physical 
education  in  junior  and  senior  high  schools  published  in  the  Sixth  Year¬ 
book  of  your  Department.  It  deals  in  detail  with  teacher  preparation, 


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National  Education  Association 


teacher  load,  time  allotment,  program  content,  health  teaching,  health 
service,  and  competition.  There  is  little  we  would  change  from  that  out¬ 
line,  unless  it  were  to  stress  still  further  the  need  for  definite  instruction 
for  all,  and  less  of  the  overpublicized  championship  type  of  program.  We 
would  also  urge  definite  testing  and  measuring  on  the  basis  of  test-teach- 
test,  rather  than  a  test  for  classification  purposes  only. 

We  can  measure  achievement  in  this  procedure.  How  accurately?  Well, 
perhaps  as  accurately  as  we  measure  a  good  many  other  achievements.  It 
does  not  follow  that  the  teaching  of  activities  must  therefore  become 
pedantic,  but  it  does  mean  that  the  teacher  of  physical  education  must 
teach  and  not  merely  entertain — a  fault  much  too  common  and  not  peculiar 
to  physical  education  alone.  The  criticism  which  has  been  made  that  physi¬ 
cal  education  is  still  arms  and  legs  and  good  intentions,  is  undoubtedly 
based  on  having  seen  at  work  entertainers  rather  than  teachers. 

If  it  should  appear  that  this  dissertation  deals  solely  with  junior  and 
senior  high  schools,  may  I  suggest  that  the  errors  in  this  particular  school 
division  are  perhaps  of  greater  moment  than  the  omissions  in  the  elemen¬ 
tary  schools.  I  refer  to  practises  that  are  educationally  unsound :  inter¬ 
scholastic  schedules  too  long,  particularly  in  basketball ;  unbalanced  match¬ 
ing  of  teams ;  lack  of  proper  medical  supervision ;  playing  of  night  games ; 
traveling  long  distances  to  determine  phantom  championships;  and  above 
all,  interference  in  these  supposedly  school  functions  by  non-school  groups. 
A  real  representative  intraschool  mass  program  cannot  thrive  where  both 
space  and  the  time  of  the  teacher  are  monopolized  by  the  few,  usually  an 
aristocracy  of  brawn. 

Hence  the  need  for  shorter  varsity  schedules.  The  spirit  of  sportsman¬ 
ship  and  fair  play  is  not  fostered  by  matching  a  David  against  a  Goliath. 
A  principal  permitting  a  light  team  from  a  small  school  to  battle,  with  no 
hope  for  even  scoring,  against  an  admittedly  strong  and  heavy  team  from 
a  large  school  and  merely  for  a  share  in  the  gate  receipts,  has  much  to 
answer  for. 

Medical  supervision  at  games  for  the  mere  purpose  of  patching  up  the 
injured  player  so  he  may  go  on  with  the  game  is  futile  and  unprofessional. 
The  same  fellow  suffering  the  same  injury  in  the  ordinary  hazards  of  life, 
and  treated  by  the  same  physican,  would  be  treated  far  differently,  and 
would  receive  advice  for  great  precaution  so  as  to  avoid  further  complica¬ 
tion.  We  need  sports  physicians  who  alone  may  determine  what  players 
shall  compete  and  when,  who  will  function  not  only  at  games  but  who  will 
recognize  fatigue  thruout  the  training  and  eliminate  the  boys  accordingly. 

While  the  evils  in  girls  athletics  have  as  yet  not  advanced  to  the  level 
of  those  of  the  boys,  there  is  ample  evidence  of  overdoing  to  the  detri¬ 
ment  of  the  girl.  Evidence  brought  out  recently  of  increasing  tendencies  to 
tuberculosis  in  high  schools,  particularly  among  girls,  has  brought  from 
the  medical  profession  a  word  of  caution  to  watch  carefully  the  growing 
girl  in  her  effort  to  shine  athletically.  The  Women’s  Division  of  the  Na¬ 
tional  Amateur  Athletic  Federation,  made  up  of  professionally  trained 
teachers  of  physical  education,  presents  a  platform  for  a  vigorous  yet  safe 
play  life  for  girls,  which  school  administrators  might  well  recognize  as  a 


Department  of  Superintendence 


495 


guide.  There  is  no  sport,  barring  those  demanding  bodily  contact,  that  the 
girl  cannot,  under  proper  leadership,  follow  with  safety.  We  recognize 
and  discern  less  difference  today  between  the  sexes,  than  we  do  between 
individuals  within  either  sex. 

The  art  of  dancing,  like  some  of  our  games,  once  the  prerogative  of 
the  private  school  and  college,  has  become  firmly  imbedded  in  our  public 
school  program.  It  is  a  field  in  which  woman  naturally  excels,  yet  it  is  not 
closed  to  men.  There  cannot  be  any  arbitrary  classification  or  selection  of 
activities.  Tastes  in  and  for  expression  vary  widely;  hence  individual  in¬ 
clination  should  be  gratified.  The  classification  of  sports  into  major  and 
minor  sports  is  a  most  arbitrary  one,  particularly  when  it  is  based  on  the 
spectator  interest  instead  of  that  of  the  performer.  A  major  sport  or  hobby 
is  that  in  which  the  individual  pursuing  it  finds  the  greatest  stimulation 
and  satisfaction.  For  one  it  may  be  swimming;  for  another,  dancing;  for 
still  another,  wrestling;  and  for  another,  tennis.  Each  represents  a  desire 
for  expressing  an  inner  urge,  and  who  is  to  dictate  what  this  shall  be? 
It  is  the  teacher’s  task  to  help  toward  a  better  expression  thru  an  improved 
technic. 

This  brings  us  to  the  fundamentals  which  always  lead  out  from  kinder¬ 
garten  and  elementary  school.  The  play  world  elsewhere  referred  to  be¬ 
comes  of  greater  significance  in  these  preschool  and  elementary-school 
years.  To  kindle  and  keep  alive  imagination  must  be  one  of  the  means  of 
helping  the  child  to  grow.  We  must  recognize  that  the  mental  experience 
in  early  childhood  is  objective  experience.  Everything  seen,  felt,  or  touched 
is  actively  shaped  by  the  child — is  experienced  with  more  senses  than  it 
is  by  the  adult.  Objects  are  actually  experienced.  The  same  object  in  a 
brief  period  of  time  may  be  a  soldier,  a  tree,  or  an  animal.  The  caught 
child  becomes  the  mouse — the  chasing  boy  the  cat. 

This  should  suggest  that  even  at  this  age  we  are  not  merely  dealing 
with  exercises,  but  with  a  specific  age  need  for  growth  that  does  not  in¬ 
volve  muscle  only.  Teaching  materials  here  are  close  at  hand.  Strange  as 
it  may  seem,  the  oldest  games  for  this  age  level  are  the  most  popular  and 
loved  ones,  due  no  doubt  to  the  fact  that  tho  the  games  are  old,  the  chil¬ 
dren  are  always  new.  Program  content  and  leadership,  then,  is  of  very 
great  importance  at  this  stage  of  life,  and  omission  or  aimless  operation  of 
these  is  unpardonable. 

Much  as  has  been  achieved  in  physical  education  as  a  whole,  the  ele¬ 
mentary-school  concept  of  physical  education  is  still  a  very  vague  one,  not 
only  in  rural  districts,  but  in  many  town  and  city  systems.  The  notion  that 
aimless  and  isolated  body  movements,  carried  on  between  desks,  is  physi¬ 
cal  education,  still  prevails.  Better  if  need  be,  curtail  the  high-school  pro¬ 
gram  and  equipment  in  order  to  answer  for  the  needs  in  our  elementary 
schools,  than  to  carry  on  this  present  mere  skeleton,  void  of  flesh  and  of 
life  blood. 

It  requires  no  argument  that  the  contribution  by  physical  education  to 
worthy  use  of  leisure  is  a  very  definite  one.  Play  in  its  broadest  meaning 
always  has  been  and  always  will  be  an  important  factor  in  the  leisure  of 
a  people.  Like  all  other  leisure-time  activities  this  too  requires  an  appren- 


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National  Education  Association 


ticeship  for  all,  so  that  all  may  share  actively  instead  of  being  mere  spec¬ 
tators.  Leisure  may  be  defined  to  be  “that  time  when  w^e  do  as  we  please,” 
and  an  individual  or  a  home,  a  community,  state,  or  nation  may  be  judged 
by  what  it  pleases  to  do  in  its  leisure  time.  Leisure  time  can  be  an  asset 
or  it  can  be  a  liability.  It  is  no  longer  the  prerogative  of  the  aristocracy, 
but  is  now  the  right  of  the  masses.  The  youth  of  the  aristocracy  always 
were  trained  in  the  cultural  things,  and  could  use  leisure  constructively. 
Education  is  definitely  confronted  with  the  task  of  equipping  all  youth 
with  skills  and  urges  for  constructive  use  of  leisure.  The  youth  movement 
all  over  the  world  can  be  interpreted  only  as  the  fulfilment  of  the  great 
need  created  by  regimentation  in  industry,  a  condition  with  which  educa¬ 
tion  has  not  kept  sufficiently  abreast. 

May  not  the  longer  school  day  make  possible  this  training  in  apprentice¬ 
ship?  Our  time  container  has  remained  the  same  for  years,  and  into  it  we 
have  poured  and  poured  so  that  the  cup  runneth  over.  We  have  the  shortest 
school  day,  the  shortest  school  week,  and  the  shortest  school  year  of  any  of 
the  civilized  countries  of  the  world.  The  longer  school  day  may  well  repre¬ 
sent  the  work  day  of  the  child,  leaving  no  work  to  be  done  at  home.  Such 
a  day,  with  its  alternation  of  work  and  play,  should  be  a  full  but  a  happy 
day  for  youth,  and  would  permit  sharing  with  clear  conscience  in  the  eve¬ 
ning  program  of  the  home. 

Such  a  change  would  require  courage,  but  it  required  courage  on  your 
part  to  usher  into  the  program  such  cultural  things  as  we  are  discussing. 
Is  not  the  time  ripe  to  make  clear  to  parents  and  teachers  that  the  value 
of  these  arts  in  education  having  been  established,  a  liberal  allotment  of 
time  must  be  found  to  treat  these  arts  constructively,  for  the  purpose  for 
which  they  are  intended?  Present  conditions  in  the  world  today  demand 
an  education  that  will  make  safe  the  individual,  to  himself  and  to  society, 
an  education  that  will  make  sure  of  earning  a  living  as  well  as  living  a 
life,  an  education  that  will  not  turn  out  non-symmetrical  people  leading 
but  fractional  lives.  Art  in  its  widest  sense,  that  of  participation  as  well 
as  appreciation,  opens  up  unlimited  possibilities  to  new  ambitions. 

May  we  be  guided  by  wisdom  in  producing  in  our  schools  a  generation 
less  hampered  and  handicapped  by  inventions,  and  capable  of  capitalizing 
freedom  so  that  it  may  be  an  asset  instead  of  a  liability. 

MUSIC  INVADES  THE  PUBLIC  SCHOOL  CURRICULUM 

HOWARD  HANSON,  DIRECTOR,  EASTMAN  SCHOOL  OF  MUSIC,  UNIVERSITY  OF 

ROCHESTER,  ROCHESTER,  N.  Y. 

It  has  often  been  stated  that  the  invasion  of  one  country  by  the  mili¬ 
tary  forces  of  another  has  frequently  resulted  in  ultimate  changes  which 
have  affected  the  invader  as  profoundly  as  the  invaded.  In  discussing  the 
subject,  “Music  Invades  the  Public  School  Curriculum,”  I  am  constrained 
to  remark  at  the  outset  that  if  music  has  indeed  had,  as  I  believe,  an  im¬ 
portant  effect  upon  our  whole  conception  of  education,  it  is  no  less  true 
that  the  effect  upon  music  of  lifting  it  from  out  of  the  purely  professional 


Department  of  Superintendence 


497 


setting  in  which  it  had  for  so  long  existed  in  this  country  and  placing  it 
in  direct  contact  with  thousands  of  young  minds  has  been  even  more 
significant. 

It  has  been  said  that  to  plead  the  cause  of  music  in  education  is  “to 
knock  at  an  open  door.”  True  as  this  may  be,  it  is  never  harmful  to  review 
the  merits  of  a  subject  which  today  is  occupying  to  a  greater  or  lesser  de¬ 
gree  the  attention  of  many  thousands  of  young  students  in  our  primary  and 
secondary  schools,  and  to  attempt  again  to  clarify  end-goals  and  objectives. 
Whereas  fifty  years  age  the  study  of  music  in  the  public  schools  was 
frowned  upon  as  an  unessential  frill  on  the  garment  of  education,  today 
millions  of  dollars  are  being  spent  in  musical  education  of  the  non-profes¬ 
sional  type  and  countless  hours  are  being  spent  by  student  and  instructor 
on  the  theory  that  musical  education,  even  tho  entirely  removed  from  any 
vocational  aim,  is  of  great  benefit  to  the  student.  Is  this  expenditure  of 
time,  energy,  and  money  justified?  Does  music,  in  truth,  contribute  to  the 
fulness  of  living  in  such  a  way  as  to  make  its  invasion  of  the  curriculum 
justifiable?  And  if  it  does  indeed  justify  its  position  in  the  curriculum,  are 
we  approaching  the  subject  in  the  most  efficient  manner? 

Music,  if  properly  taught — and  the  “if”  is  a  most  important  condition 
— accomplishes  a  variety  of  things,  according  to  the  branch  of  music 
studied,  the  direction  of  that  instruction,  and  the  aptitude  of  the  individual 
student  concerned.  Let  us  make  an  arbitrary  division  of  our  student  body 
into  four  parts:  (1)  the  “unmusical”  student  who  displays  neither  aptitude 
for  music  nor  interest  in  it;  (2)  the  student  of  average  or  below  average 
musical  capacity,  who,  nevertheless,  is  not  without  interest;  (3)  the  stu¬ 
dent  of  average  or  above  average  musical  capacity  who  has,  perhaps,  some 
aptitude  for  individual  performance  and  an  interest  in  the  art;  and  (4) 
the  student  of  superior  musical  talents.  I  am  fully  cognizant  of  the  fact 
that  it  is  difficult,  perhaps,  in  a  large  school  system  to  indulge  in  this  type 
of  group-thinking,  but  I  hope  that  you  will  bear  with  me  while  I  discuss 
the  subject,  not  in  terms  of  the  mass  of  students  but  in  terms  of  the  groups 
into  which  they  automatically  divide  themselves. 

Group  one  in  my  opinion,  based  both  upon  my  own  observation  and 
upon  the  evidence  of  teachers  in  the  field,  is  a  very  small  one.  The  number 
of  students  totally  devoid  both  of  aptitude  and  interest  in  music  is,  I  am 
convinced,  not  large.  For  those  few  students  who,  in  the  judgment  of  the 
teacher,  definitely  exhibit  neither  aptitude  nor  interest  I  should  recom¬ 
mend  no  music  instruction  whatsoever,  provided,  of  course,  that  the  tend¬ 
ency  of  the  small  boy  to  appear  disinterested  in  any  of  the  arts  because  he 
considers  it  effeminate  is  not  mistaken  for  honest  indifference!  If  any  in¬ 
struction  in  music  is  given  to  this  group  it  should,  in  my  opinion,  be  con¬ 
fined  to  assembly  singing  of  tunes  which  the  student  knows  or  which  he 
can  learn  by  rote,  and  to  the  type  of  listening  courses  usually  grouped 
under  the  head  of  “music  appreciation.”  To  attempt  to  force  this  type  of 
student  into  the  arduous  work  of  mastering  the  technic  of  sight-singing — 
a  technic  far  more  difficult  than  is  generally  recognized  by  the  educator 
— is,  in  the  first  place,  to  attempt  the  impossible,  to  embark  upon  a  mission 
which  cannot  possibly  succeed  and,  in  the  second  place,  to  institute  a  course 


498 


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of  instruction  which,  doing  the  youngster  no  good,  can  only  serve  to  make 
the  poor  unfortunate  loathe  music  with  a  generous,  wholehearted,  and 
wholly  justifiable  loathing.  Furthermore,  the  insistence  upon  a  technical 
training  in  a  subject  for  which  the  student  is  wholly  unqualified  will  so 
condition  him  in  the  future  that  he  may,  in  all  likelihood,  fail  ever  to 
acquire  an  appreciation  of  music  which  otherwise  might  develop. 

We  come  now  to  the  second  group — the  large  mass  of  students  with 
average  or  even  below  average  musical  capacities,  but  with  some  interest 
in  the  subject.  This  interest  will  vary,  of  course,  from  the  passive  interest 
of  the  student  who  does  not  actively  dislike  music  to  the  active  interest  of 
the  highly  appreciative  student;  it  does  not,  according  to  my  observation, 
correlate  in  any  very  definite  way  with  the  amount  of  what  we  call  “musical 
talent.”  The  student  with  small  musical  capacity  may  be  capable  of  secur¬ 
ing  an  enormous  amount  of  enjoyment  from  the  experience  of  music  even 
tho  he  may  never  attain  any  proficiency  as  a  performer.  Indeed  some  of 
our  greatest  music-lovers  belong  to  this  group  and  it  is,  in  my  opinion,  a 
vicious  theory,  that  only  technically  gifted  persons  can  enjoy  music.  One 
of  the  men  from  whom  I  learned  more  than  any  other  man  was  the 
late  George  Eastman,  the  man  who  gave  so  richly  of  his  wealth  for  the 
endowment  of  music.  I  know  of  no  man  who  gained  such  rich  spiritual 
experience  from  music,  and  I  assure  you,  as  he  assured  me  many  times, 
that  he  knew  absolutely  nothing  about  it.  That  is  what  I  call  genuine 
appreciation. 

To  this  type  the  study  of  music  can  be  of  enormous  advantage  even 
tho  the  participation,  for  the  most  part,  be  passive  rather  than  active. 
Mass  singing  in  this  group  should,  I  am  convinced,  be  approached  as  a 
musical  experience  rather  than  as  a  technical  problem.  The  material  used 
should  be  drawn  from  the  greatest  melodies  of  all  musical  literature  both 
of  the  past  and  the  present.  Large  use  should  be  made  of  folk-song  ma¬ 
terial,  for  after  all,  folk-song  literature  represents  a  group  of  songs  of  the 
various  peoples  of  the  world,  tested  by  time  and  passed  on  to  us  as  the 
indigenous  expression  of  the  basic  emotions  of  men  and  women. 

For  the  student,  the  learning  of  these  songs  should  be  undertaken  in 
the  spirit  of  an  emotional  as  well  as  a  musical  experience.  The  student 
should  gain  from  that  experience,  first,  the  joy  of  group  participation,  the 
happiness  of  team-work  in  the  effort  to  realize  in  cooperation  with  his 
comrades  the  spiritual  and  esthetic  beauties  of  a  great  song.  In  the  hands 
of  an  able  teacher  the  group  is  learning  not  only  social  cooperation  of  the 
highest  type  but  is  undergoing  subconsciously  an  emotional  and  spiritual 
development.  Indeed  it  is  not  improbable  that  this  education  of  the  emo¬ 
tions,  this  increase  of  sensitiveness  to  beauty,  may  not  be  the  outstanding  . 
aim  in  music  education. 

In  speaking  of  “emotional  and  spiritual  development”  I  have  used  the 
adverb,  “subconsciously,”  with  definite  purpose.  Certainly  no  experienced 
and  gifted  teacher  would  approach  his  class  with  the  bland  statement, 
“Now,  children,  you  are  about  to  have  a  lofty  spiritual  and  emotional 
experience.”  Rather  he  would  indicate  to  the  class  something  of  the  mean¬ 
ing  of  the  words;  perhaps,  if  possible,  the  circumstances  in  which  the* 


Department  of  Superintendence 


499 


music  came  into  being  and  then  inspire  them  to  do  the  best  job  possible  of 
singing  it.  The’  music  should  and  will,  if  it  is  the  right  type  of  music, 
do  the  rest. 

I  am  fully  aware  that  there  must  be  some  technical  procedure  involved 
in  the  teaching  of  the  song,  but  I  must  admit  that  I  am  not  so  much  con¬ 
cerned  about  the  exact  method  of  that  procedure.  Time  was  when  I  could 
become  very  excited  over  the  matter  of  whether  or  not  the  student  should 
be  taught  by  the  “fixed”  or  “movable  do”  or  by  some  other  s)^stem  of  sight¬ 
reading.  Now  I  am  inclined  to  leave  this  to  the  decision  of  the  expert 
teachers  concerned  and  shall  not,  myself,  be  particularly  annoyed  if  the 
solution  turns  out  to  be  rote-singing  for  the  mass  of  students.  Of  one  thing, 
however,  I  feel  sure,  that  whatever  technic  is  used,  it  must  always  be 
considered  the  means  and  not  the  end. 

I  am  not  advocating  slipshod  methods  of  instruction.  I  am  simply  in¬ 
sisting  upon  the  fact  that  the  job  of  the  music  instructor,  so  far  as  a  large 
part  of  his  students  is  concerned,  is  to  attempt  to  teach  cooperation  within 
a  group,  to  develop  emotional  and  spiritual  sensitiveness,  and  to  introduce 
the  students  into  the  experiences  of  an  art  which  can  mean  great  joy  to 
them  thruout  their  adult  as  well  as  their  student  lives.  The  education  of 
the  emotions  is  perhaps  more  difficult  than  the  education  of  the  reasoning 
powers,  and  a  teacher  who  can  do  the  piece  of  work  described  above  will 
be  making  a  contribution  the  value  of  which  is  indescribable. 

I  recall  a  visit  made  to  a  classroom  of  young  students  near  the  Christ¬ 
mas  season.  The  class  was  singing  Christmas  carols,  not  a  picked  group 
but  the  class  as  a  whole.  They  sang  among  others  that  beautiful  German 
Christmas  song,  “Holy  Night.”  They  sang  it  accurately  but  their  singing 
was  more  than  accurate.  It  was  filled  with  a  spiritual  and  emotional  feel¬ 
ing  of  all  that  this  song  has  meant  to  millions  of  Christians.  No  sermon 
could  have  been  as  complete.  No  moralizing  upon  the  Christmas  season 
and  its  meaning  could  have  been  half  so  significant.  For  these  children 
were  themselves  undergoing  in  their  singing  a  spiritual  development  no  less 
significant  because  it  was  not  understood. 

Another  field  of  musical  instruction  from  which  the  group  under  con¬ 
sideration  can  profit  concerns  those  aspects  of  music  history  and  music 
literature  grouped  together  under  the  term  “music  appreciation.”  This 
branch  of  educational  endeavor  needs  no  particular  justification,  inasmuch 
as  it  is  in  reality  a  department  of  the  well-accredited  field  of  history.  If  it 
is  of  importance  to  know  something  about  the  history  of  political  and 
economic  developments  of  the  world  in  which  we  live,  it  must  be  a  self- 
evident  corollary  that  the  history  of  developments  in  literature  and  the 
arts  is  also  of  value.  Indeed  it  has  always  seemed  to  me  that  the  study  of 
history  itself  would  greatly  benefit  by  the  broadest  possible  definition. 
For  the  history  of  a  country  is  not  merely  the  history  of  its  wars.  Perhaps 
the  world  would  be  better  oft  if  less  time  were  devoted  to  the  study  of 
conflicts  and  more  time  spent  upon  the  consideration  of  the  contributions 
of  peace,  and  among  these  contributions  literature  and  the  arts  would 
hold  an  important  place. 


500 


National  Education  Association 


In  connection  with  the  development  of  young  children  the  type  of  music 
appreciation  which  has  little  to  do  with  history  but  which  consists  pri¬ 
marily  in  the  stimulation  of  the  listening  faculty  is  of  real  importance.  All 
of  us,  from  our  experience  as  adults,  will  admit  that  aural  concentration 
is  one  of  the  most  difficult  of  all  types  of  concentration.  Focusing  and 
holding  the  mental  attention  upon  the  words  of  a  speaker  delivering  an 
address  constitute  a  real  task  for  most  people,  and  the  power  of  complete 
mental  concentration  is  the  attribute  of  a  highly  intelligent  person. 

Such  concentration  in  music  is  even  more  difficult  due  to  the  fact  that 
tone  suggests  no  material  image.  Even  such  elementary  procedures  as 
simple  musical  memory  tests  constitute  a  real  challenge  to  one’s  powers 
of  aural  concentration.  In  the  development  of  the  child,  music  can  be  used 
as  one  of  the  most  potent  means  of  developing  this  important  technic — 
the  technic  of  concentrated  listening. 

I  wish  to  speak  particularly,  however,  of  the  older  children  in  relation 
to  this  subject  which  we  have  termed  “music  appreciation.”  If  I  have  been 
somewhat  insistent  perhaps  upon  what  might  be  termed  a  less  technical 
approach  to  the  matter  of  music  reading  and  group-singing,  I  may  seem  in¬ 
consistent  when  I  complain  of  the  juvenility  of  certain  courses  given  to  older 
students — juvenile,  that  is,  in  comparison  with  the  status  of  other  courses 
in  the  same  school  grade.  In  taking  this  point  of  view,  however,  I  believe 
there  is  no  fundamental  inconsistency.  The  adequate  development  of  the 
technic  of  sight-reading  of  music  involves  several  important  musical  capac¬ 
ities,  such  as  pitch  discrimination  and  tonal  memory,  capacities  which 
might  be  of  a  low  order  or  even  almost  wholly  absent  in  some  students. 
The  study  of  music  history  on  the  other  hand  is  essentially  no  different 
from  any  other  division  of  historical  investigation.  Certainly  there  can 
be  no  good  reason  for  asking  in  the  study  of  the  history  of  music  any  less 
mental  maturity  than  is  demanded  in  any  similar  subject.  Yet  I  have 
seen  courses  in  music  appreciation  and  music  history  taught  in  a  manner 
hopelessly  juvenile  in  comparison  with  courses  in  history,  literature,  and 
science  at  the  same  level.  Why,  when  discussing  music,  a  mature  teacher 
should  indulge  in  anecdotes  of  doubtful  authenticity  and  bathe  the  en¬ 
tire  subject  in  a  wash  of  sentimentality,  I  have  never  been  able  to  under¬ 
stand.  The  history  of  music  is  quite  as  capable  of  intelligent  discussion  as 
is  any  other  field  of  the  history  of  the  undertakings  of  man.  Music  bears 
the  same  relation  to  its  period  as  does  every  form  of  human  activity.  Its 
serious  consideration  in  the  college  as  well  as  the  high  school  would  bring 
advantages  both  to  the  study  of  music  and  the  study  of  history. 

We  come  now  to  the  members  of  the  important  third  group  whom  we 
have  classified  as  students  of  average  or  above  average  musical  capacity 
having  an  interest  in  active  participation  in  music.  For  these  students 
the  type  of  instruction  suggested  in  connection  with  the  students  of  our 
group  two  is  valid  but  hardly  goes  far  enough.  I  realize  that  it  is  difficult 
in  the  complex  set-up  of  modern  education  to  afford  extensive  personal 
supervision,  even  to  worthwhile  talents.  On  the  other  hand  we  will  agree, 
I  am  sure,  with  the  theory  that  the  best  type  of  education  is  that  which, 
to  the  greatest  possible  degree,  allows  the  development  of  each  child  to 


Department  of  Superintendence 


501 


the  extent  of  his  basic  capacities.  It  is  not  then,  perhaps,  too  much  to 
hope  that  ways  may  be  eventually  found  to  segregate  certain  students 
on  the  basis  of  superior  musical  capacity,  and  allow  them  the  benefits  of 
the  more  technical  form  of  training  from  which  they  can  profit.  I  am  not 
recommending  that  the  elementary  schools  and  high  schools  be  turned 
into  music  schools.  I  am  merely  suggesting  that  the  basic  technic  of  music 
reading,  for  example,  which  is  frequently  given  on  a  wholesale  scale  to  a 
large  group  of  students,  many  of  whom  cannot  profit  by  that  instruction, 
be  confined  to  the  smaller  group  of  students  for  whom  the  work  would 
be  both  pleasant  and  beneficial.  These  are  the  students  who  are  capable  of 
musical  development.  They  are  the  future  members  of  our  bands  and  our 
orchestras,  of  our  glee  clubs  and  our  choruses.  With  proper  opportunities 
these  students  can  become  valuable  musical  additions  to  the  adult  com¬ 
munities  of  the  future  tho  none  of  them  may  ever  make  a  sound  in  a 
professional  capacity. 

In  speaking  of  the  fourth  group,  the  students  of  superior  musical  talent, 
I  may  seem  to  be  again  inconsistent.  Curiously  enough  I  am  not  particu¬ 
larly  ardent  in  the  cause  of  the  vocational  music  high  school,  or  for  the 
super-developed  department  of  music  which  gives  every  possible  type  of 
technical  instruction  from  harmony  to  counterpoint.  The  unusually  tal¬ 
ented  music  student  needs  the  same  general  educational  background  as 
does  his  less  musically  gifted  brother.  I  am  almost  constrained  to  say 
that  he  needs  more,  for  this  type  of  student  is  bound  to  be  sensitive  and 
will  probably  be  introverted  and  even  antisocial.  Everything  that  can  be 
done  to  keep  his  feet  on  the  ground,  even  tho  his  head  is  in  the  clouds, 
will  be  to  his  everlasting  benefit.  In  the  case  of  such  a  student  the  school 
can,  in  my  opinion,  do  its  best  work  by  allowing  him  a  reasonable  amount 
of  time,  in  terms  of  credit,  for  the  study  of  music  and  the  practise  of  his 
instrument ;  and  then  to  insist,  however  sympathetically,  that  the  re¬ 
mainder  of  his  time  must  be  devoted  to  those  courses  of  study  which  will 
best  develop  him  as  an  all-round  social  person. 

This  is,  in  fact,  a  middle  ground  between  the  course  pursued  in  my 
day  as  a  high-school  student  and  that  pursued  in  certain  advanced  schools 
of  the  present  day.  Twenty-five  years  ago  it  was  not  customary  for  the 
public  schools  to  allow  time  for  a  musically  talented  boy  or  girl  to  develop 
those  talents.  Such  a  child  realizing,  better  than  did  his  mentors,  the  im¬ 
perative  necessity  of  developing  a  technic  while  the  muscles  and  the  mind 
were  plastic,  was  forced  to  crowd  this .  development  into  the  hours  out¬ 
side  of  school  when  he  should  have  been  playing  with  his  small  friends. 
The  toll  this  method  has  taken  in  overwrought  young  nerves  and  some¬ 
times  in  irreparable  permanent  damage  will  never  be  known. 

Today,  on  the  other  hand,  I  find  in  some  cases  the  tendency,  con¬ 
ceived  I  must  admit  in  all  sympathy,  to  allow  the  talented  student  to 
ride  fast  and  free  in  the  direction  of  the  bent  of  his  own  abilities  with¬ 
out  a  guiding  check-rein.  The  important  musician  of  the  future  will  be 
the  man  of  broad  general  background,  social  understanding,  sound  judg¬ 
ment,  keen  intellect,  and  a  high  sense  of  personal  ethics.  The  best  time 
to  develop  this  attitude,  and  the  best  time  to  destroy  the  falsely  romantic 


502 


National  Education  Association 


ideal  of  the  long-haired,  self-centered,  egoistic,  and  irresponsible  musi¬ 
cian,  is  from  the  first  moment  that  he  is  submitted  to  educational  guid¬ 
ance.  I  heard  sometime  ago  of  a  foreign  conductor  in  this  country  who 
was  directing  an  orchestra.  He  had  great  difficulty  speaking  the  English 
language,  and  as  a  result  had  an  interpreter  who  explained  his  wishes  to 
the  orchestra.  The  man  was  a  very  temperamental  individual  and  in  the 
middle  of  rehearsal  began  talking  to  them.  He  referred  to  them  as  “porca 
besticT — beasts  and  pigs.  He  became  more  and  more  excited,  and  ex¬ 
pounded  in  fluent  Italian.  Finally,  he  took  his  baton  between  his  teeth, 
broke  the  baton,  and  staggered  back  against  the  conductor’s  stand  in 
a  perfect  agony  of  temper.  The  members  of  the  orchestra  regarded  each 
other  with  fear  and  trepidation.  Then  the  interpreter  stepped  forward 
and  said,  with  his  soft  voice,  “The  maestro  says  please  play  a  little  softer.” 
My  sympathy  is  entirely  with  the  interpreter  with  the  soft  voice  who 
gets  them  to  do  what  they  should  when  the  conductor  cannot,  with  all 
his  temperament — which,  after  all,  is  “temper”  with  a  foreign  ending. 

I  have  talked  to  you  for  a  long  time  and  I  have  not  discussed  those 
very  important  special  groups  in  musical  education,  the  bands  and  or¬ 
chestras,  choruses,  glee  clubs,  and  musical-dramatic  performances  which 
form  so  important  a  part  of  the  activity  of  so  many  of  our  school-music 
departments.  Needless  to  say,  I  am  in  hearty  sympathy  with  all  of  them, 
for  they  are,  in  a  very  real  sense  the  fruit  of  the  tree,  the  blossom  on 
the  vine,  the  evidence  of  the  significant  life  of  the  whole  musical  develop¬ 
ment  of  the  public  schools  of  the  United  States — a  devqjopment  which  is 
without  parallel  in  any  other  country  in  the  civilized  world. 

The  student  who  is  fortunate  enough  to  take  a  personal  part  in  the 
activity  of  one  of  these  organizations  is  gaining  an  advantage  which 
is  incalculable.  The  boy  in  an  orchestra,  for  example,  is  taking  part  in 
team-work  of  the  most  exacting  type.  He  is  subjecting  himself  to  leader¬ 
ship  in  order  to  perfect  his  organization  and  to  create  something  beauti¬ 
ful  and  worthwhile.  He  is  learning  poise  and  accuracy.  He  is  developing 
self-confidence  and  assurance;  and  while  he  is  undergoing  this  develop¬ 
ment  he  is  also  taking  a  personal  part  in  a  significant  esthetic  experience. 

While  he  is  taking  part  in  these  thrilling  performances  the  student 
must  be  constantly  reminded  that  his  artistic  creed  should  be  always 
“Not  art  for  art’s  sake  but  art  for  life’s  sake,”  for  music  is  but  a  part  of 
life  to  be  used  for  its  enrichment  and  for  its  greater  fulfilment.  With 
this  philosophy  to  guide  him  I  believe  that  we  may  safely  leave  our  young 
musician  to  a  future  which  will,  I  am  sure,  constantly  unfold  before  his 
eyes  and  his  ears  greater  riches  of  beauty  and  glory  than  our  old  world 
has  yet  dreamed  of. 

In  beginning  this  talk,  I  recalled  to  your  mind  the  fact  that  history  has 
frequently  proved  that  the  effect  of  the  invasion  of  a  new  country  has 
often  been  greater  upon  the  invader  than  upon  the  country  invaded.  I 
can  hardly  close  this  discussion  without  presenting  briefly  the  opposite 
side  of  the  subject.  If  the  effect  of  music  upon  the  public  school  curric¬ 
ulum  has  been  great — and  I  believe  that  the  potency  of  the  invasion  has 


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been  sufficiently  marked  to  carry  over  influences  even  outside  of  the  im¬ 
mediate  effect  of  music — then  it  is  equally  true  that  the  effect  upon  music 
itself  has  been  enormous.  We  have  seen  a  great  art  which  on  the  whole 
has  been  preserved  as  the  special  property  of  the  talented  or  privileged 
few,  thrown  open  to  a  large  mass  of  school  children  in  the  form  of  a 
democratic  music  education.  The  results  have  been  as  profound  as  you 
might  have  expected  them  to  be.  The  school  children  have  taught  us  sev¬ 
eral  things.  In  the  first  place  they  have  taught  us  that  the  greatest  joy 
is  the  joy  of  doing,  that  the  old  attitude  so  long  prevalent  in  America 
of  professionalizing  the  arts  by  importing  the  artists  is  neither  necessary 
nor  altogether  advisable.  In  the  early  history  of  our  country  there  was 
the  beginning  of  what  seems  now  to  have  been  a  genuine  movement 
toward  amateur  music.  In  the  pioneer  industrial  development  of  the  post- 
Civil  War  period,  whatever  was  left  of  that  beginning  apparently  van¬ 
ished.  When  the  wealth  possessors  of  that  age  began  to  think  in  terms  of 
artistic  development  for  the  fruitful  use  of  leisure,  the  attitude  apparently 
was  “We  need  an  art.  The  problem  is  simple.  We  shall  buy  an  art.”  By 
the  power  of  barter  and  trade  it  was  indeed  possible  to  bring  into  being 
what  seemed  a  true  artistic  development,  culminating  at  the  beginning  of 
the  twentieth  century  in  great  orchestras  and  at  least  one  opera  house. 
We  are  beginning  to  see  now  that  the  development  was,  tho  perhaps  nec¬ 
essary  at  the  time,  essentially  a  hollow  structure.  It  was  not  until  the 
public  schools  taught  us  that  it  was  possible  for  Beethoven  symphonies 
to  be  played  not  only  by  professionals  but  by  American  boys  and  girls  play¬ 
ing  for  their  own  development  and  for  their  own  enjoyment,  that  music 
in  this  country  established  under  its  gigantic  superstructure  a  real  foun¬ 
dation.  The  story  is  so  old  now,  even  tho  the  period  since  the  beginning 
of  this  development  is  short  in  terms  of  years,  that  some  of  us  must  con¬ 
sciously  think  back  to  the  day  when  we  heard  for  the  first  time  one  of 
the  early  results  of  this  program.  I  shall  never  forget  the  first  time  that 
I  had  the  opportunity  in  Chicago  of  conducting  a  performance  of  the 
National  High  School  Orchestra,  composed  of  students  brought  together 
from  all  parts  of  the  country.  The  impact  of  that  performance  on  the 
professional  musicians  was  nothing  short  of  overwhelming,  because  we 
realized  not  only  the  latent  music  possibilities  in  American  youth,  but 
the  tremendous  possibilities  of  a  truly  democratic  art. 

In  the  second  place,  the  American  public  school  has  taught  us  that 
musical  talent  is  no  respecter  of  race,  creed,  or  color.  We  have  been  made 
to  realize,  beyond  a  doubt,  that  the  Atlantic  Ocean  has  no  sterilizing  effect 
upon  musical  talent  and  that  the  boy  or  girl  born  in  this  country  may  be 
as  greatly  talented  as  any  product  of  the  Old  World,  a  realization  which 
has  robbed  America  of  its  curious  inferiority  complex  in  respect  to  the 
arts  with  a  speed  and  efficacy  which  could  not  have  been  accomplished  by 
a  battalion  of  college  professors  lecturing  for  twenty-four  hours  a  day 
for  the  period  of  a  century. 

In  the  third  place,  these  musical  children  of  ours  have  brought  to  music 
a  freshness  of  viewpoint,  a  catholicity  of  taste,  and  a  refreshing  honesty. 


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They  like  music  for  its  own  sake,  because  it  does  something  to  them  and 
for  them  without  bias  or  prejudice.  The  snobbishness  which  has  so  long 
affected  the  professional  concert  hall  and  which  has  been  more  successful 
than  any  other  influence  in  postponing  a  vigorous  creative  movement  in 
this  country,  is  refreshingly  absent.  Great  art  cannot*  come  from  the  prod¬ 
uct  of  the  effete  concert  hall  which  measures  music  in  accordance  with 
the  self-conscious  recognition  of  the  names  on  the  right-hand  side  of  the 
program,  which  idolizes  the  celebrity  rather  than  the  music  performed, 
and  exalts  personality  above  art,  but  it  springs  rather  from  the  simple 
elements  of  honesty,  sincerity,  and  a  love  of  beauty.  These  qualities,  I  am 
convinced,  our  youngsters  have  in  a  quantity  exceeding  that  possessed  by 
us  of  the  older  generation,  pouring  into  the  ocean  of  art  the  rich  themes 
proceeding  from  the  channels  of  many  and  rich  racial  sources.  I  firmly 
believe  that  these  young  people  will  in  the  future  lead  us  to  an  art  such 
as  these  United  States,  and,  indeed  the  countries  of  the  whole  world,  have 
never  known. 

THE  IMMEDIATE  VALUES  OF  ART  EDUCATION 

JOHN  L.  TILDSLEY,  ASSISTANT  SUPERINTENDENT  OF  SCHOOLS, 

NEW  YORK,  N.  Y. 

If  I  were  to  tell  the  boys  and  girls  of  the  high  schools  of  New  York 
City  that  I,  their  superintendent,  had  gone  to  school  for  eighteen  years 
and  had  never  given  a  single  hour  to  the  study  of  art,  they  certainly  would 
question  my  intelligence  and  wonder  what  barbarous  land  was  responsi¬ 
ble  for  my  rearing.  Thru  the  medium  of  marbles,  baseball,  cricket,  and 
all  the  rest,  I  acquired  an  exceedingly  accurate  eye,  but  to  this  day  I 
have  never  acquired  adequately  the  seeing  eye  which  opens  the  outer 
world  with  all  its  wonders  to  the  inner  man,  the  seeing  eye  which  may 
become  the  priceless  possession  of  every  boy  however  little  or  great  his 
learning  capacity,  who  has  been  reared  in  the  modern  public  school,  ele¬ 
mentary  or  secondary.  (I  refuse  to  concede  the  term  “modern”  to  any 
school,  public  or  private,  which  has  refused  or  neglected  to  recognize  in 
its  educative  processes  the  vital  significance  of  the  awareness  of  beauty 
in  the  growing  of  boys  and  girls  to  their  appointed  stature.) 

It  is  a  far  cry  from  the  schools  of  my  youth  with  their  lack,  not  merely 
of  training  in  art,  but  of  any  effort  to  open  the  eyes  of  boys  and  girls 
to  the  magical  universe  of  beauty  which  enveloped  them.  It  is  more  than 
a  far  cry,  it  is  a  miracle  of  educational  progress  to  such  a  scene  as  I  wit¬ 
nessed  a  few  years  ago  in  our  Textile  High  School:  Petrocelli,  the  son 
of  a  very  poor  Italian  family,  making  a  design  for  silk,  based  on  a  motif 
taken  from  the  remains  of  the  Mayan  civilization  which  he  had  found 
in  the  Natural  History  Museum  and  in  the  Metropolitan  Art  Museum, 
a  design  so  good  that  one  of  our  famous  silk  manufacturers  paid  this  six¬ 
teen-year-old  $100  for  it. 

I  asked  this  boy,  who  was  utterly  without  financial  resources,  “What 
do  you  plan  to  do  when  you  have  been  graduated  from  Textile?” 


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He  replied,  “I  expect  to  enter  the  Academy  of  Design.” 

“And  after  that?” 

“I  have  to  go  to  the  Beaux  Arts.” 

That  boy  thru  his  art  work  had  developed  a  power  of  imagery,  of  or¬ 
ganization,  a  technical  skill  in  design,  an  awareness  of  beauty;  but  above 
all,  he  came  to  be  a  citizen  of  a  transformed  world,  transformed  because 
of  the  confidence  he  had  earned  in  his  own  judgment  of  what  was  beau¬ 
tiful  and  in  his  ability  to  overcome  all  difficulties  that  might  lie  before 
him.  I  do  not  know  whether  he  reached  Paris  but  a  few  weeks  ago  when 
I  asked  his  former  principal  about  him,  he  picked  up  the  current  issue  of 
a  very  popular  magazine,  showed  me  “Petrocelli”  on  the  lower  corner  of 
the  cover  and  said,  “He  received  $500  for  that.” 

Of  course  the  Petrocellis  are  the  exceptions  but  in  the  high  schools  of 
New  York,  as  commonly  thruout  the  nation,  we  have  thousands  of  boys 
and  girls  with  an  awareness  of  the  beauty  of  a  carefully  wrought  design 
and  many  hundreds  capable  of  making  such  a  design.  Every  boy  and  every 
girl  who  enters  our  high  schools  is  exposed  to  the  study  of  the  appreciation 
of  art  for  at  least  four  periods  weekly  for  a  year.  It  has  taken  us  in  America 
a  long  time  to  shake  off  the  influence  of  the  dame  schools  of  the  English 
novel  and  the  resulting  belief  that  art  like  embroidery  is  a  ladylike  pastime 
for  the  daughters  of  the  gentry  but  something  alien  to  robust  boys  who  are 
being  equipped  for  the  arena  of  life. 

Is  it  not  amazing  that  not  only  in  our  own  country  but  also  in  England, 
which  has  until  recently  set  us  our  model,  the  more  closely  the  education 
of  the  lower  schools  has  been  directed  to  the  preparation  of  boys  and  girls 
for  entrance  upon  the  so-called  liberal  education  of  the  college,  to  that  ex¬ 
tent  has  awareness  of  beauty  in  its  varied  forms  been  neglected  in  the  grow¬ 
ing  of  these  supposedly  fortunate  youths  in  the  elementary  and  secondary 
schools,  and,  to  put  a  capstone  on  our  monumental  blundering,  it  has  been 
neglected  in  the  college  of  liberal  arts  itself? 

I  discovered  from  the  announcements  of  a  famous,  very  old  preparatory 
school  of  New  England  that  only  within  the  past  four  years  has  it  discov¬ 
ered  the  desirability  of  introducing  its  boys  to  beauty  in  the  representative 
arts.  I  asked  the  principal  of  another  of  our  oldest,  deservedly  famous,  and 
really  best  fitting  schools  what  it  was  doing  for  the  appreciation  of  art 
among  its  students.  His  complacent  answer  came  instantly,  “We  are  doing 
a  lot;  we  give  them  lectures  on  architecture,  painting,  and  sculpture.”  That 
is  a  step,  but  it  is  again  a  far  cry  to  Petrocelli  with  his  Mayan  design  and 
his  recent  cover  drawing  for  the  New  Yorker ,  for,  as  John  Dewey  expresses 
it  in  his  Art  as  Experience,  “How  is  it  possible  to  develop  appreciation  in 
boys  and  girls  without  some  external  embodiment  of  the  appreciation 
aroused  either  in  the  form  of  a  description  of  a  scene  or  a  sunset  or  of 
a  painting  of  it  ?” 

How  inconsistent  we  supposedly  educated  men  are.  After  seven  years’ 
study  of  the  language  and  literature  of  the  Greeks,  possibly  the  most  beauty 
loving  of  all  races,  I  would  have  thought  it  an  unworthy  expenditure  of 
time  to  have  taken  a  course  in  art.  Why  have  we  Americans  so  commonly 
felt  that  art  is  something  for  women?  When  I  think  of  the  Acropolis,  of 


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the  temples  of  Egypt,  of  Chartres,  of  Michelangelo,  Leonardo  da  Vinci, 
Albrecht,  Durer,  and  even  of  that  scamp  Benevenuto  who  would  hold  his 
own  among  the  New  York  gangsters  of  the  present,  of  Paul  Revere,  and 
of  a  recent  center  rush  of  a  winning  Harvard  football  team  and  captain  of 
its  hockey  team,  now  a  curator  of  art  of  a  famous  museum,  I  wonder  why 
we  still,  a  little  shakily  it  is  true,  hold  that  art  is  a  frill,  a  luxury  for 
prosperity,  a  derelict  an  times  of  adversity,  but  at  all  times  something  for 
gentle  souls.  That  view  is  reported  to  have  cost  Ford  some  seventy  or  eighty 
million  dollars  and  the  temporary  loss  of  his  supremacy  in  the  car  industry 
— the  view  that  efficiency  of  operation  would  atone  for  the  complete  absence 
of  beauty  in  the  T-Model. 

As  I  view  the  chapels  of  the  University  of  Chicago  and  of  Princeton,  the 
Woolworth  Building,  Radio  City,  the  Empire  State  Building,  the  George 
Washington  Bridge,  the  streamlined  car,  the  clothing  of  men  and  of  some 
women,  native  designed  silks,  stained  glass  windows,  pottery,  household 
utensils,  automatic  machines,  all  American  products,  all  things  of  beauty — 
I  am  amazed  that,  with  the  service  of  beauty  so  neglected  in  the  education 
of  most  of  the  men  who  hold  high  places  in  the  industries  which  produce 
these  beautiful  products,  America  is  where  it  is  today.  It  would  seem  that 
to  make  almost  anything  really  effective,  really  useful,  its  makers  in  their 
very  devotion  to  pure  utility  and  reduced  costs  arising  from  lightness  and 
simplicity  of  construction  are  led  on,  possibly  unconsciously,  to  apply  the 
guiding  principles  of  art  which  the  race  has  evolved  thru  its  creative  ex¬ 
periences  of  the  ages  past.  Proportion,  balance,  harmony,  rhythm,  emphasis 
are  principles  no  less  of  utility,  of  efficiency  of  production,  of  management, 
whether  of  industry  or  of  the  state,  than  they  are  of  beauty.  It  would  not 
be  difficult  to  prove  that  the  very  depression  amid  which  we  are  laboring 
was  due  to  the  violation  of  these  principles.  It  might  be  wise  for  those  elder 
statesmen  who  propose  to  write  the  platform  on  which  they  hope  to  win 
against  the  New  Deal  to  remember  that  just  as  these  principles  when  vio¬ 
lated  make  for  bad  art  and  their  long  continued  non-observance  for  uni¬ 
versal  bad  taste,  so  also  in  the  field  of  human  relations,  their  violation  and 
non-observance  make  for  a  tottering  society  and  the  prevalence  of  bad 
citizens. 

I  was  born  and  lived  my  early  years  in  one  of  the  worst,  if  not  the  very 
worst  period  of  taste  in  American  life — the  period  of  basques,  bangs,  and 
bustles,  of  mansard  roofs,  and  houses  painted  with  colors  that  fought  each 
other  for  supremacy.  It  was  the  age  of  Hudson  River  bracketed  of  which 
Edith  Wharton  writes.  Someone  invented  the  fretsaw.  So  American  build¬ 
ers  must  use  it  and  even  the  makers  of  picture  frames.  But  their  products 
harmonized  with  our  basques,  bustles,  bangs,  the  samplers,  and  “what  nots” 
of  those  days. 

But  we  have  emerged,  or  at  least  are  emerging,  from  that  age.  I  wish 
1  could  believe  the  schools  were  chiefly  responsible  for  the  revolution  in 
taste  during  the  past  fifty  years.  They  could  have  been,  but  who  was  to 
teach  the  instructors?  Think  of  the  colossal  waste,  of  the  literally  billions 
of  dollars  worse  than  wasted  on  houses,  furniture,  chromos,  dishes,  orna¬ 
ments,  decorations,  any  one  of  which  has  survived  only  to  reveal  to  his- 


Department  of  Superintendence 


507 


torians  our  needless  degeneration.  I  say  needless  degeneration,  for  why 
should  any  people  which  has  once  had  the  light  ever  again  sit  in  darkness 
unless  their  land  has  been  laid  waste  and  their  culture  wiped  out  by  an 
Attila  the  Hun  or  a  “March  to  the  Sea”? 

Motor  with  me  from  New  York  to  Maine  thru  Litchfield,  Farmington, 
Newburyport,  Wiscasset,  Thomaston,  and  Castine  and  delight  your  souls 
and  rest  your  eyes  as  you  view  those  houses  of  white  pine,  perfect  in  pro¬ 
portion  and  in  line,  and  realize  that  for  one  hundred  fifty  years  they  have 
brought  joy  not  to  succeeding  inheritors  alone,  but  to  generation  after 
generation  of  neighbors  and  passers-by.  More  effectively  than  books  or  even 
schools  and  teachers  have  they  taught  the  growing  boys  and  girls  that  things 
of  beauty  are  truly  a  joy  forever  and  the  abiding,  never  shrinking  treasure 
of  any  community.  Or  travel  with  me  thru  Maine  or  Massachusetts  and 
pass  by  a  hundred  farm  or  village  houses  until  suddenly  your  eye  is  arrested 
by  a  simple  house,  white  with  green  blinds  or  yellow  with  cream  white  trim, 
one  story  only,  but  again  perfect  in  its  proportions,  and  discover  that  it  was 
built  early  in  the  last  century.  You  will  of  necessity  ask  yourself  why  the 
eye  for  beauty  was  seemingly  more  common  a  century  or  more  ago  than 
with  the  generation  since.  How  could  a  man  with  such  a  model  before  him 
build  the  house  on  either  side? 

All  these  houses,  that  of  the  captain  in  the  China  trade,  that  of  the 
farmer  of  those  rugged  acres,  were  planned  and  built  by  craftsmen  working 
with  one  of  the  finest  materials — white  pine,  often  three  feet  wide — with 
which  an  artisan  was  ever  blessed.  But  go  with  me  now  to  eastern  Penn¬ 
sylvania  and  view  those  houses  of  stone  and  of  brick,  plain,  simple,  ever¬ 
lasting,  just  like  the  men  for  whom  they  were  built,  those  Friends  of  the 
eighteen  century  with  their  broad  white  collars,  their  plain,  straight-lined 
clothes  of  exquisite  texture  whether  for  men  or  women,  clothes  as  beautiful 
as  the  lives  of  those  who  wore  them.  These  houses,  these  clothes,  were 
artisan  not  factory  built.  These  artisans,  artists  as  Dewey  would  call  them, 
having  no  white  pine  used  the  native  stone  and  clay,  and  from  these  uni¬ 
versal  materials  built  houses  no  less  beautiful  than  their  New  England 
fellows,  because  they  too  had  eyes  trained  to  beauty  of  line  and  relation 
of  parts,  that  quality  of  proportion,  imperative  in  all  the  circumstances 
of  life. 

John  Dewey  in  his  Art  as  Experience  tells  us,  “The  intelligent  mechanic 
engaged  in  his  job,  interested  in  doing  it  well  and  finding  satisfaction  in 
his  handiwork,  caring  for  his  materials  and  tools  is  artistically  engaged.” 
Even  in  my  own  boyhood  days  almost  every  craftsman  I  knew  had  this 
feeling  for  his  materials,  this  love  for  his  tools,  this  pride  in  his  product. 
My  house  in  Maine  was  built  some  forty  years  ago.  Its  lines  are  bad  but 
the  lover  of  his  craft,  the  plain  carpenter  who  built  the  mantel,  carved  on 
the  uprights  with  delicacy  of  touch  scallop  shells  such  as  are  found  on  all 
the  shores.  Almost  every  man  on  our  island  builds  boats  with  beauty  of 
line,  not  because  he  is  consciously  seeking  to  create  beauty  but  because  he 
is  striving  for  the  utility  of  speed,  of  smoothness  of  motion  thru  the  waves. 
Almost  every  woman  makes  hooked  or  braided  rugs  of  her  own  design  using 
as  her  inspiration  the  gorgeous  flowers  which  Maine  fogs  bring  forth. 


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In  this  Machine  Age  of  city  dwellers,  have  we  not,  men  and  women  alike, 
in  being  freed  from  the  economic  necessity  of  making  our  own  houses,  fur¬ 
niture,  utensils,  clothing,  rugs,  bread,  pies,  and  even  of  cooking  our  food, 
lost  something  of  most  vital  necessity  in  the  satisfying  growth  and  life 
experience  of  human  beings  who  feel,  at  least  should  feel,  an  obligation  to 
realize  themselves?  Just  how  under  present  conditions,  except  for  the  few, 
is  the  city-born  boy  or  girl  to  experience  that  most  heartening  of  all  experi¬ 
ences,  the  looking  upon  something  he  has  made  and  the  realizing  that  it 
is  good,  that  something  deep  within  himself  has  emerged  and  taken  form 
that  all  may  see  and  that  may  be  pronounced  good  by  his  peers? 

Some  ten  years  ago  I  was  asked  to  speak  upon  the  theme,  “Should  Amer¬ 
ica  H  ave  a  Distinct  National  Kultur?”  I  began  by  saying  that  upon  the 
dome  of  the  capitol  in  Boston  may  be  seen  as  the  emblem  of  Massachusetts 
a  gilded  codfish  and  that  I  would  replace  it  with  a  jack-knife  as  a  truer 
representation  historically  of  the  genius  of  Massachusetts.  For  I  view  the 
genius  not  merely  of  Massachusetts  but  of  New  England  and  of  America 
itself  thru  the  ages  past  as  essentially  one  of  creativeness,  a  creativeness 
arising  out  of  the  necessity  of  constantly  overcoming  difficulties  with  little 
equipment  other  than  a  certain  degree  of  ingenuity. 

I  seem  to  have  wandered  from  my  theme  which  'is  the  awareness  of 
beauty.  As  the  principal  of  a  high  school  for  boys,  I  was  often  skeptical  as 
I  saw  the  teachers  setting  boys  to  designing  bookmarks  or  paper  cutters  or 
tiles.  These  did  not  seem  to  me  to  have  the  desirable  sex  appeal.  Three  or 
four  generations  ago  their  ancestors  without  the  inspiration  of  a  teacher 
would  have  found  vent  for  their  creativeness  in  making  bows  and  arrows, 
gun  stocks,  bats,  boats,  kites,  even  tools.  Creativeness  is  still  found  in  our 
boys  and  girls ;  it  needs  but  the  opportunity  for  expression,  materials,  tools, 
a  place,  and  an  understanding  teacher.  I  saw  recently  as  the  product  of  a 
member  of  the  hobby  class  at  De  Witt  Clinton  High  School,  an  eighteenth 
century  coach,  complete  in  the  minutest  part,  a  miniature  of  the  coach  in 
which  Louis  XVI  might  have  ridden — decorated,  gilded,  and  all  with  ex¬ 
quisite  craftsmanship.  I  cannot  help  but  believe  that  that  Italian  boy  de¬ 
veloped  in  the  making  of  that  coach  to  a  higher  degree  the  qualities  of 
accuracy,  thoroness,  the  urge  to  do  his  best,  imaginativeness,  constructive¬ 
ness,  self-reliance,  a  faith  in  his  own  value  to  himself  and  to  society,  than 
he  could  have  gained  thru  the  study  of  a  foreign  language,  mathematics,  or 
even  science.  In  addition  he  had  gained  an  understanding  of  and  feeling  for 
wood,  leather,  silks,  brocades,  oils,  paints,  varnishes,  colors,  and  gold  leaf 
as  materials  for  the  arts  and  crafts  of  life.  Beyond  question  he  had  gained 
mastery  of  many  skills,  respect  for  craftsmanship  as  such,  and  a  vastly  in¬ 
creased  appreciation  of  beauty  of  line,  of  color,  of  composition. 

Forty  years  ago  we  introduced  manual  training  as  a  phase  of  secondary  • 
education.  We  went  further  and  established  vocational,  industrial,  trade 
schools,  but  in  this  very  process  we  have  omitted  from  the  education  of 
the  great  mass  of  pupils  this  experience  with  materials  of  construction,  this 
outgo  of  the  urge  for  expression  which  is  found  in  varying  degrees  in  every 
one  of  us.  It  is  a  grave  question  whether  this  lack  in  the  educational  ex¬ 
perience  of  the  majority  of  the  boys  and  girls  in  the  schools  of  this  country 


Department  of  Superintendence 


509 


may  not  be  responsible  in  large  measure  for  the  want  of  balance  and  touch 
with  reality  that  is  increasingly  prevalent  among  them. 

And  therefore  I  return  to  my  theme.  Is  this  awareness  of  beauty,  and  the 
resulting  tho  not  inevitable  growth  of  good  taste  as  a  permanent  possession 
and  dominating  force  in  the  life  of  a  man  or  woman,  one  of  the  minor  ends 
of  education,  one  of  the  fads  and  frills  which  may  be  dispensed  with  when 
financial  stress  arises,  or  is  it  one  of  the  major  ends  of  education  than  which 
there  is  none  more  vital  to  effectiveness  and  richness  of  living? 

Consider  the  transformation  of  life,  individual  and  civic,  that  would 
come  to  pass  if  our  schools  from  the  kindergarten  on  thru  college  should  set 
awareness  of  beauty,  the  growth  of  fine  taste,  as  the  sun  of  the  educational 
universe.  Every  branch  of  industry,  our  commerce,  our  merchandising,  the 
clothes  we  wear,  the  houses  we  live  in,  our  streets,  our  public  buildings, 
the  very  appearance  of  our  cities,  the  health  of  our  people,  their  speech, 
their  manners,  their  very  appearance,  the  lasting  happiness  and  well-being  of 
every  man  and  woman,  their  relations  with  each  other — all  would  be 
different.  The  issues  are  so  great  that  I  raise  the  questions,  Is  such  a  com¬ 
plete  transformation  of  education  and  so  ultimately  of  society  the  responsi¬ 
bility  of  the  comparatively  few  teachers  of  art,  or  is  it  the  responsibility  first 
of  the  principal  then  of  every  teacher  in  every  school  and  going  even  fur¬ 
ther,  is  it  not  primarily  the  responsibility  of  boards  of  education  in  the 
buildings  they  erect  and  in  the  facilities  they  furnish  for  furthering  or 

I  obstructing  this  awareness  of  beauty? 

I  have  indicated  that  the  board  of  education  should  further  this  aware¬ 
ness  of  beauty  by  furnishing  opportunity  from  the  earliest  years  on  for 
craft  work.  Our  teachers  in  despair  in  not  being  able  to  arouse  and  sustain 
the  interest  of  some  boys  and  girls  in  book  learning  are  beginning  to  furnish 
activity  programs  for  these  slow  learners  in  the  lower  grades  of  the  ele¬ 
mentary  schools.  The  activity  program  of  the  reorganized  elementary-school 
curriculum  of  New  York  City  calls  for  from  four  to  five  hours  weekly  of 
arts  and  crafts.  I  am  most  hopeful  that  this  program  will  evolve  types  of 
craft  work  that  will  prove  effective  instruments  for  the  development  of 
these  bo3^s  and  girls,  and  when  they  have  proved  the  value  of  craft  work 
for  these  slow  pupils,  I  trust  they  will  give  this  work  to  every  pupil,  but 
demand  a  higher  degree  of  accomplishment  as  his  learning  capacity  is 
greater.  The  child  is  naturally  creative.  Every  one  of  us  at  some  time  in 
his  life  has  loved  to  make  mud  pies.  A  running  brook  is  a  temptation  even 
now  to  build  a  dam.  Possibly  the  restlessness  of  city  boys  that  leads  them 
to  join  gangs  and  commit  crimes  is  the  outcome  of  the  want  of  opportunity 
for  creative  acts  in  our  school  and  in  our  street  life.  May  not  juvenile 
delinquency  be  merely  undirected  creativeness? 

We  have  discovered  in  New  York  City  that  clay  modeling  not  only 
awakens  to  life  an  unsuspected  creativeness  in  almost  every  boy  and  girl 
who  gives  himself  to  it  but  it  has  a  remarkably  soothing  and  healing  in¬ 
fluence  which  rests  a  troubled  spirit.  I  have  seen  a  class  of  boys,  every  one 
of  whom  had  been  a  failure  in  his  studies  and  a  trouble-maker,  enter  a 
room,  with  the  teacher,  Mrs.  Brady,  talking  to  me  in  the  corridor,  and 


510 


National  Education  Association 


each  of  them  go  directly  to  his  table  and  with  the  greatest  intensity  proceed 
to  work  upon  his  lump  of  clay  or  partially  completed  figure  of  man  or 
beast  or  vase.  Fantastic  as  it  may  seem,  as  creativeness  goes  out  from  the 
ends  of  the  fingers  to  the  clay,  gradually  molding  the  shapeless  mass  into 
a  thing  of  beauty  which  the  world  has  never  seen  before,  relaxation  and 
transforming  rest  come  to  the  frayed  nerves  and  to  the  disturbed  and  dis¬ 
turbing  spirit.  A  boy  came  to  this  class,  expelled  from  a  private  school,  the 
despair  of  his  father.  He  proceeded  to  make  trouble  in  the  new  school.  By 
some  good  fortune  he  was  placed  in  this  class  where  it  was  immediately 
discovered  that  he  had  an  amazing  creative  touch.  I  saw  a  head  of  a  Nubian 
boy  which  he  had  molded,  distinctly  Negro,  but  with  a  most  spiritual  qual¬ 
ity,  a  head  such  as  I  had  seen  in  the  Cairo  Museum  and  worthy  to  be 
placed  in  our  Metropolitan  Museum.  With  attention  thus  directed  to  him, 
it  was  discovered  he  could  write  as  well  as  he  could  mold.  The  boy  was 
transformed  into  one  of  the  most  helpful  boys  in  the  school.  His  father 
and  he  are  now  friends.  He  is  studying  in  the  Academy  of  Design.  If  we 
could  find  other  teachers  such  as  our  Mrs.  Brady,  I  would  give  clay  model¬ 
ing  to  every  child  in  the  early  years  of  the  primary  school,  and  to  such  as 
had  the  magic  touch  and  the  glowing  imagination,  I  would  offer  work  in 
plastic  art  all  the  way  to  the  latest  year  of  the  high-school  course. 

We  boys  often  used  to  complain  of  chores,  for  they  interfered  with  the 
more  serious  business  of  baseball  or  hare  and  hounds,  but  I  sometimes  be¬ 
lieve  the  passing  of  chores  with  the  town-bred  boy  has  left  a  serious  gap 
in  his  education  which  of  all  school  subjects  the  fads  and  frills  of  art  and 
music  alone  are  competent  to  fill.  When  students  in  Germany,  we  used  to 
visit  the  yearly  fairs  and  buy  for  a  few  pennies  the  earthenware  dishes,  bits 
of  pottery,  figures  of  carved  wood  made  by  the  men  and  boys  of  the  coun¬ 
tryside,  the  occupations  of  long  winter  evenings.  I  saw  in  the  Sunday  Times 
recently  the  picture  of  a  woman  of  Bali  pounding  the  rice  while  the  man 
was  carving  an  ivory  tusk  for  a  musical  instrument.  These  men  of  Ger¬ 
many  and  of  Bali  were  carrying  on  the  age-long  traditions  of  the  race  that 
when  the  arduous  chase  and  the  strenuous  toil  of  tilling  the  soil  is  over  it  is 
the  man  who  turns  in  his  lighter  hours  to  the  making  of  something  of  beauty, 
an  enduring  monument  of  his  imagination  and  of  his  skill. 

So  we  in  America  must  turn  back  the  clock  if  we  are  to  be  a  physically 
and  mentally  healthy  race.  We  are  under  the  spell  of  automatic  machinery. 
We  want  to  feed  things  into  a  hopper  and  by  a  receptive  process  have  them 
come  out  a  finished  product.  Even  the  six-year-old  child  these  days  is  to  be 
fed  into  the  educational  hopper  and  after  twelve  years,  without  any  serious 
effort  on  his  part  or  on  the  part  of  his  parents,  is  to  come  out  with  a  high- 
school  diploma  and  with  the  delusion  that  he  is  educated.  And  state  eco¬ 
nomic  councils  and  taxpayers  associations  are  hoping  that  moving  pictures 
and  the  radio  will  soon  bring  about  that  paradise  of  their  wistful  thinking, 
the  school  without  teachers.  What  a  saving !  The  final  triumph  of  progress. 

Of  all  school  subjects,  it  would  seem  that  art  is  best  adapted  to  bring 
home  to  us  the  utter  futility  of  attempting  to  apply  the  methods  of  large 
scale  industry  to  the  education  of  boys  and  girls.  The  recognition  of  beauty 
comes  only  thru  the  individual ;  the  creation  of  beauty  is  the  work  of  one. 


Department  of  Superintendence 


511 


Even  where  it  seems  to  be  a  joint  product,  behind  the  joint  action  is  the 
idea  of  one  man,  for  without  this  there  could  not  arise  that  unity,  that  pro¬ 
portion,  that  harmony  which  is  of  the  essence  of  beauty.  Effective  art  educa¬ 
tion  of  necessity  deals  only  with  individuals.  Its  method  is  of  necessity  a 
project  method.  The  boy  chooses  his  project  and  finishes  it  or  he  does  not. 
There  is  no  room  for  doubt.  The  quality  of  the  product  is  apparent  to  all. 
The  boy  deceives  neither  the  teacher  nor  himself.  He  is  encouraged  to 
arrive  at  and  state  an  esthetic  judgment  which  is  his  own.  He  thus  gains 
respect  for  himself  and  in  one  field  at  least  remains  an  individual.  Possibly 
at  the  present  time,  therefore,  no  more  vital  function  does  art  education 
discharge  in  the  high  school  than  this  recognition  of  the  right  of  the  student 
to  individual  growth  and  the  application  of  the  universal  method  of  the 
coming  educational  day,  the  project  method  and  the  individual  judgment 
of  his  personal  project. 

Unless  I  misread  the  symptoms  of  many  pupils  who  enter  high  schools, 
their  elementary  training  has  consisted  of  a  series  of  several  hundred  stunts. 
They  have  been  taught  ways  of  accomplishing  things — not  the  essential 
nature  of  things,  not  the  nature  of  their  relation  to  other  things.  They  do 
not  know  what  a  fraction  is  but  they  have  been  taught  a  particular  way 
to  add  fractions  when  arranged  in  a  certain  order.  The  elementary  teacher 
believing  there  is  no  such  thing  as  a  general  training  resolves  education  into 
a  large  number  of  specific  trainings,  a  specific  training  for  each  operation 
to  be  performed.  The  method  therefore  is  the  recognition  of  types,  the 
imitation  of  models.  General  principles  hardly  exist.  The  boy  learns  nothing 
for  all  time.  He  does  not  know  there  are  things  one  should  carry  thru  life 
as  having  enduring  value  in  themselves.  He  comes  to  the  high  school  with 
the  attitude  that  education  consists  in  gaining  credits  for  admission  to  col¬ 
lege  or  for  entrance  to  a  profession  or  as  conducing  to  success  in  a  vocation. 
He  does  not  conceive  of  education  in  terms  of  his  own  growth.  Everything 
is  but  a  means  to  an  end.  Each  experience  today  is  of  value  only  as  it  is 
a  vestibule  to  something  tomorrow.  Nothing  is  complete  or  worthwhile  in 
itself. 

This  boy  enters  an  art  class.  The  teacher  shows  him  a  picture.  It  is 
sufficient  for  the  teacher  that  the  boy  gains  any  pleasure  from  it.  The  boy 
is  asked  to  gaze  at  a  sunset.  It  is  an  experience  complete  in  itself  if  he  but 
gets  a  thrill  however  slight.  That  sunset  is  forever  gone  save  in  his  recol¬ 
lection.  He  cannot  be  examined  on  it.  He  cannot  gain  credits  for  the  ex¬ 
perience.  All  that  is  left  is  an  expansion  of  himself,  a  desire  for  more,  a 
greater  responsiveness  to  the  presence  of  not  merely  that  manifestation  of 
beauty  but  of  other  like  manifestations.  He  immediately  walks  larger  in  a 
world  that  forever  grows  larger  since  the  appetite  for  beauty  is  never  sated 
— exposure  to  one  glowing  sunset  makes  him  but  more  eager  for  the  next. 

My  five-year-old  stood  at  the  window  one  November  day  clapping  his 
hands  and  crying  out  joyfully,  “All  this  beautiful  snow  coming  down  for 
me  and  my  sled.”  The  addition  “and  my  sled”  ruined  the  experience  of 
beauty.  The  snow  like  most  subjects  the  boy  studies  in  school  was  to  him 
a  means  to  an  end,  sliding  downhill,  a  deferred  value. 


512 


National  Education  Association 


I  saw  this  same  five-year-old  standing  on  the  rocky  shore  of  Lake  Cham¬ 
plain.  His  hands  were  moving  as  before.  He  said  nothing.  It  was  sufficient 
to  be  thrilled  by  the  sight  and  sound  of  the  crashing,  foaming  waves.  That 
was  a  pure  appreciation  of  beauty,  an  experience,  complete,  satisfying. 
Thirty  years  later  any  summer  is  wasted  which  does  not  find  him  thirteen 
hundred  miles  from  his  home  in  Chicago  for  even  one  day  gazing  from  a 
boat  over  the  granite-rimmed,  spruce-clad  islands  of  Penobscot  Bay  to  the 
sun  setting  in  glory  on  the  Camden  Hills,  twenty  miles  away.  Such  ele¬ 
ments  in  education  have  no  deferred  values.  Their  values  areffiere  now  and 
thru  all  the  years  to  come.  One  of  our  chairmen  maintains  that  in  a  course 
in  the  appreciation  of  art  there  should  be  no  examinations.  I  believe  she  is 
right.  The  examination  becomes  an  end,  a  basis  for  promotion,  whereas  the 
immediate  end  you  will  all  agree  should  be  growth  in  emotional  response 
to  the  presence  of  beauty.  The  ultimate  end  should  be  the  growth  in  the 
response  of  all  that  a  man  is  in  the  presence  of  beauty. 

Could  our  art  teachers  but  expose  even  a  city  boy  to  sufficient  manifesta¬ 
tions  of  beauty  that  boy  would,  I  believe,  gradually  grow  to  the  stature  of 
realizing  that  beauty  is  completely  satisfying  in  itself,  however  brief  the 
manifestation  and  is  not  to  be  valued  because  it  is  to  be  used  in  any  way. 
Life  experiences  are  to  be  lived,  enjoyed  now  and  here.  As  his  teacher  shows 
the  boy  that  great  art  never  dies,  that  Phidias  in  far  away  Athens  of  twenty- 
three  hundred  years  ago  was  dominated  by  the  same  principles  which  he 
himself  has  just  employed  in  the  design  he  is  making,  he  does  come  to  realize 
the  worth  of  great  fundamental  principles  of  relationship — that  there  are 
some  things  to  be  gained  as  a  life-long  possession  and  passed  on  to  genera¬ 
tions  to  come.  I  do  not  remember  as  a  boy  seeing  a  sunset,  or  a  starry  sky, 
or  the  shapes  of  trees.  All  because  no  one  opened  my  eyes.  The  beautiful 
was  there;  I  saw  it  not.  Few  of  us  saw  anything  beautiful  in  an  elevated 
railroad  in  a  fog  until  Pennell  revealed  it  in  his  etchings.  Why  should  any 
of  us  go  thru  life  as  in  a  prison  cell  when  all  around  us  on  every  hand 
there  is  beauty  even  amid  ugliness  to  the  seeing  eye,  whether  it  be  the 
crowded  street,  the  rolling  prairie,  the  mountains,  or  the  sea? 

Art  education  in  the  schools  does  not  mean  merely  lettering,  free-hand 
drawing,  sketching,  design,  painting,  analysis  of  color.  It  means  all  that, 
but  it  means  so  much  more,  a  feeling  for,  an  awareness  of,  some  under¬ 
standing  of  what  not  only  art  but  also  beauty  itself  has  given  in  richness  of 
living,  in  exaltation  to  the  race  thruout  the  ages  past.  How  can  schoolboards 
any  longer  consider  art  and  music  as  minor  subjects  to  be  retained  if  one 
can  afford  them  when  in  this  age  of  rush  and  change,  often  of  discourage¬ 
ment  and  fear,  the  teachers  of  art,  as  no  one  else,  recall  to  us  that  beauty 
is  eternal;  that  since  time  began  the  finer  souls  have  found  fulness  of  satis¬ 
faction  in  simplicity,  harmony,  balance,  moderation ;  that  the  great  prin¬ 
ciples  which  dominate  men  are  everlasting  verities  worthy  of  a  home  within 
every  child  they  teach;  that  beauty  is  forever  present;  that  from  its  constant 
draughts  come  expansion  of  soul  and  richness  of  life  which  are  the  true 
ends  of  education? 

I  have  spoken  only  of  the  immediate  cultural  values  of  art  in  the  ele¬ 
mentary  school  and  the  secondary  school.  The  elective  courses  in  our  high 


Department  of  Superintendence 


513 


schools  lead  the  way  not  only  to  a  high  degree  of  cultural  development  but 
to  numerous  vocations.  The  most  encouraging  sign  of  the  times  is  that  some 
of  our  best  colleges  are  now  accepting  three  units  of  art  on  a  par  with 
three  units  of  foreign  language,  mathematics,  or  science.  These  colleges,  not 
all  of  them  for  women  but  some  which  shine  in  hockey  and  football,  as 
Princeton  and  Harvard,  are  offering  cultural  courses  in  art.  Art  is  no  longer 
a  minor  in  education.  It  is  beginning  to  take  in  American  schools  and  col¬ 
leges  the  place  it  has  always  held  in  the  life  of  man  beyond  the  school, 
whether  the  man  be  savage  or  sage. 

SECRETARY’S  MINUTES 

St.  Louis  Convention 

February  22 

The  sixty-sixth  annual  meeting  of  the  Department  of  Superintendence 
was  held  in  the  Municipal  Auditorium,  St.  Louis,  Mo.  Registration  and 
exhibits  opened  Saturday,  February  22,  1936.  The  Exhibit  was  the  largest 
and  best  organized  since  the  depression  began.  It  represented  long  and 
careful  planning  on  the  part  of  those  participating.  In  the  great  area  on 
the  ground  floor  of  the  Municipal  Auditorium  nearly  two  hundred  and 
fifty  different  firms  and  organizations  were  represented.  A  feature  of 
special  value  was  the  exhibit  of  administrative  procedure  of  the  St.  Louis 
public  schools,  which  was  arranged  in  the  form  of  thirty-two  panels  placed 
along  the  inner  walls  of  the  Exhibit  Hall. 

February  23 

The  opening  Vesper  Service  was  held  in  the  Opera  House  of  the 
Municipal  Auditorium  on  Sunday  afternoon,  February  23.  At  the  opening 
of  this  session,  Superintendent  Henry  J.  Gerling  of  St.  Louis  presented 
a  gavel  to  President  A.  J.  Stoddard.  It  was  made  from  wood  taken  from 
the  stair  rail  of  the  St.  Louis  residence  once  occupied  by  Eugene  Field. 
Following  the  address  by  President  Glenn  Frank  of  the  University  of 
Wisconsin,  an  Honorary  Life  Membership  in  the  Department  of  Super¬ 
intendence  was  presented  to  Herbert  S.  Weet  in  recognition  of  his  distin¬ 
guished  service  as  a  superintendent  of  schools  and  of  his  devotion  to  the 
ideals  of  public  education. 

The  first  part  of  the  Sunday  evening  program  was  furnished  by  a  com¬ 
bined  chorus  of  five  hundred  Negro  voices  from  church  and  school  choirs 
of  St.  Louis.  The  vast  audience  was  thrilled  as  it  heard  splendid  renditions 
of  heart  songs  of  long  ago,  Negro  spirituals,  and  songs  by  modern  composers. 

“America  Speaks”  was  the  title  of  the  second  part  of  the  Sunday  evening 
program.  It  was  presented  from  the  stage  by  stars  of  the  National  Broad¬ 
casting  Company.  Dramatization,  songs,  public  opinion,  and  religion  were 
brought  to  the  audience  with  the  same  procedure  as  is  followed  in  the 
broadcasting  stations. 

February  24 

At  the  Monday  morning  session,  Honorable  Bernard  F.  Dickmann, 
Mayor  of  St.  Louis,  in  well-chosen  words,  brought  greetings  to  the  con- 


514 


National  Education  Association 


vention.  United  States  Commissioner  of  Education  J.  W.  Studebaker  pre¬ 
sented  a  personal  letter  from  President  Franklin  D.  Roosevelt. 

On  Monday  afternoon,  under  the  direction  of  nine  division  chairmen, 
thirty-six  group  meetings  were  held.  At  each  of  these  meetings,  two  im¬ 
portant  issues  were  debated. 

February  25 

Nominations  for  officers  were  as  follows:  For  president,  William  J. 
Bogan,  superintendent  of  schools,  Chicago,  Ill.,  Carroll  R.  Reed,  superin¬ 
tendent  of  schools,  Minneapolis,  Minn.,  and  A.  L.  Threlkeld,  superin¬ 
tendent  nf  schools,  Denver,  Colo. ;  for  second  vicepresident,  Jesse  H.  Mason, 
superintendent  of  schools,  Canton,  Ohio,  and  J.  W.  Ramsey,  superinten¬ 
dent  of  schools,  Fort  Smith,  Ark. ;  for  member  of  the  Executive  Committee 
for  four  years,  Merle  J.  Abbett,  superintendent  of  schools,  Fort  Wayne, 
Ind.,  J.  C.  Cochran,  superintendent  of  schools,  San  Antonio,  Texas,  and 
W.  Howard  Pillsbury,  superintendent  of  schools,  Schenectady,  N.  Y. 

The  Department  of*  Superintendence  met  in  executive  session  Tuesday 
afternoon.  Superintendent  Paul  C.  Stetson  of  Indianapolis,  Indiana,  chair¬ 
man  of  the  Committee  on  a  Longer  Planned  Program  for  the  Department 
of  Superintendence,  presented  the  report  of  that  committee.  He  raised 
certain  issues  for  discussion  and  immediate  action.  On  behalf  of  the  Com¬ 
mittee,  he  also  presented  proposals  for  amendments  to  the  Constitution 
and  Bylaws  of  the  Department  of  Superintendence  for  action  a  year  hence. 

The  Executive  Committee  of  the  Department  of  Superintendence  pre¬ 
sented  a  statement  and  resolution  concerning  the  termination  of  the  work 
of  Payson  Smith  as  Commissioner  of  Education  in  Massachusetts.  The 
statement  was  approved  and  the  resolution  adopted  by  a  rising  vote. 

Superintendent  W.  Howard  Pillsbury  of  Schenectady,  N.  Y.,  presented 
the  report  of  the  Committee  on  Resolutions.  After  a  few  minor  amend¬ 
ments,  the  report  was  adopted. 

February  26 

Wednesday,  February  26,  had  been  designated  by  President  A.  J. 
Stoddard  as  Missouri  Day.  Programs  of  special  interest  to  teachers  had 
been  planned.  In  the  afternoon,  thirty-nine  directed  group  discussions  con¬ 
sidered  live  issues  in  the  field  of  education  at  all  levels,  from  preschool  and 
kindergarten  to  teacher  training  and  adult  education. 


February  27 

A  fine  attendance  marked  both  the  morning  and  afternoon  sessions  on 
the  closing  day  of  the  convention.  “Next  Steps  in  Educational  Progress” 
was  the  morning  theme.  A  public  forum  conducted  by  United  States  Com¬ 
missioner  of  Education  J.  W.  Studebaker  was  the  afternoon  feature.  A  past 
president’s  key  similar  to  those  awarded  to  other  former  presidents  of  the 
Department  of  Superintendence  was  presented  to  President  A.  J.  Stoddard. 
After  the  Board  of  Tellers  had  reported,  the  newly  elected  officers  were 

introduced  and  the  convention  adjourned.  n  o 

S.  D.  Shankland, 

Executive  Secretary. 


Department  of  Superintendence 


515 


REPORT  OF  THE  BOARD  OF  TELLERS 

ST.  LOUIS  CONVENTION 

February  26,  1936 

To  the  President,  Executive  Committee,  and  Members  of  the  Department 
of  Superintendence: 

We  hereby  certify  that  the  election  of  officers  of  the  Department  of 
Superintendence  of  the  National  Education  Association  was  held  this  day 
and  conducted  in  accordance  with  the  provisions  of  the  Constitution  and 
Bylaws. 

The  following  received  a  majority  of  the  votes  cast  and  were  elected: 

President  for  one  year : 

A.  L.  Threlkeld,  superintendent  of  schools,  Denver,  Colo. 

Second  vicepresident  for  one  year: 

Jesse  H.  Mason,  superintendent  of  schools,  Canton,  Ohio. 

Member  of  the  Executive  Committee  for  four  years: 

J.  C.  Cochran,  superintendent  of  schools,  San  Antonio,  Texas. 

The  retiring  president,  A.  J.  Stoddard,  superintendent  of  schools,  Provi¬ 
dence,  Rhode  Island,  by  provision  of  the  Constitution  automatically  be¬ 
comes  first  vicepresident  for  the  ensuing  year. 

Respectfully  submitted, 

Everett  W.  Ireland,  Chairman , 
Ira  S.  Brinser, 

John  W.  Thalman, 

Harvey  O.  Hutchinson, 

John  Branigan. 

RESOLUTIONS 

Report  of  the  Committee  on  Resolutions 
Adopted  February  25 ,  1936 

Education  is  a  primary  function  of  the  state  and  was  recognized  as  such 
by  the  founders  of  our  country.  This  principle  is  the  foundation  of  our  demo¬ 
cratic  ideals  and  institutions.  For  the  effective  realization  of  the  objectives 
of  public  education,  for  the  preservation  of  our  American  standards  of 
freedom  thru  equality  of  individual  opportunity,  the  national  Department 
of  Superintendence  endorses  the  following  resolutions: 

I.  The  Program 

We  urge  for  the  schools  of  the  several  states  a  minimum  educational 
program  which  shall  include: 

1.  A  full  day’s  schooling  for  a  full  term  of  180  days  for  all  children 
between  the  ages  of  five  and  eighteen  in  a  well-equipped  modern  school 
building. 

2.  A  complete  program  of  education  for  every  child  including: 

a.  Well-organized  elementary-grade  instruction  beginning  with  the  kin¬ 
dergarten. 


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National  Education  Association 


b.  Secondary  education  broad  enough  to  satisfy  the  educational  needs  of 
pupils  of  varying  types  and  interests. 

c.  Continuation  schools  for  children  who,  because  of  circumstances  be¬ 
yond  their  control,  are  compelled  to  seek  employment. 

d.  Special  training  for  both  gifted  and  handicapped  children. 

e.  Adequate  health  service  for  all  children. 

3.  A  compulsory  school  attendance  law  which  does  not  discriminate 
against  rural  children  and  which  protects  children  from  labor  unsuitable 
to  their  age,  experience,  and  physical  development. 

4.  A  modern  curriculum  extending  from  the  kindergarten  thru  the 
secondary  school  adequate  to  furnish  to  pupils  an  understanding  of  the 
world  in  which  they  live  and  to  enable  them  to  participate  as  useful  mem¬ 
bers  of  society. 

5.  Teachers  with  a  minimum  of  four  years  of  professional  preparation 
beyond  high  school ;  supervisors  and  administrators  with  a  minimum  of  five 
years  of  professional  preparation  in  addition  to  successful  teaching  experi¬ 
ence. 

6.  For  all  teachers  so  trained  a  legal  minimum  salary  of  not  less  than 
$100  per  month,  with  a  reasonable  degree  of  security  and  legal  tenure  con¬ 
ditioned  on  professional  improvement  and  a  sound  retirement  system  for 
all  educational  employees. 

7.  A  well-defined  legal  status  for  the  superintendent  of  schools. 

II.  The  Curriculum 

1.  Public  education  is  a  social  device.  As  such,  it  is  most  efficient  when 
it  promotes  the  ends  which  have  inspired  the  type  of  social  existence  in  which 
the  school  is  placed.  In  America  the  intention  has  been  to  guarantee  life, 
liberty,  and  the  pursuit  of  happiness  to  the  masses  thru  a  democratic  form 
of  government.  Public  education  must,  therefore,  reconsecrate  itself  to  the 
task  of  maintaining  democratic  ideals  in  the  midst  of  social  and  economic 
adjustment. 

2.  The  public  school  can  help  make  democracy  safe  for  the  world.  We 
recognize  that  the  special  privilege,  ignorance,  and  selfishness  within  our 
gates  are  enemies  even  more  menacing  than  any  that  may  be  threatening 
from  without.  We  urge,  therefore,  that  the  instructional  program  should  aid 
pupils  to  a  clear  recognition  of  these  enemies  of  democracy  in  order  that 
those  who  will  soon  participate  in  society  may  the  more  fully  attack  its 
problems  in  a  spirit  of  intelligent  patriotism. 

3.  We  recognize  that  many  of  the  most  critical  problems  facing  the 
American  people  today  are  economic  in  nature.  We  also  recognize  that  the 
American  people  are  economically  confused  and  that  we  are  in  imminent 
danger  of  making  serious  mistakes  from  which  it  will  be  difficult  for  the 
country  to  recover.  We  believe,  therefore,  that  the  time  has  come  when  the 
schools  of  the  United  States  should  seriously  attack  the  problem  of  intro¬ 
ducing  economic  understandings  and  experiences  suitable  to  children  of 
every  age  level  as  an  integral  part  of  our  curriculum,  applying  to  the  prob- 


Department  of  Superintendence 


517 


lem  those  technics  of  curriculum  construction  and  method  which  have  been 
so  successful  with  other  materials  of  instruction. 

4.  We  recognize  the  interrelated  functions  and  responsibilities  of  all  edu¬ 
cative  agencies — the  press,  the  radio,  the  theater,  and  the  church — as  well  as 
the  schools  in  the  full  achievement  of  a  democratic  life  in  our  country.  But 
we  call  attention  to  the  problem  created  by  the  fact  that  conditions  of  social 
change  not  fully  recognized  in  the  curriculums  of  our  schools  are  often  the 
occasion  for  organized  social  pressure  which  seeks  to  commit  schools  to  the 
observance  of  special  days  and  weeks,  and  the  insistence  on  the  introduction 
of  special  curriculums.  Such  sporadic  measures  tend  to  disintegrate  an  al¬ 
ready  overcrowded  and  overcompartmented  curriculum  involving  education 
in  propaganda  methods  and  dictating  the  nature  and  content  of  the  curric¬ 
ulum  in  ways  which  are  subversive  to  the  general  good. 

While  not  unmindful  of  such  facts  as  the  appalling  increase  in  fatalities 
due  to  motor  accidents,  amounting  to  over  100  percent  in  the  ages  of  fifteen 
to  nineteen,  we  maintain  that  the  development  of  sound  social  attitudes  and 
understandings  on  the  part  of  adults  as  well  as  adolescents  and  children  on 
such  problems  as  public  safety,  traffic  and  accident  control,  law  enforce¬ 
ment,  and  drunkenness  can  only  result  from  action  based  on  sound  long¬ 
term  social  and  educational  planning  and  administration. 

III.  Adult  Education 

The  growing  needs  of  the  adult  population  for  such  education  as  will  fit 
:j  them  for  their  social,  economic,  and  civic  responsibilities  should  be  frankly 
faced  by  those  responsible  for  the  administration  of  our  public  school  system, 
and  we  therefore  recommend : 

1.  That  adult  education  be  recognized  as  a  function  of  the  public  school 
1  system. 

2.  That  local  communities  be  encouraged  to  make  increasingly  liberal 
provision  for  forums  and  similar  services  thru  state  and  federal  support. 

3.  That  adult  education  programs  be  kept  functional  and  dynamic  as 
needs  may  arise  and  carefully  guarded  from  undue  formalization. 

4.  That  the  public  schools  should  seek  opportunities  for  cooperation  with 
■|  and  functioning  thru  such  existing  community  and  state  agencies  as  are 

already  making  worthwhile  contributions  to  adult  education. 

5.  That  the  public  school  should  provide  a  program  which  will  recognize 
the  needs  of  youth  between  the  approximate  ages  of  eighteen  and  twenty-five. 

IV.  Research 

Since  research  has  been,  and  will  continue  to  be,  the  most  valuable  tool 
j  we  have  in  education,  there  should  be  increased  facilities  for  well-related 
city,  county,  state,  and  national  service. 

1.  Research  service  in  public  school  systems  should  be  strengthened  and 
extended  to  include  smaller  communities  and  rural  areas  as  well  as  cities. 

2.  Due  emphasis  should  be  placed  upon  administrative  research.  We 
recommend  research  to  determine  a  uniform  system  of  child  accounting. 

3.  Due  emphasis  should  also  be  placed  on  laboratory  studies  of  learning 
but  the  exploratory  function  of  pioneer  studies  and  basic  experiments  should 


518 


National  Education  Association 


be  recognized  as  more  vital  and  essential  in  a  period  of  educational  recon¬ 
struction  than  refined  standardization  of  currently  accepted  practises  and 
levels  of  achievement.  This  may  well  be  the  special  function  of  special  com¬ 
missions  and  departments  of  education  in  universities.  However,  wherever 
opportunity  presents  itself,  field  experiments  should  also  be  set  up  in  public 
schools.  In  this  connection  we  recognize  the  significance  of  constructive 
studies  toward  the  development  of  functional  curriculums  for  the  American 
secondary  school. 

4.  A  “consumers”  service  should  be  evolved  for  the  users  of  research, 
e.  g.,  teachers  and  administrators,  to  the  end  that  reports  may  be  more  effec¬ 
tively  interpreted  into  new  practises  and  for  insuring  that  the  findings  of 
educational  research  reach  the  general  public  in  understandable  form. 

5.  So  long  as  research  is  conducted  independently  in  the  various  states 
and  local  communities  it  is  inevitable  that  there  should  be  a  very  considerable 
waste  due  to  overlapping.  We  would  again  urge  that  the  personnel  of  the 
federal  Office  of  Education  be  materially  increased  in  order  that  it  may 
more  largely  coordinate  and  initiate  the  research  service  demanded  by 
changing  social  conditions. 

V.  Small  Schools 

We  commend  the  increasingly  large  number  of  agencies  that  are  devoting 
themselves  to  the  solution  of  the  problems  of  the  small  school.  Wherever 
feasible,  uneconomically  small  units  should  be  eliminated.  Many  districts, 
however,  cannot  be  consolidated  and  even  when  consolidation  is  effected  in 
our  more  sparsely  settled  areas,  the  enlarged  units  thus  formed  usually  have 
small  enrolments.  Recent  figures  indicate  that  more  than  90  percent  of  our 
school  systems  in  the  United  States  are  in  communities  with  populations  of 
less  than  2500.  It  is  evidently  necessary,  therefore,  that  administrative, 
supervisory,  and  instructional  technics  be  developed  which  are  suited  par¬ 
ticularly  to  the  smaller  schools  of  the  nation. 

We  urge,  in  view  of  this  situation,  that  the  Department  of  Superintend¬ 
ence  devote  a  yearbook  to  the  organization  and  administration  of  smaller 
schools  and  that  more  attention  be  given  to  the  problems  and  opportunities 
of  such  schools  in  the  planning  of  the  programs  of  this  Department. 

VI.  Financing  Education 

We  believe  that  the  financing  of  such  a  program  as  is  embodied  in  these 
resolutions  demands: 

1.  The  development  of  a  broader  tax  base  which  will  secure  the  needed 
revenue  and  equalize  the  financial  burdens  and  obligations  among  the  respec¬ 
tive  sources  of  wealth  and  the  determination  of  such  a  broader  tax  base  thru 
the  appointment  of  expert  non-political  tax  commissions. 

2.  Larger  units  of  taxation  and  educational  administration,  with  the  con¬ 
sequent  reduction  of  overlapping  in  governmental  functions. 

3.  An  equitable  system  of  state  aid  based  upon  the  principle  of  taxing 
the  wealth  of  the  state  wherever  it  may  be  located  for  the  support  of  the 
education  of  the  children  of  the  state  wherever  they  may  be  found. 


Department  of  Superintendence 


519 


4.  A  system  of  federal  aid  similarly  based  upon  the  principle  of  equality 
of  educational  opportunity  for  all  the  children  of  the  United  States.  Such  aid 
should  be  administered  by  the  state  departments  of  education  of  the  several 
states  on  a  scientific  equalization  basis  but  entirely  divorced  from  federal 
control. 

5.  Determined  opposition  to  national  groups  which  advocate  fixing  the 
limit  of  free  public  education  at  the  elementary-school  level,  and  to  leagues 
and  alliances  which  are  trying  to  emasculate  the  public  school  program  to 
protect  wealth  from  taxation. 

VII.  Freedom  from  Politics 

1.  The  Department  of  Superintendence  deplores  the  fact  that  in  the 
expenditure  of  federal  moneys  in  the  name  of  education,  laymen  in  Washing¬ 
ton  have  arrogated  to  themselves  the  determination  of  educational  needs  and 
procedures.  This  Department  maintains  that  the  term  “emergency  educa¬ 
tion”  is  an  unfortunate  hybrid  which  does  not  justify  the  violation  of  the 
professional  standards  and  sound  administrative  policies. 

2.  We  also  regret  that  in  the  distribution  of  federal  funds  for  unem¬ 
ployed  teachers  and  youth,  the  already  existing  needs  of  states  and  commu¬ 
nities  were  not  recognized,  and  that  regularly  constituted  educational 
authorities  were  in  the  main  ignored. 

3.  In  the  development  of  the  educational  function,  each  state,  thru  its 
legislature,  has  found  it  necessary  to  delegate  certain  duties  and  powers  to 
the  local  community.  The  board  of  education  is  the  representative  both  of 
the  people  and  of  the  state  and  is  responsible  to  both.  No  intermediary 
municipal  authority  should  be  permitted  to  stand  between  either  the  people 
and  the  board  of  education  or  between  the  board  of  education  and  the  state. 
This  means  fiscal  independence  for  all  schoolboards. 

4.  Since  it  is  essential  for  the  successful  functioning  of  a  democracy  that 
the  citizens  be  well  informed  upon  the  vital  issues  of  the  day  and  since  it  is 
a  primary  purpose  of  our  schools  to  train  students  to  take  their  places  in  a 
democratic  society,  we  are  heartily  in  favor  of  that  sort  of  academic  freedom 
(a)  which  permits  the  teacher  the  complete  liberty  of  political  conduct  and 
thought  to  which  he  is  entitled  as  an  American  citizen,  and  (b)  which  at 
the  same  time  obligates  the  teacher  to  present  all  available  facts  in  contro¬ 
versial  issues  so  that  a  realistic  and  accurate  picture  of  American  life  and 
problems  may  be  presented  to  the  students,  without  forcing  upon  them  the 
personal  opinion  or  bias  of  any  individual  or  group.  Thus  only  can  students 
learn  to  reach  conclusions  thru  critical  thinking  untrammeled  by  pressure  or 
propaganda.  We  pledge  the  full  strength  of  our  organization  to  uphold 
every  effort  for  the  maintenance  of  the  principle  of  academic  freedom  as 
thus  defined. 

5.  We  insist  that  public  education  should  be  free  from  partisan  politics. 
The  administration  of  schools,  the  development  of  school  policies,  the  selec¬ 
tion  of  teachers,  and  enactment  of  educational  legislation  should  be  deter¬ 
mined  solely  by  their  contribution  to  the  common  welfare  and  only  upon 
the  advice  of  competent  educational  leadership. 


520 


National  Education  Association 


VIII.  Appreciation 

1.  We  wish  to  express  our  deep  appreciation  to  President  Stoddard  and 
to  the  persons  who  have  assisted  him  so  efficiently  in  providing  the  very 
well-arranged  and  highly  inspiring  program  of  this  convention. 

2.  We  also  desire  to  express  to  the  residents  of  the  splendid  city  of  St. 
Louis  our  very  sincere  thanks  for  the  kindly  hospitality  extended  so  cor¬ 
dially  during  our  meetings  here. 

3.  We  commend  the  press  and  radio  of  America  for  the  space  and  the 
time  that  have  been  afforded  public  education  during  the  past  year.  We  also 
commend  the  local  press  for  the  sound  editorial  comment  and  liberal  amount 
of  column  space  devoted  to  this  convention.  Public  education  is  a  public 
responsibility.  The  white  light  of  publicity  has  a  purifying  effect  on  public 
business ;  the  thoughtful  articles  appearing  in  our  periodicals  have  aided  in 
securing  dignified  consideration  for  the  problems  of  the  school. 

4.  Lastly,  we  pledge  ourselves  anew  to  the  great  work  in  which  we  are 
engaged.  We  resolve  once  again  and  with  even  greater  sincerity  and  stead¬ 
fastness  of  purpose,  to  make  the  public  schools  of  America  a  sound  founda¬ 
tion  for  the  pursuit  of  happiness,  general  prosperity,  and  social  security  for 
all  its  citizens. 

W.  Howard  Pillsbury,  Chairman 


Francis  L.  Bailey 
Fred  G.  Bishop 
J.  C.  Cochran 
John  H.  Dyer 
L.  W.  Feik 
S.  Monroe  Graves 
William  C.  Griggs 
F.  E.  Henzlik 
John  C.  Lindsey 


David  J.  Malcolm 
Clyde  B.  Moore 
Jesse  R.  Overturf 
Sue  M.  Powers 
Theodore  Saam 
F.  L.  Schlagle 
Gordon  G.  Singleton 
Charles  L.  Spain 
Laura  Zirbes 


Statement  and  Resolution  Submitted  by  the  Executive  Committee 
of  the  Department  of  Superintendence 

Adopted  February  25 ,  1936 

Statement 

On  December  18,  1935,  the  work  of  Payson  Smith  as  commissioner  of 
education  in  Massachusetts  was  terminated,  after  nineteen  years  of  distin¬ 
guished  service.  The  facts  in  connection  with  this  action  against  Dr.  Smith 
and  the  appointment  of  his  successor,  as  well  as  subsequent  developments  in 
the  whole  Massachusetts  Department  of  Education,  have  been  submitted 
voluntarily  to  the  executive  secretary  of  the  Department  of  Superintend¬ 
ence  by  citizens  both  within  and  without  the  profession  in  Massachusetts. 
These  facts  have  been  documented  and  constitute  a  matter  of  record  at  the 
headquarters  office  of  the  Department  of  Superintendence.  This  record  is 
open  to  inspection  by  any  interested  member  of  the  Department.  Numer- 


Department  of  Superintendence 


521 


ous  requests  have  been  received,  both  from  Massachusetts  and  various  other 
parts  of  the  country,  that  some  appropriate  action  be  taken  by  the  Depart¬ 
ment  of  Superintendence  to  call  attention  generally  to  the  educational 
implications  of  this  event  in  Massachusetts. 

There  have  been  other  instances  of  the  political  removal  from  office  of 
educational  administrators.  The  facts  in  connection  with  this  case  in  Massa¬ 
chusetts  are  such  that  it  is  difficult  to  realize  that  this  event  could  have  hap¬ 
pened  here  in  America,  and  especially  in  Massachusetts,  with  its  brilliant 
educational  traditions,  enriched  by  distinguished  leaders  such  as  Horace 
Mann  and  Charles  W.  Eliot.  We  are  confident  that  the  citizens  of  the 
great  Commonwealth  of  Massachusetts  which  in  the  past  has  contributed 
so  much  to  the  cause  of  education,  will  not  allow  this  action  to  be  forgotten 
or  condoned.  We  recognize  fully  the  sovereignty  of  the  people  of  Massachu¬ 
setts  in  dealing  with  their  own  problems  in  their  own  way. 

It  is  the  disease  itself,  of  which  this  case  in  Massachusetts  is  one  of  the 
symptoms,  that  concerns  the  profession  generally,  as  represented  by  the 
Department  of  Superintendence. 

Resolution 

Therefore ,  Be  It  Resolved That  the  Department  of  Superintendence 
here  assembled  in  St.  Louis,  Mo.,  February  25,  1936,  condemn,  as  contrary 
to  the  principles  upon  which  the  public  schools  of  America  were  founded, 
any  removal  or  appointment  of  a  teacher,  administrator,  or  any  other  em¬ 
ployee  of  these  schools,  on  the  basis  of  or  in  any  manner  because  of  political 
or  partisan  considerations ;  and  further,  that  this  statement  be  construed  as 
applying  to  educational  positions  nationally,  in  the  various  states,  and  in 
the  local  school  systems ;  and  further,  that  we  condemn  not  only  those  with¬ 
out  our  profession  who  would  desecrate  the  high  purposes  for  which  our 
schools  were  founded  and  are  maintained,  but  even  more  do  we  denounce 
those  within  our  own  ranks,  as  being  more  culpable  than  any  others  and 
unworthy  of  membership  in  our  profession,  who  aid  and  abet  partisan 
political  acts  affecting  the  schools  or  who  themselves  resort  to  political 
manipulation  to  secure  positions  in  the  schools. 


i 


f 

^  • 


.  • :  <  >ri ; 

■ 

■ 


- 


DEPARTMENT  OF 

Supervisors  and  ‘Directors  of 

INSTR  UCTION 


/ 


HISTORICAL  NOTE 

The  department  of  supervisors  and  directors  of  instruction  in  its 
inception  was  an  independent  society  called  the  National  Conference  on 
Educational  Method,  organized  at  Atlantic  City  in  February  1921.  The 
first  number  of  its  publication,  the  journal  of  educational  method, 
was  published  in  September  of  the  same  year.  At  the  Boston  meeting,  in 
February  1928,  the  name  of  the  society  was  changed  to  the  National 
Conference  of  Supervisors  and  Directors  of  Instruction,  and  the  Execu¬ 
tive  Committee  was  instructed  to  prepare  a  petition  asking  for  acceptance 
as  a  department  by  the  National  Education  Association.  This  petition  was 
acted  upon  favorably  at  the  Minneapolis  meeting  of  the  N.  E.  A.  in 
July  1929  and  a  regular  department  was  thus  created.  The  Department 
publishes  a  yearbook  and  a  journal,  now  called  educational  method. 
Meetings  are  held  twice  a  year,  in  connection  with  the  conventions  of  the 
N.  E.  A.  and  of  the  Department  of  Superintendence. 

The  officers  for  the  year  1936-37  are:  president,  Rudolph  D.  Lind¬ 
quist,  Director,  The  University  School,  Columbus,  Ohio ;  first  vice- 
president,  Mary  Browning,  Supervisor  of  Primary  Grades,  Board  of 
Education,  Louisville,  Ky.;  second  vicepresident,  Robert  H.  Lane, 
Assistant  Superintendent  of  Schools,  Los  Angeles,  Calif.;  secretary- 
treasurer,  James  F.  ITosic,  Professor  Emeritus,  Teachers  College,  Co¬ 
lumbia  University,  New  York,  N.  Y .;  headquarters  secretary,  Mary 
E.  Hazell,  1201  Sixteenth  Street,  N.  W .,  Washington,  D.  C.;  executive 
committee:  Mildred  English,  Director  of  Training  School,  Georgia 
State  College  for  Women,  Milledgeville,  Ga,  (term  expires  1937); 
Ernest  Horn,  Professor  of  Education,  State  University  of  Iowa,  Iowa 
City,  Iowa  (term  expires  1937);  Paid  T.  Rankin,  Supervising  Director 
of  Curriculum  and  Research,  Board  of  Education,  Detroit,  Mich,  (term 
expires  1938). 

Facts  relating  to  the  establishment  of  this  Department  and  the  record 
of  its  meetings  may  be  found  in  earlier  volumes  of  proceedings  as 
follows: 

1928:831-832 

1929 : 803-825 

1930 :773-800 


1931:801-824  1934:673-692 

19 32:679-693  1933:627-644 

19 33:681-695 


[  524  ] 


THE  CURRICULUM  IN  ENGLISH  AS  EXPERIENCE 


W.  WILRUR  HATFIELD,  EDITOR,  The  English  Journal ,  CHICAGO  NORMAL 

COLLEGE,  CHICAGO,  ILL. 

The  aim  of  education,  as  of  all  our  rational  activities,  is  human  hap¬ 
piness.  The  first  business  of  education  is  to  develop  each  pupil  into  a 
happy  individual;  and  its  second  task  is  to  make  the  pupil  a  useful  citizen, 
for  the  sake  of  the  happiness  of  other  individuals.  (The  great  error  of  the 
fascists  and  the  communists  is  not  the  subordination  of  the  individual  to  the 
group  but  the  failure  to  subordinate  the  organization  of  society  to  the  good 
of  the  individual.) 

How  shall  we  develop  happy  individuals  who  are  at  the  same  time  useful 
citizens  contributing  to  the  happiness  of  others?  How  do  we  develop  a 
swimmer — by  telling  him  how  to  swim  or  by  giving  him  experience  in 
swimming?  Would  we  attempt  to  make  a  golf  player  by  teaching  descriptions 
of  the  links,  the  clubs,  and  the  ball,  giving  catechetical  instruction  in  the 
rules  of  the  game  and  the  principles  of  avoiding  hooks  and  slices?  Or  do  we 
give  the  son  a  ball  and  clubs  suited  to  his  size  and  tell  him  to  come  out  with 
us  on  a  quiet  afternoon  and  try?  The  same  common  sense  applies  to  educa¬ 
tion  in  more  serious  things.  Give  the  youngsters  experience  in  doing  the 
things  happy  individuals  and  useful  citizens  do,  with  a  moderate  amount  of 
advice,  and  even  demonstration,  when  it  is  most  needed. 

What  common  activities,  then,  do  happy  individuals  and  useful  citizens 
have  ?  Those  involving  language  seem  to  be  such  things  as  conversing,  discus¬ 
sing,  telling  stories,  writing  letters,  reading  newspapers  and  magazines,  read¬ 
ing  descriptions  and  explanations  which  will  assist  them  in  their  vocational  or 
avocational  activities,  reading  stories,  plays,  and  poems  for  pleasure,  watching 
photoplays  (more  rarely  stage  drama),  and  listening  to  radio  broadcasts. 
The  list  is  not  exhaustive,  but  it  illustrates  what  we  mean  by  life  patterns  or 
situations  in  language  as  contrasted  with  the  now  obsolescent  practise  on  such 
isolated  elements  of  skill  as  narrowing  the  subject,  choosing  the  right  de¬ 
tails,  making  the  verbs  agree  with  their  subjects,  punctuating  non-restrictive 
clauses,  phrasing  properly  in  oral  reading,  getting  the  main  point  of  a  para¬ 
graph,  and  noting  the  music  of  a  great  poem.  In  life  these  elements  of  skill 
do  not  appear  alone,  but  always  as  parts  of  larger  activity  patterns,  and  there¬ 
fore  they  can  be  practically  mastered  only  as  parts  of  these  same  larger 
patterns. 

It  follows  that  the  construction  of  a  curriculum  in  English  is  merely  a 
matter  of  listing  and  organizing  the  usual  language  activities  of  ideal  indi¬ 
viduals,  arranging  them  in  an  order  suited  to  the  developing  capacities  of  the 
pupils,  and  adding  to  each  activity  such  new  elements  of  skill  as  the  pupils 
can  profitably  attempt  to  use  in  connection  with  it. 

[  525  ] 


526 


National  Education  Association 


THE  PROGRAM  IN  THE  INDIVIDUAL  SCHOOL 

LOU  L.  LA  BRANT,  PROFESSOR  OF  ENGLISH  EDUCATION,  OHIO  STATE 

UNIVERSITY,  COLUMBUS,  OHIO 

The  Ohio  State  University  School  is  a  new  school  in  which  the  upper 
grades,  seven  thru  twelve,  are  operating  for  only  the  fourtl)  year.  The  school 
was  organized  for  the  purpose  of  developing  an  educational  program  which 
would  not  be  content  with  transmitting  information  and  developing  skills, 
but  would  have  as  its  ideal  product  young  people  who  are  actively  engaged 
in  the  business  of  understanding  their  world  and  taking  responsibility  in  it. 
It  was  our  belief  that  life  in  school  should  be  living  rather  than  preparation 
for  living;  or,  conversely,  that  preparation  for  living  is  achieved  in  its  best 
sense  only  thru  abundant  living. 

The  problems  of  communication  which  occur,  whether  in  speech,  in  writ¬ 
ing,  or  in  reading,  become  the  materials  of  the  English  course.  Not  least 
among  these  is  the  problem  of  finding  how  other  people  think  and  feel,  how 
the  individual’s  own  personal  life  compares  to  the  personal  lives  of  others 
who  have  lived  or  are  living.  There  must  needs  be  a  time  and  a  place  for 
the  consideration  of  these  and  other  language  problems.  This  time  on  the 
schedule  is  marked  “English.” 

The  language  program  at  Ohio  State  University  School  gets  under 
way  just  as  language  gets  under  way  at  home.  The  child  learns  his 
first  word  by  hearing  it  and  needing  to  use  it.  Before  he  comes  to  school 
he  learns  2500  words  thus  and  uses  them  skilfully  in  sentences  which 
include  all  the  basic  structures  of  the  English  language.  In  our  school 
we  permit  him  to  continue.  He  goes  on  trips,  he  works  in  the  shop,  he 
has  an  experience  with  paints,  he  sings,  dances,  rests,  and  eats.  New  words 
are  necessary.  But  that  is  not  all.  He  finds  that  in  a  room  with  twenty 
or  thirty  others,  names  and  numbers  and  places  are  easily  confused.  The 
teacher  writes  them  on  the  board.  That  seems  convenient.  He  remembers 
which  sign  means  John  and  which  Mary.  The  child  also  finds  this  convenient 
and  remembers  them  himself.  Lunch  orders,  very  simple  ones,  of  course, 
names  of  objects  seen  on  trips — these  are  steps  in  reading.  The  teacher  reads 
aloud.  There  are  pleasant  books  with  pictures  and  a  name  or  line  at  the 
bottom.  He  finds  what  these  mean.  Someone  tells  a  sentence  about  the  horse 
on  the  farm  visited.  That  is  written  on  the  board.  One  remembers  the  words 
in  his  own  sentence.  Reading  readiness  has  grown  into  reading,  which  soon — 
usually  during  the  first  year — enables  the  child  to  read  simple  stories  for 
himself.  In  his  leisure  hour,  he  begins  to  read  stories  which  take  him  all 
over  the  world,  into  distant  lands  and  all  manner  of  civilizations. 

In  the  junior  high-school  level,  where  longer  books  are  read,  there  are 
days  for  book  discussions,  and  simple  conversation  about  different  types.  At 
this  level  “types”  does  not  refer  to  literary  types,  but  to  stories  about  the 
sea,  stories  about  girls,  stories  of  adventure  on  land,  etc.  Poetry  is  reorgan¬ 
ized,  but  the  novel  or  even  narrative  as  such  is  not  often  mentioned.  In  the 
eighth  or  ninth  grades,  there  may  be  need  for  special  help  with  adult  forms. 


Department  of  Supervisors  and  Directors  of  Instruction  527 


As  children  grow  older,  in  the  seventh  or  eighth  grades,  the  quantity  of 
leisure  reading  done  at  home  quite  exceeds  that  in  school.  More  and  more 
our  occasional  discussions,  therefore,  come  to  concern  this  home  reading.  We 
do  not  believe  in  so-called  homework  in  mathematics  or  science,  but  reading 
takes  a  different  place,  for  it  is  leisure  occupation  for  both  old  and  young. 
Consequently  our  children  are  urged  to  make  the  reading  of  pleasant  books 
a  part  of  their  evening  and  week-end  experience.  When,  perhaps  in  the 
ninth  grade,  the  bulk  of  this  reading  demands  considerable  time  for  discus¬ 
sion,  and  particular  problems  in  reading  adult  literature  occur,  time — 
perhaps  two  hours  per  week — is  set  aside  for  this  discussion.  Note,  however, 
that,  altho  this  appears  much  like  the  literature  class,  and  frequently  con¬ 
cerns  itself  with  types  and  forms,  the  reading  has  never  been  taken  from  its 
place  as  a  leisure  occupation.  Tool  reading — reading  for  specific  purposes, 
skimming,  finding  information  in  the  library,  using  indexes,  encyclopedias, 
reader’s  guide  and  other  reference  materials — all  these  are  taught  when  they 
are  used.  This  means  that  on  the  three  days  when  the  class  is  working  with 
social  science  or  science,  the  English  teacher  is  busy  too,  suggesting  and 
helping.  To  the  teacher  this  means  teaching  tool  reading;  to  the  child,  the 
teacher  is  a  skilled  person  who  shows  him  how  to  do  work  easily  and  ac¬ 
curately.  Reports  are  written,  discussions  planned,  outlines  considered  by 
groups  working  with  this  English  teacher,  who  cooperates  with  others  in 
what  we  call  core  or  unified  studies  classes.  As  the  projects  in  the  various 
areas — and  English  is  one  of  them — become  more  complex,  the  time  for 
special  areas  becomes  longer,  and  the  core  or  unified  periods  shorter.  We 
always  preserve  a  time,  however,  when  English  teachers  can  be  free  to  work 
in  other  classes,  and  when  children  may  meet  the  English  teacher  for  a  con¬ 
ference  on  the  writing  and  speaking  programs  of  the  various  subjects. 

By  maintaining  our  principle  that  reading  is  a  natural  and  not  an  artificial 
procedure  in  modern  society,  we  have  kept  the  reading  for  the  study  of  litera¬ 
ture  to  the  leisure-hour  level.  In  the  classes  where  reading  is  discussed,  many 
approaches  are  made.  Plays,  novels,  poetry,  essays,  and  biographies  are  dis¬ 
cussed  as  types  and  forms,  and  their  qualities  are  considered.  This  never 
means,  however,  that  there  is  a  prearranged  order  of  curriculum  and  that 
assigned  readings  are  made.  From  time  to  time,  each  class  considers  with  the 
teacher  just  what  its  particular  problems  in  reading  are.  It  is  not  unusual 
to  find  a  group  who  will  insist  on  studying  poetry  or  essays  for  the  reason 
that  they  still  find  this  type  difficult. 

The  work  in  mathematics  for  the  twelfth  grade  is  built  around  the  prob¬ 
lem  of  the  nature  of  proof.  Students  reading  magazines  are  applying  these 
same  principles  and  pointing  out  their  reactions  to  articles  which  are  built 
on  false  assumptions.  English  or  mathematics  ?  I  do  not  know,  nor  do  I  care. 

Discussion  of  the  cinema  is  a  regular  part  of  the  work  in  drama.  Pupils 
record,  along  with  readings,  plays,  and  lectures  attended,  radio  programs  of 
special  importance.  Radio  broadcasts  are  criticized  for  significant  factors,  not 
only  in  the  English,  but  in  the  mathematics  and  social  science  classes. 

I  believe  the  thing  we  are  doing  is  honest — honest  to  us  and  honest  to 
the  children.  We  as  teachers  are  becoming  human  beings  with  time  to  read, 


528 


National  Education  Association 


with  great  need  to  read  and  to  write  and  to  think;  we  are  finding  in  our 
children  others  who  are  human  beings,  with  need  to  read  and  to  write  and 
to  think.  We  are  doing  it  together.  Teachers  are  learning  as  much  as  the 
pupils.  Probably  that  accounts  for  our  enthusiasm. 

INSTRUCTIONAL  LEADERSHIP  AND  SOCIAL  CHANGE 

E.  VERN  SAYERS,  PROFESSOR  OF  EDUCATION,  UNIVERSITY  OF  HAWAII, 

HONOLULU,  T.  H. 

The  quest  for  a  working  relation  of  education  to  social  change  has  resulted 
thus  far  in  defining  three  fairly  distinct  types  of  proposals.  A  brief  examina¬ 
tion  of  these  alternatives  will  serve  to  present  the  problem  that  confronts 
those  in  charge  of  instruction. 

First ,  there  is  the  policy  which  aims  primarily  at  conserving  certain 
“eternal  values”  that  are  presumed  to  be  imbedded  in  traditional  institutions 
and  customs.  Those  who  are  thus  concerned  believe  the  essential  function  of 
the  school  to  be  that  of  preserving  the  social  patterns  which  constitute  the 
heritage  of  our  American  civilization.  Two  closely  allied  outlooks  submit 
this  same  general  proposal  of  school  policy.  One  is  the  outlook  which  denies 
essential  social  change ;  the  other  is  the  outlook  which,  admitting  change, 
sees  it  more  as  a  threat  than  as  a  promise. 

A  second  proposal  of  policy  is  an  essentially  different  attitude  from  either 
of  those  mentioned.  A  sensitiveness  to  the  defects. of  social  life  and  to  the 
needlessness  of  the  suffering  resulting  from  these  defects  has  led  certain  people 
to  project  an  ideal  new  social  structure  planned  on  changed  and  more  humane 
principles.  The  proposal  is  made  that  we  replace  our  various  present  insti¬ 
tutions  and  other  social  arrangements  by  the  structure  thus  planned  in  ad¬ 
vance.  To  this  end  the  schools  are  asked  to  teach.  This  policy  accepts  any 
curriculum  and  any  method  which  promise  to  contribute  to  the  building  of 
the  projected  order. 

A  third  proposal  is  like  that  just  described  and  yet  different  from  it.  This 
proposal  is  that  in  the  matter  of  social  change,  we,  like  the  modern  scientist, 
do  not  seek  to  bend  the  process  to  preferred  results,  but  seek  instead  values 
within  the  process  itself,  in  the  quality  of  its  method.  The  schools  are  accord¬ 
ingly  asked  to  seek  to  make  this  method,  namely,  reflective  experimental 
study,  the  method  of  social  change.  They  are  asked  to  have  “faith  in  intel¬ 
ligence,”  and,  forsaking  fixed  allegiance  to  social  structures,  old  or  new,  to 
set  up  the  liberation  and  nurture  of  this  quality  in  method  as  the  goal  of 
professional  endeavor. 

When  their  respective  basic  philosophies  are  examined,  these  three  pro¬ 
posals  of  educational  policy,  which  I  may  conveniently  refer  to  as  the  con¬ 
servative,  social-idealist,  and  experimentalist,  respectively,  are  related  to  each 
other  in  peculiar  ways.  Take  first,  for  example,  the  most  basic  outlook  on 
social  change.  Both  the  policies  of  the  conservative  and  of  the  social-idealist 
carry  within  them  the  assumption  that  there  is  after  all  no  fundamental 
change  in  the  world.  Such  social  change  as  we  may  observe  is  evidence  only 
of  man’s  deviation  from  the  true,  or  of  his  floundering  in  an  attempt  to  get 


Department  of  Supervisors  and  Directors  of  Instruction  529 


into  a  proper  working  relation  with  an  underlying  plan  which  does  not  itself 
change.  In  contrast  with  this  static  outlook,  the  view  of  the  experimentalist 
accepts  change  as  inherent  in  the  world. 

Note,  second,  a  difference  in  outlook  upon  morals.  The  emphasis  upon 
particular  patterns  which  are  assumed  to  embody  values  held  to  be  basic  and 
prior  in  importance  to  all  others,  is  associated  with  a  particular  conception  of 
the  nature  of  good  and  desirable  conduct.  Prior  known  patterns,  established 
or  projected,  provide  the  standards  of  behavior,  and  conformity  is  the  essen¬ 
tial  nature  of  morality.  Moral  codes  are  the  consistent  devices  of  this  out¬ 
look.  The  experimental  outlook  on  morals,  in  contrast  with  this,  carries  no 
fixed  patterns  of  conduct  over  into  a  confronting  situation,  either  from  the 
past  or  from  a  projected  ideal  future.  The  standard  of  goodness  of  an  act  is 
its  appropriateness,  its  artistic  fit,  in  the  presence  of  unique  demands.  Flexi¬ 
bility  is  a  characteristic  attribute  of  moral  action. 

A  third  important  contrast  in  fundamental  outlook,  which  throws  con¬ 
servative  and  social-idealist  together  in  another  respect,  is  in  the  view  held 
regarding  the  essential  nature  of  the  thing  we  call  democracy,  and  hence  in 
the  view  regarding  what  is  at  stake  when  democracy  is  threatened.  Implicit 
in  the  educational  policies  proffered  by  conservative  and  social-idealist  alike 
is  the  assumption  that  social  structures  are  the  matters  of  critical  concern. 
Democracy  is  thus  entrusted  to  certain  institutional  forms.  The  conservative 
finds  these  to  be  existing  traditional  forms;  the  social-idealist  finds  these  in 
ideal  forms  yet  to  be  established. 

Note  again  the  view  of  the  experimentalist,  which  holds  that  what  we 
cherish  under  the  label  of  democracy  is  the  quality  of  reflection  as  method  of 
social  change.  Growth  of  mind,  or  thinking,  in  other  words,  in  what  men  do, 
is  the  end  sought  as  well  as  the  method  employed.  Faith  in  democracy  is  thus 
equivalent  to  faith  in  intelligence. 

To  bring  these  very  general  matters  closer  home  to  the  question  of  the 
relation  of  instruction  to  social  change,  let  us  note  an  issue  which  of  late  has 
demanded  a  good  deal  of  attention,  the  issue,  namely,  of  indoctrination.  It  is 
a  significant  fact  that  this  issue  arises  when  we  are  questioning  the  function  of 
the  schools  in  a  democracy.  The  controversy  over  indoctrination  throws  new 
light  on  the  usual  character  of  instruction  in  the  schools.  With  the  exception 
of  a  few,  there  is  a  great  majority  of  school  people  who  look  with  alarm  upon 
the  advocacy  of  either  cooperative  reflection  or  indoctrination  as  a  method 
of  the  school.  But  note  that  this  great  number  who  verbally  oppose  the 
advocacy  of  indoctrination  are  not  in  reality  opposing  indoctrination  as  a 
method  of  teaching.  What  they  oppose  is  change  in  the  social  order  which 
the  social-idealists  wish  to  obtain  by  indoctrination.  It  is  change  which  the 
traditional  point  of  view  distrusts. 

The  task  of  those  in  charge  of  instruction  in  the  schools  of  a  democratic 
community  should  be  clearly  distinguished  from  the  task  of  such  officials  in 
communities  autocratically  governed.  In  America,  control  of  instruction  in 
the  schools  must  proceed  on  a  working  principle,  and  in  the  interest  of  social 
values,  agreeable  to  the  method  and  ideals  of  democracy.  The  essential  prob¬ 
lem  is  not,  as  in  an  autocracy,  the  maintenance  or  the  building  of  prede- 


530 


National  Education  Association 


termined  institutional  beliefs  and  practises.  It  is,  in  contrast  with  this,  the 
problem  of  the  development  of  democratic  method,  or,  in  other  words,  co¬ 
operative  reflection  in  the  continuous  reconstruction  of  social  patterns  in  the 
interest  of  the  present  general  welfare. 

A  PROGRAM  OF  ACTION 

PAUL  T.  RANKIN,  SUPERVISING  DIRECTOR  OF  CURRICULUM  AND  RESEARCH, 

PUBLIC  SCHOOLS,  DETROIT,  MICH. 

The  practical  school  man  or  woman  in  a  position  of  educational  leader¬ 
ship  has  to  be  part  philosopher  and  part  executive.  On  account  of  the  pres¬ 
sure  of  work,  the  danger  is  that  the  instructional  leader  will  be  so  anxious  to 
have  action,  to  get  something  done,  that  he  may  neglect  thinking  thru  the 
problems  involved.  My  plea  today  is  for  a  reasonable  minimum  of  time  de¬ 
voted  to  thoughtful  consideration  of  the  nature  and  process  of  instructional 
leadership. 

The  booklet  on  Leadership  of  Instruction ,  prepared  last  fall  by  a  com¬ 
mission  of  this  Department,  is  an  attempt  to  array  some  of  the  issues  in  this 
field  that  need  to  be  thought  thru  periodically  by  all  persons  who  are  con¬ 
cerned  with  instruction  and  curriculum.  The  commission  believes  that  super¬ 
visors  and  principals  will  find  this  thirty-two-page  pamphlet  helpful  in  this 
connection. 

Now,  in  what  ways  can  the  reports  be  used  most  effectively?  The  logical 
answer  is  that  the  principles  presented  there  should  be  read  and  discussed  by 
various  groups  of  school  people.  The  most  obvious  use  is  as  a  point  of  de¬ 
parture  in  professional  conferences  held  by  superintendents  of  schools  with 
their  principals  and  supervisors.  Such  conferences  in  many  school  systems  are 
all  too  likely  to  degenerate  into  discussions  of  administrative  details.  Yet  all 
of  us  realize  that  the  school  exists  in  the  last  analysis  for  purposes  of  in¬ 
struction.  It  is,  therefore,  highly  appropriate  that  the  superintendent  should 
use  occasional  meetings  with  his  staff  to  face  realistically  the  issues  involved 
in  instructional  leadership. 

A  second  appropriate  use  is  in  regional  conferences  of  persons  in  positions 
of  educational  leadership.  Every  state  has  its  state  education  association  and 
numerous  regional  groups  within  the  state  of  superintendents  or  principals 
or  supervisors.  Such  groups  may  well  devote  at  least  one  meeting  annually 
to  the  consideration  of  the  principles  of  leadership.  One  advantage  that  such 
meetings  have  over  conferences  held  in  local  school  systems  is  that  there 
will  be  a  wider  range  of  viewpoints  represented  in  the  group. 

A  third  use  is  in  group  conferences  by  principals  or  supervisors  with  teach¬ 
ers.  Such  conferences  are  particularly  important  where  the  cooperative 
concept  of  instructional  supervision  is  accepted.  After  all,  the  supervisory 
process  is  a  two-sided  thing ;  it  includes  both  the  one  who  does  the  supervis¬ 
ing  and  the  ones  who  are  supervised.  Is  it  not  proper  that  the  general  policies 
concerning  such  relationships  should  be  considered  at  least  occasionally  in 
conferences  which  include  both  groups?  Further,  organizations  of  teachers 
should  be  encouraged  to  give  consideration  to  the  problems  of  supervision 
and  should  be  given  an  opportunity  to  present  their  views. 


Department  of  Supervisors  and  Directors  of  Instruction  531 


In  the  light  of  the  experience  at  several  conferences,  some  suggestions 
may  be  offered  for  subsequent  conferences  that  I  hope  many  of  you  will 
organize  in  your  own  regions.  First,  provide  for  a  large  amount  of  participa¬ 
tion  by  the  persons  present.  Second,  provide  for  the  representation  of  vary¬ 
ing  points  of  view.  Third,  if  but  a  single  meeting  is  to  be  devoted  to  the 
subject,  it  may  be  well  to  secure  in  advance  some  preferential  vote  as  to  the 
principles  in  the  report  that  are  of  greatest  interest  and  concern  to  those 
who  will  attend.  Fourth,  if  a  series  of  several  meetings  can  be  planned,  it 
may  be  well  to  organize  them  around  the  five  major  heads  about  which  the 
twenty-four  principles  of  the  report  are  grouped.  These  five  major  heads 
are  as  follows: 

1.  The  Changing  Characteristics  of  American  Society 

2.  The  Nature  and  Function  of  the  School 

3.  The  Nature  and  Function  of  Instructional  Leadership 

4.  Activities  thru  Which  Leadership  Operates 

5.  Organization  and  Development  of  Leadership. 

In  conclusion,  may  I  urge  that  you  who  are  in  positions  of  responsibility 
will  do  what  you  can  to  stimulate  cooperative  consideration  of  basic  policies 
of  instructional  leadership.  The  Department  had  the  report  on  leadership 
prepared  because  of  the  belief  that  instruction  is  the  primary  function  of  the 
school  and  that  it,  therefore,  merits  the  best  thought  of  the  educational 
leader.  Every  one  of  us  school  people,  busy  tho  we  may  be,  should  take  time 
occasionally  to  get  a  perspective  of  our  job  in  influencing  the  instructional 
process.  Will  you  not  take  some  responsibility  for  getting  leadership  in 
instruction  discussed  by  professional  school  men  and  women  in  your  com¬ 
munity  and  region? 

TEACHERS  AND  GUIDANCE 

JEAN  BETZNER,  PROFESSOR  OF  EDUCATION,  TEACHERS  COLLEGE, 
COLUMBIA  UNIVERSITY,  NEW  YORK,  N.  Y. 

As  our  programs  of  education  are  being  overhauled  and  in  many  instances 
radically  changed,  the  demands  upon  the  teachers  who  are  in  the  most  crucial 
situation  in  the  whole  program  are  almost  overwhelming.  How  to  build 
curriculums  in  terms  of  the  community  and  individual  needs  with  their 
essential  sociological  surveys,  how  to  build  wholesome  and  vigorous  com¬ 
munity  school  relationships,  how  to  cooperate  with  members  of  one’s  own 
professional  group  and  with  other  educational  professions  in  building  more 
inclusive  educational  programs,  how  to  assist  in  changing  intelligently  and 
efficiently  the  whole  autocratic  educational  regime  to  a  democratically  con¬ 
ceived  and  conducted  program  in  keeping  with  our  ideals,  how  to  maintain 
one’s  own  personal  integrity  at  the  same  time — all  of  these  and  many  more 
are  problems  which  teachers  are  facing  and  are  attempting  to  solve  with 
difficulty,  confusion,  and  discouragement. 

Some  might  look  with  dismay  at  this  necessarily  brief  analysis  of  the  situ¬ 
ation  in  which  teachers  find  themselves.  Others  have  found  and  will  continue 


532 


National  Education  Association 


to  find  in  these  conditions  the  best  soil  for  the  development  and  growth  of 
guidance — guidance  that  is  sought,  cherished,  and  found  indispensable. 

For  a  long  time  we  have  been  concerned  with  the  individual  child,  his 
needs  and  abilities.  We  have  found  thru  experience  that  education  worked 
better  when  it  attempted  to  serve  the  child’s  needs  and  when  it  released  his 
powers.  We  have  found  that  time  was  wasted  and  harm  done  when  we  based 
our  education  on  average  needs  or  on  needs  that  had  been  reduced  to  general¬ 
izations.  We  have  found  in  our  attempts  to  help  children  that  giving  advice 
and  information  when  they  were  not  needed  was  useless  and  at  times  de¬ 
structive;  that  when  rewards  and  punishments  stimulated  the  acquisition  of 
unneeded  and  hence  unused  skills,  those  skills  did  not  function.  Leaders 
of  adults  who  have  been  successful  in  helping  them  grow  in  their  personal, 
professional,  and  social  lives  have  found  that  the  way  individuals  learn  when 
they  are  immature  is  the  way  they  learn  when  they  are  mature.  It  would 
seem,  then,  that  one  of  the  directions  for  the  best  development  of  guidance 
is  toward  studying,  understanding,  and  caring  for  the  needs  of  individual 
teachers  and  for  those  quite  different  needs  of  groups  of  teachers. 

As  teachers  have  studied  the  needs  of  children,  we  have  been  urging  among 
others  four  quite  generally  accepted  facts  about  them.  It  would  seem  profit¬ 
able  to  us  to  remind  ourselves  of  these  as  we  analyze  and  plan  our  procedures 
with  respect  to  teachers’  needs. 

Needs  are  specific — They  emerge  as  the  individual  reacts  in  his  environ¬ 
ment.  We  would  grant  readily  that  there  are  some  fairly  common  funda- 
mental  needs,  such  as  health,  happiness,  work,  companionship,  and  devotion 
to  objects  of  allegiance,  but  the  degree  of  each  and  the  interrelations  of  one 
need  to  another  in  different  times  and  places  cannot  be  predetermined  or 
generalized.  With  respect  to  this  item,  that  needs  are  specific  and  must  be 
dealt  with  specifically,  one  uses  the  opportunity  for  the  development  of  true 
guidance  based  on  sincere,  intimate  relationships,  mutual  understanding,  and 
respect  with  the  essential  utilization  of  specialized  abilities. 

Needs  are  changing — This  fact  suggests  the  necessity  for  continuity  in 
leadership.  It  implies  flexibility  in  the  program  of  leadership  to  meet  un¬ 
expected  and  unusual  demands  as  well  as  anticipated  and  carefully  planned 
assistance.  It  suggests  that  the  program  of  supervision  cannot  be  made  in 
advance,  but  may  vary  greatly  from  day  to  day,  and  from  year  to  year.  This 
challenges  the  versatility  and  adaptive  abilities  of  guidance  and  opens  the 
door  for  increased  specialization  to  meet  the  challenge  of  new  and  un¬ 
dreamed-of  demands. 

Needs  are  often  unconscious  and  become  conscious  only  as  the  individual' s 
experiences  are  broadened  or  deepened — Guidance  finds  itself  faced  with 
responsibility  for  expanding  the  individual’s  environment  and  for  making  it 
possible  for  each  one  to  engage  in  deep  and  engrossing  concerns  as  he  comes 
in  contact  with  others  equally  intent.  Guidance  finds  too,  that  objective  and 
sincere  relationships  are  indispensable  in  the  delicate  and  complex  under¬ 
taking  of  bringing  unrealized  needs  into  consciousness.  In  this  is  found  a 
challenge  for  the  development  of  the  most  needed  and  difficult  technic  in¬ 
volved  in  human  relationships. 


Department  of  Supervisors  and  Directors  of  Instruction  533 


Needs  are  disclosed  as  individuals  act  in  normal  as  well  as  in  crucial  situ¬ 
ations — When  teachers  are  engaged  in  carrying  out  purposes  which  are  sig¬ 
nificant  to  them  in  school  and  out,  guidance  has  its  opportunity  to  become 
acquainted  with  the  powers  and  limitations  of  these  individuals.  When 
individuals  are  concerned  in  facing  situations,  analyzing  them,  planning 
ways  and  means  of  modifying  them,  getting  the  plans  into  action,  evaluating 
their  development,  the  necessities  of  the  work  disclose  the  real  weakness  or 
strength  of  each.  It  is  in  cooperative  enterprises  that  the  variety  and  sig¬ 
nificance  of  individual  and  group  needs  are  disclosed  and  the  opportunity  for 
assistance  in  meeting  them  is  given.  In  meeting  the  ever-present  problem  of 
discovering  and  caring  for  human  wants,  guidance  finds  its  own  reward. 
It  finds  itself  challenged,  significant,  and  necessary. 

Where  supervisors  and  directors  of  instruction  base  their  programs  on 
the  needs  of  teachers,  interesting  and  illuminating  things  occur.  Regula¬ 
tions  and  dictatorial  methods  disappear  along  with  time  clocks.  Professional 
integrity  flourishes.  Stimulation  of  effort  thru  the  medium  of  rewards  and 
promotions  seems  wasted.  We  find  teachers  carrying  more  than  their  share 
of  the  teaching  load  because  others  need  relief,  disregarding  clock  hours  for 
something  that  needs  to  be  done.  We  find  groups  of  teachers  growing  in 
professional  alertness  and  responsibility  as  they  call  more  insistently  on 
specialization  and  seek  more  earnestly  for  leadership. 

PANEL  DISCUSSIONS 

ST.  LOUIS,  MISSOURI,  FEBRUARY  1936 

The  program  of  the  Department  of  Supervisors  and  Directors  of  Instruc¬ 
tion  at  St.  Louis  included  eight  group  meetings  for  panel  discussion.  Pro¬ 
vision  was  made  for  summarizing  the  contributions  of  the  participants  and 
the  high  points  of  certain  of  the  discussions  are  reported  here. 

Group  I 

Chairman :  Hollis  L.  Caswell,  George  Peabody  College  for  Teachers, 
Nashville,  Tenn. 

Topic:  Curriculum  Development  as  Supervision. 

Curriculum  development  is  the  heart  of  the  supervisory  program. — C.  W. 
Knudsen,  George  Peabody  College  for  Teachers,  Nashville,  Tenn. 

There  are  various  levels  in  teaching  as  there  are  in  the  learning  process. 
The  teacher  who  has  acquired  principles  by  which  to  judge  his  own  technics 
and  procedures  has  no  need  of  inspectorial  supervision  to  say  “yes”  or  “no”  in 
criticism  of  his  work.  It  is  to  the  building  of  such  principles,  the  establishment 
of  a  point  of  view  upon  which  the  teacher’s  activities  are  based,  that  cur¬ 
riculum  study  makes  its  contribution  to  supervision. — Ethel  Mabie,  Director 
of  Curriculum,  Public  Schools,  Madison,  Wis. 

We  now  define  curriculum  as  the  sum  total  of  experiences.  Hence  teachers 
must  study  psychology,  also  social  fact  and  theory.  Study  the  learner — how ; 
the  fact  of  social  need — what.  Curriculum  revision  of  the  modern  type  con¬ 
sists  in  trying  to  get  teachers  to  work  in  terms  of  the  child  and  the  situa¬ 
tion. — Harold  Hand,  Stanford  University,  Calif. 


534 


National  Education  Association 


The  curriculum  program  in  Virginia  has  helped  in  the  development  of  a 
well-rounded  supervisory  program.  It  has  provided  a  complete  related  view 
of  all  the  problems  of  instruction.  It  has  provided  teacher  and  supervisor  a 
common  ground  of  agreement  from  which  to  approach  their  work.  Teacher 
participation  has  helped  the  teacher  catch  the  vision  of  the  whole  program. 
The  teachers  were  stimulated  and  encouraged. — Elsie  A.  Davis,  County 
Supervisor,  Fairfax,  Va. 

The  mere  fact  that  a  person  holds  a  position  of  superintendent,  or  prin¬ 
cipal,  or  general  supervisor,  or  research  specialist  is  no  guarantee  of  quali¬ 
fications  of  leadership  in  curriculum  building.  The  presumption  of  posses¬ 
sion  of  such  qualification  is  stronger  in  the  case  of  the  curriculum  specialist 
or  general  supervisor  than  others.  The  determination  of  responsibility  for 
curriculum-making  should  be  in  terms  of  qualifications,  assigned  functions, 
and  freedom  from  other  duties  to  permit  carrying  the  work.  Sometimes  it 
can  be  done  best  by  the  superintendent,  sometimes  by  a  key  teacher  selected 
for  that  work,  in  which  case  the  person  really  becomes  a  supervisor.  School 
systems  should  be  free  to  allocate  this  responsibility  to  the  personnel  most 
able  to  carry  it. — A.  R.  Mead,  University  of  Florida,  Gainesville,  Fla. 

Principals  and  teachers  should  be  active  and  responsible  persons  for  the 
curriculum  program.  The  supervisor’s  function  is  that  of  guiding,  stimulat¬ 
ing,  evaluating. — A.  C.  Flora,  Superintendent  of  Schools,  Columbia,  S.  C. 

We  must  give  better  preparation  in  the  special  subjects.  If  we  continue 
successfully  along  this  line  to  the  point  where  the  regular  elementary  teacher 
handles  subjectmatter  in  these  fields  with  as  great  facility  as  he  displays  in 
handling  other  subjectmatter,  these  subjects  will  cease  to  be  considered 
special. 

The  successful  special  subject  supervisor  today  is  the  person  who  is  com¬ 
petent  beyond  the  narrow  confines  of  his  special  subject  field.  He  is  not 
so  much  a  supervisor  as  an  expert  guide,  adviser,  and  helper  of  teachers  and 
pupils  with  problems  relating  to  the  special  field,  and  which  have  arisen  in 
connection  with  the  larger  and  more  comprehensive  problems  of  the  class¬ 
room  group. — A.  F.  Myers,  New  York  University,  New  York,  N.  Y. 

The  trend  in  curriculum  development  toward  unified  educational  pro¬ 
grams  implies  for  special  supervisors  that :  first,  they  be  servants  rather  than 
masters,  and  stand  at  call  ready  to  assist  in  forwarding  school  activities; 
second,  they  make  their  requirements  sufficiently  flexible  so  that  these  may 
be  achieved  thru  a  unified  program ;  third,  they  have  a  broader  knowledge  of 
the  entire  educational  program ;  fourth,  they  be  more  sympathetic  with  other 
supervisors  and  understand  their  work  better;  fifth,  they  become  more  inter¬ 
ested  in  the  total  development  of  children  rather  than  in  the  effect  which 
their  special  subjects  produce  upon  pupils;  and  sixth,  they  be  inspired  by  and 
learn  from  other  supervisors  and  teachers. — W.  E.  Sheffer,  Superintendent 
of  Schools,  Manhattan,  Kans. 

In  a  continuous  curriculum  program,  supervisory  officers  should  meet  such 
needs  as  these : 

1.  Make  available  materials  needed  by  teachers  and  children  in  carrying  on  the 
work 


Department  of  Supervisors  and  Directors  of  Instruction  535 


2.  Encourage  teachers  to  experiment,  and  to  undertake  new  procedures 

3.  Bring  in  experts  for  consultation  or  for  an  inspirational  address  at  the  time 
this  is  most  needed 

4.  Help  teachers  keep  in  touch  with  others  engaged  in  the  same  type  of  work  and 
bring  the  best  they  are  doing  to  the  group 

5.  Help  locate  problems;  find  ways  to  overcome  difficulties 

6.  Help  teachers  study  children  in  relation  to  their  nature  and  needs  and  plan 
curriculum  materials  and  experiences  to  meet  them 

7.  Study  the  resources  of  the  community  and  sources  of  materials 

8.  Encourage  teachers  when  they  need  it;  help  them  believe  in  themselves;  see 
that  teachers  work  where  they  can  make  best  contribution  to  the  program 

9.  Help  in  planning  experiences  in  terms  of  a  particular  situation  and  group 

10.  Help  in  recording  results  obtained;  in  evaluating  results 

11.  Encourage  teachers  to  report  experimental  work;  to  wTrite  for  publication. 

— Mildred  English,  Georgia  State  College  for  Women,  Milledgeville,  Ga. 

Group  V 

Chairman:  Arthur  H.  Moehlman,  Ohio  State  University,  Columbus, 
Ohio. 

Topic:  The  Improvement  of  Social  Studies  Teaching. 

The  improvement  of  social  studies  teaching  is  primarily  dependent  upon 
more  adequate  training  for  social  studies  teachers  in  the  United  States.  Social 
studies  teachers  should  be  more  familiar  than  they  generally  are  with  the 
social  sciences  themselves.  In  respect  to  the  professional  training  of  teachers 
looking  toward  the  improvement  of  their  work,  there  should  be  provision 
in  their  own  programs  for  work  in  educational  psychology  and  measurement, 
in  the  general  structure  and  functioning  of  the  elementary  and  secondary 
schools,  in  comparative  education  and  the  history  of  education,  and  in  the 
philosophy  of  education.  These  four  elements  in  the  educational  program 
should  be  strengthened  by  work  in  practise  teaching,  work  in  the  special 
methods  of  teaching  the  subject  concerned,  and  consideration  of  the  cur¬ 
riculum  in  the  special  field. — Howard  E.  Wilson,  Harvard  University, 
Cambridge,  Mass. 

There  are  five  methods  of  improving  the  teaching  of  the  social  studies 
which  I  wish  to  offer  at  this  time : 

1.  The  use  of  a  screw-driver — to  loosen  the  desks  and  make  provision  for  indi¬ 
vidual  differences  easier 

2.  Recognition  of  the  fact  that  every  problem  of  society  is  a  present  and  future 
problem  of  society 

3.  Have  every  teacher  of  the  social  studies  know  what  has  been  taught  and  what 
is  to  be  taught  in  this  field  by  those  who  precede  and  follow  his  work 

4.  Have  every  teacher  know  as  much  about  the  community  in  which  the  pupils 
live  as  does  the  average  pupil 

5.  Have  the  teaching  load  light  enough  to  enable  the  teacher  to  devote  an  average 
of  ten  minutes  per  month  to  each  pupil  individually. 

— A.  C.  Krey,  University  of  Minnesota,  Minneapolis,  Minn. 

Modern  curriculum  technics  may  be  grouped  in  a  number  of  categories 
synonymous  with  the  essential  steps,  or  stages,  of  curriculum  construction. 
It  is  rather  generally  agreed  that  the  following  steps  must  be  included : 

1.  Orientation — The  general  frame  of  reference  or  platform  for  the  entire  educa¬ 
tional  program  and  for  the  aspect  of  the  program  involved  (social  studies) 


536 


National  Education  Association 


2.  Planning — Determining,  delineating,  and  understanding  the  basic  plan  or 
plans  for  the  entire  educational  program  and  for  the  aspect  of  the  program  involved 
(social  studies) 

3.  Production — Preparing  tentative  suggestive  written  materials  to  assist  the  indi¬ 
vidual  teacher  with  his  decisions  relative  to  what  experiences  are  to  be  had;  how, 
when,  and  where  these  experiences  are  to  be  had  ;  and  how  they  are  to  be  evaluated 

4.  Try-out — Utilizing  the  tentative  suggestive  written  materials  in  actual  class¬ 
room  situations 

5.  Review — Securing  critical  review  of  the  plan  and  the  materials  by  others — 
laymen,  teachers,  and  specialists 

6.  Revision — Rewriting  the  tentative  suggestive  materials  in  the  light  of  the 
trials,  the  reviews,  and  growth  since  the  earlier  effort 

7.  Installation  and  use — Planning  and  executing  a  program  leading  to  growth 
in  understanding  of  principles,  the  plan,  the  materials,  and  their  use 

8.  Perpetual  repetition  and  continuation  of  all  previous  steps — These  steps  are 
not  mutually  exclusive  and  involve  no  particular  sequence.  No  step  is  ever  com¬ 
pleted;  instead,  the  experiencing  of  the  steps  is  cumulative. 

— J.  C.  Parker,  Director  of  Curriculum,  Research,  and  Guidance,  Fort 
Worth,  Texas. 

Granting  that  teaching  is  a  dynamic  process — not  a  series  of  more  or  less 
unrelated  acts — in  which  mental  interaction  and  responses  of  teachers  and 
pupils  change  with  the  varying  roles  played  in  the  classroom  situation, 
serious  needs  in  both  supervision  and  methods  in  social  studies  instruction 
include : 

1.  A  new  orientation  in  terms  of  the  changing  educational  scene 

2.  The  displacement  of  more  or  less  rigid  and  mechanical  procedures  by  func¬ 
tional  approaches 

3.  A  new  orientation  of  functional  relationships  between  content  and  method 

4.  The  development  of  special  methods  and  technics  in  the  social  studies  consonant 
with  the  approximation  of  the  values  and  objectives  claimed  for  these  subjects 

5.  The  release  of  teachers  from  the  deadening  round  of  clerical  duties  imposed 
upon  them  in  order  that  their  energies  may  be  focused  on  instruction  and  study 

6.  The  release  of  social  studies  supervisors  from  a  heavy  burden  of  routine  ad¬ 
ministrative  and  clerical  duties  so  that  they  may  use  their  time  and  energies  to 
assume  a  greater  measure  of  leadership  in  instruction  among  the  teachers  in  their 
field 

7.  The  rethinking  of  conventional  plans  of  organization  and  administration  of 
schools  in  terms  of  a  functional  approach  to  method,  with  increased  facilities  for 
better  instruction  in  terms  of  classroom  libraries,  general  libraries,  and  other 
equipment. 

— W.  G.  Kimmel,  Managing  Editor,  The  Social  Studies ,  Columbia  Uni¬ 
versity,  New  York,  N.  Y. 

In  planning  a  comprehensive  appraisal  program  it  will  be  helpful  to  list  the 
major  objectives  which  are  being  emphasized  for  the  particular  class  in  ques¬ 
tion.  Then,  in  connection  with  each  of  these  objectives,  the  teacher  will  list 
the  opportunities  which  he  will  have  for  collecting  evidence  of  this  type  of 
behavior.  In  many  modern  schools  learning  situations  are  provided  which  are 
sufficiently  lifelike  so  that  they  give  an  opportunity  for  the  teacher  to  learn 
something  of  the  pupil’s  attitudes,  something  of  his  work  habits  and  study 
skills,  something  of  the  information  which  he  has  acquired,  something  of  his 
skill  in  interpreting  data,  something  of  his  concern  for  the  well-being  of 


Department  of  Supervisors  and  Directors  of  Instruction  537 


other  pupils,  something  of  his  habits  of  working  cooperatively  with  other 
people. — Ralph  W.  Tyler,  Ohio  State  University,  Columbus,  Ohio. 

The  teacher,  as  well  as  the  school  administrator,  is  naturally  conscious  of 
a  moral  obligation  to  the  parent,  the  taxpayer.  In  a  nationwide  system  of 
schools  supported  by  the  public,  the  content  of  the  curriculum  and  the  actual 
subjectmatter  of  courses  of  study  must  obviously  be  determined  by  the 
public  will.  This  is  a  problem  of  especially  vital  significance  in  the  social 
studies  field  today.  We  need  not  be  misled,  on  the  one  hand,  by  a  fearful 
din  about  “indoctrination”  or  “propaganda,”  shouted  from  the  columns  of 
any  particular  chain  of  newspapers;  nor,  on  the  other  hand,  need  we  make 
it  our  purpose  to  further  the  interests  of  any  group’s  pet  program  of 
“reform.” 

But  there  is  another  difficulty  less  easily  dismissed.  Knowing  as  we  do  that 
the  improvement  of  social  studies  teaching  can  only  follow  extensive  cur¬ 
riculum  revision,  we  are  all  concerned  with  what  the  nature  of  that  revision 
is  likely  to  be.  The  publisher  must  follow  certain  leads,  anticipate  certain 
trends.  He  is  often  the  middleman  between  the  trained  curriculum-maker 
and  the  teaching  body  as  a  whole.  In  that  sometimes  uncomfortable  position 
he  faces  two  real  dangers:  suppose  that  the  experts  cannot  agree;  or  suppose, 
worse  yet,  that  neither  teachers  nor  taxpayers  will  swallow  the  medicine  that 
the  doctors  prescribe  for  them. — Richard  M.  Pearson,  Editor,  Secondary 
Department,  Harper  and  Brothers,  New  York,  N.  Y. 

The  improvement  of  social  studies  teaching  seems  to  demand  the  main¬ 
tenance  of  a  constructive  tension  or  balance  between  the  interests  of  youth 
and  the  demands  of  the  surrounding  culture.  The  extremes  of  child-centered 
programs  or  of  formal  curriculums  both  have  great  shortcomings.  How  may 
we  attack  this  problem  of  balance? 

The  curriculum  may  well  be  characterized  by  an  emphasis  on  balance. 
The  surrounding  culture  may  be  studied  as  a  unit  of  human  activities  tak¬ 
ing  place  in  a  landscape,  a  unity  with  roots  in  the  past  and  moving  into  the 
future.  The  basic  human  activities  have  been  summarized  as  follows :  pro¬ 
duction  of  goods  and  services ;  creation  of  ideas,  forms,  colors,  and  tones ; 
consumption  of  goods  and  services;  communication  of  ideas  from  person  to 
person ;  transportation  of  materials  by  muscle  and  power ;  exchange  of  goods 
by  barter  or  use  of  money;  recreation  of  body  and  mind  by  worthwhile 
leisure  activities ;  education  of  young  and  old ;  government  to  reduce  con¬ 
flicts  and  encourage  cooperation ;  reproduction  of  self  and  maintenance  of 
health. — Arthur  H.  Moehlman,  Editor,  Our  Times,  Assistant  Professor  of 

Social  Science  Education,  Ohio  State  University,  Columbus,  Ohio. 

/ 

Group  IV 

Chairman:  H.  H.  Ryan,  Principal,  University  High  School,  University 
of  Wisconsin,  Madison,  Wis. 

Topic:  Supervision  in  Secondary  Education. 

Panel  Members:  A.  S.  Barr,  Professor  of  Education,  University  of  Wis¬ 
consin  ;  William  A.  Gore,  Superintendent  of  Schools,  Hempstead,  N.  Y. ; 
Worth  McClure,  Superintendent  of  Schools,  Seattle,  Wash.;  Sidney  V. 


538 


National  Education  Association 


Rowland,  Superintendent  of  Schools,  Wayne,  Pa.;  Frank  L.  Wiley,  Super¬ 
intendent  of  Schools,  Cleveland  Heights,  Ohio. 

Summary  of  the  discussion  prepared  by  Dena  Lange. 

The  thought  uppermost  in  the  minds  of  those  who  took  part  in  this  dis¬ 
cussion  was  the  need  of  cooperation  and  understanding  between  the  super¬ 
visor  and  the  teacher.  The  chairman  opened  the  meeting  with  the  question : 
“Has  a  fifteen-minute  supervisory  visit  to  a  secondary-school  class  any  pos¬ 
sibilities  for  the  improvement  of  instruction?” 

Mr.  Barr  answered  in  the  affirmative,  but  added  two  limitations:  the  first 
concerned  the  number  of  fifteen-minute  visits ;  the  second,  the  evaluating  of 
the  supervisor’s  observation.  During  a  short  supervisory  period  it  is  difficult 
to  determine  whether  the  particular  teacher-pupil  activities  observed  are  the 
appropriate  ones,  and  it  is  difficult,  too,  to  separate  evaluation  from  im¬ 
provement  and  to  know  whether  the  program  is  effective  before  further  im¬ 
provement  can  be  sought. 

Mr.  Rowland  emphasized  the  necessity  of  developing  a  spirit  of  coopera¬ 
tion  between  the  supervisor  and  the  teacher  in  planning  together.  He  also 
pointed  out  that  from  the  statistical  side,  the  length  of  the  supervisory 
period  varies.  It  is  necessary  to  know  the  stage  that  the  activity  has  reached 
at  the  time  of  supervision,  as  well  as  to  know  whether  the  activity  is  a  brief 
one  or  one  lasting  over  a  long  period  of  time. 

To  a  question  from  the  audience, “Can  successful  evaluation  be  carried  on 
during  a  fifteen-minute  period  ?”  Mr.  Barr  replied  that  tho  the  supervisor’s 
estimate  would  be  a  guess,  yet  it  would  in  all  probability  be  a  fairly  accurate 
one.  Many  of  the  activities  observed  would  be  difficult  to  evaluate. 

Mr.  Gore  stated  that  the  real  purpose  of  supervision  should  be  to  improve 
instruction.  High  schools  of  today  are  organized  so  as  not  to  permit  of  much 
time  for  supervision,  for  the  principal’s  job  is  a  big  one.  He  maintained  that 
a  teacher  should  know  more  about  his  special  subject  than  the  principal, 
whose  field  is  general.  The  real  need  in  supervision  is  a  sympathetic  under¬ 
standing  between  administrator  and  teacher. 

Mr.  Wiley  raised  the  question  as  to  how  the  broader  things  could  be  su¬ 
pervised  on  an  inspectorial  visit,  and  noted  that  supervision  should  be  or¬ 
ganized  to  command  the  respect  of  the  teachers. 

Mr.  McClure  stated  that  a  principal  is  a  specialist  in  boys  and  girls.  And 
since  the  day  of  judging  results  of  subjectmatter  is  past,  our  chief  aim  should 
be  a  consideration  of  such  things  as  utilization  of  the  child’s  experiences,  dif¬ 
ferentiation  of  subjectmatter,  participation  of  all  members  of  the  class,  and 
use  of  materials. 

The  second  question  was,  “How  can  teachers  be  encouraged  to  bring  prob¬ 
lems  of  instruction  to  the  supervisory  officer?” 

Several  problems  presented  themselves.  As  to  the  question  of  time  that  the 
principal  has  to  devote  to  supervision,  Mr.  Wiley  asserted  that  a  principal 
should  be  given  several  able  assistants  to  take  care  of  the  detail  work  so  that 
he  might  have  more  time  for  other  duties  . 

Mr.  McClure  discussed  the  problem  of  rating  teachers.  Since  supervision 
is  an  instructional  problem,  it  should  be  definitely  separated  from  tenure  and 


Department  of  Supervisors  and  Directors  of  Instruction  539 


pay.  Frequent  meetings  should  be  held  as  a  clearing-house  for  teachers’  prob¬ 
lems  and  curriculum  reconstruction. 

Mr.  Rowland  felt  the  necessity  of  getting  the  teacher’s  attention  away 
from  himself  and  supervision,  and  centered  upon  curriculum  reconstruction. 
A  teacher  should  be  given  a  share  in  evaluation. 

Mr.  Ryan  then  introduced  the  third  question,  “How  can  the  supervisor 
help  the  teacher  develop  the  breadth  of  competence  called  for  by  the  mod¬ 
ern  integrated  curriculum?” 

The  need  for  a  unified  course  was  conceded.  Mr.  Gore  introduced  the 
idea  of  the  need  of  a  homeroom  in  which  a  teacher  might  acquire  a  breadth 
of  competence.  Both  Mr.  Barr  and  Mr.  Rowland  emphasized  integration 
thru  the  problems  arising  from  participating  in  the  whole  field. 

If  a  teacher  has  a  homeroom,  asserted  Mr.  Barr,  and  works  out  the  prob¬ 
lems  of  his  group  in  many  fields,  he  will  have  a  more  sympathetic  outlook 
toward  other  subjects  and  will  become  more  interested  in  a  unified  course  be¬ 
cause  of  this  participation. 

A  FORWARD  LOOK  AT  SUPERVISION  IN  THE  NEW 

EDUCATION 

THOMAS  H.  GENTLE,  FORMER  TEACHER,  MONMOUTH,  ORE. 

• 

The  progressive  school,  which  best  names  the  most  modern  objectification 
of  the  new  education,  is  a  new  kind  of  educational  endeavor,  well  visioned 
and  worthy.  It  is  not  a  reconstructed  traditional  school.  It  is  based  upon  prin¬ 
ciples  of  child  nature  and  nurture,  long  known  but  sparingly  and  grudgingly 
used  in  the  older  systems  of  education.  When  fully  realized,  this  latest  ex¬ 
ample  of  directed  learning  will  exhibit  little  that  the  old-timer  calls  “keepin’ 
school.” 

Four  duties  which  the  supervisor  of  the  future  may  be  expected  to  per¬ 
form  are  as  follows: 

1.  To  arouse  and  maintain  a  deep  and  active  community  interest  in  the  new 
education. 

2.  To  provide  the  proper  atmosphere  and  equipment  for  the  new  education. 

3.  To  diagnose  and  treat  problem  pupils  and  to  keep  a  sufficient  record  of  all 
such  cases. 

4.  To  select,  evaluate,  and  provide  abundant  materials,  activities,  undertakings, 
projects,  etc.,  for  promoting  the  normal  growth  of  the  pupils  of  the  school. 

At  its  present  stage  the  progressive  school  is  both  novel  and  unique.  Its 
growth  is  sporadic  and  partial,  which  is  greatly  in  its  favor  for  it  thus  bids 
fair  to  escape  the  ignominy  of  being  denominated  as  a  fad  or  as  soft  pedagogy, 
epithets  which  the  ancient  and  jealous  pedagogs  have  always  hurled  at  every 
new  refinement  of  school  technic. 


540 


National  Education  Association 


SECRETARY’S  MINUTES 
St.  Louis,  Missouri 
February  24-26,  1936 

The  Department  of  Supervisors  and  Directors  of  Instruction  began  as  the  National 
Conference  on  Educational  Method.  This  was  organized  in  Atlantic  City  in  Febru¬ 
ary  1921.  Hence  the  annual  meeting  in  St.  Louis  this  year  was  the  fifteenth  birthday 
of  the  society,  counting  from  its  inception.  Transformation  into  a  department  of  the 
National  Education  Association  took  place  in  July  1928. 

The  program  at  St.  Louis  consisted  of  two  general  sessions,  eight  panel  discus¬ 
sion  groups,  and  a  luncheon.  Since  the  yearbook  for  this  year  deals  with  English, 
the  first  general  meeting  considered  the  problem  of  developing  the  program  of 
activity  in  the  language  arts.  The  National  Council  of  Teachers  of  English  is  co¬ 
operating  and,  therefore,  W.  Wilbur  Hatfield,  chairman  of  the  Council  Committee 
on  the  Curriculum  in  English,  was  called  upon  for  the  opening  address.  He  gave  a 
clear  exposition  of  the  concept  of  English  as  experience,  analyzed  the  objectives 
in  terms  of  actual  life  needs,  and  contended  for  the  use  of  dynamic  situations  rather 
than  merely  formal  drills.  Lou  LaBrant,  of  Ohio  State  University,  then  described 
somewhat  in  detail  the  program  in  the  University  School.  Dr.  Bair,  Miss  Bader, 
and  Mr.  Ryan  criticized  the  proposals  of  the  yearbook  committee,  for  the  most  part 
favorably,  and  Miss  Smith  brought  out  the  relation  of  the  program  to  actual  con¬ 
ditions  in  the  country. 

The  theme  of  the  second  general  session  was  “Responsibility  for  Leadership  in 
Education.”  Dr.  Sayers,  of  the  University  of  Hawaii,  favored  active  participation 
by  educators  in  shaping  social  policies.  Secretary  Givens  of  the  National  Education 
Association,  by  means  of  concrete  examples  drawn  from  his  own  observation,  por¬ 
trayed  supervision  as  truly  an  art,  the  art  of  human  relations.  Dean  Melby,  of  North¬ 
western  University,  sees  no  need  of  differentiating  the  training  of  leaders  of  group 
leaders  from  that  of  group  leaders  (teachers)  themselves.  At  most  he  would  have 
a  single  seminar  dealing  with  problems  peculiar  to  supervision.  (His  address  ap¬ 
peared  in  full  in  the  April  issue  of  Educational  Method.)  Dr.  Rankin  closed  this 
program  with  a  series  of  suggestions  as  to  the  utilization  of  the  Department  report 
on  Leadership  in  Instruction. 

Business  Meetings 

The  Board  of  Directors  and  Executive  Committee  met  on  February  23  at  the 
Hotel  Statler.  The  following  were  present:  Directors  Browning,  Caswell,  English, 
Hahn,  Hosic,  Kibbe,  Lindquist,  O’Donnell,  Power,  Rankin,  and  Underwood;  also 
Mi  ss  Bush,  chairman  of  the  Promotion  Committee. 

The  Board  approved  the  minutes  of  the  Atlantic  City  meeting  as  printed  in  Edu¬ 
cational  Method  for  April  1935.  The  treasurer’s  report,  with  a  comparative  state¬ 
ment  covering  two  years  and  a  forecast  of  the  future,  was  also  approved.  Miss 
Bush  reported  on  the  activities  of  the  Promotion  Committee  and  Dr.  Power  gave 
an  account  of  a  regional  conference  held  in  New  York  City,  February  1. 

Policy  as  to  yearbooks  was  discussed  at  some  length.  Dr.  Rankin  submitted  an 
outline  for  a  yearbook  on  curriculum  issues,  one  chapter  of  which  might  be  dis¬ 
tributed  as  a  separate  pamphlet.  It  was  voted  to  suggest  to  the  Executive  Committee 
the  advisability  of  undertaking  for  1937  a  yearbook  such  as  that  proposed  by  Dr. 
Rankin,  with  the  cooperation,  if  possible,  of  the  Society  for  Curriculum  Study;  also 
for  1938  the  yearbook  on  science  previously  projected;  and  for  1939  a  yearbook  on 
the  problem  of  adapting  the  curriculum  to  the  nature  of  children — this  last  contingent 
upon  the  securing  of  a  subvention.  A  committee  consisting  of  Directors  Rankin, 
English,  and  Lindquist  was  appointed  to  cooperate  with  a  like  committee  from  the 
Society  for  Curriculum  Study.  A  suggestion  from  Mr.  Underwood  that  the  member¬ 
ship  of  the  Department  participate  more  fully  in  the  making  of  yearbooks  was  well 
received. 


Department  of  Supervisors  and  Directors  of  Instruction  541 


It  was  voted  that  regional  conferences  should  be  encouraged  and  that  the  Pro¬ 
motion  Committee  be  asked  to  aid  in  this. 

The  present  officers  were  asked  to  continue  until  certain  pending  readjustments 
in  relation  to  the  National  Education  Association  have  been  effected.  The  Executive 
Committee  will  fill  any  vacancies  that  may  occur. 

This  committee,  at  its  meetings  on  Sunday  and  Wednesday,  took  up  matters  of  detail 
as  to  yearbooks,  but  reached  no  final  decisions  pending  the  results  of  the  negotiations 
mentioned  above.  It  received  an  overture  from  the  Society  of  Directors  of  Super¬ 
vised  Teaching  for  amalgamation,  presented  by  Alonzo  F.  Myers  of  New  York  Uni¬ 
versity.  Dr.  Myers  also  proposed  a  yearbook  on  “Induction  into  Teaching.”  The 
Executive  Committee  favored  the  provision  of  section  meetings  for  this  group  as 
asked,  and  voted  to  defer  additional  action  until  more  facts  as  to  the  situation  are 
at  hand. 

Mrs.  Elsie  A.  Davis,  supervisor  of  elementary  education  for  Fairfax  County, 
Virginia,  was  approved  as  the  representative  of  the  state  branch  of  supervisors  of 
Virginia,  with  a  seat  on  the  Board  of  Directors. 

The  Promotion  Committee  met  at  breakfast  on  Tuesday  morning.  There  were  also 
several  conferences  of  the  committee  on  the  current  yearbook,  under  the  guidance  of 
the  chairman,  Marquis  E.  Shattuck,  of  Detroit. 

At  the  close  of  the  general  meeting  on  Wednesday,  the  resignation  of  Elizabeth 
Hall,  now  of  South  Ryegate,  Vermont,  from  the  Board  of  Directors  was  accepted. 
Leonard  Power,  formerly  assistant  superintendent  of  schools  in  Tulsa,  Oklahoma, 
was  elected  to  fill  the  unexpired  term  of  Miss  Hall.  The  terms  of  Directors  Gerson, 
Horn,  Kibbe,  Lane,  and  Lindquist  having  expired,  the  following  were  chosen  to  fill 
these  places:  Prudence  Cutright,  assistant  superintendent  of  schools,  Minneapolis, 
Minnesota;  Helen  Heffernan,  state  director  of  elementary  education,  Sacramento, 
California;  Rudolph  D.  Lindquist,  director  of  the  University  School,  Columbus, 
Ohio;  William  T.  Melchior,  professor  of  education,  Syracuse  University;  Lucille 
Nicol,  assistant  superintendent  of  schools,  New  York  City. 


. 

, 


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DEPARTMENT  OF 

Supervisors  and  Teachers  of 
Home  Economics 


HISTORICAL  NOTE 


At  the  Atlanta  meeting  of  the  Association  in  1929  the  necessary  peti¬ 
tion  for  the  formulation  of  a  Department  of  Supervisors  and  Teachers 
of  Home  Economics  zvas  presented  to  the  Representative  Assembly  and 
to  the  Executive  Committee.  This  petition  zvas  presented  by  the  National 
Conference  of  Supervisors  and  Teachers  of  Home  Economics.  In  1920 
at  the  Columbus,  Ohio,  meeting  the  Department  was  created  by  formal 
vote.  The  former  home  economics  organization  has  had  a  history  rich  in 
accomplishments.  Its  good  work  will  continue  as  a  department  of  the 
Association. 

The  officers  of  the  Department  for  the  year  1926-27  are:  president, 
Freda  Winning,  New  York  University,  New  York,  N.  Y.;  vicepresi¬ 
dent,  Mrs.  Dorotha  Finch  Marlow,  Shaker  Heights  High  School, 
Shaker  Heights,  Ohio ;  secretary,  Mrs.  Erma  B.  Christie ,  Supervisor 
of  Home  Economics,  102  Central  High  School  Building,  Muncie,  Ind.; 
treasurer,  Clara  Lee  Cone,  1041  West  Peachtree  Street,  Atlanta,  Ga. 

Facts  relating  to  the  establishment  of  this  Department  and  the  record 
of  its  meetings  may  be  found  in  earlier  volumes  of  proceedings  as 
follozvs: 


1931  -.825-844  19 32:695-712  19 33:697-708  1934:693-704  1935:645-658 


THE  EFFECTS  UPON  FAMILY  LIFE  OF  CERTAIN 
FRUSTRATIONS  OF  YOUTH 


FRED  J.  KELLY,  CHIEF,  DIVISION  OF  HIGHER  EDUCATION,  UNITED  STATES 
OFFICE  OF  EDUCATION,  WASHINGTON,  D.  C. 

« 

Strong  family  life  will  be  reflected  in  the  progress  of  the  nation  and  no 
nation  can  progress  far  on  a  weakening  family  life.  Strong  family  life 
is  characterized  by: 

1.  Harmony — the  values  of  the  home  are  nullified  if  frequent  clashes  occur  between 
the  parents  and  the  children 

2.  Health — physical  and  mental 

3.  Children — with  birth  dates  suitably  spaced 

4.  Economic  security — necessary  for  building  a  strong  family  life. 

The  outstanding  frustrations  which  young  people  of  this  generation  are 
experiencing  are  vividly  described  in  a  trial  held  in  the  high-school  auditorium 
in  East  Orange,  New  Jersey.  Society  was  put  on  trial  on  charges  brought  by 
youth.  It  was  held  as  a  regular  court  case  with  a  judge,  lawyers,  jury,  and 
witnesses.  The  most  important  counts  were  as  follows : 

1.  Society  allows  youths  to  be  employed  at  starvation  wages 

2.  Society  makes  inadequate  provisions  whereby  young  people  can  make  enduring 
friendships  and  choose  wisely  a  mate 

3.  Prolonged  unemployment  and  low  wages  prevent  establishing  a  home 

4.  Society  allows  pitfalls  for  youth  to  continue,  such  as  obscene  literature,  saloons, 
and  gambling  devices 

5.  Society  allows  inadequate  use  of  leisure-time  facilities  such  as  public  buildings, 
schools,  churches,  and  playgrounds. 

The  vivid  testimony  of  the  witnesses  lasted  three  evenings.  It  revealed 
many  evidences  of  society’s  neglect  of  youth.  A  verdict  of  guilty  against 
society  was  returned  by  the  jury,  and  society  was  placed  on  probation  for  one 
year.  At  the  end  of  that  time  a  report  is  to  be  made  as  to  what  has  been  done 
to  remedy  these  faults. 

The  effects  that  these  frustrations  are  bound  to  have  on  family  life  is 
obvious.  Unemployment  falls  heavily  on  youth.  It  is  practically  impossible 
to  get  a  job  even  if  one  is  wanted.  If  men  are  hired  former  employees  are 
given  the  first  chance.  Ambition  is  lost  and  the  spirit  is  broken.  The  places 
we  live  in  do  not  provide  for  wholesome  entertainment  of  one’s  friends. 
Great  numbers  of  broken  homes  contribute  to  the  juvenile  court  cases.  The 
stage  is  not  set  for  happy  courtship.  The  postponing  of  marriage  too  long 
after  the  normal  urge  to  mate  is  probably  the  most  keenly  felt  frustration. 

These  are  all  a  challenge  to  the  home  economics  teachers.  The  intelligent 
mother  is  the  strongest  ally.  By  the  process  of  education,  attitudes  car)  be 
changed.  It  is  necessary  to  restudy  values,  to  see  which  things  must  come 
first.  Enlist  the  support  of  social  leaders,  ministers,  P.  T.  A.’s,  teachers,  and 
the  interest  of  the  youths  themselves,  for  they  are  all  vitally  concerned. 


[  545  ] 


546 


National  Education  Association 


HOME  ECONOMICS  AND  PARENT  EDUCATION 

ALICE  SOWERS,  SPECIALIST  IN  PARENT  EDUCATION,  NATIONAL  CONGRESS 
OF  PARENTS  AND  TEACHERS,  WASHINGTON,  D.  C. 

There  have  been  many  changes  in  home  economics  during  the  past  few 
years.  Some  of  the  changes  are  as  follows : 

1.  The  conception  of  the  meaning  of  home  economics — The  objectives  have  been 
changed  from  the  learning  of  skills  to  the  developing  of  attitudes  and  appreciations 
for  richer,  fuller  living. 

2.  The  place  of  home  economics  in  the  educational  program — It  has  now  become  a 
dignified  recognized  course  in  both  high  schools  and  colleges.  It  is  growing  in  popu¬ 
larity  for  men  and  boys. 

3.  The  suhjectmatter  included  in  a  home  economics  course — The  change  in  subject- 
matter  is  due  to  changes  in  living.  The  home  is  reflected  in  the  new  home  economics. 

4.  The  methods  of  teaching  home  economics — Home  projects  and  home  manage¬ 
ment  are  now  included  in  the  laboratory  method,  showing  that  home  economics  has 
proceeded  along  the  lines  of  all  progressive  education. 

Parent  education,  one  of  the  newer  phases  of  education,  is  closely  related 
to  home  economics.  Parent  education  draws  upon  much  of  the  suhjectmatter 
found  in  home  economics  literature  such  as  that  pertaining  to  child  care  and 
family  relationships. 

There  are  many  similarities  in  the  two  programs,  mainly  the  common  aim 
of  education  at  school  and  training  at  home  for  successful  living.  The  slogan 
“live  and  let  live”  might  very  aptly  be  changed  to  “live  and  help  live.”  To 
live  successfully  one  must  have  good  health,  fine  character,  the  ability  to 
earn  a  living,  intelligent  citizenship,  social  consciousness,  and  a  balanced 
life.  The  successful  person  will  be  the  man  or  woman  who  has  had  day-by¬ 
day  practise  in  living  successfully.  It  is  necessary  to  practise  these  traits  to 
live  successfully. 

Parent  education  aims  to  help  parents  be  the  best  possible  teachers  in 
surroundings  which  influence  boys  and  girls  in  their  impressionable  years. 
It  is  the  home  economics  teacher’s  job  to  provide  experiences  at  school  and 
to  help  provide  experiences  at  home  thru  which  children  may  live  successfully. 

THE  PLACE  OF  HOME  ECONOMICS  IN  THE 
EDUCATIONAL  PROGRAM  TODAY 

AGNES  SAMUELSON,  STATE  SUPERINTENDENT  OF  PUBLIC  INSTRUCTION, 
DES  MOINES,  IOWA  ;  AND  PRESIDENT,  NATIONAL  EDUCATION  ASSOCIATION 

I  am  always  ready  to  testify  on  behalf  of  home  economics  in  the  educational 
program.  While  not  prepared  to  speak  to  you  on  the  technical  aspects  of  your 
field,  I  am  more  than  willing  to  defend  your  place  in  the  sun,  if  you  need 
spokesmen.  And  you  have  needed  interpreters  in  this  critical  period  when 
every  publicly  supported  program  has  been  under  scrutiny  and  appraisal. 
But  when  you  have  a  program  such  as  yours  which  reaches  right  down  into 
the  life  as  it  does  and  meets  actual  life  needs,  it  is  a  pleasure  to  help  interpret 
it.  It  requires  no  imagination  or  flight  of  words  to  describe  it.  One  can 


Department  of  Supervisors  and  Teachers  of  Home  Economics  547 


understand  the  importance  of  learning  how  to  select  household  furnishings, 
make  over  garments,  use  cosmetics  properly,  manage  tea-room  service,  take 
care  of  sprained  ankles  or  mumps,  choose  children’s  toys  and  books,  teach 
children  to  eat  what  they  should,  organize  the  family  budget,  plan  meals  for 
invalids,  understand  the  relationships  necessary  to  successful  family  life 
and  the  obligation  of  the  successful  family  to  its  members  and  to  society. 
All  of  this  is  pretty  definite  and  easy  to  understand.  Values  are  obvious. 
There  is  nothing  fantastic  or  nebulous  about  them. 

You  might  be  interested  in  a  few  reactions  from  my  administrative  ex¬ 
perience  with  your  program.  Perhaps  they  had  best  be  called  comments  or 
observations  that  come  to  me  as  I  come  in  contact  with  the  work  you  are 
doing.  I  think  of  two  things.  The  one  is  the  change  in  subjectmatter ;  the 
other  is  the  change  in  procedure. 

The  development  in  subjectmatter  from  the  mechanics  of  household  to 
the  training  for  successful  family  life  is  conspicuous.  When  we  first  visited 
domestic  science  classes  we  saw  egg  a  la  goldenrod  and  chafing-dish  con¬ 
coctions.  Now  we  see  the  class  plan  and  carry  out  a  meal  at  which  the  board 
of  education  or  the  parent-teacher  association  is  entertained.  The  prospective 
homemakers  plan  the  menu,  purchase  the  food,  prepare  it,  arrange  the 
table,  entertain  the  guests,  and  do  it  with  all  the  grace  and  charm  of  polished 
expertness.  Then  they  display  at  the  exhibits  samplers  showing  all  of  the 
stitches  they  might  sometimes  need  to  make,  showing  how  they  make  gar¬ 
ments,  and  how  they  learn  to  apply  the  principles  of  color  and  art  to  their 
own  personal  appearance  and  to  the  home.  I  have  seen  the  turn  toward  the 
practical  as  domestic  science  and  art  have  become  home  economics. 

Then  I  have  noticed  how  the  subjectmatter  has  expanded  to  include 
homemaking.  The  problems  of  budget  making,  wise  spending  of  the  family 
dollar,  care  and  training  of  children,  and  family  relationships  have  come 
into  the  program.  Their  values  cannot  be  questioned.  I  once  heard  a  promi¬ 
nent  school  superintendent  say  as  he  held  his  first-born  in  his  arms  that  he 
would  have  given  all  he  knew  about  Xerxes  for  some  information  about  the 
care  of  and  training  of  that  precious  bit  of  humanity. 

If  the  home  is  the  fundamental  unit  of  our  civilization,  if  it  is  the  “nearest 
Paradise  because  out  of  it  comes  the  children,  the  freshest  from  the  hand 
of  God,”  in  the  words  of  the  White  House  Conference  on  Child  Health 
and  Protection,  if  our  ideal  of  what  constitutes  a  successful  family  ad¬ 
vances  with  civilization,  then  you  are  moving  in  the  right  direction.  It 
is  and  you  are.  Much  more  might  be  said  on  this  subject  but  this  is  the 
heart  of  it  all. 

The  other  development  is  the  changing  procedure.  From  the  subjective 
and  emotional  you  have  acquired  the  scientific  and  objective  attitude.  You 
are  constantly  at  work  enriching  your  content  and  improving  your  pro¬ 
cedures.  You  have  criteria  by  which  you  evaluate  outcomes.  You  are  doing 
much  for  the  consumer  and  not  too  soon.  You  have  recognized  the  values 
of  parent  and  adult  education  and  not  too  soon.  That  is  some  of  the  best 
work  you  are  doing.  Thru  research  you  are  discovering  new  solutions. 

If  Dorothy  Canfield  Fisher  was  quoted  correctly  on  the  radio  recently 
that  the  dining-room  table  is  the  most  powerful  institution  in  the  world, 


548 


National  Education  Association 


then  the  homemaking  program  has  no  small  place  in  the  world.  It  is  certain 
that  that  place  goes  far  beyond  the  physical  side  of  life.  It  reaches  into 
everything  that  affects  human  welfare.  It  includes  the  boy’s  education  for 
his  part  in  home  life,  nutrition  of  the  populace,  relation  of  the  economic 
situation  and  home  economics,  the  enormous  problems  of  family  and  human 
relations,  living  conditions,  youth,  and  so  on  and  on. 

The  challenge  before  you  is  clear.  Enlarge  the  work  at  both  ends  for  early 
childhood  and  for  adult  life.  Improve  your  subjectmatter  in  terms  of  chang¬ 
ing  life  needs.  Define  your  practise  in  the  light  of  new  discoveries.  Prepare 
for  parenthood.  Build  character  and  citizenship.  Interest  yourselves  in  the 
conservation  of  human  resources.  Look  to  the  possibilities  of  leisure  time 
now  that  women  need  no  longer  be  Cinderellas  puttering  around  in  the 
ashes.  They  have  been  emancipated  by  labor-saving  machinery.  Bring  your 
contribution  to  the  development  of  all  that  enriches  life  and  makes  it  more 
beautiful  and  worthwhile.  Continue  to  improve  your  program  and  do  not 
worry  about  your  place  in  the  educational  program.  It  is  indispensable  as 
long  as  you  continue  to  move  in  the  right  direction. 

TRAINING  THE  YOUNG  CONSUMER— PLANNING  THE 
HOUSE  IN  RELATION  TO  ITS  FUNCTION 

MAUD  WILSON,  HOME  ECONOMIST,  OREGON  STATE  AGRICULTURAL 
EXPERIMENT  STATION,  OREGON  STATE  COLLEGE,  CORVALLIS,  ORE. 

I  am  well  aware  of  the  difficulties  encountered  in  attempting  to  train 
the  young  consumer  to  evaluate  housing  facilities.  There  is  usually  no 
opportunity  to  crystallize  and  deepen  the  effect  of  teachings  by  applying 
them  to  immediate  practise.  Furthermore  the  teacher  has  the  responsibility 
for  establishing  standards  for  the  house  and  its  equipment  without  producing 
discontent  with  home  surroundings  and  conflict  at  home. 

Students  should  be  led  to  an  appreciation  of  the  investment  in  the  house 
and  its  furnishings  in  relation  to  family  income.  They  should  learn  to 
associate  standards  for  the  house  and  its  equipment  with  goals  for  home 
life.  They  should  be  led  to  a  realization  that  wffiile  fashions  in  houses  and 
equipment  are  constantly  changing,  standards  of  beauty  and  utility  change 
little.  They  should  be  made  cost-conscious,  for  with  the  average  person 
utility  must  always  be  the  major  consideration. 

In  making  plans  for  houses,  rooms,  or  parts  of  rooms,  or  in  arranging 
demonstration  rooms  or  houses,  the  initial  step  is  the  preparation  of  a  list 
of  uses  the  area  is  expected  to  serve.  This  requires  a  consideration  of  varia¬ 
tions  among  families  as  to  housing  needs.  It  is  a  worthwhile  piece  of  work 
for  students  to  perfect  descriptions  of  the  living  habits  and  housing  needs 
of  representative  families  in  the  community,  basing  their  statements  upon 
observations  of  life  in  their  own  family  and  those  of  their  friends.  Such 
descriptions  might  have  real  value  as  source  material. 

The  matter  of  variations  in  houses  to  suit  climatic  conditions  should  come 
in  for  its  share  of  attention.  There  are  too  many  houses  dotting  the  land¬ 
scape  that  look  as  if  they  were  away  from  home. 


Department  of  Supervisors  and  Teachers  of  Home  Economics  549 


A  single  project  may  serve  to  illustrate  various  attributes  of  a  specific 
household  utility.  One  possibility  would  be  to  have  students  design  a  piece 
of  furniture,  have  it  made,  and  sell  it.  Thru  this  experience  they  become 
conscious  of  what  goes  into  the  creation  of  a  utility. 

USE  OF  PROBLEMS  IN  DEVELOPING  JUDGMENT  IN 
SELECTION  OF  HOUSE  FURNISHINGS 

MABLE  RUSSELL,  ASSISTANT  PROFESSOR,  HOME  ECONOMICS,  IOWA  STATE 

COLLEGE,  AMES,  IOWA 

Developing  judgment  in  selection  simply  means  developing  or  improving 
one’s  taste.  It  means  becoming  more  discriminating  in  choosing  anything 
from  a  kitchen  knife  to  a  new  house.  We  as  teachers  are  faced  with  the 
task  of  developing  judgment  or  good  taste  in  our  pupils.  We  know  that 
they  cannot  develop  good  taste  without  contact  with  things  that  are  good 
in  design  and  color;  they  cannot  develop  judgment  in  selection  without 
first  establishing  standards  as  a  basis  for  judgment;  and  they  cannot  have 
good  judgment  without  experience  in  making  selections.  The  use  of  prob¬ 
lems  in  teaching  provides  a  method  of  establishing  principles  and  affords 
opportunities  for  exercising  judgment  in  selection.  Problems  that  are  de¬ 
signed  to  establish  standards  of  judgment  should  be  problems  that  will  lead 
the  pupils  to  some  specific  generalizations.  The  teacher  may  start  with  the 
question  of  proportion  and  thru  problems  develop  the  principle  which  the 
pupils  may  state  in  some  such  way  as  this:  “A  shape  is  more  interesting 
when  the  length  is  about  one  and  one-half  times  the  width.”  Additional  prob¬ 
lems  are  presented  to  the  class  that  the  pupils  may  retain  the  principle  and 
also  be  able  to  apply  it  in  new  situations.  Various  principles  of  proportion, 
balance,  rhythm,  emphasis,  harmony,  and  color  should  be  developed  and 
established  with  numerous  judgment  problems  before  creative  problems  are 
presented  to  the  class. 

The  problem  of  furnishing  a  room  calls  for  many  decisions  based  on 
design  principles.  Making  curtains,  selecting  furniture,  arranging  furni¬ 
ture  and  accessories  are  problems  in  balance,  proportion,  dominance  or 
emphasis,  and  structural  harmony. 

Color  theory  may  be  successfully  taught  by  the  use  of  problems.  Color 
study  offers  many  interesting  and  stimulating  problems.  If  we  can  develop 
in  our  pupils  confidence  in  their  own  judgment  and  standards  of  selection, 
how  much  more  satisfaction  and  contentment  they  will  find  in  their  homes 
and  how  much  simpler  life  will  be  for  them  in  the  years  to  come. 


550 


National  Education  Association 


THE  TEACHING  OF  BUYMANSHIP 

MRS.  DORA  S.  LEWIS,  FEDERAL  AGENT  IN  HOME  ECONOMICS  EDUCATION  FOR 
THE  PACIFIC  REGION,  UNITED  STATES  OFFICE  OF  EDUCATION, 

WASHINGTON,  D.  C. 

Studies  and  observations  show  that  young  people  not  only  buy  for  them¬ 
selves,  but  do  much  of  the  shopping  for  their  families.  Home  economists 
have  taken  account  of  this  in  planning  their  educational  programs  by  finding 
ways  of  making  these  buying  experiences  constructive  learning  experiences 
to  help  youth  develop  the  abilities  needed  for  progressively  improving  the 
return  they  get  on  the  investment  they  make. 

Objectives  in  the  home  economics  program  in  this  field  include:  helping 
youth  to  recognize  that  money  has  value  only  as  it  represents  satisfactions  in 
living  that  may  be  purchased  with  it  and  that  the  most  important  factor  in 
intelligent  spending  is  choosing  for  purchase  things  that  contribute  the  most 
to  progress  toward  consciously  selected  goals ;  and  giving  youth  oppor¬ 
tunities  to  consider  comparative  satisfaction  that  purchases  may  bring 
before  making  decisions  about  spending  so  that  they  learn  to  see  money 
as  a  means  of  achieving  worthwhile  purposes  rather  than  as  an  end  in  itself. 
Specific  buying  problems  within  the  personal  experience  of  youth  are  studied 
intensively  and  give  ample  opportunity  for  developing  critical  thinking  and 
judgment  about  the  spending  of  money. 

Successful  teachers  are  resourceful  about  finding  ways  of  providing  prac¬ 
tise  in  buying  thru  capitalizing  on  school  buying  and  thru  gaining  the  co¬ 
operation  of  parents  for  giving  pupils  opportunities  for  making  independent 
decisions  in  personal  and  family  buying  as  soon  as  they  are  prepared  to  make 
them.  These  teachers  build  on  the  previous  experiences  of  their  pupils  and 
keep  in  touch  with  home  situations  and  buying  facilities  in  their  communities. 
Progress  from  consideration  of  personal  buying  problems  to  interest  in  and 
intelligence  about  family  financial  problems  and  later  to  the  study  of  com¬ 
munity,  state,  and  national  movements  in  the  interest  of  the  consumer  is 
provided  for  in  teaching  plans. 

Much  excellent  .teaching  of  buying  is  done  in  regular  units  of  the  home 
economics  course  when  actual  problems  of  selection  confront  the  class,  but 
teaching  buying  on  the  commodity  basis  only  is  inadequate  for  needed  help 
in  understanding  the  more  general  considerations  which  apply  to  all  buying, 
such  as  legislation,  standardization,  buying  and  selling  practises  with  their 
effects  on  price,  and  the  opportunities  consumers  have  for  participation  in 
movements  that  aim  to  improve  conditions  for  the  consumer. 

An  important  consideration,  then,  for  home  economics  is  to  broaden  the 
scope  of  the  consumer  education  program  so  that  in  every  phase  of  it  the 
implications  for  improvement  in  living  for  individuals  and  families  are 
realized.  This  can  be  achieved  only  thru  thoro  teacher  preparation  in  the 
field  of  family  economics  and  a  real  desire  on  the  part  of  teachers  to  under¬ 
stand  the  social  and  economic  problems  of  the  pupils  and  the  families  they 
reach.  Then  their  educational  programs  can  be  planned  to  give  assistance 
in  solving  the  problems  that  are  most  significant. 


Department  of  Supervisors  and  Teachers  of  Home  Economics  551 


Panel  Discussion 

EDUCATION  FOR  HOME  AND  FAMILY  LIFE  IS 
ESSENTIAL  IN  MODERN  EDUCATION 

ORVILLE  C.  PRATT,  SUPERINTENDENT  OF  SCHOOLS,  SPOKANE,  WASH.,  Leader 
Participants : 

L.  M.  Dimmitt,  State  High  School  Supervisor,  Olympia,  Wash. 

Helen  Mickelson,  High  School  Teacher,  Kennewick,  Wash. 

M  rs.  Ruth  Forest,  Teacher  Trainer,  Oregon  State  Agricultural  Col¬ 
lege,  Corvallis,  Ore. 

Frances  Swain,  Supervisor,  Chicago,  Ill. 

Mrs.  Vera  Brandon,  Professor  of  Household  Administration,  Oregon 
State  Agricultural  College,  Corvallis,  Ore. 

Bertha  Kohlhagen,  State  Supervisor  of  Home  Economics,  Salem,  Ore. 

The  following  questions  were  used  to  guide  the  discussion: 

1.  What  can  education  do  for  the  individual? 

2.  How  does  education  for  home  and  family  life  contribute  to  the  general 
aims  of  education  ? 

3.  How  might  education  for  home  and  family  life  be  included  in  the 
education  of  girls?  What  changes  are  needed  to  modify  this  education  for 
boys  ? 

4.  How  can  teachers  of  homemaking  insure  a  fundamental  program  in 
line  with  changing  home  and  community  conditions? 

5.  How  can  home  economics  be  individualized  ? 

6.  To  what  extent  can  education  for  home  and  family  life  coordinate  the 
various  high-school  curriculums? 

In  answer  to  the  first  question,  Mrs.  Brandon  suggested  that  education 
must  result  in  right  attitudes  as  well  as  knowledge  and  that  students  can 
be  made  to  bring  attitudes  to  the  right  point  in  classes.  She  cited  research 
by  Dr.  Ackerley  and  Dr.  Butler  of  the  University  of  Iowa  to  prove  this 
point. 

Mr.  Dimmitt  quoted  Mr.  Roosevelt’s  thought  that  education  must  begin 
at  its  root,  the  family,  for  true  democracy.  Mr.  Dimmitt  thinks  that  educa¬ 
tion  should  prepare  the  individual  for  family  life  which  means  that  we  must 
have  boys  as  well  as  girls  in  home  economics  classes,  or  that  much  which 
we  know  as  home  economics  today  should  be  integrated  with  other  subjects, 
as  social  science,  chemistry,  physics,  etc. 

Mr.  Pratt  said  that  science  has  not  yet  taught  us  how  to  get  along  with 
people,  that  attitudes,  ideals,  and  points  of  view  direct  the  life  of  the  indi¬ 
vidual  and  should  be  taught  in  school.  Thus  far  home  economics  is  the  only 
subject  concerned  with  such  understandings. 

Mr.  Pratt,  speaking  on  the  second  question,  suggested  that  education 
today  is  an  immediate  thing,  that  we  want  good  citizens  now  in  home  and 
neighborhood  and  school.  He  suggested  that  home  economics  is  working  for 
good  home  living  now. 


552 


National  Education  Association 


M  iss  Swain  remarked  that  for  good  family  life  boys  and  men  as  well  as 
girls  and  women  must  have  right  attitudes,  and  questioned  how  we  can 
interest  more  boys  and  men  in  home  economics  as  a  definite  part  of  the 
educational  program. 

Mr.  Dimmitt  felt  that  if  skills  were  eliminated  more  boys  and  men  would 
be  interested  in  economics  and  social  relationship  phases. 

M  rs.  Brandon  raised  the  question  of  men  teaching  some  phases  of  home 
economics  in  order  to  help  boys  and  men  to  see  the  need  for  home  cooperation. 

Answering  the  third  question,  Miss  Mickelson  said  that  education  for 
homemaking  was  as  old  as  the  earliest  home.  It  has  now  passed  from  home 
to  school,  and  for  that  reason  a  well-integrated  course  in  home  economics 
should  be  a  requirement  for  all  students  (as  it  is  in  the  state  of  Wash¬ 
ington).  This  may  mean  cooperation  of  all  faculty  members  in  presenting 
such  units  as  family  and  social  relationships ;  the  selection,  purchase,  and 
care  of  clothing;  adequate  nutrition,  and  food  marketing  and  preparation; 
the  development  of  the  physical,  emotional,  and  social  natures  of  young  chil¬ 
dren  ;  and  the  house,  its  equipment  and  management. 

Mr.  Dimmitt  replied  to  the  fourth  question  by  asking  what  could  be  done 
to  develop  a  different  attitude  toward  home  economics  instruction. 

Miss  Kohlhagen  suggested  that  the  public  and  administrators  be  informed 
of  our  real  goals. 

Mrs.  Forest  remarked  that  with  emphasis  shifted  to  homemaking  from 
skills,  classes  for  boys  had  arisen  almost  spontaneously  thruout  the  country. 

In  response  to  the  fifth  question,  Mrs.  Forest  claimed  that  home  economics 
begins  with  the  individual  and  that  the  problems  for  class  consideration  are 
problems  of  the  individual  that  are  common  to  the  group.  Boys  and  girls 
are  better  separated  during  some  units  of  the  course  because  of  difference  in 
preparation  and  background.  They  need  to  arrive  at  the  same  point  in  their 
thinking  but  by  different  routes. 

Miss  Mickelson  believes  that  the  situation  is  a  better  experience  for  living 
if  boys  and  girls  are  combined  in  classes.  They  can  understand  differences  in 
viewpoints  and  attitudes  better. 

Mr.  Dimmitt’s  observation  as  high-school  supervisor  for  the  state  is  that 
individualized  instruction  is  progressing  faster  in  home  economics  than  in 
any  other  subject  because  of  discussion  of  living  rather  than  packing  in  infor¬ 
mation. 

M  rs.  Brandon,  answering  the  sixth  question,  suggested  goals  guided  by  a 
growing  philosophy  of  what  everyday  problems  of  living  can  contribute  to 
the  real  development  of  the  individual.  We  must  become  active  in  relation¬ 
ships  between  school  and  home  and  learn  from  parents  of  the  problems  that 
pupils  are  facing. 

Miss  Mickelson  suggested  that  teachers  must  survey  needs  and  know  the 
economic,  social,  and  emotional  backgrounds  of  pupils  and  then  base  class¬ 
room  activities  on  home  undertakings.  The  pupils’  needs  rather  than  any 
one  subject  can  integrate  the  high-school  curriculums  if  only  they  are  taken 
as  a  basis  for  instruction. 


Department  of  Supervisors  and  Teachers  of  Home  Economics  553 


Mrs.  Brandon  said  that  education  must  not  be  a  crutch  on  which  to 
lean,  but  must  stimulate  growth  in  ability  to  solve  one’s  own  problems  in  the 
present  and  progressively  so  in  the  future. 

Mr.  Pratt  remarked  in  conclusion  that  the  discussion  had  been  enlighten¬ 
ing  to  him  and  that  more  executives  should  listen  to  similar  ones. 

PRESIDENT’S  REPORT 

MRS.  LEILA  BUNCE  SMITH,  424  WEST  PEACHTREE  STREET,  ATLANTA,  GA. 

Upon  my  assumption  of  the  office  of  president  of  this  Department  it  was 
my  desire  to  be  of  the  greatest  service  possible.  In  this  my  concluding  mes¬ 
sage,  it  pleases  me  to  tell  about  the  splendid  accomplishments  of  the  Depart¬ 
ment  during  my  administration  which  I  attribute  to  the  cooperation  of  the 
officers,  heads  of  committees,  and  members,  rather  than  to  any  contribution 
that  I  was  able  to  make. 

In  the  period  covered  by  my  administration  the  membership  enrolment 
has  increased  in  a  gratifying  manner.  The  finances  of  the  Department  have 
improved  so  considerably  that  now  we  have  a  balance  of  over  $700  in  the 
treasury. 

I  consider  as  more  substantial  than  the  accomplishments  mentioned  above 
the  enthusiasm  that  pervades  the  minds  and  hearts  of  our  entire  membership. 
Perhaps  this  spirit  of  enthusiasm  has  been  stimulated  more  by  the  issuance 
of  newsletters,  bibliographies,  and  by  the  plans  we  have  made  for  a  yearbook 
than  by  any  other  activity  or  series  of  activities  of  the  Department. 

The  treasurer’s  report  shows  that  every  officer  and  committee  chairman 
donated  all  clerical  work  and  made  a  charge  only  for  postage,  stationery,  and 
telegrams.  The  continuance  of  this  policy  is  urged  upon  future  administra¬ 
tions  if  the  publication  of  the  yearbook  is  to  be  a  reality  and  the  Department 
put  on  a  secure  financial  basis. 

It  is  to  be  hoped  that  those  now  members  of  the  Department  and  future 
accessions  to  its  membership  will  strive  to  increase  the  scope  of  its  influence. 
Its  value  is  undisputed  because  the  work  it  has  done  in  enlisting  the  sympathy 
and  cooperation  of  superintendents  and  other  school  officers  speaks  for  itself. 


‘  .4  •*  »  j  i;  Sh  mBSm  -  "5*  ■ 


| 

■ 


DEPARTMENT  OF 

Teachers  Colleges 


HISTORICAL  NOTE 


The  department  of  teachers  colleges  takes  the  place  of  the  Depart¬ 
ment  of  Normal  Schools,  which  was  formed  at  the  Cleveland  meeting, 
August  19, 1870,  by  a  reorganization  of  the  American  Normal  School  As¬ 
sociation  which  had  been  organized  in  1858.  See  proceedings,  1870:176 ; 
1906:  524.  In  1924  it  was  voted  to  appoint  a  committee  to  discuss  the 
possibility  of  combining  with  the  American  Association  of  Teachers 
Colleges.  See  proceedings,  1924:614.  In  1925  the  combination  was 
effected.  It  was  arranged  that  the  National  Education  Association  take 
over  the  publications  of  the  American  Association  of  Teachers  Colleges, 
including  its  yearbook,  in  1926. 

The  officers  of  the  Department  for  the  year  1936-27  are:  president, 
Eugene  Fair,  President,  Northeast  Missouri  State  Teachers  College, 
Kirksville,  Mo.;  vicepresident,  Charles  H.  Fisher,  President,  Wash¬ 
ington  State  Normal  School,  Bellingham,  Wash.;  secretary-treasurer, 
Charles  W.  Hunt,  Principal,  State  Normal  School ;  Oneonta,  N.  Y .; 
executive  committee:  Norman  W.  Cameron,  Superintendent,  Cecil 
County  Schools,  Elkton,  Md.  ( term  expires  1937);  L.  A.  Pittenger, 
President,  Ball  State  Teachers  College,  Muncie,  Ind.  ( term  expires 
1938) ;  E.  I.  Ashbaugh,  Dean,  School  of  Education,  Miami  University, 
Oxford,  Ohio  ( term  expires  1939). 

Facts  relating  to  the  establishment  of  this  Department  and  the  record 
of  meetings  are  found  in  earlier  volumes  of  proceedings  as  follows: 


1870:  1-  88 
18  73:164-199 

1874  -.214-254 

1875  :138-153 

1876  -.157-211 

1877  -.139-174 
1879  -.113-135 
1880 :176-192 

1881  -.199-218 

1882  -.173-180 

1884  -.236-258 

1885  -.223-247 

1886  -.387-420 


1887  -.465-508 

1888  -.463-512 

1889  -.555-609 

1890  -.715-755 
1891 : 709-740 
1892  -.407-433 

1894  -.819-870 

1895  -.672-717 
189 6:642-665 

1897  -.709-735 

1898  -.728-756 

1899  -.835-903 

1900  -.480-490 


1901  -.635-645 

1902  -.529-643 

1903  :539-593 

1904  -.567-591 

1905  -.517-555 
1906 : 707-711 

1907  -.739-758 

1908  -.703-738 

1909  -.547-596 

1910  \563-593 

1911  -.695-707 

1912  \809-896 


1913 :  523-  552 
1914:  497-  564 
1915:  763-  813 
1916:  441-  460 
1917:  383-  416 
1918:  209-  234 
1919:  221-  257 
1920:  237-  262 

1921  :  515 

1922  -.1063-1084 

1923  :  737-  743 
1924:  613-  635 


1925  -.863 
1926 \839-947 

1927  -.873-950 

1928  -.833-948 

1929  -.827-936 
1930 :801-910 

1931  -.845-945 

1932  -.713-785 

1933  -.709-777 

1934  -.705-776 

1935  -.659-718 


[  556  ] 


PRESIDENT’S  REPORT  AND  RECOMMENDATIONS 


H.  A.  SPRAGUE,  PRESIDENT,  STATE  TEACHERS  COLLEGE,  MONTCLAIR,  N.  J. 

Report  on  Association’s  Work  during  the  Year 

Committees  have  met  as  follows:  Executive  Committee,  February  23, 
1935,  Atlantic  City,  N.  J. ;  Standards  Committee,  November  24,  1935, 
Trenton,  N.  J. ;  Accrediting  Committee,  December  21  and  22,  1935,  Buf¬ 
falo,  N.  Y. ;  Accrediting  Committee,  February  19,  1936,  St.  Louis,  Mo. ; 
Accrediting  Committee,  February  20,  1936,  St.  Louis,  Mo. ;  joint  meeting 
of  the  Standards,  Accrediting,  and  Executive  Committees,  February  20, 
1936,  St.  Louis,  Mo. ;  and  the  final  meeting  of  the  Executive  Committee, 
February  22,  1936,  St.  Louis,  Mo.  The  joint  meeting  of  the  committees  was 
attended  by  George  F.  Zook,  president,  American  Council  on  Education, 
Joy  E.  Morgan,  representing  the  National  Education  Association,  and  Wal¬ 
ter  P.  Morgan,  president,  State  Teachers  College,  Macomb,  Ill. 

Special  committees  which  met  and  reported  were:  Committee  on  Teachers 
College  Libraries;  Committee  on  Professional  Ethics;  Committee  on  Gradu¬ 
ate  Work  in  Teachers  Colleges;  Committee  on  Elections;  delegates  to  the 
American  Council  on  Education ;  special  committee  meeting  with  the  Stand¬ 
ards  Committee  of  the  American  Council  on  Education ;  and  a  special  com¬ 
mittee  meeting  with  the  Membership  Committee  of  the  American  Associa¬ 
tion  of  University  Women. 

Brief  Study  of  Policies 

A  few  questions  were  prepared  during  the  fall  of  1935  relative  to  matters 
of  policy  of  the  American  Association  of  Teachers  Colleges.  These  were 
sent  to  the  membership  of  the  Association,  from  whom  142  replies  were 
received.  The  questionnaire  was  not  comprehensive  in  scope,  but  covered 
current  or  surface  problems  which  seem  to  be  of  general  interest.  The 
questions  and  answers  are  reported  at  this  time  because  they  cover  some 
matters  of  vital  importance  and  give  the  Association  an  opportunity  to  judge 
the  interests  and  attitudes  of  its  membership  toward  these  problems. 

In  order  to  conserve  space,  the  discussion  of  the  answers  to  individual 
questions  and  the  interpretations  of  answers  to  individual  questions  or 
groups  of  questions  will  be  brief. 

Summary  of  Opinion 

A  summary  of  opinion  as  revealed  in  answer  to  questions  in  regard  to  the 
policies  of  the  American  Association  of  Teachers  Colleges  is  shown  in  the 
tables  which  appear  in  the  following  pages.  These  tables  take  up  the  various 
questions  included  in  the  questionnaire  and  show  the  distribution  of  answers. 
The  total  number  of  replies— 142. 


[  557  ] 


558 


National  Education  Association 


TABLE  I— RESPONSES  CONCERNING  INCREASES  IN 
MEMBERSHIP  AND  DUES 


Number 

Percent 

Item 

Yes 

No 

Unan¬ 

swered 

Yes 

No 

Unan¬ 

swered 

1.  Should  the  A.A.T.C.  increase  its  mem¬ 
bership?  . 

104 

14 

24 

74 

9 

17 

2.  Should  colleges  of  education  of  state 
supported  universities  be  invited  to 
membership? . 

104 

26 

12 

74 

18 

8 

3.  Should  membership  be  limited  to  pub¬ 
licly  supported  institutions? . 

43 

89 

10 

30 

63 

7 

4.  Should  all  institutions  devoted  to  the 
preparation  of  public  school  teachers 
be  considered  for  membership? . 

100 

28 

14 

70 

20 

10 

5.  Should  private  institutions  devoted  to 
the  preparation  of  teachers  for  de¬ 
nominational  schools  be  considered 
for  membership? . 

59 

60 

23 

42 

42 

16 

6.  Should  there  be  individual  member¬ 
ships  as  well  as  institutional  mem¬ 
berships?  . 

19 

103 

20 

13 

73 

14 

7.  Should  institutional  membership  dues 
be  increased? . 

58 

69 

15 

40 

48 

11 

8.  Should  membership  be  increased  25%,  50%,  100%,  or  more? 


TABLE  II 


Indicating  degree  of  increase 

Item  8 

Yes 

No 

Unan- 

swered 

Indefinite 

25% 

50% 

100% 

Number . 

74 

5 

63 

32 

26 

8 

8 

Percent . 

52 

4 

44 

23 

18 

6 

6 

Department  of  Teachers  Colleges 


559 


9.  Should  fees  be  increased  50%,  100%,  200%,  400%,  or  more? 

TABLE  III 


s 

Indicating  degree  of 

increase 

Item  9 

Yes 

No 

Unan- 

swered 

Indefinite 

50% 

100% 

200% 

400% 

Number . 

52 

18 

72 

15 

24 

8 

3 

2 

Percent . 

37 

13 

50 

11 

17 

6 

2 

1 

The  answers  to  questions  1  to  6  indicated  that  the  American  Association 
of  Teachers  Colleges  is  in  favor  of  including  in  its  membership  institutions 
which  may  rightfully  belong  to  an  association  devoted  to  preparation  for 
teaching  as  a  profession.  Comments  relative  to  increasing  the  membership 
of  the  Association  did  not  indicate  an  interest  in  size,  but  rather  an  interest 
in  defining,  establishing,  and  unifying  the  profession  of  teaching. 

While  answers  to  questions  relative  to  membership  dues  indicated  that 
dues  should  not  be  increased,  yet  there  were  repeated  expressions  relative 
to  the  amount  and  types  of  services  which  might  be  undertaken. 


TABLE  IV— PROPOSED  SERVICES  OR  ACTIVITIES 


Number 

Percent 

Item 

Yes 

No 

Unan¬ 

swered 

Yes 

No 

Unan¬ 

swered 

10.  With  increased  funds  should  the  asso¬ 
ciation  support  an  association  mag¬ 
azine  or  periodical? . 

56 

55 

31 

39 

39 

22 

11.  Should  the  association  embark  upon 
a  program  of  cooperative  research? 

96 

27 

19 

68 

19 

13 

12.  Should  greater  uniformity  in  record 
and  report  forms  be  promoted?.  .  .  . 

94 

25 

23 

66 

18 

16 

13.  Should  data  from  A.A.T.C.  annual 
reports  be  tabulated  for  circulation 
to  members? . 

120 

11 

11 

84 

8 

8 

14.  Is  there  a  need  for  comparative  data 
covering  such  matters  as  size  of 
classes,  teacher  load,  per  capita 
cost,  etc.? . 

107 

16 

19 

76 

11 

13 

15.  Should  the  association  maintain  a 
sufficient  office  force  for  collection, 
tabulation,  and  distribution  of  co¬ 
operative  data? . 

103 

18 

21 

72 

13 

15 

560 


National  Education  Association 


16.  What  type  of  data  would  be  of  greatest  service  to  you? 

TABLE  V 


Types 


Frequency 


Budgets .  6 

Comparative  costs .  31 

Curriculum . 18 

Enrolment  tendencies .  10 

Extracurriculum  activities .  5 

Faculty .  7 

Guidance .  6 

Health,  physical  education .  3 

Instruction  and  teacher  training .  20 

Libraries .  3 

Organization .  6 

Records  and  testing .  4 

Size  of  classes .  24 

Standards . 12 

Students .  8 

Teacher  load .  26 

Trends  and  policies .  9 

Miscellaneous .  3 


Total .  201 

Individuals  naming  types  of  data .  87 


The  answers  to  the  above  questions  signify  that  the  membership  is  in 
favor  of  rendering  a  more  comprehensive  program  of  professional  service. 
Suggestions  were  made  relative  to  handbooks,  publicity,  and  bibliography. 
If  such  services  were  to  be  undertaken,  additional  dues  would  be  required, 
and  a  special  or  standing  committee  should  be  made  responsible  for  selecting, 
promoting,  and  unifying  the  projects  to  be  undertaken. 

The  replies  to  the  questions  in  Table  VI  indicate  a  definite  interest  in 
revised  standards  and  more  frequent  inspections. 

Comments  relative  to  standards  indicate  an  interest  in  qualitative  ele¬ 
ments  ;  however,  it  is  suggested  that  quantitative  elements  be  retained  as 
minimum  standards,  and  that  qualitative  elements  suggest  desirable  goals. 

The  interest  in  high  standards  and  thoro  inspections  cannot  be  ques¬ 
tioned.  At  the  same  time  emphasis  is  placed  upon  institutional  autonomy 
and  the  stabilization  of  membership. 


Department  of  Teachers  Colleges 


561 


TABLE  VI— RESPONSES  CONCERNING  ACCREDITING 

AND  STANDARDS 


Number 

Percent 

Item 

Yes 

No 

Unan¬ 

swered 

Yes 

No 

Unan¬ 

swered 

17.  Should  the  A.A.T.C.  be  more  closely 
affiliated  with  other  accrediting 
agencies  in  higher  education? . 

96 

24 

22 

68 

17 

15 

18.  Should  our  standards  be  revised?.  .  .  . 

106 

6 

30 

75 

4 

21 

19.  Should  they  be  more  qualitative?.  .  .  . 

108 

9 

25 

76 

6 

18 

20.  Should  they  be  patterned  after  the 
new  standards  of  the  North  Central 
Association? . 

58 

33 

51 

41 

23 

36 

21.  Should  the  system  of  accrediting  be 
limited  to  paper  reports  only? . 

16 

108 

18 

11 

76 

13 

22.  Should  inspection  be  made  at  regular 
intervals,  i.e.,  every  three  or  five 
years? . 

113 

15 

14 

79 

11 

10 

23.  Should  we  be  able  to  afford  frequent 
inspection? . 

105 

4 

33 

74 

3 

23 

TABLE  VII— RELATIONSHIP  WITH  STATE  AND  FEDERxVL  AGENCIES 


Number 

Percent 

Item 

Yes 

No 

Unan¬ 

swered 

Yes 

No 

Unan¬ 

swered 

24.  Should  the  A.A.T.C.  find  ways  to  co¬ 
operate  more  closely  with  the  fed¬ 
eral  Office  of  Higher  Education?.  .  . 

100 

7 

35 

70 

5 

25 

25.  Should  the  A.A.T.C.  find  ways  of  co¬ 
operating  more  closely  with  state 
departments  of  education? . 

112 

5 

25 

79 

4 

17 

26.  Should  the  A.A.T.C.  be  more  influen¬ 
tial  in  establishing  state  certifica¬ 
tion  standards? . 

112 

14 

16 

• 

79 

10 

11 

The  above  replies  indicate  clearly  that  the  professional  association  of 
teachers  colleges  should  work  in  cooperation  with  the  agencies  that  are 
responsible  for  the  success  of  the  nation’s  schools.  It  would  seem  that  these 
relationships  should  be  promoted  if  we  are  to  protect  the  interests  of  the 
nation’s  children  and  develop  and  maintain  teaching  as  a  profession. 


562 


National  Education  Association 


TABLE  VIII— RELATIONSHIP  WITH  SPECIAL  PROFESSIONAL  AGENCIES 


Number 

Percent 

Item 

Yes 

No 

Unan¬ 

swered 

Yes 

No 

Unan¬ 

swered 

27.  Should  we  in  our  February  program 
provide  for  such  groups  as  Munici¬ 
pal  Teachers  College  Presidents, 
Deans  of  Colleges  of  Education, 
College  Teachers  of  Education, 
Supervisors  of  Student  Teaching, 
Social  and  Health  Directors,  and 
Research  Directors? . 

61 

46 

35 

43 

32 

25 

28.  Shall  we  have  one  joint  meeting,  per¬ 
haps  a  Saturday  morning  session, 
with  the  National  Society  of  Col¬ 
lege  Teachers  of  Education,  Educa¬ 
tional  Research  Association,  Asso¬ 
ciation  of  Municipal  Teachers  Col¬ 
leges,  or  Supervisors  of  Student 
Teaching? . 

96 

18 

28 

68 

13 

19 

The  answers  to  the  two  questions  in  the  above  section  seem  to  indicate 
that  the  American  Association  of  Teachers  Colleges,  which  is  the  only 
professional  accrediting  association  organized  for  the  purpose  of  establish¬ 
ing  and  promoting  teaching  as  a  profession,  should  work  in  close  cooperation 
with  the  other  agencies  which  are  definitely  interested  in  the  education  of 
teachers. 

A  review  of  the  above  28  questions  and  their  answers,  classified  under 
the  headings  of  membership,  dues,  proposed  services,  standards,  accrediting, 
relation  to  state  and  federal  agencies  and  to  special  professional  agencies 
indicates  several  problems  which  should  be  studied  with  thoroness.  As  to 
the  work  of  the  Association  during  the  year  1935-36,  the  data  have  served 
only  as  a  basis  for  suggesting  a  few  problems  for  immediate  consideration. 
Brief  studies  have  been  made  which  touch  upon:  (1)  teacher  preparation 
in  colleges  or  departments  of  colleges  which  are  members  of  non-profes¬ 
sional  and  professional  associations,  (2)  membership  fees  for  various  ac¬ 
crediting  associations,  (3)  research  studies  in  progress  or  completed  during 
the  year,  (4)  characteristics  of  the  standards  of  non-professional  accredit¬ 
ing  associations,  (5)  characteristics  of  standards  of  professional  accrediting 
associations,  (6)  accreditment  practises  in  the  various  regional  and  national 
associations,  and  (7)  graduate  standards. 

Membership  in  Professional  and  Non-Professional  Associations 

A  brief  survey  of  the  accrediting  associations  in  the  field  of  higher  educa¬ 
tion  shows  twenty  associations  which  have  developed  standards  and  which 


Department  of  Teachers  Colleges 


563 


are  accrediting  or  classifying  colleges  within  their  fields  of  membership. 
Seven  of  these  associations  promote  the  standards  and  unify  the  work  of 
liberal  arts  colleges.  Three  of  the  seven  accredit  on  a  national  basis.  The 
other  four  provide  liberal  arts  standards  and  accredit  on  a  distinctly  regional 
basis.  One  regional  agency  has  adopted  the  policy  of  leaving  the  matter  of 
accrediting  to  such  a  strong  national  agency  as  the  Association  of  American 
Colleges  and  Universities.  There  are  thirteen  accrediting  associations  which 
are  national  in  scope  and  which  serve  special  professional  interests,  such  as 
the  American  Association  of  Medical  Colleges,  Law,  Engineering,  Den¬ 
tistry,  Music,  and  Library  Work.  Institutional  membership  in  these  pro¬ 
fessional  associations  cannot  well  overlap,  and,  for  the  most  part,  the  pro¬ 
fessional  colleges  cannot  extend  their  membership  to  national  or  regional 
associations  of  liberal  arts  colleges. 

The  state,  municipal,  or  incorporated  private  institutions,  or  the  inde¬ 
pendent  units  of  colleges  and  universities  which  are  devoted  primarily  to 
the  preparation  of  teachers,  constitute  the  natural  membership  of  a  profes¬ 
sional  association  for  the  promotion  of  teaching,  and  should  be  working 
in  cooperation  for  the  purpose  of  defining  and  establishing  the  place  and 
importance  of  teaching  as  a  profession. 

The  Biennial  Survey  of  Education  for  1930-32  shows  that  the  number 
of  students  graduating  from  curriculums  preparatory  to  teaching  from  uni¬ 
versities  and  colleges  totaled  33,188,  and  the  number  of  students  graduat¬ 
ing  from  teachers  colleges  and  four-year  normal  schools  totaled  33,679.  In 
other  words  approximately  half  of  the  66,867  students  prepared  for  teach¬ 
ing  were  graduates  of  professional  curriculums  in  colleges  and  universities 
which  are  not  members  of  the  professional  association  interested  primarily 
in  the  preparation  of  teachers.  Approximately  75  percent  of  the  teachers  in 
the  public  high  schools  of  the  United  States  have  been  prepared  by  colleges 
which  are  members  of  only  non-professional  accrediting  associations.  This 
situation  does  not  suggest  any  degree  of  disloyalty  to  teaching  as  a  profes¬ 
sion.  It  does  suggest  a  lack  of  organization  and  unity  among  our  various 
teacher  preparing  agencies. 

It  would  seem  that  the  American  Association  of  Teachers  Colleges, 
which  is  the  only  association  devoted  exclusively  to  the  promotion  of  teach¬ 
ing  as  a  profession  should  be  classified  as  one  of  the  thirteen  professional 
accrediting  associations,  and,  as  in  the  case  of  all  other  professional  accredit¬ 
ing  associations,  it  should  include  in  its  membership  those  colleges  or  de¬ 
partments  of  colleges  and  universities  which  are  devoted  to  education  as 
a  professional  service.  This  would  indicate  that  the  American  Association 
of  Teachers  Colleges  does  not  exist  primarily  for  the  teachers  colleges,  but, 
over  and  above  all  other  considerations,  it  should  exist  for  the  profession 
which  it  represents.  The  colleges  of  education  which  are  members  of  non¬ 
professional  associations,  and  the  teachers  colleges  which  are  members  of 
the  professional  association,  may  have  many  reasons,  traditional  or  other¬ 
wise,  for  not  supporting  this  theory.  However,  in  consideration  of  the  wel¬ 
fare  of  the  profession  of  teaching  and  the  boys  and  girls  in  the  nation’s 
schools,  it  is  an  issue  which,  sooner  or  later,  should  receive  careful  con¬ 
sideration. 


564 


National  Education  Association 


To  add  to  the  present  confusion  regarding  teaching  as  a  profession  it 
should  be  noted  that  in  certain  states  a  teacher  can  qualify  for  the  profes¬ 
sion  of  teaching  only  by  being  a  graduate  of  an  institution  which  belongs 
to  a  non-professional  association.  In  turn  such  practises  or  traditions  have 
tended  to  force  professional  teacher  preparation  institutions  to  become 
members  of  non-professional  accrediting  associations  in  order  to  place  their 
products  into  professional  service. 

Membership  Dues  and  Publications 

A  study  of  the  institutional  membership  dues  of  the  various  professional 
accrediting  associations  shows  a  range  from  $20  to  $50  and  an  average 
fee  of  $32.50.  In  the  non-professional  associations  the  institutional  dues 
range  from  $7.50  to  $50,  and  the  average  is  $29.72.  The  New  England 
Association  makes  no  inspections.  All  others  require  initial  inspections  and 
reinspections  when  it  is  deemed  necessary.  The  Southern  Association  makes 
inspections  every  three  or  five  years.  The  costs  of  inspections  from  the 
various  associations  range  from  $50  to  $150.  The  average  inspection  fee 
is  $80.  The  types  and  amount  of  service  rendered  by  the  various  associations 
have  a  direct  bearing  upon  institutional  dues  required.  Three  of  the  non¬ 
professional  associations  publish  quarterly  magazines  and  include  the  an¬ 
nual  proceedings  in  an  issue  of  the  magazine.  Five  publish  proceedings  in 
a  separate  volume ;  two  publish  committee  reports ;  three,  special  reports ; 
and  three,  handbooks  of  standards  and  accrediting. 

Research  Studies  in  Progress  or  Completed 

Several  types  of  professional  service  have  been  undertaken  or  considered 
by  the  Association.  These  include  the  annual  program,  research  studies, 
preparation  of  comparative  data,  the  preparation  of  bibliographies,  provi¬ 
sion  for  surveys,  and  publication  of  magazine,  annual  proceedings,  stand¬ 
ards,  handbook,  and  directory.  It  would  undoubtedly  be  thru  a  well-inte¬ 
grated  program  of  professional  service  that  the  Association  might  justify  an 
increase  in  dues. 

Secretary  Hunt  has  made  a  comprehensive  study  of  books  and  magazine 
articles  written  by  teachers  college  staff  members.  The  results  of  this  study 
are  most  impressive.  An  accounting  of  the  research  studies  conducted  by 
teachers  colleges  was  undertaken  a  few  months  ago.  Eighteen  teachers 
colleges  furnished  information  relative  to  116  research  studies.  An  analysis 
of  these  studies  showed  that  the  great  majority  were  produced  by  in¬ 
dividuals,  that  they  were  professional  in  character  and  institutional  in 
scope.  However,  27  represented  the  work  of  committees,  32  were  academic 
or  scientific,  and,  as  to  scope,  6  concerned  the  local  community,  12  the 
state,  and  36  were  regional  or  national  studies.  The  subjects  for  the  re¬ 
search  studies  were  classified  under  20  headings.  However,  the  majority 
fell  under  the  following  headings:  administration — 10,  psychology — 26, 
curriculum — 12,  health — 11,  science — 20,  social  studies — 12.  It  is  interest¬ 
ing  to  note  that  1 8  teachers  colleges  were  conducting  26  independent 
studies  in  the  field  of  psychology,  and  20  independent  studies  in  the  field 


Department  of  Teachers  Colleges 


565 


of  science.  The  classification  of  the  116  studies  was  compared  with  the 
classification  of  the  194  theses  written  by  teachers  college  staff  members 
and  reported  in  the  Journal  of  Research.  There  was  marked  similarity  in 
the  percentages  under  each  classification.  However,  both,  of  course,  showed 
duplications,  wide  gaps,  and  a  need  of  direction  and  unification.  It  might 
be  estimated  that  from  500  to  600  research  studies  were  carried  on  by  the 
teachers  colleges  during  the  year  1935-36.  It  would  seem  that  we  should 
have  a  classified  record  of  these  studies  in  order  that  the  intensive  and 
laborious  work  connected  with  research  may  be  made  progressive  and 
developmental,  and,  furthermore,  that  a  special  or  standing  committee 
should  be  delegated  to  provide  a  program  of  studies  and  such  organized  pro¬ 
cedures  as  would  produce  well-integrated  and  increasingly  meaningful 
results. 

Standards  of  and  Accrediting  Practise  in  the  Professional  Associations 

Colleges  and  schools  are  being  classified  or  accredited  at  the  present  time 
in  at  least  thirteen  professional  fields:  architecture  (altho  the  standards  of 
1924  were  declared  no  longer  operative  in  1931,  applications  are  considered 
on  individual  merit),  business,  dentistry,  education ,  engineering,  journal¬ 
ism,  law,  library  science,  medicine,  music,  optometry,  osteopathy  and  phar¬ 
macy.  In  at  least  ten  fields  standards  have  been  formulated. 

In  a  few  instances  where  there  is  more  than  one  organization  within  the 
profession,  responsibility  has  been  divided,  delegated,  or  mutually  assumed. 
The  Association  of  Dental  Schools  admits  as  members  those  institutions 
classified  “A”  or  “B”  by  the  Dental  Educational  Council  of  America.  The 
American  Bar  Association  accredits  law  schools  and  the  Association  of 
American  Law  Schools  administers  standards  for  institutional  member¬ 
ship.  National  societies  of  engineers  have  recently  cooperated  in  providing 
an  “Engineers  Council  for  Professional  Development”  whose  duties  include 
an  effort  to  define  professional  standards  in  engineering.  The  American 
Medical  Association  acts  thru  the  Council  on  Medical  Education  and 
Hospitals. 

The  standards,  where  established,  are  to  a  great  extent  similar  in  outline 
in  that  they  treat  of  requirements  in  reference  to  definition,  admission, 
graduation,  curriculum,  faculty,  library,  and  laboratory.  All  specify  a  well- 
trained  and  experienced  faculty  and  sufficient  laboratory  and  library  facili¬ 
ties.  In  all  other  respects  the  content  is  applicable  only  to  the  individual 
professions.  The  American  Bar  Association,  Medical  Association,  American 
Association  of  Schools  and  Departments  of  Journalism,  and  the  American 
Library  Association  require  at  least  two  full  years  of  academic  work  in  an 
approved  institution.  Beginning  September  1936  one  year  of  college  work 
is  required  before  entrance  into  recognized  optometry  schools.  The  Associa¬ 
tion  of  Collegiate  Schools  of  Business,  American  Association  of  Teachers 
Colleges,  National  Association  of  Music  Schools,  and  American  Association 
of  Colleges  of  Pharmacy  require  graduation,  or  equivalent,  from  an  ap¬ 
proved  secondary  school.  The  Association  of  Boards  of  Examiners  in  Optom¬ 
etry  requires  the  completion  of  two  years’  work  for  graduation ;  the  Bar 


566 


National  Education  Association 


Association,  three  years;  the  Medical  Association,  four  years;  the  Associa¬ 
tions  of  Business  Schools,  Pharmacy,  Journalism,  Music,  and  Library  specify 
the  amount  of  academic  work  required  in  four-year  curriculums. 

Some  organizations  include  a  consideration  of  factors  which  others  omit. 
Records  and  published  announcements  are  stressed  by  the  Medical,  Law, 
Pharmacy,  Optometry,  and  Music  Associations.  The  Bar  Association  re¬ 
quires  a  code  of  ethics. 

The  standards  are  distinctive  in  that  they  apply  to  the  particular  profes¬ 
sion.  The  outstanding  features  are  found  in  the  admission,  curriculum,  and 
practise  facilities  requirements. 

The  Medical  Association  specifies  English,  theoretical  and  practical 
courses  in  physics  and  biology,  general  and  organic  chemistry  in  the  pre¬ 
medical  course ;  the  Optometry  Association  sets  up  a  list  of  required  or 
accepted  subjects;  the  Music  Association  also  specifies  certain  entrance 
electives  and  in  addition  a  knowledge  of  elementary  theory  and  a  degree 
of  proficiency  in  at  least  one  field  of  applied  music. 

The  Association  of  Collegiate  Schools  of  Business  states  that  at  least 
40  percent  of  the  work  must  be  taken  in  commercial  or  economics  sub¬ 
jects,  including  a  portion  in  business  finance,  accounting,  business  law, 
marketing,  and  statistics,  and  at  least  40  percent  in  subjects  other  than 
economics  and  commerce.  The  Journalism  Association  requires  instruction 
in  practise  in  reporting,  copy  reading,  editorial  writing,  special  articles, 
history  and  ethics  of  journalism,  and  law  of  the  press.  The  Medical  As¬ 
sociation  designates  a  percentage  range  that  shall  be  devoted  to  anatomy, 
physiology,  biochemistry,  pathology,  pharmacology,  hygiene  and  sanitation, 
general  medicine,  general  surgery,  obstetrics  and  gynecology.  The  Associa¬ 
tion  of  Pharmacy  requires  50  percent  of  the  work  to  be  of  a  professional 
nature  and  to  include  the  pharmaceutical  chemistries,  strictly  pharmacy  and 
business  subjects,  pharmacognosy,  pharmacology,  drug  analysis,  and  bio¬ 
logical  assay.  The  Optometry  Association  states  as  definite  and  specifically 
applicable  requirements  as  do  the  preceding  associations.  The  Music  As¬ 
sociation  requires  applied  music,  theoretical  courses,  and  academic  courses 
for  each  major  subject  or  department. 

The  Association  of  Schools  of  Journalism  requires  copy  reading,  copy 
writing,  regular  news  assignments,  and  reporting  under  constant  and  in¬ 
dividual  supervision.  The  Optometry  Association  requires  facilities  for 
intensive  laboratory  work  and  actual  clinical  practise  to  a  minimum  of 
100  hours.  The  Medical  Association  requires  the  most  extensive  facilities 
for  practise  or  training:  a  general  hospital  providing  bedside  and  ward 
clinics,  hospital  facilities  for  children’s  diseases,  contagious  diseases,  nervous 
and  mental  diseases,  and  a  dispensary  or  out-patient  department. 

The  American  Association  of  Teachers  Colleges  does  not  set  up  pre¬ 
requisites  in  the  secondary  field.  Neither  does  it  set  up  college  curriculum 
requirements  in  the  fields  of  professional  cultural  background,  professional 
subjectmatter  materials,  or  professional  theories  and  psychology.  It  does 
require  student  teaching  under  prescribed  conditions.  In  general  the  stand¬ 
ards  of  the  Association  bear  a  greater  similarity  to  those  of  the  non¬ 
professional  colleges  than  to  those  of  the  professional  colleges. 


Department  of  Teachers  Colleges 


567 


Comparison  of  the  Standards  of  Non-Professional  Associations  with 
Those  of  the  American  Association  of  Teachers  Colleges 

This  study  is  concerned  with  the  presentation  of  standards  in  such  form 
that  comparisons  may  be  readily  made  and  certain  features  and  practises 
may  be  reviewed.  It  may  also  be  helpful  in  pointing  out  recent  revisions 
and  new  practises. 

The  organizations  represented  are:  American  Association  of  Teachers 
Colleges,  American  Council  on  Education,  Association  of  American  Uni¬ 
versities,  Middle  States  Association  of  Colleges  and  Secondary  Schools, 
New  England  Association  of  Colleges  and  Secondary  Schools,  Northwest 
Association  of  Colleges  and  Higher  Schools,  Southern  Association  of  Col¬ 
leges  and  Secondary  Schools,  and  the  North  Central  Association  of  Colleges 
and  Secondary  Schools. 

Altho  the  American  Council  on  Education  is  not  an  accrediting  agency 
it  has  formulated  standards  which  have  been  accepted  and  used  by  the 
Middle  States  and  Northwest  Associations  for  accrediting  purposes.  The 
New  England  Association  uses  its  standards  not  for  accrediting  but  for 
determining  association  membership. 

1.  Definition — The  American  Association  of  Teachers  Colleges,  by 
definition,  limits  accreditment  to  institutions  or  independent  units  of  uni¬ 
versities  or  colleges  which  provide  a  curriculum  devoted  exclusively  to  the 
preparation  of  teachers.  Altho  it  limits  its  activities  to  the  single  profession, 
its  standards  in  many  respects  parallel  those  set  up  by  the  several  associa¬ 
tions  which  have  become  accrediting  agencies  for  the  non-professional 
institutions. 

2.  Admission — In  respect  to  the  admission  of  students  the  American 
Association  of  Teachers  Colleges  is  in  agreement  with  the  other  standardiz¬ 
ing  agencies  if  “15  units  of  secondary  work  or  the  equivalent”  is  inter¬ 
preted  as  “satisfactory  completion  of  a  four-year  course.”  The  Association 
requires  “evidence  of  selective  admission”  where  other  agencies  specify 
that  credits  “accepted  for  admission  should  be  definitely  correlated  with 
the  curriculum  to  which  the  student  is  admitted.”  The  Association  of 
American  Universities  states  that  “it  is  desirable  that  qualitative  require¬ 
ments  should  be  imposed,  that  the  content  of  the  entrance  requirements 
should  be  such  as  to  prepare  students  to  enter  work  above  the  secondary 
level,”  and  that  “in  admitting  students  for  advanced  standing  the  college 
should  enforce  the  same  entrance  requirements  and  the  same  standards 
for  acceptable  work.” 

The  North  Central  Association  presupposes  the  completion  of  a  second¬ 
ary-school  curriculum,  or  secondary  courses  so  integrated  with  the  cur¬ 
riculum  of  the  institution  as  to  guarantee  the  educational  progress  of  students 
beyond  the  usual  secondary-school  offering  and  states  that  “an  institution 
should  admit  only  those  students  whose  educational  interests  are  in  harmony 
with  the  purposes  of  the  institution  and  whose  abilities  and  previous  prepa¬ 
ration  qualify  them  to  pursue  the  studies  to  which  they  are  admitted.” 

3.  Graduation — The  American  Association  of  Teachers  Colleges  requires, 
as  do  others,  the  completion  of  the  same  number  of  semester  hours  for 


568 


National  Education  Association 


graduation.  It  does  not  stipulate  a  qualitative  requirement  as  other  agencies 
do,  and  includes  the  statements:  (1)  not  more  than  one-fourth  of  any 
curriculum  may  be  taken  by  correspondence  or  in  extension,  and  (2)  no 
degree  or  certificate  or  diploma  shall  be  issued  to  a  student  who  has  not  spent 
a  minimum  of  one  year  (thirty  semester  hours)  in  residence  work. 

The  Association  of  American  Universities  qualifies  the  120  semester-hour 
requirement  by  this  explanation,  “a  program  of  studies  providing  for  the 
full  equivalent  of  this  requirement  but  not  directly  measurable  in  terms  of 
these  quantitative  units  may  be  found  acceptable,  providing  that  its  com¬ 
pletion  represents  training  fully  equivalent  to  that  called  for  or  the  fulfil¬ 
ment  of  such  quantitative  requirements.” 

The  North  Central  Association  makes  no  reference  to  graduation  require¬ 
ments:  “an  approved  institution  is  not  barred  from  offering  curriculum® 
terminating  at  the  end  of  one,  two,  or  three  years  if  they  are  taught  at  the 
level  of  collegiate  instruction.” 

4.  Faculty — The  American  Association  of  Teachers  Colleges  makes  no 
reference  to  the  size  of  the  faculty  in  terms  of  number  of  students  or  num¬ 
ber  of  departments;  other  accrediting  agencies  say  that  the  size  of  faculty 
should  bear  a  definite  relation  to  the  type  of  institution,  the  number  of 
students,  and  the  number  of  courses.  Neither  does  the  Association  include 
a  statement  similar  to  those  found  in  other  standards  in  reference  to  the 
ratio  which  the  number  of  persons  of  professional  rank  with  sound  training, 
scholarly  achievement,  etc.,  bears  to  the  total  number  on  the  teaching  staff. 

With  the  exception  of  the  North  Central  Association  which,  in  its  policies, 
states  that  “an  institution  should  have  a  competent  faculty  organized  for 
effective  service,”  all  associations  recommend  the  same  qualification  for 
faculty  members:  two  years  of  graduate  study  in  the  respective  fields  of 
teaching  for  instructors  of  professorial  rank,  and  a  doctor’s  degree  or  equiva¬ 
lent  for  heads  of  departments. 

5.  Faculty  load — Most  of  the  associations  establish  this  standard:  “teach¬ 
ing  schedules  exceeding  sixteen  hours  per  week  per  instructor,  or  classes  of 
more  than  thirty  students,  should  be  interpreted  as  endangering  educational 
efficiency.”  The  American  Association  of  Teachers  Colleges  specifies  only 
the  portion  “sixteen  periods  per  week.”  However,  it  adds,  “one  and  one- 
half  class  periods  in  shop,  laboratory,  or  physical  education  will  be  equivalent 
to  one  recitation  period.” 

The  Association  of  American  Universities  substitutes  “excessively  large 
classes”  for  “classes  of  more  than  thirty.” 

The  North  Central  Association  makes  no  statement  in  reference  to  this 
item  except  that  “under  satisfactory  working  conditions  consideration  will 
be  given  to  .  .  .  instructional  load.” 

6.  Training  school  and  student  teaching — This  standard,  on  account  of 
its  nature,  has  no  parallel  in  the  standards  set  up  for  non-professional  schools. 

7.  The  organization  of  the  curriculum — The  American  Association  of 
Teachers  Colleges  is  the  only  organization  which  specifies  sequential  or 
prerequisite  courses  in  the  organization  of  the  curriculum.  Others  place 
emphasis  upon  the  character  of  the  curriculum  but  do  not  set  up  a  separate 
standard  for  its  consideration. 


Department  of  Teachers  Colleges 


569 


The  North  Central  Association  states:  “the  organization  of  the  curricu¬ 
lum  should  be  such  as  will  best  serve  students  of  the  type  whose  admission  is 
implied  by  the  declared  purposes  of  the  institution.” 

8.  Student  health  and  living  conditions — The  American  Association  of 
Teachers  Colleges  is  the  only  agency  which  sets  up  standards  relating  to 
student  health.  The  North  Central  Association  considers  this  item  in  its 
policies  relating  to  Student  Personnel  Service  and  Physical  Plant. 

9.  Library,  laboratory,  and  shop  equipment — The  American  Association 
of  Teachers  Colleges  treats  the  library  requirements  in  more  detail  than 
any  other  organization,  requires  a  greater  number  of  volumes,  and  specifies 
the  percentage  allowed  for  duplicates.  All  associations,  with  the  exception 
of  the  North  Central,  definitely  require  annual  appropriations. 

Neither  the  Association  of  American  Universities  nor  the  North  Central 
specifies  any  minimum  number  of  volumes :  the  former  describes  an  ac¬ 
ceptable  library  as  “live,  adequate,  well  distributed,  and  professionally  ad¬ 
ministered  ’ ;  the  latter,  “reading  facilities  needed  to  make  the  educational 
program  effective,”  and  evidence  of  appropriate  use. 

All  associations  are  in  general  agreement  that  institutions  should  provide 
laboratory  and  shop  equipment  for  efficient  instructional  purposes. 

10.  Buildings  and  grounds — Other  accrediting  organizations  consider 
“Buildings  and  Grounds”  under  different  captions:  There  is  no  material 
difference  in  the  content  of  the  several  standards. 

11.  Financial  support — The  American  Association  of  Teachers  Col¬ 
leges  sets  up  the  standard:  “if  state  or  municipal,  there  should  be  an  annual 
appropriation  sufficient  to  meet  the  standards;  if  privately  incorporated, 
the  institution  should  have  a  minimum  annual  income  of  $50,000 ;  if  not 
tax  supported,  it  shall  possess  a  productive  endowment  of  $500,000.”  The 
American  Council  on  Education,  the  Middle  States,  and  the  Northwest 
Associations  specify  $50,000  annually  of  which  $25,000  is  to  be  derived 
from  stable  sources.  The  New  England  Association  states  that  the  annual 
income  should  be  at  least  $100,000  including  tuition  fees,  but  exclusive 
of  other  student  charges,  and  that  the  income  from  endowment,  or  other 
sources  exclusive  of  student  fees,  should  be  at  least  $75,000. 

The  Association  of  American  Universities  states  that  annual  income 
should  be  sufficient  to  support  fully  the  program  which  the  college  offers 
and  that  in  general,  at  least  one-half  should  be  derived  from  stable  sources. 
The  North  Central  states  that  the  institution  should  provide  evidence  of 
financial  resources  adequate  for  and  effectively  applied  to  the  support  of 
its  program.  Both  the  North  Central  and  the  Association  of  American 
Universities  make  provision  for  the  capitalization  of  contributed  services. 

Each  accrediting  association  administers  the  standards  which  govern  mem¬ 
bership,  accrediting,  and  classification  by  an  appointed  committee  or  com¬ 
mission.  All  associations  require  inspection  of  an  institution  before  accredit- 
ment  may  be  made,  and  publish  lists  of  membership  and  of  accredited  insti¬ 
tutions.  The  Association  of  Teachers  Colleges  requires  reports  annually,  the 
Southern  Association  triennially,  and  the  North  Central  periodically  upon 
selected  phases. 


National  Education  Association 


570 


The  American  Association  of  Teachers  Colleges  permits  accreditment 
altho  certain  standards  are  not  fully  met;  the  Association  of  American 
Universities  “does  not  treat  its  standards  as  definite  rules  to  he  applied  in 
an  exact  fashion,”  and  the  North  Central  Association  judges  an  institution 
for  accreditment  “upon  the  basis  of  the  total  pattern  it  presents  as  an  insti¬ 
tution  of  higher  education.” 

Other  agencies  set  up  a  standard  entitled  “Educational  Standards.” 
The  American  Association  of  Teachers  Colleges  includes  the  substance  of 
this  standard  under  “Membership,  Accrediting,  and  Classification”  by  stating 
“the  character  of  the  curriculum,  efficiency  of  instruction,  the  standard  for 
granting  degrees,  and  the  general  tone  of  the  teachers  college  shall  be  factors 
in  determining  eligibility  for  accrediting.” 

The  North  Central  Association  takes  consideration  of  student  personnel 
service,  intercollegiate  athletics,  institutional  study  of  its  problems,  and 
provides  for  a  continuing  revision  of  policy  and  procedure  in  its  “policies” 
that  are  not  specifically  referred  to  in  the  standards  of  the  American  Associa¬ 
tion  of  Teachers  Colleges. 

The  separate  standards  set  up  by  the  Northwest  Association  of  Secondary 
and  Higher  Schools  and  the  American  Council  on  Education  for  accrediting 
teacher-training  institutions  and  those  of  the  American  Association  of 
Teachers  Colleges  bear  a  close  resemblance.  The  comparision,  therefore, 
will  be  brief. 

Those  of  the  American  Association  of  Teachers  Colleges  are  more  in¬ 
clusive  in  that  they  set  up  a  selective  admission  program,  specify  the  amount 
of  extension  and  correspondence  credit  allowed  and  residence  work  required, 
more  specific  reference  to  “Training  School  and  Student  Teaching”  and 
“Library,”  and  include  provision  for  the  consideration  of  “Student  Health 
and  Living  Conditions.” 

The  standards  of  this  Association  make  no  reference,  as  the  others  do,  to 
enrolment  or  the  ratio  between  number  of  faculty  members  and  number  of 
students,  or  that  the  financial  status  of  an  institution  should  be  judged  in 
relation  to  its  educational  program. 

Two  organizations  during  the  period  1933-34  have  made  significant 
changes  in  their  regulations  governing  accreditment.  The  North  Central 
will  observe  the  following  bases  of  accrediting: 

An  institution  will  be  judged  for  accreditment  upon  the  basis  of  the  total  pattern 
it  presents  as  an  institution  of  higher  education.  While  institutions  will  be  judged  in 
terms  of  each  of  the  characteristics  noted  in  this  statement  of  policy,  it  is  recognized 
that  wide  variations  will  appear  in  the  degree  of  excellence  attained.  It  is  accepted 
as  a  principle  of  procedure  that  superiority  in  some  characteristics  may  be  regarded 
as  compensating,  to  some  extent,  for  deficiencies  in  other  respects.  The  facilities  and 
activities  of  an  institution  will  be  judged  in  terms  of  the  purposes  it  seeks  to  serve. 

The  Association  of  American  Universities  in  an  introductory  statement 
of  the  “Memorandum  of  Procedure”  states: 

The  committee  does  not  treat  its  standards  as  definite  rules  and  specifications  to  be 
applied  in  an  exact  and  mechanical  fashion.  It  does  not  suppose  that  the  status  of  an 
institution  can  be  satisfactorily  determined  by  finding  that  it  has  met  these  standards 


Department  of  Teachers  Colleges 


571 


one  by  one  until  all  have  been  met.  On  the  other  hand,  the  committee  does  not  regard 
the  standards  as  arbitrary.  The  standards  state  minimum  limits  in  certain  important 
factors,  limits  which  are  far  surpassed  by  the  colleges  which  would  be  universally 
recognized  as  strong  colleges. 

These  revised  standards  emphasize  quality  rather  than  quantity,  attempt 
to  evaluate  how  well  an  institution  does  its  work  rather  than  how  much 
it  does,  encourage  individuality  rather  than  conformity. 

The  American  Association  of  Universities  in  its  revision  uses  the  term 
“criteria”  but  does  not  wholly  eliminate  “standards.”  Quantitative  elements 
have  been  omitted  in  some  instances;  there  is  no  statement  concerning  the 
size  of  the  institution  in  terms  of  number  of  students  and  departments,  and 
no  reference  is  made  to  financial  status  or  the  library  as  measured  in  dollars 
or  volumes.  Where  quantitative  requirements  are  retained  they  are  stated 
in  practically  the  same  terms  as  were  the  old  standards.  However,  the 
present  criteria  are  accompanied  by  statements  which  permit  a  more  liberal 
interpretation  of  the  requirements. 

The  North  Central  Association  in  its  “Statement  of  Policy”  wholly  elimi¬ 
nates  any  reference  to  quantitative  measurement.  On  the  other  hand,  the 
schedules  which  are  required  of  both  present  and  prospective  members  of 
the  Association  require  much  evidence  that  is  entirely  objective. 

The  following  are  specific  examples  of  how  these  standards  have  been 
modified : 

Membership:  Not  to  be  determined  by  meeting  standards  one  by  one, 
but  based  upon  the  character  of  the  institution  as  a  whole  (North  Central) 
or  determined  by  standards  or  rules  applied  in  a  mechanical  fashion  (As¬ 
sociation  of  American  Universities). 

Admission  requirements:  Not  to  be  met  by  years  spent  or  credits  earned  in 
a  secondary  school,  but  determined  by  quality  or  previous  achievement  that 
will  enable  the  student  to  enter  upon  work  above  the  secondary  level 
(A.  A.  U.),  or  by  the  character  of  the  institution  and  by  the  abilities, 
interests,  and  previous  preparation  (N.  C. ). 

Graduation:  Not  necessarily  120  semester  hours,  but  may  be  an  equiva¬ 
lent  not  directly  measurable  in  quantitative  units  (A.  A.  U.). 

Preparation  of  faculty  members:  Not  necessarily  measured  by  degree  or 
semester  hours  of  graduate  work;  competence  as  a  scholar  and  as  a  teacher 
will  be  considered  as  the  essential  characteristics  (A.  A.  U.).  The  kind 
of  education  or  experience  in  educational  work,  scholarship  as  evidenced  by 
scholarly  publications,  and  contact  with  learned  societies  will  be  the  con¬ 
sideration  in  determining  faculty  competence  (N.  C.). 

Faculty  load:  Not  necessarily  sixteen  hours  or  thirty  students,  but  no 
excessively  large  classes  (A.  A.  U.)  or  by  consideration  of  instructional 
load  under  satisfactory  working  conditions  (N.  C.). 

Library:  Not  one  of  any  given  number  of  volumes  and  a  specified  annual 
appropriation,  but  one  which  is  live,  adequate,  and  professionally  adminis¬ 
tered  (A.  A.  U.)  with  reading  facilities  needed  to  make  the  educational 
program  effective  (N.  C. ). 

Financial  support:  Not  measured  by  annual  appropriation  or  amount  of 
endowment,  but  by  adequacy  in  relation  to  the  educative  program. 


572 


National  Education  Association 


There  are  certain  practises  and  actions  which  concern  standards  and 
accreditment  that  should  be  noted. 

Due  to  the  fact  that  teacher  training  is  professional  in  nature,  the  Asso¬ 
ciation  of  American  Universities  has  not  accredited  teachers  colleges.  On 
the  other  hand,  certain  regional  agencies  which  had  established  separate 
standards  for  teachers  colleges  have  discontinued  making  any  distinction 
between  colleges  of  arts  and  sciences  and  teacher-training  colleges.  The 
North  Central  Association  in  1928  began  the  transfer  of  teachers  colleges 
which  met  the  regular  college  standards  to  the  college  and  university  list. 
The  Southern  Association  soon  followed  this  example.  An  increasing  num¬ 
ber  of  both  state  departments  of  education  and  state  universities  have  turned 
from  the  separate  listing  of  colleges  of  arts  and  sciences  and  teacher-training 
institutions  to  a  combined  list. 

The  accredited  institutions  of  the  American  Association  of  Teachers 
Colleges  have  been  added  by  the  American  Council  on  Education  to  its 
list  of  accredited  institutions  and  for  representation  in  the  yearbook. 

Within  the  individual  states  since  1930,  three  developments  may  be  noted : 
the  tendency  for  state  universities  and  state  departments  of  education  to 
use  the  standards  and  lists  of  the  regional  and  national  accrediting  agencies 
has  increased ;  the  practise  of  treating  individual  cases  upon  their  merits  has 
decreased ;  and  at  least  one  state  university  and  five  state  departments  of 
education  have  formulated  new  standards  and  one  state  department  has  made 
revisions. 

In  the  May  1935  meeting  of  the  American  Council  on  Education,  the 
Committee  on  Standards  suggested  that  the  Council  discontinue  the  publica¬ 
tion  of  the  standards  adopted  in  1923.  The  Committee  on  Standards  con¬ 
sidered  the  list  of  requirements  too  antiquated.  At  the  same  time  that  this 
action  was  taken,  the  Committee  on  Standards  expressed  a  deep  interest  in 
the  development  of  the  new  standards  recently  prepared  by  the  North 
Central  Association  of  Colleges  and  Secondary  Schools. 

Graduate  Work  in  State  Teachers  Colleges 

During  the  past  two  years  an  increasing  number  of  teachers  colleges  have 
offered  graduate  work.  Administrators  interested  in  graduate  work  met 
under  the  leadership  of  President  W.  A.  Brandenburg  of  Pittsburg,  Kansas, 
on  Saturday  evening  after  the  regular  meetings  of  the  Association,  in  order 
to  conduct  an  unofficial  discussion  of  standards  and  practises. 

It  is  now  recommended  that  the  Association  recognize  the  important 
work  of  this  group  and  sponsor  and  authorize  the  work  of  its  committee. 
Furthermore,  it  is  recommended  that  the  Association  thru  its  standing 
Committee  on  Standards  set  up  standards  and  accreditment  procedures  for 
graduate  work  in  teachers  colleges. 

The  meetings  of  the  standing  committees  and  special  committees  as  noted 
in  the  early  part  of  this  report,  together  with  conferences,  special  studies, 
and  correspondence,  made  it  possible  to  formulate  an  agenda  for  the  joint 
meeting  of  the  committees  held  on  Thursday,  February  20,  at  St.  Louis. 
This  agenda  included  the  following: 


Department  of  Teachers  Colleges 


573 


1.  Discussion  of  standards  led  by  Dr.  Dearborn,  chairman  of  the  Committee  on 
Standards.  Subjects  for  discussion  included: 

a.  Quantitative  elements 

b.  Qualitative  elements 

c.  Distinctly  professional  elements 

d.  Minimum  standards  and  desirable  goals 

e.  Preparing  new  standards 

f.  Financing  of  a  study  of  standards 

g.  Standards  for  graduate  work. 

2.  Discussion  of  accrediting  led  by  Harry  W.  Rockwell,  chairman  of  the  Com¬ 
mittee  on  Accrediting.  Subjects  for  discussion  included: 

a.  Present  accrediting  procedures 

b.  Reinspections  and  reports 

c.  Provisional  membership 

d.  Accreditment  requirements  of  February  1938 

e.  Stabilization  of  membership. 

3.  Discussion  of  professional  services  to  be  rendered  by  the  Association: 

a.  The  annual  program 

b.  Promotion  of  research 

c.  Preparation  of  comparative  data 

d.  Preparation  of  bibliographies 

e.  Provision  for  surveys 

f.  Publications 

g.  Publicity. 

4.  Discussion  of  the  annual  budget  led  by  Charles  W.  Hunt,  secretary-treasurer. 
Subjects  discussed: 

a.  A  minimum  program  of  service 

b.  Costs  of  such  service 

c.  Financial  limitations 

d.  Sources  of  revenue. 

5.  Discussion  of  membership  fees. 

6.  Discussion  of  procedures  necessary  to  carry  out  program  of  services  recom¬ 
mended: 

a.  Recommendations  relative  to  the  establishment  of  a  committee  on  profes¬ 
sional  service 

b.  Increase  in  office  staff 

c.  Relation  of  committee  to  the  central  office. 

7.  Discussion  of  the  demand  for  standards  to  direct  graduate  work: 

a.  Supplementary  or  temporary  committee  on  graduate  standards 

b.  Relation  to  Committee  on  Standards. 

8.  Discussion  of  the  problem  of  membership: 

a.  Present  scope  of  membership 

b.  Place  and  function  of  the  American  Association  of  Teachers  Colleges  among 
the  other  associations  which  accredit  professional  colleges. 

9.  Relation  of  the  American  Association  to  the  National  Education  Association 
and  other  national  agencies. 

10.  Discussion  relative  to  political  interference  with  teacher  education. 

11.  Steps  preparatory  to  the  celebration  of  the  hundredth  anniversary  of  the  first 
state-supported  normal  school  in  the  United  States. 

The  reports,  recommendations,  and  resolutions  presented  during  the  busi¬ 
ness  meeting  and  reported  in  these  proceedings,  summarize  adequately  the 
discussions  of  the  committees  acting  individually  and  jointly. 


574 


National  Education  Association 


RAISING  THE  LEVEL  OF  THE  EDUCATION  OF 

TEACHERS 

CHARLES  H.  JUDD,  HEAD,  DEPARTMENT  OF  EDUCATION,  UNIVERSITY  OF 

CHICAGO,  CHICAGO,  ILL. 

The  report  of  the  National  Survey  of  the  Education  of  Teachers  em¬ 
phasizes  the  necessity  of  increasing  the  amount  of  education  of  the  teachers 
of  the  United  States  and  also  urges  that  this  education  become  more  highly 
professional  in  character.  Everyone  who  is  interested  in  the  progress  of  the 
schools  of  this  country  must  be  impressed  by  the  findings  and  recommenda¬ 
tions  in  the  six  significant  volumes  prepared  by  Professor  E.  S.  Evenden 
and  his  staff.  To  what  is  presented  in  these  volumes  I  shall  attempt  to  add 
two  lines  of  thought  to  which  I  believe  teachers  colleges  and  departments  of 
education  in  colleges  and  universities  should  give  careful  consideration. 

I  am  compelled  by  my  observation  of  teachers  to  deplore  the  fact  that 
such  education  as  is  now  administered  in  teacher-training  institutions  does 
not  stimulate  those  who  attend  these  institutions  to  independent  intellectual 
activity  of  a  vigorous  type  in  their  professional  careers.  I  am  well  aware  that 
there  is  general  recognition  of  the  necessity  of  in-service  education  of  teach¬ 
ers.  I  point  out,  however,  that  in-service  education  does  not  under  ordinary 
circumstances  contribute  to  independent  intellectual  activity  any  more  than 
does  the  conventional  education  of  prospective  teachers. 

The  deficiency  in  education  to  which  reference  is  here  made  is  by  no  means 
peculiar  to  the  institutions  wThich  are  devoted  to  preparing  students  for 
admission  to  the  teaching  profession.  I  deem  it  to  be  one  of  the  general 
defects  of  education  in  this  country  that  it  fails  to  cultivate  independence  and 
initiative  on  the  part  of  students.  Another  way  of  making  the  same  state¬ 
ment  is  to  say  that  our  educational  institutions  overteach  students.  Courses 
in  liberal  arts  colleges  as  well  as  courses  in  teachers  colleges  are  conducted 
in  such  a  way  that  the  students  are  dominated  in  their  intellectual  lives 
by  assignments  and  requirements  dictated  by  their  instructors.  The  ele¬ 
mentary  schools  and  the  high  schools  prescribe  every  step  which  the  pupils 
are  to  take.  Not  only  is  the  content  of  learning  thus  determined,  but  the 
form  in  which  the  pupils  recite  and  the  behavior  which  they  may  exhibit  at 
every  hour  of  the  school  day  are  matters  of  strict  convention.  When  pupils 
who  have  been  regimented  thruout  their  careers  in  the  lower  schools  reach 
college,  they  continue  to  follow  slavishly  the  dictates  of  their  teachers.  In 
fact,  students  in  college  demand  minute  and  constant  guidance  from  their 
instructors,  thus  exhibiting  a  dependence  which  is  quite  parasitic. 

In  some  of  the  professions  other  than  teaching  practitioners  are  compelled 
by  the  very  nature  of  their  professional  activities  to  cultivate  a  certain  degree 
of  independence.  The  physician  is  alone  in  his  treatment  of  cases  and  must 
assume  grave  responsibilities,  which  cannot  be  escaped  by  referring  them  to 
any  remote  authority.  The  lawyer  arguing  a  case  before  a  court  must  exercise 
keen  independent  analysis  of  the  case  if  he  is  to  be  successful. 

With  the  teacher  the  situation  is  very  different.  The  teacher  is  confronted 
only  with  immature  minds.  It  is  fairly  easy  under  classroom  conditions  to 


Department  of  Teachers  Colleges 


575 


escape  the  necessity  of  exercising  one’s  mind  in  any  way  except  to  reproduce 
materials  long  ago  stored  in  memory.  Not  only  so,  but  the  teacher  is  domi¬ 
nated  by  prescriptions  handed  down  from  superior  officers,  while  the 
physician  and  the  lawyer  operate  without  orders.  The  curriculum  of  the 
school  is  prescribed  by  the  superintendent ;  the  textbook,  which  is  in  the  hands 
of  both  pupils  and  teacher,  defines  the  order  of  topics  to  be  studied  and  pre¬ 
sents  enough  illustrative  examples  to  enable  the  class  to  carry  the  discussion 
forward.  If  added  to  the  circumstances  which  surround  the  teacher  in  the 
classroom  there  is  an  attitude  of  complacence  derived  from  earlier  training, 
which  was  itself  dictated  in  form  and  content  from  some  remote  source, 
it  will  be  readily  seen  that  stimulation  to  independent  thinking  and  acting 
is  almost  totally  lacking. 

The  general  difficulty  with  American  education,  which  is  here  pointed 
out  as  especially  menacing  to  teacher  preparation,  can  be  corrected  only  by 
the  adoption  of  new  methods  of  instruction  in  the  whole  educational  system. 
Pupils  in  the  lower  schools  and  students  in  college  must  be  put  on  their  own 
responsibility  to  a  much  greater  degree  than  they  now  are. 

Some  of  the  external  devices  by  which  independence  can  be  cultivated  are 
easy  to  describe.  Class  attendance  on  the  part  of  college  students  is  now  very 
commonly  enforced  by  a  species  of  policing  which  is  truly  ridiculous.  T  ime 
is  wasted  in  calling  class  rolls  and  in  carefully  checking  the  particular  num¬ 
ber  of  absences  which  students  are  permitted  to  have  without  serious  con¬ 
sequences.  Why  not  face  about  squarely  and  tell  students  that  class  exercises 
are  opportunities,  not  penal  exactions?  If  the  student  gets  out  of  a  class 
exercise  something  which  arouses  his  mind,  well  and  good ;  if  not,  let  him 
read  in  the  library  or  in  his  room.  In  any  case,  let  the  instructors  in  an 
institution  of  higher  education  be  free  from  the  petty  task  of  acting  as  nurse 
to  dependent,  immature,  and  irresponsible  infants. 

Rigid  assignment  of  the  pages  to  be  covered  in  becoming  acquainted  with 
a  topic  is  a  sign  of  incompetency  on  the  part  of  both  instructor  and  students. 
True  study  follows  the  arousal  of  intellectual  curiosity,  and  intellectual 
curiosity  is  a  purely  personal  attitude.  Until  a  student  has  a  desire  to  under- 

I  stand  and  know,  there  will  be  no  real  learning.  As  the  situation  now  stands 
in  many  schools,  curiosity  is  wholly  artificial  or  even  a  sheer  pretense.  It  is 
easy  to  see  why  a  teacher  who  has  graduated  from  an  institution  which  has 
always  prescribed  every  intellectual  move  that  is  made,  is  unable  to  search 
for  new  ideas.  Rigid  assignments  in  college  mean  dependence  and  utter  lack 
of  initiative  after  graduation.  Repetitious  recitations  are  stultifying  rather 
than  educative.  A  student  who  merely  gives  back  in  recitation  what  has  been 
given  to  him  tends  to  narrow  his  mind  rather  than  expand  his  powers. 
Mere  memory  is  sure  to  lead  to  formalism  and  fixity.  Much  of  the  reciting 
required  in  schools  and  colleges  is  not  only  not  educative  but  petrifying. 

It  is  the  duty  of  a  teacher-training  institution  even  more  than  of  a  liberal 
arts  college  to  avoid  inadequate  methods  of  instruction.  I  have  heard  depart¬ 
ments  of  education  criticized  on  the  ground  that  members  of  these  depart¬ 
ments  are  poor  teachers.  I  am  frank  to  say  that,  in  my  judgment,  there 
is  frequently  justice  in  this  criticism.  I  do  not  agree  that  teachers  of  educa- 


576 


National  Education  Association 


tion  courses  should  be  required  to  be  geniuses  while  teachers  of  Latin  and 
chemistry  may  with  impunity  commit  all  the  blunders  known  to  our  profes¬ 
sion,  but  I  am  sure  that  a  teacher  of  teachers  should  be  an  example  to  the 
profession.  Therefore,  I  conclude,  as  I  began,  with  the  statement  that  it  is 
the  obligation  of  teachers  colleges  and  departments  of  education  to  take  the 
lead  in  devising  and  exhibiting  good  methods  of  instruction. 

Teachers  ought  to  be  so  educated  that  they  will  keep  themselves  intel¬ 
lectually  alive.  I  look  forward  to  the  time  when  teachers  will  know  that  they 
have  been  only  partly  prepared  by  the  courses  that  they  have  taken  and  will 
know  that  graduation  merely  marks  the  beginning  of  independent  study. 
I  look  forward  to  the  time  when  every  teacher  will  feel  under  obligation  to 
discover  new  and  interesting  material  not  recorded  in  any  textbook  appro¬ 
priate  to  every  class  which  he  or  she  teaches.  The  great  difficulty  with  schools 
today  is  that  teachers  are  distributors  of  conventionalized  knowledge,  not 
independent  stimulators  of  young  minds. 

I  said  earlier  that  I  would  present  two  lines  of  thought.  I  am  not  sure 
that  the  second  line  which  I  wish  to  discuss  is  independent  of  the  first. 
Briefly  put,  my  second  thesis  is  that  institutions  for  the  education  of  teachers 
tend  to  require  too  many  so-called  “professional  courses.  ’  State  plans  of 
certification  of  teachers  are  equally  guilty  in  setting  up  professional  require¬ 
ments  which  are  extravagant  and,  I  believe,  indefensible. 

I  am  sure  that  what  I  have  just  said  will  be  thought  unwise  by  many  of 
my  colleagues  in  teacher-training  institutions.  If  I  mistake  not,  Professor 
Evenden  will  be  opposed  to  my  views.  I  might  conciliate  my  opponents  to 
some  degree  by  making  the  general  comment  that  I  think  all  teachers  in 
colleges,  both  liberal  and  professional,  ought  to  become  interested  and  expert 
in  methods  of  teaching,  but  I  am  afraid  that  even  this  comment  will  not 
bring  to  my  position  unanimous  support. 

I  must  say  that,  so  far  as  my  experience  goes,  there  is  no  possibility  of 
administering  with  profit  twenty  or  more  semester  hours  of  professional 
courses  in  education  to  teachers-in-preparation.  In  fact,  I  have  to  make  the 
same  statement  about  eighteen  semester  hours  or  sixteen.  I  should  myself  be 
satisfied  with  twelve.  For  the  training  of  teachers,  I  believe  that  institu¬ 
tions  should  depend  more  than  they  now  do  on  the  departments  which  are 
usually  classified  as  non-professional. 

The  analogy  of  the  medical  school  or  the  law  school  is  often  appealed  to 
by  those  who  believe,  contrary  to  the  judgment  which  I  have  expressed,  that 
preparation  for  teaching  should  be  assigned  to  a  special  professional  institu¬ 
tion  or  branch  of  an  institution.  I  point  out  that  both  the  medical  schools  and 
the  law  schools  are  increasingly  depending  on  academic  departments  for 
much  of  the  intellectual  substance  which  they  require  students  to  possess. 
Furthermore,  law  and  medicine  have  peculiar  subjectmatters  not  taught  in 
liberal  arts  courses,  while  teachers  must  always  derive  from  academic  de¬ 
partments  the  materials  which  they  are  to  teach.  The  whole  body  of  knowl¬ 
edge  with  which  academic  departments  deal  is  germane  to  teaching. 

Support  for  the  position  which  I  am  defending  can  be  found,  I  think,  in 
the  history  of  teacher  education  in  this  country. 


Department  of  Teachers  Colleges 


577 


From  the  earliest  beginnings  of  teacher  preparation  in  the  United  States 
there  has  been  a  sharp  line  drawn  between  liberal  education  and  profes¬ 
sional  education  of  teachers.  It  never  entered  the  thoughts  of  the  members 
of  the  faculties  of  the  New  England  colleges  in  1839,  when  the  first  normal 
school  was  organized,  to  have  a  share  in  the  discussions  that  led  to  the 
establishment  of  professional  institutions  for  the  training  of  teachers.  "I  he 
colleges  were  vitally  concerned  with  the  other  professions  but  were  con- 
erned  only  incidentally  and  quite  indirectly  with  the  teaching  profession. 
Most  of  those  who  taught  in  institutions  above  the  common  school  in  the 
early  days  were  looking  toward  a  life  career  other  than  teaching.  Those 
who  were  teaching  in  the  common  schools  either  were  of  the  same  type  as 
teachers  in  the  higher  schools,  mere  transients  in  what  was  thought  of  as 
an  occupation  rather  than  a  profession,  or  were  persons  who  never  aspired 
to  attendance  at  college. 

When  the  first  public  normal  schools  were  established,  the  separation 
between  colleges  and  institutions  for  the  preparation  of  teachers  was  crys¬ 
tallized  into  a  fixed  pattern,  which  persists  even  down  to  the  present  day. 
When  universities  and  colleges  organized  departments  or  schools  for  the 
preparation  of  teachers,  the  traditions  of  separatism  of  normal  education 
dominated  the  situation.  One  may  say  with  all  truth  that  the  original  atti¬ 
tude  of  the  colleges  that  they  were  not  concerned  with  teacher  preparation 
has  been  perpetuated  and  in  recent  times  in  many  institutions  even  empha¬ 
sized.  It  is  not  regarded  by  departments  of  mathematics  or  departments  of 
physics  or  history  as  their  function  to  prepare  teachers  for  their  duties. 
Teaching  is  thought  of  by  academic  people  either  as  a  transient  occupation 
or  as  a  profession  for  which  one  is  endowed  by  nature,  into  which  one 
enters  because  of  personal  tastes,  and  in  which  one  is  able  to  succeed  without 
any  special  preparation. 

Members  of  departments  or  schools  of  education  and  of  the  faculties  of 
teachers  colleges  deplore  the  attitude  of  members  of  academic  departments 
and  have  conscientiously  tried  in  the  interests  of  improved  education  to 
meet  the  situation  by  redoubling  their  efforts  to  supply  teachers-in-prepara- 
tion  with  the  courses  which  they  need.  Indeed,  it  may  be  said  that  those 
who  promote  the  professional  training  of  teachers  have  devoted  themselves 
so  energetically  to  their  tasks  that  they  have  consumed  far  too  much  of  the 
time  and  energy  of  prospective  teachers  in  pursuing  courses  in  education  or 
so-called  “professionalized  courses”  in  subjectmatter  lines. 

The  proposal  which  I  have  to  offer  in  the  interests  of  a  higher  level  of 
education  of  teachers  cuts  across  all  these  traditions  and  established  prac¬ 
tises.  The  time  has  come  when  all  departments  must  be  drawn  into  sympa¬ 
thetic  cooperation  in  the  education  of  teachers. 

In  order  to  make  concrete  the  program  which  I  advocate,  let  me  refer 
to  the  history  and  present  method  of  teacher  preparation  at  the  University 
of  Chicago.  Twenty-six  years  ago  this  institution  had  a  separate  school  of 
education.  The  School  of  Education  included  in  its  organization  an  under¬ 
graduate  college  with  departments  of  history,  English,  mathematics,  art. 


578 


National  Education  Association 


home  economics,  and  the  rest.  The  College  of  Education  had  its  own  en¬ 
trance  requirements  and  its  own  requirements  for  the  baccalaureate  degree. 

The  faculty  of  the  School  of  Education  was  convinced  that  this  tradi¬ 
tional  form  of  organization  was  wrong  and  began  gradually  to  do  away 
with  the  College  of  Education.  The  departments  of  art  and  home  econom¬ 
ics  were  transferred  to  the  academic  division  of  the  University  on  the 
ground  that  art  and  home  economics  should  be  offered  to  all  students,  not 
merely  to  those  who  are  preparing  to  teach. 

Students  who  presented  themselves  for  registration  in  the  College  of 
Education  because  they  were  intending  to  teach  academic  subjects  were 
advised  to  register  in  the  liberal  arts  college  and  to  get  their  subjectmatter 
courses  there,  coming  back  to  the  courses  in  education  merely  to  fill  in 
minor  sequences.  By  this  process  of  referring  students  to  academic  courses, 
the  attendance  on  the  College  of  Education  was  reduced  to  the  vanishing 
point,  and  finally  the  College  was  abolished.  The  Department  of  Education 
and  its  laboratory  schools  are  all  that  remain  of  the  separate  organization. 

The  next  step  was  more  difficult  to  accomplish  but  was  finally  taken  by 
the  Senate  of  the  University.  A  University  committee  on  the  preparation 
of  teachers  was  created  with  a  chairman  who  has  no  connection  with  the 
Department  of  Education  and  a  membership  made  up  of  representatives 
of  all  the  departments  in  the  University  which  are  in  any  way  related  to 
teaching.  This  University  committee  has  charge  of  the  students  who  for¬ 
merly  were  registered  in  the  College  of  Education  and  of  many  others  who 
in  the  early  days  of  separatism  did  not  take  courses  in  education. 

The  Department  of  Education  cooperates  with  the  University  committee 
by  giving  certain  undergraduate  courses  in  education,  but  it  is  no  longer 
responsible  for  subjectmatter  courses  or  for  special-methods  courses.  These 
are  provided  by  the  academic  departments. 

Since  the  peculiar  functions  of  a  separate  school  of  education  were  thus 
absorbed  by  a  University  committee,  the  School  of  Education  as  a  division 
of  the  University  was  abolished.  This  action  left  only  the  Department  of 
Education,  which  is  now  included  within  the  Division  of  the  Social 
Sciences. 

It  is  not  especially  in  place  to  comment  here  at  length  on  the  advantages 
of  this  arrangement  for  the  Department  of  Education.  As  a  matter  of  fact, 
the  department  is  now  on  exactly  the  same  footing  with  respect  to  graduate 
work  as  any  other  department  in  the  University.  It  is  not  necessary  to 
adopt  special  designations  for  the  advanced  degrees  in  education  because  the 
Graduate  School  persecutes  or  otherwise  discriminates  against  graduate 
students  in  education.  Freed  from  the  necessity  of  consuming  much  of  their 
energy  in  the  administration  of  vocational  training  of  prospective  teachers, 
members  of  the  department  can  devote  themselves  to  a  large  extent  to 
scientific  studies  in  their  field.  The  department  has  gained  much  by  ac¬ 
quiring  its  present  status  within  the  University. 

The  reference  to  the  Chicago  organization  is  introduced  for  the  purpose 
of  giving  concreteness  to  the  contention  that  the  preparation  of  teachers 
will  never  be  of  the  highest  level  until  something  similar  to  that  organiza- 


■  ■  .  * 


Department  of  Teachers  Colleges 


579 


tion  becomes  general.  If  students  of  French  are  told  by  their  French  teachers 
that  education  courses  are  of  no  value  and  if  teachers  of  education  tell  their 
students  that  members  of  the  French  department  are  wholly  ignorant  about 
the  problems  of  teaching,  there  will  result  a  downfall  of  the  academic 
structure  which  is  the  fate  of  all  houses  divided  against  themselves.  It  is 
hardly  necessary  to  reenforce  this  assertion  by  reference  to  the  bitter  antipa¬ 
thies  which  frequently  arise  between  academic  departments  and  depart¬ 
ments  of  education. 

More  serious  than  mere  antipathies  between  departments  are  the  losses 
which  result  from  lack  of  interdepartmental  cooperation.  I  take  it  that  no 
one  will  contend  seriously  that  all  the  good  suggestions  about  organizing 
instruction  in  French  or  physics  can  be  generated  by  a  single  member  of 
the  faculty  of  a  school  of  education  or  by  the  whole  faculty  of  a  school 
of  education.  If  the  whole  department  of  French  or  the  whole  department 
of  physics  can  by  any  device  be  induced  to  take  an  interest  in  the  preparation 
of  teachers  and  if,  in  addition,  the  department  of  education  can  contribute 
without  controversy  to  improved  school  administration  and  instruction,  the 
gain  will  obviously  be  great. 

I  have  been  asked  by  members  of  the  faculties  of  other  institutions 
whether  the  present  plan  of  organization  in  the  University  of  Chicago  is 
not  likely  to  be  wrecked  by  the  indifference  of  the  academic  departments  or 
by  what  is  perhaps  still  worse,  their  erratic  views.  My  answer  to  this  ques¬ 
tion  is  twofold.  In  the  first  place,  I  see  no  indications  that  the  plan  involves 
hazards  as  great  as  those  which  were  encountered  under  the  earlier  system. 
In  the  second  place,  I  am  convinced  that  in  the  future  all  departments  in 
all  institutions  will  cultivate  a  broader  knowledge  about  educational  prob¬ 
lems  and  procedures.  As  grounds  for  this  conviction,  I  cite  the  report  on 
the  reorganization  of  secondary-school  mathematics  made  by  a  committee 
of  the  Mathematical  Association  of  America,  the  report  of  the  Classical 
Investigation,  and  the  report  of  the  Modern  Foreign  Language  Study.  It 
would  be  preposterous  for  members  of  departments  of  education  to  say  that 
these  reports  are  irrelevant  or  indicative  of  lack  of  interest  in  teaching.  The 
fact  is  that  the  academic  world  is  moving  rapidly  in  the  direction  of  a  keen 
general  interest  in  the  better  solution  of  teaching  problems.  Indeed,  some 
years  ago  a  committee  was  organized  by  the  American  Association  of  Uni¬ 
versity  Professors  for  the  specific  purpose  of  preparing  a  report  on  teaching. 
It  seems  to  me  that  all  who  are  interested  in  the  problems  of  instruction 
should  rejoice  in  these  facts  and  should  encourage  academic  departments 
to  go  even  further  than  they  have  gone  up  to  this  time. 

Even  more  significant  than  the  appointment  of  the  committee  of  the 
American  Association  of  University  Professors  and  the  publication  of  its 
report  is  the  appearance  of  a  recent  book  by  Dean  Fernandus  Payne,  of 
Indiana  University,  addressed  to  teachers.  Dean  Payne  has  long  been  one 
of  the  bitterest  critics  of  departments  of  education.  He  was  a  member  of 
the  committee  of  the  American  Association  of  University  Professors  and 
could  not  refrain  from  venting  his  spleen  against  education  on  every  pos¬ 
sible  occasion.  The  book  which  he  has  written  is  a  real  contribution  to 


580 


National  Education  Association 


educational  literature.  To  be  sure,  it  contains  some  of  the  typical  slurs  which 
Dean  Payne  delights  in  casting  at  those  of  us  in  education  with  whom  he 
has  had  to  associate.  Furthermore,  it  is  not  clear  how  far  the  good  qualities 
of  his  book  are  due  to  his  collaborator.  The  main  point  is  that  here  is  a  book 
which  could  not  have  been  written  ten  years  ago.  Dean  Payne  has  been 
educated  by  his  own  attacks  on  education,  and  in  his  mellowing  old  age  he 
is  gradually  becoming  eligible  for  membership  in  the  fraternity  of  those 
who  give  professional  courses  in  education.  One  can  hope  that  in  due  time 
all  who  have  attacked  education  in  the  past  will  become  authors  of  books 
on  teaching. 

It  has  long  been  my  personal  creed  that  the  best  way  to  secure  coopera¬ 
tion  among  discordant  factors  in  society  is  to  throw  responsibility  for  reform 
squarely  on  those  who  have  been  most  disturbing,  most  menacing  to  the 
peace  of  the  group.  Even  if  it  is  necessary  for  the  cause  to  suffer  for  a  time 
by  the  drastic  measures  which  have  to  be  taken  in  order  to  bring  the  rebels 
into  camp,  the  end  is  worth  the  trouble.  I  am  quite  sure  that  the  members 
of  academic  departments  can  be  interested  in  the  problems  of  teaching  and 
in  the  training  of  teachers.  I  do  not  believe  that  university  organization 
should  be  such  as  to  interfere  with  the  cultivation  of  this  interest. 

It  may  seem  to  some  of  you  that  I  have  consumed  too  much  of  the  time 
of  a  joint  session  discussing  the  problems  of  departments  of  education.  It  is 
my  judgment  that  the  same  principle  applies  to  separate  teachers  colleges 
that  applies  to  educational  divisions  of  universities  and  liberal  arts  colleges. 

Certainly  the  time  is  at  hand  when  the  teachers  colleges  of  the  country 
will  have  to  make  radical  changes  in  their  curriculums  because  of  the  exten¬ 
sion  of  the  period  of  residence  of  students  to  four  years.  The  question  which 
will  have  to  be  answered  is  whether  the  professional  courses  or  the  general 
academic  courses  are  to  receive  major  emphasis.  If  this  is  true  that  the  edu¬ 
cation  courses  in  universities  and  liberal  arts  colleges  should  be  condensed  so 
as  to  cover  the  ground  in  a  limited  number  of  hours,  the  same  possibilities 
of  economical  and  more  effective  organization  of  education  courses  exist  in 
teachers  colleges.  The  extended  curriculum  of  teachers  colleges  ought  to 
open  the  opportunity  to  prospective  teachers  of  broadening  their  intellectual 
horizons.  Students  in  teachers  colleges  should  take  courses  in  science  and 
literature  not  merely  with  a  view  to  retailing  later  in  schools  what  they 
have  learned  in  college  but  for  the  purpose  of  acquiring  the  attitude  toward 
all  subjects  which  comes  from  a  comprehensive  education. 

The  idea  that  an  elementary-school  teacher  can  be  prepared  for  his  or 
her  own  work  merely  by  reviewing  spelling,  arithmetic,  and  geography  is 
fortunately  outmoded.  The  elementary-school  teacher  has  just  as  much 
need  of  the  modern  point  of  view  which  is  supplied  by  science  and  just  as 
much  need  of  a  sound  critical  understanding  of  literature  as  has  the  high- 
school  teacher. 

Nor  is  the  necessity  for  organizing  scholarly  departments  in  academic 
subjects  in  teachers  colleges  to  be  thought  of  as  arising  solely  as  a  result  of 
the  demands  of  the  extended  curriculum.  The  scholarly  ideals  and  standards 
of  teachers  colleges  are  in  need  of  improvement,  and  improvement  will 


Department  of  Teachers  Colleges 


581 


come  most  surely  if  there  is  developed  within  each  institution  a  community 
of  scholars.  Varied  interests  within  the  faculty  are  essential  to  the  highest 
development  of  the  intellectual  life  of  a  college  or  school  of  any  grade.  The 
teachers  colleges  of  this  country  will  miss  the  best  opportunity  for  public 
service  if  they  try  to  spin  out  so-called  “professional  courses”  and  do  not 
emphasize  general  education. 

The  contention  which  I  am  presenting  becomes  an  argument  with  re¬ 
gard  to  a  topic  which  was  not  assigned  to  me  by  the  chairman  of  this 
meeting.  I  was  not  asked  to  discuss  the  curriculum  of  teachers  colleges.  I 
shall  take  the  liberty,  however,  of  making  two  comments  which  issue  from 
what  I  have  said.  First,  I  am  persuaded  that  the  contents  of  courses  in 
education  are  in  need  of  immediate  and  drastic  revision.  Second,  it  is  time 
for  those  who  are  interested  in  education  as  a  professional  subject  to  stop 
complaining  because  members  of  other  academic  departments  criticize  them. 
The  policy  of  separatism,  which  is  traditional  and  has  far  too  often  been 
favored  by  those  responsible  for  the  preparation  of  teachers,  is  fatal.  No 
one  ought  to  be  more  eager  to  avoid  separatism  than  those  who  are  prepar¬ 
ing  teachers  to  give  instruction  in  subjectmatters  which  lie  outside  the  de¬ 
partment  of  education. 


THE  RELATIONSHIP  OF  GENERAL  AND  OF  PROFES¬ 
SIONAL  EDUCATION  IN  THE  PREPARATION 

OF  TEACHERS 

W.  E.  PEIK,  PROFESSOR  OF  EDUCATION,  UNIVERSITY  OF  MINNESOTA, 

MINNEAPOLIS,  MINN. 

The  issues — There  are  four  areas  in  the  pattern  of  a  teacher’s  prepara¬ 
tion:  (1)  a  broad  area  called  general  education  which  begins  formally  in 
the  first  grade;  (2)  a  more  extended  area  of  concentration  in  teaching 
fields;  (3)  a  general  technical  orientation  in  the  theory  and  science  of 
education;  (4)  skill  and  final  art  in  teaching. 

General  education  can  hardly  be  called  professional  education.  Its  objec¬ 
tives  for  the  individual  are  social  and  cultural.  It  is  the  education  of  all  for 
non-vocational  life  and  should  not  be  conditioned  by  professional  aims.  Ad¬ 
vanced  concentration  for  the  teacher  in  his  fields  is  both  general  and  pro¬ 
fessional  education.  It  is  general  to  the  extent  that  concentration,  often 
called  a  major  in  a  segment  of  knowledge,  to  appreciate  the  depth  of  all 
knowledge,  has  been  a  principle  of  a  liberal  education ;  it  is  professional 
education  to  the  extent  that  some  content  for  it  should  be  selected  con¬ 
sciously  to  relate  directly  to  future  teaching  needs.  The  third  area  is  general 
orientation  in  education  and  educational  psychology  and  it  is  distinctly 
professional ;  the  fourth  is  specialized  professional  training  which  empha¬ 
sizes  not  so  much  the  receptive,  theoretic  side  as  the  creative,  productive 
practical  side  of  skill  in  teaching. 


582 


National  Education  Association 


The  scholarly  master  teacher  must  be  the  ideal  in  the  preparation  of 
every  teacher.  He  should  possess:  (1  )  a  high  standard  of  competency  in  each 
of  the  four  areas  and  (2)  an  ultimate  integration  of  all  his  educational 
resources  for  teaching.  Whatever  plan  of  education  will  best  attain  scholar¬ 
ship,  culture  and  professional  competency  for  the  largest  number  of  teachers 
is  the  one  to  be  adopted.  The  diffusion  of  the  third  and  fourth  professional 
areas  thru  the  first  and  second  at  college  level,  which  is  called  the  pro¬ 
fessionalized  treatment  of  content,  may  be  the  best  plan ;  but  it  may  also  be 
that  the  professionalization  of  teaching  fields  in  intensive,  specialized 
parallel  courses  while  and  after  general  education,  specialization,  and  orien¬ 
tation  in  general  education  are  practically  completed,  may  be  best.  It  may 
be  that  neither  will  prove  to  be  the  only  best  instructional  menu  for  the 
teacher  and  that  differences  in  effectiveness  cannot  be  proved  or  observed. 
In  that  case  we  can  argue  about  it  ad  infinitum;  at  present  there  is  no  con¬ 
clusive  evidence  that  any  particular  plan  of  teacher  preparation  is  superior. 

Now  it  is  my  own  belief  that  the  four  aims  of  a  teacher’s  education, 
general  culture,  scholarship,  professional  orientation,  and  professional  skill, 
are  not  best  done  by  the  diffusion  plan.  It  is  not  a  commonly  used  present 
plan ;  in  fact  few  institutions  have  seriously  tried  it  out  and  those  which 
have,  have  at  least  published  no  conclusive  evaluation  studies  yet.  The 
burden  of  proof  must  remain  upon  the  innovators.  At  the  same  time  we 
must  admit  that  teaching  is  not  as  professional  and  competent  as  it  should 
be  now.  However,  I  do  not  believe  that  the  plan  used  most  is  so  much  at 
fault  as  the  selection  of  students,  the  shortness  of  the  period  of  training,  and 
the  lack  of  intensity  and  thoroness  in  the  professional  aspects  of  the 
teacher’s  preparation.  I  believe  that  separate,  in  part  parallel,  but  separate 
treatment  of  these  aspects  of  preparation  should  characterize  the  develop¬ 
ment  of  the  first  three  areas  and  that  thru  development  of  the  fourth 
they  can  all  be  brought  together,  adequately.  In  addition  to  the  psychological 
soundness  of  this  method  of  attack  I  believe  there  are  many  related  admin¬ 
istrative,  curriculum,  and  practical  considerations  that  lend  advantage  to 
this  plan. 

To  the  observer  of  current  higher  education  trends  and  of  teacher  educa¬ 
tion  in  particular,  this  problem  of  the  relationship  of  general  and  profes¬ 
sional  education  calls  also  for  the  consideration  of  such  related  problems  as: 
the  current  effort  to  redefine  secondary,  higher,  general,  and  professional 
education ;  the  innovations  that  are  being  made  in  reflection  of  recent  think¬ 
ing  on  the  effectiveness  of  higher  education ;  the  rapid  expansion  of  teachers 
colleges;  the  large  part  of  teacher  education  done  in  colleges  and  universi¬ 
ties;  the  increasing  division  of  undergraduate  education  into  an  upper  and 
a  lower  division ;  the  widespread  establishment  of  broad  courses  which  cut 
across  departments  for  better  general  education ;  the  attempts  to  function¬ 
alize  education  thru  the  elimination  of  deadwood  from  the  curriculum ; 
the  attempts  to  secure  closer  integration  with  contemporary  life;  the  incor¬ 
poration  of  the  junior  college  into  the  secondary  school;  the  articulation  of 
this  junior  college  with  professional  curriculums  of  the  senior  college — all 
these  trends  have  relationship  to  this  problem. 


Department  of  Teachers  Colleges 


583 


The  general  education  of  the  teacher — In  the  traditional  set-up  of  the 
liberal  arts  college,  general  and  specialized  education  have  paralleled  one 
another  during  the  entire  four-year  period.  In  the  old  normal  schools,  gen¬ 
eral  and  professional  education  have  paralleled  one  another  during  two 
years.  The  newer  junior-senior  college  plan  calls  for  general  education  to 
end  formally  with  the  junior  college  for  those  who  will  continue  with  higher 
education.  Advanced  and  professional  education  is  made  the  distinctive 
function  of  the  senior  college.  The  acceptance  of  these  differentiations  of 
function  is  spreading,  as  is  also  the  concept  that  general  education  is  the 
distinctive  function  of  the  secondary  school,  and  that  therefore  junior  col¬ 
lege  education  is  secondary  in  nature. 

It  seems  inevitable  and  logical  to  me  that  in  the  course  of  some  time, 
the  process  of  the  last  century  to  pass  content  from  the  college  to  the  high 
school  will  culminate  in  the  absorption  of  junior  college  content  by  sec¬ 
ondary  education.  While  this  is  happening — rapidly  here,  slowly  there,  and 
not  at  all  somewhere — and  for  a  long  time  afterwards,  the  junior  colleges 
of  all  higher  institutions,  private  and  public,  will  really  function  as  regional 
preparatory  schools  to  higher  education  which  should  mean  advanced  or 
specialized  education  and  vocational  education  for  the  learned  technical 
and  professional  vocations,  including  teaching. 

With  all  this  happening  now,  I  can  see  no  reason  why,  in  four-  and  five- 
year  curriculums  for  the  education  of  teachers,  the  junior  college  level  should 
receive  any  professional  treatment,  or  why  professional  courses  should  be 
introduced  there.  I  believe  the  trend  toward  an  improved,  non-professional, 
general  education  should  be  promoted  by  teacher-training  institutions  as  it 
is  being  promoted  by  the  other  learned  professions. 

For  the  teachers  college,  adoption  of  the  non-professionalized  junior 
college  will  also  supply  the  practical  advantages  of  more  support,  better 
teacher  selection,  academic  strength,  and  extension  of  service.  There  are 
now  too  many  teachers  colleges  in  most  states.  But  there  is  little  likelihood 
that  established  teachers  colleges  will  be  much  reduced  in  number.  This 
situation  will  doom  many  institutions  to  remain  weak.  One  way  to  attain 
volume  of  student  body,  with  ultimate  selection  for  teacher  training,  an 
increase  of  faculty  for  more  specialization,  an  increase  of  state,  regional,  and 
local  attention  and  consequent  support,  is  for  this  state  institution  for  some 
time  to  supply  a  local  and  regional  junior  college  in  a  complete  state  system 
of  higher  education.  With  all  professional  and  advanced  courses  assigned 
to  the  senior  college  and  graduate  divisions,  professional  training  curriculums 
of  upper  levels  can  then  articulate  better  with  the  junior  college  work  of  all 
other  types  of  public  and  private  junior  colleges  which  have  been  increasing 
steadily  until  there  are  nearly  as  many  as  universities  and  colleges. 

Such  an  organization  will  place  each  teachers  college  in  a  position  to 
select  prospective  teachers  as  the  result  of  observed  scholarship,  personality, 
and  character  during  a  period  of  two  years.  Nothing  is  more  needed  than 
that.  No  better  method  of  vigorous  selection  for  teacher  preparation  can  he 
devised  than  that  without  shrinking  total  enrolment,  increasing  unit  costs, 
and  curtailing  specialization  in  many  teachers  colleges. 


584 


National  Education  Association 


I  do  not  think  that  the  junior  college  operating  at  the  lower  level  of 
instruction  need  overshadow  the  teacher-training  function  of  the  upper 
level.  Both  can  be  given  all  the  due  they  need,  as  are  each  of  a  community 
of  professional  colleges  at  our  universities  now.  Under  present  conditions  of 
oversupply  of  certificated  teachers  and  too  many  institutions  there  is  no 
potency  in  single  purpose  institutions.  Personally  I  would  not  hesitate  ulti¬ 
mately,  also  to  add  a  senior  college  for  cultural  purposes  and  even  profes¬ 
sional  training  for  public  service.  All  other  professions  are  small  enough  to 
be  taken  care  of  in  state  universities.  There  is  strength  in  the  multiple  pur¬ 
pose  institution.  I  should  not  hesitate,  ultimately,  not  now,  to  designate 
many  teachers  colleges  as  state  colleges.  We  would  thereby  strengthen 
their  resources  for  teacher  education. 

The  functionalization  of  general  education — The  general  education  of 
the  teacher  needs  to  be  functionalized,  not  professionalized,  in  content  and 
in  method,  that  is,  focused  upon  social  needs,  contemporary  life  problems, 
and  the  cultural  needs  of  students.  The  survey  revealed  that  over  one- 
fourth  of  the  high-school  and  college  work  of  teachers  in  best  institutions 
is  spent  on  mathematics  and  short  exposures  to  one  or  two  languages.  At  the 
same  time  a  majority  of  students  did  not  contact  art,  music,  geography, 
sociology,  economics,  political  science,  speech,  or  philosophy,  respectively, 
in  any  formal  way.  There  was  not  time  and  there  was  not  selection  for 
relative  value.  Most  all  of  this  is  vital  content  in  the  general  education  of 
teachers.  There  is  also  need  for  more  knowledge  in  such  overlooked  areas 
as  dietetics,  preventive  medicine,  simple  law  and  legal  procedure,  or  mental 
hygiene.  In  all  of  this,  however,  I  see  no  special  reorganization  needed  for 
the  teacher  which  does  not  also  apply  to  the  general  college  student.  It  is 
improved  general  education  and  the  teacher  will  himself  promote  general 
education  at  a  lower  level  later. 

There  is  need  also  for  the  functionalization  of  the  method  of  instruction. 
The  teacher  must  have  less  of  spoon  feeding  and  more  self-propelling 
scholarly  activity — more  emphasis  upon  acquiring  and  less  upon  receiving 
his  education.  He  must  be  habituated  to  be  more  productive,  original,  and 
creative  in  scholarship.  This  cannot  be  done  when  instruction  is  afflicted 
with  blindness  to  other  than  subjectmatter  objectives.  An  encouraging 
effort  is  evident  in  several  hundred  of  higher  institutions  which  are  experi¬ 
menting  with  honors  plans,  tutorial  plans,  seminars,  writing  projects,  the 
abolition  of  credits  as  criteria  for  competency,  and  the  substitution  of  com¬ 
prehensive  examinations. 

Again  there  is  nothing  in  functionalizing  the  method  of  college  instruc¬ 
tion  for  the  teacher  that  does  not  apply  equally  to  any  one.  More  important 
is  the  ultimate  selection  of  prospective  teachers  on  the  basis  of  a  higher  level 
of  achievment  in  such  instruction. 

Specialization  in  teaching  fields — The  patterns  of  specialization  for  ele¬ 
mentary,  secondary,  undergraduate,  and  graduate  school  teaching  change, 
respectively,  while  the  pattern  of  general  education  need  not. 

One  obvious  variable  in  the  pattern  is  the  amount  of  specialization  on  the 
subjectmatter  of  the  teaching  fields.  The  number  of  teaching  fields  decreases 


Department  of  Teaceiers  Colleges 


585 


as  one  ascends  the  educational  ladder,  while  the  amount  of  specialization  in¬ 
creases.  Elementary  teaching  draws  widely  and  unexpectedly  upon  all 
areas  of  learning.  For  the  elementary  teacher,  however,  the  available  technical 
content  in  child  psychology  and  in  the  teaching  of  the  many  fields  is  greater 
in  volume  than  is  the  corresponding  content  for  any  other  level.  For  him 
this  area  might  supply  the  field  for  concentration.  He  needs  no  concentra¬ 
tion  in  any  one  teaching  field  more  than  any  other.  The  high-school  teacher’s 
preparation  becomes  more  specialized ;  yet  he  does  not  teach  it  in  one  area 
of  a  subject  like  physics  as  does  the  university  specialist,  or  in  one  subject 
like  physics,  as  might  the  college  teacher,  or  in  one  broad  field  like  science  ; 
but  the  National  Survey  revealed  that  two-thirds  of  them  teach  in  two  of 
about  fifteen  broad  fields  such  as  science,  social  studies,  or  English. 

The  concept  that  a  liberal  education  calls  for  concentration  in  one  seg¬ 
ment  of  knowledge  in  order  to  appreciate  the  extent  of  all  knowledge  and 
to  pursue  a  subject  of  personal  interest,  has  misled  higher  education  to  re¬ 
quire  the  prospective  high-school  teacher  to  specialize  in  a  narrow  subject 
department  and  has  caused  it  to  overlook  the  broader  professional  specializa¬ 
tion  that  is  needed  for  secondary  teaching.  According  to  studies  made,  the 
teacher  of  English  for  example  gives  instruction  in  literature,  in  composi¬ 
tion,  in  speech,  in  dramatics,  and  often  supervises  publications.  His  major 
of  specialization  should  not  be  limited,  as  it  often  is,  to  one  of  these  but 
should  include  all  of  them. 

Thus  one  principle  of  professional  preparation  requires  adequate  parallel 
preparation  at  the  college  level  in  broad  teaching  fields.  The  new  orientation 
courses  of  the  junior  college,  and  we  hope  ultimately  of  the  high-school 
education,  should  help  much  to  supply  the  broad  base  for  the  senior  college 
specialization,  but  it  is  my  belief  that  advanced  courses  which  support  sec¬ 
ondary  teaching  areas  should  also  be  taken  at  the  level  of  the  senior  college 
as  well. 

Two  such  broad  fields  must  be  built  up.  This  will  call  for  a  five-year 
period  of  preparation  for  the  secondary  teacher  if  general  education  and 
professional  education  are  not  to  be  curtailed.  It  need  not  be  graduate  in 
level.  Adequate  emphasis  upon  the  general  and  professional  education  of  the 
elementary  teacher  will  call  for  at  least  four  years  of  preparation.  Again 
such  broad  fields  of  specialization  are  probably  also  best  for  the  general 
student.  It  is  encouraging  that  many  colleges,  universities,  and  teachers 
colleges  are  adopting  the  broadened  field  of  specialization  in  place  of  the 
narrow  major  plan  as  a  plan  of  advanced  education. 

Altho  the  selection  of  content  for  specialization  should  be  professionalized, 
in  part,  by  relating  it  to  the  job,  I  do  not  believe  that  the  treatment  of  that 
content  should  be  professionalized  at  the  time  of  its  acquisition.  It  should 
be  mastered  first. 

For  most  institutions,  particularly  liberal  arts  colleges  and  universities, 
but  also  for  teachers  colleges,  the  plan  of  diffused  professional  treatment  is 
attended  with  administrative  difficulties  and  inherent  instructional  weak¬ 
nesses.  May  I  call  your  attention  to  a  few  of  them: 


586 


National  Education  Association 


1.  Introduction  here  and  there  of  the  theories  and  practises  of  education  will 
destroy  the  unity  of  courses.  Thus,  to  teach  how  to  build  a  good  examination,  in¬ 
structors  will  have  to  stop  the  course  progress  to  study  principles  of  good  test  con¬ 
struction,  which  is  in  itself  a  big  order.  This  is  true  of  the  observation  of  teaching 
in  the  training  school. 

2.  Instructors  who  professionalize  content  should  themselves  have  had  public 
school  teaching  experience  at  the  levels  and  in  the  subjects  for  which  they  purport 
to  prepare  teachers.  They  should  also  have  had  preparation  in  the  theories  and  prac¬ 
tises  of  education.  In  colleges  and  universities  only  42  percent  of  the  academic 
instructors  have  had  experience  at  the  secondary  level.  About  one-half  of  them  have 
had  experience.  Only  32  percent  have  had  educational  psychology  and  only  38  per¬ 
cent  of  them  have  had  a  course  in  educational  methods.  It  is  obvious  that  such  per¬ 
sons  are  not  qualified  to  apply  professionalized  treatment  to  their  courses.  Teachers 
college  percentages  were  better;  yet  surprisingly,  only  45  percent  of  all  instructors 
have  had  elementary-school  experience;  only  65  percent  have  had  secondary-school 
experience;  25  percent  have  had  no  course  in  educational  psychology;  and  20  percent 
have  had  no  course  in  educational  methods.  However,  the  situation  is  much  better 
and  it  is  up  to  the  teachers  college  to  give  the  plan  of  professional  treatment  its  fair 
tryout  and  evaluation.  I  doubt  if  it  can  ever  work  in  colleges  and  universities. 
Personally  I  do  not  think  that  it  needs  to.  There  are  other  ways. 

Another  serious  difficulty  arises,  in  allotting  responsibility  for  the  elements 
of  professional  education  among  instructors  in  such  a  way  that  duplication 
is  avoided,  that  important  elements  are  not  omitted,  and  that  students  using 
elective  privileges  will  cover  the  essentials.  Otherwise,  important  content 
will  be  treated  very  accidentally  and  incidentally.  It  will  be  missed  by 
groups  of  students.  There  may  be  an  educational  atmosphere  or  flavor  in 
the  courses,  but  there  cannot  be  thoroness  by  pursuing  too  many  aims  at 
one  time.  This  is  exactly  what  has  been  reported  to  me  by  some  who  have 
tried  the  plan. 

Again  several  types  of  teachers  with  different  purposes  will  usually  meet 
in  any  given  course,  let  us  say  Shakespeare.  Some  are  majoring,  some  are 
minoring,  some  are  secondary,  some  are  elementary,  some  are  just  electing, 
some  come  to  study  for  general  culture  or  personal  interest;  others  are 
intending  to  teach  it.  The  kindergartner  and  the  English  major  are  mixed 
in  this  course.  To  separate  them  is  uneconomical  in  most  schools;  to  make 
each  one  wait  while  every  other  group  gets  its  appropriate  professional 
training  is  also  undesirable. 

1  believe  a  more  defensible  plan  is  concentrated,  intensive  professionaliza¬ 
tion  of  the  respective  teaching  field  for  each  appropriate  group  in  specialized 
courses  directed  only  by  those  who  are  proficient  in  the  subjectmatter, 
oriented  in  the  theory  and  practises  of  educating,  and  supported  by  success¬ 
ful  experience.  There  never  will  be  enough  of  such  instructors  to  man  all 
the  subject  courses,  under  the  professional  treatment  plan,  even  in  a  small 
fraction  of  the  150  teachers  colleges  alone,  without  considering  585  arts 
colleges  and  105  universities  where  diffused  professionalization  would  be¬ 
come  hopeless.  Graduate  schools  however  must  be  encouraged  to  prepare 
such  people  or  we  shall  not  even  be  able  to  man  satisfactorily  the  special 
courses  for  the  professional  treatment  of  teaching  fields. 

Intensive  professionalization  should  take  place  after  competency  in  a  field 
has  been  attained  and  after  general  courses  in  education  and  educational 


Department  of  Teachers  Colleges 


587 


psychology  have  been  mastered.  Students  are  then  maturer,  they  can  be 
selected,  they  are  grouped  by  fields  and  levels,  they  are  more  motivated. 
Observation,  participation,  practise  teaching,  and  what  have  been  miscalled 
special  methods  courses,  I  believe  should  be  unified  and  closely,  integrated 
to  produce  such  professionalization  courses  of  considerably  greater  length 
and  intensity  than  is  usually  found.  Here  training  has  its  place.  Certain 
additional  related  courses  may  be  professionalized  in  special  areas  particu¬ 
larly  of  the  special  subjects.  The  emphasis  to  these  specialized  professional 
courses  must  be  intensified  to  get  away  from  the  “hit  and  miss,”  “exposure- 
absorption,”  “non-training”  sort  of  thing  that  is  taking  place  without  at¬ 
taining  competency  as  an  outcome.  Even  our  academic  associates  in  the 
arts  colleges,  who  are  believed  to  oppose  courses  in  education  much  more 
than  they  really  do,  have  voted  a  median  of  nine  semester  hours  to  the 
observation  and  practise  teaching  phases  of  such  training  alone.  Two,  three, 
or  five  credit  courses  are  too  inadequate. 

These  professionalization  courses  should  include  a  long  list  of  topics 
which  we  have  no  time  to  mention  here.  They  may  be  found  in  Volume  Ill 
of  the  Survey  Report. 

The  general  courses  in  the  theory  and  science  of  education — The  general 
mastery  of  education  and  educational  psychology  which  should  precede  these 
specialized  courses  should  also  be  obtained  in  separate  courses.  We  need  to 
have  teachers  master  the  important  principles  better  than  they  have,  intel¬ 
lectually  first,  and  then  as  an  art.  I  can  see  no  hope  for  this  diffused  pro¬ 
fessionalization  any  more  than  I  would  teach  Shakespeare  by  such  a  plan. 
It  is  timely  that  their  content  needs  to  be  identified  more  clearly  thru  the 
cooperative  research  of  most  competent  groups ;  we  rely  too  much  upon  the 
accidents  of  selection  and  treatment  of  individual,  often  specialized,  authors 
or  teachers.  Important  areas  are  constantly  undertaught  or  omitted.  The 
references  are  scattered  so  that  _  bibliographies  are  getting  upsetting.  A 
physician  who  was  watching  his  daughter  get  her  professional  courses  in 
secondary  education  by  wading  thru  interminable  bibliographies  of  too 
busy  instructors  pointed  out  to  me  that  in  the  fundamental  courses  for 
medicine  such  content  is  brought  together  in  very  comprehensive  form  for 
easier  access  to  the  student.  The  identification  of  significant  content  would 
be  a  fine  project  for  a  number  of  yearbooks  if  seriously  undertaken  by  groups 
of  outstanding  experts  who  have  not  become  detached  from  related  fields 
because  of  the  height  of  their  specialization.  The  resulting  content  would 
impress  those  who  have  no  faith  in  educational  courses,  or  who  believe  the 
content  such  that  it  can  be  mastered  by  a  “scatteration”  method. 

Summary — In  this  discussion  I  have  advocated  the  following  proposals 
relative  to  the  relationship  of  general  to  professional  education. 

1.  That  the  junior  college  plan  be  adopted  in  teacher  educating  institu¬ 
tions  and  that  it  be  devoted  solely  to  general,  non-professional  education. 

2.  That  the  content  of  general  education  be  functionalized  but  not  pro¬ 
fessionalized  for  teaching  alone.  It  needs  to  be  related  to  social  needs  and 
contemporary  problems. 


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3.  That  advanced  subjectmatter  education  and  technical  training  in 
education  be  concentrated  in  the  senior  college  and  the  graduate  school. 
That  at  least  two  years  be  devoted  to  it. 

4.  That  specialization  for  high-school  teaching  be  broad;  and  that  its 
content  be  selected  in  part  to  parallel  the  actual  teaching  areas  of  the  sec¬ 
ondary  school ;  that  mastery  of  this  content  be  undertaken  before  profes¬ 
sionalization  of  it  is  begun. 

5.  That  there  be  two  such  fields  of  specialization  to  meet  the  actual  need 
of  secondary  schools. 

6.  That  the  education  of  secondary  teachers,  if  adequately  done,  will 
call  for  five  years  beyond  high  school.  At  least  four  is  a  minimum  for  ele¬ 
mentary  education. 

7.  That  professionalization  of  the  teaching  fields  in  specialized  intensive 
courses  is  needed  rather  than  treatment  thruout  the  subjectmatter  courses. 

8.  That  the  emphasis  upon  this  type  of  course  be  increased.  That  it 
be  pursued  after  subjectmatter  competency  is  established  and  after  intro¬ 
ductory  general  courses  in  education  are  completed. 

9.  That  all  professional  elements  in  the  general  theory  and  practise  of 
education  will  be  better  done  in  separate  courses ;  that  the  comprehensive¬ 
ness  and  thoroness  of  treatment  of  such  courses  needs  emphasis. 

10.  I  have  pointed  out  the  possible  value  of  having  national  committees 
of  experts  work  on  yearbooks  to  pull  together  for  the  professions  the  type  of 
content  which  may  now  be  taught  in  order  to  do  away  with  incomplete 
training  that  still  occurs  on  professional  content  and  to  emphasize  the  neces¬ 
sity  of  thorogoing  professional  training. 


PROFESSIONAL  ELEMENTS  IN  THE  EDUCATION  OF 

TEACHERS 

E.  S.  EVENDEN,  PROFESSOR  OF  EDUCATION,  TEACHERS  COLLEGE, 
COLUMBIA  UNIVERSITY,  NEW  YORK,  N.  Y. 

The  wording  of  this  assigned  topic  contains  a  very  comforting  assump¬ 
tion,  viz.,  that  there  are  professional  elements  in  the  education  of  teachers. 
If  this  is  assumed  it  is  not  unreasonable  to  suppose  that  teaching  is,  in  some 
respects  at  least,  a  profession  and  that  it  has  areas  of  special  knowledge  and 
service  which  are  distinctly  and  peculiarly  characteristic  of  teaching  as 
distinguished  from  other  professions.  This  need  not  and  does  not  imply 
that  all  of  the  work  of  the  teacher  is  unique,  merely  that  some  of  his  pro¬ 
fessional  activities  may  be  so  considered.  To  argue  that  any  well-educated 
man  is  by  virtue  of  that  fact  a  physician,  or  a  lawyer,  or  a  minister,  or  an 
engineer  would  be  considered  ridiculous.  Few  are  so  uninformed  about  the 
requirements  of  those  professions  that  they  would  want  to  swallow^  the 
prescriptions  of,  or  accept  legal  advice  from,  or  seek  religious  guidance 
under,  or  build  a  bridge  to  specifications  drawn  by  a  man  without  profes¬ 
sional  preparation  in  those  fields  even  tho  it  were  known  that  he  was  a 
graduate  of  one  of  the  best  colleges  in  the  country.  There  are,  on  the  other 


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589 


hand,  few  who  would  raise  any  question  about  sending  their  children  to 
such  a  man  as  a  teacher  even  tho  he  had  given  no  more  attention  to  pre¬ 
paring  for  teaching  than  to  the  other  professions.  The  two  most  obvious 
reasons  for  this  difference  in  attitude  are  that  the  results  of  mistakes  in 
the  prescriptions,  legal  advice,  or  calculations  on  the  bridge  are  so  much 
more  tangible  than  mistakes  in  teaching,  and  that  more  of  the  information 
of  the  well-educated  man  is  used  by  and  is  useful  to  the  teacher  than  it  is 
to  the  doctor,  lawyer,  minister,  or  engineer. 

While  both  of  these  reasons  are  valid  so  far  as  they  go,  they  do  not  tell 
the  whole  story.  Not  all  doctors’  mistakes  are  fatal,  nor  does  every  incorrect 
calculation  in  the  specifications  for  a  bridge  mean  that  it  falls  when  people 
are  on  it.  The  error  may  make  it  stronger  than  necessary  and  may  merely 
waste  money.  On  the  other  hand,  some  mistakes  by  teachers  may  even  be 
fatal.  And  so  far  as  the  second  reason  is  concerned,  it  is  not  the  information 
which  is  common  to  the  well-educated  man  and  the  teacher  that  is  of  concern 
here  but  that  which  is  not  common  to  both. 

Many  of  the  discussions  of  the  professional  elements  in  the  education  of 
a  teacher  arise  because  of  the  inadequate  length  of  the  pre-service  period 
of  preparation.  If  there  were  time  enough  available  to  provide  the  amount 
of  general  education  commonly  held  to  be  desirable  among  professional 
people  (at  least  a  college  education)  and  then  time  enough  to  provide  the 
distinctly  professional  preparation  considered  necessary  by  specialists  in  the 
education  of  teachers  there  would  be  no  debate  about  the  professional  treat¬ 
ment  of  subjectmatter  for  teachers  any  more  than  there  is  in  the  preparation 
of  doctors  or  lawyers.  The  difficulties  arise  because  the  average  teacher  in 
this  country  must  be  given  both  his  general  education  and  his  professional 
education  in  a  period  of  less  than  four  years — a  period  too  short  for  the 
general  education  alone  so  that  any  time  taken  from  general  education  to  be 
used  for  such  distinctly  professional  things  as  psychology,  child  development, 
or  practise  teaching  is  considered  hy  the  subjectmatter  teachers  as  making  a 
bad  matter  worse. 

Until  the  time  arrives  when  in  the  United  States  the  professional  educa¬ 
tion  of  teachers  is  put  upon  a  post-general-education  basis  similar  to  the 
other  learned  professions  there  seem  to  be  only  two  ways  to  handle  the  prob¬ 
lem  of  providing  both  a  general  collegiate  education  and  a  professional 
education  during  the  undergraduate  period.  These  ways  may  be  named  the 
“Division  Method”  and  the  “Blend  Method.” 

The  “Division  Method”  is  the  one  most  frequently  followed.  It  means 
that  a  certain  proportion  of  the  curriculum  time  is  “set  aside”  for  the  pro¬ 
fessional  elements.  These  proportions  are  usually  expressed  in  terms  of 
semester  hours,  for  example,  fifteen  semester  hours  for  psychology,  education, 
and  practise  teaching.  The  range  is  from  almost  none  to  more  than  fifty.  In 
the  “Division  Method”  the  plan  for  each  group  is,  of  course,  to  get  as  much 
time  as  possible  and  do  as  much  in  that  time  as  possible — realizing  that  the 
period  is  too  short  under  any  conditions. 

The  professional  elements  in  the  education  of  a  teacher  under  the  “Divi¬ 
sion  Method”  will  not  be  discussed  in  this  paper  as  they  are  quite  generally 


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presented  in  formal  courses  in  educational  psychology,  classroom  manage¬ 
ment,  tests  and  measurements,  special  methods,  practise  teaching,  philosophy 
of  education,  and  similar  units — the  total  pattern  varying  in  terms  of  the 
number  of  semester  hours  available  for  this  phase  of  the  teacher’s  prepara¬ 
tion.  The  content  of  such  courses,  while  far  from  standardized,  is  familiar 
enough  to  warrant  omitting  further  elaboration. 

The  second  or  “Blend  Method”  is  the  plan  in  which  many  of  the  pro¬ 
fessional  elements  are  incorporated  in  the  subjectmatter  courses  and  the 
amount  of  time  devoted  to  the  specific  professional  courses  correspondingly 
reduced.  This  method  assumes  a  professionally  homogeneous  student  body 
and  faculty,  which  in  many  institutions  is  an  assumption  contrary  to  fact. 
Advocates  of  the  “Blend  Method”  or  the  professional-treatment-of-subject- 
matter  method  believe  that  this  method  under  favorable  conditions  will 
reduce  the  time  devoted  to  courses  in  education  and  methods,  increase  the 
time  available  for  the  mastery  of  more  subjectmatter,  and  increase  the 
effectiveness  of  the  professional  preparation  of  teachers.  Unfortunately  these 
claims  cannot  be  supported  by  scientific  evidence,  but  on  the  other  hand, 
neither  can  they  be  refuted  by  such  evidence.  They  have  been  deduced 
logically  and  have  been  partially  demonstrated  in  practical  situations.  The 
arguments  for  this  method  of  handling  most  of  the  professional  elements  in 
the  education  of  teachers  have  been  presented  upon  various  occasions.  For 
the  purpose  of  this  presentation  attention  will  be  given  to  a  description  of  the 
professional  elements  with  illustrative  examples  rather  than  to  supporting 
arguments. 

As  was  outlined  in  the  final  and  summary  volume  of  the  National  Survey 
of  the  Education  of  Teachers,  the  distinctly  professional  elements  in  the 
education  of  a  teacher  may  be  considered  under  seven  headings.1 

1.  Professional  orientation — This  should  disclose  to  the  prospective  teacher  the  place 
of  education  in  society,  its  relationship  to  other  professions,  and  the  opportunities  for 
service  in  the  principal  fields  of  educational  work.  This  orientation  must  necessarily 
be  given  as  early  as  possible  because  of  its  value  in  making  the  final  choice  of  the 
professional  curriculum  to  be  followed. 

For  the  sake  of  economy  in  time  this  element  should  be  organized  and 
presented  as  a  separate  course  with  an  instructor  held  responsible  for  the 
course  even  tho  he  may  and  probably  should  have  other  members  of  the  staff 
participate  in  it.  This  orientation  element  should  provide  opportunities  to 
observe  teaching  situations  in  different  fields  and  at  different  age  levels 
because  in  addition  to  assisting  students  in  the  choice  of  the  curriculum  to 
be  followed  it  should  provide  a  mind-set  or  point  of  view  which  is  favorable 
to  teaching  and  which  is  useful  for  subsequent  professional  references  in 
other  courses. 

2.  Essential  professional  tools — Those  professional  skills  and  concepts  which  are 
required  by  all  teachers  and  which  are  frequently  used  in  other  courses  for  teachers 
should  be  included  in  professional  “service”  courses  and  given  as  early  in  the 
curriculum  as  possible. 


1  See:  National  Survey  of  the  Education  of  Teachers — Volume  VI,  Summary  and  Interpretation. 
(Evenden,  E.  S.)  U.  S.  Office  of  Education  Bulletin,  1933,  No.  10. 


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591 


This  course  should  include  those  simpler  concepts  of  educational  statistics 
and  measurements  which  the  average  teacher  should  understand  in  order  to 
read  the  professional  literature  in  his  field  and  to  study  his  own  problems. 
Illustrations  of  these  core  concepts  are  the  more  common  methods  of 
measuring  central  tendencies;  the  simpler  measures  of  the  spread  of  a 
distribution ;  the  values  and  limitations  of  the  normal  surface  of  frequency 
curve;  the  simpler  measures  of  reliability;  the  difficulties  of  obtaining  reliable 
and  valid  measures  of  educational  achievements  and  of  intelligence ;  and  the 
difficulties  of  constructing  and  scoring  various  kinds  of  tests. 

Again,  for  the  sake  of  economy  of  time,  these  concepts  and  skills  which 
are  common  to  the  professional  phases  of  the  work  of  all  subjectmatter  fields 
should  be  taught  in  a  separately  organized  course  no  longer  than  is  needed 
for  the  core  material.  Each  teacher  of  a  subjectmatter  course  will  then 
know  that  his  students  have  had  that  general  background  in  educational 
statistics  and  he  can  then  be  held  responsible  for  utilizing  that  statistical  ma¬ 
terial  in  connection  with  the  experiments  or  tests  or  measures  in  his  specific 
subject.  If  each  subject  field  were  held  responsible  for  applying  this  material 
in  its  own  field  there  would  be  no  need  for  separate  courses  in  tests  and 
measurements  for  the  public  school  teachers.  Who  should  know  the  diag¬ 
nostic  value  and  limitations  of  the  various  tests  in  arithmetic  better  than  the 
teacher  of  mathematics? 

3.  A  sympathetic  understanding  of  the  physical,  mental,  and  social  characteristics 
of  the  children  or  adults  to  be  taught. 

As  was  true  with  the  first  two  professional  elements  listed,  certain  basic 
facts  dealing  with  the  physical,  mental,  and  social  development  and  charac¬ 
teristics  of  the  groups  to  be  taught  can  with  profit  be  organized  into  a 
course  and  if  given  early  in  the  curriculum  it  will  serve  as  a  common 
background  for  understanding  the  teaching  problems  which  arise  in  these 
fields.  Such  a  course  should  represent  a  reorganization  of  the  more  detailed 
material  now  generally  found  in  such  courses  as  general  psychology,  educa¬ 
tional  psychology,  child  development,  psychology  of  adolescence,  psychology 
of  atypical  children,  school  problems  in  social  adjustments  and  similar 
courses,  taking  from  each  of  these  the  material  belonging  in  the  common 
core  of  generalizations  for  this  professional  element.  Such  a  common  core 
would  be  entirely  inadequate  to  supply  this  professional  element  in  the 
teacher’s  equipment  if  it  were  not  built  upon,  illustrated,  and  amplified 
by  practically  all  of  the  teachers  in  the  institution.  Teachers  and  supervisors 
in  the  courses  in  education  and  in  the  training  school  obviously  have  oppor¬ 
tunities  for  this  utilization.  While  not  so  obvious,  it  is  more  essential  that  the 
amplification  be  found  in  connection  with  the  work  of  the  teachers  in  the 
other  subjectmatter  fields.  In  such  fields  the  teacher  would  find  ample  oppor¬ 
tunity  to  refer  to  learning  difficulties,  methods  of  stimulating  interest,  and 
ways  of  establishing  relationships  to  individual  and  social  adjustments  which 
would  be  useful  in  his  field. 

4.  The  essential  teaching  methods  and  technics  appropriate  to  the  subject  or 
grade  which  the  teacher  is  preparing  to  teach. 


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This  professional  element  may  be  presented  in  a  variety  of  ways  which 
were  discussed  in  considerable  detail  in  the  summary  volume  of  the  National 
Survey  of  the  Education  of  Teachers.  Whether  the  material  of  this  element 
is  given  in  separate  courses  dealing  with  special  methods  and  teaching 
technics  or  wdiether  these  elements  are  “blended  ’  with  the  work  of  the 
subjectmatter  teacher  will  not  be  discussed  here  in  detail.  The  contents  of 
special  methods  courses  dealing  with  such  topics  as  types  of  teaching,  illus¬ 
trative  lessons,  the  art  of  questioning  in  that  field,  and  other  similar  topics 
are  rather  generally  understood.  The  method  of  handling  this  material  by 
means  of  the  professional  treatment  of  subjectmatter  will  be  illustrated  later 
in  this  paper. 

5.  A  knowledge  of  the  organization  and  management  of  class  instruction  in  the 
type  of  school  in  which  the  teacher  expects  to  be  placed. 

Such  problems  as  preparation  for  the  first  day’s  work,  the  keeping  of 
school  records,  the  handling  of  classroom  discipline,  the  giving  and  scoring 
of  examinations,  the  relationship  of  the  school  to  the  parent-teacher  asso¬ 
ciation,  and  similar  topics  are  necessary  elements  in  the  teacher’s  equipment 
which,  if  not  gathered  together  in  a  course,  would  in  all  probability  be 
neglected  or  else  partially  included  in  several  courses  because  they  are  not 
any  more  specifically  the  responsibility  of  one  field  than  another.  This  unit 
of  professional  preparation  will  be  found  in  most  curriculums  under  such 
headings  as  classroom  organization,  class  management,  problems  of  group 
instruction,  and  similar  titles.  While  it  is  obvious  that  most  of  this  material 
can  be  most  economically  presented  as  a  separate  course,  there  are,  neverthe¬ 
less,  numerous  opportunities  for  subjectmatter  teachers  who  are  aware  of  the 
problems  treated  in  this  course  to  make  specific  and  helpful  contributions 
to  this  professional  element;  for  example,  a  teacher  in  the  field  of  English 
teaching  the  work  of  a  certain  poet  could  comment  upon  the  fact  that  certain 
of  the  poems  make  excellent  material  for  opening  or  general  exercises  in 
the  intermediate  grades. 

6.  Opportunities  for  acquiring  a  “safety  minimum  of  teaching  skill”  thru  observa¬ 
tion,  participation,  and  actual  practise  under  supervision.  This  should  be  given  late 
enough  in  the  curriculum  to  enable  the  student  to  practise  with  as  much  of  his 
entire  equipment  as  possible. 

This  unit,  of  course,  calls  for  adequate  opportunities  for  observation  of 
master  teachers  and  practise  under  competent  supervisors.  While  most  stu¬ 
dents  of  this  field  will  agree  that  this  is  undoubtedly  the  most  important  of 
the  seven  professional  elements  they  will  also  agree  that  its  value  depends 
very  largely  upon  how  effectively  the  other  professional  elements  have  been 
acquired  and  also  how  thoroly  and  broadly  the  subjectmatter  to  be  taught  has 
been  mastered.  This  professional  unit  as  much  as  any  of  the  others  depends 
upon  the  wholehearted  cooperation  of  the  entire  group.  Too  frequently  it 
has  been  left  to  the  critic  teachers  and  supervisors  as  their  especial  respon¬ 
sibility.  All  of  the  teachers  of  specific  courses  in  education  and  all  of  the 
subjectmatter  teachers  whose  students  are  doing  practise  teaching  in  their 


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593 


fields  should  assume  their  share  of  responsibility  for  guiding  and  directing 
the  student  as  he  acquires  this  safety  minimum  of  teaching  skill. 

7.  Equipment  of  the  individual  teacher  with  an  integrated  (working)  philosophy 
of  education  and  teaching  and  the  contributions  which  he  may  be  expected  to  make 
in  his  field  of  work.  This  course  should  naturally  come  during  the  term  or  semester 
just  before  graduation. 

This  element  can  best  be  done  in  a  short,  separately  organized  course 
taught  either  by  one  person  or  cooperatively  by  two  or  three.  The  primary 
purpose  of  such  a  course  would  be  to  assist  each  individual  in  his  integration 
of  the  professional  units  which  he  has  acquired  in  connection  with  his  total 
educational  experience.  This  integration  should  be  made  by  each  student 
within  himself,  as  well  as  with  regard  to  his  relationship  to  the  larger  edu¬ 
cational  and  social  purposes  of  teaching.  While  one  or  more  instructors 
will  guide  the  development  of  these  working  philosophies,  the  integral  parts 
should  be  drawn  from  the  work  of  every  instructor  in  the  institution. 

This  hastily  presented  survey  of  the  seven  larger  professional  elements  in 
a  teacher’s  equipment  gives  an  overview  of  the  distinctively  professional 
elements  which  should  characterize  the  work  of  an  institution  primarily 
concerned  with  the  preparation  of  teachers.  The  remainder  of  the  paper 
will  be  devoted  to  an  amplification  of  the  “Blend  Method”  or  the  professional 
treatment  of  subjectmatter  method  of  providing  specifically  for  the  fourth 
professional  element  in  the  list  of  seven  and  for  providing  the  supplementary 
contributions  to  the  other  elements  which  are  to  be  made  by  all  instructors. 
The  presentation  of  this  material  will  be  made  under  three  headings: 

1.  The  qualifications  of  the  teachers  of  professionally  treated  courses 

2.  The  desired  modifications  in  the  content  of  such  courses 

3.  The  relationship  of  this  professionally  treated  content  to  the  development  of 
initial  teaching  skills  on  the  part  of  prospective  teachers. 

Since  the  emphasis  thruout  this  discussion  should  be  upon  the  acquisition 
of  an  adequate  amount  of  subjectmatter  in  the  several  fields,  the  first  char¬ 
acteristic  of  teachers  of  such  courses  is  that  they  themselves  have  this  scholar¬ 
ly  mastery  of  their  teaching  fields,  a  mastery  equal  in  every  respect  to  that 
required  of  teachers  in  similar  positions  in  other  institutions  of  equal  rank. 
In  addition  to  this  knowledge  of  their  subject,  they  should  also  have  acquired 
the  professional  point  of  view  and  the  professional  equipment  discussed  under 
the  seven  headings  in  the  preceding  part  of  this  paper.  In  other  words,  they 
should  know  the  relationship  of  education  to  society  and  of  their  subject  to 
education.  They  should  have  a  command  of  the  simpler  concepts  of  educa¬ 
tional  research  and  statistics,  of  educational  psychology,  and  of  educational 
measurements,  and  be  able  to  apply  them  in  their  own  field.  They  should  be 
aware  of  the  interests  and  abilities  of  children  of  different  ages  in  relationship 
to  their  subject.  They  should  have  a  sympathetic  understanding  of  the 
difficulties  of  group  instruction,  be  able  to  assist  the  novice  teachers  over  the 
first  difficulties  in  teaching  their  subject  in  different  grade  levels  and  at 
the  same  time  have  the  ability  to  stimulate  experienced  teachers  to  study 
and  investigation.  They  should  have  worked  out  a  philosophy  of  education 


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to  a  point  which  makes  them  able  to  cooperate  in  furthering  the  larger 
educational  policies  of  the  institution  and  yet  to  criticize  them  sympa¬ 
thetically.  This  philosophy  should  also  serve  to  check  the  aims  and  objectives 
of  their  own  field  with  the  contributions  which  that  field  may  be  expected 
to  make  toward  the  betterment  of  society.  These  teachers  should  be  fully 
informed  on  recent  scientific  studies  in  their  field,  and  in  the  teaching  of 
their  subjects.  They  should  know  the  sources  of  supplementary  teaching  ma¬ 
terials  and  the  dangers  and  limitations  connected  with  the  use  of  such 
materials.  They  should  be  thoroly  conversant  with  all  diagnostic  instruments 
and  remedial  measures  in  their  field.  They  should  be  aware  of  the  pos¬ 
sibilities  for  correlation  or  integration  of  the  work  of  their  subject  with  the 
work  of  other  subjects  in  the  curriculums  for  teachers,  and  last  but  by  all 
odds  the  most  important,  they  should  either  from  personal  experience  or 
extensive  and  continuing  observation  be  sensitive  to  the  problems  which 
confront  beginning  and  experienced  teachers  in  teaching  their  subject. 
Without  this  last  equipment  they  can  render  but  limited  service  in  assisting 
with  the  work  of  the  training  school  or  with  the  follow-up  of  recent  gradu¬ 
ates  at  work  in  the  area  served  by  the  institution.  Quite  obviously  this  calls 
for  a  set  of  experiences  and  a  number  of  elements  of  training  which  must 
be  thought  of  as  additional  requirements  over  and  above  the  all-essential 
scholarly  command  of  the  field.  It  means,  in  other  words,  that  such  teachers 
of  professionally  presented  subjectmatter  courses  have  to  be  not  merely  as 
well  prepared  as  teachers  of  the  same  fields  in  liberal  arts  colleges  arrd  uni¬ 
versities  hut  that  they  should  have  the  additional  preparation  just  described 
which  would  require  a  more  extended  period  to  obtain. 

Assuming  teachers  with  the  kind  of  background  just  described,  the 
second  element  implied  in  the  “Blend  Method”  concerns  the  content  of  such 
courses.  At  the  beginning  let  it  he  understood  that  the  content  of  such 
courses  should  be  primarily  complete,  scholarly  subjectmatter,  of  a  degree 
of  difficulty  to  challenge  the  best  work  of  students  of  college  maturity  and 
in  no  instance  a  review  course  dealing  with  the  content  of  subjects  previously 
studied  in  either  the  elementary  or  secondary  school. 

In  the  second  place,  wherever  the  logical  content  of  a  course  is  in  excess 
of  what  can  be  given  in  the  time  allowed,  the  material  selected  should  be  in 
terms  of  the  units  which  would  be  of  more  interest  to  teachers.  In  a  choice 
between  two  novels  for  a  course  in  modern  novels,  either  of  which  would 
make  a  satisfactory  contribution  to  the  course,  the  one  of  the  two  which 
might  be  of  more  interest  to  high-school  boys  and  girls  or  which  would  give 
the  students  in  the  class  a  better  understanding  of  social  conditions  in  a  part 
of  a  country  or  of  the  adjustment  problems  of  adolescents  would  be  the  story 
chosen  for  a  course  for  teachers.  Naturally  such  selections  cannot  be  in¬ 
telligently  made  by  teachers  who  do  not  have  the  additional  background  just 
listed  as  desirable  for  the  teachers  of  such  courses. 

In  the  third  place,  the  content  of  such  courses  can  be  made  professional 
in  a  number  of  ways  which  take  no  additional  time  from  the  presentation 
of  subjectmatter.  In  the  hands  of  a  teacher  with  the  above-described  sensi¬ 
tiveness  to  teaching  problems,  methods  may  be  occasionally  illustrated  which 


Department  of  Teachers  Colleges 


595 


could  be  copied  by  the  students  in  presenting  similar  topics  in  their  own 
schools.  Questions  can  be  asked  which  call  for  an  analysis  of  the  material 
presented  from  a  teacher’s  point  of  view  and  which  at  the  same  time  accom¬ 
plish  the  thought-provoking  results  that  would  be  obtained  by  the  more 
traditional  type  of  questions.  This  result  may  also  be  obtained  by  assignments 
which  will  force  the  student  to  think  of  the  material  which  has  been  pre¬ 
sented  in  terms  of  its  place  in  the  school  curriculum  or  in  terms  of  its 
appropriateness  for  use  in  the  grade  levels  in  which  he  is  preparing  to  teach 
or  in  terms  of  probable  teaching  difficulties  when  presented  to  younger 
groups.  Two  illustrations  of  the  ways  in  which  these  professionally  colored 
questions  may  be  used  will  show  how  they  provide  for  professional  growth 
without  at  the  same  time  taking  any  time  away  from  the  presentation  of 
much-needed  subjectmatter  which  would  not  be  taken  by  the  usual  non¬ 
professional  questions.  These  illustrations  were  submitted  by  graduate  stu¬ 
dents  in  response  to  a  request  to  show  how  this  one  phase  of  professional 
treatment  might  be  handled  in  their  fields  of  special  interest. 

English — Ajncrican  Literature — Booth  T arkington’ s  “Seventeen” 


Academic  Questions  (copied  from  a  text) 

1.  Make  a  list  of  the  principal  characters 
putting  them  in  the  order  of  their  im¬ 
portance. 

2.  The  first  incident  is  William’s 
errand.  Make  a  list  of  all  the  other 
incidents  in  the  book. 


Professional  Questions 

1.  Which  of  the  characters  in  the  story 
has  the  greatest  influence  upon  Wil¬ 
liam’s  life  and  his  sense  of  values? 

2.  Values  become  evident  in  conflicts. 
William’s  first  conflict  is  waged  be¬ 
tween  his  boyish  desire  for  gallons  of 
ice  cream  and  his  desire  for  social  ap¬ 
proval.  How  did  he  solve  this  con¬ 
flict?  What  other  important  conflicts 
arose  in  his  life  and  how  were  they 
solved  ? 


3.  Do  you  think  this  book  would  make 
a  good  moving  picture? 


3.  What  values  has  this  book  for  a 
teacher’s  better  understanding  of  the 
character  conflicts  of  adolescent  boys? 


Discussion  of  Lettering  on  Posters 


Academic  Questions 

1.  Rank  these  posters  (A,  B,  C)  accord¬ 
ing  to  excellence  in  lettering.  State 
why  2  is  better  than  3  ;  1  better  than  2. 

2.  Compare  your  own  poster  with  these 
and  criticize  your  own  lettering. 


Professional  Questions 

1.  Select  the  best,  the  poorest  and  3  inter¬ 
mediate  steps  with  respect  to  the  qual¬ 
ity  of  lettering  in  these  posters  so  as 
to  make  a  tentative  rating  scale. 

2.  Here  are  children’s  posters  from 
grade  7  and  grade  5.  Can  they  be 
rated  on  the  scale  made  from  your 
posters?  Give  the  reasons  for  your 
answer. 


3.  What  reasons  are  there  for  or  against 
the  use  of  Roman  letters  such  as  Miss 
X  has  used  ? 


3.  Miss  X  has  appropriately  used  Roman 
letters.  Would  you  encourage  children 
to  use  that  style?  Why? 


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In  the  fourth  place  many  professional  elements  related  to  the  content  of  a 
course  may  be  handed  to  students  at  appropriate  times  in  the  form  of 
mimeographed  descriptions,  sample  lesson  plans,  suggestions  for  an  educa¬ 
tional  exhibit,  and  desirable  sources  of  supplementary  material.  These,  of 
course,  take  almost  no  time  if  made  self-explanatory  and  if  given  in  con¬ 
nection  with  related  material  will  be  intelligently  read  and  kept  for  future 
reference  and  use  just  as  certainly  as  they  would  be  if  valuable  class  time 
were  taken  to  develop  this  material  in  a  so-called  methods  unit. 

In  the  fifth  place,  occasional  demonstrations  on  typical  units  of  subject- 
matter  discussed  beforehand  with  the  class  and  planned  cooperatively  by 
the  subjectmatter  teacher  and  the  demonstration  teacher  in  the  training 
school  will  serve  as  the  medium  for  introducing  and  vitalizing  many  of  the 
applied  professional  elements  related  to  the  work  of  the  course. 

In  addition  to  teachers  with  the  professional  characteristics  listed  and 
courses  with  content  selected  and  treated  in  the  manner  just  described,  the 
“Blend  Method'’  of  presenting  subjectmatter  courses  requires  teachers  who 
will  assume  responsibility  for  following  their  students  into  and  thru  the 
practise-teaching  period  with  enough  care  to  make  sure  that  their  subject- 
matter  and  professional  contributions  to  the  prospective  teacher’s  equipment 
are  definite,  adequate  in  amount,  and  practical  in  nature.  This  means  that 
subjectmatter  teachers  must  first  of  all  be  asked  to  approve  the  subjectmatter 
equipment  of  all  student  teachers  before  they  are  given  an  assignment  to 
teach  a  subject  in  any  grade  of  the  training  school.  After  giving  their  ap¬ 
proval  subjectmatter  teachers  should  be  expected  at  least  to  share  with  the 
critic  teachers  the  responsibility  for  the  supervision  of  the  student  teacher’s 
initial  work  and  to  be  available  for  conferences  whenever  any  student  teacher 
has  difficulty  because  of  subjectmatter  equipment  or  its  professional  han¬ 
dling.  Teachers  of  professionally  presented  subjectmatter  courses  should 
also  be  expected  to  visit  systematically  a  certain  percentage  of  their  recent 
graduates  in  order  that  they  may  obtain  a  continuing  first-hand  check  on  the 
effectiveness  of  their  professional  work.  In  addition  to  this  they  should  be 
expected  to  undertake  certain  responsibilities  for  the  in-service  stimulation 
of  the  more  mature  and  experienced  teachers  in  the  area  served  by  the 
institution. 

In  conclusion,  the  point  of  view  which  has  been  presented  can  be  summed 
up  in  one  challenging  question  which  has  at  least  proved  to  be  disturbing 
when  submitted  to  faculty  members  of  institutions  educating  teachers.  In 
what  ways  would  the  teaching  of  your  subject  differ  if  instead  of  teaching 
prospective  teachers  you  were  employed  to  teach  the  same  subject  in  one 
of  the  best  liberal  arts  colleges  or  in  one  of  the  best  law  schools  of  the 
country?  If  your  answer  to  this  is  that  there  would  be  few  if  any  differences, 
there  is  strong  probability  that  there  are  few,  if  any,  professional  elements 
included  in  the  teaching  of  your  courses. 


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CURRICULUM  PROVISION  FOR  SEQUENCE  AND 
PROFESSIONAL  INTEGRATION 

DOAK  S.  CAMPBELL,  PROFESSOR,  GEORGE  PEABODY  COLLEGE  FOR  TEACHERS, 

NASHVILLE,  TENN. 

The  problem  indicated  by  the  title  of  this  paper  has  been  brought  strongly 
into  focus  during  recent  years.  The  findings  and  recommendations  of  the 
National  Survey  of  the  Education  of  Teachers,  and  the  committee  reports 
and  discussions  that  have  been  inspired  by  the  survey  report  have  served  to 
stimulate  interest  and,  in  some  instances,  to  modify  procedures.  Since  the 
survey  report  is  based  largely  on  data  secured  for  the  year  1930-31  it  is 
conceivable  that  some  changes  might  be  observed  in  teacher-educating  insti¬ 
tutions  with  respect  to  some  of  the  recommendations.  It  is  our  purpose  to 
present  such  evidences  as  are  available  to  indicate  progress  and,  where  pos¬ 
sible,  descriptions  of  methods  employed  by  institutions  to  revise  the  cur¬ 
riculum  with  regard  to  the  problems  under  discussion. 

No  attempt  is  made  in  this  paper  to  discuss  a  philosophy  or  point  of  view 
concerning  the  education  of  teachers.  Recognition  of  varying  points  of  view 
among  institutions  as  well  as  among  faculty  members  within  a  given  insti¬ 
tution  is  made  at  the  outset.  The  following  statements  indicate  that  such 
differing  points  of  view  are  reflected  in  practise:  “There  have  also  emerged 
at  least  two  distinct  points  of  view  for  the  treatment  of  curricular  materials 
in  teacher-preparing  institutions.  The  one  calls  for  pre-service  mastery  of 
subjectmatter  apart  from  the  professional  aspects  of  the  subject;  the  other 
holds  that  constant  application  of  professionalizing  elements  can  best  be 
managed  in  close  conjunction  with  many  of  the  needed  subjectmatter 
courses  in  the  field  of  specialization.”  1 

By  various  means,  including  analysis  of  catalogs,  analysis  of  transcripts 
of  graduates,  and  personal  visitation,  the  survey  committee  endeavored  to 
discover  the  extent  to  which  the  curriculum  has  been  revised,  especially  with 
respect  to  provision  for  more  adequate  integration.  One  conclusion  is  stated 
as  follows:  “An  attempt  to  discover  the  extent  of  professionalization  in 
representative  courses  leads  to  the  conclusion  that  there  is  little  professional 
treatment  of  subjectmatter  in  these  courses.  .  .  . 

“The  visits  to  the  selected  institutions  did  not  result  in  the  impression 
that  there  was  a  wide  acceptance  of  the  theory  of  professional  treatment  of 
subjectmatter.  .  .  .  The  outstanding  medium  of  professionalization  is  clearly 
the  training  school.”  2 

The  materials  presented  in  this  paper  have  been  secured  ( 1 )  by  analysis 
of  the  current  catalogs  of  thirty  teachers  colleges  representing  twenty- 
eight  states,  and  (2)  by  direct  correspondence  with  deans,  directors  of 
teacher  training,  and  other  faculty  members  in  a  number  of  institutions 
whose  catalogs  indicate  an  attempt  to  develop  curriculums  in  which  provi¬ 
sion  is  made  for  sequence  and  professional  integration. 


1  National  Survey  of  the  Education  of  Teachers,  Vol.  Ill,  p.  46. 

2  Ibid.,  p.  46. 


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The  limitations  of  this  procedure  are  recognized.  Analysis  of  catalogs 
involves  interpretation  not  only  of  what  is  included  but  also  of  what  has 
been  omitted.  Such  analysis  must  be  made  by  means  of  specific  questions 
that  may  be  used  as  guides.  Answers  to  such  questions  are  derived  from 
direct  statements  or  from  inferences  drawn  from  certain  practises  indicated 
in  the  catalog  and  may  be  interpreted  to  bear  on  the  problem.  The  ques¬ 
tions  used  as  guides  in  the  analysis  are  as  follows : 

1.  Does  the  catalog  contain  specific  statement  of  point  of  view  or  philosophy  of 
teacher  education? 

2.  Does  the  catalog  contain  specific  statement  regarding  professional  integration? 

3.  Is  academic  specialization  as  such  permitted  without  reference  to  professional 
integration  ? 

4.  Is  the  curriculum  designed  to  serve  a  dual  purpose? 

5.  Are  differentiated  curriculums  outlined? 

6.  Are  quantitative  requirements  in  major  and  minor  fields  and  in  professional 
subjects  uniform? 

7.  Is  there  a  “core  curriculum”?  On  what  basis  is  it  organized? 

8.  Are  special  methods  courses  provided  in  the  various  academic  fields?  Who 
teaches  them? 

The  results  of  the  analysis  with  respect  to  each  of  these  questions  are 
discussed  briefly. 

1.  Statement  of  philosophy  or  point  of  vieiv  regarding  teacher  education. 
It  is  not  assumed  that  the  absence  of  a  statement  of  philosophy  or  policy  from 
the  catalog  of  a  teacher-educating  institution  is  evidence  that  the  institu¬ 
tion  has  no  philosophy  or  policy.  Conversely,  we  must  not  assume  that  the 
presence  of  such  statements  constitutes  prima  facie  evidence  that  the  stated 
policy  or  philosophy  operates  effectively  in  shaping  the  curriculum  of  the 
institution.  The  presence  of  such  a  statement  would  tend  to  show,  however, 
that  those  responsible  for  the  institution’s  catalog  are  conscious  of  the  need 
for  a  statement  of  philosophy  or  policy  as  a  means  of  giving  direction  to  the 
institution’s  program. 

Only  six  of  the  catalogs  include  any  sort  of  statement  of  the  institution’s 
philosophy,  point  of  view,  or  basic  purpose.  In  the  other  twenty-four  we  are 
left  to  interpret  the  point  of  view  by  means  of  what  may  be  inferred  from 
the  organization  of  the  curriculum  of  the  institution.  Most  of  the  catalogs 
limit  their  statements  to  brief  excerpts  from  the  law  creating  the  institution. 

2.  Catalog  contains  specific  statement  regarding  professional  integration. 
Only  five  catalogs  contain  specific  statements  regarding  sequence  or  pro¬ 
fessional  integration.  All  but  one  of  these  fall  in  the  group  that  includes  a 
statement  of  philosophy  in  its  catalog.  These  statements,  while  different  in 
detail  and  form,  indicate  that  the  institutions  recognize  the  desirability  of 
reflecting  this  point  of  view  in  the  organization  of  the  whole  curriculum. 

3.  Is  academic  specialization  as  such  permitted f  By  inference  we  may 
determine  not  only  whether  an  institution  recognizes  the  problem  under 
consideration,  but  also  its  method  of  attempting  to  solve  it.  One  index  is 
found  in  the  curriculum  organization  for  specialization.  One  may  reason¬ 
ably  infer  that,  if  an  institution’s  whole  curriculum  is  organized  around 
academic  specialization  as  such,  with  no  differentiation  with  respect  to  the 


Department  of  Teachers  Colleges 


599 


professional  aspects  of  the  curriculum,  the  institution  is  making  little  con¬ 
scious  attempt  toward  professional  integration.  The  analysis  shows  that 
academic  specialization  along  more  or  less  traditional  lines  is  provided  in  all 
but  three  of  the  institutions.  One  other  institution  permits  specialization  in 
academic  fields  along  traditional  lines  but  limits  it  to  a  certain  extent  in 
accord  with  its  statement  of  functions  and  principles.  That  institution  sets 
forth  specific  requirements  in  each  major  field  and  includes  professionalized 
courses  in  each  field  of  specialization. 

4.  Is  the  curriculum  designed  to  serve  a  dual  purpose f  Closely  related  to 
the  previous  question  is  that  of  singularity  of  purpose.  One  of  the  acute  prob¬ 
lems  in  teacher-educating  institutions  grows  out  of  the  fact  that  the  same 
courses  and  the  same  general  plan  of  curriculum  organization  are  made  to 
serve  a  variety  of  purposes  such  as  teacher  education,  liberal  education, 
specific  preparation  for  other  professions,  and  preparation  for  academic 
specialization  as  such.  The  analysis  shows  that  in  only  twelve  institutions  is 
the  curriculum  designed  for  the  single  purpose  of  educating  teachers.  The 
organization  of  sequences  in  both  the  academic  and  professional  fields  and 
the  descriptions  of  courses  of  the  other  eighteen  institutions  indicate  that 
the  organization  and  treatment  of  subjectmatter  are  not  influenced  by  the 
professional  objective.  One  institution  (30)  states  that  its  single  purpose 
is  to  train  teachers.  However,  on  the  page  immediately  following  we  read 
that  the  institution  is  “well  equipped  to  offer  courses  leading  to  the  study 
of  medicine,  law,  commerce,  engineering,  and  liberal  arts.’’  The  organiza¬ 
tion  and  description  of  courses  in  this  institution  show  little  evidence  of 
conscious  attempt  toward  professional  integration. 

5  and  6.  Are  differentiated  curriculums  outlined,  and  are  quantitative  re¬ 
quirements  in  major  and  minor  fields  and  in  professional  subjects  uniform? 
Whether  an  institution  outlines  curriculums  designed  specifically  for  the 
education  of  teachers  for  given  types  of  positions  may  also  reflect  its  attitude 
and  practise  regarding  professional  integration.  All  but  three  of  the  institu¬ 
tions  outline  differentiated  curriculums  in  their  catalogs.  However,  when 
we  look  further  we  may  be  left  in  doubt  as  to  whether  this  necessarily  con¬ 
tributes  to  integration.  The  analysis  shows  also  that  of  the  twenty-seven 
that  present  so-called  differentiated  curriculums,  fourteen  have  a  uniform 
quantitative  requirement  as  to  majors  and  minors  and  merely  differentiate 
by  stating  fields  in  which  majors  and  minors  are  to  be  taken.  Thirteen  do 
not  make  uniform  requirements  but  work  out  in  detail  the  requirements  for 
each  type  of  teaching  position. 

7.  Is  there  a  “ core  curriculum” ?  How  is  it  organized ?  A  further  evidence 
of  effort  toward  integration  may  be  found  in  the  development  of  what  is 
usually  designated  a  “core  curriculum.”  While  there  seems  to  be  some 
confusion  in  the  use  of  this  term,  there  appears  to  be  general  agreement  as 
to  its  purpose.  Nine  of  the  institutions  include  some  kind  of  “core  cur¬ 
riculum”  in  their  catalogs.  These  appear  under  three  general  types:  (1)  a 
core  curriculum  for  general  education  on  the  junior  college  level  designed 
largely  after  certain  well-known  practises  involving  larger  divisions  of  sub¬ 
jectmatter;  (2)  a  core  curriculum  providing  for  essential  sequence  in 


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National  Education  Association 


major  fields  and  at  the  same  time  for  transverse  relation  with  other  major 
fields;  and  (3)  a  professional  core  in  which  a  definite  sequence  is  estab¬ 
lished  in  direct  relation  to  the  technical  aspects  of  teaching.  In  each  institu¬ 
tion  where  a  professional  core  is  outlined,  the  number  of  courses  in  educa¬ 
tion  has  been  greatly  reduced.  One  such  core  curriculum  provides  a  “pro¬ 
fessional  sequence”  of  courses  which  extends  thruout  the  whole  four  years. 
The  titles  for  each  year  are : 

1.  The  Evaluation  of  the  Elementary  School  in  (the  State)  and  in  the  United 
States 

2.  Modern  Elementary-School  Problems 

3.  Teaching  Profession  and  Practise 

4.  (a)  Comparative  Education 
(b)  Principles  of  Education 

These  four  courses  supplant  nineteen  specialized  courses  in  education  in¬ 
cluded  in  the  former  required  curriculum  (19).  The  description  of  these 
courses  gives  evidence  of  analysis  of  the  professional  elements  in  teacher  edu¬ 
cation  and  of  the  reorganization  of  these  elements  in  the  course  in  sequential 
order. 

8.  Are  special  methods  courses  provided  in  the  various  academic  fields f 
Who  teaches  them f  Another  indication  of  professional  integration  may  be 
found  in  the  manner  in  which  special  methods  courses  are  organized  and 
taught.  In  twenty  of  the  catalogs  examined  subjectmatter  teachers  teach 
the  special  methods  courses.  In  nine  these  courses  are  taught  by  critic  teachers 
or  teachers  of  education.  In  one  catalog  this  point  could  not  be  determined. 
One  school  is  so  organized  that  there  are  no  teachers  in  the  practise  school 
other  than  regular  members  of  the  college  faculty.  Teachers  responsible 
for  a  given  branch  of  subjectmatter  in  the  college  are  also  responsible  for  that 
same  branch  in  the  practise  school.  However,  in  that  institution  it  is  difficult 
to  find  in  the  course  descriptions  any  indication  of  professionalization. 
For  example,  the  courses  in  mathematics  are  not  described  differently  from 
regular  courses  in  mathematics  in  a  liberal  arts  college.  In  another  institu¬ 
tion,  certain  professionalized  courses  are  presented  for  the  various  subject 
fields  (22).  For  example,  a  course  entitled  “Mathematical  Analysis”  is  a 
practical  unified  course  extending  thru  five  semesters.  A  professionalized 
subjectmatter  course  designed  to  acquaint  the  student  with  materials  and 
methods  in  junior  and  senior  high-school  mathematics  is  taught  by  a  professor 
of  mathematics  on  the  regular  college  staff. 

Apparently,  some  schools  find  it  possible  to  get  such  courses  taught  by 
certain  faculty  members  but  not  by  others.  In  one  institution  for  example 
(15)  special  methods  courses  are  taught  by  regular  teachers  of  academic 
subjects  in  all  fields  except  science  which  is  taught  by  the  science  teacher  in 
the  high  school. 

While  this  analysis  of  catalogs  gives  little  indication  of  the  procedures 
employed  in  the  various  institutions,  it  does  indicate  that  there  is  some  at¬ 
tempt  to  revise  the  curriculum  so  as  to  make  provision  for  sequence  and 
professional  integration.  Furthermore,  because  in  a  number  of  instances 
such  terms  as  “new  curriculum,”  “transitional  curriculum”  appear,  we  may 


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conclude  that  there  has  been  considerable  thought  on  the  problem  since  the 
National  Survey  was  made. 

Attention  is  called  to  one  recent  catalog  which  represents  a  departure 
from  the  traditional  practise  in  many  respects.  The  curriculum  is  developed 
around  “persistent  problems  of  life  as  a  core  curriculum.”  The  scope  and 
sequence  of  the  work  are  determined  not  in  terms  of  major  culture  areas 
commonly  included  in  subjectmatter  divisions,  but  “major  problem  areas.” 
Fundamental  problems  are  suggested  which  have  peculiar  significance  to  the 
student  as  an  individual,  as  a  citizen,  and  as  a  teacher  in  a  particular  type  of 
situation.  This  organization  is  in  close  conformity  with  certain  recent  re¬ 
organization  of  the  curriculum  for  the  elementary  and  secondary  schools  in 
which  the  curriculum  organization  thruout  the  entire  school  is  determined 
on  the  basis  of  social  function. 

We  turn  now  to  a  discussion  of  the  results  of  inquiries  directed  to  repre¬ 
sentatives  of  ten  selected  teachers  colleges.  The  nature  of  the  replies  desired 
was  indicated  by  the  following  questions  which  were  explained  in  consider¬ 
able  detail : 

1.  What  evidence  is  there  that  consistent  attempt  is  being  made  by  your  faculty 
to  professionalize  subjectmatter? 

2.  Is  there  evidence  that  academic  teachers  organize  and  present  their  materials 
so  that  they  have  special  application  to  the  education  of  teachers? 

3.  What  relation  do  your  academic  and  education  teachers  have  to  the  practise 
school  ? 

4.  Have  you  developed  a  “core  curriculum”  or  similar  type  of  organization? 
If  so,  please  give  a  detailed  description  of  it. 

The  following  excerpts  from  the  replies  received  are  presented  in  the 
order  in  which  the  above  questions  appear. 

1.  (a)  “.  .  .  in  most  cases  there  is  very  little  conscious  effort  in  the  academic 
departments  of  this  institution  to  professionalize  subjectmatter.  .  .  .  The  super¬ 
visors  in  the  Training  Department  teach  the  methods  courses.”  (15) 

2.  (a)  “The  academic  teachers  teach  the  courses  from  a  purely  academic  stand¬ 
point  with  little  or  no  indication  they  are  teaching  teachers.”  (15) 

(b)  “We  believe  that  the  content  of  a  considerable  number  of  courses  has  been 
selected  with  reference  to  special  preparation  of  teachers.”  These  courses,  however, 
do  not  show  that  the  regular  academic  courses  have  been  modified  or  replaced. 
They  are  “Art  Fundamentals,”  “Home  Economics  for  Elementary  Schools,”  “Science 
for  Elementary  Teachers,”  etc.  The  reply  states  further:  “In  other  courses,  both  for 
elementary  school  and  high  school,  the  manner  of  presentation  is  such,  it  is  hoped, 
as  will  be  useful  to  the  intending  teacher.”  (14) 

3.  (a)  “.  .  .  the  number  of  special  methods  courses  has  been  materially  reduced. 
These  courses  are  taught  by  members  of  the  Training  School  staff,  each  of  whom 
with  few  exceptions  teaches  a  college  course.  Professionalization  of  subjectmatter 
is  discussed  repeatedly  at  faculty  meetings.  .  .  .”  (22) 

4.  (a)  “There  is  a  ‘core  curriculum’  in  professional  subjects  required  of  all 
teachers.  These  courses  are  given  in  sequential  order.”  (26) 

It  is  not  possible  in  the  compass  of  this  discussion  to  present  a  detailed 
description  of  the  procedures  employed  by  these  institutions  in  attacking  the 
problems  under  consideration.  From  the  replies  received  two  observations 
may  be  made  which  appear  to  be  of  significance. 


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1.  Attack  on  the  problem  jointly  by  teachers  of  academic  subjects  and 
teachers  of  education  gives  promise  of  professional  integration  that  could 
scarcely  be  accomplished  by  other  means. 

2.  Determination  of  sequence  in  terms  of  the  requirements  of  the  cur¬ 
riculum  in  the  schools  for  which  teachers  are  being  educated  indicates  a 
basis  for  curriculum  development  that  should  go  far  toward  producing  a 
curriculum  of  teacher  education  that  will  function. 

ESTIMATING  AND  CONTROLLING  SUPPLY  OL  AND 

DEMAND  LOR  TEACHERS 

L.  A.  PITTENGER,  PRESIDENT,  BALL  STATE  TEACHERS  COLLEGE, 

MUNCIE,  IND. 

Problem  Deep  Seated 

As  civilizations  with  their  specializations  evolve,  opportunities  for  youth 
and  amateurs  decrease.  The  United  States  might  well  have  profited  from 
the  experience  of  older  civilizations,  but  in  its  youth  it  took  little  heed  until 
adverse  social  and  economic  conditions  compelled  an  acknowledgment  of 
the  problem. 

Teacher  supply  and  demand  is  a  part  of  the  general  social  development 
of  our  country.  Raymond  Walters,  University  of  Cincinnati,  in  The  Educa¬ 
tional  Record ,  volume  16,  October,  1935,  pages  402-32,  writing  on  the 
subject,  “Should  the  Number  of  Professional  Students  Be  Restricted?” 
emphasizes  the  growth  of  numbers  of  persons  engaged  in  law,  medicine, 
engineering,  and  college  and  university  teaching. 

The  number  of  persons  engaged  in  the  practise  of  law  in  the  United 
States  increased  31  percent  from  1920  to  1930,  while  the  population  increase 
was  16  percent.  We  had  in  1930  one  lawyer  for  every  762  persons.  Canada 
had  one  lawyer  for  every  1319  persons,  and  Sweden  had  one  for  every 
16,450  persons. 

In  1933  there  were  156,440  licensed  physicians  in  the  United  States — 
one  for  every  780  persons  as  compared  with  one  for  every  1490  persons  in 
England,  one  for  1690  in  France,  and  one  for  2890  in  Sweden. 

In  1930  there  were  226,248  male  persons  engaged  in  technical  engineer¬ 
ing  in  the  United  States,  an  increase  of  50  percent  over  1920 — one  engineer 
for  every  425  persons.  The  number  of  persons  engaged  in  normal,  college, 
and  university  teaching  in  1930  had  increased  67  percent  over  the  number 
in  1920. 

This  article  gives  data  to  show  that  the  surplus  of  professionally  trained 
men  and  women  threatens  to  destroy  the  professions  they  seek  to  serve. 
Plasterers  faced  the  same  situation  years  ago  and  limited  the  number  of 
apprentices.  Farmers  have  realized  for  years  that  their  overproduction  was 
a  menace  to  their  business  and  finally  succeeded  in  having  Congress  enact 
a  law  to  reduce  production. 


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If  governmental  economists  can  justify  their  attempt  to  determine  the 
amounts  of  wheat,  corn,  cotton,  hogs,  and  cattle  needed  for  future  domestic 
and  export  uses,  can  we  not  just  as  reasonably  attempt  to  estimate  the  num¬ 
ber  of  teachers  needed  annually,  select  those  high-school  graduates  who 
promise  most  for  the  teaching  profession,  and  educate  a  sufficient  number  of 
them  to  meet  the  estimated  needs? 

Limiting  the  Subject  and  Obstacles  Incurred  in  the  Field  of  Demands 

Much  has  been  written  on  teacher  supply  and  demand,  but  little  has 
been  done  about  it.  On  our  specific  subject  of  estimating  and  controlling 
the  supply  of  and  demand  for  teachers  still  less  has  been  done. 

We  confine  ourselves  strictly,  first,  to  the  key  words  of  this  subject, 
‘‘estimating”  and  “controlling,”  as  actually  practised  ;  second,  to  a  review 
of  the  difficulties  involved  in  estimating  and  controlling  teacher  supply  and 
demand ;  and  third,  to  a  consideration  of  a  plan  of  estimating  and  controlling 
teacher  supply  and  demand  that  the  states  might  well  adopt. 

To  ascertain  as  nearly  as  possible  the  actual  practise  of  the  states  in 
estimating  and  controlling  their  supply  of  and  demand  for  teachers  we 
addressed,  to  forty-eight  state  departments,  two  direct  inquiries:  “Do  you 
make  annual  estimates  of  teachers  needed  in  your  state?”  and  “Do  you 
control  your  supply  in  any  way?” 

Of  these  forty-eight  state  departments,  forty  replied  in  a  manner  easily 
interpreted.  Except  in  the  northeastern  section  of  the  United  States  and  a 
very  few  scattered  states  the  answers  to  both  questions  were  “no.”  To  be 
exact,  thirty  are  in  a  negative.  The  general  situation  was  well  described 
by  one  state  superintendent  as  “Every  fellow  for  himself  and  the  devil  take 
the  hindmost.”  Another  reply  characterized  the  method  in  his  state  as  a 
“dog  eat  dog”  affair. 

One  judgment  is  apparent.  When  a  state  has  a  monopoly  or  a  near¬ 
monopoly  on  the  education  of  teachers,  it  can  estimate  and  control  supply 
of  and  demand  for  teachers;  but  the  states  that  have  state  and  non-state 
institutions  doing  teacher  education  are  experiencing  serious  complications. 
These  latter  states  are  doing  very  little  in  the  matter  of  estimating  and 
controlling  teacher  supply  and  demand,  and  they  challenge  our  subject 
unconditionally. 

Another  situation  almost  as  apparent  is  that  from  every  quarter  come 
indications  that  school  people  know  what  should  he  done  about  teacher 
supply  and  demand,  but  the  obstacles  are  so  great  that  few  see  how  to 
proceed. 

What  are  some  of  these  major  obstacles? 

Nowhere  do  we  find  in  our  state  laws  any  comprehensive  definition  of  a 
teacher  that  the  various  communities  in  a  state  and  the  states  in  general 
accept.  How  much  preparation  a  teacher  should  have  has  been  determined  in 
our  legislatures  by  methods  of  compromise.  Educators  talk  and  write  in  the 
technical  language  of  the  research  scholars  for  fellow  scholars  and  teachers. 
Not  very  much  of  this  material  reaches  the  average  citizen  in  an  under- 


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standable  manner.  As  a  member  of  legislative  committees  the  average 
citizen’s  idea  of  a  teacher  goes  back  to  his  own  school  days. 

To  these  men  and  women  we  go  for  the  adoption  of  our  definitions  of  a 
teacher.  They  are  honest  in  their  views,  and  they  mean  to  do  well  by  the 
schools;  but  their  knowledge  and  their  experience  both  are  concerned  with 
a  school  quite  different  from  the  schools  their  children  now  attend.  If  we 
could  have  a  definition  of  a  teacher,  free  from  the  political  bickerings  that 
all  too  often  determine  the  final  form  of  enactments,  and  free,  also,  from 
the  personal  prejudices  that  persist  about  our  schools  and  their  teachers,  we 
would  have  a  splendid  beginning  in  the  solution  of  our  teacher  supply  and 
demand  problem.  Until  we  have  a  legal  definition  that  establishes  teaching 
as  a  real  profession,  we  shall  keep  on  temporizing,  hoping  to  make  some 
small  gains  while  certain  members  in  our  legislatures  are  napping. 

Demand  does  not  stand  still  long  enough  to  be  analyzed  and  determined 
very  satisfactorily  in  short  periods  of  time.  When  general  economic  condi¬ 
tions  are  good,  curriculum  offerings  are  expanded  and  more  teachers  are 
employed.  In  times  of  depression  courses  are  eliminated,  classes  enlarged, 
and  fewer  teachers  are  required.  To  estimate  demand  we  shall  be  expected 
to  forecast  future  periods  of  prosperity  and  depression.  When  once  teachers 
gain  this  clairvoyance  there  will  be  more  remuneration  for  them  in  other 
fields.  Estimating  demands  will  have  to  be  determined  by  a  study  of  data 
accumulated  over  a  period  of  five  years  or  more  if  estimates  are  to  be  trusted. 

General  population  growth  and  shifting  occupations  affect  demands  for 
teachers.  Communities  boom  for  a  period  and  then  shrink  to  mere  ghosts  of 
themselves.  With  inventive  genius  running  riot  and  our  people  ready  to 
accept  any  daring  business  venture,  we  must  expect  an  uncertain  demand 
for  teachers.  Our  population  is  so  mobile  that  school  enrolments  can  easily 
be  shifted.  Mass  pressure  for  introduction  of  courses  on  safety,  patriotism, 
or  what  not  does  influence  the  demand  for  teachers. 

Just  what  motion  pictures  with  television  may  do  to  our  demand  for 
teachers  is  a  guess  that  not  many  would  care  to  make  now.  It  is  not  beyond 
imagination  to  believe  that  mechanization  will  influence  our  schools  in  the 
future  more  than  it  has  in  the  past  and  very  probably  will  affect  demands 
for  teachers. 

Deaths,  marriages,  migrations,  and  many  other  factors  will  require 
accurate  registrations,  giving  individual  professional  histories  of  all  teachers 
each  year,  if  demands  for  teachers  are  to  be  estimated  with  any  very  great 
accuracy. 

Factors  Affecting  the  Supply  of  Teachers 

Many  factors  affect  the  supply  of  teachers.  In  good  times  more  and  widely 
distributed  opportunities  divert  young  people  from  the  field  of  teaching. 
In  hard  times  the  teaching  profession  serves  as  a  haven  of  economic  security. 
Raising  of  standards  tends  to  decrease  the  supply  of  teachers  and  makes  it 
more  difficult  for  poor  boys  and  girls  to  secure  the  required  preparation. 

Marriage  causes  many  retirements,  some  voluntary  and  some  otherwise. 
Deaths  and  the  hazards  of  time  take  their  toll.  The  minimum  salary  adopted 
by  a  state  is  a  deciding  factor  in  the  minds  of  many  young  people.  Tenure 


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and  retirement  laws  appeal  to  the  people  who  prefer  a  low  salary  with 
security  of  service.  Many  teachers  continue  longer  in  service  in  order  to 
qualify  for  annuities. 

The  standards  of  teacher-education  institutions  affect  the  supply  of  teach¬ 
ers.  Low  and  loosely  administered  standards  tempt  many  students  who  wish 
to  use  teaching  as  a  springboard  to  a  more  lucrative  position.  The  student’s 
likes  and  dislikes  for  major  subjects  determine  the  supply  and  especially  the 
distribution  of  supply.  Just  now  federal  aid  for  students  is  playing  its  part 
in  affecting  the  supply  of  teachers. 

To  estimate  the  available  supply  of  teachers  at  a  given  time,  therefore,  is 
truly  most  difficult.  In  a  group  of  teachers  legally  qualified  there  will  be 
many  who  actually  cannot  fulfil  the  requirements  of  requests  for  teachers 
for  the  following  reasons: 

1.  Some  holding  valid  licenses  may  not  desire  to  teach  because  they  are  now 
employed  in  positions  economically  more  satisfactory. 

2.  Some  are  legally  licensed  to  teach  but  because  of  previous  failure  are  classified 
as  incompetents. 

3.  Many  married  women  hold  their  teaching  licenses  as  economic  insurance 
policies. 

4.  Many  hold  highly  specialized  licenses  that  reduce  their  availability.  The  more 
highly  specialized  the  legal  requirements  are,  the  greater  must  be  the  surplus  from 
which  replacements  and  new  teachers  are  to  be  drawn;  and  necessarily  unemploy¬ 
ments  increase  accordingly.  Here  is  where  special  permits  with  inadequate  training 
play  havoc  with  our  certification  systems. 

5.  The  “home  products”  employment  movement  so  generally  practised  the  last 
few  years  has  made  impossible  the  placement  of  many  applicants  fully  prepared 
and  available. 

6.  Many  students  in  liberal  arts  colleges  do  not  decide  until  their  senior  year  to 
engage  in  teaching.  This  makes  guidance  in  the  matter  of  majors  impossible  and 
jumbles  any  effort  to  determine  the  number  of  students  preparing  to  teach. 

7.  A  number  of  students  in  teacher-education  institutions  under  careful  guidance 
change  their  objectives  before  graduation. 

How  Estimate  and  Control? 

The  most  direct  method  to  establish  a  program  of  estimating  and  con¬ 
trolling  supply  of  and  demand  for  teachers  is  to  have  the  legislatures  of  the 
various  states  enact  mandatory  laws  making  possible  such  a  procedure.  It  is 
evident  that  the  children  of  the  states  would  profit  by  such  laws,  the  teach¬ 
ing  profession  might  become  a  more  respected  profession,  and  the  states 
would  not  squander  capital  and  operating  funds  in  the  production  of  surplus 
teachers. 

What  are  some  of  the  sections  that  should  be  incorporated  in  such  an 
enactment?  First,  in  all  probability,  the  state  should  assume  the  complete 
responsibility  for  the  education  of  its  own  teachers.  This  is  especially  true 
if  the  state  pays  a  part  or  all  of  a  statewide  minimum  salary  scale. 

In  most  of  our  states  this  item  would  meet  with  tremendous  opposition 
from  many  non-state  schools  that  could  not  survive  if  teacher  education  were 
denied  them.  They  argue  that  they  save  the  state  money  by  training  teach¬ 
ers  for  the  public  schools  and  receive  nothing  in  appropriations  for  their 
services.  The  poorer  the  colleges,  seemingly,  the  stronger  their  political 


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pressure.  They  are  the  colleges  that  give  latent  Lincolns  their  chance  in  the 
world ;  and  who  among  legislators  are  there  to  deny  this  chance  for  progress 
to  the  underprivileged  ? 

Because  teaching  is  no  job  for  amateurs  a  second  section  in  this  law  should 
define  a  teacher.  There  is  no  unanimity  of  judgment  on  this  subject  among 
the  legislators  of  our  various  states.  Any  attempt  to  raise  standards  and 
increase  the  time  and  expense  involved  in  teacher  preparation  meets  with 
the  objection  that  such  legislation  eliminates  the  sons  and  daughters  of  the 
poor  and  awards  the  profession  of  teaching  to  the  children  of  parents  who 
can  afford  to  spend  the  extra  money. 

A  third  section  should  establish  a  state  department  with  ample  authority 
and  power  to  administer  a  certification  law  without  fear  or  favor  and 
require  an  annual  registration  of  teachers  that  would  keep  the  records  of  all 
available  teachers  up  to  date  in  every  particular.  If  our  state  departments 
could  be  brought  up  to  a  par  with  city  school  administrations,  or  preferably 
higher,  our  problem  of  estimating  and  controlling  teacher  supply  and  de¬ 
mand  would  be  nearly,  if  not  wholly,  solved. 

This  direct  legislative  method  will  never  be  realized  until  the  mass  of 
our  people  are  willing  to  think  of  teaching  as  a  profession  and  not  as  a  step¬ 
ping  stone  to  something  more  remunerative.  It  is  regretfully  true  that  the 
opportunities  for  young  folk  to  rise  from  the  lower  economic  levels  to  the 
higher  are  all  but  vanished,  but  it  is  just  as  true  that  the  children  in  our 
schoolrooms  ought  not  to  continue  to  pay  the  price  they  have  for  unprofes¬ 
sional  and  incompetent  teaching. 

Since  there  is  little  hope  of  such  legislation  in  states  that  need  it  most,  let 
us  turn  to  a  more  voluntary  and  cooperative  proposal. 

Proposed  Plan  for  Estimating  and  Controlling 

Basing  our  judgment  on  the  type  of  educational  administration  in  our 
own  state  and  on  information  received  from  state  departments  and  teacher- 
education  institutions  well  distributed  over  the  United  States,  we  wish  to 
present  now  a  proposed  plan  of  estimating  and  controlling  supply  of  and 
demand  for  teachers.  Actual  experience  in  administering  teacher  education 
in  a  teachers  college  and  on  a  state  board  of  education  makes  us  aware  of 
all  the  difficulties  discussed  previously,  but  we  have  felt,  over  a  period  of 
fifteen  years,  that  there  is  a  way  to  manage  this  problem  if  wisdom,  tact,  and 
ample  courage  are  brought  to  bear  on  it. 

Our  plan  is  a  cooperative  one  including  the  state  department,  the  state 
board  of  education,  institutions  preparing  teachers,  high-school  principals 
and  teachers,  and  employers  of  teachers. 

The  state  department  and  state  board  of  education  in  our  state,  as  in 
many  other  states,  have  the  power  to  administer  the  certification  laws,  set 
standards  of  teacher  education,  and  accredit  institutions  of  higher  learning 
for  teacher  education.  The  first  item  in  our  proposition  is  that  these  agencies 
extend  the  requirements  of  teacher  preparation  to  a  minimum  of  four  years, 
thereby  giving  high-school  boys  and  girls  more  time  to  mature  before  enter¬ 
ing  the  profession.  That  the  public  schools  have  served  as  well  as  they  have, 


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considering  the  immaturity  of  so  many  of  their  teachers,  is  one  of  the  inex¬ 
plicable  mysteries  of  education. 

In  the  second  place,  these  agencies  should  either  eliminate  life  licenses  or, 
if  that  is  impossible,  require  additional  preparation  for  validation  of  these 
licenses  at  stated  short  periods.  The  latter  suggestion  has  the  advantage  of 
recognizing  the  teacher’s  length  of  service  and  at  the  same  time  assuring  to 
the  public  school  teachers  who  are  alert  and  progressive. 

A  third  item  in  our  proposal  would  have  these  agencies  require  an  annual 
registration  of  every  teacher  or  would-be  teacher  with  the  history  of  each 
teacher  kept  up  to  the  minute.  This  requirement  would  go  beyond  our 
second  suggestion  and  give  the  state  basic  facts  sufficient  to  make  an  esti¬ 
mating  and  controlling  program  workable.  We  have  adopted  this  program 
for  motorists  and  nurses ;  why  not  try  it  with  teachers  ? 

The  state  department  and  state  board  should  accredit  only  such  institu¬ 
tions  to  educate  teachers  as  are  able  to  do  the  work  well.  When  institutions, 
organized  fof  other  purposes  and  not  equipped  for  educating  teachers,  use 
teacher  education  as  a  means  of  enlarging  enrolments  and  financing  them¬ 
selves,  they  should  be  denied  the  right  to  present  a  teacher  education  pro¬ 
gram  on  the  ground  that  their  students  and  the  children  of  the  state  are 
thereby  denied  their  full  rights. 

All  institutions  presenting  teacher  education,  whether  private,  denomina¬ 
tional,  or  state,  should  adopt  the  policy  of  quality  rather  than  quantity.  Our 
own  institutions  of  teacher  preparation  have  committed  the  crime  of  stress¬ 
ing  large  enrolments  instead  of  emphasizing  personnel  work  and  sane 
guidance.  Budget  makers  use  numbers  to  gage  amounts  of  appropriations, 
local  supporters  talk  in  terms  of  numbers,  and  administrators  succumb  to 
the  siren  call  of  financial  need.  Here  is  the  place  where  wisdom,  tact,  and 
an  abundance  of  courage  are  necessary.  Teacher  preparation  can  never  ful¬ 
fil  its  purpose  until  our  colleges  are  dedicated  to  the  theory  of  determining 
quality  thru  a  careful  personnel  study  and  recommending  candidates  for 
teaching  on  the  basis  of  scientifically  ascertained  facts. 

Teacher  personnel  work  should  begin  not  later  than  the  high-school 
period.  Students  applying  for  entrance  to  teacher  education  should  be 
accompanied  by  records  that  give  the  college  faculty  a  clear  understanding 
of  the  newcomers.  Colleges  and  high  schools  should  cooperate  to  the  end 
that  the  students  unfit  for  teaching  may  find  their  way  into  types  of  service 
for  which  they  have  aptitudes,  and  that  the  fit  may  realize  to  the  fullest  on 
their  abilities. 

Last  but  not  least,  employers  of  teachers  should  be  educated  to  appreciate 
the  importance  of  high-grade  professional  teachers  and  their  responsibilities 
to  the  children  in  their  schools.  Too  often  politicians  use  children  as  pawns 
in  their  political  chess  games.  Unless  officials  rise  above  petty  personalities 
and  political  preferments,  qualitjr  standards  and  excellent  education  processes 
come  to  naught.  The  success  of  estimating  and  controlling  supply  of  and 
demand  for  teachers  depends  more  on  the  ethics  of  the  employers  than  one 
might  generally  suspect.  A  wisely  directed  educational  program  at  this  point 
might  well  assure  the  success  of  whatever  program  of  estimating  and  con¬ 
trolling  teacher  supply  and  demand  may  be  adopted. 


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TEACHER  PREPARATION  FROM  THE  POINT  OF  VIEW 

OF  AN  EMPLOYING  OFFICER 

A.  L.  THRELKELD,  SUPERINTENDENT  OF  SCHOOLS,  DENVER,  COLO. 

Scholarship 

Perhaps  it  could  not  be  said  that  every  great  scholar  is  a  great  teacher, 
but  I  believe  it  can  be  said  that  every  great  teacher  is  a  great  scholar.  A  per¬ 
son  who  would  teach  mathematics  must  be  a  mathematician.  If  he  would 
teach  science,  he  must  be  a  scientist.  If  he  would  teach  history,  he  must  be  a 
historian.  If  he  would  teach  music,  he  must  be  a  musician.  Only  thus  can 
he  command  that  degree  of  respect  which  is  a  prerequisite  to  effective  teach¬ 
ing.  There  is  something  about  the  teacher  who  really  knows,  which  goes  a 
long  way  in  itself  as  effective  method  in  teaching. 

This  is  not  to  confuse  scholarship  with  mere  specialized  knowledge.  Gen¬ 
uine  scholarship  is  characterized  by  ever-increasing  intellectual  interests  and 
breadth  of  view.  And  a  teacher  who  is  not  characterized  by  intellectual 
interests  is  a  tragic  incongruity.  Do  we  have  many  such  ?  There  are  various 
simple  observations  one  can  make  in  one’s  own  community  which  bear  upon 
this  question.  Some  great  physicist  comes  to  the  community  to  lecture  on 
cosmic  rays.  Do  only  physics  teachers  attend?  If  so,  this  is  too  bad.  All 
teachers  should  be  interested  in  what  is  developing  in  science.  They  will  be 
if  they  possess  real  scholarship  in  their  several  fields.  In  this  day  of  ex¬ 
treme,  narrow,  superficial  specialization  in  much  of  our  economic  life,  it  is 
of  vital  importance  that  teachers  possess  that  degree  of  scholarship  which 
brings  life  together  and  gives  it  meaning.  Since  the  program  of  education  in 
our  country  is  such  a  comprehensive  one,  calling  for  the  services  of  approxi¬ 
mately  a  million  teachers  drawn  from  homes  existing  in  a  heterogeneous 
population  of  varying  degrees  of  culture,  it  is  not  to  be  expected  that  a  large 
percentage  of  these  teachers  at  this  stage  of  our  history  can  be  drawn  from 
homes  which  in  themselves  reflect  the  broad  and  deep  cultural  background 
which  I  have  here  emphasized  as  something  of  primary  value  in  teachers. 
In  the  main,  most  of  us  in  the  profession  of  education  in  our  country  come 
from  the  homes  of  the  butcher,  the  baker,  and  the  candlestick  maker.  Very 
few  of  the  million  members  of  our  profession  were  reared  in  homes  that 
maintained  libraries.  All  of  this  is  easily  understood,  perhaps  even  excus¬ 
able  up  to  now,  in  the  light  of  our  peculiar  history.  Sociologically,  we  are 
a  young  civilization.  But  the  fact  remains  that  there  is  in  this  picture  a  woful 
lack  of  genuine  scholarship  on  the  part  of  our  profession  when  the  million 
members  to  whom  I  have  referred  are  considered  collectively,  and  this  fact 
presents  a  tremendous  challenge  to  the  institutions  of  teacher  training.  The 
objective  which  I  think  these  institutions  should  put  above  every  other  one, 
especially  at  this  particular  stage  of  our  history,  is  that  of  scholarship. 

* 

Professional  Training 

I  would  not  have  what  I  have  said  about  scholarship  make  the  impres¬ 
sion  that  I  think  that  special  attention  to  professional  training  as  such 


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should  be  dropped  from  the  program  of  teacher  preparation.  Not  at  all. 
I  believe  there  is  a  greater  place  for  professional  training  on  the  part  of 
teachers  than  we  have  realized.  But  I  think  it  should  not  be  expressed  in 
terms  of  reaction  against  an  emphasis  upon  scholarship  but  rather  it  should 
be  expressed  as  a  part  of  our  conception  of  scholarship.  I  have  the  impres¬ 
sion  that  our  early  emphasis  upon  the  professional  training  of  teachers  was 
something  of  a  reaction  against  a  type  of  academic  mind  that  was  coming 
from  our  liberal  arts  colleges,  so  called.  Too  many  teachers  seemed  to  have 
only  a  book  knowledge  of  subjectmatter.  They  could  not  inspire.  They  had 
made  no  special  study  of  how  to  present  their  subjects  in  an  interesting  way, 
and  since  they  were  not  real  scholars  in  these  subjects  themselves  they  could 
not  reflect  from  themselves  that  interest  which  begets  interest.  They  were 
deadening  in  their  effect  on  young  people.  A  special  study  should  be  made  of 
how  to  question,  how  to  conduct  discussions,  how  to  make  assignments,  how 
to  diagnose  teaching  difficulties,  apply  remedial  technics,  how  to  guide,  how 
to  test  and  measure,  and  so  on  thru  a  vast  field  of  absolutely  essential  training 
in  technics.  But  these  are  the  minutiae  of  the  teacher’s  professional  equip¬ 
ment,  and  they  should  be  so  regarded.  Such  minutiae,  I  repeat,  are  absolutely 
essential,  but  the  tail  should  not  wag  the  dog.  As  more  fundamental,  I  believe 
we  want  the  following  results  from  the  professional  training  of  teachers : 

1.  An  emphasis  upon  an  understanding  of  the  social  scene  to  the  end  of  directing 
education  intelligently.  The  contributions  of  the  sociologist,  the  political  scientist, 
the  economist,  the  historian,  if  each  of  these  is  the  kind  of  person  who  makes  his 
subject  talk  in  terms  of  our  present  problems,  are  to  the  point  here.  Social  intelli¬ 
gence  is  absolutely  essential  if  a  teacher  is  to  know  what  he  is  about.  It  is  only 
from  such  intelligence,  as  I  see  it,  that  the  teacher  can  derive  constructive  motive 
for  teaching.  He  must  be  intelligent  about  the  social  trends  that  characterize  the  era 
in  which  he  is  teaching.  He  must  see  the  bearing  of  these  upon  his  duties.  He  must 
be  something  of  a  social  psychologist  if  he  is  to  engineer  groups  of  boys  and  girls 
constructively.  And  in  case  he  is  an  administrator,  he  must  from  such  knowledge 
derive  much  of  his  guidance  in  dealing  with  the  problems  of  public  relationships. 

2.  An  emphasis  upon  a  study  of  the  nature  of  the  individual.  Biology  obviously 
is  of  fundamental  importance  here.  Teachers  should  be  acquainted  with  the  results 
of  the  research  that  is  being  carried  on  in  the  biologic  field  which  is  of  special  help 
in  understanding  the  pupil  as  an  organism.  I  think  no  one  can  read  from  such 
research  as  that  which  is  reflected  in  Jennings’  Biological  Basis  of  Human  Nature 
without  being  constructively  influenced  in  his  attitude  toward  pupils  as  individuals. 
A  teacher  cannot  be  familiar  with  the  research  that  has  been  conducted  and  is  being 
conducted  in  the  field  of  the  endocrine  glands  without  being  constructively  affected 
in  this  respect.  The  biologist  has  a  contribution  to  make  to  the  training  of  teachers. 

Psychology,  sometimes  I  fear  represented  too  narrowly  in  the  person  of 
the  educational  psychologist,  has  long  been  recognized  as  directly  to  the 
point  in  developing  an  understanding  of  the  individual.  I  have  not  here 
attempted  to  make  an  unfavorable  remark  about  the  educational  psychologist 
who  is  also  a  psychologist.  I  have  no  objection  to  the  term  “educational 
psychologist”  any  more  than  I  would  have  to  the  term  “educational  biolo¬ 
gist,”  just  so  in  each  case  the  real  contribution  that  the  science  involved  has 
to  make  to  teaching  is  actually  made  available. 


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It  may  seem  illogical  in  this  connection  to  mention  the  field  of  mental 
hygiene  as  one  from  which  a  definite  contribution  should  come  to  teachers’ 
understanding  of  pupils,  inasmuch  as  the  field  of  mental  hygiene  may  seem 
to  belong  to  psychology.  No  doubt  it  does,  theoretically;  but  in  practise  it 
seems  it  is  the  psychiatrist  who  is  leading  the  way  in  the  field  of  mental 
hygiene.  It  is  my  conviction  that  teacher  training  should  include  the  con¬ 
tribution  of  the  psychiatrist.  He  has  a  point  of  view  to  contribute  concerning 
discipline  in  the  schools,  concerning  the  development  of  personality,  con¬ 
cerning  the  whole  attitude  of  teacher  toward  pupil,  and  the  other  way 
around,  which  I  think  is  of  fundamental  importance.  In  many  instances  it 
is  revolutionary  when  placed  right  up  against  the  typical  classroom  situation, 
but  revolutionary,  I  think,  in  the  wholesome  sense  of  the  word.  One  needs 
only  to  refer  to  the  traits  that  the  traditions  of  the  classroom  put  at  the 
top  of  the  list  in  point  of  desirability  on  the  part  of  pupils  and  the  traits  which 
the  psychiatrist  puts  at  the  top  to  note  the  contrast  between  the  two  points 
of  view.1  I  venture  that  hardly  any  of  us  will  disagree  in  any  sweeping  man¬ 
ner  with  the  position  of  the  psychiatrist  in  this  contrast.  I  think  that  the 
point  of  view  of  the  psychiatrist  is  essential  to  an  understanding  of  the 
individual  and  that  it  should,  therefore,  be  included  in  the  program  of 
teacher  training. 

Of  a  more  general  character  are  the  following  qualities  which  character¬ 
ize  the  professionalized  teacher :  ( 1 )  an  awareness  of  the  various  special 
professional  services  that  are  available  to  teachers,  (2)  a  knowledge  of  how 
to  use  them,  and  (3)  a  disposition  to  use  them.  I  refer  to  such  special  services 
as  are  available  from  departments  of  research,  medical  and  nurse  service, 
social  service,  curriculum  revision,  administration,  supervision,  and  the  like. 
While  not  every  small  school  system  has  these  departments  immediately 
available,  the  services  which  they  represent  are  available  from  some  source 
to  practically  every  teacher  in  the  country,  at  least  to  some  degree.  All  these 
services,  no  matter  how  organized,  are  for  the  purpose  of  assisting  in  the 
teaching  process,  and  their  value  is  determined  solely  by  the  extent  to  which 
they  really  do  help  in  this  process.  Administration  is  for  the  purpose  of  creat¬ 
ing  and  maintaining  the  most  favorable  possible  situation  for  the  teacher. 
The  supervisor  of  instruction  is  for  the  purpose  of  assisting  the  teacher  in 
solving  the  problems  of  instruction.  Research  is  a  technic  by  which  all  who 
are  dealing  with  the  problem  of  instruction  are  to  receive  the  most  reliable 
type  of  guidance  that  we  know  how  to  provide.  Medical  and  nurse  service 
is  for  the  purpose  of  furnishing  the  teacher  with  a  pupil  who  is  in  physical 
condition  to  learn  and  of  promoting  regularity  of  attendance  thru  the 
prevention  of  epidemics,  and  the  like.  The  attendance  department,  staffed 
by  social  service  workers  and  visiting  teachers,  is  for  the  purpose  of  straight¬ 
ening  out  economic  difficulties  and  various  forms  of  maladjustments  in  the 
home,  so  the  pupil  may  come  to  school  in  a  proper  attitude  for  learning.  The 
curriculum  revision  department  is  for  the  purpose  of  furnishing  the  teacher 
with  the  most  usable  kinds  of  materials  for  instruction.  All  these,  properly 
conceived  of,  are  teacher  helps,  but  they  cannot  be  forced  on  the  teacher. 


1  See  Wickman’s  Children’s  Behavior  and  Teachers’  Attitudes — Chapter  VII. 


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Their  potential  value  is  realizable  only  in  the  case  of  the  teacher  who  sees 
what  they  are  for  and  proceeds  actively  to  make  use  of  them.  I  maintain  that 
the  ideal  situation  is  one  in  which  the  teacher  is  the  active  agent  in  the  func¬ 
tioning  of  these  departments.  I  do  not  mean  these  departments  should  exer¬ 
cise  no  leadership  and  should  not  go  ahead  in  any  way  on  their  own  initia¬ 
tive,  but  I  mean  that  the  teacher  should  be  the  active  agent  in  the  application 
of  what  these  departments  have  to  offer  to  the  teaching  process.  The 
teacher  should  be  the  field  practitioner  of  education  who,  thru  his  own 
initiative  and  scientific  attitude,  draws  upon  these  agencies  for  the  special 
helps  which  they  can  offer  in  much  the  same  way  as  that  in  which  the  well- 
trained,  modern,  scientific  practitioner  of  medicine  draws  upon  his  research 
laboratories  and  other  special  agencies  of  help.  To  the  old  reactionary  type 
of  teachers  these  departments  are  just  so  many  nuisances  that  exist  for  the 
purpose  of  putting  extra  loads  on  teachers,  requiring  extra  reports,  and  that 
sort  of  thing.  And  often,  I  admit,  we  administrators  cause  them  to  function 
in  this  way  too  much.  We  have  a  great  responsibility  here,  I  know;  but  the 
purpose  of  my  paper  is  to  discuss  the  training  of  teachers.  I  believe  teachers 
should  be  educated  to  see  the  essential  place  of  these  agencies  in  successful 
teaching.  The  teacher  should  be  the  source  of  demand  for  the  kind  of  service 
which  these  departments,  when  properly  organized  and  set  up,  have  to  offer. 
I  like  to  think  of  a  teacher  as  being  the  center  of  the  teaching  situation, 
with  these  various  departments,  administration  included,  immediately  avail¬ 
able  to  him.  Then  I  like  to  think  of  him  as  being  the  kind  of  teacher  who 
in  one  instance  makes  use  of  the  research  department ;  in  another,  the  super¬ 
visor;  in  another,  the  attendance  department;  in  another,  the  medical  and 
nurse  service;  in  another,  all  such  services  combined.  In  the  practical  sit¬ 
uation  of  the  moment,  which  is  one  of  congestion,  hurry,  cramming,  and 
inadequate  personnel,  a  situation  which  forces  much  mere  insect  activity,  I 
admit  this  is  something  of  a  dream.  I  admit  too  that  upon  us  administrators 
rests  much  of  the  responsibility  for  reforming  the  situation.  But  I  think  we 
should  all  work  toward  such  an  end,  and  this  means  that  the  teacher-training 
institution  should,  as  I  have  just  said,  educate  teachers  to  see  the  place  of 
these  services  in  the  total  scheme  of  teaching,  and  to  be  anxious  to  make  use 
of  such  services.  This  is  a  result  not  hard  to  accomplish  with  young  people. 
I  realize  that  many  of  the  young  teachers  who  are  coming  to  us  now  from 
the  modern  programs  of  teacher  training  do,  to  a  much  greater  extent  than 
has  ever  existed  before,  have  this  point  of  view,  and  that  they  are  imme¬ 
diately  discouraged  by  the  practical  situation  in  which  they  find  themselves 
in  their  first  teaching  jobs.  But  eventually  I  believe  we  shall  work  this  out. 

Another  important  characteristic  of  the  professionally-minded  teacher 
I  should  like  to  refer  to  here  by  stating  the  negative  side  of  it.  I  think  a 
teacher  who  applies  for  a  position  by  the  well-known  technic  of  getting 

I  influential  citizens  to  bring  pressure  to  bear  upon  the  superintendent  and  the 
schoolboard  in  his  behalf  is  not  the  professional  type  of  teacher.  It  is  not 
likely  that  a  teacher  who  gets  a  position  by  that  method  will  become  pro¬ 
fessional  after  he  gets  the  position.  The  belief  that  exists  on  the  part  of 
many  that  this  is  the  only  way  by  which  a  position  can  be  obtained  and 


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the  necessity  the  individual  feels  for  the  getting  of  a  position  may  seem  to 
justify  the  sort  of  unethical  practise  I  have  just  referred  to;  but  to  reason 
this  way  does  not  help  the  situation  very  much.  Then,  too,  such  reasoning 
is  frequently  based  on  ignorance  of  the  facts.  Even  in  a  school  system  in 
which  appointments  are  made  strictly  on  a  merit  basis,  the  applicants  who 
do  not  get  positions  give  vent  to  their  feeling  of  disappointment  by  saying 
to  all  their  friends,,  “You  have  to  have  political  pull  to  get  a  job  in  that 
school  system.”  A  person  who  does  not  get  a  job  seemingly  wants  some 
kind  of  excuse  with  which  to  satisfy  himself,  and  too  often  he  gets  it  by 
simply  saying  that  he  did  not  have  the  necessary  pull.  When  hundreds,  even 
thousands,  of  disappointed  applicants  are  saying  this,  it  naturally  creates 
an  unfavorable  atmosphere  for  the  development  of  professional  ideals.  This 
matter  of  professional  procedure  in  the  securing  of  appointments  is  only 
one  aspect  of  the  whole  problem  of  professional  attitude;  but  I  think  it  is 
one  of  great  importance,  one  to  which  I  think  teacher-training  institutions 
could  give  more  time. 

Then,  more  definite  ethical  concepts  should  be  worked  out  with  regard 
to  the  proper  relationship  of  teacher  to  pupil,  of  teacher  to  parent,  of  teacher 
to  community,  of  teachers  to  one  another,  of  all  members  of  the  profession 
to  one  another.  This  is  a  large  field  which  I  can  only  mention  but  which 
obviously  is  of  fundamental  importance.  It  is  my  impression  that  in  recent 
years  this  field  in  the  training  of  teachers  has  been  neglected,  that  a  genera¬ 
tion  ago,  before  there  was  so  much  available  in  the  way  of  technical  materials 
in  the  training  of  teachers,  it  received  more  attention  than  it  has  been  getting 
in  recent  years.  I  cannot  prove  this,  I  have  made  no  attempt  to  verify  this 
statement  by  research.  It  is,  as  I  have  said,  just  an  impression  I  have  as  I 
look  back. 

Personality 

In  all  of  this  I  have  said  nothing  specifically  about  personality  as  a  re¬ 
quirement  for  successful  teaching,  but  naturally  everything  I  have  talked 
about  enters  into  personality  in  some  way.  However,  I  believe  the  per¬ 
sonality  of  a  teacher  calls  for  some  special  study.  No  doubt  I  could  have 
begun  my  discussion  by  putting  personality  first,  for  it  is  a  prerequisite  to 
everything  else.  And  there  are  some  things  that  can  be  done  about  it. 

Good  health  is  related  to  good  personality.  Teacher-training  institutions 
and  employing  officials  should  emphasize  the  importance  of  health  on  the 
part  of  teachers.  I  believe  personally  that  very  rigid  health  requirements 
should  be  placed  upon  all  who  would  enter  the  profession  of  education, 
with  the  possible  exception  of  those  who  are  to  work  in  research  laboratories, 
or  something  of  that  kind.  But  those  who  are  to  enter  directly  into  the 
teaching  of  boys  and  girls,  all  who  have  to  deal  with  parents  and  the  public 
directly,  should  be  in  the  best  of  health,  for  only  such  people  can  maintain 
the  poise,  the  cheerfulness,  the  optimism,  the  general  qualities  of  agree¬ 
ableness  and  winsomeness  which  are  necessary.  I  would  not  have  the  same 
health  requirements  made  of  those  who  enter  the  teaching  profession  that 
are  made  of  those  who  are  taken  into  the  army  and  the  navy,  but  I  would 


Department  of  Teachers  Colleges 


613 


have  them  of  equal  severity.  They  would  simply  be  of  a  different  type, 
worked  out  by  proper  health  experts. 

How  teachers  dress  is  of  importance  in  terms  of  personality.  I  do  not 
have  in  mind  here  any  thought  that  we  should  try  to  infringe  upon  the 
personal  liberty  of  the  teacher  in  the  matter  of  dress.  I  am  not  thinking  of 
censorship  from  the  point  of  view  of  morality  or  anything  of  that  kind,  be¬ 
cause  I  think  that  is  not  necessary,  in  general,  among  people  who  are  suffi¬ 
ciently  educated  to  qualify  for  teaching.  I  am  simply  referring  to  an  in¬ 
dividual’s  capacity  to  dress  in  a  way  that  is  reasonably  attractive  to  the 
pupils  who  have  to  look  at  him  all  day  long.  His  dress  should  be  appropriate 
to  his  personality  and  should  reflect  at  least  some  appreciation  of  the 
esthetic.  To  say  the  least,  teachers  should  dress  cleanly  and  neatly  and 
should  make  every  effort  to  dress  attractively. 

A  teacher  should  develop  a  pleasing  voice  and  know  how  to  use  it.  Some 
people  by  the  way  they  use  their  voices  immediately  make  the  impression 
that  they  are  anything  but  cultured  individuals.  The  voice  is  very  important, 
and  happily,  in  most  instances,  it  can  be  made  over,  if  necessary. 

And  last  but  not  least  in  the  realm  of  personality  is  a  careful  use  of 
the  mother  tongue.  It  is  most  distressing  to  note  the  extent  to  which  people 
in  the  profession  of  education  make  errors  in  the  use  of  English.  I  do  not 
believe  in  any  diseased  state  of  mind  on  this  subject,  a  state  of  mind  that 
causes  one  to  place  the  form  before  the  spirit,  or  anything  of  that  kind.  I 
agree  with  a  statement  I  heard  not  long  ago  that  any  civilization  that 
has  come  to  the  point  where  it  measures  an  individual  primarily  by  the 
extent  to  which  he  uses  correct  form  in  his  speech  is  in  its  decadence.  Virile 
civilizations  never  do  that.  On  the  other  hand,  it  does  not  follow  that 
unnecessary  misuse  of  the  mother  tongue  is  a  virtue.  The  teacher  who 
says,  “Each  pupil  will  open  their  books,”  can  hardly  excuse  himself  by 
saying  he  is  just  trying  to  be  virile  in  the  use  of  English.  In  general,  the 
proper  use  of  English  is  the  most  economical  and  the  most  effective  use 
one  can  make  of  it,  and  certainly  such  use  is  to  be  prized  highly  on  the 
part  of  teachers.  I  think  we  should  begin  by  tolerating  nobody  on  a  teachers 
college  faculty  who  does  not  use  good  English ;  and  then  we  should  inci¬ 
dentally,  and  not  accidentally,  along  with  the  rest  of  the  teacher-training 
program,  emphasize  the  importance  of  writing  and  speaking  accurately.  It 
will  not  hurt  if  everyone  has  the  habit  of  studying  his  use  of  his  mother 
tongue  thruout  all  his  life. 

Conclusion 

In  conclusion,  may  I  say  I  have  designedly  dealt  only  with  objectives 
in  the  preparation  of  teachers.  I  have  not  considered  it  my  function  to 
discuss  the  ways  and  means  of  accomplishing  these  objectives.  Whether  we 
shall  accomplish  them  in  separate  teacher-training  institutions,  special 
schools  of  education  in  universities,  departments  of  education  in  universities, 
or  by  separate  professional  courses,  by  the  professionalizing  of  regular  aca¬ 
demic  courses,  or  by  both  of  these  ways,  are  issues  for  the  solution  of  which 
those  who  are  engaged  professionally  in  the  training  of  teachers  are  pri¬ 
marily  responsible. 


614 


National  Education  Association 


AMERICAN  ASSOCIATION  OF  TEACHERS  COLLEGES 
LIST  OF  ACCREDITED  INSTITUTIONS— 1936-37 

Longest  curriculum  which  has  been  approved  indicated  in  number  of  years  before 
each  institution.  The  Association  does  not  attempt  to  accredit  graduate  work. 

The  Roman  numerals  refer  to  Standards  not  fully  met  by  the  institution. 


Location 

Institution 

President 

Alabama 

Florence  . 

.7/State  Teachers  College . 

H.  J.  Willingham 

Jacksonville  . . . 

.7/State  Teachers  College . 

C.  W.  Daugette 

Livingston  . 

.7/State  Teachers  College . 

G.  W.  Brock 

Troy  . 

.7/ State  Teachers  College . 

E.  M.  Shackelford 

Arizona 

Flagstaff  . 

.7/Arizona  State  Teachers  College... 

T.  J.  Tormey 

Tempe  . 

.7/Arizona  State  Teachers  College,  V. 

Grady  Gammage 

Arkansas 

Arkadelphia  . . 

.7/Henderson  State  Teachers  College.. 

J.  P.  Womack 

Conway . 

.7/Arkansas  State  Teachers  College... 

H.  L.  McAlister 

California 

Fresno  . 

.7/Fresno  State  College . 

Frank  W.  Thomas 

San  Diego . 

.4/ San  Diego  State  College,  VIII . 

Edward  L.  Hardy 

San  Francisco.. 

.4/ San  Francisco  State  College,  IV.... 

A.  C.  Roberts 

Santa  Barbara. 

.7/Santa  Barbara  State  College . 

C.  L.  Phelps 

Colorado 

Greeley  . 

.7/C olorado  State  College  of  Education 

George  W.  Frasier 

Gunnison  . 

. 7/Western  State  College . 

C.  C.  Casey 

District  of  Columbia 

Washington  ... 

.7/Miner  Teachers  College . 

E.  A.  Clark 

Washington  ... 

. 7/Wilson  Teachers  College . 

E.  C.  Higbie 

Georgia 

Collegeboro  . . . 

.7/South  Georgia  Teachers  College,  IX 

Marvin  S.  Pittman 

Milledgeville 

.7/Georgia  State  College  for  Women, 

IV  . 

s 

Guy  H.  Wells 

Illinois 

Carbondale  . . . 

.7/Southern  Illinois  State  Normal  Uni- 

versity  . 

Roscoe  Pulliam 

Charleston  . . . . 

.7/Eastern  Illinois  State  Teachers  Col- 

lege  . 

Robert  G.  Buzzard 

Chicago  . 

.3/ Chicago  Normal  College,  IV . 

Butler  Laughlin 

DeKalb  . 

.7/Northern  Illinois  State  Teachers 

College  . 

Karl  L.  Adams 

Macomb  . 

.  7/Western  Illinois  State  Teachers 

College  VI  . 

W.  P.  Morgan 

Normal  . 

. 7/Illinois  State  Normal  University... 

R.  W.  Fairchild 

Indiana 

Indianapolis  . . 

.7/College  of  Education,  Butler  Uni- 

versity  . 

W.  L.  Richardson, 
Dean 

Muncie  . 

.7/Ball  State  Teachers  College . 

L.  A.  Pittenger 

Terre  Haute. . . 

.7/Indiana  State  Teachers  College.... 

Ralph  N.  Tirey 

Department  of  Teachers  Colleges 


615 


Location 

Institution 

President 

Iowa 

Cedar  Falls  . .  . 

.//Iowa  State  Teachers  College . 

0.  R.  Latham 

Kansas 

Emporia  . 

.//Kansas  State  Teachers  College.... 

Thomas  W.  Butcher 

Hays  . 

.//Fort  Hays  Kansas  State  College... 

C.  E.  Rarick 

Pittsburg  . 

.//Kansas  State  Teachers  College.... 

W.  A.  Brandenburg 

Wichita  . 

.//College  of  Education,  University  of 

Wichita  . 

Leslie  B.  Sipple,  Dean 

Kentucky 

Bowling  Green. 

.//Bowling  Green  College  of  Com- 

merce,  XI . 

J.  L.  Harman 

Bowling  Green. 

.-//Western  Kentucky  State  Teachers 

College  . 

H.  H.  Cherry 

Morehead  . . . . 

.//Morehead  State  Teachers  College.. 

Harvey  A.  Babb 

Murray  . 

.//Murray  State  Teachers  College.... 

James  H.  Richmond 

Richmond  . .  . . 

.//Eastern  Kentucky  State  Teachers 

College  . 

H.  L.  Donovan 

Louisiana 

Lafayette  . 

.//College  of  Education,  Southwestern 

Louisiana  Institute . 

W.  S.  Dearmont,  Dean 

*Natchitoches  .. 

.//Louisiana  State  Normal  College.... 

A.  A.  Fredericks 

Maryland 

Towson  . 

.//State  Teachers  College,  IV . 

Lida  Lee  Tall 

Michigan 

•  \ 

Detroit  . 

.//Teachers  College,  Wayne  University 

W.  E.  Lessenger,  Dean 

Kalamazoo  . . . 

.//Western  State  Teachers  College. . . . 

D.  B.  Waldo 

Marquette  .  .  .  . 

.//Northern  State  Teachers  College... 

W.  H.  Pearce 

Mt.  Pleasant.  .  . 

.//Central  State  Teachers  College.... 

E.  C.  Warriner 

Ypsilanti  . 

.//Michigan  State  Normal  College.... 

J.  M.  Munson 

Minnesota 

Bemidji  . 

.//State  Teachers  College,  IX . 

M.  W.  Deputy 

Duluth  . 

.//State  Teachers  College . 

E.  W.  Bohannon 

Mankato  . 

.//State  Teachers  College . 

Frank  D.  McElroy 

Moorhead  .  .  .  . 

.//State  Teachers  College . 

R.  B.  MacLean 

St.  Cloud . 

.//State  Teachers  College . 

Geo.  A.  Selke 

Winona  . 

.//State  Teachers  College . 

G.  E.  Maxwell 

Mississippi 

Cleveland  . . . . 

.//Delta  State  Teachers  College . 

W.  M.  Kethley 

Hattiesburg  ... 

.//State  Teachers  College . 

J.  B.  George 

Missouri 

Cape  Girardeau  ■//Southeast  Missouri  State  Teachers 

College  . 

W.  W.  Parker 

Kansas  City... 

.//Teachers  College  of  Kansas  City.. 

G.  W.  Diemer 

Kirksville  . .  . . 

.//Northeast  Missouri  State  Teachers 

College  . 

Eugene  Fair 

Maryville  .  .  .  . 

.//Northwest  Missouri  State  Teachers 

t 

College  . 

Uel  W.  Lamkin 

St.  Louis . 

.//Harris  Teachers  College . 

C.  G.  Vannest, 
Principal 

*  Subject  to  reinspection. 


616 


National  Education  Association 


Location  Institution 

St.  Louis . //Stowe  Teachers  College,  IV . 

Springfield  . //Southwest  Missouri  State  Teachers 

College  . 


Warrensburg  ..//Central  Missouri  State  Teachers 

College,  VIII . 

Montana 


Dillon  . //Montana  State  Normal  College.... 

Nebraska 

Chadron  ......  .//Nebraska  State  Normal  College. . . . 

Kearney  . //Nebraska  State  Teachers  College.. 

Peru  . //Nebraska  State  Teachers  College.. 

Wayne  . . //Nebraska  State  Teachers  College, 

VIII  . 

New  Hampshire 

Keene  . // State  Normal  School,  IV . 

Plymouth  . 4/ State  Normal  School . 

New  Jersey 

Jersey  City . //State  Normal  School . 

Newark  . -//State  Normal  School . 

Trenton  . //State  Teachers  College,  IV . 

Upper  Montclair.Z/State  Teachers  College . 

New  Mexico 

Las  Vegas . //New  Mexico  Normal  University,  VI, 

IX  . 


Silver  City . //New  Mexico  State  Teachers  College 


New  York 

Albany  . //State  College  for  Teachers . 

Buffalo  . //State  Teachers  College . 

Fredonia . //State  Normal  School . 

Geneseo . \  .//State  Normal  School . 

New  Paltz . //State  Normal  School,  VIII . 

New  York . //School  of  Education,  College  of  the 

City  of  New  York . 

Oneonta  . //State  Normal  School,  IV . 

Oswego  . //State  Normal  School,  IV,  VI . 

Potsdam  . //State  Normal  School,  IV . 

North  Carolina 

Asheville  . //Asheville  Normal  and  Teachers  Col¬ 
lege  . 

Cullowhee  . //Western  Carolina  Teachers  College, 

IX  . 

Greenville  . //East  Carolina  Teachers  College.. 


President 
Ruth  M.  Harris, 
Chairman  in  Charge 

Roy  Ellis 

E.  L.  Hendricks 

Sheldon  E.  Davis 

Robert  I.  Elliott 
George  E.  Martin 
W.  R.  Pate 

J.  T.  Anderson 

Wallace  E.  Mason 
Ernest  L.  Silver 

Roy  L.  Shaffer, 
Principal 

M.  Ernest  Townsend, 
Principal 
Roscoe  L.  West 
H.  A.  Sprague 


H.  C.  Gossard 
Hoyt  C.  Graham 

A.  R.  Brubacher 
Harry  W.  Rockwell 
L.  R.  Gregory, 
Principal 
James  B.  Welles, 
Principal 

L.  H.  van  den  Berg, 
Principal 

Paul  Klapper,  Dean 
Charles  W.  Hunt, 
Principal 
R.  W.  Swetman, 
Principal 
R.  T.  Congdon, 
Principal 


John  E.  Calfee 

II.  T.  Hunter 
Leon  R.  Meadows 


Department  of  Teachers  Colleges 


617 


Location 

Institution 

President 

North  Dakota 

Dickinson  .  . .  . 

.//State  Teachers  College . 

C.  L.  Kjerstad 

Ellendale  . 

.//State  Normal  and  Industrial  School 

R.  M.  Black 

Mayville  . 

.// State  Teachers  College . 

C.  C.  Swain 

Minot  . 

.//State  Teachers  College . 

G.  A.  McFarland 

Valley  City. . . . 

.//State  Teachers  College . 

C.  E.  Allen 

Ohio 

Athens  . 

.//College  of  Education,  Ohio  Univer- 

sity  . 

T.  C.  McCracken, 
Dean 

Bowling  Green 

.//Bowling  Green  State  University... 

H.  B.  Williams 

Cleveland  .... 

.//School  of  Education,  Western  Re- 

serve  University . 

H.  N.  Irwin,  Dean 

Cleveland  .... 

.J/Sisters  College,  VII,  IX . 

John  R.  Hagan, 
Director 

Kent  . 

A/ Kent  State  University . 

J.  0.  Engleman 

Oxford  . 

.//School  of  Education,  Miami  Univer- 

sity . 

E.  J.  Ashbaugh,  Dean 

^Wilmington 

.//Wilmington  College,  XI . 

Walter  L.  Collins 

Oklahoma 

Ada  . 

A/ East  Central  State  Teachers  College 

A.  Linscheid 

Alva  . 

.//Northwestern  State  Teachers  Col- 

lege,  VI,  VIII . 

.//Southeastern  State  Teachers  College, 

E.  E.  Brown 

Durant  . 

VI,  VIII . 

Kate  Galt  Zaneis 

Edmond  . 

.//Central  State  Teachers  College . 

John  0.  Moseley 

Tahlequah  . .  .  . 

.//Northeastern  State  Teachers  College 

J.  M.  Hackler, 

Acting 

Weatherford  . . 

.//Southwestern  State  Teachers  College 

W.  W.  Isle 

Oregon 

La  Grande. . . . 

.2/Eastern  Oregon  Normal  School,  V, 

IX  . 

H.  E.  Inlow 

Monmouth  .  .  .  . 

.2/Oregon  Normal  School,  IV . 

J.  A.  Churchill 

Pennsylvania 

Bloomsburg  . . . 

A/ State  Teachers  College,  V . 

Francis  B.  Haas 

California  .  .  . . 

.//State  Teachers  College . 

Robert  M.  Steele 

Clarion  . 

A/ State  Teachers  College . 

G.  C.  L.  Riemer 

East  Stroudsburg //State  Teachers  College . 

T.  T.  Allen 

Edinboro  . 

.//State  Teachers  College,  IX . 

Carmon  Ross 

Indiana  . 

A/ State  Teachers  College . 

C.  R.  Foster 

Kutztown  . 

.■//State  Teachers  College . 

Q.  A.  W.  Rohrbach 

Lock  Haven .  .  . 

.//State  Teachers  College . 

Dallas  W.  Armstrong 

Mansfield  .  .  . . 

.//State  Teachers  College . 

W.  R.  Straughn 

Millersville  . .  . 

.//State  Teachers  College . 

Landis  Tanger 

Shippensburg  . . 

.//State  Teachers  College . 

A.  L.  Rowland 

Slippery  Rock.. 

.//State  Teachers  College . 

Charles  S.  Miller 

West  Chester.. 

.//State  Teachers  College . 

Charles  S.  Swope 

South  Dakota 

Aberdeen  . 

.//Northern  State  Teachers  College.  . 

C.  G.  Lawrence 

Madison  . 

.2/Eastern  State  Normal  School,  IV.  .  . 

V.  A.  Lowry 

Spearfish  . 

.2/State  Normal  School . 

E.  C.  Woodburn 

Springfield  .  . . . 

.2/Southern  State  Normal  School . 

W.  A.  Thompson 

*  Subject  to  reinspection. 


618 


National  Education  Association 


Location  Institution 

Tennessee 

Johnson  City. ..  .//State  Teachers  College . 

Memphis  . // State  Teachers  College . 

Murfreesboro  ..//State  Teachers  College . 

Nashville  . •//Tennessee  Agricultural  &  Industrial 

State  Teachers  College . 

Texas 

Alpine  . //Sul  Ross  State  Teachers  College... 

Canyon  . //West  Texas  State  Teachers  College 

Commerce  . //East  Texas  State  Teachers  College. 

Denton  . . .  .//North  Texas  State  Teachers  College 

Huntsville  . //Sam  Houston  State  Teachers  College 

Nacogdoches  . .  .//Stephen  F.  Austin  State  Teachers 

College,  VIII . f . 

San  Marcos  ....//Southwest  Texas  State  Teachers 

College,  VIII . 


Utah 

Salt  Lake  City.  .//School  of  Education,  University  of 

Utah  . 


Virginia 

East  Radford.  .  .//State  Teachers  College. 

Farmville . //State  Teachers  College. 

Fredericksburg  .//State  Teachers  College. 
Harrisonburg  ..//State  Teachers  College. 

Washington 

Bellingham  . .  .  .//State  Normal  School,  IV 


Cheney  . //State  Normal  School . 

Ellensburg  . //State  Normal  School,  IV . 

West  Virginia 

Athens  . //Concord  State  Teachers  College.... 

Fairmont  . //Fairmont  State  Teachers  College... 


Huntington  ....//Marshall  College,  IV . 

Shepherdstown  .//Shepherd  State  Teachers  College... 


Wisconsin 

Eau  Claire . //State  Teachers  College . 

La  Crosse . //State  Teachers  College . 

Menomonie  ....//The  Stout  Institute,  IV . 

Milwaukee  . //State  Teachers  College,  IV . 

Oshkosh  . //State  Teachers  College,  IV,  VIII... 

Platteville  . //State  Teachers  College,  IV . 

River  Falls . //State  Teachers  College . 

Stevens  Point. .  .//Central  State  Teachers  College,  IV. 

Superior  . //State  Teachers  College,  IV,  VIII... 

Whitewater  ....//State  Teachers  College,  IV,  VIII... 


President 

C.  C.  Sherrod 
J.  W.  Brister 
P.  A.  Lyon 

W.  J.  Hale 


H.  W.  Morelock 
J.  A.  Hill 
S.  H.  Whitley 
W.  J.  McConnell 
H.  F.  Estill 

A.  W.  Birdwell 

C.  E.  Evans 


Milton  Bennion,  Dean 


J.  P.  McConnell 
J.  L.  Jarman 
M.  L.  Combs 
S.  P.  Duke 


C.  H.  Fisher 
R.  T.  Hargreaves 
R.  E.  McConnell 


J.  F.  Marsh 
Joseph  Rosier 
J.  E.  Allen 
W.  H.  S.  White 


H.  A.  Schofield 
G.  M.  Snodgrass 

B.  E.  Nelson 
Frank  E.  Baker 
Forrest  R.  Polk 
A.  M.  Royce 

J.  H.  Ames 
F.  S.  Hyer 
J.  D.  Hill 

C.  M.  Yoder 


DEPAR  TMENT  OF 

Visual  Instruction 


HISTORICAL  NOTE 


The  department  of  visual  instruction  was  organized  at  the  Oak- 
land-San  Francisco  meeting  in  July  1923. 

.  The  officers  of  the  Department  for  the  year  1936-37  are:  president, 
Nelson  L.  Greene ,  Editor,  educational  screen,  64  East  Lake  Street , 
Chicago,  III.;  first  vicepresident,  Wilber  Emmert,  Director,  Visual 
Education,  State  Teachers  College,  Indiana,  Pa.;  second  vicepresi¬ 
dent,  Annette  Glick,  Director  of  Visual  Education,  Board  of  Education, 
Los  Angeles,  Calif.;  secretary-treasurer,  E.  C.  Waggoner,  64  East 
Lake  Street,  Chicago,  III.;  executive  committee:  Daniel  C.  Knowl- 
ton,  Professor  of  History,  New  York  University,  New  York,  N.  Y. 
(term  expires  1937)  ;  John  A.  H oiling er,  Director  of  Nature  Study  and 
Visualization,  Board  of  Education,  Pittsburgh,  Pa.  ( term  expires  1937)  ; 
William  H.  Dudley,  Director,  Dudley  Visual  Education  Service,  746 
South  Wabash  Avenue,  Chicago,  III.  (term  expires  1938);  Mrs.  Grace 
Fisher  Ramsey,  Assistant  Curator  of  Education,  American  Museum  of 
Natural  History,  77th  Street  and  Central  Park  West,  New  York,  N.  Y. 
( term  expires  1939)  ;  Robert  F.  Collier,  Jr.,  South  High  School,  Denver, 
Colo.  ( term  expires  1940)  ;  Cline  M.  Koon,  Senior  Specialist,  Radio  and 
Visual  Education,  United  States  Office  of  Education,  Washington,  D.  C. 
( term  expires  1941 ). 

This  Department  meets  once  each  year,  in  July.  Facts  relating  to  the 
establishment  of  this  Department  and  the  record  of  meetings  are  found 
in  earlier  volumes  of  proceedings  as  follows: 


1923:  85- A 
1924:963-985 
1925 :864-871 
19 26:949-963 
1927 :951-970 


1928 :949-970 
1929  -.937-944 
1930 :911-930 
1931  -.947-963 


1932  -.787-800 

1933  -.779-795 
1934 777-788 
1935  -.719-726 


Note:  The  entire  collection  of  addresses  at  the  St.  Louis  meeting  of 
the  Department  of  Visual  Instruction  of  the  National  Education  Asso¬ 
ciation  was  printed  in  The  Educational  Screen  for  March  and  April 
1936.  No  meetings  of  the  Department  were  held  in  Portland. — Excerpt 
from  letter,  dated  October  1,  1936,  from  Nelson  L.  Greene,  president 
of  the  Department. 


[  620  ] 


DEPARTMENT  OF 


Vocational  Education 


HISTORICAL  NOTE 


The  department  of  vocational  education  was  organized  as  the  in¬ 
dustrial  section  at  Minneapolis ,  Minnesota ,  1875.  See  proceedings, 
1875:  100.  The  name  was  changed  in  1890  to  the  Department  of  Indus¬ 
trial  and  Manual  Training.  See  proceedings,  1890:  758.  In  1899  the 
name  was  changed  to  the  Department  of  Manual  Training.  See  proceed¬ 
ings,  1899:  556.  In  1914  the  name  zvas  changed  to  the  Department  of 
Vocational  Training  and  Practical  Arts.  Since  1919  it  has  been  known  as 
the  Department  of  Vocational  Education.  This  Department  cooperates 
with  the  National  Vocational  Guidance  Association  and  with  the  National 
Society  for  Vocational  Education. 

The  officers  of  the  Department  for  the  year  1936-37  are:  president, 
Frederick  G.  Leasure,  City  Director  for  Vocational  Education ,  School 
Administration  Building,  Portland,  Ore.;  secretary,  Albert  S.  Sic  pert, 
Bradley  Institute,  Peoria,  III. 

Facts  relating  to  the  establishment  of  this  Department  and  the  record 
of  meetings  are  to  be  found  in  earlier  volumes  of  proceedings  as 
follows: 


1914 :565-624 

1922  -.1465-1483 

1929  -.945-972 

1915 : 815-846 

1923  -.1025-1043 

1930  -.931-954 

1916  \461-516 

1924:  987-1015 

1931  -.965-994 

191 7 -.431-473 

1925  :  872-  912 

1932  -.801-815 

1918  -.249-269 

1926:  964-  996 

1933  -.797-806 

1919  -.271-279 

1927:  971-1006 

1934  -.789-798 

1920  -.269-270 

1921  -.851-858 

1928:  971-1003 

1935  -.727-734 

!  622  i 


VOCATIONAL  EDUCATION  AS  A  FACTOR  IN  CRIME 

PREVENTION 


HOWARD  L.  BRIGGS,  DIRECTOR  OF  VOCATIONAL  EDUCATION,  GOVERNOR’S 
COMMISSION  FOR  THE  STUDY  OF  EDUCATION  IN  PENAL 
INSTITUTIONS  FOR  YOUTH,  WALLKILL,  N.  Y. 

The  headlines  of  our  press  are  filled  with  wailing  and  lament  relative 
to  the  high  cost  of  government  and  the  need  for  a  balanced  budget,  and 
yet  we  continue  to  pay  out  billions  of  dollars  each  year  as  our  contribution  to 
crime.  The  annual  cost  has  been  estimated  to  be  as  high  as  eighteen  billion 
dollars  each  year. 

For  centuries  mankind  has  vainly  searched  for  a  sovereign  panacea  which 
would  relieve  the  world  of  the  burdensome  costs  of  crime.  Cure-alls  of  every 
description  have  been  proposed  and  tried.  The  gamut  has  run  from  the 
Sadistic  orgies  of  the  torture  chamber  to  the  futile  verbal  barrages  of  the 
Pollyannas,  but  crime  goes  on  and  society  pays  and  pays  and  pays. 

There  are  over  two  hundred  thousand  men  and  women  in  our  prisons 
and  twice  that  number  “wanted.”  Most  of  these  offenders  against  our  laws 
are  young  people.  Four  out  of  ten  are  between  fifteen  and  twenty-five  years 
of  age  and  the  largest  single  group  is  between  nineteen  and  twenty  years 
of  age.  They  are  the  product  of  our  schools.  We  have  failed  to  give  this 
group  of  young  people  that  training  and  background  which  will  enable  them 
to  live  in  harmony  with  the  ideals  of  society.  We  have  made  a  ghastly  failure 
and  most  certainly  a  costly  one. 

The  Commission  for  the  Study  of  Education  in  Penal  Institutions  for 
Youth  was  appointed  by  Governor  Lehman  of  New  York  in  an  earnest  at¬ 
tempt  to  counteract  this  waste.  Chairman  N.  L.  Engelhardt  and  his  com¬ 
mission  are  attempting  the  social  and  economic  rehabilitation  of  youthful 
prison  inmates  thru  research  coupled  with  a  program  of  social  and  vocational 
education  and  guidance. 

After  studying  the  problem  thru  first-hand  contact  with  prison  inmates  I 
am  convinced  that  rehabilitation  is  possible  for  a  large  group  of  our  prison 
population.  But,  if  rehabilitation  is  possible,  what  about  prevention?  What 
are  our  schools  doing  about  it?  What  percentage  of  that  two  hundred  thou¬ 
sand  potential  prisoners  now  in  school  can  be  salvaged? 

Are  we  giving  them  that  education  which  will  develop  social  concepts  of 
integrity  and  responsibility  and  are  we  preparing  them  to  earn  a  satisfactory 
livelihood,  one  that  will  make  crime  unnecessary?  Youthful  delinquency 
usually  begins  in  those  marginal  slum  areas  where  human  wants  are  not 
satisfied.  Pilfering  coal  from  the  yards  leads  to  breaking  into  box  cars 
for  food,  into  “jackrolling”  and  gangs,  and  into  those  vocational  training 
institutions  for  crime,  frequently  known  as  reform  schools. 

Many  surveys  have  proved  successfully  that  juvenile  delinquency  is  more 
prevalent  in  areas  where  the  economic  situation  is  unsatisfactory.  The  cco- 


[  623  ] 


624 


National  Education  Association 


nomic  factor  is  evident  to  varying  degrees  in  a  large  percentage  of  crimes. 
Vocational  education  may  not  prevent  crime,  but  it  tends  to  alleviate  one 
important  factor  contributing  to  crime. 

VOCATIONAL  EDUCATION  IN  TOWN  AND  RURAL  HIGH 

SCHOOLS 

P.  C.  LAPHAM,  SUPERINTENDENT  OF  SCHOOLS,  CHARLES  CITY,  IOWA 

The  true  teacher  in  our  town  and  rural  vocational  departments  is  a  mis¬ 
sionary  of  a  fuller  life.  The  teacher  in  the  vocational  agriculture  depart¬ 
ment  in  rural  and  town  communities  is  striving  to  give  to  the  thousands  of 
farm  youth  who  enrol  in  this  department  not  only  scientific  training  in  effi¬ 
cient  farm  management  but  a  vision  of  the  type  of  service  that  should  be 
rendered  to  the  farm  community  in  which  the  youth  live.  The  Future 
Farmers  of  America,  an  organization  which  is  an  outgrowth  of  the  voca¬ 
tional  agriculture  department,  stands  out  as  one  of  the  finest  organizations 
of  youth  in  America  today.  It  is  developing  leadership  among  the  boys  who 
will  be  the  leading  farmers  of  tomorrow. 

The  adult  evening  classes  attended  by  large  groups  of  farmers  thruout  our 
agricultural  communities  are  bringing  the  farmers  of  today  into  closer  com¬ 
radeship  as  they  study  scientific  farming  and  wholesome  community  coopera¬ 
tion. 

In  our  industrial  departments  we  find  youth  working  under  production 
conditions.  They  look  upon  their  projects  not  as  the  result  of  the  work  of  a 
machine  but  as  a  craftsman’s  product  in  which  they  take  that  same  pride 
that  the  craftsman  of  old  took  in  his  handmade  products.  The  youth  of  our 
industrial  departments  become  instilled  with  ideals  of  true  dependability, 
thoroness,  and  thrift.  Here  again  we  find  our  adult  evening  school  depart¬ 
ment  in  which  adults  are  gaining  that  same  craftsmanship  point  of  view  which 
the  youth  in  the  day  school  classes  attain. 

Vocational  departments  in  our  town  and  rural  schools  are  attempting  to 
give  to  the  succeeding  generation,  farm  and  industrial  leadership  with  high 
ideals  based  upon  careful  training  and  upon  fundamentals  of  our  democratic 
life. 

CURRENT  PROBLEMS  IN  VOCATIONAL  EDUCATION  IN 

AGRICULTURE 

RAY  FIFE,  STATE  DEPARTMENT  OF  EDUCATION,  COLUMBUS,  OHIO 

A  scarcity  of  trained  vocational  agriculture  teachers  is  one  of  the  most 
pressing  problems  of  vocational  agriculture  in  many  states.  This  scarcity 
accompanies  a  widespread  demand  on  the  part  of  rural  communities  for 
vocational  agriculture  courses  in  the  public  schools. 

The  many  agricultural  phases  of  the  New  Deal  have  meant  constant 
and  complex  problems  in  curriculum  adjustment  for  vocational  agriculture 
workers.  Agricultural  Adjustment,  Soil  Conservation,  Rural  Rehabilita- 


Department  of  Vocational  Education 


625 


tion,  Emergency  Education,  Rural  Electrification,  Farm  Credit,  and  various 
phases  of  Producer  and  Consumer  Cooperation  have  presented  themselves 
for  almost  immediate  organization  for  instruction.  The  alphabet  which  the 
farmer  and  his  sons  have  needed  and  wanted  to  learn  could  not  be  found 
in  any  of  McGuffey’s  readers.  Vocational  agriculture  teachers  have  been 
called  upon,  not  only  to  understand  the  agricultural  phases  of  the  new  alpha¬ 
bet,  but  to  teach  such  understanding  to  others. 

Vocational  agriculture  has  assumed  its  share  of  responsibility  for  provid¬ 
ing  educational,  recreational,  and  social  programs  for  out-of-school  farm 
youth.  Many  thousands  of  farm  youth  sixteen  to  twenty-five  years  of  age 
are  enrolled  in  courses  in  vocational  agriculture  and  related  subjects. 

CURRENT  PROBLEMS  IN  INDUSTRIAL  EDUCATION 

ARTHUR  B.  MAYS,  PROFESSOR  OF  INDUSTRIAL  EDUCATION,  UNIVERSITY  OF 

ILLINOIS,  URBANA,  ILL. 

Charles  F.  Kettering,  vicepresident  of  General  Motors  Corporation,  re¬ 
cently  said:  “Man  is  going  to  come  into  his  own  during  the  next  generation 
or  two.  Not  things  for  man  but  man  himself  will  engage  the  attention  of 
scientists.”  This  is  but  another  way  of  saying  that  the  day  of  the  social 
sciences  has  arrived  and  if  it  be  true,  education  is  soon  to  become  a  major 
interest  of  the  best  thought  of  the  new  age.  Because  of  the  significance  of 
industry  as  a  conditioning  factor  in  modern  life,  industrial  education  as  a 
part  of  the  total  field  of  education  must  become  increasingly  a  center  of 
social  concern.  Some  of  the  major  problems  of  trade  education  are: 

1.  More  recognition  must  be  given  to  the  rapid  substitution  of  machine  processes 
for  hand  processes  in  all  departments  of  production.  The  skills  most  needed  in 
modern  industry  are  analytical  and  adjustive  in  character  rather  than  creative. 

2.  A  growing  need  for  more  effective  instruction  in  scientific  and  technical  facts 
is  apparent. 

3.  The  problem  of  the  wise  selection  of  those  who  are  given  industrial  training  is 
yet  to  be  solved.  It  should  be  available  only  to  those  who  are  reasonably  sure  of  their 
vocational  choice  and  who  possess  at  least  minimum  qualifications  for  successful 
work. 

4.  Much  more  attention  should  be  given  to  the  development  of  economic  and  social 
intelligence  among  industrial  workers. 

5.  Training  programs  need  to  be  much  more  closely  related  to  employment 
demands. 

The  problems  at  present  seemingly  demanding  most  urgent  attention  in 
industrial  arts  or  the  non-vocational  types  of  industrial  education  are: 

1.  The  enrichment  of  course  content  in  order  that  a  more  adequate  understand¬ 
ing  may  be  acquired  of  the  industrial  factors  of  modern  life  which  intimately  affect 
boys  and  girls. 

2.  Provision  for  a  much  wider  variety  of  industrial  experiences.  Notice,  for 
example,  the  amazing  degree  of  substitution  in  industrial  products  of  plastics  and 
glass  for  wood  and  metal. 

3.  More  effective  coordination  of  industrial  arts  activities  with  other  phases  of 
general  education. 


626 


National  Education  Association 


4.  More  effective  use  of  physical  facilities  and  better  methods  in  teaching  large 
classes.  Enrolments  and  size  of  classes  are  increasing  at  a  tremendous  rate  and 
probably  will  continue  to  do  so  for  several  years  to  come. 

The  general  situation  in  American  education  and  American  industry  today 
points  very  definitely  toward  the  greatest  opportunity  for  growth  and  service 
that  this  field  of  education  has  ever  faced. 

THE  IMPORTANCE  OF  VOCATIONAL  AGRICULTURE,  AS 

A  SERVICE  TO  RURAL  YOUTH 

PAUL  ASTLEFORD,  1934  STAR  FUTURE  FARMER  OF  AMERICA,  NEWBERG,  ORE. 

Years  ago,  we  find  that  to  learn  a  trade  it  was  necessary  to  become  an 
apprentice,  thereby  entering  a  servitude  for  a  definite  length  of  time  until  a 
trade  was  mastered.  Under  our  present  system  of  education,  farm  youth,  who 
heretofore  have  never  had  the  advantage  of  any  type  of  training  other  than 
that  given  by  parents,  are  now  in  four  short  years  of  vocational  agriculture 
given  an  entirely  new  outlook  on  farm  life  and  community  leadership.  Voca¬ 
tional  agriculture  has  given  farming  a  new  impetus  in  practically  every  com¬ 
munity  where  it  has  been  taught.  Rural  youth  in  contact  with  scientific 
training  soon  realize  the  vast  opportunity  before  them  and  are  rapidly  mak¬ 
ing  the  best  of  this  chance  to  do  something  constructive  for  themselves. 

The  practical  side  of  vocational  agriculture  is  very  important.  It  is 
necessary  to  learn  by  doing.  Experience  is  a  dear  but  sure  teacher,  and 
experience  assisted  by  carefully  considered  scientific  information  can  only  be 
an  improvement  over  the  old  trial-and-error  method.  The  social  advantage 
of  vocational  agriculture  must  not  be  overlooked.  Farm  youth  must  work 
with,  be  able  to  meet,  and  be  able  to  live  satisfactorily  with  other  people. 
The  recreational  advantages  to  rural  boys  thru  the  Future  Farmers  of 
America  are  doing  a  real  service  to  farm  life  in  developing  friendly  neigh¬ 
bors  and  energetic  leaders. 

In  summarizing  the  points  suggested,  vocational  agriculture  replaces  an 
unsatisfactory  apprentice  system  and  shows  rural  youth  new  methods  and 
improved  practises  in  a  practical  way.  Home  projects  are  providing  neces¬ 
sary  experience  and  practise,  and  the  social  life  of  rural  youth  has  been  greatly 
built  up  thru  the  organization  of  the  Future  Farmers  of  America. 

WHAT  EMPLOYERS  EXPECT  OF  VOCATIONAL 
EDUCATION  UNDER  PRESENTDAY 
CONDITIONS 

H.  R.  KREITZER,  PRESIDENT,  COLUMBIA  BRICK  WORKS,  PORTLAND,  ORE. 

Who  are  the  employers  of  today  and  what  kind  of  employers  are  they? 

In  vocational  education  we  think  principally  of  employers  in  four  groups 
— manufacturers  and  processors  of  goods,  distributors  and  merchandisers  of 
goods,  transporters  of  goods,  and  those  engaged  in  building  construction — 
each  of  which  may  be  divided  into  many  classifications.  So  it  is  that  there 


Department  of  Vocational  Education 


627 


is  an  extremely  wide  range  of  employers  with  a  correspondingly  wide  range 
in  their  points  of  view  and  in  their  social  and  economic  attitudes  toward 
their  employees.  This  presents  what  I  consider  the  primary  problem  in  voca¬ 
tional  education — to  study  the  needs  and  characteristics  of  employment  in 
the  various  communities  with  an  open  and  agile  mind  and  with  vision  and 
understanding. 

When  I  received  the  invitation  to  address  you  on  the  subject  assigned,  I 
felt  that  I  needed  help  and  consequently  wrote  to  a  number  of  employers 
representing  the  various  groups  which  I  have  mentioned  asking  them  what 
they  individually  expected  of  vocational  education  in  their  industry.  From 
these  answers  and  my  own  observations  I  have  formed  some  conclusions 
as  to  what  we,  the  composite  employers  of  America,  expect  from  vocational 
education  today. 

1.  We  want  an  indenture  method  consistent  with  modern  industrial  practises. 

2.  We  expect  supplementary  and  corollary  classroom  work. 

3.  We  expect  you  to  develop  a  consciousness  of  craftsmanship  in  the  apprentice. 

4.  We  expect  you  to  help  us  to  employ  apprentices  profitably. 

5.  We  expect  a  program  of  adult  education. 

6.  We  expect  the  cooperation  of  labor. 

7.  We  expect  the  cooperation  of  our  public  school  system. 

8.  We  expect  you  to  function  as  a  clearing-house. 

9.  We  expect  you  to  educate  us  as  to  the  opportunities,  possibilities,  and  the 
necessity  of  vocational  education. 

10.  We  expect  foundation  training  in  health  and  character  building  and  in  general 
preparation  for  life. 

Undoubtedly  these  general  requirements  that  I  have  mentioned  are  funda¬ 
mental  and  cannot  be  safely  overlooked  by  any  public  educational  agency. 
These  are  the  things  that  we  expect  of  vocational  education,  with  full 
realization  that  the  biggest  part  of  the  job  of  the  development  of  a  finished 
craftsman  remains  with  us. 

OPPORTUNITIES  AND  RESPONSIBILITIES  IN 
VOCATIONAL  EDUCATION 

C.  A.  HOWARD,  STATE  SUPERINTENDENT  OF  PUBLIC  INSTRUCTION, 

SALEM,  ORE. 

* 

The  age  at  which  young  people  will  enter  employment  has  been  perma¬ 
nently  advanced.  No  longer  will  students  of  high-school  age  be  able  to 
leave  school  in  large  numbers  and  find  remunerative  jobs.  This  places  upon 
the  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 
of  vocations  but  there  are  some  things  it  must  undertake  to  do : 

First ,  it  must  earnestly  develop  a  guidance  program  in  which  at  least  a 
tentative  choice  of  vocation  shall  have  an  important  place  so  that  boys  and 
girls  will  not  go  on  into  their  twenties  in  vocational  aimlessness. 

Second ,  there  must  be  ample  provision  for  work  in  shops  and  laboratories 
for  the  acquiring  of  general  technics  and  points  of  view  of  vocational  value. 


628 


National  Education  Association 


Third ,  vocational  and  general  education  must  be  coordinated.  The  voca¬ 
tional  director  must  have  not  a  specialized,  but  a  general  philosophy  of 
education. 

Fourth ,  there  must  be  conscious  training  for  democratic  citizenship  for 
all  groups.  A  good  citizen  takes  pride  in  his  vocation  as  his  opportunity  to 
serve  a  social  need.  He  stands  for  the  interests  of  his  group  and  he  needs 
to  know  the  history  of  the  progressive  advance  of  the  worker,  thru  organi¬ 
zation,  to  a  higher  standard  of  living  and  to  a  position  of  increasing  dignity 
and  recognition,  but  he  recognizes  that  there  must  be  cooperation  among 
groups.  Non-cooperation,  carried  to  the  extreme,  means  disintegration  of 
the  industrial  and  political  structure.  The  only  alternative  to  voluntary 
cooperation  is  dictatorship  in  one  form  or  another. 


World  Federation  of  Education 

t Associations 


HISTORICAL  NOTE 

The  world  federation  of  education  associations  was  the  outgrowth 
of  a  World  Conference  on  Education  which  was  called  by  the  Committee 
on  Foreign  Relations  of  the  National  Education  Association  to  meet  at 
San  Francisco  in  July  1923.  The  first  biennial  meeting  of  the  World 
Federation  of  Education  Associations  was  held  in  Edinburgh,  Scotland, 
in  July  1925.  The  second  biennial  conference  was  held  in  Toronto, 
Canada,  in  August  1927.  The  third  conference  was  held  in  Geneva, 
Switzerland,  August  1929 ;  the  fourth  conference  took  place  in  August 
1931,  at  Denver,  Colorado;  the  fifth  conference  took  place  in  August 
1933,  in  Dublin,  Ireland;  and  the  sixth  conference  took  place  in  August 
1935,  at  Oxford,  England. 

The  officers  for  the  years  1935-37  are:  president,  Paul  Monroe, 
Teachers  College,  Columbia  University,  New  York,  N.  Y.;  secretary- 
general,  U el  W.  Lamkin,  President,  Northwest  Missouri  State  Teachers 
College,  Maryville,  Mo. 

Facts  relating  to  the  establishment  of  the  W orld  Federation  of  Edu¬ 
cation  Associations  and  the  record  of  meetings  are  found  in  earlier 
volumes  of  proceedings  as  follows: 

1921  -.176-182  1925  -.913-927  1929  -.975-988 

19 22:312-317  1926  :  996-1003  1931  -.985-994 

1923  -.106, 402-424  1927  -.1007-1016  1933  -.807-814 

1924  -.272-274  1928  -.1005-1012  '  1935  -.735-742 


|  630  ] 


iASSOCIA tio nal  TIecords 

AND 

Information 


Associational  Records  and  Information 

1857—1870 

The  National  Teachers  Association 

Organized  August  26,  1857,  at  Philadelphia,  Pennsylvania. 

Purpose — To  elevate  the  character  and  advance  the  interests  of  the  pro¬ 
fession  of  teaching  and  to  promote  the  cause  of  popular  education  in  the 
United  States. 

The  name  of  the  Association  was  changed  at  Cleveland,  Ohio,  on  August 
15,  1870,  to  the  “National  Educational  Association.” 

1870—1907 

National  Educational  Association 

Incorporated  under  the  laws  of  the  District  of  Columbia,  February  24, 
1886,  under  the  name,  “National  Education  Association,”  which  was 
changed  to  “National  Educational  Association,”  by  certificate  filed 
November  6,  1886. 

1907- 

National  Education  Association  of  the  United  States 

Incorporated  under  a  special  act  of  Congress,  approved  June  30,  1906, 
to  succeed  the  “National  Educational  Association.”  The  charter  was 
accepted  and  bylaws  were  adopted  at  the  Fiftieth  Anniversary  Conven¬ 
tion  held  July  10,  1907,  at  Los  Angeles,  California. 

ACT  OF  INCORPORATION 

AN  ACT  TO  INCORPORATE  THE  NATIONAL  EDUCATION  ASSOCIATION  OF  THE 

UNITED  STATES 

Be  it  enacted  by  the  Senate  and  House  of  Representatives  of  the  United  States  of 
America  in  Congress  assembled: 

Section  1.  That  the  following-named  persons,  who  are  now  officers  and  direc¬ 
tors  and  trustees  of  the  National  Educational  Association,  a  corporation  organized 
in  the  year  eighteen  hundred  and  eighty-six,  under  the  Act  of  General  Incorpora¬ 
tion  of  the  Revised  Statutes  of  the  District  of  Columbia,  viz.: 

Nathan  C.  Schaeffer,  Eliphalet  Oram  Lyte,  John  W.  Lansinger,  of  List  of 

Pennsylvania;  Isaac  W.  Hill,  of  Alabama;  Arthur  J.  Matthews,  Incorporators 
of  Arizona;  John  H.  Hinemon,  George  B.  Cook,  of  Arkansas; 

Joseph  O’Connor,  Josiah  L.  Pickard,  Arthur  H.  Chamberlain,  of  California;  Aaron 
Gove,  Ezekiel  H.  Cook,  Lewis  C.  Greenlee,  of  Colorado;  Charles  H.  Keyes,  of 
Connecticut;  George  W.  Twitmyer,  of  Delaware;  J.  Ormond  Wilson,  William  T. 
Harris,  Alexander  T.  Stuart,  of  the  District  of  Columbia;  Clem  Hampton,  of 
Florida;  William  M.  Slaton,  of  Georgia;  Frances  Mann,  of  Idaho;  J.  Stanley 
Brown,  Albert  G.  Lane,  Charles  I.  Parker,  John  W.  Cook,  Joshua  Pike,  Albert  R. 
Taylor,  Joseph  A.  Mercer,  of  Illinois;  Nebraska  Cropsey,  Thomas  A.  Mott,  of 
Indiana;  John  D.  Benedict,  of  Indian  Territory;  John  F.  Riggs,  Ashley  V.  Storm, 
of  Iowa;  John  W.  Spindler,  Jasper  N.  Wilkinson,  A.  V.  Jewett,  Luther  D.  Whitte- 
more,  of  Kansas;  William  Henry  Bartholomew,  of  Kentucky;  Warren  Easton,  of 

[  633  ] 


634 


National  Education  Association 


Louisiana;  John  S.  Locke,  of  Maine;  M.  Bates  Stephens,  of  Maryland;  Charles  W. 
Eliot,  Mary  H.  Hunt,  Henry  T.  Bailey,  of  Massachusetts;  Hugh  A.  Graham, 
Charles  G.  White,  William  H.  Elson,  of  Michigan;  William  F.  Phelps,  Irwin 
Shepard,  John  A.  Cranston,  of  Minnesota;  Robert  B.  Fulton,  of  Mississippi;  F. 
Louis  Soldan,  James  M.  Greenwood,  William  J.  Hawkins,  of  Missouri;  Oscar 
J.  Craig,  of  Montana;  George  L.  Towne,  of  Nebraska;  Joseph  E.  Stubbs,  of  Ne¬ 
vada;  James  E.  Klock,  of  New  Hampshire;  James  M.  Green,  John  Enright,  of  New 
Jersey;  Charles  M.  Light,  of  New  Mexico;  James  H.  Canfield,  Nicholas  Murray 
Butler,  William  H.  Maxwell,  Charles  R.  Skinner,  Albert  P.  Marble,  James  C. 
Byrnes,  of  New  York;  James  Y.  Joyner,  Julius  Isaac  Foust,  of  North  Carolina; 
Pitt  Gordon  Knowlton,  of  North  Dakota;  Oscar  T.  Corson,  Jacob  A.  Shawan, 
Wells  L.  Griswold,  of  Ohio;  Edgar  S.  Vaught,  Andrew  R.  Hickham,  of  Oklahoma; 
Charles  Carroll  Stratton,  Edwin  D.  Ressler,  of  Oregon;  Thomas  W.  Bicknell, 
Walter  Ballou  Jacobs,  of  Rhode  Island;  David  B.  Johnson,  Robert  P.  Pell,  of 
South  Carolina;  Moritz  Adelbert  Langer,  of  South  Dakota;  Eugene  F.  Turner,  of 
Tennessee;  Lloyd  E.  Wolf,  of  Texas;  David  H.  Christensen,  of  Utah;  Henry  O. 
Wheeler,  Isaac  Thomas,  of  Vermont;  Joseph  L.  Jarman,  of  Virginia;  Edward  T. 
Mathes,  of  Washington;  T.  Marcellus  Marshall,  Lucy  Robinson,  of  West  Virginia; 
Lorenzo  D.  Harvey,  of  Wisconsin;  Thomas  T.  Tynan,  of  Wyoming;  Cassia  Patton, 
of  Alaska;  Frank  H.  Ball,  of  Porto  Rico;  Arthur  F.  Griffiths,  of  Hawaii;  C.  H. 
Maxson,  of  the  Philippine  Islands;  and  such  other  persons  as  now  are  or  may 
hereafter  be  associated  with  them  as  officers  or  members  of  said  Association,  are 
hereby  incorporated  and  declared  to  be  a  body  corporate  of  the  District  of  Co¬ 
lumbia  by  the  name  of  the  “National  Education  Association  of  the  United  States,” 
and  by  that  name  shall  be  known  and  have  a  perpetual  succession  with  the  powers, 
limitations,  and  restrictions  herein  contained. 

Sec.  2.  That  the  purpose  and  objects  of  the  said  corporation  shall  be  to  elevate 
the  character  and  advance  the  interests  of  the  profession  of  teaching  and  to  pro¬ 
mote  the  cause  of  education  in  the  United  States.  This  corporation  shall  include 

the  National  Council  of  Education  and  the  following  depart- 

Purpose  and  ments,  and  such  others  as  may  hereafter  be  created  by  organi- 

Departments  zation  or  consolidation,  to  wit:  The  Departments,  first,  of  Su¬ 

perintendence;  second,  of  Normal  Schools;  third,  of  Elemen¬ 
tary  Education;  fourth,  of  Higher  Education;  fifth,  of  Manual  Training;  sixth,  of 
Art  Education;  seventh,  of  Kindergarten  Education;  eighth,  of  Music  Education; 
ninth,  of  Secondary  Education;  tenth,  of  Business  Education;  eleventh,  of  Child 
Study;  twelfth,  of  Physical  Education;  thirteenth,  of  Natural  Science  Instruction; 
fourteenth,  of  School  Administration;  fifteenth,  the  Library  Department;  sixteenth, 
of  Special  Education;  seventeenth,  of  Indian  Education;  the  powers  and  duties 
and  the  numbers  and  names  of  these  departments  and  of  the  National  Council 
of  Education  may  be  changed  or  abolished  at  the  pleasure  of  the  corporation,  as 
provided  in  its  bylaws. 

Sec.  3.  That  the  said  corporation  shall  further  have  power  to  have  and  to  use 
a  common  seal,  and  to  alter  and  change  the  same  at  its  pleasure;  to  sue  or  to  be 
sued  in  any  court  of  the  United  States,  or  other  court  of  competent  jurisdiction; 

to  make  bylaws  not  inconsistent  with  the  provisions  of  this  act 
Powers  of  or  of  the  Constitution  of  the  United  States;  to  take  or  receive, 

Corporation  whether  by  gift,  grant,  devise,  bequest,  or  purchase,  any  real 

or  personal  estate,  and  to  hold,  grant,  convey,  hire,  or  lease 
the  same  for  the  purpose  of  its  incorporation;  and  to  accept  and  administer 
any  trust  of  real  or  personal  estate  for  any  educational  purpose  within  the  objects 
of  the  corporation. 

Sec.  4.  That  all  real  property  of  the  corporation  within  the  District  of  Columbia 
which  shall  be  used  by  the  corporation  for  the  educational  or  other  purposes  of  the 
corporation  as  aforesaid  other  than  the  purposes  of  producing  income  and  all  per- 


Associational  Records  and  Information 


635 


sonal  property  and  funds  of  the  corporation  held,  used,  or 
invested  for  educational  purposes  aforesaid,  or  to  produce  Property  to  be 
income  to  be  used  for  such  purposes,  shall  be  exempt  from  Tax-Exempt 
taxation;  provided,  However,  that  this  exemption  shall  not 
apply  to  any  property  of  the  corporation  which  shall  not  be  used  for,  or  the 
income  of  which  shall  not  be  applied  to,  the  educational  purposes  of  the  corpora¬ 
tion;  and,  provided  further,  That  the  corporation  shall  annually  file,  with  the 
Commissioner  of  Education  of  the  United  States,  a  report  in  writing,  stating  in 
detail  the  property,  real  and  personal,  held  by  the  corporation,  and  the  expenditure 
or  other  use  or  disposition  of  the  same,  or  the  income  thereof,  during  the  preceding 
year. 

Sec.  5.  That  the  membership  of  the  said  corporation  shall 
consist  of  three  classes  of  members — viz.,  active,  associate,  and  Members 

corresponding — whose  qualifications,  terms  of  membership, 
rights,  and  obligations  shall  be  prescribed  by  the  bylaws  of  the  corporation. 

Sec.  6.  That  the  officers  of  the  said  corporation  shall  be  a 
President,  twelve  Vicepresidents,  a  Secretary,  a  Treasurer,  Officers 

a  Board  of  Directors,  an  Executive  Committee,  and  a  Board 
of  Trustees. 

The  Board  of  Directors  shall  consist  of  the  President,  the  First  Vicepresident,  the 
Secretary,  the  Treasurer,  the  Chairman  of  the  Board  of  Trustees,  and  one  additional 
member  from  each  state,  territory,  or  district,  to  be  elected  by  the  active  members 
for  the  term  of  one  year,  or  until  their  successors  are  chosen, 
and  of  all  Life  Directors  of  the  National  Educational  Association.  Board  of 

The  United  States  Commissioner  of  Education,  and  all  former  Directors 

Presidents  of  the  said  Association  now  living,  and  all  future 
Presidents  of  the  Association  hereby  incorporated,  at  the  close  of  their  respec¬ 
tive  terms  of  office,  shall  be  members  of  the  Board  of  Directors  for  life.  The 
Board  of  Directors  shall  have  power  to  fill  all  vacancies  in  their  own  body;  shall 
have  in  charge  the  general  interests  of  the  corporation,  excepting  those  herein 
intrusted  to  the  Board  of  Trustees;  and  shall  possess  such  other  powers  as  shall  be 
conferred  upon  them  by  the  bylaws  of  the  corporation. 

The  Executive  Committee  shall  consist  of  five  members,  as  follows:  the  President 
of  the  Association,  the  First  Vicepresident,  the  Treasurer,  the  Chairman  of  the 
Board  of  Trustees,  and  a  member  of  the  Association,  to  be 
chosen  annually  by  the  Board  of  Directors,  to  serve  one  year.  Executive 

The  said  committee  shall  have  authority  to  represent  and  to  Committee 

act  for  the  Board  of  Directors  in  the  intervals  between  the 
meetings  of  that  body,  to  the  extent  of  carrying  out  the  legislation  adopted  by  the 
Board  of  Directors  under  general  directions  as  may  be  given  by  said  board. 

The  Board  of  Trustees  shall  consist  of  four  members  elected  by  the  Board  of 
Directors  for  the  term  of  four  years,  and  the  President  of  the  Association,  who 
shall  be  a  member  ex  officio  during  his  term  of  office.  At  the  first  meeting  of 
the  Board  of  Directors,  held  during  the  annual  meeting  of  the 
Association  at  which  they  were  elected,  they  shall  elect  one  Board  of 

trustee  for  the  term  of  four  years.  All  vacancies  occurring  in  Trustees 

said  Board  of  Trustees,  whether  by  resignation  or  otherwise, 
shall  be  filled  by  the  Board  of  Directors  for  the  unexpired  term;  and  the  absence 
of  a  trustee  from  two  successive  annual  meetings  of  the  board  shall  forfeit  his 
membership. 

Sec.  7.  That  the  invested  fund  now  known  as  the  “Permanent  Fund  of  the 
National  Educational  Association,”  when  transferred  to  the  corporation  hereby 
created,  shall  be  held  by  such  corporation  as  a  Permanent  Fund  and  shall  be  in 


636 


National  Education  Association 


charge  of  the  Board  of  Trustees,  who  shall  provide  for  the 
Permanent  safekeeping  and  investment  of  such  fund,  and  of  all  other 

Fund  funds  which  the  corporation  may  receive  by  donation,  bequest, 

or  devise.  No  part  of  the  principal  of  such  Permanent  Fund 
or  its  accretions  shall  be  expended,  except  by  a  two-thirds  vote  of  the  active 
members  of  the  Association  present  at  any  annual  meeting,  upon  the  recommenda¬ 
tion  of  the  Board  of  Trustees,  after  such  recommendation  has  been  approved  by 
vote  of  the  Board  of  Directors,  and  after  printed  notice  of  the  proposed  expendi¬ 
ture  has  been  mailed  to  all  active  members  of  the  Association.  The  income  of  the 
Permanent  Fund  shall  be  used  only  to  meet  the  cost  of  maintaining  the  organi¬ 
zation  of  the  Association  and  of  publishing  its  annual  volume  of  Proceedings, 
unless  the  terms  of  the  donation,  bequest,  or  devise  shall  otherwise  specify,  or  the 
Board  of  Directors  shall  otherwise  order.  It  shall  also  be  the  duty  of  the  Board 

of  Trustees  to  issue  orders  on  the  Treasurer  for  the  payment 
Duties  o£  of  all  bills  approved  by  the  Board  of  Directors,  or  by  the 

Trustees  President  and  Secretary  of  the  Association  acting  under  the 

authority  of  the  Board  of  Directors.  When  practicable,  the 
Board  of  Trustees  shall  invest,  as  part  of  the  Permanent  Fund,  all  surplus  funds 
exceeding  $500  that  shall  remain  in  the  hands  of  the  Treasurer  after  paying  the 
expenses  of  the  Association  for  the  previous  year,  and  providing  for  the  fixed 
expenses  and  for  all  appropriations  made  by  the  Board  of  Directors  for  the 
ensuing  year. 


Election  of 
Secretary 

period  not  to 


The  Board  of  Trustees  shall  elect  the  Secretary  of  the  Asso¬ 
ciation,  who  shall  be  Secretary  of  the  Executive  Committee, 
and  shall- fix  the  compensation  and  the  term  of  his  office  for  a 
exceed  four  years. 


Sec.  8.  That  the  principal  office  of  the  said  corporation  shall  be  in  the  city  of 
Washington,  D.  C. ;  provided,  That  the  meeting  of  the  corpora- 
Membership  tion,  its  officers,  committees,  and  departments,  may  be  held,  and 

Obligations  that  its  business  may  be  transacted,  and  an  office  or  offices  may 

be  maintained,  elsewhere,  within  the  United  States,  as  may 
be  determined  by  the  Board  of  Directors,  or  otherwise  in  accordance  with  the 
bylaws. 

Sec.  9.  That  the  charter,  constitution,  and  bylaws  of  the  National  Educational 
Association  shall  continue  in  full  force  and  effect  until  the  charter  granted  by 
this  act  shall  be  accepted  by  such  Association  at  the  next  annual  meeting  of  the 

Association,  and  until  new  bylaws  shall  be  adopted;  and 
Acceptance  of  that  the  present  officers,  directors,  and  trustees  of  said  Associa- 

This  Charter  tion  shall  continue  to  hold  office  and  perform  their  respective 

duties  as  such  until  the  expiration  of  terms  for  which  they 
were  severally  elected  or  appointed,  and  until  their  successors  are  elected.  That  at 
such  annual  meeting  the  active  members  of  the  National  Educational  Association, 
then  present,  may  organize  and  proceed  to  accept  the  charter  granted  by  this  act 
and  adopt  bylaws,  to  elect  officers  to  succeed  those  whose  terms  have  expired  or 
are  about  to  expire,  and  generally  to  organize  the  “National  Education  Associa¬ 
tion  of  the  United  States”;  and  that  the  Board  of  Trustees  of  the  corporation 
hereby  incorporated  shall  thereupon,  if  the  charter  granted  by  this  act  be  accepted, 
receive,  take  over,  and  enter  into  possession,  custody,  and  management  of  all 
property,  real  and  personal,  of  the  corporation  heretofore  known  as  the  National 
Educational  Association  incorporated  as  aforesaid,  under  the  Revised  Statutes  of 
the  District  of  Columbia,  and  all  its  rights,  contracts,  claims,  and  property  of  every 
kind  and  nature  whatsoever,  and  the  several  officers,  directors,  and  trustees  of  such 
last-named  Association,  or  any  other  person  having  charge  of  any  of  the  securities, 
funds,  books,  or  property  thereof,  real  or  personal,  shall  on  demand  deliver  the  same 
to  the  proper  officers,  directors,  or  trustees  of  the  corporation  hereby  created.  Pro¬ 
vided,  That  a  verified  certificate  executed  by  the  presiding  officer  and  secretary  of 


Associational  Records  and  Information 


637 


such  annual  meeting,  showing  the  acceptance  of  the  charter  granted  by  this  act  by 
the  National  Educational  Association,  shall  be  legal  evidence  of  the  fact,  when  filed 
with  the  Recorder  of  Deeds  of  the  District  of  Columbia ;  and,  provided,  further, 
That  in  the  event  of  the  failure  of  the  Association  to  accept  the  charter  granted  by 
this  act  at  said  annual  meeting  then  the  charter  of  the  National  Educational  Asso¬ 
ciation  and  its  incorporate  existence  shall  be  and  are  hereby  extended  until  the 
thirty-first  day  of  July,  nineteen  hundred  and  eight,  and  at  any  time  before  said 
date  its  charter  may  be  extended  in  the  manner  and  form  provided  by  the  general 
corporation  of  the  District  of  Columbia. 

Sec.  10.  That  the  rights  of  creditors  of  the  said  existing  corporation,  known 
as  the  National  Educational  Association,  shall  not  in  any  manner  be  impaired  by 
the  passage  of  this  act,  or  the  transfer  of  the  property  heretofore  mentioned,  nor 
shall  any  liability  or  obligation,  or  payment  of  any  sum  due  or 
to  become  due,  or  any  claim  or  demand,  in  any  manner,  or  for  Rights  of 

any  cause  existing  against  the  said  existing  corporation,  be  Creditors 

released  or  impaired;  and  the  corporation  hereby  incorporated 
is  declared  to  succeed  to  the  obligations  and  liabilities,  and  to  be  held  liable  to 
pay  and  discharge  all  of  its  debts,  liabilities,  and  contracts  of  the  said  corporation 
so  existing,  to  the  same  effect  as  if  such  new  corporation  had  itself  incurred  the 
obligation  or  liability  to  pay  such  debts  or  damages,  and  no  action  or  proceeding 
before  any  court  or  tribunal  shall  be  deemed  to  have  abated  or  been  discontinued 
by  reason  of  this  act. 

Sec.  11.  That  Congress  may  from  time  to  time  alter,  repeal, 
or  modify  this  act  of  incorporation,  but  no  contract  or  individual 
right  made  or  acquired  shall  thereby  be  divested  or  impaired. 

Sec.  12.  That  said  corporation  may  provide,  by  amendment 
the  powers  of  the  active  members  exercised  at  the  annual  meet¬ 
ing  in  the  election  of  officers  and  the  transaction  of  business 
shall  be  vested  in  and  exercised  by  a  representative  assembly 
composed  of  delegates  apportioned,  elected,  and  governed  in 
accordance  with  the  provisions  of  the  bylaws  adopted  by  said 
corporation. 


Amendments 
to  Charter 

to  its  bylaws,  that 

Creation  of 
Representative 
Assembly 


Sections  1-11  were  passed  by  Congress  and  approved  by  the  President,  June  30, 
1906.  They  were  accepted  and  adopted  as  the  constitution  of  the  National  Educa¬ 
tion  Association  of  the  United  States  by  the  active  members  of  the  National  Educa¬ 
tional  Association  in  annual  session  at  Los  Angeles,  California,  July  10,  1907. 

Section  12  was  passed  by  Congress  and  approved  by  the  President  of  the  United 
States,  May  13,  1920,  as  an  amendment  to  the  original  act  of  incorporation.  It  was 
accepted  and  adopted  as  an  amendment  to  the  constitution  of  the  National  Education 
Association  of  the  United  States  by  the  active  members  thereof  in  annual  session  at 
Salt  Lake  City,  Utah,  July  9,  1920. 


638 


National  'Education  Association 


BYLAWS  AS  AMENDED  AT  THE  ANNUAL  BUSINESS  MEET¬ 
ING  OF  THE  REPRESENTATIVE  ASSEMBLY, 
PORTLAND,  OREGON,  JULY  1936 

ARTICLE  I— MEMBERSHIP 

Wherever  the  word  “State”  appears  in  these  bylaws  it  will  be  understood  that 
State,  Territory,  or  District  of  the  United  States  is  meant. 

Section  1.  The  membership  of  the  National  Education  Asso¬ 
ciation  of  the  United  States  shall  consist  of  three  classes:  Active, 
Associate,  and  Corresponding,  whose  qualifications,  rights,  and 
obligations  shall  be  as  hereinafter  prescribed. 

Sec.  2.  Active  members  of  the  Association  shall  be  those  actively  engaged  in 
the  profession  of  teaching  or  other  educational  work. 

Sec.  3.  The  annual  dues  of  an  active  member  shall  be  $2,  which  shall  entitle 
him  to  attend  all  meetings  of  the  Association  and  its  several  Departments;  to 
receive  the  Journal  free  and  on  application,  to  secure  all  publications  of  the  As¬ 
sociation  at  a  price  fixed  by  the  Executive  Committee,  which 
shall  be  the  approximate  cost.  By  the  payment  of  annual  dues 
of  $5  an  active  member  shall  receive  in  addition  to  the  Jour¬ 
nal,  without  application  or  other  condition,  the  volume  of  Pro¬ 
ceedings  and  all  other  regular  publications  of  the  Association, 
of  committees  and  all  special  bulletins  and  announcements 

Sec.  4.  All  Life  Members  and  Life  Directors  shall  have  all 
the  rights  and  privileges  of  active  members  without  the  pay¬ 
ment  of  annual  dues,  and  shall  receive  free  without  applica¬ 
tion  or  condition  the  publications  of  the  Association. 

Sec.  5.  Associate  members  of  the  Association  shall  be  persons  who  are  not  ac¬ 
tively  engaged  in  the  profession  of  teaching  or  other  educa- 
Associate  tional  work,  but  who  are  otherwise  interested  in  the  promotion 

Members  of  education.  The  annual  dues  of  an  associate  member  shall 

be  the  same  as  the  dues  of  an  active  member  and  he  shall  have 
the  same  rights  and  privileges,  except  the  right  to  vote,  to  serve  as  a  delegate 
in  the  Representative  Assembly,  and  to  hold  office. 

Sec.  6.  Eminent  educators  not  residing  in  America  may  be 
Corresponding  elected  by  the  Board  of  Directors  as  corresponding  members. 
Members  The  number  of  corresponding  members  shall  not  at  any  time 

exceed  fifty.  They  shall  pay  no  dues  and  may  receive  free 
the  publications  of  the  Association. 

Sec.  7.  The  membership  year  shall  be  from  September  1 
to  August  31.  All  membership  dues  paid  during  the  mem¬ 
bership  year  shall  be  credited  to  that  year  unless  otherwise 
requested. 

Sec.  8.  The  annual  dues  of  members  shall  be  sent  to  the  Execu¬ 
tive  Secretary  on  or  before  November  1.  An  active  member  fail¬ 
ing  to  pay  his  dues  as  herein  provided  shall  forfeit  the  privi¬ 
leges  of  membership  and  after  being  in  arrears  one  half  year 
be  dropped  from  the  list  of  members. 


Membership 

Year 


Payment  of 
Dues 


Obligations 

and 

Privileges 

including  reports 
when  issued. 

Life  Members 
and 

Life  Directors 


Membership 

Defined 


Associational  Records  and  Information 


639 


Sec.  9.  The  Executive  Secretary  of  the  Association  shall  fur¬ 
nish  each  member  of  the  Association  a  Membership  Card,  declar-  Membership 
ing  him  to  be  a  member  of  the  National  Education  Association  Card 

for  the  year  for  which  his  dues  are  paid,  and  as  such  entitled  to 
all  the  rights  and  privileges  granted  by  the  charter  and  bylaws  of  the  Association. 

Sec.  10.  The  right  to  vote,  to  serve  as  a  delegate  in  the  Representative  As¬ 
sembly,  and  to  hold  office  in  the  Association  or  in  any  Depart¬ 
ment  thereof,  shall  be  limited  to  active  members  whose  dues 
are  paid.  The  right  to  vote  and  to  hold  office  in  the  Council  Right  to  Vote 
shall  be  limited  to  members  of  the  Council  whose  dues  are  paid. 

Sec.  11.  The  Representative  Assembly  shall  be  composed  of  the  President,  Twelve 
Vicepresidents,  the  Executive  Secretary,  and  Treasurer  of  the 
National  Education  Association,  the  United  States  Commissioner  Representative 
of  Education,  and  the  delegates  elected  from  the  various  affiliated  Assembly 

state  and  local  associations  as  provided  in  the  bylaws. 


ARTICLE  II— OFFICERS,  REPRESENTATIVE  ASSEMBLY, 
AND  AFFILIATED  ASSOCIATIONS 


Section  1.  (a)  The  officers  of  said  corporation  shall  be  a  President,  Twelve  Vice- 
presidents,  an  Executive  Secretary,  a  Treasurer,  a  Board  of  Directors,  an  Executive 
Committee,  and  a  Board  of  Trustees.  (See  Act  of  Incorporation, 
section  6,  first  paragraph.)  Officers, 

(b)  The  Board  of  Directors  shall  consist  of  the  President,  the  Directors, 

First  Vicepresident,  the  Executive  Secretary,  the  Treasurer,  the  Trustees, 

Chairman  of  the  Board  of  Trustees,  and  one  additional  member  an^  Committees 
from  each  state,  territory,  or  district  to  be  elected  by  the  active 

members  for  the  term  of  one  year  or  until  their  successors  are  chosen,  and  of  all 
Life  Directors  of  the  National  Educational  Association.  (See  Act  of  Incorporation, 
section  6,  second  paragraph.) 

(c)  The  Executive  Committee  shall  consist  of  five  members  as  follows:  The 
President  of  the  Association,  the  First  Vicepresident,  the  Treasurer,  the  Chairman 
of  the  Board  of  Trustees,  and  a  member  of  the  Association  to  be  chosen  annually  by 
the  Board  of  Directors  to  serve  one  year.  (See  Act  of  Incorporation,  section  6,  third 
paragraph,  first  sentence.) 

(d)  The  Board  of  Trustees  shall  consist  of  four  members  elected  by  the  Board 
of  Directors  for  a  term  of  four  years  and  the  President  of  the  Association  who  shall 
be  a  member  ex  officio  during  his  term  of  office.  (See  Act  of  Incorporation,  section  6, 
fourth  paragraph,  first  sentence.) 

(e)  The  election  of  officers  and  transaction  of  business  at  the  annual  business 
meeting  shall  be  by  a  Representative  Assembly  composed  of  delegates  apportioned, 
elected,  and  governed  as  hereinafter  provided. 


Sec.  2.  At  the  first  business  meeting  of  the  Representative  Assembly  on  the 
second  day  of  the  annual  meeting  of  the  Association,  nominations  for  the  follow¬ 
ing  offices  shall  be  made:  President,  Vicepresident,  and  Treasurer.  Candidates 
for  said  offices  shall  be  nominated  from  the  floor  upon  roll  call  of  the  states.  On 
the  first  day  of  the  annual  meeting  of  the  Association  the  delegates  of  each  state, 
territory,  and  district  of  the  United  States  shall  nominate  one  person  for  member 
of  the  Board  of  Directors  and  the  name  of  such  person  shall  be  reported  to  the 
Representative  Assembly  at  the  first  business  meeting  upon  roll  call  of  the  states. 
Any  person  to  qualify  to  serve  as  Director  shall  have  been  an 
active  member  with  dues  paid  in  the  National  Education  Asso¬ 
ciation  and  in  a  State,  or  District,  or  Territory,  and  a  Local 
Association,  if  organized,  for  a  five-year  period  immediately  pre¬ 
ceding  the  election.  Only  delegates  who  are  active  members  of 
the  N.  E.  A.  and  whose  dues  have  been  paid  in  a  State,  or  District, 


Election  of 
Officers  and 
Qualifications 
of  Directors 


640 


National  Education  Association 


or  Territory,  and  a  Local  Association,  if  organized,  respectively,  shall  have  the  right 
to  vote  for  such  directors.  On  the  fourth  day  of  the  annual  meeting  officers  shall  be 
elected  from  the  candidates  by  the  delegates  to  the  Representative  Assembly  by 
ballot.  Said  ballots  shall  be  printed  and  shall  contain  the  names  of  all  nominees  as 
provided  above.  Polls  for  voting  shall  be  open  from  8  a.  m.  to  6  p.  m.,  at  such  place 
or  places  as  the  President  of  the  Association  shall  designate.  The  candidates  for 
President,  Treasurer,  member  of  Board  of  Directors  from  each  state,  territory,  or 
district,  respectively,  and  the  eleven  candidates  for  the  office  of  Vicepresident  receiv¬ 
ing  the  highest  number  of  votes  shall  be  declared  elected.  The  President  of  the 
Association  shall  appoint  tellers  and  complete  all  arrangements  for  carrying  out 
the  election.  The  results  of  the  election  herein  provided  shall  be  announced  at 
the  final  business  session  of  the  Representative  Assembly.  The  officers  thus  chosen 
shall  continue  in  office  until  the  close  of  the  annual  meeting  subsequent  to  their 
election,  and  until  their  successors  are  chosen,  except  as  herein  provided.  The 
Executive  Secretary  and  the  Treasurer  shall  enter  upon  their  duties  at  a  date  which 
shall  be  determined  by  the  Board  of  Trustees  and  which  shall  not  be  later  than  the 
first  of  October  and  shall  continue  in  office  during  the  term  for  which  they  are 
separately  chosen  and  until  their  successors  are  duly  elected. 

Sec.  3.  The  State  Teachers  Association  or  Educational  Association  of  a  state, 
territory,  or  district,  may  become  affiliated  with  the  National  Education  Associa¬ 
tion  and  shall  be  designated  an  Affiliated  State  Association.  Each  Affiliated  State 

Association  shall  be  a  state  unit  in  the  organization  of  the 
Affiliated  State  National  Education  Association  and  as  such  shall  be  entitled 

Associations  to  representation  in  the  Representative  Assembly  as  herein¬ 

after  provided.  The  annual  dues  of  an  Affiliated  State  Asso¬ 
ciation  shall  be  $10.  Said  Association  shall  receive  without  application,  or  other 
condition,  all  regular  publications  of  the  National  Education  Association,  includ¬ 
ing  the  volume  of  Proceedings,  reports  of  committees,  and  all  special  bulletins  and 
announcements  when  issued. 

Sec.  4.  A  Local  Educational  Association  or  Teachers  Organization  within  a  state, 
territory,  or  district,  may  affiliate  with  the  National  Education  Association  and 
shall  be  designated  an  Affiliated  Local  Association.  Each  Affiliated  Local  Asso¬ 
ciation  shall  be  a  local  unit  in  the  organizaton  of  the  National 
Affiliated  Local  Education  Association  and  as  such  shall  be  entitled  to  rep- 
Associations  resentation  in  the  Representative  Assembly  as  hereinafter  pro¬ 
vided.  The  annual  dues  of  an  Affiliated  Local  Association  shall 
be  $10,  except  that  the  fee  of  Affiliated  Local  Associations  of  less  than  two  hundred 
N.  E.  A.  members  shall  be  $5,  which  shall  entitle  said  Association  to  receive  without 
application,  or  other  condition,  all  regular  publications  of  the  National  Education 
Association,  including  the  volume  of  Proceedings,  reports  of  committees,  and  all 
bulletins  and  announcements  when  issued. 

Sec.  5.  Each  Affiliated  Association,  both  state  and  local,  shall  be  furnished 
a  certificate  of  membership  and  shall  be  entitled  to  the  active  assistance  and  sup¬ 
port  of  the  National  Education  Association  in  promoting  the  interest  of  such 

Affiliated  Association  and  its  members  insofar  as  such  interest 
Relationship:  comes  within  the  purpose  and  object  of  the  National  Educa- 

National,  State,  tion  Association  as  set  forth  in  its  charter.  The  Executive  Secre- 
and  Local  tary  of  the  National  Education  Association  shall,  with  the  advice 

and  approval  of  the  Executive  Committee,  make  such  arrange¬ 
ments  for  mutual  cooperation  between  the  National  Education  Association  and  the 
State  and  Local  Affiliated  Associations  as  will  promote  the  welfare  of  all  and 
advance  the  interests  of  the  teaching  profession. 

Sec.  6.  Each  Affiliated  State  Association  shall  be  entitled  to  elect  one  delegate 
and  one  alternate  to  the  Representative  Assembly  for  each  one  hundred  of  its 


Associational  Records  and  Information 


641 


members,  or  major  fraction  thereof,  who  are  active  members  of  the  National  Edu¬ 
cation  Association,  up  to  five  hundred  such  active  members,  and 
thereafter  one  delegate  and  one  alternate  for  each  five  hundred  State  Delegates 
of  its  members,  or  major  fraction  thereof,  who  are  active  mem¬ 
bers  of  the  National  Education  Association.  Such  delegates  shall  be  designated 
State  Delegates. 

Sec.  7.  Each  Affiliated  Local  Association  shall  be  entitled  to  elect  one  dele¬ 
gate  and  one  alternate  to  the  Representative  Assembly  for 
each  one  hundred  of  its  members,  or  major  fraction  thereof,  Local 

who  are  active  members  of  the  National  Education  Association.  Delegates 

Such  delegates  shall  be  designated  Local  Delegates. 


Sec.  8.  Only  active  members  of  the  National  Education  Association  shall  be 
eligible  to  be  delegates  to  the  Representative  Assembly,  and  to  vote  in  the  elec¬ 
tion  of  delegates  in  a  State  or  Local  Affiliated  Association.  An  active  member 
shall  be  permitted  to  vote  for  the  election  of  delegates  in  but 
one  Affiliated  Local  Association.  For  determining  the  appor-  Selection  of 
tionment  of  delegates,  an  active  member  may  be  counted  in  two  Delegates 

Affiliated  Associations,  and  no  more;  and  that  one  of  these  shall 
be  the  State  Association. 


Sec.  9.  The  President,  the  Twelve  Vicepresidents,  the  Executive 
Treasurer  of  the  National  Education  Association,  and  the  United 
States  Commissioner  of  Education,  shall  be  ex-officio  delegates  to 
the  Representative  Assembly. 


Secretary,  and 

Ex-Officio 

Delegates 


Sec.  10.  Delegates  shall  file  their  credentials  with  the  Executive  Secretary  of  the 
Association  on  blanks  furnished  by  him  for  that  purpose  not  later  than  ten  days  be¬ 
fore  the  beginning  of  the  annual  meeting.  The  Executive  Secretary  shall  turn  over 
such  credentials  to  the  Credentials  Committee,  when  appointed, 
with  such  information  thereon  as  may  be  obtained  from  the 
records  of  the  Association.  The  Representative  Assembly  shall  be 
the  final  judge  of  the  qualifications  of  delegates.  The  delegates 
shall  have  equal  rights  and  each  shall  have  one  vote.  Meet¬ 
ings  of  the  Representative  Assembly  shall  be  open  to  the  active 
members  of  the  Association  who  shall  be  privileged  to  address 
the  Assembly  on  subjects  pertaining  to  the  Association.  The  Representative  As¬ 
sembly  shall  adopt  rules  of  procedure  which  shall  not  conflict  with  the  charter 
and  bylaws  of  the  Association.  It  shall  recommend  an  equitable  plan  for  pay¬ 
ing  the  expenses  of  delegates  to  the  annual  business  meeting  of  the  Association. 


Delegates ; 
Credentials ; 

Voting; 
Freedom  of 
Floor 


ARTICLE  III— DUTIES  OF  OFFICERS 

Section  1.  The  President  shall  preside  at  all  meetings  of  the  Association  and 
shall  perform  the  duties  prescribed  by  the  Act  of  Incorporation  and  these  bylaws, 
and  in  addition  such  duties  as  usually  devolve  upon  the  Chief  Executive  of  such 
an  Association.  In  the  absence  of  the  President,  the  ranking 
Vicepresident,  who  is  present,  shall  preside  and  in  the  absence  Duties  of  the 

of  the  President  and  all  Vicepresidents  a  Chairman  pro  tempore  President 

shall  be  elected  under  the  direction  of  the  Executive  Secretary  of 
the  Association.  The  President  shall  prepare  the  program  for  the  general  sessions 
of  the  annual  meeting  of  the  Association  and  shall  have  power  to  confer  with 
the  President  of  the  Council  and  the  heads  of  the  several  Departments  and  to 
make  such  recommendations  in  regard  to  the  program  of  the  Council  and  the 
several  Departments  as  will,  in  his  opinion,  promote  the  interest  of  the  annual 
meeting.  The  President  shall  be  a  member  ex  officio  of  the  Board  of  Trustees  and 
Chairman  of  the  Board  of  Directors  and  of  the  Executive  Committee.  He  shall 
sign  all  bills  approved  for  payment  by  the  Board  of  Directors  and  all  bills  ap- 


642 


National  Education  Association 


proved  or  authorized  by  the  Executive  Committee  acting  for  and  under  the  in¬ 
struction  of  the  Board  of  Directors.  On  the  expiration  of  his  term  of  office  as 
President,  he  shall  become  First  Vicepresident  for  the  ensuing  year. 

Sec.  2.  The  Executive  Secretary  shall  keep  a  full  and  accurate  record  of  the  pro¬ 
ceedings  of  the  general  meetings  of  the  Association  and  all  meetings  of  the  Board  of 
Directors  and  of  the  Executive  Committee,  shall  conduct  the  business  of  the  As¬ 
sociation  as  provided  in  the  Act  of  Incorporation  and  these 
Duties  of  the  bylaws  and,  in  all  matters  not  definitely  prescribed  therein, 

Executive  shall  be  under  the  direction  of  the  Board  of  Directors  or  of  the 

Secretary  Executive  Committee  acting  for  the  Board  of  Directors,  and, 

in  the  absence  of  instructions  from  the  Board  of  Directors  or  the 
Executive  Committee,  shall  be  under  the  direction  of  the  President.  He  shall  receive 
or  collect  all  moneys  due  the  Association  and  pay  the  same  each  month  to  the 
Treasurer.  He  shall  countersign  all  bills  approved  for  payment  by  the  Board  of 
Directors,  or  by  the  Executive  Committee  acting  under  the  authority  of  the  Board 
of  Directors  or  by  the  President  acting  under  authority  of  the  Board  of  Directors  or 
of  the  Executive  Committee.  The  Executive  Secretary  shall  have  his  records  present 
at  all  meetings  of  the  Association,  of  the  Board  of  Directors,  and  of  the  Executive 
Committee.  He  shall  keep  a  list  of  members  and  shall  revise  said  list  annually.  He 
shall  be  Secretary  of  the  Board  of  Directors.  He  shall  be  the  custodian  of  all 
the  property  of  the  Association  not  in  charge  of  the  Treasurer  and  the  Board 
of  Trustees.  He  shall  give  such  bond  for  the  faithful  performance  of  his  duties 
as  may  be  required  by  the  Board  of  Trustees.  He  shall  submit  his  annual  report 
to  the  Executive  Committee  not  later  than  fifteen  days  before  the  annual  meeting 
of  the  Association,  which  report  shall  be  transmitted  to  the  Board  of  Directors 

at  its  annual  meeting.  At  the  expiration  of  his  term  of  office,  he  shall  transfer 

to  his  successor  all  money,  books,  and  other  property  in  his  possession  belonging 

to  the  Association.  The  Executive  Secretary  shall  not  print,  publish,  or  distribute 

any  official  report  or  other  document  without  the  approval  of  the  Board  of  Direc¬ 
tors  or  of  the  Executive  Committee  acting  under  the  general  instruction  of  the 
Board  of  Directors. 

Sec.  3.  The  Treasurer  shall  perform  the  duties  prescribed  by  the  Act  of  In¬ 
corporation  and  these  bylaws.  He  shall  receive  from  the  Executive  Secretary 
and,  under  the  direction  of  the  Board  of  Trustees,  shall  hold  in  safekeeping  all 

moneys  paid  to  the  Association;  shall  pay  the  same  only  upon  the 
Duties  of  the  order  of  the  Board  of  Trustees;  shall  notify  the  President  of 

Treasurer  the  Association  and  the  Chairman  of  the  Board  of  Trustees 

whenever  the  surplus  funds  in  his  possession  exceed  $500 ;  shall 
keep  an  exact  account  of  his  receipts  and  expenditures  with  vouchers  for  the  latter, 
and  said  accounts,  ending  on  the  thirty-first  day  of  May  each  year,  he  shall 
render  to  the  Executive  Committee  not  later  than  ten  days  before  the  annual 
meeting  of  the  Association,  and  when  approved  by  said  Committee,  these  ac¬ 
counts  shall  be  transmitted  by  this  Committee  to  the  Board  of  Directors  at  its 
meeting  held  in  connection  with  the  annual  meeting  of  the  Association  and  a  copy 
of  the  report  shall  be  transmitted  to  the  Representative  Assembly  for  its  informa¬ 
tion.  The  Treasurer  shall  give  such  bond  for  the  faithful  performance  of  his 
duties  as  may  be  required  by  the  Board  of  Trustees.  At  the  expiration  of  his 
term  of  office,  he  shall  transfer  to  his  successor  all  moneys,  books,  and  other 
property  in  his  possession  belonging  to  the  Association. 

Sec.  4.  (a)  The  Board  of  Directors  shall  have  power  to  fill  all  vacancies  in  their 

own  body  and  shall  have  in  charge  the  general  interests  of  the  corporation,  except¬ 
ing  those  entrusted  to  the  Board  of  Trustees.  (See  paragraph  (e)  of  this  section.) 

(b)  At  the  first  meeting  of  the  Board  of  Directors,  held  during  the  annual 
meeting  of  the  Association  at  which  they  were  elected,  they  shall  elect  one  Trustee 
for  the  term  of  four  years.  All  vacancies  occurring  in  said  Board  of  Trustees, 


Associational  Records  and  Information 


643 


whether  by  resignation  or  otherwise,  shall  be  filled  by  the  Board  of  Directors  for 
the  unexpired  term;  and  the  absence  of  a  Trustee  from  two  successive  annual  meet¬ 
ings  of  the  Board  shall  forfeit  his  membership.  Only  members  who  have  the  qualifi¬ 
cations  required  of  Directors  shall  be  elected  Trustees.  (See  Act  of  Incorporation, 
section  6,  fourth  paragraph,  last  two  sentences.) 

(c)  The  Board  of  Directors  shall  take  such  action  with  respect  to  the  Per¬ 
manent  Fund  of  the  Association,  its  accretions  and  income,  as  is  authorized  by  the 
Act  of  Incorporation  or  these  bylaws.  (See  Act  of  Incorporation,  section  7,  first  para¬ 
graph,  part  of  second  sentence.) 

(d)  The  Board  of  Directors  may  determine  what  office  or  offices  of  the  Associa¬ 
tion  may  be  maintained  in  the  United  States  other  than  its  principal  place  of 
business  in  Washington,  D.  C.,  and  where  the  meetings  of  the  corporation,  its 
officers,  committees,  and  departments  may  be  held,  and  what  business  other  than 
provided  by  the  Act  of  Incorporation  and  these  bylaws  may  be  transacted  at  such 
office  or  offices  and  meetings.  (See  Act  of  Incorporation,  section  8.) 

(e)  The  Board  of  Directors  shall  have  such  powers  and  perform  such  duties  as  are 
prescribed  by  the  Act  of  Incorporation  and  by  these  bylaws;  shall  elect  correspond¬ 
ing  members  as  prescribed  in  Section  6  of  Article  I  of  these  bylaws;  shall  elect 
members  of  the  National  Council  of  Education  as  provided  in 
Section  3  of  Article  IV  of  these  bylaws.  The  Board  of  Directors 
shall  approve  all  bills  incurred  by  itself  or  by  the  Executive 
Committee,  or  the  President  or  the  Executive  Secretary  acting 
under  the  authority  of  the  Board  of  Directors;  shall  appropriate  from  the  current 
funds  of  the  year  the  amounts  of  money  ordered  by  the  Representative  Assembly  at 
the  annual  business  meeting  of  the  same  for  the  work  of  all  special  committees  of 
research  and  investigation  authorized  and  provided  for  at  the  annual  business 
meeting,  and  for  all  other  needs  of  the  Association;  shall  make  a  full  report  of 
the  financial  condition  of  the  Association  including  the  reports  of  the  Executive 
Secretary,  the  Treasurer,  and  the  Board  of  Trustees  to  the  Representative  As¬ 
sembly  at  its  annual  business  meeting,  and  shall  do  all  in  its  power  to  make  the 
Association  a  useful  and  honorable  institution. 

(f)  The  Board  of  Directors  shall  appoint  at  its  annual  meeting  a  Budget  Com¬ 
mittee  for  the  ensuing  year,  whose  duty  it  shall  be  to  prepare  and  present  a  budget  to 
the  Board  of  Directors  at  its  next  meeting.  The  Budget  Committee  shall  have 
authority  to  secure  the  support  of  the  Auditing  Committee  in  preparing  this  budget. 

(g)  The  Board  of  Directors  shall  meet  in  connection  with  the  annual  meeting  of 
the  Representative  Assembly,  and  may  meet  in  connection  with  the  annual  meet¬ 
ing  of  the  Department  of  Superintendence  and  at  such  other  times  and  places  as 
may  be  determined  by  the  President  or  requested  in  writing  by  a  majority  of  the 
elective  members  of  the  Board  of  Directors. 


Duties  of  the 
Board  of 
Directors 


Sec.  5.  (a)  The  Executive  Committee  shall  have  authority  to  represent  and  to  act 
for  the  Board  of  Directors  in  the  intervals  between  the  meetings  of  that  body, 
to  the  extent  of  carrying  out  the  legislation  adopted  by  the  Board  of  Directors  under 
general  directions  as  may  be  given  by  said  Board.  (See  Act  of  Incorporation, 
section  6,  third  paragraph,  last  sentence.) 

(b)  The  Executive  Committee  may  recommend  to  the  Representative  Assembly 
at  the  annual  business  meeting  the  appointment  of  special  committees  for  investi¬ 
gation  or  research,  the  subjects  for  which  may  have  been  suggested  by  the  National 
Council  or  by  the  active  members  of  the  National  Education 
Association  or  by  any  of  its  Departments;  it  shall  recommend 
the  amount  of  money  to  be  appropriated  for  such  investigations. 

When  such  special  committees  are  provided  for  and  duly  au¬ 
thorized  by  the  Representative  Assembly  and  appropriations  for  them  have  been 
authorized  by  the  Board  of  Directors,  the  Executive  Committee  shall,  under  the 
instructions  of  the  Board  of  Directors,  have  general  supervision  of  them.  The  Ex¬ 
ecutive  Committee  shall  receive  and  consider  all  reports  made  by  the  special 
committees  and  shall  print  these  reports  and  present  them,  together  with  the 


Duties  of 
Executive 
Committee 


644 


National  Education  Association 


reports  of  the  Executive  Secretary,  the  Treasurer,  and  the  Board  of  Trustees,  and 
the  recommendations  of  the  Executive  Committee  thereon,  to  the  Board  of  Direc¬ 
tors,  which  shall  transmit  the  same  with  recommendations  to  the  Representative  As¬ 
sembly  at  its  annual  business  meeting.  All  such  special  committees  shall  be  ap¬ 
pointed  by  the  President  of  the  Association. 

(c)  The  Executive  Committee  shall  fill  all  vacancies  occurring  in  the  body  of 
officers  of  the  Association,  except  as  otherwise  provided  for  in  the  Act  of  Incorpora¬ 
tion  or  in  these  bylaws. 

Sec.  6.  (a)  The  Board  of  Trustees  shall  have  such  powers  and  perform  such 

duties  as  are  prescribed  by  the  Act  of  Incorporation;  shall  require  of  the  Executive 
Secretary  and  Treasurer  bonds  in  such  amounts  as  may  be  determined  by  said  Board 

for  the  faithful  performance  of  their  duties;  shall  make  a  full 
Further  Duties  report  of  the  finances  of  the  Association  to  the  Executive  Com- 
of  Trustees  mittee  not  later  than  ten  days  prior  to  the  annual  meeting  of  the 

Association,  which  report  shall  be  transmitted  by  the  Executive 
Committee  to  the  Board  of  Directors  at  the  first  regular  meeting  of  the  Board 
held  in  connection  with  the  annual  meeting  of  the  Association.  It  shall  annually 
choose  its  own  chairman  and  secretary. 

(b)  The  Board  of  Trustees  shall  have  charge  of  the  Permanent  Fund  and  shall 
provide  for  the  safekeeping  and  investing  of  such  Fund  and  of  all  other  funds 
which  the  corporation  may  receive  by  donation,  bequest,  or  devise.  It  shall  also 
be  the  duty  of  the  Board  of  Trustees  to  issue  orders  on  the  Treasurer  for  the  pay¬ 
ment  of  all  bills  approved  by  the  Board  of  Directors,  or  by  the  President  and 
Executive  Secretary  of  the  Association  acting  under  the  authority  of  the  Board  of 
Directors.  When  practicable,  the  Board  of  Trustees  shall  invest,  as  part  of  the 
Permanent  Fund,  all  surplus  funds  exceeding  $500  that  shall  remain  in  the  hands 
of  the  Treasurer  after  paying  the  expenses  of  the  Association  for  the  previous 
year,  and  providing  for  the  fixed  expenses  and  for  all  appropriations  made  by  the 
Board  of  Directors  for  the  ensuing  year.  (See  Act  of  Incorporation,  section  7.) 

(c)  The  Board  of  Trustees  shall  elect  the  Executive  Secretary  of  the  Association, 
who  shall  be  Secretary  of  the  Executive  Committee,  and  shall  fix  the  compensation 
and  the  term  of  his  office  for  a  period  not  to  exceed  four  years.  (See  Act  of 
Incorporation,  section  7.) 


ARTICLE  IV— THE  NATIONAL  COUNCIL  OF  EDUCATION 


Section  1.  The  National  Council  of  Education  shall  discuss  educational  ques¬ 
tions  of  public  and  professional  interest;  propose  to  the  Executive  Committee, 

from  time  to  time,  suitable  subjects  for  investigation  and  re¬ 
search  ;  have  a  report  made  at  its  annual  meeting  on  “Edu¬ 
cational  Progress  during  the  Past  Year”;  and  in  other  ways 
use  its  best  efforts  to  further  the  objects  of  the  Association  and 
to  promote  the  cause  of  education  in  general. 


Function  of 

National 

Council 


Membership 

Time  of 
Meeting 


Sec.  2.  The  National  Council  of  Education  shall  consist  of  not 
less  than  120,  nor  more  than  200,  members  to  be  selected  as  pro¬ 
vided  by  its  bylaws. 

Sec.  3.  The  annual  meeting  of  the  Council  shall  be  held  dur¬ 
ing  the  week  of  the  annual  meeting  of  the  Association. 


Sec.  4.  The  absence  of  a  regular  member  from  two  successive  annual  meetings 
of  the  Council  shall  be  considered  equivalent  to  his  resignation  of  membership. 
Persons  whose  regular  membership  in  the  Council  has  expired  shall  be  denomi¬ 
nated  honorary  members  of  the  Council  during  the  time  of 
Loss  of  their  active  membership  in  the  Association  with  the  privilege 

Membership  of  attending  the  regular  sessions  of  the  Council  and  partici¬ 
pating  in  its  discussions.  A  member  who  discontinues  or  forfeits 
his  active  membership  in  the  Association  forfeits  his  membership  in  the  Council. 


Associational  Records  and  Information 


645 


Sec.  5.  The  officers  of  the  Council  shall  consist  of  a  President,  a  Vicepresident, 
a  Secretary,  and  such  standing  committees  as  may  be  prescribed  by  its  bylaws,  all 
of  whom  shall  be  regular  members  of  the  Council.  The  Secre¬ 
tary  of  the  Council  shall,  in  addition  to  performing  the  duties 
pertaining  to  his  office,  furnish  the  Executive  Secretary  of  the 
Association  a  copy  of  the  proceedings  of  the  Council  for 
publication. 

Sec.  6.  The  National  Council  of  Education  is  hereby  authorized 
laws  for  its  government  not  inconsistent  with  the  act  of  incor¬ 
poration  or  the  bylaws  of  the  Association ;  provided,  That  such 
bylaws  be  submitted  to,  and  approved  by  the  Board  of  Directors 
of  the  Association  before  they  shall  become  operative. 

Sec.  7.  The  powers  and  duties  of  the  Council  may  be  changed  or  the  Council 
abolished  upon  a  two-thirds  vote  of  the  Representative  Assembly  taken  at  the 
annual  me.eting  of  the  Association;  provided,  That  notice  of  the  proposed  action 
has  been  given  at  the  preceding  annual  business  meeting  of  the  Association. 

ARTICLE  V— DEPARTMENTS 

Section  1.  The  following  Departments  are  now  (1936)  in  existence,  to  wit:  The 
Departments,  first,  of  Superintendence;  second,  of  Vocational  Education;  third,  of 
Kindergarten-Primary  Education;  fourth,  of  Music  Education;  fifth,  of  Secondary 
Education;  sixth,  of  Business  Education;  seventh,  of  School  Health  and  Physical  Edu¬ 
cation;  eighth,  of  Science  Instruction;  ninth,  of  Rural  Education;  tenth,  of  Classroom 
Teachers;  eleventh,  of  Deans  of  Women;  twelfth,  of  Adult  Education;  thirteenth,  of 
Elementary  School  Principals;  fourteenth,  of  Visual  Instruction;  fifteenth,  of  Social 
Studies;  sixteenth,  of  Teachers  Colleges;  seventeenth,  of  Lip  Reading;  eighteenth,  of 
Secondary  School  Principals;  nineteenth,  of  Supervisors  and  Directors  of  Instruc¬ 
tion  ;  twentieth,  of  Educational  Research ;  twenty-first,  of  Special  Education ;  twenty- 
second,  of  Supervisors  and  Teachers  of  Home  Economics;  twenty-third,  of  Admin¬ 
istrative  Women  in  Education;  twenty-fourth,  of  Art  Education.  There  is  also  the 
National  Council  of  Education. 

Sec.  2.  Each  Department  shall  have  the  right  to  fix  the  qualifications  of  its 
members  for  the  purpose  of  electing  officers  and  transacting  the  other  business 
of  the  Department;  provided,  Active  members  of  the  Associa¬ 
tion,  and  no  others  shall  be  eligible  to  such  Department  mem¬ 
bership;  and  provided  also,  That  all  active  members  of  the 
Association  shall  be  permitted  to  attend  the  professional  pro¬ 
grams  and  discussions  of  any  Department. 

Sec.  3.  Each  Department  shall  hold  an  annual  meeting  at  the 
of  the  meeting  of  the  Association  except  as  otherwise  provided 
in  these  bylaws  or  as  directed  by  the  Board  of  Directors,  or 
by  the  Executive  Committee  acting  under  the  general  instruc¬ 
tions  of  the  Board  of  Directors. 

Sec.  4.  The  object  of  the  meetings  of  the  Departments  shall  be  the  discussion 
of  questions  pertaining  to  their  respective  fields  of  educational  work.  The  pro¬ 
grams  of  these  meetings  shall  be  prepared  by  the  respective 
presidents  under  the  general  direction  of  the  President  of  the 
Association.  Each  Department  shall  be  limited  to  two  sessions,  Object  of 

with  formal  programs,  unless  otherwise  ordered  by  the  President  Department 

of  the  Association,  except  that  a  third  session  of  business  or  in-  Meetings 

formal  round  table  conference  may  be  held  at  the  discretion  of 
the  Department  officers. 


Members  of 
Departments 


time  and  place 

Department 

Meetings 


Council 

Officers 


to  adopt  by- 

Bylaws  and 
Powers  of 
Council 


646 


National  Education  Association 


Sec.  5.  The  officers  of  each  Department  shall  consist  of  a  President,  a  Vice- 
president,  a  Secretary,  and  such  other  officers  as  may  be  deemed  necessary  by  the 
Department,  who  shall  be  elected  at  the  last  formal  session  of  the  Department 

to  serve  for  the  term  of  office  specified  in  the  regulations  of  the 
Officers  of  Department  and  until  their  successors  are  duly  elected;  and  who 

Departments  shall  at  the  time  of  their  election,  be  active  members  of  the  Asso¬ 

ciation.  Each  Department  shall  provide  for  the  creation  of  an 
Executive  Committee,  and  assign  to  it  any  duties  consistent  with  the  purposes  of  the 
Department  and  the  Act  of  Incorporation  and  bylaws  of  the  Association.  In  case 
there  is  a  vacancy  in  the  office  of  President  of  any  Department,  it  shall  be  filled  by 
appointment  made  by  the  Executive  Committee  of  the  Department.  Any  other 
Departmental  vacancy  shall  be  filled  by  appointment  made  by  the  President  of  the 
Department. 


S^C.  6.  The  Secretary  of  each  Department  shall,  in  addition  to  performing  the 
duties  usually  pertaining  to  his  office,  furnish  to  the  Executive  Secretary  of  the 

Association  a  copy  of  the  proceedings  of  the  meetings  of  the 
Department  Department  for  publication.  No  Department  shall  establish  an 
Headquarters  office  outside  of  the  general  headquarters  of  the  Association  with¬ 
out  the  consent  of  the  Board  of  Directors. 


Sec.  7.  All  Departments  shall  have  equal  rights  and  privileges,  with  the  ex¬ 
ception  stated  in  section  3  of  this  Article.  They  shall  be  named  in 
section  1  of  this  Article  in  the  order  of  their  establishment  and 


Rights  of 


Departments 


shall  be  dropped  from  the  list  when  discontinued. 


Sec.  8.  Upon  the  recommendation  of  the  Board  of  Directors  a  new  Department 
may  be  established  by  vote  of  two-thirds  of  the  delegates  to  the  Representative 
Assembly  present  at  any  annual  meeting;  provided,  That  a  written  application  for 

said  Department  with  title  and  purpose  of  the  same  shall  have 
How  been  made  at  the  regular  meeting  of  the  Assembly  next  pre- 

Established  ceding  the  one  at  which  action  is  taken  by  at  least  250  mem¬ 

bers  engaged  or  interested  in  the  field  in  the  interest  of  which 
the  Department  is  proposed  to  be  established;  provided,  That  no  group  shall  be 
admitted  to  Departmental  status  until  it  shall  have  held  constructive  meetings 
for  at  least  three  successive  years. 

A  Department  already  established  may  be  discontinued  upon  a  two-thirds  vote 
of  the  Representative  Assembly,  at  any  business  meeting;  provided,  That  announce¬ 
ment  of  the  purpose  to  discontinue  has  been  made  at  the  preceding  annual  busi¬ 
ness  meeting.  The  Board  of  Directors  may  recommend  to  the  Representative  As¬ 
sembly  the  discontinuance  of  any  Department.  Upon  the  recommendation  of  the 
Board  of  Directors  a  Department  which  has  failed  to  hold  a  regular  meeting  for 
two  successive  years  may  be  discontinued  by  a  vote  of  two-thirds  of  the  delegates 
to  the  Representative  Assembly  present  at  any  annual  meeting. 

Sec.  9.  Any  Department,  by  a  two-thirds  vote  of  those  voting  at  any  regular 
business  meeting,  may  levy  a  membership  fee  to  supplement  its  allowance  from 
the  Association.  Such  membership  fees  shall  be  paid  to  the  Secretary  of  the  De¬ 
partment  who  shall  transmit  them  monthly  to  the  Executive  Sec- 
Fees  for  retary  of  the  Association.  Such  funds  shall  be  added  to  the  De- 

Department  partment’s  allowance  from  the  Association  and  shall  be  used  for 

Members  ,  the  work  of  said  Department  only,  and  shall  be  disbursed  upon 

the  recommendation  of  the  executive  officers  of  the  Department 
in  the  same  manner  as  other  funds  of  the  Association  are 
disbursed. 


Sec.  10.  Each  Department  is  hereby  authorized  to  adopt  bylaws  for  its  govern¬ 
ment  not  inconsistent  with  the  Act  of  Incorporation  or  the  bylaws  of  the  Association; 
provided,  That  such  bylaws  be  submitted  to,  and  approved  by,  the  Board  of  Directors 
of  the  Association  before  they  shall  become  operative. 


Association al  Records  and  Information 


647 


ARTICLE  VI— COMMITTEES 

Section  1.  Not  later  than  five  months  before  the  end  of  the  fiscal  year,  the  Presi¬ 
dent  shall  appoint  an  Auditing  Committee,  consisting  of  three  active  members  of 
the  Association,  no  one  of  whom  shall  be  either  a  Trustee  or  a  Director;  to  this 
Committee  shall  be  referred  the  report  and  audit  of  the  expert 

accountant  or  accountants,  together  with  the  communication  of  Auditing 

the  President  transmitting  the  same  as  provided  in  section  5  of  Committee 

this  Article;  and  the  Committee  shall  report  its  findings  to  the 
Board  of  Directors. 

Sec.  2.  On  the  first  day  of  the  annual  meeting  of  the  Association,  at  such  time 
and  place  as  shall  be  designated  on  the  annual  program  by  the  President  of  the 
Association,  the  accredited  delegates  to  the  Representative  Assembly  from  each 
state  shall  elect  one  member  and  one  alternate  who  are  active 
members  of  the  Association  for  each  of  the  following  commit-  Delegates  Meet 
tees,  to  serve  for  the  ensuing  year:  Credentials,  Resolutions,  and  by  States 

Necrology.  The  Committee  on  Credentials  shall  receive  the 
official  list  of  delegates  from  the  Executive  Secretary  and  report  thereon  to  the  Repre¬ 
sentative  Assembly. 

Sec.  3.  The  Committee  on  Resolutions  shall  report  at  the  annual  business  meeting 
of  the  Representative  Assembly,  and  except  by  unanimous  consent  or  by  a  two-thirds 
vote,  all  resolutions  shall  be  referred  to  said  Committee  without  discussion.  This 
Committee  shall  receive  and  consider  all  resolutions  proposed  by 
active  members,  or  referred  to  it  by  the  President;  some  time  Resolutions 

during  the  second  day  of  the  annual  meeting  of  the  Association 
the  Committee  shall  hold  a  meeting,  at  a  place  and  time  to  be  announced  in  the 
printed  program,  for  the  purpose  of  receiving  proposed  resolutions  and  hearing 
those  who  may  wish  to  advocate  them. 

Sec.  4.  The  Committee  on  Necrology  may  prepare  for  the 
published  Proceedings  brief  memorial  tributes  to  members  who  Necrology 

have  died  during  the  year. 

Sec.  5.  Within  thirty  (30)  days  prior  to  the  time  of  the  annual  meeting  of  the 
Association,  the  President  shall  appoint  a  competent  person,  firm,  or  corporation, 
licensed  to  do  business  as  expert  accountants;  the  accountant  or  accountants  so 
appointed  shall  examine  the  accounts,  papers,  and  vouchers  of 
the  Executive  Secretary,  the  Treasurer,  and  the  Board  of  Trus-  Examination 
tees,  and  compare  the  same;  shall  also  examine  the  securities  of  of  Accounts 
the  Permanent  Fund  held  by  the  Board  of  Trustees.  The  report 
of  said  accountant  or  accountants  shall  be  filed  with  the  President  not  less  than 
ten  days  before  the  opening  day  of  the  annual  meeting  of  the  Association,  and 
shall  be  by  him  submitted  to  the  Auditing  Committee  with  such  comments  as  he 
may  think  proper. 

Sec.  6.  There  shall  be  a  Committee  on  Bylaws  and  Rules  which  shall  serve  as 
an  advisory  and  interpreting  committee.  The  Committee  shall  consist  of  five  mem¬ 
bers  appointed  by  the  President  as  follows:  In  July  1935,  the  retiring  president 
shall  appoint  two  members,  cne  to  serve  for  three  years  and  one  to  serve  for  four 
years.  The  incoming  president  shall  appoint  three  members  of  this  Committee:  one 
to  serve  for  one  year;  one  to  serve  for  two  years;  and  one  to 
serve  for  five  years.  In  July  1936,  ana  in  each  July  thereafter,  Bylaws  and 

the  President  shall  appoint  one  member  to  serve  for  five  years.  Rules 

All  proposed  amendments  to  the  charter  and  to  the  bylaws  shall 
be  referred  to  this  Committee  for  comment.  This  Committee  shall  be  responsible  for 
recommending  and  presenting  rules  of  procedure  to  the  Representative  Assembly 
from  year  to  year.  This  Committee  may  render  decisions  on  any  points  referred 


648 


National  Education  Association 


to  it  by  the  Executive  Committee,  the  Executive  Secretary,  or  the  President  of  the 
Association. 

Additional  Sec.  7.  The  Representative  Assembly  may  provide  such  addi- 

Committees  tional  committees  as  it  may  deem  wise. 

Sec.  8.  In  all  committees,  boards,  or  councils  in  which  the  entire  personnel  is 
named  that  year  by  the  President,  the  President  shall  appoint  the  chairmen.  In  all 
other  cases,  the  committee,  board,  or  council  shall  elect  its  own  chairman. 

Sec.  9.  There  shall  be  a  Publishing  Committee  consisting  of  five  members  elected 
by  the  Representative  Assembly  by  the  method  known  as  the  Hare  System  of  Propor¬ 
tional  Representation.  Nominations  shall  be  made  by  petitions  signed  by  ten  delegates 

and  presented  to  the  Executive  Secretary  on  the  second  day  of 
Publishing  the  annual  meeting.  The  election  in  1936  shall  be  held  on  Thurs- 

Committee  day,  by  printed  ballot.  Provision  shall  be  made  by  the  Rules  Com¬ 

mittee  for  the  nomination  and  election  in  1937  to  be  held  on 
the  first  day  upon  which  the  Representative  Assembly  meets.  This  Committee  shall  be 
responsible  for  editing  and  preparing  that  portion  of  the  minutes  of  the  Representa¬ 
tive  Assembly  which  shall  be  published  in  the  printed  Proceedings. 


ARTICLE  VII— MEETINGS 


Meetings  to  be 

Held 

Annually 


Section  1.  Stated  meeting  of  the  Association,  of  the  National 
Council  of  Education,  and  of  all  Departments,  except  as  other¬ 
wise  provided,  shall  be  held  at  such  time  and  place  as  shall  be 
determined  by  the  Board  of  Directors  or  by  the  Executive  Com¬ 
mittee  acting  under  the  instructions  of  the  Board  of  Directors. 


Sec.  2.  The  annual  business  meeting  of  the  Representative  Assembly  shall  begin 
at  9  a.  m.,  on  the  second  cfray  of  the  annual  meeting  of  the  Association.  A!  regular 
meeting  of  the  Board  of  Directors  shall  be  held  in  connection  with  the  annual 

meeting  of  the  Association.  The  time  and  place  of  such  meeting 
shall  be  designated  in  the  program.  The  Executive  Secretary 
shall  notify  the  members  of  the  Board  of  Directors  of  the  time 
and  place  of  meeting,  not  less  than  thirty  (30)  days  before  the 
meeting. 

The  first  regular  meeting  of  the  new  Board  of  Directors  shall 
be  held  as  soon  as  practicable  and  within  twenty-four  hours  after  the  close  of 
the  last  session  of  the  annual  meeting.  The  place  and  time  of  this  meeting  shall 
be  announced  in  the  printed  program. 

The  Board  of  Trustees  shall  hold  its  annual  meeting  at  some  convenient  time 
and  immediately  following  the  meeting  of  the  new  Board  of  Directors.  Special 
meetings  of  the  Trustees  may  be  called  by  the  Chairman  and  shall  be  called 
on  request  of  a  majority  of  the  Board  of  Trustees.  Due  notice  of  all  meetings 
of  the  Board  of  Trustees  shall  be  given  to  every  member  of  the  Board  by  the 
Secretary  thereof. 


Meetings  of 
Assembly, 
Directors,  and 
Trustees 


ARTICLE  VIII— PROCEEDINGS 

Section  1.  The  Proceedings  of  the  Association,  of  the  Council,  of  the  Depart¬ 
ments,  and  of  all  commissions  and  committees,  shall  be  published 
Publication  of  at  the  discretion  of  and  under  the  direction  of  the  Executive 
Proceedings  Committee;  provided,  That  such  publication  has  been  approved 

and  the  money  therefor  appropriated  by  the  Board  of  Directors. 


Associational  Records  and  Information 


649 


Sec.  2.  No  paper,  lecture,  or  address  shall  be  read  before  the  Association  or  any 
of  the  Departments  in  the  absence  of  the  author,  without  the  approval  of  the 
President  of  the  Association,  or  of  the  President  of  the  Depart¬ 
ment  interested;  nor  shall  any  such  paper,  lecture,  or  address  be  Absence  of 

published  in  the  Proceedings  without  the  approval  of  the  Execu-  Author 

tive  Committee. 


ARTICLE  IX— QUORUM  AND  RULES  OF  ORDER 


Section  1.  Elected  directors  from  twenty-five  states  shall  con¬ 
stitute  a  quorum  of  the  Board  of  Directors.  A  majority  of  all 
the  accredited  delegates,  representatives  of  not  less  than  twenty- 
five  states,  shall  constitute  a  quorum  of  the  Representative  Assembly. 


Formation  of 
Quorum 


Sec.  2.  Robert’s  Rules  of  Order  Revised  shall  be  the  authority  governing  all  matters 
of  procedure  not  otherwise  covered  in  the  Act  of  Incorporation  and  in  these  bylaws 
and  in  the  rules  of  procedure  adopted  by  the  Representative  Assembly. 


ARTICLE  X— AMENDMENTS 


Amendments 
to  Bylaws 


Section  1.  These  bylaws  may  be  altered  or  amended  at  the  annual  meeting  of  the 
Representative  Assembly  by  unanimous  vote,  or  by  a  two-thirds  vote  of  the  Rep¬ 
resentative  Assembly  if  the  alteration  or  amendment  shall  have 
been  proposed  in  writing  at  the  annual  business  meeting  next 
preceding  the  one  at  which  action  is  taken,  and  due  announce¬ 
ment  of  the  proposed  action  shall  have  been  made  in  the  official 
publication  of  the  Association;  provided,  That  these  bylaws  may 
be  amended  at  the  annual  meeting  of  the  Representative  Assembly  in  1936  by  a  two- 
thirds  vote  if  such  amendment  has  been  printed  in  the  May  Journal  of  the  National 
Education  Association ;  provided,  however,  That  these  bylaws  may  be  amended  at 
the  annual  meeting  of  the  Representative  Assembly  in  1936  by  a  two-thirds  vote 
without  previous  notice. 


Sec.  2.  In  all  voting  on  amendments  to  the  charter  and  on  amendments  to  the 
bylaws  except  where  unanimous  consent  is  given  by  the  Representative  Assembly, 
state  delegations  may  vote  by  ballot.  The  results  shall  be  announced  by  the  chairman 
of  each  delegation  as  the  roll  of  states  is  called;  such  vote  to  be  determined  by  the 
actual  number  of  delegates  present  at  such  meeting  and  voting.  Upon  the  request  of 
three  delegates  any  state  delegation  must  vote  by  ballot. 


ARTICLE  XI— PERMANENT  FUND 

Section  1.  The  invested  fund  now  known  as  the  “Permanent  Fund  of  the  National 
Educational  Association,”  when  transferred  to  the  corporation  hereby  created,  shall 
be  held  by  such  corporation  as  a  Permanent  Fund. 

Sec.  2.  The  Permanent  Fund  shall  be  in  charge  of  the  Board  of  Trustees,  who 
shall  provide  for  the  safekeeping  and  investment  of  such  fund,  and  of  all  other  funds 
which  the  corporation  may  receive  by  donation,  bequest,  or  devise.  (Article  III, 
section  6,  second  paragraph,  first  sentence.) 

Sec.  3.  No  part  of  the  principal  of  such  Permanent  Fund  or  its  accretions  shall  be 
expended,  except  by  a  two-thirds  vote  of  the  Representative  Assembly  upon  the 
recommendation  of  the  Board  of  Trustees,  after  such  recommendation  has  been 
approved  by  vote  of  the  Board  of  Directors  and  after  printed  notice  of  the  proposed 
expenditure  has  been  mailed  to  all  active  members  of  the  Association,  and  after  all 
other  requirements  of  the  bylaws  and  the  Act  of  Incorporation  have  been  fulfilled. 


650 


National  Education  Association 


Sec.  4.  The  income  of  the  Permanent  Fund  shall  be  used  only  to  meet  the  cost  of 
maintaining  the  organization  of  the  Association  and  of  publishing  its  annual  volume 
of  Proceedings ,  unless  the  terms  of  the  donation,  bequest,  or  devise  shall  otherwise 
specify,  or  the  board  of  Directors  shall  otherwise  order. 

NATIONAL  EDUCATIONAL  ASSOCIATION 

NOW  KNOWN  AS  THE 

NATIONAL  EDUCATION  ASSOCIATION  OF  THE 

UNITED  STATES 

CERTIFICATE 

of  Acceptance  of  Charter  and  Adoption  of  Bylaws  under  the  Act  of  Congress 
approved  June  30,  1906. 

We,  the  undersigned,  Nathan  C.  Schaeffer,  the  presiding  officer,  and  Irwin 
Shepard,  the  Secretary  of  the  meeting  of  the  National  Educational  Association 
held  at  Los  Angeles,  California,  on  the  10th  day  of  July,  1907,  said  meeting  being 
the  annual  meeting  of  the  Association  held  next  after  the  passage  of  an  act  of 
Congress  entitled  “An  Act  To  Incorporate  the  National  Education  Association  of 
the  United  States,” 

Do  hereby  certify,  that  at  said  meeting  held  pursuant  to  due  notice,  a  quorum 
being  present,  the  said  Association  adopted  resolutions  of  which  true  copies  are 
hereto  attached,  and  accepted  the  charter  of  the  National  Education  Association 
of  the  United  States,  granted  by  said  act  of  Congress,  and  adopted  bylaws  as 
provided  in  said  act  and  selected  officers;  and  the  undersigned  pursuant  to  said 
resolutions, 

Do  hereby  certify  that  the  National  Education  Association  of  the  United  States 
has  duly  accepted  said  charter  granted  by  said  act  of  Congress,  and  adopted  by¬ 
laws,  and  is  the  lawful  successor  to  the  National  Educational  Association. 

In  witness  whereof,  we  have  hereunto  signed  our  names  this  20th  day  of  August, 

1907 

Nathan  C.  Schaeffer,  Presiding  Officer 
Irwin  Shepard,  Secretary 

VERIFICATION 

RESOLUTIONS  adopted  by  the  ACTIVE  MEMBERS,  JULY  10,  1907 

1.  Resolved,  That  the  National  Educational  Association  hereby  accepts  the  char¬ 
ter  granted  by  an  act  of  Congress  entitled  “An  Act  To  Incorporate  the  National 
Education  Association  of  the  United  States,”  passed  June  30,  1906,  and  that  the 
President  and  Secretary  of  this  meeting  be  authorized  and  directed  to  execute 
and  file  with  the  Recorder  of  Deeds  of  the  District  of  Columbia  a  verified  certifi¬ 
cate  showing  the  acceptance  by  the  Association  of  the  charter  granted  by  said  act. 

2.  Resolved,  That  the  proposed  bylaws  of  which  notice  was  given  at  the  annual 
meeting  of  the  Association  held  on  July  6,  1905,  which  are  printed  in  full  in  the 
Journal  of  said  meeting,  be  and  the  same  are  hereby  adopted  to  take  effect  im¬ 
mediately. 

3.  Resolved,  That  the  Association  adopt  as  its  corporate  seal  a  circle  containing 
the  title  “National  Education  Association  of  the  United  States,”  and  the  dates 
“1857-1907.” 

4.  Resolved,  That  the  Association  do  now  proceed  to  elect  officers,  and  to  or¬ 
ganize  under  the  charter  granted  by  the  act  of  Congress. 

Filed  in  the  office  of  the  Recorder  of  Deeds  of  the  District  of  Columbia,  Septem¬ 
ber  4,  1907. 


Association al  Records  and  Information 


651 


CALENDAR  OF  MEETINGS 


NATIONAL  TEACHERS  ASSOCIATION,  1857-1870 


1857—  PHILADELPHIA,  PA.  (Organized) 

James  L.  Enos,  Chairman 
W.  E.  Sheldon,  Secretary 

1858—  CINCINNATI,  OHIO 

Z.  Richards,  President 
J.  W.  Buckley,  Secretary 
A.  J.  Rickoff,  Treasurer 

1859—  WASHINGTON,  D.  C. 

A.  J.  Rickoff,  President 
J.  W.  Buckley,  Secretary 
C.  S.  Pennell,  Treasurer 

1860—  BUFFALO,  N.  Y. 

J.  W.  Buckley,  President 
Z.  Richards,  Secretary 
O.  C.  Wight,  Treasurer 
1861,  1862— No  session 

1863—  CHICAGO,  ILL. 

John  D.  Philerick,  President 
James  Cruickshanic,  Secretary 
O.  C.  Wight,  Treasurer 

1864—  OGDENSBURG,  N.  Y. 

W.  H.  Wells,  President 
David  N.  Camp,  Secretary 
Z.  Richards,  Treasurer 


1865—  HARRISBURG,  PA. 

S.  S.  Greene,  President 
W.  E.  Sheldon,  Secretary 
Z.  Richards,  Treasurer 

1866—  INDIANAPOLIS,  IND. 

J.  P.  Wicicersham,  President 
S.  H.  White,  Secretary 
S.  P.  Bates,  Treasurer 

1867 —  No  session 

1868—  NASHVILLE,  TENN. 

J.  M.  Gregory,  President 
L.  Van  Bokkelen,  Secretary 
James  Cruickshanic,  Treasurer 

1869—  TRENTON,  N.  J. 

L.  Van  Bokkelen,  President 
W.  E.  Crosby,  Secretary 
A.  L.  Barber,  Treasurer 

1870—  CLEVELAND,  OHIO 

Daniel  B.  IIagar,  President 
A.  P.  Marele,  Secretary 
W.  E.  Crosby,  Treasurer 


NATIONAL  EDUCATIONAL  ASSOCIATION,  1871-1907 


1S71— ST.  LOUIS,  MO. 

J.  L.  Pickard,  President 
W.  E.  Crosby,  Secretary 
John  Hancock,  Treasurer 

1872—  BOSTON,  MASS. 

E.  E.  White,  President 
S.  H.  White,  Secretary 
John  Hancock,  Treasurer 

1873—  ELMIRA.  N.  Y. 

B.  G.  Northrup,  President 
S.  H.  White,  Secretary 
John  Hancock,  Treasurer 

1874—  DETROIT,  MICH. 

S.  H.  White,  President 
A.  P.  Marble,  Secretary 
John  Hancock,  Treasurer 

1875—  MINNEAPOLIS,  MINN. 

W.  T.  Harris,  President 
M.  R.  Abbott,  Secretary 
A.  P.  Marble,  Treasurer 

1876—  BALTIMORE,  MD. 

W.  F.  Phelps,  President 
W.  D.  Henkle,  Secretary 
A.  P.  Marble,  Treasurer 

1877—  LOUISVILLE,  KY. 

M.  A.  Newall,  President 
W.  D.  Henkle,  Secretary 

J.  Ormond  Wilson,  Treasurer 

1878 —  No  session 

1879—  PHILADELPHIA,  PA. 

John  Hancock,  President 
W.  D.  Henkle,  Secretary 
J.  Ormond  Wilson,  Treasurer 
1S80— CHAUTAUQUA,  N.  Y. 

J.  Ormond,  Wilson,  President 
W.  D.  Henkle,  Secretary 
E.  T.  Tappan,  Treasurer 

1881—  ATLANTA,  GA. 

James  H.  Smart,  President 
W.  D.  Henkle,  Secretary 
E.  T.  Tappan,  Treasurer 

1882—  SARATOGA  SPRINGS,  N.  Y. 

G.  J.  Orr,  President 

W.  E.  Sheldon,  Secretary 

H.  S.  Tarbell,  Treasurer 

1883—  SARATOGA  SPRINGS,  N.  Y. 

E.  T.  Tappan,  President 
W.  E.  Sheldon,  Secretary 

N.  A.  Calkins,  Treasurer 

1884—  MADISON.  WTS. 

Thomas  W.  Bicknell,  President 
H.  S.  Tarbell,  Secretary 
N.  A.  Calkins,  Treasurer 


1885—  SARATOGA  SPRINGS,  N.  Y. 

F.  Louis  Soldan,  President 
W.  E.  Sheldon,  Secretary 
N.  A.  Calkins,  Treasurer 

1886—  TOPEKA,  KANS. 

N.  A.  Calkins,  President 
W.  E.  Sheldon,  Secretary 
E.  C.  Hewett,  Treasurer 

1887—  CHICAGO,  ILL. 

W.  E.  Sheldon,  President 
J.  H.  Canfield,  Secretary 
E.  C.  Hewett,  Treasurer 

1888—  SAN  FRANCISCO,  CALIF. 

Aaron  Gove,  President 
J.  H.  Canfield,  Secretary 
E.  C.  Hewett,  Treasurer 

1889—  NASHVILLE,  TENN. 

Albert  P.  Marble,  President 
J.  H.  Canfield,  Secretary 
E.  C.  Hewett,  Treasurer 

1890—  ST.  PAUL,  MINN. 

J.  H.  Canfield,  President 
W.  R.  Garrett,  Secretary 
E.  C.  Hewett,  Treasurer 

1891—  TORONTO,  ONT. 

W.  R.  Garrett,  President 
E.  II.  Cook,  Secretary 
J.  M.  Greenwood,  Treasurer 

1892—  SARATOGA  SPRINGS,  N.  Y. 

E.  FI.  Cook,  President 
R.  W.  Stevenson,  Secretary 
J.  M.  Greenwood,  Treasurer 

1893—  CHICAGO,  ILL. 

(International  Congress  of 
Education) 

Albert  G.  Lane,  President 
Irwin  Shepard,  Secretary 
J.  M.  Greenwood,  Treasurer 

1894—  ASBURY  PARK,  N.  J. 

Albert  G.  Lane,  President 
Irwin  Shepard,  Secretary 
J.  M.  Greenwood,  Treasurer 

1895—  DENVER,  COLO. 

Nicholas  Murray  Butler,  Pres. 
Irwin  Shepard,  Secretary 
I.  C.  McNeill,  Treasurer 

1896—  BUFFALO,  N.  Y. 

Newton  C.  Dougherty,  President 
Irwin  Shepard,  Secretary 
I.  C.  McNeill,  Treasurer 


*  V 


652 


National  Education  Association 


1897—  MILWAUKEE,  WIS. 

Charles  R.  Skinner,  President 
Irwin  Shepard,  Secretary 

I.  C.  McNeill,  Treasurer 

1898—  WASHINGTON,  D.  C. 

J.  M.  Greenwood,  President 
Irwin  Shepard,  Secretary 
I.  C.  McNeill,  Treasurer 

1899—  LOS  ANGELES,  CALIF. 

E.  Oram  Lyte,  President 
Irwin  Shepard,  Secretary 
I.  C.  McNeill,  Treasurer 

1900—  CHARLESTON,  S.  C, 

Oscar  T.  Corson,  President 
Irwin  Shepard,  Secretary 
Carroll  G.  Pearse,  Treasurer 

1901—  DETROIT,  MICH. 

James  M.  Green,  President 
Irwin  Shepard,  Secretary 
L.  C.  Greenlee,  Treasurer 

* 

NATIONAL  EDUCATION 


1902—  MINNEAPOLIS,  MINN. 

William  M.  Beardshear,  President 
Irwin  Shepard,  Secretary  • 
Charles  H.  Keyes,  Treasurer 

1903—  BOSTON,  MASS. 

Charles  W.  Eliot,  President 
Irwin  Shepard,  Secretary 
W.  M.  Davidson,  Treasurer 

1904—  ST.  LOUIS,  MO. 

John  W.  Cook,  President 
Irwin  Shepard,  Secretary 
McHenry  Rhodes,  Treasurer 

1905—  ASBURY  PARK  and  OCEAN 

GROVE,  N.  J. 

William  H.  Maxwell,  President 
Irwin  Shepard,  Secretary 
James  W.  Crabtree,  Treasurer 

1906 —  No  session 

1907—  LOS  ANGELES,  CALIF. 

Nathan  C.  Schaeffer,  President 
Irwin  Shepard,  Secretary 
J.  N.  Wilkinson,  Treasurer 

ASSOCIATION  OF  THE 


UNITED  STATES,  1908 — 


1908 —  CLEVELAND,  OHIO 

Edwin  G.  Cooley,  President 
Irwin  Shepard,  Secretary 
Arthur  H.  Chamberlain,  Treas. 

1909—  DENVER,  COLO. 

Lorenzo  D.  Harvey,  President 
Irwin  Shepard,  Secretary 
Arthur  H.  Chamberlain,  Treas. 

1910—  BOSTON,  MASS. 

James  Y.  Joyner,  President 
Irwin  Shepard,  Secretary 
Arthur  H.  Chamberlain,  Treas. 

1911—  SAN  FRANCISCO,  CALIF. 

Ella  Flagg  Young,  President 
Irwin  Shepard,  Secretary 
Durand  W.  Springer,  Treasurer 

1912—  CHICAGO,  ILL. 

Carroll  G.  Pearse,  President 
Irwin  Shepard,  Secretary 
Katherine  D.  Blake,  Treasurer 

1913—  SALT  LAKE  CITY,  UTAH 

Edward  T.  Fairchild,  President 
Durand  W.  Springer,  Secretary 
Grace  M.  Shepherd,  Treasurer 

1914—  ST.  PAUL,  MINN. 

Joseph  Swain,  President 
Durand  W.  Springer,  Secretary 
Grace  M.  Shepherd,  Treasurer 

1915—  OAKLAND,  CALIF. 

David  Starr  Jordan,  President 
Durand  W.  Springer,  Secretary 
Grace  M.  Shepherd,  Treasurer 

1916—  NEW  YORK,  N.  Y. 

David  B.  Johnson,  President 
Durand  W.  Springer,  Secretary 
Grace  M.  Shepherd,  Tceasurer 

1917—  PORTLAND,  ORE. 

Robert  J.  Aley,  President 
Durand  W.  Springer,  Secretary 
Thomas  E.  Finegan,  Treasurer 

1918—  PITTSBURGH,  PA. 

Mary  C.  C.  Bradford,  President 
J.  W.  Crabtree,  Secretary 
A.  J.  Matthews,  Treasurer 

1919—  MILWAUKEE,  WIS. 

George  D.  Strayer,  President 
J.  W.  Crabtree,  Secretary 
A.  J.  Matthews,  Treasurer 

1920—  SALT  LAKE  CITY,  UTAH 

Josephine  Corliss  Preston,  Pres. 
J.  W.  Crabtree,  Secretary 
A.  J.  Matthews,  Treasurer 

1921—  DES  MOINES,  IOWA 

Fred  M.  Hunter,  President 
J.  W.  Crabtree,  Secretary 
Cornelia  S.  Adair,  Treasurer 

1922—  BOSTON,  MASS. 

Charl  Ormond  Williams,  Pres. 

J.  W.  Crabtree,  Secretary 
Cornelia  S.  Adair,  Treasurer 


1923—  OAKLAND-SAN  FRANCISCO 

William  B.  Owen,  President 
J.  W.  Crabtree,  Secretary 
Cornelia  S.  Adair,  Treasurer 

1924—  WASHINGTON,  D.  C. 

Olive  M.  Jones,  President 
J.  W.  Crabtree,  Secretary 
Cornelia  S.  Adair,  Treasurer 

1925—  INDIANAPOLIS,  IND. 

Jesse  H.  Newlon,  President 
J.  W.  Crabtree,  Secretary 
Cornelia  S.  Adair,  Treasurer 

1926—  PHILADELPHIA,  PA. 

Mary  McSkimmon,  President 
J.  W.  Crabtree,  Secretary 
Henry  Lester  Smith,  Treasurer 

1927—  SEATTLE,  WASH. 

Francis  G.  Blair,  President 
J.  W.  Crabtree,  Secretary 
Henry  Lester  Smith,  Treasurer 

1928—  MINNEAPOLIS,  MINN. 

Cornelia  S.  Adair,  President 
J.  W.  Crabtree,  Secretary 
Henry  Lester  Smith,  Treasurer 

1929—  ATLANTA,  GA. 

Uel  W.  Lamkin,  President 
J.  W.  Crabtree,  Secretary 
Henry  Lester  Smith,  Treasurer 
19.30— COLUMBUS,  OHIO 

E.  Ruth  Pyrtle,  President 
J.  W.  Crabtree,  Secretary 
Henry  Lester  Smith,  Treasurer 

1931—  LOS  ANGELES,  CALIF. 

Willis  A.  Sutton,  President 
J.  W.  Crabtree,  Secretary 
Henry  Lester  Smith,  Treasurer 

1932—  ATLANTIC  CITY,  N.  J. 

Florence  Hale,  President 
J.  W.  Crabtree,  Secretary 
Henry  Lester  Smith,  Treasurer 

1933—  CHICAGO,  ILL. 

Joseph  Rosier,  President 
J.  W.  Crabtree,  Secretary 
Henry  Lester  Smith,  Treasurer 

1934—  WASHINGTON,  D.  C. 

Jessie  Gray,  President 
J.  W.  Crabtree,  Secretary 
Henry  Lester  Smith,  Treasurer 

1935—  DENVER,  COLO. 

Henry  Lester  Smith,  President 
Willard  E.  Givens,  Secretary 
J.  W.  Crabtree,  Secretary  Emeritus 
R.  E.  Offenhauer,  Treasurer 

1936—  PORTLAND,  ORE. 

Agnes  Samuelson,  President 
Willard  E.  Givens,  Secretary 
J.  W.  Crabtree,  Secretary  Emeritus 
R.  E.  Offenhauer,  Treasurer 


Associational  Records  and  Information 


653 


NATIONAL  EDUCATION  ASSOCIATION  OF  THE 

UNITED  STATES 

OFFICERS— 1935-36 


Agnes  Samuelson  . President . State  Superintendent  of  Public  Instruction,  Des 

Moines,  Iowa 

Willard  E.  Givens . Executive  Secretary . 1201  Sixteenth  St.,  Washington,  D.  C. 

J.  W.  Crabtree . Secretary  Emeritus . 1201  Sixteenth  St.,  Washington,  D.  C. 

R.  E.  Offenhatjer . Treasurer . Superintendent  of  Schools,  Lima,  Ohio 


Honorary 

John  Dewey  . Professor  Emeritus  of  Philosophy . Columbia  University, 

New  York,  N.  Y. 

Mrs.  Susan  M.  Dorsey .  1506  Arapahoe  St.,  Los  Angeles,  Calif. 


Executive  Committee 

Agnes  Samuelson  . President . State  Superintendent  of  Public  Instruction,  Des 

Moines,  Iowa 

Henry  Lester  Smith . First  Vicepresident . Dean,  School  of  Education,  Indiana 

University,  Bloomington,  Ind. 

Joseph  H.  Saunders . Chairman,  Board  of  Trustees,  Superintendent  of  Schools,  Newport 

News,  Va. 

R.  E.  Offenhauer . Treasurer . Superintendent  of  Schools,  Lima,  Ohio 

Caroline  S.  Woodruff . Member  by  Election . Principal,  State  Normal  School, 

Castleton,  Vt. 

Board  of  Trustees 


Joseph  H.  Saunders,  Chairman . Newport  News,  Va. 

Agnes  Samuelson,  President . Des  Moines,  Iowa 

Edgar  G.  Doudna,  Secretary,  Board  of  Normal  School  Regents . . . Madison,  Wis. 

Joseph  Marr  Gwinn,  2206  Loma  Vista . Pasadena,  Calif. 

A.  L.  Whittenberg,  Centennial  Building . Springfield,  Ill. 


Vicepresidents 


George  T.  Avery,  Head,  Department  of  Education,  Colorado  Agricultural 

College . . . . . Fort  Collins,  Colo. 

E.  W.  Butterfield,  State  Commissioner  of  Education . Hartford,  Conn. 

John  Callahan,  State  Superintendent  of  Public  Instruction . . . Madison,  Wis. 

Norman  Hamilton,  Principal,  Carbon  High  School . Price,  Utah 

Mary  Eva  Hite,  Supervisor  of  Elementary  Instruction,  State  Department  of 

Education . Columbia,  S.  C. 

Vierling  Kersey,  State  Superintendent  of  Public  Instruction . Sacramento,  Calif. 

Bertha  C.  Knemeyer,  Principal,  Elko  County  High  School . Elko,  Nev. 

Paul  Munro,  Superintendent  of  Schools..,.. . Selma,  Ala. 

Henry  Lester  Smith,  First  Vicepresident . Lima,  Ohio 

Raymond  H.  Snyder.  President,  Albion  State  Normal  School . . . Albion,  Idaho 

L.  P.  Terrebonne,  Superintendent  of  Schools.. . . . . . Plaquemine,  La. 


Board  of  Directors 
Directors  Ex  Officio 


Agnes  Samuelson.  President . Des  Moines,  Iowa 

Henry  Lester  Smith,  Vicepresident . . . Bloomington,  Ind. 

R.  E.  Offenhauer,  Treasurer . ; . Lima,  Ohio 

Joseph  H.  Saunders,  Chairman,  Board  of  Trustees . Newport  News,  Va. 

Willard  E.  Givens,  Executive  Secretary . Washington,  D.  C. 

Life  Directors 

Cornelia  S.  Adair,  3208  Hawthorne  Street . Richmond,  Va. 

Francis  G.  Blair,  440  Canedy  Street . Springfield,  Ill. 

Board  of  Education . Nashville,  Tenn. 

Mrs.  Mary  C.  C.  Bradford,  1201  East  Sixteenth  Avenue . Denver,  Colo. 

Nicholas  Murray  Butler,  President,  Columbia  University . New  York,  N.  Y. 


654 


National  Education  Association 


P.  P.  Claxton,  President,  Austin  Peay  Normal  School . Clarksville,  Tenn. 

Hugh  A.  Graham,  South  Main  Street . Mount  Pleasant,  Mich. 

Jessie  Gray,  Stevens  School  of  Practice . Philadelphia,  Pa. 

Florence  Hale,  Prince  George  Hotel . New  York,  N.  Y. 

Frederick  M.  Hunter,  Chancellor,  University  of  Oregon . Eugene,  Ore. 

Illinois  State  Teachers  Association . Springfield,  Ill. 

Olive  M.  Jones,  Director,  Calvary  House . New  York,  N.  Y. 

James  Y.  Joyner . La  Grange,  N.  C. 

Uel  W.  Lamkin,  President,  Northwest  Missouri  State  Teachers  College . Maryville,  Mo. 

Mary  McSkimmon,  205  Tappan  Street . Brookline,  Mass. 

Jesse  H.  Newlon,  Lincoln  School,  Teachers  College,  Columbia  University ...  .New  York,  N.  Y. 

Carroll  G.  Pearse,  1721  Ludington  Avenue . Milwaukee,  Wis. 

Mrs.  Josephine  Corliss  Preston . ...Burton,  King  County,  Wash. 

E.  Ruth  Pyrtle,  Principal,  Bancroft  School . Lincoln,  Nebr. 

Joseph  Rosier,  President,  Fairmount  State  Teachers  College . Fairmont,  W.  Va. 

Henry  Lester  Smith,  Dean,  School  of  Education,  Indiana  University . Bloomington,  Ind. 

George  D.  Strayer,,  Teachers  College,  Columbia  University . New  York,  N.  Y. 

J.  W.  Studebaker,  U.  S.  Commissioner  of  Education . Washington,  D.  C. 

Willis  A.  Sutton,  Superintendent  of  Schools . Atlanta,  Ga. 

Teachers  Institute . Philadelphia,  Pa. 

John  J.  Tigert,  President,  University  of  Florida . Gainesville,  Fla. 

Charl  Ormond  Williams,  Director,  Division  of  Field  Service,  NEA . Washington,  D.  C. 

George  F.  Zook,  President,  American  Council  on  Education . Washington,  D.  C. 


State  Directors 


Alabama . J.  D.  Williams,  Principal,  Avondale  School,  Birmingham 

Alaska . C.  H.  Bowman,  Superintendent  of  Schools,  Douglas 

Arizona . Emil  L.  Larson,  University  of  Arizona,  Tucson 

Arkansas . W.  E.  Phipps,  State  Commissioner  of  Education,  Little  Rock 

California . Frank  A.  Henderson,  Superintendent  of  Schools,  Santa  Ana 

Colorado . W.  B.  Mooney,  Executive  Secretary,  Colorado  Education  Association,  Denver 

Connecticut . Helen  T.  Collins,  Principal,  Ezekiel  Cheever  School,  New  Haven 

Delaware . H.  V.  Holloway,  State  Superintendent  of  Public  Instruction,  Dover 

District  of  Columbia . Edith  Louise  Grosvenor,  The  Iowa  Apts.,  Washington 

Florida . James  S.  Rickards,  Executive  Secretary,  Florida  Education  Association  Tallahassee 

Georgia . M.  D.  Collins,  State  Superintendent  of  Schools,  Atlanta 

Hawaii . J.  W.  Garrett,  Secretary,  Hawaii  Education  Association,  Honolulu 

Idaho . W.  D.  Vincent,  Superintendent  of  Schools,  Boise 

Illinois . John  W.  Thalman,  Superintendent  of  Schools,  Waukegan 

Indiana.  ..  .Charles  O.  Williams,  Secretary,  Indiana  State  Teachers  Association,  Indianapolis 
Iowa.  .Fred  D.  Cram,  Associate  Professor  of  Education,  Iowa  State  Teachers  College,  Cedar  Falls 

Kansas . F.  L.  Schlagle,  Superintendent  of  Schools,  Kansas  City 

Kentucky.  .William  S.  Taylor,  Dean,  College  of  Education,  University  of  Kentucky,  Lexington 

Louisiana . P.  H.  Griffith,  Director  of  General  Extension,  Louisiana  State  University, 

Baton  Rouge 

Maine . William  B.  Jack,  Superintendent  of  Schools,  Portland 

Maryland . E.  W.  Pruitt,  Superintendent,  Frederick  County  Schools,  Frederick 

Massachusetts . Annie  C.  Woodward,  Teacher,  High  School,  Somerville 

Michigan . . Edith  M.  Bader,  Assistant  Superintendent  of  Schools,  Ann  Arbor 

Minnesota . Harry  Wahlstrand,  824  Third  Street  East,  Willmar 

Mississippi . H.  V.  Cooper,  Superintendent  of  Schools,  Vicksburg 

Missouri . Thomas  J.  Walker,  Associate  State  Secretary,  Missouri  State  Teachers 

Association,  Columbia 

Montana.  ..  .Martin  P.  Moe,  Executive  Secretary,  Montana  Education  Association,  Helena 

Nebraska . G.  F.  Knipprath,  Omaha  Technical  High  School,  Omaha 

Nevada . Mrs.  Hazel  B.  Denton,  Teacher,  Public  Schools,  Caliente 

New  Hampshire . Lyle  Wilson  Ewing,  Teacher,  English  Department,  Claremont 

New  Jersey . Raymond  B.  Gurley,  Principal,  Barringer  High  School,  Newark 

New  Mexico . Vernon  O.  Tolle,  Executive  Secretary,  New  Mexico  Educational  Association, 

Santa  Fe 

New  York . H.  Claude  Hardy,  Superintendent  of  Schools,  White  Plains 

North  Carolina . T.  Wingate  Andrews,  Superintendent  of  Schools,  High  Point 

North  Dakota . L.  A.  White,  Superintendent  of  Schools,  Minot 

Ohio . B.  F.  Stanton,  Superintendent  of  Schools,  Alliance 

Oklahoma . . . M.  E.  Hurst,  Central  High  School,  Tulsa 

Oregon . Austin  Landreth,  Superintendent  of  Schools,  Pendleton 

Pennsylvania . J.  Herbert  Kelley,  Executive  Secretary,  Pennsylvania  State  Education 

Association,  Harrisburg 

Rhode  Island . James  F.  Rockett,  Director  of  Education,  State  House,  Providence 

South  Carolina . A.  C.  Flora,  Superintendent  of  Schools,  Columbia 

South  Dakota.  .  .S.  B.  Nissen,  Editor,  South  Dakota  Education  Association  Journal,  Sioux  Falls 
Tennessee . S.  L.  Ragsdale,  Principal,  L.  C.  Humes  High  School,  Memphis 


Associational  Records  and  Information 


655 


Texas . Rush  M.  Caldwell,  Woodrow  Wilson  High  School,  Dallas 

Utah . James  T.  Worlton,  Assistant  Superintendent  of  Schools,  Salt  Lake  City 

Vermont . Joseph  A.  Wiggin,  Principal,  Brattleboro  High  School,  Brattleboro 

Virginia . Mrs.  Edith  B.  Joynes,  Principal,  Washington-Gatewood  Schools,  Norfolk 

Washington . Samuel  E.  Fleming,  Assistant  Superintendent  of  Schools,  Seattle 

West  Virginia . W.  W.  Trent,  State  Superintendent  of  Free  Schools,  Charleston 

Wisconsin . Amanda  Schuette,  220  South  Van  Buren  Street,  Green  Bay 

Wyoming . Henry  H.  Moyer,  Principal,  Pligh  School,  Rawlins 


HEADQUARTERS  STAFF 
1201  Sixteenth  Street,  Northwest,  Washington,  D.  C. 

Willard  E.  Givens,  Executive  Secretary 
J.  W.  Crabtree,  Secretary  Emeritus 

Directors  of  Divisions 


Mary  J.  Winfree . 

Harold  A.  Allan . 

Agnes  Winn . 

Ctiarl  Ormond  Williams 

T.  D.  Martin . 

Joy  Elmer  Morgan . 

William  G.  Carr . 

Frank  W.  Hubbard. 

Howard  A.  Dawson . 

Harriett  M.  Chase . 


Accounts  and  Records 

. Business 

. .  .  .Classroom  Service 

. Field  Service 

. Membership 

. Publications 

. Research 

...Associate  Director 

. Rural  Service 

.  .  . .  Secretary’s  Office 


Secretaries  of  Departments 


Gwladys  W.  Jones . Deans  of  Women 

Eva  G.  Pinkston . Elementary  School  Principals 

S.  D.  Shanicland . Superintendence  and  Administrative  Service 


NATIONAL  COUNCIL  OF  EDUCATION 

President — William  C.  Bagley,  Professor  of  Education,  Teachers  College,  Columbia  University,  New 
York,  N.  Y.  (Term  expires  1937). 

Vicepresident — Lida  Lee  Tall,  President,  State  Teachers  College,  Towson,  Md.  (Term  expires  1936). 
Secretary — To  be  elected  in  June. 

Executive  Committee — Anna  Laura  Force,  Principal,  Lake  Junior  High  School,  Denver,  Colo. 
(Term  expires  1936);  Margaret  Kiely,  Principal,  City  Normal  School,  Bridgeport,  Conn. 
(Term  expires  1937);  A.  L.  Threlkeld,  Superintendent  of  Schools,  Denver,  Colo.  (Term  ex¬ 
pires,  19.38). 


OFFICERS  OF  DEPARTMENTS 
Department  of  Administrative  Women  in  Education 

President — Mary  Elizabeth  O’Connor,  Supervisor  of  Elementary  Schools,  Natick,  Mass. 
Vicepresident — Mrs.  Inez  Johnson  Lewis,  State  Superintendent  of  Public  Instruction,  Denver,  Colo. 
Secretary — Mrs.  Margaret  Mendenhall  Smith,  Principal,  Ebert  School,  Denver,  Colo. 

Treasurer — Elizabeth  Wells  Robertson,  Director  of  Art,  Public  Schools,  Chicago,  Ill. 

Directors — Kate  Bell,  Head,  Department  of  Mathematics,  Lewis  and  Clark  High  School,  Spokane, 
Wash.;  Mrs.  Edith  B.  Joynes,  Principal,  Washington-Gatewood  Schools,  Norfolk,  Va.;  Sue  M. 
Powers,  Superintendent,  Shelby  County  Schools,  Memphis,  Tenn.;  Agnes  Samuelson,  State 
Superintendent  of  Public  Instruction,  Des  Moines,  Iowa;  Annie  C.  Woodward,  Teacher,  Somer¬ 
ville  High  School,  Somerville,  Mass. 


Department  of  Adult  Education 

President — Marguerite  H.  Burnett,  State  Director  of  Adult  Education,  Wilmington,  Del. 
Vicepresident — Maude  E.  Aiton,  Administrative  Principal,  Webster  School,  Tenth  and  LI  Streets, 
Washington,  D.  C. 

Secretary— Robert  C.  Deming,  Supervisor,  Division  of  Field  Service,  Stale  Department  of  Education, 
Hartford,  Conn. 

Executive  Committee — L.  R.  Alderman,  Chief,  Service  Division,  U.  S.  Office  of  Education,  Wash¬ 
ington,  D.  C.;  Mary  L.  Guyton,  State  Supervisor  of  Adult  Alien  Education,  Boston,  Mass. 


656 


National  Education  Association 


American  Association  of  Teachers  Colleges 

(A  Department  of  the  N.  E.  A.) 

President — Eugene  Fair,  President,  Northeast  Missouri  State  Teachers  College,  Kirksville,  Mo. 
Vicepresident — Charles  H.  Fisher,  President,  Washington  State  Normal  School,  Bellingham,  Wash. 
Secretary-Treasurer — Charles  W.  Hunt,  Principal,  State  Normal  School,  Oneonta,  N.  Y. 

Executive  Committee— Norman  W.  Cameron,  Acting  Superintendent,  Cecile  County  Schools,  Elkton, 
Md.  (Term  expires  1937);  L.  A.  Pittenger,  President,  Ball  State  Teachers  College,  Muncie, 
Ind.  (Term  expires  1938);  E.  J.  Ashbaugh,  Dean,  School  of  Education,  Miami  University, 
Oxford,  Ohio  (Term  expires  1939). 


American  Educational  Research  Association 

(A  Department  of  the  N.  E.  A.) 

President — H.  A.  Greene,  Director,  Bureau  of  Educational  Research,  Extension  Division,  State  Uni¬ 
versity  of  Iowa,  Iowa  City,  Iowa. 

Vicepresident — David  H.  Sutton,  Director,  Division  of  School  Finance,  State  Department  of  Educa¬ 
tion,  Columbus,  Ohio. 

Secretary-Treasurer — William  G.  Carr,  Director,  Research  Division,  National  Education  Association, 
Washington,  D.  C. 

Executive  Committee — T.  C.  Holy,  Professor  of  Education,  Ohio  State  University,  Columbus,  Ohio; 
Philip  A.  Boyer,  Director,  Division  of  Educational  Research,  Board  of  Education,  Philadelphia, 
Pa. 


Department  of  Art  Education 

President — Elizabeth  Wells  Robertson,  Director  of  Art,  Public  Schools,  Chicago,  Ill. 
Secretary — Mrs.  Dora  Browne  Hatfield,  David  C.  Hill  School,  Akron,  Ohio. 

Treasurer — Marcella  Jackson,  Head  of  Art  Department,  State  Normal  College,  Castleton,  Vt. 


Department  of  Business  Education 

President — Raymond  C.  Goodfellow,  Director  of  Commercial  Education,  Board  of  Education, 
Newark,  N.  J. 

First  Vicepresident — Ernest  A.  Zelliot,  Associate  Professor  of  Education,  University  of  Denver, 
Denver,  Colo. 

Second  Vicepresident — Lola  Maclean,  Detroit  Commercial  College,  Detroit,  Mich. 

Secretary-Treasurer — Mrs.  Frances  D.  North,  Western  High  School,  Baltimore,  Md. 

Editor — Herbert  A.  Tonne,  Assistant  Professor  of  Education,  New  York  University,  New  York, 
N.  Y. 

Executive  Committee — M.  E.  Studebaker,  Head,  Department  of  Business  Education,  Ball  State 
Teachers  College,  Muncie,  Ind.  (Term  expires  1936);  E.  G.  Blackstone,  Associate  Professor 
of  Commerce,  State  University  of  Iowa,  Iowa  City,  Iowa  (Term  expires  1936);  Gordon  F. 
Cadisch,  Director,  School  of  Business  Administration,  State  College  of  Washington,  Pullman, 
Wash.  (Term  expires  1936);  Joseph  L.  Kochka,  Woodrow  Wilson  Senior  High  School,  Wash¬ 
ington,  D.  C.  (Term  expires  1937);  Mary  Stuart,  Roxbury  Memorial  High  School  for  Girls, 
Roxbury,  Mass.  (Term  expires  1937);  Jessie  Graham,  Associate  Professor  of  Commerce,  State 
Teachers  College,  San  Jose,  Calif.  (Term  expires  1938);  C.  C.  Cocanower,  Head,  Depart¬ 
ment  of  Commerce,  Phoenix  Junior  College,  Phoenix,  Ariz.  (Term  expires  1938). 


Department  of  Classroom  Teachers 

President — Mary  C.  Ralls,  6529  Jefferson  Street,  Kansas  City,  Mo. 

Vicepresident — Mrs.  Mary  D.  Barnes,  223  Summit  Road,  Elizabeth,  N.  J. 

Secretary — Frances  Jelinek,  Room  150,  Hotel  Wisconsin,  Milwaukee,  Wis. 

Director  Ex  Officio — Daisy  Lord,  102  7  West  Main  St.,  Waterbury,  Conn. 

Regional  Directors— Western  Section,  Albert  M.  Shaw,  Post  Office  Box  885,  Arcade  Annex,  Los 
Angeles,  Calif.  (Term  expires  1936);  Eastern  Section,  Emily  A.  Tarbell,  235  Glenwood  Ave., 
Syracuse,  N.  Y.  (Term  expires  1937);  Middle  Section,  Mrs.  Myrtle  Hooper  Dahl,  312  South 
Eighth  St.,  Minneapolis,  Minn.  (Term  expires  1938). 


Department  of  Deans  of  Women 

President — Irma  E.  Voigt,  Dean  of  Women,  Ohio  University,  Athens,  Ohio. 

Vicepresident— Alice  C.  Lloyd,  Dean  of  Women,  University  of  Michigan,  Ann  Arbor,  Mich. 
Secretary — Helen  Pritchard,  Viceprincipal  and  Dean  of  Girls,  Public  High  School,  Hartford,  Conn. 
Headquarters  Secretary — Gwladys  W.  Jones,  1201  Sixteenth  St.,  N.  W.,  Washington,  D.  C. 


Department  of  Elementary  School  Principals 

President — Harley  W.  Lyon,  Principal,  Longfellow-Cleveland  Schools,  Pasadena,  Calif. 

First  Vicepresident — M.  Emma  Brookes,  Principal,  Miles-Cranwood  Schools,  Cleveland,  Ohio. 

Second  Vicepresident — Ira  M.  Kline,  Principal,  Greenburgh  No.  8  Schools,  White  Plains,  N.  Y. 
Third  Vicepresident — Edythe  J.  Brown,  Principal,  Kaley-Marquette  Schools,  South  Bend,  Ind. 
Fourth  Vicepresident— Irwin  A.  Wilson,  437  South  Stone  Ave.,  La  Grange,  Ill. 

Fifth  Vicepresident— Mrs.  Margaret  Mendenhall  Smith,  Principal,  Ebert  School,  Denver,  Colo. 
Executive  Secretary — Eva  G.  Pinkston,  1201  Sixteenth  St.,  N.  W.,  Washington,  D.  C. 


Associational  Records  and  Information 


657 


Executive  Committee — Cassie  F.  Roys,  Principal,  2609  Bristol  St.,  Omaha,  Nebr.  (Term  expires 
1936);  Earl  R.  Laxng,  Principal,  Burt  School,  Detroit,  Mich.  (Term  expires  1937);  Mason  A. 
Stratton,  Principal,  Brighton  Avenue  School,  Atlantic  City,  N.  J.  (Term  expires  1938);  Mrs. 
Edith  B.  Joynes,  Principal,  Washington-Gatewood  Schools,  Norfolk,  Va.  (Term  expires  1939). 
Life  Membership  Division  Director — Herbert  C.  Hansen,  1045  North  Lockwood  Ave.,  Chicago,  Ill. 
(Term  expires  1936). 

Department  of  Kindergarten-Primary  Education 

President — Mrs.  Eugenia  West  Jones,  318  South  Benton  Way,  Los  Angeles,  Calif. 

Vicepresident — Mrs.  Daisy  Carnall,  26  South  Sherman  St.,  Denver,  Colo. 

Secretary — Mrs.  Florence  K.  Hampton,  1210  Granada  Ave.,  San  Marino,  Calif. 

Executive  Committee — Geraldine  McEnerny,  137  North  Mason  Ave.,  Chicago,  Ill.  (Term  expires 
1936);  Dodie  Hooe,  Kindergarten-Primary  Supervisor,  Board  of  Education,  Dallas,  Texas  (Term 
expires  1937);  Helen  Johnson,  206  South  College  St.,  Mt.  Pleasant,  Mich.  (Term  expires 
1938);  Ethel  Massengale,  Kindergarten-Primary  Supervisor,  Board  of  Education,  Atlanta, 
Ga.  (Term  expires  1939). 


Department  of  Lip  Reading 

President — Estelle  E.  Samuelson,  Supervisor  of  Educational  Work,  The  New  York  League  for 
the  Hard  of  Hearing,  Inc.,  480  Lexington  Ave.,  New  York,  N.  Y. 

Vicepresident — Eliza  C.  Hannegan,  Portland  Evening  School,  Portland,  Maine. 

Secretary-Treasurer — Marie  K.  Mason,  Associate  Professor  of  the  Phonetics  Laboratories,  Ohio  State 
University,  Columbus,  Ohio. 

Department  of  Music  Education 

President— John  C.  Kendel,  Director  of  Music,  Board  of  Education,  Denver,  Colo. 

Secretary — Samuel  T.  Burns,  Director  of  Music,  State  Department  of  Public  Instruction,  Baton 
Rouge,  La. 

Department  of  Rural  Education 

President — Francis  L.  Bailey,  State  Commissioner  of  Education,  Montpelier,  Vt. 

Vicepresident — Helen  Heffernan,  Chief,  Division  of  Elementary  Education  and  Rural  Schools, 
State  Department  of  Education,  Sacramento,  Calif. 

Secretary— Mrs.  Katherine  M.  Cook,  Chief,  Division  of  Special  Problems,  U.  S.  Office  of  Educa¬ 
tion,  Washington,  D.  C. 

Executive  Committee — Sue  M.  Powers  (ex  officio),  Superintendent,  Shelby  County  Schools,  Mem¬ 
phis,  Tenn-.  (Term  expires  1937);  Fannie  W.  Dunn,  Professor  of  Rural  Education,  Teachers 
College,  Columbia  University,  New  York,  N.  Y.  (Term  expires  1937);  O.  H.  Bennett,  County 
Superintendent  of  Schools,  532  Court  House,  Cincinnati,  Ohio  (Term  expires  1938);  Fred  C. 
Fischer,  Superintendent,  Wayne  County  Schools,  2615  Barium  Tower,  Detroit,  Mich.  (Term 
expires  1939);  Chloe  C.  Baldridge,  Director  of  Rural  Education,  State  Department  of  Public 
Instruction,  Lincoln,  Nebr.  (Term  expires  1940);  R.  D.  Baldwin,  Professor  of  Education,  West 
Virginia  University,  Morgantown,  W.  Va.  (Term  expires  1941). 


Department  of  School  Health  and  Physical  Education 

President — A.  W.  Thompson,  Director  of  Health  Education  and  City  Recreation,  Grand  Rapids, 
Mich. 

Vicepresident — Edna  Bailey,  Associate  Professor  of  Education,  University  of  California,  Berkeley, 
Calif. 

Secretary-Treasurer — James  E.  Rogers,  Director,  National  Physical  Education  Service,  315  Fourth 
Ave.,  New  York,  N.  Y. 

Executive  Committee — Ethel  Perrin,  Bouv6-Boston  School  of  Physical  Education,  105  South  Hunt¬ 
ington  Ave.,  Boston,  Mass.  (Term  expires  1936);  F.  W.  Maroney,  Professor  of  Physical  Educa¬ 
tion,  Teachers  College,  Columbia  University,  New  York,  N.  Y.  (Term  expires  1937);  A.  G. 
Ireland,  Director  of  Health  and  Physical  Education,  State  Department  of  Education,  Trenton, 
N.  J.  (Term  expires  1938). 

Department  of  Science  Instruction 

President — Ira  C.  Davis,  Assistant  Professor.  University  High  School,  Madison,  Wis. 

Eastern  Vicepresident — Mildred  M.  Fahy,  Principal,  Amundsen-Von  Steuben  Schools,  Chicago,  Ill. 

Western  Vicepresident — Charles  L.  Hampton,  Instructor,  Piedmont  High  School,  Piedmont,  Calif. 

Secretary — Vesta  Hicks,  Supervisor  of  Elementary  Science,  Board  of  Education,  Austin,  Texas. 

Treasurer — Esther  W.  Scott,  Teacher-in-Charge,  Elementary  Science  Division,  James  F.  Oyster 
School,  Washington,  D.  C. 

Department  of  Secondary  Education 

President — Ernest  D.  Lewis,  Chairman,  Department  of  Social  Studies,  Evander  Childs  High  School, 
New  York,  N.  Y. 

Vicepresident — George  R.  Rankin,  Boys’  Technical  High  School,  Milwaukee,  Wis. 

Secretary — Ann  E.  Ryder,  Snyder  High  School,  Jersey  City,  N.  J. 

Treasurer — L.  Denzil  Keigley,  Chester  S.  Morey  Junior  High  School,  Denver,  Colo. 


658 


National  Education  Association 


Regional  Directors — Eastern  Section,  Augustus  Ludwig,  Pershing  Junior  High  School,  Brooklyn, 
N.  Y. ;  Southern  Section,  Robert  W.  House,  Salem  High  School,  Salem,  Va. ;  Midwestern  Sec¬ 
tion,  Alvin  H.  Hanson,  Rufus  King  High  School,  Milwaukee,  Wis.;  Intermountain  Section, 
Grace  Kenehan,  Chester  S.  Morey  Junior  High  School,  Denver,  Colo.;  Pacific  Section,  Grace 
M.  Davis,  Modesto  High  School,  Modesto,  Calif. 

Department  of  Secondary  School  Principals 

President — Willard  N.  Van  Slyck,  Principal.  High  School,  Topeka,  Kans. 

First  Vicepresident — M.  G.  Jones,  Principal,  High  School,  Huntington  Beach,  Calif. 

Second  Vicepresident — Paul  E.  Elicker,  Principal,  Newton  High  School,  Newtonville,  Mass. 
Executive  Secretary — H.  V.  Church,  5835  Kimbark  Ave.,  Chicago,  Ill. 

Executive  Committee — K.  L.  Clark,  Principal,  Murphy  High  School,  Mobile,  Ala.;  Oscar  Granger, 
Principal,  Haverford  Township  High  School,  Upper  Darby,  Pa.;  Harrison  C.  Lyseth,  State 
Supervisor,  Secondary  Education,  Augusta,  Maine;  John  E.  Wellwood,  Principal,  High  School, 
Flint,  Mich. 

Department  of  Social  Studies 

President — R.  0.  Hughes,  Department  of  Curriculum  Study,  Public  Schools,  Pittsburgh,  Pa. 

First  Vicepresident — Elmer  Ellis,  Department  of  History,  University  of  Missouri,  Columbia,  Mo. 
Second  Vicepresident — C.  C.  Barnes,  Head,  Social  Science  Department,  Public  Schools,  Detroit,  Mich. 
Secretary-Treasurer — Howard  E.  Wilson,  Graduate  School  of  Education,  Harvard  University,  Cam¬ 
bridge,  Mass. 

Executive  Committee — C.  H.  McClure,  State  Teachers  College,  Kirksville,  Mo.;  Fremont  P.  Wirtli, 
George  Peabody  College  for  Teachers,  Nashville,  Tenn.;  the  ex-presidents  and  officers. 

Department  of  Special  Education 

President — Mrs.  Mabel  A.  Harms,  Boys’  Vocational  School,  Minneapolis,  Minn. 

Vicepresident — Catherine  Nutterville,  School  Psychologist,  Board  of  Education,  Butte,  Mont. 
Secretary-Treasurer— Lettisha  Henderson,  John  Marshall  High  School,  St.  Paul,  Minn. 

Department  of  Superintendence 

President — A.  L.  Threlkeld,  Superintendent  of  Schools,  Denver,  Colo. 

First  Vicepresident — A.  J.  Stoddard,  Superintendent  of  Schools,  Providence,  R.  I. 

Second  Vicepresident — Jesse  H.  Mason,  Superintendent  of  Schools,  Canton,  Ohio. 

Executive  Secretary — Sherwood  D.  Shankland,  1201  Sixteenth  St.,  N.  W.,  Washington,  D.  C. 
Executive  Committee — Frank  G.  Pickell,  Superintendent  of  Schools,  Montclair,  N.  J.  (Term  expires 

1937) ;  George  C.  Bush,  Superintendent  of  Schools,  South  Pasadena,  Calif.  (Term  expires 

1938) ;  Ben  G.  Graham,  Superintendent  of  Schools,  Pittsburgh,  Pa.  (Term  expires  1939);  J.  C. 
Cochran,  Superintendent  of  Schools,  San  Antonio,  Texas  (Term  expires  1940);  the  president, 
first  vicepresident,  and  second  vicepresident,  ex  officio. 

Department  of  Supervisors  and  Directors  of  Instruction 

President — Rudolph  D.  Lindquist,  Director, 'University  School,  Columbus,  Ohio. 

First  Vicepresident — Mary  Browning,  Supervisor  of  Primary  Grades,  Board  of  Education,  Louisville, 
Ky. 

Second  Vicepresident — Robert  H.  Lane,  Assistant  Superintendent  of  Schools,  Los  Angeles,  Calif. 
Secretary-Treasurer — James  F.  Hosic,  Professor  of  Education,  Teachers  College,  Columbia  Univer¬ 
sity,  New  York,  N.  Y. 

Executive  Committee — Mildred  English,  Director  of  Training  School,  Georgia  State  College  for 
Women,  Milledgeville,  Ga. ;  Ernest  Horn,  Professor  of  Education,  State  University  of  Iowa, 
Iowa  City,  Iowa;  Paul  T.  Rankin,  Supervising  Director  of  Instruction,  Board  of  Education, 
Detroit,  Mich.;  the  officers  of  the  department,  ex  officio. 

Department  of  Supervisors  and  Teachers  of  Home  Economics 

President — Mrs.  Leila  Bunce  Smith.  424  West  Peachtree  St.,  Atlanta  Ga. 

Vicepresident — Mrs.  Dorotha  Marlow,  Shaker  Heights  High  School,  Shaker  Heights,  Ohio. 
Treasurer— Clara  Lee  Cone,  1041  North  Peachtree  St.,  Atlanta,  Ga. 

Secretary — Mrs.  Erma  Christie,  Supervisor  of  Home  Economics,  Board  of  Education,  Muncie,  Ind. 

Department  of  Visual  Instruction 

President — Nelson  L.  Greene,  Editor,  Educational  Screen,  64  East  Lake  St.,  Chicago,  Ill. 

First  Vicepresident — Wilber  Emmert,  Director,  Visual  Education,  State  Teachers  College,  Indiana, 
Pa. 

Second  Vicepresident—  Annette  Glick,  Director,  Visual  Education,  Board  of  Education,  Los  Angeles, 
Calif. 

Secretary-Treasurer — E.  C.  Waggoner,  64  East  Lake  St.,  Chicago,  Ill. 

Executive  Committee — Daniel  C.  Knowlton,  Associate  Professor  of  Education,  New  York  Univer¬ 
sity,  New  York,  N.  Y.  (Term  expires  1936);  John  A.  Hollinger,  Director  of  Nature  Study  and 
Visualization,  Board  of  Education,  Pittsburgh,  Pa.  (Term  expires  1937);  William  H.  Dudley, 
Director,  Dudley  Visual  Education  Service,  746  South  Wabash  Ave.,  Chicago,  Ill.  (Term  ex¬ 
pires  1938);  Mrs.  Grace  Fisher  Ramsey,  Assistant  Curator  of  Education,  American  Museum  of 
Natural  History,  77th  Street  and  Central  Park,  West,  New  York,  N.  Y.  (Term  expires  1939); 
Robert  F.  Collier,  Jr.,  South  High  School,  Denver,  Colo.  (Term  expires  1940);  Cline  M. 
Koon,  Senior  Specialist  in  Education  by  Radio,  U.  S.  Office  of  Education,  Washington,  D.  C. 
(Term  expires  1941). 


Associational  Records  and  Information 


659 


Department  of  Vocational  Education 

President — Forest  E.  Moore,  Director  of  Vocational  Education,  State  Department  of  Public  Instruc¬ 
tion,  Des  Moines,  Iowa. 

Secretary — B.  H.  Van  Oot,  Supervisor  of  Trade  and  Industrial  Education,  State  Department  of  Public 
Instruction,  Richmond,  Va. 


NATIONAL  EDUCATION  ASSOCIATION  OF  THE 

UNITED  STATES 

OFFICERS— 1936-37 


Orville  C.  Pratt. 
Willard  E.  Givens 

J.  W.  Crabtree... 

R.  E.  Offen HAUER 


President . Superintendent  of  Schools,  Spokane,  Wash. 

Executive  Secretary . 1201  16th  St.,  N.  W.,  Washington, 


Secretary  Emeritus . 1201  16th  St.,  N.  W.,  Washington, 

D.  C. 

Treasurer . Superintendent  of  Schools,  Lima,  Ohio 


Honorary 

John  Dewey . Professor  Emeritus  of  Philosophy . Columbia  University, 

New  York,  N.  Y. 

Mrs.  Susan  M.  Dorsey .  1506  Arapahoe  St.,  Los  Angeles,  Calif. 


Executive  Committee 

Orville  C.  Pratt . President . Superintendent  of  Schools,  Spokane,  Wash. 

Agnes  Samuelson  . First  Vicepresident . State  Superintendent  of  Public  In¬ 

struction,  Des  Moines,  Iowa 

Joseph  H.  Saunders . Chairman,  Board  of  Trustees,  Superintendent  of  Schools,  Newport 

News,  Va. 

R.  E.  Offenhauer . Treasurer . Superintendent  of  Schools,  Lima,  Ohio 

Caroline  S.  Woodruff . Member  by  Election,  Principal,  State  Normal  School,  Castleton,  Vt. 


Board  of  Trustees 


Joseph  H.  Saunders . Chairman . Superintendent  of  Schools,  Newport  News  Va. 

Orville  C.  Pratt . President . Superintendent  of  Schools,  Spokane,  Wash. 

Joseph  Marr  Gwinn . Professor  of  Education,  San  Jose  State  College,  San  Jose,  Calif. 

Edgar  G.  Doudna . Secretary . Board  of  Normal  School  Regents,  Madison,  Wis. 

A.  L.  Whittenberg . 2002  South  5th  St.,  Springfield,  Ill. 


Vicepresidents 

Agnes  Samuelson  . First  Vicepresident . State  Superintendent  of  Public  In¬ 

struction,  Des  Moines,  Iowa 

Miss  Willie  A.  Lawson  ....  Secretary . Arkansas  Education  Association,  Little  Rock, 

Ark. 

Evlyn  Chasteen  . Teacher . 536  32nd  St.,  Oakland,  Calif. 

Herman  E.  Hendrix . State  Superintendent  of  Schools,  Phoenix,  Ariz. 

E.  W.  Butterfield . State  Commissioner  of  Education,  Hartford,  Conn. 

Andrew  Avery . County  Superintendent  of  Schools,  Bainbridge,  Ga. 

M.  P.  Moe . Executive  Secretary . Montana  Education  Association, 

Helena,  Mont. 

O.  H.  Plenzke . Secretary . Wisconsin  Education  Association,  Madison,  Wis. 

Ernest  H.  Black . President . Oklahoma  Education  Association,  Bristow,  Okla. 

Mattie  S.  Doremus . Teacher . 365  12th  Avenue,  Paterson,  N.  J. 

Marie  Brotherson  . Teacher . 644  Ohio,  Kansas  City,  Kans. 

W.  L.  Colvin . Principal . High  School,  Jeanerette,  La. 


Board  of  Directors 

Orville  C.  Pratt,  President — Superintendent  of  Schools . . Spokane,  Wash. 

Agnes  Samuelson,  Vicepresident — State  Superintendent  of  Public  Instruction.  .Des  Moines,  Iowa 

R.  E.  Offenhauer,  Treasurer — Superintendent,  Lima  Public  Schools . Lima,  Ohio 

Joseph  H.  Saunders,  Chairman,  Board  of  Trustees 

Superintendent,  Newport  News  Public  Schools,  Newport  News,  Va. 
Willard  E.  Givens,  Executive  Secretary . 1201  Sixteenth  St.,  Washington,  D.  C. 


660 


National  Education  Association 


Life  Directors 


Cornelia  S.  Adair,  3208  Hawthorne  Ave . Richmond,  Va. 

Francis  G.  Blair,  440  Canedy  St . Springfield,  Ill. 

Board  of  Education . . . Nashville,  Tenn. 

Mrs.  Mary  C.  C.  Bradford,  1547  Gaylord  St . Denver,  Colo. 

Nicholas  Murray  Butler,  President,  Columbia  University . New  York,  N.  Y. 

P.  P.  Claxton,  President,  Austin  Peay  Normal  School . Clarksville,  Tenn. 

Hugh  A.  Graham,  South  Main  St . Mount  Pleasant,  Mich. 

Jessie  Gray,  Stevens  School  of  Practice,  13th  and  Spring  Garden  Sts . Philadelphia,  Pa. 

Florence  Hale,  Editor,  The  Grade  Teacher,  Prince  George  Hotel . New  York,  N.  Y. 

Frederick  M.  Hunter,  Chancellor,  Oregon  State  System  of  Higher  Education . Eugene,  Ore. 

Illinois  State  Teachers  Association,  Robert  C.  Moore,  Secretary . Springfield,  Ill. 

Olive  M.  Jones,  Director,  Calvary  House,  61  Gramercy  Park,  N . New  York,  N.  Y. 

James  Y.  Joyner . La  Grange,  N.  C. 

Uel  W.  Lamkin,  President,  Northwest  Missouri  State  Teachers  College . Maryville,  Mo. 

Mary  McSkimmon,  205  Tappan  St . Brookline,  Mass. 

Jesse  H.  Newlon,  Lincoln  School,  Teachers  College,  Columbia  University . New  York,  N.  Y. 

Carroll  G.  Pearse,  1721  Ludington  Ave.,  Wauwatosa  Branch . Milwaukee,  Wis. 

Mrs.  Josephine  Corliss  Preston,  Burton,  Vashon  Island . King  County,  Wash. 

E.  Ruth  Pyrtle,  Principal,  Bancroft  School . Lincoln,  Nebr. 

Joseph  Rosier,  President,  Fairmont  State  Teachers  College . Fairmont,  W.  Va. 

Agnes  Samuelson,  State  Superintendent  of  Public  Instruction . Des  Moines,  Iowa 

Henry  Lester  Smith,  Dean,  School  of  Education,  Indiana  University . Bloomington,  Ind. 

George  D.  Strayer,  Teachers  College,  Columbia  University . New  York,  N.  Y. 

J.  W.  Studebaicer,  United  States  Commissioner  of  Education . Washington,  D.  C. 

Willis  A.  Sutton,  Superintendent,  Atlanta  Public  Schools . Atlanta,  Ga. 

Teachers  Institute  . Philadelphia,  Pa. 

John  J.  Tigert,  President,  University  of  Florida... . . . Gainesville,  Fla. 

Charl  Williams,  Director,  Division  of  Field  Service,  National  Education 

Association,  1201  Sixteenth  St . Washington,  D.  C. 

George  F.  Zook,  President,  American  Council  on  Education,  744  Jackson 

Place,  N.  W . Washington,  D.  C. 


State  Directors 


Alabama  . 

Alaska  . . . 

Arizona  . 

Arkansas  . . 

California  . 

Colorado  . 

Connecticut  . 

Delaware  . 

District  of  Columbia 
Florida  . . 

Georgia  . 

Hawaii  . 

Idaho  . 

Illinois  . 

Indiana  . 

Iowa  . 

Kansas  . 

Kentucky  . 

Louisiana  . 

Maine  . 

Maryland  . 

Massachusetts  . 

Michigan  . 

Minnesota  . 

Mississippi  . 

Missouri  . 

Montana  . 

Nebraska  . 

Nevada  .  . .  . . 

New  Hampshire  .  . . 

New  Jersey . , . 

New  Mexico . 


. J.  D.  Williams,  Principal,  Avondale  School . Birmingham 

. Everett  R.  Erickson,  Head,  Department  of  English, 

Alaska  Public  Schools . Juneau 

.......  .T.  G.  Grieder,  Superintendent  of  Schools . Winslow 

. . W.  E.  Phipps,  State  Commissioner  of  Education . Little  Rock 

. F.  A.  Henderson,  Superintendent  of  Schools . Santa  Ana 

. W.  B.  Mooney,  Executive  Secretary,  Colorado  Edu¬ 
cation  Association  . Denver 

. Helen  T.  Collins,  Principal,  Ezekiel  Cheever  School.. New  Haven 

. H.  V.  Holloway,  State  Superintendent  of  Public  In¬ 
struction  . Dover 

. Edgar  C.  Higbie,  President,  Wilson  Teachers  College.  .Washington 

. James  S.  Rickards,  Executive  Secretary,  Florida 

Education  Association . Tallahassee 

. M.  D.  Collins,  State  Superintendent  of  Schools . Atlanta 

. J.  W.  Garrett,  Executive  Secretary,  Hawaii  Educa¬ 
tion  Association  . Honolulu 

. W.  D.  Vincent,  Superintendent  of  Schools . Boise 

. John  W.  Thalman,  Superintendent,  Waukegan 

Township  Secondary  Schools . Waukegan 

.  . . Charles  O.  Williams,  Secretary-Treasurer,  Indiana 

State  Teachers  Association . Indianapolis 

. Fred  D.  Cram,  Associate  Professor  of  Education,  Iowa 

State  Teachers  College . Cedar  Falls 

. F.  L.  Schlagle,  Superintendent  of  Schools . Kansas  City 

. W.  S.  Taylor,  Dean,  College  of  Education,  University 

of  Kentucky  . Lexington 

. J.  N.  Poche,  Supervisor,  St.  Charles  Parish  Schools . Hahnville 

. William  B.  Jack,  Superintendent  of  Schools . Portland 

. Eugene  W.  Pruitt,  County  Superintendent  of  Schools ..  Frederick 

. Annie  C.  Woodward,  High  School  Teacher . Somerville 

. Grover  Stout,  Principal,  1851  West  Grand  Blvd . Detroit 

. Daisy  Brown,  Teacher,  407  South  6th  St . Stillwater 

. H.  V.  Cooper,  Superintendent  of  Schools . Vicksburg 

. Thomas  J.  Walker,  Associate  Secretary,  Missouri 

State  Teachers  Association . Columbia 

. M.  P.  Moe,  Executive  Secretary,  Montana  Education 

Association  . Helena 

. J.  J.  Guenther,  Chemistry  Teacher,  Technical  High 

School  . Omaha 

T.  R.  Warren,  Teacher,  Billinghurst  Junior  High  School . Reno 

. Lyle  Wilson  Ewing,  Teacher,  Head  of  English  De¬ 
partment  . Claremont 

. Raymond  B.  Gurley,  Principal,  Barringer  High  School ...  Newark 


tional  Association  . Santa  Fe 


Associational  Records  and  Information 


661 


New  York  . . . . 

North  Carolina 
North  Dakota 

Ohio . 

Oklahoma  . . .  . 

Oregon  . 

Pennsylvania  . 

Rhode  Island  . 
South  Carolina 
South  Dakota  . 

Tennessee  .  . .  . 
Texas  . 

Utah  . 

Vermont  . 

Virginia  . 

Washington  . . 
West  Virginia 
Wisconsin 

Wyoming  .  .  .  . 


. Frederick  Hour  Law,  Chairman,  Department  of  Eng¬ 
lish,  Stuyvesant  High  School . New  York 

. Guy  B.  Phillips,  Superintendent  of  Schools . Greensboro 

. L.  A.  White,  Superintendent  of  Schools . Minot 

. B.  F.  Stanton,  Superintendent  of  Schools . Alliance 

. M.  E.  Hurst,  Physics  Instructor,  Central  High  School . Tulsa 

. Austin  Landreth,  Superintendent  of  Schools . Pendleton 

. J.  Herbert  Kelley,  Executive  Secretary,  Pennsyl¬ 
vania  State  Education  Association . Harrisburg 

. James  F.  Rockett,  State  Director  of  Education . Providence 

. A.  C.  Flora,  Superintendent  of  Schools . Columbia 

. N.  E.  Steele,  Executive  Secretary,  South  Dakota 

Education  Association  . Sioux  Falls 

. S.  L.  Ragsdale,  Principal,  Hume  High  School . Memphis 

. Rush  M.  Caldwell,  Teacher,  Woodrow  Wilson  High 

School  . Dallas 

. N.  Howard  Jensen,  Principal,  Central  School . Tooele 

. Joseph  A.  Wiggin,  Principal,  High  School . Brattleboro 

. Mrs.  Edith  B.  Joynes,  Principal,  Washington-Gate- 

wood  Schools  . Norfolk 

. Ernest  W.  Campbell,  Superintendent  of  Schools . Renton 

. W.  W.  Trent,  State  Superintendent  of  Free  Schools.  . .  .Charleston 


cation,  220  South  Van  Buren  St . Green  Bay 

H.  H.  Moyer,  Principal,  High  School . Rawlins 


NATIONAL  COUNCIL  OF  EDUCATION 


President — William  C.  Bagley,  Professor  of  Education,  Teachers  College,  Columbia  University, 
New  York,  N.  Y.  (1937). 

Vicepresident — Lida  Lee  Tall,  President,  State  Teachers  College,  Towson,  Md.  (1937). 
Secretary — Charl  O.  Williams,  Field  Secretary,  National  Education  Association,  1201  Six¬ 
teenth  St.,  N.  W.,  Washington,  D.  C.  (1937). 

Executive  Committtee — Anna  Laura  Force,  Principal,  Lake  Junior  High  School,  Denver,  Colo. 
(1937);  Margaret  Kiely,  Principal,  Bridgeport  City  Normal  School,  Bridgeport,  Conn. 
(1937);  A.  L.  Threlkeld,  Superintendent  of  Schools,  Denver,  Colo.  (1938). 


OFFICERS  OF  DEPARTMENTS 

Department  of  Administrative  Women  in  Education 

President — Mary  Elizabeth  O’Connor,  Supervisor  Elementary  Schools,  Board  of  Education, 
Natick,  Mass. 

Vicepresident — Mrs.  Inez  Johnson  Lewis,  State  Superintendent  of  Public  Instruction,  Denver, 
Colo. 

Secretary — Mrs.  Margaret  Mendenhall  Smith,  Principal,  Ebert  School,  Denver,  Colo. 

Treasurer — Elizabeth  Wells  Robertson,  Director  of  Art,  Chicago  Public  Schools,  228  North 
LaSalle  St.,  Chicago,  Ill. 

Directors — Kate  Bell,  Head,  Department  of  Mathematics,  Lewis  and  Clark  High  School,  Spo¬ 
kane,  Wash.;  Mrs.  Edith  B.  Joynes,  Principal,  Washington-Gatewood  Schools,  Norfolk, 
Va. ;  Sue  M.  Powers,  Superintendent,  Shelby  County  Schools,  Memphis,  Tenn. ;  Agnes 
Samuelson,  State  Superintendent  of  Public  Instruction,  Des  Moines,  Iowa;  Annie  C. 
Woodward,  Teacher,  Somerville  High  School,  Somerville,  Mass. 

Department  of  Adult  Education 

President — Maude  E.  Aiton,  Administrative  Principal,  Webster  School,  Tenth  and  H  Streets, 
Washington,  D.  C.  (1938). 

Vicepresident — George  C.  Mann,  Chief,  Division  of  Adult  and  Continuation  Education,  State 
Department  of  Public  Instruction,  Los  Angeles,  Calif.  (1938). 

Secretary — Frances  K.  Wetmore,  Director,  Adult  Education,  Board  of  Education,  Chicago, 
Ill.  (1938). 

Editor,  Bulletin — Caroline  A.  Whipple,  State  Department  of  Public  Instruction,  Albany,  N.  Y. 

Treasurer — Jessie  M.  Robbins,  1201  Sixteenth  St.,  N.  W.,  Washington,  D.  C. 

Executive  Committee — L.  R.  Alderman,  Chief,  Service  Division,  U.  S.  Office  of  Education, 
Washington,  D.  C.  (1938)  jMarguerite  H.  Burnett,  State  Director,  Adult  Education, 
Eleventh  and  Washington  Sts.,  Wilmington,  Del.  (1938). 

American  Association  of  Teachers  Colleges 

(A  Department  of  the  N.  E.  A.) 

President — Eugene  Fair,  President,  Northeast  Missouri  State  Teachers  College,  Kirksville,  Mo. 

Vicepresident — ‘Charles  H.  Fisher,  President,  Washington  State  Normal  School,  Bellingham, 
Wash. 

Secretary-Treasurer — Charles  W.  Hunt,  Principal,  State  Normal  School,  Oneonta,  N.  Y. 

Executive  Committee — Norman  W.  Cameron,  Superintendent,  Cecil  County  Schools,  Elkton,  Md. 
(1937);  L.  A.  Pittenger,  President,  Ball  State  Teachers  College,  Muncie,  Ind.  (1938); 
E.  J.  Ashbaugh,  Dean,  School  of  Education,  Miami  University,  Oxford,  Ohio  (1939). 


662 


National  Education  Association 


Department  of  Art  Education 

President — Grace  M.  Baker,  Head,  Division  of  Arts,  Colorado  State  College  of  Education, 
Greeley,  Colo. 

Vicepresident — Muriel  V.  Sibell,  Head,  Art  Department,  University  of  Colorado,  Boulder, 
Colo. 

Secretary-Treasurer — Mrs.  Dora  B.  Hatfield,  Teacher,  David  Hill  High  School,  Akron,  Ohio. 


American  Educational  Research  Association 

(A  Department  of  the  N.  E.  A.) 

President— H.  A.  Greene,  Director,  Bureau  of  Educational  Research,  Extension  Division, 
State  University  of  Iowa,  Iowa  City,  Iowa. 

Vicepresident — David  II.  Sutton,  Director,  Division  of  School  Finance,  State  Department  of 
Education,  Columbus,  Ohio. 

Secretary-Treasurer — V/illiam  G.  Carr,  Director,  Research  Division,  National  Education  Asso¬ 
ciation,  Washington,  D.  C. 

Executive  Committee — T.  C.  Holy,  Professor  of  Education,  Ohio  State  University,  Columbus, 
Ohio  (1937);  Philip  A.  Boyer,  Director,  Division  of  Educational  Research,  Board  of 
Education,  Philadelphia,  Pa.  (1938);  the  officers  of  the  Department  ex  officio. 


Department  of  Business  Education 

President — Ernest  A.  Zelliot,  Associate  Professor  of  Education,  University  of  Denver, 
Denver,  Colo. 

First  Vicepresident — Lola  Maclean,  Educational  Director,  Detroit  Commercial  College,  Detroit, 
Mich. 

Second  Vicepresident — Ida  Granberg,  Teacher,  Kelso  High  School,  Kelso,  Wash. 
Secretary-Treasurer — Mrs.  Frances  D.  North,  Teacher,  Western  Pligh  School,  Baltimore,  Md. 
Editor,  National  Business  Education  Quarterly — Herbert  A.  Tonne,  Assistant  Professor  of 
Education,  New  York  University,  Washington  Square,  East,  New  York,  N.  Y. 

Executive  Committee — Joseph  L.  Kochka,  Teacher,  Woodrow  Wilson  High  School,  Washington, 
D.  C.  (1937);  Mary  Stuart,  Teacher,  Brighton  High  School,  Brighton,  Mass.  (1937); 
Benjamin  R.  Haynes,  University  of  Southern  California,  Los  Angeles,  Calif.  (1937); 
C.  D.  Cocanower,  Head,  Department  of  Commerce,  Phoenix  Junior  College,  Phoenix,  Ariz. 
(1938);  Jessie  Graham,  Associate  Professor  of  Commerce,  State  Teachers  College,  San 
Jose,  Calif.  (1938);  Ruby  Perry,  Allen  High  School  of  Commerce,  New  Orleans,  La.; 
(1939);  Elmer  E.  Spannabel,  Pittsburgh,  Pa.  (1939). 


Department  of  Classroom  Teachers 

r 

President — Albert  M.  Shaw,  Box  885,  Arcade  Annex,  Los  Angeles,  Calif. 

Vicepresident — Mrs.  Mary  D.  Barnes,  223  Summit  Road',  Elizabeth,  N.  J. 

Secretary — Frances  Jelinek,  Room  150,  Hotel  Wisconsin,  Milwaukee,  Wis. 

Director  Ex  Officio — Mary  C.  Ralls,  6529  Jefferson  St.,  Kansas  City,  Mo. 

Regional  Directors — Eastern  Region,  Emily  Tarbell,  235  Glenwood  Ave.,  Syracuse,  N.  Y. 
(1937);  Midwestern  Region,  Mrs.  Myrtle  Hooper  Dahl,  R.  D.  2,  Mound,  Minn.  (1938); 
Western  Region,  Elphe  K.  Smith,  Box  22,  R.  D.  1,  Tigard,  Ore.  (1939). 


Department  of  Deans  of  Women 

President — Irma  E.  Voict,  Dean  of  Women,  Ohio  University,  Athens,  Ohio. 

Vicepresident — Alice  C.  Lloyd,  Dean  of  Women,  University  of  Michigan,  Ann  Arbor,  Mich. 
Treasurer — Agnes  Helmreich,  Girls  Adviser,  East  High  School,  Des  Moines,  Iowa. 

Secretary — Helen  Pritchard,  Viceprincipal  and  Dean  of  Girls,  Hartford  Public  School,  Hart¬ 
ford,  Conn. 

Headquarters  Secretary — Kathryn  G.  Heath,  1201  Sixteenth  St.,  N.  W.,  Washington,  D.  C. 


Department  of  Elementary  School  Principals 

President — Edythe  J.  Brown,  Principal,  Kaley-Marquette  Schools,  South  Bend,  Ind. 

First  Vicepresident — Harley  W.  Lyon,  Principal,  Longfellow-Cleveland  Schools,  Pasadena,  Calif. 
Second  Vicepresident — Maude  A.  Rhodes,  Principal,  Whitefoord  School,  Atlanta,  Ga. 

Third  Vicepresident — Irvin  A.  Wilson,  Principal,  Delano  School,  Chicago,  Ill. 

Fourth  Vicepresidcnt — Clifford  E.  Perry,  Principal,  Lents  School,  Portland,  Ore. 

Fifth  Vicepresident — Isabel  Tucker,  Principal,  Shenandoah  School,  St.  Louis,  Mo. 

Executive  Secretary— Eva  G.  Pinkston,  1201  Sixteenth  St.,  N.  W.,  Washington,  D.  C. 
Executive  Committee — Earl  R.  Laing,  Principal,  Burt  School,  Detroit,  Mich.  (1937);  Mason 

A.  Stratton,  Principal,  Brighton  Avenue  School,  Atlantic  City,  N.  J.  (1938);  Mrs.  Edith 

B.  Joynes,  Principal,  Washington-Gatewood  Schools,  Norfolk,  Va.  (1939);  Ira  M.  Kline, 
Principal,  Greenburgh  #8  Schools,  White  Plains.  N.  Y.  (1940). 

Certification  Division — Casste  F.  Roys,  Principal,  Walnut  Hill  Schools,  Omaha,  Nebr. 
f.ifc  Membership  Division— Herbert  C.  PIansen,  Director,  1045  North  Lockwood  Ave.,  Chicago, 
Ill.  (1937). 

Retirement  Division —  M.  Emma  Brookes,  Principal,  Miles-Cranwood  Schools,  Cleveland,  Ohio. 


Associational  Records  and  Information 


663 


Department  of  Kindergarten-Primary  Education 

President — Mrs.  Ada  J.  Farmer,  1623  Southeast  Ladd  Ave.,  Portland,  Ore. 

Vicepresident — Evlyn  Bird,  22  East  Shadowlawn,  Atlanta,  Ga 

Secretary-Treasurer — Anne  O’Neill,  Supervisor,  Normal  School,  Monmouth,  Ore. 

Regional  Directors— Dodie  Hooe,  Kindergarten-Primary  Supervisor,  Board  of  Education  Dal¬ 
las  Texas  (1937);  Helen  Johnson,  Supervisor,  Central  Teachers  College,  206  South  Col¬ 
lege  St.,  Mt.  Pleasant,  Mich.  (1938);  Ethel  Massengale,  Kindergarten-Primary  Super¬ 
visor,  Board  of  Education,  Atlanta,  Ga.  (1939);  A.  Maud  Sproat,  Supervisor,  City  and 
County  Buildings,  Salt  Lake  City,  Utah  (1940). 


Department  of  Lip  Reading 

President — Eliza  C.  Hannegan,  Public  School  Adult  Classes,  Portland,  Maine. 

Vicepresident — Mary  E.  Van  Horn,  360  East  Fiftieth  St.,  New  York,  N.  Y. 
Secretary-Treasurer — Marie  K.  Mason,  Professor  of  Phonetics  Laboratories,  Ohio  State  Uni¬ 
versity,  Columbus,  Ohio. 

Department  of  Music  Education 

President — Robert  B.  Walsh,  Franklin  High  School,  Portland,  Ore. 

Secretary — Lena  Belle  Tartar,  Salem  High  School,  Salem,  Ore. 


Department  of  Rural  Education 

President — Francis  L.  Bailey,  State  Commissioner  of  Education,  State  House,  Montpelier,  Vt. 

Vicepresident — Helen  Heffernan,  Chief,  Division  of  Elementary  Education  and  Rural  Schools. 
State  Department  of  Education,  Sacramento,  Calif. 

Secretary — Mrs.  Katherine  M.  Cook,  Chief,  Division  of  Special  Problems,  U.  S.  Office  of 
Education,  Washington,  D.  C. 

Executive  Committee — Fannie  W.  Dunn,  Professor  of  Rural  Education  Teachers  College, 
Columbia  University,  New  York,  N.  Y.  (1937);  O.  H.  Bennett,  Superintendent,  Hamilton 
County  Schools,  532  Court  House,  Cincinnati,  Ohio  (1938);  Fred  C.  Fischer,  Super¬ 
intendent,  Wayne  County  Schools,  2615  Barium  Tower,  Detroit,  Mich.  (1939);  Chloe  C. 
Baldridge,  Director  of  Rural  Education,  State  Department  of  Public  Instruction,  Lincoln, 
Nebr.  (1940);  R.  D.  Baldwin,  Professor  of  Education,  West  Virginia  University,  Morgan¬ 
town,  W.  Va.  (1941);  Sue  M.  Powers,  Superintendent,  Shelby  County  Schools,  Memphis, 
Tenn.  (ex  officio). 

Department  of  School  Health  and  Physical  Education 

President — Edna  W.  Bailey,  Professor  of  Education,  University  of  California,  Berkeley,  Calif. 

Vicepresident — A.  G.  Ireland,  State  Director  of  Health,  Safety,  and  Physical  Education, 
Trenton,  N.  J. 

Secretary-Treasurer — James  E.  Rogers,  Director,  National  Physical  Education  Service,  Na¬ 
tional  Recreation  Association,  315  Fourth  Ave.,  New  York,  N.  Y. 

Executive  Committee — F.  W.  Maroney,  Professor  of  Physical  Education,  Teachers  College, 
Columbia  University,  New  York,  N.  Y.  (1937);  Lulu  V.  Cline  Supervisor,  Health  and 
Physical  Education,  South  Bend,  Ind.  (1938);  M.  P.  Isaminger,  Professor  of  Hygiene, 
Oregon  State  Agricultural  College,  Corvallis,  Ore.  (1939);  Jessie  Garrison,  State  Su¬ 
pervisor,  Health  and  Physical  Education,  Montgomery,  Ala.  (1940). 

Department  of  Science  Instruction 

President — Ira  C.  Davis,  President,  University  High  School,  Madison,  Wis. 

Eastern  Vicepresident — Mildred  M.  Fahy,  Principal,  Peirce  Elementary  School,  1923  Bryn 
Mawr,  Ave.,  Chicago,  Ill. 

Western  Vicepresident — Charles  L.  Hampton,  Science  Instructor,  Piedmont  Public  Schools, 
Oakland,  Calif. 

Secretary — Lillian  C.  Compton,  Assistant  Superintendent,  Alleghany  County  Schools,  Cum¬ 
berland,  Md. 

Treasurer — Esther  W.  Scott,  Supervisor  of  Elementary  Science,  James  F.  Oyster  School, 
Washington,  D.  C. 

Department  of  Secondary  Education 

President — Ernest  D.  Lewis,  Chairman,  Department  of  Social  Studies,  Evander  Childs  High 
School,  New  York,  N.  Y. 

Vicepresident — George  R.  Rankin,  Teacher,  Boys  Technical  High  School,  Milwaukee,  Wis. 

Secretary — Nettie  R.  Bolland.  Teacher.  High  School  of  Commerce,  Portland.  Ore. 

Treasurer — L.  Denzil  Keigley,  Teacher,  Chester  S.  Morey  Junior  High  School,  Denver,  Colo. 

Department  of  Secondary  School  Principals 

President — Willard  N.  Van  Slyck,  Principal,  High  School,  Topeka,  Kans. 

First  Vicepresident — M.  G.  Jones,  Principal,  High  School,  Huntington  Beach,  Calif. 

Second  Vicepresident — Paul  E.  Elicker,  Principal,  Newton  High  School,  Newtonville,  Mass. 

Executive  Secretary — H.  V.  Church,  5835  Kimbark  Ave.,  Chicago,  Ill. 

Executive  Committee — K.  J.  Clark,  Principal,  Murphy  High  School,  Mobile,  Ala.;  Oscar 
Granger,  Principal,  Haverford  Township  High  School,  Upper  Darby,  Pa.;  Harrison  C. 
Lyseth,  State  Supervisor,  Secondary  Education,  Augusta,  Maine;  John  E.  Wellwood, 
Principal,  High  School,  Flint,  Mich. 


664 


National  Education  Association 


Department  of  Social  Studies 

President — R.  O.  Hughes,  Department  of  Curriculum  Study,  Public  Schools,  Pittsburgh,  Pa. 
First  Vicepresident — Elmer  Ellis,  Department  of  History,  University  of  Missouri,  Co¬ 
lumbia,  Mo. 

Second  Vicepresident— C.  C.  Barnes,  Head,  Social  Science  Department,  Public  Schools, 
Detroit,  Mich. 

Secretary-Treasurer — Howard  E.  Wilson,  Graduate  School  of  Education,  Harvard  University, 
Cambridge,  Mass. 

Executive  Committee — C.  H.  McClure,  State  Teachers  College,  Kirksville,  Mo;  Fremont  P. 
Wirth,  George  Peabody  College  for  Teachers,  Nashville,  Tenn. ;  officers  and  ex-presidents. 


Department  of  Special  Education 

President — Lettisha  E.  Henderson,  Teacher,  Sight  Saving  Department,  Marshall  Junior  High 
School,  St.  Paul,  Minn. 

Vicepresident — Georgia  B.  Howe,  Teacher,  Girls  Prevocational  Work,  Portland,  Ore. 
Secretary-Treasurer—  Mrs.  Nellie  C.  MacDonald,  1104  Twenty-fourth  Ave.,  N.  E.,  Minne 
apolis,  Minn. 

Department  of  Superintendence 

President — A.  L.  Threlkeld,  Superintendent  of  Schools,  Denver,  Colo. 

First  Vicepresident — A.  J.  Stoddard,  Superintendent  of  Schools,  Providence,  R.  I. 

Second  Vicepresident — Jesse  H.  Mason,  Superintendent  of  Schools,  Canton,  Ohio. 

Executive  Secretary — Sherwood  D.  Shankland,  1201  Sixteenth  St.,  N.  W.,  Washington,  D.  C. 
Executive  Committee — Frank  G.  Pickell,  Superintendent  of  Schools,  Montclair,  N.  J.  (1937); 
George  C.  Bush,  Superintendent  of  Schools,  South  Pasadena,  Calif.  (1938);  Ben  G. 
Graham,  Superintendent  of  Schools,  Pittsburgh,  Pa.  (1939);  J.  C.  Cochran,  Superin¬ 
tendent  of  Schools,  San  Antonio,  Texas  (1940). 


Department  of  Supervisors  and  Directors  of  Instruction 

President — Rudolph  D.  Lindquist,  Director,  The  University  School,  Columbus,  Ohio. 

First  Vicepresident — Mary  Browning,  Supervisor  of  Primary  Grades,  Board  of  Education, 
Louisville,  Ky. 

Second  Vicepresident- — Robert  H.  Lane,  Assistant  Superintendent  of  Schools,  Los  Angeles,  Calif. 

Secretary-Treasurer — James  F.  Hosic,  Professor  Emeritus,  Teachers  College,  Columbia  Uni¬ 
versity,  New  York,  N.  Y. 

Headquarters  Secretary — Mary  F.  Hazell,  1201  Sixteenth  St.,  N.  W.,  Washington,  D.  C. 

Executive  Committee — Mildred  English,  Director  of  Training  School,  Georgia  State  College 
for  Women,  Milledgeville,  Ga.  (1937);  Ernest  Horn,  Professor  of  Education,  State  Uni¬ 
versity  of  Iowa,  Iowa  City,  Iowa  (1937);  Paul  T.  Rankin,  Supervising  Director  of 
Curriculum  and  Research,  Board  of  Education,  Detroit,  Mich.  (1938). 

Department  of  Supervisors  and  Teachers  of  Home  Economics 

President— Freda  Winning,  New  York  University,  New  York,  N.  Y. 

Vicepresident — Mrs.  Dorotha  Finch  Marlow,  3594  Cummings  Road,  Cleveland  Heights,  Ohio. 

Secretary — Mrs.  Erma  B.  Christie,  Supervisor  of  Home  Economics,  Central  High  School, 
Muncie,  Ind. 

Treasurer — Clara  Lee  Cone,  1041  West  Peachtree  St.,  Atlanta,  Ga. 


Department  of  Visual  Instruction 

President — -Nelson  L.  Greene,  Editor,  Educational  Screen,  64  East  Lake  St.,  Chicago,  Ill. 

First  Vicepresident — Wilber  Emmert,  Director,  Visual  Education,  State  Teachers  College, 
Indiana,  Pa. 

Second  Vicepresident — Annette  Glick,  Director,  Visual  Education,  Board  of  Education,  Los 
Angeles,  Calif. 

Secretary-Treasurer — E.  C.  Waggoner,  64  East  Lake  St.,  Chicago,  Ill. 

Executive  Committee — Daniel  C.  Knowlton,  Professor  of  History,  New  York  Univesity,  New 
York,  N.  Y.  (1937);  John  A.  Hollinger,  Director  of  Nature  Study  and  Visualization, 
Board  of  Education,  Pittsburgh,  Pa.  (1937);  William  H.  Dudley,  Director,  Dudley 
Visual  Education  Service,  736  South  Wabash  Ave.,  Chicago,  Ill.  (1938);  Mrs.  Grace 
Fisher  Ramsey,  Assistant  Curator  of  Education,  American  Museum  of  Natural  History, 
77th  and  Central  Park,  W.,  New  York,  N.  Y.  (1939);  Robert  F.  Collier,  Jr.,  Science 
Teacher,  South  High  School,  Denver,  Colo.  (1940);  Cline  M.  Koon,  Senior  Specialist, 
Radio  and  Visual  Education,  U.  S.  Office  of  Education,  Washington,  D.  C.  (1941). 


Department  of  Vocational  Education 

President — Frederick  G.  Leasure,  City  Director  for  Vocational  Education,  School  Administra¬ 
tion  Building,  Portland,  Ore. 

Secretary — Albert  S.  Siepert,  Bradley  Institute,  Peoria,  Ill. 


Associational  Records  and  Information 


665 


COMMITTEES  OF  THE  NATIONAL  EDUCATION 

ASSOCIATION,  1935-36 

COMMITTEE  ON  ACADEMIC  FREEDOM 


(Authorized  by  Representative  Assembly) 


Smith,  Henry  Lester,  Chairman;  Dean, 
School  of  Education,  Indiana  University, 
Bloomington,  Ind. 

Babcock,  Mildred  D.,  399  Fourth  Ave., 

Westwood,  N.  J. 


Kilpatrick,  William  H.,  Teachers  College, 
Columbia  University,  New  York,  N.  Y. 
Tarbell,  Emily  A.,  235  Glenwood  Ave.,  Syra¬ 
cuse,  N.  Y. 

West,  Ruth,  Lewis  and  Clark  High  School, 
Spokane,  Wash. 


COMMITTEE  ON  AMENDING  CHARTER 

(Authorized  by  Representative  Assembly) 

Shaw,  Reuben  T.,  Chairman;  1327  Real  Cram,  Fred  D.,  Extension  Division,  Iowa 
Estate  Trust  Bldg.,  Philadelphia,  Pa.  State  Teachers  College,  Cedar  Falls, 

Iowa 

Banks,  L.  Frazer,  Assistant  Superintendent  Dahl,  Mrs.  Myrtle  Hooper,  312  South 
of  Schools,  Birmingham,  Ala.  Eighth  St.,  Minneapolis,  Minn. 

Brookes,  M.  Emma,  Principal,  Miles-Cran-  Ewing,  Sara  C.,  5461  Pleasant  Run  Park- 
wood  Schools,  Cleveland,  Ohio  way,  Indianapolis,  Ind. 

Hardy,  H.  Claude,  Superintendent  of 
Schools,  White  Plains,  N.  Y. 


COMMITTEE  ON  CREDENTIALS 


Fitzgerald,  J.  E.,  Chairman;  Principal, 
Hopkins  School,  Sioux  City,  Iowa 

Berry,  Mrs.  Jessie  S.,  Classroom  Teacher, 
Public  Schools,  Westerly,  R.  I. 

Brock,  Frank  M.,  County  Superintendent  of 
Schools,  Mount  Vernon,  Wash. 

Carr,  A.  T.,  Principal,  Nathan  Hale  Junior 
High  School,  Cleveland,  Ohio 

Clark,  Robert  Wayne,  President,  Philadel¬ 
phia  Teachers  Association,  Philadelphia, 
Pa. 

Collis,  C.  D.,  High  School  Principal,  Pub¬ 
lic  Schools,  Greentown,  Ind. 

Engle,  C.  H.,  Secretary,  Illinois  State  Ex¬ 
amining  Board,  Springfield,  Ill. 

Engle,  Mary,  Principal,  Public  Schools, 
Honolulu,  T.  H. 

Ensfield,  Mary,  County  School  Commis¬ 
sioner,  Kalamazoo,  Mich. 

Fowler,  B.  A.,  Executive  Secretary,  Utah 
Education  Association,  Salt  Lake  City, 
Utah 

Garrett,  Elton,  Viceprincipal,  Elementary 
Schools,  Boulder  City,  Nev. 

Gray,  M.  P.,  President,  Birmingham  Teach¬ 
ers  Association,  Birmingham,  Ala. 

Hall,  C.  A.,  Principal,  Mansfeld  Junior 
High  School,  Tucson,  Ariz. 

Held  B.  A.,  Viceprincipal,  Public  Schools, 
Stevens  Point,  Wis. 

Henning,  L.  W.,  Superintendent  of  Schools, 
Dallas,  S.  Dak. 

Hickman,  Alma,  President,  Mississippi  Ed¬ 
ucation  Association,  Hattiesburg,  Miss. 

James,  W.  A.,  High  School  Principal,  Ball 
High  School,  Galveston,  Texas 

Jeffords,  Morton,  Superintendent  of  Schools, 
Wallingford,  Conn. 

Lawson,  Miss  Willie  A.,  Secretary,  Arkan¬ 
sas  Education  Association,  Little  Rock, 
Ark. 

Lowey,  H.  D.,  Elementary  Principal,  Hunt¬ 
ington,  W.  Va. 

Lyman,  Warren  B.,  Superintendent  of 
Schools,  Stoughton,  Mass. 

McBean,  Mrs.  Addie  K.,  Classroom  Teacher, 
Public  Schools,  Denver,  Colo. 

McCormack,  R.  E.,  Superintendent  of 
Schools,  Bend,  Ore. 


Martin,  John  E.,  Superintendent  of  Schools, 
Suffolk,  Va. 

Meldahl,  Andrew,  Principal,  East  Junior 
High  School,  Duluth,  Minn. 

Milligan,  Grace,  Elementary  School  Prin¬ 
cipal,  Mount  Vernon,  N.  Y. 

Moffett,  Marcella  G.,  Grade  Teacher,  Wash¬ 
ington  School,  Trenton,  N.  J. 

Moncla,  Robert  O.,  Supervisor  of  LaFauche 
Parish  Schools,  Thibodaux,  La. 

Murphy,  Rita,  President,  North  Dakota 
Education  Association,  Bismarck,  N.  Dak. 

Newsome,  W.  T.,  County  Superintendent  of 
Schools,  Line  Oak,  Fla. 

Perry,  L.  L.,  State  School  Supervisor,  At¬ 
lanta,  Ga. 

Pryor,  Leland,  Instructor,  Pasadena  Junior 
College,  Pasadena,  Calif. 

Rams,  T.  O.,  Head,  Community  Workers 
Indian  Education,  Fort  Waskakie,  Wyo. 

Robeson,  James  A.,  Elementary  Principal, 
Longfellow  School,  Kansas  City,  Mo. 

Russell,  Mary,  1434  Northwest  Thirty-ninth 
St.,  Oklahoma  City,  Okla. 

Skelton,  Dale,  High  School  Teacher,  Public 
Schools,  Chanute,  Kans. 

Smith,  Charles  Lester,  Principal,  Orno  High 
School,  Orno,  Maine 

Smith,  Hugh  Stewart,  Principal,  Jefferson 
Junior  High  School,  Washington,  D.  C. 

Stahl,  H.  E.,  Superintendent  of  Schools, 
Claymont,  Del. 

Starn,  Bertha,  Supervisor  of  Health,  Be¬ 
atrice,  Nebr. 

Taplin,  Winn  L.,  Superintendent  of  Schools, 
Fair  Haven,  Vt. 

Todd,  Glenn,  Superintendent  of  Schools, 
Lewiston,  Idaho 

Tracey,  Earle  P.,  Superintendent  of  Schools, 
NsshuH  N.  H, 

Upperman,  H.  L.,  President,  Baxter  Semi¬ 
nary,  Baxter,  Tenn. 

Walden,  Mrs.  Mary  E.,  Teacher,  Public 
Schools,  Fairforest,  S.  C. 

Walker,  Morton,  Southern  Junior  High 
School,  Louisville,  Ky. 

Watson,  Mrs.  Mary,  Rural  Supervisor  of 
Schools,  Carrizozo,  N.  Mex. 

Wenner,  E.  Virginia,  Principal,  Middletown 
Elementary  School,  Middletown,  Md. 

Wood,  A.  A.,  Superintendent  of  Schools, 
Libby,  Mont. 


666 


National  Education  Association 


COMMITTEE  ON  BYLAWS  AND  RULES 

(Authorized  by  Representative  Assembly) 


Adair,  Cornelia  S.,  Chairman;  3208  Haw¬ 
thorne  Ave.,  Richmond,  Va.  (4  years) 

Deamer,  Arthur,  Superintendent  of  Schools, 
Cedar  Rapids,  Iowa  (2  years) 

Hendrix,  H.  E.,  State  Superintendent  of 
Public  Instruction,  Phoenix,  Ariz.  (5 
years) 


Marsh,  Arthur  L.,  Executive  Secretary, 
Washington  Education  Association,  707 
Lowman  Building,  Seattle,  Wash.  (1  year) 
Shaw,  Reuben  T.,  1327  Real  Estate  Trust 
Bldg.,  Philadelphia,  Pa.  (3  years) 


COMMITTEE  TO  COOPERATE  WITH  THE  NATIONAL  ASSOCIA¬ 
TION  OF  TEACHERS  IN  COLORED  SCHOOLS 

(Authorized  by  Representative  Assembly) 


Newbold,  N.  C.,  Chairman;  State  Director 
of  Negro  Education,  State  Department  of 
Education,  Raleigh,  N.  C. 

Archer,  Frederick,  Superintendent  of 
Schools,  Louisville,  Ky. 

Banks,  W.  R.,  Principal,  Prairie  View  State 
Normal  and  Industrial  College,  Prairie 
View,  Texas 

Caliver,  Ambrose,  Senior  Specialist  in  the 
Education  of  Negroes,  U.  S.  Office  of 
Education,  Washington,  D.  C. 

Carney,  Mabel,  Associate  Professor  of  Edu¬ 
cation,  Teachers  College,  Columbia  Uni¬ 
versity,  New  York,  N.  Y. 

Cocking,  Walter  D.,  Commissioner  of  Edu¬ 
cation,  Nashville,  Tenn. 

Cousins,  Robert  L.,  Assistant  Supervisor 
of  Negro  Education,  State  Department  of 
Education,  Atlanta,  Ga. 

Davis,  Jackson,  Associate  Director  of  Edu¬ 
cation,  General  Education  Board,  807 
Grace-American  Building,  Richmond,  Va. 

Duckrey,  Tanner  G.,  Principal,  Paul  Lau¬ 
rence  Dunbar  Public  School,  Philadelphia, 
Pa. 

Duke,  E.  A.,  Rural  School  Supervisor,  State 
Dept,  of  Public  Instruction,  Oklahoma 
City,  Okla. 

Edwards,  Margaret  M.,  Head,  Department 
of  Home  Economics,  Woman’s  College, 
University  of  North  Carolina,  Greens¬ 
boro,  N.  C. 

Eleazer,  R.  B.,  Secretary,  Conference  on 
Education  and  Race  Relations,  703  Stand¬ 
ard  Bldg.,  Atlanta,  Ga. 

Favrot,  Leo  M.,  General  Field  Agent,  Gen¬ 
eral  Education  Board,  916  Louisiana  Na¬ 
tional  Bank  Bldg.,  Baton  Rouge,  La. 

Finney,  J.  Morton,  Head,  Department  of 
Languages,  Crispus  Attuck  High  School, 
Indianapolis,  Ind. 

Grossley,  R.  S.,  President,  State  College  for 
Colored  Students,  Dover,  Del. 

Hale,  W.  J.,  President,  Tennessee  Agricul¬ 
tural  and  Industrial  State  College,  Nash¬ 
ville,  Tenn. 


Hall,  Sidney  B:,  State  Superintendent  of 
Public  Instruction,  Richmond,  Va. 

Hope,  James  H.,  State  Superintendent  of 
Education,  Columbia,  S.  C. 

Huffington,  J.  W.,  Supervisor  of  Colored 
Schools,  Department  of  Education,  Lex¬ 
ington  and  Liberty  Sts.,  Baltimore,  Md. 

Johnson,  Charles  S.,  Director,  Department 
of  Social  Science,  Fisk  University,  Nash¬ 
ville,  Tenn. 

Klein,  Arthur  J.,  Department  of  Education, 
Ohio  State  University,  Columbus,  Ohio 

Lawson  (Miss),  Willie  A.,  Executive  Secre¬ 
tary,  Arkansas  Education  Association, 
Little  Rock,  Ark. 

Lee,  J.  R.  E.,  President,  Florida  Agricul¬ 
tural  and  Mechanical  College,  Tallahas¬ 
see,  Fla. 

Oberholtzer,  E.  E.,  Superintendent  of 
Schools,  Houston,  Texas 

Payne,  A.  C.,  Department  of  Educaton,  In¬ 
diana  State  Teachers  College,  Terre 
Haute,  Ind. 

Read,  Florence  M.,  President,  Spelman  Col¬ 
lege,  Atlanta,  Ga. 

Sanders,  William  W.,  State  Supervisor  of 
Negro  Schools,  State  Department  of  Edu¬ 
cation,  Charleston,  W.  Va. 

Seabrook,  J.  W.,  President,  State  Normal 
School,  Fayetteville,  N.  C. 

Smith,  S.  L.,  Director  for  Southern  Office, 
Julius  Rosenwald  Fund,  Cotton  States 
Bldg.,  Nashville,  Tenn. 

Wilkinson,  Garnet  C.,  First  Assistant  Su¬ 
perintendent  of  Schools,  Franklin  Admin¬ 
istration  Bldg.,  Washington,  D.  C. 

Williams,  Fannie  C.,  1922  Louisiana  Ave., 
New  Orleans,  La. 

Williams,  W.  T.  B.,  Dean,  Tuskegee  Normal 
and  Industrial  Institute,  Tuskegee  Insti¬ 
tute,  Ala. 

Wright,  Arthur  D.,  President,  John  F. 
Slater  Fund,  726  Jackson  Place,  Wash¬ 
ington,  D.  C. 

Woods,  L.  A.,  State  Superintendent  of  Edu¬ 
cation,  Austin,  Texas 


COMMITTEE  ON  THE  ECONOMIC  STATUS  OF  THE  TEACHER 

(Authorized  by  Representative  Assembly) 


Robinson,  William  McKinley,  Chairman; 
Director,  Department  of  Rural  Education, 
Western  State  Teachers  College,  Kalama¬ 
zoo,  Mich. 

Abbott,  Pansy  Jewett,  Superintendent,  San 
Mateo  County  Schools,  Redwood  City, 
Calif. 

Brown,  Mrs.  Merle  S.,  1014  East  Wylie  St., 
Bloomington,  Ind. 


Cavins,  L.  V.,  Director,  Division  of  Re¬ 
search,  State  Department  of  Education, 
Charleston,  W.  Va. 

Cyr,  Frank  V/.,  Assistant  Professor  of  Edu¬ 
cation,  Teachers  College,  Columbia  Uni¬ 
versity,  New  York,  N.  Y. 

Gaumnitz,  W.  H.,  Senior  Specialist  in 
Rural  Education  Problems,  U.  S.  Office 
of  Education,  Washington,  D.  C. 


Association al  Records  and  Information 


667 


Heyl,  Helen  Hay,  University  of  the  State 
of  New  York,  Albany,  N.  Y. 

Mead,  A.  R.,  Department  of  Education, 
University  of  Florida,  Gainesville,  Fla. 


Terrebonne,  L.  P.,  Superintendent,  Iberville 
Parish  Schools,  Plaquemine,  La. 

Wofford,  Kate  V.,  Director  of  Rural  Educa¬ 
tion,  State  Teachers  College,  Buffalo, 
N.  Y. 


COMMITTEE  ON  EQUAL  OPPORTUNITY 

(Authorized  by  Representative  Assembly) 


Mallory,  Gertrude,  Chairman;  Franklin 
High  School,  Los  Angeles,  Calif. 

Aiken,  Georgia  W.,  Hotel  Alms,  Cincinnati, 
Ohio 

Applegate,  Mrs.  Stella  S.,  304  Stacy-Trent 
Hotel,  Trenton,  N.  J. 

Bamberger,  Florence  E.,  College  for  Teach¬ 
ers,  Johns  Hopkins  University,  Balti¬ 
more,  Md. 

Davenport,  Mrs.  Minnie  A.,  Superintendent, 
Canyon  County  Schools,  Caldwell,  Idaho 

Garrett,  John  W.,  Executive  Secretary, 
Hawaii  Education  Association,  Honolulu, 
T.  H. 

Lake,  Charles  H.,  Superintendent  of 
Schools,  Cleveland,  Ohio 


Lewis,  Mrs.  Inez  Johnson,  State  Superin¬ 
tendent  of  Public  Instruction,  Denver, 
Colo. 

O’Connor,  Mary  Elizabeth,  Supervisor  of 
Elementary  Schools,  Natick,  Mass. 

Olson,  Mrs.  Clara  M.,  P.  K.  Yonge  Labora¬ 
tory  School,  University  of  Florida, 
Gainesville,  Fla. 

Pittenger,  L.  A.,  President,  Ball  State 
Teachers  College,  Muncie,  Ind. 

Smith,  S.  L.,  Director  for  Southern  Office, 
Julius  Rosenwald  Fund,  Cotton  States 
Bldg.,  Nashville,  Tenn. 

Wahlert,  Jennie,  2918  Harper,  St.  Louis, 
Mo. 

Wilson,  Mrs.  A.  R.,  Principal,  Lakewood 
School,  Durham,  N.  C. 


JOINT  COMMITTEE  ON  HEALTH  PROBLEMS  IN  EDUCATION 

(Authorized  by  Representative  Assembly) 


Executive  Committee 

Wood,  Thomas  D.,  Chairman;  Columbia 
University,  New  York,  N.  Y. 

Wilson,  Charles  C.,  Vicechairman;  Direc¬ 
tor,  Physical  and  Health  Education, 
Board  of  Education,  Hartford,  Conn. 

Bailey,  Edna,  University  of  California, 
Berkeley,  Calif. 

Bauer,  V/.  W.,  American  Medical  Associa¬ 
tion,  Chicago,  Ill. 

Stoddard,  George  D.,  Director,  Iowa  Child 
Welfare  Research  Station,  State  Univer¬ 
sity  of  Iowa,  Iowa  City,  Iowa. 

Tall,  Lida  Lee,  President,  Maryland  State 
Normal  School,  Towson,  Md. 

Black,  George  H.,  University  of  Newark, 
17  Academy  St.,  Newark,  N.  J. 

Burnham,  William  H.,  Hotel  Bancroft, 
Worcester,  Mass. 

Burns,  Harry  B.,  Director  of  Hygiene, 
Pittsburgh  Public  Schools,  Pittsburgh, 
Pa. 

Chayer,  Mary  Ella,  Instructor  in  Nursing 
Education,  Teachers  College,  Columbia 
University,  New  York,  N.  Y. 

Cornell,  Walter  S.,  Director  of  Medical 
Inspection,  Board  of  Public  Education, 
Philadelphia,  Pa. 

Hale,  Florence,  Editor,  Grade  Teacher, 
Prince  George  Hotel,  New  York,  N.  Y. 


Harris,  Cara  L.,  Associate  Professor, 
Health  Education,  University  of  Tennes¬ 
see,  Knoxville,  Tenn. 

Langworthy,  Mrs.  B.  F.,  President,  Na¬ 
tional  Congress  of  Parents  and  Teachers, 
6  North  Michigan  Ave.,  Chicago,  Ill. 

McWilliams,  Mrs.  Marion  Lerrigo,  99  Wil¬ 
low  Ave.,  Larchmont,  N.  Y. 

Murphy,  Mary  E.,  Director,  Elizabeth  Mc¬ 
Cormick  Memorial  Fund,  848  North  Dear¬ 
born  St.,  Chicago,  Ill. 

Patey,  Henry  C.,  Psychologist,  Delaware 
State  Hospital,  Farnhurst,  Del. 

Phelan,  Anette.  Staff  Associate,  National 
Society  for  Prevention  of  Blindness,  50 
West  Fiftieth  St.,  New  York,  N.  Y. 

Reeve,  Mrs.  A.  H.,  1520  Spruce  St.,  Phil¬ 
adelphia,  Pa. 

Shaw,  Fannie  B.,  Adviser,  Child  Health 
Education,  National  Tuberculosis  Associ¬ 
ation,  50  West  Fiftieth  St.,  New  York, 
N.  Y. 

Starn,  Bertha,  Board  of  Education,  Bea¬ 
trice,  Nebr. 

Stoddard,  A.  J.,  Superintendent  of  Schools, 
Providence,  R.  I. 

Sutton,  Willis  A.,  Superintendent  of 
Schools,  Atlanta,  Ga. 

Symonds,  Percival  M.,  Teachers  College, 
Columbia  University,  New  York,  N.  Y. 

Threlkeld,  A.  L.,  Superintendent  of  Schools, 
Denver,  Colo. 

Whitney,  Anne,  Director,  School  Health 
Education  Service,  1201  Sixteenth  St., 
Washington,  D.  C. 


COMMITTEE  ON  HIGHER  EDUCATION 

(Special  Committee) 


Crane,  A.  G.,  Chairman;  President,  Univer¬ 
sity  of  Wyoming,  Laramie,  Wyo. 

Benner,  Thomas  E.,  Dean,  School  of  Edu¬ 
cation,  University  of  Illinois,  Urbana,  Ill. 
Elliott,  Edward  C.,  President,  Purdue 
University,  Lafayette,  Ind. 


Goetch,  E.  W.,  Director  of  Placement 
Bureau,  Iowa  State  Teachers  College, 
Cedar  Falls,  Iowa 

Harman,  A.  F.,  President,  Alabama  College, 
Montevallo,  Ala. 

Hauck,  Arthur  A.,  President,  University  of 
Maine,  Orono,  Maine 


668 


National  Education  Association 


Kelly,  Frederick  J.,  Chief,  Division  of 
Higher  Education,  U.  S.  Office  of  Educa¬ 
tion,  Washington,  D.  C. 

Knode,  J.  C.,  Dean  of  Men,  University  of 
New  Mexico,  Albuquerque,  N.  M. 

Lee,  Charles  E.,  Professor  of  Education, 
Washington  University,  St.  Louis,  Mo. 

MacQuarrie,  T.  W.,  President,  San  Jose 
State  College,  San  Jose,  Calif. 

Morton,  W.  H.,  Director  of  Teacher  Train¬ 
ing,  University  of  Nebraska,  Lincoln, 
Nebr. 

Reinhardt,  Aurelia,  President,  Mills  Col¬ 
lege,  Mills  College,  Calif. 

Rosier,  Joseph,  President,  Fairmont  State 
Teachers  College,  Fairmont,  W.  Va. 

Ross,  Carmon,  President,  State  Teachers 
College,  Edinboro,  Pa. 


Smith,  H.  L.,  Dean,  School  of  Education, 
Indiana  University,  Bloomington,  Ind. 

Strayer,  George  D.,  Director,  Institute  of 
Educational  Research,  Teachers  College, 
Columbia  University,  New  York,  N.  Y. 

Tall,  Lida  Lee,  President,  State  Normal 
School,  Towson,  Md. 

Taylor,  W.  S.,  Dean,  School  of  Education, 
University  of  Kentucky,  Lexington,  Ky. 

von  KleinSmid,  Rufus  B.,  President,  Univer¬ 
sity  of  Southern  California,  Los  Angeles, 
Calif. 

Zook,  George  F.,  President,  American  Coun¬ 
cil  on  Education,,  744  Jackson  Place, 
Washington,  D.  C. 


COMMITTEE  ON  HORACE  MANN  CENTENNIAL  CELEBRATION 

(Special  Committee) 


Smith,  Payson,  Chairman;  1805  Beacon  St., 
Brookline,  Mass. 

Ade,  Lester  K.,  State  Superintendent  of 
Public  Instruction,  Harrisburg,  Pa. 

Bailey,  Francis  L.,  Commissioner  of  Educa¬ 
tion,  Montpelier,  Vt. 

Ballou,  Frank  W.,  Superintendent  of 
Schools,  Washington,  D.  C. 

Bowsher,  E.  Leslie,  Director  of  Education, 
Columbus,  Ohio 

Butterfield,  Ernest  W.,  Commissioner  of 
Education,  Hartford,  Conn. 

Callahan,  John,  State  Superintendent  of 
Public  Instruction,  Madison,  Wis. 

Cawthon,  W.  S.,  State  Superintendent  of 
Public  Instruction,  Tallahassee,  Fla. 

Cocking,  Walter  D.,  Commissioner  of  Edu¬ 
cation,  Nashville,  Tenn. 

Coltrane,  Eugene  J.,  President,  Brevard 
College,  Brevard,  N.  C. 

Collins,  M.  D.,  Superintendent  of  Schools, 
Atlanta,  Ga. 

Condie,  John  W.,  State  Superintendent  of 
Public  Instruction,  Boise,  Idaho 

Cook,  Albert  S.,  State  Superintendent  of 
Schools,  2014  Lexington  Bldg.,  Baltimore, 
Md. 

Eldred,  Arvie,  Secretary,  New  York  State 
Teachers  Association,  152  Washington 
Ave.,  Albany,  N.  Y. 

Elliott,  Charles  H.,  Commissioner  of  Educa¬ 
tion,  Trenton,  N.  J. 

Elliott,  Eugene  B.,  State  Superintendent  of 
Public  Instruction,  Lansing,  Mich. 

Erwin,  Clyde  A.,  State  Superintendent  of 
Public  Instruction,  Raleigh,  N.  C. 

Gage,  Jack  R.,  State  Superintendent  of 
Public  Instruction,  Cheyenne,  Wyo. 

Hall,  Elizabeth,  South  Ryegate,  Vt. 

Hall,  Sidney  B.,  State  Superintendent  of 
Public  Instruction,  Richmond,  Va. 

Harris,  T.  H.,  State  Superintendent  of  Pub¬ 
lic  Education,  Baton  Rouge,  La. 

Henderson,  A.  D.,  Acting  President,  An¬ 
tioch  College,  Yellow  Springs,  Ohio. 

Hendrix,  H.  E.,  State  Superintendent  of 
Public  Instruction,  Phoenix,  Ariz. 

Hines,  J.  F.,  State  Superintendent  of  Pub¬ 
lic  Instruction,  Pierre,  S.  D. 

Holloway,  H.  W.,  State  Superintendent  of 
Public  Instruction,  Dover,  Del. 

Hope,  James  H.,  State  Superintendent  of 
Education,  Columbia,  S.  C. 

Howard,  C.  A.,  State  Superintendent  of 
Public  Instruction,  Salem,  Ore. 

Ireland,  Elizabeth,  State  Superintendent  of 
Public  Instruction,  Helena,  Mont. 


Keller,  J.  A.,  State  Superintendent  of  Educa¬ 
tion,  Mongomery,  Ala. 

Kersey,  Vierling,  State  Superintendent  of 
Public  Instruction,  Sacramento,  Calif. 

King,  Lloyd  W.,  State  Superintendent  of 
Public  Schools,  Jefferson  City,  Mo. 

Kirn,  G.  W.,  Principal,  Abraham  Lincoln 
High  School,  Council  Bluffs,  Iowa 

Lewis,  Mrs.  Inez  Johnson,  State  Superin¬ 
tendent  of  Public  Instruction,  Denver, 
Colo. 

McMurray,  Floyd  I.,  State  Superintendent 
of  Public  Instruction,  Indianapolis,  Ind. 

Markham,  W.  T.,  State  Superintendent  of 
Public  Instruction,  Topeka,  Kans. 

Packard,  Bertram  E.,  State  Commissioner 
of  Education,  Augusta,  Maine 

Phipps,  W.  E.,  State  Commissioner  of  Edu¬ 
cation,  Little  Rock,  Ark. 

Pringle,  James  N.,  Commissioner  of  Edu¬ 
cation,  Concord,  N.  H. 

Richmond,  James  H.,  President,  Murray 
State  Teachers  College,  Murray,  Ky. 

Rockett,  James  F.,  Director  of  Education, 
Providence,  R.  I. 

Rockwell,  John  Gundersen,  Commissioner 
of  Education,  St.  Paul,  Minn. 

Rodgers,  H.  R.,  State  Superintendent  of 
Public  Instruction,  Santa  Fe,  N.  M. 

Rule,  James  N.,  Principal,  Langley  High 
School,  Pittsburgh,  Pa. 

Showalter,  N.  D.,  State  Superintendent  of 
Public  Instruction,  Olympia,  Wash. 

Skidmore,  Charles  H.,  State  Superintendent 
of  Public  Instruction,  Salt  Lake  City, 
Utah 

Smith,  Chauncey  W.,  State  Superintendent 
of  Public  Instruction,  Carson  City,  Nev. 

Taylor,  Charles  W.,  State  Superintendent  of 
Public  Instruction,  Lincoln,  Nebr. 

Thompson,  A.  E.,  State  Superintendent  of 
Public  Instruction,  Bismarck,  N.  D. 

Trent,  W.  W.,  State  Superintendent  of  Free 
Schools,  Charleston,  W.  Va. 

Vandiver,  J.  S.,  State  Superintendent  of 
Education,  Jackson,  Miss. 

Vaughan,  John,  State  Superintendent  of 
Public  Instruction,  Oklahoma  City, 
Okla. 

Wieland,  John  A.,  State  Superintendent  of 
Public  Instruction,  Springfield,  Ill. 

Williams,  E.  I.  F.,  Head,  Department  of 
Education,  Heidelberg  College,  Tiffin, 
Ohio 

Woods,  L.  A.,  State  Superintendent  of  Pub¬ 
lic  Instruction,  Austin,  Texas 


Associational  Records  and  Information 


669 


COMMITTEE  ON  INTERNATIONAL  RELATIONS 

(Authorized  by  Representative  Assembly) 


Executive  Committee 

Woodward,  Annie  Carleton,  Chairman;  78 
Highland  Ave.,  Somerville,  Mass. 

King,  W.  P.,  Secretary;  Executive  Secre¬ 
tary,  Kentucky  Education  Association, 
1422-23  Heyburn  Bldg.,  Louisville,  Ky. 

Goodrich,  Bessie  Bacon,  Director  of  Curric¬ 
ulum  Revision,  Des  Moines  Public 
Schools,  Des  Moines,  Iowa 

Holmes,  W.  H.,  Superintendent  of  Schools, 
Mount  Vernon,  N.  Y. 

Howard,  Margarette  E.,  Principal,  Lincoln 
School/  Summit,  N.  J. 

Pyrtle,  E.  Ruth,  Principal,  Bancroft  School, 
Lincoln,  Nebr. 

Abercrombie,  John  W.,  State  Department  of 
Education,  Montgomery,  Ala. 

Adair,  Cornelia  S.,  3208  Hawthorne  Ave., 
Richmond,  Va. 

Aiken,  Georgia  W.,  Hotel  Alms,  Cincinnati, 
Ohio 

Alexander,  Thomas,  Teachers  College,  Co¬ 
lumbia  University,  New  York,  N.  Y. 

Allen,  J.  Edward,  Superintendent,  Warren 
County  Public  Schools,  Warrenton,  N.  C. 

Andrews,  Mrs.  Fannie  Fern,  295  Common¬ 
wealth  Ave.,  Boston,  Mass. 

Barnum,  Mrs.  Mary  G.,  Director,  Seventh 
Region,  National  League  of  Women  Vot¬ 
ers,  535  Ladera  St..  Pasadena,  Calif. 

Bell,  Helen  L.,  2104  North  Eighth  St., 
Springfield,  Ill. 

Bell,  Maude  R.,  4147  Starr,  Lincoln,  Nebr. 

Bennion,  Milton,  Dean,  School  of  Educa¬ 
tion,  University  of  Utah,  Salt  Lake  City, 
Utah 

Berman,  Samuel,  Principal,  James  R.  Lud¬ 
low  Public  School,  Philadelphia,  Pa. 

Black,  E.  H.,  Superintendent  of  Schools, 
Bristow,  Okla. 

Blair,  F.  G.,  440  E.  Conedy  St.,  Springfield, 
Ill. 

Blake,  Katherine  D.,  A.  W.  A.  Clubhouse, 
353  West  57th  St.,  New  York,  N.  Y. 

Boehm,  Charles  H.,  Assistant  Superinten¬ 
dent,  Bucks  County  Schools,  Morrisville, 
Pa. 

Bradford,  Mrs.  Mary  D.,  6028  Third  Ave., 
Kenosha,  Wis. 

Bradley,  Helen.  2349  Ashland  Ave.,  Wal¬ 
nut  Hills,  Cincinnati,  Ohio 

Brooks,  L.  W.,  Principal,  Wichita  High 
School  North,  Wichita,  Kans. 

Brown,  Eugenie  J.,  The  Euclid-Logan 
Hotel,  9507  Euclid  Ave.,  Cleveland,  Ohio 

Burkholder,  E.  Paul,  Supervisor  of  Schools, 
Sussex  County  Court  House,  Georgetown, 
Del. 

Burns,  Ralph  A.,  Professor  of  Education, 
Dartmouth  College,  Hanover,  N.  H. 

Bush,  George  C.,  Superintendent  of  Schools, 
South  Pasadena,  Calif. 

Cadman,  Bernice  M.,  530  South  Bluff  St„ 
Janesville,  Wis. 

Casey,  William  V.,  Superintendent  Emer¬ 
itus,  Boulder  Public  Schools,  Boulder, 
Colo. 

Chamberlain,  Arthur  H.,  305  Douglas  Bldg., 
Los  Angeles,  Calif. 

Clark,  Mrs.  Frances  E.,  Manager,  Educa¬ 
tional  Activities,  RCA-Victor  Company, 
Inc.,  Camden,  N.  J. 

Claxton,  P.  P.,  President,  Austin  Peay  Nor¬ 
mal  School,  Clarksville,  Tenn. 

Clemons,  Clarice  M.,  Head,  Normal  Train¬ 
ing  Department,  Campbell  County  High 
School,  Gillette,  Wyo. 


Cogil,  Annie  M.,  Principal,  Hayward  School, 
Lincoln,  Nebr. 

Coyne,  Marie,  South  210  Adams  St., 
Spokane,  Wash. 

Crawford,  Mary  Major,  Nebraska  State 
Teachers  College,  Kearney,  Nebr. 

Crawford,  Mary  Sinclair,  Dean  of  Women, 
University  of  Southern  California,  Los 
Angeles,  Calif. 

Daniel,  Roland  B.,  Superintendent  of 
Schools,  Columbus,  Ga. 

de  Francesco,  Italo  L.,  Senior  High  School, 
13th  and  Douglass  Sts.,  Reading,  Pa. 

Donovan,  H.  L.,  President,  Eastern  Ken¬ 
tucky  State  Teachers  College,  Richmond, 
Ky. 

Dorsey,  Martha  W.,  Head,  Department  of 
English,  George  Washington  High  School, 
Indianapolis,  Ind. 

Dowling,  Evaline,  Director  of  Instruction, 
Board  of  Education,  Los  Angeles,  Calif. 

Dowling,  H.  C.,  County  Superintendent  of 
Schools,  County  Library  Building,  Tus¬ 
caloosa,  Ala. 

Duke,  Florence  E.,  2224  West  Grace  St., 
Richmond,  Va. 

Edwards,  Elbert  B.,  215  Bonnerville  St., 
Las  Vegas,  Nev. 

Eisner,  Miriam  D.,  Sanchez  School,  San 
Francisco,  Calif. 

Fahey,  Sara  H.,  405  Coram  Ave.,  Shelton, 
Conn. 

Fair,  Jessie  Frances,  Fairview  High  School, 
Dayton,  Ohio 

Farrin,  Leon  M.,  Superintendent  of  Schools, 
Woonsocket,  R.  I. 

Fell,  E.  E.,  Superintendent  of  Schools,  Hol¬ 
land,  Mich. 

Ficke,  Alice,  Commercial  Department, 
Roosevelt  High  School,  Honolulu,  T.  H. 

Finley,  John  H.,  New  York  Times,  New 
York,  N.  Y. 

Foster,  Blanche,  178  Franklin  St.,  Wood¬ 
bury,  N.  J. 

Full,  George  D.,  President,  Dudley  Lock 
Corporation,  26  N.  Franklin  St.,  Chicago, 
HI. 

Gardner,  Ethel  M.,  Principal,  Andrew  Jack- 
son  School,  420  North  Jackson  St.,  Mil¬ 
waukee,  Wis. 

Gilland,  Mrs.  Erna  Grassmuck,  Head,  Geog¬ 
raphy  Department,  State  Teachers  Col¬ 
lege,  Indiana,  Pa. 

Glenn,  C.  B.,  Superintendent  of  Schools, 
Birmingham,  Ala. 

Gosling,  Thomas  W.,  Director,  Junior  Red 
Cross,  Washington,  D.  C. 

Gray,  Clifton  D.,  President,  Bates  College, 
Lewiston,  Maine 

Guhin,  M.  M.,  Northern  Normal  and  Indus¬ 
trial  School,  Aberdeen,  S.  D, 

Gyger,  John  T.,  Superintendent,  Falmouth 
Public  Schools,  Portland,  Maine 

Haggard,  Patience,  Dean  of  Women,  State 
Normal  School,  Potsdam,  N.  Y. 

Hall,  Royal  G.,  Professor  of  History,  Al¬ 
bion  College,  Albion,  Mich. 

Haller,  Helene,  Superintendent,  Benewah 
County  Schools,  St.  Maries,  Idaho 

Hammond,  Vida,  7  N.  E.  79th  Ave.,  Port¬ 
land,  Ore. 

Heacock,  A.  B.,  Principal,  Los  Feliz  School, 
Los  Angeles,  Calif. 

Hendrie,  William  E.,  Principal,  Public 
School  No.  109,  92d  Ave.  and  213th  St., 
Queens  Village,  N.  Y. 

Herrington,  Frank  H.,  President,  Pittsburgh 
Teachers  Association,  1020  Bessemer 
Bldg.,  Pittsburgh,  Pa. 


670 


National  Education  Association 


Heller,  J.  C.,  Superintendent  of  Schools, 
Anderson,  S.  C. 

Holt,  Lucy  Mason,  Principal,  Ocean  View 
School,  Norfolk,  Va, 

Hood,  Edna  E.,  Administration  Building, 
Kenosha  Public  Schools,  Kenosha,  Wis. 

Hood,  Elizabeth,  Supervisor  of  Household 
Arts,  Racine  Public  Schools,  Racine,  Wis. 

Howard,  Daniel,  Superintendent  Emeritus, 
Windsor  Public  Schools,  Windsor,  Conn. 

Hunter,  Frederick  M.,  Chancellor,  Oregon 
State  System  of  Higher  Education, 
Eugene,  Ore. 

Jacobsen,  Christine  A.,  1320  West  41st 

Place,  Los  Angeles,  Calif. 

James,  W.  A.,  Principal,  Ball  High  School, 
Galveston,  Texas 

Jamison,  Jeannette,  513  Oley  Street,  Read¬ 
ing,  Pa. 

Jean,  Sally  Lucas,  405  South  Fairfax  St., 
Alexandria,  Va. 

Johnson,  M.  Irene,  Director  of  Student 
Teaching,  Manchester  College,  North 
Manchester,  Ind. 

Keegan,  Mary  E.,  679  Twelfth  Ave.,  San 
Francisco,  Calif. 

Kinsey,  Juanita,  Wichita  Falls  Public 
Schools,  1105  Holliday  St.,  Wichita  Falls, 
Texas 

Laing,  Earl  R.,  Principal,  Burt  School, 
Detroit,  Mich. 

Lake,  Charles  H.,  Superintendent  of  Schools, 
Cleveland,  Ohio 

Lamkin,  Uel  W.,  President,  Northwest  Mis¬ 
souri  State  Teachers  College,  Maryville, 
Mo. 

Lane,  C.  H.,  Agent,  Agricultural  Education, 
U.  S.  Office  of  Education,  Washington, 
D.  C. 

Lewis,  Mrs.  Inez  Johnson,  State  Superin¬ 
tendent  of  Public  Instruction,  Denver, 
Colo. 

Lommen,  Georgina,  Director,  Training 
School,  State  Teachers  College,  Moor¬ 
head,  Minn. 

Longshore,  W.  T.,  Principal,  Greenwood 
School,  Kansas  City,  Mo. 

Lord,  Daisy,  1027  West  Main  St.,  Water- 
bury,  Conn. 

MacCracken,  John  H.,  9  East  83rd  St.,  New 
York,  N.  Y. 

MacKay,  Donald  W.,  President,  Eastern 
New  Mexico  Junior  College,  Portales, 

N.  Mex. 

McCollum,  R.  E.,  Principal,  Washington 
School,  Tulsa,  Okla. 

McCormick,  Elizabeth,  Principal,  Timothy 

O.  Howe  School,  Superior,  Wis. 

Mann,  Mrs.  Margaret,  Superintendent, 
O’Brien  County  Schools,  Primghar,  Iowa 

Mansfield,  Mrs.  Katharine  M.,  Principal, 
Cedar  School,  Canton,  Ohio 

Marsh,  Daniel  L.,  President,  Boston  Uni¬ 
versity,  Boston,  Mass. 

Matthews,  A.  J.,  President  Emeritus,  Ari¬ 
zona  State  Teachers  College,  Tempe,  Ariz. 

Monroe,  Paul,  Director,  International  Insti¬ 
tute,  Teachers  College,  Columbia  Univer¬ 
sity,  New  York,  N.  Y. 

Mull,  Cora  E.,  5543  Kimbark  Ave.,  Chicago, 
Ill. 

Nielson,  Minnie  J.,  901  Fifth  Ave.,  Valley 
City,  N.  D. 

Nisbett,  Mary  Leila,  804  W.  Eighth  St., 
Dallas,  Texas 

Norman,  J.  W.,  Dean,  College  of  Education, 
University  of  Florida,  Gainesville,  Fla. 

Norton,  H.  B.,  Principal,  Robinson  School, 
8400  First  Ave.,  S.,  Birmingham,  Ala. 

O’Connor,  Mary  Elizabeth,  Supervisor  of 
Elementary  Schools,  Natick,  Mass. 


Patt,  Hermann  G.,  Principal,  John  Clarke 
School,  Newport,  R.  I. 

Pitman,  J.  A.,  President,  State  Teachers 
College,  Salem,  Mass. 

Ralls,  Mary  C.,  6529  Jefferson  St.,  Kansas 
City,  Mo. 

Reed,  C.  R.,  Superintendent  of  Schools, 
Minneapolis,  Minn. 

Reeder,  Mrs.  Fanny  Scoville,  2017  Giddings 
St.,  Chicago,  Ill. 

Rhodes,  Maude  A.,  Principal,  Whitefoord 
School,  185  Westminster  Drive.  Atlanta, 
Ga. 

Richter,  Leilet,  George  W.  Brackenridge 
High  School,  San  Antonio,  Texas. 

Riddle,  Anna  E.,  2  Summit  Place,  St.  Joseph, 
Mo. 

Roach,  Mary  Margaret,  Principal,  Roach 
School,  Decatur,  Ill. 

Roberts,  Cecil  W.,  165  Freeman  St.,  Wood- 
bridge,  N.  J. 

Roberts,  Edward  D.,  Superintendent  of 
Schools,  Cincinnati,  Ohio 

Ryan,  W.  Carson,  Jr.,  Commonwealth  Fund, 
41  East  57th  St.,  New  York,  N.  Y. 

Saunders,  Joseph  H.,  Superintendent  of 
Schools,  Newport  News,  Va. 

Sexton,  J.  W.,  Superintendent  of  Schools, 
Lansing,  Mich. 

Shepherd,  Grace  M.,  Department  of  Educa¬ 
tion,  Northwest  Missouri  State  Teachers 
College,  Maryville,  Mo. 

Shinn,  Alida  Visscher,  Columbia  Market 
Nursery  School  of  the  London  County 
Council,  London,  England. 

Showalter,  N.  D.,  State  Superintendent  of 
Public  Instruction,  Olympia,  Wash. 

Sigler,  Mrs.  Lou  I.,  Assistant  Principal,  Ot¬ 
tawa  Hills  High  School,  Grand  Rapids, 
Mich. 

Simpson,  Janet  C.,  State  Teachers  College, 
Florence,  Ala. 

Smith,  Henry  Lester,  Dean,  School  of  Educa¬ 
tion,  Indiana  University.  Bloomington, 
Ind. 

Smith,  Jessica,  Head,  Department  of  Social 
Studies,  Wichita  High  School  North, 
Wichita,  Kans. 

Smith,  Mrs.  Margaret  Mendenhall,  Princi¬ 
pal,  Ebert  School,  Denver,  Colo. 

Spaulding,  Frederic  H.,  President,  Univer¬ 
sity  of  Tampa,  Tampa,  Fla. 

Steele,  N.  E.,  Secretary,  South  Dakota  Edu¬ 
cation  Association,  Room  3,  Perry  Bldg., 
Sioux  Falls,  S.  D. 

Stephens,  E.  L.,  President,  Southwestern 
Louisiana  Institute.  Lafayette,  La. 

Stewart,  Mrs.  Cora  Wilson,  Intervale,  N.  H. 

Stiles,  Mrs.  Marieta  Shibles,  39  Primrose 
Ave.,  Mount  Vernon,  N.  Y. 

Stratton,  Mason  A.,  Principal,  Brighton  Ave¬ 
nue  School,  Atlantic  City,  N.  J. 

Strong,  Vera,  Board  of  Education,  Houston, 
Texas 

Sykes,  Mrs.  Dorothy  Eidson,  Superintendent, 
Gila  County  Schools,  Globe,  Ariz. 

Taylor,  William  S.,  Dean,  College  of  Edu¬ 
cation,  University  of  Kentucky,  Lexing¬ 
ton,  Ky. 

Thompson,  Anna  M.,  Carlton  Hotel,  Kansas 
City,  Mo. 

Trent,  Adelaide  Royall,  2250  North  Larcom 
Lane,  Lee  Heights,  Cherrydale,  Va. 

Vaughan,  J.  P.,  Superintendent,  Independent 
School  District  No.  40,  Chisholm,  Minn. 

von  KleinSmid,  Rufus  B.,  President,  Univer¬ 
sity  of  Southern  California,  Los  Angeles, 
Calif. 

Walker,  Thos.  J.,  Editor,  School  and  Com¬ 
munity,  Columbia,  Mo. 

Walton,  George  A.,  Principal,  George  School, 
George  School,  Pa. 

Ward,  David  A.,  Equitable  Life  Assurance 
Society,  701  East  14th  St.,  Chester,  Pa. 


671 


Associational  Records  and  Information 


Wellemeyer,  J.  F.,  Dean,  Junior  College, 
Ninth  and  Minnesota  Ave.,  Kansas  City, 
Kans. 

West,  Ruth,  West  2020  Pacific,  Spokane, 
Wash. 

White,  W.  H.  S.,  President,  Shepherd  State 
Teachers  College,  Shepherdstown,  W.  Va. 

Wilson,  Mrs.  Alice,  Director,  Student  Forum 
on  International  Relations,  Polytechnic 
High  School,  San  Francisco,  Calif. 


Wirt,  Lula  E.,  Nebraska  State  Teachers  Col¬ 
lege,  Kearney,  Nebr. 

Withers,  John  W.,  Dean,  School  of  Educa¬ 
tion,  New  York  University,  New  York, 

N.  Y. 

Woodruff,  Caroline  S.,  Principal,  State  Nor¬ 
mal  School,  Castleton,  Vt. 

Wynn,  William  T.,  Department  of  English, 
Georgia  State  College  for  Women,  Mil- 
ledgeville,  Ga. 


JOINT  COMMITTEE  OF  THE  NATIONAL  EDUCATION  ASSOCIA¬ 
TION  AND  THE  AMERICAN  LIBRARY  ASSOCIATION 

(Special  Committee) 


Lathrop,  Edith  A.,  Chairman;  Associate 
Specialist  in  School  Libraries,  U.  S.  Of¬ 
fice  of  Education,  Washington,  D.  C. 

Baldridge,  Chloe  C.,  Director,  Rural  Educa¬ 
tion,  State  Department  of  Public  Instruc¬ 
tion,  Lincoln,  Nebr. 

Batchelder,  Mildred,  American  Library  As¬ 
sociation,  520  N.  Michigan  Ave.,  Chicago, 
Ill. 

Bristow,  W.  H.,  Secretary,  National  Con¬ 
gress  of  Parents  and  Teachers,  1201  Six¬ 
teenth  St.,  N.  W.,  Washington,  D.  C. 

Cutter,  Annie  Spencer,  Public  Library,  Cleve¬ 
land,  Ohio 


Gustafson,  Myrtle,  Claremont  Junior  High 
School,  Oakland,  Calif. 

Kennedy,  Anna  Clark,  Library  Extension 
Division,  State  Department  of  Education, 
Albany,  N.  Y. 

Layton,  Esther  Irene,  William  Chrisman 
High  School,  Independence,  Mo. 

Ross.  Mrs.  Margaret  M.,  Department  of 
School  Libraries,  Wilmington,  Del. 

Rugg,  Earle  U.,  Librarian,  State  Teachers 
College  Library,  Greeley,  Colo. 

Schmitt,  Irvin  H.,  Superintendent  of  Schools, 
Sac  City,  Iowa 

Vought,  Sabra  W.,  Director  of  Libraries,  U. 
S.  Office  of  Education,  Washington,  D.  C. 


JOINT  COMMITTEE  OF  THE  NATIONAL  EDUCATION  ASSOCIA¬ 
TION  AND  THE  NATIONAL  CONGRESS  OF  PARENTS 

AND  TEACHERS 

(Authorized  by  Representative  Assembly) 


Langworthy,  Mrs.  B.  F.,  Chairman;  Presi¬ 
dent,  National  Congress  of  Parents  and 
Teachers,  6  North  Michigan  Ave.,  Chicago, 
Ill. 

Gaw,  Frances  I.,  Director,  Child  Guidance 
Department,  Seattle  Public  Schools, 
Seattle,  Wash. 

Haig,  Mrs.  Neil,  President,  Washington  Con¬ 
gress  of  Parents  and  Teachers,  2216  Fed¬ 
eral  Ave.,  Seattle,  Wash. 

Helbig,  Esther,  1033  Melrose  Terrace,  Du¬ 
buque,  Iowa 

Hibarger,  L.  Pearle,  301  Margadella  Apart¬ 
ments,  Yakima,  Wash. 

Irion,  Theo.  W.  H.,  Dean,  School  of  Edu¬ 
cation,  University  of  Missouri,  Columbia, 
Mo. 

Johnson,  Genevieve,  Dean  of  Students,  San 
Jacinto  High  School,  Houston,  Texas 

Joynes,  Mrs.  Edith  B.,  Principal,  Washing- 
ton-Gatewood  Schools,  Berkley,  Norfolk, 
Va.  IjJ 

•  '.;■]!!  i  •  ■ 


Kletzer,  Mrs.  William,  President,  Oregon 
Congress  of  Parents  and  Teachers,  3146 
Northeast  Tenth  Ave.,  Portland,  Ore. 

Larigworthy,  Harry  W.,  Superintendent  of 
Schools,  Gloversville,  N.  Y. 

Lewis,  Mrs.  Inez  Johnson,  State  Superinten¬ 
dent  of  Public  Instruction.  Denver,  Colo. 

Mabrey,  Mrs.  Warren  L.,  President,  Mis¬ 
souri  Congress  of  Parents  and  Teachers, 
Missourian  Bldg.,  Cape  Girardeau,  Mo. 

Marble,  Margaret  M.,  Hotel  Alms,  Cincin¬ 
nati,  Ohio 

Miller,  Mrs.  Ruth  Pell,  1056  Euclid  Place, 
Huntington,  W.  Va. 

Minor,  Lillian,  Supervisor,  Norfolk  County 
Public  Schools,  Nusbaum  Bldg.,  Norfolk, 
Va. 

Pettengill,  Mrs.  J.  K.,  426  W.  Saginaw  St., 
Lansing,  Mich. 

Shaffer,  Mrs.  Hamilton,  37  Gerlaugh  Ave., 
Dayton,  Ohio 

Shuttleworth,  Mrs.  A.  B.,  3281  Lowell  Blvd., 
Denver,  Colo. 

Sturtevant,  Dean  Sarah,  Teachers  College, 
Columbia  University,  New  York,  N.  Y. 


LEGISLATIVE  COMMISSION 

(Authorized  by  Representative  Assembly) 


Executive  Committee 

Hall,  Sidney  B.,  Chairman;  State  Superin¬ 
tendent  of  Public  Instruction,  Richmond, 

Va. 

Callahan,  John,  Vicechairman;  State  Super¬ 
intendent  of  Public  Instruction,  Madison, 
Wis. 

Graham,  Ben  G.,  Superintendent  of  Schools, 
Pittsburgh,  Pa. 


Grove,  Frank  L.,  Secretary,  Alabama  Edu¬ 
cation  Association,  21  Adams  Ave.,  Mont¬ 
gomery,  Ala. 

Packard,  Bertram  E.,  Commissioner  of  Edu¬ 
cation,  Augusta,  Maine 

Strayer,  George  D.,  Director,  Institute  of 
Educational  Research,  Teachers  College, 
Columbia  University,  New  York,  N.  Y. 

Weglein,  David  E.,  Superintendent  of 
Schools,  Baltimore,  Md. 


672 


National  Education  Association 


Adams,  John  H.,  Principal,  Perry  High 
School,  Pittsburgh,  Pa. 

Aiken,  Georgia  W.,  Hotel  Alms,  Walnut 
Hills,  Cincinnati,  Ohio 

Allman,  H.  B.,  School  of  Education,  In¬ 
diana  University,  Bloomington,  Ind. 

Anderson,  Walter  W.,  P.  O.  Box  861,  Ely, 
Nev. 

Bailey,  Francis  L.,  Commissioner  of  Educa¬ 
tion,  Montpelier,  Vt. 

Barton,  O.  Lillian,  Dean  of  Women,  Illinois 
State  Normal  University,  Normal,  Ill. 

Bauk,  A.  M.,  Principal,  North  High  School, 
Minneapolis,  Minn. 

Benner,  Thomas  E.,  Dean,  School  of  Educa¬ 
tion,  University  of  Illinois,  Urbana,  Ill. 

Bennison,  Olive  W.,  Field  Director,  Wash¬ 
ington  Education  Association,  707  Low- 
man  Bldg.,  Seattle,  Wash. 

Biester,  Fred  L.,  Chairman,  Committee  on 
Legislation,  Illinois  State  Teachers  Asso¬ 
ciation,  Principal,  High  School,  Glen 
Ellyn,  Ill. 

Bird,  C.  L.,  Superintendent  of  Schools,  Wil¬ 
son,  Ark. 

Blair,  Francis  G.,  440  E.  Conedy,  Spring- 
field,  Ill. 

Bowers,  Charles  A.,  Secretary,  Nebraska 
State  Teachers  Association,  605  South 
14th  St.,  Lincoln,  Nebr. 

Bowsher,  E.  L.,  Director  of  Education,  Co¬ 
lumbus,  Ohio 

Boyce,  Thomas  W.,  Principal,  Cass  Street 
Rotary  School,  Milwaukee,  Wis. 

Bracken,  W.  D.,  2902  Arlington  Ave.,  St. 
Joseph,  Mo. 

Bradford,  Mrs.  Mary  C.  C.,  1547  Gaylord 
St.,  Denver,  Colo. 

Breckner,  Elmer  L.,  Superintendent  of 
Schools,  Tacoma,  Wash. 

Brister,  J.  W.,  President,  State  Teachers 
College,  Memphis,  Tenn. 

Broderick,  Lillian,  216  Park  Ave,,  Yonkers, 
N.  Y. 

Bryan,  J.  E.,  Superintendent  of  Schools, 
Bessemer,  Ala. 

Burleson,  D.  S.,  Dean,  East  Tennessee  State 
Teachers  College,  Johnson  City,  Tenn. 

Butterfield,  Ernest  W.,  Commissioner  of 
Education,  Hartford,  Conn. 

Butler,  Leslie  A.,  Superintendent  of 
Schools,  Grand  Rapids,  Mich. 

Campbell,  Arthur,  Superintendent  of  Schools, 
Anderson,  Ind. 

Chase,  Ethel  W.  B.,  Adviser  to  Women, 
Wayne  University,  Detroit,  Mich. 

Clarke,  M.  J.,  Superintendent  of  Schools, 
Ely,  Nev. 

Cocking,  Walter  D.,  Commissioner  of  Edu¬ 
cation,  Nashville,  Tenn. 

Collins,  M.  D.,  State  Superintendent  of 
Schools,  Atlanta,  Ga, 

Davis,  Charles  S.,  Steelton,  Pa. 

Deneen,  Florence,  457  West  Sixty-first  Place, 
Chicago,  Ill. 

Dyer,  George,  Royal  Oak  High  School, 
Royal  Oak,  Mich. 

Eckles,  Isabel  Lancaster,  Superintendent  of 
Schools,  Santa  Fe,  N.  Mex. 

Elliott,  Charles  H.,  Commissioner  of  Educa¬ 
tion,  Trenton,  N.  J. 

Ely,  Selden  M.,  Supervising  Principal,  Fifth 
Division  of  Public  Schools,  Emery  School, 
Washington,  D.  C. 

Fife,  Ray,  Supervisor,  Agricultural  Educa¬ 
tion  Service,  State  Department  of  Educa¬ 
tion,  Columbus,  Ohio 

Fisher,  E.  C.,  Superintendent  of  Schools, 
Peoria,  Ill. 

French,  Will,  Superintendent  of  Schools, 
Long  Beach,  Calif. 

Gates,  C.  Ray,  Superintendent  of  Schools, 
Grand  Island,  Nebr. 


Gibson,  Joseph  E.,  419  West  121st  St.,  New 
York,  N.  Y. 

Gordon,  A.  W.,  Secretary,  Maine  Teachers 
Association,  185  State  St.,  Augusta,  Maine 

Grier,  B.  M.,  Superintendent  of  Schools, 
Athens,  Ga. 

Griffey,  Annie  G.,  Assistant  Superintendent 
of  Schools,  8th  and  Louisiana  Sts.,  Little 
Rock,  Ark. 

Hammond,  Vida,  7  N.  E.  79th  Ave.,  Port¬ 
land,  Ore. 

Harman,  A.  F.,  President,  Alabama  College, 
Montevallo,  Ala. 

Harris,  T.  H.,  State  Superintendent  of  Pub¬ 
lic  Education,  Baton  Rouge,  La. 

Helms,  Walter  T.,  Superintendent  of 
Schools,  Richmond,  Calif. 

Hendrix,  H.  E.,  State  Superintendent  of 
Public  Instruction,  Phoenix,  Ariz. 

Hickey,  Philip  J.,  Secretary-Treasurer, 
Board  of  Education,  St.  Louis,  Mo. 

Holler,  J.  C.,  Superintendent  of  Schools, 
Anderson,  S.  C. 

Holloway,  H.  V.,  State  Superintendent  of 
Public  Instruction,  Dover,  Del. 

Hope,  James  H.,  State  Superintendent  of 
Education,  Columbia,  S.  C. 

Howard,  C.  A.,  State  Superintendent  of  Pub¬ 
lic  Instruction,  Salem,  Ore. 

Howell,  C.  M.,  Secretary,  Oklahoma  Educa¬ 
tion  Association,  326  Key  Bldg.,  Okla¬ 
homa  City,  Okla. 

Hunt,  Lyman  C.,  Superintendent  of  Schools, 
Burlington,  Vt. 

Ireland,  Elizabeth,  State  Superintendent  of 
Public  Instruction,  Helena,  Mont. 

Jacob,  Walter,  Jr.,  Principal,  Emerson 
School,  Plainfield,  N.  J. 

James,  William  Alonzo,  Principal,  Ball  High 
School,  Galveston,  Texas 

Jeffords,  H.  Morton,  Superintendent  of 
Schools,  Wallingford,  Conn. 

Joynes,  Mrs.  Edith  B.,  Principal,  Washing- 
ton-Gatewood  Schools,  Norfolk,  Va. 

Judd,  Charles  H.,  Dean,  School  of  Educa¬ 
tion,  University  of  Chicago,  Chicago,  Ill. 

Keating,  J.  F.,  Superintendent  of  District 
No.  20,  Pueblo  City  Schools,  Pueblo,  Colo. 

Keller,  J.  A.,  State  Superintendent  of  Edu¬ 
cation,  Montgomery,  Ala. 

Kersey,  Vierling,  State  Superintendent  of 
Public  Instruction,  Sacramento,  Calif. 

Kirk,  Mrs.  Page,  Western  High  School, 
Washington,  D.  C. 

Kirkpatrick,  Lee,  Superintendent  of  Schools, 
Paris,  Ky. 

Lamb,  L.  H.,  Superintendent  of  Schools, 
Flint,  Mich. 

Lamkin,  Uel  W.,  President,  Northwest  Mis¬ 
souri  State  Teachers  College,  Maryville, 
Mo. 

Lasher,  William  R.,  3177  Bedford  Ave., 
Brooklyn,  N.  Y. 

Lee,  Charles  A.,  Professor  of  Education, 
Washington  University,  St.  Louis,  Mo. 

Lefler,  Millard  C.,  Superintendent  of 
Schools,  Lincoln,  Nebr. 

Lewis,  Mrs.  Inez  Johnson,  State  Superin¬ 
tendent  of  Public  Instruction,  Denver, 
Colo. 

Libbee,  Freda,  1117  Twenty-sixth  Ave., 
Seattle,  Wash. 

Lindsey,  John  C.,  Superintendent  of  Schools, 
Mitchell,  S,  D. 

Logan,  Jack  M.,  Superintendent,  East  In¬ 
dependent  School  District,  Waterloo,  Iowa. 

Long,  Oren,  Superintendent  of  Public  In¬ 
struction,  Honolulu,  T.  H. 

Longshore,  W.  T.,  Principal,  Greenwood 
School,  Kansas  City,  Mo. 

Loper,  John  D.,  Superintendent  of  Schools, 
Phoenix,  Ariz. 

Lord,  Charles  E.,  Superintendent,  School 
Union  No.  69,  Camden,  Maine 


Association al  Records  and  Information 


673 


MacDonald,  A.  A.,  Superintendent  of 
Schools,  Sioux  Falls,  S.  D. 

MacGregor,  Effie,  Principal,  John  Burroughs 
School,  2003  Aldrich  Ave.,  South,  Minne¬ 
apolis,  Minn. 

McClure,  Worth,  Superintendent  of  Schools, 
Seattle,  Wash. 

McFarland,  E.  W.,  Department  of  Eco¬ 
nomics,  Wayne  University,  Detroit,  Mich. 

McMurray,  Floyd  I.,  State  Superintendent  of 
Public  Instruction,  Indianapolis,  Ind. 

Mallory,  Gertrude,  Franklin  High  School, 
Los  Angeles,  Calif. 

Manning,  C.  G.,  Superintendent  of  Schools, 
District  No.  1,  Lewiston,  Mont. 

Markham,  W.  T.,  State  Superintendent  of 
Public  Instruction,  Topeka,  Kans. 

Melcher,  George,  Superintendent  of  Schools, 
Kansas  City,  Mo. 

Metcalf,  J.  L.,  Superintendent  of  Schools, 
Afton,  Wyo. 

Moore,  C.  H.,  Superintendent  of  Schools, 
Clarksville,  Tenn. 

Munro,  P.  M.,  Superintendent  of  Schools, 
Selma,  Ala. 

Norton,  John  K.,  Teachers  College,  Colum¬ 
bia  University,  New  York,  N.  Y. 

Novotny,  E.  L.,  Superintendent  of  Schools, 
Beatrice,  Nebr. 

Patrick,  W.  Burton,  Superintendent  of 
Schools,  Orange,  N.  J. 

Pence,  W.  G.,  Superintendent  Fairfield  In¬ 
dependent  School  District,  Fairfield,  Iowa 

Petty,  W.  C.,  County  Superintendent  of 
Schools,  Waukegan,  Ill. 

Pfaff,  Caroline  S.,  District  Superintendent, 
New  Orleans  Public  Schools,  New  Or¬ 
leans,  La. 

Phipps,  W.  E.,  State  Commissioner  of  Edu¬ 
cation,  Little  Rock,  Ark. 

Pinet,  F.  L.,  Secretary,  Kansas  State  Teach¬ 
ers  Association,  315  West  Tenth  St.,  To¬ 
peka,  Kans. 

Powers,  Sue  M.,  Superintendent,  Shelby 
County  Schools,  Memphis,  Tenn. 

Priest,  Charles  H.,  Superintendent  of  City 
Schools,  Carson  City,  Nev. 

Pringle,  James  N.,  Commissioner  of  Edu¬ 
cation,  Concord,  N.  H. 

Prunty,  Merle,  Director  of  Personnel  and 
the  Extra-Curricular  Division,  Stephens 
College,  Columbia,  Mo. 

Putnam,  Rex,  Superintendent  of  Schools,  Al¬ 
bany,  Ore. 

Pye,  Charles  F.,  Secretary,  Iowa  State 
Teachers  Association,  415  Shops  Bldg., 
Des  Moines,  Iowa 

Ranson,  Mrs.  R.  E.,  Principal,  Junior  High 
School,  High  Point,  N.  C. 

Richmond,  James  H.,  President,  Murray 
State  Teachers  College,  Murray,  Ky. 

Rickards,  James  S.,  Executive  Secretary, 
Florida  Education  Association,  Tallahas¬ 
see,  Fla. 

Risley,  James  H.,  Superintendent  of  Dis¬ 
trict  No.  1,  Pueblo  City  Schools,  Pueblo, 
Colo. 

Robertson,  Elizabeth  Wells,  Director  of  Art, 
Public  Schools,  Chicago,  Ill. 

Rockett,  James  F.,  Director  of  Education, 
Providence,  R.  I. 

Rockwell,  John  G.,  Commissioner  of  Educa¬ 
tion,  St.  Paul,  Minn. 

Roe,  Warren  A.,  Principal,  Alexander  Street 
School,  Newark,  N.  J. 

Rose,  C.  E.,  Superintendent  of  Schools,  Tuc¬ 
son,  Ariz. 

Rosier,  Joseph,  President,  Fairmont  State 
Teachers  College,  Fairmont,  W.  Va. 


Rowell,  Virginia,  200  West  107th  St.,  Los 
Angeles,  Calif. 

Rule,  James  N.,  Principal,  Langley  High 
School,  Pittsburgh,  Pa. 

Russell,  Charlotte,  448  West  62d  St.,  Chi¬ 
cago,  Ill. 

Saunders,  Joseph  H.,  Superintendent  of 
Schools,  Newport  News,  Va. 

Saxvik,  H.  O.,  Superintendent  of  Schools, 
Bismarck,  N.  D. 

Shaver,  C.  N.,  Superintendent  of  Schools, 
Huntsville,  Texas. 

Showalter,  N.  D.,  State  Superintendent  of 
Public  Instruction,  Olympia,  Wash. 

Skidmore,  Charles  H.  State  Superinten¬ 
dent  of  Public  Instruction,  Salt  Lake  City, 
Utah 

Smith,  Chauncey  W.,  State  Superintendent 
of  Public  Instruction,  Carson  City,  Nev. 

Smith,  Harry  P.,  Director  of  Research, 
Board  of  Education,  Syracuse,  N.  Y. 

Smith,  Payson,  1805  Beacon  St.,  Brookline, 
Mass. 

Snodgrass,  G.  M.,  President,  State  Teachers 
College,  La  Crosse,  Wis. 

Stahl,  H.  E.,  Superintendent  of  Schools, 
Claymont,  Del. 

Stamp,  Adele  H.,  Dean  of  Women,  Univer¬ 
sity  of  Maryland,  College  Park,  Md. 

Stanton,  B.  F.,  Superintendent  of  Schools, 
Alliance,  Ohio 

Stetson,  Paul,  Superintendent  of  Schools,  In¬ 
dianapolis,  Ind. 

Stilwell,  H.  W.,  Superintendent  of  Schools, 
Texarkana,  Texas 

Sutton,  Willis  A.,  Superintendent  of  Schools, 
Atlanta,  Ga. 

Taylor,  Annie  Kate,  4807  Gaston  Ave.,  Dal¬ 
las,  Texas 

Taylor,  Charles  W.,  State  Superintendent  of 
Public  Instruction,  Lincoln,  Nebr. 

Thompson,  A.  E.,  State  Superintendent  of 
Public  Instruction,  Bismarck,  N.  D. 

Townsend,  W.  B.,  Forest  Avenue,  Tempe, 
Ariz. 

Trent,  W.  W.,  State  Superintendent  of  Free 
Schools,  Charleston,  W.  Va. 

Troy,  Ann  A.,  Principal,  Washington  School, 
Nutley,  N.  J. 

Turnbull,  L.  W.,  Superintendent  of  Schools, 
North  Bend,  Ore. 

Underwood,  Frank  M.,  Board  of  Education, 
St.  Louis,  Mo. 

Upham,  Mrs.  Margaret  S.,  211  Washington 
St.,  Cumberland,  Md. 

Vaughan,  John,  State  Superintendent  of 
Public  Instruction,  Oklahoma  City,  Okla. 

Vincent,  Wilbur  D.,  Commissioner  of  Edu¬ 
cation,  Boise,  Idaho 

Waldo,  D.  B.,  President,  Western  State 
Teachers  College,  Kalamazoo,  Mich. 

Watson,  Bruce  M.,  Managing  Director,  Pub¬ 
lic  Education  and  Child  Labor  Association 
of  Pennsylvania,  1505  Race  St.,  Philadel¬ 
phia,  Pa. 

White,  L.  A.,  Superintendent  of  Schools, 
Minot,  N.  D. 

Wilson,  S.  C.,  Sam  Houston  State  Teachers 
College,  Huntsville,  Texas 

Woods,  L.  A.,  State  Superintendent  of  Pub¬ 
lic  Instruction,  Austin,  Texas. 

York,  Ada,  Superintendent  of  Schools,  San 
Diego,  Calif. 

Young,  Leonard,  Superintendent  of  Schools, 
Duluth,  Minn. 

Yount,  M.  E.,  Superintendent,  Alamance 
County  Public  Schools,  Graham,  N.  C. 

Ziegler,  D.  G.,  Assistant  Principal,  Isaac 
E.  Young  Junior  High  School,  New  Ro¬ 
chelle,  N.  Y. 


674 


National  Education  Association 


NATIONAL  COMMISSION  ON  THE  ENRICHMENT  OF 

ADULT  LIFE 

(Special  Committee) 


Executive  Committee 

Moyer,  James  A.,  President;  State  Director 
of  University  Extension,  217  State  House, 
Boston,  Mass. 

Reeve,  Mrs.  A.  H.,  Vicepresident;  1520 
Spruce  St.,  Philadelphia,  Pa. 

Dorsey,  Mrs.  Susan  M.,  Vicepresident;  1506 
Arapahoe  St.,  Los  Angeles,  Calif. 

Rogers,  James  E.,  Secretary;  315  Fourth 
Avenue,  New  York,  N.  Y. 

Cartwright,  Morse  A.,  Director,  American 
Association  for  Adult  Education,  60  E. 
42nd  St.,  New  York,  N.  Y. 

Hale,  Florence,  Prince  George  Hotel,  New 
York,  N.  Y. 

Pyrtle,  E.  Ruth,  Principal,  Bancroft  School, 
Lincoln,  Nebr. 

Sutton,  Willis  A.,  Superintendent  of  Schools, 
Atlanta,  Ga. 

Abbott,  Grace,  School  of  Social  Service  Ad¬ 
ministration,  University  of  Chicago,  Chi¬ 
cago,  Ill. 

Adair,  Cornelia,  3208  Hawthorne  St.,  Rich¬ 
mond,  Va. 

Alderman,  L.  R.,  Director,  Education  Divi¬ 
sion,  FERA,  Washington,  D.  C. 

Baker,  Hugh  P.,  President,  Massachusetts 
State  College,  Amherst,  Mass. 

Bestor,  Arthur  E.,  President,  Chautauqua 
Institution,  521  Fifth  Ave.,  New  York, 
N.  Y. 

Bittner,  W.  S.,  Associate  Director,  Exten¬ 
sion  Division,  Indiana  University,  Bloom¬ 
ington,  Ind. 

Broome,  Edwin  C.,  Superintendent  of 
Schools,  Philadelphia,  Pa. 

Bumpus,  H.  C.,  Duxbury,  Mass. 

Burnett,  Marguerite  H.,  Director  of  Adult 
Education,  State  Department  of  Public 
Instruction,  Wilmington,  Del. 

Capper,  Arthur,  U.  S.  Senate  Office  Build¬ 
ing,  Washington,  D.  C. 

Castle,  A.  W.,  Chief,  Extension  Education, 
Department  of  Public  Instruction,  Harris¬ 
burg,  Pa. 

Chancellor,  John,  Assistant  in  Adult  Educa¬ 
tion,  American  Library  Association,  520 
N.  Michigan  Ave.,  Chicago,  Ill. 

Clark,  E.  Everett,  217  State  House,  Boston, 
Mass. 

Cody,  Frank,  Superintendent  of  Schools,  De¬ 
troit,  Mich. 

Coleman,  Laurence  Vail,  Director,  American 
Association  of  Museums,  Smithsonian  In¬ 
stitution,  Washington,  D.  C. 

Cutten,  George  B.,  President,  Colgate  Uni¬ 
versity,  Hamilton,  N.  Y. 

Deming,  Robert  C.,  Supervisor  of  Adult 
Education,  State  Department  of  Educa¬ 
tion,  Hartford,  Conn. 

Finley,  John  E.,  New  York  Times,  New 
York,  N.  Y. 

Folsom,  Ernest  C.,  President,  Teachers  Cas¬ 
ualty  Underwriters,  Lincoln,  Nebr. 

Fosdick,  Harry  E.,  Riverside  Church,  River¬ 
side  Drive  at  122nd  St.,  New  York,  N.  Y. 

Frysinger,  Grace  E.,  Senior  Home  Econ¬ 
omist,  Central  States  Extension  Service, 
U.  S.  Department  of  Agriculture,  Wash¬ 
ington,  D.  C. 

Grace,  Alonzo  C.,  Assistant  Professor  of 
Education,  University  of  Rochester,  Ro¬ 
chester,  N.  Y. 


Groves,  Ernest  R.,  Institute  for  Research  in 
Social  Science,  University  of  North  Caro¬ 
lina,  Chapel  Hill,  N.  C. 

Grumman,  R.  M.,  Director,  University  Ex¬ 
tension  Division,  University  of  North  Car¬ 
olina,  Chapel  Hill,  N.  C. 

Gwinn,  J.  M.,  2206  Loma  Vista,  Pasadena, 
Calif. 

Hunter,  Frederick  M.,  Chancellor,  Oregon 
State  System  of  Higher  Education,  Uni¬ 
versity  of  Oregon,  Eugene,  Ore. 

Hurrell,  Arthur  S.,  Director,  Teacher  Train¬ 
ing  Extension,  Pennsylvania  State  College, 
State  College,  Pa. 

Jones,  R.  G.,  Assistant  Superintendent,  De¬ 
partment  of  Instruction,  Cleveland,  Ohio 

Kohler,  Katherine  M.,  Director  of  Adult 
Education,  Board  of  Education,  Minne¬ 
apolis,  Minn. 

Landis,  Benson  Y.,  Associate  Secretary, 
Federal  Council  of  the  Churches  of  Christ 
in  America,  105  East  Twenty-second  St., 
New  York,  N.  Y. 

Langworthy,  Mrs.  B.  F.,  President,  National 
Congress  of  Parents  and  Teachers,  6  North 
Michigan  Ave.,  Chicago,  Ill. 

Lawson,  Mrs.  Roberta  Campbell,  President, 
General  Federation  of  Women’s  Clubs, 
1734  N  St.  N.  W.,  Washington,  D.  C. 

Mallery,  Otto,  1427  Spruce  St.,  Philadelphia, 
Pa. 

Marsh,  C.  S.,  Associate  Director,  American 
Council  on  Education,  744  Jackson  Place, 
Washington,  D.  C. 

Mengel,  Levi  W.,  Director,  Reading  Public 
Museum  and  Art  Gallery,  Reading,  Pa. 

Miller,  N.  C.,  Director,  University  Exten¬ 
sion  Division,  Rutgers  University,  New 
Brunswick,  N.  J. 

Morse,  Sidney,  Vicepresident  and  General 
Manager,  The  Grade  Teacher,  419  Fourth 
Ave.,  New  York,  N.  Y. 

Packard,  B.  E.,  Commissioner  of  Education, 
Augusta,  Maine 

Patterson,  Mrs.  Edith  McClure,  Saw  Mill 
Road,  Dayton,  Ohio 

Robertson,  Elizabeth  Wells,  Director  of  Art, 
Public  Schools,  Chicago,  Ill. 

Smith,  W.  C.,  Chief,  State  Adult  Education 
Bureau,  Albany,  N.  Y. 

Stearns,  William  F.,  Director,  Prospect 
Union  Educational  Exchange,  678  Massa¬ 
chusetts  Ave.,  Cambridge,  Mass. 

Stoddard,  A.  J.,  Superintendent  of  Schools, 
Providence,  R.  I. 

Studebaker,  John  W.,  U.  S.  Commissioner 
of  Education,  Office  of  Education,  Wash¬ 
ington,  D.  C. 

Taft,  Lorado,  The  Midway  Studios,  6016 
Ingleside  Ave.,  Chicago,  Ill. 

Wardlaw,  J.  C.,  Director,  Division  of  Gen¬ 
eral  Extension,  University  System  of 
Georgia,  Atlanta,  Ga. 

Weisiger,  Kendall,  Educational  Director, 
Southern  Bell  Telephone  and  Telegraph 
Company,  Atlanta,  Ga. 

Welch,  F.  A.,  Editor,  Midland  Schools,  415 
Shops  Bldg.,  Des  Moines,  Iowa 

Woll,  Matthew,  Third  Vicepresident,  Amer¬ 
ican  Federation  of  Labor,  Room  1505,  1440 
Broadway,  New  York,  N.  Y. 

Zook,  George  F.,  President,  American  Coun¬ 
cil  on  Education,  744  Jackson  Place, 
Washington,  D.  C. 


Associational  Records  and  Information 


675 


COMMITTEE  ON  NECROLOGY 

(Authorized  by  Bylaws) 


Tempel,  H.  V.,  Chairman;  Principal,  High 
School,  Shelbyville,  Ky. 

Allen,  Charles  F.,  Principal,  West  Side 
Junior  High  School,  Little  Rock,  Ark. 

Anderton,  Marion  K.,  Lyman  Golf  Junior 
High  School,  77  Dexterdale  Road,  Paw¬ 
tucket,  R.  I. 

Baldridge,  Chloe,  Director  of  Rural  Educa¬ 
tion,  State  Department  of  Education, 
Lincoln,  Nebr. 

Bays,  John  A.,  Harris  Teachers  College,  St. 
Louis,  Mo. 

Bentz,  M.  S.,  Superintendent,  Cambria 
County  Schools,  Ebensburg,  Pa. 

Bertelson,  Matilda,  915  10th  Ave.,  North, 
Fargo,  N.  Dak. 

Burgoon,  A.  L.,  Superintendent  of  Schools, 
Diamondville,  Wyo. 

Burnham,  Ernest,  Western  State  Teachers 
College,  Kalamazoo,  Mich. 

Calwell,  Nelle,  Secretary,  West  Tennessee 
State  Teachers  College,  Memphis,  Tenn. 

Carson,  Mrs.  Louis  G.,  Beaufort,  S.  C. 

Chidester,  June,  Superintendent,  Jefferson 
County  Schools,  Fairfield,  Iowa 

Denman,  George  E.,  Superintendent  of 
Schools,  Burley,  Idaho 

Dodd,  M.  R.,  Assistant  Superintendent, 
Kanawha  County  Schools,  Charleston,  W. 
Va. 

Doherty,  Helen  F.,  Junior  High  School, 
Portsmouth,  N.  H. 

Fowler,  Lotta,  Lloyd  Street  School,  Mil¬ 
waukee,  Wis. 

Frazier,  Maude,  Superintendent  of  Schools, 
Las  Vegas,  Nev. 

Garrett,  Paul  E.,  Kodiak,  Alaska. 

Gray,  M.  P.,  Woodlawn  High  School,  Bir¬ 
mingham,  Ala. 

Guthrie,  A.  B.,  Principal,  Teton  County 
High  School,  Chotean,  Mont. 

Hodges,  J.  H.,  Principal,  Elementary  School, 
1142  N.  Main  St.,  Tulsa,  Okla. 

Hunkins,  R.  V.,  Superintendent  of  Schools, 
Lead,  S.  Dak. 

James,  W.  A.,  Principal,  Ball  High  School, 
Galveston,  Texas 

Kennedy,  Mary  E.,  Kindergarten  Principal, 
20  South  St.,  Waterbury,  Conn. 

Kimball,  Florence,  Roosevelt  High  School, 
Minneapolis,  Minn. 


King,  Mrs.  Ethel,  Public  Schools,  West 
Palm  Beach,  Fla. 

Learned,  Welthea,  853-A  East  3rd  South, 
Salt  Lake  City,  Utah 

Lind,  Nellie  V.,  Principal,  Stedman  School, 
Denver,  Colo. 

Lovejoy,  Ida  May,  President,  San  Diego 
City  Teachers  Association,  601  Common¬ 
wealth  Bldg.,  San  Diego,  Calif. 

MacFadden,  John  W.,  High  School,  Dover, 
Del. 

Martin,  Elizabeth,  Terwilliger  School,  Port¬ 
land,  Ore. 

Massey,  Louise,  3010  West  Ave.,  Newport 
News,  Va. 

McCollum,  J.  R.,  Principal,  Fourth  Ward 
School,  Albuquerque,  N.  Mex. 

McSkimmon,  Mary,  205  Tappan  St.,  Brook¬ 
line,  Mass. 

Merriman,  San  Lorenzo,  Principal,  Normal 
School,  Presque  Isle,  Maine 

Mitchell,  Helen  A.,  Elementary  School,  Phil- 
lipsburg,  N.  J. 

Moncla,  S.  A.,  Supervisor  of  Schools,  Saint 
Landry  Parish,  Opelousas,  La. 

Morrill,  Alice  M.,  Director  of  Student  Teach¬ 
ing,  Castleton,  Vt. 

Mossman,  Rebecca,  Kauluwela  School,  Hono¬ 
lulu,  T.  H. 

Obie,  Phyllis,  Superintendent  of  County 
Schools,  Hutchinson,  Kans. 

Patterson,  O.  F.,  Assistant  Superintendent  of 
Public  Instruction,  401  Centennial  Bldg., 
Springfield,  Ill. 

Rouse,  Laurance  T.,  Principal,  High  School, 
Bisbee,  Ariz. 

Schultz,  Louise,  901  Pennsylvania  Ave.,  Co¬ 
lumbus,  Ohio 

Sherrard,  John  P.,  141  Parkside  Ave.,  Buf¬ 
falo,  N.  Y. 

Taylor,  W.  N.,  Secretary,  Mississippi  Edu¬ 
cation  Association,  Jackson,  Miss. 

Thompson,  M.  E.,  State  School  Supervisor, 
Americus,  Ga. 

Wagoner,  Ada  L.,  2101  New  Hampshire  Ave., 
N.  W.,  Washington,  D.  C. 

Weir,  D.  T.,  Assistant  Superintendent  of 
Schools,  Indianapolis,  Ind. 

Williams,  Helen  Irene,  Lowell  School,  3320 
Mt.  Baker  Blvd.,  Seattle,  Wash. 

Wilson,  Mrs.  A.  R.,  Principal,  Lakewood 
School,  Durham,  N.  C. 

Young,  Dorothy  O.,  Bethesda-Chevy  Chase 
Junior  High  School,  Bethesda,  Md. 


COMMITTEE  ON  RESOLUTIONS 

(Authorized  by  Bylaws) 


Hinrichs,  Amy,  Chairman;  Principal,  Audu¬ 
bon  School,  428  Broadway,  New  Orleans, 
La. 

Andreen,  F.  B.,  New  Ulm,  Minn. 

Bowman,  C.  H.,  Douglas,  Alaska 

Church,  Beulah  C.,  141  Elm  St.,  Marblehead, 
Mass. 

Clark,  Harry,  Superintendent  of  Schools, 
Knoxville,  Tenn. 

Clarke,  M.  J.,  Superintendent  of  Schools, 
Ely,  Nev. 

Coates,  J.  P.,  Secretary,  South  Carolina  Ed¬ 
ucation  Association,  1218  Senate  St.,  Co¬ 
lumbia,  S.  C. 

Condie,  John  W..  State  Superintendent  of 
Public  Instruction,  Boise,  Idaho 

Dunn,  Mindael  E.,  Patterson  Junior  High 
School,  Baltimore,  Md. 


DuShane,  Donald,  Superintendent  of  Schools, 
Columbus,  Ind. 

Early,  J.  J.,  Superintendent  of  Schools,  Sher¬ 
idan,  Wyo. 

Ebaugh,  A.  R.,  Starr  School,  W.  13  Mile  & 
Devon  Roads,  Royal  Oak,  Mich. 

Ford,  Elizabeth,  Supervisor  of  Elementary 
Schools,  70  Spring  St.,  Woonsocket,  R.  I. 

Grove,  Frank  L.,  Secretary,  Alabama  Educa¬ 
tion  Association,  Montgomery,  Ala. 

Hall,  W.  F.,  State  Supervisor  of  Elementary 
Schools,  Department  of  Education,  Little 
Rock,  Ark. 

Hamilton,  Norman,  Principal,  High  School, 
Price.  Utah 

Harding,  Mrs.  Jennie,  Junior  and  Senior 
High  School,  Stockton  Springs,  Maine 

Heatwole,  C.  J.,  Executive  Secretary,  Vir¬ 
ginia  Education  Association,  401  North 
Ninth  St.,  Richmond,  Va. 


676 


National  Education  Association 


Hopkins,  Mary  M.,  School  No.  14,  Eliza¬ 
beth,  N.  J. 

Hunt,  R.  L.,  Superintendent  of  Schools,  Mad¬ 
ison,  S.  Dak. 

Ivy,  H.  M.,  Superintendent  of  Schools,  Me¬ 
ridian,  Miss. 

Kincaid,  William  A.,  Superintendent  of 
Schools,  Montpelier,  Vt. 

Larson,  Emil  L.,  Professor  of  Education, 
University  of  Arizona,  Tucson,  Ariz. 

Law,  Frederick  Houk,  Stuyvesant  High 
School,  345  East  15th  St.,  New  York,  N.  Y. 

McCormick,  Elizabeth,  Principal,  Timothy 
O.  Howe  School,  Superior,  Wis. 

McDonnell,  Alberta,  Lincoln  High  School, 
Tacoma,  Wash. 

Markham,  W.  T.,  State  Superintendent  of 
Public  Instruction,  Topeka,  Kans. 

Marsh,  J.  F.,  President,  Concord  State  Teach¬ 
ers  College,  Athens,  W.  Va. 

Miller,  Charles  S.,  President,  State  Teachers 
College,  Slippery  Rock,  Pa. 

Mock,  Lulu,  1921  Park,  Ave.,  Dallas,  Texas 

Olson,  Mrs.  Clara  M.,  P.  K.  Yonge  Labora¬ 
tory  School,  University  of  Florida,  Gaines¬ 
ville,  Fla. 

Pope,  D.  N.,  Superintendent  of  Schools,  Ros¬ 
well,  N.  Mex. 

Powers,  J.  Orin,  George  Washington  Univer¬ 
sity,  Washington,  D.  C. 

Ranson,  Mrs.  R.  E.,  Principal,  Junior  High 
School,  High  Point,  N.  C. 

Richmond,  James  H.,  President,  Murray 
State  Teachers  College,  Murray,  Ky. 


Rock,  Margaret,  Teacher  Training  School, 
118  Lenox  Ave.,  Bridgeport,  Conn. 

Rost,  Grover  F.,  912  N.  Wheeler,  Grand 
Island,  Nebr. 

Rue,  Judith,  711  Avenue  A,  Bismarck,  N. 
Dak. 

Rueben,  Mrs.  Helen  M.,  4817  N.  Sawyer 
Ave.,  High  School,  Chicago,  Ill. 

Sanford,  S.  V.,  Chancellor,  University  Sys¬ 
tem  of  Georgia,  Athens,  Ga. 

Skinner,  Kate,  916-2nd  Ave.,  North,  Ft. 
Dodge,  Iowa. 

Smith,  Elphe  K.,  President,  Grade  Teachers 
Association,  Terminal  Sales  Bldg.,  Port¬ 
land,  Ore. 

Stanton,  B.  F.,  Superintendent  of  Schools, 
Alliance,  Ohio 

Stouffer,  S.  M.,  Superintendent  of  Schools, 
Wilmington,  Del. 

Thompson,  Elizabeth  M.,  Public  Schools, 
Colebrook,  N.  H. 

Threlkeld,  A.  L.,  Superintendent  of  Schools, 
Denver,  Colo. 

Tucker,  Mrs.  Maude,  Principal,  Kalihiwarna 
School,  Honolulu,  T.  H. 

Williams,  D.  S.,  Superintendent  of  Schools, 
Bozeman,  Mont. 

Winkelman,  Mathilda,  Hadley  Vocational 
School,  St.  Louis,  Mo. 

Withrew,  Mrs.  Ada  V.,  129  Page  St.,  San 
Jose,  Calif. 

Zaneis,  Kate  Galt,  President,  Southeastern 
State  Teachers  College,  Durant,  Okla. 


COMMITTEE  ON  RETIREMENT  ALLOWANCES 

(Authorized  by  Representative  Assembly) 


Executive  Committee 

Brookes,  M.  Emma,  Chairman;  Principal, 
Miles-Cranwood  Schools,  Cleveland,  Ohio 

Plenzke,  O.  H.,  Executive  Secretary,  Wis¬ 
consin  Education  Association,  Insurance 
Bldg.,  Madison,  Wis. 

Roch,  Jennie,  Secretary-Treasurer,  National 
Council  of  Teachers  Retirement  Systems, 
New  Orleans,  La. 

Shanley,  Dorothy  M.,  Secretary,  State  Teach¬ 
ers  Retirement  Board,  Hartford,  Conn. 

Shaw,  Albert  M.,  Post  Office  Box  885,  Ar¬ 
cade  Annex,  Los  Angeles,  Calif. 

Adair,  Cornelia,  3208  Hawthorne  St.,  Rich¬ 
mond,  Va. 

Aiken,  Georgia  W.,  Hotel  Alms,  Walnut 
Hills,  Cincinnati,  Ohio 

Allison,  Laura  L.,  Vicepresident,  Texas 
Classroom  Teachers  Association,  1807  East 
Ave.,  Austin,  Texas 

Baish,  H.  H.,  Secretary,  Public  School  Em¬ 
ployees’  Retirement  Board,  State  Depart¬ 
ment  of  Public  Instruction,  Harrisburg, 
Pa. 

Bastian,  Mamie  S.,  Principal,  Crockett 
School,  812  Bell  Ave.,  Houston,  Texas 

Bennett,  Mrs.  Jennie,  851  North  First  St., 
Raton,  N.  Mex. 

Berg,  P.  S.,  Secretary,  North  Dakota  Teach¬ 
ers’  Retirement  Fund,  Dickinson,  N.  Dak. 

Bickford,  Charles  W.,  Superintendent  of 
Schools,  Lewiston,  Maine 

Bray,  Mildred,  Executive  Secretary,  Public 
School  Teachers  Retirement  Salary  Sys¬ 
tem,  Carson  City,  Nev. 

Brown,  Daisy,  Teachers’  Retirement  Fund, 
407  South  Sixth  St.,  Stillwater,  Minn. 

Carleton,  E.  F.,  Secretary-Treasurer,  Oregon 
State  Teachers  Association,  602-603  Studio 
Bldg.,  Portland,  Ore. 


Clarida,  R.  O.,  Assistant  Secretary,  Illinois 
State  Teachers’  Pension  and  Retirement 
Fund,  Springfield,  Ill. 

Clifford,  J.  M.,  Secretary,  Michigan  Teachers’ 
Retirement  Fund  Board,  Michigan  Educa¬ 
tion  Bldg.,  Lansing,  Mich. 

Cole,  Elva  E.,  Executive  Secretary,  Teach¬ 
ers’  Retirement  Fund,  Olympia,  Wash. 

Collins,  M.  D.,  State  Superintendent  of 
Schools,  Atlanta,  Ga. 

Cook,  John  H.,  Head,  Department  of  Educa¬ 
tion,  Woman’s  College,  University  of 
North  Carolina,  Greensboro,  N.  C. 

Davis,  Deborah,  Boise  High  School,  Boise, 
Idaho 

Davis,  Mrs.  Jane  A.,  1013  Horatio  St., 
Tampa,  Fla. 

Davoren,  John  L.,  President,  Teachers’  Civic 
League  of  Massachusetts,  4  Prentice  Ave., 
Milford,  Mass. 

Force,  Anna  Laura,  Principal,  Lake  Junior 
High  School,  Denver,  Colo. 

Gridley,  E.  G.,  Chairman,  State  Retirement 
Committee,  California  Teachers  Associa¬ 
tion  (Bay  Section),  Room  1,  2163  Center 
St.,  Berkeley,  Calif. 

Hall,  Sidney  B.,  State  Superintendent  of 
Public  Instruction,  Richmond,  Va. 

Higbie,  E.  C.,  President,  Wilson  Teachers 
College,  Washington,  D.  C. 

Hite,  Mary  Eva,  Elementary  Supervisor, 
Colleton  County  Schools,  Walterboro,  S.  C. 

Hougham,  Robert  B.,  Executive  Secretary, 
Indiana  State  Teachers’  Retirement  Fund 
Board,  310  State  House,  Indianapolis,  Ind. 

Jackson,  Walter  M.,  Principal,  Selma  High 
Schools,  Selma,  Ala. 

Johnson,  Lillian  M.,  Principal,  Patrick 
Henry  School,  Norfolk,  Va. 

Kershner,  W.  E.,  Secretary,  Ohio  State 
Teachers  Retirement  System,  Ohio  State 
Savings  Bldg.,  Columbus,  Ohio 


Associational  Records  and  Information 


677 


Ketcham,  Miss  Marion  H.,  Assistant  Secre¬ 
tary,  Public  School  Teachers’  Retirement 
Salary  Fund  Board,  State  Department  of 
Education,  Sacramento,  Calif. 

Knutson,  K.  J.,  Secretary,  Seattle  Teachers 
Retirement  Fund,  843  Central  Bldg., 
^ ssh 

Lafleur,  J.  D.,  Principal,  Ville  Platte  High 
School,  Ville  Platte,  La. 

Lantman,  E.  G.,  Executive  Secretary,  New 
York  State  Teachers  Retirement  Board, 
152  Washington  Ave.,  Albany,  N.  Y. 

Locke,  David  B.,  Chairman,  Teachers’  Re¬ 
tirement  Board,  State  of  Vermont,  Waits 
River,  Vt. 

Longstreet,  R.  J.,  Supervising  Principal, 
Daytona  Beach  Public  Schools,  Daytona 
Beach,  Fla. 

McCormick,  Elizabeth,  Principal,  Timothy 
O.  Howe  School,  Superior,  Wis. 

McQuilkin,  D.  E.,  Superintendent  of  Schools, 
Roanoke,  Va. 

Marsh,  Arthur  L,,  Executive  Secretary, 
Washington  Education  Association,  707 
Lowman  Bldg.,  Seattle,  Wash. 

Medinger,  Mildred,  Secretary,  Maryland 
State  Teachers’  Retirement  System,  2004 
Lexington  Bldg.,  Baltimore,  Md. 

Merriman,  Mrs.  Charlotte  L.,  Secretary, 
Teachers’  Retirement  Board,  State  of  Ver¬ 
mont.  Montpelier,  Vt. 

Mooney,  W,  B.,  Secretary,  Colorado  Educa¬ 
tion  Association,  230  Coronado  Bldg.,  Den¬ 
ver,  Colo. 

Naumann,  A.  I.,  Principal,  Davenport  High 
School,  Davenport,  Iowa 

New,  Wilson,  Principal,  Christenberry  Jun¬ 
ior  High  School,  Knoxville,  Terin. 

Price,  E.  D.,  Superintendent  of  Schools, 
Stillwater,  Okla. 

Prichard,  Dorcas,  Dean  of  Women,  Fairmont 
State  Teachers  College,  Fairmont,  W.  Va. 


Pyrtle,  E,  Ruth,  Principal,  Bancroft  School, 
Lincoln,  Nebr. 

Schimel,  C.  F.,  Accountant,  State  Retire¬ 
ment  System,  State  Capitol,  Madison,  Wis. 

Shaw,  Reuben  T.,  1327  Real  Estate  Trust 
Bldg.,  Philadelphia,  Pa. 

Shilling,  John,  Assistant  in  Charge  of  Sec¬ 
ondary  Schools,  State  Department  of  Edu¬ 
cation,  Dover,  Del. 

Sifert,  E.  R.,  Principal,  Central  High  School, 
Oklahoma  City,  Okla. 

Speer,  Owen  D.,  Chairman,  Teachers  Retire¬ 
ment  Committee,  Montana  Education  As¬ 
sociation,  Deer  Lodge,  Mont. 

Smith,  Mrs.  Constance  F.,  Chairman, 
Teacher  Retirement  Committee,  Arizona 
Education  Association,  Superintendent, 
Pima  County  Schools,  Tucson,  Ariz, 

Steele,  William  H.,  Colorado  Springs  High 
School,  Colorado  Springs,  Colo. 

Taylor,  J.  L.,  Superintendent  of  Schools, 
Searcy,  Ark. 

Thalman.  John  W.,  Superintendent,  Wauke¬ 
gan  Township  High  School,  Waukegan, 
Ill. 

Thornburg,  Mrs.  Winnie,  Principal,  Wood¬ 
land  School,  Wichita,  Kans. 

Towler,  E.  D.,  Principal,  Astoria  High 
School,  Astoria,  Ore. 

Turk,  Genevieve,  Principal,  Scarritt  School, 
Kansas  City,  Mo. 

Walby,  Mary  A.,  Secretary,  Board  of  Insur¬ 
ance  &  Annuity,  119  East  Maxwell  St., 
Lexington,  Ky. 

White,  H.  E.,  Executive  Secretary,  State 
Teachers  Retirement  Fund,  State  Office 
Bldg.,  St.  Paul,  Minn. 

Wood,  John  A.,  3d,  Secretary,  Teachers’ 
Pension  and  Annuity  Fund,  1012  Trenton 
Trust  Bldg.,  Trenton,  N.  J. 


COMMITTEE  OF  SEVEN  ON  REORGANIZATION  OF  THE  NEA 

(Authorized  by  Representative  Assembly) 


Oberholtzer,  E.  E.,  Chairman,  Superintend¬ 
ent  of  Schools,  Houston,  Texas 

Adair,  Cornelia  S.,  3208  Hawthorne  St.,  Rich¬ 
mond,  Va. 

Lord,  Daisy,  1027  West  Main  St.,  Water- 
bury.  Conn. 

Merrill,  Birdine,  Shattuck  School,  Portland, 
Ore. 


Moore,  Robert  C.,  Secretary,  Illinois  State 
Teachers  Association,  Springfield,  Ill. 
Shaw,  Reuben  T.,  1327  Real  Estate  Trust 
Bldg.,  Philadelphia,  Pa. 

Taylor,  William  S.,  Dean,  School  of  Educa¬ 
tion,  University  of  Kentucky,  Lexington, 
Ky. 


COMMITTEE  ON  SOCIAL-ECONOMIC  GOALS  OF  AMERICA 

(Special  Committee) 


Kelly,  F.  J.,  Chairman;  Chief,  Division  of 
Higher  Education,  U.  S.  Office  of  Educa¬ 
tion,  Washington,  D.  C. 

Dewry,  John,  Teachers  College,  Columbia 
University,  New  York,  N.  Y. 


Marshall,  Leon  C.,  722  Jackson  Place,  Wash¬ 
ington,  D.  C. 

Moore,  Robert  C.,  Secretary,  Illinois  State 
Teachers  Association,  Springfield,  Ill. 
Ross,  E.  A.,  University  of  Wisconsin,  Madi¬ 
son,  Wis. 


COMMITTEE  ON  TENURE  FOR  TEACHERS 

(Authorized  by  Representative  Assembly) 


Executive  Committee 

DuShane,  Donald,  Chairman;  Superintendent 
of  Schools,  Columbus,  Ind. 

Dahl,  Mrs.  Myrtle  Hooper,  312  South  Eighth 
St.,  Minneapolis,  Minn. 

Irizarry,  Oscar  B.,  Central  High  School, 
Tulsa,  Okla. 

Jelinek,  Frances,  Room  150,  Wisconsin 
Hotel,  Milwaukee,  Wis. 


Keenan,  Robert  C.,  Principal,  Drake  Public 
School,  2641  Calumet  Ave.,  Chicago,  Ill. 

Kingan,  J.  Constance,  High  School,  Royal 
Oak,  Mich. 

O’Connor,  Mary  Elizabeth,  Supervisor  of 
Elementary  Schools,  Natick,  Mass. 

Adair,  Cornelia  S.,  3208  Hawthorne  St.,  Rich¬ 
mond,  Va. 

Aiken,  Georgia  W.,  Hotel  Alms,  Walnut 
Hills,  Cincinnati,  Ohio 


678 


National  Education  Association 


Applegate,  Mrs.  Stella  S.,  304  Stacy-Trent 
Hotel,  Trenton,  N.  J. 

Bailey,  Francis  L.,  Commissioner  of  Educa¬ 
tion,  Montpelier,  Vt. 

Baker,  Mary  A.,  2670  Harrison  St.,  Daven¬ 
port,  Iowa 

Balliette,  R.  E.,  Superintendent  of  Schools, 
Plattevflle,  Wis. 

Banting,  G.  O.,  Superintendent  of  Schools, 
Waukesha,  Wis. 

Bechtold,  R.  H.,  Longfellow  Elementary  and 
Junior  High  School,  Flint,  Mich. 

Booth,  C.  L.,  Superintendent  of  Schools, 
Pasco,  Wash. 

Bowden,  A.  O.,  Department  of  Anthropology, 
University  of  Southern  California,  Los 
Angeles,  Calif.  , 

Boyum,  Mrs.  Louise,  Principal,  Punene 
School,  Punene,  Maui,  T.  H. 

Brown,  Florence  E.,  223  South  Second  Ave., 
Mount  Vernon,  N.  Y. 

Cameron,  Ernest  T.,  935  North  Washington 
Ave.,  Lansing,  Mich. 

Capps,  A.  G.,  University  of  Missouri,  Colum¬ 
bia,  Mo. 

Carr,  A.  T.,  Principal,  Nathan  Hale  Junior 
High  School,  Cleveland,  Ohio 

Cocking,  Floyd  W.,  3315  Belle  Isle  Drive, 
San  Diego,  Calif. 

Cody,  Frank,  Superintendent  of  Schools,  De¬ 
troit,  Mich. 

Cook,  Katherine,  912  West  23d  St.,  Austin, 
Texas 

Couch,  Edward  B.,  1133  North  Everett  St., 
Glendale,  Calif. 

Dann,  George  J.,  Superintendent  of  Schools, 
Oneonta,  N.  Y. 

Davison,  George  Millard,  Principal,  Abra¬ 
ham  Lincoln  Junior  High  School,  Brook¬ 
lyn,  N.  Y. 

Davoren,  John  L.,  President,  Teachers’  Civic 
League  of  Massachusetts,  4  Prentice  Ave., 
Milford,  Mass. 

DeCamp,  John  A.,  Superintendent  of  Schools, 
Utica,  N.  Y. 

Dick,  L.  C.,  Superintendent,  Madison  County 
Schools,  London,  Ohio 

Dickinson,  Florence  M.,  Assistant  Principal, 
Bonsall  School,  Haddonfield,  N.  J. 

Drake,  Flora  E.,  2230  Brookside  Ave.,  In¬ 
dianapolis,  Ind. 

Eakin,  Myrl  I.,  518  Shady  Ave.,  Pittsburgh, 
Pa. 

Early,  John  J.,  Superintendent  of  Schools, 
Sheridan,  Wyo. 

Eubank,  L.  A.,  Dean,  State  Teachers  Col¬ 
lege,  Kirksville,  Mo. 

Evans,  C.  Ray,  Principal,  North  Summit 
High  School,  Coalville,  Utah 

Everett,  Ralph  W.,  Sacramento  Junior  Col¬ 
lege,  2740  Portola  Way,  Sacramento,  Calif. 

Gayman,  H.  E.,  Pennsylvania  State  Educa¬ 
tion  Association,  400  North  Third  St., 
Harrisburg,  Pa. 

Gerber,  R.  A.,  Superintendent  of  Schools, 
Sidney,  Mont. 

Gilligan,  James  R.,  Superintendent  of 
Schools,  Dunmore,  Pa. 

Greer,  H.  G.,  Superintendent,  Monroe  County 
Schools,  Monroeville,  Ala. 

Grieder,  Theodore,  G.,  Superintendent  of 
Schools,  Winslow,  Ariz. 

Hale,  Mrs.  Gertrude,  58  Lewis  St.,  Athol, 
Mass. 

Hart,  Harry  T.,  Principal,  Stevens  School, 
Stamford,  Conn. 

Havens,  Kathryn  C.,  129  Allen  Place,  Hart¬ 
ford,  Conn. 

Heckman,  Elsie  M.,  Adviser  of  Girls,  Allen¬ 
town  High  School,  Allentown,  Pa. 

Hendricks,  Lorene,  1245  Jefferson  St.,  Boise, 
Idaho 

Hinman,  Harriett  L.,  Supervisor  of  Research 
and  Instruction,  Board  of  Education, 
Toledo,  Ohio 


Holley,  Ella  J.,  Rural  Supervisor  for  New 
Castle  County  Schools,  Wilmington,  Del. 

Howard,  Homer,  P.  K.  Yonge  Laboratory 
School,  University  of  Florida,  Gainesville, 
Fla. 

Humphreys,  Pauline  A.,  State  Teachers  Col¬ 
lege,  Warrensburg,  Mo. 

Ireland,  E.  W.,  Superintendent  of  Schools, 
Stratford,  Conn. 

Jacobs,  Clara  M.,  Department  of  Educational 
Research,  District  #1,  Pueblo,  Colo. 

Johnson,  Leslie  W.,  Garfield  High  School, 
Seattle,  Wash. 

Kittrell,  Charles  A.,  Superintendent  of 
Schools,  West  Waterloo,  Iowa 

Kohn,  Charlotte,  Principal,  School  Depart¬ 
ment,  Wisconsin  Orthopedic  Hospital  for 
Children,  Madison,  Wis. 

Lively,  Mrs.  Emery  C.,  2900  Prytania  St., 
New  Orleans,  La. 

Lord,  Mary  A.,  North  Junior  High  School, 
Sioux  City,  Iowa 

Loser,  Paul,  Superintendent  of  Schools, 
Trenton,  N.  J. 

Lozo,  John  P.,  Principal,  Senior  High  School, 
Reading,  Pa. 

MacLaren,  Roland  T.,  Principal,  George 
Washington  School,  Williamsport,  Pa. 

McConnell,  John  Preston,  President,  State 
Teachers  College,  East  Radford,  Va. 

McDonald,  Ralph  W.,  Box  431,  Salem  Col¬ 
lege  Station,  Winston-Salem,  N.  C. 

Miller,  Fred  B.,  Superintendent  of  Schools, 
Normandy,  Mo. 

Moore,  Mrs.  Clarence,  Principal,  High 
School,  Osceola,  Ark. 

Muller,  Edgar,  Principal,  Westlake  Junior 
High  School,  3909  Linwood  Ave.,  Oakland, 
Calif. 

New,  Wilson,  Principal,  Christenberry  Jun¬ 
ior  High  School,  Knoxville,  Tenn. 

Nicely,  O.  W.,  Room  54,  Y.  M.  C.  A.,  Indian¬ 
apolis,  Ind. 

Nissen,  S.  B.,  Editor,  South  Dakota  Educa¬ 
tion  Journal,  Perry  Bldg.,  Sioux  Falls, 
S.  Dak. 

O’Rourke,  Catherine,  3057  West  Jackson 
Blvd.,  Chicago,  Ill. 

Plenzke,  O.  H.,  Executive  Secretary,  Wis¬ 
consin  Education  Association,  Insurance 
Bldg.,  Madison,  Wis. 

Roe,  Warren  A.,  Principal,  Alexander  Street 
School,  Newark,  N.  J. 

Roland,  H.  M.,  Superintendent  of  Schools, 
Burlington,  N.  C. 

Schantz,  C.  W.  W.,  Superintendent,  Smyrna 
Special  School  District,  Smyrna,  Del. 

Shawkey,  M.  P.,  Morris  Harvey  College, 
Kanawha  County  Public  Library  Bldg., 
Charleston,  W.  Va. 

Sheehan,  Mary  A.,  Viceprincipal,  Washing¬ 
ton  High  School,  Rochester,  N.  Y. 

Shepherd,  Grace  M.,  803  North  Mulberry  St., 
Maryville,  Mo. 

Snyder,  Mrs.  Barbara  B.,  St.  Helens,  Ore. 

Stiles,  Chester  D.,  Superintendent  of 
Schools,  Westfield,  Mass. 

Strickland,  Rosa,  Principal,  Powell  School, 
Birmingham,  Ala. 

Thompson,  Oliver  Scott,  Superintendent, 
Compton  Union  District  Secondary 
Schools,  Compton,  Calif. 

Tigert,  John  J.,  President,  University  of 
Florida,  Gainesville,  Fla. 

Vance,  Mrs.  Una  E.,  2223  Routt  St.,  Pueblo, 
Colo. 

Weeks,  Zoraida,  506  Main  St.,  Oneida,  N.  Y. 

Wilson,  Mrs.  A.  R.,  Principal,  Lakewood 
School,  Durham,  N.  C. 

Wilson,  Josephine,  2221  Beverly  Drive, 
Dallas,  Texas 

Wolaver,  Florence  E.,  1734  Orrington  Ave., 
Evanston,  Ill. 


Associational  Records  and  Information 


679 


MINUTES  OF  THE  SIXTEENTH  REPRESENTATIVE 

ASSEMBLY 

Portland,  Oregon,  June  28-July  2,  1936 

First  Business  Session,  Tuesday  Morning,  June  30,  1936 

The  first  business  session  of  the  Representative  Assembly  convened  at  9:30  a.  m. 
in  the  Civic  Auditorium.  The  invocation  was  delivered  by  the  Reverend  J.  Hudson 
Ballard  of  the  First  Presbyterian  Church,  and  the  first  business  session  was  opened. 

President  Agnes  Samuelson:  All  persons  who  are  to  give  committee  reports  on  this 
program,  please  come  to  the  platform  so  we  may  lose  no  time  when  their  names  are 
called.  The  committees  to  be  called  upon  are  the  following:  Credentials,  Bylaws  and 
Rules,  Order  of  Business,  Minutes  of  the  Denver  meeting,  Amending  the  Charter, 
Reorganization  and  Amendments  to  the  Bylaws,  and  Elections.  Will  those  persons 
come  immediately  to  the  platform? 

Mr.  Fitzgerald  will  now  report  for  the  Committee  on  Credentials. 

Mr.  J.  E.  Fitzgerald  (Iowa)  :  The  Credentials  Committee  met  June  29,  1936,  in 
the  Civic  Auditorium,  with  31  states  represented.  Miss  Chase,  reporting  for  the 
Secretary’s  Office,  stated  that  1131  delegates  had  registered.  This  is  57  more  than 
we  had  last  year  at  the  Denver  meeting.  All  states  having  paid  their  1936  dues,  it 
was  recommended  that  all  properly  certified  delegates  be  seated. 

It  was  also  recommended  that  the  delegates  registering  later  be  seated,  if  properly 
certified. 

A  subcommittee  consisting  of  Morton  JValker,  Kentucky;  E.  L.  Holton,  Kansas; 
H.  M.  Hill,  Oklahoma ;  Virginia  JVenner,  Maryland ;  and  Rita  Murphy,  North 
Dakota,  was  appointed  to  attend  to  questions  of  the  eligibility  of  the  above- 
mentioned  delegates.  I  move  the  adoption  of  the  report. 

(Motion  seconded.) 

President  Samuelson:  Is  there  discussion  on  the  motion?  (No  reply.) 

The  question  is,  Shall  the  report  be  adopted?  All  in  favor  will  vote  “aye”;  those 
opposed  will  vote  “no.” 

The  ayes  have  it,  and  the  report  is  adopted. 

I  call  now  for  the  report  of  the  Committee  on  Bylaws  and  Rules,  Miss  Adair. 

Miss  Cornelia  S.  Adair  (Virginia) :  I  would  like  for  you  to  take  your  Manual  for 
Delegates  and  turn  to  page  6.  I  believe  if  you  cannot  hear  me  distinctly,  that  will 
help. 

“Rules  of  Procedure  for  Conduct  of  Business  in  the  Representative  Assembly”  as 
suggested  by  the  Committee  on  Bylaws  and  Rules: 

1.  Each  state  delegation  shall  elect  a  chairman.  In  the  absence  of  a  delegate, 
only  an  alternate  shall  take  his  place,  and  when  there  is  more  than  one  alternate 
of  a  state  or  local  affiliated  association  the  delegates  of  that  association  shall 
select  the  alternate  to  act.  (This  pertains  to  the  organization  of  each  state 
delegation,  the  first  step  being  that  each  delegation  shall  elect  a  chairman.) 

2.  There  shall  be  not  more  than  one  nominating  speech  and  two  seconding 
speeches  for  any  one  candidate.  Nominating  speeches  shall  be  limited  to  five 
minutes  and  seconding  speeches  to  two  minutes  each.  There  may  be  any  number 
of  seconds  to  nominations  so  long  as  there  are  only  two  seconding  speeches. 

3.  No  member  shall  speak  in  debate  more  than  twice  during  the  same  day  to 
the  same  question,  or  longer  than  five  minutes  at  one  time,  unless  permission  is 
granted  by  a  majority  vote  of  the  Representative  Assembly  at  that  session. 

4.  All  resolutions  and  all  motions  submitted  for  consideration  in  the  reports 
of  officers,  boards,  or  committees  shall  be  in  writing  and  shall  be  signed  by  the 
maker  and  the  seconder. 

5.  Resolutions  for  the  Committee  on  Resolutions  must  be  in  the  hands  of  the 
Committee  not  later  than  noon  of  the  second  day  of  the  convention,  and  such 
notice  shall  appear  in  the  Manual  for  Delegates  and  announcement  be  made 
by  the  executive  secretary  on  the  firsthand  second  mornings  of  the  convention. 


680 


National  Education  Association 


6.  The  printed  copies  of  the  report  of  the  Committee  on  Resolutions  shall  be 
in  the  hands  of  the  delegates  twenty-four  hours  before  they  are  voted  upon. 

7.  All  morning  sessions  of  the  Assembly  shall  be  exclusively  business  meetings. 

I  shall  offer  a  substitute  for  the  first  part  of  8,  our  parliamentarian  having  ruled 
that  in  the  matter  of  amendments  to  the  charter  and  bylaws,  we  may  not  use  the 
secret  ballot  because  the  reason  for  using  a  ballot  is  that  your  vote  may  be  secret 
and  in  discussion  on  the  charter  and  bylaw  amendments,  you  must  express  your¬ 
selves.  Therefore,  I  offer  in  place  of  No.  8  this  resolution: 

8.  In  all  voting  on  amendments  to  the  charter  and  on  all  amendments  to  the 
bylaws,  except  where  unanimous  consent  is  given  by  the  Representative  Assem¬ 
bly,  state  delegations  may  vote  by  ballot.  The  result  shall  be  announced  by  the 
chairman  of  each  delegation  as  the  roll  of  states  is  called. 

We  wish  to  add  also  to  No.  8  the  following: 

In  the  1936  session,  any  committee  proposing  an  amendment  to  the  charter  or 
bylaws  shall  include  in  its  report  the  form  and  wording  of  the  ballot  to  be  used. 

The  reason  for  that  is  that  any  committee  would  be  more  familiar  with  the 
technicalities  involved  in  its  recommendation  than  we  on  the  floor  would  be. 

The  last  rule,  No.  9 : 

9.  There  shall  be  an  official  parliamentarian  to  whom  questions  may  be 
directed  thru  the  presiding  officer  only. 

I  move  the  adoption  of  this  report  as  the  Rules  of  Procedure  for  this  Represent¬ 
ative  Assembly. 

(Motion  is  seconded  by  a  delegate  on  the  floor.) 

President  Samuelson :  Is  there  any  discussion?  (No  reply.) 

All  in  favor  of  the  motion  will  vote  “aye” ;  those  opposed  will  vote  "no.”  The 
ayes  have  it,  and  the  report  is  adopted. 

I  shall  ask  our  executive  secretary,  Mr.  Willard  E.  Givens,  to  present  the  Order 
of  Business. 

Secretary  Givens:  The  Order  of  Business  is  printed  in  the  Official  Program. 
It  will  be  in  order  for  someone  to  move  that  the  Order  of  Business  as  printed  be 
approved  and  adopted  for  this  convention. 

President  Samuelson:  I  shall  entertain  such  a  motion. 

Mr.  J.  D.  Williams  (Alabama)  :  I  move  the  Order  of  Business  be  adopted  as  set 
forth  in  this  program. 

Mr.  Rush  M.  Caldvocll  (Texas)  :  I  second  the  motion. 

President  Samuelson:  All  in  favor  of  the  motion  will  vote  “aye”;  those  opposed 
will  vote  “no.”  The  ayes  have  it.  The  Order  of  Business  has  been  unanimously 
adopted. 

I  call  now  for  the  Minutes  of  the  Denver  meeting,  and  I  recognize  Mr.  Givens, 
again. 

Secretary  Givens:  The  Minutes  and  Proceedings  of  the  Denver  meeting  were 
printed  and  distributed  thruout  the  country  after  the  last  convention;  therefore,  it 
will  be  in  order  to  approve  those  Minutes  as  printed  by  the  National  Education 
Association. 

Mr.  A.  L.  Knoblauch  (Michigan)  :  I  move  the  adoption  of  the  Minutes  as 
printed. 

(Motion  is  seconded  by  a  delegate  on  the  floor.) 

President  Samuelson:  The  question  is  on  the  adoption  of  the  Minutes  of  the 
Denver  convention  which  you  have  found  in  your  envelopes.  Is  there  discussion? 
(No  reply.) 

All  in  favor  of  the  motion  will  vote  “aye.”  Those  opposed  will  vote  “no.”  The 
ayes  have  it,  and  the  Minutes  are  adopted  unanimously. 

Before  consideration  of  the  next  report,  I  should  like  to  have  you  meet  and  know 
our  parliamentarian,  who  is  to  officiate  during  this  convention,  the  Honorable  C.  A. 
Bottolfsen,  former  Speaker  of  the  House  of  Representatives  of  the  state  of  Idaho, 
and  a  man  who  has  had  considerable  experience  in  parliamentary  procedure,  in 


Associational  Records  and  Information 


681 


newspaper  work,  and  in  public  service  activities.  He  has  consented  to  serve  as  our 
parliamentarian,  and  I  would  like  to  introduce  him  to  you  at  this  time. 

(Mr.  Bottolfsen  bowed  in  acknowledgment.) 

President  Samuelson:  Will  you  say  a  few  words? 

Mr.  Bottolfsen:  No,  thank  you. 

President  Samuelson:  The  next  order  of  business  is  the  report  of  the  Committee 
on  Amending  the  Charter.  I  call,  first,  for  the  recommendations.  As  you  know,  our 
bylaws  require  that  the  reports  of  special  committees  be  submitted  to  the  Executive 
Committee  and  the  Executive  Committee  sends  its  recommendations  to  the  Board  of 
Directors;  the  Board  of  Directors  considers  the  report  and  sends  its  recommenda¬ 
tions  to  the  Representative  Assembly. 

I  call,  first,  for  the  recommendations  of  the  Board  of  Directors  on  the  report  of 
the  Committee  on  Amending  the  Charter.  Mr.  Cram  has  consented  to  give  this 
report. 

(The  report  is  printed  on  page  817  of  this  volume.) 

Mr.  Fred  D.  Cram  (Iowa)  :  The  Executive  Committee  examined  the  report  of  the 
Committee  on  Amending  the  Charter  and  made  its  report  to  the  Board  of  Direc¬ 
tors;  the  Board  of  Directors,  after  giving  the  matter  thoro  consideration,  desires  to 
make  the  following  motion: 

I  move  to  amend  Issues  8  and  9  of  the  printed  report  of  the  Committee  on 
Amending  the  Charter  which  you  have  in  your  hands,  1936  Portland  meeting,  by 
combining  said  Issues  8  and  9  into  a  paragraph  to  be  made  a  part  of  Section  7  of  the 
charter  and  to  read  as  follows: 

The  Board  of  Trustees  shall  consist  of  four  members  elected  by  the  Board 
of  Directors  for  the  term  of  four  years  and  the  president  of  the  Association,  who 
shall  be  a  member  ex  officio  during  his  term  of  office.  At  the  first  meeting  of  the 
Board  of  Directors,  held  during  the  annual  meeting  of  the  Association  at  which 
they  are  elected,  they  shall  elect  one  trustee  for  the  term  of  four  years.  All 
vacancies  occurring  in  said  Board  of  Trustees,  whether  by  resignation  or 
otherwise,  shall  be  filled  by  the  Board  of  Directors  for  the  unexpired  term;  and 
the  absence  of  a  trustee  from  two  successive  annual  meetings  of  the  Board  shall 
forfeit  his  membership. 

This  motion  is  made  by  Fred  D.  Cram,  of  Iowa,  director  for  that  state,  and  is 
seconded  by  H.  Claude  Hardy,  director  for  New  York,  both  of  whom  are  members 
of  the  Board  of  Directors  of  this  organization  and  both  of  whom  are  members  of  the 
Committee  on  Amending  the  Charter. 

President  Samuelson:  You  have  heard  the  motion.  The  question  is  on  the  adoption 
of  this  motion.  It  has  been  moved  and  seconded.  I  now  recognize  Mr.  Shaw. 

Mr.  Reuben  T.  Shaw  (Pennsylvania)  :  I  offer  at  this  time  a  substitute  motion 
which  reads  as  follows: 

“I  move  that  we  proceed  to  a  consideration  of  the  report  of  the  Committee  on 
Amending  the  Charter.”  This  motion  is  signed  by  myself  and  seconded  by  Samuel 
D.  Parry,  a  delegate. 

President  Samuelson:  The  question  is  on  the  adoption  of  the  substitute  motion 
which  has  been  made  by  Mr.  Shaw  and  seconded  by  Mr.  Parry.  Mr.  Shaw  has  the 
floor. 

Mr.  Shaw:  I  hope  that  you  will  adopt  the  motion  in  order  that  you,  as  the  Repre¬ 
sentative  Assembly,  may  have  the  opportunity  to  pass  upon  the  details  of  the  report. 

I  wish  to  emphasize  at  the  very  outset  that  it  is  not  intended  in  any  way  to  oppose 
the  proposed  change  represented  by  the  motion  just  offered  by  Mr.  Cram. 

The  issue,  as  I  understand  it,  set  forth  in  8  and  9,  represents,  as  indicated  in  the 
report,  action  taken  by  the  Representative  Assembly  at  Denver  and  is  not,  primarily, 
a  part  of  the  recommendations  of  this  report  at  all.  It  is  a  matter  which  should  be 
considered  on  its  own  merits.  The  report  of  the  Committee  on  Amending  the  Charter, 
and  the  motion  which  I  have  just  offered  and  urge  upon  you,  do  not  present  any 
barrier. 

Now,  if  you  will  adopt  this  particular  substitute  motion,  as  I  understand  it,  you 
will  not  in  any  way  indicate  that  you  either  approve  of  any  recommendation  contained 


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in  our  report  or  disapprove  any  recommendation,  nor  will  you  approve  or  reject  the 
recommendation  offered  by  Mr.  Cram. 

It  will  merely  provide  the  opportunity  to  bring  this  report  clearly  before  you  and 
to  give  you  an  opportunity  to  pass  upon  it  on  its  own  merits. 

I  would  like  to  address  a  question  to  the  parliamentarian. 

President  Samuelson:  You  may. 

Mr.  Shaw:  In  offering  the  preliminary  debate,  I  would  like  to  ask  that  I  may  be 
allowed  to  close  the  debate. 

President  Samuelson:  You  have  that  right.  Does  anyone  here  care  to  speak  against 
this  motion  ? 

Mr.  Cram:  Those  of  you  who  were  in  the  Assembly  last  year  will  remember  that 
under  the  leadership  of  Mr.  Saunders  the  recommendation  of  the  Committee  on 
Amending  the  Charter  was  not  accepted,  so  far  as  Section  7  of  the  charter  is  con¬ 
cerned.  That  section  was  retained,  and  the  report  of  the  Committee  on  Amending 
the  Charter  this  year  is  in  line  with  that  action.  Section  7  is  not  interfered  with. 

When  the  smoke  of  battle  had  cleared  away,  we  discovered  that  we  had  an  incon¬ 
sistency — even  those  who  are  old  war-horses  in  the  organization  had  not  discovered 
it.  I  believe  that  the  credit  should  go  to  Dean  Smith,  last  year’s  president,  for  seeing, 
first,  that  something  would  have  to  be  done  to  reconcile  contradictory  parts  of  our 
action  at  Denver. 

As  the  result,  the  Committee  on  Amending  the  Charter  proceeded  to  see  what 
could  be  done.  The  attorney  worked  out  a  clause  that  he  suggested  would  bring  about 
the  required  connection  there  but  the  Executive  Committee  was  not  satisfied  with  that. 
As  a  result  of  our  deliberations,  the  Executive  Committee  and  the  Board  of  Directors 
made  this  motion,  that  we  go  back  to  Section  6,  a  part  of  which  was  voted  out  of  the 
charter  last  year,  and  reincorporate  the  last  part,  last  paragraph  of  Section  6,  as  I 
have  read  it  to  you  this  morning,  putting  it  over  in  Section  7,  so  that  the  Board  of 
Trustees  will  continue  to  be  a  board  of  five  members  elected  as  it  is  now.  We  feel 
that  we  should  have  this  as  a  further  guarantee  of  the  permanency  of  the  Permanent 
Fund. 

We  are  not  willing  to  permit  the  selection  of  the  Board  of  Trustees  to  become 
haphazard  at  the  hands  of  politics  and  we  desire  very  much  to  preserve  the  present 
system  of  election,  and  that  is  the  reason  for  this  suggestion  and  this  report  of  the 
Executive  Committee. 

The  question  before  you,  then,  is  one  of  preserving  the  present  system  of  election 
of  the  Board  of  Trustees. 

President  Samuelson:  Does  anyone  else  wTish  to  speak  to  the  motion? 

Mr.  Robert  C.  Moore  (Illinois)  :  As  a  member  of  the  Committee  on  Reorganization 
of  the  National  Education  Association,  which  wmrked  in  close  cooperation  with  the 
Committee  on  Amending  the  Charter,  and  which  Committee  usually  by  unanimous 
vote  made  the  same  recommendation  or  recommended  the  adoption  of  the  changes  in 
the  report  of  the  Committee  on  Amending  the  Charter,  I  feel  that  I  ought  to  speak 
briefly  to  the  question  at  this  time. 

In  the  first  place,  for  the  Committee,  I  want  to  say  that  we  did  not  see  the  incon¬ 
sistency  in  leaving  Section  7  as  it  was  and  as  it  is,  for  the  protection  of  the  Permanent 
Fund  and  the  manner  of  election  or  the  transfer  of  the  election  to  the  bylaws,  leaving 
that  election  just  as  it  is  now. 

There  were  some  things  in  this  charter  concerning  the  number  on  the  Board  of 
Trustees  and  their  election  that  at  some  time  this  Representative  Assembly  might 
want  to  change,  and  transferring  that  to  the  bylaws  would  have  nothing  necessarily 
to  do  with  the  management  of  the  Fund  by  that  Board  of  Trustees.  Therefore,  we 
failed  to  see  the  inconsistency. 

We  believe  that  since  the  trustees  are  now  elected  and  would  be  elected  under  the 
new  plan  or  under  the  change  which  was  recommended  by  the  Committee,  certainly 
it  would  be  safe  either  way,  and  we  would  get  out  of  the  charter  those  things  which 
should  be  in  the  bylaws  and  which  are,  really,  bylaw  material. 

Now,  as  1  understand  it,  if  you  defeat  the  motion  made  by  Mr.  Shaw  and  adopt 
the  motion  recommended  by  the  Board  of  Directors,  the  ruling  will  be  that  such  action 


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ends  the  whole  matter  of  amending  the  charter,  at  least  as  far  as  this  session  of  the 
Representative  Assembly  is  concerned;  and  the  two  years’  work  by  the  Committee 
on  Amending  the  Charter  in  cooperation  with  the  Committee  on  Reorganization  will 
have  been  practically  lost;  and,  also,  all  the  votes  taken  last  year  by  this  body  will 
have  been  lost. 

We  have  no  objection,  I  believe,  as  members  of  the  Committees  to  adopting  the 
substance  of  the  motion  by  the  Board  of  Directors;  but  we  protest  against  that  motion 
being  made  a  substitute  motion  to  prevent  further  action  on  the  report  of  the 
Committee. 

President  Samuelson:  Miss  Adair. 

Miss  Adair:  I,  too,  am  a  member  of  the  Committee  on  Reorganization.  I  think, 
perhaps,  I  misunderstood  the  former  speaker  when  he  said  that  if  Mr.  Shaw's  motion 
were  lost,  the  work  of  the  two  Committees  would  be  lost. 

It  is  my  belief  that  should  the  recommendation  of  the  Board  of  Directors  and  the 
Executive  Committee  prevail,  there  is  no  reason  why  the  charter  may  not  be  amended 
at  the  coming  session  of  Congress. 

The  reason  for  the  recommendation,  the  substitution,  the  change  from  the  Denver 
motion,  was  a  misunderstanding  that  arose  in  regard  to  the  retention  of  part  of 
Section  6  with  7  in  the  charter. 

Should  the  vote  prevail  for  the  recommendation  of  the  Executive  Committee  and 
Mr.  Shaw's  motion  be  lost,  there  is  no  reason  in  the  world  why  we  may  not  proceed 
with  our  simplified  charter. 

Mr.  IV.  A.  Walls  (Ohio)  :  I  want  to  ask  a  question  thru  you,  Madam  Chairman, 
of  the  parliamentarian. 

If  this  motion  prevails  as  recommended  by  the  Board  of  Trustees — Board  of 
Directors — does  it  not  mean  that  we  will  confirm  everything  that  the  Representative 
Assembly  discussed  and  decided  upon  last  year  and  which  seems  to  me  that  this 
Committee  is  now  attempting  to  defeat  by  this  motion  ? 

I  would  like  the  parliamentarian  to  answer  whether  this  does  not  confirm  the 
motion  that  has  been  made  by  the  Board  of  Directors,  and  ratifies  everything  we  did 
at  Denver  last  year. 

President  Samuelson:  Do  you  understand  the  question? 

Mr.  C.  A.  Bottolfsen  (Parliamentarian)  :  I  shall  rule  that  the  question  now  before 
the  Assembly  reconsiders  the  action  taken  at  Denver;  if  this  motion  prevails,  then 
the  action  taken  at  Denver  is  once  more  before  the  Assembly. 

Mr.  Walls:  Which  motion? 

Mr.  Bottolfsen:  The  substitute  motion  now  before  the  Assembly  and  being  debated. 
If  this  motion  is  rejected,  then  the  original  motion  comes  before  the  Assembly. 

Mr.  Walls:  The  original  motion  confirms  what  we  did  at  Denver;  is  that  correct? 

Mr.  Bottolfsen:  The  original  motion  refers  only  to  Sections  6  and  7;  the  action 
taken  at  Denver  has  no  bearing  on  this  at  all  except  that  you  are  making  an  amend¬ 
ment  by  proposing  to  return  to  the  charter  a  portion  of  that  which  was  removed  at 
the  Denver  meeting,  and  clears  up  an  alleged  inconsistency. 

Mr.  Joseph  H.  Saunders  (Virginia)  :  I  want  to  ask  the  parliamentarian  to  clarify 
one  statement. 

Delegates:  Take  the  platform. 

(Mr.  Saunders  came  to  the  platform.) 

Mr.  Saunders:  I  simply  wanted  to  ask  the  parliamentarian  if  he  did  not  need  to 
conclude  his  statement  by  saying  that  if  the  motion  offered  by  Mr.  Cram  as  coming 
from  the  Board  of  Directors  is  adopted,  the  substitute  is  defeated.  If  he  did  not  mean 
that,  everything  you  did  at  Denver  in  all  the  other  amendments  still  stands  and  will 
go  into  the  revised  charter.  Is  that  not  true,  Mr.  Parliamentarian ? 

Mr.  Bottolfsen:  That  is  correct. 

Mr.  Saunders:  That  is  all  I  wanted  this  Assembly  to  understand,  because  it  has 
been  stated,  unless  I,  too,  like  Miss  Adair,  misunderstood  the  speaker,  the  two  years’ 
work  of  our  Committee  on  Amending  the  Charter  will  be  lost - 

President  Samuelson  (Interrupting)  :  You  are  out  of  order.  Mr.  Smith. 

Mr.  Henry  Lester  Smith  (Indiana) :  I  have  a  deep  personal,  professional,  and  offi- 


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cial  interest  in  the  question  now  before  you.  When  I  was  elected  president,  in  compli¬ 
ance  with  your  directions,  I  appointed  the  two  Committees:  the  one  on  the  change  of 
the  charter,  the  other  on  reorganization. 

On  the  one,  change  of  the  charter,  I  chose  people  that  were  fully  in  favor  of 
getting  the  suggested  changes  made.  Now,  I  want  to  pay  this  tribute  to  both  of  those 
Committees:  They  have  worked  hard  and  long  and  strenuously;  I  want  to  commend 
them  for  this  fine  effort,  and  I  want  to  say  that  I  am  heartily  in  sympathy  with  the 
simplification  of  the  charter  and  look  forward  to  the  time  when  some  of  those  sug¬ 
gested  changes  may  be  made. 

I  am  in  favor  of  what  the  Association  did  at  Denver.  There  is  this  little  incon¬ 
sistency  to  which  reference  has  been  made.  The  Executive  Committee  and  the 
Board  of  Directors  have  examined  carefully  and  for  long  hours,  to  find  out  what 
change  should  be  made.  They  have  made  the  recommendation  to  you.  They  feel  that 
if  that  change  is  made,  the  fundamental  changes  that  have  been  recommended  will 
have  been  carried  out. 

I  am  opposed  to  the  present  motion,  substitute  motion,  for  the  reasons  given  here 
and  I  am  in  favor  of  our  marching  on  towards  a  simplification  of  our  charter. 

President  Samuelson :  Does  anyone  else  wish  to  speak  to  the  motion?  I  recognize 
Mrs.  Dahl. 

Mrs.  Myrtle  Hooper  Dahl  (Minnesota)  :  As  a  member  of  the  Committee  on 
Amending  the  Charter,  I,  too,  want  the  Permanent  Fund  protected.  Last  summer, 
everybody  studied  the  plan  that  we  submitted  and  we  thought  we  understood  just 
what  was  done.  During  the  winter,  we  found  out  that  many  people,  including  the 
Executive  Committee,  did  not  understand  that  particular  part  of  the  charter.  So,  it 
has  been  brought  back  to  this  meeting  for  discussion. 

Now,  I  am  sure  that  we,  as  the  teachers  of  this  nation,  are  in  no  hurry;  we  have 
plenty  of  time  to  discuss  an  issue  that  is  so  vitally  important.  The  Committee  on 
Amending  the  Charter  has  taken  steps  very  carefully  this  time  to  explain  to  you 
minutely  each  section  changed  and  we  feel  that  by  discussion  of  each  one  of  these 
parts  (this  coming  year)  you  will  know  what  we  have  accomplished.  It  is  not  neces¬ 
sary  to  put  Section  7  back  in  a  blanket  clause.  Let  us  find  out  if  the  Permanent  Fund 
is  protected,  as  we  think  it  is;  let  us  find  out  if  something  is  there  that  is  not  as 
necessary  as  it  should  be.  Let  us  take  our  time  and  discuss  this  thing  bit  by  bit  so 
that  when  we  adjourn  in  Portland  we  will  know  exactly  what  we  have  done.  There 
is  no  hurry.  Let  us  not  take  it  all  as  a  blanket  recommendation. 

President  Samuelson:  Does  anyone  else  wish  to  speak  to  the  substitute  motion?  Mr. 
Sutton. 

Mr.  Willis  A.  Sutton  (Georgia)  :  I  want  to  say,  as  clearly  as  I  can,  that  the  original 
motion  as  made  by  Mr.  Smith,  I  imagine - 

President  Samuelson  (Interrupting)  :  By  Mr.  Cram. 

Mr.  Sutton:  Mr.  Cram — I  was  not  in  the  room  at  the  time  that  motion  was  made — 
is  one  that  has  been  most  carefully  studied. 

I  am  not  a  member  of  the  Executive  Committee  and  have  not  been  for  a  long 
while;  I  am  not  here,  therefore,  pleading  that  they  have  any  superior  wisdom 
because  of  the  fact  that  they  had  the  benefit  of  my  advice.  But,  I  am  saying  this:  that 
they  are  the  group  of  people  who  have  the  authority  in  the  interim  of  the  meeting 
of  these  conventions  to  study  most  carefully  these  situations.  We  were  unfortunate 
in  not  carrying  out  the  will  of  the  Delegate  Assembly  last  year  by  voting  at  the  time 
that  we  voted  the  retention  of  Section  7 ;  also,  that  part  of  Section  6  that  had  to  do 
with  Section  7. 

Since  that  time,  there  has  been  much  water  passed  over  the  dam — and  some  under 
it — and  there  have  been  a  great  many  things  injected  into  what  the  Delegate 
Assembly  at  Denver  last  year  decided  which  were  not  pertinent,  as  I  see  it,  to  this 
situation. 

The  adoption — or,  I  should  say,  first,  the.  rejection,  because  that  is  the  order  of 
procedure  I  believe  agreed  upon — the  rejection  of  this  substitute  motion  and  the 
adoption  of  the  original  motion,  would  mean  that  the  things  that  you  have  already 
voted  for  would  go  into  the  apphcatio7i  for  the  new  charter,  because  that  is  all  we 


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can  do  (Congress  has  the  right  to  give  it  or  not  to  give  it)  and  there  is  a  long 
way  between  what  we  do  and  getting  a  new  charter;  but  the  application  for  the  new 
charter  will  hold  the  things  you  voted  on  at  Denver  and  will  hold  in  addition,  this 
portion  out  of  Section  6  which  would  really  make  consistent  what  you  voted  upon  in 
Denver. 

I  want  to  say  just  one  thing  about  the  idea  that  you  could  do  everything  if  this  is 
transferred — that  you  could  do  everything  that  the  trustees  can  now  do,  if  this  were 
transferred  to  the  bylaws  instead  of  being  retained  in  the  charter.  I  agree  with  that: 
you  could  do  everything  and  you  might  do  a  good  deal  more;  how  you  can  do 
everything  and  some  more  is  an  inconsistent  proposition  but  the  “some  more”  is  what 
I  am  bothered  about. 

Now,  let  me  say  this  to  you.  There  is  not  the  slightest  intimation  in  my  own  soul 
of  any  feeling  on  this  question  except  one.  We  attended  last  night  the  Life  Member¬ 
ship  Dinner — some  of  us  did;  that  Life  Membership  is  largely  what  we  call  the 
Permanent  Fund.  In  retaining  this  provision  in  the  charter,  we  do  safeguard  the 
money  that  these  people  have  paid  in.  With  a  new  house  of  delegates  constantly 
coming  into  this  Association  without  clear  understanding  of  these  problems,  I  believe 
that  it  is  not  wise  for  us  to  take  out  of  the  charter  and  put  into  the  bylaws  this 
important  matter  which  you  could  be  constantly  changing  and  amending. 

President  Samuclson  (Interrupting) :  Do  you  give  him  unanimous  consent  to 
continue  ? 

Mr.  Sutton:  No. 

President  Samuelson:  Does  anyone  else  wish  to  speak  to  the  motion? 

Mr.  Robert  Wayne  Clark  (Pennsylvania)  :  I  watched  this  whole  affair  at  Denver 
and  I  come  back  after  a  year  and  I  see  what  the  Delegate  Assembly  did  in  Denver 
has  not  been  put  into  law  and  I  see  the  reason  why  that  was  done,  or  rather  why  it 
was  not  done,  was  because  of  the  fact  that  someone  disagreed  with  the  interpretation 
that  was  to  be  placed  upon  the  action  taken  by  the  supreme  sovereign  body  of  the 
National  Education  Association,  meaning  you. 

Now,  I  ask  you  whether  it  is  reasonable  for  us  any  longer  to  continue  a  system 
under  which  we,  a  national  association,  must  submit  changes  in  our  fundamental 
law  to  Congress?  I  grant  you  we  have  an  excellent  Congress;  I  grant  you  that 
Congress  is  doing  a  good  job,  but  aside  from  that,  the  business  of  Congress  is  not 
to  administer  an  educational  association. 

Now,  I  ask  these  gentlemen  who  have  appeared  before  you  to  protect  the  Perma¬ 
nent  Fund,  against  whom  do  they  desire  to  protect  it?  I  ask  them  whether  a  system 
which  is  a  good  and  valuable  system,  which  is  a  system  that  safeguards  the  rights  of 
the  teachers  in  general  and  the  funds  of  their  Association,  will  be  readily  changed 
by  the  teachers,  if  they  have  a  right  to  do  it.  I  ask  you  whether  teachers  as  a  general 
group  are  so  unintelligent  they  will  take  an  excellent  system  and  propose  to  substitute 
for  it  something  that  is  less  efficient. 

I  believe  that  we  are  capable  of  conducting  our  own  affairs.  I  believe  that  if  we 
transfer  those  items  which  do  not  belong  in  a  charter  to  our  own  bylaws  or  constitu¬ 
tion — if  we  choose  eventually  to  draw  one — that  we  will  be  in  a  position  to  conduct 
our  own  affairs  and  to  do  the  work  we  Avant  done  in  the  way  we  want  it  done,  and 
when  we  want  it  done. 

I  am  asking  two  questions  and  I  want  these  questions  answered  before  I  shall  be 
able  to  support  the  substitute  motion.  The  first  one  is,  If  the  present  system  is  so  excel¬ 
lent  why  does  it  need  defense?  Why  are  we  not  so  well  satisfied  with  it  we  will  do 
nothing  about  it?  The  second  question  is,  Against  whom  are  we  protecting  it? 

President  Samuelson:  Mr.  Rosier. 

Mr.  Joseph  Rosier  (West  Virginia)  :  The  issue  involved  here  concerns  the  funda¬ 
mental  law  of  this  Association.  The  government  of  the  United  States  has  a  Constitu¬ 
tion.  I  think  you  have  heard  about  that  in  the  last  year.  The  questions  involved  here 
in  our  Assembly  are  the  handling  of  your  money,  the  raising  of  funds,  the  expendi¬ 
ture  of  funds,  and  the  safeguarding  of  funds. 

I  am  here  to  say  just  a  Word  Concerning  the  Avay  in  which  the  funds  of  this 
Association  have  been  handled  under  the  existing  plan.  You  may  get  the  impression 


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from  some  of  this  discussion  that  there  has  been  some  abuse.  I  went  thru  with  this 
Association,  into  the  period  of  the  depression,  and  I  am  here  to  say  to  you,  the 
Representative  Assembly,  that  under  the  system  which  has  prevailed  and  which  we 
are  trying  to  preserve  here,  your  funds  have  been  safeguarded. 

I  do  not  believe  that  there  is  a  corporation  or  an  industry  of  any  type  or  descrip¬ 
tion  in  the  United  States  whose  funds  and  whose  property  have  been  more  carefully 
handled  and  preserved  than  your  property  and  your  funds  at  Washington.  I  believe 
that  the  most  important  issue  before  this  Assembly  is  the  preservation  and  safe¬ 
guarding  of  those  funds.  I  do  not  agree  with  those  who  say  that  this  fundamental 
and  basic  matter  ought  to  be  transferred  over  to  a  Representative  Assembly,  without 
any  check  any  more  than  the  control  of  vital  affairs  in  the  government  of  the  United 
States  should  be  turned  over  to  Congress  without  any  check. 

If  we  are  to  safeguard  our  financial  interests,  we  must  have  a  carefully  selected 
body  whose  efficiency  has  been  demonstrated  to  safeguard  that  which  is  most  im¬ 
portant  to  us.  I  do  not  believe  in  tinkering  with  this  charter  to  the  extent  of  changing 
the  method  of  handling  our  finances,  a  method  which  has  been  demonstrated  to  be 
absolutely  safe. 

President  Samuelson:  I  should  like  to  suggest  that  persons  in  the  audience  come  to 
the  platform,  if  they  desire  to  speak.  I  think  the  person  should  be  recognized  in  the 
audience  before  coming  to  the  platform;  hereafter,  will  you  please  follow  that  pro¬ 
cedure?  I  now  recognize  Mr.  Boehm. 

Mr.  Charles  H.  Boehm  (Pennsylvania)  :  I  desire  to  ask  a  question  of  the  last 
speaker  who  spoke  on  the  motion. 

President  Samuelson:  Do  you  yield  to  a  question? 

Mr.  Rosier:  Yes. 

Mr.  Boehm:  I  desire  to  ask  the  last  speaker  who  made  this  blanket  statement  that 
the  funds  of  the  Association  are  better  protected  than  any  other  corporate  body  in 
the  United  States — first  of  all,  are  there  not  corporate  bodies  who  have  not  shown 
defaulted  interest?  And,  second,  generally  speaking,  is  not  about  $65,000,  or  50 
percent  of  the  money  of  the  Permanent  Fund — general  fund,  according  to  the  records 
— invested  in  railroad  bonds? 

President  Samuelson:  I  shall  ask  the  parliamentarian  whether  that  is  in  order? 

Mr.  Bottolfsen:  I  shall  rule  that  the  query  is  out  of  order  as  it  does  not  pertain  to 
the  motion  before  the  Assembly. 

President  Samuelson:  Does  anyone  else  care  to  speak  before  Mr.  Shaw  closes?  Miss 
Hale. 

Miss  Florence  Hale  (New  York)  :  I  want  to  speak  on  two  matters.  First,  I  want  to 
explain  why  the  old  war-horses  are  appearing  for  this  motion,  or  to  give  their 
advice  on  this  motion.  I  want  to  assure  you  it  is  no  desire  to  dominate  or  to  extend 
our  once  authority  over  any  proceedings.  I  say,  as  a  past  president  of  this  Associa¬ 
tion,  that  I  did  not  know  much  about  the  financial  affairs  until  pretty  nearly  the  end 
of  my  period  of  service.  After  you  have  had  that  service  a  great  many  things  that 
seem  very  smooth  and  possible  on  the  surface  will  not  work  out. 

Now,  I  want  to  speak  against  the  suggestion  of  my  friend,  Mr.  Moore,  tho  we 
are  good  friends  just  the  same.  The  suggestion  that  anyone  here  thinks  the  Delegate 
Assembly  is  not  capable  or  should  not  be  allowed  to  decide  its  own  problems  is  not 
so  at  all.  I  think  those  of  you  who  are  new  here  this  year  will  agree  with  me.  I 
have  a  hard  time  to  get  this  amendment  to  the  charter  thru  my  head  and  I  have 
been  studying  on  it  a  week.  It  is  not  that  we  feel  that  this  Assembly  is  not  capable  of 
doing  that,  but  a  changing  Delegate  Assembly,  where  a  large  number  of  delegates 
each  year  are  new,  cannot  even  with  the  finest  purposes  and  intelligence  be  able 
to  decide  hurriedly  anything  so  important  as  the  preservation  of  the  Permanent  Fund  ; 
the  sentiment  is  all  right  and  does  prevail  sometimes  where  people  have  not  had  a 
chance  to  study  the  problem.  I  thoroly  believe  that  if  this  Permanent  Fund  is  not 
safeguarded  the  way  it  is  now,  under  the  present  arrangement,  we  will  live  to  see 
the  day  when  we  repudiate  our  promises  to  the  life  members,  whose  dues  helped 
to  build  up  this  Fund. 


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687 


I  believe  we  should  certainly  keep  this  Fund  and  the  election  of  the  trustees 
where  they  are  now — in  the  charter.  You  know  how  it  is  with  money;  you  cannot 
be  changing  your  money;  you  may  change  your  mind  but  not  your  money.  I  have 
nothing  to  gain  in  this  Association — I  am  a  “has-been,”  an  “ex,”  but  I  do  love 
this  Association;  I  want  to  come  here  for  the  next  twenty-five  years,  as  long  as 
an  old  ex-president  can  stagger  in.  Most  of  all,  I  do  not  want  to  see  any  hard 
feelings.  Let  us  put  it  out  of  our  minds  this  morning  that  anyone  wants  to  control. 
All  of  us  agree  Mr.  Shaw  has  one  purpose,  and  that  is  the  good  of  this  Association; 
and  that  Mr.  Sutton  has  one  purpose,  and  that  is  the  good  of  the  Association. 

Perhaps  some  of  us  have  been  in  the  work  a  little  longer  and,  having  had  some 
experiences  in  the  depression,  we  do  feel  very  earnestly  on  this  subject.  As  the 
last  word,  I  do  want  to  plead  that  we  shall  not  insinuate  things,  that  we  shall  be 
cool  and  calm  and  however  we  disagree,  let  us  take  it  for  granted  that  we  are  all 
sincere  and  should  anybody  insinuate  otherwise,  let  us  not  count  what  he  says.  Let 
this  Association  be  fair.  We  are  talking  about  character  and  education  all  thru 
this  program;  we  are  talking  about  ruling  politics  out  of  this — here  is  a  chance. 

I  like  the  executive  secretary.  He  preserves  this  Association. 

President  Samuelson:  Mrs.  Preble. 

Mrs.  F.  Blanche  Preble  (Illinois)  :  I  wish  to  ask  a  question:  Will  this  Represent¬ 
ative  Assembly  have  an  opportunity  to  express  itself  on  the  recommendations  of 
Mr.  Shaw’s  Committee  on  the  Amendment  of  the  Charter  if  we  vote  down  the 
substitute  motion?  After  the  question  is  answered,  I  wish  to  have  the  floor  again. 

President  Samuelson:  Mr.  Bottolfsen. 

Mr.  Bottolfsen:  I  would  like  to  have  the  question  repeated. 

Mrs.  Preble:  Let  us  suppose — I  will  elaborate  just  a  little — let  us  suppose  that  we 
vote  down  the  substitute  motion  made,  I  believe,  by  Mr.  Shaw;  let  us  suppose  we 
vote  it  down — and  vote  for  Mr.  Cram’s  motion,  which  amends  the  report  of  the 
Committee  on  Amending  the  Charter,  will  we  then  be  able  to  vote  on  the  recom¬ 
mendations  made  in  the  report  of  that  Committee? 

Mr.  Bottolfsen:  No. 

Mrs.  Preble:  I  maintain  that  a  committee  that  was  appointed  by  our  organization 
on  the  vote  of  the  Representative  Assembly  in  Denver  and  has  worked  thruout  the 
year  has  a  right  to  have  its  recommendations  voted  upon  by  this  Representative 
Assembly. 

For  that  reason,  I  am  absolutely  convinced  that  this  Representative  Assembly 
should  vote  for  Mr.  Shaw’s  substitute  motion.  Then,  as  Mr.  Shaw  and  Mr.  Moore,  I 
believe,  both  have  said,  we  can  still  give  Mr.  Cram’s  motion  a  hearing. 

Why  I  am  asking  you  to  vote  for  the  substitute  motion  presented  by  Mr.  Shaw  is 
that  you  may,  as  citizens,  free,  white,  and  twenty-one,  tell  whether  or  not  you  are  in 
favor  of  the  report  of  the  Committee  on  Amending  the  Charter,  which  worked  for  you 
all  thru  the  year. 

I  am  for  Mr.  Shaw’s  substitute  motion  in  order  that  you  may  be  able  to  express 
your  opinion  on  the  recommendations  made  by  the  Committee. 

President  Samuelson:  Miss  Hagerty. 

Miss  Jean  Hagerty  (Pennsylvania)  :  I  understand  that  Mr.  Shaw’s  motion  merely 
means  that  you  will  have  a  chance  to  do  what  you  came  here  to  do. 

Many  of  you  came  a  long  way.  Mr.  Shaw’s  motion  merely  puts  before  you  the 
chance  to  think  about  and  exchange  opinions  on  the  work  that  the  Committee  has 
performed  thru  two  long  arduous  years. 

For  the  last  three  years  I  have  been  a  teacher  who  has  been  fortunate  enough  to 
be  working  on  a  course  of  study  on  social  studies.  The  big  thing  we  stressed  is  that 
we  should  teach  our  children  not  to  accept  somebody  else’s  opinion  without  first 
hearing  all  the  evidence  and  then  making  up  their  own  minds. 

I  have  the  greatest  respect  for  every  member  of  the  Board  of  Directors  of  our 
great  Association  but,  personally,  I  am  not  willing  to  come  3000  miles  and  then  accept 
somebody  else’s  recommendations  without  first  having  a  chance  to  exert  on  these 
recommendations  my  own  intelligence. 

I  very  earnestly  hope  that  Mr.  Shaw’s  substitute  motion  will  be  adopted. 


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President  Samuelson:  Mr.  Walls. 

Mr.  W.  A.  Walls  (Ohio)  :  I  dislike  very  much  to  take  the  floor  but  since  I  partici¬ 
pated  in  this  debate  at  Denver  I  think  it  is  just  knowledge  that  the  new  delegates 
should  have,  that  this  matter  of  all  these  sections  going  into  the  charter  was  settled 
last  year  by  vote  of  the  Delegate  Assembly,  with  the  exception  of  these  two  items, 
putting  the  Board  of  Directors  from  Section  6  into  Section  7. 

I  am  against  another  debate  on  this  whole  problem  which  was  settled  by  an  over¬ 
whelming  vote  last  year.  The  items  13,  14,  15,  16,  and  17  were  voted  over  into  the 
charter. 

Now,  all  that  this  report  would  do  would  be  to  put  the  election  of  the  trustees  over 
into  the  charter — also,  where  it  rightly  belongs— and  complete  the  job  that  the 
Delegate  Assembly  voted  for  last  year, 

I  am  against  the  substitute  motion  and  I  am  for  Mr.  Crain  s  original  motion  because 
it  will  do  exactly  what  I  voted  to  have  done  last  year,  as  a  member  of  this  Delegate 
Assembly,  and  which  the  Committee  has  not  done. 

President  Samuelson:  Miss  Ewing. 

Miss  Sara  C.  Ewing  (Indiana)  :  At  our  meeting  last  year,  the  Delegate  Assembly 
agreed  to  put  the  clause  of  Section  6  into  the  bylaws.  We  have  discussed  for  a 
number  of  years  the  fact  that  we  wanted  academic  freedom.  Now,  if  Mr.  Shaw’s 
motion  is  not  accepted,  then  we  have  here  in  this  room  80  percent  of  our  Delegate 
Assembly  who  know  very  little  about  what  is  going  on, 

I  plead  with  you  that  you  recognize  the  efforts  that  this  Committee  (and  I  am  a 
member  of  that  Committee)  has  put  forth  the  last  two  years  and  please  take  the  time 
to  know  what  you  are  doing. 

President  Samuelson:  Mr.  Haggard. 

Mr.  Roy  S.  Haggard  (Connecticut)  :  I  want  to  ask  a  question.  Why  is  this  matter 
brought  up  as  a  substitute  motion  instead  of  bringing  up  this  after  Mr.  Cram’s 
motion?  Then  we  would  not  have  all  this  discussion. 

Mr.  Bottolfscn:  This  is  a  substitute  for  another  motion  and  in  order  to  bring  the 
matter  before  the  Assembly,  Mr.  Shaw  moved  this  as  a  substitute  which  brings  it 
before  the  Assembly  as  Issue  No.  1. 

Mr.  Haggard:  Just  what  I  thought. 

President  Samuelson:  You  understand  these  recommendations  would  come  from 
the  Board  of  Directors  before  they  come  to  the  Representative  Assembly,  so  the 
Board  is  doing  its  duty. 

If  no  one  wishes  to  speak  further,  1  shall  call  on  Mr.  Shaw  to  close  the  discussion. 

Mr.  Shaw:  I  should  like  to  begin  with  the  last  question,  for  I  fear  there  is  doubt 
in  the  minds  as  to  why  these  two  motions  are  as  they  are. 

As  I  understand  it  from  the  parliamentarian — if  I  am  not  correct,  I  hope  he  will 
immediately  make  the  correction — the  motion  made  by  Mr.  Cram,  if  adopted,  would 
prevent  the  consideration  of  this  report  at  all.  It  could  not  come  up.  That  is  the 
reason  for  the  substitute,  so  it  may  come  up.  And  the  next  thing  I  wish  to  make  clear 
and  I  wish  I  could  burn  home  this  point  that  the  issue  represented  in  Mr.  Cram’s 
motion,  other  than  blocking  parts  of  our  report,  is  not  seriously  objected  to  by  any 
member  of  our  Committee  at  the  present  time  and,  with  the  feeling  which  exists, 
we  merely  point  out  in  the  report  that  it  was  approved  last  year.  If  you  wish  to 
change  that  action,  and  that  is,  in  effect,  what  Mr.  Cram’s  motion  is,  namely,  amend¬ 
ing  the  action  of  the  Representative  Assembly  at  Denver,  I  believe  it  is  the  province 
of  this  Representative  Assembly  so  to  do.  Some  thought  it  was  done  that  way,  but  we 
will  have  to  admit  that  the  record  indicates  it  was  not  done  that  way. 

The  question  is  to  so  amend  the  action  taken  at  Denver  that  our  recommendations 
to  Congress  will  be  consistent  in  all  details.  Several  of  the  issues  that  we  have  in  our 
recommendations  are  details  of  clarification,  which  the  attorney  pointed  out  were 
important  and  should  be  attended  to  while  we  were  having  the  charter  amended. 

For  example,  let  me  give  you  the  first  one  suggested  in  the  report;  it  appears  in 
Issue  11,  namely,  we  propose  to  add  the  words  “except  as  limited  by  the  provisions 
of  this  Act”;  that  is  the  attorney’s  suggestion.  If  you  vote  down  this  motion  to 
substitute,  you  prevent  the  opportunity  for  making  those  clarifying  corrections. 


Associational  Records  and  Information 


689 


Another,  the  present  provisions  of  the  charter  provide,  in  connection  with  the 
Permanent  Fund,  that  there  shall  be  notice  mailed  to  the  individual  members  of  the 
Association,  and  the  attorney  pointed  out  to  me  shortly  before  the  report  went  to 
press — a  situation  that  did  not  come  up  at  Denver  at  all,  but  an  important  item  to 
be  cared  for — that  notices  ought  to  be  sent  out  in  time  for  members  to  have  a  chance 
to  act.  Suppose  they  are  mailed  in  Washington  today  and  you  are  here  in  Portland; 
you  would  have  no  chance  to  act  before  this  convention  adjourned;  therefore,  we 
propose  to  change  that  wording  and  require  that  it  be  printed  in  the  Journal  two 
months  before  any.  action  can  be  taken. 

Those  are  the  kinds  of  things  that  have  developed  during  the  year  which  we  want 
you  to  consider,  and  I  wish  to  say  right  now,  to  help  clear  the  whole  atmosphere,  I 
want  an  opportunity  to  present  and  have  you  vote  on  these  issues  and  I  want  to 
have  and  want  you  to  have  an  opportunity  to  vote  for  the  restoration  to  the  charter 
of  the  provisions  in  regard  to  the  trustees  and  how  they  are  elected. 

I  am  speaking  as  an  individual;  I  do  not  wish  my  position  to  influence  those  who 
believe  that  these  provisions  should  go  to  the  bylaws.  I  want  an  opportunity  to  do 
both  things;  I  do  not  want  to  place  any  barrier  in  the  way  of  consideration  of  Mr. 
Cram’s  resolution  in  regard  to  the  trustees  and  I  want  you  to  give  consideration  to 
the  important  details  of  our  report.  My  substitute  motion  is  intended  to  make  it 
possible  for  us  to  consider  all  these  issues  including  that  phase  of  the  restoration  of 
the  charter. 

President  Samuelson :  The  question  is  on  the  adoption  of  the  substitute  motion.  The 
secretary  will  call  the  roll  of  the  states. 

Secretary  Givens:  May  I  say  just  one  word  about  the  balloting  by  the  states?  Upon 
this  roll  call,  the  director  of  the  state  delegation  will  answer  by  giving  the  number  of 
“ayes”  and  number  of  “noes”;  he  may  vote  within  his  own  delegation  by  secret 
ballot  or  any  way  he  cares  to  vote,  so  that  when  his  name  is  called  he  is  ready  to 
say  so  many  “ayes”  or  “noes”  on  this  question  before  the  House. 

Within  the  state  delegation,  the  parliamentarian  has  ruled  that  three  members  may 
require  a  secret  vote  and  if  so,  a  secret  vote  must  be  taken.  May  I  ask  that  we  keep 
reasonably  quiet? 

President  Samuelson:  We  will  take  a  recess  of  five  minutes. 

(Recess.) 

President  Samuelson:  Are  you  ready  for  the  roll  call? 

Secretary  Givens:  We  shall  proceed  with  the  roll  call. 

Alabama — 6  yes,  0  no;  Alaska — 0  yes,  2  no;  Arizona — 6  yes,  4  no;  Arkansas — 
0  yes,  3  no;  California — 47  yes,  84  no;  Colorado — 0  yes,  42  no;  Connecticut— -3  yes, 
8  no;  Delaware — 5  yes,  0  no;  District  of  Columbia — 5  yes,  0  no;  Florida — 0  yes, 

2  no;  Georgia — 0  yes,  7  no;  Hawaii— 32  yes,  0  no;  Idaho- — 6  yes,  0  no;  Illinois — 86 
yes,  21  no;  Indiana — 12  yes,  18  no;  Iowa — 2  yes,  22  no;  Kansas — 0  yes,  14  no; 
Kentucky — 6  yes,  0  no;  Louisiana — 7  yes,  0  no;  Maine— 0  yes,  14  no;  Mary¬ 
land — 0  yes,  1  no;  Massachusetts — 3  yes,  15  no;  Michigan — 24  yes,  0  no;  Minne¬ 
sota — 36  yes,  0  no;  Mississippi — 0  yes,  4  no;  Missouri — 0  yes,  55  no;  Montana — 
5  yes,  0  no;  Nebraska — 0  yes,  17  no;  Nevada — 5  yes,  0  no;  New  Hampshire — 
0  yes,  3  no ;  New  Jersey — 30  yes,  2  no ;  New  Mexico — 0  yes,  3  no ;  New  York — 13  yes, 
29  no;  North  Carolina — 3  yes,  0  no;  North  Dakota — 1  yes,  4  no;  Ohio — 29 
yes,  37  no;  Oklahoma — 21  yes,  1  no;  Oregon — 17  yes,  0  no;  Pennsylvania — 65  yes, 

3  no;  Puerto  Rico — (no  reply)  ;  Rhode  Island — 3  yes,  0  no;  South  Carolina — 0  yes, 
5  no;  South  Dakota — 0  yes,  6  no;  Tennessee — 0  yes,  4  no;  Texas — 12  yes,  8  no; 
Utah — 4  yes,  12  no;  Vermont — 0  yes,  4  no;  Virginia — 0  yes,  20  no;  Washington — 35 
yes,  0  no;  West  Virginia — 0  yes,  27  no;  Wisconsin — 43  yes,  0  no;  Wyoming — 
0  yes,  6  no,;  Teachers  Institute  of  Philadelphia — 1  yes,  0  no;  Illinois  State  Teachers 
Association — (no  reply)  ;  Nashville  Board  of  Education — (no  reply). 

Is  there  any  state  that  has  not  been  called  upon?  (No  reply.) 

Madam  President,  that  ends  the  roll  call. 

President  Samuelson:  Will  you  please  listen  to  the  results  of  the  balloting? 

Those  voting  “yes,”  573-;  those  voting  “no,”  507.  The  substitute  motion  prevails. 


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National  Education  Association 


We  will  now  proceed  with  consideration  of  the  report  of  the  Committee  on  Amend¬ 
ing  the  Charter,  and  I  now  recognize  the  chairman  of  the  Committee,  Mr.  Shaw. 

Mr.  Shaw:  In  closing  my  part  of  the  debate,  preceding  presentation  of  the  motion, 
I  made  reference  to  the  fact  of  my  own  personal  intention  in  regard  to  the  particular 
issue  which  seemed  to  be  uppermost  in  the  debate  and  I  wish  to  stand  by  that  still ;  I 
am  intending  to  bring  that  up  at  an  appropriate  time. 

I  have  discussed  the  matter  with  Mr.  Cram,  and  I  am  sure  he  will  cooperate  with 
me  to  see  that  that  particular  issue  is  given  its  proper  opportunity  for  consideration. 
I  know  we  have  taken  a  great  deal  of  time  so  far  that  I  had  hoped  might  be  given 
to  the  discussion  of  some  of  the  items  concerned;  however,  I  feel  also  quite  certain 
some  of  these  things  can  be  disposed  of  very  quickly  and  very  rapidly. 

If  you  will  turn  to  the  introduction,  you  will  find  there  an  endeavor  to  relieve  you 
from  reading  this  long  and  bulky  report. 

Mr.  Bottolfscn :  Your  remarks  are  out  of  order. 

Mr.  Shaw:  The  parliamentarian  informed  me  I  should  proceed  with  the  presenta¬ 
tion  of  amendments  and  then  proceed  with  the  discussion  thereof. 

I,  therefore,  wish  to  call  your  attention  and  ask  you  to  turn  to  Issue  11.  You  will 
note  my  reason  for  jumping  to  that  particular  point  is  that  all  preceding  issues  have 
been  approved  by  the  Representative  Assembly;  therefore,  they  are  not  real  issues 
at  this  convention,  unless  someone  brings  them  up. 

Mr.  Bottolfsen:  You  should  read  the  motion. 

Mr.  Shaw:  “I  move  that  the  last  paragraph  of  Section  6  as  approved  by  the  Repre¬ 
sentative  Assembly  at  Denver  and  printed  in  the  report  of  the  Committee  on  Amend¬ 
ing  the  Charter  at  the  bottom  of  Page  29  as  Issue  No.  11  be  amended  by  inserting  at 
the  beginning  of  the  paragraph  the  words:  ‘Except  as  limited  by  this  act  as 
amended.’  ” 

I  am  moving  the  adoption  of  that  motion. 

Miss  Adair:  I  second  the  motion. 

President  Samuelson:  The  question  is  on  the  adoption  of  this  motion  made  by  Mr. 
Shaw  and  seconded  by  Miss  Adair.  Is  there  discussion? 

Delegates:  Question. 

President  Samuelson:  The  question  has  been  called  for.  All  in  favor  of  the  motiop 
will  vote  “aye” ;  those  opposed  will  vote  “no.” 

The  motion  prevails. 

Mr.  Shaw:  The  next  motion  which  I  wish  to  offer — I  move  that  the  first  part  of 
the  second  sentence  of  Section  7  of  the  charter  as  approved  by  the  Representative 
Assembly  at  Denver  and  printed  in  the  report  of  the  Committee  on  Amending  the 
Charter  as  Issue  No.  15,  be  amended  to  read  as  follows:  “No  part  of  the  principal  of 
such  Permanent  Fund  or  its  accretions  shall  be  expended,  except  by  a  two-thirds  vote 
of  the  .  .  .  Representative  Assembly.  .  .  .” 

I  move  the  adoption  of  that  motion. 

Delegate  (Oklahoma)  :  I  second  the  motion. 

President  Samuelson:  The  question  is  on  the  adoption  of  this  motion.  I  recognize 
Mr.  Lam  kin. 

Mr.  U el  IV.  Lamkin  (Missouri)  :  My  question  is  this:  This  amendment,  if  adopted, 
will  make  no  change  in  Section  7  as  adopted  at  Denver  except  that  it  would  substitute 
Representative  Assembly  for  active  members  of  the  Association,  is  that  not  correct? 

Mr.  Shaw:  Yes. 

Mr.  W.  A.  Walls  (Ohio)  :  May  I  ask  a  question?  Under  this  vote  we  are  taking, 
this  Issue  15  will  go  into  the  charter  or  into  the  bylaws? 

President  Samuelson:  The  parliamentarian  will  answer  that. 

Mr.  Bottolfsen:  Mr.  Shaw  will  answer  it. 

Mr.  Shaw:  This  is  merely  amending  the  phraseology  of  the  charter  here'  in  accord¬ 
ance  with  the  way  the  attorney  would  interpret  what  we  now  have,  as  the  result  of 
the  creation  of  the  Representative  Assembly;  one  of  those  little  items  not  cleared  up 
in  this  part  of  the  charter,  when  the  Representative  Assembly  was  created;  it  is 
exactly  the  way  we  would  determine  the  vote  of  the  members  at  the  present  time, 
except  it  is  not  so  ordered  in  the  charter. 


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691 


Mr.  Walls:  My  question  is  in  regard  to  the  location.  Do  you  mean  it  to  go  in  the 
bylaws  or  is  it  to  be  in  the  charter? 

Mr.  Shaw:  It  is  in  the  charter;  it  may  be  duplicated  in  the  bylaws  at  this  point. 
Madam  Chairman ,  may  I  ask  for  the  unanimous  consent  that  that  be  adopted? 

President  Samuelson:  Mr.  Shaw  has  asked  unanimous  consent  that  this  motion  be 
adopted.  Is  there  objection? 

The  chair  hears  none,  so  the  motion  is  adopted  unanimously. 

Mr.  Shaw  will  pass  on  to  the  next  one. 

Mr.  Shaw:  I  move  that  the  second  portion  of  the  second  sentence  of  Section  7  of 
the  charter  as  approved  by  the  Representative  Assembly  at  Denver  and  printed  in 
this  report  of  the  Committee  on  Amending  the  Charter  as  Issues  No.  16  and  17,  be 
amended  to  read  as  follows:  .  .  after  the  proposed  expenditure  has  been  approved 
by  the  .  .  .  Board  of  Trustees  and  the  Board  of  Directors.  .  .  .” 

I  move  the  adoption  of  this  resolution. 

Delegate:  I  second  the  motion. 

Mr.  Shaw:  May  I  ask  unanimous  consent  for  the  adoption  of  the  motion? 

President  Samuelson:  Mr.  Shaw  asks  unanimous  consent  for  adoption  of  that 
motion.  Is  there  objection? 

The  Chair  hears  no  objection,  so  the  motion  is  adopted  unanimously. 

Mr.  Shaw:  I  move  that  the  last  portion  of  the  second  sentence  of  Section  7  of  the 
charter  as  approved  by  the  Representative  Assembly  at  Denver  and  printed  in  this 
report  of  the  Committee  on  Amending  the  Charter  as  Issue  No.  18,  be  amended  to 
read  as  follows:  “.  .  .  and  after  printed  notice  of  the  proposed  expenditure  has  been 
.  .  .  printed  in  the  Journal  of  the  National  Education  Association  at  least  two 
months  prior  to  the  meeting  of  the  Representative  Assembly.” 

I  move  adoption  of  that  motion. 

Delegate:  I  second  the  motion. 

Mr.  Shaw:  Madam  Chairman,  may  I  ask  unanimous  consent  for  the  adoption  of 
that  motion  ? 

President  Samuelson:  Unanimous  consent  has  been  asked  for  the  adoption  of  that 
motion.  Is  there  objection? 

The  Chair  hears  none,  so  the  motion  is  adopted  unanimously. 

We  will  pass  on  to  the  next  motion. 

Mr.  Shaw:  I  move  that  the  action  of  the  Representative  Assembly  at  Denver  on 
the  report  of  the  Committee  on  Amending  the  Charter  be  amended  so  that  the  third 
sentence  of  Section  7  which  is  set  forth  as  Issue  No.  21  of  the  printed  report  be 
amended  to  read  as  follows: 

“The  income  of  the  Permanent  Fund  shall  be  used  only  to  meet  the  cost  of  main¬ 
taining  the  organization  of  the  Association  and  of  publishing  its  annual  volume  of 
Proceedings,  unless  the  terms  of  the  donation,  bequest,  or  devise  shall  otherwise 
specify  ...  or  as  otherwise  provided  by  the  bylaws  of  the  corporation.” 

I  move  adoption  of  that  motion. 

Miss  Cornelia  S.  Adair  (Virginia)  :  I  second  the  motion. 

Mr.  Shaw:  I  ask  for  unanimous  consent  for  the  adoption  of  that  motion. 

Mr.  Joseph  H.  Saunders  (Virginia)  :  I  object  to  the  adoption  of  the  motion,  and  I 
would  like  to  have  the  privilege  of  opposing  it. 

President  Samuelson:  Mr.  Saunders. 

Mr.  Saunders:  I  wish  to  object  to  the  change  in  that  portion  of  the  present  Section  7 
of  the  charter  for  this  reason:  The  present  charter  provides  in  the  language  that  is 
supposed  to  be  substituted  there,  that  it  shall  be  done  by  the  Board  of  Directors. 

The  provision  offered  by  the  Committee  is  that  unless,  as  specified  by  the  bylaws  it 
may  be,  in  an  important  crisis  in  the  handling  of  funds,  you  would  have  to  get  a 
change  in  your  bylaws  to  handle  the  money  for  an  important  activity  of  the  Associa¬ 
tion  and  you  would  have  to  wait  for  a  meeting  of  the  Representative  Assembly  and 
give  due  notice  of  the  change  in  the  bylaws  which  may  make  it  too  late  to  cover  an 
emergency  that  might  arise  in  the  Association. 

At  present,  the  charter  reads  “except  .  .  .  Board  of  Directors  shall  otherwise  .  . 
the  Board  of  Directors  can  be  very  easily  gotten  at  and  can  give  the  necessary  order. 


692 


National  Education  Association 


I  see  no  need  of  making  that  change  because  I  believe  it  will  hamper  the  proper 
activities  of  the  Association. 

President  Samuelson:  Mr.  Shaw. 

Mr.  Shaw:  I  am  very  glad  to  speak  to  that  motion. 

If  you  will  bear  in  mind  at  the  present  time  the  Board  of  Directors  meets  about 
as  often  as  the  Representative  Assembly;  in  fact,  that  is  the  only  meeting.  If  the 
suggested  change  is  made,  we  might  delegate  this  same  authority  to  the  Board  of 
Trustees,  which  meets  several  times  during  the  year,  or  to  the  Executive  Committee, 
if  you  so  desire,  and  just  cover  the  very  point  that  Mr.  Saunders  is  raising.  The 
proposed  change  would  make  it  possible  to  prevent  having  it  tied  up  as  it  now  seems 
to  be. 

Delegates:  Question. 

President  Samuelson:  The  question  has  been  called  for.  Those  in  favor  of  the 
motion  will  vote  “aye”;  those  opposed  to  the  motion  will  vote  “no.”  The  ayes  have 
it  and  the  motion  is  carried. 

Mr.  Shaw:  Issue  No.  22.  I  move  the  action  of  the  Representative  Assembly  at 
Denver  on  the  report  of  the  Committee  on  Amending  the  Charter  be  amended  by 
striking  out  the  fourth  sentence  of  Section  7  which  is  set  forth  as  Issue  22,  and  which 
reads  as  follows: 

It  shall  also  be  the  duty  of  the  Board  of  Trustees  to  issue  orders  on  the  treasurer 
for  the  payment  of  all  bills  approved  by  the  Board  of  Directors,  or  by  the  presi¬ 
dent  and  secretary  of  the  Association  acting  under  the  authority  of  the  Board  of 
Directors. 

I  make  the  motion  that  the  amendment  be  adopted. 

Mr.  fV.  P.  King  (Kentucky)  :  I  second  the  motion. 

President  Samuelson:  The  question  is  on  the  adoption  of  this  motion.  Is  there 
discussion  ? 

Delegates :  Question. 

President  Samuelson:  I  will  put  the  motion.  There  seems  to  be  no  desire  to  discuss 
it.  Those  in  favor  of  the  motion  will  vote  “aye”;  those  opposed  to  the  motion  will 
vote  “no.”  The  ayes  have  it.  The  motion  is  carried. 

We  will  go  to  the  next. 

Mr.  Shaw:  Issue  No.  23.  I  move  that  the  action  of  the  Representative  Assembly  at 
Denver  on  the  report  of  the  Committee  on  Amending  the  Charter  be  amended  by 
striking  out  the  fifth  sentence  of  Section  7  which  is  set  forth  as  Issue  23  and  which 
reads  as  follows: 

When  practical,  the  Board  of  Trustees  shall  invest,  as  part  of  the  Permanent 
Fund,  all  surplus  funds  exceeding  $500  that  shall  remain  in  the  hands  of  the 
treasurer  after  paying  the  expenses  of  the  Association  for  the  previous  year,  and 
providing  for  the  fixed  expenses  and  for  all  appropriations  made  by  the  Board  of 
Directors  for  the  ensuing  year. 

I  move  the  adoption  of  this  motion. 

Miss  Sara  C.  Ewing  (Indiana) :  I  second  the  motion. 

President  Samuelson:  The  question  is  on  the  adoption  of  that  motion.  Is  there 
discussion  ? 

Mr.  Fred  D.  Cram  (Iowa) :  I  have  a  question.  I  want  to  ask  the  chairman  of  our 
Committee  if  this  takes  the  matter  of  control  of  the  Permanent  Fund  entirely  out  of 
the  hands  of  the  trustees.  I  think  you  probably  would  like  to  know  what  is  going  to 
to  happen. 

Mr.  Shaw:  This  is  merely  a  transfer  to  the  bylaws  of  the  matter  of  new  appropria¬ 
tions  from  time  to  time  to  the  Permanent  Fund  from  any  sources.  It  is  now  in  the 
bylaws;  so  in  striking  it  out  of  the  charter  you  do  not  change  the  plan  at  all. 

Delegates :  Question. 

President  Samuelson:  All  in  favor  of  adopting  the  motion  will  vote  “aye”;  those 
opposed  to  the  motion  will  vote  “no.”  The  ayes  have  it  and  the  motion  prevails. 

Proceed  to  the  next. 


Associational  Records  and  Information 


693 


Mr.  Shaw:  Issue  No.  24.  I  move  that  the  action  of  the  Representative  Assembly 
at  Denver  on  the  report  of  the  Committee  on  Amending  the  Charter  be  amended  by 
striking  out  the  last  paragraph  of  Section  7,  which  is  set  forth  as  Issue  No.  24  and 
which  reads  as  follows: 

The  Board  of  Trustees  shall  elect  the  Secretary  of  the  Association,  who  shall 
be  secretary  of  the  Executive  Committee,  and  shall  fix  the  compensation  and  the 
term  of  his  office  for  a  period  not  to  exceed  four  years. 

I  move  adoption  of  that  motion. 

President  Samuelson:  Is  there  a  second? 

Delef/ate  (Michigan)  :  I  second  the  motion. 

President  Samuelson:  The  question  is  on  the  adoption  of  the  motion,  Is  there 
discussion  ? 

Mr.  Lamkin:  Instead  of  there  being  one  controversial  subject,  which  we  thought 
was  settled  at  Denver,  there  were  two.  Not  only  did  the  Denver  convention  declare 
in  favor  of  the  retention  in  the  hands  of  the  Board  of  Trustees  of  the  control  of  the 
Permanent  Fund  but  also  in  their  hands  the  election  of  the  secretary. 

Those  are  the  two  fundamental  issues  and  the  two  things  which  this  Association 
should  guard  against  being  thrown  into  the  hands  of  the  Delegate  Assembly.  If  this 
provision  is  put  into  the  bylaws,  the  Delegate  Assembly  can,  in  one  year,  change 
that  provision  and  make  the  secretary  elected  annually  by  the  Delegate  Assembly. 

As  far  as  I  am  concerned,  I  am  perfectly  satisfied  with  the  secretary  who  served 
for  nineteen  years,  from  the  time  he  was  elected  at  this  meeting  nineteen  years  ago 
until  a  year  ago,  and  I  think  the  Board  of  Trustees  could  have  made  no  wiser  choice 
than  to  elect  Mr.  Givens  as  secretary  of  this  Association  for  a  period  of  four  years; 
he  should  have  a  term  of  not  less  than  four  years;  the  Board  of  Trustees,  which 
controls  the  finances  of  this  Association,  should  have  the  power  to  fix  his  salary,  and 
I  plead  with  this  Committee  to  stand  by  the  action  of  the  Representative  Assembly  at 
Denver  and  leave  in  the  charter,  as  I  understood  it  was  agreed  to,  Section  7  as 
adopted  at  Denver  intact. 

These  clarifying  amendments  which  Mr.  Shaw  has  presented,  I  told  him  I  would 
ask  for  unanimous  consent  to  be  considered,  but  this  controversial  matter,  extremely 
controversial  and  important  matter,  should  be  left  as  it  was  in  Denver. 

I  believe  that  we  should  sustain  the  action  of  the  Board  of  Trustees  as  choosing 
Mr.  Givens  secretary  of  this  Association  and  keep  in  their  hands  the  right  to  elect  a 
secretary  of  this  Association.  Let  us  not  throw  the  choosing  of  the  executive  secretary 
of  this  Association  into  politics,  on  the  floor  c tf  an  assembly  of  delegates. 

President  Samuelson:  Mr.  Shaw. 

Mr.  Shaw:  If  a  motion  were  to  be  made  in  order  to  express  ourselves  on  the 
remarks  just  made  on  the  question,  I  believe  one  of  the  loudest  shouters  in  favor  of 
the  result  of  the  election  of  the  executive  secretary  by  the  trustees  would  be  myself. 
This  proposal  was  not  made  with  any  such  thought  in  mind.  I  believe  that  we  would 
never  consider  adopting  a  bylaw  that  would  make  such  a  thing  possible.  I  grant 
that  it  would  be  possible  for  the  Representative  Assembly  to  make  such  a  bylaw  but 
it  would  require  a  two-thirds  vote  and  such  a  vote  would  surely  be  impossible  at  the 
present  time.  Any  kind  of  system  of  bylaws  which  intelligent  teachers  would  adopt 
would,  I  believe,  provide  a  plan  whereby  the  executive  secretary  would  be  picked 
by  a  small  group.  For  example,  I  do  not  believe  that  we  can  say  the  Executive 
Committee  would  have  been  any  less  competent  than  the  Board  of  Trustees  to  elect 
the  secretary.  Under  the  present  charter  he  is  secretary,  not  of  the  Board  of  Trustees, 
but  of  the  Executive  Committee  and  the  Association,  and  the  purpose  of  this  amend¬ 
ment  was  merely  to  place  it  in  the  bylaws  so  the  Association  could  do  what  it  wants 
to  do;  we  are  not  making  a  recommendation  as  to  change;  the  method  of  election  is 
now  set  forth  in  exactly  this  way  in  the  bylaws,  and  I  know  of  no  one  proposing  a 
change  at  this  time. 

President  Samuelson:  Miss  Adair. 

Miss  Cornelia  S.  Adair  (Virginia)  :  I  want  to  speak  in  favor  of  keeping  the  election 
of  the  executive  secretary  in  the  hands  of  the  trustees.  The  Board  of  Trustees  of  the 
National  Education  Association  is  our  only  continuing  Board.  You  realize  we  may 


694 


National  Education  Association 


need  to  take  a  long  time  in  considering  the  election  of  the  executive  secretary.  I  am 
among  those  that  hope  it  will  be  a  very  long  time  before  that  occasion  again  arises, 
but  it  does  seem  to  me  that  we  should  leave  the  election  of  that  important  official  to 
the  continuing  Board  of  the  Association  and  not  put  it  in  the  hands  of  a  transient 
committee. 

President  Samuclson :  Mr.  Sutton. 

Mr.  Willis  A.  Sutton  (Georgia)  :  I  hesitate  to  say  anything  further  with  reference 
to  these  important  matters.  I  am  just  a  little  bit  of  the  opinion  that  what  I  shall  have 
to  say  will  not  in  any  way  change  your  thinking  or  the  results,  but  I  do  want  my 
name  in  the  record  as  opposed  to  the  transfer — I  want  it  because  I  love  this  Associa¬ 
tion.  I  am  going  to  stand  with  it — I  do  not  care  what  sort  of  report  you  adopt — I  am 
going  to  work  and  fight  for  it.  I  am  a  good  loser  and  when  I  lose,  I  am  going  to 
stand  by  the  majority.  I  am  a  democrat - 

President  Samuclson  (Interrupting)  :  You  are  out  of  order. 

Mr.  Sutton:  I  am  not  talking  about  the  Democratic  party.  I  think  the  Democratic 
party  has  no  monopoly  on  the  word  “democrat.”  I  am  saying —  I  know  some  of  you 
will  not  like  it — but  I  am  saying  this:  the  Executive  Committee  just  spoken  of,  can 
be  changed  in  one  year  thru  your  election  of  the  secretary,  thru  your  election  of  the 
president  and  transfer  of  your  vicepresident  to  that  Committee — we  are  doing  one 
of  the  most  dangerous  things  that  we  ever  did  when  we  transfer  the  election  from 
that  stable  body — I  have  been  president  of  this  Association,  Miss  Samuelson  knows 
it,  all  of  us  know  it;  we  appreciate  the  honor  and  try  to  make  our  contribution — but 
the  executive  secretary  is  the  stabilizing  force  in  this  organization  and  when  you 
transfer  this  office  to  the  bylaws  you  are  making  it  possible  to  disrupt  this  organ¬ 
ization. 

I  do  not  say  you  are  going  to  disrupt  it — no,  I  am  not  saying  that;  I  do  not  believe 
you  will  do  it,  but  you  are  making  it  possible  and  I  want  to  plead  just  this  once  on 
this  question  of  the  Permanent  Fund  and  on  this  question  of  the  election  of  your 
stabilizing  force.  I  agree  with  every  word  that  has  been  said  about  Mr.  Crabtree  and 
Mr.  Givens — it  is  worth  a  lot  to  know  these  men — but  you  are  making  it  possible — 
Mr.  Shaw  says  so,  himself — to  change  the  whole  set-up  of  your  executive  force  and 
when  you  do  that  you  are  making  it  possible  to  disrupt  your  organization.  Think 
about  it,  will  you  ? 

President  Samuelson:  The  question  is  on  the  adoption  of  this  motion.  Miss  Fahey, 
do  you  wish  to  speak  on  this  motion? 

Miss  Sara  H.  Fahey  (New  York)  :  Yes. 

President  Samuelson:  I  recognize  Mi'ss  Fahey. 

Miss  Fahey:  I  sympathize  so  much  with  the  desire  to  discuss  this  matter.  I  voted 
for  Mr.  Shaw’s  amendment  a  moment  ago  but  on  this  question  of  our  secretary  I 
know  enough  of  the  popular  vote  to  know  that  many  times  the  dark  horse  wins; 
many  times  people  who  have  no  record  of  service  whatever  in  the  Association, 
because  they  have  not  taken  an  opposite  view,  become  the  popular  candidate  for 
some  office.  Consequently,  I  can  say  in  regard  to  any  position  so  important  as  the 
secretary  of  this  Association  that  it  needs  a  conservative  vote;  it  needs  the  vote  of 
people  who  have  been  looking  over  the  nation  year  after  year  to  find  the  proper 
person  for  that  kind  of  service.  I  would  regret  very  much  to  see  the  secretary  of 
this  Association  elected  by  popular  vote  because  I  believe  that  on  such  a  question  a 
mass  vote  cannot  possibly  be  the  thoughtful  conservative  vote  on  efficiency  in  that 
position  that  we  need  for  a  secretary  of  the  Association. 

I  would  also  challenge  the  suggestion  that  there  be  a  limit  for  four  years  of  service. 

President  Samuelson:  Mr.  Cram  asks  to  be  heard. 

Mr.  Fred  D.  Cram  (Iowa)  :  A  good  deal  was  said  in  the  discussion  of  the  substitute 
motion  this  morning,  especially  by  orators  in  favor  of  the  motion,  that  might  lead 
you  to  believe  that  these  old-timers  who  have  been  talking  against  the  substitute 
motion,  and  are  now  talking  for  the  retention  of  the  present  method  of  selecting  the 
secretary,  are  afraid  of  the  Representative  Assembly. 

Now,  I  am  a  member  of  the  Representative  Assembly,  myself,  and  anything  I  say 
indicating  that  I  do  not  have  great  faith  in  such  a  body’s  judgment  at  times  is  a 
reflection  upon  my  own  judgment. 


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Now,  if  we  remove  this  provision  to  the  bylaw's,  it  will  be  possible,  by  the  easy 
method  of  changing  the  bylaws,  to  make  the  selection  of  the  secretary  either  by  the 
Executive  Committee  or  by  the  Representative  Assembly  or  by  any  other  group  that 
may  be  designated.  Now,  you  understand  the  makeup  of  the  Executive  Committee; 
it  changes  constantly;  it  is,  more  or  less  an  ex-officio  body,  with  one  elected  member 
and  because  of  this  it  can  be  very  easily  changed. 

It  is  no  reflection  upon  the  judgment  of  a  Representative  Assembly,  and  I  have 
felt  that  in  some  cases  the  other  side  has  been  just  a  little  bit  unfair  in  accusing  these 
people  of  not  using  good  judgment;  it  has  not  been  our  intention  to  cast  any  doubt 
upon  your  judgment,  upon  my  judgment  as  a  member  of  this  body;  we  have  great 
faith  in  your  sincerity  and  honesty;  but  now,  I  want  to  be  just  as  specific  as  possible. 
Suppose  our  dear  old  friend,  Mr.  Sutton,  should  get  it  into  his  head  that  he  would 
like  to  have  somebody  else  as  secretary  of  this  organization.  Mr.  Sutton  could  get  up 
before  this  Representative  Assembly  and  he  would  have  you  people  getting  your 
handkerchiefs  out  and  he  would  have  the  tears  running  here,  he  would  have  hearts 
bleeding,  and  by  the  time  he  finished  talking,  we  would  throw  out  any  secretary  we 
had,  no  matter  how  efficient,  and  elect  another  executive  secretary. 

President  Samuelson:  I  recognize  Mr.  Shaw. 

Mr.  Shaw:  I  am  sure  we  did  not  come  out  here  to  have  tears  shed;  I  know  we  all 
came  to  work  for  the  best  interests  of  the  Association.  We  have  had  differences  of 
opinion  and  on  this  one,  so  far  as  I  am  concerned,  the  difference  of  opinion  is  a  very, 
very  pleasant  type  of  difference,  the  idea  being  that  we  did  not  want  to  hide  behind 
Congress;  but  if  there  is  a  feeling  here  that  this  endangers  the  interests  of  the  Asso¬ 
ciation,  I  certainly  would  want  to  help  withdraw  it  and  I  am  going  to  put  myself, 
personally,  in  this  position  to  ask  my  second  to  join  me  in  withdrawing  this  motion. 

Delegate:  I  consent. 

President  Samuelson:  Mr.  Shaw  asks  unanimous  consent  to  withdraw  the  motion. 
Is  there  objection? 

Hearing  no  objection,  unanimous  consent  is  given.  The  motion  is  withdrawn. 

We  will  go  now  to  the  next. 

Mr.  Shaw:  Issue  No.  26.  I  move  that  the  action  of  the  Representative  Assembly  at 
Denver  on  the  report  of  the  Committee  on  Amending  the  Charter  be  amended  by 
striking  out  the  following  words:  “.  .  .  in  accordance  with  Section  7  of  the  Act  of 
Incorporation  as  amended  by  this  act,”  as  set  forth  in  Issue  No.  26,  and  substituting  in 
lieu  thereof  the  following  words:  .  .  except  as  limited  by  the  provisions  of  this  act 

as  amended,”  the  suggestion  of  the  attorney  of  the  Association. 

I  move  the  adoption  of  that  motion. 

Mr.  A.  L.  Knoblauch  (Michigan)  :  I  second  the  motion. 

President  Samuelson:  The  question  is  on  the  adoption  of  the  motion.  Is  there 
discussion  ? 

Delegates :  Question. 

President  Samuelson:  All  in  favor  of  the  motion  will  vote  “aye”;  those  opposed 
will  vote  “no.”  The  motion  is  carried. 

We  will  proceed  to  the  next  point. 

Mr.  Shaw:  I  should  like  to  ask  the  parliamentarian  a  question  as  to  whether  it  is 
my  province,  or  how  it  can  be  brought  about,  to  include  the  proposal  made  by  Mr. 
Cram  insofar  as  restoring  to  the  charter  sections  and  paragraphs  represented  by 
Issues  No.  8  and  9. 

Mr.  Bottolfsen:  I  shall  rule  that  the  president  may  recognize  Mr.  Cram  for  that 
purpose. 

President  Samuelson:  Mr.  Cram. 

Mr.  Cram:  I  move  to  amend  Issues  No.  8  and  9  by  combining  said  issues  No.  8  and 
9  in  one  paragraph,  made  part  of  Section  7  of  the  charter  and  reading  as  follows: 

The  Board  of  Trustees  shall  consist  of  four  members  elected  by  the  Board  of 
Directors  for  a  term  of  four  years,  and  the  president  of  the  Association,  who  shall 
be  a  member  ex  officio  during  his  term  of  office.  At  the  first  meeting  of  the  Board 
of  Directors  held  during  the  annual  meeting  of  the  Association  at  which  they  were 
elected,  they  shall  elect  one  trustee  for  the  term  of  four  years.  All  vacancies 


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occurring  in  said  Board  of  Trustees,  whether  by  resignation  or  otherwise,  shall 
be  hlled  by  the  Board  of  Directors  for  the  unexpired  term;  and  the  absence  of  a 
trustee  from  two  successive  annual  meetings  of  the  Board  shall  forfeit  his 
membership. 

I  move  the  adoption  of  this. 

Mr.  H.  Claude  Hardy  (New  York) ;  I  second  the  motion. 

Mr.  Cram:  I  ask  for  unanimous  consent  on  adoption. 

President  Samuelson:  Is  there  objection?  The  Chair  hears  none.  The  motion  is 
adopted  unanimously. 

Are  there  more  amendments  to  be  proposed?  I  am  asking  Mr.  Shaw. 

Mr.  Shaw:  There  are  no  more  amendments  to  be  proposed  or  called  up  by  me  in 
behalf  of  the  Committee;  certain  issues  of  those  listed  there  have  not  been  called  up, 
I  think  it  is  only  fair  to  make  that  announcement. 

As  I  understand  it,  a  motion  is  now  in  order  to  move  the  adoption  of  the  recom¬ 
mendations  approved  in  these  motions,  as  a  lump — adoption  of  the  report  as 
approved,  item  by  item. 

I  move  adoption  of  the  report  as  amended. 

President  Samuelson:  Is  there  a  second? 

Mr.  D.  Y.  Dunn  (Kentucky)  :  I  second  the  motion. 

President  Samuelson:  Is  there  discussion? 

Delegates:  Question. 

Mr.  Shaw:  I  am  asking  it  be  adopted  by  unanimous  consent. 

Mr.  Larrikin :  I  object,  Madam  Chairman. 

President  Samuelson:  The  question  is  on  the  adoption  of  this  motion.  Mr.  Larrikin 
has  the  floor. 

Mr.  Lamkin:  Proposal  No.  20  is  in  italics;  that  was,  purposely,  passed  over,  I 
believe,  because  I  understood  the  agreement.  It  was  certainly  passed  over  by  Mr. 
Shaw  in  presenting  the  report. 

There  is  a  difference  of  opinion,  I  understand,  as  to  whether  or  not  that  was 
adopted  at  Denver.  In  the  other  proposals,  it  has  been  specifically  stated:  take  1,  2,  3, 
4  and  so  on,  it  was  specifically  stated  that  it  was  approved  by  the  Representative 
Assembly  in  1935,  but  in  case  of  No.  20,  it  was  not  stated  that  it  was  approved  by  the 
Representative  Assembly. 

It  appears,  again,  later  in  the  report,  this  time  in  boldface  type,  with  the  italics  to 
be  added  “except  as  limited  by  the  provisions  of  this  act  as  amended.”  I  think  we 
should  not  go  away  from  here  with  any  misunderstanding  whatever.  I  think,  too, 
there  is  one  thing  this  Assembly  is  bent  on  doing;  that  is,  holding  control  of  the 
Permanent  Fund  in  the  hands  of  the  Board  of  Trustees,  and  I  submit  to  you  that 
if  this  clause - 

President  Samuelson  (Interrupting)  :  The  parliamentarian  states  that  Mr.  Lamkin 
is  out  of  order  in  considering  this  point,  since  the  motion  is  on  the  adoption. 

Will  you  give  unanimous  consent  for  him  to  proceed  with  this  discussion? 

(Some  “ayes”  and  some  “noes”  were  heard.) 

President  Samuelson:  Mr.  Lamkin  will  make  a  motion. 

Mr.  Lamkin:  Mr.  Shaw  will  make  it. 

Mr.  Shaw:  I  want  to  ask  unanimous  consent  for  Mr.  Lamkin  to  continue  but  I 
want  to  ask  him  to  make  it  short  because  I  think  I  can  clear  up  the  difficulty  as  soon 
as  he  is  thru. 

President  Samuelson :  Is  unanimous  consent  granted? 

Delegates:  Yes. 

Mr.  Lamkin:  I  submit  to  this  Delegate  Assembly  if  this  clause  is  put  in,  “Provided, 
that  this  corporation  may  by  its  bylaws  make  other  and  different  provisions  for  the 
custody,  control,  management,  sale  mortgage  or  other  disposition  of  its  property  (in 
accordance  with  Section  7  of  the  Act  of  Incorporation  as  amended  by  this  act),” 
that,  regardless  of  anything  that  the  charter  may  say  as  to  the  control  of  this  fund  by 
the  Board  of  Trustees,  this  Assembly  of  delegates  can  order  certain  investments  to 
be  made  and  certain  sales  of  certain  permanent  funds  to  be  disposed  of  in  certain 
ways. 


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I  do  not  believe  this  Delegate  Assembly  wants  control  turned  over  to  the  Assembly 
of  Delegates,  and  it  was  my  understanding  when  we  came  onto  this  floor  that  if  this 
reconsideration  was — I  mean  if  the  whole  report  was  considered  that  the  amendment 
No.  7,  that  Section  7  would  stay  in  the  charter  as  it  is,  and  this  is  not  in  the  charter  as 
it  is.  You  have  black-faced  type  here,  adding  “control  shall  be  given  over  to  the 
hands  of  the  Delegate  Assembly”  and  if  necessary,  I  will  move  to  reconsider  the 
vote  by  which  we  adopted  the  provision  which  added  the  black-faced  type. 

President  Samuelson :  Mr .  Shaw. 

Mr.  Shaw:  May  I  ask  unanimous  consent  to  speak  to  that  particular  issue,  though 
it  is  off  our  motion? 

President  Samuelson:  No  objection  being  heard,  unanimous  consent  is  given. 

Mr.  Shaw:  This  is  in  Section  9.  I  want  to  use  it  more  as  an  illustration  of  how 
we  misunderstand,  than  anything  else,  for  just  a  second  or  two. 

That  was  in  Section  9  with  the  provision  which  you  voted  to  strike  out  “in  accord¬ 
ance  with  Section  7  of  the  Act  of  Incorporation  as  amended  by  this  Act.”  That  was 
the  way  it  was  passed  at  Denver,  but  you  voted  not  to  change  Section  7 ;  therefore, 
it  became  ineffective  for  no  change  was  made  in  Section  7  at  Denver;  and  so,  when 
the  matter  came  up  again,  we  proposed  the  change  this  year  “except  as  limited  by 
this  provision  of  this  act  as  amended” — anywhere  including  all  of  Sections  6  and  7, 
which  we  have  agreed  to  restore  to  the  charter,  except  for  the  final  action. 

I  want  to  go  back  once  more  to  where  the  suggestion  came  from;  it  did  not  origi¬ 
nate  with  the  Committee. 

It  originated  with  the  attorney  of  the  Association,  in  consultation  with  the  attorney 
of  the  Trust  Company,  whom,  if  I  remember  it,  indicated  that  there  was  no  specific 
provision  for  the  trustees  or  anyone  to  mortgage,  and  questions  were  constantly 
raised  whether  they  could  do  that  or  not. 

Now,  as  I  understand  it,  Mr.  Saunders  does  not  feel  any  particular  difficulty  about 
that  point.  I  want  to  raise  it  again  here.  I  want  to  defer  and  ask  unanimous  consent 
to  withdraw  that  provision  unless  Mr.  Saunders  will  agree  to  let  it  stand  as  amended. 
The  attorney  says  “except  as  limited  by  this  act”  protects  everything  we  put  in.  If 
you  agree,  we  will  leave  it  in,  if  you  do  not,  we  will  take  it  out. 

Mr.  Saunders:  Take  it  out. 

Mr.  Shaw:  May  I  have  unanimous  consent  to  withdraw  the  whole  reference  to 
Issue  No.  26  from  the  report? 

President  Samuelson:  You  have  heard  this  request,  is  there  objection?  The  Chair 
hears  none,  so  it  is  withdrawn. 

The  question  is  on  the  final  adoption  of  this  report. 

Delegates:  Question. 

Mr.  Shaw:  May  I  make  the  request  that  we  unanimously  adopt  the  report  as 
amended  ? 

Mr.  Lamkin:  May  I  second  that  request,  that  we  adopt  the  report  as  amended  with¬ 
out  the  call  of  the  states? 

President  Samuelson:  If  there  is  no  objection,  unanimous  consent  is  given.  Hear¬ 
ing  no  objection,  I  declare  the  report  unanimously  adopted. 

President  Samuelson:  I  will  now  call  for  the  preliminary  report  of  the  Committee 
on  Reorganization,  amendments  to  the  bylaws,  by  Mr.  Oberholtzer,  chairman  of  the 
Committee.  The  Chair  recognizes  Mr.  Oberholtzer. 

Mr.  E.  E.  Oberholtzer  (Texas)  :  Madam  Chairman ,  since  the  work  of  the  Assem¬ 
bly  this  morning  made  it  necessary  for  certain  matters  to  be  reconsidered  by  the  Com¬ 
mittee  on  Reorganization  in  order  to  harmonize  our  report,  I  ask  now  unanimous  con¬ 
sent  of  this  Assembly  to  defer  presentation  of  my  report  until  the  scheduled  time 
tomorrow  morning. 

President  Samuelson:  Any  objection?  The  Chair  hears  none;  the  Committee  report 
is  postponed  until  the  scheduled  time  tomorrow  morning. 

We  will  pass  to  the  next  order  of  business. 

I  shall  now  ask  Superintendent  Schlagle ,  the  chairman  of  the  Committee  on  Elec¬ 
tions,  to  make  an  announcement  relative  to  voting  for  the  elections. 

Mr.  F.  L.  Schlagle  (Kansas)  :  Members  of  the  Committee  on  Elections  met  and 
arranged  for  the  holding  of  the  election  of  officers  as  provided  for  in  the  constitution. 


698 


National  Education  Association 


Voting  booths  are  to  be  found  at  the  Registration  Desk  for  Delegates  in  the  Exhibit 
Hall  in  this  Auditorium.  Ballot  boxes  will  be  open  for  voting  from  8  a.m.  to  6  p.m. 
Thursday  and  all  delegates  to  the  convention  are  requested  to  vote  for  these  officers. 

Announcement  of  this  arrangement  is  to  be  found  on  page  57  of  the  Official  Pro¬ 
gram. 

President  Samuelson:  Mr.  Oberholtzer  requests  the  meeting  of  his  Committee  on 
Reorganization  at  4  o’clock  at  the  Multnomah  Hotel. 

We  turn  now  to  the  nominations  for  president,  eleven  vicepresidents,  and  treasurer, 
and  the  nominations  for  state  directors. 

Will  those  who  are  expecting  to  make  nominations  come  to  the  platform  and  come 
quietly  and  quickly  and  while  that  is  being  done,  I  shall  ask  Miss  Adair  to  make  the 
announcement  again  relative  to  these  nominations.  Miss  Adair. 

Miss  Cornelia  S.  Adair  (Virginia):  It  has  been  unanimously  adopted  that  there 
shall  not  be  more  than  one  nominating  speech  and  two  seconding  speeches  for  any 
one  candidate;  nominating  speeches  shall  be  limited  to  five  minutes  and  seconding 
speeches  to  two  minutes  each. 

There  may  be  any  number  of  seconds  to  a  nomination  so  long  as  there  are  two 
speeches  for  each  candidate.  That  is,  when  your  state  is  called  and  you  want  to  sec¬ 
ond,  you  can  second  but  you  cannot  make  a  speech. 

President  Samuelson:  Nominations  for  president  are  now  in  order.  I  will  ask  the 
secretary  to  call  the  roll  of  states. 

Secretary  Givens  (Calling  roll  of  states)  :  Alabama. 

Alabama:  No  nomination. 

Secretary  Givens:  Alaska. 

Alaska:  Alaska  yields  to  Washington. 

Mr.  Samuel  E.  Fleming  (Washington)  :  Washington  appreciates  tremendously  the 
courtesy  of  Alaska  in  yielding  a  place  early  upon  this  program. 

For  the  past  few  weeks,  we  have  been  listening  to  some  spectacular  models  of  nom¬ 
inating  speeches,  none  of  them,  however,  limited  to  five  minutes.  I  have  in  my  hand 
a  circular  which  we  have  attempted  to  put  in  your  hands,  but  you  have  been  so  beset 
with  a  number  of  voluminous  reports  that  you  were  required  to  read,  that  you  may 
not  have  perused  it,  as  we  had  hoped  you  would;  so,  I  am  just  going  to  refer  to  it 
briefly.  It  is  a  statement  of  principles  and  policies  formulated  by  the  man  whom 
I  have  the  honor  to  present  to  this  convention.  I  will  just  read  a  few  of  the  titles: 
“There  should  be  ample  opportunity  for  teacher  participation  in  school  administra¬ 
tion.”  “Teachers  should  be  secure  in  their  tenure.”  “Teachers  should  be  free  to  dis¬ 
cuss  controversial  issues.”  “Our  National  Education  Association  should  take  aggres¬ 
sive  action,  in  every  situation  where  the  efficiency  of  educational  service  is  being 
impaired.” 

Those  are  statements  of  a  man  who  is  alert  to  the  issues  confronting  teachers,  con¬ 
fronting  public  education,  and  the  statements  of  a  man  who  is  a  pioneer,  who  is  a 
frontiersman  in  his  thinking.  Important,  however,  as  may  be  that  man’s  point  of 
view  on  these  critical  subjects,  it  is  very  important  as  well  that  we  should  understand 
his  ideas  of  organizational  relationship.  He  believes  that  all  of  the  different  agencies 
of  this  great  Association  should  be  accorded  their  just  position  in  our  deliberations, 
in  our  policy-making,  but  at  the  same  time,  he  recognizes  that  this  Delegate  Assembly 
is  the  final  authority,  is  the  sovereign  body,  is  the  policy-making  group  in  the  last 
analysis. 

We  have  had  a  wonderful  exhibition  this  morning  of  the  spirit  of  accommodation 
that  can  prevail  and  the  extent  to  which  leadership  can  bring  about  that  kind  of  re¬ 
sults,  and  I  want  to  submit  that  the  man  I  am  to  present  to  this  convention  is  sensi¬ 
tive  to  organization  problems,  to  methods  of  organization  procedure  and  yet  he  is 
convinced  that  the  policy-making  body  of  this  Association  must  be  obeyed.  This  man 
has  these  ideas  as  the  result  of  a  rich  background  and  experience.  He  has  been  a 
high-school  teacher,  high-school  principal,  college  teacher,  and  has  served  for  a 
goodly  number  of  years  as  superintendent  of  the  second  largest  city  in  our  state.  He 
has  built  up  a  morale  among  his  teachers  that  is  second  to  none.  He  has  that  great 
body  of  principals  and  teachers  united  in  a  spirit  of  service  that  has  made  for 
progress  in  the  school  system  which  he  represents. 


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As  well,  he  has  served  in  many  capacities  in  our  state  organization.  He  has  served 
as  a  private  in  the  ranks,  as  a  non-commissioned  officer,  as  commander-in-chief  of 
the  educational  forces  of  our  state.  He  has  served,  as  well,  as  the  leader  of  that  great 
group  of  teachers  in  what  we  call  the  “Inland  Empire” — states  of  Washington,  Ore¬ 
gon,  Idaho,  and  Montana.  This  man  is  firm,  yet  kindly;  has  convictions,  yet  is 
tolerant;  is  progressive,  yet  with  balance;  is  stout-hearted  but  gentle;  is  inde¬ 
pendent,  yet  the  soul  of  cooperation;  is  a  fighter,  yet  clean;  is  a  good  sportsman,  ac¬ 
cording  to  his  adversary  his  due. 

Because  of  this  rare  combination  of  qualities  that  make  for  leadership  and  because 
they  have  followed  him  to  victory  on  many  occasions,  the  teachers  of  the  state  of 
Washington  desire  to  present  to  this  convention  as  a  candidate  for  president  of  this 
Association  the  name  of  Orville  C.  Pratt,  superintendent  of  schools  of  Spokane, 
Washington. 

Secretary  Givens  (Continuing  roll  call)  :  Arizona — Arkansas. 

Arkansas:  Arkansas  yields  to  New  York. 

Mr.  H.  Claude  Hardy  (New  York)  :  I  come  here,  first,  as  a  personal  friend  and 
good  neighbor  of  the  gentleman  whose  name  I  am  about  to  present  to  you.  I  come 
here,  in  the  second  place,  by  direction  of  the  New  York  State  Teachers  Association, 
which  has  a  membership  of  45,000.  Five-sixths  of  the  total  membership  in  the  N.  E.  A. 
from  the  great  Empire  State  is  contributed  by  the  New  York  State  Teachers  Associa¬ 
tion,  affiliated  with  the  National  Education  Association. 

I  am  speaking  to  two  groups  of  people,  first,  to  those  who  have  come  here  year 
after  year  and  who  have  worked  with  our  candidate.  I  know  that  group  respects, 
honors,  and  admires  the  man  whom  I  am  about  to  place  in  nomination  because  he  is 
a  man  who  is  honor  itself,  his  word  is  as  good  as  his  bond,  he  has  never  broken  a 
promise.  Honorable,  he  respects  his  opponents  and  insists  upon  the  right  of  speech 
to  all  in  whose  midst  he  mingles;  he  is  absolutely  sincere.  No  one  has  ever  ques¬ 
tioned  his  motives;  he  is  tremendously  courageous;  he  stands  willing  at  all  times  to 
go  out  and  battle,  even  with  the  demagogs,  for  the  sake  of  public  education.  And, 
to  the  other  group,  those  who  are  here  for  the  first  time,  you  have  a  right  to  ask,  who 
is  this  man?  What  has  he  done?  The  man  whose  name  I  am  about  to  present  to 
you  has  for  thirty-four  years  been  a  member  of  the  National  Education  Association; 
he  is  a  life  member;  he  has  been  attending  these  conventions  year  after  year,  serv¬ 
ing  on  various  committees. 

Mr.  William  H.  Holmes,  twenty-two  years  ago,  started  a  battle  in  New  York  state 
that  wTas  won  three  years  later.  Twenty-two  years  ago,  he  demanded  that  tenure 
should  be  given  to  the  teachers  of  the  City  of  New  York,  and  many  of  us  call  him  the 
father  of  tenure;  three  years  later,  the  legislation  came  thru  that  gave  tenure  to  the 
teachers  of  the  cities  of  the  state  of  New  York,  and  now7  he  is  leading  the  procession 
to  get  tenure  for  the  teachers  in  the  rural  areas. 

This  good  friend  and  neighbor  of  mine  led  the  fight  for  the  establishment  of  an 
adequate  retirement  system.  This  good  friend  and  neighbor  of  mine  has  built  a 
school  system  that  is  second  to  none  and  he  has  done  it  by  turning  the  job  over  very 
largely  to  his  teachers,  whom  he  has  encouraged  at  all  times. 

Now,  let  me  read  his  own  words,  so  you  can  get  the  spirit  and  the  soul  of  the  man. 
I  happened  to  be  in  Mount  Vernon,  just  the  other  day,  and  I  saw7  this  little  booklet 
which  was  assembled  by  the  school  children  of  his  city.  It  is  a  group  of  poems, 
written  by  this  man.  I  will  read  you  just  one: 

THE  SEVEN  FRUITS 

Upon  the  tree  of  Life  these  fruits  should  grow; 

Courage  to  seek  the  truth  and  finding  it 
Vision  to  see  the  paths  that  lie  ahead, 

Wisdom  to  tread  the  paths  that  men  should  tread, 

Sincerity  to  free  from  guile  and  show — 

Kindness  to  warm  the  heart  w7ith  quickening  glow, 

Gladness  to  light  the  way  of  doing  good, 

Friendship  to  make  our  common  brotherhood. 


700 


National  Education  Association 


I  present  the  name  of  Mr.  William  II.  Holmes,  superintendent  of  schools  of  Mount 
Vernon,  New  York. 

Secretary  Givens  (Continuing  with  nominations  for  president)  :  Colorado. 

Colorado:  Colorado  seconds  the  nomination  of  Mr.  Holmes. 

Secretary  Givens:  I  would  like  to  finish  the  roll  call  for  nominations  for  president, 
if  there  are  any  more.  Then  we  will  take  up  the  seconds. 

(Continuing  with  roll  call) 

Colorado — Connecticut — Delaware — District  of  Columbia — Florida — Georgia — 
Hawaii — Idaho — Illinois — Indiana — Iowa — Kansas — Kentucky — Louisiana  —  Maine 
— Maryland— Massachusetts — Michigan — Minnesota — Mississippi — Missouri — Mon¬ 
tana — Nebraska — Nevada — New  Hampshire — New  Jersey — New  Mexico — New 
York — North  Carolina — North  Dakota— Ohio — Oklahoma — Oregon — Pennsylvania — 
Puerto  Rico — Rhode  Island — South  Carolina — South  Dakota — Tennessee — Texas — 
Utah — Vermont — Virginia — West  Virginia — Wisconsin — Wyoming — California. 

There  are  no  other  nominations,  Madam  President. 

President  Samuelson:  We  will  call  now  for  the  seconding  speeches. 

Mr.  Elmer  L.  Cave  (California)  :  In  the  spirit  of  fairness,  I  feel  that  I  should 
state  that  I  do  not  represent  the  California  delegation.  The  California  delegation  has 
not  had  a  caucus  on  the  endorsement  of  any  candidate.  I  wish  to  second  at  this  con¬ 
vention  in  1936  Mr.  Holmes’  nomination.  I  do  so  because  of  my  great  esteem  for  a 
man  whom  I  recognize  as  one  of  the  great  leaders  in  education  in  this  nation. 

I  know  him  to  be  a  man  who  does  what  he  says  he  will  do;  I  know  him  to  be  a 
man  of  vision;  I  know  him  to  be  a  man  who  is  a  friend  to  the  classroom  teachers,  a 
man  who  is  the  friend  and  father  of  tenure  in  New  York  state;  all  that  I  know 
about  him  is  of  the  best,  and  I  consider  it  a  great  honor  to  have  been  asked  to 
second  the  nomination  of  Mr.  Holmes. 

Secretary  Givens  (Continuing  the  roll  call)  :  Colorado — Connecticut. 

Connecticut:  Connecticut  takes  pleasure  in  seconding  the  nomination  of  Mr.  Holmes 
of  Mount  Vernon. 

Secretary  Givens:  Delaware. 

Mr.  H.  V.  Holloway  (Delaware)  :  It  has  been  the  custom  of  this  nation  in  times  of 
great  crises — and  it  was  so  in  one  of  our  greatest  crises — to  look  to  Mount  Vernon  for 
leadership.  Here,  many,  many  years  after  the  great  Revolution,  we  in  education, 
notwithstanding  the  fact  that  our  great  crisis  is  possibly  over,  are  still  looking  to 
Mount  Vernon  for  leadership. 

Delaware,  therefore,  seconds  with  great  pleasure  the  nomination  of  Mr.  Holmes 
as  a  leader  for  the  future  of  this  Association. 

Secretary  Givens:  District  of  Columbia — Florida — Georgia — Hawaii — Idaho — 
Illinois — Idaho. 

Mr.  tV.  D.  Vincent  (Idaho)  :  On  behalf  of  at  least  100  percent  of  the  teachers  of 
Idaho  we  wish  to  second  the  nomination  of  Mr.  Pratt.  All  of  the  things  that  have  been 
said  about  Mr.  Pratt  are  absolutely  true  and  a  great  many  more  things  might  be  said 
that  would  be  equally  laudatory. 

And  so,  as  we  know  Mr.  Pratt,  we  simply  want  to  add  to  all  these  fine  things  that 
have  been  said  by  saying  to  you  that  he  is  the  finest  sort  of  a  good  neighbor.  Some¬ 
times  Spokane  is  said  to  be  the  northern  capital  of  Idaho,  and  we,  of  the  southern 
part  of  the  state,  feel  honored  to  feel  that  Spokane,  under  the  educational  leadership 
of  Air.  Pratt,  is  the  educational  capital  of  northern  Idaho,  and  we  rejoice  in  that  fine 
feature.  So,  wre  wish  to  second  the  nomination  of  Mr.  Pratt  at  this  time  and  ask 
that  you  give  his  candidacy  every  consideration.  He  will  provide  a  progressive  and 
very  fine  administration  for  this  Association. 

Secretary  Givens:  Illinois. 

Illinois:  Illinois  seconds  the  nomination  of  Air.  Orville  C.  Pratt. 

Secretary  Givens:  May  I  mention  one  word  of  explanation  in  calling  the  rest  of 
the  roll.  One  more  speech  may  be  made  for  Mr.  Pratt,  but  any  state  may  second,  may 
make  that  statement  if  it  cares  to  do  so. 

Indiana — Mr.  Williams,  of  Indiana. 


Association al  Records  and  Information 


701 


Mr.  Charles  0.  Williams  (Indiana) :  I  am  not  a  life  member  of  this  Association 
but  I  think  I  have  belonged  about  as  long  as  most  people.  I  just  figured  up  forty-one 
years  I  have  been  a  member  of  the  Association.  I  am  not  a  life  member  because  I 
have  not  lived  all  my  life  yet,  but  I  have  lived  long  enough  to  see  a  lot  of  things, 
a  lot  of  affairs  in  the  Association. 

I  want  to  illustrate  my  particular  position  this  morning.  I  stopped  at  a  country 
crossroads  store  once  with  a  county  superintendent  to  buy  some  cheese  and  crackers. 
There  were  four  or  five  men  around  the  stove  discussing  politics — in  a  day  when 
T.  R.  was  up,  Roughrider  T .  R.  After  the  discussion,  one  old  fellow  shook  the  to¬ 
bacco  out  of  his  pipe,  put  it  up,  and  said,  “You  ask  me  about  this  man,  Roosevelt? 
I  think  I  can  recommend  him.” 

Now,  you  ask  about  this  man,  Orville  Pratt ;  we  can  recommend  him.  Orville  Pratt 
spent  a  good  part  of  his  life  in  Indiana  in  his  early  days;  we  have  nothing  against 
him,  everything  for  him.  He  was  a  progressive  Indiana  man,  and  after  twenty-one 
years’  absence  from  Indiana,  I  have  the  opportunity  to  be  here  and  promote  the 
election  of  Orville  Pratt  for -president  of  this  great  organization.  Yesterday  at  the 
Indiana  delegation  meeting,  at  which  all  the  delegates  were  there,  a  motion  was 
made  and  unanimously  passed  that  the  director  of  Indiana  be  instructed,  if  oppor¬ 
tunity  offered,  to  second  the  motion  and  urge  the  election  of  Orville  Pratt. 

Now,  delegates,  whatever  else  you  may  say  or  do  for  Indiana,  “we  recommend 
him.” 

Secretary  Givens  (Continuing  roll  call)  :  Iowa — Kansas — Kentucky — Louisiana. 

Louisiana:  Louisiana  seconds  the  nomination  of  Orville  C.  Pratt. 

Secretary  Givens:  Maine. 

Maine:  Maine  seconds  the  nomination  of  William  H.  Holmes. 

Secretary  Givens:  Montana. 

Montana:  Montana  seconds  the  nomination  of  Orville  C.  Pratt. 

Secretary  Givens:  Nebraska — Nevada — New  Hampshire — New  Jersey — New  Mex¬ 
ico — New  York — North  Carolina. 

North  Carolina:  North  Carolina  seconds  the  nomination  of  Orville  C.  Pratt. 

Secretary  Givens:  North  Dakota — Ohio — Oklahoma — Oregon. 

Oregon:  Oregon  seconds  the  nomination  of  Orville  C.  Pratt. 

Secretary  Givens:  Pennsylvania — Puerto  Rico — Rhode  Island — South  Carolina — 
South  Dakota — Tennessee — Texas — Utah — Vermont — Virginia — Washington — West 
Virginia, 

West  Virginia:  West  Virginia  seconds  the  nomination  of  William  H.  Holmes. 

Secretary  Givens:  Wisconsin — Wyoming. 

Wyoming :  Wyoming  seconds  the  nomination  of  Orville  C.  Pratt. 

President  Samuelson:  Are  there  any  more  nominations — or  seconds?  Hearing 
none,  I  shall  declare  the  nominations  for  president  closed. 

We  turn  now  to  the  nomination  of  eleven  vicepresidents. 

Secretary  Givens:  I  will  call  the  roll  of  states  for  nominations  of  vicepresidents. 
Alabama,  Alaska,  Arizona,  Arkansas,  California.  Mr.  Larson. 

Mr.  Emil  L.  Larson  (Arizona)  :  I  should  like  to  place  in  nomination  for  vice- 
president  a  man  who  has  contributed  a  great  deal  to  education,  not  merely  in  our 
state  but  by  his  counsel  and  good  judgment  has  contributed  to  education  in  other 
parts  of  the  United  States;  a  man  who  has  been  a  life  member  of  the  National  Edu¬ 
cation  Association  for  a  number  of  years,  whose  good  counsel  and  judgment  will 
contribute  to  the  advancement  of  this  organization. 

I  am  pleased  to  place  in  nomination  for  vicepresident,  Mr.  Herman  E.  Hendrix, 
State  Superintendent  of  Public  Instruction  of  Arizona. 

Secretary  Givens:  Mr.  Henderson. 

Mr.  Frank  A,  Henderson  (California)  :  I  am  honored  to  submit  to  this  Assembly 
for  vicepresident,  a  classroom  teacher  of  the  kindergarten  schools,  past  president  of 
the  State  Kindergarten  Association  and  president  of  the  Oakland  Teachers’  Associa¬ 
tion,  from  Oakland — a  city  which  has  done  so  much  for  this  organization  in  giving 
Mr.  Givens  for  the  service  of  the  Association. 


702 


National  Education  Association 


She  is  a  leader  in  educational  matters.  This  state  stood  near  the  top  in  N.  E.  A. 
membership  for  many  years — Miss  Evlyn  Chasteen  of  Oakland,  California,  for  vice- 
president. 

Secretary  Givens:  Colorado — Connecticut. 

Miss  Daisy  Lord  (Connecticut)  :  It  gives  me  great  pleasure  in  behalf  of  the  Con¬ 
necticut  delegation  to  present  to  this  Assembly  the  name  of  our  state  commissioner  of 
education,  who  has  served  this  Association  well  for  many  years.  I,  therefore,  present 
the  name  of  Mr.  E.  W.  Butterfield  for  your  consideration. 

Secretary  Givens:  Delaware — District  of  Columbia — Georgia. 

Mr.  IV.  J.  Andrews  (Georgia)  :  I  have  found  many  people  here  in  the  Northwest 
who  seem  to  appreciate  and  enjoy  our  pronunciation  and  enunciation  of  Georgia. 
Georgia  is  represented  here  today  and  we  come  asking  for  your  careful  considera¬ 
tion  in  casting  your  vote  for  one  from  our  state.  He  is  a  county  school  superinten¬ 
dent,  a  young  man  who  has  had  a  lot  of  obstacles  before  him.  He  lives  fourteen  miles 
from  any  town  or  city.  He  has  no  radio  installed  in  his  home  as  yet,  but  he  plans  to 
do  that  so  he  may  continue  to  grow  in  the  profession.  He  has  been  a  member  of  the 
N.  E.  A.  ever  since  he  has  been  eligible  for  membership  and  has  attended  N.  E.  A. 
conventions  and  Department  of  Superintendence  conventions  for  a  number  of  years. 
I  am  pleased  and  consider  it  a  privilege  to  give  to  you  the  name  of  one  of  my  con¬ 
temporaries.  We  play  football  sometimes  in  high  schools  and  colleges  and  sometimes 
we  go  in  a  huddle  and  call  signals,  so  this  morning  the  state  school  superintendent, 
Mr.  Sutton,  superintendent  of  the  Atlanta  system  of  schools,  Harold  Saxon,  president 
of  the  G.  E.  A.,  and  L.  L.  Perry,  who  is  one  of  the  state  elementary-school  supervisors, 
went  into  a  huddle — by  the  way,  one  of  the  Atlanta  lady  teachers  was  in  that  huddle 
— and  we  decided  on  Mr.  Andrew  Avery  of  Bainbridge,  Georgia.  Vote  for  him  and 
inspire  him ! 

Secretary  Givens  (Continuing  roll  call)  :  Idaho — Hawaii — Illinois — Indiana — Iowa 
— Kansas — Kentucky — Louisiana — Maine — Maryland  —  Massachusetts — Michigan — 
Minnesota — Mississippi — Missouri. 

Mr.  IV.  W.  Parker  (Missouri)  :  In  making  the  nomination  for  the  vicepresidency 
of  the  National  Education  Association,  which  I  am  about  to  make,  I  am  speaking 
as  the  spokesman  not  only  for  the  Missouri  delegation,  which  is  here,  but  also  for 
the  24,000  teachers  of  Missouri  who  belong  to  our  State  Teachers  Association. 

I  am  about  to  suggest  as  a  nominee  for  the  vicepresidency  of  this  great  Association, 
a  woman  from  the  city  of  St.  Joseph,  Missouri,  which  by  the  way  is  about  550  miles 
from  my  town,  which  is  Cape  Girardeau  in  that  state.  She  has  been  active  in  local, 
district,  state,  and  national  teachers  association  work  over  a  period  of  years,  I  am 
not  going  to  say  how  many,  not  too  many,  however.  She  has  the  confidence  of  all 
the  teachers  of  our  state  and  is  known  by  all  of  them  because  of  her  activity  in  asso¬ 
ciation  work.  She  has  our  confidence,  and  we  believe  she  will  pull  a  heavy  vote  when 
the  poll  starts. 

I  wish  to  emphasize  the  fact  to  those  of  you  who  are  classroom  teachers,  state  and 
national,  that  she  has  been  prominent  in  that  movement  and  has  been  one  of  the 
promoters  of  the  movement,  as  a  matter  of  fact. 

It  is  my  pleasure  at  this  time,  on  behalf  of  the  Missouri  delegates  and  the  State 
Teachers  Association  of  which  I  happen  to  have  the  honor  to  be  the  president,  to 
place  in  nomination  Miss  Anna  E.  Riddle  of  St.  Joseph,  Missouri,  a  classroom  teacher. 

President  Samuelson:  I  am  going  to  ask  Mr.  Smith  to  preside  at  this  time,  in  order 
that  I  may  discharge  a  broadcasting  appointment  to  tell  the  world  about  this  con¬ 
vention. 

(Mr.  Smith  is  seated  as  the  chairman,  pro  tem.) 

Secretary  Givens:  (Continuing  roll  call)  :  Montana. 

Mr.  D.  S.  Williams  (Montana)  :  Montana  presents  as  vicepresident  the  name  of 
Martin  P.  Moe,  a  life  member  of  this  Association,  a  life  member  of  the  State  Associa¬ 
tion,  a  member  of  the  Associations  of  the  Northwest,  a  member  of  the  National  Com¬ 
mission  on  the  Study  of  Secondary  Education,  a  man  with  experience  serving  as  state 
director  for  Montana  for  several  years.  Montana  and  the  Northwest  present  as  its 
vicepresident,  Martin  P.  Moe  of  Helena,  Montana. 


Associational  Records  and  Information 


703 


Secretary  Givens:  Nevada — New  Hampshire — New  Jersey. 

Mr.  Leon  N.  Nculen  (New  Jersey)  :  New  Jersey  is  pleased,  yes,  proud,  to  present 
to  you  and  urge  your  support  of  a  person  who  is  not  new  to  your  organization,  one 
who  has  contributed  much  to  your  work,  a  life  member  of  the  N.  E.  A.,  a  leader  of 
education  in  the  state  of  New  Jersey,  and  a  classroom  teacher,  Miss  Mattie  S. 
Dorcmus  of  New  Jersey. 

Secretary  Givens:  New  Mexico — New  York — North  Carolina — North  Dakota — 
Ohio — Oklahoma — Oregon — Pennsylvania — Puerto  Rico — Rhode  Island — South  Car¬ 
olina — South  Dakota — Tennessee — Texas — Utah — Vermont — Virginia — Washington 
— West  Virginia — Wisconsin — Wyoming. 

Chairman  Smith:  Thus  far,  there  have  been  only  seven  nominations;  that  is  four 
short  of  the  number.  Are  there  any  additional  nominations? 

Mr.  F.  L.  Schlagle  (Kansas)  :  I  would  like  to  place  in  nomination  a  classroom 
teacher,  head  of  the  Kansas  delegation  from  Kansas  City,  Kansas.  Kansas  City 
boasts  of  the  distinction  of  having  100  percent  membership  in  the  N.  E.  A.  for  twelve 
consecutive  years. 

I  would  like  to  place  in  nomination  the  head  of  the  delegation,  Miss  Marie 
Brotherson. 

Chairman  Smith:  I  will  hear  from  the  delegate  from  Oklahoma. 

Mr.  M.  E.  Hurst  (Oklahoma)  :  I  wish  to  place  in  nomination  Mr.  E.  M.  Black,  who 
is  now  president  of  our  State  Education  Association.  He  has  the  support  of  all  the 
teachers  in  our  state;  he  is  active  in  association  work  and  has  been  for  some  thirty 
years. 

Chairman  Smith:  Miss  Hinrichs. 

Miss  Amy  H.  Hinrichs  (Louisiana)  :  I  believe,  as  I  know  you  do,  that  all  condi¬ 
tions  in  our  teaching  corps  of  the  country — I  mean  all  the  environments  under  which 
we  teach — should  be  represented.  I  am  about  to  propose  the  name  of  a  gentleman 
who  teaches  in  a  rural  community  in  southwest  Louisiana.  You  do  not  know  him,  as 
yet,  but  we  do.  He  has  a  long  record  of  distinguished  service  to  the  children  of  that 
part  of  the  country.  I  should  like  to  nominate  Mr.  W.  L.  Colvin,  principal  of  the 
Jeanerette  High  School. 

Chairman  Smith:  Thus  far,  only  ten. 

Mr.  Charles  0.  Williams  (Indiana)  :  I  think  I  am  going  to  do  the  unusual  thing 
but  I  have  lived  in  Kentucky  four  years  and  as  a  Kentuckian,  I  want  to  pay  tribute 
to  the  secretaries  of  the  state  teachers  associations.  There  has  been  but  one  woman  and 
she  is  gracious  and  delightful,  and  is  making  a  record  for  her  home  state — Arkansas. 
I  want  to  place  in  nomination  Miss  Willie  A.  Lavjson  for  vicepresident. 

Chairman  Smith:  These  are  eleven  that  have  been  nominated.  Are  there  addi¬ 
tional  nominations? 

Miss  Amanda  H.  Schuette  (Wisconsin)  :  I  am  not  acting  for  the  delegates  of  Wis¬ 
consin;  I  am  acting  as  an  individual  in  presenting  the  name  of  Mr.  O.  H.  Plcnzke, 
secretary  of  the  Wisconsin  Teachers  Association.  He  has  been  active  in  school  mat¬ 
ters  in  Wisconsin  for  many  years,  as  teacher,  as  principal,  as  assistant  to  the  state 
superintendent  of  public  instruction,  and  is  now  acting  as  secretary  of  the  Wisconsin 
Education  Association. 

As  such,  he  has  done  fine  work  for  education;  he  has  contributed  a  great  deal  to 
bringing  about  professional  solidarity  of  the  teachers  of  the  state;  he  has  helped  to 
bring  it  up  in  the  state  to  a  high  point;  he  has  had  many  offices  in  the  N.  E.  A.  and 
his  work  and  loyalty  to  it  bespeak  his  deep  affection  and  thought  for  it. 

I  should  like  to  present  the  name  of  Mr.  0.  H.  Plenzke  as  a  nominee  for  the  position 
of  vicepresident. 

Chairman  Smith:  Are  there  additional  nominations  for  vicepresident?  The  Chair 
hears  none,  so  the  nominations  are  closed. 

Nominations  for  treasurer  are  now  in  order.  Is  there  unanimous  consent  for  avoid¬ 
ing  the  roll  call  for  nominations  for  treasurer?  Hearing  no  objection,  we  will  proceed 
without  the  roll  call  of  states. 

Mr.  B.  F.  Stanton  (Ohio)  :  In  the  interest  of  brevity  and  out  of  consideration  for 
these  long-suffering  delegates,  I  am  not  going  to  indulge  in  remarks  about  my  can- 


704 


National  Education  Association 


didate.  I  am  placing  in  nomination  a  man  who  has  served  you  for  the  last  two  years 
and  served  you  well,  as  treasurer  of  this  Association,  Superintendent  R.  E.  Offcn- 
hauer,  of  Lima,  Ohio,  for  treasurer  of  the  National  Education  Association. 

Chairman  Smith:  Are  there  any  other  nominations  for  treasurer? 

Mrs.  Edith  B.  Joynes  (Virginia)  :  It  has  been  my  privilege  for  the  past  two  years 
to  have  worked  with  Mr.  Offenhauer,  as  he  is  a  member  ex  officio  of  the  Board  of 
Directors,  and  he  has  contributed  a  great  deal  during  the  past  two  years  that  he 
has  been  treasurer,  likewise  ex  officio  of  the  Executive  Committee  of  the  N.  E.  A.,  and 
has  rendered  most  valuable  services. 

So,  Virginia  is  most  happy  to  second  the  nomination  of  Mr.  Offenhauer  of  Ohio  as 
treasurer  of  the  N.  E.  A. 

Chairman  Smith:  Are  there  other  nominations?  Hearing  none,  I  declare  the  nomi¬ 
nations  for  treasurer  closed  and  recognize  Mr.  Saunders  of  Virginia  for  a  motion. 

Mr.  Joseph  H.  Saunders  (Virginia)  :  In  order  to  save  time  at  the  next  order  of 
business,  I  move  that  all  of  the  directors  that  have  been  nominated  by  their  respec¬ 
tive  states,  be  included  in  the  ballot. 

(Motion  seconded.) 

Chairman  Smith:  You  have  heard  the  motion  as  made  and  seconded.  Are  you 
ready  for  the  question? 

All  in  favor  of  the  motion  vote  “aye”;  those  opposed  vote  “no.”  The  motion  is 
carried. 

Chairman  Smith:  Mr.  Secretary,  do  you  have  announcements  to  make? 

( Secretary  Givens  made  announcements.) 

Chairman  Smith:  This  concludes  the  business  for  this  session  of  the  Representative 
Assembly. 

Mr.  Saunders:  I  make  a  motion  that  we  stand  adjourned. 

(Motion  seconded  and  carried.) 

Chairman  Smith:  The  meeting  is  adjourned. 

Willard  E.  Givens,  Executive  Secretary 
Agnes  Samuelson,  President 

Second  Business  Session,  Wednesday  Morning,  July  1,  1936 

The  second  business  session  of  the  Representative  Assembly  convened  at  9:30  a.  m. 
in  the  Civic  Auditorium.  The  invocation  was  delivered  by  the  Reverend  Richard  M. 
Steiner  of  the  Church  of  Our  Father,  Unitarian,  and  the  second  business  session  was 
opened. 

President  Agnes  Samuelson:  Will  all  those  making  reports  this  morning  please  find 
seats  on  the  plaform?  And  will  you  please  observe  the  same  request  made  yesterday, 
those  who  want  to  speak  to  the  motions,  those  who  want  to  address  the  Chair,  please 
rise  and  be  recognized  in  the  audience  and  then  come  to  the  platform? 

We  are  going  to  call,  first,  for  the  report  of  the  Committee  of  Seven  on  the  Re¬ 
organization  of  the  National  Education  Association.  I  recognize  Mr.  Offenhauer. 

Mr.  R.  E.  Offenhauer  (Ohio)  :  After  careful  study  by  the  Board  of  Directors,  I  have 
this  following  motion  to  make,  summarizing  the  study: 

I  move  that  the  report  of  the  Committee  on  Reorganization  be  held  over  for  fur¬ 
ther  study  for  one  year  to  be  acted  upon  a  year  from  now  by  the  Representative 
Assembly. 

(Motion  seconded.) 

President  Samuelson:  The  question  is  on  the  acceptance  of  the  recommendation  of 
the  Board  of  Directors. 

Mr.  Offenhauer:  To  facilitate  our  action  this  morning,  I  ask  unanimous  consent 
to  withdraw  this  motion.  I  have  made  this  motion  to  get  before  you  squarely  the 
action  of  the  Board  of  Directors  but  inasmuch  as  the  Committee  is  withdrawing 
many  parts  of  this  report,  I  am  asking  that  you  grant  unanimous  consent  for  the  with¬ 
drawal  of  the  motion  that  I  have  just  made.  I  have  made  the  motion  in  order  to  get 
the  record  complete. 

President  Samuelson:  Is  the  request  granted?  Hearing  no  objection,  the  request  is 
granted. 


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705 


I  call  on  Mr.  Oberholtzer,  chairman  of  the  Committee  on  Reorganization. 

Mr.  E.  E.  Oberholtzer  (Texas)  :  We  come  this  morning  in  the  spirit  of  trying  to 
help,  to  work  together  on  some  of  these  problems  that  we  feel  are  mutual.  The  Com¬ 
mittee — I  should  not  say  has  had  two  long  years,  but  has  had  two  pleasant  years  at 
work. 

We  feel  that  we  are  not  disposed  to  ask  this  Delegate  Assembly  to  vote  on  any 
of  the  recommendations  of  this  Committee.  If  you  feel  you  want  further  study,  how¬ 
ever,  there  are  some  matters  we  feel  that  should  be  taken  up  by  this  body  and  this 
meeting  and  the  action  recorded  because  some  of  those  things  are  necessary  in  order 
to  harmonize  the  action  of  the  Delegate  Assembly,  questions  on  the  report  of  the 
Committee  on  Amending  the  Charter,  and  in  order  that  there  may  not  be  confusion 
as  to  the  status  of  certain  of  the  bylaws  that  are  to  be  set  up. 

I  am  asking,  therefore,  that  we  consider  Chapter  I  and  if  you  agree  that  these 
changes  are  for  the  most  part  minor,  I  shall  ask  that  we  be  given  unanimous  consent 
to  have  the  adoption  of  the  amended  bylaws  or  new  bylaws. 

I  want  to  call  to  your  attention  that  for  two  years  we  have  been  working  on  this 
problem  of  reorganization;  that  we  have  made  exhaustive  study  both  from  the  field 
and  in  committee  meetings;  that  during  the  past  year,  we  had  two  meetings,  three 
days  each.  This  Committee  has  received  numerous  suggestions  and  we  have  tried  to 
place  those  questions  which  we  think  of  importance  before  you  for  your  action. 

We  take  pleasure  in  presenting  the  report  of  the  Reorganization  Committee  pre¬ 
pared  for  this  Portland  meeting,  1936. 

(The  report  is  printed  on  page  896  of  this  volume.) 

I  ask  that  you  consider  the  amendment  proposed  under  A-2.  The  amendment  pro¬ 
vides  that  when  notice  has  been  published  in  the  May  Journal  it  may  be  brought  to 
the  floor  of  the  Assembly  for  action  and  passed  by  a  two-thirds  vote. 

Madam  Chairman,  I  move  to  amend  the  bylaws  set  forth  under  Chapter  II,  A-2, 
Committee  on  Reorganization,  Portland  meeting,  1936,  by  adding  the  following 
paragraph: 

Provided  that  these  bylaws  may  be  amended  at  the  annual  meeting  of  the 
Representative  Assembly  in  1936  by  a  two-thirds  vote  if  such  amendment  has 
been  printed  in  the  May  Journal  of  the  National  Education  Association. 

President  Samuelson:  The  motion  has  been  made  by  Mr.  Oberholtzer  and  seconded 
by  Mr.  R.  T.  Shaw.  The  question  is  on  the  adoption  of  this  motion. 

Mr.  Oberholtzer:  I  ask  unanimous  consent  for  the  adoption  of  this  motion  as  read. 

President  Samuelson:  Is  there  objection?  The  Chair  hears  none,  so  the  motion  is 
adopted  unanimously. 

Mr.  Oberholtzer :  Turn  now  to  the  amendment  proposed  under  A-3  omitted  last 
year. 

I  move  to  amend  Article  X,  Section  1,  set  forth  in  Chapter  II,  under  A-3,  in  the 
printed  report  of  the  Committee  on  Reorganization,  Portland  meeting,  1936,  by  add¬ 
ing  the  following  paragraph: 

Provided,  however,  that  these  bylaws  may  be  amended  at  the  annual  meeting 
of  the  Representative  Assembly  in  1936,  by  a  two-thirds  vote,  without  previous 
notice. 

President  Samuelson:  It  has  been  moved  by  Mr.  Oberholtzer,  seconded  by  Miss 
Adair.  The  question  is  on  the  adoption  of  the  motion. 

Mr.  Oberholtzer:  I  ask  unanimous  consent  that  this  motion  be  adopted. 

President  Samuelson:  Is  there  objection?  The  Chair  hears  none,  so  the  motion  is 
adopted  unanimously. 

Mr.  Oberholtzer :  In  order  to  include  A-l,  it  was  necessary  for  me  to  go  to  A-2 
and  A-3,  on  account  of  the  provisions  in  those  .amendments. 

I  now  ask  unanimous  consent  to  turn  to  A-l  to  submit  the  amendment  proposed 
there. 

President  Samuelson:  Any  objection?  The  Chair  hears  none,  so  unanimous  con¬ 
sent  is  granted  to  return  to  A-l. 


706 


National  Education  Association 


Mr.  Oberholtzer:  Perhaps  a  word  of  explanation  would  be  in  order.  It  has  been 
ruled  that,  according  to  Robert's  Rules  of  Order  Revised,  we  cannot  have  a  printed 
ballot  on  amendments  because  it  would  cut  off  debate  and  would  make  it  unsatis¬ 
factory  as  a  means  of  adoption.  Therefore,  your  Committee  has  provided  a  substitute 
for  that  printed  under  A-l,  making  a  little  different  method  of  voting,  and  I  think  if 
you  will  follow  my  reading  of  the  motion,  it  will  clarify  itself. 

I  move  that  Article  X  of  the  bylaws  be  amended  by  the  addition  of  Section  2  as 
set  forth  in  the  1936  report  of  the  Committee  on  Reorganization,  Chapter  II,  A-l,  as 
follows: 

In  all  voting  on  amendments  to  the  charter  and  all  amendments  to  the  bylaws 
state  delegations  may  vote  by  ballot.  The  results  shall  be  announced  by  the  chair¬ 
man  of  each  delegation  as  the  roll  of  states  is  called;  such  vote  to  be  determined 
by  the  actual  number  of  delegates  present  at  such  meeting  and  voting.  Upon  the 
request  of  three  delegates  any  state  delegation  may  vote  by  ballot. 

President  Samuelson:  The  motion  has  been  made  by  Mr.  Oberholtzer  and  sec¬ 
onded  by  Mr.  Shaw;  the  question  is  on  the  adoption  of  the  motion. 

Mr.  Oberholtzer:  I  ask  unanimous  consent  for  the  adoption  of  the  motion  just 
read. 

President  Samuelson:  Is  there  objection?  The  Chair  hears  none,  so  the  motion  is 
adopted  unanimously. 

Mr.  Oberholtzer:  I  next  call  to  your  attention  A-4  and  wish  to  make  an  explana¬ 
tion  regarding  A-5.  A-5  was  inadvertently  included;  it  was  passed  at  the  Denver 
meeting. 

A-4  refers  to  qualifications  of  trustees  as  amended — the  point  I  read — I.  move  to 
amend  Article  III,  Section  4  (b)  as  set  forth  in  Chapter  II,  A-4,  in  the  printed  re¬ 
port  of  the  Committee  on  Reorganization,  Portland  meeting,  1936,  by  adding  after 
the  words  “shall  forfeit  his  membership,”  the  following:  “only  members  who  have 
the  qualifications  required  for  directors  may  be  elected  trustees.” 

President  Samuelson:  This  motion  has  been  moved  by  Mr.  Oberholtzer  and  sec¬ 
onded  by  Miss  Adair.  The  question  is  upon  the  adoption  of  the  motion. 

Mr.  Oberholtzer:  I  ask  unanimous  consent  for  the  adoption  of  the  motion  as  read. 

President  Samuelson:  Is  there  objection?  The  Chair  hears  none,  so  the  motion  is 
adopted  unanimously. 

Mr.  Oberholtzer:  Next,  I  call  to  your  attention  B-l.  The  Committee  is  recommend¬ 
ing  that  this  be  held  over  for  action  for  another  year. 

Madam  Chairman,  I  ask  unanimous  consent  that  the  Committee  be  permitted  to 
hold  this  matter  over  for  another  year. 

President  Samuelson:  Is  there  objection?  The  Chair  hears  none,  so  B-l  is  held  over 
till  next  year  by  unanimous  consent. 

Mr.  Oberholtzer:  Turn  now  to  C-l.  I  move  that  the  first  sentence  of  Section  3, 
Article  VI,  of  the  bylaws  as  set  forth  in  Chapter  II,  C-l,  in  the  printed  report  of 
the  Committee  on  Reorganization,  Portland  meeting,  1936,  be  amended  to  read  as 
follows: 

The  Committee  on  Resolutions  shall  report  at  the  annual  business  meeting  of 
the  Representative  Assembly,  and  except  by  unanimous  consent,  or  by  a  two-thirds 
vote  of  the  delegates  present,  all  resolutions  shall  be  referred  to  said  committee 
without  discussion. 

President  Samuelson:  It  has  been  moved  by  Mr.  Oberholtzer  and  seconded  by  Mr. 
Shaw.  The  question  is  on  the  adoption  of  the  motion. 

Mr.  Oberholtzer:  I  ask  unanimous  consent  that  the  motion  be  adopted  as  read. 

President  Samuelson:  Is  there  objection?  The  Chair  hears  none,  so  the  motion  is 
adopted  unanimously. 

Mr.  Oberholtzer:  We  turn  now  to  C-2. 

I  think  I  ought  to  offer  a  word  of  explanation  before  making  the  motion.  There  is 
no  change  in  any  of  the  words,  except  a  change  of  the  position  of  these  provisions; 
even  the  word  “Proceedings,”  which  is  in  italics,  is  not  a  new  word.  It,  for  some 
reason,  has  been  carried  all  the  time  in  the  bylaws  in  italics. 


Associational  Records  and  Information 


707 


I  move  the  bylaws  be  amended  by  the  addition  of  Article  XI,  as  set  forth  in 
Chapter  II,  C-2,  in  the  printed  report  of  the  Committee  on  Reorganization  for  the 
Portland  meeting,  1936,  which  reads  as  follows: 

Section  1.  The  invested  fund  now  known  as  the  “Permanent  Fund  of  the  Na¬ 
tional  Educational  Association,”  when  transferred  to  the  corporation  hereby 
created,  shall  be  held  by  such  corporation  as  a  Permanent  Fund. 

Section  2.  The  Permanent  Fund  shall  be  in  charge  of  the  Board  of  Trustees, 
who  shall  provide  for  the  safekeeping  and  investment  of  such  fund,  and  of  all 
other  funds,  which  the  corporation  may  receive  by  donation,  bequest,  or  devise. 
(Article  III,  Section  6  (b),  first  sentence.) 

Section  3.  No  part  of  the  principal  of  such  Permanent  Fund  or  its  accretions 
shall  be  expended,  except  by  a  two-thirds  vote  of  the  Representative  Assembly 
upon  the  recommendation  of  the  Board  of  Trustees,  after  such  recommendation 
has  been  approved  by  vote  of  the  Board  of  Directors  and  after  printed  notice  of 
the  proposed  expenditure  has  been  mailed  to  all  active  members  of  the  Associa¬ 
tion,  and  after  all  other  requirements  of  the  bylaws  and  the  Act  of  Incorpora¬ 
tion  have  been  fulfilled. 

Section  4.  The  income  of  the  Permanent  Fund  shall  be  used  only  to  meet  the 
cost  of  maintaining  the  organization  of  the  Association  and  of  publishing  its 
annual  volume  of  Proceedings,  unless  the  terms  of  the  donation,  bequest,  or  de¬ 
vise  shall  otherwise  specify,  or  the  Board  of  Directors  shall  otherwise  order. 

President  Samuelson:  The  motion  has  been  made  by  Mr.  Obcrholtzer  and  seconded 
by  Mr.  Shaw.  The  question  is  on  the  adoption  of  the  motion. 

Mr.  Obcrholtzer:  I  ask  unanimous  consent  to  have  the  motion  adopted  as  read. 

President  Samuelson :  Any  objection?  The  Chair  hears  none,  so  the  motion  is 
adopted  unanimously. 

Mr.  Obcrholtzer:  We  turn  next  to  C-3  in  this  report.  I  move  that  Article  VI  of 
the  bylaws  be  amended  by  the  addition  of  Section  8  as  set  forth  in  Chapter  II,  C-3,  in 
the  printed  report  of  the  Committee  on  Reorganization  for  the  Portland  meeting, 
1936,  which  reads  as  follows: 

Sec.  8.  In  all  committees,  boards,  or  councils  in  which  the  entire  personnel  is 
named  that  year  by  the  president,  the  president  shall  appoint  the  chairman.  In  all 
other  cases,  the  committee,  board,  or  council  shall  elect  its  own  chairman. 

President  Samuelson:  It  has  been  moved  by  Mr.  Obcrholtzer,  and  seconded  by 
Miss  Birdine  Merrill.  The  question  is  on  the  adoption  of  this  motion. 

Mr.  Obcrholtzer:  I  ask  unanimous  consent  for  the  adoption  of  the  motion  as  read. 

President  Samuelson:  Is  there  objection?  The  Chair  hears  none,  so  the  motion  is 
adopted  unanimously. 

Mr.  Obcrholtzer:  We  turn  next  to  C-4.  Robert's  Rules  of  Order  Revised  contains 
the  following  suggestion  (page  296): 

If  the  proceedings  of  a  convention  are  usually  published,  a  Publishing  Com¬ 
mittee  should  be  appointed,  which  should  have  the  power  to  edit  the  proceedings. 

I  move  that  Article  VI  of  the  bylaws  be  amended  by  the  addition  of  another  sec¬ 
tion  set  forth  in  Chapter  II,  C-4,  in  the  printed  report  of  the  Committee  on  Re¬ 
organization,  Portland  meeting,  1936,  and  which  reads  as  follows: 

Sec.  9.  There  shall  be  a  Publishing  Committee,  consisting  of  five  members 
elected  by  the  Representative  Assembly  by  the  method  known  as  the  Hare  System 
of  Proportional  Representation.  Nomination  shall  be  made  by  petition  signed  by 
ten  delegates  and  presented  to  the  executive  secretary  on  the  second  day  of  the 
annual  meeting. 

The  election  in  1936  shall  be  held  on  Wednesday,  by  printed  ballot.  Provision 
shall  be  made  by  the  Rules  Committee  for  the  nomination  and  election  in  1937 
to  be  held  on  the  first  day  upon  which  the  Representative  Assembly  meets. 

This  Committee  shall  be  responsible  for  editing  and  preparing  that  portion  of 
the  minutes  of  the  Representative  Assembly  which  shall  be  published  in  the 
printed  proceedings. 

President  Samuelson:  Moved  by  Mr.  Oberholtzer,  seconded  by  Miss  Birdine  Mer¬ 
rill.  The  question  is,  Shall  the  motion  be  adopted? 


708 


National  Education  Association 


Mr.  Oberholtzcr :  I  ask  unanimous  consent  for  the  adoption  of  the  motion  as  read. 

President  Satnuelsnn:  Is  there  objection?  The  Chair  hears  none — 

Mr.  Oberholtzcr  (Interrupting)  :  The  Committee  asks  to  change  that  one  word  to 
“Thursday.”  Do  we  have  unanimous  consent  to  make  the  change  in  the  motion  just 
read,  to  read  “Thursday”  instead  of  “Wednesday”  1936  ? 

President  Samuelson:  Is  there  objection?  The  Chair  hears  none,  so  the  motion  by 
Mr.  Oberholtzer  and  the  request  to  change  “Wednesday”  to  “Thursday”  are 
adopted  and  granted  by  unanimous  consent. 

Mr.  Oberholtzer:  You  will  observe  in  Chapter  III,  that  you,  by  unanimous  con¬ 
sent,  have  approved  everything  in  Chapter  III  except  at  the  bottom  of  the  Chapter, 
A-5,  the  Nominating  Committee. 

We  ask  unanimous  consent  to  hold  over  A-5  making  provision  for  a  Nominating 
Committee.  We  do  that  because  there  has  been  a  great  deal  of  demand  for  a  change. 
We  feel  it  is  of  sufficient  importance  that  this  body  should  have  the  one  year  to  study 
the  suggestions  made. 

President  Samuelson :  Is  there  objection?  The  Chair  hears  none,  so  A-5  is  held 
over  by  unanimous  consent. 

Mr.  Oberholtzer:  We  ask  unanimous  consent  to  hold  that  recommendation  under 
“A.  Qualifications  of  Delegates.” 

President  Samuelson:  Any  objection?  The  Chair  hears  none,  so  the  request  is 
granted. 

Mr.  Oberholtzer:  We  ask  unanimous  consent  to  hold  “B.  Further  Qualifications  of 
Trustees.”  I  think  it  is  not  necessary.  That  has  been  held  over  on  the  previous 
action;  that  one  refers  to  limiting  the  term  of  trustees  and  has  been  acted  upon; 
that  is  already  held  over. 

I  go  now  to  C,  which  likewise  has  been  acted  upon.  That  is  the  same  as  C-2, 
Chapter  II;  D  has  been  acted  upon;  that  is  the  same  as  C-4  in  Chapter  II; 
and  we  come  to  “E.  Changes  in  Affiliation  Fees.” 

We  have  tried  to  canvass  the  desires  of  all  the  members  of  the  Association;  we 
find  that  local  associations,  the  smaller  ones,  are  concerned  about  fees.  The  Com¬ 
mittee,  therefore,  decided  to  change  the  wording  of  this  amendment  as  submitted  in 
the  report.  The  change  makes  it  possible  to  maintain  the  $5  fee  for  local  associations 
of  less  than  100. 

Now,  I  shall  read  in  two  sections  the  amendment  for  Part  3. 

1  move  to  amend  Article  II,  Section  3,  as  set  forth  in  Chapter  IV,  E-l,  of  the 
printed  report  of  the  Committee  on  Reorganization,  Portland  meeting,  1936,  by 
striking  out  the  words  after  $10  as  follows:  “For  each  delegate  to  which  said  state 
association  shall  be  entitled,  with  a  maximum  of  $100.”  That  fixes  the  fee  of  the 
state,  $10. 

President  Samuelson:  Moved  by  Mr.  Oberholtzcr  and  seconded  by  Mr.  Robert  C. 
Moore.  The  question  is  on  the  adoption  of  the  motion. 

Mr.  Oberholtzer:  I  ask  unanimous  consent  for  the  adoption  of  the  motion  as  read. 

President  Samuelson:  Is  there  objection?  The  Chair  hears  none,  so  the  motion  is 
adopted  unanimously. 

We  will  start  over  again.  I  recognize  Mrs.  Joyncs.  I  am  sorry  I  did  not  see  her. 

Mr.  Oberholtzer:  I  ask  unanimous  consent  that  the  motion  be  approved  as  put. 

President  Samuelson:  Is  there  objection?  The  Chair  hears  none,  so  the  motion  is 
adopted  unanimously. 

Mr.  Oberholtzer:  I  offer  by  way  of  explanation — Mrs.  Joyncs  was  interested  in 
the  second  part  of  this  amendment  and  she  is  interested  in  having  the  number  for 
local  associations  changed  from  100  to  200. 

Our  Committee  has  no  disposition  to  be  arbitrary  and  wre  are  recommending  that 
membership  to  200  be  made.  I  will  read  the  motion. 

I  move  to  amend  Article  II,  Section  4  as  set  forth  in  Chapter  IV,  of  the  printed 
report  of  the  Committee  on  Reorganization  for  the  Portland  meeting,  1936,  by 
striking  out  the  figure  5  and  inserting  in  lieu  thereof  the  figure  10  and  by  adding 
after  the  words  “said  Association,”  the  following:  “provided  that  such  fees  of 
Affiliated  Local  Associations  of  less  than  200  members  shall  be  $5.” 


Associational  Records  and  Information 


709 


As  an  explanation,  that  means  for  the  local  associations,  200  or  above,  the  fees  are 
$10;  those  below,  as  now  in  the  bylaws,  $5. 

President  Samuelson:  Moved  by  Mr.  Oberholtzer,  seconded  by  Miss  Daisy  Lord. 
The  question  is  on  the  adoption  of  this  motion. 

Mr.  Oberholtzer:  I  ask  unanimous  consent  for  the  adoption. 

President  Samuelson:  Is  there  objection? 

Mr.  Jonathan  L.  Booth  (Arizona)  :  I  want  to  say  just  a  word  or  two  concerning 
the  $10  fee  for  the  Affiliated  Associations.  I  have  been  trying  to  find  out  what  we 
are  doing  in  local  organizations  thruout  the  United  States  and  I  am  of  the  opinion 
that  the  weakest  point  that  we  have  in  our  whole  organization  is  the  local  organiza¬ 
tion,  and  it  seems  to  me  that  this  is  a  blow  against  local  organizations.  In  many 
places  the  fees  are  small,  and  it  seems  to  me  that  that  will  be  a  handicap,  a  detri¬ 
ment  to  us  who  are  working  to  build  up  our  local  organization;  just  as  our  national 
government  is  built  upon  the  home  as  a  basis,  so  is  our  national  association  among 
the  teachers  built  upon  our  local  organizations,  and  we  must  do  something  to 
strengthen  that.  I  feel  we  should  not  do  anything  that  will  hinder  the  development 
and  building  up  of  our  local  organizations. 

I  am  opposed  to  raising  the  fee  from  $5  to  $10  for  the  Affiliated  Associations. 
Thank  you. 

President  Samuelson:  Is  there  further  discussion?  If  not,  we  shall  proceed  to  the 
roll  call.  It  is  necessary,  since  we  do  not  have  unanimous  consent,  to  call  the  roll. 
The  question  is  upon  the  adoption  of  this  motion. 

Moved  by  Mr.  Oberholtzer,  seconded  by  Miss  Lord:  It  is  moved  to  amend  Article 
II,  Section  4,  as  set  forth  in  Chapter  IV  of  the  printed  report  of  the  Committee  on 
Reorganization  for  the  Portland  meeting,  1936,  by  striking  out  the  figure  5  and  in¬ 
serting  in  lieu  thereof  the  figure  10  and  by  adding  after  the  words  “said  association,” 
the  following:  “Provided  that  such  fees  of  Affiliated  Local  Associations  of  less  than 
200  members  shall  be  $5.” 

The  secretary  will  call  the  roll  by  states. 

Mr.  IV.  A.  Walls  (Ohio)  :  Is  it  possible  to  suspend  the  rules,  by  vote  of  this 
Assembly,  so  we  do  not  need  to  call  the  roll? 

Mr.  Bottolfsen:  I  shall  rule  that  it  is  not. 

Delegate:  What  vote  will  be  required  in  this  case? 

President  Samuelson:  It  requires  two-thirds  vote  for  passage. 

Mr.  Oberholtzer:  I  want  to  explain  that  “membership”  means  “membership  in  the 
N.  E.  A.”  of  the  local  association — 200  membership  in  the  N.  E.  A.;  those  under  200 
membership  in  the  N.  E.  A.,  the  fee  remains  $5  ;  those  above,  $10. 

The  Committee  feels  that  the  benefits  from  affiliations  should  be  worth  at  least 
$10  to  local  associations  of  such  membership  because  of  all  of  the  things  given  by 
way  of  service  to  these  affiliated  members. 

President  Samuelson:  You  are  out  of  order.  We  have  ordered  a  vote. 

Delegate:  May  we  have  the  motion  as  stated  by  Mr.  Oberholtzer  ? 

President  Samuelson:  You  may. 

Moved  by  Mr.  Oberholtzer,  seconded  by  Miss  Lord:  It  is  moved  to  amend  Article 
II,  Section  4,  as  set  forth  in  Chapter  IV  of  the  printed  report  of  the  Committee  on 
Reorganization  for  the  Portland  meeting,  1936,  by  striking  out  the  figure  5  and  in¬ 
serting  in  lieu  thereof  the  figure  10  and  by  adding  after  the  words  “said  Associa¬ 
tion,”  the  following:  “Provided  that  such  fees  of  Affiliated  Local  Associations  of 
less  than  200  members  shall  be  $5.” 

The  secretary  will  call  the  roll  by  states. 

Mr.  John  W.  Thalman  (Illinois)  :  May  we  have  a  recess  until  we  get  the  vote? 

President  Samuelson:  We  will  declare  a  recess  of  three  minutes  to  prepare  the 
ballot. 

(Recess.) 

President  Samuelson:  The  secretary  will  call  the  roll. 

Secretary  Givens:  You  understand  this  is  “yes”  for  and  “no”  against. 

Alabama — 4  yes;  2  no.  Alaska — 1  yes;  0  no.  Arizona — 3  yes;  7  no.  Arkansas — 
3  yes;  0  no.  California — 78  yes;  15  no.  Colorado — 37  yes;  0  no.  Connecticut — 10  yes; 


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National  Education  Association 


0  no.  Delaware — 6  yes;  0  no.  District  of  Columbia — 3  yes;  0  no.  Florida — 4  yes;  0  no. 
Georgia — 7  yes;  0  no.  Hawaii — 32  yes;  0  no.  Idaho — 6  yes;  0  no.  Illinois — 74  yes; 
14  no.  Indiana — 22  yes;  0  no.  Iowa — 20  yes;  4  no.  Kansas — 3  yes;  14  no.  Kentucky — 
5  yes;  0  no.  Louisiana — 7  yes;  0  no.  Maine — 4  yes;  9  no.  Maryland — 1  yes;  0  no. 
Massachusetts — 8  yes;  7  no.  Michigan — 31  yes;  0  no.  Minnesota — 26  yes;  7  no.  Mis¬ 
sissippi — 6  yes;  0  no.  Missouri — 28  yes;  7  no.  Montana — 5  yes;  0  no.  Nebraska — 14 
yes;  0  no.  Nevada — 6  yes;  0  no.  New  Hampshire — 3  yes;  0  no.  New  Jersey — 16  yes; 
11  no.  New  Mexico — No  reply.  New  York — 24  yes ;  0  no.  North  Carolina — 3  yes;  0  no. 
North  Dakota — 4  yes;  0  no.  Ohio — 55  yes;  0  no.  Oklahoma — 16  yes;  0  no.  Oregon — 18 
yes;  0  no.  Pennsylvania — 53  yes;  11  no.  Puerto  Rico — 3  yes;  0  no.  South  Carolina — 

5  yes;  0  no.  South  Dakota — 6  yes;  0  no.  Tennessee — 3  yes;  0  no.  Texas — 19  yes;  0  no. 
Utah — 16  yes;  0  no.  Vermont — 3  yes;  0  no.  Virginia — 15  yes;  0  no.  Washington — 
32  yes;  4  no.  West  Virginia — 15  yes;  2  no.  Wisconsin — 28  yes;  9  no.  Wyoming — 

6  yes;  0  no.  Teachers  Institute  of  Philadelphia — 1  yes;  0  no.  Illinois  Teachers  Associ¬ 
ation — 1  yes;  0  no.  Nashville  Board  of  Education — No  reply. 

President  Samuelson:  Have  all  the  states  voted?  If  so,  I  declare  the  ballot  closed. 

The  vote  is  799  to  123.  Two-thirds  majority  having  voted  in  favor,  I  declare  the 
amendment  carried. 

Mr.  Oberholtzer:  Returning  again  to  the  report,  Chapter  IV,  F:  that  the  same  has 
already  been  approved,  C-l,  Chapter  II. 

The  Committee  asks  unanimous  consent  to  hold  over — I  think  we  had  to  state 
these  questions  twice  and  action  has  been  taken  on  that,  if  I  am  not  mistaken.  There¬ 
fore,  we  can  pass  G.  That  is  to  be  held  over,  and  you  have  already  given  unanimous 
consent  to  the  Committee.  H,  the  same  as  C-2  in  Chapter  I;  therefore,  it  has  been 
disposed  of. 

“I.  Departments.”  Under  I,  I  move  to  amend  Section  4,  Article  V,  the  bylaws  as  set 
forth  in  the  printed  report,  Committee  on  Reorganization,  Portland  meeting,  1936,  to 
read  as  folloAvs:  “The  programs  of  these  meetings  shall  be  prepared  by  the  respective 
presidents” — taking  out  the  words  in  brackets,  as  you  will  observe,  following  “under 
the  general  direction  (taking  out  the  brackets)  of  the  president  of  the  Association.” 

By  word  of  explanation,  the  president  cannot  give  personal  time  to  all  of  the  con* 
ferences  and  we  make  that  change  “under  the  direction  of.” 

President  Samuelson:  Moved  by  Mr.  Oberholtzer,  seconded  by  Miss  Lord.  The 
question  is  on  the  adoption  of  this  motion. 

Mr.  Oberholtzer:  I  ask  unanimous  consent  to  adopt  this  motion  as  read. 

President  Samuelson:  Is  there  objection?  The  Chair  hears  none,  so  the  motion  is 
adopted  unanimously. 

Mr.  Oberholtzer:  Section  2,  under  I.  I  move  to  amend  Section  5,  Article  V  of  the 
bylaws  as  set  forth  in  the  printed  report  of  the  Committee  on  Reorganization,  Port¬ 
land  meeting,  1936,  by  striking  out  the  words  “one  year”  after  the  words  “Depart¬ 
ment  to  serve”  and  inserting  after  these  words  the  following:  “for  the  term  of  office 
specified  in  the  regulations  of  the  Department.” 

It  is  as  printed  in  the  report  for  your  own  information,  as  read. 

President  Samuelson:  Moved  by  Mr.  Oberholtzer,  seconded  by  Mr.  Shaw.  The 
question  is  on  the  adoption  of  this  motion. 

Mr.  Oberholtzer:  I  ask  unanimous  consent  that  the  motion  be  adopted  as  read. 

President  Samuelson:  Is  there  objection?  The  Chair  hears  none,  so  the  motion  is 
adopted  unanimously. 

Mr.  Oberholtzer :  Section  3.  The  purpose  of  this  motion  is  to  take  out  those  words 
in  brackets.  I  move  that  Article  V,  Section  7,  be  amended  as  set  forth  in  Chapter  IV 
-4,  I,  Section  3,  by  striking  out  the  last  sentence,  which  reads  as  follows: 

Each  Department  may  be  governed  by  its  own  regulations  insofar  as  they  are 
not  inconsistent  with  the  Act  of  Incorporation  of  these  bylaws. 

President  Samuelson:  It  is  moved  by  Mr.  Oberholtzer,  and  seconded  by  Mr.  Shaw. 
The  question  is  on  the  adoption  of  this  motion. 

Mr.  Oberholtzer:  I  ask  unanimous  consent  to  adopt  this  motion  as  read. 

President  Samuelson :  Any  objection?  The  Chair  hears  none,  so  the  motion  is 
adopted  unanimously. 


Associational  Records  and  Information 


711 


Mr.  Oberholtzer:  Section  4,  for  which  the  purpose  is  to  clarify  the  part  taken  out 
— I  move  to  amend  the  bylaws  as  set  forth  in  Section  4  of  the  printed  report  of  the 
Committee  on  Reorganization,  Portland  meeting,  1936,  which  reads  as  follows:  “Each 
Department  is  hereby  authorized  to  adopt  bylaws  for  its  government  not  inconsistent 
with  the  Act  of  Incorporation  or  the  bylaws  of  the  Association;  provided,  That 
such  bylaws  be  submitted  to,  and  approved  by,  the  Board  of  Directors  of  the  Associa¬ 
tion  before  they  shall  become  operative.” 

President  Samuelson:  Moved  by  Mr.  Oberholtzer ,  seconded  by  Miss  Adair.  The 
question  is  on  the  adoption  of  this  motion. 

Mr.  Oberholtzer:  I  ask  this  motion  be  adopted  by  unanimous  consent  as  read. 

President  Samuelson:  Is  there  objection?  The  Chair  hears  none,  so  the  motion  is 
adopted  unanimously. 

Mr.  Oberholtzer:  “Duties  of  Vicepresidents.”  The  Committee  asks  unanimous  con¬ 
sent  to  hold  this  over  for  another  year,  to  come  up  before  the  next  annual  meeting. 

President  Samuelson:  Is  there  objection?  The  Chair  hears  none,  so  the  request  is 
granted  unanimously. 

Mr.  Oberholtzer:  “L.  Nomination  of  State  Directors.”  The  Committee  asks  unan¬ 
imous  consent  to  hold  this  over  for  the  next  annual  meeting. 

President  Samuelson:  Is  there  objection?  The  Chair  hears  none,  so  the  request  is 
granted  unanimously. 

Mr.  Oberholtzer:  Turn  to  Chapter  V.  The  Committee  asks  unanimous  consent  to 
hold  over  that  portion,  “A.  Board  of  Directors,”  for  consideration  at  the  next  annual 
meeting. 

President  Samuelson:  Is  there  objection?  The  Chair  hears  none,  so  the  request  is 
granted  unanimously. 

Mr.  Oberholtzer:  “B.  Directors  at  Large.”  The  Committee  asks  unanimous  con¬ 
sent  to  hold  this  over  until  the  next  annual  meeting. 

President  Samuelson:  Is  there  objection?  The  Chair  hears  none,  so  the  request 
is  granted  unanimously. 

Mr.  Oberholtzer:  “C.  Terms  of  Directors.”  The  Committee  asks  unanimous  con¬ 
sent  that  this  be  held  over  for  consideration  at  the  next  annual  meeting. 

President  Samuelson:  Is  there  objection?  The  Chair  hears  none,  so  the  request  is 
granted  unanimously. 

Mr.  Oberholtzer:  “D”  has  already  been  stricken  out  by  the  action  of  this  Assembly 
on  amending  the  Charter  report.  We  come  now  to  Chapter  VI.  The  Committee  asks 
that  this  be  held  over  for  consideration  at  the  next  annual  meeting.  I  ask  unanimous 
consent  to  hold  Chapter  VI  over  for  consideration  at  the  next  annual  meeting. 

President  Samuelson:  Is  there  objection?  The  Chair  hears  none,  so  the  request  is 
granted  unanimously. 

Mr.  Oberholtzer:  That  last  permission  to  hold  over  carries  all  in  Chapter  VI. 
Now,  it  is  necessary  that  we  take  up  the  adoption  of  the  report  as  a  whole.  I  ask 
unanimous  consent  to  adopt  the  report  of  the  Committee  as  a  whole  on  those  motions 
already  approved  by  this  Assembly  this  morning. 

President  Samuelson:  Is  there  objection? 

Miss  Broderick  (New  York):  Does  that,  in  any  way,  affect  Chapter  VII? 

President  Samuelson:  Mr.  Oberholtzer,  can  you  answer  that? 

Mr.  Oberholtzer :  It  does  not  affect  anything  except  action  on  motions  which  we 
have  taken  thus  far  this  morning. 

Mr.  Thomas  J.  Walker  (Missouri)  :  I  ask  that  that  motion  be  amended  by  in¬ 
serting  the  words  “as  amended.” 

President  Samuelson:  Are  you  making  a  motion? 

Mr.  Walker:  Suggest  to  Mr.  Oberholtzer  he  left  out  the  phrase  “as  amended.” 

Mr.  Oberholtzer :  I  accept  the  suggestion  of  Mr.  Walker — “as  amended.” 

President  Samuelson:  Mr.  Oberholtzer. 

Mr.  Oberholtzer:  In  the  consent  given  to  hold  over  Chapter  VI,  I  wanted  to  ask 
that  it  be  brought  up  for  final  action  next  year.  I  ask  unanimous  consent  for  that. 

President  Samuelson:  Is  there  objection?  The  Chair  having  heard  none — 


712 


National  Education  Association 


Mr.  Oberholtzer  (Interrupting) :  The  parliamentarian  tells  me  I  must  renew  my 
previous  motion. 

I  ask  unanimous  consent  for  the  adoption  of  this  report  as  amended  by  the  action 
of  the  General  Assembly  this  morning. 

President  Samuelson:  Is  there  objection? 

Mr.  IV.  B.  Mooney  (Colorado)  :  Madam  Chairman,  can  this  Assembly  require 
that  the  next  Assembly  act  on  anything?  I  ask  that  of  the  parliamentarian. 

Mr.  Bottolfsen:  I  shall  rule  no.  You  are  making  that  as  a  recommendation;  I  do 
not  think  it  is  mandatory. 

President  Samuelson :  Is  there  objection?  The  Chair  having  heard  none,  it  is  so 
ordered. 

Mr.  Oberholtzer:  Madam  Chairman,  I  rise  to  a  point  of  personal  privilege. 

President  Samuelson:  State  your  point  of  personal  privilege. 

Mr.  Oberholtzer:  I  wish  to  discuss  briefly  part  of  this  report,  as  chairman. 

President  Samuelson:  The  privilege  is  granted  to  Mr.  Oberholtzer. 

Mr.  Oberholtzer:  I  did  not  want  to  use  any  time,  unnecessarily,  in  presenting 
this  report,  but  I  feel  so  strongly  about  one  or  two  matters,  that  our  Committee 
thought  it  best  that  I  take  a  few  minutes  to  discuss  this. 

I  should  like  to  discuss  the  item,  “All-inclusive  Membership  and  Consolidated 
Dues.”  We  hold  no  brief  for  the  infallibility  of  that  report.  The  Committee  does  be¬ 
lieve,  without  question,  that  the  permanence  and  growth  of  our  profession  depend 
upon  the  basis  of  our  relationship  and  our  organization  of  local,  state,  and  national 
associations. 

We,  therefore,  feel  that  at  the  very  foundation  of  it  all  rests  some  plan  of  all- 
inclusive  membership  and  consolidated  dues.  In  the  plan  suggested,  we  did  not  try 
to  fix  the  amount  of  dues  suggesting  that,  in  principle,  there  ought  to  be  some  kind 
of  sliding  scale  in  accordance  with  the  salaries  of  teachers  and,  therefore,  we  made 
the  suggestion  under  “A”  that  teachers  teaching  for  salaries  less  than  $1000  should 
be  accorded  the  privilege  of  smaller  fees;  likewise,  in  2  and  3  under  a  scale,  ac¬ 
cording  to  salaries ;  under  “B”  we  recommend  the  study  be  made  to  see  how  the  work¬ 
ings  of  these  associations  can  be  brought  closer  together;  we,  therefore,  made  cer¬ 
tain  suggestions  there,  which  I  shall  not  take  time  to  read. 

Let  me  call  your  attention  to  one  sentence  at  the  bottom  of  the  page:  “At  present 
the  National  Education  Association  membership  is  slightly  less  than  200,000  while 
the  combined  membership  of  state  associations  is  approximately  750,000.”  It  can 
readily  be  seen  that  the  consolidated  membership  would  increase  greatly  the  revenue 
of  the  National  Education  Association.  At  the  same  time,  a  federation  of  local  asso¬ 
ciations  to  form  the  state  association  would  result  also  in  increased  membership  in 
the  state  association.  It  is  the  opinion  of  the  Committee  that  the  enduring  welfare 
of  the  profession  depends  upon  these  two  rather  fundamental  ideas,  namely,  all- 
inclusive  membership  and  consolidated  dues.  We  recommend,  therefore,  that  the 
Association,  thru  its  Representative  Assembly,  approve  these  recommendations  and 
designate  some  existing  committee  or  new  committee  to  continue  the  study  with  the 
purpose  of  presenting  full  information  concerning  the  effect  of  the  proposed  plan, 
preparatory  to  taking  action  on  the  proposed  plan  at  the  next  annual  meeting. 

As  to  the  matter  of  regions,  we  think  that  the  districting  there  is  not  satisfactory 
to  all  states;  therefore,  it  is  merely  a  suggestion.  We  do  not  know  whether  this  Asso¬ 
ciation  wants  regional  meetings,  but  we  have  presented  that  with  the  idea  if  the 
desire  of  many  members  of  this  Association  is  to  bring  the  National  Education  Asso¬ 
ciation  close  to  the  people,  that  some  plan  of  regional  organization  with  an  active 
goodwill  emissary  at  work  in  the  field,  ought  to  help  to  do  that. 

With  regard  to  Chapter  VII,  we  have  merely  stated  there  some  of  the  things  we 
consider  as  unfinished  business,  some  of  the  things  which  we  believe  you  ought  to 
consider  continuously  as  this  Association  goes  on  and,  as  we  have  said,  it  affords  to 
some  extent  a  basis  for  principles  used  in  making  the  recommendations  of  this 
report  to  your  body. 

I  wish  to  say  for  the  Committee  on  Reorganization,  that  we  appreciate  greatly 
the  assistance  you  have  given  us  in  helping  to  get  this  report  completed,  which  we 


Associational  Records  and  Information 


713 


believe  is  a  step  forward — yesterday’s  meeting  and  this  morning’s  meeting  make  me 
very  happy,  as  a  member  of  the  National  Education  Association,  to  know  that  we  can 
sit  down  together  and  study  earnestly  our  problems  in  an  intelligent,  business-like  and 
professional-like  way. 

President  Samuclson:  In  accordance  with  the  action  just  taken,  it  is  going  to  be 
necessary  for  the  Rules  Committee  to  make  arrangements  for  the  election  of  the 
Publishing  Committee.  We  will  now  hear  from  the  chairman  of  the  Rules  Com¬ 
mittee  on  this  point.  Miss  Adair. 

Miss  Cornelia  S.  Adair  (Virginia)  :  The  Rules  Committee  has  had  a  meeting  and 
offers  the  following  suggestion  for  the  election  of  a  Publishing  Committee.  The 
Rules  Committee  directs  that  nominations  for  membership  in  the  Publishing  Com¬ 
mittee  be  presented  to  the  secretary  immediately  after  the  adjournment  of  this  ses¬ 
sion.  In  accordance  with  the  bylaws  nominations  shall  be  made  by  petition  signed  by 
ten  delegates,  and  election  shall  be  by  the  method  known  as  the  Hare  System  of  Pro¬ 
portional  Representation;  ballots  will  be  prepared  by  the  secretary  and  will  be  cast 
with  the  ballots  for  election  of  officers  and  carried  under  the  direction  of  the  Election 
Committee  for  amendments  to  the  bylaws.  You  recognize  that  this  is  an  amendment 
to  the  bylaws;  therefore,  that  Committee  is  the  committee  to  handle  this  ballot. 

Madam  Chairman,  I  move  the  adoption  of  this  rule  and  I  would  like  to  add  a 
little  explanation. 

President  Samuelson:  Is  there  a  second? 

Delegate  (Florida)  :  Second  the  motion. 

President  Samuelson:  The  question  is,  Shall  the  motion  be  adopted? 

Miss  Adair:  I  wish  to  call  your  attention  to  the  fact  that  we  are  using  a  new 
method  of  balloting,  the  Hare  System  of  Proportional  Representation.  An  explana¬ 
tion  is  in  the  back  of  the  report  that  you  have  just  accepted.  It  is  simply  a  system  of 
voting  for  your  preference,  your  first  choice,  second  choice,  and  so  on;  the  number 
of  names  presented  depends  upon  this  delegate  body,  but  you  have  a  right  to  select 
the  ones  which  you  prefer. 

President  Samuelson:  All  in  favor  of  the  motion  will  vote  “aye”;  those  opposed 
will  vote  “no.”  The  motion  is  carried. 

We  shall  now  proceed  to  the  other  reports  that  are  listed  on  the  program  for 
this  morning. 

Miss  Broderick  (New  York)  :  I  have  a  question.  At  some  point  in  the  procedure, 
may  discussion  of  some  of  the  recommendations,  suggestions  in  Chapter  VII,  be 
considered  by  this  Delegate  Assembly? 

President  Samuelson:  That  matter  has  already  been  disposed  of.  If  you  wish  you 
may  ask  unanimous  consent  to  discuss  it. 

Miss  Broderick:  Madam  Chairman,  in  order  to  protect  us  against  such  a  ruling,  I 
raised  the  question  when  the  chairman  of  the  Committee  asked  us  to  vote  on  the 
report  including  Chapter  VI.  I  asked  if  it  affected  Chapter  VII,  and  the  Chair  ruled 
that  it  did  not.  Therefore,  I  resubmit  the  question,  At  what  point  can  Chapter  VII 
be  considered  by  this  group? 

President  Samuelson:  I  shall  ask  the  parliamentarian  to  answer  that. 

Mr.  BottolfseJi:  The  matter  may  be  brought  up  at  this  time  for  discussion  if  you 
ask  for  and  receive  unanimous  consent. 

Miss  Broderick:  Then  I  ask  unanimous  consent  for  discussion  of  one  of  the  points 
set  forth  in  Chapter  VII. 

President  Samuelson:  Is  there  objection?  The  Chair  hears  none. 

Miss  Broderick,  will  you  please  come  to  the  platform? 

Miss  Broderick  (Speaking  from  the  platform)  :  If  you  will  read  Principle  3  as 
suggested  under  the  heading  “Relationship,”  under  the  subdivision  A,  you  will  find 
the  section  has  to  do  with  membership  in  this  Association  as  being  prerequisite  to 
the  certification  of  new  teachers  and  to  the  continuing  of  contracts  of  present  teachers. 

To  me,  the  point  is  sufficiently  important  to  warrant  consideration  by  this  Assembly. 
Its  importance  becomes  even  greater  when  we  consider  it  was  before  us  last  year 
and  was  shelved  in  exactly  the  same  way;  if  it  has  appeared  twice  in  the  report 
of  the  Committee  on  Reorganization,  it  is  a  principle  entitled  to  fair  consideration 


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by  those  of  us  who  have  come  long  distances  to  protect  the  civil  liberties  not  only 
of  the  members  of  the  N.  E.  A.  but  of  the  teaching  profession  thruout  the  nation. 

So,  I  ask,  at  this  point,  if  the  parliamentarian  will  permit  me  to  analyze  that  sec¬ 
tion  in  the  light  of  what  it  really  means  to  the  teaching  profession  of  this  country? 

Mr.  Bottolfsen:  You  have,  by  unanimous  consent,  been  given  the  right  to  appear 
before  this  convention  and  you  have  five  minutes  in  which  to  discuss  it. 

Miss  Broderick:  If  you  read  the  section  carefully,  you  realize  that  it  affects  two 
groups  of  teachers,  those  who  are  or  will  be  subject  to  certification  and  those  of 
us  who  are  present  teachers.  If  we  follow  this  recommendation,  it  will  become  neces¬ 
sary  for  new  teachers,  before  they  receive  licenses  to  practise,  to  become  members 
of  the  N.  E.  A. 

I  am  waiving  the  question  of  the  legality  of  any  such  proposal  and  I  seriously 
doubt  that  the  legal  advisers  of  this  Association  were  consulted  before  the  sugges¬ 
tion  was  reduced  to  the  printed  form.  Pedagogy  is  a  profession  and  it  implies  the 
mastery  of  a  mass  of  specialized  knowledge,  plus  skill  in  the  application  of  its 
technic,  and  by  no  means  is  there  to  be  considered  prerequisite  to  its  practise  any¬ 
thing  except  compliance  with  the  statutory  regulations  prevalent  in  the  various  states. 

We  cannot,  by  any  means,  consider  that  prerequisite  thereto  there  shall  be  mem¬ 
bership  in  this  or  any  other  organization,  even  tho  it  be  that  of  the  Church  itself. 
To  do  otherwise,  would  be  to  nullify  all  the  splendid  action  which  we  have  taken  in 
the  matter  of  academic  freedom  and  in  the  safeguarding  of  the  civil  liberties  of  the 
teachers  of  the  nation.  I  am  sure  the  Delegate  Assembly  is  not  willing  that  this  great 
organization  shall  go  forth  to  the  public  with  any  such  recommendation  which  in¬ 
fringes  upon  the  rights  of  its  members  to  contract  freely  and  to  be  contracted  with 
freely,  a  right  guaranteed  to  them  by  the  Constitution  of  the  United  States. 

As  regards  the  present  teachers,  and  for  almost  a  quarter  of  a  century  I  have 
been  in  that  category,  there  are  over  half  a  million  teachers  in  the  United  States 
who  are  not  serving  under  tenure  and  to  whom  the  renewable  contract  is  of  very, 
very  pressing  importance.  If  this  regulation  goes  forth  or  any  policies  adopted  by 
the  leaders  of  this  Association  consistent  with  this  suggestion,  then  it  may  very  well 
be  that  contracts  cannot  be  given  to  teachers  who  have  exercised  their  civic  priv¬ 
ilege  to  choose  for  themselves  the  organizations  to  which  they  will  belong. 

The  exercise  of  loyalty  to  the  organization,  to  the  N.  E.  A.,  should  never  be  con¬ 
sidered  a  barrier  to  civic  growth.  I  am  an  organization  woman,  distinctly,  and  have 
been  for  years,  and  I  realize  how  very  pressing  at  times  becomes  the  necessity  for 
financial  support  and,  yet,  I  am  wholly  unwilling  to  secure  it  at  the.  expense  of  the 
professional  solidarity  of  the  teachers  of  America.  I,  therefore,  offer  the  following 
resolution,  subject  to  whatever  modification  the  parliamentarian  may  deem  neces¬ 
sary:  That  Principle  1,  A-3,  be  withdrawn  from  the  list  of  principles  to  be  approved 
for  further  study  or  consideration  by  any  committee  to  which  the  list  may  be  referred, 
and  I  ask  unanimous  support  of  that  motion. 

Mr.  Oberholtzer:  I  rise  to  a  point  of  order.  I  appreciate  very  much  the  speaker’s 
statements  and  sentiments  as  expressed,  but  my  point  of  order  is  that  this  is  not  before 
the  Assembly,  that  we  presented  the  suggestion  for  further  study  and  that  it  was  the 
attitude  of  the  chairman  of  the  Committee  that  nothing  in  Chapter  VII  had  been 
approved  by  this  Assembly. 

President  Sarnuelson:  The  point  of  order  is  well  taken. 

Mr.  Bagwell  (California)  :  As  a  further  point  of  order,  as  I  understood  the  motion, 
it  was  that  we  definitely  disapprove  the  proposal  and  remove  it  from  further  con¬ 
sideration  as  something  too  dangerous  and  of  which  we  definitely  disapprove.  The 
motion  was  not  negative  but  was  positive,  and  that  we  definitely  go  on  record  as  dis¬ 
approving  such  matter  so  it  may  be  entirely  eliminated  from  consideration  by  this 
Assembly  or  any  further  Assembly. 

President  Sarnuelson:  I  will  ask  the  parliamentarian  for  a  ruling. 

Mr.  Bottolfsen:  The  parliamentarian  rules  that  the  question  is  not  properly  before 
this  Assembly;  the  unanimous  consent  granted  the  lady  a  moment  ago  was  under  a 
point  of  personal  privilege — merely  to  discuss  it.  It  will  take  unanmious  consent  to 
have  this  brought  before  this  Assembly  at  this  time,  and  if  granted,  Chapter  VII 
will  be  before  the  Assembly. 


Associational  Records  and  Information 


715 


President  Samuelson:  Miss  Broderick. 

Miss  Broderick:  I  ask  unanimous  consent  to  bring  the  matter  before  this  group  of 
delegates  in  the  way  the  parliamentarian  suggests. 

President  Samuelson:  Is  there  objection? 

Delegates:  Yes. 

Mr.  Bottolfsen:  Unanimous  consent  having  been  denied,  there  is  only  one  other 
way  in  which  this  question  may  legally  be  brought  before  this  Assembly — that  is, 
to  move  to  reconsider,  which  will  require  a  favorable  two-thirds  vote  on  roll  call. 

Mr.  Oberholtzer:  I  do  not  want  to  be  misunderstood;  it  is  not  my  purpose  to  keep 
this  from  the  Assembly.  I  merely  wanted  to  make  clear  it  was  not  an  action  by  this 
Committee  and  I  want  to  join  in  asking  that  the  lady  be  given  unanimous  consent 
to  bring  the  motion  before  this  body. 

President  Samuelson:  Is  there  objection  to  this  unanimous  request?  The  Chair 
having  heard  none,  it  is  so  ordered. 

The  Chapter  is  now  before  the  Assembly. 

Miss  Broderick:  I  move  that  Principle  1,  A-3,  be  withdrawn  from  the  list  of 
principles  to  be  approved  for  further  study  and  consideration  by  any  committee  to 
which  the  list  may  be  referred. 

Delegate  (New  York)  :  I  second  the  motion. 

President  Samuelson:  The  question  is  on  the  adoption  of  this  motion.  Is  there  any 
discussion?  The  Chair  hears  none.  All  in  favor  of  the  motion  will  vote  “aye”;  those 
opposed  will  vote  “no.”  The  motion  is  carried  unanimously. 

We  wTill  now  proceed  to  the  next  order  of  business.  I  have  already  requested  those 
who  are  to  give  reports  to  find  places  on  the  platform.  Please  note  that  the  reports 
have  certain  time  limits  and  we  are  going  to  ask  that  these  time  limits  be  adhered  to 
in  each  case  since  ample  notice  has  been  given. 

The  first  report,  which  has  to  do  with  the  report  of  the  Committee  on  Social  Eco¬ 
nomic  Goals,  will,  in  the  absence  of  the  chairman,  be  presented  by  Secretary  Givens. 

Secretary  Givens:  Mr.  Fred  J.  Kelly  could  not  be  here  this  morning,  but  I  am  very 
glad  to  make  the  report  for  him.  It  will  not  take  more  than  about  thirty  seconds.  His 
report  as  finished  is  now  in  mimeograph  form,  with  the  exception  of  one  chapter.  As 
soon  as  that  chapter  is  finished,  it  will  be  printed,  because  it  has  already  been  ap¬ 
proved,  and  will  be  ready  for  distribution  to  our  profession.  It  is  an  excellent  piece 
of  work,  a  work  very  helpful  to  the  classroom  teachers  of  the  country. 

This  report  should  be  in  printed  form  in  the  next  three  months.  This  is  simply  a 
report  of  progress. 

(This  report  is  printed  on  page  911  of  this  volume.) 

President  Samuelson:  If  there  is  no  objection,  the  report  will  be  accepted. 

Is  there  objection?  The  Chair  having  heard  none,  it  is  so  ordered.  We  will  proceed 
to  the  next  report,  that  of  the  Legislative  Commission,  Mr.  Callahan,  chairman. 

Mr.  John  Callahan  (Wisconsin)  :  Madam  Chairman,  first,  I  want  to  say  that  you 
are  mistaken  about  my  being  chairman  of  this  Commission.  This  report  was  written 
by  Mr.  Sidney  B.  Hall ,  from  Virginia,  chairman  of  the  Executive  Committee  of  the 
Legislative  Commission.  I  am  a  member  of  the  Executive  Committee  and  since  he 
could  not  be  here,  this  report  was  sent  to  me  with  the  request  that  I  present  it  at 
this  time. 

(The  report  is  printed  on  page  873  of  this  volume.) 

President  Samuleson:  If  no  objection  is  heard,  the  report  will  be  accepted.  The 
Chair  having  heard  none,  it  is  so  ordered. 

I  call  next  for  the  report  of  the  Committee  on  Academic  Freedom,  Mr.  Smith, 
chairman. 

Mr.  Henry  Lester  Smith  (Indiana)  :  The  report  that  this  Committee  wishes  to 
make  is  found  in  the  Summary  of  Committee  Reports.  I  shall  read  only  two  sections 
of  that  report.  I  want  to  call  your  attention  to  the  fact  that  we  have  reproduced 
the  resolution  that  brought  us  into  existence. 

You  have  the  list  of  members  of  the  Committee  there  and  at  the  bottom;  I  wish 
to  read  one  section: 

At  the  joint  meeting  of  the  Committee  on  Academic  Freedom  and  the  executive 
group  of  the  Tenure  Committee,  February  24,  1936,  the  line  of  demarcation  be- 


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tween  the  work  of  the  two  committees  was  adopted  as  follows:  “The  profession 
of  education  exists  to  foster  proper  learning.  Each  member  of  the  profession 
should  feel  secure  in  the  practise  of  his  work  so  long  as  he  meets  reasonable  pro¬ 
fessional  standards  as  interpreted  by  the  judgment  of  his  peers.” 

The  Tenure  Committee  accordingly  accepts  as  its  primary  function  the  promo¬ 
tion  of  support  for  the  proper  tenure  of  teachers  and  other  educators  and  the 
crystallization  of  such  support  into  adequate  laws  and  understanding  to  safe¬ 
guard  tenure  rights.  The  Committee  will,  therefore,  as  a  rule  take  up  controver¬ 
sial  cases  only  as  these  promise  illustrative  qualities  that  will  help  to  build  sup¬ 
port  for  better  tenure  conditions. 

The  Committee  on  Academic  Freedom  on  its  part  is  primarily  interested  in 
safeguarding  intelligent  teaching  and  therefore  in  defending  teachers  and  other 
educators  in  the  exercise  of  their  just  rights  to  academic  and  professional  free¬ 
dom  both  as  educators  in  the  classroom  or  office  and  as  citizens  outside.  In  the 
pursuit  of  these  ends,  the  Committee  on  Academic  Freedom  will  investigate  cases, 
report  findings,  discuss  principles  involved,  and  otherwise  do  what  it  can  to  pro¬ 
mote  a  more  adequate  and  intelligent  support  of  the  principles  of  academic 
freedom. 

Now,  the  Academic  Freedom  Committee  has  taken  up,  as  this  report  says,  ten  cases 
thus  far  (I  will  add  two  since  this  report  was  prepared  and  another  came  to  me 
just  now,  in  a  telegram  just  before  I  rose  to  make  this  report)  ;  and  then  there  is 
listed  what  this  Committee  has  done.  I  do  not  think  I  need  to  read  that. 

Then,  I  would  like  to  come  to  the  final  and  rather  important  thing  to  read,  “In  the 
light  of  its  experience  gained  during  the  year  the  Committee  has  drawn  up  the  fol¬ 
lowing  tentative  brief  statement  of  Principles  of  Academic  Freedom.”  You  will 
recall  a  longer  statement  is  in  preparation  and  certain  other  things  in  preparation, 
but  this  is  a  tentative  statement  which  we  are  to  present  at  the  present  time: 

The  cause  of  academic  freedom  is,  like  the  cause  of  freedom  of  speech  in  gen¬ 
eral,  the  cause  of  democracy.  An  intelligent  democracy  depends  upon  an  educated 
citizenship,  which  is  itself  a  product  of  a  social  order  where  people  thru  freedom 
of  speech,  press,  and  assembly  learn  how  to  think  and  judge  for  themselves. 

If  our  schools  are  to  help  in  the  development  of  such  an  educated  citizenship, 
they  must  be  free — free  from  restriction  in  their  search  for  what  to  believe,  free 
in  helping  their  pupils  to  study  actual  social  problems.  Teachers  must  feel  free 
in  their  teaching.  It  is  futile  to  expect  independent,  judicious,  and  courageous 
minds  to  be  developed  in  pupils  and  students  by  timid  and  submissive  teachers. 

Intellectual  freedom  is  a  public  safeguard.  It  occurs  in  every  field  of  human 
experience  as  the  principal  guarantee  of  orderly  change  and  progress.  Suppres¬ 
sion  of  such  freedom  is  the  surest  road  to  violent  and  reckless  changes. 

Freedom  of  teaching  carries  with  it  corresponding  responsibility.  The  teacher 
is  under  obligation  to  help  his  pupils  or  students  study  fairly  the  various  sides  of 
each  question.  He  must  not  use  his  position  to  hand  out  ready-made  opinions.  His 
duty  is  to  help  his  students  to  think,  not  to  tell  them  what  to  think. 

Teachers  are  citizens  and  should  be  accorded  the  full  legal  rights  of  all  citizens, 
to  express  publicly  the  views  they  hold  and  ally  themselves  with  organizations 
of  their  own  choosing.  But  in  the  exercise  of  these  rights  teachers  should  take 
care  not  to  interfere  with  the  proper  discharge  of  their  just  educational  duties. 
In  all  such  matters  the  rule  of  reason  must  hold.  Schoolboards  owe  serious  duty 
here  not  to  drive  good  teachers  from  the  schools  in  favor  of  others  unduly 
submissive. 

Madam  Chairman,  I  move  the  adoption  of  this  report. 

(The  report  is  printed  on  page  814  of  this  volume.) 

President  Samnelson:  If  no  objection  is  heard,  the  report  will  be  adopted. 

Mr.  Oberkoltzer:  I  second  the  motion. 

President  Samnelson:  If  there  is  no  objection  to  this  report,  it  will  be  adopted. 
The  Chair  having  heard  none,  it  is  so  ordered. 


Associational  Records  and  Information 


717 


We  will  proceed  to  the  next  order  of  business,  which  is  the  recognition  of  some  of 
the  outstanding  records  in  professional  membership  in  our  organization  this  year. 
Will  you  please  turn  to  page  60  of  your  program?  I  realize  the  hour  is  passing 
quickly,  and  we  cannot  take  as  much  time  for  this  as  we  had  expected,  but  I  do  not 
like  to  omit  this  number  of  our  program  this  morning,  for  the  reason  that  one  of  the 
five  points  in  our  program  this  year  was  a  10  percent  increase  in  membership,  and 
I  would  like  to  recognize  those  particular  states  that  did  meet  that  ideal. 

As  I  call  these  names,  I  should  like  for  the  delegations  to  stand  and  when  we  have 
called  all  of  them  to  their  feet,  the  rest  of  us  will  give  them  a  hand. 

If  you  will  look  at  the  first  list  on  page  60,  the  fourteen  states  which  achieved  the 
goal  of  at  least  a  10  percent  increase  in  N.  E.  A.  membership: 

North  Carolina,  10  percent.  Will  the  delegates  from  North  Carolina  please  stand? 

South  Carolina,  12  percent.  Will  they  please  stand? 

Alabama,  12  percent. 

Kansas,  Indiana,  Idaho,  New  Mexico,  West  Virginia,  Washington,  Vermont, 
Texas,  Nevada,  Oregon,  Colorado. 

Thank  you  very  much. 

You  notice  the  highest  gain  was  41  percent.  “Go  thou  and  do  likewise”  next  year. 

Delegate;  Who  was  the  highest? 

President  Samuelson ;  Colorado. 

Now,  we  will  turn  to  the  next  group  of  persons  to  be  recognized,  the  eight  states 
and  territories  which  enrolled  more  than  50  percent  of  their  teachers  in  the  N.  E.  A. 

Utah — please  rise.  Delaware,  Arizona,  Colorado,  District  of  Columbia,  Alaska, 
Nevada,  Hawaii. 

So  you  notice  how  those  percentages  go  from  52  to  87  percent?  And,  you  notice 
who  gets  87  percent?  (Hawaii.) 

There  is  something  rather  interesting  and  fascinating  about  the  fact  that  those 
farthest  away  do  the  best.  The  five  states  which  have  had  the  largest  total  member¬ 
ship  this  year  are  Illinois,  New  York,  Ohio,  California,  and  Pennsylvania. 

The  five  states  that  have  had  the  largest  number  of  life  memberships  are  Texas, 
New  York,  Pennsylvania,  Ohio,  and  California. 

Now,  look  at  the  next  group  reported — 100  percent  membership  N.  E.  A.,  fifteen 
years  or  more: 

Altoona,  Pennsylvania — are  any  members  here?  Please  stand.  Altoona,  Pennsyl¬ 
vania,  fifteen  years. 

Scienceville,  Ohio,  fifteen  years. 

Bedford,  Ohio,  fifteen  years. 

La  Junta,  Colorado,  fifteen  years. 

Prescott,  Arizona,  fifteen  years. 

Sedalia,  Missouri,  sixteen  years. 

Mapleton,  Maine,  sixteen  years. 

Piedmont,  California,  sixteen  years. 

Kenton,  Ohio,  seventeen  years. 

Morris  Township,  New  Jersey,  eighteen  years. 

St.  Joseph,  Missouri,  eighteen  years. 

Now,  the  sweepstakes — “Kansas  City,  Kansas,  holds  the  national  record  for  being 
the  largest  city  to  have  a  100  percent  enrolment.  Her  population  is  121,857.  She 
has  been  on  the  Honor  Roll  for  twelve  consecutive  years.”  Will  you  stand  and  take  a 
bow,  Kansas  City,  Kansas?  I  hope  in  another  year  everybody  in  the  room  will  be 
standing  up  to  receive  this  recognition. 

We  turn  now  for  a  few  minutes  of  fun.  Of  course,  all  of  this  is  fun,  but  we  are 
going  to  have  a  stunt  by  the  state  of  Louisiana.  I  recognize  the  Louisiana  delegation. 

(Recess.) 

President  Samuelson:  We  will  now  come  to  order. 

I  believe  it  is  necessary  to  have  another  announcement  about  the  election  of  the 
Publishing  Committee  before  proceeding  to  the  next  report.  I  will  ask  Mr.  Givens 
to  give  the  announcement. 


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Secretary  Gwens:  You  took  action  this  morning  for  a  Publishing  Committee  to  be 
elected  tomorrow.  It  will  require  an  endorsement  of  ten  to  place  a  name  on  the  ballot 
for  voting  tomorrow. 

President  Sarnuelson:  We  will  now  have  the  report  of  the  Committee  on  Tenure, 
given  by  Mr.  DuShane. 

Mr.  Donald  DuShane  (Indiana)  :  This  report  is  the  report  of  the  Executive  Com¬ 
mittee  of  the  Tenure  Committee  of  the  National  Education  Association,  composed  of 
Mrs.  Myrtle  Hooper  Dahl,  Minneapolis,  Minn.;  Oscar  B.  Irizarry,  Tulsa,  Okla.; 
Frances  J clinch,  Milwaukee,  Wis.;  Robert  C.  Keenan,  Chicago,  Ill.;  J.  Constance 
Kingan,  Royal  Oak,  Mich.;  Mary  Elizabeth  O'Connor,  Natick,  Mass.;  Donald  Du¬ 
Shane,  Chairman,  Columbus,  Ind.  (Read  section  of  report.) 

Madam  Chairman,  I  move  the  adoption  of  this  report. 

(Motion  seconded.) 

(This  report  is  printed  on  page  914  of  this  volume.) 

President  Sarnuelson:  The  question  is  on  the  adoption  of  the  report. 

Mr.  Robert  C.  Kccna?i  (Illinois)  :  Does  this  motion  intend  the  adoption  of  the 
mimeographed  report  by  the  chairman  and  Committee  or  simply  that  portion  of  it 
which  has  been  read? 

President  Sarnuelson:  The  adoption  of  the  entire  report. 

Mr.  Ben  G.  Graham  (Pennsylvania)  :  Since  the  motion  is  for  the  adoption  of  the 
entire  report  as  mimeographed,  I  move  to  amend  the  report  by  striking  out  that 
section  which  deals  with  the  Lock-  Haven  State  Teachers  College  of  Pennsylvania. 

President  Sarnuelson:  Is  this  seconded? 

Mr.  F.  G.  Davis  (Pennsylvania)  :  I  second  the  motion. 

President  Sarnuelson:  The  question  is  on  the  adoption  of  the  amendment. 

Mr.  Graham:  In  offering  this  amendment,  may  I  say  that  the  state  of  Pennsyl¬ 
vania  has  followed  that  recommendation,  which  is  made  in  this  report,  namely,  that 
we  appoint,  thru  our  State  Education  Association,  a  commission  known  as  the  Com¬ 
mission  of  Ethics  to  investigate  cases  in  our  state  where  teachers  have  been  unjustly 
dealt  with  by  administrators  or  boards  of  education. 

That  has  been  done,  and  the  personnel  of  that  committee  represents  a  group  of 
the  finest  people  we  have  been  able  to  select  from  our  State  Association  and  headed 
by  Air.  Davis,  who  seconded  this  motion.  This  particular  case  was  very  carefully 
investigated  by  our  local  Ethics  Committee  and  a  decision  was  rendered  w'hich  we 
believe  dealt  justly  with  the  case. 

That  report  was  presented  to  the  House  of  Delegates,  Pennsylvania  State  Educa¬ 
tion  Association,  representing  66,000  people  and  adopted  unanimously  by  them  at 
our  meeting  last  December.  Therefore,  we  feel  that  case  has  been  carefully  covered, 
justly  dealt  with,  and  that  it  should  not  be  dealt  with  in  this  particular  case. 

That  is  our  reason  for  offering  this  amendment. 

President  Sarnuelson:  The  question  is  on  the  adoption  of  the  amendment. 

Mr.  DuShane:  The  Tenure  Committee  has  no  quarrel  with  the  Pennsylvania 
Committee  on  Ethics.  The  Committee  has  its  right  to  carry  on  the  functions;  the 
Tenure  Committee  of  the  N.  E.  A.  has  an  equal  right  to  investigate  injustices  to 
teachers;  there  are  many  such  investigations  in  various  parts  of  the  country.  Until 
tenure  protection  can  be  extended  to  teachers,  the  only  recourse  we  have  is  by  in¬ 
vestigation  of  impartial  outside  educational  groups. 

The  Lock  Haven  case  was  one  in  which  five  members  of  the  faculty,  classroom 
teachers,  were  discharged,  ostensibly,  because  of  the  need  of  retrenchment;  within 
three  months  after  the  discharge,  an  equal  number  of  other  teachers  had  been  ap¬ 
pointed  to  these  positions;  so,  if  there  was  any  economy  at  all,  it  was  in  the  reduc¬ 
tion  of  salaries.  It  is  a  very  queer  thing — these  five  teachers,  each  one  of  them  had 
gone  to  the  Board  of  Trustees  to  protest  against  the  discharge  of  a  fellow-teacher. 

The  recommendations  of  the  Committee  are  moderate  in  this  case;  they  are  in 
favor  of  fair  treatment  to  classroom  teachers  and  the  Committee  also  wishes  to 
present  to  you  the  fact  that  if  any  teachers  in  the  United  States  need  protection 
it  is  the  teachers  in  teacher-training  institutions. 

The  facts  in  this  case  were  carefully  ascertained  by  our  Committee,  not  one  of 
which  comes  from  Pennsylvania — a  great  stack  of  information,  signed  statements, 


Associational  Records  and  Information 


719 


affidavits;  personal  investigations  were  engaged  in  and  if  there  was  any  investiga¬ 
tion  made  by  this  Committee  during  the  last  year  that  was  carefully  made  and 
soundly  considered  and  unanimously  agreed  upon  by  our  Committee,  it  was  this 
Lock  Haven  Teachers  College  case. 

President  Samuelson:  I  recognize  Mr.  Davis  of  Bucknell  College. 

Mr.  Davis:  Since  our  Commission  had  investigated  this  case,  and  since  I  am  a 
member  of  the  Commission,  it  might  be  well  for  me  to  offer  what  might  be  termed 
a  minority  report,  because  the  report  we  have  is  at  variance  with  the  report  of  our 
Commission. 

May  I  state  that  one  mistake  which  Mr.  DuShane  has  made  is  his  statement  that 
five  persons  were  dismissed  from  the  Lock  Llaven  State  Teachers  College.  The  facts 
are  that  not  more  than  four  of  these  persons  could  have  been  dismissed  because  the 
one  person  whose  name  appeared  in  our  papers  last  night  was  not  dismissed,  but 
resigned. 

I  do  not  know  whether  Mr.  DuShane  has  the  report  of  our  Commission  or  not.  I  do 
not  have  it  with  me.  I  have  no  documentary  evidence  here  whatever  but  I  do  re¬ 
member  a  few  things  with  regard  to  the  investigation. 

I  should  like  to  ask  Mr.  DuShane  what  investigation  he  made  of  the  other  side  of 
the  case? 

I  may  say  that  the  Pennsylvania  Commission  did  a  number  of  things.  It  read  the 
twenty  pages  or  more  of  complaints  from  the  five  teachers.  There  were  five  teachers 
complaining;  there  were  only  four  who  were  dismissed,  because  one  resigned. 

We  have  the  minutes  of  the  trustees  meeting;  we  have  the  minutes  of  the  faculty 
meetings  for  some  time  back;  we  have  talked  with  certain  members  of  the  dis¬ 
charged  group,  and  I  want  you  to  discriminate,  now — two  persons  came  to  my 
office  to  discuss  the  matter  with  me ;  none  of  the  others  was  met  by  me,  and  I  am 
not  sure  whether  they  were  by  other  members  of  the  Commission  or  not.  We  have 
the  reply  of  the  president  of  the  institution. 

We  made  visits  to  the  State  Department  of  Education  and  discussed  the  case  with 
the  state  superintendent  of  public  instruction  and  the  director  of  the  teachers  train¬ 
ing  division,  who  by  virtue  of  his  office  has  a  certain  control  over  the  teachers 
colleges. 

The  president  of  the  institution  called  on  me  and  talked  the  matter  over.  We  held 
a  lengthy  meeting  of  our  Ethics  Commission  and  studied  the  case  carefully.  There  is 
a  report,  a  signed  report  from  the  faculty,  from  other  faculty  members  of  the  Lock 
Haven  State  Teachers  College,  supporting  the  president — 

Miss  Frances  Jelinek  (Interrupting)  :  Did  I  understand  the  speaker  to  say  he  is 
presenting  a  minority  report? 

Air.  Davis:  I  merely  spoke  of  it  as  one  might — 

Miss  Jelinek:  Madam  Chairman,  Mr.  Davis  is  not  a  member  of  the  Committee. 
He  cannot  present  a  minority  report. 

Air.  Davis:  I  have,  facetiously,  called  it  that.  I  should  like  to  call  attention  to 
the  members  of  our  Commission — Mr.  Graham,  superintendent  of  schools  of  Pitts¬ 
burgh;  Miss  Alary  F.  Russell,  very  liberal  principal  of  schools  in  Indiana  and  con¬ 
nected  with  the  Indiana  State  Teachers  College;  Miss  Florence  M.  T eagardcn,  pro¬ 
fessor  of  education,  University  of  Pittsburgh;  Air.  Maxwell,  superintendent  of 
Westmoreland  County  Schools  in  Pennsylvania. 

Mr.  Keenan:  We  have  neither  seen  the  report  nor  had  an  opportunity  to  hear  the 
whole  report.  I  am  asking  for  unanimous  consent  of  the  body  that  we  postpone 
having  this  report  until  it  can  be  mimeographed  and  placed  in  our  hands. 

Air.  W.  A.  Walls  (Ohio)  :  I  move  the  amendment  by  Air.  Graham  be  laid  on  the 
table. 

President  Samuelson:  The  motion  is  lost  for  want  of  a  second. 

Delegate:  I  second  the  motion. 

President  SamuelsoJi :  Air.  Parliamentarian,  will  you  rule  on  that? 

Air.  Bottolfscn:  I  am  going  to  rule  that  opportunity  was  not  given  to  offer  a  second 
and  that  the  Chair  will  accept  it  at  this  time.  That  automatically  shuts  off  debate  and 
the  motion  will  be  voted  upon  at  once. 


720 


National  Education  Association 


President  Samuclson:  Will  you  tell  me  exactly  what  the  motion  is  that  I  am  to  put? 

Mr.  Bottolfsen:  The  question  is  on  the  motion  to  table  the  amendment. 

Delegate:  May  I  ask  you  to  state  what  the  amendment  is? 

Mr.  Bottolfsen:  The  amendment  is  to  the  original  motion  that  the  particular  sec¬ 
tion  dealing  with  the  Pennsylvania  investigation  be  deleted. 

Mr.  Keenan:  May  I  ask  for  information?  What  will  be  the  effect  of  the  vote  and 
motion  to  table?  Will  it  merely  table  the  amendment  or  will  it  table  Mr.  DuShanc’s 
motion,  as  well  ? 

President  Samuelson:  Mr.  Parliamentarian,  will  you  please  answer? 

Mr.  Bottolfsen:  There  is  a  very  fine  point  there,  but  I  shall  rule  it  does  not  table 
the  report  but  merely  the  amendment. 

Mr.  IV alls:  My  motion  was  merely  to  lay  on  the  table  Mr.  Graham’s  amendment 
which  would  support  the  Committee  we  have  appointed  by  this  Association  to  in¬ 
vestigate  these  cases. 

Mr.  Bottolfsen:  The  motion  before  the  Assembly  is  to  table  the  amendment. 

President  Samuelson:  All  in  favor  of  tabling  the  amendment  will  vote  “aye”; 
those  opposed  “no.” 

The  motion  is  carried.  The  amendment  is  tabled.  The  question  now  is  on  the  orig¬ 
inal  motion.  All  in  favor  of  the  original  motion  will  vote  “aye”;  those  opposed  will 
vote  “no.” 

The  motion  is  carried. 

Delegate  (Pennsylvania)  :  Is  it  possible  for  the  delegates  to  vote  on  part  of  a  report 
which  has  not  been  read  before  us  or  not  been  given  to  us? 

Mr.  Bottolfsen:  Officially,  the  report  has  been  presented  to  you  by  the  chairman  of 
the  Committee.  No  objection  was  raised  at  the  time,  so  I  shall  rule  that  it  has  been 
placed  before  you. 

President  Samuelson:  We  call  for  the  next  order  of  business,  which  is  the  report 
of  the  Committee  on  the  Horace  Mann  Centennial  Celebration,  to  be  given  by  Mr. 
Joy  Elmer  Morgan. 

Mr.  Joy  Elmer  Morgan  (Secretary  of  the  Commission  on  the  Horace  Mann  Cen¬ 
tennial)  :  Ninety-nine  years  ago,  this  morning,  Horace  Mann,  having  given  up  the 
practise  of  law  and  resigned  from  the  presidency  of  the  Senate  of  Massachusetts,  took 
up  his  duties  as  secretary  of  the  Massachusetts  State  Board  of  Education  and  for 
twelve  years  he  labored  in  that  pioneer  service  with  an  effectiveness  that  has  changed 
the  whole  current  of  our  American  life. 

At  the  meeting  of  this  Association  in  Atlanta,  in  1929,  the  motion  was  adopted  by 
the  Assembly  to  celebrate,  in  1937,  the  Centennial  of  Horace  Mann’s  coming  to  the 
Massachusetts  Senate.  This  Committee  is  under  the  chairmanship  of  Mr.  Payson 
Smith,  who  for  twenty  years  has  held  the  leadership  of  Massachusetts,  a  worthy 
successor  of  Horace  Mann.  This  Committee  has  been  working  on  plans  for  the  Cen¬ 
tennial. 

Since  you  have  the  report  of  the  Committee  in  the  printed  reports  I  will  not  read  it. 
I  will  give  you  the  substance  of  it. 

It  proposes  this  celebration  shall  begin  this  fall,  in  October,  with  the  dedication  of 
the  statue  of  Horace  Mann  which  is  being  erected  on  the  campus  of  Antioch  College, 
Yellow  Springs,  Ohio,  where  Horace  Mann  served  as  the  first  president.  It  proposes 
that  the  celebration  shall  continue  thru  the  commencement  season  of  May  and  June 
— Horace  Mann’s  birthday  was  May  4 — that  it  shall  include  a  special  program  of 
this  Association  July  1,  which  will  be  the  One  Hundredth  Anniversary  of  his  actual 
taking  up  office;  and  that  it  shall  continue  on  thru  the  fall  and  during  American 
Education  Week,  1937.  At  that  time  efforts  will  be  made  to  bring  the  life  of  Horace 
Mann  and  his  great  teachings  to  the  attention  of  the  masses  of  the  citizens  of  the 
country. 

The  Committee  recommends  that  $1000  be  appropriated  this  year  and  $10,000 
next  year,  to  forward  the  celebration;  that  the  Division  of  Publications  make  avail¬ 
able  the  printed  material  necessary  for  the  celebration. 

As  I  have  studied,  as  secretary  of  the  Committee,  I  am  amazed  at  the  extent  to 
which  we  have  lost  out  of  our  American  education  the  inspiration  of  this  great 
pioneer  of  ours.  It  is  not  possible,  today,  to  buy  in  any  of  the  book  marts,  anywhere, 


Associational  Records  and  Information 


721 


a  copy  of  the  great  life  of  Horace  Mann,  written  by  his  wife;  it  is  not  possible 
to  buy  a  copy  of  his  lecture  on  education,  one  of  the  greatest  classics  not  only  in 
American  history  but  in  all  educational  history. 

We  propose,  as  far  as  we  can,  to  make  available  to  the  teachers  and  the  schools 
and  the  citizens  of  this  country  the  great  inspirational  literature  concerning  the  life 
of  the  greatest  educator  America  has  produced.  We  believe  he  is  just  the  ideal  and 
example  of  Lincoln  and  Washington  that  we  should  have  and  should  conserve  in 
our  educational  life.  We  should  teach  to  the  children  and,  particularly,  to  the  people 
who  are  going  to  be  teachers  and  should  bring  before  our  population  the  glory,  the 
courage  and  vision  and  humanity  of  Horace  Mann,  whose  Centennial  we  shall  cele¬ 
brate  next  year. 

I  move  the  adoption  of  the  report  as  printed. 

Delegate:  I  second  the  motion. 

President  Samuelson:  The  question  is  on  the  adoption  of  the  report.  If  there  is  no 
objection,  the  report  will  be  adopted.  The  Chair  having  heard  none,  it  is  so  ordered. 

(The  report  is  printed  on  page  865  of  this  volume.) 

We  will  now  have  the  report  of  the  Committee  on  Equal  Opportunity,  to  be  given 
by  Miss  Mallory. 

Miss  Gertrude  Mallory  (California)  :  This  is  a  new  committee  whose  program  has 
been  one  of  study  and  education  and  this  report  is  one  of  progress. 

The  Committee  desires  that  its  attitude  on  equal  opportunity  be  clearly  under¬ 
stood — equal  opportunity  for  men  and  women,  not  just  for  women;  we  must  not 
place  one  against  the  other  in  this  movement  for  equal  opportunity,  for  our  cause 
would  be  lost  before  we  began.  (Reads  report  which  is  pointed  on  page  858  of  this 
volume.) 

I  leave  this  question  with  the  National  Education  Association,  What  are  we  going 
to  do  about  these  problems? 

I  move  the  adoption  of  this  report. 

Mr.  H.  Claude  Hardy  (New  York)  :  I  second  the  motion  and  ask  to  have  the 
privilege  of  speaking  for  the  state  of  New  York. 

President  Samuelson:  The  question  is  on  the  adoption  of  the  report.  I  recognize 
Mr.  Hardy. 

Mr.  Hardy:  This  is  a  matter  that  we,  of  New  York  state,  have  been  very  much 
interested  in,  and  we  have  gone  thru  a  vigorous  campaign  until  we  have  put  on  the 
statutes  of  the  state  of  New  York  a  law  which  forbids  discrimination — we  have  equal 
salaries  for  both  men  and  women. 

President  Samuelson:  The  question  is  on  the  motion.  All  in  favor  of  the  motion 
will  vote  “aye”;  those  opposed  will  vote  “no.” 

The  motion  is  carried.  I  call  for  the  next  order  of  business,  the  report  of  the  Com¬ 
mittee  on  Higher  Education.  (No  reply.) 

I  will  call  for  the  report  of  the  executive  secretary,  Mr.  Givens. 

Secretary  Givens:  The  printed  reports  are  in  the  hands  of  the  ushers  and  will  be 
given  to  you,  if  you  care  to  have  one,  or  you  can  get  one  at  the  Registration  Desk. 

(Report  is  printed  on  page  914  of  this  volume.) 

President  Samuelson:  A  motion  to  adjourn  is  in  order.  Motion  is  seconded  and 
carried.  The  meeting  is  adjourned. 

Willard  E.  Givens,  Executive  Secretary 
Agnes  Samuelson,  President 

Third  Business  Session,  Thursday  Morning,  July  2,  1936 

The  third  business  session  of  the  Representative  Assembly  convened  at  9:30  a.  m. 
in  the  Civic  Auditorium.  The  invocation  was  delivered  by  the  Reverend  IV.  G. 
Everson  of  the  First  Baptist  Church,  and  the  third  business  session  was  opened. 

President  Agnes  Samuelson:  The  report  of  the  Committee  on  Retirement  Allow¬ 
ances  will  be  given  by  Mr.  Gibson. 

Mr.  C.  F.  Gibson  (New  York)  :  Your  chairman  has  but  a  brief  report  to  offer  at 
this  time  but  would  like  to  submit  some  observations  whereby  more  effective  help 
can  be  given. 


722 


National  Education  Association 


The  present  size  of  the  Committee  is  too  large  and  too  widely  scattered  to  accom¬ 
plish  anything  worthwhile.  A  committee  consisting  of  from  three  to  five  should  meet 
occasionally  and  do  intensive  work  together  with  a  group  from  the  National  Council 
of  Teachers’  Retirement  Systems. 

This  is  a  most  opportune  time  to  promote  and  enact  retirement  systems,  for  the 
country  is  pension-minded  at  present,  evidenced  by  old-age  pension  laws,  the  Town¬ 
send  Plan,  social  security  acts,  and  also  the  activity  of  insurance  companies  to  sell 
annuities.  At  such  time  of  great  public  interest  there  is  danger  of  retirement  systems 
being  constructed  by  well-meaning  but  inadequately  informed  people.  However  well- 
meaning,  the  planning  of  a  system  must  be  kept  in  the  hands  of  experts. 

I  am  not  going  to  read  the  entire  report  or  comment  much  about  it.  It  is  written 
in  English,  all  of  you  can  read  it,  and  you  will  see  some  reasons  why  I  do  not  com¬ 
ment  upon  the  efforts  favorably  or  unfavorably. 

Now,  the  gist  is  that  every  state  should  have  a  sound  retirement  system  especially 
made  for  itself.  What  fits  in  one  state  does  not  fit  in  another.  You  cannot  wear  an¬ 
other  person’s  spectacles  comfortably.  There  are  underlying  principles,  however, 
which  apply  in  all  cases.  Many  of  these  have  escaped  research  to  be  revealed  only 
by  experience  and  may  be  applied  with  advantage  not  only  in  promoting  new  sys¬ 
tems,  but  also  in  administering  all  systems.  You  see,  in  getting  married,  it  is  im¬ 
portant  to  get  the  right  one,  and  after  that  comes  the  problem  of  living  together. 
That  is  the  way  it  is  with  the  pension  system.  You  get  your  system  first;  afterwards, 
you  have  to  live  with  it. 

Now,  it  is  our  purpose  to  corral  all  of  the  most  expert  and  most  experienced  talent 
in  teacher  retirement  affairs  that  we  can  find  anywhere  into  this  proposed  depart¬ 
ment  and  to  make  available  to  every  state  and  community  the  services  of  these  people 
in  the  most  practical  and  expeditious  fashion  and  at  the  least  possible  expense. 

We  hope  to  be  helpful.  We  do  not  aim  to  have  more  talk  but  we  do  hope  to  have 
more  action.  It  is  a  worthy  cause  and  should  receive  hearty  cooperation. 

I  move  the  acceptance  of  the  report  as  printed  in  the  Summary  of  Committee  Re¬ 
ports. 

(The  report  is  printed  on  page  894  of  this  volume.) 

President  Samuelson:  Hearing  no  objection,  it  is  so  ordered. 

I  will  ask  now  for  the  report  of  the  Educational  Policies  Commission,  to  be  given 
by  Mr.  Carr.  (No  reply.) 

If  no  one  responds,  we  will  turn  to  the  next  report,  the  report  of  the  Committee 
on  Necrology,  by  Mr.  Tcmpel. 

(The  report  is  printed  on  page  878  of  this  volume.) 

Mr.  H.  V.  T empcl  (Kentucky):  Our  records  will  show  in  the  Necrology  Report 
for  this  year  that  two  thousand  and  twenty-two  educators  have  passed  away.  In  ap¬ 
preciation  of  the  great  service  of  these  teachers,  we  hereby  submit  their  treasured 
names  for  national  memory. 

Let  us  stand  for  a  silent  minute  in  their  honor. 

(The  audience  stood  in  silent  tribute.) 

Madam  President,  I  move  the  adoption  of  this  report. 

President  Samuelson:  Is  there  a  second? 

(Motion  seconded.) 

You  have  heard  the  motion.  Are  you  ready  for  the  question?  All  in  favor  of  the 
motion  will  vote  “aye”;  those  opposed  will  vote  “no.” 

President  Samuelson:  The  motion  prevails.  The  report  is  adopted. 

Yesterday,  when  we  called  for  the  report  of  the  Committee  on  Higher  Education, 
Mr.  Crane  was  not  here  because  he  was  detained  in  another  section  where  he  was 
speaking. 

I  am  going  to  give  him  five  minutes,  with  your  consent,  to  explain  the  program 
on  Higher  Education.  Mr.  Crane. 

Mr.  A.  G.  Crane  (Wyoming)  :  I  shall  not  take  five  minutes.  I  think  the  work  of 
the  Committee  on  Higher  Education  can  be  called  to  your  attention  in  less  time 
than  that. 


Associational  Records  and  Information 


723 


The  Committee  on  Higher  Education  has  been  called  into  existence  by  your  presi¬ 
dent  and  given  the  task  of  ascertaining,  if  possible,  ways  and  means  to  stimulate  a 
more  active  interest  in  the  National  Education  Association  on  the  part  of  college  and 
university  faculties. 

Going  back  into  history,  a  few  years  ago  there  was  a  very  active  Department  of 
Higher  Education  in  this  Association.  Meetings  and  business  of  the  Association  were 
participated  in  by  the  faculties  of  higher  education;  it  was  mutually  beneficial; 
these  faculties  contributed  something  to  the  N.  E.  A.  and  the  N.  E.  A.,  in  turn,  con¬ 
tributed  to  them. 

In  the  last  ten  or  twelve  years,  however,  the  multiplication  of  higher  education 
organizations  and  associations  has  been  such  that  they  have  withdrawn  to  their  own 
special  organizations  and  special  work. 

The  president  of  your  Association  desired  that  this  Committee  look  into  the  matter 
to  ascertain  if  there  were  not  some  way  in  which  representatives  of  higher  education 
might  become  more  active  in  the  affairs  and  activities  of  the  National  Education 
Association. 

Your  Committee  is  unanimously  of  the  opinion  this  objective  would  be  highly  de¬ 
sirable,  that  higher  education  should  be  a  unit  in  the  organization  known  as  the 
National  Education  Association. 

Your  Committee  is  taking  steps  to  formulate  plans  whereby  we  think  this  desirable 
objective  may  be  achieved.  Until  that  time,  the  report  of  the  Committee,  as  you  read 
it  in  the  Proceedings,  is  a  report  of  progress,  but  we  believe  it  will  be  highly  desirable 
to  take  some  steps  which  can  be  taken  without  the  multiplication  of  the  present  com¬ 
plex,  overorganized  situation  in  education — take  some  steps  that  will  bring  about  a 
more  active  and  more  genuine  interest  in  the  affairs  of  the  secondary  and  elementary 
schools,  schools  represented  now  in  the  N.  E.  A.  by  representatives  of  higher 
education. 

We,  particularly,  think  it  will  be  wise  to  have  a  plan  whereby  faculty  members  of 
the  colleges  and  universities  may  become  active  participants  in  this  Association. 

Madam  Chairman,  the  report  of  your  Committee,  therefore,  is  a  report  of  progress 
and  it  is  not  yet  ready  to  make  a  definite  recommendation  as  to  the  form  such  or¬ 
ganization  should  take.  (This  report  is  printed  on  page  863  of  this  volume.) 

President  Samuelson:  If  there  is  no  objection,  this  report  of  progress  will  be 
accepted  and  filed.  Hearing  no  objection,  it  is  so  ordered. 

I  am  wondering  if  all  committee  chairmen  who  are  to  report  for  the  committees 
are  on  the  platform.  If  not,  will  they  please  come  at  this  time? 

We  are  going  to  pause  for  five  minutes  to  hear  some  music  by  the  Hawaiian  dele¬ 
gation. 

(No  response.) 

They  are  not  here,  so  we  will  continue. 

We  will  now  have  the  report  of  the  Committee  on  Resolutions,  Miss  Hinrichs, 
chairman. 

Miss  Amy  Hinrichs  (Louisiana):  Madam  President,  I  wonder  if  you  would  be 
interested  in  some  news  which  we  have  just  had  from  Louisiana,  from  some  of  our 
colleagues,  which  I  think  this  Assembly  would  be  interested  in  knowing,  namely, 
I  received  a  paper  and  telegram  yesterday  stating  that  we  now  have  statewide 
tenure  and  a  statewide  retirement  law. 

I  will  now  present  the  report  of  the  Resolutions  Committee,  which  will  be  kept 
within  the  time  allowed  but  which  we  do  hope  to  read  in  full;  at  least,  we  think 
you  should  know  it  in  full. 

The  report  is  divided  into  three  parts:  a  restatement  of  our  platform,  the  resolu¬ 
tions  that  were  printed  yesterday,  and  a  supplemental  report  which  was  also  mime¬ 
ographed  and  distributed  yesterday.  The  Committee  has  been  working  steadily  thru 
the  year  and  steadily  since  it  has  been  here,  in  fact,  on  several  occasions,  until  two 
o’clock  in  the  morning. 

I  want  to  say  a  word  about  the  platform.  The  platform  is  a  repository  of  principles 
and  of  past  resolutions  that  should  be  kept  in  a  statement  of  our  policies  but  are  not 
burning  issues  at  the  moment. 


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The  platform  was  formally  adopted  in  1931,  in  Atlantic  City,  and  has  not  been 
completely  revised  or  restated  since  then.  This  platform  is  not  changed  essentially  but 
is  tabulated,  a  kind  of  brief,  so  that  we  can  find  items  more  readily. 

(The  report  is  printed  on  page  887  of  this  volume.) 

(After  reading  the  platform,  Miss  Hinrichs  continued.) 

The  purpose  of  reading  the  platform  is,  first,  that  when  we  come  to  the  resolu¬ 
tions,  you  will  not  feel  we  have  missed  a  resolution  on  an  important  subject  because 
you  will  see  it  has  been  covered  in  the  platform — the  resolutions  presented  for 
specific  approval. 

(Continues  reading  report.) 

Before  I  read  the  resolution  on  the  Journal,  I  wish  to  say,  if  I  may,  this  resolu¬ 
tion  is  in  no  sense  a  criticism  on  the  Journal  nor  was  it  suggested  by  anybody  except 
the  Committee  chairman  and  members  who  feel  that  our  Journal,  now  that  the  de¬ 
pression  is  over,  should  be  enlarged  and  that  more  space  should  be  given  to  com¬ 
mittee  reports. 

National  Education  Association  Journal.  The  Representative  Assembly  con¬ 
siders  the  Journal  of  the  National  Education  Association  one  of  the  most  im¬ 
portant  services  of  the  Association,  and  disapproves  the  reductions  in  appropria¬ 
tions  for  the  Journal  fogether  with  the  decreases  in  the  number  of  pages  of  the 
subjectmatter  content.  The  Assembly  requests  a  substantial  increase  in  the  text 
pages  of  the  Journal,  and  the  devotion  of  increased  space  of  each  issue  to  the 
work  and  purposes  of  the  committees  and  departments  of  the  Association,  and 
to  the  furthering  of  the  resolutions  adopted  by  the  Assembly. 

VIII.  Federal  Aid  for  Education.  The  National  Education  Association  re¬ 
affirms  with  emphasis  its  endorsement  of  the  principle  of  federal  aid  for  educa¬ 
tion.  The  Association  urges  upon  the  Congress  of  the  United  States  early  passage 
at  the  next  session  of  such  legislation  as  is  embodied  in  Senate  Bill  4793  introduced 
in  the  Second  Session  of  the  74th  Congress,  entitled  “A  Bill  to  promote  the  gen¬ 
eral  welfare  thru  the  appropriation  of  funds  to  assist  the  States  and  Territories 
in  providing  more  effective  programs  of  public  education.” 

Now,  No.  X  is  “Representative  Assembly.”  (Reads.) 

The  numbers  following  take  an  extra  number. 

(Concludes  reading  of  the  report.) 

I  want,  publicly,  to  thank,  in  your  name,  the  members  of  the  Committee  who 
worked  so  hard  and  I  think  the  other  members  of  the  Committee  will  not  mind  if  I 
say,  specifically,  the  members  of  several  subcommittees  and  of  the  regularly  elected 
Editorial  Committee  that  worked  so  hard  on  these  resolutions. 

I  move  the  adoption  of  this  report. 

Delegate:  I  second  the  motion. 

President  Samuelson:  The  question  is  on  the  adoption  of  the  report. 

Mr.  IV.  A.  tV alls  (Ohio)  :  I  want  to  offer  an  amendment  to  Resolution  No.  IV. 

President  Samuelson:  State  your  amendment  in  writing. 

Mr.  Walls:  I  desire  to  offer  an  amendment  under  IV,  “Opposition  to  War,”  for 
the  purposes  of  clarification  and,  if  it  is  seconded,  I  desire  to  state  the  reason.  After 
the  words,  “The  National  Education  Association  definitely  opposes  war,”  I  want  the 
phrase  “as  a  method  of  settling  international  disputes.” 

President  Samuelson:  You  have  heard  the  motion;  is  there  a  second? 

Delegate  (Ohio)  :  I  second  the  motion. 

President  Samuelson:  The  question  is  on  the  adoption  of  the  amendment. 

Mr.  Walls:  I  am  heartily  in  favor  of  the  statement  made  in  regard  to  war.  I  have, 
at  some  considerable  personal  sacrifice,  made  a  stand  like  that  in  my  own  com¬ 
munity.  If  we  make  this  blanket  statement,  we  are  opening  ourselves  to  serious 
charges.  I  think  as  a  matter  of  clarification  and  making  our  position  invulnerable, 
we  should  add  that  phrase  to  this  resolution. 

Miss  Hinrichs:  I  am  quite  sure  that  the  Committee  would  stand  with  me  for  the 
adoption  of  that  amendment.  I  feel  sure  that  is  really  what  we  meant,  tho  we  do  not 
seem  to  have  said  it  as  clearly  as  the  gentleman  has  said  it.  We  thank  him  for  the 
amendment. 


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725 


President  Samtielson:  The  adoption  of  the  amendment  is  the  question.  Is  there 
further  discussion? 

All  in  favor  of  adopting  the  amendment  will  vote  “aye”;  those  opposed  will 
vote  “no.” 

The  motion  is  carried. 

Mr.  D.  Y.  Dunn  (Kentucky)  :  Madam  Chairman,  the  parliamentarian  will  tell  me 
if  I  am  out  of  order.  I  would  like  to  offer  a  substitute  motion  for  Article  IV,  if  it  is 
in  order. 

Mr.  C.  A.  Bottolfsen  (Parliamentarian)  :  You  had  that  opportunity  a  moment  ago. 
I  shall  have  to  rule  it  out  of  order. 

President  Samuelson:  The  question  is  on  the  adoption  of  the  report  of  the  Resolu¬ 
tions  Committee.  If  there  is  no  further  discussion,  we  will  call  for  the  vote. 

Mr.  Joy  Elmer  Morgan  (Editor  of  the  Journal) :  I  appreciate  the  spirit  in  which 
I  believe  the  Resolutions  Committee  has  submitted  this  resolution  relating  to  the 
Journal.  I  want  to  publish  these  resolutions  in  the  September  Journal  for  our  far- 
flung  membership  and  as  a  question  of  personal  privilege,  I  want  to  ask,  thru  your 
president,  unanimous  consent  for  the  withdrawal  of  that  resolution.  I  believe  you 
will  understand  and  appreciate  the  reasons  for  making  that  request. 

President  Samuelson:  Unanimous  consent  has  been  asked  for  the  withdrawal  of 
the  resolution  on  the  Journal. 

Is  there  objection?  The  Chair  having  heard  none,  it  is  so  ordered. 

The  question  is  on  the  adoption  of  the  resolutions  as  amended.  Are  you  ready 
for  the  question? 

Delegate  (California)  :  It  occurred  to  us  that  the  numbers  in  the  resolutions  have 
.been  changed — No.  VIII  is  Federal  Aid. 

President  Samuelson:  The  numbers  will  be  corrected. 

Delegate  (California)  :  Back  here,  we  feel  you  are  going  a  little  too  fast.  Some  of 
us  have  other  amendments  we  are  introducing;  we  had  another  amendment  for  the 
resolution  on  war.  You  will  have  to  go  more  slowly.  Would  it  be  in  order  to  offer 
another  amendment  to  the  resolution  on  war? 

Mr.  Bottolfsen:  The  parliamentarian  will  have  to  rule  that  the  request  is  out  of 
order,  unless  by  unanimous  consent  we  return  to  that  order  of  business.  The  chair¬ 
man  paused  after  reading  these  and  I  think  sufficient  time  was  given.  However,  it 
can  be  reconsidered  if  unanimous  consent  is  given  to  return  to  that  order  of  business. 

Delegate  (California)  :  We  ask  unanimous  consent. 

President  Samuelson:  Unanimous  consent  is  asked  for  reopening  IV,  “Opposition 
to  War”;  is  there  objection? 

The  Chair  hearing  no  objection,  it  is  so  ordered,  and  No.  IV  is  again  before  us. 

We  recognize  you  for  this  purpose. 

Mr.  Samuel  M.  Wixman  (California)  :  May  I  say  that  I,  too,  am  in  full  sympathy 
with  the  resolution  opposing  war,  as  offered  by  the  Committee.  However,  I  want  to 
give  you  a  little  anecdote. 

At  a  funeral  service,  the  minister,  with  the  casket  near  him  and  the  widow  and 
young  daughter  of  the  dead  one  in  front  of  him — the  minister  proceeded  to — 

President  Samuelson  (Interrupting)  :  Will  you  please  propose  your  amendment  be¬ 
fore  discussing  it. 

Mr.  Wixman:  Thank  you.  The  amendment  is  that  the  Representative  Assembly 
further  recommend  that  the  N.E.A.  and  the  Peace  Committee  so  designated  cooperate 
with  any  or  all  antiwar  groups  which  are  striving  sincerely  for  genuine  peace. 

May  I  say  a  few  words? 

Mr.  Bottolfsen:  Is  that  adding  a  new  paragraph? 

Mr.  Wixman:  Yes,  to  the  resolution  as  offered  by  the  Committee. 

President  Samuelson:  Is  there  a  second  to  this  amendment? 

Delegate:  I  second  it. 

Mr.  Wixman:  May  I  say  a  few  words  to  explain  the  amendment? 

President  Samuelson:  The  question  is  on  the  adoption  of  the  amendment.  I  recog¬ 
nize  Mr.  Wixman. 

Mr.  Wixman:  I  will  just  finish  the  little  anecdote — so  the  minister,  with  the  dead 
man  near  him  and  the  widow  and  daughter  further  from  him,  proceeded  to  extol 


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National  Education  Association 


the  virtues  of  the  dead  man.  As  wonder  turned  to  amazement,  the  widow  finally 
turned  to  her  little  daughter  and  said,  “Mary,  please  go  up  and  look  at  your  father. 

I  am  not  sure  the  good  minister  means  him.” 

Now,  we,  as  teachers,  have  been  charged  with  being  stiff-necked;  we,  as  teachers, 
are  being  accused  of  being  impractical.  It  is  said,  as  teachers,  we  immure  ourselves 
within  the  walls  of  our  classrooms  and  laboratories  and  do  not  take  part  in  the 
life  about  us.  In  fact,  it  is  said  that,  when  it  comes  to  the  important,  vital  issues, 
we  sit  on  the  fence.  It  is  true,  wre  all  have  good  intentions,  it  is  said  about  us,  but 
good  intentions  do  not  necessarily  get  us  anywhere  and  in  order  to  get  us  some¬ 
where,  I  am  offering  this  amendment  to  the  resolution  on  war. 

If  it  is  in  order,  Madam  Chairman,  I  move  the  adoption  of  this  amendment. 

Delegate:  I  second  the  motion. 

President  Samuelson:  Air.  Walls. 

Air.  Walls:  I  move  to  lay  this  amendment  on  the  table. 

Delegate:  I  second  the  motion. 

President  Samuelson:  The  motion  has  been  made  that  this  be  laid  on  the  table. 
(A  vote  was  taken.)  The  motion  is  carried,  and  it  is  so  ordered. 

Mr.  Joseph  H.  Saunders  (Virginia)  :  I  should  like  to  move  to  amend  the  Resolu¬ 
tion  No.  IV  on  “Opposition  to  War.”  I  understand,  while  I  was  out  of  the  room, 
there  was  an  amendment  made  to  the  first  paragraph  but  in  my  judgment  it  did  not 
go  quite  far  enough. 

Therefore,  I  would  like  to  offer  the  following:  That  the  resolution  as  opposed  to 
war  read  this  way:  “The  National  Education  Association  definitely  opposes  war  as  a 
method  of  settling  international  disputes”  and  striking  out  the  remaining  “and  re¬ 
affirms  its  opposition  to  compulsory  training  in  public  schools,”  and  so  on.  I  will  * 
offer  that  as  a  substitute.  If  it  is  seconded,  I  will  give  the  reason. 

Delegate:  I  second  the  motion. 

President  Samuelson:  The  question  is  on  the  adoption  of  the  amendment. 

Air.  Saunders:  I  do  not  want  to  delay  the  matter  very  long  but  I  want  to  call  your 
attention  to  the  fact  that  in  the  present  world  situation  we  do  not  know  whether 
this  country  will  be  attacked  by  a  foreign  power  or  not.  If  it  is  attacked  by  a  foreign 
power  and  we  do  have  to  defend  our  country,  we  certainly  do  want  qualified  and 
trained  men  to  lead  our  boys. 

I  have  two  sons  and  I  would  be  ashamed  of  them  if  they  did  not  go  to  the  sup¬ 
port  of  their  country  if  it  were  invaded,  but  I  would  want  those  two  boys  following 
capable  and  trained  men. 

And,  for  that  reason,  I  do  not  think  we  should  go  on  record  as  opposing  the  proper 
preparation  of  reserve  officers  who  will  be  ready  at  any  time  to  respond  to  the  call 
of  their  country. 

And,  furthermore,  I  do  not  believe  that  we,  as  a  great  educational  organization, 
should  take  a  slap  at  the  great  military  schools  and  colleges  provided  by  our 
national  government  and  our  state  governments.  I  do  think,  however,  we  should 
definitely  say  wTe  are  opposed  to  compulsory  military  training  and  that  is  what  we 
say  in  the  second  paragraph,  but  those  who  wish  military  training  and  desire  it — 
and  I  desire  it  for  mine — ought  to  have  the  opportunity  to  have  it  and  I  would  like 
to  have  the  resolution  read:  “The  National  Education  Association  definitely  opposes 
war  as  a  method  of  settling  international  disputes”  and  strike  out  “reaffirms  its  op¬ 
position  to  compulsory  training  in  public  schools,”  and  so  on.  I  do  not  believe  we 
will  make  a  mistake  in  that  and  I  believe  if  we  change  the  resolution  we  will  not 
have  so  many  people  insisting  on  teachers  taking  oaths  to  show  their  allegiance  to 
their  country. 

Mrs.  Helen  M.  Ruehen  (Illinois)  :  I  am  speaking  to  the  resolution  as  presented 
by  the  Resolutions  Committee  with  the  previous  amendment  as  made  by  Mr.  Walls. 

The  previous  speaker  spoke  of  qualified  trained  men  to  lead  our  boys,  should 
there  be  any  military  need.  You  wTill  notice  that  the  resolution  does  not  make  this 
point.  The  point  of  the  resolution  is  that  we  do  not  want  this  type  of  education  in 
the  schools.  There  is  great  disagreement  on  the  part  of  military  men,  themselves, 
as  to  the  effectiveness  of  the  type  of  military  training  which  is  given  in  the  schools. 


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727 


The  type  of  military  training  in  the  schools  trains  for  past  wars;  it  is  on  those  terms. 
The  kind  of  training  which  must  be  given  effectively  trained  men  should  they  have 
to  go  into  another  war  is  of  a  completely  different  nature,  and  the  war  would  be  of 
a  different  nature. 

So,  the  argument  does  not  hold  good.  There  is  another  argument  in  support  of  the 
R.  O.  T.  C.  that  it  is  a  substitute  for  physical  education.  This  argument  does  not 
hold  good.  Physical  education  instructors,  on  the  whole,  are  agreed  that  military 
training  is  not  a  substitute  for  physical  education,  and,  in  fact,  in  West  Point,  physical 
education  is  given  to  supplement  military  training  because  military  training  does 
not  act  in  the  way  that  physical  education  does. 

It  is  very  important  that  we  look  upon  the  background  of  the  R.  O.  T.  C.  and  the 
people  who  are  suppprting  it.  The  purpose  of  it  is  not  military  training;  the  purpose 
is  not  physical  education;  it  is  not  character  training,  as  many  contend;  but  the  pur¬ 
pose  of  it  is  to  develop  a  military  psychology  and  to  have  what  we  call  “unthinking 
obedience.”  None  of  us  wants  to  say  we  do  not  want  our  young  people  to  be  loyal  and 
patriotic;  we  want  them  to  be  thinkers,  we  want  them  to  understand  things.  They  are 
patriotic  about  things  they  are  loyal  to  and  this  type  of  training  trains  rather  for  the 
unthinking,  flag-waving  type  of  patriotism,  the  type  of  thing  which  we,  as  teachers, 
cannot  support  because  it  can  be  used  against  as  well  as  for  the  institutions  in 
America  we  hold  dear. 

Therefore,  I  cannot  see  any  educational  defense  for  having  the  R.  O.  T.  C.  in  the 
schools  and  the  teachers  who  are  supporting  it  are  the  teachers  who  want  this  type 
of  flag-raising  patriotism,  without  a  basic  democratic  institution. 

Miss  Hinrichs :  May  I  make  a  statement?  I,  really,  for  the  Committee,  endorse 
what  Mrs.  Rueben  has  said.  We  discussed  this  practically  this  way  in  the  Com¬ 
mittee.  I,  particularly,  want  to  call  your  attention  to  this,  that  this  resolution  does 
not  propose — I  mean,  this  paragraph  of  the  resolution — that  we  go  out  crusading 
against  units  that  now  exist  but  we  are  adopting  a  resolution  (if  we  adopt  it) 
against  the  tendency  to  expand  and  increase  military  units  in  the  schools. 

Occasionally,  it  is  well  to  mention  one  city  by  way  of  illustration.  In  my  own 
city,  two  weeks  before  I  left  home,  an  attempt  was  made  to  thrust  military  training 
upon  the  schools  where  it  had  never  been  before,  the  attempt  being  made  by  outside 
forces  who  got  the  support  of  fine  citizens  who  never  before  had  been  in  a  school- 
board  office.  We  had  three  hours  of  presentation  of  one  side  and  the  other  before 
our  schoolboard.  I  am  glad  to  say  that  the  movement  was  voted  down,  but  for  a  long 
time  it  struck  us  as  very  dangerous,  and  the  big  thing  was  that  nobody  in  the  city  of 
New  Orleans  initiated  the  movement.  It  was  an  outside  attempt  to  force  it  upon  us. 
It  is  such  expansion,  which  is  not  isolated  to  the  city  of  New  Orleans,  that  this  resolu¬ 
tion  is  intended  to  take  a  stand  against.  I  would  plead  to  let  it  go  as  it  is. 

President  Samuelson :  Mr.  Dunn. 

Mr.  Dunn:  I  really  feel  guilty  in  taking  more  of  your  time  in  discussing  this  ques¬ 
tion,  but  to  me  it  cannot  be  reduced  to  the  telling  of  anecdotes  or  to  the  discussion  of 
a  topic  we  cannot  settle  in  our  own  minds,  because  we  are  too  divided  in  our  think¬ 
ing  and  more  divided  in  our  emotional  feeling  on  the  subject. 

I  hope  to  make  a  few  statements  that  may  help  to  clarify  it  in  your  thinking 
because,  to  me,  it  does  clarify  this  issue  somewhat.  I  think  we  are  a  bit  confused  in 
the  issue.  All  right-thinking  people  are  opposed  to  war,  as  an  activity,  but  the  word¬ 
ing  of  the  resolution  in  the  printed  report,  more  or  less,  classifies  teachers  as  an 
unpatriotic  group,  and  I  know  we  do  not  belong  there.  I  know  you  are  patriots. 
I  know  you  want  this  country  defended.  I  know  you  want  the  principles  on  which 
it  was  established  preserved  and  I  know  you  want  to  take  the  lead  in  that  preserva¬ 
tion.  The  resolution  in  the  report  definitely  opposes  the  plan  of  the  United  States 
government  for  the  preservation  of  the  democratic  principles  and  the  protection 
of  the  liberties  that  we  have  enjoyed. 

We  have  the  sanest  plan  of  national  defense  of  any  nation  on  the  globe,  and  it  is 
here  that  I  have  fears.  If  we,  as  leaders  of  the  youth  of  the  nation,  create  in  their 
minds  an  attitude  against  the  government’s  plan  of  national  defense,  then  the  time 
may  come  when  it  is  necessary  for  self-preservation  for  our  government  to  adopt  a 


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more  militaristic  plan  than  it  has  now.  I  do  not  want  that  day  to  come.  I  served  the 
country  two  years;  the  country  owes  me  nothing,  not  even  a  bonus;  I  was  benefited 
by  it;  I  am  ready  to  serve  it  again  even  tho  I  hope  the  day  will  never  come  when  I 
need  to  serve  it,  but  I  want  you  to  know  that  even  the  little  country  of  Jugo-Slavia 
has  a  greater  standing  army  than  the  United  States;  Roumania  has  twice  the  stand¬ 
ing  army  of  the  United  States.  The  United  States  of  America  has  only  137,000  men 
in  uniform — officers  and  otherwise. 

We  are  opposing  something  here  that  will  drive  us  to  a  more  militaristic  policy  on 
the  part  of  the  government.  You  are  enjoying  freedom  of  speech,  liberty  in  your  own 
thinking  and  planning  and,  at  the  same  time,  opposing  in  this  resolution  the  very 
policy  that  makes  that  possible.  I  do  not  want  to  see  our  young  men  regimented  in 
governmental  uniforms  and  have  a  large  standing  army.  I  want  it  to  be  a  plan  of 
national  defense  that  will  keep  our  young  men  ready  to  serve  the  country  and  yet 
not  be  in  actual  military  service.  I  believe  that  the  present  plan  is  less  militaristic 
than  that  of  any  other  nation. 

Therefore,  I  agree  with  Mr.  Saunders  that  we  should  at  least  not  oppose,  if  we  do 
not  endorse — I  am  not  asking  you  to  endorse — but  we  should  not  oppose  some  plan 
of  the  national  government  to  perpetuate  the  principles  of  liberty  we  enjoy  and 
under  which  we  are  working. 

Have  you  ever  thought  that  if  it  had  not  been  for  the  Revolutionary  War  we 
might  have  been  teaching  a  curriculum  handed  to  us  by  a  government,  not  free  to 
advise  or  make  it  in  conformity  to  our  own  thinking?  Have  you  thought  that  if  the 
time  should  come  when  our  government  should  not  be  properly  prepared  to  defend 
the  principles  of  the  democracy  we  enjoy,  that  we  would,  undoubtedly,  revert  to 
the  control  of  some  government  that  would  dictate  to  .us  and  we  would  lose  our 
freedom  for  thinking? 

I  wish  to  offer  an  amendment  to  the  amendment. 

Mr.  Bottolf sen:  You  are  out  of  order. 

Delegates:  Question. 

President  Samuelson:  The  question  is  on  the  adoption  of  the  amendment  to  Reso¬ 
lution  No.  IV. 

Mrs.  Helen  Rand  Miller  (Illinois)  :  Wars  do  not  just  happen  nowadays;  wars  are 
made.  We,  as  teachers,  do  not  want  to  have  any  part  in  making  wars  and  if  we  do  not 
stand  for  this  resolution  now  that  we  have  a  chance,  we  are  taking  our  side  with 
the  war-makers.  We  would  all,  as  teachers,  be  ashamed  if  the  National  Education 
Association,  an  institution,  an  organization  for  culture,  did  not  do  all  it  could  to 
stop  war. 

I  urge  the  passing  of  the  original  resolution. 

Delegate  (Kentucky)  :  I  rise  to  a  point  of  information.  Will  your  chairman  ex¬ 
plain  this  sentence,  “The  Association  further  urges  that,  when  military  training  is 
included  in  the  curriculum,  it  be  under  the  direction  and  administration  of  regular 
school  authorities.”  I  should  like  to  know  what  she  and  her  Committee  mean  by  that. 

Mr.  Bottolf  sen:  I  rule  that  the  question  is  out  of  order,  as  it  does  not  pertain  to  the 
issue  before  the  Assembly,  which  is  an  amendment  to  the  original  motion. 

Mr.  Robert  C.  Keenan  (Illinois)  :  Will  this  automatically  bar  asking  a  question 
after  this  has  been  passed? 

Mr.  Bottolf  sen.:  The  question  then  will  be  on  the  motion  to  pass  the  entire  resolu¬ 
tion,  which  may  be  opened  then  for  discussion. 

Mr.  Roy  S.  Haggard  (Connecticut)  :  I  would  like  to  speak  in  favor  of  the  amend¬ 
ment. 

President  Samuelson :  You  are  recognized. 

Mr.  Haggard:  On  graduation  from  college,  I  became  a  teacher  and  I  have  been 
a  teacher  of  one  kind  or  another,  either  for  better  or  worse,  since  graduating  except 
when  this  country  stepped  in  because  of  unpreparedness  and  took  me  into  the  service. 
I  was  so  green  and  so  unable  to  do  the  work  that  I  never  was  “over  there.”  I  served 
on  this  side  in  the  capacity  of  chemical  engineer,  where  my  services  were  worth 
while. 


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Now,  I  am  in  favor  of  this  amendment  because  of  that  reason,  that  your  boys, 
or  some  of  your  personal  representatives  in  your  family  or  other  places,  may  find 
themselves  in  that  same  situation  when  that  time  comes  again. 

In  my  school  and  in  your  school,  if  you  will  take  the  trouble  to  look  it  up,  you  will 
find  several  who  will  not  salute  the  flag.  Now,  I  do  not  believe  many  of  us  make  an 
issue  of  it,  but  if  you  took  the  trouble  to  go  around — even  such  a  simple  flag  salute 
as  placing  the  hand  over  the  heart,  and  that  is  the  only  flag  salute  in  our  school, 
except  that  of  the  Girl  or  Boy  Scouts — you  would  find  that  that  flag  salute  is 
definitely  passed  over  by  many  in  the  audience,  and  I  thank  God  that  they  live  in 
this  United  States  of  America,  where  they  can  do  it  and  not  have  their  heads  cut 
off,  and  that  there  are  people  here  who  are  willing  to  stand  up  for  freedom  and  for 
right  and  justice  so  they  can  have  no  conscientious  objection  to  doing  these  things 
and  still  live.  There  is  not  another  country  in  the  world  where  that  can  be  done. 
It  is  a  national  defense  properly  thought  about  and  properly  carried  out  that  enables 
us  to  do  that,  not  militarism. 

Thank  you  for  even  listening  to  me. 

President  Samuelson:  Mr.  Cram. 

Mr.  Fred  D.  Cram  (Iowa)  :  On  another  program  this  morning  there  appears  a 
representative  of  the  American  Legion.  He  tells  us  that  the  Legion  is  taking  steps 
in  the  direction  of  liberalism  and  is  trying  to  quell  the  element  in  the  organization 
which  has  been  “red  beating,”  so-called.  That  is  a  very  definite  gesture  in  the 
direction  of  the  things  that  the  National  Education  Association  has  stood  for. 
Now,  the  points  that  Mr.  Saunders  is  proposing  to  eliminate  from  this  resolution 
are  points  that  the  American  Legion  has  stood  for  and  will  stand  for.  Would  it 
not  be  a  serviceable  gesture  if  not  a  beautiful  one  for  us,  as  an  organization,  to 
make  some  attempt  to  meet  the  Legion  halfway? 

I  am  always  glad  when  a  classroom  teacher  becomes  concerned  about  my  children. 
We  have  one  boy;  he  will  be  of  military  age  should  war  break  out.  It  would 
break  our  hearts  for  him  to  tell  us  that  he  must  go,  but  it  would  crush  our  souls  to 
have  him  try  to  get  out  of  going.  And  I  want  to  thank  with  all  my  heart  and 
soul  Mr.  Saunders  for  his  motion  and  his  suggestion,  that  when  he  goes,  I  want 
him  to  be  trained  for  efficient  leadership. 

Mr.  Robert  C.  Moore  (Illinois):  It  seems  to  me  this  needs  clarification  at  this 
time.  I  want  to  speak  with  the  utmost  composure  and  not  introduce  any  sentiment 
or  emotional  appeal.  Being  of  Revolutionary  stock,  I  think  I  am  somewhat  qualified 
to  say  a  word  in  explanation  of  what  I  think  is  the  real  issue  before  this  con¬ 
vention.  I  hope  you  will  notice  that  the  argument  presented  by  two  or  three  of 
these  gentlemen  is  irrelevant.  There  is  nothing  in  this  condemning  the  regularly 
nationalized  military  training  under  the  authority  of  the  American  government, 
and  all  this  “flag-waving”  and  talking  about  the  necessity  for  preparation  is  abso¬ 
lutely  misplaced.  It  seems  to  me  that  the  resolution  as  it  is  without  amendment  is  mild 
enough,  if  not  too  mild.  Note  that  it  says  that  this  “Association  is  opposed  to  the 
prevailing  tendency  to  militarize  the  schools  and  colleges,  thru  the  increasing 
support  and  expansion  of  the  Reserve  Officers  Training  Corps” — “thru  the  increas¬ 
ing  support  and  expansion”  of  these  military  training  measures  and  methods 
of  various  kinds. 

It  seems  to  me  that  it  is  necessary  to  halt  this  tremendous  growth  that  is  taking 
place  in  some  states  and  cities  towards  militarizing  the  schools.  We  have  plenty 
of  material  in  our  course  of  study  now,  more  than  we  can  properly  teach,  possibly, 
and  more  than  the  American  people  at  the  present  time  are  paying  for.  I  believe 
that  any  further  increase  in  the  support  and  expansion  of  the  militarization  of 
the  schools  will  detract  so  tremendously  from  the  regular  curriculum  that  we  will 
have  fewer  of  the  teachers,  like  you,  teaching  the  traditions  of  America  which 
are  in  our  courses  of  study  and  are  considered  necessary. 

I  happen  to  have  observed  the  educational  financial  affairs  of  Illinois  for  many 
years.  We  have,  in  Illinois,  many  teachers  who  have  not  been  paid  for  months 
and  some  of  them  for  years,  but  they  are  not  the  ones  that  come  in  from  the 
federal  government  teaching  military  training  but  some  of  our  districts  are 


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adding  their  local  funds  to  the  funds  that  are  furnished  by  the  federal  govern¬ 
ment  and  are,  therefore,  subtracting  from  the  regular  teachers  funds  that  which 
should  go  for  their  long  overdue  salaries. 

I,  for  one,  am  not  willing  to  vote  for  this  amendment  which  would  take  out 
the  recommendation  by  this  Association  that  we  are  opposed  to  the  prevailing 
tendency  to  militarize  the  schools  thru  the  increasing  support  of  these  things. 

Miss  Luella  Hoskins  (Illinois)  :  I  wish  to  speak  on  the  original  resolution. 

Mr.  Bottolfsen :  That  is  not  before  the  Assembly. 

Miss  Hoskins :  The  amendment? 

President  Samuelson :  If  you  speak  to  the  amendment,  you  will  be  recognized. 
I  will  call  out  of  order  any  person  who  does  not  speak  to  the  amendment. 

Miss  Hoskins :  I  do  not  have  much  to  say,  but  I  do  want  to  bring  in  one  point. 
We  seem  to  be  forgetting  the  youth  who  are  in  our  hands  day  in  and  day  out. 

The  other  night  Miss  Lawson  (I  am  not  sure  that  is  her  name — I  think  of  her  as 
“Willie”)  said:  “Youth  does  not  mind  appropriations  or  taxes  they  may  have  to 
support  later,  that  are  already  appropriated  for  aid  age,  unemployment  insurance, 
that  sort  of  thing,  but  they  do  worry  about  and  do  object  to  the  military  appropria¬ 
tions  to  send  them  to  war,  to  make  them  cannon  fodder.  They  do  not  want  to 
support  the  appropriations  they  will  have  to  pay  for  in  years  to  come  with 
their  own  lives”  and  it  seems  to  me,  we  must  consider  youth  in  this  problem; 
they  are  the  ones  to  be  considered. 

We  see  the  boys  marching  by  in  their  bright  uniforms;  they  seem  to  enjoy  it, 
but  we  must  have  them  realize  the  danger  they  are  letting  themselves  in  for  if 
we  do  have  expansion  of  these  military  units. 

Delegate :  I  move  the  amendment  be  tabled. 

President  Samuelson :  The  motion  is  seconded.  We  will  vote.  All  in  favor  of  tabling 
the  amendment  will  vote  “aye” ;  those  opposed  will  vote  “no.” 

President  Samuelson :  The  noes  seem  to  have  it;  they  do  have  it,  so  the  motion 
to  table  the  amendment  is  lost. 

Delegate :  I  move  the  previous  question. 

Delegate :  I  second  the  motion. 

President  Samuelson :  The  previous  question  has  been  moved.  The  question  is, 
Shall  the  previous  question  be  ordered?  All  in  favor  vote  “aye”;  those  opposed 
vote  “no.” 

The  ayes  seem  to  have  it.  They  do  have  it.  So  the  previous  question  is  ordered. 

Mr.  Walls’.  I  ask  for  a  roll  call. 

Mr.  Bottolfsen:  A  roll  call  will  be  ordered. 

President  Samuelson’.  A  roll  call  will  be  ordered.  The  secretary  will  call  the  roll 
by  states.  First,  Mr.  Saunders  will  read  his  amendment. 

Mr.  Saunders:  “The  National  Education  Association  definitely  opposes  war  as  a 
method  of  settling  international  disputes”  and  going  to  the  top  of  the  next  page 
“and  reaffirms  its  opposition  to  compulsory  military  training  in  the  public  schools, 
in  colleges,  and  in  universities.”  And  “The  Association  further  urges  that,  when 
military  training  is  included  in  the  curriculum,  it  be  under  the  direction  and  ad¬ 
ministration  of  regular  school  authorities.”  The  third  paragraph  remains  as  is: 
“The  Representative  Assembly  recommends  the  appointment  of  a  National  Educa¬ 
tion  Association  Peace  Committee  to  devise  ways  and  means  of  making  this 
resolution  effective  thru  education.”  And  the  first  part  of  the  paragraph:  “The 
Association  is  opposed  to  the  prevailing  tendency  to  militarize  the  schools  and 
colleges,  thru  the  increasing  support  and  expansion  of  the  Reserve  Officers  Training 
Corps” — 

Preside?it  Samuelson  (Interrupting)  :  We  will  take  a  two-minute  recess. 

(Recess) 

President  Samuelson:  The  Representative  Assembly  will  be  in  order.  The  ques¬ 
tion  is  on  adoption  of  Mr.  Saunders’  amendment.  The  secretary  will  call  the  roll  of 
states. 

Secretary  Givens:  I  wTill  now  call  the  roll.  Please  answer  as  the  names  are  called. 

Alabama — 2  yes;  3  no.  Alaska — 1  yes;  1  no.  Arizona — 7  yes;  3  no.  Arkansas — 3 


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yes;  1  no.  California — 68  yes;  48  no.  Colorado — 29  yes;  5  no.  Connecticut — 12  yes; 
0  no.  Delaware — 4  yes;  0  no.  District  of  Columbia — 4  yes;  1  no.  Florida — 3  yes; 
1  no.  Georgia — 7  yes;  0  no.  Hawaii — 2  yes;  18  no.  Idaho — 7  yes;  0  no.  Illinois —  91 
yes;  19  no.  Indiana — 15  yes;  11  no.  Iowa — 18  yes;  4  no.  Kansas — 14  yes;  0  no. 
Kentucky — 7  yes;  0  no.  Louisiana — 4  yes;  3  no.  Maine — 10  yes;  4  no.  Maryland — 
4  yes;  0  no.  Massachusetts — 13  yes;  5  no.  Michigan — 25  yes;  8  no.  Minnesota — 
10  yes;  25  no.  Mississippi — 4  yes;  1  no.  Missouri — 24  yes;  5  no.  Montana — 1  yes; 
4  no.  Nebraska — 2  yes;  14  no.  Nevada — 1  yes;  2  no.  New  Hampshire — 0  yes;  3  no. 
New  Jersey — 2  yes;  20  no.  New  Mexico — No  reply.  New  York — 16  yes;  15  no. 

North  Carolina — No  reply.  North  Dakota — 2  yes;  0  no.  Ohio — 38  yes;  21  no. 

Oklahoma — 6  yes;  12  no.  Oregon — 18  yes;  1  no.  Pennsylvania — 50  yes;  19  no. 

Puerto  Rico — No  reply.  Rhode  Island — 3  yes;  0  no.  South  Carolina — 0  yes;  4  no. 
South  Dakota — 5  yes;  1  no.  Tennessee — 6  yes;  0  no.  Texas — 9  yes;  8  no.  Utah — 
12  yes;  4  no.  Vermont — 0  yes;  2  no.  Virginia — 20  yes;  0  no.  Washington — 20  yes; 
14  no.  West  Virginia — 15  yes;  5  no.  Wisconsin — 11  yes;  24  no.  Wyoming — 7  yes; 
1  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 
Carolina — No  reply.  Have  all  voted?  If  so,  I  declare  the  ballot  closed. 

President  Samuelson:  The  results  are:  632  yes;  341  no.  A  majority  having 
favored  the  amendment,  I  declare  the  amendment  adopted. 

The  question  is  now  on  the  adoption  of  the  resolution  as  amended. 

Delegates :  Question. 

President  Samuelson:  Those  in  favor  of  the  motion  will  vote  “aye”;  those  opposed 
will  vote  “no.” 

The  ayes  have  it.  The  motion  is  carried. 

Are  there  any  other  amendments  to  be  adopted  or  motions  to  be  made?  Miss  Adair. 
Miss  Cornelia  S.  Adair  (Virginia)  :  As  chairman  of  the  Rules  Committee,  I  would 
like  to  ask  the  parliamentarian  to  rule  whether  or  not  that  resolution,  No.  IX, 
Representative  Assembly,  is  in  order? 

Mr.  Bottolfsen :  The  question  having  been  raised,  I  shall  rule  it  out  of  order. 
Miss  Hinrichs :  I  do  not  know  whether  this  statement  is  effective  now  at  all — 
it  was  lifted  bodily  from  last  year’s  resolution. 

President  Samuelson:  It  is  ruled  out  of  order.  Therefore,  No.  IX  will  be  dropped 
from  the  resolutions. 

Are  there  any  other  motions  to  be  made  with  reference  to  the  resolutions? 

Are  you  ready  for  the  question? 

The  question  is  on  the  general  adoption  of  the  resolutions. 

All  in  favor  of  adopting  the  resolutions  as  amended  will  vote  “aye”;  those 
opposed  will  vote  “no.”  The  motion  is  carried. 

We  shall  proceed  to  the  next  order  of  business. 

Mr.  Shaw:  Madam  President — 

President  Samuelson  (Interrupting)  :  Are  you  going  to  talk  with  reference  to  the 
next  order  of  business? 

Mr.  Shaw:  I  rise  to  a  point  of  personal  privilege. 

President  Samuelson:  State  your  point  of  personal  privilege. 

Mr.  Shaw:  On  Tuesday,  when  we  acted  upon  Issue  26,  report  of  the  Committee 
on  Amending  the  Charter,  it  appears  that  certain  statements  were  made  in  such 
a  way  that  the  parliamentarian  feels  that  the  matter  is  not  clear  in  the  minutes. 

We  have  prepared  a  proposal  which  I  believe  will  clarify  exactly  what  we  did 
on  that  issue.  I  ask  unanimous  consent  that  we  return  to  Issue  No.  26  for  the 
purpose  of  clarifying  our  action  with  reference  to  Section  9  of  the  Act  of  Incorpora¬ 
tion. 

President  Samuelson:  Unanimous  consent  has  been  asked  to  return  to  this  order 
of  business.  Is  there  objection? 

The  Chair  hears  no  objection,  so  we  return  to  consider  that  order  of  business. 
Mr.  Shaw. 

Mr.  Shaw:  I  ask  unanimous  consent  to  amend  the  action  of  the  Representative 
Assembly  at  Denver  on  the  report  of  the  Committee  on  Amending  the  Charter, 


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Chapter  VI,  Issue  No.  26,  beginning  at  Line  8  by  striking  out  the  following  words, 
to  wit: 

Provided  that  this  corporation  may,  by  its  bylaws,  make  other  and  different 
provisions  for  the  custody,  control,  management,  sale,  mortgage,  or  other  disposi¬ 
tion  of  its  property  in  accordance  with  Section  7  of  the  Act  of  Incorporation  as 
amended  by  this  Act. 

Mr.  Walls:  Will  this  strike  it  from  the  bylaws  or  leave  it  in  the  charter? 

Mr.  Bottolfsen :  Section  9  will  remain  in  the  charter  as  it  now  is. 

President  Samuelson:  The  Chair  hears  no  objection,  so  the  request  is  granted. 

Is  there  anything  further  to  come  before  us  on  this  point?  (No  reply.) 

Mr.  Shaw.  I  rise  to  a  point  of  personal  privilege. 

President  Samuelson'.  State  your  point  of  personal  privilege. 

Mr.  Shaw:  With  reference  to  the  action  taken  yesterday  providing  for  a  Pub¬ 
lishing  Committee.  It  clearly  provided  that  we  should  have  an  election  by  the 
Hare  System  of  Proportional  Representation  today;  for  that  Committee  no  previous 
arrangements  had  been  made  to  carry  out  the  election  and,  therefore,  it  becomes 
necessary  for  us  to  do  something  with  it  this  morning. 

I  believe  that  all  that  is  necessary  is  to  make  this  explanation  and  to  ask  unanimous 
consent  at  this  time  to  proceed  with  that  election. 

President  Samuelson:  Unanimous  consent  has  been  requested.  Is  there  objection? 
The  Chair  having  heard  none,  it  is  so  ordered.  We  shall  proceed  with  the  election 
of  the  Publishing  Committee. 

Mr.  Shaw.  I  shall  not  take  much  of  your  time  to  indicate  anything  more  than 
that  in  the  back  of  the  report  of  the  Committee  on  Reorganization  is  Mr.  George  Ii. 
Hallett,  Jr.’s  full  explanation  of  the  method  of  procedure.  It  seems  to  me  that  every¬ 
one  desires  to  proceed  as  rapidly  as  possible  this  morning  and  carry  thru  the 
ballot,  dispose  of  it  as  far  as  voting  is  concerned. 

Therefore,  I  do  not  wish  to  go  into  detail  to  explain  what  is  done,  how  it  is 
effected,  and  what  the  effective  results  are  unless  I  am  requested  to  do  so.  Immedi¬ 
ately  upon  action  yesterday,  I  got  in  touch  with  the  representative  of  the  National 
Municipal  League  in  this  community  and  they  have  assigned  to  us  a  gentleman, 
a  member  of  the  faculty  of  Reed  College,  who  is  an  expert  on  this  particular 
subject,  as  well  as  many  others.  He  has  the  honor  and  distinction  of  having  been 
a  Rhodes  Scholar  at  Oxford;  following  that  he  attended  the  University  of  Chicago. 
He  will  take  charge  of  the  election.  I  think  you  ought  to  meet  him  and  proceed 
to  the  vote  under  his  instruction,  with  the  particular  features  that  go  with  this 
type  of  election.  I  present  Professor  Goldschmidt. 

President  Samuelson:  Mr.  Goldschmidt. 

Mr.  Goldschmidt:  I  should  like  to  say  that  your  second  and  third  choice  votes  will 
not  interfere  in  any  way  with  the  possible  success  of  your  first  choice  vote — you 
may  have  as  many  choices  as  you  like;  they  will  assist  you  in  securing  the  election 
of  your  people  representing  your  particular  point  of  view.  Be  careful — only  one 
point — do  not  use  “x’s”  but  numerals. 

The  votes  will  be  counted  immediately  at  the  Lincoln  High  School,  Room  103. 
Now,  will  the  tellers  repair  there — it  is  about  five  blocks  from  here.  We  will  try 
to  get  the  ballots  counted  as  quickly  as  possible  and  have  the  results  back  this 
afternoon. 

President  Samuelson:  I  recognize  Secretary  Givens  to  make  further  explanation. 

Secretary  Givens:  When  this  action  was  taken  yesterday,  I  immediately  assumed 
authority  to  go  ahead  and  get  ready  for  the  election;  nothing  else  was  to  be  done. 
I  appointed  a  committee;  Mr.  Shaw  was  on  that  committee,  Mr.  Goldschmidt,  Mr. 
Allan,  and  myself.  We  took  the  sixteen  names  that  were  submitted  and  after  con¬ 
sideration  of  the  best  way  of  putting  these  names  on  the  ballot,  we  marked  sixteen 
pieces  of  blank  paper,  put  them  in  my  hat  and  shook  them  up  and  got  a  Western 
Union  Telegraph  boy  to  reach  in  and  pull  them  out.  We  called  the  name  of  the  first 
one  that  happened  to  be  on  top  in  the  list  and  the  number  that  came  out  was 
given  to  his  name  and  after  the  sixteen  were  arranged,  they  went  on  the  ballot  in 


Associational  Records  and  Information 


733 


that  order.  To  put  them  on  alphabetically,  of  course,  would  give  the  man  on  top 
the  advantage  of  the  vote,  so  we  simply  drew  lots — the  ballots  are  here;  we  want 
to  conduct  the  election  this  way. 

We  will  pass  the  ballots  out  to  the  state  delegations;  everyone  on  the  floor  of  the 
convention  is,  officially,  a  delegate.  We  will  have  you  mark  those  ballots,  pass 
them  right  back  to  the  aisle  ;'we  will  take  the  ballot  boxes  right  here,  go  down  the 
aisle,  and  drop  them  in  and  the  voting  is  over. 

One  other  word  on  voting,  when  you  get  this  ballot  you  will  find  the  sixteen 
names  on  the  ballot;  on  the  left  is  a  square.  By  this  method  of  voting,  you  simply  put 
No.  1  in  front  of  the  one  you  most  want  elected — the  number  2,  the  next  one;  3, 
the  next  one;  4,  the  next  one;  and  so  on  down  to  16,  if  you  care  to  put  in  16 
numbers — write  them  in  order  as  you  would  like  to  see  them  elected. 

Are  there  any  questions? 

Miss  Willie  A.  Lawson  (Arkansas)  :  How  many  members  are  on  this  ballot? 

Secretary  Givens :  Sixteen  on  the  ballot,  and  five  will  be  elected.  Any  other 
questions?  If  not,  we  will  pass  the  ballots  out  to  you,  and  you  want  to  mark  them 
as  quickly  as  you  can  and  pass  them  back  to  the  aisle  where  they  will  be  collected 
in  the  ballot  boxes.  These  ballots  are  now  being  passed  out. 

We  thought  it  was  wise  to  select  the  Elections  Committee  by  asking  each  state 
with  a  candidate  on  the  ticket,  to  name  one  representative  from  its  delegation. 
We  would  like  you  to  do  this  at  once. 

I  want  one  from  Idaho;  one  from  New  York;  one  from  Massachusetts;  one 
from  Pennsylvania;  one  from  California;  two  from  Illinois;  one  from  Oklahoma; 
one  from  Indiana;  one  from  Arizona;  one  from  Wisconsin;  one  from  New  Jersey; 
one  from  Missouri;  one  from  Connecticut;  one  from  Ohio;  and  one  from  Michigan. 
Your  state  delegation  will  select  the  member  who  will  serve  on  this  committee. 
We  will  take  the  name  immediately  and  the  Committee  will  meet  in  Room  A. 

President  Samuelson :  Will  the  convention  please  come  to  order,  so  we  may  proceed 
with  the  business?  Those  who  have  names  to  present  will  please  bring  them  to  the 
platform. 

Secretary  Givens'.  Do  this  quickly  and  let  us  be  seated  again.  Let  us  go  forward. 

President  Samuelson :  We  will  now  turn  to  the  next  order  of  business.  I  call  upon 
Mr.  Carr  and  request  him  to  present  the  report  of  the  Educational  Policies  Com¬ 
mission— in  five  minutes,  or  less. 

Mr.  William  G.  Carr  (Secretary  of  the  Educational  Policies  Commission)  :  My 
apologies,  first,  for  my  absence  when  I  was  first  called  upon,  which  was  due  to  a 
misunderstanding  as  to  my  responsibility  in  the  matter. 

Each  of  you  has  in  the  envelope  you  received  when  you  registered  a  brief  and 
beautifully  decorated  report  of  the  Educational  Policies  Commission.  For  that  reason, 
it  will  not  be  necessary  for  me  to  make  more  than  two  points  on  behalf  of  the 
Commission. 

First,  I  am  sure  that  the  Commission  would  want  the  Representative  Assembly  to 
understand  very  clearly  the  basis  on  which  it  is  operating.  The  Educational  Policies 
Commission  was  appointed  for  a  five-year  term  by  general  action  of  the  National 
Education  Association  and  the  Department  of  Superintendence.  It  is  financed  by 
a  separate  grant  from  the  General  Education  Board. 

The  work  of  the  Policies  Commission,  therefore,  does  not  cost  the  National  Educa¬ 
tion  Association  anything;  on  the  other  hand,  the  funds  granted  to  the  Associa¬ 
tion  for  the  Policies  Commission  are  not  available  for  appropriation  for  any  other 
purpose.  In  other  words,  I  hope  it  is  clear  to  the  directors  and  members  of  the 
Assembly  that  the  Educational  Policies  Commission,  in  its  operation,  makes  no 
difference  one  way  or  the  other  to  the  financial  situation  of  the  National  Educa¬ 
tion  Association.  I  think  that  is  important  information. 

Second,  the  Educational  Policies  Commission  has  two  large  purposes.  It  wishes 
first  of  all  to  act  as  a  clearing-house  for  educational  planning  in  this  country.  It 
was  appointed  last  December  and  held  its  first  meeting  in  January.  It  has  not  yet, 
nor  will  it  have  for  some  time,  any  detailed  plans  to  present  to  the  teaching 
profession.  It  is  operating  on  a  long-term  basis. 


734 


National  Education  Association 


It  will  consider  its  matters  very  carefully  and  hopes  for  hearty  cooperative, 
intelligent  advice  and  criticism  of  the  entire  profession.  The  Commission  has 
authorized  the  creation  of  a  group  of  consultants  broadly  representative  of  the 
entire  country.  Among  these  consultants  are  included  presidents  of  all  local  and 
state  educational  associations,  affiliated  with  the  N.  E.  A.,  so  that  the  Commission  will 
have,  at  all  times,  close  contact  with  the  field,  and  I  am  not  saying  anything 
w7hich  is  merely  formal  and  routine  in  emphasizing  this  second  point.  The  Com¬ 
mission  sincerely  desires  the  cooperation,  the  counsel,  and  the  advice  of  the  entire 
profession  thru  its  leadership  as  represented  on  the  board  of  consultants. 

The  Commission,  I  am  sure,  would  want  me  to  say  that  it  recognizes  that  no 
group  of  twenty  people  can  make  educational  policies  for  this  great  country;  only 
the  profession  at  large  can  make  such  policies.  The  Commission  hopes  to  make  policies 
thru  democratic  methods,  to  act  as  a  clearing-house  rather  than  dictator,  and  to 
serve  as  an  expression  of  the  best  thinking  of  a  nation,  rather  than  as  a  statement 
of  its  own  particular  personal  viewpoints. 

That  is  the  purpose  of  the  Commission.  That  is  the  project  to  which  it  has  set  its 
hand  for  five  years.  We  ask  your  cooperation  and  advice  at  all  times.  I  will  not 
go  over  the  report  because  it  is  in  all  your  envelopes. 

President  Samucison :  The  parliamentarian  has  asked  me  what  I  am  going  to  do 
about  the  report  of  the  Educational  Policies  Commission.  I  assumed  it  would  be 
accepted  because  it  is  a  report  of  progress.  That  organization  is  not  a  part  of 
our  own  Association,  but  since  it  is  on  the  docket,  I  will  ask  if  there  is  objection  to  the 
acceptance  of  the  report?  I  hear  none,  so  it  is  ordered  accepted. 

I  will  call  next  for  the  report  of  the  treasurer. 

Mr.  R.  E.  Off  enhauer  (Ohio)  :  My  report  will  be  found  in  the  “Financial  Report” 
for  the  fiscal  year  ending  May  31,  1936,  which  is  in  your  hands.  Therefore,  in  order 
to  conserve  time,  I  shall  not  go  into  the  details  of  the  report  unless  you  have  ques¬ 
tions  regarding  the  report. 

Madam  Chairman,  I  move  the  acceptance  of  this  report. 

Delegate :  I  second  the  motion. 

President  Samucison :  The  motion  is  made  and  seconded.  The  question  is  on  the 
adoption  of  the  report.. 

Is  there  discussion? 

All  in  favor  of  adopting  the  report  will  vote  “aye”;  those  opposed  will  vote 
“no.”  The  report  is  adopted. 

I  now  call  for  the  report  of  the  Auditing  Committee,  Mr.  Stout. 

Mr.  Grover  Stoui:  We  have  examined  the  report  of  Mr.  R.  E.  Off  enhauer ,  cover-' 
ing  the  financial  transactions  of  the  National  Education  Association  of  the  United 
States  for  the  year  ending  May  31,  1936,  as  certified  to  by  Wayne  Kendrick  and 
Company,  Certified  Public  Accountants  of  Washington,  D.  C.,  and  find  same  correct, 
to  the  best  of  our  knowledge  and  belief. 

This  report  is  signed  by  Grover  Stout,  chairman,  J.  O.  Davis,  and  Jean  B.  Hagerty. 

I  move  the  adoption  of  this  report. 

Delegate:  I  second  the  motion. 

President  Samucison:  The  question  is  on  the  adoption  of  the  report.  All  in  favor 
of  the  motion  will  vote  “aye”;  those  opposed  will  vote  “no.”  The  report  is  adopted. 

(The  report  is  printed  on  page  790  of  this  volume.) 

I  will  call  next  for  the  report  of  the  Board  of  Trustees.  Mr.  Saunders. 

Mr.  Joseph  H.  Saunders  (Virginia)  :  The  report  of  the  Board  of  Trustees  is  a 
financial  report  and  is  in  the  printed  form  which  you  found  in  your  envelope 
when  you  registered. 

I  call  your  attention  to  the  fact  that  at  the  close  of  business  on  May  31,  1936, 
we  had  cash  on  hand  in  the  Permanent  Fund,  $6,033.23  ;  we  had  securities  of  the 
market  value  of  $110,494.66;  we  had  Life  Membership  notes,  due  the  Association, 
$181,985.17;  we  own  a  building  and  equipment  at  Washington,  with  a  debt  on  it 
of  $80,000;  so,  less  that  debt,  we  have  a  value  there  of  $495,457.01. 

The  Department  of  Elementary  School  Principals  has  a  fund  in  our  care  of 
$7,312.86;  the  Department  of  Superintendence  has  a  research  fund  amounting  to 
$19,858.71;  and  the  Teachers  Welfare  Fund  is  $5,982.66.  So,  the  permanent  assets 


Associational  Records  and  Information 


735 


of  our  Association,  today,  are  $827,124.30  with  an  equity  in  a  Retirement  Fund  of 
about  $45,000.  This  is  a  net  gain  over  last  year  of  $24,459.83,  and  during  this  year, 
we  have  reduced  the  mortgage  on  our  property  from  $100,000  to  $80,000. 

I  will  not  go  into  the  rest  of  the  details  of  the  report  except  to  tell  you  you 
will  find  in  the  report  a  recapitulation  of  the  assets  of  the  Association.  I  want  to 
take  a  moment  there  because  there  was  some  criticism  in  the  discussion  on  Tuesday 
morning.  We  have  set  up  a  list  of  the  $110,000  worth  of  securities,  and  there  was 
a  criticism  made  there  on  that  morning  that  there  is  a  considerable  portion  of  these 
assets  in  railroad  bonds. 

I  want  to  say,  in  behalf  of  my  associates  on  the  Board  of  Trustees,  that  your 
present  Board  of  Trustees  has  never  purchased  any  railroad  or  any  industrial  bonds. 
When  we  came  into  the  Board,  eight  years  ago,  I  offered  the  motion  that  there¬ 
after  the  Association  funds  be  invested  only  in  national,  state,  and  municipal 
securities  and  all  the  bonds  we  have  bought  since  are  of  that  character,  including 
the  Elementary  School  Principals  Funds,  Department  of  Superintendence  Funds, 
and  40  percent  of  our  own  fund.  We  would  have  disposed  of  these  railroad  bonds 
but  they  have  all,  with  one  exception,  paid  interest  fully  to  date,  and  there  has 
never  been  a  time  in  market  conditions  in  the  past  few  years  when  we  could  have 
disposed  of  those  bonds  without  sacrificing  some  of  the  funds  of  the  Association. 
Your  trustees  believed  by  holding  those  bonds,  all  fully  paid  to  date,  that  when 
they  reached  their  maturity,  the  Association  will  get  full  value  for  those  bonds. 

I  offer  you  that  explanation  to  the  criticism  of  the  statement  made  here  on  Tuesday 
morning  by  one  of  the  speakers  discussing  amendments  to  the  charter.  On  the 
first  page  of  the  report,  I  have  set  up  the  earnings  of  the  Permanent  Fund  for  the 
past  five  years.  In  the  past  five  years  we  have  earned  and  paid  into  your  operating 
account  for  running  the  Association,  $185,208,  on  an  average  of  over  $37,000  a 
year,  which  is  a  little  more  than  4^4  per  cent  on  all  your  securities.  In  these  trying 
financial  times,  that  is  a  record  of  which  your  Board  of  Trustees  is  proud,  and  I 
move  the  adoption  of  the  report. 

President  Samuelson :  Is  there  a  second? 

Delegate :  I  second  the  motion. 

President  Samuelson :  All  in  favor  of  the  motion  will  vote  “aye”;  those  opposed 
will  vote  “no.”  The  report  is  adopted. 

(The  report  is  printed  on  page  788  of  this  volume.) 

If  you  have  your  agenda  before  you  for  the  morning’s  meeting,  you  will  notice 
I  omitted  the  item  for  other  reports — Board  of  Directors — for  the  reason  Secretary 
Givens  was  busy  at  that  moment.  I  now  call  upon  him  to  make  a  brief  statement. 

Secretary  Givens'.  All  reports  which  the  Board  of  Directors  asked  to  pass  on  to 
the  Representative  Assembly  for  action  have  been  presented  by  the  chairmen 
of  those  committees,  so  there  are  no  further  reports  to  be  presented.  All  reports  before 
the  Assembly  are  in  your  hands  in  printed  form.  There  is  nothing  further  to 
pass  on. 

President  Samuelson:  Then  I  will  call  for  the  report  of  the  Budget  Committee. 
Miss  Collins. 

Miss  Helen  T.  Collins  (Connecticut)  :  In  presenting  the  report  of  the  Budget 
Committee,  I  should  like  to  follow  the  procedure  inaugurated  last  year;  I  shall 
present  the  summary  at  the  beginning,  and  I  will  ask  Mr.  Givens  to  give  you  the 
details  of  each  of  the  items  of  the  report.  We  shall  answer  any  questions  and  any 
objection  and  then  move  for  the  adoption. 

You  will  note  in  the  summary  of  this  report,  first,  that  the  budget  appropriations 
are  recommended  for  1936-37  for  a  total  amount  not  exceeding  the  actual  income 
for  the  year  1935-36. 

Second,  you  will  note  that  the  salaries  represented  for  1936-37  are  5  percent  less 
than  scheduled  amounts,  with  normal  scheduled  increments.  This  5  percent  deduc¬ 
tion  has  been  in  operation  for  some  time. 

The  third,  note  please,  is  the  change  in  the  form  of  the  budget.  The  first  change 
is,  “Exhibit  account  on  net  basis  with  no  appropriation  for  operation  or  share 
of  the  Department  of  Superintendence,  and  with  income  at  amount  of  net  profit.” 


736 


National  Education  Association 


Second,  “No  appropriation  for  furniture  and  fixtures;  purchases  of  equipment  to 
he  made  and  credited  to  assets.” 

Now,  we  proceed  to  the  summarized  financial  statement. 

(The  report  is  printed  on  page  806  of  this  volume.) 

I  will  now  ask  Secretary  Givens  to  give  you  the  details.  You  will  please  give  him 
your  attention. 

Secretary  Givens'.  This  budget  has  been  prepared  in  such  a  way  that  you  will 
find  it  easy  to  follow.  (Followed  with  detailed  report.) 

Miss  Collins:  I  think  that  completes  the  report  unless  there  are  questions  to  be  asked. 

Madam  Chairman,  I  move  the  adoption  of  this  report. 

Delegate:  I  second  the  motion. 

President  Samuclson:  The  question  is  on  the  adoption  of  the  report. 

Unless  unanimous  consent  is  given  to  the  acceptance  of  the  report,  the  parlia¬ 
mentarian  rules  that  a  roll  call  of  states  must  be  had. 

Is  there  objection  to  having  this  accepted  by  unanimous  consent?  The  Chair  hears 
none,  so  the  report  is  adopted  unanimously. 

We  call  now  for  new  business. 

Mr.  Uel  IV.  Lamkin  (Missouri)  :  I  want  to  make  a  motion.  I  want  to  move  that 
the  thanks  of  this  Association  be  given  to  Mr.  Bottolfsen,  the  parliamentarian.  He 
does  not  believe  in  progressive  education;  he  is  a  strict  formalist;  he  has  held  us 
together. 

He  got  Mr.  Shaw,  Mr.  Smith,  Mr.  Saunders,  and  the  rest  of  them  together  the 
other  night  and  stuck  their  noses  down  to  a  table  and  held  them  there  until  half¬ 
past  twelve. 

You  see  what  has  happened.  We  came  in  here  and  worked  this  tiling  thru,  and 
while  some  of  his  decisions  were  wrong  (the  back  stage  crowd  agreed  they  were 
wrong)  we  could  do  nothing  about  it;  we  had  to  stand  up  and  take  it.  I  think 
this  Association  owes  him  a  vote  of  thanks.  I  should  say  “we”  owed  a  vote  of 
thanks  to  Miss  Samuelson  for  picking  him,  but  if  we  got  to  thanking  her  for  every 
good  thing  she  has  done,  we  would  be  here  from  now  till  Kingdom  Come. 

I  move  we  vote  our  gratitude  and  thanks  to  Mr.  Bottolfsen,  the  parliamentarian  of 
this  Assembly. 

President  Samuelson:  Is  there  a  second? 

Mr.  Shaw:  I  am  very  happy  to  second  that  motion. 

President  Samuelson:  You  have  heard  the  motion.  We  will  not  permit  any  rulings 
by  the  parliamentarian.  (A  vote  was  taken.) 

The  motion  is  unanimously  carried. 

I  should  like  the  parliamentarian  to  come  to  the  loud  speaker  and  if  the  Hawaiian 
people  are  still  here,  I  wish  they  would  sing  one  song  to  him. 

First,  I  would  like  to  have  a  word  from  the  parliamentarian. 

Mr.  C.  A.  Bottolfsen  (Parliamentarian)  :  It  has,  indeed,  been  a  great  pleasure  to 
serve  as  your  parliamentarian.  After  my  arrival  in  Portland,  I  was  told  so  many 
things,  I  anticipated  a  rather  difficult  time,  but  this  has  been  more  of  a  vacation 
than  many  conventions  I  have  attended,  and  I  assure  you  I  shall  look  back  over 
these  few  days  as  very  pleasant,  indeed,  and  I  hope  I  may  serve  you  again. 

Delegate  (Hawaii)  :  I  am  almost  alone  here.  I  am  not  going  to  sing,  but  I  would 
like  to  express  a  word  of  appreciation  to  Miss  Samuelson.  We  have  here  a  lei. 
I  would  like  you  to  know  every  feather  in  it  is  an  expression  of  the  sincere  Aloha 
and  appreciation  of  your  efforts. 

I  am  not  going  to  leave  right  away.  I  have  been  trying  to  say  something  all  this 
time;  I  have  the  chance;  I  will  say  it  now.  (Indicating)  This  is  to  Mr.  Givens, 
our  friend  from  Hawaii.  He  was  with  us  for  many  years  and  he  inspired  us  and 
led  us  on  and  that  is  why,  from  the  one  lone  delegate  since  we  sent  Mr.  Givens 
the  first  time,  we  have  increased  to  32  this  year.  I  had  different  speeches  ready  but 
I  left  them  out.  Mr.  Give?ts,  our  sincere  Aloha. 

Secretary  Givens:  I  have  just  one  word  I  want  to  say  to  my  remaining  friends 
from  Hawaii,  “Aloha  pilikia  pau” — in  English,  “I  love  you.  Our  trouble  is  all 
over.” 


Associational  Records  and  Information 


737 


Miss  Anna  Irene  Jenkins  (California)  :  Madam  Chairman,  I  have  a  motion  I 
wish  to  present  in  the  form  of  new  business. 

President  Samuelson :  Miss  Jenkins. 

Miss  Jenkins:  I  am  going  to  risk  (because  I  think  it  is  wisest)  reading  my  motion 
first,  and  then  when  it  is  seconded,  make  the  brief  explanation  of  why  the  motion  is 
offered. 

I  move  that  an  informal  leaflet  of  information  be  prepared  stating  the  customary 
manner  or  methods  of  procedure  used  by  the  National  Education  Association  and 
its  component  parts  in  the  carrying  on  of  its  program  and  the  transaction  of  its 
business.  This  leaflet  is  to  be  for  the  use  of  those  of  us  who  find  ourselves  serving  as 
officers,  committeemen,  employees,  or  as  active  members  concerned  with  some  phase 
of  organization  machinery. 

Madam  Chairman,  I  offer  this  motion. 

Delegate :  I  second  the  motion. 

President  Samuelson:  The  motion  is  offered  and  seconded.  The  question  is  on  the 
adoption  of  the  motion.  Is  there  discussion? 

Miss  Jenkins’.  Madam  President,  five  years  ago  I  found  myself  in  a  daze  by  the 
side  of  a  used  automobile  that  I  had  just  bought.  They  told  me  it  was  a  perfectly 
good  automobile,  that  it  had  given  fine  service,  assured  me  all  I  had  to  do  was 
to  learn  how  to  drive  it  and  that  it  would  carry  me  on  about  my  business,  but 
there  were  two  or  three  things  they  forgot  to  tell  me,  and  one  day,  some  weeks 
after  that,  I  found  myself  stalled.  A  kind  experienced  service  man  said  to  me, 
“Lady,  how  about  the  oil?”  I  repeated  “What  about  the  oil?”  He  said,  “Didn’t 
they  ever  tell  you  that  in  order  for  the  machinery  to  move  smoothly  and  get  you 
anywhere  you  had  to  have  plenty  of  oil?”  I  said,  “No,  they  didn’t  tell  me  anything 
about  that.” 

I  attended  my  first  National  Education  Association  meeting  as  a  member  of  this 
organization  in  1907.  I  have  attended  many  of  the  annual  meetings  and  I  have  tried, 
as  many  of  you  know,  to  do  my  duty  thruout.  I  have  found  that,  as  we  have  grown 
from  an  individual  membership  controlled  body  to  a  delegate  body,  we  have 
grown  in  membership  tremendously.  We  have  grown  in  the  number  of  our  activities, 
and  the  red  tape  involved  sometimes  almost  strangles  us. 

Frequently,  you  find  it  necessary,  in  order  to  carry  on  a  business  of  some  one 
department,  to  commandeer  for  service  those  who  can  do  the  business  of  the  de¬ 
partment  but  are  utterly  unfamiliar  with  the  technic  of  the  procedures  that  have 
traditionally  grown  up,  both  from  the  tradition  and  necessity  of  the  nature  of  our 
organization.  It  is  in  order  to  relieve  the  embarrassment  of  newly  elected  officers 
and  to  help  those  of  us  who  as  the  ordinary,  everyday,  garden  variety  active  mem¬ 
bers  want  to  be  of  service  to  the  organization,  that  we  are  offering  now  this 
request  to  the  Executive  Committee  but  before  the  House  so  we  may  not  only  have 
a  leaflet  but  that  you  and  I,  when  we  go  home,  will  know  that  the  leaflet  is  in  exis¬ 
tence  for  our  use  and  service. 

I  hope  that  you  pass  the  motion. 

President  Samuelson:  The  question  is  on  the  adoption  of  the  motion. 

Mr.  IV.  A.  IV alls  (Ohio)  :  I  move  that  this  request  be  referred  to  the  executive 
secretary  and  the  Executive  Committee  for  their  consideration  and  action. 

Delegate :  I  second  the  motion. 

President  Samuelson:  Is  that  an  amendment? 

Mr.  Walls:  That  is  offered  as  a  motion  to  take  precedence  of  the  one  just  offered. 

President  Samuelson:  You  are  offering  a  substitute  motion,  that  this  question  be 
referred  to  the  Executive  Committee.  A  motion  is  made  to  amend  a  subsidiary  motion 
to  refer  this  action  to  the  executive  secretary. 

Motion  is  seconded. 

The  question  is  on  the  substitute  motion  to  refer  the  request  to  the  Executive 
Committee.  Is  there  discussion? 

Delegates:  Question. 

President  Samuelson:  All  in  favor  of  referring  this  request  to  the  Executive 
Committee  vote  “aye”;  those  opposed  vote  “no.”  The  motion  is  carried.  It  is 
referred  to  the  Executive  Committee.  I  recognize  Miss  Adair. 


738 


National  Education  Association 


Miss  Cornelia  S.  Adair  (Virginia)  :  The  parliamentarian  tells  me  it  is  necessary  for 
me  to  make  this  motion. 

I  move  that  the  Committee  on  Rules  and  the  parliamentarian  be  authorized  to 
approve  the  minutes  of  the  1936  Representative  Assembly.  I  offer  this  in  order  that 
the  minutes  may  be  read  and  approved  before  the  next  annual  convention  is  held. 

I  move  the  adoption  of  this  motion  and  Mr.  Marsh  seconds  it. 

President  Samuelson:  You  have  heard  the  motion.  The  question  is  on  the  adoption 
of  this  motion.  Is  there  discussion? 

All  in  favor  of  the  motion  will  vote  “aye”;  those  opposed  will  vote  “no.” 

Secretary  Givens:  May  I  ask  the  members  of  the  Executive  Committee  to  meet 
on  the  platform  on  the  adjournment  of  this  meeting? 

President  Samuelson:  Is  there  any  further  business  to  come  before  the  Assembly 
at  this  time? 

Mr.  Saunders:  Madam  President,  I  move  that  we  adjourn  to  reconvene  at  10 
o’clock  tonight  to  hear  the  report  of  the  Elections  Committee  on  the  result  of  the 
election  and  to  install  new  officers. 

This  motion  is  offered  by  your  speaker  and  seconded  by  Mr.  Shaw. 

The  Representative  Assembly  will  still  be  in  constructive  session  to  complete 
that  business. 

President  Samuelson:  You  have  heard  the  motion. 

All  in  favor  of  the  motion  will  vote  “aye”;  those  opposed  will  vote  “no.” 

The  motion  is  carried. 

If  there  is  nothing  further  to  come  before  the  meeting,  we  will  now  stand  adjourned. 

Willard  E.  Givens,  Executive  Secretary 
Agnes  Samuelson,  President 

Fourth  Business  Session,  Thursday  Evening,  July  2,  1936 

The  fourth  business  session  of  the  Representative  Assembly  convened  at  10:4-5  p.  m. 
in  the  Municipal  Auditorium,  following  the  general  session  of  that  evening. 

President  Agnes  Samuelson:  The  business  meeting  which  adjourned  at  noon  will 
now  reconvene  to  hear  the  report  of  the  Elections  Committee  and  to  install  the  new 
officers. 

I  shall  first  call  for  a  report  of  the  Publishing  Committee  and  ask  Secretary  Givens 
to  give  that  report  at  this  time. 

Secretary  Givens:  There  were  sixteen  candidates  nominated  for  the  Publishing 
Committee  and  five  to  be  elected.  The  five  elected  are:  Lillian  Broderick,  New  York; 
Roy  W.  Cloud,  California;  Mrs.  F.  Blanche  Preble,  Illinois;  L.  IV.  Reese,  Ohio; 
Henry  Lester  Smith,  Indiana. 

If  all  these  people  are  in  the  audience,  will  they  please  come  to  the  platform. 
I  should  like  to  have  a  short  conference  with  them. 

President  Samuelson:  Will  the  convention  please  be  in  order. 

I  call  now  for  the  report  of  the  Committee  on  Election  of  Officers,  Mr.  Schlagle, 
chairman. 

Mr.  F.  L.  Schlagle  (Kansas)  :  Your  Committee  submits  the  following  report  of 
the  election  of  officers  for  this  Association  for  1936-37:  president,  Orville  C.  Pratt, 
Washington;  treasurer,  R.  E.  Offcnhauer,  Ohio.  The  following  eleven  vicepresidents 
were  elected:  Miss  Willie  A.  Lawson,  Arkansas;  Evlyn  Chasteen,  California;  Her¬ 
man  E.  Hendrix,  Arizona;  E.  W.  Butterfield,  Connecticut;  Andrew  Avery,  Georgia; 
M.  P.  Moe,  Montana;  O.  H.  Plenzke,  Wisconsin;  Ernest  H.  Black ,  Oklahoma; 
Mattie  S.  Dor  emus,  New  Jersey;  Marie  Brotherson,  Kansas;  W.  L.  Colvin,  Louisiana. 
The  state  directors  as  nominated  by  the  state  delegations  were  elected  without 
opposition  and  are  as  follows:  Alabama — J.  D.  Williams,  Alaska — Everett  R.  Erick¬ 
son,  Arizona — T.  G.  Gricder,  Arkansas — W.  E.  Phipps,  California — F.  A.  Hender¬ 
son,  Colorado — W.  B.  Mooney,  Connecticut — Helen  T.  Collins,  Delaware — H.  V. 
Holloway,  District  of  Columbia — Edgar  C.  Higbie,  Florida — James  S.  Rickards, 
Georgia — M.  D.  Collins,  Hawaii — ./.  W.  Garrett,  Idaho — W.  D.  Vincent,  Illinois — 
John  W.  Thalman,  Indiana — Charles  O.  Williams,  Iowa — Fred  D.  Cram,  Kansas — 
F.  L.  Schlagle,  Kentucky — W.  S.  Taylor,  Louisiana — J.  N.  Poche,  Maine — William  B. 
Jack,  Maryland — Eugene  W.  Pruitt,  Massachusetts — Annie  C.  Woodward, 


Associational  Records  and  Information 


739 


Michigan — Grover  Stout ,  Minnesota — Daisy  Brown,  Mississippi — H.  V.  Cooper, 
Missouri — Thomas  J.  Walker,  Montana — M.  P.  Moe,  Nebraska — J.  J.  Guenther, 
Nevada — J.  R.  Warren,  New  Hampshire — Lyle  Wilson  Ewing,  New  Jersey — Ray¬ 
mond  B.  Gurley,  New  Mexico — D.  N.  Pope,  New  York — Frederick  Ilouk  Law,  North 
Carolina — Guy  B.  Phillips,  North  Dakota — L.  A.  White ,  Ohio — B.  F.  Stanton, 
Oklahoma — M.  E.  Hurst,  Oregon — Austin  Landreth,  Pennsylvania — J.  Herbert 
Kelley,  Rhode  Island — James  F.  Rockett,  South  Carolina — A.  C.  Flora,  South  Dakota 
— N.  E.  Steele,  Tennessee — S.  L.  Ragsdale,  Texas — Rush  M.  Caldwell,  Utah — N. 
Howard  Jensen,  Veimont — Joseph  A.  Wig  gin,  Virginia — Mrs.  Edith  B.  Joynes, 
Washington — Ernest  W.  Campbell,  West  Virginia — W.  W.  Trent,  Wisconsin — 
Amanda  H.  Schuette,  Wyoming — H.  H.  Moyer. 

President  Samuelson:  I  recognize  Mr.  Holmes. 

Mr.  William  H.  Holmes  (New  York)  :  I  wish  to  move  that  the  election  of  president 
be  made  unanimous  and  I  wish  the  incoming  president  a  very  successful  administra¬ 
tion.  (The  motion  was  seconded  and  unanimously  carried.) 

President  Samuelson :  Now  it  becomes  my  very  pleasant  duty  and  high  privilege  to 
introduce  to  you  the  one  whom  you  have  chosen  to  be  your  leader  for  the  coming 
year.  I  am  not  going  to  take  time  to  make  a  speech,  but  before  investing  him  with 
the  rights  and  privileges  and  troubles,  if  there  are  any,  to  which  the  degree  of 
president  entitles  him,  I  want  to  express  my  deep  appreciation  to  you  for  the  coopera¬ 
tion  you  have  extended  on  every  hand  during  this  year.  Never  shall  I  cease  to 
appreciate  the  wonderful  way  you  have  helped  to  forward  the  progress  of  this 
convention.  If  it  has  cleared  the  way  for  future  progress,  this  chapter  in  our  history 
will  be  worthwhile.  Time  alone  will  determine  that. 

I  should  like  to  have  Mr.  Pratt  come  to  the  loud  speaker. 

On  behalf  of  the  National  Education  Association  I  want  to  thank  our  associates 
in  Portland  and  in  the  Northwest  for  the  lovely  hospitality  they  have  shown  us. 
The  spirit  of  the  rose  will  perfume  our  memory  of  this  convention  in  the  days  to 
come.  The  perfection  of  the  rose  will  personify  the  perfection  for  which  we  strive  in 
improving  our  craftsmanship. 

You,  Mr.  Pratt,  as  you  leave  this  hall  tonight  will  feel  that  a  burden  has  been 
placed  upon  your  shoulders,  but  this  burden  will  become  lighter  and  lighter  as  you 
begin  to  feel  the  helping  hand  of  the  teachers  of  the  nation  uplift  you,  help  you  in 
your  great  task  of  pushing  education  forward.  I  congratulate  you  upon  the  leadership 
which  it  is  your  opportunity  now  to  assume  and  I  congratulate  the  National  Educa¬ 
tion  Association  upon  you. 

Mr.  Orville  C.  Pratt  (Washington)  :  I  wish  first  of  all  to  assure  you  of  my  very  • 
keen  appreciation  for  the  honor  you  have  bestowed  upon  me  in  selecting  me  as  your 
president  for  the  ensuing  year.  I  want  very  hastily  thereafter  to  say  that  I  under¬ 
stand  very  fully  that  you  are  not  interested  primarily  in  thrusting  an  honor  upon 
me  but  rather  that  you  expect  of  me  certain  definite  services  which  I  hope  I  may 
to  some  extent  be  able  to  perform.  I  assure  you  that  I  shall  do  whatever  I  can  to 
further  the  long-range  welfare  of  this  Association,  the  welfare  of  the  children 
of  the  United  States,  and  the  welfare  of  education.  I  know  that  I  can  do  very  little 
except  as  I  have  your  interest  and  cooperation. 

I  enter  on  the  presidency  with  a  completely  open  mind,  without  any  promise  of 
any  kind  made  to  anyone.  I  am,  therefore,  free  to  do  what  seems  to  me  to  be  the  best 
thing  to  do  under  all  the  circumstances  as  nearly  as  I  may  be  able  to  find  out  what 
they  are.  I  shall  then  do  what  seems  to  me  to  be  best  for  your  Association. 

Again  may  I  thank  you  for  the  honor  which  you  have  bestowed  upon  me  and  for 
the  help  which  I  expect  you  to  give  thruout  the  ensuing  year. 

Chairman  Samuelson :  May  I  call  attention  to  the  meeting  of  the  new  Board 
of  Directors  at  7  o’clock  in  the  morning  in  the  Multnomah  Hotel.  May  I  also  call 
attention  to  the  meeting  of  the  new  Executive  Committee  at  9  o’clock  in  the  president’s 
suite  in  the  Multnomah  Hotel  and  the  new  Board  of  Trustees  meeting  at  11  o’clock 
in  the  Multnomah  Hotel. 

I  now  declare  the  Seventy-fourth  Annual  Convention  closed. 

Willard  E.  Givens,  Executive  Secretary 
Agnes  Samuelson,  President 


740 


National  Education  Association 


MINUTES  OF  THE  MEETINGS  OF  THE  BOARD  OF 

DIRECTORS 

Portland,  Oregon 

Sunday  Evening,  June  28,  1936 

The  meeting  of  the  Board  of  Directors  of  the  National  Education  Association 
convened  at  8  p.  m.  in  the  North  Assembly  Room  of  the  Civic  Auditorium.  The 
meeting  was  called  to  order  by  President  Agnes  Samuelson.  The  president  asked  the 
executive  secretary  to  call  the  roll.  The  following  were  present: 

Directors  Ex  Officio:  Agnes  Samuelson,  president;  Joseph  H.  Saunders,  chairman, 
Board  of  Trustees;  Willard  E.  Givens,  executive  secretary;  Cornelia  S.  Adair; 
Frederick  M.  Hunter;  U el  W.  Lamkin;  Robert  C.  Moore;  Samuel  D.  Parry ;  E.  Ruth 
Pyrtle ;  Joseph  Rosier;  Willis  A.  Sutton. 

State  Directors:  Alabama — J.  D.  Williams,  Arizona — Emil  L.  L.arson,  Arkansas — 
W.  E.  Phipps,  California — Frank  A.  Henderson,  Colorado — W.  B.  Mooney,  Connecti¬ 
cut — Helen  T.  Collins,  Delaware — H.  V.  Holloway,  District  of  Columbia — Edith 
Louise  Grosvenor,  Georgia — M.  D.  Collins,  Hawaii — John  W.  Garrett,  Idaho — 
W.  D.  Vincent,  Illinois — John  W.  Thalman,  Indiana — C.  O.  Williams,  Iowa — Fred 

D.  Cram,  Kansas — F.  L.  Schlagle,  Kentucky — D .  Y.  Dunn  (substituting  for  Wil¬ 
liam  S.  Taylor ),  Louisiana — P.  H.  Griffith,  Maine — William  B.  Jack,  Maryland — 

E.  W.  Pruitt,  Massachusetts — Annie  C.  Woodward,  Michigan — D.  A.  Van  Buskirk 
(substituting  for  Edith  Bader),  Minnesota — Harry  Wald  strand,  Mississippi — H.  V. 
Cooper,  Missouri — Thomas  J.  Walker,  Montana — M.  P.  Moe,  Nebraska — Dwight 
Porter  (substituting  for  G.  F.  Knipprath) ,  New  Hampshire —  Lyle  W.  Ewing,  New 
Jersey — Raymond  B.  Gurley,  New  Mexico — D.  N.  Pope  (substituting  for  Vernon  O. 
Tolle ),  New  York — H.  Claude  Hardy,  North  Carolina — T .  Wingate  Andrews,  Ohio 
— B.  F.  Stanton,  Oklahoma — M.  E.  Hurst,  Pennsylvania — H.  E.  Gayman  (substitut¬ 
ing  for  J.  Herbert  Kelley ),  South  Carolina — A.  C.  Flora,  South  Dakota — Bernard 
Linn  (substituting  for  S.  B.  Nissen ),  Tennessee — S.  L.  Ragsdale,  Texas — Rush  M. 
Caldwell,  Utah — James  T.  Worlton,  Vermont — Joseph  A.  Wiggin,  Virginia — Mrs. 
Edith  B.  Joyjies,  Washington — Samuel  E.  Fleming,  West  Virginia — W.  W.  Trent, 
Wisconsin — Amanda  Schuette,  Wyoming — IL.  H.  Moyer. 

Following  the  usual  custom,  the  resignations  of  those  directors  who  were  unable 
to  be  present  at  this  session  were  presented,  and  upon  motion  of  Fred  D.  Cram  of 
Iowa  the  substitutes  were  elected  in  place  of  the  regular  directors. 

President  Samuelson:  I  wish  at  this  time  to  introduce  our  parliamentarian,  Mr.  C. 
A.  Bottolfsen  of  Idaho.  He  is  well  versed  in  parliamentary  law,  and  has  been  a 
speaker  of  the  State  House  of  Representatives.  Under  the  bylaws  the  Executive  Com¬ 
mittee  is  authorized  to  receive  all  reports  of  special  committees,  and  to  present  them 
to  the  Board  of  Directors  with  recommendations.  On  the  agenda  this  evening  are  the 
reports  of  the  Committees  on  Amending  the  Charter  and  on  Reorganization  of  the 
National  Education  Association.  These  reports  have  been  submitted  to  the  Executive 
Committee,  and  the  Executive  Committee  has  had  them  under  consideration  and 
has  given  them  study.  We  have  assumed  that  you  have  read  these  reports,  and 
that  you  are  familiar  with  what  they  contain.  However,  we  feel  that  it  would  be 
a  great  help  in  coming  to  a  final  appreciation  and  evaluation  of  these  reports  if 
we  heard  for  the  first  fifteen  minutes  the  report  of  the  Committee  on  Amending  the 
Charter  by  the  chairman,  R.  T.  Shaw,  and  then  the  report  of  the  Committee  on 
Reorganization  by  the  chairman,  E.  E.  Oberholtzer .  Mr.  Shaw’s  report  will  be  fol¬ 
lowed  by  the  recommendations  of  the  Executive  Committee  before  it  is  opened  for 
discussion.  If  you  are  in  favor  of  that  procedure,  I  shall  now  call  upon  Mr.  Shaw. 
(The  entire  report  of  the  Committee  on  Amending  the  Charter  is  printed  on  page  817 
of  this  volume.  Mr.  Shaw  read  portions  of  the  report  referring  to  certain  pages  and 
paragraphs.) 

Mr.  R.  T.  Shaw  (Pennsylvania) :  I  think  you  have  a  copy  of  the  report  in  your 
hands,  and  I  think  it  will  make  it  more  nearly  possible  to  hit  the  high  spots  if  you 


Associational  Records  and  Information 


741 


will  mark  them  as  I  go  along.  We  have  endeavored  to  keep  in  close  touch  with  the 
Committee  on  Reorganization,  and  to  consider  the  need  of  changes  in  the  charter. 
In  studying  the  proposed  changes,  it  is  important  to  note  the  method  used  in  pre¬ 
senting  the  material.  Sections  of  the  charter  as  they  now  stand  are  printed  in  regular 
type.  Brackets  are  placed  around  words,  phrases,  and  sentences  that  are  to  be  cut 
out  of  the  charter  if  the  recommendations  of  the  Committee  are  approved,  or  were 
approved  by  the  Representative  Assembly  at  Denver.  Words,  phrases,  and  sentences 
which  are  to  be  added  in  accordance  with  the  formal  resolutions  adopted  by  the 
1935  Representative  Assembly  are  printed  in  bold  type.  Words,  phrases,  and  sen¬ 
tences  which  should  be  added  in  accordance  with  the  recommendations  of  this  Com¬ 
mittee,  are  printed  in  italics.  I  might  add  for  the  sake  of  the  delegates  who  were 
not  present  at  Denver  that  the  first  nine  of  the  twenty-six  issues  are  already  dis¬ 
posed  of.  In  other  words,  no  suggestion  for  revision  is  made.  [Mr.  Shaw  took  up 
each  item  of  the  report,  explaining  it  carefully.) 

President  Samuelson:  Thank  you,  Mr.  Shaw.  The  Executive  Committee  at  its  ses¬ 
sion  this  morning  studied  the  recommendations  and  these  various  sections  that  are 
now  under  discussion,  and  after  due  deliberation  prepared  a  recommendation  to 
bring  to  the  Board  of  Directors,  which  I  shall  ask  Mr.  Smith  to  present  at  this  time 
with  such  statement  as  he  wishes  to  make. 

Mr.  H.  L.  Smith  (Indiana)  :  Reference  was  made  at  the  beginning  of  the  evening 
to  the  responsibility  resting  upon  the  Executive  Committee  to  receive  and  study  these 
important  special  reports  of  special  committees,  and  after  studying  them  to  make 
recommendations  to  the  Board  of  Directors,  which  recommendations  would  serve 
as  a  basis  for  your  further  discussion  and  for  a  partial  basis  for  your  final  recom¬ 
mendation  to  the  Representative  Assembly.  I  have  been  asked  by  the  Executive 
Committee  to  report  to  this  body  what  the  recommendation  of  that  Committee  is 
in  regard  to  the  Committee  on  Amending  the  Charter.  The  Executive  Committee 
has  felt  a  deep  responsibility  in  regard  to  this  matter,  and  has  spent  a  portion  of 
two  full  sessions  on  these  reports.  I,  personally,  read  the  report  hurriedly  before  I 
left  Bloomington.  I  have  read  it  thru  twice  since  I  came  here.  I  have  read,  with 
members  of  the  Committee,  sections  of  it  over  and  over  again.  I  am  mentioning  this 
to  indicate  to  you  that  the  Executive  Committee  has  taken  seriously  its  responsibility 
and  is  making  its  recommendation  after  as  careful  consideration  as  it  is  able  to 
give  in  a  limited  length  of  time.  We  looked  over  the  report  to  see  whether  the 
recommendations  made  could  be  followed  out  in  an  effort  to  clarify  the  situation. 
Reference  has  been  made  to  a  recognition  of  an  inconsistency — an  inconsistency 
recognized  by  the  Committee  on  Amending  the  Charter — the  same  inconsistency 
recognized  by  the  attorney  for  the  National  Education  Association.  The  essential 
point  of  difference — there  are  many  minor  points — but  the  essential  point  of  dif¬ 
ference  seemingly  involved  the  question  of  the  expenditure  and  the  management  of 
the  Permanent  Fund.  These  are  the  two  things  that  are  embodied  in  Section  7  of  the 
charter  as  it  now  exists.  At  the  Denver  meeting  various  recommendations  were  made 
carrying  thru  Section  6  of  the  charter.  Section  6  was  voted  by  the  Representative 
Assembly  to  be  transferred  to  the  bylaws  when  and  if  the  U.  S.  Congress  should 
change  the  charter.  The  last  paragraph  of  Section  6,  dealing  with  some  phases  of 
the  Board  of  Trustees,  was  transferred  from  the  charter  to  the  bylaws  by  action  of 
the  Representative  Assembly.  That  is,  the  members  of  the  Assembly  went  on  record 
as  being  in  favor  of  doing  that.  Following  came  the  discussion  on  Section  7  of  the 
charter  dealing  with  the  management  and  expenditure  of  the  Permanent  Fund. 
That  recommendation  of  the  Committee  was  defeated.  Later  we  discovered  that  there 
was  an  inconsistency  between  leaving  Section  7  in  and  transferring  all  of  Section  6, 
because  the  last  paragraph  of  Section  6  had  something  to  say  about  the  organization 
of  the  Board  of  Trustees  and  Section  7  dealt  with  this  Board  of  Trustees  in  con¬ 
nection  with  its  responsibility  for  managing  and  expending  the  Permanent  Fund. 
It  seems  from  this  report  that  the  essential  point  that  needs  to  be  cleared  up  is 
what  the  wish  of  the  Assembly  is  in  regard  to  the  Permanent  Fund.  We  studied 
thru  this  series  of  bylaws  that  have  been  suggested  by  the  Committee,  and  after 
careful  consideration  came  to  the  conclusion  that  if  that  procedure  were  followed 


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out  it  would  be  impossible  for  them  to  come  to  any  clear  decision  on  that  debatable 
point.  We  sent  a  questionnaire  to  a  selected  group  and  asked  them  if  they  could 
follow  it  thru,  and  if  they  could  use  it  to  express  their  wishes.  It  seemed  to  be 
complicated.  There  has  been  one  difference  of  opinion  between  the  Committee  on 
Amending  the  Charter  and  the  Executive  Committee.  The  Executive  Committee  has 
felt  that  the  action  taken  by  the  Representative  Assembly  last  July  at  Denver  was 
intended  to  leave  the  expenditure  and  the  management  of  the  Permanent  Fund 
as  in  the  present  charter.  The  other  committee  differed  from  that.  Now  the  Executive 
Committee  is  concerned  with  one  thing — simply  to  clarify  that  one  issue.  May  I  just 
say  one  thing  more  before  reading  the  resolution  and  the  recommendation,  and 
that  is  this:  I  am  not  speaking  primarily  for  the  Committee,  but  as  a  member  of 
the  Executive  Committee.  I  know  that  not  only  they,  but  all  of  you  and  members 
of  the  Committee  on  Amending  the  Charter  join  me  in  the  feeling  that  there  are 
today  in  this  country  questions  of  educational  importance  and  of  great  significance 
nationally  and  internationally,  as  well  as  locally,  that  should  command  our  serious 
attention  when  we  are  together  at  these  meetings,  and  as  soon  as  we  can  possibly 
clear  the  way,  getting  out  of  the  road  some  of  these  matters  of  internal  organization 
so  that  we  can  set  ourselves  to  the  main  problem,  the  better  it  will  be  not  only 
for  our  organization  as  a  whole  but  for  education  thruout  the  land.  So,  the  Execu¬ 
tive  Committee  is  bringing  this  recommendation,  which  it  thinks  will  state  the  case 
clearly,  and  is  giving  the  Representative  Assembly  an  opportunity  to  vote  on  a  clear 
statement  and  to  clarify  this  inconsistency.  With  that  as  a  background,  I  should  like 
to  read  the  recommendation: 

The  Executive  Committee,  having  carefully  considered  the  report  of  the  Com¬ 
mittee  on  Amending  the  Charter,  recommends  to  the  Board  of  Directors  the 
following  action  thereon:  For  the  purpose  of  remedying  an  inconsistency  which 
resulted  from  the  action  of  the  Representative  Assembly  at  Denver,  and  to  re¬ 
move  all  doubts  as  to  the  clear  intent  and  meaning  of  the  action  so  taken,  Be  It 
Resolved,  That  the  action  of  the  Representative  Assembly  at  Denver  on  the  report 
of  the  Committee  on  Amending  the  Charter  be  amended  by  adding  to  Section  7 
of  the  proposed  charter  the  exact  language  of  the  last  paragraph  of  Section  6  of 
the  present  charter,  which  is  as  follows: 

“The  Board  of  Trustees  shall  consist  of  four  members  elected  by  the  Board  of 
Directors  for  the  term  of  four  years,  and  the  president  of  the  Association,  who 
shall  be  a  member  ex  officio  during  his  term  of  office.  At  the  first  meeting  of* the 
Board  of  Directors,  held  during  the  annual  meeting  of  the  Association  at  which 
they  were  elected,  they  shall  elect  one  trustee  for  the  term  of  four  years.  All 
vacancies  occurring  in  said  Board  of  Trustees,  whether  by  resignation  or  other¬ 
wise,  shall  be  filled  by  the  Board  of  Directors  for  the  unexpired  term;  and  the 
absence  of  a  trustee  from  two  successive  annual  meetings  of  the  Board  shall 
forfeit  his  membership.” 

This  is  the  exact  language  of  the  last  paragraph  of  Section  6  of  the  charter  as  it 
now  stands.  This  recommendation  is  that  that  paragraph  be  transferred  to  Section  7, 
and  in  the  judgment  of  the  Executive  Committee  that  will  put  a  clear-cut  problem 
before  the  Representative  Assembly,  and  the  solution  of  that  wrould  clarify  the  in¬ 
consistency.  I  move  the  adoption  of  this  recommendation. 

The  motion  was  seconded. 

President  Samuelson:  You  have  heard  the  resolution,  and  it  has  been  seconded. 
Are  you  ready  for  a  discussion? 

Mr.  Fred  D.  Cram  (Iowa) :  The  last  paragraph  in  Section  6,  which  Mr.  Smith 
has  been  discussing,  is  in  the  report  of  the  Committee.  I  wish  to  speak  to  the  point 
that  has  been  raised  by  Mr.  Smith,  and  I  wish  to  support  his  suggestion  and  the 
recommendation  of  the  Executive  Committee.  In  doing  this  I  represent  a  minority 
of  the  Committee  on  Amending  the  Charter.  If  you  will  go  back  over  the  history  of 
this  program,  you  will  remember  that  this  Committee  was  appointed  first  to  make 
one  specific  change  in  the  charter.  After  investigation,  we  decided  that  the  charter 
should  be  much  more  greatly  simplified  than  to  do  that  one  thing.  We  studied  the 
question  thoroly,  and  asked  the  consent  of  the  Executive  Committee.  It  seemed  to  be 


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the  sentiment  of  the  Executive  Committee  that  we  should  proceed  with  this  work,  but 
I  would  like  to  have  you  look  at  what  has  finally  been  accomplished  in  the  line  of 
simplification.  The  long  list  of  names  at  the  beginning  of  the  charter  strikes  me  as 
a  cumbersome  part  that  might  well  be  eliminated.  I  should  also  like  to  refer  to 
Section  2.  Why  should  the  charter  set  up  what  the  departments  should  be?  If  we 
are  to  simplify  the  charter,  it  seems  to  me  there  are  just  three  things  that  need  to  be 
expressed  in  the  charter:  The  name  of  the  organization  and  what  it  is  for;  what  we 
are  going  to  do  with  this  Permanent  Fund  that  it  may  be  preserved  in  line  with 
the  promises  made  when  we  raised  the  money;  and  then  to  guarantee  for  all  time 
that  there  shall  be  a  board  more  or  less  permanent  in  character  and  overlapping  as 
to  term  which  shall  have  control  of  this  Fund.  I  think  if  the  well-informed  members 
of  the  Association  did  not  realize  what  had  happened  in  voting  on  these  changes 
last  year,  surely  the  Representative  Assembly  did  not  know  what  it  was  doing.  As 
a  member  of  the  Committee  on  Amending  the  Charter,  I  want  to  second  Mr.  Smith's 
motion. 

Mr.  IV.  B.  Mooney  (Colorado)  :  In  case  that  should  be  adopted,  what  would  be 
the  method  of  submitting  it  to  the  Representative  Assembly? 

Secretary  Givens:  I  think  it  would  be  for  the  Board  of  Directors  to  make  the 
recommendation  to  the  Representative  Assembly  and  the  Representative  Assembly 
would  decide  what  method  of  voting  would  be  used. 

Mr.  Joseph  Rosier  (West  Virginia)  :  I  want  to  say  just  a  few  words  in  support  of 
this  resolution,  and  my  remarks  shall  have  to  do  with  the  work  of  the  Board  of 
Trustees  in  handling  the  business  of  this  organization  in  the  most  critical  period  in 
its  history.  I  happen  to  have  been  president  of  the  National  Education  Association 
at  a  time  when,  with  a  little  mismanagement,  this  great  Association  could  have 
been  wrecked.  Those  of  us  who  were  connected  with  the  Association  thru  the  dark 
years  of  1932-33  know  what  a  critical  time  it  was.  At  the  meeting  of  the  Depart¬ 
ment  of  Superintendence  in  the  spring  of  1933,  we  suddenly  learned  that  a  bank  in 
Washington,  in  which  was  deposited  a  large  amount  of  this  Association’s  money, 
had  closed.  It  was  a  very  trying  time,  and  there  is  no  one  who  sweated  more  blood 
over  that,  unless  it  was  [Mr.  Crabtree,  than  myself,  because  it  was  a  difficult  situation 
when  all  the  money  was  tied  up  in  a  bank  and  when  it  looked  as  though  we  might 
become  a  bankrupt  organization.  The  point  I  want  to  make  is  this:  The  bank  in 
Washington  tried  to  take  $100,000  from  us  by  claiming  the  trust  fund  which  the 
Board  of  Trustees  put  in  it  was  a  common  fund  and  should  not  be  protected.  The 
Board  of  Trustees  under  the  chairmanship  of  Joseph  II.  Saunders,  went  to  the  bank, 
and  with  me  joined  in  the  fight.  I  want  to  say  there  is  not  an  institution  or  business 
or  commercial  organization  in  the  United  States  that  was  carried  thru  that  critical 
period  more  successfully  and  with  less  loss  than  this  Association.  The  very  fact  that 
we  were  able  to  do  that  was  due  to  the  fine,  competent,  and  capable  business  manage¬ 
ment  of  the  Board  of  Trustees  which  wras  charged  with  that  responsibility.  I  want 
to  testify  to  their  ability  in  handling  those  funds,  and  in  saving  practically  every 
dollar  that  was  tied  up.  It  seems  to  me  rather  in  bad  grace  for  this  Association,  on 
the  heels  of  that  rescue  of  our  organization  financially,  to  try  to  change  the  form 
of  organization.  It  seems  to  me  that  the  body  of  men  and  women  who  have  accom¬ 
plished  such  a  tremendous  result  in  the  preservation  and  protection  of  our  funds 
deserves  our  confidence  and  support. 

Mr.  Robert  C.  Moore  (Illinois)  :  I  wish  to  speak  as  a  duly  authorized  member  of 
the  Board  of  Directors,  and  as  a  member  of  the  Committee  on  Reorganization  which 
has  cooperated  and  conferred  writh  and  endorsed  the  action  of  the  Committee  on 
Amending  the  Charter.  I  am  quite  sure  that  none  of  us  would  detract  one  iota  from 
all  the  wrords  of  credit  that  have  been  spoken  and  given  to  the  Board  of  Trustees  in 
their  care  of  the  funds.  We  join  in  commending  most  highly  the  careful  and  business¬ 
like  management  of  the  Permanent  Fund  of  this  Association  by  the  Board  of  Trus¬ 
tees.  However,  both  Committees  have  endorsed  this  report.  The  Committee  on  Re¬ 
organization  found  that  it  would  be  seriously  handicapped  in  knowing  what  to  do 
or  in  taking  any  definite  action  in  the  reorganization  of  the  National  Education  As¬ 
sociation  unless  we  first  knew  what  the  charter  was  to  be.  So  we  were  called  into 


744 


National  Education  Association 


conference  with  Mr.  Shaw,  and  it  was  sort  of  an  interlocking  committee  with  the 
Committee  of  which  I  was  a  member  endorsing  the  recommendations  made  by  the 
other  Committee.  We  have  not  been  able  to  understand  the  inconsistency  that  has 
been  mentioned.  It  seems  to  me  that  it  is  absolutely  consistent  for  us  to  agree  that 
Section  7  should  remain  as  it  is,  and  at  the  same  time  place  the  provision  which 
has  to  do  with  the  election  of  the  Board  of  Trustees  in  the  bylaws  instead  of  the 
charter.  We  say  no  inconsistency,  for  the  parliamentarians  with  whom  we  con¬ 
ferred  were  unanimous,  I  think,  in  saying  that  that  was  a  matter  which  should  be 
transferred  to  the  bylaws.  I  want  to  say  in  defense  of  the  Committee  that  the  impli¬ 
cation  has  been  that  some  of  the  members  of  these  two  Committees  have  made  an 
attack  on  the  Board  of  Trustees  and  the  management  of  that  Fund.  That  is  not 
true.  We  do  not  see  any  inconsistency  whatsoever  in  granting  what  the  Representa¬ 
tive  Assembly  did  at  Denver,  and  we  cannot  quite  see  why  you  accuse  us  of  in¬ 
consistency  and  almost  imply  that  we  have  certain  designs  upon  the  Permanent  Fund. 
I  think  I  shall  have  to  remain  inconsistent  and  vote  against  this  amendment. 

Mr.  E.  E.  Oberholtzer  (Texas)  :  We  discussed  this  matter  some,  but  we  discov¬ 
ered  that  issues  8  and  9  were  still  questioned.  We  thought  it  might  be  well  to  re¬ 
submit  them  on  the  ballot  and  let  the  Representative  Assembly  take  final  action, 
and  I  wonder  if  that  would  not  settle  the  matter  that  Mr.  Smith  speaks  of. 

Mr.  H.  L.  Smith:  That  was  the  idea. 

Mr.  E.  E.  Oberholtzer:  I  think  it  would  be  voted  upon  as  an  amendment. 

Mr.  H.  L.  Smith:  Yes,  in  the  proper  way. 

Mr.  E.  E.  Oberholtzer:  I  am  quite  anxious  that  we  come  to  an  understanding,  be¬ 
cause  if  this  resolution  is  adopted  we  will  have  to  change  our  report  to  conform 
somewhat  since  we  have  followed  much  the  language  of  the  charter.  I  cannot  quite 
see  Mr.  Roster’s  point  of  view  in  thinking  that  a  Board  of  Trustees  cannot  be 
elected  as  all  other  officers  of  the  Association.  I  am  just  as  keen  as  any  member  of 
the  group  to  see  the  Permanent  Fund  protected,  but  I  cannot  see  any  reason  why 
we  should  not  put  the  same  confidence  in  the  members  of  the  Association  for  electing 
the  Board  of  Trustees  as  for  electing  a  president,  a  secretary,  and  other  officers. 
Of  course  I  understand  this  report  is  on  amending  the  charter,  and  it  is  making  no 
change  except  to  transfer  it  to  the  bylaws.  If  there  were  any  change  in  the  election 
of  the  trustees,  it  would  have  to  be  done  by  the  change  of  the  bylaws,  later.  Am  I 
right,  Mr.  Shawl 

Mr.  R.  T.  Shaw:  That  is  my  understanding. 

Miss  Florence  Hale  (New  York):  May  I  ask  a  question?  If  the  election  of  the 
trustees  is  transferred  to  the  bylaws,  it  would  follow,  would  it  not,  that  at  any  time 
the  trustees  could  be  changed? 

Mr.  E.  E.  Oberholtzer:  It  could  be  changed  by  the  Association  without  going  to 
Congress. 

Miss  Hale:  I  think  the  danger  hinges  around  the  Permanent  Fund.  If  that  were 
not  involved,  what  has  been  said  would  be  correct,  but  there  is  a  human  element 
which  we  must  recognize.  In  other  words,  at  any  time  when  it  seemed  desirable 
and  when  there  were  inroads  they  wished  to  make  upon  this  Fund  it  might  be  possible 
to  change  the  trustees,  while  now  it  has  to  be  a  very  serious  and  a  very  important 
thing  in  order  to  do  that,  and  the  very  seriousness  of  it  protects  the  Permanent 
Fund  in  the  trusteeship.  I  do  not  believe,  with  Mr.  Oberholtzer,  that  we  have  any 
less  confidence  in  the  Representative  Assembly  in  electing  the  members  of  the 
Board  of  Trustees,  than  we  do  in  electing  a  treasurer,  but  it  is  this  whole  matter 
of  the  trusteeship  of  the  Permanent  Fund  that  makes  it  very  difficult.  While  I  do  not 
wish  to  go  into  past  history,  there  have  been  several  occasions  when,  by  a  very 
clever  presentation,  large  amounts  were  voted  thru  quickly  by  the  Representative 
Assembly  which  we  could  not  afford  to  so  vote,  and  which  could  have  been  better 
used  if  a  more  studied  presentation  had  been  made  than  an  emotional  vote  on  the 
funds.  We  have  a  large  Representative  Assembly  made  up  of  many  new  delegates 
every  year,  and  it  is  easy  lo  make  appropriations  thru  means  of  emotional 
appeals. 

Mr.  Oberholtzer :  1  understand  this  leaves  the  control  exactly  the  same. 


Associational  Records  and  Information 


745 


Mr.  Fred  M.  Hunter  (Oregon)  :  Any  power  given  to  the  Representative  Assembly 
to  make  changes  at  one  meeting,  as  this  would  probably  give,  certainly  does  change 
the  policy  of  the  organization.  There  is  a  little  tendency  to  feel  sensitive  about  this. 
I  think  they  should  not  feel  so.  I  think  my  good  friends,  Mr.  Shaw,  Mr.  Moore,  and 
Mr.  Oberholtzer,  deserve  very  great  credit  for  their  interests  in  bringing  about  a 
simplification  and  reorganization  of  the  structure  of  the  organization.  I  think  the 
organization  owes  them  a  vote  of  gratitude,  and  I  think  this  Board  of  Directors 
would  very  gladly  accord  that  to  them  for  their  efforts,  but  it  is  not  at  all  an  un¬ 
usual  thing  for  a  committee  in  its  zeal  for  a  cause  of  that  kind  to  go  far  enough  to 
bring  a  questionable  business  policy  into  the  management  of  a  great  historical 
organization  like  this,  and  I  think  that  is  what  is  done  here.  I  think  the  question  is 
not  a  matter  for  the  parliamentarians  at  all.  It  is  a  question  of  sound  business  judg¬ 
ment.  The  question  revolves  around  a  point  like  this:  “Would  the  best  trust  funds 
in  America  handle  their  permanent  funds  as  we  propose  to  do  it  here  under  this 
recommendation?”  I  do  not  know  one  that  would.  I  have  been  associated  in  recent 
years  with  several  quite  important  trust  funds,  and  in  the  first  place  I  do  not 
know  of  a  trust  fund  anywhere  that  compares  in  importance  with  this  one  to  the 
future  of  America.  This  trust  fund  is  the  principal  sum  of  capital  of  this  Association, 
and  if  the  best  business  organization  in  this  country  would  not  by  their  members 
approve  this  policy,  then  can  we  afford  to  do  it?  Can  we  afford  to  jeopardize  it  by 
throwing  it  into  the  auction  of  politics  which  this  would  do?  The  Committee  thinks  it 
will  not  do  that,  but  experience  indicates  that  it  will.  If  you  take  the  Board  of 
Trustees  out  of  the  charter,  you  are  endangering  the  Permanent  Fund.  The  minute 
that  is  done,  you  open  it  wide  to  the  politics  of  the  Association.  If  we  ever  do  it,  we 
have  started  on  the  road  to  disaster. 

Mr.  T.  J.  JV  alker  (Missouri)  :  It  seems  to  me  there  is  only  one  question  involved, 
and  on  that  one  question  we  all  agree — that  is,  the  safe  expenditure  and  a  careful, 
wise  management  of  the  Permanent  Fund.  I  think  we  will  agree  on  this  fundamental 
thesis,  that  under  the  present  plans  it  has  been  safely  and  wisely  managed.  The 
only  issue  left,  it  seems  to  me,  is  the  old  question  that  some  parliamentarian  has  said 
that  the  usual  custom  is  to  take  it  out  of  the  charter  and  put  it  over  into  the  bylaws. 
The  question  which  comes  to  my  mind  is,  Am  I  willing  to  sacrifice  an  old  fashion 
or  an  old  custom  for  the  sake  of  remaining  with  the  Committee  instead  of  agreeing 
on  a  plan  that,  thru  the  years,  has  been  absolutely  safe  and  sound,  and  of  which 
we  are  proud  ? 

Miss  E.  Ruth  Pyrtle  (Nebraska)  :  As  this  discussion  has  gone  on,  I  am  reminded 
of  a  concrete  illustration  that  has  been  living  with  me  for  several  years.  When  you 
gave  me  the  privilege  of  serving  this  Association  in  1929-30,  the  life  membership 
plan  made  it  possible  to  expend  $500,000  to  build  that  fine  headquarters  which  we 
are  now  enjoying  and  using  in  Washington.  It  became  our  responsibility  to  spend 
that  money  as  you  had  planned  to  have  it  spent,  and  I  am  thinking  over  again  that 
you  safeguarded  it.  It  became  our  duty  to  execute  the  building  of  that  structure,  and 
there  might  have  been  some  money  spent  that  could  have  been  used  more  wisely, 
but  it  was  not  because  it  was  so  safeguarded  that  it  could  not  be  spent  otherwise. 
It  seems  to  me,  as  Mr.  Hunter  has  pointed  out,  that  it  will  be  a  dark  day  when  we 
are  foolish  enough  to  adopt  less  businesslike  methods,  and  so  I  am  speaking  for  the 
amendment. 

Mr.  R.  T.  Shaw  (Pennsylvania)  :  While  I  have  no  voice  to  speak  as  a  member  of 
this  body,  I  wish  to  speak  as  a  science  teacher.  As  such,  I  have  always  tried  tq  train 
my  students  to  go  after  facts.  There  has  been  so  much  said  by  the  last  four  or  five 
speakers  which  to  my  mind  leaves  the  matter  confused  and  the  facts  completely  ob¬ 
scured.  There  are  a  number  of  past  presidents  here,  and  I  should  like  to  have  them 
cite  any  time  in  the  history  of  the  Association  when  bylaws  have  been  passed 
emotionally. 

Director:  Appropriations. 

Mr.  Shaw:  Just  a  moment,  if  I  may  make  that  point  clear — 

Director  (Interrupting)  :  Amendments  to  bylaws. 

Another  director:  Election  of  officers. 


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Mr.  Shaw:  We  are  talking  of  amendments  to  bylaws,  if  I  may  stick  to  one  point. 
I  should  like  to  know  of  one  instance.  I  have  not  found  one.  It  seems  to  me  that  is 
a  bugbear  very  unnecessarily  presented.  I  hesitate  to  make  reference  to  the  man 
many  of  you  have  heard  me  say  served  as  my  ideal  as  a  president  of  the  Association 
and  brought  me  into  the  National  Education  Association — Mr.  Hunter — but  I  could 
not  help  feeling  that  I  wish  he  would  cite  to  me  where  any  corporation  or  trust 
company  hides  behind  the  Halls  of  Congress  and  does  not  leave  the  matter  open  to 
its  own  people  to  determine  its  policy  which  it  puts  in  the  Board  of  Directors  or 
Board  of  Trustees  themselves. 

Director:  I  question  whether  you  are  hiding  behind  the  Halls  of  Congress. 

Another  director :  It  follows  the  same  principle  exactly. 

Mr.  Shaw:  I  do  not  see  the  principle.  It  is  a  difference  of  opinion  whether  it  is  the 
same  point.  I  am  talking  of  the  parallel  of  a  legislative  act,  and  the  other  point  as 
to  the  success  of  the  Fund  under  popular  vote.  I  wish  to  refer  to  a  fund  I  have 
watched  with  the  greatest  of  interest,  and  which  in  seventeen  years  has  grown  to 
$150,000,000  without  one  cent  of  loss  of  capital  or  of  interest,  and  that  fund  is 
managed  by  a  small  board  of  trustees  who  are  elected  by  the  popular  political  will 
of  the  state,  and  some  elected  by  the  popular  political  will  of  the  teachers  of  the 
state  of  Pennsylvania.  The  issues  do  not  follow  at  all,  as  I  see  it,  that  that  is  the  con¬ 
clusion  that  because  of  putting  it  in  the  bylaws  the  provision  immediately  endangers 
the  Fund.  The  issue  here  is  not  to  stress  so  much  what  we  did  or  what  we  did 
not  do  at  Denver,  but  what  is  best  for  the  Association.  Frankly,  I  am  not  entirely 
clear  just  what  the  status  of  the  proposed  resolution  is  with  regard  to  the  report 
which  I  presented.  As  I  take  it,  it  is  not  inconsistent  with  that  report,  and  our 
report  could  go  as  recommending  the  things  passed  on  any  ballot,  but  all  recom¬ 
mendations  that  followed  from  an  action  taken  could  go  in  addition.  I  hope  it  will 
be  clear  in  everybody’s  mind  upon  what  he  is  voting. 

Director:  We  have  had  a  great  deal  said  about  the  inconsistencies  and  the  ad¬ 
vantages  or  disadvantages  of  keeping  this  in  the  charter  or  transferring  it  to  the 
bylaws.  I  would  like  to  have  Mr.  Shaw  give  us  the  particular  advantages  or  reasons 
why  he  thinks  transferring  it  to  the  bylaws  would  serve  the  Permanent  Fund  better 
than  leaving  it  where  it  is. 

Mr.  Shaw:  I  think  one  of  the  most  outstanding  suggestions  I  might  make  con¬ 
cerns  the  size  of  the  Board  of  Trustees.  As  the  Fund  grows  larger  and  the  Associa¬ 
tion  grows  larger,  there  might  be  a  desirability  for  a  larger  number  of  trustees. 
If  there  is  a  feeling  created  in  the  members  of  the  Association  to  have  a  little  more 
widespread  representation  to  change  the  number  from  seven  to  nine,  why  tie  them 
up?  Life  members  themselves  may  feel  they  ought  to  have  one  or  more  trustees 
elected  from  and  by  them,  and  that  would  not  need  to  be  any  reflection  upon  any 
Board  of  Trustees,  because  of  the  record  shown.  I  think  those  are  the  things  that 
should  be  brought  out,  and  I  think  each  should  have  consideration  before  action  is 
taken. 

Miss  Florence  Hale  (New  York)  :  I  want  to  say  with  reference  to  the  past  presi¬ 
dents  and  the  present  incumbent,  and  I  say  it  with  the  greatest  of  respect  for  Mr. 
Shaw,  we  should  consider  Mr.  Hunter’s  position  since  he  has  had  experiences  that 
possibly  no  one  else  in  this  room  has  had.  As  chancellor  of  one  great  university, 
and  now  as  chancellor  of  another  and  under  very  complicated  conditions,  he  has 
had  the  practical  experience  in  those  things  which  the  rest  of  us  have  not  had. 
I  think  we  are  very  lucky  to  have  a  man  here  who  in  the  last  few  years  has  had 
that  experience.  Now,  if  I  may  say  a  word  for  the  past  presidents — the  reason 
we  have  spoken  this  afternoon  is  because  we  feel  so  deeply  about  this.  We  love 
this  Association.  I  do  not  think  that  the  attitude  should  be  taken  that  past  presidents 
should  keep  silent  on  these  things.  You  have  honored  us,  and  we  have  profited  in  our 
prestige  in  this  country  by  your  electing  us  to  the  presidency.  I  think  we  would 
be  lacking  if  we  were  silent  and  said  nothing.  I  think  I  should  tell  you  my  ex¬ 
perience  and  do  anything  I  can  to  help.  I  think  the  other  past  presidents  should 
do  the  same. 


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Mr.  Lyle  IV.  Ewing  (New  Hampshire)  :  I  have  been  getting  a  few  pointers  here 
on  politics,  and  as  I  stood  behind  the  line  as  a  quarterback  I  saw  where  I  could 
make  a  play.  If  there  are  such  clever  politicians  as  Mr.  Hunter  in  the  Representative 
Assembly,  I  see  how  the  entire  Board  of  Directors  could  be  changed  very  cleverly. 
By  a  clever  move  of  the  Assembly  we  could  reduce  the  number  to  three,  and  then 
by  a  sudden  move  we  could  control  that  entire  Board  of  Trustees  in  two  years. 

Directors:  Question. 

President  Samuelson:  The  question  has  been  called  for. 

Director :  It  would  seem  to  me  that  that  is  a  substitute  amendment  and  has  no 
reference  to  Mr.  Shaw’s  report.  Am  I  right  that  this  is  a  substitute  for  the  whole 
report? 

Mr.  IV.  B.  Mooney  (Colorado)  :  That  is  what  I  meant  when  I  asked  if  it  was  a 
substitute. 

Mr.  H.  L.  Smith  (Indiana)  :  That  is  the  only  recommendation  we  would  sug¬ 
gest  that  you  make  to  the  Representative  Assembly. 

Director:  Does  that  leave  the  report  of  last  year  the  same  except  to  transfer  that 
paragraph  ? 

Mr.  Smith:  Yes.  Mr.  Shaw,  may  I  ask  one  question?  As  I  understand  the  bylaws, 
this  report  prepared  by  the  Committee  must  be  transmitted  to  the  Assembly  in  some 
form  with  or  without  recommendation,  but  the  report  must  go — am  I  correct  in  that? 

Secretary  Givens:  That  is  right. 

Mr.  Shaw:  In  other  words,  the  adoption  of  this  motion  is  entirely  a  question  of 
recommendation.  The  report,  however,  must  go  forward  with  favorable  or  with 
unfavorable  recommendations. 

Mr.  Smith:  This  report  would  be  passed  on,  as  I  understand  it,  with  a  recom¬ 
mendation  from  this  body  that  this  one  item  be  kept  open. 

President  Samuelson:  Are  you  ready  for  the  question?  We  will  call  for  a  vote 
by  roll  call  unless  there  is  an  objection.  (The  roll  call  resulted  as  follows:  Yes,  52; 
no,  3  ;  passed,  2.)  The  motion  is  carried. 

Mr.  Mooney:  I  move  that  the  secretary  furnish  each  state  director  with  a  copy  of 
that  resolution  before  noon  tomorrow.  (Motion  seconded  and  carried.) 

Secretary  Givens:  Copies  of  this  resolution  will  be  with  Miss  Chase  at  the 
registration  desk  here  in  this  auditorium  by  10:30  tomorrow  morning. 

President  Samuelson:  If  there  is  nothing  further  on  this  question  of  the  report 
of  the  Committee  on  Amending  the  Charter — 

Mr.  H.  V.  Holloway  (Delaware)  :  The  problem  is  not  completely  solved  by  this 
resolution  that  has  just  been  passed.  The  Committee  has  been  charged  with  present¬ 
ing  a  bill  to  Congress  which  will  carry  into  effect  the  wishes  of  the  Association  with 
reference  to  the  simplification  of  the  charter.  I  would  like  to  raise  the  question  as 
to  whether  or  not  it  would  be  possible  for  the  Board  of  Directors  to  go  on  record 
as  approving  a  bill  in  the  form  of  Exhibit  6  (see  page  850  of  this  volume)  which,  as 
I  take  it,  contains  the  action  just  approved  by  the  Board.  In  order  to  bring  it  properly 
before  the  meeting,  I  move  that  the  Board  of  Directors  recommend  to  the  Repre¬ 
sentative  Assembly  the  presentation  of  a  bill  to  Congress  as  shown  in  Exhibit  6. 

President  Samuelson:  Do  you  want  to  include  in  that  motion  who  should  go  to 
Congress  with  that  bill — the  officers  of  the  Association  or  the  Legislative  Com¬ 
mission? 

Mr.  Holloway :  I  am  not  clear  as  to  who  should  present  it. 

President  Samuelson:  Then  the  motion  has  been  made  that  a  bill  in  the  form 
of  Exhibit  6  be  introduced  into  Congress.  Is  there  a  second? 

Director:  Second  the  motion. 

Mr.  Oberholtzer:  A  point  of  information — does  that  in  any  way  affect  what  we 
are  trying  to  do  now?  Does  that  leave  it  open  so  our  report  can  be  considered 
without  bias?  I  am  not  sure,  Mr.  Holloway,  that  it  does. 

Mr.  Holloway:  I  am  looking  only  to  the  solution  of  the  problem  of  presenting  a 
report  to  Congress  which  should  include  the  wishes  of  this  Board  of  Directors. 
Just  how  it  would  affect  your  recommendation,  I  do  not  know. 

Mr.  Oberholtzer:  You  want  it  also  approved  by  the  Representative  Assembly? 


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Mr.  Holloway:  Yes. 

President  Samuelson:  I  want  to  ask  Mr.  Givens  to  answer  the  question. 

Secretary  Givens :  My  answer  is  the  same  as  Mr.  Holloway’s — simply  a  recom¬ 
mendation  of  the  Board  of  Directors  on  a  specific  bill  for  the  thing  that  will  carry 
out  the  action  just  taken.  I  cannot  see  that  it  would  interfere  with  Mr.  Ober- 
holtzer’s  report. 

Mr.  W.  B.  Mooney  (Colorado)  :  Is  this  bill  in  exactly  the  form  you  want?  If  this 
Board  takes  action  and  it  is  adopted  by  the  Representative  Assembly,  would  not 
those  in  charge  of  framing  the  bill  feel  obligated  to  use  that  language?  Would 
it  not  be  better  to  say  “similar”? 

Mr.  Holloway:  That  would  involve  who  is  to  determine  whether  the  thing  pre¬ 
pared  is  similar  to  this  or  is  not  similar  to  it,  and  I  think  it  is  well  that  there  should 
be  no  doubt  as  to  that  particular  matter. 

Mr.  W.  A.  Sutton  (Georgia)  :  Would  it  not  be  well  to  postpone  action  on  that  until 
later  ? 

Mr.  C.  0.  Williams  (Indiana) :  If  you  do  this,  you  have  undone  what  was  just 
done.  You  have  come  in  and  endorsed  it  as  you  want  it  and  now  have  raised  this 
question. 

President  Samuelson:  That  is,  you  have  endorsed  the  bill  prepared  by  the  attorney 
for  the  Association.  It  carries  out  this  recommendation. 

Mr.  Fred  D.  Cram  (Iowa)  :  I  do  not  think  anyone  is  talking  to  the  question  asked. 
We  still  have  the  question  confronting  us — shall  the  Committee  on  Amending  the 
Charter  proceed  now  with  whatever  instructions  they  are  given  by  the  Representa¬ 
tive  Assembly,  or  shall  the  Committee  cease  to  exist  and  shall  it  be  presented  by 
our  Legislative  Commission?  We  have  that  question  still  to  settle,  and  I  think  there 
is  a  parliamentary  principle  involved.  It  may  be  that  the  motion  originally  made 
would  demand  that  this  Committee  can  now  be  discharged,  and  that  the  Legisla¬ 
tive  Commission  will  take  the  action  of  the  Representative  Assembly  and  proceed 
with  it  in  Congress. 

Mr.  M.  P.  Moe  (Montana)  :  It  seems  to  me  we  had  better  see  what  the  Represen¬ 
tative  Assembly  does.  We  may  have  nothing  for  the  Committee  to  do  when  they 
are  thru. 

Mr.  U cl  W.  Lamkin  (Missouri)  :  I  would  like  to  move  a  substitute  to  Mr.  Mooney’s 
motion — that  we  recommend  that  the  Representative  Assembly  instruct  the  Executive 
Committee  to  have  a  bill  prepared  and  presented  to  Congress  in  accordance  with  the 
action  of  the  Representative  Assembly  to  carry  out  its  wishes — and  then  the 
Executive  Committee  can  either  do  that  themselves  or  designate  the  Committee  on 
Amending  the  Charter  to  do  it,  but  the  bylaws  of  this  Association  provide  that  the 
Executive  Committee  shall  serve  as  the  executive  of  this  Association  when  the  Board 
of  Directors  is  not  in  session.  If  that  motion  is  carried,  the  Representative  Assembly 
would  instruct  the  Executive  Committee  to  see  to  it  that  this  is  prepared  and 
presented  to  Congress  in  accordance  with  the  action  of  the  Representative  Assembly. 

Director:  Seconded. 

President  Samuelson:  Any  discussion?  The  question  has  been  called  for.  The 
motion  is  carried  unanimously  as  a  substitute  motion.  We  have  decided  that  the 
Executive  Committee  shall  proceed  to  present  the  bill  to  Congress. 

Mr.  C.  A.  Bottolfsen  (Parliamentarian)  :  I  would  like  to  hear  the  motion  re¬ 
stated.  As  I  understand  it,  this  is  a  special  committee,  and  unless  otherwise  de¬ 
manded  by  the  Representative  Assembly  tomorrow  the  other  committee  is  automati¬ 
cally  discharged,  and  if  the  president  is  given  authority  to  appoint  another  com¬ 
mittee  he  may  if  he  wishes  choose  the  old  committee  to  carry  on. 

Mr.  Lamkin:  If  the  Executive  Committee  is  instructed  to  do  it,  they  may  do  it 
themselves  or  designate  someone  else. 

Mr.  Bottolfsen:  I  would  like  to  amend  your  motion. 

Mr.  Lamkin:  I  would  like  consent  to  reword  it  so  that  it  states  that  the  Executive 
Committee  may  itself  or  thru  the  Committee  on  Amending  the  Charter  or  some  other 
agency  prepare  these  amendments  and  present  them  to  Congress.  I  would  like  to 
have  you  ask  our  parliamentarian  if  the  action  we  have  just  voted  can  legitimately 


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be  taken.  We  have  a  mandate  from  the  Representative  Assembly,  and  should  we  not 
carry  out  that  mandate? 

Mr.  Bottolfsen:  I  did  not  get  the  first  part  of  his  statement. 

Mr.  Lamkin:  There  was  a  mandate  given  by  the  Representative  Assembly  in 
Washington  to  the  Committee  on  Amending  the  Charter  to  go  to  Congress  and  get 
this  changed.  The  question  is  now,  Is  the  action  just  taken  legitimate? 

Mr.  Bottolfsen:  I  still  rule  if  this  resolution  is  adopted  by  the  Assembly,  this  com¬ 
mittee  is  discharged. 

President  Samuelson:  In  other  words,  that  motion  did  not  rule  over  a  former  one. 
Is  there  anything  else  on  this? 

Mr.  Holloway:  Am  I  right  in  insisting  that  this  is  not  a  legislative  body,  that  this 
is  a  body  for  the  making  of  recommendations  to  the  Representative  Assembly? 

President  Samuelson:  That  is  correct. 

Mr.  Holloway :  Can  any  action  taken  by  this  body  in  any  way  discharge  any 
committee? 

Secretary  Gwens:  It  would  have  to  be  voted  by  the  Representative  Assembly. 

President  Samuelson:  Is  there  anything  further  before  we  pass  to  the  next  order 
of  business?  Mr.  Smithy  have  you  anything  else? 

Mr.  H.  L.  Smith  (Indiana)  :  Where  is  the  page  of  recommendations  of  the  Order 
of  Business  and  the  Rules  and  Regulations? 

Miss  Cornelia  S.  Adair  (Virginia)  :  I  imagine  you  are  referring  to  the  Rules  Com¬ 
mittee.  The  Rules  Committee  is  recommending  in  its  report  that  all  amendments  to 
the  charter  and  bylaws  be  voted  on  by  ballot.  You  are  going  to  have  that  report 
on  Monday  afternoon. 

Mr.  Smith:  If  we  have  that  Monday  afternoon,  this  is  all  right. 

President  Samuelson:  The  Representative  Assembly  has  its  first  business  meeting 
Tuesday  morning,  so  we  can  take  that  up  in  the  meantime.  I  should  like  to  request 
Mr.  Oberholtzer  to  give  us  a  summary  of  his  report. 

Mr.  E.  E.  Oberholtzer  (Texas)  :  I  am  going  to  review  this  report  as  briefly  as  pos¬ 
sible.  The  resolution  creating  this  Committee  was  passed  by  the  Representative 
Assembly  of  1934.  The  Committee  made  its  report  at  Denver  last  year,  and  we  have 
an  outline  of  the  proceedings  by  chapters.  (This  complete  report  is  printed  on  page 
896  of  this  volume.  Mr.  Oberholtzer  explained  the  recommendations  contained  in  the 
various  chapters,  action  on  some  of  which  would  be  voted  on  by  ballot,  some  by 
unanimous  consent,  and  others  held  over  for  a  year.) 

President  Samuelson:  I  have  asked  Mr.  Saunders  to  express  the  viewpoint  of  the 
Executive  Committee. 

Mr.  Joseph  H.  Saunders  (Virginia)  :  The  Executive  Committee  would  like  to 
have  it  understood  that  it  is  neither  opposing  nor  favoring  at  the  present  time  any 
of  the  propositions  which  have  just  been  submitted  to  you  by  Mr.  Oberholtzer  and 
his  committee,  but  the  Executive  Committee  wishes  to  call  your  attention  or  raise 
some  questions,  perhaps,  and  the  very  fact,  that  you,  yourselves,  have  been  raising 
so  many  of  these  questions,  shows  the  basis  of  action  which  the  Executive  Committee 
is  recommending  to  you  on  this  particular  report.  You  will  notice  that  one  of  the 
paragraphs,  which  Mr.  Oberholtzer  reviewed,  was  that  an  active  member  shall  be 
permitted  to  vote  for  delegates  in  but  one  affiliated  association.  He  told  you  that 
was  important,  but  you  do  not  understand  how  important  it  is.  I  am  not  saying 
it  should  or  should  not  be  adopted,  I  am  merely  raising  the  question  that  if  I  as  a 
member  of  my  local  association  in  my  state  vote  for  a  delegate,  why  do  I  not  have 
the  right  as  a  member  of  the  state  association  to  vote  for  the  surplus  delegates  that 
will  be  representing  the  state  as  a  whole?  Why  should  I  be  refused  the  right  to 
vote  in  both  instances?  I  am  raising  that  question.  You  notice  that  qualifications 
have  been  set  up  for  delegates  to  the  Representative  Assembly,  for  members  of 
the  Board  of  Directors,  and  for  members  of  the  Board  of  Trustees,  and  you  will 
note  under  the  qualifications  for  delegates  to  the  Representative  Assembly  that  a 
person  must  have  been  for  two  years  a  member  of  that  association  before  he  can 
be  elected  a  delegate.  I  raise  a  question  of  a  similar  nature  to  the  one  raised  a 
minute  ago.  Suppose  in  my  own  city,  in  order  to  fill  a  vacancy  in  ray  teaching  corps, 


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I  come  out  West  and  select  an  outstanding  teacher  to  fill  it,  and  that  teacher 
comes  in  and  joins  the  local  organization  and  the  state  association,  and  her  fellow 
teachers  find  that  she  is  an  outstanding  person  and  one  they  would  like  to  represent 
them  in  the  Representative  Assembly — they  could  not  select  her. 

Mr.  Oberholtzer:  It  does  not  mean  of  that  particular  local;  it  means  she  must 
have  been  a  member  of  some  local. 

Mr.  Saunders:  It  does  not  say  so  in  the  report. 

Mr.  Oberholtzer:  All  right  then,  insert  “The  member  shall  be  in  such  local  as¬ 
sociation”  immediately  preceding  “local  association.” 

Mr.  Saunders:  “And,  if  the  delegate  is  to  represent  a  local  affiliated  association, 
then  two  years  membership  in  such  local  association”  is  the  way  I  read  it.  What 
we  want  to  do  as  a  National  Education  Association,  I  think,  is  to  bring  into  our 
organization  all  of  the  approximately  1,000,000  engaged  in  educational  work  in  this 
country.  We  do  not  want  to  put  on  restrictions  that  will  keep  them  out.  I  simply 
raise  this  question  along  with  the  other  questions  you  have  already  raised  to  show 
you  the  views  of  the  Executive  Committee.  The  Executive  Committee  has  not  had 
an  opportunity  to  give  the  report  very  much  detailed  study,  but  the  following  is 
the  resolution  as  it  comes  to  you  from  the  Executive  Committee: 

The  Executive  Committee  has  given  as  careful  study  to  the  report  of  the  Com¬ 
mittee  on  Reorganization  as  possible  in  the  limited  time  available  since  receiving 
this  report,  and  recommends  to  the  Board  of  Directors  the  following:  In  view  of 
the  fact  as  stated  by  the  Committee  on  Reorganization  in  Chapter  I  of  their  re¬ 
port,  that  it  is  a  prerequisite  to  have  many  of  the  proposed  amendments  to  the 
charter  made  official  by  act  of  Congress  before  it  can  complete  plans  for  reorgani¬ 
zation,  which  it  believes  desirable  for  the  Association,  and  in  view  of  the  fact 
that  the  proposed  amendments  to  the  charter  are  dependent  upon  such  action  as 
the  Representative  Assembly  may  take  upon  the  report  of  the  Committee  on 
Amending  the  Charter,  and  in  view  of  the  further  fact  that  several  of  the  recom¬ 
mendations  of  the  Committee  prescribed  qualifications  for  membership  in  the 
Representative  Assembly,  Board  of  Directors,  and  Board  of  Trustees  that  would 
make  the  functioning  of  the  Association  more  difficult  than  at  present,  the  Execu¬ 
tive  Committee  recommends  to  the  Board  of  Directors  that  further  study  be 
given  to  the  effect  of  such  proposals  before  recommending  action  thereon  to  the 
Representative  Assembly. 

I  move  the  adoption  of  this  resolution. 

Director:  Seconded. 

Mr.  John  IV.  Garrett  (Hawaii)  :  I  would  like  to  make  a  statement  relative  to 
Hawaii’s  experience  on  membership — that  is,  so  far  we  have  a  requirement  for  mem¬ 
bership  in  the  Association  two  years  before  they  can  serve  as  delegates.  We  believe 
that  it  makes  them  look  after  their  membership  more  carefully,  and  I  am  inclined 
to  think  that  the  restriction  which  the  Committee  proposes  is  one  that  would  raise 
the  value  of  the  membership  in  the  members’  minds. 

Mr.  Oberholtzer:  I  hope  you  will  not  carry  the  motion  for  this  reason:  I  think 
it  is  a  matter  we  have  left  open  for  study,  except  in  the  first  chapter  on  “Unani¬ 
mous  Consent,”  and  anything  that  was  carried  over  affecting  the  major  policies  can 
be  put  on  the  ballot.  I  hope  the  Board  of  Directors  will  not  adopt  the  motion. 

Mr.  Fred  D.  Cram  (Iowa)  :  Does  this  motion  mean  that  we  are  going  to  defer 
the  whole  report  of  the  Committee? 

Mr.  Saunders:  It  was  the  motion  that  this  report  carries  such  far-reaching  changes 
in  the  organization  of  the  Association,  and  in  its  relationship  of  its  members  to  the 
organization,  and  the  relationship  of  the  general  Association  to  the  local  affiliated 
and  state  affiliated  associations,  and  the  selection  of  this  Board  of  Directors  itself 
in  fixing  the  terms  of  the  members  of  the  Board  of  Directors,  that  the  effect  may 
be  so  tremendous  upon  the  whole  organization  that  it  should  be  given  far  more 
careful  study  by  this  body  and  by  the  Representative  Assembly  than  it  has  been 
possible  to  give  it  since  the  time  of  the  printing  of  this  report;  hence  we  think  it 
should  be  given  further  study. 


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Mr.  JV.  B.  Mooney  (Colorado)  :  All  the  delegates  have  this  report,  and  it  does  not 
seem  to  me  that  it  would  stop  a  study  of  it  if  the  Board  passed  this  motion.  It  seems 
to  me  that  the  adoption  of  this  motion  would  not  have  the  result  Mr.  Oberholtzer 
thinks  it  would. 

Mr.  Oberholtzer:  I  do  not  see  how  you  can  reason  that  way,  because  delegates 
change.  I  think  if  there  is  something  here  that  is  making  a  sweeping  change  that 
it  ought  to  be  pointed  out  and  held  over.  We  thought  we  had  put  over  most  of  the 
matters  that  would  be  of  great  concern  in  changing.  I  would  like  to  have  you  point 
out  the  one  you  refer  to.  The  matter  of  a  two-year  membership  in  the  local  associa¬ 
tion  is  sound  in  principle  in  every  way.  It  will  encourage  profesional  organizations. 
I  do  not  think  you  ought  to  sweep  all  that  aside  until  you  have  had  a  chance  to  study 
it.  On  the  matter  of  directors,  I  recommend  it  be  held  over. 

Mr.  Saunders:  I  do  not  mean  to  sweep  anything  aside,  but  I  think  that  where  you 
are  changing  the  ratio  of  payments  between  the  state  and  local  and  this  Association, 
and  other  problems,  that  the  delegates  should  have  an  opportunity  to  take  these 
things  back  to  the  local  associations  and  discuss  them,  and  then  return  and  vote  on 
them  in  the  light  of  careful  study.  If  I  had  to  vote  on  the  proposition  now  as  it  is 
set  up,  I  would  feel  compelled  to  vote  against  all  the  propositions  because  I  am 
very  uncertain  as  to  the  effects.  I  would  like  an  opportunity  to  consider  before  I  would 
vote  on  it.  I  am  rather  inclined  to  think  that  a  great  many  other  people  would  have 
the  same  feeling. 

Miss  Florence  Hale  (New  York)  :  With  reference  to  the  ‘two-year  membership 
requirement,  I  am  in  sympathy  with  the  matters  Mr.  Saunders  has  stated.  I  know 
that  is  one  way  that  would  safeguard  some  of  our  associations  and  do  away  with 
some  of  the  scenes  that  have  come  up.  I  know  a  man  from  New  York  City  who 
never  belonged  until  he  wanted  something  from  the  Association,  and  I  do  not  think 
he  joined  until  he  came  to  the  city  where  the  convention  was  held.  Nobody  ques¬ 
tioned  his  right  to  get  up  and  make  a  speech,  and  yet  he  had  not  belonged  before 
and  probably  will  not  belong  again.  If  you  have  the  two-year  provision,  you  would 
have  an  accredited  representation. 

President  Samuelson:  The  motion  has  been  made  and  seconded,  all  in  favor  of  the 
question  signify  by  saying  “A}re.”  The  motion  is  carried. 

Secretary  Givens:  One  moment.  The  reports  for  your  state  delegation  for  tomor¬ 
row  will  be  passed  out  at  the  door.  They  are  to  be  filled  out  and  turned  in  tomor¬ 
row  after  your  state  meeting.  Miss  Chase  will  give  them  to  you  at  the  door  as  you 
go  out. 

President  Samuelson:  I  declare  the  meeting  adjourned. 

Willard  E.  Givens,  Executive  Secretary 
Agnes  Samuelson,  President 

Monday  Afternoon,  June  29,  1936 

The  second  meeting  of  the  Board  of  Directors  convened  at  2  p.  m.,  President  Agnes 
Samuelson  presiding. 

President  Samuelson:  If  there  are  no  objections  we  will  hear  from  Mr.  Oberholtzer 
first. 

Mr.  E.  E.  Oberholtzer  (Texas)  :  Going  back  to  Chapter  II,  the  parliamentarian 
convinced  me  that  Robert’s  Rules  of  Order  Revised  would  prevent  our  voting  by 
ballot  on  amendments.  I  want  to  read  the  suggestion  which  has  been  worked  out. 
We  are  offering  the  following  as  a  substitute:  “In  all  voting  except  where  unanimous 
consent  is  given  by  the  Representative  Assembly  state  delegations  may  vote  by 
ballot.  The  result  shall  be  announced  by  the  chairman  of  each  delegation  as  the 
roll  of  states  is  called.”  This  has  not  had  the  approval  of  the  Committee  on  Reor¬ 
ganization,  for  the  Committee  has  not  had  an  opportunity  to  meet.  I  am  offering  this 
as  a  substitute,  believing  it  may  facilitate  voting.  State  delegations  that  desire  may 
vote  by  ballot.  It  will  necessitate  a  roll  call  of  states  but  it  eliminates  the  preparation 
of  ballots  in  the  form  suggested  last  year.  If  you  think  the  question  of  fees  ought 
to  be  held  over  I  think  the  Committee  will  agree. 


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Regarding  the  Nominating  Committee,  we  know  from  correspondence  and  from  all 
the  suggestions  we  have  had  that  there  is  a  demand  for  a  change  in  the  method  of 
nominations  and  the  indications  are  that  a  Nominating  Committee  will  meet  this 
demand.  I  think  the  item  referring  to  directors,  changing  the  term  to  three  years, 
may  well  be  held  over.  Outside  of  that  it  seems  to  me  there  should  be  no  great  differ¬ 
ence  of  opinion  in  Chapter  II. 

In  Chapter  III  we  have  merely  provided  for  the  bringing  up  of  things  that  are 
not  adopted  by  unanimous  consent.  I  think  there  will  be  no  issue  in  Chapter  IV 
unless  it  may  be  concerning  the  Publishing  Committee.  There  was  some  question 
raised  on  that.  Madam  Chairman,  I  want  the  report  acted  upon  so  that  I  can  go  back 
to  the  Committee  and  make  such  changes  as  they  may  desire  to  make  in  the  light 
of  the  action  of  this  body. 

President  Samuelson:  Did  I  understand  you  to  say  it  was  your  idea  that  a  change 
for  a  Nominating  Committee  should  be  acted  upon  at  this  convention? 

Mr.  Oberholtzer:  No,  it  might  be  left  over.  The  Committee  has  had  no  corre¬ 
spondence  or  comments.  We  have  had  a  number  of  suggestions.  We  thought  it 
would  satisfy  the  states  and  also  remove  some  of  the  present  political  movements  by 
returning  to  a  Nominating  Committee. 

Mr.  Joseph  H.  Saunders  (Virginia)  :  Am  I  correct  in  my  understanding  of  your 
proposal?  You  have  introduced  the  Nominating  Committee  but  have  also  retained 
the  present  procedure  of  nominations  by  roll  call  as  before? 

Mr.  Oberholtzer:  We  have  the  Nominating  Committee  and  then  we  permit  nomi¬ 
nations  from  the  floor. 

Mr.  Saunders:  You  still  have  the  roll  call? 

Mr.  Oberholtzer:  Not  necessarily. 

Mr.  Saunders:  Did  not  your  proposed  bylaw  say  that? 

Mr.  Oberholtzer:  I  do  not  think  so. 

President  Samuelson:  Whoever  is  recognized  will  have  the  floor.  Let  us  follow 
that  procedure.  Let  Mr.  Saunders  finish. 

Mr.  Saunders:  Do  you  not  say  “on  roll  call”  further  on? 

Mr.  Oberholtzer:  It  says  “thereafter  opportunity  shall  be  given  for  nominations 
from  the  floor” — that  is  in  italics. 

Mr.  Saunders:  In  other  words,  what  I  am  getting  at  is  this:  I  am  in  accord  with 
the  proposition  of  nominating  the  candidates  for  office  by  a  very  carefully  selected 
committee.  I  think  that  is  preferable  to  the  present  procedure  but  it  seems  to  me, 
from  reading  the  program,  you  have  merely  added  to  what  you  are  now  doing  in 
that  procedure. 

Mr.  Oberholtzer:  I  think  we  have  done  two  things:  (1)  put  the  burden  of  nomina¬ 
tions  on  the  Nominating  Committee;  (2)  made  it  possible  for  nominations  to  be 
made  from  the  floor.  Do  I  make  myself  clear?  > 

Mr.  Saunders:  Yes. 

Mr.  Fred  D.  Cram  (Iowa):  In  one  section  the  report  states:  “A  member  of  the 
Board  of  Trustees  shall  not  be  eligible  to  succeed  himself  after  two  successive  terms 
or  eight  years.”  I  am  opposed  to  that.  I  would  like  to  raise  this  question.  If  this 
passes  in  the  meeting  tomorrow  will  it  affect  the  election  of  the  trustee  at  Friday 
morning’s  meeting  of  the  Board  of  Directors?  Does  it  go  into  immediate  action? 

Mr.  Oberholtzer:  I  think  it  would  be  considered  as  going  into  immediate  effect. 
The  thought  of  the  Committee  was  to  satisfy  a  great  many  people.  The  President 
of  the  United  States  is  limited  to  eight  years.  Most  terms  of  office  are  limited.  I  think 
the  Association  is  large  enough  to  always  get  people  to  qualify  as  competent. 

Mr.  John  JV.  Thalman  (Illinois):  That  should  go  thru  and  be  passed  and  con¬ 
tinue  to  be  retroactive. 

Mr.  Oberholtzer:  I  would  not  consider  it  to  be  retroactive. 

Mr.  Thalman:  Anyone  could  become  a  member  of  the  Board  of  Trustees,  starting 
that  day,  hold  his  office  eight  years  from  that  day,  regardless  of  the  number  of 
years  he  has  now  held  office? 

Mr.  Cram:  I  understood  if  a  new  person  is  elected  trustee — 


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Mr.  Thalman  (Interrupting) :  As  I  interpreted  it,  it  could  not  affect  any  man  who 
was  now  on  the  Board  of  Trustees. 

Mr.  Bottolfscn  (Parliamentarian)  :  I  would  rule  it  would  not  be  retroactive. 

Mr.  Oberholtzer:  That  means  if  we  wish  to  reelect  next  Friday  morning  the  man 
who  is  now  trustee,  whose  term  expires,  we  are  at  liberty  to  do  so  even  if  this 
goes  thru  ? 

Mr.  IV.  B.  Mooney  (Colorado)  :  Suppose  that  were  called  into  court? 

Parliamentarian:  It  would  not  have  any  influence.  Let  me  make  myself  clear  on 
this.  I  rule  that  it  is  not  retroactive.  I  am  certain  that  it  would  be  impossible  for  this 
convention  to  elect  a  person  for  an  eight-year  term  who  has  served  four  years 
heretofore.  The  retroactive  part  refers  only  to  those  who  are  serving  at  the  present 
time.  You  cannot  debar  a  person  who  served  ten  years  ago,  who  may  have  served 
for  eight  years.  If  you  have  a  member  of  the  Board  of  Directors  at  the  present  time 
whose  term  has  run  four  years  and  you  elect  this  person  for  another  four  years — I 
would  say  that  it  would  be  retroactive  to  that*  extent. 

Mr.  Fred  IV.  Traner  (West  Virginia):  One  who  serves  eight  years,  whose  term 
expires  now,  according  to  your  ruling  could  not  be  reelected? 

Parliamentarian:  No. 

Mr.  Saunders:  Then  it  is  retroactive. 

Parliamentarian:  From  the  present  consideration — I  say,  for  instance,  prior  to 
1930 — you  may  have  had  a  director  who  served  eight  years;  it  is  not  retroactive  in 
that  respect,  but  in  regard  to  the  director  wTho  may  retire  at  the  close  of  this  con¬ 
vention,  it  is  retroactive. 

Mr.  Thalman:  I  will  ask  the  gentleman  to  explain  a  little  more  fully  why  that  is 
true.  I  cannot  get  the  parliamentarian’s  position  on  that  at  all. 

Parliamentarian:  That  becomes  a  qualification,  not  a  regulation. 

Mr.  Thomas  J.  fValker  (Missouri)  :  Suppose  we  say  under  qualification  for  elec¬ 
tion  on  the  Board  of  Trustees— “no  person  shall  have  served  eight  years  on  the 
Board  of  Trustees” — we  are  fixing  a  qualification  there,  not  a  regulation. 

Mr.  Thalman:  Why  not  amend  this  in  such  a  way  that  there  will  be  no  question 
about  the  meaning? 

Parliamentarian:  Providing  same  does  not  apply  to  the  present  incumbents  or 
those  to  be  elected  in  1936,  I  am  suggesting  that  that  be  submitted  to  the  Committee. 
It  would  be  a  way  of  clarifying  it  if  that  question  comes  up. 

Mr.  Crain:  I  have  tried  to  keep  personalities  out  of  this,  but  I  want  to  call  atten¬ 
tion  to  the  fact  that  we  cannot  reelect  next  Friday  morning  one  of  the  most  efficient 
members  we  have  ever  had  on  the  Board  of  Trustees  if  this  goes  thru. 

Mr.  Oberholtzer:  I  will  call  the  Committee  together  and  see  if  they  are  willing  to 
make  this  amendment.  The  Committee  is  not  thinking  of  personalities  but  only  to 
fix  a  policy  for  the  future.  It  does  not  affect  the  present  incumbents  or  those  elected 
at  the  Representative  Assembly  of  this  meeting. 

Mr.  Edgar  G.  Doudna  (Wisconsin)  :  This  is  the  question.  I  should  feel  as  one  of 
the  trustees  that  I  would  not  want  to  be  privileged.  If  this  is  good  enough  for  future 
policy  it  should  be  the  present  policy.  I,  personally,  would  not  want  to  be  exempted. 
That  would  be  legislating  eight  years  ahead. 

Mr.  Mooney:  I  wish  Mr.  Oberholtzer  would  give  us  the  reason  for  putting  that  in 
anyway. 

Mr.  Oberholtzer:  I  think  the  chief  reason  is  we  thought  the  goodwill  would  be 
more  secure  if  everybody  felt  his  time  of  service  would  be  limited.  It  brings  in  new 
life  and  management  and,  personally,  I  subscribe  to  that  idea. 

Mr.  Cram:  The  same  thing  is  true  about  the  Board  of  Directors — “No  such  mem¬ 
ber  shall  be  eligible  to  succeed  himself  after  serving  two  consecutive  terms.” 
He  can  serve  six  years  as  director,  then  when  he  is  beginning  to  find  out  what  it  is  all 
about  his  term  automatically  ends. 

Mr.  Oberholtzer:  You  are  right  in  the  implication  there.  As  I  suggested,  that  is 
probably  one  of  the  items  we  will  hold  over  for  another  year  of  study. 

May  I  call  attention  again  to  Chapter  III,  which  is  merely  repeating  Chapter  II? 
Chapter  IV  brings  up  proposed  amendments  which  may  be  adopted  by  a  two-thirds 


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National  Education  Association 


vote  provided  approval  is  given  of  the  amendments  set  forth  in  Chapter  II,  Sections 
A-l,  A-2,  and  A-3.  I  hope  you  will  read  over  the  amendments  so  you  will  see  what  is 
to  be  brought  up  for  action  Wednesday  morning  and  the  ones  to  be  left  over. 

The  next  provides  for  a  Publishing  Committee.  I  feel  that  it  is  a  very  essential 
thing  to  have  a  Publishing  Committee.  If  I  were  the  executive  secretary  I  would 
not  want  to  have  the  burden  of  interpreting  and  editing  the  minutes  for  the  volume 
of  Proceedings.  The  Association  will  see  that  some  committee  is  charged  with  putting 
amendments  that  are  not  adopted  in  proper  form  and  brought  back  to  the  delegates 
for  consideration  next  year.  As  chairman  of  this  Committee  I  want  to  move  the 
adoption  of  the  report  embodying  the  suggestions  made  by  the  chairman  and  subject 
to  the  action  of  the  Committee. 

Mr.  Cram :  Is  there  a  motion  before  the  House?  Did  we  not  adjourn  with  a  motion 
under  consideration? 

Parliamentarian:  I  ruled  the  motion  out  of  order  last  evening  on  the  ground  that 
this  Committee  has  no  authority  to  recommit. 

Mr.  Saunders:  The  motion  which  I  thought  I  was  offering  was  that  this  report  be 
received  and  continued  for  further  study,  not  recommitted  but  distributed  to  the  dele¬ 
gates  to  be  taken  back  to  their  local  groups  to  be  studied  and  to  be  voted  on  at  the 
next  annual  convention. 

Parliamentarian:  I  shall  interpret  that  as  a  recommitment. 

Mr.  Saunders:  Yes,  for  study  before  the  time  of  voting. 

P arliamentarian :  I  would  still  have  to  rule  that  motion  would  be  out  of  order. 

Mr.  Saunders:  I  am  perfectly  willing  to  accept  your  ruling  on  the  matter  but  I  am 
still  convinced  that  the  discussion  we  just  heard  from  the  chairman  of  the  Committee 
means  a  very  careful  and  further  consideration.  I  happen  to  know  that  the  pro¬ 
vision  concerning  the  Committee  on  Resolutions  does  not  at  all  please  most  of  the 
delegates  represented  at  this  convention. 

We  have  just  heard  considerable  discussion  on  the  limitation  of  terms  of  the 
Board  of  Directors  and  others  and  for  that  reason  it  seems  to  me  that  we  should 
have  this  matter  thoroly  discussed  in  our  local  groups  before  we  attempt  to  legislate 
on  them  here.  If  my  motion  is  not  in  order  then  certainly  I  shall  be  compelled  to 
oppose  the  acceptance  of  the  report  of  the  Committee. 

Mr.  Willis  A.  Sutton  (Georgia)  :  Speaking  on  the  motion  as  made  and  adopted — 

President  Samuelson  (Interrupting)  :  I  have  been  trying  to  get  the  motion  stated 
and  before  the  House.  If  you  assume  it  is  there,  we  will  recognize  you. 

Mr.  Sutton:  The  motion  was  made  and  seconded.  I  want  to  say  that  I  do  not 
know  of  a  piece  of  work  that  we  have  more  deeply  appreciated  than  that  of  the  Com¬ 
mittee  on  Reorganization.  I  think  that  the  chairman  and  all  members  of  the  Com¬ 
mittee  deserve  the  thanks  and  praise  of  the  Association  for  their  very  exhaustive 
and  fine  study. 

I  hate  to  oppose  the  acceptance  of  any  or  all  parts  of  the  report  but  under  the 
ruling  that  has  just  been  made  that  is  all  that  is  left  to  me.  I  do  not  want  anyone  to 
misunderstand  me  because  I  think  that  certainly  80  percent  of  the  report  would 
receive  my  approval.  I  cannot  on  this  short  notice  approve  the  entire  report.  There 
are  too  many  things  in  it,  most  of  which  I  absolutely  believe  in,  but  I  have  not  been 
able  to  give  them  sufficient  study. 

President  Samuelson:  Mr.  Bottolfsen,  will  you  make  a  statement? 

Mr.  Bottolfsen  (Parliamentarian)  :  This  Board  has  no  other  function  than  to  make 
recommendations  to  the  Representative  Assembly.  If  the  matter  comes  before  the 
Assembly  tomorrow  or  Wednesday,  then  Mr.  Saunders ’  motion  will  be  entirely  in 
order  but  I  shall  rule  that  this  Board  of  Directors  has  no  authority  to  commit  or 
recommit  a  measure  before  it.  You  may  make  recommendations  to  the  Representative 
Assembly,  but  aside  from  that  you  have  no  authority. 

Mr.  Sutton:  I  am  opposed  to  making  the  recommendation  for  this  matter  to  pass. 

Mr.  U el  W.  Lamkin  (Missouri)  :  Would  it  be  in  order  for  this  Board  of  Directors 
to  pass  this  type  of  resolution:  That  we  recommend  that  the  Delegate  Assembly 
accept  the  report  of  this  Committee  and  that  action  be  postponed  for  one  year,  as  a 
recommendation  of  the  Board  of  Directors? 


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755 


President  Samuel  son:  Mr.  Bottolfsen,  will  you  answer  that? 

Mr.  Bottolfsen:  I  doubt  if  that  would  be  in  order.  I  recommend  to  the  Representa¬ 
tive  Assembly  that  action  be  deferred  for  a  year,  but  it  must  go  forward,  as  I  under¬ 
stand  it,  and  the  Board  of  Directors  has  no  authority  to  hinder  its  advancement. 
On  the  other  hand,  when  it  comes  before  the  Representative  Assembly  on  Tuesday  or 
Wednesday,  a  vote  to  defer  action  for  one  year  would  be  entirely  in  order. 

Mr.  IV.  IV.  Trent  (West  Virginia)  :  I  would  like  to  ask  the  parliamentarian  what 
powers  this  Board  of  Directors  has? 

Parliamentarian:  The  power  to  make  recommendations. 

Mr.  IV.  B.  Mooney  (Colorado)  :  Mr.  Lamkin  suggested  that  this  Board  recommend 
to  the  Representative  Assembly  that  the  report  be  received  and  laid  over  for  another 
year.  Would  that  be  in  order? 

Parliamentarian:  You  may  make  that  recommendation  but  when  this  matter  comes 
before  the  Representative  Assembly  it  would  then  be  necessary  for  a  motion  to 
cover  that. 

Mr.  Mooney:  I  move  that  the  Board  of  Directors  receive  the  report  of  the  Com¬ 
mittee  on  Reorganization,  but  that  consideration  and  action  on  that  report  be  de¬ 
ferred  for  one  year,  in  order  that  there  may  be  further  study,  and  that  that  statement 
be  read  to  the  Representative  Assembly  when  the  Board  makes  its  report  or  preced¬ 
ing  the  consideration  of  the  report. 

Mr.  Joseph  H.  Saunders  (Virginia)  :  I  will  withdraw  the  original  motion  and 
accept  the  proposition  of  Mr.  Mooney. 

Mr.  Lamkin:  I  second  the  motion  of  Mr.  Mooney. 

Parliamentarian:  I  want  to  clarify  this.  Mr.  Oberholtzer  raised  the  question  last 
evening  regarding  a  motion  wrhich  referred  to  the  Committee  on  Amending  the 
Charter,  which  I  ruled  out  of  order.  This  motion  is  in  the  form  of  a  recommendation. 
The  motion  made  by  Mr.  Smith  last  evening  was  a  direct  motion.  This  body  has  no 
right  to  make  a  direct  motion  affecting  this  or  any  other  matter. 

Mr.  Mooney:  I  have  just  come  from  our  own  delegation  meeting  at  which  about 
forty  were  present.  A  good  many  had  not  read  these  reports.  They  were  terribly 
confused  and  asked  me  to  make  this  motion. 

Mr.  John  IV.  Garrett  (Hawaii)  :  I  would  like  to  ask  how  it  would  affect  the  Asso¬ 
ciation  if  we  do  not  have  any  reorganization  until  a  year  from  now.  Will  that 
hamper  or  limit  the  Association? 

Secretary  Givens:  It  will  make  no  difference.  We  have  been  running  under  the 
present  set-up  for  a  good  many  years. 

Mr.  M.  E.  Hurst  (Oklahoma)  :  Was  it  suggested  by  Mr.  Mooney  that  this  recom¬ 
mendation  of  the  Board  of  Directors  should  precede  the  presentation  of  the  report? 

Mr.  Mooney:  I  think  the  report  should  be  made,  and  following  that  the  recommen¬ 
dation  of  the  Board  of  Directors. 

Mr.  E.  E.  Oberholtzer  (Texas)  :  Would  it  not  be  better  for  us  to  get  some  of  these 
things  agreed  upon  so  that  the  next  report  will  not  be  so  cumbersome?  As  chairman 
I  am  not  going  to  insist  on  a  single  provision  that  the  Representative  Assembly  feels 
ought  to  be  carried  over  because  I  think  that  is  the  final  and  ultimate  solution  to  our 
difficulties. 

Mr.  Mooney:  The  people  are  afraid  to  act  upon  any  single  item  because  of  its  im¬ 
plication  to  a  lot  of  other  provisions.  Consequently,  I  think  the  procedure  proposed 
is  presuming  a  lot  of  study  that  has  not  occurred,  and,  also,  our  delegation  does  not 
want  to  take  any  action.  They  want  to  think  the  whole  thing  thru  before  acting  upon 
any  part  of  the  report. 

Mr.  H.  V.  Holloway  (Delaware)  :  I  am  very  much  impressed  with  Mr.  Obcr- 
lioltzer’s  suggestion.  If  this  motion  passes,  the  problem  will  be  up  to  the  Representa¬ 
tive  Assembly  next  year — the  problem  of  taking  these  matters  up,  one  by  one,  be¬ 
cause  every  one  of  them  is  a  unit  in  itself  and  must  constitute  an  amendment  to 
the  bylaws.  If  there  is  any  doubt  in  the  mind  of  anyone,  then  it  is  up  to  the  Com¬ 
mittee  and  up  to  the  Board  of  Directors  to  move  that  it  be  laid  over  for  one  year. 

Mr.  L.  JV.  Ewing  (New  Hampshire)  :  Essentially  the  same  thing  happened  last 
year.  On  one  day  we  adopted  Paragraph  6  of  the  charter  and  the  next  day  the 


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Assembly  discovered  that  Section  7  was  what  they  wanted,  therefore  it  went  back 
to  Section  7.  These  things  as  I  see  them  are  links  in  a  chain  and  any  one  of  these 
will  influence  the  action  of  every  other  one  in  the  whole  group.  I  think  this  should 
be  taken  up  and  studied  thoroly  before  any  action  is  taken.  My  Committee  met  at 
noon  all  disturbed  and  upset  over  the  provisions  of  this  report  and  they  do  not 
know  what  to  do  about  it;  yet  I  feel  we  should  carry  out  the  suggestion  of  this 
motion. 

Mr.  F.  L.  Schlagle  (Kansas)  :  I  proposed  this  question  to  the  Kansas  delegation 
at  the  noon  meeting.  They  did  not  know  what  it  was  all  about  and  thought  it  was 
untimely  to  make  any  suggestions.  They  asked  the  questions:  “Why  so  much  change?” 
and  “Who  is  asking  for  it?”  We  have  had  the  same  problem  in  our  own  state  where 
they  have  tried  to  make  our  Drafting  Committee  act  as  a  guillotine  squad  rather 
than  to  revise  the  bylaws. 

(. President  Samuelson  re-stated  the  motion  which  was  then  put  to  a  vote  and 
carried.) 

Mr.  R.  T.  Shaw  (Pennsylvania)  :  I  am  not  a  member  of  the  Board  and  I  am  not 
sure  whether  it  is  proper  for  me  to  raise  a  question,  but  I  would  like  to  know  the 
status  of  the  Report  of  the  Committee  on  Amending  the  Charter. 

Mr.  Bottolfsen  (Parliamentarian)  :  The  bylaws  make  it  necessary  for  this  Board 
to  consider  what  is  to  be  done  with  the  report. 

Mr.  P.  H.  Griffith  (Louisiana)  :  As  I  understand  it,  we  must  recommend  the  ac¬ 
ceptance  of  the  report  to  the  Representative  Assembly.  I  move  that  it  be  received 
by  this  body  and  submitted  to  the  Representative  Assembly  with  this  amendment. 

President  Samuelson:  Is  that  motion  stated  correctly? 

Parliamentarian:  I  think  the  position  the  gentleman  is  trying  to  offer  is  that  we 
take  some  action  on  the  report  of  the  Committee  represented  by  Mr.  Shaw.  The  action 
taken  last  evening,  I  have  been  told,  has  nothing  whatsoever  to  do  with  the 
recommendation  of  Mr.  Shaw’s  Committee,  as  that  is  direct.  This  has  no  connection 
with  the  motion  at  all.  The  motion  that  should  be  before  this  Board  of  Directors 
is  that  we  submit  Mr.  Shaw’s  report  to  the  Representative  Assembly  with  whatever 
recommendations  you  care  to  make. 

Mr.  Saunders :  As  I  understood  our  action  we  received  the  report  of  Mr.  Shaw 
and  the  resolution  offered  by  Mr.  Smith.  We  transmit  that  report  to  the  Repre¬ 
sentative  Assembly  with  the  recommendation  in  lieu  of  the  report  that  this  resolu¬ 
tion  be  adopted. 

Parlimentarian:  No  such  motion  was  put,  I  am  sure. 

Mr.  Willis  A.  Sutton  (Georgia)  :  That  is  what  I  thought  we  did.  I  know  every¬ 
one  else  thought  we  did  that  and  if  it  was  not  done  I  know  that  we — 

President  Samuelson  (Interrupting)  :  Let  us  find  out  where  we  are.  Is  there  not  a 
motion  before  the  House? 

Mr.  Griffith:  It  was  not  seconded.  It  was  my  opinion  that  no  disposition  was  made 
of  the  report  last  night.  My  only  object  in  making  this  motion  was  to  take  care 
of  the  report.  I  understood  last  night  that  the  resolution  was  an  amendment  to  the 
report  or  a  substitute  for  it. 

Parliamentarian:  I  do  not  think  it  is  either. 

Mr.  Griffith:  My  understanding  is  that  Mr.  Smith’s  recommendation  which  was 
passed  last  night  has  no  connection  whatsoever  with  Mr.  Shaw’s  report;  however, 
according  to  the  bylaws  we  must  take  some  action  on  that  report  as  a  whole.  The 
amendment  passed  last  night  will  refer  to  Sections  6  and  7;  but  what  recommenda¬ 
tion  will  this  group  make  to  the  Representative  Assembly  in  regard  to  the  report  as 
a  whole? 

Parliamentarian:  This  matter  is  not  before  the  Assembly  until  someone  makes  a 
motion. 

Mr.  Griffith:  I  withdraw  my  motion. 

Mr.  Shaw:  Is  it  within  the  province  of  the  chairman  of  the  Committee  to  make  a 
motion,  altho  I  am  not  a  member  of  the  Board? 

Parliamentarian:  I  would  say  Mr.  Shaw  has  no  authority  to  make  a  motion. 

Mr.  Lamhiri:  I  will  make  the  motion  if  Mr.  Shaw  will  state  it. 


Associational  Records  and  Information 


757 


Mr.  Shaw:  Thank  you,  Mr.  Lamkin .  I  merely  wanted  to  make  the  formal  motion  to 
transmit  this  report  to  the  Representative  Assembly  with  a  favorable  recommenda¬ 
tion  on  whatever  items  may  be  approved  here.  These  are  items  not  already  approved 
by  the  Representative  Assembly  at  Denver  on  which  I  would  like  to  have  definite 
action  of  some  kind. 

Mr.  Lamkin:  I  move  that  the  Board  of  Directors  recommend  that  the  Delegate 
Assembly  receive  the  report  of  the  Committee  on  Amending  the  Charter,  amended 
in  accordance  with  the  resolution  of  the  Executive  Committee  last  night,  and 
adopted  as  amended. 

Mr.  A.  Y.  Dunn  (Kentucky)  :  I  second  that  motion. 

President  Samuelson:  The  question  is  on  the  adoption  of  the  motion  presented  by 
Mr.  Lamkin  that  the  report  of  the  Committee  on  Amending  the  Charter  be  accepted 
and  transmitted  to  the  Representative  Assembly  with  the  recommendation  that  it  be 
amended  as  provided  by  the  resolution  of  the  Executive  Committee.  The  motion  is 
open  for  discussion. 

Mr.  Mooney:  The  Committee  recommended  that  we  vote  by  ballot  on  twenty-six 
propositions.  Will  this  motion  eliminate  that  necessity? 

Parliamentarian:  It  will  not. 

Mr.  Shaw:  There  is  one  issue  which  ought  to  be  cleared  up.  Twelve  of  the  twenty- 
six  issues  were  approved  at  Denver.  They  do  not  come  up  for  voting  except  as  Air. 
Smith  brings  up  a  revision  of  some  of  them.  I  want  to  make  it  clear  that  there  arc 
not  twenty-six  issues  up  for  voting. 

(The  question  was  called  for  and  the  motion  carried.) 

President  Samuelson:  I  would  like  to  ask  the  parliamentarian  to  make  a  statement 
concerning  the  method  of  voting  on  these  propositions  when  they  come  up  before  the 
Representative  Assembly. 

Mr.  Bottolfsen:  Last  evening  I  conferred  with  Mr.  Oberholtzer  regarding  his  pro¬ 
visions  for  voting  by  ballot.  It  is  a  physical  impossibility  to  use  a  secret  ballot  at  the 
Representative  Assembly.  On  this  point  Robert’s  Rules  of  Order  Revised  states: 

Voting  by  ballot — The  main  object  of  this  form  of  voting  is  secrecy,  and  it  is 
resorted  to  when  the  question  is  of  such  a  nature  that  some  members  may  hesitate 
to  vote  publicly  their  true  sentiments.  Its  especial  use  is  in  the  acceptance  of 
members,  election  and  trials  of  members  or  officials  as  well  as  in  the  preliminary 
steps  in  both  cases,  and  the  bylaws  should  require  the  vote  to  be  by  ballot  in  such 
cases.  Where  the  bylaws  do  not  require  the  vote  to  be  by  ballot,  it  can  be  so 
ordered  by  a  majority  or  by  a  general  consent.  Such  motions  are  undebatable. 
Voting  by  ballot  is  rarely  if  ever  used  in  a  large  body  but  in  ordinary  societies, 
especially  secret  ones,  it  is  particularly  used  in  connection  with  elections  and 
trials  and  sometimes  for  the  selection  of  the  next  place  for  the  meeting  of  a  con¬ 
vention.  As  the  usual  object  of  the  ballot  is  secrecy,  where  the  bylaws  require  the 
vote  to  be  taken  by  ballot,  any  motion  is  out  of  order  which  members  cannot 
oppose  without  exposing  their  views  on  the  question  to  be  decided  by  ballot. 

Therefore,  I  have  ruled  it  would  be  impossible  to  use  a  secret  ballot  at  the  Repre¬ 
sentative  Assembly  for  the  reason  that  it  would  shut  off  debate,  and  it  is  impossible 
to  shut  off  debate  on  the  passage  -of  these  various  resolutions  except  thru  parlia¬ 
mentary  procedure;  therefore,  I  suggested  to  Air.  Oberholtzer  in  cases  where  he 
felt  it  was  necessary  for  a  secret  ballot,  that  the  state  delegation  should  vote  in  their 
own  delegation  by  secret  ballot  and  that  a  roll  should  be  called  of  the  states  at  which 
the  chairman  of  the  delegation  would  announce  the  result. 

Mr.  Fred  D.  Cram  (Iowa)  :  We  are  operating  now  under  the  meeting  called  at 
8  o’clock  last  night.  I  move  an  adjournment  of  that  meeting,  and  that  we  proceed 
with  the  agenda  for  this  afternoon. 

Miss  Cornelia  S.  Adair  (Virginia)  :  I  am  still  very  much  in  doubt  as  to  just  where 
we  stand.  Last  year,  you  remember,  there  was  a  difference  of  opinion  in  regard  to 
l he  action  of  the  delegate  body,  and  the  Committee  on  Amending  the  (’hatter  refused 
to  accept  the  ruling  of  the  Executive  Committee.  I  wonder  if  there  is  any  way  in 
which  we  could  make  it  quite  plain,  parliamentarily  speaking,  that  the  Executive 


758 


National  Education  Association 


Committee  is  a  committee  that  will  rule  on  what  we  have  done.  I  am  perfectly  clear 
in  my  own  mind  on  the  subject.  The  Executive  Committee  represents  both  the  dele¬ 
gate  body  and  the  Board  of  Directors  in  the  interim  between  meetings  but  there 
was  a  difference  of  opinion  last  year,  and  I  do  not  want  us  to  hnd  ourselves  in  the 
same  position  next  year.  I  would  like  the  parliamentarian  to  express  an  opinion  as 
to  whether  the  Executive  Committee  is  the  last  court  of  resort. 

Mr.  Bottolfsen:  I  do  not  interpret  it  in  that  way.  I  say  that  the  Executive  Com¬ 
mittee  according  to  this  report  shall  have  authority  to  represent  and  act  for  the 
Board  of  Directors  in  the  interval  between  meetings,  but  the  Board  of  Directors  is 
in  session  here,  and  as  I  interpret  this  they  are — 

Miss  Adair  (Interrupting)  :  I  am  speaking  of  the  interim. 

Parliamentarian:  Yes,  the  Executive  Committee  has  that  authority. 

President  Samuelson:  Before  we  proceed  to  the  next  item  of  business,  I  would  like 
to  say  that  we  want  to  have  a  business  meeting  during  this  convention  which  is  con¬ 
ducted  with  efficiency  and  dispatch  and  which  makes  it  possible  to  discuss  our 
controversial  questions  and  to  settle  them  in  a  way  that  is  constructive  and  not  to 
the  disgrace  of  the  teaching  profession.  I  make  a  personal  plea  to  ail  of  you  to  help 
make  that  possible  to  morrow.  Apropos  to  that  piea,  I  am  going  to  make  another 
personal  request.  I  know  any  of  you  would  do  anything  you  could  to  help  go  forward 
in  the  right  kind  of  way,  and  I  will  be  so  bold  as  to  ask  if  Mr.  Shaw,  Mr.  Oberholtzer, 
Mr.  Smith,  and  Mr.  Saunders,  together  with  the  parliamentarian,  will  retire  from 
the  room  and  plan  how  that  may  be  done. 

Mr.  Cram :  I  move  the  meeting  beginning  at  8  o’clock  last  evening  be  closed  and 
we  proceed  immediately  with  the  agenda  of  the  2  o’clock  meeting  of  this  afternoon. 

(This  motion  was  seconded  and  carried.) 

(II.  A.  Allan,  business  manager  of  the  Association,  explained  the  use  of  the 
expense  blanks.) 

President  Samuelson:  The  first  item  on  the  agenda  for  this  afternoon  is  the  report 
of  the  Committee  To  Cooperate  with  the  National  Association  of  Teachers  in  Colored 
Schools.  (Mr.  N.  C.  Nevubold,  chairman,  was  not  present.) 

(The  report  is  printed  on  page  856  of  this  volume.) 

President  Samuelson:  Next  the  report  of  the  National  Commission  on  the  Enrich¬ 
ment  of  Adult  Life.  James  A.  Moyer  of  Massachusetts,  chairman.  Mr.  Moyer  is  not 
able  to  be  here  but  the  report  will  be  read  by  Miss  Annie  C.  IV oodvoard. 

(The  report  is  printed  on  page  876  of  this  volume.) 

Next  will  be  the  report  of  the  Educational  Policies  Commission.  A .  J.  Stoddard 
of  Rhode  Island,  chairman.  (Mr.  Stoddard  was  not  present.) 

Next  will  be  a  discussion  of  policy  in  accepting  foundation  funds.  Mr.  Givens. 

Secretary  Givens:  At  the  informal  meeting  of  the  Board  of  Directors  in  St.  Louis 
that  question  was  raised  by  Mr.  Mooney  who  asked  that  it  be  brought  to  the  regular 
meeting  of  the  Board  for  discussion.  I  wish  to  state  briefly  just  one  or  two  facts 
before  referring  it  for  discussion.  The  work  of  the  Educational  Policies  Commission 
created  in  January  is  being  carried  forward  by  funds  from  the  General  Education 
Board.  The  question  was  whether  or  not  the  N.  E.  A.  which  is  an  organization  of 
voluntary  individual  members  should  receive  funds  from  a  foundation  to  carry  on 
this  or  any  other  type  of  work. 

Mr.  Mooney:  I  have  looked  into  the  matter  somewhat  and  have  talked  with 
members  of  the  Commission  concerning  it.  I  have  no  question  with  reference  to  the 
integrity  of  the  work  of  the  Commission  by  reason  of  its  receiving  this  fund,  and 
I  would  like  to  make  a  motion  that  the  Board  of  Directors  approve  the  method  of 
financing  the  Educational  Policies  Commission. 

Mr.  R.  B.  Gurley  (New  Jersey)  :  I  second  the  motion. 

Secretary  Givens:  I  would  like  to  add  this  one  word:  that  the  correspondence 
connected  with  the  General  Education  Board  which  is  open  to  anyone  who  cares  to 
read  it  will  show  that  there  is  no  obligation  of  any  kind  for  this  money;  no  strings 
tied  to  it.  Our  Executive  Committee  would  not  have  accepted  it  if  there  had  been. 
It  was  given  over  for  us  to  use  for  the  determining,  the  carrying  forward  and 


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759 


establishment  if  possible  of  a  broader  conception  of  what  the  educational  policies 
should  be  in  this  countxy. 

(Vote  was  taken  and  motion  carried.) 

President  Samuelson :  I  will  now  call  for  the  report  of  the  Committee  on  Equal 
Opportunity.  Miss  Gertrude  Mallory  of  California,  chairman. 

(Report  is  printed  on  page  85S  of  this  volume.) 

Next  the  report  of  the  Committee  on  Bylaws  and  Rules.  Miss  Cornelia  S.  Adair 
of  Virginia,  chairman. 

( Miss  Adair  made  a  motion  that  the  report  be  accepted.  Seconded  and  carried. 
The  report  appears  in  the  minutes  of  the  First  Business  Session  of  the  Representa¬ 
tive  Assembly,  June  30,  1936.) 

( President  Samuelson  left  to  attend  another  meeting.  Mr.  Fred  D.  Cram  took  the 
Chair.) 

Mr.  Cram  (Chairman  pro  tempore)  :  The  next  report  is  that  of  the  Committee  on 
the  Status  of  the  Rural  Teacher.  Mr.  William  McKinley  Robinson  of  Michigan, 
chairman.  (Mr.  Robinson  was  not  present.) 

(Report  is  printed  on  page  912  of  this  volume.) 

Chairman  Cram :  Next  the  report  of  the  Committee  on  the  Horace  Mann  Cen¬ 
tennial  by  Mr.  Paysort  Smith  of  Massachusetts.  (Mr.  Smith  was  not  present.) 

(Report  is  printed  on  page  865  of  this  volume.) 

Chairman  Cram:  Next,  the  report  of  the  Joint  Committee  on  Health  Problems  in 
Education.  Dr.  Thomas  D.  Wood  of  New  York,  chairman. 

(Dr.  Wood  made  a  motion  that  the  report  be  accepted.  Motion  seconded  and 
carried.) 

(Report  is  printed  on  page  860  of  this  volume.) 

Miss  Adair:  I  move  that  the  Board  express  to  the  American  Medical  Association 
our  appreciation  of  their  valuable  cooperation  for  a  term  of  twenty-five  years. 

(Motion  seconded  and  carried.) 

Chairman  Cram:  We  are  now  ready  for  the  report  of  the  Joint  Committee  of  the 
N.  E.  A.  and  A.  L.  A.  Miss  Edith  L.  Lathrop  of  Washington,  D.  C.,  chairman. 

(A  motion  that  the  report  be  adopted  was  seconded  and  carried.) 

(Report  is  printed  on  page  869  of  this  volume.) 

Chairman  Cram:  We  will  now  have  the  report  of  the  Committee  on  Higher  Edu¬ 
cation.  Mr.  A.  G.  Crane  of  Wyoming,  chairman. 

(A  motion  that  the  report  be  accepted  was  seconded  and  carried.) 

(Report  is  printed  on  page  863  of  this  volume.) 

Mr.  R.  E.  Offenhauer  (Ohio)  :  It  would  seem  to  me  we  ought  not  to  take  this 
chance  as  a  passing  matter.  The  N.  E.  A.  is  missing  one  of  its  greatest  opportunities 
in  the  fact  that  we  are  not  capitalizing  on  the  great  help  we  might  get  from  the 
Committee  on  Higher  Education,  and  I  think  we  ought  to  do  everything  we  can  to 
forward  it. 

(The  special  committee  on  Procedure  for  the  Business  Session  on  Tuesday  re¬ 
turned  and  Mr.  Bottolfsen  was  asked  to  report.) 

Mr.  C.  A.  Bottolfsen  (Parliamentarian)  :  As  a  means  of  expediting  business  tomor¬ 
row,  the  Committee  recommends  that  after  the  report  has  been  submitted  a  member  of 
the  Board  of  Directors  will  move  its  adoption,  and  immediately  thereafter  a  sub¬ 
stitute  motion  will  be  made  covering  the  points  suggested.  If  the  substitute  motion 
prevails,  of  course,  the  reorganization  matters  will  be  before  the  Representative 
Assembly  then  for  action.  On  the  other  hand,  if  the  substitute  motion  is  refused, 
the  recommendations  of  this  Committee  will  prevail.  The  same  is  true  regarding 
the  report  of  the  Committee  on  Amending  the  Charter.  Regarding  the  charter  amend¬ 
ments,  it  has  been  agreed  upon  that  a  member  representing  the  Board  of  Directors 
should  move  the  adoption  of  that  report.  If  that  motion  receives  a  second,  Mr.  Shaw 
will  immediately  offer  a  substitute  motion  that  these  various  matters  contained  in 
his  report  be  considered.  If  the  substitute  motion  prevails,  then  each  section  of  his 
report  will  be  considered  separately.  If  the  substitute  motion  is  refused,  the  Assembly 
will  be  asked  to  vote  on  the  original  motion.  If  that  is  adopted,  of  course,  Sections 
6  and  7  will  be  changed.  If  that  motion  is  refused,  the  Committee,  unless  it  is  dis- 


760 


National  Education  Association 


charged  by  the  Representative  Assembly,  will  go  before  Congress  and  ask  that  the 
recommendations  made  at  Denver  be  considered. 

(A  motion  to  accept  the  report  was  seconded  and  carried.) 

Mr.  Mooney:  I  should  like  to  ask  the  parliamentarian  this  question.  In  case  the 
original  motion  prevails,  does  that  discharge  either  or  both  of  these  Committees? 

Parliamentarian:  It  does  not.  Unless  the  Committees  are  discharged  by  special 
motion  of  the  Representative  Assembly,  they  will  continue  to  function  until  the  work 
is  completed. 

Mr.  Mooney:  In  that  event,  I  should  like  to  offer  the  suggestion  that  both  Com¬ 
mittees  be  inactive  for  a  year  and  give  11s  a  chance  to  catch  up  with  them,  that  is, 
that  they  do  not  start  in  with  another  set  of  recommendations  but  merely  consider 
these  already  proposed. 

Parliamentarian:  I  would  like  to  offer  a  suggestion:  that  is,  that  that  recommen¬ 
dation  will  be  out  of  order.  If  you  wish  to  discharge  the  Committee  there  is  only 
one  way  to  do  it,  and  that  is  to  discharge  it. 

Miss  Adair:  I  have  just  learned  that  Miss  Jessie  Gray,  member  of  this  Board,  was 
detained  at  home  because  of  the  death  of  her  mother.  I  move  that  the  secretary 
write  a  letter  to  her  conveying  our  sympathy  at  her  loss. 

(Motion  seconded  and  carried.) 

Chairman  Cram:  We  now  pass  to  the  report  of  the  Committee  on  Academic  Free¬ 
dom.  Mr.  Henry  Lester  Smith  of  Indiana,  chairman. 

(Mr.  Smith  made  a  motion  that  the  report  be  accepted.  Motion  seconded  and 
passed.) 

(Report  is  printed  on  page  814  of  this  volume.) 

( Secretary  Givens  distributed  the  tabulated  information  concerning  cities  inviting 
the  1937  convention,  for  study  previous  to  action  on  Friday.) 

(The  agenda  for  the  day  having  been  completed,  a  motion  was  made,  seconded, 
and  carried  that  the  meeting  adjourn.) 

Chairman  Cram:  We  will  stand  adjourned  to  meet  again  at  2  o’clock  tomorrow 
afternoon. 

Willard  E.  Givens,  Executive  Secretary 
Agnes  Samuelson,  President 

Tuesday  Afternoon,  June  30,  1936 

The  third  meeting  of  the  Board  of  Directors  convened  at  2  p.  m.,  President  Agnes 
Samuelson  presiding. 

President  Samuelson:  Before  taking  up  the  regular  agenda,  I  want  to  make  a 
report  on  something  I  think  will  be  interesting  to  you.  At  the  meeting  of  the  American 
Physical  Education  Association  in  St.  Louis  this  spring  they  asked  if  they  might 
petition  the  N.  E.  A.  to  come  in  as  a  department.  That  petition  has  been  received 
and  voted  upon  favorably  by  the  Executive  Committee.  All  I  wish  to  do  at  this  time 
is  to  report  that  the  7500  persons  belonging  to  that  organization  have  decided  they 
would  like  to  be  a  department  of  the  N.  E.  A.  and  function  that  way  in  the  future. 

The  Musical  Educators  Conference  is  another  group  that  has  made  inquiry  con¬ 
cerning  the  same  step. 

We  believe  that  this  is  a  movement  in  the  right  direction.  If  we  are  to  work  for 
federal  aid  or  any  great  program  to  benefit  schools,  we  should  have  community 
organization  as  the  spokesman  for  general  education. 

We  turn  now  to  the  agenda.  First  we  will  have  the  report  of  the  Committee  on 
International  Relations.  Miss  Annie  C.  Woodward  of  Massachusetts,  chairman. 

(A  motion  that  the  report  be  received  as  a  report  of  progress  was  seconded  and 
carried.) 

(Report  is  printed  on  page  868  of  this  volume.) 

President  Samuelson:  There  will  be  an  announcement  made  about  the  Tokyo  Con¬ 
ference  of  the  World  Federation  at  the  meeting  Saturday  night.  Mr.  Paul  Monroe 
of  New  York  was  elected  president  of  the  World  Federation  of  Education  Associa¬ 
tions  at  the  Oxford  Conference,  so  the  leading  officers  are  in  America  this  year  and 
headquarters  are  continued  in  Washington.  Miss  Woodward,  have  you  anything 


.  Associational  Records  and  Information 


761 


to  say  about  our  desire  to  have  an  International  Room  at  N.  E.  A.  headquarters  for 
exhibition  purposes? 

Miss  Woodward:  I  should  be  very  happy  to  do  so.  When  our  president  went  into 
office,  she  spoke  to  me  of  the  possibility  of  designating  one  of  the  larger  rooms  at 
N.  E.  A.  headquarters  as  the  International  Room.  Various  countries  may  help  to 
furnish  it  and  when  representatives  visit  our  national  capital  from  other  countries, 
it  would  be  a  delightful  room  in  which  to  entertain  them.  I  do  hope  this  may 
materialize. 

Mr.  Fred  D.  Cram  (Iowa)  :  Is  there  not  some  wealthy  person  or  one  of  the  founda¬ 
tions  which  would  be  glad  to  make  a  donation  for  this  room  as  an  educational 
feature? 

President  Samuelson:  That  is  a  fine  idea.  I  do  think  it  is  something  for  the  Com¬ 
mittee  to  think  about. 

We  will  now  hear  the  report  of  the  Committee  on  Social-Economic  Goals.  Mr.  Fred 
J.  Kelly ,  Washington,  D.  C.,  chairman,  is  not  present. 

(The  report  which  was  given  by  Secretary  Givens  in  the  absence  of  Mr.  Kelly  is 
printed  on  page  911  of  this  volume.) 

President  Samuelson:  I  would  like  to  ask  Dean  Smith  if  he  will  take  the  Chair 
while  I  go  to  another  meeting  which  it  is  important  for  me  to  attend. 

Mr.  Smith  (Chairman  pro  tempore)  :  Mrs.  B.  F.  Langworthy  of  Chicago,  chair¬ 
man  of  the  Joint  Committee  on  N.  E.  A.  and  N.  C.  P.  T.  will  give  her  report. 

{Mrs.  Langworthy  made  a  motion  that  the  report  be  received  as  one  of  progress. 
Motion  seconded  and  carried.) 

(Report  is  printed  on  page  872  of  this  volume.) 

Chairman  Smith:  We  will  now  have  the  report  of  the  Budget  Committee.  Miss 
Helen  T.  Collins  of  Connecticut,  chairman. 

{Mr.  James  T.  fVorlton  of  Utah  asked  for  more  details  under  the  headings  of 
insurance.  In  explaining  the  item  of  Retirement  Annuity  Insurance  Mr.  Allan,  busi¬ 
ness  manager,  explained  that  5  percent  of  the  employee’s  salary  goes  toward  pay¬ 
ing  premiums  and  the  Association  matches  this  amount.  It  was  pointed  out  that  the 
N.  E.  A.  appropriation  is  almost  a  50  percent  investment — that  if  the  plan  had  been 
dropped  on  June  1,  $76,000  would  have  been  turned  back  to  employees  and  the 
N.  E.  A.  would  have  received  $42,000,  the  cash  value  of  the  policies.) 

{Miss  Collins  made  a  motion  that  the  report  be  adopted  and  transmitted  to  the 
Representative  Assembly  with  recommendation  of  adoption  there.  Motion  seconded 
and  carried.) 

(This  report  is  printed  on  page  806  of  this  volume.) 

Chairman  Smith:  We  will  now  pass  to  the  report  of  the  Legislative  Commission. 
Mr.  Sidney  B.  Hall  of  Virginia,  chairman,  is  not  able  to  be  here  and  Secretary 
Givens  will  make  that  report. 

(Motion  made,  seconded,  and  carried  that  the  report  be  received  as  one  of 
progress.) 

(Report  is  printed  on  page  873  of  this  volume.) 

Chairman  Smith:  Is  Miss  M.  Emma  Brookes,  chairman  of  the  Committee  on  Retire¬ 
ment  Allowances,  ready  for  her  report? 

Secretary  Givens:  She  is  not  here. 

Chairman  Smith:  We  will  pass  to  the  report  of  the  Committee  on  Tenure.  Mr. 
Donald  DuShane  of  Indiana,  chairman. 

(Report  is  printed  on  page  914  of  this  volume.) 

Chairman  Smith:  Is  Miss  Amy  Hinrichs,  chairman  of  the  Committee  on  Resolu¬ 
tions,  here  yet? 

(Since  Miss  Hinrichs  was  not  present,  and  the  roll  call  had  not  been  taken,  the 
executive  secretary  was  requested  to  take  the  roll  call.  All  states  were  represented 
except  Florida,  Hawaii,  Kentucky,  Rhode  Island,  and  Tennessee.) 

The  following  Life  Directors  were  present:  Henry  Lester  Smith,  Robert  C. 
Moore,  Joseph  Rosier ,  Cornelia  S,  Adair,  E.  Ruth  Pyrtle,  U el  W.  Latnkin,  Samuel 
Parry,  and  R.  E.  Offenhauer.) 

Mr.  Cram:  I  move  that  we  transmit  the  committee  reports  which  this  Board  has 
been  unable  to  hear,  including  the  report  of  the  Resolutions  Committee,  with  the  rec- 


762 


National  Education  Association 


ommendation  that  these  reports  be  considered  and  accepted  by  the  Representative 

Assembly. 

Mr.  Mooney :  I  second  that  motion. 

(In  the  discussion  which  followed  it  was  pointed  out  that  the  bylaws  do  not 
require  the  chairman  of  the  Committee  on  Resolutions  to  report  to  the  Board  of 
Directors.  This  report  must  be  presented  in  full  before  the  Representative 
Assembly.) 

Chairman  Smith:  We  have  a  motion  now  before  us,  which  in  the  light  of  the 
discussion,  perhaps  the  maker  and  seconder  will  wish  to  withdraw. 

Mr.  Cram:  I  made  that  motion  and  I  will  gladly  withdraw  it. 

{Mr.  Mooney ,  who  seconded  the  motion,  was  not  present,  but  a  member  took  the 
responsibility  of  withdrawing  his  second.) 

Chairman  Smith:  Are  you  ready  for  the  question  of  transmitting  these  other 
reports  ? 

(A  vote  was  taken  and  the  motion  carried,  it  having  been  moved  and  seconded  that 
all  other  reports  be  transmitted  to  the  Representative  Assembly  with  recommenda¬ 
tion  that  they  be  considered  and  accepted.) 

Chairman  Smith:  I  will  now  call  on  the  secretary  for  an  announcement. 

Secretary  Givens:  The  next  meeting  of  the  Board  of  Directors  will  be  at  7:30 
a.  m.,  Friday.  This  will  be  a  breakfast  meeting  at  the  Multnomah  Junior  Ballroom — 
a  pay-as-you-go  breakfast. 

(A  motion  to  adjourn  was  made,  seconded,  and  carried.) 

Friday  Morning,  July  3,  1936 

The  newly  elected  Board  of  Directors  of  the  National  Education  Association  met 
at  breakfast  in  the  Marine  Room  of  the  Multnomah  Hotel  at  7:30  a.  m.  The  meeting 
was  called  to  order  by  the  executive  secretary,  Willard  E.  Givens.  The  retiring  presi¬ 
dent,  Agnes  Samuelson,  presented  the  new  president,  Orville  C.  Pratt.  A  roll  call 
showed  the  following  in  attendance: 

State  Directors:  Alabama — J.  D.  Williams,  Alaska — Everett  R.  Erickson ,  Ari¬ 
zona — T.  G.  Grieder,  Arkansas — Howard  A.  Dawson  for  W.  E.  Phipps,  California — 
Frank  A.  Henderson,  Colorado — W.  B.  Mooney,  Connecticut — Helen  T.  Collins, 
Delaware — W.  T.  Longshore  for  H.  V.  Holloway,  Georgia — M.  D.  Collins,  Hawaii — 
J.  W.  Garrett,  Idaho — W.  D.  Vincent,  Illinois — John  W.  Thalman,  Indiana — Charles 
O.  Williams,  Iowa — Fred  D.  Cram,  Kansas — F.  L.  Schlagle,  Louisiana — J.  N.  Poche, 
Maine — William  B.  Jack,  Maryland — Eugene  W.  Pruitt,  Massachusetts — Annie  C. 
Woodward,  Michigan — Grover  Stout,  Minnesota — Harry  W ahlstrand  for  Daisy 
Brown,  Mississippi — H.  V.  Cooper,  Missouri — E.  M.  Carter  for  Thomas  J.  Walker, 
Montana — Martin  P.  Moe,  Nebraska — J.  J.  Guenther,  New  Hampshire — Lyle  Wil¬ 
son  Ewing,  New  Jersey — Raymond  B.  Gurley,  New  Mexico — D.  N.  Pope,  New  York — 
Frederick  Honk  Law,  North  Dakota — L.  A.  White,  Ohio — B.  F.  Stanton,  Oklahoma — 
M.  E.  Hurst,  Oregon — Austin  Landreth,  Pennsylvania — H.  E.  Gayman,  Rhode  Is¬ 
land — James  F.  Rockett,  South  Carolina — Marion  Walden  for  A.  C.  Flora,  South 
Dakota — Bernard  Linn  for  N.  E.  Steele,  Tennessee — S.  L.  Ragsdale,  Texas — Rush  M. 
Caldwell,  Utah — N.  Howard  Jensen,  Vermont — Joseph  A.  Wig  gin,  Virginia — Mrs. 
Edith  B.  Joynes,  Washington — Samuel  E.  Fleming  for  Ernest  W.  Campbell,  West  Vir¬ 
ginia — W.  W.  Trent,  Wisconsin — Amanda  II .  Schuette,  Wyoming — A.  L.  Bur  goon 
for  Henry  H.  Moyer. 

Life  Directors  and  Directors  Ex  Officio:  Maine — Florence  Hale,  Colorado — Mrs. 
Mary  C.  C.  Bradford,  Indiana — Henry  Lester  Smith,  Nebraska — E.  Ruth  Pyrtle,  West 
Virginia — Joseph  Rosier,  Iowa — Agnes  Samuelson,  Missouri — JJ cl  W.  Lamkin, 
Georgia — Willis  A.  Sutton,  Washington — Mrs.  Josephine  Corliss  Preston,  Illinois — 
Robert  C.  Moore,  Virginia — Cornelia  S.  Adair,  Ohio — R.  E.  Off enhauer ,  Virginia — 
Joseph  H.  Saunders. 

In  accordance  with  action  of  the  Executive  Committee,  certain  cities  had  presented 
invitations  for  the  1937  convention  previous  to  May  1.  Representatives  from  these 
various  cities  were  present  at  this  meeting  and  extended  the  invitations  in  person. 
These  included:  Raymond  B.  Gurley,  state  director  for  New  Jersey,  who  presented 
the  invitation  for  Atlantic  City  either  for  1937  or  1938;  William  H.  Johnson,  super- 


Associational  Records  and  Information 


763 


intendent  of  schools,  Chicago,  Illinois,  for  Chicago;  B.  F.  Stanton,  superintendent 
of  schools,  Alliance,  Ohio,  for  Cleveland;  Frank  Cody,  superintendent  of  schools, 
Detroit,  Michigan,  for  Detroit;  Edgar  G.  Doudna,  secretary,  Board  of  Normal  School 
Regents,  Madison,  Wisconsin,  for  Milwaukee;  Ben  G.  Graham,  superintendent  of 
schools,  Pittsburgh,  Pennsylvania,  for  Pittsburgh;  F.  B.  Aloe,  dean  of  Junior  Col¬ 
lege,  Virginia,  Minnesota,  for  St.  Paul.  The  invitation  from  Toronto  was  presented 
by  Executive  Secretary  Willard  E.  Givens.  Charles  0.  Williams,  secretary  of  the 
Indiana  State  Teachers  Association,  introduced  Robert  Wyatt,  president  of  the 
Indianapolis  Teachers  Federation,  who  extended  a  very  urgent  invitation  to  the 
Association  to  meet  in  Indianapolis  in  1938.  President  Pratt  appointed  the  following 
Committee  on  Elections:  M.  P.  Aloe,  Montana,  chairman;  J.  N.  Poche,  Louisiana; 
Helen  T.  Collins,  Connecticut;  T.  G.  Grieder,  Arizona;  AI.  E.  Hurst,  Oklahoma. 
Of  the  fifty-seven  votes  cast  for  the  convention  city,  Detroit  received  the  largest 
number — thirty-seven.  A  motion  was  made  by  John  W.  Thalman  of  Illinois  that  the 
election  for  Detroit  be  made  unanimous.  The  motion  was  seconded  and  unanimously 
carried. 

The  next  order  of  business  was  the  election  of  a  trustee,  the  term  of  Joseph  H. 
Saunders  having  expired.  Fred  D.  Cram  of  Iowa  placed  in  nomination  the  name  of 
Joseph  H.  Saunders.  The  nomination  was  seconded  by  Airs.  Edith  B.  Joyncs  of  Vir¬ 
ginia.  John  W.  Thalman  made  a  motion  that  the  nominations  be  closed.  Motion  was 
seconded  and  carried. 

The  next  order  of  business  was  the  selection  of  a  member  on  the  Executive  Com¬ 
mittee.  A  letter  was  read  by  the  executive  secretary  from  the  officers  of  the  Depart¬ 
ment  of  Classroom  Teachers  requesting  the  election  of  Reuben  T.  Shaw  of  Pennsyl¬ 
vania.  In  the  letter  the  point  was  made  that  a  classroom  teacher  has  never  served 
on  the  Executive  Committee.  This  statement  was  corrected  by  Cornelia  S.  Adair, 
who  stated  that  she  served  as  a  member  of  the  Executive  Committee  during  the  time 
that  she  was  a  classroom  teacher.  J.  A.  Wiggin  of  Vermont  placed  in  nomination  the 
name  of  Caroline  S.  Woodruff  of  Vermont.  The  nomination  was  seconded  by  Ray¬ 
mond  B.  Gurley.  Robert  C.  Aloorc  of  Illinois  placed  in  nomination  the  name  of 
Reuben  T.  Shaw  because  of  the  request  made  by  the  Department  of  Classroom 
Teachers,  and  because  of  his  service  to  the  Association  and  his  recognized  ability. 
A  motion  was  made  by  Alariin  P.  Aloe  that  the  nominations  be  closed.  Motion  sec¬ 
onded  and  carried.  Air.  Aloe,  chairman  of  tellers,  reported  fifty-six  ballots  cast  for 
the  election  of  a  member  to  the  Executive  Committee,  of  which  Miss  Woodruff 
received  forty-five,  and  Air.  Shaw,  eleven.  Robert  C.  Aloore  moved  that  the  election 
of  Miss  Woodruff  be  made  unanimous.  Motion  was  seconded  and  carried.  President 
Pratt  declared  Miss  Woodruff  elected. 

President  Pratt  next  called  for  nominations  for  a  member  of  the  Budget  Commit¬ 
tee,  the  term  of  Helen  T.  Collins  having  expired  as  a  member  of  the  Committee. 
Florence  Hale  nominated  Miss  Collins  to  succeed  herself.  The  nomination  was 
seconded.  John  W.  Thalman  made  a  motion  that  Helen  T.  Collins  be  elected  unani¬ 
mously.  The  motion  was  seconded  and  carried. 

President  Pratt  then  called  for  nominations  for  a  member  of  the  Committee  in 
place  of  Edith  Louise  Grosvenor ,  who,  not  being  a  state  director,  was  no  longer 
eligible.  W.  B.  Alooney  of  Colorado  placed  in  nomination  the  name  of  Martin  P.  Aloe 
of  Montana.  The  nomination  was  seconded.  A  motion  that  the  election  of  Air.  Moe 
be  made  unanimous  was  seconded  and  carried. 

Fred  D.  Cram  of  Iowa  made  a  motion  that  State  Directors  be  given  first  oppor¬ 
tunity  to  make  reservations  at  the  headquarters  hotel  in  the  convention  city.  The 
motion  was  seconded  and  carried.  Grover  Stout,  newly  elected  Director  for  Michigan, 
pledged  that  this  would  be  done  in  the  case  of  Detroit.  John  W.  Garrett  of  Hawaii 
made  the  request  that  leaders  of  state  delegations  be  given  a  copy  of  the  contract 
of  arrangements  made  with  hotels  in  order  that  members  might  be  protected  against 
any  advance  in  rates. 

The  executive  secretary  reviewed  the  arrangements  for  convention  cities  in  ac¬ 
cordance  with  action  taken  by  the  Executive  Committee  last  year.  Invitations  must  be 
received  at  the  headquarters  office  not  later  than  May  i. 


764 


National  Education  Association 


Amendments  recommended  by  the  Executive  Committee  and  unanimously  adopted 

by  the  Board  of  Directors  affecting  all  traveling  expenses  paid  by  the  N.E.A. 

(The  former  schedule  has  been  changed  as  indicated  in  the  following  italicized 
and  amended  material.) 

Travel  Expenses: 

R.  R.  Fare:  Lowest  prevailing  rate. 

Pullman:  Standard  lower  berth  or  Pullman  chair  for  day  travel. 

Meals  and  incidentals  when  on  train :  Actual  expense  not  to  exceed  $4  a  day. 

Local  Expense: 

Hotel:  Actual  expenses  for  room  and  meals,  not  to  exceed  seven  dollars  and  fifty 
cents  a  day.  Receipted  bill  from  hotel  required. 

Cabs:  To  hotel  and  to  R.  R.  Station.  Other  charges  only  when  absolutely  necessary. 

Street  car  fares:  As  necessary. 

Telegrams:  Copies  to  be  filed  with  bill. 

Telephone  tolls:  On  Association  business. 

Stenographers:  Only  when  specifically  authorized  by  Board  of  Directors  or  its 
Executive  Committee. 

Dinners:  Dinners  or  similar  functions  given  by  committees  and  others  only  when 
consent  has  been  obtained  previously  from  the  president  of  the  Association  or  the 
executive  secretary. 

Personal  expenses  such  as  valet,  hair  dressing,  laundry,  etc.,  will  not  be  paid  by 
the  Association. 

Appropriation  for  committees  and  departments  may  not  be  used  by  officers  or 
members  of  committees  or  departments  for  travel  or  for  the  payment  of  services 
of  persons  substituting  for  them  in  their  regular  work  unless  authorized  by  the 
Board  of  Directors  or  its  Executive  Committee. 

A  motion  was  made  by  W.  W.  Trent  of  West  Virginia  that  these  recommenda¬ 
tions  be  adopted.  The  motion  was  seconded  and  carried. 

The  executive  secretary  expressed  his  pleasure  at  the  fine  spirit  and  good  sports¬ 
manship  exhibited  by  the  Board,  and  spoke  in  high  terms  of  his  pleasant  relationship 
with  Presidents  Smith  and  Samuelson. 

Austin  Landreth  of  Oregon  suggested  that  provision  be  made  for  courtesy  cars 
in  connection  with  plans  for  the  Detroit  meeting.  Grover  Stout  pledged  that  this 
would  be  taken  care  of. 

Willis  A.  Sutton  expressed  appreciation  for  the  outstanding  hospitality  exhibited 
not  only  by  the  school  people  of  Portland  and  of  Oregon,  but  of  the  entire  citizenry. 

Henry  Lester  Smith  made  a  motion  that  the  Board  appropriate  funds  necessary 
to  meet  the  expenses  for  the  ensuing  year  as  set  up  in  the  budget.  The  motion  was 
seconded  and  carried. 

Joseph  H.  Saunders  made  a  motion  to  accept  the  resignations  of  Directors  not 
present,  and  to  accept  those  acting  in  their  places.  The  motion  was  seconded  and 
carried. 

LJ el  W.  Lamkin  moved  that  an  expression  of  appreciation  be  given  Henry  Lester 
Smith  for  his  services  on  the  Board  during  a  period  of  eleven  years.  The  motion  was 
seconded  and  unanimously  carried. 

A  motion  made  by  Eugene  W.  Pruitt  of  Maryland  that  the  State  Directors  send  a 
vote  of  thanks  to  the  Portland  grade  teachers  for  the  flowers  which  had  been  dis¬ 
tributed  so  generously  to  their  hotel  rooms  during  the  convention  was  seconded 
and  carried. 

J.  N.  Poche  of  Louisiana  extended  a  most  cordial  invitation  to  all  members  of  the 
Board  to  attend  the  New  Orleans  convention  of  the  Department  of  Superintendence. 

B.  F.  Stanton  of  Ohio  made  a  motion  that  an  expression  of  appreciation  for  excel¬ 
lent  cooperation  be  sent  the  press  of  Portland.  The  motion  was  seconded  and 
carried. 

A  motion  to  adjourn  at  9:40  was  seconded  and  unanimously  carried. 

Willard  E.  Givens,  Executive  Secretary 
Orville  C.  Pratt,  President 


Associational  Records  and  Information 


765 


MINUTES  OF  THE  MEETINGS  OF  THE 
EXECUTIVE  COMMITTEE 

Washington,  D.  C. 

Saturday  Morning,  December  1,  1934* 

(In  Brief) 

The  Executive  Committee  met  at  io  a.  m.  in  the  Board  of  Directors  Room  at 
N.  E.  A.  headquarters  with  all  members  present:  Henry  Lester  Smith,  president; 
Jessie  Gray,  Joseph  H.  Saunders,  R.  E.  Offcnhauer,  and  A\gnes  Samuelson.  J.  IV. 
Crabtree,  secretary,  was  also  present. 

Mr.  Crabtree  presented  a  brief  report  on  the  beginning  years  of  his  work  as  sec¬ 
retary.  The  directors  of  divisions  in  the  headquarters  staff  were  then  invited  to 
join  the  Committee  and  to  speak  on  the  work  of  their  respective  divisions.  The 
following  participated:  Harold  A.  Allan,  Business;  William  G.  Carr,  Research; 
Harriett  M.  Chase,  Secretary’s  Office;  Gvuladys  IV.  Jones,  Secretary,  Deans  of 
Women,  T.  D.  Martin,  Records  and  Membership;  Joy  Elmer  Morgan,  Publications; 
Eva  G.  Pinkston,  Secretary,  Department  of  Elementary  School  Principals;  S.  D. 
Sha7ikland,  Secretary,  Department  of  Superintendence  and  Director  of  Administra¬ 
tive  Service;  Chari  Ormond  Williams,  Field  Service;  Mary  J.  Winfree,  Accounts; 
Agnes  Winn,  Classroom  Service. 

Following  a  report  by  Miss  Chase  on  life  membership,  a  motion  was  made  by 
Miss  Samuelson  that  the  life  memberships  secured  from  January  i,  1935,  to  the 
time  of  the  life  membership  dinner  in  Denver  on  July  1,  be  called  “Crabtree  Life 
Memberships”  in  recognition  of  the  work  of  Mr.  Crabtree  for  life  members.  Sec¬ 
onded  and  unanimously  carried. 

There  was  discussion  and  approval  of  the  high-school  project,  “Vitalized  School 
Journalism.”  A  motion  was  made,  seconded,  and  carried  that  the  various  publica¬ 
tions  issued  by  the  headquarters  office  be  sent  to  the  members  of  the  Executive  Com¬ 
mittee,  the  Board  of  Trustees,  and  the  Board  of  Directors  as  soon  as  they  come 
from  the  press. 

Miss  Gray  made  a  motion  that  a  brief  statement  of  the  reports  made  to  the 
Executive  Committee  by  division  heads  be  sent  to  the  Board  of  Trustees,  Board 
of  Directors,  and  other  officers.  Seconded  by  Mr.  Offenhauer.  Carried. 

Mr.  Allan  then  explained  the  change  in  the  Association  Retirement  Annuity 

Plan.  The  original  agreement  between  the  Equitable  Life  Assurance  Society  and 
the  National  Education  Association  includes  as  one  of  its  provisions  the  payment 
of  income  in  the  event  of  disability  of  the  insured  before  retirement.  All  companies 
have  withdrawn  this  feature  from  retirement  annuity  contracts. 

Mr.  Allan  read  the  following  amendment  to  the  agreement  of  August  31,  1927, 
between  the  Equitable  Life  Assurance  Society  and  the  National  Education  Asso¬ 
ciation: 

The  Equitable  is  prepared  to  issue  Retirement  Annuity  contracts  including  a 
Disability  Income  and  waiver  Benefit  on  any  issuance  date  to  and  including 
December  1,  1936,  to  all  employees  in  the  service  of  the  Headquarters  Staff  of 

the  Association  at  Washington,  D.  C.,  on  October  1,  1934,  who  become  eligible 

for  new  or  additional  policies  under  the  Plan  of  the  Association  on  or  prior  to 
December  1,  1936,  provided  the  employee  is  under  age  56  at  the  issuance  date. 
So  long  as  the  Equitable  continues  to  issue  Retirement  Annuity  contracts  with 
the  Waiver  of  Premium  Disability  Benefit,  it  is  also  prepared  to  issue  such  con¬ 
tracts  including  only  the  Disability  Waiver  benefit  to  all  employees  entering 
such  service  after  October  1,  1934,  who  become  eligible  for  new  or  additional 
contracts  under  the  Plan  of  the  Association  after  October  1,  1934,  and  to  all 
employees  in  such  service  October  1,  1934,  who  become  eligible  for  new  or  ad¬ 
ditional  contracts  after  December  1,  1936,  provided  the  employee  is  under  age 

*  The  report  of  the  meeting  of  the  Executive  Committee  on  December  1,  1934,  was  inadvertently 
omitted  from  the  1935  Proceedings. 


766 


National  Education  Association 


56  at  the  issuance  date.  In  accordance  with  the  original  agreement,  the  con¬ 
tinued  issuance  of  contracts  with  either  the  Disability  Income  or  Disability 
Waiver  Benefit  without  medical  examination  is  conditional  upon  the  continuous 
inclusion  of  at  least  75%  of  the  employees  eligible  and  at  least  50  lives  in  the 
group. — Submitted  for  the  Equitable  Life  Assurance  Society  by  D.  A.  Walker, 
Second  Vicepresident  and  Associate  Actuary. 

After  some  discussion  Mr.  Saunders  made  a  motion  that  the  Executive  Commit¬ 
tee  accept  the  amendment  to  the  agreement  of  August  31,  1927,  and  instruct  the 
secretary  to  sign  the  joint  agreement  for  the  Association.  Seconded  by  Miss 
Samuelson.  Carried. 

Secretary  Crabtree  then  read  the  minutes  of  the  last  meeting  of  the  Executive 
Committee.  After  minor  corrections  were  made  the  minutes  were  adopted. 

The  meeting  recessed  at  1  p.  m.  for  lunch,  reconvening  at  2  p.  m.  in  the  Board 
of  Directors  Room,  N.  E.  A.  headquarters. 

Mr.  Offenhauer  made  a  motion  that  the  secretary  be  authorized  to  arrange  for 
an  audit  of  the  books  similar  to  the  annual  audit  as  of  January  1  when  the  new 
secretary  takes  office.  Seconded  by  Miss  Samuelson.  Carried. 

Attention  was  then  given  to  the  matter  of  changes  in  classification  of  the  head¬ 
quarters  staff  previously  recommended  by  the  secretary.  It  was  agreed  that  recom¬ 
mendation  be  deferred  until  after  the  new  secretary  takes  office. 

A  motion  was  made  by  Miss  Gray  that  the  library  committee  be  allotted  $200 
from  the  budget.  Seconded  by  Mr.  Saunders.  Carried. 

Mr.  Saunders  made  a  motion  that  the  cut  in  salaries  be  reduced  from  10  percent 
to  5  percent  this  year.  Seconded  by  Mr.  Offenhauer.  Carried. 

Secretary  Crabtree  explained  his  motive  in  writing  to  Robert  Fechner,  director 
of  the  CCC  camps,  protesting  against  his  violation  of  the  principles  of  academic 
freedom  and  his  disregard  of  the  Office  of  Education  in  refusing  to  allow  a  publi¬ 
cation  sponsored  by  the  Office  to  be  used  in  the  CCC  camps.  He  stated  that  the 
state  secretaries  had  also  written  to  Mr.  Fechner  and  sent  copies  to  Louis  McHenry 
Howe,  one  of  President  Roosevelt’s  secretaries.  After  discussion,  Mr.  Offenhauer 
moved  that  the  president  and  secretary  be  authorized  to  follow  up  the  incident 
and  take  such  action  as  they  think  wise  according  to  the  turn  of  events.  Seconded 
by  Mr.  Saunders.  Carried. 

President  Smith  made  the  statement  that  he  believed  the  Committee  on  Amend¬ 
ing  the  Charter  should  not  be  cramped  for  want  of  funds,  but  should  be  free  to 
get  the  best  legal  advice  available.  Mr.  Offenhauer  made  a  motion  that  $500,  or 
as  much  of  the  sum  as  is  needed,  be  appropriated  to  the  Committee  on  Amending 
the  Charter.  Seconded  by  Miss  Gray.  Carried. 

Mr.  Saunders  suggested  that  the  matter  of  committee  appropriations  be  post¬ 
poned  for  the  consideration  of  the  new  secretary,  with  the  understanding  that  if 
any  committee  were  cramped  for  funds  some  leeway  could  be  given  before  the 
next  Executive  Committee  meeting.  This  was  agreed,  but  without  formal  action. 

President  Smith  discussed  the  desirability  of  reviving  the  Department  of  Higher 
Education.  Miss  Gray  made  a  motion  that  the  president  appoint  a  committee  to 
consider  ways  and  means  of  establishing  a  closer  coordination  between  the  higher 
institutions  of  education  and  the  National  Education  Association,  leading  to  a  re¬ 
establishment  of  the  Department  of  Higher  Education  of  the  National  Education 
Association.  Seconded  by  Miss  Samuelson.  Carried. 

Further  discussion  was  postponed  in  order  to  hear  Frederick  L.  Redefer,  execu¬ 
tive  secretary  of  the  Progressive  Education  Association.  Mr.  Redefer  explained  the 
purpose  of  the  meeting  on  academic  freedom  called  by  the  association  at  the  May¬ 
flower  Hotel,  Washington,  D.  C.,  on  November  10,  1934.  He  requested  the  National 
Education  Association  to  send  delegates  to  a  follow-up  meeting  to  be  held  in  Wash¬ 
ington,  D.  C.,  December  15,  1934,  to  work  out  a  cooperative  program  on  academic 
freedom. 

After  his  departure  there  was  some  discussion:  First,  as  to  the  policy  of  the 
National  Education  Association  on  academic  freedom;  and,  second,  as  to  whether 


Associational  Records  and  Information 


767 


departments  of  the  Association  should  feel  free  to  participate  in  conferences  with 
outside  groups  without  first  consulting  the  president  or  Executive  Committee.  Mr. 
Off enhauer  made  a  motion  that  in  response  to  the  invitation  of  Mr.  Redefer,  the 
president  be  authorized  to  appoint  a  committee  to  attend  the  meeting  to  discuss 
academic  freedom  on  December  15,  1934,  in  Washington,  D.  C.,  and  to  make  a 
report  to  the  Executive  Committee,  with  the  understanding  that  the  delegates  are 
not  to  commit  the  Association,  and  that  the  Association  remains  squarely  in  accord 
with  its  policy  on  academic  freedom  stated  in  Part  II  of  the  Platform  as  set  forth 
on  page  185  of  the  1934  Proceedings.  Seconded  by  Mr.  Saunders.  Carried. 

Miss  Gray  made  a  motion  that  the  Executive  Committee  instruct  the  president 
to  call  the  attention  of  heads  of  departments  to  the  fact  that  in  these  troublesome 
times  it  is  very  easy  for  the  Association  to  get  into  serious  difficulties  by  un¬ 
coordinated  efforts,  and  to  suggest  that  in  commitment  to  activities  outside  the 
Association,  they  confer  with  the  secretary  or  the  president  before  making  such 
commitments.  Seconded  by  Mr.  Off  enhauer.  Carried. 

Mr.  Saunders  made  a  motion  that  Mr.  Morgan  carry  in  the  next  issue  of  the 
Journal  a  full  statement  from  the  federal  government  as  to  what  funds  are  avail¬ 
able  and  under  what  conditions  to  the  various  school  administrative  units  of  the 
country.  Seconded  by  Miss  Samuelson.  Carried. 

A  letter  dated  November  28,  1934,  from  R.  T.  Shaw,  chairman  of  the  Commit¬ 
tee  on  Amending  the  Charter,  was  next  read,  asking  suggestions  as  to  that  com¬ 
mittee’s  work.  President  Smith  stated  that  he  had  instructed  the  Committee  to  do 
what  legally  could  be  done  to  amend  the  charter  relative  to  the  composition  of  the 
Board  of  Directors.  He  said  he  believed  the  Committee  should  feel  free  to  consult 
outside  attorneys  as  well  as  the  Association’s.  Mr.  Off  enhauer  made  a  motion  that 
the  Executive  Committee  authorize  the  Committee  on  Amending  the  Charter  to 
proceed  in  its  study  of  the  procedure  necessary  for  the  legal  amending  of  the  present 
charter  so  as  to  meet  the  views  of  the  Representative  Assembly  as  expressed  at  its 
final  meeting  in  Washington,  D.  C.,  in  July,  and  to  report  its  progress  after  a  meet¬ 
ing  of  the  Executive  Committee  in  Atlantic  City  in  February.  Seconded  by  Miss 
Samuelson.  Carried. 

The  chairman  stated  that  authorization  applied  to  the  first  of  the  two  amend¬ 
ments  recommended,  namely,  removal  of  life  directors  from  the  Board  of  Directors 
and  the  election  of  the  secretary  of  the  National  Education  Association  by  the 
Board  of  Directors. 

Mr.  Off  enhauer  made  a  motion  that  the  expenses  of  the  chairman  of  the  Com¬ 
mittee  on  Amending  the  Charter  be  paid  to  Atlantic  City  and  to  Denver.  Seconded 
by  Miss  Samuelson.  Carried. 

President  Smith  reported  the  proposal  of  J.  E.  Buttcrworth,  of  Cornell  University, 
that  the  National  Education  Association  sponsor  a  national  conference  of  repre¬ 
sentatives  of  all  rural  life  groups.  It  was  recommended  that  President  Smith  ap¬ 
point  a  committee  of  three  from  the  National  Education  Association,  consisting  of 
Richard  E.  Jaggers  of  Kentucky,  Willis  A.  Sutton  of  Georgia,  and  J.  E.  Butter- 
worth  of  New  York,  to  confer  on  the  project. 

Mr.  Saunders  then  referred  to  the  action  of  the  Board  of  Trustees  in  electing 
Willard  E.  Gwens  to  succeed  J.  W.  Crabtree  as  secretary  of  the  National  Educa¬ 
tion  Association.  He  stated  that  the  Board  of  Trustees  had  arranged  to  make  Mr. 
Crabtree  secretary  emeritus  of  the  Association,  in  harmony  with  action  taken  pre¬ 
viously  by  the  Executive  Committee  of  1933,  making  it  unnecessary  for  further  ac¬ 
tion  at  this  time. 

Mr.  Saunders  made  a  motion  that  the  chairman  of  the  Executive  Committee  be 
instructed  to  prepare  a  statement  expressing  the  appreciation  of  the  Executive 
Committee  for  the  services  which  Secretary  Crabtree  had  rendered.  Seconded  by 
Mr.  Off  enhauer.  Carried. 

The  Executive  Committee  adiourned  at  6  p.  m.  to  meet  for  a  conference  with 
the  Board  of  Trustees  in  Atlantic  City  on  February  24. 

J.  W.  Crabtree,  Secretary 
Henry  Lester  Smith,  President 


768 


National  Education  Association 


Saturday,  September  7,  1935 

The  Executive  Committee  met  at  9:15  a.  m.,  in  the  Board  of  Directors  Room  at 
N.  E.  A.  headquarters,  with  the  following  members  present:  Agnes  Samuelson, 
president;  Henry  Lester  Smith ,  Joseph  H.  Saunders,  Caroline  S.  Woodruff,  and 
Willard  E.  Givens,  executive  secretary.  R.  E.  Offenhauer ,  treasurer,  was  unable  to 
attend. 

President  Samuelson  asked  for  the  approval  of  the  minutes  of  the  Denver  meet¬ 
ing.  A  motion  was  made,  seconded,  and  carried  that  the  condensed  minutes  be 
approved. 

It  was  suggested  that  certain  procedure  be  followed  in  the  selection  of  the  con¬ 
vention  city.  Secretary  Givens  proposed  that  cities  desiring  the  convention  should 
inform  headquarters  by  May  1.  Each  city  would  then  be  sent  a  questionnaire  for 
the  purpose  of  securing  information  concerning  number  of  hotels  and  number  of 
rooms  available  for  convention,  and  rates;  size  of  auditorium  and  suitability  for 
N.  E.  A.  convention  use;  number  of  square  feet  of  exhibit  space;  number  of  places 
available  for  meeting  purposes;  diagram  of  location  of  hotels,  auditorium,  and 
meeting  places.  This  information  would  be  available  at  the  first  meeting  of  the 
Board  of  Directors  several  days  before  a  vote  is  taken.  The  plan  would  include 
each  city’s  invitation  being  accompanied  by  a  signed  contract  prepared  by  the 
National  Education  Association  and  sent  to  them  in  advance.  Following  final  ac¬ 
tion  of  the  selection  of  the  convention  city,  the  coritract  with  the  selected  city 
could  then  be  signed  immediately  and  the  announcement  of  the  next  convention 
city  would  be  made  at  the  close  of  the  convention.  Following  some  discussion  dur¬ 
ing  which  general  approval  was  expressed,  Miss  Woodruff  made  a  motion  that 
this  procedure,  as  outlined  by  the  executive  secretary,  be  used  beginning  next  year. 
Seconded  by  Mr.  Smith.  Carried. 

President  Samuelson  outlined  committee  appointments  for  1935-36  and  asked  for 
suggestions  from  members  of  the  Executive  Committee. 

Superintendent  Frank  Cody,  of  Detroit,  and  J.  Lee  Barrett,  executive  vicepresident 
of  the  Detroit  Convention  Bureau,  then  joined  the  Committee  and  presented  the 
facts  concerning  Detroit  as  the  next  convention  city.  Following  this  presentation, 
both  gentlemen  withdrew. 

After  careful  consideration  of  all  points  involved,  it  was  the  decision  of  the 
Committee  to  approve  the  preferential  vote  of  the  Board  of  Directors  for  Portland 
as  the  1936  convention  city.  Mr.  Saunders  made  a  motion  that  the  executive  secretary 
and  the  business  manager  be  authorized  to  make  satisfactory  arrangements  for 
the  meeting  in  Portland  beginning  June  28.  Seconded  by  Mr.  Smith.  Carried. 

The  appropriations  for  departments,  committees,  and  commissions  were  next  con¬ 
sidered.  In  most  instances,  the  amounts  proposed  parallel  the  appropriations  of 
last  year. 

The  Department  of  Science  Instruction  has  requested  that  the  National  Educa¬ 
tion  Association  handle  its  funds  and  carry  it  on  credit  until  it  is  financially  estab¬ 
lished.  The  Committee  approved. 

Mr.  Smith  made  a  motion  that  funds  appropriated  to  support  or  to  assist  in  the 
support  of  departments,  committees,  and  commissions,  shall  not  be  available  for 
traveling  or  convention  attendance  expenses  of  the  officers  of  such  departments, 
committees,  and  commissions,  unless  such  expenses  have  been  included  as  a  part  of 
the  program  or  plan  on  which  the  granting  of  the  appropriation  was  based.  Sec¬ 
onded  by  Miss  Woodruff.  Carried. 

Mr.  Saunders  moved  that  the  chairman  of  the  Committee  on  Amending  the  Charter 
be  requested  to  present  to  the  Executive  Committee,  thru  the  Secretary’s  Office,  the 
proposed  simplified  charter  for  presentation  to  Congress  in  accordance  with  the 
official  action  of  the  Representative  Assembly  at  the  Denver  convention.  Seconded 
by  Miss  W oodruff.  Carried.  Secretary  Givens  was  instructed  to  notify  Mr.  Shaw 
of  this  action,  and  also  of  the  appropriation  for  the  use  of  this  committee. 

Mr.  Saunders  made  a  motion  that  the  allocations  for  departments,  committees, 
and  commissions,  as  outlined,  be  approved.  Seconded  by  Mr.  Smith.  Carried. 


v  | 


Associational  Records  and  Information 


769 


The  meeting  recessed  for  lunch  at  12  noon,  reconvening  at  2:15  p.  m.  at  the  same 
place. 

Superintendent  Cody  of  Detroit  was  invited  to  join  the  Committee,  and  Mr. 
Saunders  made  the  announcement  to  him  that  the  1936  convention  of  the  Associa¬ 
tion  would  be  held  in  Portland,  Oregon,  in  accordance  with  the  preferential  vote 
of  the  Board  of  Directors  at  Denver.  Superintendent  Cody  thanked  the  Committee 
for  its  consideration,  and  stated  that  the  invitation  of  Detroit  could  be  considered 
as  standing  for  the  following  year.  He  then  withdrew. 

Secretary  Givens  outlined  the  contributions  of  the  National  Education  Associa¬ 
tion  to  the  World  Federation  of  Education  Associations  as  follows: 

1.  Annual  membership  fee  of  $1000. 

2.  Headquarters  space  without  charge. 

3.  Services  of  Mr.  Crabtree  for  one-third  time,  following  the  death  of  Augustus 
O.  Thomas,  until  the  Oxford  meeting. 

The  secretary  stated  that  the  World  Federation  requested  the  following  addi¬ 
tional  services: 

1.  Annual  contribution  of  another  $1000 — with  the  understanding  that  the  Na¬ 
tional  Union  of  Teachers  of  England  would  also  contribute  an  additional  $1000. 

2.  Annual  contribution  of  $400  to  the  International  Teachers  Federation  in  re¬ 
turn  for  transcripts  of  studies  on  subjects  such  as  teacher  welfare. 

3.  Editorial  help  in  the  publication  of  a  bulletin  four  times  a  year. 

4.  Continued  services  of  Mr.  Crabtree. 

After  discussion,  it  was  felt  that  the  National  Education  Association  could  not 
afford  to  pay  $400  in  cash  to  the  International  Teachers  Federation  at  this  time, 
altho  the  Committee  approved  heartily  and  felt  that  the  transcripts  of  studies  would 
be  most  valuable. 

It  was  pointed  out  that  the  additional  $1000  would  not  necessarily  require  cash, 
if  a  satisfactory  exchange  of  services  could  be  worked  out.  Mr.  Saunders  made  a 
motion  that  the  executive  secretary  and  the  business  manager,  with  the  assistance 
of  Mr.  Crabtree,  be  authorized  to  work  out  a  plan  of  exchange  of  services  that 
would  be  the  equivalent  of  a  $1000  contribution  to  the  World  Federation  of  Edu¬ 
cation  Associations  over  and  above  the  contribution  heretofore  given  the  Federa¬ 
tion  in  membership  fees,  office  space,  and  the  services  of  Mr.  Crabtree.  Seconded 
by  Mr.  Smith.  Carried. 

Mr.  Smith  made  a  motion  that  inasmuch  as  Mr.  Crabtree  is  willing  to  give  his 
services  to  the  World  Federation  of  Education  Associations,  that  the  Executive 
Committee  approve  the  request  of  the  World  Federation  that  he  continue  for  ap¬ 
proximately  one-third  time.  Seconded  by  Mr.  Saunders.  Carried. 

Secretary  Givens  added  that  this  agreement  should  hold  good  only  so  long  as 
Mr.  Crabtree  is  able  and  willing  to  volunteer  his  services.  The  executive  secre¬ 
tary  was  directed  to  write  Uel  IV.  Lamkin,  expressing  the  action  taken  and  assur¬ 
ing  him  that  the  Executive  Committee  would  give  further  consideration  to  the 
possible  payment  of  $400  to  the  International  Teachers  Federation  at  its  next 
meeting  on  November  30,  when  a  better  estimate  of  the  year’s  income  could  be 
made. 

President  Samuelson  called  attention  to  the  program  of  action  of  1935-36  as 
printed  in  the  September  Journal.  Joy  Elmer  Morgan,  editor,  spoke  of  the  steps 
being  taken  by  the  chairman  to  emphasize  education  and  democracy. 

It  was  suggested  that  the  Executive  Committee  make  it  a  policy  that  the  chair¬ 
men  of  all  committees  larger  than  seven  appoint  an  executive  committee  consisting 
of  the  chairman  and  two  or  three  others,  with  a  maximum  of  five,  so  that  com¬ 
mittee  meetings  called  between  conventions  could  be  confined  to  the  smaller  group. 
This  suggestion  was  approved,  and  the  executive  secretary  was  requested  to  advise 
committees  of  this  arrangement. 

Discussion  then  followed  regarding  the  employment  of  someone  to  carry  on 
legislative  work  for  the  Association.  James  IV.  Cammack,  Jr.,  who  has  worked  with 
the  National  Committee  for  Federal  Aid  for  Education,  was  suggested.  The  execu- 


770 


National  Education  Association 


tive  secretary  was  requested  to  confer  with  Mr.  Cammack  regarding  the  possibility 
of  his  employment  on  or  about  December  1. 

President  Samuelson  spoke  briefly  of  the  results  of  the  Denver  convention  and 
urged  the  Committee  members  to  send  her  suggestions  for  the  1936  convention 
program. 

Secretary  Givens  announced  a  proposal  for  increasing  N.  E.  A.  membership  in 
New  York  City.  After  discussion,  the  Committee  thought  it  wise  to  authorize  the 
experiment,  the  total  outlay  not  to  exceed  $800.  This  would  be  on  the  basis  of 
paying  Leonard  Power  $200  a  month  for  part-time  work  in  carrying  out  the 
experiment. 

Mr.  Allan  outlined  the  proposal  of  the  American  Child  Health  Association, 
which  is  disbanding,  that  all  of  its  publications  amounting  to  several  thousand  dol¬ 
lars  be  given  to  the  National  Education  Association  provided  that  the  National 
Education  Association  pay  the  cost  of  transportation  from  New  York  to  Washing¬ 
ton.  This  would  include  all  copyrights,  with  the  understanding  that  publications 
in  stock  be  sold  at  the  same  prices  charged  by  the  American  Child  Health  Associa¬ 
tion  in  New  York.  Mr.  Smith  made  a  motion  that  the  sale  of  these  publications  be 
taken  over  by  the  National  Education  Association.  Seconded  by  Mr.  Saunders. 
Carried. 

A  motion  to  adjourn  to  meet  on  Saturday,  November  30,  at  9  a.  m.  was  sec¬ 
onded  and  carried. 

Willard  E.  Givens,  Executive  Secretary 
Agnes  Samuelson,  President 

Saturday,  December  28,  1935 

The  Executive  Committee  met  at  10:45  a.  m.  in  the  Board  of  Directors  Room 
at  N.  E.  A.  headquarters.  The  following  members  were  present:  Agnes  Samuelson, 
president;  Caroline  S.  Woodruff ,  Joseph  H.  Saunders ,  and  Willard  E.  Givens, 
executive  secretary.  Henry  Lester  Smith  and  R.  E.  Offenhauer  were  unable  to  at¬ 
tend  due  to  illness.  A.  J.  Stoddard,  president  of  the  Department  of  Superintendence, 
and  S.  D.  Shankland,  executive  secretary  of  the  Department,  were  present  on  in¬ 
vitation  of  the  Committee  in  order  to  discuss  the  Educational  Policies  Com¬ 
mission. 

The  minutes  of  the  September  meeting  were  read  and  approved. 

Mr.  Stoddard  made  a  statement  concerning  the  plans  and  program  of  the  Edu¬ 
cational  Polices  Commission.  Consideration  was  given  to  the  appointment  of  one 
or  two  classroom  teachers  on  the  Commission.  Mr.  Stoddard  suggested  that  at 
some  time  if  there  was  a  vacancy  the  recommendation  of  an  outstanding  class¬ 
room  teacher  be  considered.  It  was  agreed  that  policies  broadcast  by  the  Com¬ 
mission  should  be  broadcast  as  policies'  of  this  body  and  not  of  the  two  organiza¬ 
tions.  Upon  suggestion  of  Mr.  Stoddard,  a  motion  was  made  and  unanimously 
carried  that  in  all  matters  concerning  the  Educational  Policies  Commission  the 
National  Education  Association  and  the  Department  of  Superintendence  shall  act 
jointly  thru  joint  action  of  their  executive  committees. 

Upon  suggestion  of  Mr.  Stoddard,  a  motion  was  made  and  unanimously  carried 
that  vacancies  in  the  membership  of  the  Commission  shall  be  filled  by  the  same 
authority  that  created  the  Commission. 

Mr.  Saunders  made  a  motion  that  any  increase  in  the  size  of  the  Educational 
Policies  Commission,  which  consists  of  fifteen  active  and  two  advisory  members 
as  elected  at  Denver  in  July  1935,  shall  be  by  joint  action  of  the  executive  commit¬ 
tees  of  the  National  Education  Association  and  the  Department  of  Superintendence. 
Seconded  by  Miss  Woodruff.  Carried. 

Upon  suggestion  of  Mr.  Stoddard,  a  motion  was  made  and  unanimously  carried 
that  any  and  all  appropriations  made  for  the  use  of  the  Educational  Policies  Com¬ 
mission  shall  be  deposited  in  the  usual  manner  with  the  treasurer  of  the  National 
Education  Association  and  payments  against  such  sums  shall  be  made  thru  vouchers 
signed  by  the  chairman  and  the  executive  assistant. 


Associational  Records  and  Information 


771 


President  Samuelson  announced  the  dates  of  the  first  meeting  of  the  Educational 
Foixcies  Commission  to  be  January  17,  18,  and  ly,  LvSb,  tne  meeting  to  be  held 
at  tne  Palmer  House,  Chicago,  Illinois,  and  to  begin  at  9  o'clock,  on  the  morning 
or  January  17.  The  two  secretaries  were  instructed  to  notily  members  of  the 
decision. 

Miss  Woodruff  made  a  motion  that  the  headquarters  of  the  Educational  Policies 
Commission  shall  be  in  the  offices  of  the  National  Education  Association  at  Wash¬ 
ington,  D.  C.,  as  provided  in  the  conditions  ot  the  grant.  Seconded  by  Air. 
Saunders.  Carried. 

The  meeting  adjourned  for  lunch  at  1  p  m.,  resuming  at  2:30  p.  m. 

Mr.  Stoddard  read  a  letter  from  Payson  Smith  in  which  he  questioned  the  ad¬ 
visability  of  remaining  a  member  of  the  Educational  Policies  Commission  since  he 
was  no  longer  State  Commissioner  of  Education  for  Massachusetts.  Aliss  Wood¬ 
ruff  made  a  motion  that  Air.  Stoddard  write  Mr.  Smith  that  he  was  appointed  not 
as  State  Commissioner  of  Education  but  as  Payson  Smith.  Seconded  by  Mr. 
Saunders.  Carried. 

Mr.  Stoddard  asked  that  the  two  secretaries  prepare  an  agenda  for  the  meeting 
in  Chicago.  He  emphasized  that  the  Commission  should  promote  education  in  a 
democracy.  It  should  not  be  regulated  by  politics  or  limited  by  groups.  It  should 
have  as  its  objective  the  promotion  of  public  education.  The  discussion  of  this 
subject  being  concluded,  Mr.  Stoddard  and  Mr.  Shankland  withdrew  from  the 
meeting. 

The  next  item  of  business  was  the  consideration  of  the  report  of  the  Com¬ 
mittee  on  Amending  the  Charter.  Air.  Givens,  who  had  just  had  a  long  distance 
conversation  with  Henry  Lester  Smith,  quoted  him  as  saying  that  he  was  anxious 
that  the  amendment  before  being  presented  to  Congress  safeguard  in  every  way 
the  Board  of  Trustees  and  the  Permanent  Fund  in  keeping  with  the  decision  of 
the  Representative  Assembly  at  the  Denver  meeting.  Air.  Saunders  thought  that 
what  Mr.  Smith  desired  was  not  safeguarded  in  the  amendment  prepared  by  the 
Committee  on  Amending  the  Charter.  He  expressed  the  desire  to  have  certain 
sections  interpreted  by  a  lawyer.  Further  discussion  was  postponed  until  the  Asso¬ 
ciation’s  attorney,  Mr.  Quinter,  could  be  present. 

Miss  W oodruff  made  a  motion  that  the  Committee  of  Seven  on  Reorganization 
of  the  National  Education  Association  be  allowed  expenses  for  a  two-day  meeting 
at  the  convention  of  the  Department  of  Superintendence  in  St.  Louis  in  February 
1936.  Seconded  by  Air.  Saunders.  Carried. 

The  next  item  for  discussion  was  the  Social  Securities  Act  as  it  affects  the  Dis¬ 
trict  of  Columbia.  Mr.  Allan,  the  business  manager,  who  was  called  in,  made  the 
explanation  that  the  National  Education  Association  payroll  would  be  subject  to 
the  first  payment  of  a  1  percent  tax  on  February  15.  A  2  percent  tax  is  to  be 
levied  the  second  year  and  a  3  percent  tax  the  third  year.  Mr.  Allan  explained 
that  he  had  taken  the  matter  up  with  Attorney  Quinter,  who  suggested  that  it 
would  be  a  wise  policy  for  the  Association  to  do  nothing  in  connection  with  the 
matter  until  it  was  seen  whether  or  not  the  exemption  could  be  obtained.  The 
Executive  Committee  decided  that  it  was  wise  to  take  no  definite  action  at  this 
time. 

With  Mr.  Quinter  in  attendance  the  discussion  was  now  directed  to  the  report 
of  the  Committee  on  Amending  the  Charter.  Mr.  Saunders  read  from  the  Proceed¬ 
ings  of  the  Denver  meeting  to  show  that  the  Representative  Assembly  thought  it 
was  voting  for  the  Board  of  Trustees  as  it  stands  and  so  for  the  protection  of 
the  Permanent  Fund.  Mr.  Quinter  pointed  out  that  changes  were  recommended 
by  the  Committee  on  Amending  the  Charter  in  both  Sections  6  and  7.  Section  6  was 
adopted  by  the  Representative  Assembly  with  the  recommended  changes.  The 
changes  in  Section  7  which  were  recommended  by  the  Committee,  however,  were 
not  adopted  leaving  this  Section  as  originally  stated  in  the  charter.  This  resulted 
in  certain  inconsistencies.  After  some  discussion  it  was  thought  that  a  satisfactory 
adjustment  could  be  made  by  inserting  the  words  “except  as  otherwise  provided 


772 


National  Education  Association 


\ 


by”  at  the  beginning  of  the  second  paragraph  of  Section  6  as  amended,  and  by 
changing  Section  7  to  include  the  last  paragraph  of  Section  6  as  printed.  This 
was  to  be  presented  to  Mr.  Shaw  for  the  consideration  of  his  committee.  Mr. 
Quinter  then  left  the  meeting. 

Mr.  Allan  reported  briefly  on  the  School  Health  Education  Service  as  arranged 
for  from  funds  made  available  by  the  American  Child  Health  Association.  It  is 
sponsored  by  the  Joint  Committee  on  Health  Problems  in  Education  and  is  to  be 
carried  on  only  until  November  30,  1936,  unless  an  extension  is  authorized  by  the 
Executive  Committee.  Anne  Whitney  and  one  assistant  are  carrying  on  the  work 
which  will  include  a  revision  of  the  Health  Report  of  the  Joint  Committee  on 
Health  Problems. 

Because  the  contract  is  ending,  a  consideration  was  given  as  to  whether  the 
chewing  gum  advertisement  should  be  carried  in  the  Journal.  After  some  discussion 
and  in  view  of  the  divergence  of  opinions  it  was  decided  to  hold  the  matter  over 
until  the  other  members  of  the  Committee  could  be  present. 

Joy  Elmer  Morgan ,  editor  of  the  Journal,  appeared  before  the  Committee  to 
discuss  a  complaint  from  the  National  Association  of  Journalism  Directors  in 
Secondary  Schools  against* the  National  Association  of  Student  Editors.  He  read 
a  resolution  adopted  in  July  1934  at  a  meeting  of  the  National  Association  of 
Journalism  Directors  showing  that  it  was  on  their  own  resolution  that  the  project 
was  started.  Mr.  Morgan  left  the  meeting  at  this  point. 

The  meeting  recessed  for  dinner  at  6:30  p.  m.,  reconvening  at  7:30  p.  m. 

The  cost  of  material  for  American  Education  Week  was  discussed  and  Secre¬ 
tary  Gwens  stated  that  all  materials  would  be  sold  with  as  narrow  a  margin  as 
possible.  It  was  the  unanimous  opinion  of  the  Committee  that  American  Educa-- 
tion  Week  is  very  important  and  fundamental. 

Secretary  Gwens  gave  a  report  concerning  the  progress  of  the  New  York  City 
enrolment  experiment.  Mr.  Saunders  made  a  motion  that  Leonard  Power  be  re¬ 
tained  on  this  New  York  membership  experiment  until  April  1.  Seconded  by 
Miss  Woodruff.  Carried. 

Because  there  is  confusion  regarding  the  membership  year  of  the  National  Edu¬ 
cation  Association  it  was  suggested  that  the  matter  should  be  brought  to  the  at¬ 
tention  of  the  Committee  on  Reorganization  for  consideration. 

Secretary  Gwens  reported  on  the  analysis  made  of  the  National  Education 
Association  departments.  He  called  attention  to  the  fact  that  departments  do  not 
enforce  the  regulation  which  specifies  N.  E.  A.  membership  as  a  prerequisite  to 
department  membership.  The  Committee  recommended  that  the  departments  be 
written  and  their  attention  called  to  the  irregularities,  at  the  same  time  asking 
them  to  comply  with  the  bylaws. 

Secretary  Givens  presented  a  statement  giving  an  estimate  of  how  the  National 
Education  Association  can  render  $1000  worth  of  service  to  the  World  Federa¬ 
tion  of  Education  Associations  annually  in  addition  to  its  annual  membership  by 
giving  office  assistance.  On  the  question  of  the  payment  of  $400  to  the  Inter¬ 
national  Teachers  Federation,  Mr.  Saunders  made  a  motion  that  the  secretary 
notify  the  World  Federation  of  Education  Associations’  officers  that  the  revenues 
of  the  National  Education  Association  do  not  justify  the  donation  of  an  additional 
$400.  Seconded  by  Miss  Woodruff.  Carried. 

The  meeting  adjourned  at  10:30  p.  m.  to  reconvene  at  9:30  a.  m.  Sunday. 

Willard  E.  Givens,  Executive  Secretary 
Agnes  Samuelson,  President 


Sunday,  December  29,  1935 

The  Executive  Committee  met  at  9:30  a.m.  in  the  Board  of  Directors  Room  at 
N.  E.  A.  headquarters  with  the  following  members  present:  Agnes  Samuelson, 
president;  Caroline  S.  Woodruff,  Joseph  Saunders,  and  Willard  E.  Givens,  executive 
secretary. 


Association al  Records  and  Information 


773 


The  question  of  membership  in  the  National  Associations  on  Academic  Freedom 
was  discussed  and  it  was  felt  advisable  to  take  no  action  until  the  matter  could 
be  discussed  by  the  N.  E.  A.  Committee  on  Academic  Freedom. 

In  presenting  the  financial  statement,  Secretary  Givens  pointed  out  the  difficulty 
in  making  comparisons  with  last  year  due  to  the  addition  of  several  expensive 
items  such  as  the  restoration  of  the  September  Journal,  purchase  of  a  new  addresso- 
graph  machine,  and  the  installation  of  a  postage  meter  machine.  The  added  equip¬ 
ment  involves  a  large  expenditure  now  but  will  show  a  saving  over  a  period  of  time. 

The  possibility  of  changing  the  convention  dates  was  discussed.  Some  of  the 
schools  in  the  East  do  not  close  in  time  to  permit  attendance  at  conventions  without 
loss  of  time  in  the  classroom.  A  study  had  been  made  showing  the  closing  dates  of 
schools  in  the  various  states  and  the  weeks  given  over  to  summer  sessions.  It  was  evi¬ 
dent  that  the  only  alternative  to  the  present  convention  dates  in  order  to  avoid 
overlapping  would  be  the  last  week  in  August.  It  was  felt  that  teachers  would  find 
it  difficult  financially  to  attend  a  convention  at  that  time.  It  was  the  opinion  of  the 
Committee  that  the  convention  dates  could  not  be  changed  to  advantage.  It  was 
suggested,  however,  that  credit  for  convention  attendance  should  be  given  serious 
consideration. 

President  Samuelson  presented  an  outline  for  the  Portland  convention  for  the 
approval  and  suggestions  of  the  Executive  Committee.  The  question  of  a  parlia¬ 
mentarian  for  the  Portland  convention  was  discussed.  Because  of  the  expense  in¬ 
volved  for  the  services  of  Henry  M.  Robert,  Jr.,  it  was  felt  that  someone  nearer 
the  West  Coast  should  be  obtained.  The  executive  secretary  was  requested  to  investi¬ 
gate  the  matter  and  report  at  the  St.  Louis  meeting. 

Secretary  Givens  called  the  attention  of  the  Committee  to  an  editorial  “Who  is 
Duping  Teachers  in  Anti-Defense  Drive?”  by  James  F.  Williams,  Jr.,  a  special 
writer  for  the  Hearst  papers.  He  explained  that  in  his  opinion  the  article  was  written 
as  a  result  of  Peace  Bonds  being  issued  by  the  National  Council  for  the  Prevention 
of  War,  in  which  the  National  Education  Association  is  listed  as  a  participating 
member.  The  connection  came  about  primarily  thru  the  activity  of  Hugh  Magill,  at 
one  time  field  secretary  of  the  N.  E.  A.,  who  took  part  in  the  inception  of  the  original 
organization,  the  National  Council  for  the  Limitation  of  Armaments,  in  1921. 
Following  the  publication  of  the  above  mentioned  editorial  the  National  Council  for 
the  Prevention  of  War  forwarded  to  the  National  Education  Association  a  check 
for  $2.80  which  had  been  marked  by  the  buyer  of  some  of  the  Peace  Bonds  for  the 
use  of  the  National  Education  Association  in  its  peace  campaign.  Because  of  a  post 
office  investigation,  Frederick  J.  Libby,  secretary  of  the  National  Council  for  the 
Prevention  of  War,  sent  a  statement  to  the  National  Education  Association  to  be 
signed  to  the  effect  that  the  National  Education  Association  is  aware  that  it  is  a 
participating  member  of  the  Council  and  has  received  notices  of  meetings  from  time 
to  time.  President  Samuelson  expressed  the  conviction  that  the  National  Education 
Association  should  be  willing  to  cooperate  in  all  worthy  movements  but  should 
not  become  an  integral  part  of  any  other  organization.  It  was  pointed  out  that  the 
National  Education  Association  favors  the  peaceful  settlement  of  disputes  between 
nations  but  it  also  believes  in  defense.  Mr.  Saunders  made  a  motion  that,  it  having 
come  to  our  notice  that,  the  name  of  the  National  Education  Association  is  being 
carried  on  the  letterhead  and  other  literature  of  the  National  Council  for  the  Pre¬ 
vention  of  War  as  one  of  its  participating  organizations,  we  request  the  name 
of  the  National  Education  Association  be  withdrawn  from  the  list  of  participating 
organizations  as  of  January  1,  1936.  Seconded  by  Miss  Woodruff.  Carried. 

Mr.  Saunders  also  made  a  motion  that  the  executive  secretary  be  authorized  to 
handle  the  communications  from  the  National  Council  for  the  Prevention  of  War  as 
his  best  judgment  dictates.  Seconded  by  Miss  Woodruff.  Carried. 

The  meeting  adjourned  for  a  luncheon  meeting  at  1:35  p.  m. 

In  connection  with  the  legislative  work  at  headquarters  Secretary  Givens  stated 
that  Janies  W.  Cammack,  Jr.,  had  recently  been  appointed  to  a  new  position  in 
Kentucky.  Mr.  Givens  therefore  presented  for  the  approval  of  the  Committee  the 
possibility  of  transferring  Howard  A.  Dawson  from  the  Research  Division  as  a 


774 


National  Education  Association 


specialist  in  rural  education  to  full-time  service  in  rural  education  with  the  under¬ 
standing  that  for  the  present  he  would  work  as  much  as  necessary  on  legislation. 
He  also  suggested  that  Belmont  Farley  could  work  on  legislation  part  time.  It  was 
pointed  out  that  federal  support  for  education  largely  benefits  the  rural  area.  Follow¬ 
ing  a  general  discussion  Mr.  Saunders  made  a  motion  that  the  office  of  Director  of 
Rural  Service  be  created.  Seconded  by  Miss  IV oodruff.  Carried. 

Mr.  Saunders  also  made  a  motion  that  Mr.  Dawson  be  transferred  from  his  pres¬ 
ent  position  to  that  of  Director  of  Rural  Service,  the  classification  schedule  to  be 
I  AA  at  a  salary  of  $5250  less  the  percentage  reduction  now  in  effect  on  all  members 
of  the  staff.  Seconded  by  Miss  Woodruff.  Carried. 

Secretary  Givens  suggested  that  a  new  salary  classification  be  added  to  the  regular 
schedule,  namely  I  BB  with  a  salary  range  of  $3500  to  $5500  and  an  annual  increment 
of  $200.  The  Corpmittee  decided  to  take  no  action  upon  the  new  classification  until 
the  St.  Louis  meeting. 

The  question  of  a  National  Education  Association  representative  on  the  National 
Committee  on  Education  by  Radio  resulted  in  the  following  motion  made  by  Mr. 
Saunders :  that  the  National  Education  Association  be  represented  on  the  National 
Committee  on  Education  by  Radio.  Seconded  by  Miss  W oodruff.  Carried. 

Mr.  Saunders  also  made  a  motion  that  the  Association’s  representatives  for  the 
year  1936  on  that  committee  be  President  Samuelson  and  Superintendent  Willis  A. 
Sutton.  Seconded  by  Miss  W oodruff.  Carried. 

The  meeting  reconvened  in  the  Board  of  Directors  Room  of  the  headquarters 
building  at  2:40  p.m. 

Ralph  D.  Ouinter,  attorney,  and  Reuben  T.  Shaw,  chairman  of  the  Committee  on 
Amending  the  Charter,  were  in  attendance  at  the  Executive  Committee’s  request. 
President  Samuelson  called  upon  Secretary  Givens  for  a  statement  concerning  the  bill. 
The  secretary  stated  that  it  was  the  feeling  of  the  members  of  the  Executive  Com¬ 
mittee  that  for  the  bill  to  embody  the  spirit  of  the  Denver  convention  Section  7  should 
begin  with  the  last  paragraph  of  Section  6.  Mr.  Shaw  said  the  issue  raised  was  not 
new  to  him.  He  expressed  himself  as  not  feeling  competent  to  say  what  the  spirit  of 
the  convention  was.  Miss  Woodruff  asked  how  the  inconsistencies  in  the  bill  would 
influence  the  Congressional  committee.  Mr.  Ouinter  stated  that  the  contradictory 
changes  would  be  pointed  out  and  that  the  bill  would  get  nowhere. 

Mr.  Shaw  stated  that  he  felt  that  he  had  no  authority  to  agree  with  the  solution 
which  the  Committee  offered.  President  Samuelson  emphasized  the  fact  that  con¬ 
sidering  the  way  Mr.  Smith  felt  and  the  way  the  other  members  felt  the  Committee 
could  not  indorse  the  bill  as  it  stood.  Mr.  Quintcr  stated  that  the  bill  as  prepared 
by  him  for  the  Executive  Committee  was  to  meet  the  request  of  the  Committee  that 
the  charter  should  retain  the  method  of  election  of  the  trustees  to  carry  out  the  spirit 
of  the  convention.  Miss  Woodruff  made  a  motion  that  the  Committee  on  Amending 
the  Charter  be  authorized  to  proceed  to  introduce  the  bill  in  Congress  provided  that 
Section  7  of  the  charter  be  amended  so  as  to  read  as  it  is  now  expressed,  and  that 
the  first  paragraph  thereof  should  be  the  last  paragraph  of  Section  6.  Seconded  by 
Mr.  Saunders.  Carried. 

President  Samuelson  suggested  that  if  Mr.  Shaw  were  to  get  favorable  action 
from  his  committee,  he  should  consult  directly  with  Secretary  Givens  and  proceed 
accordingly.  It  was  the  feeling  of  Mr.  Shaw  that  the  reaction  of  the  members  of  the 
Committee  of  Seven  on  Reorganization  and  perhaps  others  vitally  interested  should 
be  sought.  Mr.  Shaw  was  told  that  he  had  the  consent  of  the  Committee  to  get  all  the 
opinions  necessary  but  he  was  reminded  that  the  responsibility  for  the  action  was 
definitely  fixed.  Mr.  Shaw  left  the  meeting  after  receiving  from  Mr.  Quintcr  a  copy 
of  the  amendment  as  approved  by  the  Executive  Committee. 

Mr.  Saunders  suggested  that  a  letter  to  the  people  concerned,  signed  by  Secretary 
Givens,  should  be  written  to  the  following  effect:  The  Committee  on  Amending  the 
Charter  has  presented  its  report  to  the  Executive  Committee,  submitting  a  draft  of 
the  revised  charter  to  be  presented  to  Congress.  After  careful  consideration  the 
Executive  Committee  felt  that  the  amended  charter  as  submitted  by  the  Committee 
on  Amending  the  Charter  did  not  safeguard  the  control  of  the  Permanent  Fund  as 


Associational  Records  and  Information 


775 


voted  at  Denver  by  the  Representative  Assembly,  and  upon  consultation  with  an 
attorney  as  to  the  inconsistencies  the  Executive  Committee  authorized  the  Committee 
on  Amending  the  Charter  to  proceed  according  to  the  amended  charter  as  agreed  to 
by  the  Executive  Committee. 

The  meeting  adjourned  at  4  p.m.  to  meet  again  in  St.  Louis,  Saturday,  February 
22,  at  2  p.m. 

Willard  E.  Givens,  Executive  Secretary 
Agnes  Samuelson,  President 

St.  Louis,  Missouri 

Saturday  Afternoon,  February  22,  1936 

The  Executive  Committee  met  at  2:10  p.  m.  in  the  president’s  suite,  Statler  Hotel, 
with  the  following  members  present:  Agnes  Samuelson,  president;  Henry  Lester 
Smith,  Joseph  Saunders,  and  Caroline  S.  Woodruff.  Treasurer  R.  E.  Off enhauer  was 
unable  to  be  in  St.  Louis  because  of  illness.  Members  of  the  Board  of  Trustees  were 
also  present.  Those  not  included  in  the  membership  of  the  Executive  Committee  were 
J.  M.  Gvoinn  and  Edgar  G.  Doudna.  A.  L.  Whittenberg  had  not  yet  arrived.  Wil¬ 
lard  E.  Givens,  executive  secretary,  and  Harriett  M.  Chase,  chief  assistant  to  the 
secretary,  were  present. 

The  minutes  of  the  December  meeting  were  read  and  approved  with  certain 
changes  and  corrections. 

Secretary  Givens  read  a  letter  from  Mr.  Off  enhauer,  in  which  he  expressed  his 
deep  regret  of  his  inability  to  attend  the  meeting  on  account  of  sickness.  Mr. 
Saunders  made  a  motion  that  the  executive  secretary  be  instructed  to  send  a  tele¬ 
gram  to  Mr.  Off  enhauer  expressing  the  regret  of  the  Executive  Committee  and  wish¬ 
ing  him  a  speedy  recovery.  Seconded  by  Mr.  Smith.  Carried. 

President  Samuelson  left  the  room,  during  which  time  Secretary  Givens  acted  as 
temporary  chairman. 

John  K.  Norton,  representing  a  committee  consisting  of  two  other  members — 
Superintendents  John  Sexson  and  Willis  A.  Sutton — appointed  by  the  Commission, 
brought  the  following  recommendations: 

1.  That  Agnes  Samuelson  and  A.  J.  Stoddard  be  made  permanent  members  of 
the  Commission  by  the  Executive  Committee  of  the  National  Education  Asso¬ 
ciation  and  Department  of  Superintendence. 

2.  That  the  president  of  the  Department  of  Classroom  Teachers  be  made  an 
ex-officio  member  of  the  Commission. 

After  brief  discussion  Mr.  Saunders  made  a  motion  that  the  recommendations  of 
the  committee  of  the  Educational  Policies  Commission  be  adopted.  Seconded  by 
Miss  W oodruff.  Carried. 

Dr.  Norton  withdrew. 

President  Samuelson  returned  and  took  the  chair. 

A  portion  of  a  letter  from  R.  T.  Shavo,  chairman  of  the  Committee  on  Amending 
the  Charter,  to  officers  and  directors  of  the  National  Education  Association  was 
read.  This  called  attention  to  a  statement  in  the  November  issue  of  the  Journal  to  the 
effect  that  Senator  King  of  Utah  offered  to  prepare  a  bill  for  introduction  into  the 
Senate  calling  for  changes  in  the  charter.  The  letter  further  stated  that  Senator 
King,  without  the  knowledge  of  the  chairman  or  any  member  of  the  Committee  on 
Amending  the  Charter,  had  introduced  such  a  bill  in  Congress  in  January. 

Mr.  Saunders  read  the  following  telegram  from  Se?iator  Byrd  of  Virginia: 
“Senate  Bill  #3855,  which  I  understand  was  introduced  at  request  of  National  Edu¬ 
cation  Association,  is  in  Committee.” 

At  this  point  the  chairmen  of  the  Committees  on  Amending  the  Charter  and 
Reorganization,  together  with  members  of  the  latter  committee,  joined  the  Executive 
Committee  on  invitation.  Those  present  were:  R.  T.  Shavo,  E.  E.  Obcrholtzer,  Robert 
Moore,  and  Misses  Adair,  l^ord,  and  Merrill. 


776 


National  Education  Association 


President  Samuelson  explained  that  Mr.  Shaw,  chairman  of  the  Committee  on 
Amending  the  Charter,  and  Mr.  Oberholtzer,  chairman  of  the  Committee  on  Re¬ 
organization,  had  been  asked  to  report  to  the  Executive  Committee.  Mr.  Shaw  out¬ 
lined  the  history  of  the  Committee  on  Amending  the  Charter  and  its  previous  activi¬ 
ties.  He  stated  that  he  was  greatly  surprised  when  he  learned  that  a  bill  had  been 
introduced  into  the  Senate  without  the  knowledge  of  himself  or  his  committee.  He 
stated  that  he  did  not  know  where  Senator  King  obtained  a  copy  of  the  record  of  the 
Denver  meeting.  He  left  a  copy  of  the  Report  on  Reorganization  with  the  Senator. 
He  stated  that  he  had  examined  the  bill  very  carefully  and  found  no  way  in  which 
it  is  contrary  to  the  recorded  action  of  the  Representative  Assembly  at  Denver. 

Mr.  Saunders  asked  that  if  an  action  is  taken  subsequent  to  another  action,  and 
the  action  preceding  is  inconsistent,  if  it  does  not  nullify  the  later  action,  and  was 
answered  in  the  affirmative.  He  pointed  out  that  that  was  the  case  in  this  matter. 

Mr.  Oberholtzer,  in  speaking  on  this  subject,  stated  that  the  Committee  on  Re¬ 
organization,  with  the  exception  of  Miss  Adair,  felt  that  the  bill  conforms  with  the 
action  of  the  Denver  meeting,  and  urged  that  new  differences  of  opinion  be  ironed 
out  and  that  a  bill  be  prepared. 

Mr.  Smith  stated  that  in  his  opinion  the  bill  does  not  conform  with  the  action 
taken  at  Denver,  and  that  he  would  be  unwilling  to  do  anything  that  the  Representa¬ 
tive  Assembly  did  not  vote. 

In  his  report,  Mr.  Oberholtzer  made  the  following  recommendations: 

1.  That  arrangements  be  made  for  the  services  of  parliamentarian  Henry  M. 
Robert,  Jr.,  in  connection  with  a  redraft  of  the  bylaws. 

2.  That  expenses  of  Committee  members  be  allowed  for  a  three-day  meeting  at 
Atlantic  City  during  the  first  week  in  April. 

3.  That  expenses  of  Committee  members  not  otherwise  provided  for  be  paid 
to  the  Portland  convention. 

4.  That  funds  be  made  available  for  paying  the  expenses  of  one  or  two  meet¬ 
ings  of  the  Drafting  Committee  to  meet  in  Washington  by  Committee  members: 
Mr.  Shaw,  Miss  Lord,  Miss  Adair,  Mr.  Robert,  Mr.  Quinter,  Mr.  Givens. 

5.  That  funds  be  made  available  for  printing  and  postage. 

6.  That  a  redraft  of  the  bylaws  be  printed  in  the  May  issue  of  the  Journal  and 
sufficient  reprints  be  made  to  broadcast. 

7.  Miss  Woodruff  made  a  motion  that  the  Executive  Committee  express  its 
appreciation  to  Mr.  Oberholtzer  for  bringing  out  the  idea  of  keeping  all  differ¬ 
ences  of  opinion  so  far  as  the  bill  to  amend  the  charter  is  concerned  within  our 
own  group.  Seconded  by  Mr.  Saunders.  Carried. 

Mr.  Shaw  raised  the  question  of  an  appropriation  for  the  Committee  on  Amending 
the  Charter. 

Members  of  the  two  committees  then  withdrew. 

President  Samuelson  then  appointed  Mr.  Doudna  to  work  with  Mr.  Shaw  on  the 
problem  of  the  bill,  and  requested  that  a  report  be  made  to  the  Executive  Committee 
on  Tuesday,  February  25. 

The  meeting  adjourned  at  5:30  p.  m.  to  meet  again  on  Tuesday  evening. 

Willard  E.  Givens,  Executive  Secretary 
Agnes  Samuelson,  President 

Monday  Evening,  February  24,  1936 

President  Samuelson  called  a  meeting  of  the  Executive  Committee  at  9:05  p.  m. 
in  her  suite  at  the  Statler  Hotel.  All  members  of  the  Committee,  with  the  excep¬ 
tion  of  R.  E.  Offenhauer,  were  present:  Agnes  Samuelson,  president;  Henry 
Lester  Smith,  Joseph  Saunders,  and  Caroline  S.  Woodruff.  The  following  mem¬ 
bers  of  the  Board  of  Trustees  were  present  on  invitation:  J.  M.  Gwinn,  Edgar  G. 
Doudna,  and  A.  L.  Whittenberg.  Willard  E.  Givens,  executive  secretary,  and 
Harriett  M.  Chase,  chief  assistant  to  the  secretary,  were  present. 


Associational  Records  and  Information 


777 


President  Samuelson  read  the  following  resolution  signed  by  R.  T.  Shaw,  chair¬ 
man  of  the  Committee  on  Amending  the  Charter,  moved  by  Mr.  Cram,  seconded 
by  Miss  Ewing  and  Mr.  Hardy : 

That  we  instruct  our  chairman  to  inform  the  Executive  Committee  at  his 
earliest  opportunity  that  it  is  the  sentiment  of  the  Committee  on  Amending 
the  Charter  that  the  bill  introduced  by  Senator  King  should  have  our  support. 
We  urge  that  our  committee  be  informed  at  an  early  date  as  to  the  instructions 
of  the  Executive  Committee,  and  not  later  than  the  time  of  adjournment  of  the 
convention  of  the  Department  of  Superintendence. 

A  letter  signed  by  Mary  C.  Ralls,  president  of  the  Department  of  Classroom 
Teachers,  and  all  other  officers  of  the  Department,  was  read.  It  expressed  their 
belief  that  the  King  Bill  prepared  by  the  Legislative  Council  of  the  United  States 
Senate  expresses  the  wish  of  the  Representative  Assembly  and  urged  the  officers 
and  members  of  the  Executive  Committee  of  the  National  Education  Association 
to  give  their  active  support  to  the  King  Bill.  On  motion  of  Mr.  Smith,  seconded 
by  Miss  Woodruff,  the  following  resolution  was  passed: 

Whereas,  The  Executive  Committee  of  the  National  Education  Association 
is  required  by  the  charter  and  bylaws  of  the  Association  to  carry  out  the  man¬ 
dates  of  the  Representative  Assembly,  and 

Whereas,  In  the  judgment  of  the  representative  Committee,  Senate  Bill 
#3855  does  not  by  its  provisions  protect  the  Permanent  Fund  as  the  mandates 
of  the  Representative  Assembly  at  Denver  explicitly  directed ; 

Therefore,  the  Executive  Committee  at  the  request  of  the  Committee  on 
Amending  the  Charter  instructed  said  Committee  to  request  that  Senate  Bill 
#3855  be  so  modified  as  to  conform  to  the  action  of  the  Representative  Assembly 
at  Denver. 

At  this  point  R.  T.  Shaw,  chairman  of  the  Committee  on  Amending  the  Charter, 
joined  the  Executive  Committee.  He  made  the  following  recommendations: 

1.  That  the  Executive  Committee  give  its  endorsement  to  the  King  Bill 
without  delay. 

2.  Should  the  Executive  Committee  not  approve  this  recommendation,  it  is 
suggested  that  the  matter  be  referred  to  the  following  persons  for  further  study 
and  report  tomorrow:  Messrs.  Duudna,  Gwinn,  and  Whittenherg. 

Mr.  Shaw  expressed  himself  as  believing  that  the  King  Bill  carries  out  the 
mandates  of  the  Representative  Assembly.  He  then  withdrew. 

It  was  agreed  that  copies  of  the  resolution  just  adopted  be  sent  to  Mr.  Shaw  and 
the  officers  of  the  Department  of  Classroom  Teachers. 

In  reference  to  Mr.  Shaw’s  request  for  appropriation  to  carry  on  the  work  of 
his  committee,  the  following  motion  was  made  by  Miss  Woodruff ,  seconded  by 
Mr.  Smith,  and  carried: 

That,  in  view  of  the  fact  that  the  National  Education  Association  is  facing 
a  deficit  in  its  finances,  the  budget  of  the  Committee  on  Amending  the  Charter 
cannot  be  expanded,  and  if  additional  clerical  work  is  needed  it  can  be  furnished 
by  the  headquarters  office. 

The  question  was  raised  concerning  the  appointment  of  state  N.  E.  A.  directors 
in  Rhode  Island  and  Maryland  to  fill  the  unexpired  terms  of  Charles  Carroll  and 
William  Burdick  who  have  recently  passed  away.  After  consideration,  a  motion  was 
made  by  Mr.  Smith  that  James  F.  Rockett,  Director  of  Education  in  Rhode  Island, 
be  appointed  state  N.  E.  A.  director  for  the  remainder  of  the  year,  and  that  E.  W. 
Pruitt,  superintendent  of  Frederick  County  schools,  Frederick,  Maryland,  be  ap¬ 
pointed  director  from  Maryland.  Seconded  by  Mr.  Saunders.  Carried. 

The  Social  Security  Act  of  the  District  of  Columbia  was  next  discussed.  For  the 
current  year  this  Act  imposes  a  tax  on  the  National  Education  Association  of  between 
$2000  and  $2500.  The  amount  will  be  doubled  next  year,  and  tripled  the  year  follow- 


National  Education  Association 


778 


ing.  Mr.  Saunders  made  a  motion  that  Attorney  Quinter  be  requested  to  draft  a  bill 
proposing  that  all  educational  organizations  and  charitable  institutions  which  are 
exempt  by  their  charter  be  exempt  from  the  provisions  of  this  bill.  It  was  further 
moved  that  Mr.  Allan  be  authorized  to  pay  the  tax  now  due  under  protest,  with 
funds  from  the  savings  account  of  the  annuity  insurance.  Seconded  by  Mr.  Smith. 
Carried. 

President  Samuelson  read  a  telegram  from  Frank  W.  Ballou,  superintendent  of 
schools,  Washington,  D.  C.,  asking  if  the  Executive  Committee  favors  repeal  of  the 
Communistic  Rider  on  the  District  Appropriation  Bill.  Secretary  Givens  was  in¬ 
structed  to  answer  it  according  to  the  platform  and  resolutions  of  the  National  Educa¬ 
tion  Association  on  “Freedom  of  Teaching,”  adopted  at  the  Denver  convention. 

Joy  Elmer  Morgan,  director  of  the  Division  of  Publications  of  the  National  Educa¬ 
tion  Association,  appeared  before  the  Committee  at  this  time  in  protest  of  the  chew¬ 
ing  gum  ad  carried  in  the  Journal  of  the  National  Education  Association,  basing  his 
protest  on  the  fact  that  the  research  studies  the  company  claims  to  have  made  are 
not  available;  that  he  believes  it  to  be  a  dishonest  ad,  and  that  the  contract  should 
not  be  renewed.  Action  on  this  matter  was  postponed  until  the  next  meeting  of  the 
Committee. 

The  meeting  adjourned  at  12:05  a.  m.  to  meet  at  3  p.  m.  on  Tuesday,  February  25. 

Willard  E.  Givens,  Executive  Secretary 
Agnes  Samuelson,  President 

Tuesday  Afternoon,  February  25,  1936 

The  Executive  Committee  met  at  3  p.  m.  with  all  members  present  with  the  excep¬ 
tion  of  R.  E.  Offenhauer:  Agnes  Samuelson,  president;  Henry  Lester  Smith,  Joseph 
Saunders,  and  Caroline  S.  Woodruff.  The  following  members  of  the  Board  of 
Trustees  were  present  on  invitation:  J.  M.  Gvoinn,  Edgar  G.  Doudna,  and  A.  L. 
Whittenherg.  Willard  E.  Givens,  executive  secretary,  and  Harriett  M.  Chase,  chief 
assistant  to  the  secretary,  were  present. 

There  was  a  discussion  of  the  resolution  passed  at  the  meeting  of  the  Executive 
Committee  on  February  24.  Amendments  to  Senate  Bill  #3855  were  suggested  and 
accepted  by  the  Committee.  Mr.  Smith  made  a  motion  that  a  copy  of  the  preliminary 
draft  of  Senate  Bill  #3855  and  a  copy  of  the  bill  prepared  by  Attorney  Quinter  on 
December  29,  together  with  an  explanatory  memorandum,  be  sent  to  the  chairmen 
and  members  of  the  Committees  on  Amending  the  Charter  and  on  Reorganization 
of  the  National  Education  Association  and  to  the  members  of  the  Executive  Com¬ 
mittee  of  the  Department  of  Classroom  Teachers.  Seconded  by  Miss  Woodruff. 
Carried. 

The  meeting  adjourned  to  meet  at  1:30  p.  m.  on  Thursday,  February  27. 

Willard  E.  Givens,  Executive  Secretary 
Agnes  Samuelson,  President 

Thursday  Afternoon,  February  27,  1936 

The  Executive  Committee  met  at  1:45  p.m.  in  President  Samuclson’s  suite  with  all 
members  of  the  Committee  present  with  the  exception  of  R.  E.  Offenhauer:  Agnes 
Samuelson,  president;  Henry  Lester  Smith,  Joseph  Saunders,  and  Caroline  S.  Wood¬ 
ruff.  Edgar  G.  Doudna  and  J.  M.  Gvjinn  were  present  on  invitation.  Willard  E. 
Givens,  executive  secretary,  and  Harriett  M.  Chase,  chief  assistant  to  the  secretary, 
were  present. 

President  Samuelson  outlined  the  program  for  the  Portland  convention,  asking 
for  suggestions  as  to  the  speakers. 

H.  A.  Allan,  business  manager,  was  called  upon  to  explain  the  financial  condition 
of  the  Association.  The  report  covered  the  following  items:  (1)  income;  (2)  expense; 
and  (3)  cash  position.  Because  the  membership  increase  has  been  less  than  antici¬ 
pated,  and  expenditures  heavy  due  to  increased  service  to  the  field,  restoration  of 


Association al  Records  and  Information 


779 


the  September  Journal ,  and  the  purchase  of  a  new  addressograph  machine,  it  was 
pointed  out  that  it  would  be  necessary  to  practise  every  economy  in  order  to  close 
the  fiscal  year  without  a  deficit.  Members  of  the  Executive  Committee  expressed 
themselves  as  favoring  a  budget  built  on  the  income  of  the  previous  year  rather 
than  on  anticipated  income  and  also  a  budget  for  departments  and  committees  apart 
from  the  other  and  subject  to  reduction  along  with  the  headquarters  budget  if  antici¬ 
pated  income  is  not  realized.  After  a  thoro  discussion  of  this  situation,  Mr.  Saunders 
made  a  motion  that  the  executive  secretary  and  the  business  manager  be  instructed 
to,  if  possible,  adjust  the  finances  of  the  Association  so  that  the  fiscal  year  be  closed 
with  a  balanced  budget,  and  that  they  be  given  authority  to  make  individual  adjust¬ 
ments  and  expenditures  as  in  their  judgment  seem  wise  to  accomplish  the  purpose 
of  this  motion.  Seconded  by  Mr.  Smith .  Carried. 

It  was  suggested  that  in  the  future  the  budget  set-up  include  capital  maintenance 
and  operation. 

The  question  tvas  raised  concerning  certain  items  on  expense  accounts:  (a)  flat 
$4  per  day  for  meals ;  (b)  paying  substitutes  in  schools  ;  (c)  paying  for  investigations 
in  connection  with  the  work  on  academic  freedom.  In  this  connection  Mr.  Smith  men¬ 
tioned  an  arrangement  made  by  the  Committee  on  Academic  Freedom,  of  which  he  is 
chairman,  to  have  someone  in  California  to  investigate  the  Jewett  case.  Mr.  Saunders 
made  a  motion  that  President  Samuelson  appoint  a  committee,  including  the  executive 
secretary  and  the  business  manager,  to  offer  recommendations  for  revision  of  the 
rules  for  expenditures.  Seconded  by  Mr.  Smith.  Carried.  President  Samuelson  ap¬ 
pointed  Mr.  Saunders  and  Miss  Woodruff  to  work  with  the  executive  secretary  and 
the  business  manager  on  this  problem  and  to  report  at  the  next  meeting  of  the 
Committee. 

A  letter  was  read  from  Mary  Elizabeth  O'Connor,  president  of  the  Department 
of  Administrative  Women  in  Education,  requesting  an  appropriation  of  $500  for  the 
use  of  the  Department.  Mr.  Smith  made  a  motion  that  the  request  be  referred  to  the 
Budget  Committee.  Seconded  by  Mr.  Saunders.  Carried. 

At  this  point  Mr.  Shaw  was  invited  to  join  the  Committee  and  report  on  the  work 
of  the  Committee  on  Amending  the  Charter.  He  stated  that  both  the  Committees  on 
Amending  the  Charter  and  on  Reorganization  had  felt  that  there  was  no  possible  way 
that  the  bill  could  go  ahead,  but  that  Mr.  Oberholtzer  was  so  anxious  that  a  com¬ 
promise  be  effected  that  the  two  committees  voted  to  leave  the  matter  in  the  hands  of 
the  two  chairmen  to  contact  the  Executive  Committee  to  see  what  could  be  done. 
Until  the  receipt  of  the  amended  copy  of  Senate  Bill  #3855,  the  Executive  Com¬ 
mittee  had  thought  that  progress  had  been  made,  but  that  the  clause  in  Section  C  of 
the  amended  bill  was  not  acceptable.  President  Samuelson  stressed  that  it  was  the 
desire  of  the  Executive  Committee  to  do  what  the  Representative  Assembly  voted. 
Mr.  Shaw  expressed  his  willingness  to  accept  the  draft  of  Senate  Bill  #3855 
prepared  by  the  Executive  Committee  if  the  clause  in  Section  C  was  omitted  and 
the  Rider  “if  and  when  adopted  by  the  Representative  Assembly”  followed  Section  B. 
The  Executive  Committee  was  unwilling  to  omit  the  clause  or  to  place  the  Rider  after 
any  one  section.  Mr.  Smith  expressed  deep  concern  that  the  Permanent  Fund  and  its 
control  by  the  Board  of  Trustees  be  safeguarded.  On  being  questioned  as  to  how  it 
happened  that  President  Samuelson  was  not  advised  that  the  bill  had  been  intro¬ 
duced,  Mr.  Shaw  replied  that  he  thought  the  office  in  Washington  would  know 
about  it.  He  also  said  that  Senator  King  assured  him  that  the  bill  would  have  to  go 
to  the  Judiciary  Committee,  and  no  action  could  be  taken  before  the  St.  Louis  meeting. 
It  was  agreed  that  Secretary  Givens  would  advise  Mr.  Shaw  regarding  next  steps, 
and  that  Senator  Ashhurst,  chairman  of  the  Judiciary  Committee,  would  be  asked  to 
get  the  opinion  of  the  Attorney  General  as  to  the  effect  of  the  phrase,  “and  the 
said  corporation  may  by  its  bylaws  make  other  and  different  provisions  as  to  the 
numbers  and  names  of  its  officers,  boards,  councils,  and  committees.”  If  this  protects 
the  Board  of  Trustees,  the  Executive  Committee  would  be  willing  to  accept  the 
bill  with  the  inclusion  of  Section  B  and  the  Rider  to  cover  the  entire  bill.  Mr.  Shaw 
withdrew. 


780 


National  Education  Association 


Mr.  Saunders  made  a  motion  that  the  recommendation  of  the  Board  of  Directors 
concerning  the  appointment  of  B.  F.  Stanton  of  Alliance  to  serve  as  director  of  Ohio 
for  the  remainder  of  the  year  be  approved  after  the  receipt  of  the  resignation  of 
IF.  A.  Evans  who  is  ill.  Seconded  by  Miss  IV oodruff.  Carried. 

The  following  action  was  taken  on  the  recommendations  of  the  Committee  on 
Reorganization : 

1.  That  any  advice  needed  in  connection  with  the  redraft  of  the  bylaws  be 
secured  from  the  Association’s  attorney,  Ralph  G.  Quinter. 

2.  That  a  three-day  meeting  of  the  Committee  on  Reorganization  be  allowed, 
but  that  such  meeting  be  held  in  Washington. 

3.  That  only  the  expenses  of  the  chairman  be  paid  to  the  Portland  meeting. 

4.  That  the  Drafting  Committee  do  its  work  at  the  same  time  of  the  general 
meeting  of  the  Committee  in  Washington. 

5.  Approved  funds  for  printing  and  postage — headquarters  office  to  arrange 
for  printing. 

6.  Space  will  be  allowed  in  the  May  issue  of  the  Journal  for  a  summary  of  the 
report — reprints  to  be  available  for  distribution. 

In  connection  with  the  chewing  gum  ad,  Secretary  Givens  recommended  that  no 
contract  be  signed  at  the  present  time,  but  that  on  account  of  the  condition  of  the 
budget  the  ad  be  carried  in  the  April  and  May  Journal.  President  Samuelson  regis¬ 
tered  her  disapproval  of  this  particular  ad,  and  also  the  one  on  Russian  tours.  It 
was  suggested  that  an  opportunity  be  given  at  the  Portland  convention  to  discuss 
the  advisability  of  appointing  a  committee  of  the  headquarters  staff  to  determine 
what  ads  should  be  carried,  and  to  discuss  articles  and  editorials  affecting  advertis¬ 
ing.  Mr.  Saunders  made  a  motion  that  the  recommendations  of  the  executive  secretary 
on  the  chewing  gum  ad  be  accepted,  and  that  he  bring  to  the  Portland  meeting  further 
recommendations  as  to  the  future  policy,  and  also,  to  bring  recommendations  regard¬ 
ing  the  appointment  of  a  committee  to  consider  ads  and  editorials  in  the  Journal. 
Seconded  by  Mr.  Smith.  Carried. 

The  Executive  Committee  approved  the  arrangement  of  accepting  institutional 
life  memberships  on  a  twenty-year  basis. 

It  was  agreed  that  the  National  Education  Association  would  cooperate  with  the 
National  Associations  on  Academic  Freedom,  but  would  not  affiliate. 

It  was  agreed  that  the  chairman  of  the  Committee  on  Retirement  Allowances, 
M.  Emma  Brookes,  be  authorized  to  make  such  arrangements  as  she  wished  concern¬ 
ing  cooperation  with  the  National  Council  of  Teacher  Retirement  Systems,  but  that 
no  official  joint  committee  be  set  up. 

The  meeting  adjourned  at  5:30  p.  m. 

WILLARD  E.  Givens,  Executive  Secretary 
Agnes  Samueeson,  President 

Portland,  Oregon 

Saturday,  June  27,  1936 

The  Executive  Committee  met  at  9  a.  m.  in  the  president’s  suite,  Multnomah 
Hotel,  with  all  members  present:  Agnes  Samuelson,  president;  Henry  Lester  Smith, 
Joseph  H.  Saunders,  R.  E.  Offenhauer,  and  Caroline  S.  Woodruff. 

All  members  of  the  Board  of  Trustees  met  with  the  Executive  Committee:  Edgar 
G.  Doudna,  Joseph  M.  Gvoinn,  and  A.  L.  Whittenberg.  Willard  E.  Givens,  executive 
secretary,  also  was  present. 

After  calling  the  meeting  to  order,  President  Samuelson  asked  for  approval  of  the 
minutes  of  the  February  meeting.  Mr.  Smith  made  a  motion  that  the  minutes  be 
adopted.  Seconded  by  Miss  Woodruff.  Carried. 

Amendments  in  connection  with  traveling  expenses  were  suggested.  The  material 
italicized  has  been  added  or  amended: 


Association al  Records  and  Information 


781 


Travel  expenses: 

R.  R.  fare:  Lowest  prevailing  rate. 

Pullman:  Standard  lower  berth  or  Pullman  chair  for  day  travel. 

Meals  and  Incidentals  when  on  train:  Actual  expense  not  to  exceed  four  dollars 
a  day. 

Local  expense : 

Hotel:  Actual  expenses  for  room  and  meals,  not  to  exceed  seven  dollars  and  fifty 
cents  a  day.  Receipted  bill  from  hotel  required. 

Cabs:  To  hotel  and  to  R.  R.  station.  Other  charges  only  when  absolutely 
necessary. 

Street  car  fares:  As  necessary. 

Telegrams:  Copies  to  be  filed  with  bill. 

Telephone  tolls:  On  Association  business. 

Stenographers:  Only  when  specifically  authorized  by  Board  of  Directors  or  its 
Executive  Committee. 

Dinners:  Dinners  or  similar  functions  given  by  committees  and  others  only  when 
consent  has  been  obtained  previously  from  the  president  of  the  Association  or 
the  executive  secretary. 

Personal  expenses  such  as  valet,  hair  dressing,  laundry,  etc.,  will  not  be  paid 
by  the  Association. 

Appropriation  for  committees  and  departments  may  not  be  used  by  officers  or 
members  of  committees  or  departments  for  travel  or  for  the  payment  of  serv¬ 
ices  of  persons  substituting  for  them  in  their  regular  work  unless  authorized 
by  the  Board  of  Directors  or  its  Executive  Committee. 

Mr.  Saunders  made  a  motion  that  the  modification  be  passed  on  to  the  Board  of 
Directors  with  the  Committee’s  recommendation  for  its  approval.  Seconded  by  Mr. 
Smith.  Carried. 

Secretary  Givens  reported  on  budget  recommendations.  Mr.  Offenhauer  made  a 
motion  that  the  report  be  approved.  Seconded  by  Mr.  Smith.  Carried. 

The  following  recommendations  for  adjustments  in  classifications  and  salaries 
were  submitted  by  the  executive  secretary: 

Rachel  Baker,  Division  of  Accounts  and  Records,  be  changed  from  classification 
3A  to  3AA.  Miss  Baker  has  been  with  the  Association  for  eight  years  and  serves 
as  bookkeeper  of  the  Association.  The  change  would  increase  the  annual  salary 
increment  $10  and  would  make  the  rate  for  1936-37  $1610. 

Eleanor  Richards,  Division  of  Accounts  and  Records,  be  changed  from  classi¬ 
fication  3B  to  3AA.  Miss  Richards  has  been  with  the  Association  for  ten  years  and 
has  the  duties  of  a  cashier.  The  change  would  increase  the  annual  salary  incre¬ 
ment  $10  and  would  make  the  rate  for  1936-37  $1570. 

Ada  Heath,  Division  of  Accounts  and  Records,  who  has  been  on  a  part-time 
basis  for  eight  years  and  full-time  basis  for  the  past  two  years  serving  as  a  unit 
clerk,  and  receiving  $21.50  a  week,  be  classified  as  3B  and  placed  on  the  beginning 
salary  for  that  classification  of  $1200  per  year. 

Laura  Ramey,  Division  of  Accounts  and  Records,  who  has  worked  at  various 
times  with  the  Association  for  a  period  of  the  past  ten  years,  and  who  has  been 
filling  a  regular  position  since  August  1935  and  receiving  $22.50  per  week,  be 
classified  as  3B  and  placed  on  the  beginning  salary  for  that  classification  of  $1200 
per  year. 

Genevieve  Heiberger,  Division  of  Accounts  and  Records,  who  has  been  a 
temporary  employee  since  November  1934,  and  who  is  now  filling  the  position  of 
cash  register  operator  and  receiving  $18  per  week,  be  classified  as  3B  and  placed 
on  the  beginning  salary  for  that  classification  of  $1200  per  year. 

Frances  Thompson,  Division  of  Business,  be  changed  from  classification  3 A  to 
3AA.  She  has  been  with  the  Association  for  ten  years  doing  important  work  in 
handling  advertising  details  in  the  Journal.  The  change  would  increase  the 
annual  salary  increment  $10  and  would  make  the  rate  for  1936-37  $1610. 


782 


National  Education  Association 


Eva  Brumback,  Division  of  Business,  who  has  been  with  the  Association  for  the 
past  six  years  as  a  temporary  employee  as  switchboard  operator  and  typist  re¬ 
ceiving  $20.50  per  week,  be  placed  in  classification  3B  and  placed  on  the  beginning 
salary  for  that  classification  of  $1200  per  year. 

Bertha  Hendricks,  Division  of  Business,  who  has  been  with  the  Association  on 
a  part-time  basis  for  six  years  and  full-time  basis  for  the  past  two  years  as 
switchboard  operator  and  file  clerk  at  $20.50  per  week,  be  placed  in  classification 
3B  and  placed  at  the  beginning  salary  for  that  classification  of  $1200  per  year. 

Elizabeth  Berckmann,  Division  of  Membership,  who  has  been  with  the  Associa¬ 
tion  for  the  past  ten  years  and  is  secretary  to  the  Director,  be  changed  from 
classification  3B  to  3A.  This  involves  no  increase  in  salary  at  present  but  gives  a 
possible  maximum  of  $100  more  annually. 

Mildred  Sandison,  Division  of  Publications,  who  has  been  with  the  Association 
for  the  past  five  years  doing  important  work  in  connection  with  the  Journal  be 
changed  from  classification  3A  to  3AA.  The  change  in  classification  would  in¬ 
crease  the  annual  salary  increment  $10  and  would  make  the  rate  for  1936-37 
$1510  per  year. 

Marie  Scoggins,  Division  of  Publications,  who  has  been  with  the  Association 
for  the  past  eleven  years,  be  changed  from  Classification  3B  to  3A.  The  change 
in  classification  involves  no  increase  in  salary  at  present  but  gives  a  possible 
maximum  of  $100  more  annually. 

Mildred  Bunch,  Division  of  Publications,  who  has  been  with  the  Association 
for  the  past  six  and  one-half  years,  be  changed  from  classification  3AA  to  2B. 
vShe  is  now  supervising  the  work  in  the  editing  and  proof-reading  section  of  this 
Division.  This  would  increase  the  annual  salary  increment  $100  as  she  already  is 
receiving  the  maximum  of  her  present  3AA  classification. 

Helen  Cox,  Research  Division,  who  has  been  with  the  Association  for  the  past 
eight  years  and  who  is  now  supervising  the  secretarial  and  clerical  work  in  that 
Division,  be  changed  from  classification  3A  to  2B.  This  change  in  classification 
would  increase  the  annual  increment  $50  and  would  make  the  rate  for  1936-37 
$1730  per  year. 

Louise  Clark,  Research  Division,  who  has  been  with  the  Association  for  the  past 
six  and  one-half  years,  be  changed  from  classification  3B  to  3AA.  The  change  in 
classification  would  increase  the  annual  salary  increment  $10  and  would  make 
the  rate  for  1936-37  $1360  per  year. 

Margaret  Lane,  Research  Division,  who  has  been  with  the  Association  for  the 
past  seven  and  one-half  years,  be  changed  from  classification  3B  to  3AA.  The 
change  in  classification  would  increase  the  annual  salary  increment  $10  and 
would  make  the  rate  for  1936-37  $1460  per  year. 

Ruth  G.  Weaver,  Research  Division,  who  has  been  with  the  Association  for  the 
past  four  and  one-half  years,  be  changed  from  classification  3B  to  3AA.  She  is 
doing  important  work  in  connection  with  the  answering  of  letters  in  connection 
with  the  Educational  Research  Service.  The  change  in  classification  would  in¬ 
crease  the  annual  salary  increment  $10  and  would  make  the  rate  for  1936-37 
$1360  per  year. 

Josephine  D.  Sullivan,  Research  Division,  who  has  been  with  the  Association 
for  the  past  three  years  and  serves  as  temporary  employee  receiving  $25  per 
week,  be  classified  as  3B  and  her  salary  set  at  $1350.  She  is  doing  work  in  con¬ 
nection  with  the  yearbooks. 

Agnes  Griffith,  Research  Division,  who  has  been  with  the  Association  for  the 
past  ten  years  and  now  employed  in  the  statistical  section  receiving  $22  per 
week,  be  classified  as  3B  and  placed  on  the  beginning  salary  of  that  classification 
of  $1200  per  year. 

Hazel  Simpson,  Secretary’s  Office,  who  has  been  with  the  Association  for  a  year 
and  a  half  as  temporary  employee  receiving  $27.50  per  week,  be  classified  as  3B 
and  her  salary  set  at  $1500  per  year.  She  is  doing  most  of  the  stenographic  work 
for  Miss  Chase. 


Associational  Records  and  Information 


783 


A  motion  was  made  by  Mr.  Offenhauer  that  the  recommendations  be  approved. 
Seconded  by  Mr.  Smith.  Carried. 

It  was  recommended  by  the  executive  secretary  that  Assistant  Directors  Belmont 
Farley,  Richard  Foster,  and  Ivan  Booker  be  given  their  usual  two-hundred-dollar 
increments.  This  was  approved  on  motion  made  by  Mr.  Smith  and  seconded  by  Mr. 
Saunders. 

Since  the  present  classification  has  been  in  effect  for  nine  years,  the  Executive 
Committee  instructed  the  executive  secretary  to  make  a  thoro  study  of  the  classifica¬ 
tion  schedule  and  present  a  report  with  recommendations  to  the  meeting  of  the 
Committee  in  Detroit  in  June. 

The  merging  of  the  American  Physical  Education  Association  with  the  Depart¬ 
ment  of  School  Health  and  Physical  Education  was  next  discussed.  Caroline  S. 
Woodruff  made  a  motion  that  the  Executive  Committee  approve  this  step.  Seconded 
by  Mr.  Smith.  Carried. 

The  next  item  discussed  was  the  policy  in  connection  with  School  Health  Educa¬ 
tion  Service  for  another  year.  A  motion  was  made  by  Miss  Woodruff  that  School 
Health  Education  Service  be  housed  in  the  N.  E.  A.  under  the  present  arrangement, 
which  is  without  expense  to  the  N.  E.  A.,  until  January  1938.  Seconded  by  Mr.  Smith. 
Unanimously  carried. 

The  next  matter  presented  was  the  consolidation  of  the  National  Council  of  Teach¬ 
ers’  Retirement  Systems  with  the  N.  E.  A.  Committee  on  Retirement  Allowances  into 
a  department.  After  considerable  discussion,  the  Executive  Committee  decided  it 
unwise  to  create  a  department  so  different  in  nature  from  any  of  the  other  depart¬ 
ments  and  decided  that  it  would  be  wiser  for  the  present  to  suggest  to  the  new 
president  that  the  Committee  on  Retirement  Allowances  be  strengthened  by  adding 
members  from  the  National  Council  of  Teachers’  Retirement  Systems  and  that  no 
department  be  created  at  present. 

A  letter  was  read  from  Joseph  Maddy,  president,  National  Music  Educators  Con¬ 
ference,  Ann  Arbor,  Michigan,  regarding  possible  consolidation  with  the  Department 
of  Music  of  the  N.  E.  A.  President  Samuelson  suggested  that  a  letter  be  written 
Mr.  Maddy,  letting  him  know  that  the  Committee  favors  his  ideas. 

Discussion  of  the  Journal  of  the  National  Education  Association  resulted  in 
instructions  to  the  executive  secretary  to  present  to  the  next  meeting  of  the  Executive 
Committee  a  long-term  plan  for  the  Journal  and  a  program  for  the  coming  year  in 
specific  and  detailed  form  both  as  to  editorial  policy  and  advertising.  It  was  sug¬ 
gested  that  hereafter  the  general  program  for  the  Journal  for  the  year  just  ahead 
be  submitted  to  the  Executive  Committee  at  its  June  meeting.  A  motion  to  this  effect 
was  made  by  Mr.  Smith.  Seconded  by  Mr.  Offenhauer.  Carried. 

After  considerable  discussion  on  the  question  of  institutional  membership  in  the 
National  Education  Association,  Mr.  Offenhauer  made  a  motion  that  no  institutional 
memberships  be  recognized  other  than  college  library,  university  library,  and 
public  library  memberships.  Seconded  by  Miss  Woodruff.  Carried. 

Mr.  Smith  moved  that  the  matter  of  securing  funds  for  the  Horace  Mann  Cen¬ 
tennial  Celebration  be  left  in  the  hands  of  the  executive  secretary.  Seconded  by 
Mr.  Offenhauer.  Carried. 

The  meeting  adjourned  and  was  again  called  to  order  by  President  Samuelson 
at  2  p.  m. 

After  discussion  on  the  policy  concerning  the  use  of  mailing-lists  of  the  National 
Education  Association,  it  was  the  unanimous  decision  that  these  lists  should  be  used 
for  our  professional  purposes  only. 

Mr.  Smith  was  excused  from  the  meeting  at  2:30  p.  m. 

A  discussion  of  the  reports  of  the  Committees  on  Amending  the  Charter  and  on 
Reorganization  resulted  in  the  appointment  of  a  committee  composed  of  Joseph  //. 
Saunders,  Henry  Lester  Smith,  and  Secretary  Givens  to  meet  at  8  p.  m.  and  prepare 
necessary  material  to  be  presented  before  the  Board  of  Directors  on  Sunday  evening. 

The  meeting  adjourned  at  3:50  p.  m.  to  meet  on  Sunday,  June  28,  at  10  a.  m. 

Willard  E.  Givens,  Executive  Secretary 
Agnes  Samuelson,  President 


784 


National  Education  Association 


Sunday  Morning,  June  28,  1936 

The  Executive  Committee  convened  at  10  a.  m.  in  the  president’s  suite,  Multnomah 
Hotel,  with  all  members  present. 

President  Samuelson  called  upon  Joseph  H.  Saunders  who  gave  the  following 
report  for  the  Special  Committee  on  Amending  the  Charter: 

The  Executive  Committee  having  carefully  considered  the  report  of  the  Com¬ 
mittee  on  Amending  the  Charter  recommends  to  the  Board  of  Directors  the 
following  action  thereon: 

For  the  purpose  of  remedying  an  inconsistency  which  resulted  from  the  action 
of  the  Representative  Assembly  at  Denver,  and  to  remove  all  doubts  as  to  the 
clear  intent  and  meaning  of  the  action  so  taken: 

Be  It  Resolved,  That  the  action  of  the  Representative  Assembly  at  Denver  on 
the  report  of  the  Committee  on  Amending  the  Charter  be  amended  by  adding  to 
Section  7  of  the  proposed  charter  the  exact  language  of  the  last  paragraph  of 
Section  6  of  the  present  charter  which  is  as  follows: 

“The  Board  of  Trustees  shall  consist  of  four  members  elected  by  the  Board  of 
Directors  for  the  term  of  four  years,  and  the  president  of  the  Association,  who 
shall  be  a  member  ex  officio  during  his  term  of  office.  At  the  first  meeting  of  the 
Board  of  Directors,  held  during  the  annual  meeting  of  the  Association  at  which 
they  were  elected,  they  shall  elect  one  trustee  for  the  term  of  four  years.  All 
vacancies  occurring  in  said  Board  of  Trustees,  whether  by  resignation  or  other¬ 
wise,  shall  be  filled  by  the  Board  of  Directors  for  the  unexpired  term;  and  the 
absence  of  a  trustee  from  two  successive  annual  meetings  of  the  Board  shall 
forfeit  his  membership.” 

Motion  was  made  by  Superintendent  Offenhauer  that  this  resolution  be  adopted. 
Seconded  by  Miss  Woodruff.  Unanimously  carried.  President  Samuelson  asked  Mr. 
Smith  to  present  the  view  of  the  Executive  Committee  to  the  Board  of  Directors’ 
meeting  and  to  pass  on  to  them  the  recommendations  of  the  Special  Committee 
approved  by  the  Executive  Committee. 

The  report  of  the  Committee  on  Reorganization  was  considered.  President  Samuel¬ 
son  asked  Mr.  Saunders  to  discuss  this  report  with  the  Board  of  Directors  and  pre¬ 
sent  the  following  recommendation  from  the  Executive  Committee  to  the  Board  of 
Directors: 

The  Executive  Committee  has  given  as  careful  study  to  the  report  of  the 
Committee  on  Reorganization  as  possible  in  the  limited  time  available  since 
receiving  this  report  and  recommends  to  the  Board  of  Directors  the  following: 

In  view  of  the  fact  as  stated  by  the  Committee  on  Reorganization  in  Chapter  I 
of  their  report  that  it  is  a  prerequisite  to  have  many  of  the  proposed  amendments 
to  the  charter  made  official  by  Act  of  Congress  before  it  can  complete  plans  for 
reorganization  which  it  believes  desirable  for  the  Association,  and  in  view  of 
the  fact  that  the  proposed  amendments  to  the  charter  are  dependent  upon  such 
action  as  the  Representative  Assembly  may  take  upon  the  report  of  the  Committee 
on  Amending  the  Charter,  and  in  view  of  the  further  fact  that  several  of  the 
recommendations  of  the  Committee  prescribe  qualifications  for  membership  in  the 
Representative  Assembly,  Board  of  Directors,  and  Board  of  Trustees  that  would 
make  the  functioning  of  the  Association  more  difficult  than  at  present,  the  Execu¬ 
tive  Committee  recommends  to  the  Board  of  Directors  that  further  study  be  given 
to  the  effect  of  such  proposals  before  recommending  action  thereon  to  the  Repre¬ 
sentative  Assembly. 

Meeting  adjourned  at  12:30  to  meet  again  at  call  of  President  Samuelson. 

Willard  E.  Givens,  Executive  Secretary 
Agnes  Samuelson,  President 


Associational  Records  and  Information 


785 


Friday  Morning,  July  3,  1936 

The  meeting  of  the  new  Executive  Committee  convened  in  Miss  Samuelson’s  suite 
in  the  Multnomah  Hotel,  Friday  morning,  July  3,  at  10  a.  m.,  the  new  president, 
Orville  C.  Pratt,  presiding,  with  the  following  members  present:  Agnes  Samuelson, 
R.  E.  Offenhauer,  Joseph  H.  Saunders,  Caroline  S.  Woodruff,  and  Willard  E.  Givens, 
executive  secretary. 

Harold  A.  Allan,  business  manager  for  the  Association,  discussed  Detroit  from 
the  standpoint  of  meeting  places,  exhibit  space,  and  other  convention  needs. 

Joseph  H.  Saunders  made  a  motion  that  the  city  of  Detroit  be  selected  as  the  con¬ 
vention  city  for  1937  and  that  a  contract  be  entered  into  for  the  holding  of  this 
convention.  Seconded  by  Caroline  S.  Woodruff. 

At  this  point,  Donald  DuShane,  chairman  of  the  Tenure  Committee,  and  Frances 
Jelinek,  secretary  of  the  Committee,  joined  the  Executive  Committee  and  requested 
that  the  matter  of  deciding  upon  Detroit  as  the  convention  city  be  delayed  until 
an  investigation  could  be  made  into  the  Highland  Park  case  where  contracts  were 
reported  to  have  been  withheld  from  forty-three  teachers.  After  presentation  and 
discussion  of  the  case,  Mr.  DuShane  and  Miss  Jelinek  withdrew. 

Mr.  Saunders  then  modified  his  previous  motion  as  follows: 

That  a  contract  be  entered  into  with  the  city  of  Detroit  with  the  right  to  abro¬ 
gate  it  if  in  the  wisdom  of  the  Executive  Committee  conditions  are  unsatisfactory. 

Seconded  by  Mr.  Offenhauer.  Motion  lost. 

Miss  Samuelson  made  a  motion  that  Detroit  be  selected  as  the  convention  city  and 
that  the  contract  be  signed.  Seconded  and  unanimously  carried. 

R.  E.  Offenhauer  made  a  motion  that  inasmuch  as  Detroit  has  been  decided  upon 
as  the  convention  city  that  the  chairman  of  the  Tenure  Committee,  Mr.  DuShane, 
who  will  serve  until  committee  chairmen  for  1936-37  are  appointed  by  Preside?it 
Pratt,  be  instructed  immediately  to  investigate  the  rumor  concerning  the  withholding 
of  contracts  from  several  teachers  in  Highland  Park  and  that  the  investigation  be 
reported  at  the  next  meeting  of  the  Executive  Committee.  Seconded  by  Miss  Samuel¬ 
son.  Carried. 

Secretary  Givens  stated  that  James  F.  Rockett,  N.  E.  A.  director  for  Rhode  Island, 
appointed  to  fill  the  unexpired  term  of  Charles  Carroll,  deceased,  did  not  know  of  his 
obligation  to  attend  meetings  of  the  Board  of  Directors.  In  view  of  his  being  un¬ 
informed  as  to  his  duties,  Mr.  Offenhauer  made  a  motion  that  his  expenses  to  the 
convention  be  allowed.  Seconded  by  Miss  Samuelson.  Carried. 

Joseph  Saunders  made  a  motion  that  the  parliamentarian,  C.  A.  Bottolfsen,  be 
paid  seventy-five  dollars  in  addition  to  the  amount  already  agreed  upon,  which  was 
his  expenses  and  twenty-five  dollars,  and  that  the  check  for  the  full  amount  be  sent 
him  with  a  sincere  vote  of  thanks.  Seconded  by  Miss  Samuelson.  Carried. 

On  the  recommendation  of  President  Pratt,  R.  E.  Offenhauer  made  a  motion  that 
Mr.  Bottolfsen  be  employed  for  the  Detroit  convention  at  twenty-five  dollars  per 
day  for  the  days  of  actual  service,  plus  his  expenses.  Seconded  by  Miss  Woodruff. 
Unanimously  carried. 

Inasmuch  as  the  meeting  of  the  Educational  Policies  Commission  will  be  held  at 
Crawford  House,  New  Hampshire,  August  17,  18,  and  19,  it  was  unanimously  agreed 
that  the  next  meeting  of  the  Executive  Committee  be  held  at  the  same  place  on 
August  21  and  22. 

There  being  no  further  business,  the  meeting  adjourned  at  11:50  a.  m. 

Wizard  E.  Givens,  Executive  Secretary 
Orviixe  C.  Pratt,  President 


786 


National  Education  Association 


MINUTES  OF  THE  MEETINGS  OF  THE 
BOARD  OF  TRUSTEES 

St.  Louis,  Missouri 

Sunday  Morning,  February  23,  1936 

The  Board  of  Trustees  of  the  National  Education  Association  met  in  President 
Samuelson’s  suite,  Statler  Hotel,  at  10:15  a.  m.  Members  present:  Joseph  H.  Saunders, 
chairman;  Edgar  G.  Doudna,  secretary;  A .  L.  W  hittenherg,  J.  M.  Gwinn,  and 
President  Agnes  Samuelson. 

The  meeting  was  called  to  order  by  the  chairman. 

A  report  of  the  condition  of  the  Permanent  Fund  at  the  close  of  business,  January 
31,  1936,  was  presented  and  discussed.  The  chairman  explained  items  in  detail. 
Principal  points  covered  the  purchase  of  six  baby  bonds  for  the  Department  of 
Superintendence  at  a  cost  of  $2250,  which  at  maturity  in  ten  years  will  yield 
$3000;  making  best  possible  adjustments  on  properties  where  mortgages  have  been 
foreclosed;  expense  out  of  Permanent  Fund  income  for  installation  of  radiators  and 
partitions  and  moving  the  switchboard  in  administration  building. 

On  motion  of  Mr.  Gvoinn,  seconded  by  Mr.  Doudna,  the  report  was  approved  and 
made  a  matter  of  record. 

On  motion  of  Mr.  W hittenherg ,  seconded  by  Mr.  Gzuinn,  it  was  voted  to  pay  to 
the  Penn  Mutual  Insurance  Company  $15,500  on  the  next  payment  date. 

On  motion  of  Mr.  Doudna,  seconded  by  Mr.  Gvoinn,  the  following  resolution  was 
passed : 

Resolved,  That  Joseph  H.  Saunders,  chairman,  and  Willard  E.  Givens,  secre¬ 
tary,  be,  and  they  are  hereby,  authorized  to  borrow  from  the  National  Metro¬ 
politan  Bank  of  Washington,  D.  C.,  or  from  any  other  bank  or  banker,  the  sum 
of  $50,000  or  as  much  thereof  as  may  be  needed  for  current  obligations  of  the 
institution,  when  and  as  such  needs  occur. 

It  was  pointed  out  that  if  and  when  the  Board  desires  or  the  need  arises,  the 
Parker  Fund  now  held  in  the  Teachers  Home  and  Welfare  Fund  may  be  transferred 
to  other  permanent  funds. 

In  discussing  the  policy  concerning  requests  for  transfer  of  funds  received  on 
life  membership  payments  to  annual  membership  payments,  the  request  was  made 
that  all  cases  be  referred  by  the  executive  secretary  to  the  Board  of  Trustees  for 
action.  No  money  may  be  refunded  to  the  individual. 

On  motion  of  Mr.  Gvoinn,  seconded  by  Mr.  W hittenherg ,  it  was  voted  that  the 
Educational  Policies  Commission  be  reimbursed  during  the  next  fiscal  year  for  the 
cost  of  installing  a  partition  in  the  office  to  which  they  have  been  assigned. 

On  motion  of  Mr.  Doudna ,  the  meeting  was  adjourned  at  11  a.  m. 

Joseph  H.  Saunders,  Chairman 
Edgar  G.  Doudna,  Secretary 


Portland,  Oregon 

Saturday  Afternoon,  June  27,  1936 

The  Board  of  Trustees  of  the  National  Education  Association  met  in  the  Multno¬ 
mah  Hotel,  at  4  p.  m.,  pursuant  to  a  call  of  the  chairman  of  the  Board.  Members 
present:  Joseph  H.  Saunders,  Agnes  Samuelson,  president;  J.  M.  Gvoinn,  Edgar  G. 
Doudna,  and  A.  L.  W hittenherg. 

The  meeting  was  called  to  order  by  the  chairman  of  the  Board. 

Minutes  of  the  St,  Louis  meeting,  held  Sunday,  February  23,  1936,  were  approved. 


Associational  Records  and  Information 


787 


Chairman  Saunders  reported  on  the  financial  report  for  the  fiscal  year  ending 
May  31,  1936.  Entire  report  read.  Mr.  Gvoinn  made  a  motion  that  the  report  he 
accepted  as  reported.  Seconded  by  Miss  Samuelson.  Unanimously  carried. 

Motion  made  by  Mr.  Whittenberg  that  we  reimburse  the  Educational  Policies 
Commission  in  the  amount  of  $288  for  partitions  to  be  constructed  in  the  headquar¬ 
ters  building.  Seconded  by  Mr.  Doudna.  Carried. 

Air.  Gvuinn  made  a  motion  that  the  executive  secretary  be  instructed  to  have  a 
wall  in  the  old  building  made  water-proof,  said  wall  having  been  damaged  recently 
with  heavy  rains.  Mr.  Whittenberg  seconded  motion.  Carried. 

Mr.  Doudna  made  a  motion  that  the  executive  secretary  be  authorized  to  construct 
partitions  suggested  by  Business  Manager  Allan  in  the  headquarters  building  at  a 
cost  of  $230.  Seconded  by  Mr.  W hittcnberg.  Carried. 

Mr.  Allan  made  a  brief  statement  that  the  headquarters  building  never  had  hot 
water  during  the  summer,  no  equipment  being  installed  for  this  purpose.  Suggested 
at  a  small  cost  of  $75,  a  gas  heater  could  be  installed  by  our  own  engineer  to  take 
care  of  this  emergency.  Motion  made  by  Miss  Samuelson  that  the  executive  secretary 
be  authorized  to  instal  necessary  equipment.  Seconded  by  Mr.  W hittenb erg .  Adopted. 

Secretary  Givens  reported  on  the  life  membership  situation. 

Meeting  adjourned  at  4:45  p.  m. 

Joseph  H.  Saunders,  Chairman 
Edgar  G.  Doudna,  Secretary 

Friday  Morning,  July,  3,  1936 

The  Board  of  Trustees  of  the  National  Education  Association  met  in  the  Multno¬ 
mah  Hotel  at  9:45  a.  m.  Members  present  were:  Edgar  G.  Doudna ,  J.  M.  Gvjinn, 
0.  C.  Pratt,  president;  Joseph  H.  Saunders,  and  A.  L.  W hittenb  erg. 

Trustee  Gwinn  made  a  motion,  which  was  duly  seconded,  that  Joseph  II.  Saunders 
be  reelected  chairman  of  the  Board.  Motion  carried. 

Trustee  Gvoinn  also  made  a  motion  that  Edgar  G.  Doudna  be  reelected  secretary  of 
the  Board.  Motion  seconded  and  carried. 

It  was  moved,  seconded,  and  carried  that  the  Trustees  meet  at  the  time  of  the 
Executive  Committee  in  December. 

On  motion  of  Mr.  Gvoinn,  seconded  by  Mr.  Whittenberg,  the  following  resolution 
was  passed: 

Resolved,  That  Joseph  H.  Saunders,  chairman,  and  Willard  E.  Givens,  secre¬ 
tary,  be,  and  they  are  hereby,  authorized  to  borrow  from  the  National  Metro¬ 
politan  Bank  of  Washington,  D.  C.,  or  from  any  other  bank  or  banker,  the  sum 
of  $50,000  or  as  much  thereof  as  may  be  needed  for  current  obligations  of  the 
institution,  when  and  as  such  needs  occur. 

Air.  Whittenberg  made  a  motion  that  the  present  method  of  handling  the  securities 
of  the  Association  be  continued.  Seconded  by  Mr.  Doudna. 

The  Board,  having  concluded  its  business,  adjourned,  subject  to  call  of  the 
chairman. 

Joseph  H.  Saunders,  Chairman 
Edgar  G.  Doudna,  Secretary 

FINANCIAL  REPORT  1935-36 

Submitted  herewith  is  a  complete  financial  statement  for  the  fiscal  year  ended 
May  31,  1936.  It  is  prepared  for  the  information  of  the  Representative  Assembly, 
the  Board  of  Directors,  and  the  Officers  of  the  Association. 

Included  in  the  Financial  Report  is  the  Report  of  the  Board  of  Trustees  (financial), 
the  Report  of  Auditors,  in  the  form  submitted  by  Wayne  Kendrick  and  Company, 
Public  Accountants,  and  covering  completely  the  financial  records  of  the  Secretary’s 
Office  and  the  Permanent  Funds  in  the  custody  of  the  Board  of  Trustees,  and  the 
Report  of  the  Treasurer. 


Willard  E.  Givens,  Executive  Secretary 


788 


National  Education  Association 


Report  of  Board  of  Trustees — Financial 

Your  Board  of  Trustees  submits  for  your  consideration  the  following  report  of 
your  finances  and  properties  for  the  fiscal  year  ending  May  31,  1936. 

The  Permanent  Fund 


Cash  on  Hand .  $6,033.23 

Securities .  110,494.66 

Life  Membership  Notes .  181,985.17 

Real  Estate,  Less  Mortgage .  495,457.01 

Elementary  Principals  Fund .  7,312.86 

Superintendents  Research  Fund .  19,858.71 

Teachers  Welfare  Fund .  5,982.66 


$827,124.30 

The  corresponding  total  in  1935  was  $802,664.47,  a  net  gain  for  the  year  of 
$24,459.83.  The  gain  for  the  preceding  year  was  $19,224.55,  making  a  net  gain  for 
the  two  year  period  of  $43,684.38. 

Our  headquarters  building,  grounds  and  equipment  cost  $583,457.01.  Its  actual 
value  is  in  excess  of  this  figure.  We  reduced  the  mortgage  on  this  property  during 
the  current  year  from  $100,000  to  $80,000.  This  mortgage  bears  interest  at  the  rate 
of  5^2%. 

Interest  on  our  securities  has  been  promptly  paid  with  the  exception  of  the  bonds 
of  the  St.  Louis  and  San  Francisco  Railway  which  is  in  the  hands  of  a  receiver. 
The  average  yield  is  in  excess  of  four  and  one-half  percent.  The  income  of  the 
Permanent  Fund  was  $48,045.15.  The  disbursements  covered  interest  on  the  mort¬ 
gage  $4,837.50,  repairs  and  improvements  to  the  building  $1,217.57,  attorney  fees 
and  deposit  box  rental  $827.00,  leaving  a  net  income  of  $41,163.08  paid  into  our 
operating  account.  This  appears  to  be  a  decrease  of  $229.87.  However,  an  item  of 
$250  included  in  the  $827  above  was  an  item  carried  over  -from  1935.  Reallocating 
this  item,  the  net  income  from  the  Permanent  Fund  would  show  an  increase  of 
$270.13.  With  this  change,  the  net  income  from  the  Permanent  Fund  paid  into  the 
operating  fund  for  the  past  five  depression  years  is  as  follows: 

1931- 32 .  $32,077  1934-35 .  41,143 

1932- 33 .  34,410  1935-36 .  41,413 

1933- 34 .  36,165  - 

Five  year  period . $185,208 

The  Parker  Estate  is  still  in  process  of  liquidation.  During  the  year  we  sold  the 
Markwald  mortgage  note  of  $1,000  for  $890  and  collected  $400  in  part  payment  of 
the  Guettrich-Hisgen  note. 

Our  operating  receipts  for  the  year  were  $503,923.19,  an  increase  over  1935  of 
$31,620.37.  Our  operating  expenses  were  $513,471.54,  an  increase  of  $18,438.40.  The 
increased  cost  is  more  than  accounted  for  by  increased  service  in  the  N.  E.  A.  Journal, 
the  Research  Bulletins  and  the  larger  expense  for  exhibit  operation  with  consequent 
increase  of  share  of  profit  to  the  Department  of  Superintendence.  The  operating 
deficit  is  $9,548.35.  To  this  is  charged  $5,244.82  depreciation  on  equipment  making 
the  gross  deficit  $14,693.67. 

An  itemized  statement  follows: 


Associational  Records  and  Information 


789 


Permanent  Fund — Principal  Account 

Cash  Report — May  31,  1936 

General  Funds 

Cash  on  hand,  May  31,  1935  . 

Receipts  from  Life  Members . 

Disbursements : 

Reduction  on  Mortgage,  1201  16th  Street 
N.  W.,  Washington,  D.  C.,  held  by  Penn 
Mutual  Life  Insurance  Company,  Phila¬ 
delphia,  Pa . 

Purchase  of  Arkansas  Bonds  (Exchange  of 
Cash  for  Coupons)  received  as  income  to 
be  converted  . 


Cash  on  hand,  May  31,  1936  . 

Elementary  School  Principals  Fund 

Cash  on  hand,  May  31,  1935  .  $  665.37 

Receipts : 

Life  Membership  . .  $  589.00 

Adjustment  by  N.  E.  A .  5.00  594.00 


Cash  on  hand,  May  31,  1936 . 

Department  of  Superintendence — Educational  Research  Fund 

Cash  on  hand,  May  31,  1935  . ..  .  .  $  1,322.51 

Receipts : 

Memberships  .  $  1,612.35 

Proceeds  of  Liberty  Bond .  51.06  1,663.41 


$  2,985.92 

Disbursements : 

Purchase  of  Six  U.  S.  Treasury  Savings 
Bonds — having  a  Maturity  Value  of 

$3,000.00  .  2,250.00 


Cash  on  hand,  May  31,  1936  . 

Teachers  Home  and  Welfare  Fund — Principal 

Cash  on  hand,  May  31,  1935  .  $  377.32 

Receipts : 

Sale  of  B.  Markwald  Mortgage .  .  $  890.00 

Payment  on  Guettrich-Hisgin  Note .  400.00  1,290.00 


Cash  on  hand,  May  31,  1936 . 

Teachers  Home  and  Welfare  Fund — Income 

Cash  on  hand,  May  31,  1935  .  $  953.39 

Receipts : 

Interest  . .  176.38 


$  1,129.77 

Disbursements : 

Taxes  Paid  on  Real  Estate  held  in  Assets  of  Estate  of 

Manila  Z.  Parker . . .  $  122.77 


Cash  on  hand,  May  31,  1936 . 

Total  Cash,  May  31,  1936 . 

Deposited  in  American  Security  and  Trust  Company 


Checking  Account  .  $  5,220.53 

Thrift  Account  .  .  4,957.31 

On  hand  for  deposit . .  525,00 


$  3,430.63 

23,022.60  $26,453.23 


20,000.00 


420.00  20,420.00 


$  6,033.23 


1,259.37 


73  5.92 


1,667.32 


$  1,007.00 
$10,702.84 


$10,702.84 


790 


National  Education  Association 


Permanent  Fund — Income  Account — May  31,  1936 


Receipts: 

Interest  on  Bonds .  $  4,255.63 

Interest  on  Bank  Deposits .  331.63 

Rent  for  Headquarters  Building  for  year  ended  May  31, 

1936  .  43,000.00 

Proceeds  of  State  of  Arkansas  Bonds  received  as  interest — 

sold  to  Permanent  Fund,  Principal  Account .  420.00 

Refund  of  Insurance  Premium .  37.89 


$48,045.15 


Disbursements : 

Interest  for  One  Year  on  Mortgage  of  Headquarters 
Building  to  Penn  Mutual  Life  Insurance  Company, 

Philadelphia,  Pennsylvania  . 

Alterations  and  Repairs  to  Building . 

Ralph  D.  Quinter — Retainer  Fee . 

Rental  Safe  Deposit  Box — 2  years . 

To  Treasurer  of  National  Education  Association  for 
Income  1935-1936  . . 


$  4,837.50 
1,217.57 
750.00 
77.00 

41,163.08  $48,045.15 


A  full  statement  of  the  Permanent  Fund  is  shown  in  Exhibit  “D”  page  800.  The 
list  of  securities  owned  by  the  Permanent  Fund  is  shown  in  Exhibit  “E”  pages  801 
and  802.  The  Parker  Estate  properties  are  shown  in  Exhibit  “F”  page  802. 

The  Association  does  not  carry  as  assets  the  cash  surrender  value  of  its  Retire¬ 
ment  Annuity  Insurance  policies  amounting  to  $120,642.54  of  which  the  Association 
owns  $44,237.59. 


Board 

of 

Trustees 

June  15,  1936. 


Joseph  H.  Saunders,  Chairman 
E.  G.  Doudna,  Secretary 
-  J.  M.  Gwinn 

A.  L.  Whittenberg 
Agnes  Samuelson,  President 


Report  of  Auditors 

WAYNE  KENDRICK  &  COMPANY 
CERTIFIED  PUBLIC  ACCOUNTANTS 
RUST  BUILDING,  WASHINGTON,  D.  C. 

June  11,  1936 

Miss  Agnes  Samuelson,  President 

National  Education  Association  of  the  United  States 

1201  Sixteenth  Street,  N.  W. 

Washington,  D.  C. 

Dear  Madam: 

We  have  examined  the  books  and  records  of  account  of  the  National  Education 
Association  of  the  United  States  for  the  fiscal  year  ended  May  31,  1936,  and  submit 
herewith  our  report  consisting  of  the  following  exhibits  and  comments: 

Exhibit  “A” — Statement  of  Assets  and  Liabilities  as  at  May  31,  1936. 

Exhibit  “B” — Condensed  Comparative  Statement  of  Income  and  Expenses  for  the 
Fiscal  Years  ended  May  31,  1935  and  1936. 

Exhibit  “C” — Income  and  Expenses  for  the  Fiscal  YYar  ended  May  31,  1936. 
Exhibit  “D” — Assets  of  Permanent  Funds  as  at  May  31,  1936. 

Exhibit  “E” — Securities  of  Permanent  Funds  as  at  May  31,  1936. 

Exhibit  “F” — Properties  Held  for  the  Credit  of  the  Teachers’  Home  and  Welfare 
Fund  as  at  May  31,  1936. 

Comments 

Our  examination  consisted  principally  of  the  verification  of  assets  and  liabilities 
of  the  Association  as  at  May  31,  1936,  but  we  made  sufficient  tests  of  income  and 
expense  accounts  to  substantially  determine  the  accuracy  thereof. 


Associational  Records  and  Information 


791 


Cash  in  banks  was  verified  by  a  comparison  of  all  checks  paid  by  the  banks  with 
the  amounts  entered  in  the  books  of  account.  We  also  inspected  the  checks  as  to 
payees  and  endorsements.  All  bank  accounts  were  verified  by  direct  correspondence 
with  the  depositories,  and  where  statements  were  furnished  by  the  banks,  the  bal¬ 
ances  shown  thereon  were  reconciled  to  the  amounts  shown  by  the  books.  Cash  on 
hand  was  verified  by  actual  count.  Permanent  Fund  Income  Checks  were  verified  by 
inspection  of  the  checks  showing  payments  to  the  Regular  Account. 

Accounts  Receivable  amounting  to  $8,632.18  were  verified  by  inspection  of  the 
individual  accounts  in  the  ledger.  The  greater  part  of  these  accounts  are  for  exhibit 
space  and  current  advertising,  and  were  verified  thru  inquiries  in  the  Business 
Manager’s  Office. 

Protested  Checks,  $1,084.88,  were  examined  by  us  insofar  as  possible.  The  majority 
of  checks  returned  unpaid  prior  to  February  1932,  however,  had  been  sent  to  the 
makers,  and  the  only  evidence  available  for  our  inspection  was  the  letter  of  trans¬ 
mittal  to  the  makers  of  such  checks. 

Postdated  and  Foreign  Checks  Receivable  (Time  Checks),  $439.58,  were  verified 
by  inspection  of  the  time  checks  and  by  inspection  of  bank  pass  books  for  foreign 
checks  entered  for  collection.  Such  checks  as  were  returned  by  the  banks  unpaid 
at  maturity  date  are  included  in  “Protested  Checks.”  After  a  careful  check  of  these 
accounts,  we  believe  the  Reserve  for  Doubtful  Accounts  amounting  to  $1,134.46  is 
sufficient  to  take  care  of  any  loss  from  this  source. 

Commercial  National  Bank  Receiver’s  Certificates  were  verified  by  inspection  of 
the  certificates.  Another  dividend  of  10  percent  was  received  during  the  current 
fiscal  year  in  the  amount  of  $7,411.13.  This  payment  makes  a  total  of  60  percent 
received  against  $74,111.42,  the  total  amount  on  deposit  in  the  General  Fund  at  the 
time  the  bank  was  closed  in  1933,  leaving  a  balance  of  $29,644.57  still  held  by  the 
Receiver. 

State,  County,  and  Municipal  Warrants  were  verified  by  inspection  of  such 
warrants. 

Stamped  Envelopes  and  Cards,  $504.33,  and  Office  Supplies,  $332.96,  were  in¬ 
ventoried  by  your  staff,  and  an  inspection  was  subsequently  made  by  us  to  determine 
the  reasonableness  as  to  quantities  and  prices  thereof.  The  above  amounts  do  not 
include  $132.85  Postage  charged  as  expense  but  still  in  the  mailing  room  on  May  31, 
1936.  We  also  checked  calculations  and  extensions. 

Office  Furniture  and  Fixtures,  $22,667.04,  is  the  net  value  shown  by  the  records 
after  deducting  the  Reserve  for  Depreciation  amounting  to  $31,237.17.  We  verified 
the  additions  made  during  the  year  to  this  account  by  inspection  of  purchase  invoices. 
A  physical  inventory  was  made  by  your  employees,  which  we  examined  and  com¬ 
pared  with  a  similar  inventory  at  May  31,  1935.  Depreciation  in  the  amount  of 
$5,144.82  has  been  charged  off  for  the  year. 

While  depreciation  on  the  building  is  recognized,  if  such  a  deduction  were  made, 
it  would  be  necessary  to  set  aside  cash  from  income  accounts  to  increase  the  “De¬ 
preciation  Fund.”  Depreciation  has  not  been  deducted  for  the  past  four  years  due  to 
the  fact  that  the  income  has  been  insufficient.  If  in  the  ensuing  year  the  income  should 
exceed  the  requirements  of  the  Association,  it  is  recommended  that  any  such  excess 
be  withheld  from  transfer  to  the  Operating  Account  from  the  Permanent  Fund 
Income  and  invested  in  securities  for  the  Reserve  for  Depreciation. 

Notes  Receivable — Life  Members  $181,985.17,  as  shown  in  Exhibit  “D”  were  ex¬ 
amined  and  found  to  be  in  agreement  with  the  books.  These  are  non-negotiable 
instalment  notes  given  in  payment  of  Life  Memberships.  After  deducting  curtails  on 
the  original  amounts  of  the  notes,  the  above  amount  consists  of  notes  on  which  the 
last  payments  were  made  during  the  fiscal  years  ended  as  follows: 

1935-1936  .  $  62,516.65 

1934-1935  .  19,176.52 

1933-1934  .  14,190.50 

Prior  to  1933 .  86,101.50 


$181,985.17 


792 


National  Education  Association 


Letters  have  been  written  to  all  delinquent  life  members  in  an  effort  to  determine 
how  many  desire  to  be  carried  as  active  members,  and  to  also  collect  payments  on 
such  notes  from  all  those  who  are  to  be  retained  on  the  rolls  as  Life  Members. 

Investments  in  Securities  were  verified  by  actual  inspection.  It  will  be  noted  from 
Exhibit  “E”  that  no  interest  was  received  on  the  St.  Louis  and  San  Francisco  Rail¬ 
road  bonds  during  the  yeai.  The  St.  Louis  and  San  Francisco  Railroad  is  in  default 
on  interest  due  January  1,  1933,  and  subsequent  thereto. 

It  will  be  noted  from  Exhibit  “A”  that  the  total  net  equity  value  of  the  Permanent 
Fund  Assets  was  $827,124.30  at  May  31,  1936,  as  compared  to  $802,664.47  at  May 


31,  1935.  The  increase  is  accounted  for  as  follows: 

Gross  Value  at  May  31,  1935,  as  shown  by  Prior  Audit  Report .  $902,664.47 

Less:  First  Trust  Payable — May  31,  1935 .  100,000.00 


Net  Equity  shown  above  at  May  31,  1935 .  $802,664.47 

To  Which  Add: 

Increase  in  Life  Memberships .  19,928.50 

Increase  in  Elementary  School  Principals  Account — Net .  594.00 

Department  of  Superintendence — Transferred  from  National  Education 

Association  .  1,593.72 

Teachers’  Welfare  Fund .  2,343.61 


NET  EQUITY  MAY  31,  1936—  As  shown  by  Exhibit  “A” .  $827,124.30 


Vouchers  Payable,  $45,542.47,  were  verified  by  inspection  of  invoices  and  state¬ 
ments  from  creditors  and  examination  of  the  accounts  in  the  voucher  register.  We 
also  ascertained  from  the  cash  book  that  none  of  these  liabilities  had  previously 
been  paid.  Inquiry  was  made  of  the  purchasing  department  to  determine  that  no 
purchases  had  been  made  that  were  not  recorded  on  the  books. 

We  checked  the  amounts  due  to  the  Elementary  School  Principals,  American 
Educational  Research,  and  Department  of  Superintendence  with  records  kept  by 
these  Departments.  Amounts  due  other  Associated  Departments  were  accepted  as 
shown  by  the  books.  The  total  shown  on  Exhibit  “A”  consists  of  amounts  due 


Departments  as  follows: 

Superintendence  .  $21,858.25 

Rural  Education  .  1,813.27 

Lip  Reading  .  138.01 

Elementary  School  Principals .  1,016.81 

Adult  Education  .  962.41 

American  Educational  Research .  7,585.88 

Secondary  School  Principals .  28.13 

Supervisors  and  Teachers  of  Home  Economics .  738.70 

Supervisors  and  Directors  of  Instruction .  290.23 

Science  Instruction  .  512.68 

School  Health  Education  Service .  1,876.79 


$36,821.16 


Included  in  the  liabilities  of  the  Association  is  the  amount  of  $9,276.44,  as  un¬ 
expended  balance  of  funds  received  for  the  support  of  the  Educational  Policies 
Commission. 

The  first  trust  note  payable,  $80,000,  against  the  real  estate  and  building  at 
16th  and  M  Streets,  was  verified  by  direct  correspondence  with  the  holder  of  the 
note.  This  note  was  curtailed  $20,000  during  the  year  reducing  it  from  $100,000  to 
$80,000  as  shown  above. 

Your  Association  owns  certain  personal  and  real  property  received  from  the 
Estate  of  Marilla  Z.  Parker,  as  shown  in  Exhibit  “F”  of  this  report.  These  assets 


Associational  Records  and  Information 


793 


so  listed  have  not  yet  been  entered  on  the  books,  due  to  the  uncertain  value  of  some 
of  the  securities.  As  values  are  established  by  exchange  or  otherwise  they  are  being 
recorded  on  the  books  as  an  increase  to  the  Teachers’  Home  and  Welfare  Fund. 
This  fund  was  increased  during  the  current  fiscal  year  by  a  payment  of  $400  on  the 
$1000  note  of  Guettrich-Hisgen  and  by  $890  received  from  the  sale  of  the  note  of 
B.  Markwald. 

The  total  expenditures  authorized  in  the  budget  for  the  fiscal  year  ended  May  31, 
1936,  were  $510,535  as  compared  to  the  actual  expenditures  of  $518,383.40.  The 
excess  of  expenditures  over  allowance  is  amply  accounted  for  by  the  increased 
payments  to  the  Department  of  Superintendence  and  the  larger  expenses  of  the 
convention  exhibit  in  February  both  of  which  exceeded  budget  estimates  and 
both  of  which  were  automatically  increased  by  the  greater  size  and  earnings  of  the 
exhibit  beyond  those  estimated  at  the  time  the  budget  was  prepared.  It  is  suggested 
that  Exhibit  Income  and  Expense  be  considered  by  the  Budget  Committee  on  a 
net  basis. 

A  comparative  summary  of  budgeted  and  actual  expenditures  showing  the  amounts 
under  or  over  the  budget  figures,  is  shown  below: 


Board  of  Trustees . 

Executive  Committee  . . 

President’s  Contingent  Fund . 

Board  of  Directors . 

General  Secretary’s  Office . 

Field  Division — Legislative . 

Division  of  Business . 

Division  of  Publications . 

Division  of  Research . 

Division  of  Classroom  Service . 

Division  of  Administrative  Service . 

Division  of  Records  and  Membership . 

Physical  Plant  . 

General  Office — Operating  Expense . 

Furniture  and  Fixtures  Purchases . 

Annual  Conventions  . 

National  Education  Association  Journal... 

Other  Publications  . 

Financing  Delegates  . 

Department  and  Committee  Appropriations 

Association  Membership  Fees . 

Retirement  Annuities  and  Insurance . 

Secretary’s  Contingent  Fund . 


Actual 

Budget 

Over  or 

Under 

Expenditures 

Allowance 

Budget 

$  556.15 

$  750.00 

$  193.85 

3,250.31  } 

2,800.00 

450.31 

313.90  } 

750.00 

436.10 

8,263.25 

9,000.00 

736.75 

40,938.22 

40,215.00 

723.22 

11,502.88 

12,800.00 

1,297.12 

21,332.31 

22,590.00 

1,257.69 

43,734.32 

46,150.00 

2,415.68 

61,150.40 

68,140.00 

6,989.60 

7,330.75 

7,425.00 

94.25 

8,560.18 

9,630.00 

1,069.82 

57,955.55 

53,095.00 

4,860.55 

57,702.92 

56,040.00 

1,662.92 

8,635.44 

6,815.00 

1,820.44 

4,911.86 

2,500.00 

2,411.86 

31,654.07 

23,235.00 

8,419.07 

85,940.94 

75,000.00 

10,940.94 

23,180.21 

19,550.00 

3,630.21 

6,610.50 

9,000.00 

2,389.50 

23,156.33 

29,450.00 

6,293.67 

1,100.00 

1,100.00 

10,602.91 

9,500.00 

1,102.91 

5,000.00 

5,000.00 

$518,383.40 

$510,535.00 

$7,848.40 

It  is  noted  that  no  cash  value  for  the  Retirement  Annuities  Insurance  Policies 
owned  by  the  Association  on  the  lives  of  its  employees  is  carried  on  books.  The  cash 
surrender  value  of  all  policies  issued  under  this  insurance  plan  at  May  3.1,  1936, 
aggregate  $120,642.54,  of  which,  under  the  operation  of  the  plan,  approximately 
$76,404.95  belongs  to  employees  and  $44,237.59  belongs  to  your  Association. 

Prepaid  subscriptions  and  memberships  have  been  treated  as  income  at  the  time 
received.  Likewise  such  items  as  costs  of  unprinted  journals,  prepaid  insurance, 
prepaid  commission  on  renewal  of  first  trust  note  payable,  etc.,  have  been  treated 
as  expenses  at  the  time  the  invoices  were  received. 


794 


National  Education  Association 


The  following  is  a  summary  of  the  Permanent  Fund  Income  Account  for  the 


current  year: 

Income: 

Interest  on  Deposits .  $  331.63 

Interest  on  Bonds .  4,675.63 

Rent  at  Headquarters  Building . 43,000.00 

Insurance  Refund  .  37.89 


Deduct:  $48,045.15 

Expenses: 

Attorney’s  Fee  . . .  $  750.00 

Interest  on  First  Trust  Note  Payable .  4,837.50 

Insurance  . . 

Rent  Safe  Deposit  Box .  77.00 

Building  Repairs .  1,217.57  6,882.07 


Balance  Transferred  to  Treasurer  of  National  Education 

Association  .  $41,163.08 


Subject  to  the  foregoing  comments,  we  hereby  certify  that  in  our  opinion,  the 
attached  Statement  of  Assets  and  Liabilities,  marked  Exhibit  “A,”  reflects  the  true 
financial  position  of  the  National  Education  Association  as  at  May  31,  1936. 

Respectfully  submitted, 

Wayne  Kendrick  &  Company, 

By  T.  Delos  Paxman,  Certified  Public  Accountant 

Statement  of  Assets  and  Liabilities  as  at  May  31,  1936 


Assets 

GENERAL  ACCOUNTS  EXHIBIT  “A” 

Cash 

Special  Account  On  Deposit  and  On  Hand .  $  13,505.06 

Regular  Account 

On  Deposit,  in  Transit  and  On  Hand .  63,854.07 

Petty  Cash  .  469.62 


Accounts  Receivable 

Advertisers,  Publications,  Exhibits,  etc .  $  8,632.18 

Postdated  and  Foreign  Checks .  439.58 

Protested  Checks  . . .  1,084.88 


$  10,156.64 

Less:  Reserve  for  Doubtful  Accounts .  1,134.46 

-  9,022.18 

Commercial  National  Bank  Receiver’s  Certificate .  $  29,644.57 

Less:  Reserve  for  Unpresented  Checks .  185.00 

-  29,459.57 

State,  County,  and  Municipal  Warrants .  9,345.03 

Inventories 

Stamped  Envelopes  and  Cards .  504.33 

Office  Supplies  .  332.96 

Volumes  of  Proceedings  and  Publications .  500.00 

-  1,337.29 

Travel  Advances  .  525.00 

Office  Furniture  and  Fixtures .  $  53,904.21 

Less:  Reserve  for  Depreciation .  31,237.17 

-  22,667.04 

TOTAL  GENERAL  ACCOUNTS  ASSETS .  $150,184.86 

PERMANENT  FUNDS  ASSETS— From  Exhibit  “D” .  827,124.30 


TOTAL  ASSETS  .  $977,309.16 


Associational  Records  and  Information 


795 


Liabilities  and  Net  Worth 

LIABILITIES 

Vouchers  Payable  . 

Educational  Policies  Commission . 

Due  to  Associated  Departments . 

Real  Estate  Trust  Notes  Payable  ($80,000  Contra — 
Deducted  from  Assets  on  Exhibit  “D”) . 

Suspense  . 

NET  WORTH— REPRESENTED  BY 
Pei'manent  Funds — From  Exhibit  “D” 

General  Fund  . . 

Elementary  School  Principals  Fund . 

Department  of  Superintendence — Educational  Re¬ 
search  Fund  . 

Teachers’  Home  and  Welfare  Fund . 

Surplus 

Balance  June  1,  1935 . 

Add: 

Net  Loss  for  the  Fiscal  Year  ended  May 


31,  1936— From  Exhibit  “B” . .  $14,693.17 

District  of  Columbia  Unemployment  Tax 
Paid  from  Surplus .  720.23 


EXHIBIT  “A" 


$  45,542.47 
9,276.44 
36,821.16 


$  91,640.07 
40.83 


$7  93,970.07 
7,312.86 

19,858.71 

5,982.66 

$  73,917.36 

15,413.40 


827,124.30 


58,503.96 


TOTAL  LIABILITIES  AND  NET  WORTH .  $977,309.16 


Condensed  Comparative  Statement  of  Income  and  Expenses 
for  the  Fiscal  Years  Ended  May  31,  1935  and  1936 

EXHIBIT  "B” 
1936 


Increases  or 

Fiscal  Year 

Ended  May 

Decreases 

1935 

31,  1936 

Over  1935 

INCOME 

Memberships  from  Secretary’s  Office . 

N.  E.  A.  Journal — Subscriptions  and  Ad¬ 
vertising  . 

Commercial  Exhibits  . 

Research  Bulletins  . . . 

Honorariums  . 

Rentals  . 

$166,443.33 

189,901.71 

36,515.70 

6,313.07 

2,242.94 

9,176.87 

9,333.82 

$173,246.08 

201,412.64 

51,806.55 

3,562.29 

2,438.78 

9,380.47 

19,247.06 

$  6,802.75 

11,510.93 

15,290.85 

2,750.78 

195.84 

203.60 

9,913.24 

Sales  of  Reports,  Pamphlets,  etc . 

American  Education  Week  —  Material 

Sales  . 

7,581.20 

41,392.95 

7,581.20 

229.87 

Permanent  Fund — Net  Income . 

41,163.08 

Sundry  Income  . 

Contributions — Legislative  Commission  for 

354.42 

864.58 

510.16 

Federal  Emergency  Aid . 

3,046.81 

801.66 

2,245.15 

TOTAL  INCOME  . 

$472,302.82 

$503,923.19 

$31,620.37 

796 


National  Education  Association 


EXHIBIT  “B” 
1936 


Schedule 

Fiscal  Year 
1935 

Ended  May 
31,  1936 

Increases  or 
Decreases 
Over  1935 

EXPENSES 

Board  of  Trustees . 

,“B-  1” 

$  1,492.52 

$  556.15 

$  936.37 

Board  of  Directors . 

.“B-  I” 

9,704.23 

8,263.25 

1,440.98 

Executive  Committee  . 

.“B-  2” 

4,312.15 

3,564.21 

747.94 

General  Headquarters . 

(‘B-  3” 

7,665.58 

8,635.44 

.  969.86 

Physical  Plant . 

,“B-  4” 

56,032.38 

57,702.92 

1,670.54 

Institutional  Expense . . 

.“B-  5" 

122,808.14 

140,775.22 

17,967.08 

Special  Appropriations . 

,“B-  6” 

27,730.33 

23,156.33 

4,574.00 

Association  Membership  Fees.... 

.“B-  6 ” 

1,100.00 

1,100.00 

Financing  of  Delegates . 

.“B-  6” 

6,488.75 

6,610.50 

121.75 

Life  Annuities  and  Insurance.... 

.“B-  6” 

9,468.29 

10,602.91 

1,134.62 

General  Secretary’s  Office  and 
Division  of  Accounts . 

,((B-  7 ” 

36,235.29 

40,938.22 

4,702.93 

Division  of  Legislation . 

<(B-  8 ” 

12,888.41 

11,502.88 

1,385.53 

Division  of  Business . 

“B-  9” 

17,889.64 

21,332.31 

3,442.67 

Division  of  Publications . 

.<(B-10” 

45,120.27 

43,734.32 

1,385.95 

Division  of  Research . 

.“B-U” 

63,115.71 

61,150.40 

1,965.31 

Division  of  Classroom  Service.... 

“B-12” 

7,308.14 

7,330.75 

22.61 

Division  of  Administrative 

Service  . 

.“B-13” 

9,162.69 

8,560.18 

602.51 

Division  of  Records  and 
Membership  . 

.‘‘B-14” 

55,032.03 

57,955.55 

2,923.52 

TOTAL  OPERATING  EXPENSES . 

$493,554.55 

$513,471.54 

$19,916.99 

NET  LOSS  BEFORE  PROVISION  FOR 

* 

BAD  DEBTS,  PROTESTED  CHECKS 
AND  DEPRECIATION  . 

$21,251.73 

$9,548.35 

$11,703.38 

Deduct: 

Depreciation  on  Office  Furniture  and 
Equipment  . 

705.75 

5,144.82 

4,439.07 

NET  LOSS  FROM  OPERATIONS 
THE  FISCAL  YEARS  ENDED 
31,  1935  AND  1936  . 

FROM 

MAY 

$21,957.48 

$14,693.17 

$7,264.31 

Income  and  Expenses  for  the  Fiscal  Year  Ended  May  31,  1936 


INCOME 

Membership  from  Secretary’s  Office . 

N.  E.  A.  Journal 

Subscriptions  (Part  of  Membership  Dues) . 

Advertising  . 

Commercial  Exhibits  . 

Research  Bulletins — Subscriptions  . 

Honorariums  . . 

Rentals  . 

Sales  of  Reports,  Pamphlets,  etc . 

Permanent  Fund  Net  Income . 

Sundry  Income  . 

Contributions  —  Legislative  Commission  for 
Emergency  Aid  . 


EXHIBIT  “C” 
$173,246.08 


$159,123.62 

+2,289.02 


Federal 


201,412.64 

51,806.55 

3,562.29 

2,438.78 

9,380.47 

19,247.06 

41,163.08 

864.58 

801.66 


TOTAL  INCOME 


$503,923.19 


Associational  Records  and  Information  797 


EXPENSES 

Schedule  “ B-l ” 

Board  of  Trustees . 

Board  of  Directors . 


Schedule  “B-2” 

Executive  Committee  Expense 

President  1935-1936 . 

President’s  Contingent  Fund  1935-1936 . 

President  1934-35 . 

President’s  Contingent  Fund  1934-1935 . 

First  Vicepresident  1935-1936 . 

First  Vicepresident  1934-1935  . 

Treasurer  . 

Chairman,  Board  of  Trustees . 

Member  by  Election . 


Schedule  “B-3” 


EXHIBIT  “C” 


$  556.15 
8,263.25 

-  $8,819.40 


$1,063.94 

313.90 

260.29 

150.21 

735.38 

179.03 

119.27 

384.48 

357.71 

-  3,564.21 


General  Headquarters  Expense 

Auditing  Association  Accounts .  $450.00 

Express  and  Freight .  457.77 

General  Expense .  123.89 

Insurance  .  653.29 

Interest  and  Discount  Allowed .  1,494.02 

Postage — Miscellaneous  Reports .  2.00 

Refunds  of  Overpayments .  1.75 

Repairs — Office  Furniture  and  Fixtures.. .  473.74 

Surety  Bonds .  211.92 

Telephone  Service .  1,538.79 

Operators  and  Information .  3,228.27 


Schedule  “B-4” 


Physical  Plant 

Rents  .  $43,000.00 

Light  and  Power .  1,892.36 

Heat .  1,351.52 

Janitor  Service .  1,698.22 

Maintenance .  3,760.82 


Schedule  “B-5” 


Institutional  Expense 
Annual  Convention 

Departmental  Expense .  $33.83 

Registration  Bureau .  219.22 

Stenographers  and  Typists .  422.26 

Publicity  .  236.04 

Printing  .  2,049.42 

Express  and  Freight... .  654.56 

Telephone  and  Telegraph .  1.24 

General  Program .  1,111.29 

Badges  .  206.22 

Representative  Assembly  Expense  .  .  109.01 

-  $5,043.09 

Operation  of  Exhibits 

Cost  of  Operation .  $10,566.16 

Portion  of  Net  Income  Paid  to  Depart¬ 
ment  of  Superintendence .  16,044.82 

-  26,610.98 

Printing  and  Distribution  N.  E.  A. 

Journal  .  $85,940.94 

Volume  of  Proceedings .  8,726.66 

Publications  and  Reports .  6,649.23 

Research  Bulletin .  7,804.32 

-  109,121.15 


8,635.44 


57,702.92 


$140,775.22 


798 


National  Education  Association 


Schedule  “B-6” 


EXHIBIT  “C” 


Special  Appropriations 

Commission  on  Enrichment  of  Adult  Life  $112.84 
Committee  on  Economic  Status  of  the 

Teacher  .  1,389.55 

Committee  on  Economic  Status  of  the 

Teacher  Project  and  Personnel .  121.29 

Committee  of  100  on  Retirement .  49.15 

Committee  on  Social-Economic  Goals  of 

America  .  614.70 

Committee  pn  Tenure .  2,630.27 

Health  Education 

Department  of  School 
Health  and  Physical  Edu¬ 
cation  .  $16.57 

Joint  Committee  on  Health 
Problems  in  Education....  216.18 

-  232.75 

Legislative  Commission  .  449.81 

Department  of  Kindergarten — Primary 

Education  .  202.09 

Department  of  Adult  Education .  400.00 

Department  of  Classroom  Teachers...  10,174.34 

Department  of  Secondary  Education...  1,002.76 

National  Council  of  Education .  75.51 

Joint  Emergency  Commission .  573.79 

Committee  on  Resolutions .  77.00 

Department  of  Business  Education....  100.00 

Department  of  Art  Education .  260.72 

Committee  on  Amending  Charter  of 

N.E.A .  1,001.54 

Library  Committee .  37.80 

National  Committee  on  Federal  Aid  to 

Education  .  25.92 

World  Federation  of  Education  Asso¬ 
ciations  .  1,000.29 

Department  of  Supervisors  and  Teach¬ 
ers  of  Home  Economics .  200.00 

Committee  of  Seven  on  Reorganization 

of  N.E.A .  1,993.16 

Committee  on  Academic  Freedom....  431.05 


Association  Membership  Fees 
American  Council  on  Educa¬ 
tion  . 

World  Federation  of 

Education  Associations  ... 


23,156.33 


$100.00 

1,000.00 

1,100.00 
6,610.50 
10,602.91 


Financing  of  Delegates . 

Retirement  Annuities  and  Insurance... 


$41,469.74 


Associational  Records  and  Information 


799 


Schedule  “B-7” 


General  Secretary’s  Office  and 
Division  of  Accounts 

General  Secretary’s  Office 

Salaries  and  Clerical  Services .  $28,075.55 

Traveling  Expense .  1,639.73 

Stationery  and  Office  Supplies .  473.91 

Postage  and  Stamped  Envelopes.  .  . .  614.11 

Telegrams .  268.45 


Division  of  Accounts 

Salaries  and  Clerical  Services .  $8,478.89 

Traveling  Expense .  283.82 

Stationery  and  Supplies .  588.62 

Postage  and  Stamped  Envelopes.  .  .  .  509.26 

Telegrams  . .  5.88 


Schedule  “B-S” 

Division  of  Legislation  (Field  Division) 

Salaries  and  Clerical  Services . 

Traveling  Expense  . 

Stationery  and  Supplies . 

Postage  and  Stamped  Envelopes . 

Telegrams  . 


EXHIBIT  “C" 


$31,071.75 


9,866.47 

-  40,938.22 


$10,615.74 

665.29 

81.50 

80.91 

59.44 


11,502.88 


Schedule  “B-9” 

Division  of  Business 

Salaries  and  Clerical  Services .  $18,149.27 

Traveling  Expense  .  983.14 

Stationery  and  Office  Supplies .  160.85 

Postage  and  Stamped  Envelopes .  463.20 

Telegrams .  44.68 

Advertising  Expense .  238.82 

Mailing  Section — Postage  and  Clerical  Service .  1,284.79 

Multigraph  Section .  7.56 

-  21,332.31 

* 

Schedule  “B-I0” 

Division  of  Publications 

Salaries  and  Clerical  Services .  $37,232.80 

Traveling  Expense  .  1,515.49 

Stationery  and  Office  Supplies .  715.16 

Postage  and  Stamped  Envelopes .  1,063.86 

Telegrams .  77.71 

Cuts,  Leaflets,  and  Packets . 308.85 

American  Education  Week .  2,261.82 

Reprints . . .  264.49 

Photos  and  Prints .  294.14 

-  $43,734.32 

Schedule  ”B-1I” 

Division  of  Research 

Salaries  and  Clerical  Services .  $52,884.10 

Traveling  Expense  .  1,240.54 

Stationery  and  Supplies .  871.50 

Postage  and  Stamped  Envelopes .  929.06 

Telegrams  .  59.86 

Special  Charts,  Tables,  etc .  1,664.04 

Books  and  Pamphlets — Library .  452.75 

State  Legislative  Service .  468.78 

Rural  Service' .  2,579.77 


$61,150.40 


800 


National  Education  Association 


Schedule  “B-12” 

Division  of  Classroom  Service 

Salaries  and  Clerical  Service . 

Traveling  Expense  . 

Stationery  and  Supplies . 

Postage  and  Stamped  Envelopes . 

Telegrams  . 


Schedule  “B-I3” 


EXHIBIT  “C" 


$6,722.51 

351.54 

119.13 

132.36 

5.21 

- —  7,330.75 


Division  of  Administrative  Service 


Salaries  and  Clerical  Services .  $8,332.76 

Traveling  Expense  .  147.30 

Stationery  and  Supplies .  80.12 


Schedule  “B-14” 


Division  of  Records  and  Membership 

Salaries  and  Clerical  Service .  $33,174.64 

Traveling  Expense  .  676.20 

Stationery  and  Supplies .  174.81 

Postage  and  Stamped  Envelopes .  409.83 

Telegrams  .  8.57 

Addressograph  .  1,418.45 

-  $35,862.50 

Promotion  and  Maintenance  of  Membership .  21,871.13 

Radio  Broadcasts  .  221.92 


8,560.18 


57,955.55 


TOTAL  EXPENSES 


$513,471.54 


NET  LOSS  BEFORE  PROVISION  FOR  BAD  DEBTS,  PRO¬ 
TESTED  CHECKS  AND  DEPRECIATION .  $9,548.35 


Assets  of  Permanent  Funds  as  at  May  31,  1936 


GENERAL  FUND 

Cash  . 

Notes  Receivable— Life  Members . 

Investments  in  Securities  (Book  Value) — Exhibit  “E”.  . 

Office  Equipment . 

Real  Estate  Building  and  Improvements.  .  .  $570,313.00 

Less:  Reserve  for  Depreciation .  8,000.00 


EXHIBIT  “D" 
$  6,033.23 

181,985.17 
110,494.66 
13,144.01 


$562,313.00 

Less:  First  Trust  Payable .  80,000.00 

- * -  482,313.00 


ELEMENTARY  SCHOOL  PRINCIPALS  FUND 

Cash  .  $  1,259.37 

Investments  in  Securities  (Book  Value) — Exhibit  “E”.  .  6,053.49 


DEPARTMENT  OF  SUPERINTENDENCE- 
EDUCATIONAL  RESEARCH  FUND 

Cash  .  $  735.92 

Investments  in  Securities  (Book  Value) — Exhibit  “E”.  .  19,122.79 


TEACHERS’  HOME  AND  WELFARE  FUND 

Cash  .  $  2,674.32 

Investments  in  Securities  (Book  Value) — Exhibit  “E” .  .  3,308.34 


$793,970.07 


7,312.86 


19,858.71 


5,982.66 


TOTAL  PERMANENT  FUND  ASSETS— To  Exhibit  “A” .  $827,124.30 


NOTE:  Teachers’  Welfare  Fund  includes  $1,007  income  received  since  establish¬ 
ment  of  this  fund. 


Associational  Records  and  Information 


801 


Investments  in  Securities — Permanent  Funds  Bonds 

as  at  May  31,  1936 


EXHIBIT  “ E " 
Interest 
Collected  for 
Fiscal  Year 

Par  Value  Book  Value  1935-1936 


GENERAL  FUND 

City  of  Monessen,  Pa.,  4}4% 

Due  8-1-51  . 

State  of  Arkansas  Toll  Bridge  5% 

Due  9-1-60  . 

State  of  Arkansas  Toll  Bridge  5% 

Due  9-1-44 . 

State  of  Arkansas  Series  B  3^4% 

Due  10-1-53  . 

State  of  Arkansas  In  Progress  of  Issuance 

(See  Footnote)  . 

County  of  Columbus,  N.  C.  5% 

Due  1-1-54  . 

County  of  Aiken,  S.  C.,  4^2% 

Due  2-1-39  . . 

City  of  Newport  News,  Va.,  4^2% 

Due  6-1-48  . 

St.  Louis  and  San  Francisco  R.  R.  Prior 
Lien  4%  Due  7-1-50  Certificate  of 

Deposit  . 

Atlantic  Coast  Line  R.  R.  1st  Consolidated 

Mortgage  4%  Due  7-1-52 . . . 

Manhattan  Railway  Co.  Consolidated 

Mortgage  4%  Due  4-1-90 . 

Baltimore  and  Ohio  R.  R.  Co.  (Pittsburgh, 
Lake  Erie  and  W.  Va.  System)  Refund¬ 
ing  Mortgage  4%  Due  11-1-41 . 

Chicago,  Indiana  and  Southern  Ry.  Co. 

4%  Due  1-1-56 . 

Terminal  Railroad  Association  of  St. 
Louis  General  Mortgage  4%  Due  1-1-53 

TOTAL  TO  EXHIBIT  “D” . 


$  5,000.00 

$  5,206.39 

$  225.00 

5,000.00 

5,166.51 

r  420.00 

23,000.00 

23,558.90 

1,063.30 

2,391.48 

2,391.48 

7.33 

420.00 

420.00* 

5,000.00 

5,470.75 

250.00 

5,000.00 

5,064.38 

225.00 

1,000.00 

892.50 

45.00 

5,250.00 

4,331.25 

10,000.00 

9,600.00 

400.00 

4,000.00 

3,900.00 

240.00 

20,000.00 

19,942.50 

800.00 

10,000.00 

9,500.00 

400.00 

15,000.00 

15,050.00 

600.00 

$111,061.48 

$110,494.66 

$4,675.63 

ELEMENTARY  SCHOOL  PRINCIPALS 
FUND 

Newport  News  City  Street  Improvement 
and  Sewerage  Construction  5^4%  Due 

12-1-50  .  $  5,000.00  $  5,000.00  $275.00 

City  of  Portsmouth,  Va.,  Waterworks  5% 

Due  12-1-48  .  1,000.00  1,053.49  50.00 


TOTAL  TO  EXHIBIT  “D” .  $  6,000.00  $  6,053.49  $325.00 


*  Bonds  to  be  issued  for  $420  representing  the  difference  in  3J4%  and  5%  interest  on  $28,000 
par  value  of  original  5%  bonds.  Such  bonds  received  are  in  progress  of  being  issued  for  such 
interest  included  herein  as  income. 


802 


National  Education  Association 


EXHIBIT  “E” 


Interest 
Collected  for 
Fiscal  Year 

DEPARTMENT  OF  SUPERINTENDENCE- 
EDUCATIONAL  RESEARCH  FUND 
South  Carolina  Highway  Certificates  of 

Par  Value 

Book  Value 

1935-1936 

Indebtedness  4^4%  Due  12-1-46 . 

Newport  News  City  Street  Improvement 
and  Sewerage  Construction  5J4%  Due 

$  2,000.00 

$  2,077.28 

$  95.00 

12-1-50  . 

City  of  Portsmouth,  Va.,  Waterworks 

11,000.00 

11,285.00 

605.00 

5%  Due  12-1-48  . 

3,000.00 

3,160.51 

150.00 

U.  S.  Treasury  Savings  Bonds . 

U.  S.  Treasury  -3J4%  Due  1944-46 . 

U.  S.  Treasury  3 Y\%  Due  1943-45  . 

3,000.00 
150.00  J 
50.00  j 

2,250.00 

200.00 

10.80 

IT.  S.  Treasury  2%%  Due  1955-60 . 

U.  S.  Fourth  Liberty  Loan . 

150.00 

150.00 

1.06 

TOTAL  TO  EXHIBIT  “D” . 

TEACHERS’  HOME  AND  WELFARE 
FUND 

Home  Owners  Loan  Corporation  Series  B 

$19,350.00 

$19,122.79 

$861.86 

2 Due  8-1-49 . 

$  1,550.00 

$  1,550.00 

$  42.63 

Flome  Owners  Loan  Corp.  3%  Due  5-1-44 
Pacific  Gas  and  Electric  Co.  Series  F  4 

750.00 

758.34 

33.75 

Due  6-1-60 . 

1,000.00 

1,000.00 

45.00 

TOTAL  TO  EXHIBIT  “D” . 

$  3,300.00 

$  3,308.34 

$121.38 

Properties  Held  for  the  Credit  of  the  Teachers  Home  and  Welfare  Fund 

as  at  May  31,  1936 

EXHIBIT  “F” 

(The  properties  listed  below  were  secured  thru  settlement  of  the  estate  of  Marilla 
Z.  Parker.  On  account  of  unascertainable  or  doubtful  values  of  some  of  these  prop¬ 
erties,  they  are  not  carried  on  the  books  of  the  Association  as  assets  of  permanent 
funds.) 

BONDS 


$1, 000.00(a) 
600.00 
1,000.00 
1,000.00  (b) 

250.00 

1,000.00 
1, 000.00(a) 


Charles  B.  Burkhardt,  6%  First  Mortgage  Note,  No.  39,  due  1-9-32 
Guettrich-Hisgen,  5%  First  Mortgage  Note,  No.  31,  due  10-15-37 
John  J.  Duffin,  3%  First  Mortgage  Note,  No.  30,  Due  2-28-37 
208  South  LaSalle  Street  Building,  5 First  Mortgage  Bond, 
M-1834,  Due  11-1-58 

City  of  Park  Ridge  Improvement  Bond,  6%,  M-180,  Balance  Due 
12-15-31 

Allie  M.  Anderson,  6%  First  Mortgage  Note,  No.  32,  Due  5-20-36 
Albert  Hokanson,  Note  Holder’s  Agreement  on  6%  Mortgage  Note 
Due  6-16-32 

STOCKS 


20  Shares 
5  Shares 

10  Shares 

10  Shares 


International  Textbook  Company  Capital  Stock  (No  Par  Value) 
International  Educational  Publishing  Company  Common  Stock  @  $50 
(Slight  Market  Value) 

International  Educational  Publishing  Company  Preferred  Stock  7%,  @ 
$50  (Slight  Market  Value) 

Common  Stock,  4000  Drexel  Boulevard  Corporation  (Issued  in  lieu 
$1,000  First  Mortgage  6%  Note,  No.  28,  of  Richard  and  Gisela  Rosen¬ 
heim,  Due  10-20-32). 

LAND 


One-half  Ownership  of  192%o  Acres  of  Land,  Burleigh  County,  North  Dakota 
One-half  Ownership  of  Contract  of  Purchase  for  320  Acres  Land,  Blaine  County, 
Montana 

(a)  Deposited  at  Drexel  State  Bank  of  Chicago  for  collection. 

(b)  Proposed  Plan  of  Reorganization  of  208  South  LaSalle  Street  provides  for 
surrender  of  this  note  for  10  shares  of  capital  stock.  This  proposal  has  not  yet  been 
accepted. 


Associational  Records  and  Information 


803 


Report  of  Treasurer 

WAYNE  KENDRICK  &  COMPANY 
CERTIFIED  PUBLIC  ACCOUNTANTS 
RUST  BUILDING,  WASHINGTON,  D.  C. 

June  12,  1936 

Miss  Agnes  Samuelson,  President 

National  Education  Association  of  the  United  States 

Washington,  D.  C. 

Dear  Madam: 

We  have  examined  the  records  of  the  Secretary  of  your  Association  for  the  fiscal 
year  ended  May  31,  1936,  and  have  checked  the  cash  transactions  shown  therein  to 
the  cash  records  of  the  Association,  and  have  found  them  in  agreement.  We  hereby 
certify  that  the  attached  Treasurer’s  Report  correctly  reflects  the  cash  transactions 
for  the  fiscal  year  ended,  and  the  cash  balance  at  the  close  of  business,  May  31,  1936. 
The  attached  statement  does  not  include  a  claim  in  the  form  of  receiver’s  certificates 
against  the  Commercial  National  Bank,  Washington,  D.  C.,  in  the  amount  of 
$29,644.57,  representing  forty  'percent  of  the  balance  of  the  Regular  and  Special 
Accounts  on  deposit  at  the  time  the  bank  was  closed  in  March,  1933. 

Respectfully  submitted, 

Wayne  Kendrick  &  Company 

By  T.  Delos  Paxman 
Certified  Public  Accountant. 


Report  of  Treasurer  for  the  Fiscal  Year  Ended  May  31,  1936 

R.  E.  Offenhauer,  Treasurer 


CASH  ON  HAND  JUNE  1,  1935 . 

RECEIPTS 

Thru  Secretary’s  Office 

Memberships  .  $335,931.99 

Advertising .  42,289.02 

Exhibits — St.  Louis  .  41,431.55 

Exhibits — Portland  .  10,375.00 

-  $430,027.56 

Miscellaneous  Income 

Honorariums — Field  Work .  $  2,438.78 

Rental  .  9,380.47 

Sale  of  Reports  and  Publications .  19,247.06 

Sundry  Income  .  864.58 

Contributions  for  Legislative  Commis¬ 
sion — Federal  Emergency  Aid .  801.66 

Received  from  Trustees  for  1935-36  In¬ 
come  Permanent  Fund .  41,163.08 

-  73,895.63 


Proceeds  of  Notes  Payable — Discounted 
at  National  Metropolitan  Bank,  Wash¬ 
ington,  D.  C.  (See  Contra) .  $  40,000.00 

Balance  Balance 

May  31,  May  31, 

1935  1936 

Time  Checks  .  $11,555.26  $  9,784.61 

Receiver’s  Certificate  —  Com¬ 
mercial  National  Bank, 

Washington,  D.  C .  36,870.70  29,459.57 

Stationery  and  Office  Supplies.  403.99  332.96 


$48,829.95  $39,577.14 

-  -  9,252.81 

Suspense  .  40.83 


$  63,569.15 


503,923.19 


Carried  forward 


$  49,293.64  $567,492.34 


804 


National  Education  Association 


Brought  forward 


$  49,293.6+ 


INCREASE  IN  AMOUNTS  DUE 


Associated  Departments 

Superintendence  . 

Rural  Education . 

Lip  Reading  . 

Elementary  School  Principals 

Adult  Education  . 

American  Educational  Re¬ 
search  . 

Secondary  School  Principals. 
Supervisors  and  Teachers  of 

Home  Economics  . 

Supervisors  and  Directors  of 

Instruction . 

Science  Instruction . 

School  Health  Education  Serv¬ 
ice  . 


Educational  Policies  Commis¬ 
sion  . 


$20,131.70 

$21,858.25 

1,421.48 

1,813.27 

91.99 

138.01 

1,899.63 

1,016.81 

208.55 

962.41 

8,423.60 

7,585.88 

24.00 

28.13 

414.03 

738.70 

107.73 

2*90.23 

512.68 

1,876.79 

$32,722.71 

$36,821.16 

9,276.44 

May  31,  1935  May  31,  1936 


4,098.45 

9,276.44 


Increase  in  Vouchers  Payable.  $31,889.94  $+5,542.47  13,652.53 

Received  for  Accounts  Previously  Charged  Off .  24.42 

Received  on  Checks  Previously  Charged  Off .  4.86 


TOTAL  CASH  ACCOUNTABILITY 


DISBURSEMENTS  (Deduct) 

Board  of  Trustees,  Directors,  and  Execu¬ 


tive  Committee  .  $12,383.61 

Divisions  .  252,504.61 

Headquarters  Expense .  66,338.36 

Annual  Conventions  .  5,043.09 

Operation  of  Exhibits .  10,566.16 

Payment  to  Dept.  Superintendence — St. 

Louis  Convention .  16,044.82 

National  Education  Association  Journal..  85,940.94 

Volume  of  Proceedings .  8,726.66 

Publications  and  Reports  for  Sale .  6,649.23 

Research  Bulletin  .  7,804.32 

Special  Appropriations  .  23,156.33 

Association’s  Membership  Dues .  1,100.00 

Financing  Delegates  .  6,610.50 

Retirement  Annuities  and  Insurance .  10,602.91 


Purchase  of  Furniture  and  Fixtures . 

Payment  of  Notes  to  National  Metropolitan  Bank 

Bank  (See  Contra)  . 

District  of  Columbia  Unemployment  Tax . 


$513,471.54 

4,911.86 

40,000.00 

720.23 


$567,492.34 


76,350.34 

$643,842.68 


Carried  forward 


$559,103.63  $643,842.68 


Associational  Records  and  Information 


805 


Brought  forward .  $559,103.63 

Balance  Balance 
May  31,  1935  May  31,  1936 

Increase  in  Miscellaneous 
Asset  Accounts 
Accounts  Receivable 


(gross)  . 

$3,205.16 

$8,632.18 

Protested  Checks  . 

865.80 

1,084.88 

Travel  Advance  . 

226.31 

525.00 

Envelopes  —  Cards . 

Bad  Debts  Charged 

392.30 

504.33 

Off  . 

853.48 

$4,689.57 

$11,599.87 

- - 6,910.30 

TOTAL  DEDUCTIONS  . 

CASH  BALANCE  MAY  31,  1936 . 


$643,842.68 


566,013.93 


$77,828.75 


806 


National  Education  Association 


BUDGET  REPORT 

BUDGET  DATA  AND  RECOMMENDATIONS  FOR  1936-37 
APPROVED  BY  BOARD  OF  DIRECTORS,  JUNE  30, 
1936;  ADOPTED  BY  REPRESENTATIVE 
ASSEMBLY,  JULY  2,  1936 

Summary  of  Recommendations 

1.  Budget  appropriations  are  recommended  for  1936-37  for  a  total  amount  not  exceed¬ 
ing  the  actual  income  for  193  5-36. 

2.  Salaries  are  based  on  1936-37  schedule,  less  5%  deduction,  with  normal  scheduled 
increments. 

3.  Changes  in  budget  form: 

a.  Exhibit  account  on  net  basis  with  no  appropriation  for  operation  or  share  of 
Department  of  Superintendence  and  with  income  at  amount  of  net  profit. 

b.  No  appropriation  for  Furniture  and  Fixtures;  purchases  of  equipment  to  be 


made  and  credited  to  assets. 

4.  Summarized  financial  statement: 

A.  Gross  expenditures  1935-36 .  $518,383.40 

Amount  budgeted  1935-36 .  510,535.00 


Amount  expended  in  excess  of  budget .  $  7,848.40 

B.  Gross  expenditures  1935-36 .  $518,383.40 

Gross  operating  income  1935-36 .  503,923.19 

Operating  loss  1935-36 .  $  14,460.21 

Less  expense  Furniture  &  Fixtures .  4,911.86 


Net  operating  loss  for  year .  $  9,548.35 

C.  Gross  operating  income  1935-36 .  $503,923.19 

Less  exhibit  expense  (Par.  3-a  above) .  26,610.98 


Net  income  1935-36  on  basis  applying  to  1936-37 

recommendations  . 

Amount  budget  appropriations  recommended  1936-37 . 

D.  Gross  expenditures  1935-36  . 

Less  items  as  in  Par.  3  a  and  b  above: 

a.  Exhibit  Operation  .  $  26,610.98 

b.  Furniture  &  Fixtures .  4,911.86 


Expense  of  1935-36  on  basis  comparable  with  recommended 

budget  form  . 

Amount  budget  appropriations  recommended  1936-37 . 


Amount  of  decrease  in  expense  of  1936-37  from  that  of  1935-36 

which  will  be  necessary .  $  9,569.56 

Helen  T.  Collins,  New  Flaven,  Conn.,  Chairman 
A.  C.  Flora,  Columbia,  S.  C. 

Thomas  J.  Walker,  Columbia,  Mo. 

Edith  Louise  Grosvenor,  Washington,  D.  C. 

Charles  O.  Williams,  Indianapolis,  Ind. 

Budget  Committee  of  the  Board  of  Directors. 


$  31,522.84 

$486,860.56 

477,291.00 


$477,312.21 

$477,291.00 

$518,383.40 


Association al  Records  and  Information 


807 


Recommendations  for  Appropriations 

1.  Board  of  Trustees: 


Actual  expenses  for  last  five  years: 

1931- 32  . 

1932- 33  . 

1933- 34  . 

1934- 35  . 

1935- 36  . 

Amount  recommended  for  1936-37. 

2.  Executive  Committee: 

Actual  expenses  for  last  five  years: 

1931- 32  . 

1932- 33  . 

1933- 34  . 

1934- 35  . 

1935- 36  . 

Amount  recommended  for  1936-37. 

3.  Board  of  Directors: 

Actual  expenses  for  last  five  years: 

1931- 32  . 

1932- 33  . . 

1933- 34  . 

1934- 35  . 

1935- 36  . 

Amount  recommended  for  1936-37. 

4.  Office  Expense  for  President: 

Actual  expenses  for  last  five  years: 

1931- 32  . 

1932- 33  . 

1933- 34  . 

1934- 35  . . 

1935- 36  . 

Amount  recommended  for  1936-37 


$  941 

784 
601 
1,492 
556 


$  3,261 

3,246 
2,382 
3,112 
3,100 


$  14,234 
9,822 
7,249 
9,704 
8,263 


$  655 

1,636 
319 
1,200 
464 


$  750 


—  5 


800 


$  9,650 


$  500 


5.  Executive  Secretary’s  Office: 

Actual  expenses  for  last  five  years: 


1931- 32  .  $  36,320 

1932- 33  .  30,439 

1933- 34  .  29,985 

1934- 35  .  36,235 

1935- 36  .  40,938 

Amount  recommended  for  1936-37: 

Salaries  and  wages .  $30,768 

Travel  expense  .  1,700 

Stationery  and  office  supplies .  480 

Postage  . 650 

Telegrams  . 250 


Total 


$  33,848 


NOTE:  Expense  shown  above  includes  that  for  Division  of  Accounts.  Estimated  needs  are  for 
Executive  Secretary's  Office  only. 


808 


National  Education  Association 


6.  Division  of  Accounts  and  Records: 

All  expenses  for  this  division  as  now  organized  have  been  carried 
previously  as  charged  in  Executive  Secretary’s  Office  and  former  Divi¬ 
sion  of  Records  and  Membership. 


Amount  recommended  for  1936-37: 


Salaries  and  wages .  $29,159 

Travel  expense .  300 

Stationery  and  office  supplies .  500 

Postage  . 550 

Telegrams  .  5 

Addressograph  supplies  .  600 


Total  . 

7.  Division  of  Membership: 

Actual  expenses  for  last  five  years: 

1931- 32 . ' .  $  34,868 

1932- 33  .  27,094 

1933- 34 .  25,977 

1934- 35 .  28,968 

1935- 36 .  35,862 

Amount  recommended  for  1936-37: 

Salaries  and  wages .  $11,275 

Travel  expense  . ; .  650 

Stationery  and  office  supplies .  175 

Postage .  300 

Telegrams  .  10 


$  31,114 


Total 


$  12,410 


NOTE:  Expense  shown  above  includes  that  for  membership  records  now  transferred  to  Division 
of  Accounts  and  Records.  Estimated  needs  are  for  Division  of  Membership  only. 

8.  Promotion  and  Maintenance  of  Membership: 


Actual  expenses  for  last  five  years: 

1931- 32 . 

1932- 33 . 

1933- 34 . 

1934- 35 . 

1935- 36 . 

Amount  recommended  for  1936-37.  . 


$  37,528 
27,500 
25,703 
26,065 
22,093 


$  15,000 


9.  Division  of  Field  (Legislative)  : 


Actual  expenses  for  last  five  years: 


1931- 32 .  $  16,686 

1932- 33 .  12,633 

1933- 34 .  12,020 

1934- 35 .  12,888 

1935- 36 .  11,503 

Amount  recommended  for  1936-37: 

Salaries  and  wages .  $10,775 

Travel  expense  .  675 

Stationery  and  office  supplies .  80 

Postage  .  125 

Telegrams  .  40 


Total 


$  11,695 


Associational  Records  and  Information 


809 


10.  Division  of  Business: 

Actual  expenses  for  last  five  years: 

1931- 32 .  $  19,087 

1932- 33 . 16,158 

1933- 34 .  16,308 

1934- 35 .  17,890 

1935- 36 .  21,332 

Amount  recommended  for  1936-37: 

Salaries  and  wages .  $19,363 

Travel  expense  .  750 

Stationery  and  office  supplies .  165 

Postage .  400 

Telegrams  .  40 

Advertising .  200 

Mailing  and  multigraph  sections  and  addressograph 

service  .  1,400 


Total 


$  22,318 


11.  Division  of  Classroom  Service: 

Actual  expenses  for  last  five  years: 


1931- 32 .  $  8,237 

1932- 33 .  7,306 

1933- 34 .  7,314 

1934- 35 .  7,308 

1935- 36 .  7,331 

Amount  recommended  for  1936-37: 

Salaries  and  wages .  $  7,080 

Travel  expense  .  350 

Stationery  and  office  supplies .  100 

Postage .  125 

Telegrams .  5 


Total 


$  7,660 


12.  Division  of  Publications: 

Actual  expenses  for  last  five  years: 

1931- 32 .  $  44,614 

1932- 33  .  39,659 

1933- 34 .  42,325 

1934- 35 .  45,120 

1935- 36 .  43,734 

Amount  recommended  for  1936-37: 

Salaries  and  wages .  $28,346 

Travel  expense .  775 

Stationery  and  office  supplies .  500 

Postage .  700 

Telegrams  .  80 

Reprints,  leaflets,  and  packets .  575 

American  Education  Week — promotion .  2,250 


Total 


$  33,226 


NOTE:  Expense  shown  above  includes  that  for  Publicity  Section.  Estimated  needs  for  Pub¬ 
licity  Section  not  included  above.  • 


810 


National  Education  Association 


13.  Publicity  Section: 

Expenses  for  this  section  as  now  organized  have  been  carried  pre¬ 
viously  as  charges  in  the  Division  of  Publications. 

Amount  recommended  for  1936-37: 


Salaries  and  wages .  $  8,247 

Travel  expense .  750 

Stationery  and  office  supplies .  250 

Postage .  350 

Telegrams  .  50 

Photographs  and  cuts .  300 

Radio  broadcast  incidentals .  175 


Total .  $  10,122 

14.  Division  of  Administrative  Service: 

Actual  expenses  for  last  five  years: 

1931- 32 .  $  9,253 

1932- 33 .  8,631 

1933- 34 .  8,545 

1934- 35 .  9,163 

1935- 36 .  8,560 

Amount  recommended  for  1936-37: 

Salaries  and  wages . .  $  8,961 

Travel  expense  . .  250 

Stationery  and  office  supplies .  75 


Total 


$  9,286 


15.  Division  of  Research: 

Actual  expenses  for  last  five  years: 


1931- 32 .  $  60,251 

1932- 33 .  55,407 

1933- 34 .  54,900 

1934- 35 .  63,116 

1935- 36 .  61,150 

Amount  recommended  for  1936-37: 

Salaries  and  wages .  $51,049 

Travel  expense  .  1,000 

Stationery  and  office  supplies .  800 

Postage  .  900 

Telegrams  .  60 

Books  and  pamphlets  (Library) .  580 


Special  charts,  tables,  and  legislative  ref.  studies. .  . .  2,100 


Total .  $  56,489 

NOTE:  Expense  1935-36  includes  that  for  Division  of  Rural  Service. 

16.  Division  of  Rural  Service: 

Expenses  for  this  division  as  now  organized  were  carried  last  year  as 
charges  in  Division  of  Research. 

Amount  recommended  for  1936-37: 


Salaries  and  wages .  $  7,218 

Travel  expense  .  500 

Stationery  and  office  supplies .  120 

Postage .  150 

Telegrams .  25 


Total 


$  8,013 


Association al  Records  and  Information 


cSll 


17.  Physical  Plant: 

Actual  expenses  for  last  five  years: 

1931- 32 . 

1932- 33  . 

1933- 34 . 

1934- 35 . 

1935- 36 . 

Amount  recommended  for  1936-37: 

Rent  . 

Light  and  power . 

Heat  . 

Janitor  service  . 

Maintenance  . 


$  58,663 
54,529 
54,498 
56,032 
57,703 


$43,000 

1,875 

1,350 

7,610 

2,400 


Total . *  $  56,235 

18.  General  Office  Expense — Operating: 

Actual  expenses  for  last  five  years: 

1931- 32 .  $ 

1932- 33  . 

1933- 34 . 

1934- 35 . 

1935- 36 . 

Amount  recommended  for  1936-37: 


Auditing  Association  accounts .  $  500 

Express  and  freight .  450 

General  expense  .  150 

Insurance  .  650 

Interest  and  discount  allowed .  1,500 

Repairs — Office  furniture .  300 

Surety  bonds .  253 

Telephone  service  .  1,560 

Operators  and  information. .  3,762 


8,359 

7,170 

6,591 

7,666 

8,635 


Total  . 

19.  Annual  Conventions: 


$  9,125 


Actual  expenses  for  last  five  years: 

1931- 32 . 

1932- 33  . 

1933- 34 . 

1934- 35 . 

1935- 36 . 


$  8,437 

4,560 
3,948 
5,724 
5,043 


NOTE:  Expenses  for  operation  of  exhibit  and  payment  of  share  to  Department  of  Superintend¬ 
ence  not  included. 


Amount  recommended  for  1936-37 


20.  Journal  of  the  National  Education  Association: 


Actual  expenses  for  last  five  years: 

1931- 32 . 

1932- 33 . 

1933- 34 . 

1934- 35 . 

1935- 36  . 

Amount  recommended  for  1936-37. 


$101,806 

74,845 

69,183 

72,271 

85,941 


$  4,500 


$  69,800 


812 


National  Education  Association 


21.  Other  Publications: 


Actual  expenses  for  last  five  years: 

1931- 32 .  $  25,604 

1932- 33 .  13,671 

1933- 34 .  12,007 

1934- 35 .  21,276 

1935- 36 .  23,180 

Amount  recommended  for  1936-37: 

Volume  of  Proceedings .  $  8,000 

Publications  and  reports .  3,000 

American  Education  Week  material. .  3,000 

Research  Bulletin  .  6,000 


Total .  $  20,000 

22.  Expenses  of  Delegates: 

Actual  expenses  for  last  five  years: 

1931- 32 . 

1932- 33  . 

1933- 34 . 

1934- 35 . 

1935- 36 . 

Amount  recommended  for  1936-37 

23.  Association  Membership  Fees: 

Actual  expenses  for  last  five  years: 

1931- 32 .  $ 

1932- 33 . 

1933- 34 . 

1934- 35 . 

1935- 36 . '. . 


Amount  recommended  for  1936-37: 

World  Federation  of  Education  Associations .  $  1,000 

American  Council  on  Education .  100 


700 

700 

1,200 

1,100 

1,100 


$  9,122 
7,102 
9,352 
6,489 
6,611 

.  $  9.000 


Total  .  $  1,100 

24.  Retirement  Annuities  and  Insurance: 

Actual  expenses  for  last  five  years: 

1931- 32 . 

1932- 33 . 

1933- 34 . 

1934- 35 . 

1935- 36 . 

Amount  recommended  for  1936-37. 

25.  Unemployment  Insurance  Tax: 

Act  of  Congress  requiring  payment  of  tax  for  District  of  Columbia 
unemployment  insurance  fund  was  effective  as  of  February  15,  1936. 

Amount  recommended  for  1936-37 .  $  3,250 


$  8,725 

9,220 
8,914 
9,468 
10,603 

.  $  10.000 


Associational  Records  and  Information 


813 


26.  Departments: 


Actual  expenses  for  last  five  years: 

1931- 32 .  $  11,175 

1932- 33  .  11,288 

1933- 3+ .  11,309 

1934- 35 .  12,174 

1935- 36 .  12,469 

Amount  recommended  for  1936-37: 

Classroom  teachers  .  $10,100 


Secondary  education  and  other  departments  in 

amounts  as  determined  by  Executive  Committee.  . .  3,550 


Total . 

27.  Committees  and  Commissions: 


$  13,650 


Actual  expenses  for  last  five  years: 

1931- 32 .  $  3,216 

1932- 33  .  2,584 

1933- 34 .  16,208 

1934- 35  .  15,556 

1935- 36 .  10,687 

Amount  recommended  for  1936-37: 

Legislative  Commission .  $  500 

Committee  on  Resolutions .  100 

Committee  on  Tenure..: .  10,000 

Other  committees  and  commissions  in  amounts  as 

determined  by  Executive  Committee... .  4,150 


Total  .  $  14,750 

28.  Secretary’s  Contingent  Fund: 

Amount  recommended  for  1936-37 .  $  1,000 


GRAND  TOTAL 


$477,291 


814 


National  Education  Association 


REPORT  OF  COMMITTEE  ON  ACADEMIC  FREEDOM  1 

HENRY  LESTER  SMITH,  DEAN,  SCHOOL  OF  EDUCATION,  INDIANA 

university,  Bloomington,  ind.,  Chairman 

At  the  1935  summer  meeting  of  the  National  Education  Association 
l.  the  following  resolution  calling  for  the  appointment  of  a  Committee 
on  Academic  Freedom  was  passed: 

The  National  Education  Association  believes  that  administrators,  teachers,  and 
schools  should  have  full  opportunity  to  present  differing  points  of  view  on  any  and 
all  controversial  questions  in  order  to  aid  students  to  adjust  themselves  to  their 
environment  and  to  changing  social  conditions.  The  National  Education  Association 
is  instructed  to  appoint  a  Committee  on  Academic  Freedom  of  five  members,  three 
of  whom  shall  be  classroom  teachers.  The  duties  of  this  committee  shall  be  as 
follows : 

a.  To  make  known  to  teachers  and  other  friends  of  education  any  proposed 
legislation  against  freedom  in  teaching  and  to  take  the  necessary  steps  to  com¬ 
bat  such  legislation. 

b.  To  investigate  and  to  report  upon  cases  of  discharge  of  teachers  in  violation 
of  the  principle  of  academic  freedom. 

c.  To  seek  public  support  for  the  right  of  teachers  to  academic  freedom, 

d.  To  assist  in  every  way  efficient  teachers  deprived  of  their  positions  in 
violation  of  the  National  Education  Association  principle  of  academic  free¬ 
dom  as  embodied  in  Part  II  of  the  Platform. 

e.  To  cooperate  with  other  reputable  and  recognized  national  organizations 
which  are  actively  engaged  in  maintaining  the  principle  of  academic  freedom. 

Following  the  mandate  of  this  resolution,  Agnes  Samuelson,  president, 
appointed  as  the  Committee:  Henry  Lester  Smith,  dean,  School  of  Educa¬ 
tion,  Indiana  University,  chairman;  William  H.  Kilpatrick,  Teachers 
College,  Columbia  University;  Mildred  Babcock,  classroom  teacher,  West- 
wood  High  School,  Westwood,  N.  J. ;  Ruth  West,  classroom  teacher,  Lewis 
and  Clark  High  School,  Spokane,  Wash.;  Emily  A.  Tarbell,  classroom 
teacher,  Vocational  High  School,  Syracuse,  N.  Y. 

The  Committee  has  held  five  meetings  and  in  addition  a  joint  meeting 
with  the  executive  committee  of  the  Tenure  Committee.  At  the  first  meet¬ 
ing  the  Committee  outlined  as  its  problems: 

1.  The  demarcation  of  work  as  between  the  Academic  Freedom  and  the  Tenure 
Committees 

2.  Procedures 

3.  Selection  of  actual  cases 

4.  Machinery  for  dealing  with  cases. 

At  the  joint  meeting  of  the  Committee  on  Academic  Freedom  and  the 
executive  group  of  the  Tenure  Committee,  February  24,  1936,  the  line  of 


’  Accepted  by  Board  of  Directors,  June  29,  1936. 


Associational  Records  and  Information 


815 


demarcation  between  the  work  of  the  two  committees  was  adopted  as 
follows : 

The  profession  of  education  exists  to  foster  proper  learning.  Each  member  of  the 
profession  should  feel  secure  in  the  practise  of  his  work  so  long  as  he  meets  reason¬ 
able  professional  standards  as  interpreted  by  the  judgment  of  his  peers. 

The  Tenure  Committee  accordingly  accepts  as  its  primary  function  the  promotion 
of  support  for  the  proper  tenure  of  teachers  and  other  educators  and  the  crystalliza¬ 
tion  of  such  support  into  adequate  laws  and  understanding  to  safeguard  tenure 
rights.  The  Committee  will,  therefore,  as  a  rule  take  up  controversial  cases  only  as 
these  promise  illustrative  qualities  that  will  help  to  build  support  for  better  tenure 
conditions. 

The  Committee  on  Academic  Freedom  on  its  part  is  primarily  interested  in  safe¬ 
guarding  intelligent  teaching  and  therefore  in  defending  teachers  and  other  educa¬ 
tors  in  the  exercise  of  their  just  rights  to  academic  and  professional  freedom  both 
as  educators  in  the  classroom  or  office  and  as  citizens  outside.  In  the  pursuit  of  these 
ends  the  Committee  on  Academic  Freedom  will  investigate  cases,  report  findings, 
discuss  principles  involved,  and  otherwise  do  what  it  can  to  promote  a  more  ade¬ 
quate  and  intelligent  support  of  the  principles  of  academic  freedom. 

The  Tenure  Committee  and  the  Committee  on  Academic  Freedom  ar¬ 
ranged  to  have  an  interchange  of  material. 

The  Committee  has  considered  ten  cases  of  alleged  infringement  of  aca¬ 
demic  freedom.  With  the  exception  of  one,  each  case  appears  either  to  be 
cared  for  adequately  by  other  groups  or  has  been  deemed  inappropriate  for 
our  investigation.  The  one  exception  is  the  Victor  Jewett  case.  This 
case  is  under  study  by  the  Committee  at  the  present  time. 

The  Committee  has  adopted  a  method  of  procedure  for  the  investigation 
of  cases. 

The  Committee  has  formulated  for  publication  a  statement  on  the 
significant  implications  in  a  case  investigated  by  the  Department  of  Class¬ 
room  Teachers. 

Thru  the  chairman  approximately  one  thousand  letters  have  been  sent 
to  key  organizations  and  individuals  urging  support  for  the  Sisson  bill 
(H.  R.  11375)  to  remove  from  the  District  of  Columbia  appropriations  bill 
the  infamous  “little  red  rider.”  In  addition  copies  of  Representative  Sisson’s 
speech  on  “Coercion  of  Teachers”  printed  in  the  Congressional  Record  of 
February  6,  1936,  were  distributed. 

The  Committee  prepared  this  statement  on  the  so-called  sedition  bills 
(S.  2253  andH.  R.  6427): 

With  regard  to  the  ostensible  and  apparent  intent  of  the  Tydings-McCormick 
Military  Disaffection  Bill  (S.  2253)  and  the  Kramer-Russell  Sedition  Bill  (H.  R. 
6427),  we  urge  no  complaint,  but  we  believe  both  bills  unnecessary  and  fraught  with 
grave  danger  thru  misinterpretation  and  misapplication.  We  therefore  recommend 
that  both  bills  be  rejected. 

'Flic  Committee  requested  the  Central  Office  to  convey  this  resolution  to 
the  appropriate  committees  and  to  give  it  appropriate  publicity. 

The  Central  Office  has  been  requested  thru  Secretary  Givens  to  write 
each  state  teachers  association  and  all  educational  associations  and  depart- 


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National  Education  Association 


ments  affiliated  with  the  N.E.A.  asking  that  they  appoint  committees  on 
academic  freedom  to  cooperate  with  the  National  Education  Association  for 
effectual  safeguarding  of  academic  freedom. 

The  Committee  has  also  requested  the  Central  Office : 

1.  To  prepare  for  the  consideration  of  the  Committee  a  pamphlet  to  go  into  the 
hands  of  various  committees  on  academic  freedom  discussing  for  their  benefit  the 
general  subject  and  giving  them  bibliographic  material  and  suggesting  steps  that 
may  be  taken  toward  the  education  of  the  profession  and  of  the  public  generally  in 
regard  to  intelligent  understanding  of  academic  freedom  and  of  the  service  that  it 
properly  renders  the  democracy. 

2.  To  study  the  defining  of  academic  freedom  by  school  systems  or  professional 
organizations. 

3.  To  watch  for  legislation  in  regard  to  academic  freedom  and  to  keep  the 
Committee  informed. 

4.  To  ask  the  editor  of  the  N.  E.  A.  Journal  to  prepare  a  series  of  background 
articles  in  support  of  academic  freedom  and  our  efforts  in  its  behalf. 

In  the  light  of  its  experience  gained  during  the  year  the  Committee  has 
drawn  up  the  following  tentative  brief  Statement  of  Principles  of  Aca¬ 
demic  Freedom: 

The  cause  of  academic  freedom  is,  like  the  cause  of  freedom  of  speech  in  general, 
the  cause  of  democracy.  An  intelligent  democracy  depends  upon  an  educated  citizen¬ 
ship,  which  is  itself  a  product  of  a  social  order  where  people  thru  freedom  of  speech, 
press,  and  assembly  learn  how  to  think  and  judge  for  themselves. 

If  our  schools  are  to  help  in  the  development  of  such  an  educated  citizenship,  they 
must  be  free — free  from  restriction  in  their  search  for  what  to  believe,  free  in  help¬ 
ing  their  pupils  to  study  actual  social  problems.  Teachers  must  feel  free  in  their 
teaching.  It  is  futile  to  expect  independent,  judicious,  and  courageous  minds  in  pupils 
and  students  to  be  developed  in  pupils  and  students  by  timid  and  submissive 
teachers. 

Intellectual  freedom  is  a  public  safeguard.  It  occurs  in  every  field  of  human  experi¬ 
ence  as  the  principal  guarantee  of  orderly  change  and  progress.  Suppression  of  such 
freedom  is  the  surest  road  to  violent  and  reckless  changes. 

Freedom  of  teaching  carries  with  it  corresponding  responsibility.  The  teacher  is 
under  obligation  to  help  his  pupils  or  students  study  fairly  the  various  sides  of  each 
question.  He  must  not  use  his  position  to  hand  out  ready-made  opinions.  His  duty 
is  to  help  his  students  to  think,  not  to  tell  them  what  to  think. 

Teachers  are  citizens  and  should  be  accorded  the  full  legal  rights  of  all  citizens, 
to  express  publicly  the  views  they  hold  and  ally  themselves  with  organizations  of 
their  own  choosing.  But  in  the  exercise  of  these  rights  teachers  should  take  care  not 
to  interfere  with  the  proper  discharge  of  their  just  educational  duties.  In  all  such 
matters  the  rule  of  reason  must  hold.  Schoolboards  owe  serious  duty  here  not  to 
drive  good  teachers  from  the  schools  in  favor  of  others  unduly  submissive. 

In  the  effort  to  uphold  the  foregoing  principles  the  Committee  on 
Academic  Freedom  will  investigate  cases,  report  findings,  discuss  principles, 
and  otherwise  do  what  it  can  to  promote  the  cause.  To  these  ends  it  invites 
the  cooperation  of  the  entire  profession  and  of  other  interested  citizens  in 
furnishing  information  regarding  actual  or  threatened  cases  of  infringement, 
and  otherwise  in  aiding  the  Committee  to  the  more  adequate  discharge 
of  its  duties. 


Associational  Records  and  Information 


817 


REPORT  OF 

COMMITTEE  ON  AMENDING  THE  CHARTER  1 

REUBEN  T.  SHAW,  132  7  REAL  ESTATE  TRUST  BUILDING, 

Philadelphia,  pa.,  Chairman 

The  Committee  on  Amending  the  Charter  was  authorized  by  the  Rep¬ 
resentative  Assembly,  1934,  and  continued  by  the  Representative  Assembly, 
1935.  Members  of  the  Committee  are:  L.  Frazer  Banks,  assistant  super¬ 
intendent  of  schools,  Birmingham,  Alabama;  M.  Emma  Brookes,  principal, 
Miles-Cranwood  Schools,  Cleveland,  Ohio;  Fred  D.  Cram,  Extension 
Division,  Iowa  State  Teachers  College,  Cedar  Falls,  Iowa;  Mrs.  Myrtle 
Hooper  Dahl,  Hiawatha  School,  Minneapolis,  Minnesota;  Sara  Ewing, 
Indianapolis,  Indiana;  H.  Claude  Hardy,  superintendent  of  schools,  White 
Plains,  New  York;  and  Reuben  T.  Shaw,  head  of  the  science  department, 
Northeast  High  School,  Philadelphia,  Pennsylvania,  Chairman. 

Introduction 

Many  members  of  the  Association  and  many  members  of  the  Representa¬ 
tive  Assembly  of  1936  were  not  present  at  the  meetings  of  the  Representative 
Assembly  in  1935. 

The  complete  report  as  presented  in  1935  was  not  printed  in  the  1935 
Proceedings.  Many  members  and  delegates  to  the  Representative  Assembly 
of  1935  have  lost  or  misplaced  the  copy  of  the  1935  report  of  the  Committee 
on  Amending  the  Charter.  For  these  reasons,  much  of  the  material  included 
in  that  report  is  being  repeated  in  this  report. 

This  report  seems  bulky,  but  the  Committee  wishes  to  make  available  for 
your  information  the  results  of  its  investigations.  Approximately  one-third 
of  the  report  is  made  up  of  Exhibits  which  are  referred  to  in  the  text  or  are 
submitted  in  support  of  the  text.  The  Committee  does  not  ask  every  delegate 
to  read  every  detail  of  the  report.  It  does  ask,  however,  that  each  delegate 
read  the  summaries  of  each  Chapter  together  with  the  general  summary  and 
recommendations  placed  at  the  end  of  the  report  under  the  general  heading 
of  Chapter  VII. 

The  Committee  on  Amending  the  Charter  has  held  the  view  that  any  ap¬ 
proach  to  Congress  was  definitely  limited  and  directed  by  the  formal  resolu¬ 
tions  adopted  at  the  Denver  convention,  as  interpreted  by  the  attorney  of 
the  Association.  The  Executive  Committee  refused  to  approve  of  the  bill  thus 
prepared  because  of  the  belief  that  the  formal  resolutions  did  not  express 
what  the  Representative  Assembly  intended  to  do. 

Thru  correspondence  with  Directors  and  members  of  the  Association, 
it  has  been  brought  out  that  the  understandings  and  interpretations  of  what 
occurred  at  Denver  not  only  are  at  great  variance  with  the  record,  but  they 
are  at  great  variance  with  each  other. 

The  confusion  of  thought  and  understanding  seems  to  have  grown  out 
of  the  fact  that  the  formal  resolutions  adopted  at  Denver  lumped  together 


1  See  Minutes  of  Representative  Assembly  for  action  taken. 


818 


National  Education  Association 


so  many  of  the  issues.  The  Committee,  therefore,  has  deemed  it  wise  to 
separate  all  the  proposed  amendments  in  such  a  way  that  each  issue  may  be 
treated  and  voted  upon  separately.  In  the  matter  of  recommendations  at  this 
time,  the  Committee  has  approached  the  matter  with  a  point  of  view  of 
determining  its  recommendation  on  each  issue  upon  the  basis  of  what  it 
believes  to  be  “the  best  interests  of  the  Association.” 

In  preparing  the  recommendations,  the  Committee  has  endeavored  to 
give  due,  but  not  undue,  consideration  to  comments  and  viewpoints  that 
have  been  expressed  directly  or  via  correspondence.  It  has  endeavored  to 
give  due,  but  not  undue,  consideration  to  the  stenographic  record  of  the 
meeting  of  the  Representative  Assembly  at  Denver.  It  has  endeavored  to 
give  due,  but  not  undue,  consideration  to  the  points  of  view  expressed  by 
the  Executive  Committee  and  others  who  hold  that  the  intent  of  the 
Representative  Assembly  differed  from  that  expressed  by  way  of  formal 
resolutions. 

As  the  Committee  on  Reorganization  was  given  specific  direction  by  the 
Representative  Assemblies  of  1934  and  1935  to  consider  the  need  of  changes 
in  the  charter,  the  Committee  on  Amending  the  Charter  has  given  especial 
consideration  to  the  viewpoint  of  that  Committee. 

The  Committee  on  Reorganization,  at  its  meeting  in  Washington,  May 
19,  1936,  unanimously  adopted  the  following  resolution:  “The  Committee 
on  Reorganization  endorses  the  recommendations  of  the  Committee  on 
Amending  the  Charter  as  set  forth  in  Chapter  VI  of  the  Report  of  that 
Committee.” 

The  recommendations  as  set  forth  in  Chapter  VI  represent  what  a  majority 
of  the  Committee  on  Amending  the  Charter  believe  to  be  the  present  result 
ot  the  evolution  of  thought  of  a  majority  of  those  members  of  the  Association 
who  have  given  serious  thought  to  the  problem. 

Chapter  I 

Purposes,  Assignments ,  and  Activities  of  the  Committee  on  Amending  the 

Charter 

Section  1.  Action  of  Representative  Assembly,  1934 

The  resolutions  adopted  by  the  Representative  Assembly  of  1934  pro¬ 
vided  that  this  Committee  should  do  all  that  is  legally  possible  to  secure 
certain  amendments  to  the  charter.  Two  specific  amendments  to  the  charter 
had  been  proposed  prior  to  the  adoption  of  this  resolution.  The  Executive 
Committee  interpreted  that  the  Committee  on  Amending  the  Charter  as  ap¬ 
pointed  should  concern  itself  only  with  the  amendment  dealing  with  the 
question  of  life  directors.  The  fact  remained,  however,  that  the  other  amend¬ 
ment,  concerning  the  method  of  selecting  the  secretary,  had  been  proposed. 

The  same  Representative  Assembly  adopted  a  resolution  providing  for  the 
appointment  of  a  Committee  on  Reorganization  which  was  to  include  among 
its  duties  the  consideration  of  the  need  of  changes  in  the  charter. 


Association al  Records  and  Information 


819 


Sec.  2.  Activities  of  Committee  1934-35 

An  examination  of  our  charter  brought  out  the  fact  that  it  contained  many 
provisions  that  were  not  found  in  other  federal  charters  and  which  ap¬ 
parently  should  have  been  placed  in  the  bylaws. 

Two  courses  of  procedure  were  open  to  the  Committee  on  Amending 
the  Charter ;  first,  to  proceed  at  once  to  ask  Congress  for  an  amendment  to 
the  charter  concerning  the  life  director  question  alone  and  the  second,  to  join 
forces  with  all  others  interested  in  transferring  from  the  charter  to  the  by¬ 
laws  provisions  which  properly  belong  there — including  the  portions  of  the 
charter  dealing  with  life  directors.  In  case  the  second  procedure  was  followed, 
it  would  then  be  a  simple  matter  for  the  Association  to  handle  the  life  direc¬ 
tor  question  by  amending  the  bylaws  as  revised. 

If  the  Committee  on  Amending  the  Charter  adopted  the  first  procedure 
and  proceeded  at  once  to  ask  Congress  for  that  point  alone,  it  would  probably 
become  necessary  for  a  committee  representing  the  Association  to  ask  Con¬ 
gress  for  further  amendments  at  some  time  in  the  near  future. 

The  Committee  on  Amending  the  Charter  believed  that  such  a  situation 
would  not  be  for  the  best  interests  of  the  N.E.A.  and  that  the  second  course 
of  procedure  should  be  followed.  The  Committee  on  Amending  the  Charter 
believed  that  it  had  no  authority  to  proceed  to  Congress  with  proposals 
for  any  amendments  to  the  charter  other  than  the  one  already  mentioned, 
unless  the  Executive  Committee  should  revise  its  interpretation.  At  the  meet¬ 
ing  in  Atlantic  City  in  February  1935,  the  members  of  the  Committee  on 
Amending  the  Charter  felt  that  the  sentiment  in  favor  of  simplification  of  the 
charter  was  so  general  and  unanimous  that  the  Executive  Committee  would 
be  justified  in  authorizing  immediate  steps  to  be  taken  for  the  simplification 
of  the  charter,  provided  a  simplification  plan  could  be  so  drafted  that  it 
would  still  receive  unanimous  support. 

In  view  of  the  latter  problem  in  regard  to  charter  changes,  the  Committee 
on  Amending  the  Charter  decided  to  ask  for  a  joint  conference  with  the 
Committee  on  Reorganization.  This  was  held  at  Atlantic  City  and  both 
committees  agreed  unanimously  upon  the  general  idea  of  simplification  of  the 
charter.  A  difference  of  opinion,  however,  immediately  developed  as  to  the 
time  when  a  bill  should  be  introduced  into  Congress  providing  for  such 
simplification  and  also  a  question  was  raised  as  to  what  officer,  committee, 
or  board  had  authority  to  speak  for  the  Association  in  authorizing  the  intro¬ 
duction  of  such  a  bill.  The  two  committees  asked  for  the  opportunity  to 
present  their  problem  to  the  Executive  Committee.  The  Executive  Com¬ 
mittee  instructed  the  two  committees  to  prepare  a  plan  of  simplification  of 
the  charter  as  promptly  as  possible  and  to  notify  the  Executive  Committee 
as  soon  as  it  was  prepared.  The  drafting  committee  representing  the  two 
committees  prepared  a  plan  of  simplification  and  presented  it  to  the  Execu¬ 
tive  Committee  on  March  23.  The  members  of  the  Executive  Committee 
indicated  approval  of  the  simplification  plan  in  general  but  raised  certain 
objections  to  the  proposed  changes  concerning  the  Permanent  Fund.  The 
matter  was  then  referred  back  to  the  two  committees  for  further  study  and 
consideration  in  regard  to  that  particular  item. 


820 


National  Education  Association 


Further  conferences  were  held  in  regard  to  the  matter  of  the  Permanent 
Fund.  The  Committee  on  Reorganization  at  its  Chicago  meeting  gave  a 
great  deal  of  consideration  to  this  matter.  The  provisions,  insofar  as  the 
Permanent  Fund  is  concerned,  were  modified  and  were  submitted  as  a  part 
of  the  report  of  the  Committee  on  Reorganization  at  Denver. 

The  Executive  Committee  authorized  but  did  not  direct  the  Committee 
on  Amending  the  Charter  to  proceed  with  the  life  director  question  alone. 
The  Committee  on  Amending  the  Charter  believed  that  by  deferring  action 
for  a  short  time,  it  might  be  able  to  secure  not  only  the  thing  asked  for  in  the 
motion  which  created  the  Committee  but  that  it  might  assist  in  bringing 
about  such  a  revision  and  simplification  of  the  charter  that  it  will  never 
again  be  necessary  to  apply  to  Congress  for  charter  changes. 

Sec.  3.  Action  of  Representative  Assembly,  1935 

The  Representative  Assembly  accepted  unanimously  all  the  recommenda¬ 
tions  of  the  Committee  except  those  in  regard  to  Section  7. 

By  this  action,  they  specifically  directed  that  the  provisions  in  Section  6 
in  reference  to  the  trustees  should  be  transferred  to  the  bylaws.  It  seems  clear 
to  the  Committee  that  the  Representative  Assembly,  by  voting  to  retain 
Section  7  in  its  present  form,  clearly  indicated  that  it  desired  to  have  a  Board 
of  Trustees. 

By  adopting  the  recommendations  of  the  committees  concerning  Section  6, 
they  clearly  indicated  that  they  desired  to  have  removed  to  the  bylaws  that 
portion  of  Section  6  which  has  to  do  with  the  Board  of  Directors.  Here 
again,  the  decision  on  the  part  of  the  Representative  Assembly  to  favor 
the  retention  of  Section  7  in  its  present  form  clearly  indicated  that  they 
desired  to  have  a  Board  of  Directors. 

The  debate  preceding  the  action  which  determined  that  Section  7  should 
remain  in  the  charter  “as  is”  very  clearly  indicated  that  the  great  issue  in  the 
mind  of  each  of  the  speakers  who  favored  that  proposal  was  the  tri-partite 
control  of  the  expenditure  of  the  Permanent  Fund.  In  considering  the  action 
of  the  Representative  Assembly  of  1935,  it  is  important  to  note  that  the 
following  resolution  was  presented  by  the  Resolutions  Committee  and 
unanimously  accepted  by  the  Representative  Assembly: 

Committee  on  Amending  Charter — The  National  Education  Association  commends 
the  efforts  of  the  Committee  on  Amending  Charter  and  hereby  directs  the  con¬ 
tinuance  of  the  Committee  and  authorizes  it  to  take  immediate  steps  to  secure  neces¬ 
sary  federal  legislation  for  the  simplified  charter. 

Representative  Assembly — It  is  essential  for  the  welfare  of  the  National  Educa¬ 
tion  Association  that  the  adoption  of  policies  by  the  Representative  Assembly  be 
binding  on  the  administrative  officers.  The  National  Education  Association  therefore 
reaffirms  with  emphasis  the  importance  of  the  powers  and  functions  of  the  Repre¬ 
sentative  Assembly. 

Sec.  4.  Activities  of  Committee  1935-36 

The  Committee  on  Amending  the  Charter  asked  the  attorney  for  the 
Association  to  draw  up  a  hill  for  introduction  into  Congress,  covering  the 


Associational  Records  and  Information 


821 


simplification  as  approved  of  by  the  Representative  Assembly  of  1935 
(Exhibit  IV). 

In  the  opinion  of  the  Executive  Committee  of  the  Association,  the  bill  as 
drawn  by  Attorney  Quinter  did  not  conform  with  what  the  Executive  Com¬ 
mittee  believed  that  the  Representative  Assembly  of  1935  thought  it  had 
adopted. 

In  September  1935,  the  chairman  of  the  Committee  on  Amending  the 
Charter  presented  to  our  sponsors  in  Congress  the  printed  reports  as  they 
were  submitted  at  Denver  with  marked  indications  as  to  what  recommen¬ 
dations  were  accepted  and  what  recommendations  were  rejected.  At  the 
request  of  Senator  William  H.  King,  the  Legislative  Counsel  of  the  Senate 
prepared  a  bill  upon  the  basis  of  this  record,  and  Senator  King  introduced 
the  bill  on  January  30,  1936.  About  two  weeks  later,  Congressman  Palmi- 
sano  introduced  the  same  bill  in  the  House  of  Representatives. 

The  Committee  on  Amending  the  Charter  met  in  joint  session  with  the 
Committee  on  Reorganization  at  St.  Louis,  in  February  1936.  After  care¬ 
fully  reviewing  the  stenographic  report  of  the  minutes  at  Denver  and  after 
carefully  considering  the  viewpoint  expressed  by  the  Executive  Committee, 
these  two  committees  went  on  record  by  vote  of  10  to  1  indicating  that  the 
bill  as  introduced  by  Senator  King  was,  in  their  judgment,  in  conformity 
with  the  intended  and  recorded  action  of  the  Representative  Assembly  at 
Denver. 

In  spite  of  the  fact  that  our  committees  by  a  vote  of  10  to  1  indicated 
their  belief  that  the  bill  as  introduced  was  in  proper  form,  the  Executive 
Committee  instructed  Secretary  Givens  to  appear  before  the  Committee  of 
the  House  of  Representatives  and  present  its  viewpoint. 

To  hold  a  hearing  and  have  such  influential  representatives  of  the  Asso¬ 
ciation  take  opposite  viewpoints  would  result  not  only  in  the  failure  to  get 
the  bill  passed  this  year,  but  would  probably  incur  the  opposition  of  certain 
members  of  Congress  for  any  bill  which  we  might  present  in  the  future. 

It  was  therefore  decided  to  let  the  matter  rest  until  after  the  meeting  of 
the  Representative  Assembly  in  Portland  before  pressing  for  amendments  to 
the  charter. 

Sec.  5.  Reference  to  Report  Presented  to  Representative  As¬ 
sembly,  1935 

The  amendments  to  the  charter  which  were  proposed  in  1935  were  in¬ 
cluded  in  Chapter  I  of  the  report  of  the  Committee  on  Reorganization,  and 
were  not  set  forth  in  specific  detail  in  the  report  of  the  Committee  on  Amend¬ 
ing  the  Charter. 

Each  of  these  committees  has  labored  persistently  to  draw  up  amend¬ 
ments  to  the  charter  and  bylaws  which  would  meet  with  the  approval  of 
the  best  thought  of  the  Association.  The  committees  have  endeavored  in 
every  way  possible  to  avoid  presenting  an  amendment  merely  because  the 
members  of  the  committees  were  inclined  personally  to  favor  that  particular 


822 


National  Education  Association 


amendment.  To  ascertain  the  viewpoint  of  members  they  have  resorted  to 
letters,  questionnaires,  and  to  a  certain  amount  of  preferential  voting.  The 
debate  upon  the  reports  of  the  committees  in  the  Board  of  Directors  meet¬ 
ing  and  in  the  Representative  Assembly  afforded  excellent  opportunities  to 
hear  the  expression  of  differences  of  viewpoint.  The  Committee  on  Amend¬ 
ing  the  Charter  is  inclined  to  hold  the  opinion  that  the  crystallized  thinking 
of  the  present  time  differs  somewhat  from  the  thought  which  had  crystal¬ 
lized  prior  to  the  Denver  meeting  and  also  differs  somewhat  from  that  rep¬ 
resented  by  the  recorded  action  at  the  Denver  meeting,  and  also  that  it  differs 
somewhat  from  the  interpretation  which  the  Executive  Committee  was  in¬ 
clined  to  put  upon  the  action  and  intent  of  the  Representative  Assembly  at 
the  Denver  meeting.  Such  a  situation  is  not  at  all  surprising  and  is,  in  fact, 
a  natural  development  in  the  process  of  the  evolution  of  thought  which  has 
occurred.  In  Chapter  IV,  the  Committee  has  set  forth  the  main  points  of 
controversy  and  differences  of  interpretation.  In  Chapter  V  the  Committee 
has  presented  a  somewhat  modified  set  of  recommendations  for  the  simplifi¬ 
cation  of  the  charter.  This  modified  form  represents,  in  the  judgment  of  the 
Committee,  a  fair  average  viewpoint  as  between  the  extremes  of  viewpoints 
which  exist  in  the  membership  of  the  Association. 

Summary 

The  Representative  Assembly  of  1934  authorized  the  appointment  of 
the  Committee  on  Amending  the  Charter  for  the  purpose  of  having  the 
charter  amended  so  as  to  eliminate  the  provision  for  life  directors. 

The  Committee  was  instructed  by  the  president  to  keep  in  touch  with  the 
Committee  on  Reorganization  in  reference  to  the  possibility  of  other  amend¬ 
ments  to  the  charter. 

The  two  committees  agreed  that  we  should  ask  Congress  for  a  general 
simplification  of  the  charter. 

The  Representative  Assembly  in  1935  at  Denver  rejected  some  of  the 
recommendations  of  the  two  committees,  but  authorized  the  Committee  on 
Amending  the  Charter  to  proceed  to  Congress  to  ask  for  the  approval  of 
the  simplification  of  the  charter. 

During  the  year  1935-36  differences  of  opinion  have  appeared  as  to  what 
was  intended  by  the  Representative  Assembly  at  Denver.  The  Executive 
Committee  has  indicated  that  its  members  believe  that  the  recorded  action 
of  the  Representative  Assembly  is  not  what  was  intended.  The  Committee 
on  Amending  the  Charter  has  gathered  together  opinions  from  various  mem¬ 
bers  of  the  Association  and  has  set  forth  in  Chapter  VI  of  this  report  recom¬ 
mendations  which  it  believes  to  be  in  line  with  the  viewpoint  of  a  majority 
of  the  members  of  the  Association. 


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Chapter  II 

General  Principles  and  Expert  Opinion 

Section  1.  Charter,  Constitution,  Bylaws,  Rules  of  Procedure 

One  of  the  resolutions  adopted  by  the  Washington  convention  contains 
the  following  expression:  “The  Committee  to  take  what  steps  are  legal.” 
As  this  expression  became  part  of  the  direction  of  this  Committee  it  became 
necessary  to  carefully  study  not  only  our  own  charter  and  bylaws,  but  also 
the  proper  relationship  of  charter,  constitution,  bylaws,  etc. 

By  a  careful  study  of  Robert's  Rules  of  Order  and  other  authorities,  the 
Committee  has  found  the  following  statements  worthy  of  serious  considera¬ 
tion  : 

Charter — A  charter  is  the  fundamental  instrument  governing  the  association  when 
that  association  is  incorporated  by  act  of  some  legislative  body.  Authorities  agree 
that  it  should  be  as  simple  as  possible.  The  association  may  determine  whether  or  not 
it  shall  take  the  place  of  a  constitution.  The  legislative  body  always  reserves  to  itself 
the  right  to  amend  the  charter.  The  charter  may  contain  provisions  as  to  how  the 
association  may  proceed  to  recommend  that  the  legislative  body  make  changes  in  the 
charter.  Associations  operating  under  charters  are,  in  general,  subject  to  the  general 
laws  applicable  to  all  corporations  created  by  that  legislative  body. 

Constitution — A  constitution  is  a  body  of  fundamental  rules  accepted  by  an  associa¬ 
tion  for  its  government  and  should  contain  only  rules  or  provisions  that  are  to  be 
exceedingly  difficult  to  change.  The  constitution  should  always  contain  specific  pro¬ 
visions  as  to  how  it  may  be  amended. 

Bylaws — Bylaws  should  include  all  the  rules  that  are  of  such  importance  that  they 
cannot  be  changed  in  any  way  without  previous  notice,  except  those  placed  in  the 
constitution  and  the  rules  of  order.  .  .  .  When  a  society  is  incorporated,  the  charter 
may  take  the  place  of  the  constitution  and  in  such  a  case  the  bylaws  would  contain 
all  the  rules  of  the  society  except  those  that  cannot  be  changed  without  previous 
notice.  The  bylaws  should  always  provide  for  their  amendment. — Robert’s  Rides 
of  Order. 

Rides  of  procedure — Rules  of  procedure  are  usually  adopted  by  the  representative 
assemblies  of  large  organizations.  They  contain  only  those  rules  that  are  especially 
applicable  to  the  peculiar  problems  or  conditions  of  the  organization  which  is  to  use 
them.  They  are  usually  adopted  for  the  one  year  and  are  brought  up  for  considera¬ 
tion  as  each  new  representative  assembly  is  organized. 

Our  charter — The  Act  of  Incorporation  creating  the  National  Education  Associa¬ 
tion  was  adopted  as  the  constitution  of  the  National  Education  Association  by  the 
active  members  on  July  10,  1907.  As  a  charter,  the  Act  of  Incorporation  contains  a 
number  of  provisions  that  do  not  properly  belong  there.  If  we  look  upon  it  as  a 
constitution,  it  again  contains  provisions  that  are  unimportant  and  might  properly 
be  transferred  to  the  bylaws. 

In  any  plan  of  simplification  of  the  charter,  it  will  be  proper  to  consider  seriously 
the  question  of  the  possible  need  of  a  separate  constitution.  If  the  National  Educa¬ 
tion  Association  desires  to  follow  the  example  of  certain  other  national  organizations 
and  provide  for  a  constitution  in  addition  to  its  charter,  it  is  entirely  within  its  power 
so  to  do.  If  the  Association  desires  to  provide  that  certain  rules  for  its  government 
shall  be  more  difficult  of  change  than  others,  it  would  be  entirely  proper  for  such  a 
plan  to  be  carried  thru. 

The  creation  of  our  charter — Our  charter  was  created  by  special  act  of  Congress, 
approved  by  the  President,  June  30,  1906. 


824 


National  Education  Association 


It  has  been  customary  for  all  bills  providing  for  federal  charters  to  be 
handled  by  the  Judiciary  Committee  of  the  House  and  Senate.  Your  Com¬ 
mittee,  however,  was  informed  by  the  parliamentarian  of  the  House  of 
Representatives  of  the  United  States  that  the  original  Act  of  Incorporation 
was  handled  by  the  Education  Committee  of  the  House  and  the  Judiciary 
Committee  of  the  Senate.  Your  Committee  was  further  advised  that  the 
amendment  to  the  charter  passed  in  1920  followed  the  same  route  thru 
Congress,  and,  therefore,  in  all  probability  any  new  legislation  affecting  our 
charter  would  follow  the  same  route.  Your  Committee  decided,  therefore, 
to  select  its  sponsors  in  the  House  and  Senate  from  these  two  committees. 

t 

Sec.  2.  Legal  Opinion 

Members  of  the  Committee  have  freely  consulted  their  legal  friends  in 
regard  to  the  legal  side  of  charter  amendment.  The  opinion  received  in 
every  instance  was  something  like  this : 

No  matter  what  provision  the  corporation  may  make  within  its  own  bylaws,  the 
legislative  authority,  either  state  or  national,  has  always  and  always  will  put  in  a 
reservation  to  the  effect  that  it  reserves  to  itself  the  right  to  amend  or  repeal  the 
charter  granted. 

They  usually  add  that  this  has  been  true  ever  since  the  Dartmouth  College 
Case  which  had  to  do  with  a  change  in  the  board  of  trustees  and  the  method 
of  their  election. 

The  chairman  has  had  several  conferences  and  much  correspondence  with 
Attorney  Quinter  of  Washington.  The  following  questions  and  answers 
have  been  evolved  and  approved  by  Attorney  Quinter.  They  are  submitted 
as  part  of  this  report  as  Exhibit  I. 

Exhibit  I 

(a.)  1935 

(1)  In  order  that  the  charter  of  the  National  Education  Association  of  the  United 
States  may  be  legally  amended,  is  it  necessary  that  the  same  preliminary  steps  be 
taken  as  are  necessary  for  an  amendment  to  its  bylaws? 

No,  and  for  the  following  reasons: 

In  the  case  of  an  unincorporated  association,  the  association’s  constitution  or 
bylaws  may  provide  the  procedure  for  proposing  and  voting  on  amendments  to 
the  constitution.  The  association  amends  its  own  constitution. 

Under  general  corporation  laws,  specific  provisions  thereof  cover  amend¬ 
ments  to  charters,  which  must  be  complied  with,  and  when  complied  with  the 
amendments  are  effective. 

Where,  however,  a  corporation  is  created  by  special  charter,  the  legislature 
alone  can  bring  the  amendment  into  existence,  and  it  alone  can  dictate,  if  it 
chooses,  the  preliminary  procedure  the  corporation  must  adopt  before  the 
legislature  will  act.  The  legislature  can  pass  the  amendment  with  or  without 
notice  to  the  corporation,  and  no  preliminary  steps  taken  by  the  corporation 
would  be  other  than  persuasive  in  inducing  the  legislature  to  act. 

(2)  The  point  has  been  raised  that  the  proposed  amendments  might  be  subject  to 
legal  attack  in  that  they  impaired  vested  rights.  What  is  meant  by  “vested  rights,” 


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825 


and  in  view  of  Section  11  of  the  charter  covering  amendments,  what  limitation  is 
there  on  Congress  with  respect  to  amendments? 

The  term  ‘Vested  rights”  relates  to  property  rights  only,  and  does  not  apply 
to  personal  rights.  12  C.  J.  956  (Constitutional  Law,  Section  485). 

The  courts  in  deciding  questions  involving  amendments  to  charters  have 
based  their  decisions  on  property  rights,  not  personal  rights.  Most  of  the  cases 
have  arisen  where  it  has  been  contended  that  a  state  statute  amending  the 
charter  of  a  private  corporation  impaired  the  obligation  of  a  contract,  in 
violation  of  the  constitutional  provision  that  no  state  shall  pass  any  “law 
impairing  the  obligation  of  contracts.”  But  the  prohibition  of  the  federal 
Constitution  against  laws  impairing  the  obligations  of  contracts  does  not 
apply  to  the  United  States. 

Theoretically,  the  legislative  body  which  creates  a  corporation  has  absolute 
control  over  it.  But  such  legislative  power  is  subject,  in  the  case  of  Congress, 
to  the  limitation  that  it  cannot  deprive  persons  of  their  property  without  due 
process  of  law,  or  take  private  property  for  public  use  without  just  compen¬ 
sation. 

However,  as  a  charter  is  a  contract,  it  must  be  accepted  to  be  binding  on 
the  corporation.  Likewise,  an  amendment  to  the  charter  must  be  accepted  by 
the  corporation,  for  Congress  has  no  more  power  to  compel  persons  to  continue 
as  a  private  corporation  under  an  amended  charter  than  it  has  to  create  a 
private  corporation  without  the  consent  of  the  members.  However,  unless  the 
amendment  violates  the  Constitution  of  the  United  States,  one  of  the  conse¬ 
quences  of  a  refusal  to  accept  it  is  that  the  corporation  cannot  conduct  its 
operations  in  defiance  of  the  power  that  creates  it;  and  if  it  does  not  accept 
the  amendment  proposed,  it  must  discontinue  its  operations  as  a  corporate 
body.  14  C.  J.,  Title  Corporations,  Sec.  190. 

(3)  The  point  has  been  raised  that  in  order  to  legally  amend  the  charter,  a 
referendum  vote  of  the  members  of  the  National  Education  Association  should  be 
taken.  Is  this  legally  necessary? 

See  the  answers  to  questions  (1)  and  (2),  and  further: 

Corporate  functions  may  be  exercised  by  the  stockholders  or  members  of 
the  corporation  only  at  a  meeting  duly  convoked.  It  is  not  sufficient  that  all 
or  a  majority  of  them  may  severally  or  individually  have  given  their  assent 
to  any  proposed  corporate  action.  14  C.  J.  886.  To  the  same  effect  see 
7  R.  C.  L.  734. 

When  the  charter  of  the  Association  was  amended  by  adding  Section  12s 
it  was  evidently  because  the  growing  membership  rendered  the  conduct  of 
the  business  of  the  corporation  at  its  meetings  difficult.  So  Section  12  was 
added  to  the  charter  and  the  bylaws  changed  to  coincide  with  the  amended 
charter,  in  order  that  the  active  members  could  express  themselves  at  the 
meetings  of  the  corporation  thru  a  delegate  or  delegates  elected  by  them. 

Section  5  of  the  charter  provides:  “The  rights  of  the  members  shall  be 
prescribed  by  the  bylaws  of  the  corporation,”  and  Article  II  of  the  bylaws 
provides  that  the  election  of  officers  and  transaction  of  business  at  the  annual 
business  meeting  shall  be  by  a  representative  assembly  composed  of  delegates 
who  must  be  active  members  of  the  Association,  elected  by  active  members 
thereof. 

It  will  thus  be  seen  that  insofar  as  the  transaction  of  the  business  at  meetings 
of  the  Association  is  concerned,  the  rights  of  the  active  members  are  limited 
to  voting  for  a  delegate  or  delegates  to  that  meeting,  to  serving  as  a  delegate 
thereto  if  elected,  to  attending  the  meeting,  and  to  addressing  the  assembly 
on  subjects  pertaining  to  the  Association. 


826 


National  Education  Association 


(b.)  1936 

1.  The  following  expressions  are  used  in  the  proposed  changes  in  the  charter 

“except  as  limited  by  this  Act  as  amended”  (see  Sections  6  and  7) 

“except  as  limited  by  the  provisions  of  this  Act  as  amended”  (see  Section  9). 
Which  is  preferable? 

No  difference.  The  legal  effect  is  the  same. 

2.  In  the  above  expressions  what  is  the  meaning  and  effect  of  the  words  “as 
amended” ? 

Once  the  words  “as  amended”  are  included  in  the  charter,  those  words  are 
applicable  to  any  amendments  theretofore  or  thereafter  made,  unless  those 
particular  words  are  dropped  from  the  charter  by  subsequent  amendment. 

3.  What  is  the  legal  status  of  the  action  taken  by  the  Representative  Assembly  of 
1935  approving  certain  proposals  to  amend  the  charter? 

The  action  taken  by  last  year’s  Representative  Assembly  approving  certain 
amendments  to  the  charter  stands  until  set  aside  by  subsequent  vote  of  the 
Representative  Assembly. 

Sec.  3.  Parliamentary  Opinion 

The  Committee  believed  that  the  opinion  of  an  expert  parliamentarian 
would  be  highly  desirable  in  determining  not  only  the  bearing  which  parlia¬ 
mentary  law  might  have  on  the  legal  side  of  the  problem  but  also  as  a  guide 
toward  future  steps  in  the  revision  of  the  charter.  The  Committee  is  indeed 
happy  to  report  that  it  was  able  to  secure  the  man  who  is  undoubtedly  the 
outstanding  authority  on  parliamentary  law  in  America.  Not  only  have  we 
secured  his  written  advice  but  we  have  been  able  to  have  him  sit  in  with  us 
at  some  of  our  Committee  meetings.  Professor  Henry  M.  Robert,  Jr.,  has 
had  the  full  responsibility  for  the  interpretation  of  Robert's  Rules  of  Order 
since  the  death  in  1923  of  his  father,  the  original  author,  General  Henry 
M.  Robert.  We  are  submitting  as  Exhibit  II  in  this  report  his  letter  ad¬ 
dressed  to  the  chairman  under  date  of  February  23,  1935. 

Exhibit  II 

(Copy) 

Henry  M.  Robert,  Jr. 

Parliamentarian 

53  Southgate  Avenue, 

Annapolis,  Maryland 

February  23,  193  5 

Mr.  R.  T.  Shaw,  Chairman, 

Committee  on  Amending  Charter,  N.  E.  A., 

1327  Real  Estate  Trust  Building, 

Philadelphia,  Pa. 

Dear  Mr.  Shaw : 

The  Representative  Assembly  in  1934  adopted  two  amendments  to  the  bylaws  by 
large  majorities,  about  80  percent.  You  subsequently  moved  that  a  committee  be  ap¬ 
pointed  to  secure  certain  changes  in  the  charter,  which  was  ruled  out  of  order  in 
the  form  in  which  you  made  it.  You  then  made  another  motion  which  was  stated 
several  times  in  slightly  varying  form.  On  page  877  of  the  1934  Proceedings  is  the 
following  statement:  “The  Chair:  The  question  is  on  the  appointment  of  a  committee 
to  take  what  steps  are  legal  now  in  the  amendment  of  the  charter  (The  motion 


Associational  Records  and  Information 


827 


carried).”  On  page  879  is  the  statement:  “The  Chair:  Mr.  Banks  moves  our  Com¬ 
mittee  just  authorized  be  instructed  to  take  all  steps  which  are  legally  possible  to 
amend  the  charter  to  comply  with  the  amendments  to  the  bylaws  (Motion  carried).” 

Your  charter  contains  a  number  of  provisions  that  do  not  properly  belong  in  a 
charter.  They  are  especially  improper  when  that  charter  can  be  amended  only  by 
Act  of  Congress.  A  good  example  is  the  provision  that  the  Association  shall  have 
twelve  vicepresidents.  The  reason  that  the  number  is  twelve  is  because  the  National 
Teachers  Association  in  1857  had  twelve  vicepresidents.  If  the  Association  should 
wish  at  any  time  to  decrease  the  number  to  ten,  or  to  increase  the  number  to  fifteen, 
it  could  not  do  so  without  an  Act  of  Congress.  Such  provisions  should  have  been 
placed  in  the  bylaws  rather  than  in  the  charter. 

It  is  my  opinion  that  the  charter,  when  amended,  should  be  so  amended  that  the 
provisions  which  belong  properly  in  the  bylaws  rather  than  in  the  charter  would  be 
removed  from  the  charter,  and  that  the  Association  would  be  given  the  power  to 
adopt  bylaws  which  would  govern  such  details.  The  bylaws  then,  instead  of  the 
charter,  would  contain  the  detailed  provisions  regarding  the  organization  of  the 
Association  and  the  administration  of  its  affairs.  It  would  then  no  longer  be  necessary 
to  go  to  Congress  when  it  is  desired  to  amend  these  provisions,  but  the  provisions 
could  be  changed  by  the  Association  itself  by  amending  the  bylaws.  There  would 
still  be  all  the  restrictions  and  safeguards  which  are  imposed  by  the  rules  which 
govern  amendment  of  the  bylaws. 

I  believe  that  the  wise  course  to  follow  is  to  seek  from  Congress  such  an  amend¬ 
ment  to  your  charter.  Congress  has  reserved  to  itself  the  right  to  amend  your  charter, 
and  it  is  therefore  legal  for  Congress  to  amend  your  charter  now  or  at  any  time. 

Some  societies  have  both  constitution  and  bylaws,  others  have  only  bylaws  and 
still  others  have  only  a  constitution.  Any  of  these  ways  is  proper.  Usually  the  best 
way  is  to  call  all  these  important  rules  the  bylaws.  A  society  should  not  have  both 
a  constitution  and  bylaws  unless  it  is  desired  that  some  of  these  rules  should  be  more 
difficult  to  amend  than  others.  In  that  case  the  bylaws  can  be  divided  into  a  con¬ 
stitution  which  contains  the  rules  which  are  more  difficult  to  amend,  and  the  others 
are  called  the  bylaws.  But  it  should  be  borne  in  mind  that  the  general  term  “bylaws” 
includes  both  the  constitution  and  the  other  bylaws  which  are  not  a  part  of  the 
constitution. 

Yours  very  truly, 

Henry  M.  Robert,  Jr.  (signed) 


Summary 

The  Committee  made  a  study  of  the  general  principles  of  charter,  consti¬ 
tution,  bylaws,  and  rules  of  procedure  with  particular  reference  to  our  own 
governing  charter  and  rules.  The  Committee  secured  the  advice  of  the  Asso¬ 
ciation’s  attorney,  Ralph  D.  Quinter,  and  parliamentarian,  Henry  M. 
Robert,  Jr. 

The  charter  is  an  act  of  Congress  and  rhay  be  amended  only  by  act  of 
Congress.  No  action  or  lack  of  action  on  the  part  of  the  Association  would 
have  any  bearing  upon  the  validity  of  an  amendment  to  the  charter  which 
was  passed  by  Congress. 


828 


National  Education  Association 


Chapter  III 

Examinations Investigations ,  and  Interviews 

Section  1.  Examination  of  Eederal  Charters  of  Other  National 
Organizations 

a.  Federal  Charters  as  Compared  with  State  or  District  Charters 

Thru  the  cooperation  of  the  headquarters  staff,  an  investigation  was  made 
as  to  kind  and  character  of  charters  under  which  other  national  organizations 
are  now  working.  It  was  found  that,  for  each  national  organization  acting 
under  the  authority  of  a  federal  charter,  there  were  ten  or  more  national 
organizations  operating  under  a  District  of  Columbia  or  state  charter. 

h.  Simple  or  Complex  Charter 

A  large  number  of  charters  granted  by  the  federal  Congress  were  exam¬ 
ined,  and  we  found  no  charter  which  was  as  complicated  as  is  the  charter 
of  the  N.E.A.  Our  charter  contains  a  large  number  of  provisions  which,  in 
other  federal  charters,  are  left  entirely  to  the  bylaws. 

Your  Committee  has  been  unable  to  ascertain  definitely  the  reason  why 
such  provisions  were  put  into  the  charter  originally.  It  would  seem  that  the 
Association  attempted  to  put  into  the  federal  charter  much  of  the  material 
which  was  in  the  constitution  of  the  Association  when  it  operated  under 
the  general  corporation  laws  of  the  District  of  Columbia.  It  is  uncertain 
whether  the  members  of  the  Association  at  that  time  fully  realized  that  by 
such  a  procedure  they  would  be  unable  to  make  changes  in  the  new  type  of 
constitution  without  getting  authority  from  Congress. 

c.  History  of  Constitution  and  Charter  of  N.E.A. 

It  is  interesting  to  note  the  history  of  the  Association  when  considered  in 
the  light  of  Attorney  Quinter’s  answer  to  the  first  question  as  heretofore 
presented  under  the  heading  of  Legal  Opinion  in  this  report. 

From  1857  to  1886  the  Association  operated  as  an  unincorporated  asso¬ 
ciation  referred  to  by  Mr.  Quinter  as  follows: 

In  the  case  of  an  unincorporated  association,  the  association’s  constitution  or  bylaws 
may  provide  the  procedure  for  proposing  and  voting  on  amendments  to  the  con¬ 
stitution.  The  association  amends  its  own  constitution. 

From  1886  until  1906  the  Association  was  under  a  charter  granted  under 
the  general  corporation  laws  of  the  District  of  Columbia.  Please  note  here 
Attorney  Quinter’s  comment : 

Under  general  corporation  laws,  specific  provisions  thereof  cover  amendments  to 
charters,  which  must  be  complied  with,  and  when  complied  with  the  amendments 
are  effective. 

From  1906  to  the  present,  the  Association  has  been  operating  as  a  corpo¬ 
ration  created  by  special  charter.  Please  note  again  the  particular  restric- 


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tions  under  which  such  a  corporation  works  as  indicated  by  Attorney 
Quinter’s  comments  as  follows: 

Where,  however,  a  corporation  is  created  by  special  charter,  the  legislature  alone 
can  bring  the  amendment  into  existence,  and  it  alone  can  dictate,  if  it  chooses,  the 
preliminary  procedure  the  corporation  must  adopt  before  the  legislature  will  act. 
The  legislature  can  pass  the  amendment  with  or  without  notice  to  the  corporation, 
and  no  preliminary  steps  taken  by  the  corporation  would  be  other  than  persuasive 
in  inducing  the  legislature  to  act. 

d .  Probable  Explanation  of  the  Complexity  of  Our  Charter 

It  must  be  remembered  that  in  the  years  prior  to  1906  it  was  possible  for 
the  Association  to  amend  its  charter  without  appeal  to  legislative  authority, 
provided,  of  course,  the  amendments  to  the  charter  complied  with  the  gen¬ 
eral  regulations  covering  corporations  of  that  class. 

It  seems  probable  that  the  members  of  the  Association’s  Committee,  in 
preparing  its  bill  for  introduction  into  Congress  in  1906,  used  the  wording 
of  many  sections  of  the  old  charter,  granted  under  the  general  corporation 
laws  of  the  District  of  Columbia.  It  seems  probable,  also,  that  this  was 
done  without  realizing  that,  by  accepting  the  charter  under  special  act  of 
Congress,  it  would  be  necessary,  therefore,  to  go  to  Congress  each  time  that 
a  change  in  the  provisions  of  the  charter  was  desired. 

Sec.  2.  Examination  of  Congressional  Record  in  Regard  to  Other 
Federal  Charters  and  Amendments  Thereto 

All  charters  granted  in  the  more  recent  years  were  relatively  simple — so 
simple  that  there  will  probably  never  be  any  need  for  amendment.  Older 
charters  have  been  more  complex  and  there  have  been  more  occasions  for 
amendment. 

We  found  no  indication  in  the  Congressional  Record  of  a  desire  on  the 
part  of  Congress  to  include  in  charters  provisions  of  the  type  we  now  believe 
should  be  removed  from  our  charter. 

Sec.  3.  Investigations  of  Danger  of  Losing  the  Charter 

The  Committee  has  made  inquiry  directly  and  indirectly  concerning  this 
matter  and  has  benefited  by  the  cooperation  of  Attorney  Quinter.  Members 
of  the  Committee  have  conferred  with  members  of  Congress  and  with  secre¬ 
taries  of  important  Congressional  committees.  They  examined,  also,  the 
Record  of  Debates  in  Congress  and  they  find  that  the  question  of  any  possible 
loss  of  charter  already  granted  is  remote  indeed. 

Certainly  the  proposal  of  an  amendment  does  not  of  itself  create  a  danger 
of  loss  of  charter. 

It  is  easy  to  understand,  however,  that  if  the  Association  carried  its 
internal  arguments  and  differences  of  opinion  to  the  halls  of  Congress, 
many  Congressmen  might  feel  inclined  to  revoke  the  charter  in  order  to  get 
rid  of  the  matter.  Here  again,  therefore,  there  is  clear  evidence  of  the  need 
of  removing  from  the  charter  all  points,  which  might  be  controversial  within 
the  Association,  and,  at  the  same  time,  be  of  little  or  no  consequence  to 
members  of  Congress. 


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During  the  years  1906  to  1928  twenty-five  new  charters  were  granted. 
During  the  same  time  forty  charters  were  amended. 

From  1928  up  to  1935,  fifteen  new  charters  have  been  granted,  and 
twenty-five  charters  have  been  amended. 

In  only  two  cases  have  we  found  charters  repealed  by  Congress.  In  one 
of  these  cases  Congress  repealed  the  charter  because  of  the  unpatriotic  activ¬ 
ities  of  the  association  which  held  the  charter.  In  the  other  case,  it  appears 
that  the  number  of  members  fell  oft  to  such  an  extent  that  the  charter  was 
revoked.  An  examination  of  the  lists  of  organizations  holding  federal  charters 
would  lead  us  to  but  one  conclusion,  and  that  is  that  the  danger  of  loss  of 
charter  by  the  National  Education  Association  is  very,  very  remote. 

Sec.  4.  Interviews  with  Members  of  Congress 
a.  Prior  to  the  1935  Convention 

We  have  had  a  number  of  interviews  with  members  of  Congress  on  the 
subject  originally  assigned  to  us,  namely:  the  amendment  pertaining  to  the 
removal  of  life  directors.  In  every  instance  the  member  of  Congress  has 
raised  this  question,  “I  wonder  why  such  a  provision  was  in  the  original 
charter?” 

Some  Congressmen  have  added  another  question.  “Don’t  you  think  you 
ought  to  remove  all  such  matters  from  the  charter  at  the  same  time  you  make 
this  change?” 

The  Committee  feels  confident  that  the  bill  will  move  along  rapidly  after 
its  introduction. 

We  conferred  with  Senator  King,  who  is  the  ranking  member  of  the 
majority  party  of  the  Judiciary  Committee  of  the  Senate.  Senator  King  is 
on  record  in  many  places  in  the  Congressional  Record  as  opposed  to  federal 
charters  in  general.  He  has,  however,  indicated  no  desire  to  revoke  or 
repeal  those  which  have  been  issued.  He  was  very  cordial  to  us,  but  empha¬ 
sized  several  things: 

First — He  was  opposed  to  life  directors  in  any  organization. 

Second — He  recognized  that  many  provisions  of  our  charter  were  for  internal 
problems  of  the  Association,  and  therefore  should  be  left  to  the  bylaws. 

Third — He  did  not  think  it  wise  to  have  a  bill  presented  to  cover  the  life  director 
question  only. 

Fourth — He  agreed  to  sponsor  a  bill  providing  for  general  simplification  of  our 
charter. 

We  conferred  also  with  Congressman  Palmisano,  who  is  chairman  of  the 
Education  Committee  of  the  House  of  Representatives.  He  expressed  himself 
as  opposed  to  life  directors  in  any  organization. 

He  indicated  with  a  great  deal  of  emphasis,  however,  that  we  should  not 
come  to  Congress  with  a  bill  on  that  item  alone.  He  offered  to  sponsor  a  bill 
taking  care  of  the  whole  question  of  transferring  from  the  charter  to  the 
bylaws  provisions  which  properly  belonged  there. 


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b.  Subsequent  to  the  1935  Convention  at  Denver 

The  chairman  conferred  with  Senator  King  in  September  and  presented 
to  him  copies  of  the  reports  of  the  two  committees  as  they  were  presented 
at  Denver.  When  it  was  pointed  out  to  Senator  King  that  the  Representa¬ 
tive  Assembly  had  rejected  the  recommendations  of  the  Committee  in  re¬ 
gard  to  Section  7,  the  Senator  expressed  a  great  deal  of  regret,  saying  that 
such  provisions  had  no  place  in  a  charter.  They  should  be  confined  to  the 
bylaws. 

The  Senator  reiterated  his  objections  in  general  to  federal  charters,  but 
stated  that  he  would  be  glad  to  sponsor  the  proposed  amendments  for  the 
Association.  He  stated  further  that  he  would  have  the  bill  prepared  for  intro¬ 
duction  sometime  in  January.  (See  Exhibit  VII.) 

Summary 

The  Committee  studied  the  question  of  federal  charters  in  general.  It 
found  that  federal  charters  were  generally  simple  and  contained  little  or 
none  of  the  detail  which  exists  in  the  charter  of  the  National  Education 
Association.  The  Committee  found  also  that  the  danger  of  losing  the  charter 
granted  by  Congress  is  very  remote  indeed. 

Members  of  Congress  were  greatly  surprised  to  find  that  a  charter  had 
been  granted  containing  so  much  detail  and  strongly  recommended  that 
details  which  belong  in  the  bylaws  should  be  transferred  there  without 
delay,  as  they  are  of  no  interest  from  a  Congressional  viewpoint. 

Chapter  IV 

Controversial  Issues  and  Differences  of  Interpretation 
1.  The  Permanent  Fund 

Every  member  of  the  Committee  on  Amending  the  Charter  and  every 
member  of  the  Committee  on  Reorganization  heartily  join  with  the  Execu¬ 
tive  Committee  and  the  Board  of  Trustees  in  the  expression  of  a  desire  to 
protect  the  Permanent  Fund.  Differences  of  opinion  have  existed  and  still 
exist  as  to  what  is  necessary  to  protect  the  Permanent  Fund.  The  two  com¬ 
mittees  presented  unanimous  recommendations  to  the  Representative  As¬ 
sembly  at  Denver  which,  in  their  judgment,  would  provide  for  adequate 
protection  to  the  Fund  and  at  the  same  time  allow  extensive  simplification  of 
the  charter.  The  Board  of  Directors,  at  Denver,  discussed  these  proposals 
very  fully  and  recommended,  by  a  vote  of  31  to  10,  that  the  Representative 
Assembly  approve  of  all  of  them.  The  Representative  Assembly,  however, 
debated  and  voted  to  approve  of  all  the  recommendations  of  the  committees 
in  reference  to  all  sections  except  Section  7.  The  Representative  Assembly 
voted  to  keep  Section  7  in  the  charter  in  its  present  form. 

Section  7  of  the  charter  contains  certain  provisions  with  reference  to  the 
Permanent  Fund,  but  it  also  contains  many  other  provisions  which  have  little 
or  nothing  to  do  with  the  principal  of  the  Permanent  Fund. 


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National  Education  Association 


Many  delegates  believed  that  the  action  taken  did  not  clearly  indicate 
what  the  .Representative  Assembly  desired  to  have  done  with  the  portions  of 
Section  7  which  had  not  been  debated.  This  situation  is  indicated  in  the 
record  of  the  debate  of  the  Representative  Assembly,  and  the  record  further 
indicates  that  the  President  caused  the  question  to  be  asked  a  second  time  as 
to  just  what  the  wishes  of  the  Representative  Assembly  were.  It  seemed  to  be 
clearly  indicated  that  the  attitude  of  the  Representative  Assembly  at  that 
time  was  in  favor  of  retaining  Section  7  in  its  present  form  and  of  accepting 
all  other  recommendations  of  the  committees. 

Subsequent  correspondence  with  directors  and  delegates  together  with 
conferences  with  the  Executive  Committee  have  brought  out  the  fact  that 
there  is  a  wide  difference  of  opinion  as  to  just  what  the  Representative 
Assembly  intended  to  do  or  thought  it  had  done.  This  doubt  as  to  the  action 
seems  to  exist,  not  only  in  reference  to  portions  of  Section  7  which  have 
nothing  to  do  with  the  principal  of  the  Permanent  Fund,  but  also  with 
certain  portions  of  Section  6,  which  deal  with  the  selection  of  the  Board  of 
Trustees. 

The  two  committees  discussed  the  matter  thoroly  at  the  St.  Louis  meeting 
in  February,  and  by  vote  of  10  to  1  indicated  that  they  believed  that  the 
record  must  be  followed  and  that  no  consideration  should  be  given  to  any 
intent  or  interpretation  which  would  be  contrary  to  the  formal  resolutions 
as  adopted.  The  Executive  Committee,  however,  held  the  opposite  view  and 
indicated  what  it  believed  the  Representative  Assembly  at  Denver  had  in¬ 
tended  to  do.  (See  next  section  and  also  Exhibit  XIII.)  This  resulted  in  a 
situation  that  made  it  impossible  for  us  to  make  progress  toward  the  passage 
of  a  bill  with  such  divergence  of  opinion  existing  among  our  official  com¬ 
mittees. 

2.  The  Board  of  Trustees 

The  last  paragraph  of  Section  6  of  the  present  charter  reads  as  follows: 
“The  Board  of  Trustees  shall  consist  of  four  members  elected  by  the  Board 
of  Directors  for  the  term  of  four  years,  and  the  President  of  the  Association, 
who  shall  be  a  member  ex  officio  during  his  term  of  office.  At  the  first  meet¬ 
ing  of  the  Board  of  Directors,  held  during  the  annual  meeting  of  the  Asso¬ 
ciation  at  which  they  were  elected,  they  shall  elect  one  trustee  for  the  term 
of  four  years.  All  vacancies  occurring  in  said  Board  of  Trustees,  whether  by 
resignation  or  otherwise,  shall  be  filled  by  the  Board  of  Directors  for  the 
unexpired  term ;  and  the  absence  of  a  trustee  from  two  successive  annual 
meetings  of  the  board  shall  forfeit  his  membership.” 

The  two  committees,  in  1935,  recommended  that  this  whole  paragraph  be 
transferred  to  the  bylaws.  The  Board  of  Directors  approved  of  the  recom¬ 
mendation,  and  the  Representative  Assembly  voted  unanimously  for  such 
a  change.  See  Article  II,  Section  1  (d)  of  the  bylaws;  also  Article  III, 
Section  4(b). 

In  consideration  of  the  facts  of  the  action  thus  taken  in  1935  and  in  con¬ 
sideration  of  the  fact  that  these  provisions  are  set  up  in  identically  this  form 


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833 


in  the  bylaws  as  indicated,  the  two  committees  by  a  majority  vote  again 
recommend  that  this  provision  be  removed  from  the  charter. 

By  way  of  explanation  for  this  position,  the  Committee  can  see  no  reason 
why  we  should  retain  in  the  charter  a  provision  that  specifies  that  the  Board 
of  Trustees  shall  be  made  up  of  five  members. 

The  Committee  believes  that  the  Association  should  be  permitted  to 
change  that  number  from  five  to  three  or  seven  or  some  other  number  if  it  so 
desires,  and  without  going  to  Congress. 

The  Committee  feels  also  that  the  Association  should  have  the  right  to 
change  the  length  of  the  term  of  office  of  each  trustee  without  going  to 
Congress. 

Still  further,  the  Committee  believes  that  the  Association  should  have  the 
right  to  make  provisions  for  a  change  in  the  method  of  election  or  appoint¬ 
ment  from  time  to  time  without  going  to  Congress. 

The  Committee,  therefore,  reaffirms  its  recommendation  in  regard  to  all 
matters  pertaining  to  Section  6,  including  the  provisions  in  regard  to  the 
trustees;  that  is,  they  recommend  that  these  provisions  be  stricken  from  the 
charter  as  they  are  already  set  up  in  the  bylaws. 

In  reference  to  the  matter  of  Section  7,  the  Committee  has  given  con¬ 
sideration  to  all  suggestions  received  from  other  committees,  from  directors, 
and  from  members.  It  has  studied  carefully  the  suggestions  made  by  the 
Executive  Committee.  The  records  of  the  debates  in  the  Board  of  Directors 
and  before  the  Representative  Assembly  concerning  these  items  have  been 
given  repeated  study.  The  Committee  recommends  that  the  tri-partite  con¬ 
trol  of  the  principal  of  the  Permanent  Fund  as  set  up  in  Section  7  of  the 
charter  be  retained.  By  the  tri-partite  control  is  meant  the  provision  that  no 
part  of  the  principal  of  the  Permanent  Fund  or  its  accretions  shall  be  ex¬ 
pended,  except  by  the  approval  of  (1 )  the  Board  of  Trustees,  (2)  the  Board 
of  Directors,  and  (3)  a  two-thirds  vote  of  the  Representative  Assembly. 
As  a  further  attempt  toward  effecting  a  compromise  between  the  extreme 
viewpoints,  the  Committee  recommends  that  there  be  inserted  in  Section  7  a 
phrase  which  provides  that  the  Board  of  Trustees  shall  always  remain  small, 
said  phrase  to  read  “not  less  than  three  and  not  more  than  nine  members.” 

3.  Specific  Provisions  under  Discussion 

The  Committee  on  Reorganization  was  formed  for  the  express  purpose  of 
presenting  plans  for  reorganization  of  the  Association  that  would  give  due 
consideration  to  the  problem  of  correcting  a  situation  referred  to  in  the 
resolution  as  follows:  “It  is  generally  believed  that  there  are  too  many 
boards,  committees,  trustees,  and  directors,  whose  duties  overlap.”  The  Com¬ 
mittee  on  Reorganization  has  expressed  the  thought  that  it  is  impossible  for 
them  to  present  a  thoro  and  complete  plan  which  will  carry  out  the  purpose 
for  which  it  was  created,  unless  certain  amendments  are  made  to  the 
charter.  That  Committee  is  deeply  interested  in  carrying  out  the  recom¬ 
mendations  that  were  presented  at  Denver  and  which  were  unanimously 


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approved  by  the  Representative  Assembly  with  reference  to  Section  6.  That 
Committee  also  has  expressed  the  feeling  that  the  other  recommendations 
presented  by  it  with  reference  to  Section  7,  in  all  respects  except  those  deal- 
ing  with  the  principal  of  the  Permanent  Fund,  should  be  carried  out. 
The  Committee  on  Amending  the  Charter  is  in  agreement  with  the  Com¬ 
mittee  on  Reorganization  in  regard  to  these  proposals  and  recommends  that 
the  said  changes  be  approved.  They  are  presented  here  in  substantially  the 
same  form  in  which  they  were  presented  at  Denver.  The  stenographic  rec¬ 
ord  of  the  debate  does  not  indicate  that  these  points,  as  represented  by 
issues  set  forth  in  Chapter  VI,  nos.  1-10,  12,  19,  and  21-25,  were  discussed 
separately  at  all. 

4.  Differences  of  Interpretation 

a.  The  Set-up  of  the  Board  of  Trustees 

The  expression  “the  set-up”  here  is  interpreted  by  the  Committee  on 
Amending  the  Charter  to  mean  the  manner  of  election,  the  term  of  office,  and 
the  number  of  members  on  the  Board.  This  particular  set-up  is  set  forth  in 
the  last  paragraph  of  Section  6  of  the  charter.  The  Executive  Committee  has 
indicated  that  it  believed  the  Representative  Assembly  intended  to  have  the 
present  set-up  of  the  Board  of  Trustees  retained  in  the  charter  when  it  voted 
to  have  Section  7  remain  in  the  charter  as  it  is  and  has  been.  The  Executive 
Committee  has  indicated  that  it  holds  this  view  in  spite  of  the  fact  that  the 
specific  set-up  of  the  Board  of  Trustees  was  set  forth  in  the  last  paragraph 
of  Section  6,  and  which  the  Representative  Assembly  voted  unanimously  to 
have  removed  from  the  charter. 

The  majority  of  the  members  of  the  Committee  on  Amending  the  Charter 
do  not  share  the  view  of  the  Executive  Committee  as  to  what  was  intended 
by  the  Representative  Assembly  at  Denver. 

Entirely  aside  from  the  intent  of  the  meeting  at  Denver,  however,  is  the 
fact  that  no  action  has,  as  yet,  been  taken  by  Congress.  Therefore,  the 
Committee  on  Amending  the  Charter  believes  that  the  whole  issue  should 
be  approached  at  Portland  with  the  thought  of  determining  what  is  best 
for  the  Association  and  that  no  one  should  be  unduly  influenced  by  what 
anyone  believes  to  have  been  the  expressed  or  implied  intent  of  the  Repre¬ 
sentative  Assembly  at  Denver. 

5.  Controversial  Issues 

As  the  matter  now  stands,  and  in  the  light  of  letters  and  communications 
which  the  Committee  on  Amending  the  Charter  has  received,  the  Committee 
is  inclined  to  believe  that  the  recommendations  concerning  certain  issues 
meet  with  general  approval.  (See  classification  of  issues  in  following  pages. 
See  Chapter  V,  Section  4.)  The  members  of  the  Committee  recognize, 
however,  that  there  are  some  differences  of  opinion  as  to  some  of  the  issues, 
particularly  nos.  8,  9,  and  12.  In  presenting  the  recommendations  con- 


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835 


corning  all  the  controversial  issues,  the  Committee  wishes  to  emphasize 
again  the  factors  which  it  believes  should  receive  the  most  weight  in  deter¬ 
mining  the  disposal  of  these  issues. 

1.  The  Committee  is  not  recommending  any  change  in  the  modus  op- 
erandi  of  the  Association.  It  is  merely  recommending  that  changes  be  made 
in  the  charter  so  that  the  Association  may  from  time  to  time  change  its 
organization  procedure  in  accordance  with  its  best  judgment  and  without 
the  necessity  of  securing  the  consent  of  Congress. 

2.  The  Committee  is  of  the  opinion  that  the  proposed  changes  are  essential 
prerequisites  in  order  to  permit  the  Committee  on  Reorganization  to  carry 
out  the  plans  which,  in  the  judgment  of  that  Committee,  are  desirable  for 
the  Association. 

Summary 

In  general,  members  of  the  Association  seem  in  agreement  on  transferring 
from  the  charter  to  the  bylaws  all  points  except  those  related  to  the  Perma¬ 
nent  Fund  and  Board  of  Trustees.  Some  members  believe  that  the  Perma¬ 
nent  Fund  will  be  more  adequately  protected  by  retaining  in  the  charter 
some  or  all  of  the  provisions  relating  thereto.  Others  are  inclined  to  take 
the  opposite  viewpoint.  The  Committee  hopes  that  delegates  will  bear  in 
mind  that  the  issue  under  discussion  is  not  a  change  in  the  modus  operandi 
of  the  Association,  but  merely  that  of  determining  what  provisions  shall  be 
kept  in  the  charter  and  what  provisions  shall  be  transferred  to  the  bylaws. 

Chapter  V 

Simplification  of  the  Charter  as  Prepared  for  Consideration  at  the  Portland 

Convention 

Section  1.  Review  of  Developments 
a.  Chief  stages — 

Reviewing  the  whole  situation  regarding  amending  the  charter,  it  is  im¬ 
portant  to  make  note  of  the  following  separate  distinct  stages : 

1.  The  authorization  for  a  single  amendment  dealing  with  the  life  direc¬ 
tor  question  alone. 

2.  The  recommendations  of  the  committees  in  regard  to  simplification  of 
the  charter. 

3.  The  action  taken  by  the  Representative  Assembly  in  1935. 

4.  The  differences  in  interpretation  placed  upon  that  action  by  the  Com¬ 
mittee  on  Amending  the  Charter,  the  Committee  on  Reorganization,  and  the 
Executive  Committee. 

5.  The  consideration  of  the  whole  plan  of  simplification  at  Portland.  As 
this  report  deals  with  this  last  stage,  it  is  important  to  hold  clearly  in  mind 
the  fact  that  the  previous  stages  nos.  1,  2,  3,  and  4  are  guides  in  the  prepara¬ 
tion  of  what  shall  be  presented  at  Portland  but  are  in  no  way  binding  upon 
tlie  form  and  character  of  that  report. 

When  this  report  is  presented  to  the  delegates  at  the  Portland  convention, 
two  years  will  have  passed  since  changes  in  the  charter  were  first  proposed. 


836 


National  Education  Association 


The  proposals  have  been  published  in  the  issues  of  the  Journal  of  the  Na¬ 
tional  Education  Association  for  May  1935,  and  again,  somewhat  revised, 
in  the  Journal  of  May  1936. 

h.  Steps  toward  simplification  of  the  charter — 

1.  A  simplified  charter  was  drawn  up  in  March  1935  by  Cornelia  S. 
Adair  and  R.  T.  Shaw,  with  the  cooperation  of  Attorney  Quinter,  Par¬ 
liamentarian  Robert,  and  Secretary  Givens. 

2.  This  simplified  charter  was  published  in  the  Journal  of  May  1935,  and 
suggestions  and  reactions  were  received  from  various  directors  and  delegates. 

3.  The  simplified  charter  was  thoroly  studied  by  the  Committee  on  Re¬ 
organization  and  the  Executive  Committee,  as  well  as  the  Committee  on 
Amending  the  Charter. 

4.  At  the  first  meeting  of  the  Board  of  Directors  at  Denver,  the  matter 
was  presented  and  thoroly  discussed  by  the  directors.  By  a  vote  of  31  to  10 
the  report  was  sent  to  the  Representative  Assembly  with  a  favorable  recom¬ 
mendation  for  its  adoption. 

5.  The  Representative  Assembly  of  1935  approved  of  all  the  proposals 
for  amendment  dealing  with  all  sections  of  the  charter  except  Section  7,  but 
voted  to  retain  Section  7  in  its  present  form. 

6.  There  was  considerable  sentiment  to  the  effect  that  the  vote  as  taken 
by  the  Representative  Assembly  did  not  clearly  indicate  the  real  thought  of 
the  Representative  Assembly,  and  an  attempt  was  made  on  the  next  day  to 
have  a  second  vote  on  the  whole  matter  by  the  use  of  a  printed  ballot.  This 
procedure  was  voted  down. 

7.  A  bill  was  prepared  by  Attorney  Quinter  on  the  basis  of  the  formal 
resolutions  adopted  by  the  Representative  Assembly. 

8.  When  the  bill  was  prepared  for  introduction  into  Congress,  the  Execu¬ 
tive  Committee  indicated  that,  in  its  judgment,  the  bill  did  not  represent 
the  action  which  the  Representative  Assembly  thought  it  had  taken. 

The  recommendations  of  the  Committee,  therefore,  printed  in  this  report 
are  the  result  of  the  evolution  of  thought  that  has  occurred  during  these 
twenty-four  months. 

Sec.  2.  Recommended  Changes:  The  recommendations  are  set  forth  in 
the  twenty-six  issues  listed  below  and  are  presented  in  this  form  because  they 
include  consecutively  the  proposed  changes  in  Sections  5,  6,  7,  8,  and  9  of  the 
charter  as  it  now  is. 

They  include  the  changes  that  were  approved  by  the  Representative  As¬ 
sembly  last  year,  as  well  as  those  upon  which  final  or  further  action  is  re¬ 
quested  at  the  Portland  meeting. 

Sec.  3.  Effect  of  Proposed  Changes:  In  considering  the  proposed  changes, 
it  is  very  important  to  give  careful  consideration  to  the  following: 

(a)  The  recommendations  do  not  change  the  modus  operandi  of  the  As¬ 
sociation.  The  provisions  of  the  present  charter  were  set  up  in  the  bylaws 
last  year,  or  are  included  in  the  proposed  revision  of  the  bylaws  for  this  year. 


Associational  Records  and  Information 


837 


The  right-hand  column  in  the  following  pages  indicates  the  location  in  the 
bylaws  of  the  provisions  which  govern,  as  they  are  set  forth  in  the  present 
charter. 

(b)  The  recommendations  of  the  Committee,  therefore,  are  made  merely 
to  place  in  the  control  of  the  Association  the  provisions  indicated,  so  that  it 
will  not  be  necessary,  in  the  future,  to  go  to  Congress  for  approval  of  changes 
therein. 

Sec.  4.  Classification  of  the  Proposed  Changes: 

(a)  Changes  represented  by  issues  nos.  1,  2,  3,  4,  5,  6,  7,  10,  and  25 
have  been  unanimously  approved  by  the  Committee  on  Amending  the 
Charter,  the  Committee  on  Reorganization,  the  Representative  Assembly 
of  1935,  and  by  the  Board  of  Directors  by  vote  of  31  to  10.  They  are  re¬ 
peated  here  in  order  to  make  the  complete  statement  of  the  sections  of  the 
charter  entirely  clear. 

b.  Changes  represented  by  issues  nos.  11,  15,  18,  19,  and  26  are  unani¬ 
mously  recommended  at  this  time  by  the  Committee  on  Amending  the  Char¬ 
ter  and  the  Committee  on  Reorganization  and  are  practically  the  same  as 
the  recommendations  which  were  approved  in  1935  by  the  Board  of  Direc¬ 
tors  and  the  Representative  Assembly.  The  only  differences  are  those  of 
wording  which  were  made  necessary  or  advisable  as  a  result  of  the  action 
taken  by  the  Representative  Assembly  in  1935  and  the  possible  differences 
in  interpretation  which  might  be  put  upon  the  action  taken. 

c.  Changes  represented  by  issues  nos.  8,  9,  and  12  are  recommendations 
which  were  unanimously  approved  by  the  Representative  Assembly  of  1935. 
The  Executive  Committee  (see  Exhibits  XI  and  XIII)  is  of  the  opinion 
that  the  Representative  Assembly  did  not  intend  to  give  its  approval  to  these 
recommendations. 

d.  Changes  represented  by  issues  nos.  13,  14,  16,  17,  and  20  are  modifica¬ 
tions  of  previous  recommendations.  Certain  recommendations  made  in  1935 
have  been  modified  in  the  light  of  the  development  of  the  discussion  and 
opinion  at  the  Representative  Assembly  in  1935  and  subsequently. 

e.  Changes  represented  by  issues  nos.  21,  22,  23,  and  24  are  recommenda¬ 
tions  which  were  presented  at  Denver  in  this  form  with  the  unanimous 
support  of  both  committees  and  were  discussed  by  the  Board  of  Directors 
and  approved  by  that  body  by  vote  of  31  to  10.  They  were  not  discussed  in 
the  Representative  Assembly,  but  in  spite  of  the  fact  that  they  have  no  par¬ 
ticular  bearing  upon  the  present  principal  of  the  Permanent  Fund,  they  were 
rejected  by  the  Representative  Assembly  when  it  voted  to  have  Section  7 
retained  in  its  old  form. 

Summary 

The  recommendations  for  change  are  the  results  of  the  evolution  of 
thought  as  to  what  is  best  for  the  Association  as  developed  by  a  majority 
of  the  Committee  on  Amending  the  Charter  during  the  past  two  years. 
The  proposed  changes  are  classified  in  5  groups.  (See  Chapter  V,  Section  4.) 


838 


National  Education  Association 


Chapter  VI 


The  Charter  with  the  Proposed  Changes  Set  Forth  in  Ballot  Form 


Comment  of  Committee 

In  studying  the  proposed  amendment  it  is  important  to  note  the  method  used 
in  presenting  the  material.  Sections  of  the  charter  as  they  now  stand  are  printed 
in  full  in  regular  type.  Brackets  [  ]  are  placed  around  words,  phrases,  and  sen¬ 
tences  that  are  to  be  cut  out  of  the  charter  if  the  recommendations  of  the  Com¬ 
mittee  are  approved  or  were  approved  by  the  Representative  Assembly  at  Denver. 
Words,  phrases,  and  sentences  which  are  to  be  added  in  accordance  with  the 
formal  resolutions  adopted  by  the  1935  Representative  Assembly  are  printed  in 
bold  type.  Words,  phrases,  and  sentences  which  should  be  added  in  accordance 
with  the  recommendations  of  this  Committee  are  printed  in  italics. 

The  entire  chatter  is  printed  here  so  that  the  proposed  changes  may  be  carefully 
studied. 

The  Charter 

AN  ACT  TO  INCORPORATE  THE  NATIONAL  EDUCATION  ASSOCIATION  OF  THE  UNITED  STATES 

Be  it  enacted  by  the  Senate  and  House  of  Representatives  of  the  United  States  of 
America  in  Congress  assembled: 

Section  1.  That  the  following-named  persons,  who  are  now  officers  and  directors 
and  trustees  of  the  National  Educational  Association,  a  corporation  organized  in  the 
year  eighteen  hundred  and  eighty-six,  under  the  Act  of  General  Incorporation  of  the 

Revised  Statutes  of  the  District  of  Columbia,  viz.:  Nathan  C. 
List  of  Schaeffer,  Eliphalet  Oram  Lyte,  John  W.  Lansinger,  of  Pennsyl- 

Incorporators  vania;  Isaac  W.  Hill,  of  Alabama;  Arthur  J.  Matthews,  of 

Arizona;  John  H.  Hinemon,  George  B.  Cook,  of  Arkansas; 
Joseph  O’Connor,  Josiah  L.  Pickard,  Arthur  H.  Chamberlain,  of  California;  Aaron 
Gove,  Ezekiel  H.  Cook,  Lewis  C.  Greenlee,  of  Colorado;  Charles  H.  Keyes,  of  Con¬ 
necticut;  George  W.  Twitmyer,  of  Delaware;  J.  Ormond  Wilson,  William  T.  Harris, 
Alexander  T.  Stuart,  of  the  District  of  Columbia;  Clem  Hampton,  of  Florida;  Wil¬ 
liam  M.  Slaton,  of  Georgia;  Frances  Mann,  of  Idaho;  J.  Stanley  Brown,  Albert  G. 
Lane,  Charles  I.  Parker,  John  W.  Cook,  Joshua  Pike,  Albert  R.  Taylor,  Joseph  A. 
Mercer,  of  Illinois;  Nebraska  Cropsey,  Thomas  A.  Mott,  of  Indiana;  John  D. 
Benedict,  of  Indian  Territory;  John  F.  Riggs,  Ashley  V.  Storm,  of  Iowa;  John 
W.  Spindler,  Jasper  N.  Wilkinson,  A.  V.  Jewett,  Luther  D.  Whittemore,  of 
Kansas;  William  Henry  Bartholomew,  of  Kentucky;  Warren  Easton,  of  Louis¬ 
iana;  John  S.  Locke,  of  Maine;  M.  Bates  Stephens,  of  Maryland;  Charles  W. 
Eliot,  Mary  H.  Hunt,  Henry  T.  Bailey,  of  Massachusetts;  Hugh  A.  Graham,  Charles 
G.  White,  William  H.  Elson,  of  Michigan;  William  F.  Phelps,  Irwin  Shepard,  John 
A.  Cranston,  of  Minnesota;  Robert  B.  Fulton,  of  Mississippi;  F.  Louis  Soldan,  James 
M.  Greenwood,  William  J.  Hawkins,  of  Missouri;  Oscar  J.  Craig,  of  Montana; 
George  L.  Towne,  of  Nebraska;  Joseph  E.  Stubbs,  of  Nevada;  James  E.  Klock,  of 
New  Hampshire;  James  M.  Green,  John  Enright,  of  New  Jersey;  Charles  M.  Light, 
of  New  Mexico;  James  II.  Canfield,  Nicholas  Murray  Butler,  William  H.  Maxwell, 
Charles  R.  Skinner,  Albert  P.  Marble,  James  C.  Byrnes,  of  New  York;  James  Y.  Joy¬ 
ner,  Julius  Isaac  Foust,  of  North  Carolina;  Pitt  Gordon  Knowlton,  of  North  Dakota; 
Oscar  T.  Corson,  Jacob  A.  Shawan,  Wells  L.  Griswold,  of  Ohio;  Edgar  S.  Vaught, 
Andrew  R.  Hickham,  of  Oklahoma  ;  Charles  Carroll  Stratton,  Edwin  D.  Ressler,  of 
Oregon;  Thomas  W.  Bicknell,  Walter  Ballou  Jacobs,  of  Rhode  Island;  David  B. 


Associational  Records  and  Information 


839 


Johnson,  Robert  P.  Pell,  of  South  Carolina;  Moritz  Adelbert  Langer,  of  South 
Dakota;  Eugene  F.  Turner,  of  Tennessee;  Lloyd  E.  Wolf,  of  Texas;  David  H. 
Christensen,  of  Utah;  Henry  O.  Wheeler,  Isaac  Thomas,  of  Vermont;  Joseph  L. 
Jarman,  of  Virginia;  Edward  T.  Mathes,  of  Washington;  T.  Marcellus  Marshall, 
Lucy  Robinson,  of  West  Virginia;  Lorenzo  D.  Harvey,  of  Wisconsin;  Thomas  T. 
Tynan,  of  Wyoming;  Cassia  Patton,  of  Alaska;  Frank  H.  Ball,  of  Porto  Rico;  Arthur 
F.  Griffiths,  of  Hawaii;  C.  H.  Maxson,  of  the  Philippine  Islands;  and  such  other  per¬ 
sons  as  now  are  or  may  hereafter  be  associated  with  them  as  officers  or  members  of 
said  Association,  are  hereby  incorporated  and  declared  to  be  a  body  corporate  of  the 
District  of  Columbia  by  the  name  of  the  “National  Education  Association  of  the 
United  States,”  and  by  that  name  shall  be  known  and  have  a  perpetual  succession 
with  the  powers,  limitations,  and  restrictions  herein  contained. 

Section  2.  That  the  purpose  and  objects  of  the  said  corporation  shall  be  to  elevate 
the  character  and  advance  the  interests  of  the  profession  of  teaching  and  to  promote 
the  cause  of  education  in  the  United  States.  This  corporation  shall  include  the 

National  Council  of  Education  and  the  following  departments, 
Purpose  of  and  such  others  as  may  hereafter  be  created  by  organization  or 

Departments  consolidation,  to  wit:  The  Departments,  first,  of  Superintendence; 

second,  of  Normal  Schools;  third,  of  Elementary  Education; 
fourth,  of  Higher  Education;  fifth,  of  Manual  Training;  sixth,  of  Art  Educa¬ 
tion;  seventh,  of  Kindergarten  Education;  eighth,  of  Music  Education;  ninth,  of 
Secondary  Education;  tenth,  of  Business  Education;  eleventh,  of  Child  Study; 
twelfth,  of  Physical  Education;  thirteenth,  of  Natural  Science  Instruction;  four¬ 
teenth,  of  School  Administration;  fifteenth,  the  Library  Department;  sixteenth,  of 
Special  Education;  seventeenth,  of  Indian  Education;  the  powers  and  duties  and 
the  numbers  and  names  of  these  departments  and  of  the  National  Council  of  Educa¬ 
tion  may  be  changed  or  abolished  at  the  pleasure  of  the  corporation,  as  provided 
in  its  bylaws. 

Section  3.  That  the  said  corporation  shall  further  have  power  to  have  and  to 
use  a  common  seal,  and  to  alter  and  change  the  same  at  its  pleasure;  to  sue  or 
be  sued  in  any  court  of  the  United  States,  or  other  court  of  competent  jurisdiction; 

to  make  bylaws  not  inconsistent  with  the  provisions  of  this  act 
Powers  of  or  of  the  Constitution  of  the  United  States;  to  take  or  receive, 

Corporation  whether  by  gift,  grant,  devise,  bequest,  or  purchase,  any  real 

or  personal  estate,  and  to  hold,  grant,  convey,  hire,  or  lease  the 

same  for  the  purpose  of  its  incorporation;  and  to  accept  and  administer  any  trust 

of  real  or  personal  estate  for  any  educational  purpose  within  the  objects  of  the 
corporation. 

Section  4.  That  all  real  property  of  the  corporation  within  the  District  of  Co¬ 
lumbia  which  shall  be  used  by  the  corporation  for  the  educational  or  other  purposes 
of  the  corporation  as  aforesaid  other  than  the  purposes  of  producing  income,  and  all 

personal  property  and  funds  of  the  corporation  held,  used,  or 
Property  To  Be  invested  for  educational  purposes  aforesaid,  or  to  produce  in- 
Tax-Exernpt  come  to  be  used  for  such  purposes,  shall  be  exempt  from  taxation; 

provided,  however,  That  this  exemption  shall  not  apply  to 

any  property  of  the  corporation  which  shall  not  be  used  for,  or  the  income  of 

which  shall  not  be  applied  to,  the  educational  purposes  of  the  corporation;  and, 
provided  further,  That  the  corporation  shall  annually  file,  with  the  Commissioner 
of  Education  of  the  United  States,  a  report  in  writing,  stating  in  detail  the  property, 
real  and  personal,  held  by  the  corporation,  and  the  expenditure,  or  other  use  or 
disposition  of  the  same,  or  the  income  thereof,  during  the  preceding  year, 


840 


National  Education  Association 


Issue 

No. 

Recommended  Changes  in  Location  in  the 

Sections  5,  6,  7,  8,  and  9  Bylaws 

1.  Approved  by 
Representative 
Assembly,  1935. 

r 

Section  5.  [That  the  membership  of  Article  I 
the  said  corporation  shall  consist  of 
three  classes  of  members — viz.,  active, 
associate,  and  corresponding — whose 
qualifications,  terms  of  membership, 
rights,  and  obligations  shall  be  pre¬ 
scribed  by  the  bylaws  of  the  corpora¬ 
tion.]  The  qualifications,  classifica¬ 
tions,  rights,  and  obligations  of 
members  of  said  corporation  shall 
he  prescribed  in  the  bylaws  of  the 
corporation. 

2.  Approved  by  A. 
Representative 
Assembly,  1935. 

Section  6.  [That  the  officers  of  the  Article  II 
said  corporation  shall  be  a  President,  Section  1  (a) 
twelve  Vicepresidents,  a  Secretary,  a 

Treasurer,  a  Board  of  Directors,  an 

Executive  Committee,  and  a  Board  of 

Trustees.] 

3.  Approved  by  B. 
Representative 
Assembly,  1935. 

[The  Board  of  Directors  shall  con-  Article  II 
sist  of  the  President,  the  First  Vice-  Section  1  (b) 
president,  the  Secretary,  the  Treasurer, 
the  chairman  of  the  Board  of  Trustees, 
and  one  additional  member  from  each 
state,  territory,  or  district  to  be  elected 
by  the  active  members  for  the  term  of 
one  year,  or  until  their  successors  are 
chosen,  and  of  all  Life  Directors  of  the 

National  Educational  Association.] 

4.  Approved  by  C. 
Representative 
Assembly,  1935. 

[The  United  States  Commissioner  of  Omitted  from  char- 
Education,  and  all  former  Presidents  ter  in  accordance 
of  the  said  Association  now  living,  and  with  action  of  the 
all  future  Presidents  of  the  Association  Representative  As- 
hereby  incorporated,  at  the  close  of  sembly  of  1934. 
their  respective  terms  of  office,  shall  be 
members  of  the  Board  of  Directors  for 
life.] 

5.  Approved  by  D.  [The  Board  of  Directors  shall  have  Article  III 


Representative 
Assembly,  1935. 

power  to  fill  all  vacancies  in  their  own  Section  4(a) 
body;  shall  have  in  charge  the  general  and  (e) 

interests  of  the  corporation,  excepting 
(hose  herein  intrusted  to  the  Board  of 

Trustees;  and  shall  possess  such  other 
powers  as  shall  lie  conferred  upon  them 
by  the  bylaws  of  the  corporation.! 

Association al  Records  and  Information 


841 


Issue 

No. 

Recommended  Changes  in  Location  in  the 

Sections  5,  6,  7,  8,  and  9  Bylaws 

6.  Approved  by  E. 
Representative 
Assembly,  1935. 

[The  Executive  Committee  shall  con-  Article  II 
sist  of  five  members,  as  follows:  the  Section  1  (c) 
President  of  the  Association,  the  first 

Vicepresident,  the  Treasurer,  the  chair¬ 
man  of  the  Board  of  Trustees,  and  a 
member  of  the  Association  to  be  chosen 
annually  by  the  Board  of  Directors,  to 
serve  one  year.] 

7.  Approved  by  F. 
Representative 
Assembly,  1935. 

[The  said  Committee  shall  have  au-  Article  III 
thority  to  represent  and  to  act  for  the  Section  5  (a) 

Board  of  Directors  in  the  intervals  be¬ 
tween  the  meetings  of  that  body,  to  the 
extent  of  carrying  out  the  legislation 
adopted  by  the  Board  of  Directors 
under  general  directions  as  may  be 
given  by  said  Board.] 

8.  Approved  by  G.  [The  Board  of  Trustees  shall  consist  Article  II 


Representative 
Assembly,  1935. 

of  four  members  elected  by  the  Board  Section  1  (d) 
of  Directors  for  a  term  of  four  years, 
and  the  President  of  the  Association, 
who  shall  be  a  member  ex  officio  dur¬ 
ing  his  term  of  office.] 

9.  Approved  by  H.  [At  the  first  meeting  of  the  Board  of  Article  III 


Representative 
Assembly,  1935. 

Directors  held  during  the  annual  meet-  Section  4  (b) 
ing  of  the  Association  at  which  they 
were  elected,  they  shall  elect  one  trus¬ 
tee  for  the  term  of  four  years.  All 
vacancies  occurring  in  said  Board  of 

Trustees,  whether  by  resignation  or 
otherwise,  shall  be  filled  by  the  Board 
of  Directors  for  the  unexpired  term; 
and  the  absence  of  a  trustee  from  two 
successive  annual  meetings  of  the 

Board  shall  forfeit  his  membership.] 

10.  Approved  by  I.  That  the  officers  of  the  said  cor- 


Representative 
Assembly,  1935. 

poration  shall  be  a  President,  one 
or  more  Vicepresidents,  an  Execu¬ 
tive  Secretary,  a  Treasurer,  a  Board 
of  Directors,  an  Executive  Commit¬ 
tee,  a  Board  of  Trustees,  and  such 
hoards,  councils,  committees  as 
shall  be  prescribed  in  the  bylaws. 

11.  In  favor  of  [J]  K. 

Except  as  limited  by  this  act  as 

Opposed  to 

amended,  the  bylaws  of  the  corpora¬ 
tion  shall  prescribe  the  powers, 
duties,  terms  of  office,  and  the 
manner  of  election  or  appointment 
of  the  said  officers,  boards,  coun¬ 
cils,  and  committees, 

842 


National  Education  Association 


Issue 

No. 

Recommended  Changes  in  Location  in  the 

Sections  5,  6,  7,  8,  and  9  Bylaws 

12.  Approved  by 
Representative 

L.  and  the  said  corporation 

may  by  its  bylaws  make  other  and 

Assembly,  1935.  different  provisions  as  to  the  mini- 


hers  and  names  of  the  officers, 
boards,  councils,  and  committees. 

13.  In  favor  of  Q 

A.  Section  7.  That  the  invested  fund  now  See  Article  XI 

Opposed  to  [ 

known  as  the  “Permanent  Fund  of  the  Section  1 

National  Educational  Association,” 
when  transferred  to  the  corporation 
hereby  created  shall  be  held  by  such 
corporation  as  a  Permanent  Fund 
[and] 

14.  In  favor  of  Q] 

B.  The  Permanent  Fund  shall  be  in  Article  III 

Opposed  to  [22 

charge  of  the  Board  of  Trustees  'which  Section  6  (b) 
shall  consist  of  not  less  than  three  and  and  Article  XI 
; tot  more  than  nine  members  and  which  Section  2 
[who]  shall  provide  for  the  safekeep¬ 
ing  and  investment  of  such  Fund  and 
of  all  other  funds  which  the  corpora¬ 
tion  may  receive  by  donation,  bequest, 
or  devise. 

1 5.  In  favor  of  Q 

C.  1 — No  part  of  the  principal  of  such  See  Article  XI 

Opposed  to  [ 

Permanent  Fund  or  its  accretions  shall  Section  4 
be  expended,  except  by  a  two-thirds 
vote  of  the  Representative  Assembly 
[active,  members  of  the  Association 
present  at  any  annual  meeting]. 

16.  In  favor  of  [^] 

2 — after  the  proposed  expenditure  See  Article  XI 
has  been  approved  by  [upon  recom-  Section  3 

Opposed  to  [ 

mendation  ofEthe  Board  of  Trustees. 

17.  In  favor  of  |  | 

3 — [after  such  recommendation  has  See  Article  XI 

Opposed  to  [2] 

been  approved  by  vote  of]  and  the  Section  3  and 

Board  of  Directors,  Article  III 

Section  4  (c) 

18.  In  favor  of  [  | 

4 — and  after  printed  notice  of  the  See  Article  XI 

Opposed  to  [ 

proposed  expenditure  has  been  printed  Section  3 
in  the  Journal  of  the  National  Educa- 

• 

1 

tion  A ssociation  [mailed  to  all  active 
members  of  the  Association]  at  least 
two  months  prior  to  the  meeting  of  the 

Representative  Assembly, 

19.  In  favor  of  [2] 
Opposed  to  Q] 

5 — and  after  all  other  requirements 
of  the  bylaws  have  been  fulfilled. 

Associational  Records  and  Information 


843 


Issue 

No. 

Recommended  Changes  in  Location  in  the 

Sections  5,  6,  7,  8,  and  9  Bylaws 

20.  In  favor  of  Q 

6 — Except  as  limited  by  this  act  as 
amended,  the  said  corporation  may  by 

Opposed  to  j 

its  bylaws  provide  for  the  custody, 
control,  management,  sale,  mortgage, 
investment,  and  reinvestment  of  the 
priticipal  of  said  Permanent  Fund. 

21.  In  favor  of  Q  D.  The  income  of  the  Permanent  Fund  Article  XI 


Opposed  to  fff 

shall  be  used  only  to  meet  the  cost  of  Section  4 
maintaining  the  organization  of  the 

Association  and  of  publishing  its  an¬ 
nual  volume  of  Proceedings,  unless  the 
terms  of  the  donation,  bequest,  or  de¬ 
vise  shall  otherwise  specify,  [or  the 

Board  of  Directors  shall  otherwise 
order]  or  as  otherwise  provided  by  the 
bylaws  of  the  corporation. 

22.  In  favor  of  Q]  E.  [It  shall  also  be  the  duty  of  the  Article  III 


Opposed  to  [ 

Board  of  Trustees  to  issue  orders  on  Section  6  (b) 
the  Treasurer  for  the  payment  of  all 
bills  approved  by  the  Board  of  Direc¬ 
tors,  or  by  the  President  and  Secretary 
of  the  Association  acting  under  the  au¬ 
thority  of  the  Board  of  Directors.] 

23.  In  favor  of  [ 

F.  [When  practicable,  the  Board  of  Article  III 

Opposed  to  [ 

Trustees  shall  invest,  as  part  of  the  Section  6  (b) 
Permanent  Fund,  all  surplus  funds  ex¬ 
ceeding  $500  that  shall  remain  in  the 
hands  of  the  Treasurer  after  paying 
the  expenses  of  the  Association  for  the 
previous  year,  and  providing  for  the 
fixed  expenses  and  for  all  appropria¬ 
tions  made  by  the  Board  of  Directors 
for  the  ensuing  year.] 

24.  In  favor  of  Q] 

G.  [The  Board  of  Trustees  shall  elect  Article  III 

Opposed  to  [ 

the  Secretary  of  the  Association,  who  Section  6  (c) 
shall  be  Secretary  of  the  Executive 

Committee,  and  shall  fix  the  compensa¬ 
tion  and  the  term  of  his  office  for  a 
period  not  to  exceed  four  years.] 

844 

National  Education  Association 

Issue 

No. 

Recommended  Changes  in  Location  in  the 

Sections  5,  6,  7,  8,  and  9  Bylaws 

25.  Approved  by 
Representative 

Section  8.  That  the  principal  office  of  Article  III 
the  said  corporation  shall  be  in  the  city  Section  4  (d) 

Assembly,  1935.  of  Washington,  D.  C. ;  provided  That 


the  meeting  of  the  corporation,  its  offi¬ 
cers,  committees,  and  departments,  may 
be  held,  and  that  its  business  may  be 
transacted,  and  an  office  or  offices  may 
be  maintained  elsewhere,  within  the 

United  States,  as  may  be  determined 
[by  the  Board  of  Directors,  or  other¬ 
wise]  in  accordance  with  the  bylaws. 

26.  In  favor  of  Q 

Section  9.  That  the  charter,  constitu-  Article  - 

Opposed  to  [N 

tion,  and  bylaws  of  the  National  Edu-  Section - 

cational  Association  shall  continue  in 
full  force  and  effect  until  the  charter 
granted  by  this  act  shall  be  accepted 
by  such  Association  at  the  next  annual 
meeting  of  the  Association,  and  until 
new  bylaws  shall  be  adopted;  and  that 
the  present  officers,  directors,  and  trus¬ 
tees  of  said  Association  shall  continue 
to  hold  office  and  perform  their  re¬ 
spective  duties  as  such  until  the  expira¬ 
tion  of  terms  for  which  they  were  sev¬ 
erally  elected  or  appointed,  and  until 
their  successors  are  elected.  That  at 
such  annual  meeting  the  active  mem¬ 
bers  of  the  National  Educational  Asso¬ 
ciation,  then  present,  may  organize  and 
proceed  to  accept  the  charter  granted 
by  this  act  and  adopt  bylaws,  to  elect 
officers  to  succeed  those  whose  terms 
have  expired  or  are  about  to  expire, 
and  generally  to  organize  the  “Na¬ 
tional  Education  Association  of  the 

United  States”;  and  that  the  Board  of 

Trustees  of  the  corporation  hereby  in¬ 
corporated  shall  thereupon,  if  the  char¬ 
ter  granted  by  this  act  be  accepted, 
receive,  take  over,  and  enter  into  pos¬ 
session,  custody,  and  management  of  all 
property,  real  and  personal,  of  the  cor¬ 
poration  heretofore  known  as  the  Na¬ 
tional  Educational  Association  incor¬ 
porated  as  aforesaid,  under  the  Revised 

Statutes  of  the  District  of  Columbia, 
and  all  its  rights,  contracts,  claims,  and 
property  of  every  kind  and  nature 
whatsoever,  and  the  several  officers, 
directors,  and  trustees  of  such  last- 

Associational  Records  and  Information 


845 


named  Association,  or  any  other  per¬ 
son  having  charge  of  any  of  the  securi¬ 
ties,  funds,  books  or  property  thereof, 
real  or  personal,  shall  on  demand  de¬ 
liver  the  same  to  the  proper  officers, 
directors,  or  trustees  of  the  corporation 
hereby  created. 

Provided,  that  this  corporation 
may  by  its  bylaws  make  other  and 
different  provisions  for  the  custody, 
control,  management,  sale,  mort¬ 
gage,  or  other  disposition  of  its 
property.  Tin  accordance  with  Sec¬ 
tion  7  of  the  Act  of  Incorporation 
as  amended  by  this  act. I  except  as 
limited  by  the  provisions  of  this  act  as 
amended,  and 

Provided,  That  a  verified  certificate 
executed  by  the  presiding  officer  and 
secretary  of  such  annual  meeting, 
showing  the  acceptance  of  the  charter 
granted  by  this  act  by  the  National 
Educational  Association,  shall  be  legal 
evidence  of  the  fact,  when  filed  with 
the  Recorder  of  Deeds  of  the  District 
of  Columbia ;  and,  provided  further, 
That  in  the  event  of  the  failure  of 
the  Association  to  accept  the  charter 
granted  by  this  act  at  said  annual 
meeting  then  the  charter  of  the  Na¬ 
tional  Educational  Association  and  its 
incorporate  existence  shall  be  and  are 
hereby  extended  until  the  thirty-first 
day  of  July,  nineteen  hundred  and 
eight,  and  at  any  time  before  said  date 
its  charter  may  be  extended  in  the 
manner  and  form  provided  by  the  gen¬ 
eral  corporation  of  the  District  of 
Columbia. 


Section  10.  That  the  rights  of  credi¬ 
tors  of  the  said  existing  corporation, 
known  as  the  National  Educational 
Association,  shall  not  in  any  manner 
be  impaired  by  the  passage  of  this  act, 
or  the  transfer  of  the  property  hereto¬ 
fore  mentioned,  nor  shall  any  liability 
or  obligation,  or  payment  of  any  sum 
due  or  to  become  due,  or  any  claim  or 
demand,  in  any  manner,  or  for  any 
cause  existing  against  the  said  existing 
corporation,  be  released  or  impaired; 
and  the  corporation  hereby  incorpo- 


\ 


846 


National  Education  Association 


rated  is  declared  to  succeed  to  the  obli¬ 
gations  and  liabilities,  and  to  be  held 
liable  to  pay  and  discharge  all  of  its 
debts,  liabilities  and  contracts  of  the 
said  corporation  so  existing,  to  the  same 
effect  as  if  such  new  corporation  had 
itself  incurred  the  obligation  or  liability 
to  pay  such  debts  or  damages,  and  no 
action  or  proceeding  before  any  court 
or  tribunal  shall  be  deemed  to  have 
abated  or  been  discontinued  by  reason 
of  this  act. 

Section  11.  That  Congress  may  from 
time  to  time  alter,  repeal,  or  modify 
this  act  of  incorporation,  but  no  con¬ 
tract  or  individual  right  made  or  ac¬ 
quired  shall  thereby  be  divested  or 
impaired. 

Section  12.  That  said  corporation  may 
provide,  by  amendment  to  its  bylaws, 
that  the  powers  of  the  active  members 
exercised  at  the  annual  meeting  in  the 
election  of  officers  and  the  transaction 
of  business  shall  be  vested  in  and  exer¬ 
cised  by  a  representative  assembly 
composed  of  delegates  apportioned, 
elected,  and  governed  in  accordance 
with  the  provisions  of  the  bylaws 
adopted  by  said  corporation. 


Summary 

This  chapter  contains  the  charter,  showing  in  ordinary  type  the  present 
provisions,  in  bold  type  the  provisions  as  modified  by  the  action  of  the 
Representative  Assembly  at  Denver,  in  italics  the  words,  phrases,  and  sen¬ 
tences  which  will  be  added  if  the  recommendations  of  the  Committee  are 
accepted.  Brackets  [  ]  are  placed  around  words,  phrases,  and  sentences  which 
are  to  be  removed  from  the  provisions  of  the  charter  if  the  recommenda¬ 
tions  of  the  Committee  are  accepted. 

The  proposed  changes  have  been  arranged  in  the  form  of  26  issues  be¬ 
cause  there  are  many  separate  issues,  each  of  which  should  be  considered 
on  the  basis  of  its  own  merits.  As  set  forth  in  the  previous  Chapter,  these  26 
issues  may  be  considered  in  5  groups. 

The  Committee  hopes  that  many  of  these  issues  will  be  disposed  of  by 
unanimous  consent  so  that  the  number  which  must  be  placed  upon  the  ballot 
may  be  very  small. 


Associational  Records  and  Information 


847 


Chapter  VII 

Summary 

A.  Facts  and  Conclusions 

1.  Congress  alone  has  the  power  to  amend  the  charter  of  the  National 
Education  Association. 

2.  No  parliamentary  action  on  the  part  of  the  Association  or  the  lack  of 
parliamentary  action  has  any  bearing  whatever  upon  the  legal  status 
of  what  Congress  may  see  fit  to  do  in  regard  to  any  amendments. 

3.  The  original  charter  was  granted  by  Congress  in  1906.  It  contained 
no  provision  for  a  Representative  Assembly. 

4.  The  provision  for  the  Representative  Assembly  was  added  by  an  amend¬ 
ment  to  the  charter  in  1920.  That  amendment  made  no  provision  for 
other  changes  or  modifications  in  the  committees  and  boards  which  had 
been  previously  set  up  in  the  charter. 

5.  The  charter  contains,  in  the  opinion  of  experts,  many  provisions  which 
more  properly  belong  in  the  bylaws. 

6.  Interviews  with  members  of  Congress  seem  to  indicate  very  plainly 
that  Congress  will  be  willing  to  make  changes  in  the  charter  which  are 
definitely  desired  by  the  Association. 

7.  The  “danger  of  loss  of  charter”  appears  to  be  very  remote  indeed. 

8.  The  Committee  is  of  the  opinion  that  the  Association  should  avoid 
annoying  Congress  with  frequent  requests  for  change  of  charter. 

9.  The  proposed  plan  of  simplification  does  not  in  any  way  change  the 
modus  operanai  of  the  Association. 

10.  The  proposed  plan  of  simplification  has  been  thoroly  studied  for  two 
years,  not  only  by  the  members  of  the  Committee  on  Amending  the 
Charter,  but  also  by  the  members  of  the  Committee  on  Reorganization, 
and  many  of  the  directors  and  others  who  are  actively  interested  in 
securing  the  best  provisions  for  governing  our  Association. 

B.  Recommendations 

1.  The  Committee  recommends  that  the  Representative  Assembly  ap¬ 
prove  the  plan  of  simplification  of  the  charter  as  presented  in  this 
report. 

2.  The  Committee  recommends  that  the  Representative  Assembly  make 
provision  for  a  Committee  to  take  immediate  steps  to  have  the  charter 
amended  by  Congress,  as  provided  for  in  this  plan  of  simplification. 

3.  The  Committee  recommends  that  the  Representative  Assembly  make 
adequate  appropriation  for  the  work  of  that  Committee. 

4.  The  Committee  recommends  that  the  Representative  Assembly  direct 
all  officers  and  committees  of  the  Association  to  give  active  support  to 
the  plan  of  simplification,  as  approved  by  the  Representative  Assembly. 

5.  In  the  event  that  the  Representative  Assembly  should  approve  of  some 
of  the  recommendations  of  the  Committee,  but  not  all,  il  is  the  intcn- 


848 


National  Education  Association 


tion  of  the  Committee  to  explain  to  the  Representative  Assembly  on 
Wednesday  any  inconsistencies  that  might  thus  develop,  and  to  make 
further  recommendations  for  action  by  the  Representative  Assembly 
toward  removing  said  inconsistencies. 

6.  In  the  event  that  further  study  of  the  action  thus  taken  by  the  Repre¬ 
sentative  Assembly  shall  disclose  any  points  concerning  which  the 
Executive  Committee  or  the  Board  of  Trustees  or  the  Board  of  Direc¬ 
tors  should  be  in  need  of  adjustment  as  to  wording,  the  said  items  shall 
be  referred  to  the  attorney  of  the  Association  for  an  opinion.  Final 
judgment  as  to  whether  the  suggested  adjustment  shall  be  made  shall 
rest  with  the  Committee  on  Amending  the  Charter  and  the  Commit¬ 
tee  on  Reorganization. 


Exhibit  III 

The  History  of  Life-Directorship  in  the  N.E.A. 

A.  The  first  Constitution  was  adopted  by  the  National  Teachers  Association  on 
August  26,  1857.  In  it  there  was  no  provision  for  Life-Director .  At  that  time  Article 
IV,  Section  1,  read  as  follows: 

“The  officers  of  this  Association  shall  be  a  President,  twelve  Vice-Presidents,  a 
Secretary,  a  Treasurer,  one  Councilor  for  each  State,  District,  or  Territory  repre¬ 
sented  in  the  Association  and  the  officers  charged  with  the  administration  of  their 
respective  departments.” 

B.  In  1876  this  section  was  amended  by  adding  “Any  friend  of  education  may 
become  a  Life-Director  by  the  donation  of  one  hundred  dollars  to  the  Association  at 
one  time,  either  by  himself  or  in  his  behalf.” 

C.  In  1880  this  section  was  further  amended  by  adding  “and  any  educational  asso¬ 
ciation  may  secure  a  Perpetual  Directorship  by  a  like  donation  of  one  hundred 
dollars,  the  director  to  be  appointed  annually  or  for  life.” 

D.  While  the  name  was  changed  in  1870  from  the  National  Teachers  Association 
to  the  National  Educational  Association,  the  Association  continued  to  operate  under 
the  Constitution  until  1886  at  which  time  it  was  incorporated  under  the  laws  of  the 
District  of  Columbia.  This  Charter  was  not  perpetual  but  was  incorporated  to 
exist  for  twenty  years.  To  secure  this  Charter  it  was  necessary  for  certain  subscribers 
to  sign  a  statement  which  read  as  follows: 

“We  whose  names  are  subjoined,  agree  to  adopt  the  following  Constitution.” 

We  find  that  Article  IV,  Section  1  of  this  Constitution  read  as  follows: 

“Section  1.  The  officers  of  this  Association  shall  be  a  President,  twelve  Vice- 
Presidents,  a  Secretary,  a  Treasurer,  one  Councilor  for  each  State,  District,  or 
Territory  represented  in  the  Association,  and  the  presiding  officers  of  the  several 
departments,  and  a  Board  of  Trustees  to  be  Constituted  as  hereinafter  provided. 
Any  friend  of  education  may  become  a  Life-Director  by  the  donation  of  one  hun¬ 
dred  dollars  to  the  Association  at  one  time,  either  by  himself  or  on  his  behalf;  and 
any  educational  association  may  secure  a  Perpetual  Directorship  by  a  like  donation 
of  one  hundred  dollars,  the  director  to  be  appointed  annually  or  for  life.  Whenever 
a  life-member  desires  to  become  a  Life-Director,  he  shall  be  credited  with  the 
amount  he  has  paid  for  his  life-membership.” 

K.  Wc  find  also  that  Article  VII  read  as  follows: 

“This  Constitution  may  be  altered  or  amended  at  a  regular  meeting  by  the  unani¬ 
mous  vote  of  the  members  present,  or  by  a  two-thirds  vote  of  the  members  present, 
provided  that  the  alteration  or  amendment  has  been  substantially  proposed  in  writing 
at  a  previous  meeting.” 


Associational  Records  and  Information 


840 


It  should  be  noted  here  that,  as  this  Charter  was  granted  under  the  provisions  of 
an  Act  of  General  Incorporation,  Class  Three,  of  the  Revised  Statutes  of  the  District 
of  Columbia,  the  Constitution  could  be  amended  from  time  to  time  by  the  Association 
itself  without  going  before  an  outside  body  such  as  the  Congress  of  the  United  States 
or  the  Courts  of  the  District  of  Columbia. 

Apparently  there  was  no  further  change  in  the  Constitution  in  so  far  as  Life- 
Directors  or  amendments  were  concerned  until  the  twenty-year  period  was  approach¬ 
ing  a  close. 

Early  in  1906  plans  were  set  on  foot  for  securing  a  Charter  by  a  special  act  of 
Congress.  This  special  act  was  passed  by  the  Congress  and  approved  by  the  Presi¬ 
dent  on  June  30,  1906.  This  is  the  Charter  which  we  still  have  except  for  the  amend¬ 
ment  of  1920,  In  this  Charter  there  is  no  provision  for  the  purchase  of  a  Life- 
Directorship.  There  is,  however,  the  following  sentence  in  section  6,  “The  Board  of 
Directors  shall  consist  of  the  President  .  .  .  and  of  all  Life-Directors  of  the 
National  Educational  Association.”  We  also  find  the  following  sentence  in  section  6 
of  the  new  Charter,  “The  United  States  Commissioner  of  Education,  and  all  former 
Presidents  of  the  said  Association  now  living,  and  all  future  Presidents  of  the 
Association  hereby  incorporated,  at  the  close  of  their  respective  terms  of  office  shall 
be  members  of  the  Board  of  Directors  for  life.” 

From  these  quotations  it  is  clear  that  the  new  Charter  provided  that  directors  who 
had  purchased  a  Life-Directorship  in  the  Association  as  it  existed  formerly  were 
carried  over  as  Life-Directors  in  the  Association  under  the  new  Charter.  By  examin¬ 
ing  the  lists  of  Life-Directors  we  find  that  only  four  of  those  who  were  carried  over 
in  1906  are  still  living.  The  fact  that  these  four  Life-Directorships  were  purchased 
for  a  consideration  raises  the  possibility  of  a  claim  for  vested  rights.  The  Executive 
Committee,  therefore,  advised  the  Committee  on  Amending  the  Charter  to  deal  with 
these  four  cases  as  separate  problems. 

The  Life-Directorships  acquired  in  an  exofficio  way  apparently  do  not  represent 
property  rights  and,  therefore,  may  be  handled  in  accordance  with  the  will  of  the 
Association. 


Exhibit  IV 

The  Bill  as  prepared  by  Attorney  Quinter  in  October  1935  upon  the  basis  of  his 
examination  of  the  stenographic  report  of  the  meetings  at  Denver 

An  Act  to  amend  an  Act  entitled  “An  Act  To  Incorporate  the  National  Education 
Association  of  the  United  States”  by  changing  Sections  5,  6,  and  8  thereof: 

Be  it  enacted  by  the  Senate  and  House  of  Representatives  of  the  United  States  of 
America  in  Congress  assembled,  that  Sections  5,  6,  and  8  of  an  Act  entitled  “An  Act 
to  incorporate  the  National  Education  Association  of  the  United  States”  approved 
June  30,  1906,  as  amended  May  13,  1920,  be  amended  so  that  Sections  5,  6,  and  8 
thereof  shall  read  as  follows: 

Section  5.  The  qualifications,  classifications,  rights,  and  obligations  of  members 
of  said  corporation  shall  be  prescribed  in  the  bylaws  of  the  corporation. 

Section  6.  That  the  officers  of  the  said  corporation  shall  be  a  President,  one  or 
more  Vice-Presidents,  a  Secretary,  a  Treasurer,  a  Board  of  Directors,  an  Executive 
Committee  and  other  officers  as  shall  be  prescribed  in  the  bylaws. 

Except  as  limited  by  the  provisions  of  Section  7  hereof,  the  bylaws  of  the  corpora¬ 
tion  shall  prescribe  the  powers,  duties,  terms  of  office  and  the  manner  of  election  or 
appointment  of  the  said  officers,  Boards,  Councils  and  Committees  and  may  make 
other  and  different  provisions  as  to  the  numbers  and  names  of  the  Officers,  Boards, 
Councils  and  Committees. 

Section  8.  That  the  principal  office  of  the  said  corporation  shall  be  in  the  city  of 
Washington,  D.  C.,  provided,  that  the  meetings  of  the  corporation,  its  officers,  com- 


850 


National  Education  Association 


mittee9  and  departments,  may  be  held  and  that  its  business  may  be  transacted,  and 
an  office  or  offices  may  be  maintained,  elsewhere,  within  the  United  States,  as  may 
be  provided  in  the  bylaws. 


Exhibit  V 

October  10,  1935 

R.  T.  Shaw,  Esq.,  Chairman 
1327  Real  Estate  Trust  Building 
Philadelphia,  Pa. 

Dear  Mr.  Shaw: 

In  reply  to  your  letter  of  the  first  instant,  I  have  examined  the  minutes  of  the 
Representative  Assembly,  National  Education  Association  of  the  United  States, 
Denver,  Colorado,  July  2,  3,  and  4,  1935,  and  the  proposed  amendments  to  the 
Charter  of  the  Association  approved  by  that  Assembly. 

I  am  of  the  opinion  that  the  failure  of  the  Assembly  to  approve  the  proposed 
amendments  to  Section  7  of  the  Charter  rendered  certain  of  the  amendments  ap¬ 
proved  inconsistent  with  Section  7. 

I  am  of  the  opinion  that  in  order  to  carry  out  the  intention  of  the  Representative 
Assembly  and  to  remove  the  inconsistencies,  it  will  be  necessary  to  make  the  follow¬ 
ing  corrections: 

1.  Change  the  wording  of  the  second  paragraph  of  the  approved  amendment  to 
Section  6  to  read  as  follows: 

“Except  as  limited  by  the  provisions  of  Section  7  hereof,  the  by-laws  of  the 
corporation  shall  prescribe  the  powers,  duties,  terms  of  office  and  the  manner 
of  election  or  appointment  of  the  said  Officers,  Boards,  Councils  and  Com¬ 
mittees,  and  may  make  other  and  different  provisions  as  to  the  numbers  and 
names  of  the  Officers,  Boards,  Councils  and  Committees.” 

2.  Make  no  change  in  the  present  provisions  of  Section  9. 

With  these  corrections,  I  am  of  the  opinion  your  Committee  would  be  carrying 
out  the  intention  of  the  Representative  Assembly  in  proceeding  to  obtain  from  Con¬ 
gress  amendments  to  Sections  5,  6,  and  8  of  the  Charter. 

Very  truly  yours, 

(Signed)  Ralph  D.  Quinter. 


Exhibit  VI 

The  Bill  as  prepared  by  Attorney  Quinter  upon  the  request  of  the  Executive  Com¬ 
mittee  at  its  meeting  on  December  28,  1935 

An  Act  to  amend  an  Act  entitled  “An  Act  To  Incorporate  the  National  Education 
Association  of  the  United  States”  by  changing  Sections  5,  6,  7,  and  8  thereof: 

Be  it  enacted  by  the  Senate  and  House  of  Representatives  of  the  United  States  of 
America  in  Congress  assembled,  that  Sections  5,  6,  7,  and  8  of  an  Act  entitled  “An 
Act  To  Incorporate  the  National  Education  Association  of  the  United  States”  ap¬ 
proved  June  30,  1906,  as  amended  May  13,  1920,  be  amended  so  that  Sections  5,  6,  7, 
and  8  thereof  shall  read  as  follows: 

Section  5.  The  qualifications,  classifications,  rights  and  obligations  of  members 
of  said  corporation  shall  be  prescribed  in  the  by-laws  of  the  corporation. 

Section  6.  That  the  officers  of  said  corporation  shall  be  a  President,  one  or  more 
Vice-Presidents,  a  Secretary,  a  Treasurer,  a  Board  of  Directors,  an  Executive  Com¬ 
mittee,  a  Board  of  Trustees,  and  such  Boards,  Councils,  Committees  and  other  offi¬ 
cers  as  shall  be  prescribed  in  the  by-laws. 


Associational  Records  and  Information 


851 


Except  as  otherwise  provided  by  Section  7  hereof,  the  by-laws  of  the  corporation 
shall  prescribe  the  powers,  duties,  terms  of  office  and  the  manner  of  election  or  ap¬ 
pointment  of  the  said  Officers,  Boards,  Councils,  and  Committees  and  may  make 
other  and  different  provisions  as  to  the  numbers  and  names  of  the  Officers,  Boards, 
Councils  and  Committees. 

Section  7.  The  Board  of  Trustees  shall  consist  of  four  members  elected  by  the 
Board  of  Directors  for  the  term  of  four  years,  and  the  President  of  the  Association, 
who  shall  be  a  member  ex  officio  during  his  term  of  office.  At  the  first  meeting  of  the 
Board  of  Directors,  held  during  the  annual  meeting  of  the  Association  at  which 
they  were  elected,  they  shall  elect  one  trustee  for  the  term  of  four  years.  All  vacancies 
occurring  in  said  Board  of  Trustees,  whether  by  resignation  or  otherwise,  shall  be 
idled  by  the  Board  of  Directors  for  the  unexpired  term;  and  the  absence  of  a  trustee 
from  two  successive  annual  meetings  of  the  board  shall  forfeit  his  membership. 

That  the  invested  fund  now  known  as  the  “Permanent  Fund  of  the  National  Edu¬ 
cation  Association,”  when  transferred  to  the  corporation  hereby  created,  shall  be 
held  by  such  corporation  as  a  Permanent  Fund  and  shall  be  in  charge  of  the  Board 
of  Trustees,  who  shall  provide  for  the  safekeeping  and  investment  of  such  fund, 
and  of  all  other  funds  which  the  corporation  may  receive  by  donation,  bequest,  or 
devise.  No  part  of  the  principal  of  such  Permanent  Fund  or  its  accretions  shall  be 
expended,  except  by  a  two-thirds  vote  of  the  active  members  of  the  Association 
present  at  any  annual  meeting,  upon  the  recommendation  of  the  Board  of  Trustees, 
after  such  recommendation  has  been  approved  by  vote  of  the  Board  of  Directors, 
and  after  printed  notice  of  the  proposed  expenditure  has  been  mailed  to  all  active 
members  of  the  Association.  The  income  of  the  Permanent  Fund  shall  be  used  only 
to  meet  the  cost  of  maintaining  the  organization  of  the  Association  and  of  publishing 
its  annual  volume  of  “Proceedings,”  unless  the  terms  of  the  donation,  bequest,  or 
devise  shall  otherwise  specify,  or  the  Board  of  Directors  shall  otherwise  order. 

Exhibit  VII 

74th  CONGRESS,  2d  Session — S.  3855 
IN  THE  SENATE  OF  THE  UNITED  STATES 

January  16  (calendar  day,  January  30),  1936 

Mr.  King  introduced  the  following  bill ;  which  was  read  twice  and  referred  to 
the  Committee  on  the  District  of  Columbia. 

January  16  (calendar  day,  February  10),  1936 

The  Committee  on  the  District  of  Columbia  discharged,  and  referred  to  the  Com¬ 
mittee  on  the  Judiciary. 

A  BILL 

To  amend  the  Act  entitled  “An  Act  to  incorporate  the  National  Education  Associa¬ 
tion  of  the  United  States,”  approved  June  30,  1906,  as  amended. 

Be  it  enacted  by  the  Senate  and  House  of  Representatives  of  the  United  States  of 
America  in  Congress  assembled,  That  section  5  of  the  Act  entitled  “An  Act  to  in¬ 
corporate  the  National  Education  Association  of  the  United  States,”  approved 
June  30,  1906,  as  amended,  is  amended  to  read  as  follows: 

“Sec.  5.  The  qualifications,  classifications,  rights,  and  obligations  of  members  of 
said  corporation  shall  be  prescribed  in  the  bylaws  of  the  corporation.” 

Sec.  2.  Section  6  of  such  Act  of  June  30,  1906,  is  amended  to  read  as  follows: 

“Sec.  6.  The  officers  of  said  corporation  shall  be  a  president,  one  or  more  vice 
presidents,  a  secretary,  a  treasurer,  a  board  of  directors,  an  executive  committee,  a 


852 


National  Education  Association 


board  of  trustees,  and  such  boards,  councils,  and  committees  as  shall  be  prescribed 
in  the  bylaws. 

“The  bylaws  of  the  corporation  shall  prescribe  the  powers,  duties,  terms  of  office, 
and  manner  of  election  or  appointment  of  the  said  officers,  boards,  councils,  and  com¬ 
mittees ;  and  the  said  corporation  may  by  its  bylaws  make  other  and  different  pro¬ 
visions  as  to  the  numbers  and  names  of  its  officers,  boards,  councils,  and  committees.” 

Sec.  3.  Section  8  of  such  Act  of  June  30,  1906,  is  amended  by  striking  out  in  the 
proviso  thereof  the  following:  “by  the  board  of  directors,  or  otherwise,”. 

Exhibit  VIII 

It  shall  also  be  the  duty  of  the  Board  of  Trustees  to  issue  orders  on  the  Treasurer 
for  the  payment  of  all  bills  approved  by  the  Board  of  Directors,  or  by  the  President- 
and  Secretary  of  the  Association  acting  under  the  authority  of  the  Board  of  Direc¬ 
tors.  When  practicable,  the  Board  of  Trustees  shall  invest,  as  part  of  the  Permanent 
Fund,  all  surplus  funds  exceeding  $500  that  shall  remain  in  the  hands  of  the  Treas¬ 
urer  after  paying  the  expenses  of  the  Association  for  the  previous  year,  and  pro¬ 
viding  for  the  fixed  expenses  and  for  all  appropriations  made  by  the  Board  of 
Directors  for  the  ensuing  year. 

Exhibit  VIII-A 

February  11,  1936 

Mr.  Ralph  D.  Quinter 
815  Fifteenth  St. 

Washington,  D.  C. 


Dear  Mr.  Quinter: 

Mr.  Givens  has  sent  to  members  of  the  Committee  on  Reorganization  and  the 
Committee  on  Amending  the  Charter  an  excerpt  from  the  Minutes  of  the  meeting 
of  the  Executive  Committee  when  you  and  I  both  were  present. 

Among  other  paragraphs  in  this  excerpt  was  the  following:  “In  connection  with  a 
further  discussion,  Mr.  Quinter  remarked  that  it  was  the  spirit  of  the  convention 
that  the  Charter  should  retain  the  method  of  election  of  the  Trustees.” 

This  quotation  does  not  seem  to  be  in  accord  with  my  memory,  but  before  I  make 
further  criticism  of  it,  I  should  like  to  have  your  comments. 


RTS  :MEB 


Law  Offices 
Quinter  &  Sothoron 


Very  truly  yours, 

(Signed)  R.  T.  Shaw,  Chairman 

Committee  on  Amending  Charter. 


Exhibit  IX 

815  Fifteenth  Street 
Washington,  D.  C. 
February  13,  1936 


Dr.  R.  T.  Shaw,  Chairman 
1327  Real  Estate  Trust  Bldg. 

Philadelphia,  Pennsylvania 

Dear  Doctor  Shaw: — 

In  reply  to  your  letter  of  the  11th  instant,  I  beg  to  state  that  if  my  memory  is 
correct  I  stated  to  the  Executive  Committee  in  your  presence  that  the  members  of  the 
Executive  Committee  present  at  the  meeting  had  informed  me  that  they  believed 
it  was  the  spirit  of  the  convention  that  the  charter  should  retain  the  method  of 
election  of  the  Trustees. 


Associational  Records  and  Information 


853 


My  letter  to  you  dated  December  30,  193  5,  was  written  when  my  recollection  was 
quite  fresh  about  the  matter.  In  that  letter  I  stated  with  respect  to  the  bill  prepared 
at  your  request  that: 

“In  suggesting  the  proposed  changes,  I  took  into  consideration  only  the 
action  of  the  Representative  Assembly  by  way  of  formal  resolutions.” 

And  further: 

“When  I  appeared  before  the  Executive  Committee,  I  informed  the  Commit¬ 
tee  that  in  my  opinion  it  would  be  useless  to  attempt  to  have  introduced  in 
Congress  a  bill  for  amending  the  Charter  asking  for  amendments  inconsistent 
with  other  provisions  of  the  Charter.  The  members  of  the  Committee  in¬ 
formed  me  that  if  they  were  to  approve  a  bill  in  which  the  inconsistencies  of 
record  were  to  be  removed,  they  thought  the  Charter  should  be  amended  so 
as  to  carry  out  the  spirit  of  the  Representative  Assembly,  which  they  inter¬ 
preted  was  to  leave  the  provisions  affecting  the  Permanent  Fund  and  the 
Board  of  Trustees  as  they  were  in  the  Charter,  and  requested  me  to  prepare 
a  bill  providing  for  the  retention  in  the  Charter  of  the  last  paragraph  of 
Section  6  entitled  ‘Board  of  Trustees.’ 

“The  members  of  the  Executive  Committee  expressed  themselves  as  being 
of  the  opinion  that  the  debate  and  vote  on  Section  7  of  the  Charter  as  they 
heard  it,  demonstrated  to  them  that  the  Representative  Assembly  desired  no 
change  in  the  provisions  of  the  Charter  respecting  the  Permanent  Fund  and 
the  Board  of  Trustees.” 

I  also  acknowledge  the  receipt  of  the  mimeographed  letter  and  accompanying 
papers  you  sent  me  on  the  8th  instant. 

Very  truly  yours, 

RDQ/dec  (Signed)  Ralph  D.  Quinter. 

Exhibit  X 

Supplemental  Report  Prepared  for  Executive  Committee,  Late  Afternoon 

February  24,  1936 

I  have  just  learned  that  one  of  the  officers  of  the  Association  has  stated  today  that 
the  controversy  has  settled  down  to  the  question  of  “record”  vs.  “intent.”  All  reactions 
which  have  come  to  me  since  reaching  Convention  soon  settled  down  to  a  very 
definite  conclusion  insofar  as  those  two  items  are  concerned.  The  conclusion  is 
simply  this,  the  “intent”  is  unknown  and  can  never  be  determined.  The  intent  readily 
divides  itself  into  four  headings: — 

First,  the  item  which  they  thought  they  were  trying  to  have  adopted,  and 
Second,  that  which  they  thought  had  been  adopted,  and 

Third,  those  things  which  many  believe  would  have  been  adopted  had  they 
been  specifically  discussed,  and 

Fourth,  those  that  they  believe  would  have  been  adopted  had  all  “personali¬ 
ties”  and  extraneous  matter  been  kept  out  of  the  discussion. 

The  four  items  above  are  only  a  few  of  the  possible  ramifications  which  one  gets 
into  when  he  attempts  to  find  out  what  the  delegates  thought  or  what  their  intent  was. 

If,  however,  an  officer  of  the  Association  feels  that  it  is  still  an  undecided  ques¬ 
tion,  then  I  feel  it  is  only  fair  for  me  to  express  that  which  many  of  those  who  are 
delegates  at  Denver  have  indicated  to  me,  namely,  I  believe  that  the  entire  report 
would  have  been  adopted  in  approximately  the  same  ratio  as  was  voted  by  the 
Board  of  Directors  if  all  personalities  had  been  kept  out  of  the  discussion  and  if 
all  delegates  had  given  the  same  time  and  consideration  to  the  matter  individually 
as  was  given  by  the  Board  of  Directors  prior  to  their  action. 

Since  I  hav-e  been  in  St.  Louis  large  numbers  of  delegates  who  attended  the  Con¬ 
vention  at  Denver  last  year  have  indicated  to  me  their  belief  that  they  thought  that 


854 


National  Education  Association 


Section  7  had  been  approved  of  in  principle,  but  that  the  ideas  contained  therein 
had  been  transferred  to  the  By-Laws.  Frankly  this  has  been  somewhat  surprising 
to  me  and  therefore  when  I  have  inquired  what  their  basis  was  they  have  pointed  out 
to  me  the  fact  that  the  same  statements  which  now  appear  in  Section  7  also  appear 
in  the  By-Laws;  they  point  out  further  that  they  were  added  to  the  By-Laws  at  the 
Denver  meeting. 

Again  this  whole  discussion  seems  to  point  to  but  one  conclusion,  we  must  follow 
the  record,  we  cannot  permit  ourselves  to  be  swayed  by  the  opinions  of  any  indi¬ 
viduals  or  by  the  ill  feeling  that  has  been  created  or  that  may  be  created  by  carrying 
out  that  which  is  definitely  indicated  in  the  record. 

R.  T.  Shaw. 


Exhibit  XI 


Action  Taken  by  the  Executive  Committee  of  the  National  Education  Association 
upon  the  Request  of  the  Committee  on  Amending  the  Charter  for  Instructions 
with  Reference  to  Senate  Bill  3855,  3:00  P.M.,  Tuesday,  February  25,  1936 

Whereas:  The  Executive  Committee  of  the  National  Education  Association  is 
required  by  the  Charter  and  By-Laws  of  the  Association  to  carry  out  the  mandates 
of  the  Representative  Assembly,  and 

Whereas,  in  the  judgment  of  the  Executive  Committee  Senate  Bill  3855  does  not 
by  its  provisions  protect  the  Permanent  Fund  as  the  mandate  of  the  Representative 
Assembly  at  Denver  explicitly  directed, 

Therefore,  the  Executive  Committee  at  the  request  for  instruction  made  by  the 
Committee  on  Amending  the  Charter,  directs  said  Committee  to  request  that  Senate 
Bill  3855  be  so  modified  as  to  conform  to  the  action  of  the  Representative  Assembly 
at  Denver. 

(Signed)  Willard  E.  Givens, 

Executive  Secretary. 


Exhibit  XII 


My  dear  President  Samuelson: 


February  25,  1936 


The  communication  setting  forth  the  “Action  taken  by  the  Executive  Committee 
of  the  National  Education  Association  upon  the  request  of  the  Committee  on  Amend¬ 
ing  the  Charter  for  instructions  with  reference  to  Senate  Bill  3855,  3  :00  P.M.,  Tues¬ 
day,  February  25,  1936,”  has  been  received. 

The  Committee  on  Amending  the  Charter  requests  the  Executive  Committee  to 
point  out: 

1 — Wherein,  “The  mandate  of  the  Representative  Assembly  at  Denver  ex¬ 
plicitly  directed ”  anything  with  reference  to  the  Permanent  Fund  except 
the  retention  of  Section  7  in  the  Charter  in  the  form  in  which  it  has  been 
worded  heretofore. 


The  Committee  on  Amending  the  Charter  requests,  also,  that  the  Executive  Com¬ 
mittee  point  out: 

2 — Wejerein,  the  provision  of  Senate  Bill  3855  does  not  by  its  provision  pro¬ 
tect  the  Permanent  Fund  as  the  mandate  of  the  Representative  Assembly 
at  Denver  explicitly  directed. 


(Signed)  R.  T.  Shaw. 


Associational  Records  and  Information 


855 


Exhibit  XIII 

NATIONAL  EDUCATION  ASSOCIATION  OF  THE  UNITED  STATES 

Washington,  D.  C. 

Memorandum  to  Members  of  the  Committee  on  Amending  the  Charter 

1.  In  order  to  be  helpful  to  the  Committee  with  reference  to  our  communication 
on  the  action  taken  by  the  Executive  Committee  of  the  National  Education  Associar 
tion  upon  the  request  of  the  Committee  on  Amending  the  Charter  for  instructions 
with  reference  to  Senate  Bill  3855,  3:00  p.m.  Tuesday,  February  25,  1936,  we  are 
sending  herewith 

(a)  a  copy  of  the  bill  prepared  by  Attorney  Quinter  on  December  29,  1935, 
which  in  the  judgment  of  the  Executive  Committee,  carries  out  the  man¬ 
date  of  the  Representative  Assembly  at  Denver;  (See  Exhibit  VI) 

(b)  a  copy  of  a  suggested  modification  of  Senate  Bill  3855,  which  in  the  judg¬ 
ment  of  the  Executive  Committee  likewise  carries  out  the  mandate  of 
the  Representative  Assembly  at  Denver.  (See  Exhibit  XIV.) 

Agnes  Samuelson, 

President. 

Willard  E.  Givens, 
Executive  Secretary. 

Exhibit  XIV 

Preliminary  Draft  of  a  Bill  Subject  to  Any  Revisioji  by  the  Executive  Committee 
Made  Necessary  After  Conference  voith  Attorney  Quinter 

To  amend  the  Act  entitled  “An  Act  to  incorporate  the  National  Education  Associa¬ 
tion  of  the  United  States,”  approved  June  30,  1906,  as  amended. 

Be  it  enacted  by  the  Senate  and  House  of  Representatives  of  the  United  States  of 
America  in  Congress  assembled,  That  Section  5  of  the  Act  entitled  “An  Act  to  in¬ 
corporate  the  National  Education  Association  of  the  United  States,”  approved  June 
30,  1906,  as  amended,  is  amended  to  read  as  follows: 

Sec.  2.  Section  6  of  such  Act  of  June  30,  1906,  is  amended  to  read  as  follows: 

Sec.  6-A.  The  officers  of  said  corporation  shall  be  a  president,  one  or  more  vice- 
presidents,  a  secretary,  a  treasurer,  a  board  of  directors,  an  executive  committee,  a 
board  of  trustees,  and  such  boards,  councils,  and  committees,  as  shall  be  prescribed 
in  the  by-laws. 

B.  The  Board  of  Trustees  shall  consist  of  four  members  elected  by  the  Board  of 
Directors  for  the  term  of  four  years,  and  the  President  of  the  Association,  who 
shall  be  a  member  ex  officio  during  his  term  of  office.  At  the  first  meeting  of  the 
Board  of  Directors,  held  during  the  annual  meeting  of  the  Association  at  which 
they  were  elected,  they  shall  elect  one  trustee  for  the  term  of  four  years.  All  vacan¬ 
cies  occurring  in  said  Board  of  Trustees,  whether  by  resignation  or  otherwise,  shall 
be  filled  by  the  Board  of  Directors  for  the  unexpired  term;  and  the  absence  of  a 
trustee  from  two  successive  annual  meetings  of  the  Board  shall  forfeit  his  mem¬ 
bership. 

C.  Except  as  herein  provided,  the  bylaws  of  the  corporation  shall  prescribe  the 
powers,  duties,  terms  of  office,  and  manner  of  election  or  appointment  of  the  said 
officers,  boards,  councils,  and  committees;  and  the  said  corporation  may  by  its  bylaws 
make  provision  for  other  officers,  boards,  councils  and  committees  and  shall  determine 
the  numbers  and  names  thereof. 

Sec.  3.  Section  8  of  such  Act  of  June  30,  1906,  is  amended  by  striking  out  in  the 
proviso  thereof  the  following:  “by  the  board  of  directors,  or  otherwise,”. 


856 


National  Education  Association 


Exhibit  XV 

(Copy) 


Mr.  Willard  E.  Givens 
1201  Sixteenth  St.,  N.  W. 
Washington,  D.  C. 


March  2,  1936 


Dear  Mr.  Givens: 

I  have  been  thinking  over  the  many  angles  of  that  last  conference  with  the  Execu¬ 
tive  Committee.  I  have  come  to  certain  very  definite  conclusions  which  should  have 
been  very  apparent  to  all  of  us  at  that  time: 

1st — No  bill  is  going  to  make  progress  this  session  unless  it  has  the  endorsement 
of  Senator  King. 

2nd — Any  amendments  which  we  might  consider  to  his  bill  should  be  taken  up 
with  him  first,  or  he  may  not  receive  the  matter  kindly. 

3rd — Any  approach  to  Senator  Ashurst  will,  in  my  judgment,  bring  forth  an 
immediate  suggestion  that  we  take  the  matter  up  with  Senator  King  before  we  do 
anything  else. 

In  the  light  of  these  conclusions,  I,  therefore,  feel  that  the  conference  to  be 
arranged  should  be  with  Senator  King. 

In  order  to  keep  matters  as  harmonious  as  possible,  I  feel  such  a  conference 
should  be  arranged  for  by  myself  as  Chairman  of  the  Committee  on  Amending  the 
Charter.  However,  I  should  certainly  not  want  to  have  such  a  conference  without 
having  present  either  you,  or  Mr.  Quinter,  or  Dr.  Saunders,  or  President  Samuelson, 
or  all.  I  am  sending  a  copy  of  this  letter  to  each  member  of  the  Executive  Committee 
and  to  Dr.  Oberholtzer. 

Very  cordially  yours, 

R.  T.  Shaw,  Chairman, 
Committee  on  Amending  Charter. 

cc  Executive  Committee 
cc  Dr.  Oberholtzer 


REPORT  OF  COMMITTEE  ON  BYLAWS  AND  RULES 

CORNELIA  S.  ADAIR,  3208  HAWTHORNE  STREET,  RICHMOND,  VA.,  Chairman 

The  report  of  the  Committee  on  Bylaws  and  Rules  will  be  found  in 
full  in  the  minutes  of  the  First  Business  Session  of  the  Representative 
Assembly,  Tuesday  morning,  June  30,  1936. 


REPORT  OF  COMMITTEE  TO  COOPERATE  WITH  THE 
NATIONAL  ASSOCIATION  OF  TEACHERS  IN 

COLORED  SCHOOLS 


N.  C.  NEWROLD,  STATE  DIRECTOR  OF  NEGRO  EDUCATION,  STATE  DEPARTMENT 

of  education,  RALEIGH,  N.  c.,  Chairman 

A  meeting  of  the  Committee  was  held  in  Room  304,  Statler  Hotel,  St. 
Louis,  Missouri,  Wednesday,  February  26,  1936,  at  9  a.m.  The  meeting 
was  called  to  order  by  the  chairman.  Present  at  the  meeting  were:  Mabel 


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Carney,  S.  L.  Smith,  U.  W.  Leavell,  A.  C.  Payne,  Arthur  D.  Wright, 
Rufus  E.  Clement,  Robert  L.  Cousins,  Charles  S.  Johnson,  H.  Council 
Trenholm,  E.  A.  Duke,  Garth  A.  Abridge,  John  W.  Davis,  Ambrose 
Caliver,  J.  R.  E.  Lee,  J.  S.  Lambert,  Leo  M.  Favrot,  W.  J.  Hale,  W.  J. 
Hale,  Jr.,  R.  S.  Grossley,  and  N.  C.  Newbold. 

Arthur  D.  Wright  made  a  report  of  progress  concerning  the  matter  of 
office  accommodations  for  the  secretary  of  the  National  Association  of 
Teachers  in  Colored  Schools  in  Washington,  D.  C.,  whereupon  a  motion 
was  offered  by  U.  W.  Leavell  that  the  committee  be  continued.  The  motion 
prevailed. 

S.  L.  Smith,  chairman  of  the  Subcommittee  on  Textbooks  and  Motion 
Pictures,  made  a  brief  statement  with  reference  to  the  work  of  his  committee, 
after  which  Mr.  Leavell,  consultant,  was  presented  and  distributed  a 
Syllabus  on  the  Treatment  of  Interracial  Understanding,  with  an  inter¬ 
esting  and  detailed  statement  of  his  work  as  a  member  of  the  committee. 

The  Subcommittee  on  Textbooks  and  Motion  Pictures,  composed  of 
S.  L.  Smith,  chairman,  W.  T.  B.  Williams,  Robert  B.  Eleazer,  Charles  S. 
Johnson,  Arthur  D.  Wright,  and  N.  C.  Newbold,  has  held  two  meetings 
within  the  past  year  and  is  filing  the  following  progress  report : 

I.  The  treatment  of  the  Negro  in  textbooks — This  subcommittee  continues  to  have 
the  cooperation  of  school  and  college  officials  as  well  as  textbook  authors  and  pub¬ 
lishers  in  efforts  to  have  all  the  textbooks  give  fair  and  adequate  treatment  of  the 
Negro.  While  all  the  members  of  the  committee  have  given  some  attention  to  this, 
R.  B.  Eleazer  of  the  Southern  Interracial  Commission  has  given  special  attention  to 
the  problem.  A  summary  of  his  findings  is  shown  in  the  Committee  report  on  page 
157  of  the  1935  Proceedings  of  the  National  Education  Association.  This  report 
clearly  indicates  that  many  textbooks  now  in  use  do  not  give  adequate  consideration 
to  the  Negro  race. 

'  U.  W.  Leavell  has  at  the  request  of  the  committee  continued  to  act  as  consultant  in 
the  study  of  textbooks,  and  has  given  much  assistance  in  gathering  authentic  material 
for  use  in  textbooks. 

Charles  S.  Johnson  is  continuing  to  gather  material  for  a  Source  Book  on  the 
Negro  and  Race  Relations,  which  will  furnish  valuable  authentic  information  to 
authors  and  magazine  writers. 

Martha  Parks,  state  school  librarian  of  Tennessee,  has  prepared  a  Selected  List 
of  Books  by  or  about  the  Negro  in  Africa  and  America,  which  has  been  published 
by  the  Tennessee  State  Department  of  Education,  and  is  available  to  school  and 
library  officials. 

Because  of  frequent  requests  from  schools  and  officials  in  the  South,  the  Julius 
Rosenwald  Fund  has  prepared  a  carefully  selected  list  of  thirteen  books  by  and 
about  Negroes  for  distribution  at  cost  to  both  white  and  colored  high  schools.  The 
demand  for  these  books  indicates  the  interest  of  white  high-school  students  to  know 
more  about  this  important  race. 

II.  Motion  pictures  portraying  Negro  life  in  America — The  subcommittee  con¬ 
tinues  to  work  on  this  problem  and  has  made  some  progress  since  the  last  report  pub¬ 
lished  on  page  202  of  the  1935  Proceedings  of  the  National  Education  Association. 
One  member  of  the  committee,  Charles  S.  Johnson,  has  contacted  a  number  of  Negro 
artists  within  the  past  few  months,  including  Mrs.  Paul  Robeson,  for  her  husband. 
He  reports  that  manuscripts  have  been  prepared  and  placed  in  her  hands  for  further 
consultation  with  producers  in  Hollywood  and  in  London;  that  efforts  are  being 
initiated  by  her  to  interest  the  technical  head  or  the  British  art  director  who  filmed 


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the  feature  art  picture  of  1935,  “Men  of  Aran”;  that  the  interest  of  contributing 
Negro  artists  continues;  and  that  one  of  these,  John  Work,  is  already  engaged  upon 
a  study  of  possible  musical  themes. 

Mr.  Smith  asked  if  the  work  of  his  subcommittee  was  what  the  full  Com¬ 
mittee  desired.  Dr.  Caliver  moved  that  the  subcommittee  be  requested  to 
continue  the  fine  work  it  is  doing.  Motion  passed  enthusiastically. 

Mabel  Carney  made  the  following  statement :  “The  time  is  particularly 
auspicious  for  the  opportunity  to  deal  with  textbooks.  .  .  .” 

Mr.  Wright  offered  the  following  resolution: 

That  this  Committee  request  the  president  of  the  National  Education  Association 
to  change  the  name  of  this  committee  to  the  Committee  on  Special  Problems  in  the 
Education  of  Negroes;  .  .  . 

After  general  discussion  a  committee  was  appointed  to  draft  a  resolution 
for  the  purpose  above  suggested.  This  committee  includes:  President  J.  R.  E. 
Lee,  Leo  M.  Favrot,  and  W.  A.  Robinson.  This  committee  offered  the 
following  report  which  was  adopted  : 

That  the  Committee  To  Cooperate  with  the  National  Association  of  Teachers  in 
Colored  Schools  be  changed  to  the  “Committee  To  Cooperate  with  the  National  As¬ 
sociation  of  Teachers  in  Colored  Schools  on  Problems  in  the  Education  of  Negroes.” 
Such  a  committee  shall  be  in  effect  a  joint  committee  of  members  appointed  annually 
by  the  presidents  of  the  National  Education  Association  and  the  National  Association 
of  Teachers  in  Colored  Schools. 

Dr.  Caliver  offered  the  following  resolution  which  was  adopted  : 

It  is  recommended  that  a  subcommittee  be  appointed  to  draft  and  propose  to  the 
National  Education  Association’s  Legislative  Commission  and  to  Congress  resolu¬ 
tions  as  safeguards  against  discrimination  in  the  distribution  of  any  federal  funds 
that  may  be  appropriated  by  the  Congress  for  education  during  the  present  session. 

Mr.  Robinson  called  attention  to  the  desirability  of  having  articles  on  the 
education  of  Negroes  published  in  the  Journal  of  the  National  Education 
Association.  Upon  motion  a  committee  was  authorized  “to  present  this 
matter  thru  our  chairman  or  thru  proper  channels  to  the  publisher. ” 

The  following  resolution  offered  by  Mr.  Davis  was  voted  upon  favorably: 
“That  this  Committee,  under  plans  suitable  to  the  chairman,  consider  ways 
and  means  of  using  in  any  possible  ways  programs  of  adult  education,  com¬ 
munity  forums,  and  radio  in  constructively  promoting  the  education  of 
Negroes  in  America.” 

REPORT  OF  COMMITTEE  ON  EQUAL  OPPORTUNITY 

GERTRUDE  MALLORY,  FRANKLIN  SCHOOL,  LOS  ANGELES,  CALIF.,  Chairman 

“Equal  educational  opportunity  for  every  boy  and  girl”  has  been  a  slogan 
for  schools  for  years.  How  sincere  and  honest  are  we  in  our  belief  in  this 
statement?  If  we  thoroly  believe  this,  as  educators  we  need  to  labor  lone:  and 


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hard  to  make  it  possible  for  girls  as  well  as  boys  to  realize  equal  opportunity 
after  graduation.  Such  opportunity  does  not  exist!  Witness  the  proof  in 
letters  received  by  the  chairman  of  this  Committee.  We  need  such  a  com¬ 
mittee,  according  to  a  letter  from  a  large  city  organization,  to  work  “to 
protect  married  women  from  dismissal  and  to  prevent  sex  differential  in 
salary  .  .  .  Some  of  the  board  members  are  now  toying  with  the  idea  of 
making  a  rule  which  retains  the  services  of  married  women  now  employed 
but  dispenses  in  the  future  with  the  services  of  women  who  marry  while  in 
the  employment  of  the  board.”  Another:  “Last  spring  thirteen  of  us  were 
dropped  from  the  teaching  staff  for  the  coming  year  (now),  because  of  being 
married  women.  We  had  no  previous  warning  that  such  action  was  to  be 
taken,  on  the  contrary  having  been  promised  personally  by  members  of  this 
same  board  that  we  would  be  retained.  The  schoolboard  failed  to  consider 
our  efficiency,  training,  and  services  of  the  past,  from  five  to  twenty-five 
years  of  conscientious  work  in  the  system  for  the  good  of  the  child.  It  failed 
to  follow  the  superintendent  who  recommended  us,  and  whose  plea  at  the 
board  meeting  that  it  would  take  from  three  to  five  years  to  approach  the 
degree  of  efficiency  that  we  have.  It  failed  to  recognize  representative  citizens 
and  parents  of  this  city,  who  went  to  it  in  good  faith  asking  for  our  re¬ 
instatement.  We  have  been  replaced  by  some  without  teachers’  certificates 
and  only  twelve  weeks’  training.  This  is  against  the  state  law,  and  it  is  illegal 
for  them  to  accept  pay.” 

Let  us  look  at  salaries.  I  quote  from  a  report  sent  out  by  the  N.E.A. 
Research  Division,  “In  1934-35,  thirty-two  cities  of  100,000  or  more  had 
no  difference  in  salaries  for  men  and  women;  fifteen  cities  had.”  For  ex¬ 
ample,  three  large  cities,  that  I  am  sure  in  many  ways  are  proud  of  theii 
position  in  this  country,  show  these  differences:  City  No.  1 — (1)  Ele¬ 
mentary,  difference  in  favor  of  men  is  $768,  supermaximum  difference  is 
$816;  (2)  intermediate  or  junior  high  school,  $672,  and  supermaximum 
$816;  (3)  high  school,  $288-816.  City  No.  2 — Elementary,  $100-600. 
City  No.  3 — High-school  teachers,  $316-646.  One  large  city  does  not  make 
such  fine  discriminations  and  therefore  values  all  men  at  $500  more  than 
any  woman.  Lincoln  said,  “I  do  not  believe  this  country  can  endure  per¬ 
manently,  half  slave  and  half  free.”  Had  he  been  speaking  of  the  educational 
system  of  this  country,  he  might  well  have  said,  “I  do  not  believe  this 
country  can  endure  permanently  with  an  educational  system  in  which  half 
the  teachers  have  full  rights  and  the  other  half  have  no  rights.” 

How  has  the  N.  E.  A.  been  thinking  about  this  ?  Quoting  again  from  the 
reports  of  the  N.  E.  A.  as  follows:  In  1863,  “That  the  situation  of  the 
teachers  must  be  made  desirable  by  adequate  compensation,  by  good  treat¬ 
ment.  .  .  Continuing,  in  selecting  teachers  “to  give  merit  preference 
over  every  other  consideration.”  In  1910,  “The  character  and  efficiency  of 
the  schools  depend  in  the  future,  as  in  the  past,  upon  the  character  and  ef¬ 
ficiency  of  the  teachers.  The  profession  of  teaching  should,  therefore,  attract 
men  and  women  of  the  highest  intellectual  attainments,  broadest  culture, 
most  thoro  training,  and  loftiest  ideals;  to  this  end  the  salaries  paid  Ameri- 


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National  Education  Association 


can  teachers  should  be  commensurate  with  salaries  paid  in  other  professions.” 
In  1914,  “The  Association  regards  efficiency  and  merit,  rather  than  sex,  as 
the  principle  on  which  appointments  and  selections  should  be  made,  and 
therefore  declares  itself  in  favor  of  the  political  equality  of  the  sexes  and 
equal  pay  for  equal  services.”  In  1920,  “To  pay  salaries  attractive  enough 
to  retain  good  teachers  now  in  the  service  and  to  induce  promising  young 
men  and  women  to  prepare  for  teaching  ...  to  pay  equal  salaries  for  equal 
service  to  all  teachers  of  similar  training,  experience,  and  success.”  In  1929, 
“Equal  salaries  for  all  teachers,  both  men  and  women,  of  equivalent  train¬ 
ing  and  experience.”  In  1935,  “Teachers  of  equivalent  training  and  exper¬ 
ience  doing  the  same  kind  of  work  should  receive  equal  pay  regardless  of 
sex. 

Time  does  not  permit  even  an  enumeration  of  a  few  of  the  many  court 
decisions  that  have  discriminated  against  women.  The  reasoning,  if  it  can  be 
so  called,  in  the  cases  is  unusually  interesting  to  one  who  thinks.  By  and 
large,  reason  or  no  reason,  the  old  English  Common  Law  attitude  prevails. 
For  interesting  reading  I  recommend  The  Denial  of  Justice  to  Women  and 
the  analysis  of  the  Equal  Rights  Amendment  by  Attorney  Burnita  Shelton 
Matthews.  To  insure  a  stronger  foundation  for  our  profession,  we  must  ex¬ 
tend  the  principles  that  make  for  a  happy  people.  Those  are  embodied  in  the 
preamble  of  the  well-known  document:  “We  the  people  of  the  United 
States,  in  order  to  form  a  more  perfect  Union,  establish  Justice,  insure 
domestic  Tranquillity,  provide  for  the  common  defence,  promote  the  general 
Welfare,  and  secure  the  Blessings  of  Liberty  to  ourselves  and  our  Posterity, 
do  ordain  and  establish  this  Constitution  for  the  United  States  of  America.” 
To  further  these  principles,  the  Equal  Rights  Amendment  is  now  before 
the  people.  It  is:  “Men  and  Women  shall  have  Equal  Rights  throughout  the 
United  States  and  in  every  place  subject  to  its  jurisdiction.” 

The  educators,  men  and  women,  of  this  nation  are  rightfully  looking  to  us 
for  leadership  in  the  solution  of  such  vital  questions  as  concern  equality.  As 
chairman  of  the  Equal  Opportunity  Committee  I  place  these  questions  be¬ 
fore  the  National  Education  Association  and  ask,  “What  shall  the  answers 
be?” 

REPORT  OF  JOINT  COMMITTEE  ON  HEALTH  PROBLEMS 

IN  EDUCATION1 

THOMAS  D.  WOOD,  TEACHERS  COLLEGE,  COLUMBIA  UNIVERSITY, 

NEW  YORK,  N.  Y.,  Chairman 

The  Committee  on  Health  Problems  in  Education  was  created  by  the 
National  Council  of  Education  in  1911.  In  the  same  year  a  cooperating 
committee  of  the  American  Medical  Association  was  appointed.  These  two 
committees  were  soon  fused  into  the  Joint  Committee  on  Health  Problems 
in  Education.  The  present  chairman  of  the  Joint  Health  Committee  has  held 


1  Accepted  by  Board  of  Directors,  June  29,  1936. 


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this  position  since  the  Committee’s  organization  in  1911.  In  July  1921  the 
Health  Committee  of  the  National  Council  of  Education  was  formally 
adopted  by  the  National  Education  Association  and,  in  cooperation  with  the 
corresponding  committee  of  the  American  Medical  Association,  became  the 
Joint  Committee  on  Health  Problems  in  Education  of  the  National  Educa¬ 
tion  Association  and  the  American  Medical  Association. 

Education  and  health  officials  as  well  as  many  organizations  and  in¬ 
dividuals  both  in  our  own  and  other  countries  have  turned  to  this  Com¬ 
mittee  for  information,  advice,  and  leadership  relating  to  literature  and 
standards  dealing  with  many  phases  of  the  health  conditions  and  health 
programs  of  schools. 


Committee  Publications 

Since  1912  the  following  reports  have  been  published: 

1.  Country  Schoolhouses ,  prepared  in  1912  by  the  late  Fletcher  B.  Dresslar.  Dis¬ 
tributed  by  the  United  States  Office  of  Education. 

2.  The  Health  Chart  Set ,  prepared  in  1917.  Sixty  charts,  each  22  x  28  inches. 
Nearly  100,000  individual  charts  have  been  distributed  in  our  own  and  in  foreign 
countries.  (Out  of  print.) 

3.  Minimum  Health  Requirements  for  Rural  Schools,  prepared  in  1914,  revised  in 
1920,  established  standards  which  have  had  a  far-reaching  effect  in  improving  the 
health  conditions  of  rural  schools.  The  printing  of  the  first  edition  of  this  report 
(750,000  copies)  was  provided  in  a  special  gift  of  $3000  from  the  Elizabeth  Mc¬ 
Cormick  Memorial  Fund  of  Chicago. 

4.  Health  Essentials  for  Rural  School  Children,  prepared  in  1916,  revised  in  1921, 
has  served  as  a  practical  handbook  for  rural  school  teachers  and  supervisors. 

5.  The  Teacher’s  Part  in  Social  Hygiene,  published  in  1921,  revised  in  1926,  was 
prepared  thru  the  cooperation  of  the  American  Social  Hygiene  Association.  (Out 
of  print.) 

6.  Daylight  in  the  Schoolroom,  prepared  in  1921  by  a  subcommittee  under  the 
chairmanship  of  Edward  Jackson.  (Out  of  print.) 

7.  Health  Improvement  in  Rural  Schools,  published  in  1922.  Was  completed  thru 
the  substantial  cooperation  of  the  staff  of  the  Elizabeth  McCormick  Memorial  Fund. 

8.  Health  Service  in  City  Schools  of  the  United  States,  published  in  1922,  contains 
the  results  of  a  questionnaire  survey  with  a  summary  of  information  from  340  lead¬ 
ing  school  superintendents  thruout  the  country. 

9.  V entilation  of  School  Buildings,  published  in  1925  thru  the  cooperation  of  the 
Elizabeth  McCormick  Memorial  Fund,  and  under  the  chairmanship  of  Mary  E. 
Murphy,  director  of  this  Fund.  (Out  of  print.) 

10.  Conserving  the  Sight  of  School  Children,  published  in  1925,  revised  in  1928  and 
1935.  The  three  editions  of  this  report  were  prepared  and  supplied  thru  the  generous 
cooperation  of  the  National  Society  for  the  Prevention  of  Blindness. 

11.  The  Deafened  School  Child,  published  in  1928,  in  cooperation  with  the  Ameri¬ 
can  Federation  of  Organizations  for  the  Hard  of  Hearing,  has  been  used  extensively 
by  teachers,  supervisors,  and  health  workers. 

This  report  is  being  revised  with  the  cooperation  of  a  special  committee  repre¬ 
senting  the  Federation  just  mentioned,  and  will  be  published  in  the  near  future 
under  the  title,  The  Hard-of-Hearing  School  Child. 

12.  Health  Education.  The  most  important  report  prepared  by  and  under  the  direc¬ 
tion  of  the  Joint  Health  Committee  is  entitled  Health  Education — A  Program  for 
Public  Schools  and  Teacher  Training  Institutions.  It  was  first  published  in  1924 


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after  two  years  of  preparation,  with  the  constructive  cooperation  of  twenty-seven 
health  and  education  specialists. 

The  increasing  demand  for  it  in  the  next  six  years  provided  gratifying  evidence 
of  its  recognition  as  the  outstanding  authoritative  statement  of  principles,  aims,  and 
general  objectives  in  health  education. 

Extensively  revised  in  1930  with  the  active  and  constructive  cooperation  of  a 
technical  advisory  committee  of  fifty  specialists,  the  second  edition  of  the  report  is 
meeting  everywhere  with  favorable  opinions  with  reference  to  its  scientific  and 
educational  value.  Over  40,000  copies  of  this  report  have  been  distributed.  Plans 
for  a  third  revision  were  authorized  by  the  Joint  Health  Committee  in  February. 

13.  Health  Inspection  of  School  Children,  with  blanks  for  recording  the  results 
of  such  inspection.  This  pamphlet,  with  a  copy  of  the  accompanying  blank,  was 
printed  in  1933  and  is  now  being  used. 

14.  School  Health  Policies.  This  report  published  in  1935  was  prepared  by  a  special 
subcommittee  composed  of  members  within  and  outside  the  Joint  Committee  member¬ 
ship.  An  extensive  questionnaire  study  of  opinions  of  physicians  and  public  health 
and  school  officials  furnished  valuable  statistical  data.  Editorial  work  and  produc¬ 
tion  were  provided  by  the  American  Medical  Association. 

The  following  new  materials  and  reports  approved  by  the  Joint  Health 
Committee  are  in  preparation  : 

1.  Neiv  Series  of  Health  Posters.  Ten  health  posters  to  be  printed  in  colors  have 
been  approved  by  the  Joint  Health  Committee.  These  posters,  particularly  planned 
for  rural  and  small  town  schools,  will  be  published  as  soon  as  economic  conditions 
are  sufficiently  improved. 

2.  Home  and  School  Cooperation  for  the  Health  of  School  Children.  In  preparation, 
by  a  special  committee  representing  the  Joint  Health  Committee  and  the  National 
Congress  of  Parents  and  Teachers.  It  is  expected  that  this  report  will  be  completed 
and  available  in  print  within  the  present  year. 

3.  Mental  Health  in  the  Classroom.  This  report  is  being  prepared  thru  the  co¬ 
operation  of  a  special  joint  committee  of  the  American  Orthopsychiatric  Association 
and  the  National  Committee  for  Mental  Hygiene.  It  is  confidently  expected  that  this 
will  be  completed  within  the  coming  year. 

4.  Mouth  Health  for  School  Children.  A  report  being  prepared  thru  the  coopera¬ 
tion  of  a  special  committee  of  the  American  Dental  Association.  It  is  expected  that 
this  report  will  be  completed,  published,  and  ready  for  distribution  within  the 
coming  year. 

5.  Open  Air  Classrooms.  In  response  to  a  request  presented  to  the  Joint  Committee 
for  a  report  on  this  problem  of  school  administration,  a  special  subcommittee  has 
been  appointed  to  prepare  a  report. 

6.  Alcohol  and  T emperance  Education.  The  Joint  Committee  has  authorized  the 
appointment  of  a  special  committee  to  make  a  careful  study  of,  and,  if  practicable, 
to  prepare  a  report  on  this  problem  which  is  of  great  interest  and  importance  at 
the  present  time. 

7.  To  prepare  a  report  on  the  Orthopedic  Problems  of  School  Children  a  special 
subcommittee  of  Orthopedic  specialists  has  been  organized. 

8.  A  special  committee  has  been  authorized  and  appointed,  with  members  within 
and  outside  the  Joint  Committee,  to  prepare  a  report  on  Nursing  Service  in  Schools, 
with  the  cooperation  of  the  National  Organization  for  Public  Health  Nursing. 

Early  in  the  autumn  of  1935,  the  American  Child  Health  Association  was 
dissolved.  The  Educational  Service  Program  of  that  Association  was  trans¬ 
ferred  to  the  National  Education  Association,  together  with  funds  sufficient 
for  its  maintenance,  with  the  understanding  that  this  program  would  be  con- 


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863 


ducted  for  one  year  with  the  supervision  of  the  Joint  Health  Committee. 
At  the  annual  meeting  on  September  24,  1935,  the  emergency  action  of  the 
chairman  in  accepting  for  the  Joint  Committee  the  supervision  of  the  School 
Health  Education  service  for  this  year  was  approved  by  the  Joint  Committee, 
the  program  to  proceed  with  the  continuation  of  the  Advisory  Committee 
which  had  been  appointed. 

At  the  25th  annual  meeting  of  the  Committee,  held  in  St.  Louis  in  Feb¬ 
ruary  1936,  the  motion  was  adopted  that  this  Committee  in  its  minutes  and 
archives  hereby  express  its  sense  of  great  loss  thru  the  death  of  William 
Burdick,  a  member  of  long  and  faithful  service  and  a  true  friend. 

The  Joint  Committee  on  Health  Problems  in  Education  is  striving  to 
give  constructive  service  in  proposing  optimum  essentials,  in  clarifying 
health  procedures,  preparing  reports,  and  disseminating  knowledge  for  con¬ 
serving  and  improving  the  health  of  school  children  and  of  teachers. 

Cooperation  of  national  groups  and  organizations  has  been,  and  continues 
to  be,  indispensable  to  progress  in  our  Joint  Committee  program.  Such  con¬ 
structive  and  substantial  cooperation  is  being  given  to  our  Joint  Committee 
in  generous  measure,  even  during  this  period  of  economic  depression.  For 
this  splendid  help  our  Committee  is  deeply  grateful. 

To  continue  the  work  of  the  Committee,  and  to  provide  for  carrying  thru 
to  completion  the  projects  which  have,  after  careful  deliberation,  been  ap¬ 
proved  by  the  Committee,  the  Committee  expresses  the  hope  that  an  ap¬ 
propriation  of  $500  for  the  work  of  the  Committee  during  the  coming  year, 
1936-37,  will  be  approved  and  granted  by  the  National  Education  Associa¬ 
tion,  with  the  expectation  that,  as  has  been  the  custom  for  many  years,  an 
equal  sum  will  be  made  available  by  the  American  Medical  Association  for 
the  expenses  of  the  Joint  Health  Committee. 

REPORT  OF  COMMITTEE  ON  HIGHER  EDUCATION  1 

A.  G.  CRANE,  PRESIDENT,  UNIVERSITY  OF  WYOMING,  LARAMIE,  WYO., 

Chairman 

Owing  to  the  short  time  that  the  present  Committee  on  Higher  Education 
has  been  organized,  it  is  impossible  to  do  more  than  present  a  report  of 
progress  at  this  time.  The  Committee  met  for  organization  at  the  Depart¬ 
ment  of  Superintendence  meeting  in  St.  Louis  on  February  26,  1936.  It 
holds  its  second  meeting  at  the  Portland  convention  on  June  29,  1936. 

The  officers  of  the  National  Education  Association  have  seen  the  need 
for  a  closer  affiliation  by  the  higher  education  group  with  the  elementarv 
and  secondary  divisions  in  the  N.E.A.  The  American  school  system  is  a 
unit  from  the  kindergarten  thru  the  graduate  schools.  America  proudlv 
maintains  an  open  road  for  ambitious,  capable  youth  from  primary  grade 
thru  college.  For  the  most  efficient  maintenance  of  such  an  open  road,  and 
for  the  fullest  cooperation  between  the  constituent  divisions,  essential  tc 


1  Accepted  by  Board  of  Directors,  June  29,  1936. 


864 


National  Education  Association 


render  the  utmost  service  to  American  youth,  close  contact  must  be  main¬ 
tained  between  all  the  groups  involved. 

The  teachers  colleges  have  continued  to  manifest  an  active  interest  in  the 
N.E.A.,  but  in  the  growth  of  special  organizations  in  higher  education  there 
has  appeared  in  late  years  an  alarming  separation  of  higher  education  from 
the  other  professional  groups.  Elementary-,  secondary-,  and  higher-education 
groups  each  have  contributions  to  make  to  the  plans  and  policies  of  the 
others  and  to  the  educational  system  as  a  whole.  No  one  of  the  divisions  can 
proceed  far  independently  and  alone  without  attention  to  the  work  of  the 
other  partners  in  the  school  system.  A  more  active  participation  in  the 
councils  of  the  elementary  and  secondary  fields  by  college  faculties  is 
desirable.  The  problems  are  interrelated  and  the  interests  of  all  professional 
classes  are  mutual. 

Some  great  organization  should  be  devoted  to  the  operation  of  education 
as  a  whole.  College  faculties  need  to  know  more  of  the  schools  thru  which 
their  college  freshmen  come  and  the  elementary-secondary  schools  should 
know  more  of  the  colleges  to  which  their  graduates  go. 

The  N.E.A.  is  the  logical  organization  for  united  action.  The  Committee 
on  Higher  Education  was  given  the  task  of  devising  ways  and  means  to 
promote  a  closer  liaison  between  the  faculties  of  colleges  and  universities 
and  the  N.E.A.,  believing  that  an  interchange  of  counsels  and  closer  coopera¬ 
tion  would  be  mutually  helpful. 

Education  is  not  free  from  the  common  American  fault  of  overorganiza¬ 
tion.  The  separating  out  of  highly  specialized  groups  generates  centrifugal 
forces  which  disrupt,  disintegrate,  and  weaken  the  centripetal  forces  which 
tend  toward  unity  and  power.  Too  many  independent,  special,  exclusive 
class  organizations  will  ultimately  produce  confusion,  generate  conflicting 
aims,  and  dissipate  the  power  of  education  as  a  whole. 

How  can  integrating  forces  be  strengthened  to  balance  the  disintegrating 
forces  of  specialization  ?  This  is  a  basic  problem  in  American  education  and 
has  become  especially  acute  in  higher  education  with  the  growth  in  size  and 
complexity  of  colleges  and  universities.  This  general  question  confronts  the 
Committee  on  Higher  Education  in  its  effort  to  effect  a  closer  union  between 
college  faculties  and  the  N.E.A.  representing  the  other  great  constituent 
groups.  Specifically,  is  there  a  place  for  a  unifying,  integrating  organization 
allied  with  the  N.E.A.  without  adding  to  the  complexity  and  diversity  of 
existing  agencies,  already  too  numerous? 

Such  an  integrating  organization  must  not  duplicate  the  functions  of 
groups  already  existing;  it  must  occupy  its  own  distinct  field  and  must  arise 
in  response  to  an  actual  need.  Your  Committee  believes  that  there  is  a  need 
for  an  organization  to  unite  in  common  interest  and  counsel  all  the  great 
professional  groups  of  teachers.  Your  Committee  maintains  that  such  union 
should  center  in  the  N.E.A.  as  the  most  logical  body  to  represent  all  of 
American  education. 

The  task  for  the  Committee  then  becomes  that  of  devising  an  agency  which 
shall  have  its  own  distinct  task  to  perform  and  shall  not  interfere  with 
existing  special  agencies. 


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865 


No  definite  plan  has  been  found  but  several  are  under  consideration.  Some 
general  specifications  are  emerging  in  the  Committee’s  study,  namely: 

Closer  alliance  of  college  faculties  with  the  N.E.A.  and  its  constituent  groups. 

A  democratic  plan  interesting  and  instructional  and  research  staffs  as  well  as 
college  administrators. 

Promotion  of  interest  by  college  teachers  in  the  problems  and  plans  of  elementary 
and  secondary  schools. 

Closer  and  more  understanding  contacts  by  elementary  and  secondary  teachers 
with  the  objectives  of  higher  education. 

Creation  of  a  national  forum  for  the  discussion  of  education  as  a  whole  in  which 
teachers  and  administrators  will  unite. 

Thru  the  mechanism  of  official  representation  give  official  voice  to  the  teachers  in 
the  fields  of  higher  education. 

Create,  thru  organization  of  the  instructional  forces  in  higher  education,  a  united 
agency  that  can  cooperate  with  other  groups  in  effective  action  whenever  such  is 
needed  for  the  welfare  of  American  schools  as  a  whole. 

The  plan  receiving  the  most  favorable  consideration  to  realize  the  above 
objectives  is  some  form  of  representative  assembly  whose  constituent  groups 
might  include  (a)  state  higher  education  associations  and  (b)  special  pro¬ 
fessional  organizations  of  college  teachers  and  administrators. 

This  report  has  some  of  the  character  of  a  trial  balloon.  Your  Committee 
will  welcome  information,  suggestion,  and  counsel  upon  the  questions  raised 
by  this  report.  Is  the  need  for  closer  relations  between  the  educators  of  all 
groups  sufficient  to  justify  the  revival  of  the  old  N.E.A.  Department  of 
Higher  Education  or  the  formation  of  some  new  agency?  What  is  the  best 
form  such  agency  should  take  to  fill  its  own  special  field  without  confusion 
and  complication  to  the  existing  set-up?  Your  Committee  is  willing  to  under¬ 
take  an  exceedingly  difficult  task  if  the  objective  appears  worthwhile,  and 
feasible  plans  for  its  accomplishment  can  be  devised. 


REPORT  OF  COMMITTEE  ON  THE  HORACE  MANN 

CENTENNIAL 

PAYSON  SMITH,  1805  BEACON  STREET,  BROOKLINE,  MASS.,  Chairman 

It  is  the  custom  to  associate  great  achievements  in  our  national  history 
with  the  lives  of  men  who  gave  them  leadership.  We  refer  to  Washington 
as  the  founder  of  the  Republic  and  to  Lincoln  as  its  savior.  There  is  a 
third  leader  whose  contribution  to  our  national  being  is  no  less  funda¬ 
mental  than  that  of  Washington  or  Lincoln.  They  fostered  and  preserved 
the  Union.  The  great  humanitarian  and  pioneer  educational  evangelist, 
Horace  Mann,  taught  the  people  to  cherish  and  to  cultivate  that  excel¬ 
lence  and  character  without  which  democracy  cannot  endure. 

On  July  1,  1837,  Horace  Mann,  having  given  up  a  career  in  the  pro¬ 
fession  of  law  and  having  resigned  the  presidency  of  the  Massachusetts 
State  Senate,  became  secretary  of  the  newly-created  Massachusetts  State 


866 


National  Education  Association 


Board  of  Education.  For  twelve  years  Horace  Mann  held  this  secretary¬ 
ship.  With  sustained  personal  dedication  and  the  utmost  zeal  he  traveled 
about  the  state  speaking  to  the  people.  He  became  a  veritable  crusader  on 
behalf  of  educational  opportunity  for  the  masses. 

Thru  his  leadership  the  common  schools  of  Massachusetts  were  reorgan¬ 
ized  and  the  first  tax-supported  normal  schools  were  established.  He  wrote 
annual  reports  that  had  the  force  of  national  documents.  His  Common 
School  Journal  carried  his  philosophy  and  his  ideals  to  every  corner  of 
America  and  even  to  other  countries.  As  president  of  Antioch  College,  he 
continued  to  the  end  of  his  life  his  emphasis  on  character  and  citizenship 
as  the  goals  of  education. 

In  recognition  of  the  fundamental  contribution  which  Horace  Mann 
made  to  the  establishment  and  development  of  the  American  system  of 
free  schools,  the  National  Education  Association  voted  at  its  meeting  in 
Atlanta,  Georgia,  in  1929  that  the  Association  should  sponsor  the  Horace 
Mann  Centennial  in  1937.  The  purpose  of  the  celebration  is  to  renew  in 
this  generation  the  ideals  of  free  and  universal  public  education  as  the 
foundation  of  democracy  to  which  Horace  Mann  gave  his  life. 

The  time  has  now  come  to  proceed  with  specific  plans  for  the  celebra¬ 
tion.  The  Committee  on  the  Horace  Mann  Centennial  recommends: 

Section  I.  Calendar  of  Events 

First ,  that  on  October  16,  1936,  the  celebration  begin  with  the  dedi¬ 
cation  of  the  statue  of  Horace  Mann  which  is  being  erected  on  the  cam¬ 
pus  of  Antioch  College,  Yellow  Springs,  Ohio,  where  Mann  served  as  the 
first  president. 

Second,  that  in  February  1937,  the  Department  of  Superintendence  of 
the  National  Education  Association,  and  the  American  Association  of 
Teachers  Colleges,  at  their  annual  conventions,  be  requested  to  give  partic¬ 
ular  attention  to  the  life  and  work  of  Horace  Mann. 

Third ,  that  on  May  4,  1937,  there  be  appropriate  exercises  for  Horace 
Mann’s  birthday  in  all  schools  and  on  all  levels  of  instruction. 

Fourth,  that  during  May  and  June  1937,  the  life  of  Horace  Mann  be 
universally  used  as  a  commencement  theme  in  schools  and  colleges. 

Fifth,  that  on  July  1,  1937,  the  convention  of  the  National  Education 
Association  and  its  departments  commemorate  the  anniversary  on  which 
Horace  Mann  took  up  his  duties  as  secretary  of  the  Massachusetts  State 
Board  of  Education. 

Sixth,  that  during  American  Education  Week  in  November  1937,  the 
Centennial  be  brought  to  a  climax  in  a  nationwide  effort  to  bring  the  ideals 
of  Horace  Mann  before  the  people  of  the  country. 

Seventh,  that  thru  newspapers,  magazines,  and  over  the  radio,  informa¬ 
tion  concerning  the  life  of  Horace  Mann  be  disseminated  thruout  the 
country  during  the  Centennial  year. 


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867 


Eighth,  that  parent-teacher  associations  thruout  the  country  be  requested 
to  devote  at  least  one  meeting  during  1937  to  a  study  of  the  life  and  edu¬ 
cational  ideals  of  Horace  Mann. 

Ninth ,  that  civic  and  professional  groups  give  appropriate  recognition 
at  their  meetings  to  the  pioneer  service  of  Horace  Mann. 

Tenth,  that  the  National  Council  of  State  Superintendents  give  appro¬ 
priate  recognition  to  Horace  Mann  as  the  leading  pioneer  state  school 
officer  in  America. 

Elevejith,  that  each  state  education  association  make  plans  for  the  cele¬ 
bration  in  its  state  including  the  publication  of  suitable  material  and  special 
addresses  at  the  1937  conventions. 

Twelfth,  that  the  life  of  Horace  Mann  be  given  particular  attention 
in  each  teachers  college  and  school  of  education  thruout  the  country  dur¬ 
ing  193/  in  recognition  of  his  work  in  establishing  the  first  normal  schools. 

Section  II.  Administration  of  the  Centennial 

First,  that  the  Committee  on  the  Horace  Mann  Centennial  be  con¬ 
tinued  and  be  authorized  to  take  such  further  steps  as  may  in  its  judgment 
be  necessary  to  carry  the  Centennial  to  a  successful  conclusion. 

Second,  that  the  Division  of  Publications  of  the  National  Education  As¬ 
sociation,  in  cooperation  with  the  Centennial  Committee,  be  asked  to  pre¬ 
pare  handbooks,  posters,  bibliographies,  and  other  materials  to  be  used  in 
the  Centennial. 

Third,  that  there  be  provided  in  the  Association’s  budget  for  1936-37 
the  sum  of  $1000  and  for  1937-38  the  sum  of  $10,000  to  be  used  for  pub¬ 
lications  and  promotion  of  the  Centennial. 

Fourth,  that  the  Journal  of  the  National  Education  Association  be  the 
official  organ  of  the  Centennial. 

The  Committee  further  recommends  that  in  reviewing  the  educational 
achievements  of  a  century,  the  Centennial  shall  emphasize  the  work  re¬ 
maining  to  be  done  in  the  development  of  a  system  of  free  public  educa¬ 
tion  which  shall  be  in  keeping  with  the  principles  advocated  by  Horace 
Mann.  Much  of  what  Horace  Mann  worked  for  is  still  in  the  future. 
The  ideals  which  Mann  advocated  in  the  pioneer  days  are  still  emphasized 
in  the  platforms  of  our  state  and  national  associations. 

His  spirit  and  influence  live  on  in  the  purposes  of  the  National  Educa¬ 
tion  Association  as  set  forth  in  the  “Welcome”  sign  at  headquarters:  “To 
advance  the  interests  of  the  teaching  profession,  promote  the  welfare  of 
children,  and  foster  the  education  of  all  the  people.” 

The  final  words  of  Horace  Mann’s  last  address  in  the  baccalaureate  at 
Antioch  College  remain  a  challenge  today:  “Be  ashamed  to  die  until  you 
have  won  some  victory  for  humanity.” 


868 


National  Education  Association 


REPORT  OF  COMMITTEE  ON  INTERNATIONAL 

RELATIONS 

ANNIE  C.  WOODWARD,  HIGH  SCHOOL,  SOMERVILLE,  MASS.,  Chairman 

The  Committee  on  International  Relations  has  been  active  in  every  one 
of  our  states.  Because  of  the  wide  range  of  member  activities,  we  have  given 
service  in  many  lines.  Most  earnest  and  enthusiastic  letters  have  been  re¬ 
ceived  from  various  members  of  the  Committee,  telling  of  their  efforts  to 
advance  in  their  sections  a  better  international  point  of  view.  A  few  quota¬ 
tions  may  be  of  interest : 

You  will  be  glad  to  know  that  with  the  help  of  the  secretary  of  our  state  teachers 
association  we  have  formed  a  statewide  International  Relations  Committee  of  ten 
members.  I  believe  we  are  going  to  do  some  effective  work  now. 

I  have  done  more  lecturing  than  usual  this  year  and  in  that  way  have  tried  to 
carry  forth  to  lay  people  a  strong  message  that  might  stimulate  better  international 
thinking  and  reasoning. 

I  am  doing  my  best  work  as  a  member  of  this  committee  during  June  when  I 
accept  invitations  for  high-school  commencement  activities.  This  offers  one  of  the 
best  avenues  of  approach  to  the  public.  Thru  commencement  programs  centered 
around  a  theme  relating  to  a  friendlier  world,  we  can  reach  people  we  could  not 
otherwise  touch. 

As  you  no  doubt  know,  our  state  teachers  association  thru  its  executive  council  of 
which  I  am  a  member,  has  raised  its  appropriation  to  the  W.F.E.A.  ten  times  our 
former  amount,  to  $100  for  1935-36. 

It  has  been  my  privilege  to  speak  upon  the  Oxford  meeting  before  parent-teacher 
association  meetings,  teachers  association  meetings,  a  college  faculty  luncheon  club, 
a  high-school  assembly,  and  other  groups. 

I  am  deeply  interested  in  helping  the  cause  of  the  League  of  Nations  Association 
thru  their  examination  contests.  Our  high  school  enrolled  a  large  number  last  year 
and  sent  in  70  papers.  Last  year  the  approximate  number  of  students  in  our  country 
making  preparation  for  the  examination  was  10,000,  to  whom  had  been  distributed 
8777  textbooks.  It  is  regarded,  so  the  report  says,  as  “the  most  profitable  and  essen¬ 
tial  part  of  a  modern  civics  class.” 

We  have  the  largest  and  best  international  club  that  we  have  ever  had.  Our 
clubs  all  meet  in  the  one  club  period  and  so  the  International  Club  has  to  compete 
with  all  other  school  clubs,  yet  it  has  the  largest  membership  in  our  school  system. 

I  would  like  to  report  that  last  year  the  pupils  from  our  social  studies  department 
gave  a  broadcast  on  “The  Saar.”  This  year  we  are  invited  to  broadcast  on  the  sub¬ 
ject  of  “The  Neutrality  Policy  of  the  United  States.” 

In  our  school  system  we  have  spread  this  work  by  radio,  motion  pictures,  exchange 
of  letters  by  the  children,  by  definite  programs  for  the  furtherance  of  mutual  under¬ 
standing  and  acquaintanceship. 

One  of  the  Committee’s  forward-looking  objectives  is  to  have  state  com¬ 
mittees  in  all  the  teacher  organizations.  The  following  states  have  formed 
international  relations  committees  and  have  become  active  in  their  state 
teachers  associations:  Colorado,  Massachusetts,  Minnesota,  Ohio,  and 
Oklahoma.  Several  other  state  associations  are  considering  favorably  the 
creating  of  such  a  committee.  We  urge  that  it  be  hastened  in  order  that 
more  people  may  become  active  in  this  good  work. 


Associattonal  Records  and  Information 


869 


This  year  our  Committee  held  an  interesting  meeting  in  St.  Louis,  Mis¬ 
souri,  February  24,  during  the  Superintendence  convention.  Another  Com¬ 
mittee  meeting  is  to  be  held  on  Sunday,  June  28,  during  the  convention  of 
the  National  Education  Association  in  Portland,  Oregon.  An  Interna¬ 
tional  Relations  Dinner  is  to  be  given  by  the  Committee,  in  Portland,  to 
help  create  more  interest  in  our  work. 

The  disarmament  of  nations  is  the  task  of  statesmen  and  politicians,  but 
the  disarmament  of  the  mind  which  must  precede  the  disarmament  of  na¬ 
tions  is  the  work  of  the  teacher.  Neither  teacher  nor  statesman  has  yet  ac¬ 
complished  his  task.  To  assist  in  achieving  these  ends  all  educational  or¬ 
ganizations  as  well  as  individual  teachers  are  invited  to  cooperate  with  the 
World  Federation  of  Education  Associations  and  particularly  to  participate 
in  the  next  biennial  conference  at  Tokyo,  Japan,  in  August  1937.  The  gen¬ 
eral  topic  of  the  conference  will  be  “A  Twentieth  Century  Program  of 
Education.”  This  is  an  opportunity  for  the  American  teachers  to  visit  vari¬ 
ous  countries  of  the  Orient,  or  even  to  make  the  tour  around  the  world, 
and  at  the  same  time  to  attend  the  most  important  world  conference  on 
education. 

Into  the  working  philosophy  of  every  teacher  we  must  incorporate  the 
concept  of  world  citizenship  as  an  educational  goal,  not  as  a  separate  and 
unrelated  objective  but  as  an  integral  part  of  the  whole  educational  program. 

REPORT  OF  JOINT  COMMITTEE  OF  THE  NATIONAL 
EDUCATION  ASSOCIATION  AND  THE  AMERICAN 
LIBRARY  ASSOCIATION  ON  SCHOOL  LIBRARIES  1 

EDITH  A.  LATHROP,  ASSOCIATE  SPECIALIST  IN  SCHOOL  LIBRARIES,  U.  S.  OFFICE 
OF  EDUCATION,  WASHINGTON,  d.  c.,  Chairman 

The  Joint  Committee  of  the  National  Education  Association  and  the 
American  Library  Association  on  School  Libraries  presents  the  following 
activities  and  recommendations: 

Contacts  at  N.  E.  A.  and  A.  L.  A.  meetings — Mildred  L.  Batchelder 
was  in  charge  of  the  informational  service  for  schools  which  was  held  at 
the  A.  L.  A.  booth  during  the  meeting  of  the  Department  of  Superintendence 
in  St.  Louis  in  February  1936. 

At  the  annual  conference  of  the  A.  L.  A.  held  in  Richmond,  Virginia, 
May  11-16,  1936,  a  round  table  on  school  library  standards  was  held  at 
which  Walter  C.  Eells,  coordinator  of  the  Cooperative  Study  of  Secondary 
School  Standards,  presented  the  library  areas  of  the  tentative  checklists 
which  have  been  issued  for  the  purpose  of  criticism  and  discussion  to  a 
selected  group  of  educators.  A  similar  conference  is  scheduled  for  the  meeting 
of  the  National  Education  Association  in  Portland,  Orgeon. 


1  Accepted  by  Board  of  Directors,  June  29,  1936. 


870 


National  Education  Association 


Contacts  were  made  with  presidents  of  the  following  departments  of  the 
National  Education  Association  concerning  the  advisability  of  considering 
school  library  speakers  and  topics  for  their  meetings  in  Portland:  (a)  Class¬ 
room  Teachers,  (b)  Elementary  School  Principals,  (c)  Secondary  Educa¬ 
tion,  (d)  Supervisors  and  Directors  of  Instruction,  and  (e)  Rural  Education. 
The  Department  of  Secondary  Education  responded  by  placing  two  library 
speakers  upon  its  programs,  by  inviting  school  librarians  to  its  luncheon, 
and  by  arranging  its  meetings  so  that  its  members  can  attend  the  conference 
on  school  library  standards  that  has  been  arranged  by  the  Committee. 

Cooperation  ivith  Cooperative  Study  of  Secondary  School  Standards — 
All  standards  for  secondary  schools  are  now  being  revised  by  the  Coopera¬ 
tive  Study  of  Secondary  School  Standards,  which  is  sponsored  by  the  six 
regional  associations  of  colleges  and  secondary  schools  of  the  United  States. 
In  order  that  committee  members  might  have  an  opportunity  to  criticize  the 
library  areas  of  the  checklists,  arrangements  were  made  with  Walter  C. 
Eells,  the  coordinator  of  the  Study,  to  have  their  names  placed  on  the  mail¬ 
ing  lists.  Upon  invitation,  Dr.  Eells  explained  to  the  Committee,  at  its  meet¬ 
ing  in  St.  Louis,  plans  for  checking  experimentally  the  standards  in  200  care¬ 
fully  selected  schools  of  various  levels  of  enrolment. 

Assistance  to  agencies  collecting  school  library  statistics — Last  year’s 
Committee  began  an  investigation  regarding  the  feasibility  of  making  nation¬ 
wide  recommendations  concerning  the  collection  of  school  library  statistics 
and  recommended  that  this  year’s  Committee  continue  the  work. 

The  chairman  felt  that  the  most  immediate  service  that  the  Committee 
could  render  in  this  connection  was  for  its  members  to  be  informed  regard¬ 
ing  statistics  that  are  now  being  collected  and  to  ascertain  how  the  Com¬ 
mittee  could  assist  the  agencies  collecting  such  statistics.  Accordingly,  advice 
was  sought  from  the  American  Library  Association  and  the  United  States 
Office  of  Education,  which  are  the  two  agencies  collecting  such  statistics  on 
a  nationwide  scale. 

William  H.  Clift,  the  statistician  of  the  American  Library  Association, 
reported  that  the  association  publishes  from  time  to  time  salary  and  other 
data  from  fifty-five  widely  scattered  schools  in  the  United  States.  He  sug¬ 
gested  that  the  Committee  might  be  of  help  by  persuading  boards  of  educa¬ 
tion  to  keep  complete  statistics  of  their  school  libraries  in  the  office  of  the 
superintendent  of  schools. 

Emery  M.  Foster,  the  chief  of  the  Statistical  Division  of  the  United 
States  Office  of  Education,  was  invited  to  tell  the  Committee  at  its  meet¬ 
ing  in  St.  Louis  what  the  Office  has  done  and  is  doing  in  the  field  of  school 
library  statistics  and  to  suggest  how  it  might  be  of  assistance.  He  explained 
that  for  a  considerable  number  of  years  the  Office  has  collected  certain  statis¬ 
tics  relating  to  school  libraries  which  have  been  published  in  a  report  that 
consolidated  data  for  school,  university,  and  public  libraries.  Since  this 
was  of  little  use  to  special  groups,  the  Office  has  changed  its  policy  and  will 
publish  hereafter  separate  reports  for  the  various  fields.  This  year  data  for 


Associational  Records  and  Information 


871 


schools  are  being  collected.  Mr.  Foster  asked  the  help  of  the  Committee  in 
publicizing  the  school  library  statistics  now  being  compiled  and  in  stressing 
the  need  for  accurate  and  prompt  returns.  The  Committee  recommended 
that  he  prepare  articles  on  the  subject.  These  have  appeared  in  the  Bulletin 
of  the  American  Library  Association,  Library  Journal,  Wilson  Bulletin, 
and  other  periodicals. 

Representation  at  meeting  of  A.  L.  A.  board — Jean  C.  Roos,  chairman 
of  the  Board  on  Library  Service  to  Children  and  Young  People,  invited  the 
chairmen  of  all  interested  committees  to  meet  in  Chicago  on  December  30, 
1935,  for  the  purpose  of  discussing  activities  of  the  new  School  and  Chil¬ 
dren’s  Library  Division  at  A.  L.  A.  headquarters.  The  Committee  was 
represented  at  this  meeting  by  Sabra  W.  Vought. 

Pr  omotion  of  studies — The  promotion  of  studies  is  one  of  the  purposes  for 
the  creation  of  this  Committee.  A  manuscript  entitled  “Research  Problems 
in  the  School  Library  Field,”  by  Eleanor  M.  Witmer,  a  former  chairman 
of  the  Committee,  has  been  referred  to  the  two  associations  for  publication. 
Another  manuscript,  entitled  “School  Library  Essentials,”  by  Anna  Clark 
Kennedy,  a  member  and  former  chairman  of  the  Committee,  is  in  prepara¬ 
tion. 

At  its  St.  Louis  meeting  the  chairman  was  authorized  to  approach  Bess 
Goodykoontz,  the  Assistant  Commissioner  of  Education  of  the  United  States 
Office  of  Education,  regarding  the  possibility  of  making  a  study  of  school 
and  public  library  relationships  thru  the  university  research  project  that  the 
Office  is  carrying  on  with  WPA  funds.  Miss  Goodykoontz  reports  that  such 
a  study  requires  a  background  of  experience  and  the  exercise  of  judgment 
which  would  probably  not  be  found  in  sufficient  quantities  among  relief 
workers.  However,  the  Office  will  be  glad  to  consider  such  a  study  in  co¬ 
operation  with  the  A.  L.  A.  and  the  N.  E.  A.  in  its  long-range  program  of 
school  library  studies. 

The  Committee  recommends  that  next  year’s  Committee  consider  the 
preparation  of  a  plan  for  a  study  of  school  libraries  with  a  view  to  presenting 
the  same  to  the  Carnegie  Corporation. 

Recommendations — The  following  recommendations  are  submitted  to  the 
two  associations  for  consideration  : 

1.  Since  the  Committee  feels  that  school  library  contacts  at  N.E.A.  and  A.L.A. 
meetings  thru  special  conferences  and  speakers  at  general  and  departmental  meet¬ 
ings  is  <?ne  of  its  major  activities  and  since  the  chairman  is  appointed  so  late  in  the 
year  that  it  is  impossible  to  arrange  such  contacts  in  connection  with  the  meeting 
of  the  Department  of  Superintendence  held  in  February  of  each  year,  the  Committee 
has  instructed  the  chairman  to  appoint  a  subcommittee,  consisting  of  two  representa¬ 
tives  from  each  association,  whose  duty  it  shall  be  to  arrange  such  contacts  at 
N.E.A.  and  A.L.A.  meetings  and  to  recommend  that  these  persons  be  reappointed 
on  next  year’s  committee.  The  personnel  of  the  subcommittee  follows:  Mildred  L. 
Batchelder  (N.E.A.),  chairman;  Chloe  C.  Baldridge  (N.E.A.);  Mrs.  Margaret 
Ross  (A.L.A.)  ;  and  Earle  U.  Rugg  (A.L.A.). 

2.  Since  committees  cannot  function  without  funds  and  since  no  monetary  provision 
is  made  for  the  work  of  this  committee  by  either  association,  the  Committee  recoin- 


872 


National  Education  Association 


mends  that  each  association  set  aside  next  year  in  its  budget  $200  for  the  work  of 
this  committee. 

Members  of  the  Committee  are:  Chioe  Baldridge,  Mildred  L.  Batchel- 
der,  W.  H.  Bristow,  Annie  Spencer  Cutter,  Myrtle  Gustafson,  Anna  Clark 
Kennedy,  Esther  Irene  Layton,  Mrs.  Margaret  M.  Ross,  Earle  U.  Rugg, 
Irvin  Schmitt,  and  Sabra  W.  Vought. 


REPORT  OF  JOINT  COMMITTEE  OF  THE  NATIONAL 
EDUCATION  ASSOCIATION  AND  THE  NATIONAL 
CONGRESS  OF  PARENTS  AND  TEACHERS 


MRS.  B.  F.  LANGWORTHY,  PRESIDENT,  NATIONAL  CONGRESS  OF  PARENTS 
AND  TEACHERS,  6  N.  MICHIGAN  AVENUE,  CHICAGO,  ILL.,  Chairman 


During  the  past  year,  two  meetings  of  this  general  Joint  Committee  have 
been  held,  one  during  the  convention  of  the  National  Education  Association 
at  Denver  in  July  1935  and  the  other  at  the  Superintendence  session  at  St. 
Louis,  February  1936. 

Subcommittees  have  been  working  “To  Evolve  a  Parent-Teacher  High 
School  Philosophy”  with  Superintendent  Harry  Langworthy  as  chairman 
and  the  other  for  “Developing  a  Program  of  Guidance”  led  by  Dean  Meta 
Steinhausen. 

Thruout  the  states  there  is  a  continuously  increasing  cooperation  between 
the  state  teachers  associations  and  the  state  branches  of  our  Congress.  In 
some  states  this  has  taken  concrete  form  in  the  preparing  of  pamphlets  on 
curriculum  revisions  for  the  use  of  Congress  study  groups;  in  others  it  has 
been  a  participation  of  National  Congress  representatives  on  the  general 
programs  of  state  teachers  meetings,  and  a  corresponding  representation  of 
the  teaching  profession  at  state  Congress  conventions. 

In  the  use  of  the  Congress  publication,  Our  Public  Schools ,  there  are 
many  instances  of  teachers  acting  as  leaders  of  study  groups,  explaining  and 
helping  the  group  to  understand  curriculum,  administration,  new  methods 
of  teaching,  and  the  so-called  “social  studies.”  I  have  written  reports  in  my 
files  from  the  following  states,  telling  of  invitations  to  Congress  officers  to 
speak  on  parent-teacher  work  at  meetings  of  state  teachers  associations: 


Alabama 

California 

Colorado 

Connecticut 

Florida 

Georgia 


Idaho 

Indiana 

Kansas 

Kentucky 

Louisiana 

Massachusetts 


Maine 

Minnesota 

Mississippi 

Missouri 

Nebraska 

New  Mexico 


New  York 
North  Carolina 
North  Dakota 
Pennsylvania 
Rhode  Island 
South  Dakota 


Tennessee 
Vermont 
Washington 
West  Virginia 


In  every  state,  at  state  conventions,  members  of  the  teaching  profession 
have  been  the  most  honored  speakers. 

In  many  reports  there  is  special  mention  of  cooperation  with  the  legislative 
programs  of  the  state  teachers  associations.  In  most  cases  this  has  embraced 


Associational  Records  and  Information 


873 


the  entire  legislative  program  but  in  a  few  instances  support  was  not  given 
to  certain  items  because  it  was  apparent  that  the  teachers  association  itself 
was  not  united  on  them. 

There  have  been  a  few  amusing  instances  where  support  was  asked  by 
certain  schoolmen  who  refused  to  have  parent-teacher  associations  in  their 
schools.  This,  we  take  it,  demonstrates  a  growing  confidence  in  our  organiza¬ 
tion. 

In  going  about  the  states,  one  finds  a  vast  improvement  in  program  mater¬ 
ial  being  used  in  the  Congress  units.  Study  groups  are  multiplying  every¬ 
where,  for  the  study  of  schools,  of  family  life,  parent-child  relationships,  of 
community  influences  and  youth  problems.  This  means,  as  you  will  be  glad 
to  know,  a  decided  decrease  in  mere  money  raising  activities  and  what  some 
educators  have  characterized  as  “pink  teas.” 

In  this  raising  of  the  character  of  programs  in  parent-teacher  associations, 
I  beg  that  the  teachers  and  administrative  officers  will  continue  to  encourage 
and  suggest  finer  and  more  lasting  values. 

As  I  have  stated  in  several  former  reports  to  this  board,  the  greatest  re¬ 
sults  of  this  Joint  Committee  are  to  be  seen,  not  in  the  semiannual  com¬ 
mittee  meetings  but  in  the  reaction  upon  our  mutual  relations  in  the  states 
where  an  ever-finer  and  more  satisfactory  condition  is  growing. 


REPORT  OF  LEGISLATIVE  COMMISSION 

SIDNEY  B.  HALL,  STATE  SUPERINTENDENT  OF  PUBLIC  INSTRUCTION, 

Richmond,  va.,  Chair  man 

The  promotion  of  a  program  of  permanent  federal  assistance  to  the  states 
for  the  support  of  public  education  has  been  the  principal  interest  of  the 
Legislative  Commission  during  the  year  1935-36.  The  chairman  and  the 
executive  committee  have,  with  the  assistance  of  the  professional  staff  of 
the  N.  E.  A.,  conducted  an  investigation  to  determine  the  provisions  that 
should  be  included  in  a  bill,  have  drafted  a  bill,  and  made  arrangements 
for  its  proper  sponsorship  in  both  Houses  of  Congress. 

A  series  of  guiding  principles  in  the  matter  of  federal  aid  for  education 
were  drafted  and  submitted  to  educational  leaders  including  officers  of  state 
and  national  education  associations  and  the  chief  state  school  officials.  These 
principles  together  with  the  percentage  distribution  of  the  vote  on  each  of 
them  are  as  follows: 

1.  Federal  aid  to  education  should  he  provided  by  Congressional  appropriation. 

Approved,  96.6  percent;  not  approved,  3.4  percent. 

2.  Aid  should  be  distributed  to  the  states  by  a  method  prescribed  by  Congress  and 
not  at  the  discretion  of  any  federal  official. 

Approved,  96.6  percent;  not  approved,  3.4  percent. 

3.  The  federal  government  should  grant  funds  to  the  states  for  the  support  of 
public  education,  the  states  in  turn  using  these  funds  in  accordance  with  their 
respective  state  constitutions  and  statutes. 


874 


National  Education  Association 


Approved,  92.1  percent;  not  approved,  7.9  percent. 

4.  After  the  first  allotment  no  state  should  receive  federal  aid  unless  it  maintains 
a  system  of  schools  uniformly  thruout  its  territory  open  for  not  less  than  160  days 
in  each  school  year,  epidemics  and  other  emergencies  excepted. 

Approved,  86.8  percent;  not  approved,  13.2  percent. 

5.  Federal  funds  must  not  be  used  to  decrease  the  efforts  of  each  state  in  the 
education  of  its  children.  For  this  reason,  no  state  should  receive  federal  aid 
unless  it  levies  and  expends  for  its  public  elementary  and  secondary  schools  each 
year  an  amount  of  money  not  less  than  the  amount  thus  expended  in  the  school 
year  1933-34. 

Approved,  86.3  percent;  not  approved,  13.7  percent. 

6.  The  amount  of  money  received  by  each  state  should  be  determined  by  a  com¬ 
bination  of  two  factors:  the  number  of  children  to  be  educated  and  the  financial 
ability  of  the  state  to  provide  that  education. 

Approved,  90.5  percent;  not  approved,  9.5  percent. 

7.  All  statistics  used  in  the  calculation  of  state  allotments  should  be  regularly  col¬ 
lected  by  federal  agencies. 

Approved,  93.0  percent;  not  approved,  7.0  percent. 

8.  In  calculating  the  amount  of  aid  for  each  state,  consideration  should  be  given 
to  such  factors  as  the  number  of  children  between  the  ages  of  five  and  twenty,  the 
sparsity  of  the  population,  living  costs,  and  taxpaying  ability  as  indicated  by  such 
items  as  retail  sales  and  taxable  incomes. 

Approved,  90.5  percent;  not  approved,  9.5  percent. 

9.  New  federal  grants  to  the  states  should  be  for  education  in  general  and  not 
earmarked  for  specific  purposes. 

Approved,  98.3  percent;  not  approved,  1.7  percent. 

10.  Appropriations  for  specific  purposes  now  being  made  should  be  continued. 

Approved,  85.1  percent;  not  approved,  14.9  percent. 


In  accordance  with  the  principles  outlined  above,  the  bill  carries  the  fol¬ 
lowing  provisions : 

1.  The  sum  of  $300,000,000  shall  be  appropriated  by  Congress  to  the  states  to  be 
spent  by  the  state  departments  of  education  for  schools  in  such  manner  and  by 
such  methods  of  apportionment  as  the  legislatures  of  the  respective  states  shall 
provide. 

2.  Of  the  $300,000,000  three-fourths  shall  be  apportioned  to  the  states  on  the  basis 
of  $5  per  person  five  to  twenty  years  old  residing  in  each  state,  and  one-fourth  on 
the  basis  of  the  needs  of  the  states  as  reflected  by  taxpaying  ability.  The  first  of 
these  funds  is  known  as  the  per  capita  apportionment  and  the  second  as  the  equaliza¬ 
tion  fund.  The  distinguishing  characteristic  of  the  equalization  fund  is  that  the 
poorer  the  state  as  measured  by  the  ability  to  pay  taxes  the  greater  the  amount 
per  pupil  to  be  received  by  the  state. 

3.  All  matters  of  administration  and  supervision  of  schools  shall  be  left  entirely 
to  state  and  local  school  officials,  free  from  federal  regulations. 

4.  In  order  to  qualify  for  receiving  federal  funds,  each  state  after  the  first  appor¬ 
tionment  shall  (a)  maintain  thruout  the  state,  schools  open  at  least  160  days  each 
year  in  order  that  every  child  will  have  a  reasonable  educational  opportunity,  and 
(b)  expend  for  schools  from  all  state  and  local  sources  combined  at  least  as  much  as 
was  expended  for  schools  in  the  year  1933-34.  The  purpose  of  this  latter  provision 
is  to  guarantee  that  the  funds  received  shall  be  used  for  more  adequate  school 
advantages  and  not  merely  for  tax  reduction. 

5.  All  statistics  used  in  calculating  the  amount  to  be  apportioned  to  each  state 
shall  come  from  data  regularly  collected  and  disseminated  by  departments  of  the 
federal  government.  The  purpose  of  this  provision  is  to  insure  the  use  of  data  not 


Associationa l  Records  and  Information 


875 


collected  directly  by  any  beneficiary  of  the  funds.  For  this  reason  census  data  as  to 
population  rather  than  enrolment  or  average  daily  attendance  will  be  used. 

At  the  meeting  of  the  Legislative  Commission  held  in  St.  Louis,  February 
23,  the  foregoing  principles  and  provisions  of  the  bill  were  submitted  by  the 
executive  committee  to  the  entire  Legislative  Commission,  and  were  unani¬ 
mously  approved  with  only  one  dissenting  vote.  Since  the  St.  Louis  meeting, 
arrangements  have  been  made  for  sponsorship  of  the  bill  in  both  Houses  of 
Congress;  in  the  Senate  by  the  chairman  of  one  of  the  important  committees 
and  in  the  House  by  a  ranking  member  of  the  Committee  on  Education. 
After  considerable  deliberation  and  consultation  with  friends  of  the  bill  in 
both  Houses,  it  was  decided  that  it  would  be  unwise  to  urge  the  passage  of 
the  bill  during  the  74th  session  of  the  Congress.  It  was  decided,  however, 
that  the  bill  should  be  introduced  and  copies  disseminated  together  with  in¬ 
formation  concerning  it.  The  same  sponsors  of  the  bill  will  introduce  the 
act  at  the  opening  of  the  75th  session  of  Congress  and  a  definite  and  con¬ 
certed  campaign  for  its  enactment  into  law  will  be  made. 

The  executive  committee  during  the  months  preceding  the  general  election 
of  1936  will,  thru  the  cooperation  of  state  education  associations,  endeavor 
to  get  pledges  of  support  for  this  bill  from  all  candidates  for  the  Senate  and 
the  House  of  Representatives  of  the  United  States.  Publications  presenting 
the  necessary  facts  and  arguments  have  been  prepared  with  the  assistance  of 
the  Research  Division  and  other  members  of  the  headquarters  staff  of  the 
N.  E.  A.  and  will  be  widely  disseminated. 

The  Legislative  Commission  has  kept  in  contact  with  the  work  of  the 
Educational  Policies  Commission  and  generally  commends  the  statement  of 
that  commission  concerning  state  and  local  control  in  education. 

During  the  early  part  of  the  fiscal  year  1935-36  effort  was  continued  to 
secure  the  passage  of  an  act  providing  for  the  refinancing  of  school  indebted¬ 
ness  by  the  Reconstruction  Finance  Corporation.  As  a  result  of  this  activity 
the  Robinson-Terry  Act  was  passed  by  Congress  and  approved  by  the  Presi¬ 
dent  on  August  4,  1935.  While  this  Act  came  too  late  to  be  of  great  value  to 
schools  it  bids  fair  to  become  of  material  assistance  to  some  distressed  school 
districts.  Recently,  it  has  developed  that  certain  amendments  to  this  Act 
are  needed,  and  approval  of  officials  of  the  RFC  has  been  secured. 

The  Legislative  Commission  has  continued  its  advocacy  of  the  expenditure 
of  federal  funds  for  the  construction  of  school  buildings.  Altho  specific 
legislation  on  this  subject  has  not  been  enacted,  more  than  $325,000,000 
in  grants  and  loans  for  more  than  3000  educational  buildings  have  been  made 
thru  the  Public  Works  Administration,  and  more  than  $78,000,000  for 
school  improvement  projects  was  allocated  by  the  Works  Progress  Ad¬ 
ministration.  Officials  of  the  headquarters  staff  of  the  N.  E.  A.  have  kept  in 
constant  touch  with  the  situation  and  have  been  of  great  assistance  in  rep¬ 
resenting  the  interest  of  many  school  districts  and  school  officials. 

The  legislative  service  inaugurated  in  1933  by  the  Legislative  Commis¬ 
sion  has  been  continued  thru  the  Research  Division  of  the  headquarters 
staff.  During  the  past  year  three  publications  on  Teacher  Tenure  Legisla- 


876 


National  Education  Association 


tion,  one  on  Teacher  Retirement  Legislation,  four  on  State  School  Legisla¬ 
tion,  and  one  on  Trends  in  State  School  Legislation  have  been  issued. 

In  December  1935  the  Executive  Committee  of  the  N.  E.  A.  appointed 
Howard  A.  Dawson  as  director  of  the  Division  of  Rural  Service  and 
delegated  to  him  the  work  of  assisting  the  Legislative  Commission  in  carry¬ 
ing  on  its  work.  This  assistance  has  been  of  great  value  to  the  Commission. 

The  chairman  wishes  to  take  this  opportunity  to  direct  attention  of  the 
members  of  the  Association  to  the  increasing  and  widespread  interest  of 
both  educators  and  laymen  in  the  necessity  for  federal  participation  in  the 
support  of  public'  education.  He  also  wishes  to  express  his  appreciation  of 
the  wholehearted  and  prompt  cooperation  received  from  the  officials  of  state 
education  associations,  state  school  officials,  and  school  people  generally. 
The  assistance  and  cooperation  of  the  Research  Division  of  the  N.  E.  A. 
have  been  especially  valuable. 

The  executive  committee  of  the  Legislative  Commission  of  the  N.  E.  A. 
consists  of  the  following:  Sidney  B.  Hall,  chairman t  state  superintendent  of 
public  instruction,  Richmond,  Va. ;  Ben  G.  Graham,  superintendent  of 
schools,  Pittsburgh,  Pa.;  Frank  Grove,  secretary,  Alabama  Education  Asso¬ 
ciation,  Montgomery,  Ala. ;  Bertram  E.  Packard,  commissioner  of  educa¬ 
tion,  Augusta,  Maine;  George  D.  Strayer,  professor  of  education,  Teachers 
College,  Columbia  University,  New  York,  N.  Y. ;  David  Weglein,  super¬ 
intendent  of  schools,  Baltimore,  Md.;  and  John  Callahan,  state  super¬ 
intendent  of  public  instruction,  Madison,  Wis. 

REPORT  OF  NATIONAL  COMMISSION  ON  THE 
ENRICHMENT  OF  ADULT  LIFE 

JAMES  A.  MOYER,  STATE  DIRECTOR  OF  UNIVERSITY  EXTENSION, 

boston,  mass.,  President 

The  work  of  the  National  Commission  on  the  Enrichment  of  Adult  Life 
is  at  present  centering  around  four  principal  objectives:  (1)  commission 
meetings  and  regional  conferences;  (2)  survey  committee  reports;  (3) 
publications,  and  (4)  cooperation  with  other  adult  education  agencies. 

During  the  past  year,  a  well-attended  regional  meeting  was  held  in  the 
New  England  district  at  Amherst,  Massachusetts.  At  this  meeting  the 
Commission  had  the  active  cooperation  of  the  Massachusetts  State  Com¬ 
mission,  Massachusetts  State  College,  the  Massachusetts  Federation  of 
Teachers,  and  the  Massachusetts  Adult  Teachers  Association.  The  con¬ 
ference  was  held  for  an  entire  day  and  evening,  the  evening  session  being  a 
dinner  meeting  held  jointly  with  the  Massachusetts  Adult  Teachers  As¬ 
sociation. 

Regional  meetings  of  this  kind,  when  local  cooperation  is  enthusiastic  and 
adequate,  do  much,  I  believe,  to  promote  the  influence  of  the  Commission. 
It  has  been  suggested  that  regional  meetings  of  this  type  be  held  another 
year  in  Philadelphia,  Chicago,  and  the  Albanv,  New  York,  district. 


Associational  Records  and  Information 


877 


The  second  principal  objective  of  the  Commission  is  the  preparation  of 
reports  on  adult  education  activities  that  yield  life  enrichment.  Last  year, 
the  following  reports  were  published  : 

No.  29.  Parent  Education  for  Crime  Prevention.  Mrs.  A.  H.  Reeve,  chairman 
(report  prepared  in  cooperation  with  the  International  Federation  of  Home  and 
School) . 

No.  30.  Bibliography  of  Adult  Education.  William  G.  Carr  (report  prepared  in 
cooperation  with  the  National  Education  Association). 

No.  31.  Adult  Education  in  a  Large  City.  Edwin  C.  Broome,  chairman  (report 
prepared  in  cooperation  with  school  departments  in  Philadelphia,  Boston,  and 
Denver) . 

No.  32.  Dramatic  Arts  in  Community  Life.  Ethel  Rockwell  (report  prepared  in 
cooperation  with  the  University  of  Wisconsin). 

At  present  there  are  three  active  committees  at  work  on  new  reports  for 
the  Commission:  the  Committee  on  Forums  and  Discussion  Groups,  Wil¬ 
liam  F.  Stearns,  Prospect  Union  Educational  Exchange,  Cambridge,  Mass., 
chairman;  the  Committee  on  Adult  Education  Techniques,  Robert  C. 
Deming,  State  Board  of  Education,  Hartford,  Conn.,  chairman;  the  Com¬ 
mittee  on  Adult  Education  in  the  Library,  John  Chancellor,  Adult  Educa¬ 
tion  Specialist,  American  Library  Association,  Chicago,  Ill.,  chairman. 

Heretofore,  the  publications  of  the  Commission  that  were  in  greatest 
demand  have  been  distributed  in  printed  form,  while,  those  not  called  for 
as  often  have  been  available  only  as  mimeographed  pamphlets.  The  Execu¬ 
tive  Committee  of  the  National  Education  Association,  after  studying  this 
situation,  has  recommended  that  hereafter  all  of  the  publications  of  the 
Commission  should  be  in  the  form  of  mimeographed  pamphlets. 

The  publications  of  the  Commission  are  in  exceptionally  good  demand 
for  the  reference  shelves  in  public  and  institutional  libraries.  Many  of  the 
largest  libraries  in  the  country  have  availed  themselves  of  the  opportunity  to 
obtain  complete  sets  of  the  publications  for  $1.50.  The  money  received  from 
these  sales  is  added  to  the  appropriation  for  the  Commission,  to  be  used  in 
the  replacement  of  the  mimeographed  pamphlet  stock. 

The  distribution  of  the  publications  of  the  National  Commission  to 
libraries,  especially  those  connected  with  institutions  of  higher  education, 
has  been  assisted  a  great  deal  by  the  announcement  of  these  publications  in 
the  Vertical  P  ile  Service  catalog,  published  monthly  by  the  H.  W.  Wilson 
Company,  950  University  Avenue,  New  York,  N.  Y. 

The  cooperation  of  the  American  Library  x4ssociation  and  other  organiza¬ 
tions  furthering  the  interest  of  adult  education  with  the  Commission  has 
always  been  a  principal  objective,  and  the  recent  appointment  of  John  M. 
Chancellor,  as  chief  of  the  Division  of  Adult  Education  in  the  American 
Library  Association,  will  doubtless  make  possible  a  continuation  and  ex¬ 
tension  of  the  cooperation  that  has  always  existed  between  the  Commission 
and  this  national  library  association. 


National  Education  Association 


87 


O 


o 


A  conference  committee  of  those  engaged  in  correspondence  study  activities 
of  secondary-school  rating  has  been  working  during  the  last  three  years 
on  the  problems  that  have  arisen  in  connection  with  the  introduction  of  cor¬ 
respondence  courses  in  high  schools,  as  a  means  of  enriching  the  secondary- 
school  curriculum.  The  Commission  has  in  view  the  preparation  of  a  report 
on  secondary-school  curriculum  enrichment  at  some  future  time  when  this 
work  is  more  fully  developed  than  it  is  now. 

A  very  successful  meeting  of  the  Commission  was  held  in  the  auditorium 
of  the  Y.  W.  C.  A.  in  St.  Louis  on  Tuesday  afternoon,  February  25,  1936. 
About  one  hundred  persons  were  present  at  the  meeting,  and  an  unusually 
good  program  was  presented.  Probably  of  greater  significance,  however,  in 
the  activities  of  the  Commission  was  the  series  of  group  meetings  on  the 
following  afternoon  which  were  in  the  general  charge  of  the  president  of  the 
Commission,  and  which  were  actively  sponsored  by  the  Department  of 
Superintendence.  There  were  five  group  meetings,  for  one  of  which  the 
United  States  Commissioner  of  Education  was  the  presiding  officer.  The 
general  themes  for  these  group  meetings  were  the  following:  Public  School 
Adult  Education,  Forums — Good  and  Bad,  Publicly-Supported  Adult 
Education  in  1950,  Parent  Education,  and  Responsibility  of  Public  Schools 
for  a  Comprehensive  Program  of  Adult  Education. 


REPORT  OF  COMMITTEE  ON  NECROLOGY 

HAROLD  V.  TEMPEL,  PRINCIPAL,  HENRY  CLAY  HIGH  SCHOOL, 
SHELBYVILLE,  KY.,  Chairman 


Today  in  the  midst  of  our  convention  we  pause  to  pay  tribute  of  love 
and  appreciation  to  those  of  our  profession  who  have  departed  this  life  since 
we  met  in  convention  one  year  ago. 

Years  of  professional  service  have  stamped  the  splendid  personality  of 
these  teachers  upon  thousands  of  students,  and  they  have  influenced  the 
direction  and  course  of  many  lives.  We  shall  greatly  miss  them,  but  the 
memory  of  their  deeds  and  thoughts  will  be  an  inspiration  in  all  our  work. 

Many  of  these  were  educators,  nationally  known,  who  were  outstanding 
citizens  of  diversified  interests  and  talents.  Others  were  classroom  teachers, 
unknown  except  in  their  local  communities.  All  have  written  the  true  story 
of  themselves  on  the  tablets  of  character  and  service.  They  have  made  a  great 
contribution  to  education  and  to  the  enrichment  of  home  and  family  living. 
Their  task  is  done;  may  their  spirit  inspire  us  to  carry  on  the  work.. 

Our  records  will  show  in  the  necrology  report  for  this  year  that  over  two 
thousand  educators  have  passed  away.  In  appreciation  of  the  great  service 
of  these  teachers,  we  hereby  submit  their  treasured  names  for  national 
memory. 


ALABAMA 

Barksdale,  Mary 
Beck,  Lou 
Breland,  Q.  E. 


Brooks,  P.  C. 
Brosiers.  Curtis 
Brown,  J.  M. 
Burdick.  Ruth 
Camp,  H.  Fred 


Camp.  Wylie 
Carroll,  Nella 
Cary,  A.  C. 
Clements,  R.  L. 
Cranshaw,  B.  A. 


Associational  Records  and  Information 


879 


Creeby,  W.  C. 

Crump,  B.  F. 

Fick,  George  L. 

Fikes,  Mrs.  E.  B. 
Franks,  G.  E. 

Grimmer,  J.  B. 

Hayes,  Annie  M. 

Heath,  Mrs.  A.  P. 
Henry,  V. 

Hill,  Annie 
Hodgens,  A.  Briggs 
Holston,  H.  O. 

Houston,  Mattie 
Hughes,  Grace 
Hughes,  Mrs.  Grace 
Joiner,  Iula 
Kenamer,  Katherine 
Kilpatrick,  Mrs.  Nova 
Lovett,  Mary 
Martin,  Morine 
Moore,  D.  J. 

Moore,  J.  D. 

Moore,  Virta  Lee 
McGaugh,  Alma 
McLemore,  Verner 
Norman,  Addie  Priester 
Quarles,  A.  D. 

Sargent,  H.  O. 

Sevier,  Susie 
Shaddix,  Willie  Mae 
Sims,  Willie  Pearl 
Storey,  W.  H. 

Tate,  A.  W. 

Watson,  Rowe 
Wright,  Edgar  M. 

ARIZONA 

Beals,  Emma  O. 
Breasted,  James  S. 
Dotson,  Edna 
Freeman,  Marian 
Gardiner,  Phoebe 
Haage,  A.  E. 

Hirst,  Anna  Cook 
Hurley,  Harriet 
Legitt,  Harriette 
Luca,  Joseph  de 
Lutz,  Mary  T. 
McCauley.  Willard  Jay 
Merrill,  Margreta  S. 
Power,  Veronica 
Sather,  Esther 
Stearns,  Bobbie  Ellie 
Woods,  J.  A. 

ARKANSAS 

Gray,  Lucy 
Harris,  Mary  Louise 
Hasty,  Thomas  T. 
Parkin,  Kate 
Riggs,  Mrs.  R.  L. 

CALIFORNIA 

Adams.  Mary  A. 

Bain,  Christine 
Baker,  Martha 
Brownell,  E.  E. 

Burke,  Elizabeth  T. 
Carmichael,  Cecelia 
Cassels,  Margaret 
Coffman,  Wilmer  E. 
Coleman,  Hugh  C. 
Conroy,  Margaret 
Cooper,  William  John 
Denison,  Robert  C. 
Dungan.  Elmer  Judson 
Fonda  Charles  F. 
Garver,  Raymond  J. 
Goodman,  Julia  T. 
Grinstead,  J.  R. 

Hall,  Cccile  B, 


Hoxie,  Mary  J. 

Kelly,  Mary  Josephine 
Leiseuring,  Sara 
McGirr,  Lucy 
Murphy,  Victoria  M. 
Nevison,  Beverly  M. 
Nichols,  Walter  H. 

Olsson,  Ella 
Owen,  Frederick  A. 

Ralph,  J.  M. 

Ratzell,  J.  Perry 
Rebok,  Horace 
Ross  P.  W. 

Scott,  L.  W. 

Sebrig,  Mae 
Shafer,  Harvey  M. 

Shaw,  E.  Louise 
Sherman,  M.  P. 

Sisson,  Sallie 
Taber,  May  Belle 
Weaver,  Evelyn  M. 

Webb,  Mattie  M. 

Whaley,  Guy  V. 

Whiteneck,  Hosea  A. 
Wilson,  Elizabeth  S. 

COLORADO 

Alford,  Agnes  Hartman 
Amadea,  Sister  Marie 
Atkinson,  Eleanor 
Badger,  Milton  E. 

Barton,  Sue 
Bishop,  Charles  E. 

Brooks,  Lena  M. 

Brown,  Josepha  L. 

Cameron,  Alice  O. 

Cavenah,  Sophia 
Clarke,  Perry  L. 

Cohn,  Sara  Ruth 
Coletta,  Sister  Mary 
Copeland,  A.  B. 

Daily,  Anne  E. 

Donohue,  Jessie 
Douglas,  Earl 
Elder,  Professor 
Fashbaugh,  Carrie  E. 

Floyd,  John  M. 

Flynn,  Emma 
Flynn,  Helen 
Francis,  Minnie 
Frost,  Florence  Temple 
Grenfell,  Helen 
Griswold,  Myrtle 
Gormley,  Kathryn 
Hagus,  Louis 
Hall.  Lucy 
Haskill,  Rosepha 
Huntoon,  Sarah 
Johnson,  Abner 
Kennedy.  Elizabeth  M. 
Killie,  Martha  Elissa 
Lakin,  James  W. 
Lanenstein,  Minnie  V. 
Lange,  Maxine  Beal 
Lowell,  Florence  R. 

Mack,  Martha  S. 

Marchiori,  Elizabeth  McK. 
Mason,  Margaret  B. 

Mays,  Josephine  Berkeley 
Monroe,  Floyd  S. 
Motherwell.  James  Stewart 
McAninch,  J.  E. 
McCullough,  Jack 
McKensie,  Maud 
McMichael,  Earl  L. 

Nichols  Rachel 
Olson,  Elsie  Anne 
Palmer,  Irving  A. 

Parker,  Frances  E. 

Pease,  Martha  A. 

Pershing.  Howell  T. 

Philleo,  Estelle 
Rippon,  Mary 


Robinette,  Bernice  F. 

Rogers,  Hattie  M. 

Rogers,  Mildred 
Saunders,  Florence 
Schmitt,  Jakob 
Shaw,  Mary  L. 

Shreve,  Clara  G. 

Smith,  Estelle 
Soltese,  Michael  M. 
Starbuck,  Etta 
Steele,  Wilbur  F. 

Terrell,  Nota 
Todd,  John 
Ward,  Nellie  Higgins 
Whitaker,  Clara  Warner 
Willard,  James  F. 

Wright,  Mary 
Zingg,  O.  C. 

CONNECTICUT 

O’Connell,  Lelia 

DISTRICT  OF  COLUMBIA 

Baylor,  Adelaide  Steele 
Bowie,  Jane  McKee 
Carlton,  Mrs.  A.  J. 

Childs,  C.  W.  Jr. 

Clark,  Marion 
Coppage,  E.  A. 

Cramer,  Stephen  W. 

Flora,  I.  A. 

Gibbs,  M.  E. 

Glenn,  A.  H. 

Hand,  Ada  C. 

Isenberg,  M.  R. 

Johnson,  Haydon 
Kessler,  Eva  F. 

Lutz,  Paul  E. 

Lynch,  S.  P. 

Maltby,  R.  D. 

Monroe,  Mrs.  E.  B. 
McNamara,  R.  L. 

McLear,  Martha 
O’Neal,  I.  F. 

Patterson,  P.  L. 

Pumphrey,  W.  P. 

Richardson,  Anna  B. 

Roberts,  E.  H. 

Robertson,  W.  H. 

Sargent,  Anna  L. 

Schwartz,  C.  J. 

Shinn,  E.  F. 

Shumaker,  Ann 
Thomas,  J.  J. 

Toy,  M.  R. 

Weiner,  Martha  E. 

Wormley,  G.  Smith 

FLORIDA 

Abraham,  Pearl 
Beeler,  Lora  L. 

Buchcolz,  L.  W. 

Chilson,  Blanche 
Combest,  W.  L. 

Dowling,  Samuel  S. 

Harris,  Amy 
Hemming,  Grace 
Kelly,  J.  L. 

Knight,  Belle  Ragan 
Knight,  Clarence 
Knox,  Daisy 
Long.  Elizabeth 
Lvnch,  George  M. 

Miller,  E.  H. 

Moore,  Lorain 
O’Hara.  James 
Plank,  Christine  G. 
Rutherford.  R.  B. 

Sheppard,  C.  R.  M. 
Thompson,  L.  L. 

Watts,  Frank  E, 


880 


National  Education  Association 


GEORGIA 

Ballard,  Nathaniel  H. 
Cannon,  Hal  W. 

Ellison,  M.  Paul 
Fitzgerald,  Elizabeth 
Hale,  Charles  M. 

Lasseter,  Florence 
Marshall,  W.  M. 

McGee,  Mattie 
McMichael,  Merrill 
Purks,  William  A. 

Redding,  Irene 
Rhodes,  Alex 
Warner,  Lula 

TERRITORY  OF  HAWAII 

Crockett,  Mrs.  Ida  H. 

Harris,  Mrs.  Leonilde 
Kahale,  Edward 
Lane  ,  Ralph 
McNicoll,  Mrs.  Lilinoe 
Morishige,  Mrs.  Fusayo 
Serrao,  William 

IDAHO 


Hughes,  L.  C. 

Stewart,  Emily 
Teeters,  J.  C. 

Tweedy,  Ira 

ILLINOIS 

Adams,  Samuel  M. 
Armbruster,  Bertha  S. 
Barbre,  Alphea 
Bartlett,  Louise 
Bartlett,  Rhoda  Ann 
Belknap,  Sarah  J. 
Benson,  John 
Bloyer,  Mrs.  Wesley 
Bogan,  William  J. 
Boggs,  Elizabeth  McW. 
Bolsar,  Josephine  L. 
Bonnell,  James  E. 
Bowers,  Hattie 
Boyes,  W.  F. 

Boyle,  Anna  B. 
Bradford,  Ella 
Breasted,  James  H. 
Brown,  Frank  L. 

Brua,  Sophia 
Buchele,  Edith  E. 
Bunch,  Emma 
Busiek,  George  H. 
Cafky,  Helen  L. 

Cain,  H.  F. 

Campbell,  May  G. 
Cooper,  Deborah  J. 
Cooter,  S.  M. 

Corwell,  Ralph 
Crain,  Mary 
Crissey.  Mary  Alice 
Dean,  H.  A. 

Donovan,  Hanna 
Duisdieker,  Clara 
Eckerman,  C.  J.  E. 
Ellinger,  Earl 
English,  S.  P. 

Fallon,  Nellie 
Fells,  W.  T. 

Felts,  W.  F. 

Fenton,  Elizabeth  R. 
Fortin,  Y.  F. 

Fuller,  Emily  Lora 
Furr.  W.  A. 

Garrity,  Alice 
Gobert.  James  E. 

Grant,  Nora  Lilly 
Greeley.  Romanza  A. 
Green,  Alice 


Grover,  Olive  Lathrop 
Hanks,  Addie 
Haslam,  Mary  Olive  R. 
Hathaway,  A.  May 
Hetley,  James 
Hunter,  Minnie  E. 

Joiner,  Elizabeth 
Joiner,  Charles  E. 

Kehoe,  Maggie 
Kirk,  Samuel  J. 

Klontz,  Jacob  B. 

Koons,  G.  J. 

Kramer,  James  H. 

Lampe,  Margaret  H.  J. 

Levi,  Elpha  M. 

Lewis,  Elsie 
Lowe,  Francis  A. 

Lucas,  Mattie  L. 

Maulv  Hedwig  M. 

Martin,  Helen  Lois 
McClelland,  Chari  es 
McLindon,  Lauretta  M. 
McQueen,  Donald  A. 
Montgomery,  Laura 
Moore,  Jefferson 
Moore,  Ollie  M. 

Myers,  Laura  E. 

Nance,  D.  J. 

Oppenheimer,  A. 

Peel,  Ella  Rebban 
Ragland,  L.  W. 

Richardson,  Susan  R. 

Short,  Cathren  B. 

Shryock,  H.  W. 

Smith,  Flora 
Smith,  R.  V. 

Snyder,  Thomas  A. 

Sperry,  Maud 
Sumner,  Louise  M. 

Tate,  Hallie  M. 

Thomson,  Henrietta 
Turner,  Edwin  A. 

Vance,  Edith 
Vacey,  Frank  T. 

Ward,  Flora  A. 

West,  Salathiel 
White,  Laura  C. 

Wilderman.  Augusta  A. 
Wilson,  Susie  P. 

Womack,  John  Wesley 

INDIANA 

Ackerman,  Louise 
Alexander,  Eva  C. 

Almond,  Adelaide 
Alvey,  Sister  M.  Clotild 
Bailey,  Cleveland  A. 

Barker,  Vincent 
Barnes,  Marie 
Beck,  Josephine 
Behrens,  Anna  E. 

Bender,  Robert 
Bennett,  Eleanor  M. 

Bennett,  Florence  Harvey 
Bisber,  Maria 

Blossom,  Gertrude  L.  Hin- 
shaw 

Boardman.  Florence  E. 

Boss,  Laura 
Boucher,  C.  W. 

Bouke,  Mata 
Boulden,  Mortimer  D. 

Boyd,  Martha  P. 

Branain,  Arthur 
Broecker,  Lucille 
Brown,  Grace 
Brown,  Levi  V. 

Brucci,  August 
Burton.  James  W. 

Cain,  A.  E. 

Cain,  William 
Caine,  Daniel  W. 

Calvert,  Belle 


Campbell,  William  E. 
Carey,  Angeline 
Carle,  Lucy 
Carnine,  L.  E. 

Carter,  John 
Case,  Lula  J. 

Cauble,  Commodore 
Chamber,  Rachel 
Childress,  Leslie  A. 
Collins,  Henry 
Colville,  Hazel 
Condo,  Lucretia 
Costner,  William 
Courtney,  Catherine 
Cox,  Josephine 
Cox,  Ora 
Crawford,  Anna 
Crawley,  Grace  M. 
Creahan,  Kathryn 
Crevison,  Hazel 
Crider,  Noble  Warren 
Cushman,  Olive  Marie 
Cuzzort,  Ed.  J. 

Daly,  Mary 
Daniel,  Nellie 
Dark,  Rosa 
Deich,  Charles 
Dickinson,  William 
Dillon,  William 
Dixon,  Dudley 
Doddridge,  Mary  Leeson 
Donaldson,  John 
Donnan,  Emma 
Downey,  Nettie 
Edwards,  E.  E. 

Edwards,  Ivan 
Ekwall,  Alberta  R. 
Elenore,  A.  J. 

Ericksen,  Edythe  E. 
Fike,  Jacob 
Fisher,  Louisa  O. 
Foreman,  John  W. 

Fox,  Viola 
Frank,  Ada 
French,  Melissa 
Gardner,  Edward 
Gates,  Mrs.  Olentice 
Geary,  Ida 
Gerkin,  Eunice 
Gilbert,  Myrtle 
Gillaspie,  James 
Giltner,  Merrill 
Glockner,  Gertrude 
Goepper,  Emma 
Gourley,  Elizabeth 
Greist,  Robert  A. 
Grenard,  Charles  E. 
Griffith,  May 
Grill,  Mattie 
Grubbs,  William  E. 
Hahn,  Lulu  Josephine 
Hamilton,  Robert  R. 
Hartman,  Elisha  M. 
Hays,  Ernest  L. 
Hendricks,  Abraham 
Hendricks,  Hazel 
Herbst,  Clara 
Hockett,  Oliver 
Humphreys,  Bessie  May 
Irish,  Ruth  Rabold 
Irvin,  Vane 
Jacoby,  Gertrude  S. 
Johann,  Lydia 
Johnson,  J.  S. 

Jones,  Elsie 
Kasserman,  Bessie 
Keely,  Etta  M. 

Kennedy,  Margaret 
Kercheval,  Robert  C. 
Kirklin,  Sara 
LaDuke.  Helen 
Lambert.  Mary 
LeMaste'-s.  James 
Little,  Goldie 


Associational  Records  and  Information 


881 


Lloyd,  Clarence 
Lupton,  Anna  M. 

Lynch,  Dorothy 
McArtor,  Edgar 
McCormick,  Jean 
McDonald,  Caroline 
McDougal,  Stella 
McGrew,  Fannie  G. 

McKay,  Jennie 
McKeay,  Ellen 
McNabb,  William 
McNally,  Maggy 
Maish,  Dorothy 
Mark,  Maude 
Markle,  Bessie 
Marlow,  Cora 
Martin,  Wendell 
Meredith,  N.  Carolyn 
Merrill,  Rosalinda 
Meyer,  Hilda 
Miller,  Delilah 
Moore,  May 
Morgan,  Kate  Wise 
Neely,  Daniel 
Neville,  Ethel  Deal 
Nolan,  Margaret 
Norman,  William  H. 

Olson,  Sophia  B. 

Parkhill,  Martha  Bird 

Parkis,  Ruth 

Perkins,  Lola 

Peyton,  Elizabeth 

Phillips,  Ethel 

Phillips,  Florence  Mueller 

Phillips,  James  E. 

Plaskett,  S.  B. 

Plegge,  Anna 
Pollen,  Orville  R. 

Poston,  Elvessa 
Purfield,  Horace  Traiton 
Reel,  Kate 
Rielag,  Raymond  E. 

Rizer,  Eldridge  B. 

Robbins,  Effie 
Roberts,  Mattie  F. 

Robling,  Thelma 
Rockwood,  Frances  E. 
Roerk,  Henry  H. 

Roosa,  Grace  Miles 
Roush,  Charles 
Rubey,  Fred  P. 

Ruddell,  George  E. 

Rulag,  Raymond 
Saylor,  Carrie 
Scherer,  Peter 
Schluer,  B.  H. 

Schmidt,  Anna 
Schultz,  Magdalene 
Scudder,  Cimma 
Shealy,  Josephine 
Shields,  George  H. 

Shigley,  Sarah  Goldia 
Shirley,  Mary  C. 

Sholl,  Joseph 
Shrader,  Margaret  H. 

Sites,  Dorothy  Caroline  M. 
Smith,  Alpha 
Smity,  Dorothy 
Snider,  Gus 
Snow,  J.  F. 

Stalker,  Esther  K. 

Stalker,  Sara 
Starkey,  Ray  W. 

Starr,  Mrs.  Martha 
Stephenson,  Irma 
Stitt,  Sherman 
Street,  Hazel 
Stubblefield,  Katherine 
Sturm,  Helena 
Suter,  Edgar  Melvin 
Taylor,  Mary 
Thacher,  Kate 
Thatcher,  Gertrude 
Thomas,  Alsa  Jane 


Thomas,  Onita 
Thomas,  William  H. 
Thompson,  William 
Tomlin,  James  H. 
Tomson,  Lena 
Tomson,  Lorena 
Towell,  Kenneth 
Trent,  J.  C. 

Tucker,  Truly  Ray 
Uncaper,  Elsie  Marsh 
Vaughn,  Emma  P. 
Venderhoff,  Stella  E. 
Vickrey,  Elbert  A. 
Waits,  C.  J. 

Wagner,  Ernest 
Walker,  William  A. 
Wallace,  Ruth 
Watts,  Fannie 
Wells,  Eleanor  T. 
Whaley,  Alvin  Thomas 
Whaley,  Velva  B. 
Whitehouse,  N.  S. 
Wilhite,  Hubert 
Williams,  Arlam 
Winesburg,  Martha  A. 
Winstroth,  Ella  Sophia 
Winter,  Mary 
Wiseman,  George  H, 
Worthman,  M.  F. 

IOWA 

Alford,  Harold  W. 
Bemis,  Hazel 
Benorden,  Mrs.  William 
Berg,  Edith 
Bogen,  Mrs.  Leonard 
Brandt,  Lettie 
Brown.  Winnina 
Cain,  Margaret 
Collins,  J.  H. 

Cresap,  W.  A. 

Dunmire,  Maurice  V. 
Dutton,  J.  H. 

Fillmore,  H.  F. 
Fitzpatrick,  H.  F. 
Garden,  Mary 
Greenhow,  Mary  Louise 
Hart,  I.  H. 

Harvey,  Harold  W. 
Holmburg,  Jennie  C. 
Horlacher,  Elizabeth 
Huffman,  Josie 
Irish,  Thomas  M. 

Kelly,  Harvey  M. 

Kiefer,  Nellie  Marie 
Kull,  Carrie 
Lamson,  Herbert  G. 
Lange,  Stella 
Lukens.  L.  Ella 
Lynn,  E.  C. 

McClure,  Mrs.  E.  B. 
Manifold.  W.  H. 

Martin,  Lyman  Q. 
Matthews,  Mae 
Miller,  Georgia  L. 

Mills,  Sadie  Ruth 
Morgan,  M.  F. 

Neese,  Levi 
Nelson,  Agnes  L. 
Newton,  George  W. 
Norton,  George  W. 
O^Brien,  Lillian 
Pasek,  Tames  C. 
Peitzman.  H.  F. 

Phillips,  David  P. 
Sawyer,  George 
Shank,  Sophronia  W. 
Stillian,  Mrs.  E.  V. 
Stuck,  Genevra 
Tapper,  John  G. 
Theleman,  Frances 
Tiedemann,  Kitty 
Toll,  Harriet  B. 


Van  Benthuysen,  S.  S. 
Warren,  Nellie  G. 
Webb,  Frances  Jane 
Weidert,  Helen 
Weisensee,  Mrs.  J.  P. 
Welch,  Frances  J. 
Willard,  Della 
Williamson,  Florence 
Wishman,  Mrs.  Charles 
Whittaker,  M.  L. 
Young,  Charles  H. 
Young,  Dorothy 

KANSAS 

Beach,  Frank  A. 
Vaughn,  Armon  P. 

KENTUCKY 

Baird,  Nell  Fink 
Ballinger,  Bessie  K. 
Bartley,  Mrs.  Vertie 
Bass,  Emily  F. 

Beadles,  Mrs.  Walter 
Billiter,  J.  M. 

Bromme,  Dorothy 
Caylor,  Robert 
Chapin,  Ernest  P. 
Chaudion,  Mayme  Nell 
Commons,  Lydia  B. 
Croft,  Fred 
Crook,  W.  H. 

Dade,  Anna  K. 

Goodwin,  M.  J. 
Hancock,  S.  E. 

Johnson,  James 
Jones,  Lula  Ann 
Lay,  J.  C. 

Mason,  William 
Matthews,  Mildred 
May,  Samuel 
Moore,  Herbert 
Me  Ewan,  Mary  L. 

Oots,  Mildred 
Proctor,  Georgia 
Rice,  Sadie 
Richey,  Nell  Hall 
Sargent,  Lucy  Belle 
Shouse,  Lucille 
Snoddy,  E.  E. 

Spears,  Rutherford  B. 
Stipe,  Harold  J. 
Thacker,  Chalma 
Thompson,  Abbie  Lou 
Thompson,  Hallie 
Wallace,  Mary  Esther 
Warren,  Carrie  B. 
Worthan,  J.  D. 

LOUISIANA 

Archer,  Annie 
Barr,  Wilda 
Carnahan,  Velma 
Cooper,  Hazel  Rae 
Crowley,  Timothy  F. 
Dawson,  Nettie 
Dinwiddie,  A.  B. 
Edwards,  Mrs.  W.  S. 
Faulk,  Minnie 
Garig,  Louise 
Graham,  Helen 
Greneaux,  Leon 
Hall,  Alfred 
Harbour,  Mollie 
Huber,  Ursula 
Lee,  F.  J. 

Morgan,  Pearl  L. 
Norton,  Lydia 
Pounders,  Marie 
Reich,  Ada 
Sandoz,  Sylvia 
Seaman,  J.  H. 


882 


National  Education  Association 


Smith,  Andrew  V. 
Tassin,  Yolande 
Wagner,  Charles  A. 
Williamson,  George 

MAINE 

Adams,  Gladys 
Bragg,  Irving  O. 

Capen,  Elsie  Heath 
Clancey,  Alice  L. 
Coleman,  Elizabeth  L. 
Field,  Sara  L. 

Hathaway,  Madeline  C. 
Lord,  Elvira  J. 

Perry,  Alice 
Philbrook,  Edward  E, 
Silsby,  Fanny  Sands, 
Simmons,  Paulinah 

MARYLAND 

Adams,  Charles  E. 
Bennett,  Emma 
Bromley,  Luther  F. 
Burdick.  William  H. 
Chism,  Margaret  E. 
Crotty,  Anna  Betti  B. 
Dare,  Virginia  C. 
Eversfield,  Eugenia 
Fleetwood,  Nola  P. 
Gross,  Howard  M. 
Hearn,  Frances  Fay 
Heimiller,  L.  Ruth 
Holloway,  William  J. 
Jaffe,  Harry 
Johnson,  Edna  E. 

Lace,  Robert  D. 

Langley,  Blanche 
Mathews,  Laura 
Mitchell,  Emma 
O’Rouke,  Nellie 
Reddish,  Georgia  M. 
Shotta,  Anna  E. 
Summers,  Janice 
Ward,  Albert  Norman 
Williams,  Susan  F. 

MASSACHUSETTS 

Cooney,  Philip  J. 
Comery,  Sanford  B. 
Fickett,  M.  Grace 
Galvin,  Frederick  A. 
Ireland,  Ralph  P. 

Mead,  Fred  S. 

Plant,  Mrs.  Natalie  B. 
Power,  William  D. 
Wallace,  Joseph  A. 

MICHIGAN 

Alward,  Ella  H. 
Anderson,  Katherine  J. 
Andrews,  John  R. 
Anspach.  Rose 
A.rbury,  F.  W. 

Bateman.  Grace  N. 
Beadle,  Mary  D. 
Beekner,  Amos  W. 

Blair.  Lvdia 
Block.  William  H. 
Bolyard,  Mrs.  Jason 
Bradshaw.  Elma 
Brann,  Ethel 
Breiter.bach.  Helene  H. 
Brothwell.  Helen 
Bryan,  Charles  H. 
Buchan.  Ida  A. 

Burns,  Charles  G. 
Burton,  Fannie  C. 

Busse,  Elizabeth  R. 
Cain,  Clarence 
Campbell.  Christine 


Carlisle,  Charles 
Chilvers,  Thomas  H. 
Clark,  Ruth  D. 
Cogswell,  Estella 
Comstock,  Nettie 
Conrad,  Stella 
Cook,  Harriet 
Cottrell,  Elsie  K. 
Cowgill,  Paul  A. 

Dawes,  Ella  G. 

DeWitt,  Katherine  S. 
Diamond,  Mary  M. 

Dow,  Grace  C. 

Duprow,  Bernadine  C. 
Eagleson,  Stuart 
Edger,  Ernest 
Ellingsen,  Mildred  C. 
Evans,  Evelyn 
Field,  Cyrus  W. 

Fitch,  Amory  Eleanor 
Fortune,  Augusta  C. 
Fox,  Sarah 
Freeman,  Mary  C. 
Fuller,  Jason  B. 
Gardner,  Charles  F. 
Graham,  Wilda  Wade 
Grant,  Elmer  D. 

Grover,  Marie 
Gulliford,  Bessie  M. 
Hahn,  Anita  C. 

Hare,  Elizabeth 
Harrington,  Ella 
Harris,  Annie  Smith 
Haskell,  Irene  Ellis 
Hatch,  Charlotte 
Herron,  Wendell  M. 
Hetley,  James  H. 

Hodge,  M.  Alfreda 
Hollinger,  Maude 
Holmes,  Clarence  E. 
Huneker,  Emma  G. 
Jewett,  Carrie  Belle 
Johnson,  Annie 
Johnson,  Mrs.  Gus 
Johnston,  Ruth  Young 
Johnston,  Lois  Allan 
Kean,  Ralph 
Kennedy.  Mrs.  Franc 
Kerns,  Mattie 
Kieft,  Anna  Frances 
Kirby,  Rose 
Kitching,  Winnifred 
Ladd,  Lucille  D. 

Lamb,  Mrs.  William  H. 
Lane,  Rachel 
Lillie,  Madge 
Logan,  Jean  V/. 

Long,  Mary 
Long,  William 
Looney,  Agnes 
Lott,  Henry  C. 

Luther,  Dorothy 
McCool.  Addie 
McCurdy,  Cora 
McGowan.  Alice  E. 
McNitt,  Mrs.  H.  Clay 
Mabley,  Margaret  D. 
Marcuse,  Sylvia  W. 
Marvin,  Ella 
Maynard,  Anna 
Milligan,  Ella 
Mitcoff,  Ruth  K. 

Moody,  Iva  Upton 
Moore,  Mary 
Morrison,  David 
Mueller.  Ida  C. 

Myers,  Mrs.  C.  A. 
Nelson,  Albert  H. 
Nelson,  Aria 
Newington.  Hannah 
Nikko,  Lydia 
Nygard.  Mrs.  Alfred 
Pahl,  Mildred  Irene 


Parker,  Edythe  Ward 
Parmalee,  Olive 
Payne,  Frances  R. 
Pearce,  Abigail 
Pommerenk,  Marie 
Pope,  Anna 
Powers,  Marjorie 
Price,  Charles  Wayne 
Rauch,  Mark  Bruner 
Reynolds,  Jennie  I. 
Rider,  Iva  Lois 
Roberts,  Wellington 
Root,  Marie 
Schafer,  John  G. 
Schuyler,  Paul  M. 
Scranton,  Jennie 
Shaw,  E.  Mabel 
Spencer,  Claribel 
Spofford,  Ellatheda 
Stark,  Evelina  M. 

Steen,  Mrs.  Ernest  R. 
Straight.  Eugene 
Streng,  Frances  J. 

Styles,  Lema  Smith 
Suffinski,  Stella 
Vance,  Albert  J. 
Vanderhorst,  Mrs.  Alfred 
VanEvery,  Marion  M. 
Van  Giesen,  Mary 
Van  Looy,  Evelyn  L. 
Waite,  Grace  M. 
Wakeley,  Catherine 
Wendell,  Laura  E. 
Whedon,  Sarah 
Wheeler,  William  H. 
Wiegman,  Edna  Joanna 
Woldt,  Mae  Kroenig 
Wright,  Bernice 
Yackels,  Mrs.  Chester  A. 
Zeigler,  LeyMar  M. 

Zoll,  Mary 

MINNESOTA 

Ahrens,  Vera 
Anderson,  Margaret 
Anderson,  Margaret  E. 
Arndt,  Anna  C. 

Austin,  Mae 
Bank,  Orplja  Hulbert 
Borgesen,  Alberta  P. 
Brown,  George  E. 

Bryan,  Lillian 
Buell,  Carolyn  T. 

Burns,  Jennie 
Byholt,  Stella  H. 

Dever,  Anna 
Dreves,  Louise 
Evans,  Margaret 
Everson,  Cleo 
Fanning,  Mary 
Fish,  Florence 
Hamilton,  Elizabeth 
Haugh,  David  B. 
Helming,  Oscar 
Hern,  Ethel  T. 

Jones,  Addie 
Jordan.  Charles  M. 

Judd,  Edward  Starr 
Keyes,  Olive 
Kingsley.  Myra  E. 

Lucas,  Mary  B. 

Maxson,  Frances  E. 
Mullane,  Hortense 
McGuire,  Margaret 
Nelson,  Anna  S. 

Nessel,  Martha  E. 

Olson,  Carrie 
Peterson,  Agnes  B. 
Riedell,  Adaline 
Ryan,  Mildred  Smith 
Santo.  Julius  H. 


Associatjonal  Records  and  Information 


883 


Seefeldt,  Doris  C. 
Smith,  Irma  P. 

Snyder,  Alzina 
Speckman,  Bertha 
Sweeney,  E.  J. 
Williams,  Fay  N. 
Young,  Margaret 

MISSISSIPPI 

Baker,  Laura 
Berry,  P.  W. 

Ford,  Joe 
Jacobs,  R.  D. 

James,  J.  W. 

Mansfield,  Agnes 
McKee,  Betty 
Myers,  Adolyn  Vernon 
Onsby,  George 
Shelton,  D.  R. 

Stinson,  Emma  B. 
Stonestreet,  L.  F. 
Storment,  Susie 
Sullivan,  K.  O. 
Teunisson,  Mrs.  J.  H. 
Tucker,  R.  H. 

Walley,  C.  W. 

Wright,  D.  M. 

MISSOURI 

Douglas,  Mabel 
Douglas,  Stephen 
Evans,  William  P. 
Ittner,  William  B. 

MONTANA 

Blakeslee,  Mrs.  George 
Carpenter,  Jennie  L. 
Christensen,  Clara  C. 
Clapp,  C.  H. 

Cobb,  Luella 
Cowery,  Virginia  P. 
D’Arcy,  Alice 
Foot,  Cora  Bateman 
Frederick.  Annie  Ray 
Frisbee,  Frances 
Gannon,  Mary  E. 
Garver,  Raymond  J. 
Glisson,  C.  O. 
Huddleston,  Agnes 
Jackson,  Nellie 
Johnson,  Clifford  H. 
Leipheimer,  Marie  M. 
Lenning,  J.  W. 
Liscomb,  Bessie  O. 
Lougee,  Willis  E. 
Lovell,  Florence 
Lowney,  Anastasia 
MacDonald,  Mary  L. 
Mashin,  John 
Nelson.  Belle  B. 
Plymale,  Wilda 
Provo,  Mary  M. 
Remington,  S.  K. 

Rice,  H.  O. 

Roberts.  Edna 
Ronan,  Margaret 
Scudder,  Mrs.  Ralph 
Service.  Della  Lowry 
Soper,  William  L. 
Streibich,  Annie  G. 
Tarbett,  Mrs.  Marion 
Vance,  Margaret 
Venus,  Helen  M. 
Wilson,  Matthew  R. 

NEBRASKA 

Abart,  Ardie 
Allen,  Elizabeth 


Avery,  Samuel 
Bauer,  Mary  M. 

Burnett,  Lida  S. 
Carmelita,  Mary 
Castle,  Vernon 
Chapin,  Marguerite 
Colburn,  Mrs.  T.  A. 
Conn,  U.  S. 

Danihy,  John 
Elson,  S.  R. 

Ethell,  David  S. 

Fisher,  A.  E. 

Giffen,  W.  C. 

Haight,  Clarence  A. 
Haywood,  Lucy  M. 
Hecker,  Juliet 
Hoffman..  Clarence 
Huse,  Olive 
Hutchinson,  Mayme 
Irwin,  Anna 
Jansen,  Marada 
Johnson,  Annis  Marie 
Johnson,  Henry  T. 
Kates,  Mrs.  E.  J. 

Kelly,  Lilly 
Kreuger,  John  F. 
Lambert,  Suzie  C. 
Landgraf,  Ernest  W. 
Lantz,  Dora  M. 

Lewis,  Eber  Brock 
Lewis,  Edward  R. 
Mercer,  A.  J. 

Mercer,  Rachel  A. 
Milroy,  Anna  M. 

Moffitt,  Mrs.  A.  W. 
Moore,  Josephine 
Mulfinger,  George  A. 
McBrien,  Jasper  M. 
Norman,  Mrs.  Fred 
Osterhout,  A.  W. 

Parker,  Emma  P. 
Pulsifer,  Lillian 
Peterson,  A.  O. 

Reid,  Mary 
Rice,  E.  J.  A. 

Rose,  C.  D. 

Russell,  Harry  N. 

Sager,  Jerome 
Sans,  Beulah 
Schell,  W.  E. 
Schreckengast,  Isaac  B. 
Schumacher,  Margaret 
Sealock,  W.  E. 

Searson,  Ethel 
Seeley,  Helen 
Shook,  Elizabeth 
Stimbert,  Elsa  Marie 
Stoltenberg,  Erma 
Tangerman,  Alice 
Timm,  Olive 
Tremaine,  Mary 
Waterman,  Mrs.  W.  W. 
Watson,  Robert  H. 
Weller,  J.  P. 

Wilds,  Mrs.  Fred 
Wille,  Amelia 
White,  Virginia 
Young,  Linnea 

NEVADA 

Billinghurst,  B.  D. 
Bryant,  Alice 
Mineer,  F.  Edgar 
Rieve,  Anna  J. 

NEW  HAMPSHIRE 

Abbott,  Stanley  H. 
Cilley,  Harry  D. 

Curtis,  Carrie 
Dudley,  Fred  W. 


Eaton,  Catherine  F. 
Falvey,  Henrietta 
Farrington,  Susie 
Fletcher,  Robert 
Foss,  Aletta  J. 

Glancy,  Margarita 
Melifant,  Mary  E. 
Melifant,  Julia  Martha 
O’Dowd,  Mary  H. 
Rundlett,  Louis  J. 
Towle,  George  H. 
Willand,  Alta 

NEW  JERSEY 

Acker,  Marie 
Anderson,  William  C. 
Armstrong,  William  C. 
Baker,  Beebe 
Baker,  Ruth  M. 
Baldwin,  William 
Bate,  George  C. 
Bateman,  Lillie 
Beebe,  Grace 
Bensinger,  Emily 
Bimler,  Joseph  F. 
Blakeslee,  Charles  F. 
Blue,  Vera 
Bodin,  Francis  C. 
Bosquet,  Margaret  S. 
Boyd,  Irving  G. 

Boyer,  Charles  B. 
Brelle,  Olga 
Brody,  Julia 
Brahm,  Marie 
Brown,  Eleanor 
Brumbaugh,  C.  A. 
Bullock,  Russell  E. 
Burke,  Minnie  V. 
Bumiller,  Veronica  C. 
Burke,  William  J. 
Bvrne,  Helen  M. 
Caiman,  Gustave 
Carlin,  Theresa  L. 
Carrick,  Florence  M. 
Carty,  Flora 
Cooley,  Kathryn  M. 
Corbin,  Wade  B. 
Coulter,  Jane  E. 

Cusick,  John  M. 
Donovan,  Martha 
Doremus,  Emma  S. 
Edgar,  William  D. 
Egan,  Eileen 
Elias,  Amelia 
Engel,  Flora  Bauer 
Filiatreault,  Le  Claire 
Fisher,  Oscar  A. 

Frame,  Jean  W. 
Freeland,  Emilie 
Flynn,  Eileen  M. 
Galluba,  Mildred  A. 
Gaul,  Catherine  A. 
Giehl,  Jennie  A. 
Groome,  Myrtle  E. 
Gunnion,  Florence  R. 
Hamlin,  Eden  C. 

Hart,  Roy  H. 

Hawkins,  Gwendolyn 
Heery,  Mary 
Hess,  Josephine 
Hill,  Annie  B. 

Hoag,  Winifred 
Hockenbery,  Alberta  M. 
Huston,  Jennie 
Jackson,  Anna  E. 
Johnson,  Melvin 
Johnson,  Ruth  Grant 
Johnson,  Virginia  ' 
Jones,  Antoinette 
Kehoe,  John 
Koehler,  Harry  R. 


884 


National  Education  Association 


Kelly,  Margaret 
Konopka,  Helen 
Kuntz,  Henry  J. 

Lawton,  Ann  F. 

Leine,  Martha  A. 
Lembeck,  Lillian  R. 
Lewis,  Mabel  A. 
Lienhardt,  Mary 
Lightcap,  Bloomie  E. 
Lowenstein,  Joseph 
Major,  Clara  Lane 
Martin,  Ralph  E. 

Mets,  William  F. 

Moller,  E.  Fred 
Morais,  Emma  M. 
Mueller.  Elizabeth  S. 
Mulford,  Sarah 
Murphy,  Virginia 
Murray,  Hallie  M. 
McCarthy,  Robert  F. 
McConnell,  Florence  B. 
McClosky,  David  B. 
McFadden,  Clara 
McHenry.  Frank  B. 
McLaughlin,  Nora  F. 
Nafe,  Julia  M. 

Norcross,  Susan  M. 
Oaks,  Alexander  M. 
Parsell,  Harriet 
Phelps,  Sara  M. 

Picken,  Janet 
Pierpont,  L.  May 
Portin,  Margaret 
Potts,  Fennelle 
Powell,  E.  Louisa 
Pyle,  Estelle 
Quinlan,  May  L. 

Raube,  R.  Louise 
Reaser,  Sarah  Madden 
Rice,  Mary 
Riordan,  Helen  L. 
Rogers,  Lydia 
Rowe,  Mabel 
Russo,  Lucy 
Ruttenberg,  Freda  L. 
Sears,  Harriet  R. 
Shoemaker,  Evelyn 
Shull,  Samuel  E. 

Shultz,  Myrtle 
Sitler,  A.  Grace 
Staats,  E.  Mav 
Stage,  Lulu  C. 

Stanton,  Nina 
Stephens,  Mabel  Y. 
Stults,  Jennie 
Sullivan,  Arthur 
Tewksbury,  Lucia 
Thomas,  Maud  S. 
Thornhill,  Mary  E. 
Traum,  Fannie  B. 

Trick,  J.  Francis 
Trimnell,  Robert 
Tyler,  Genevieve 
Underwood,  Alfred 
Wamsher,  A.  Myrtle 
Warren,  Viola  M. 
Weaton,  Stephen  A. 
Witmer,  Mary  Eleta 
Whiting,  Florence 

NEW  MEXICO 

Brooks,  Avis 
Butts,  Theresa  I. 

Euloc,  Lillian 
Gladson,  Roy  T. 

Miller,  Ethel 
Montoyo,  Atanacio 

NEW  YORK 

Ablett.  Helen 
Aley,  Robert  J. 


Auld,  Jessie 
Barrett,  Ellen 
Barry,  Thomas 
Benson,  Rebecca 
Book,  Arthur  E. 
Borner,  George 
Broderick,  Philomene 
Brown,  Winnina 
Bugbee,  Percy  I. 
Burger,  Bertrand 
Baxter,  George 
Campbell,  Eva 
Cassidy,  Mary  K. 
Chandon,  Valentine 
Colledge,  Edith  E. 
Cooke,  George 
Copeland,  Grace 
Corbin,  Adelene 
Cullen,  Michael 
Darms,  Anna  R. 

E.  Davis,  Mary  R. 
Desmond,  A_nna 
Devlin,  Katherine 
Doris,  Charles 
Downing,  August  S. 
Eagen,  Geraldine 
Eaton,  Joseph  J. 
Fabb,  Virginia 
Fitzgerald,  Mary 
Follett,  Regina  E. 
Frawley,  Helen 
Gallup,  Elizabeth  C. 
Glasby,  Edward  W. 
Gluck,  Bessie 
Gordon,  Ann 
Graham,  Gertrude 
Gregory,  Harmon  L. 
Halliday,  Clark  W. 
Hallock,  Evelyn 
Hannigan,  Lillian  R. 
Haniphy,  Joseph  A. 
Hardie,  George 
Hayden,  Elizabeth 
Hays,  Jewel  Johnson 
Hazelette^  Isabel 
Higgins,  Eliza  A. 
Higgins,  Lillian 
Hill,  George  U. 

Hoag,  Lelia  R. 
Hogan,  Mary  C. 
Holly,  Harold 
Hoffman,  Alfred 
Houck,  Edward 
Hoss,  Amelia 
Huck,  Marjorie 
Keane,  Katherine 
Kersey,  John  J. 
Kirley,  Bertha 
Kelhi,  Ann 
Kloster,  Mary  M. 
Kraft,  Gertrude 
Kron,  Ida 
Jordan,  Anna 
Johnson,  Ruth 
Jones,  Ruth 
Lasko,  Grace 
Lear,  Mildred 
Leddy,  Alice  G. 
Lefkowitz,  Joseph 
Leonard,  Richard 
Lester,  Fred 
Ludwig,  Mary 
Lynch,  Loretta 
Mapou,  Celia  B. 
Meland,  Edna 
Mendel,  Martin 
McBain,  Howard  Lee 
Oates,  Katherine 
O’Connor,  Katherine 
O’Flaherty,  William 
O’Grady,  Winifred 
McCormick,  Viola 


Peyser,  Nathan 
Place,  Sarah  U. 

Price,  William  R. 

Smith,  Grace 
Senn,  Ella 
Smith,  Louise 
Swan,  Giles  J. 

Villiaume,  Emma  L. 
Yanowitz,  Jessie 
Yerkes,  Frances 
Whitley,  Ermina 

NORTH  CAROLINA 

Able,  Lucy  B. 

Artan,  Henry 
Boyles,  Irene 
Chestnutt,  Lilie 
Dale,  Julia 
Edwards,  Lee  H. 
Edwards,  Ward  Bowles 
Fetner,  Pansy 
Keats,  Robert 
Kenny,  Margaret  M. 
Matthews,  Mary  P. 
McGee,  Annie 
Norton,  A.  M. 

Poole,  Eliza 
Richmond,  T.  W. 
Roberts,  Marie  T. 
Sawyer,  H.  C. 

Shaffer,  Meta 
Spilman,  J.  B. 

Stewart,  D.  K. 

Tinnin,  Mary  I. 

Triplett,  Wilhelmina 
Walker,  Nathan  W. 
Yount,  D.  L. 

NORTH  DAKOTA 

Bigler,  Lottie  B. 

Davis,  Mattie  M. 

OHIO 

Aiken,  Walter  H. 
Andrew,  M.  F. 

Babb,  Edwin  Forrest 
Barker,  Ida  Mae 
Boger,  Anna  B. 

Bowman,  J.  B. 

Bunger,  Charles  S. 
Burress,  Mabel 
Calhoun,  Marguerite  E. 
Carroll,  Ethel  Crute 
Chaffer,  Charles  M. 
Chapman,  Cora 
Christman,  Julia 
Clark,  Leander  A. 

Close,  Marshall  E.  D. 
Coffin,  Helen  J. 

Collins,  Catherine 
Copeland,  Fred 
Crellin,  Kathryn  L. 
Dress,  Walter 
Ernst,  Lynn  B. 

Everett,  C.  D. 

Fairley,  R.  B. 

Fickle,  Benjamin  F. 
Fissel,  Inez  Lora 
Frey,  Rose  Marion 
Gale,  Mary  C. 

Garst,  Clifford  E. 

Gifford,  Florence  J. 

Gray,  Arthur 
Hall,  Stanley 
Haveman,  Edwin 
Helter,  Henry  H. 
Howdyshell,  Henson  H. 
Jenkins,  Bertram  W. 
Johnson,  Laura  E. 

Joyse,  Darrell 


Associational  Records  and  Information 


885 


Kieth,  Elizabeth  V. 
Lee,  Norma 
Marquardt,  William  H. 
Mast,  Emma  E. 
Mehollin,  Clara 
McBurney,  Bessie 
McConagha,  D.  C. 
Newman,  Alex  B. 
Orahood,  Frank  L. 
Rader,  Irma  Louise 
Rees,  Marvetta  Ruth 
Remley,  William  H. 
Reynolds,  F.  M. 

Reidel,  Louis  R. 

Rothe,  Ella  A. 

Runyan,  O.  L. 

Sargent,  Lucy  Bell 
Shepard,  Walter  J. 
Shields,  Harriet 
Slocumb,  Dorothy 
Stafford,  Frank  K. 
Swartzell,  Ida  M. 
Tissel,  Inez 
Vaughn,  R.  P. 

Weiss,  B.  F. 

Wild,  Clement  L. 
Willis,  Ruth 
Wheeler,  Grant 
Woodruff,  Elmyra 
Woolpert,  C.  Maude 

OKLAHOMA 

Anderson,  Ora 
Bodine,  Mary  E. 
Clayton,  John  T. 

Dill,  Franklin  G. 
Downey,  William 
Frye,  Dora  Cox 
Ghormley,  W.  H, 
Godbey,  Joe  J. 

Haynes,  Russell 
Holmberg,  Frederick 
Hudiberg,  Joe 
Keffer,  Howard  H. 
Kennon,  William  D. 
Martin,  J.  H. 

Page,  Inman  E. 

Peak,  C.  N. 

Phelan,  W.  W. 
Robbins,  Madeline 
Shelton,  Georgia 
Schreck,  Charles  F. 
Sutton,  Cora  Mae 

OREGON 

Breary,  Robena  S. 

Buel,  Lillie 
Case,  Josephine 
Crowe,  Verona  M. 
Cloran,  Timothy 
Downs,  Samuel  U. 
Dugan,  Anna 
Endicott,  Charles  H. 
Halferty,  Annie 
Heckman,  Frank 
Holloway,  C.  R. 

King,  Lotella 
Lemon,  Mary  E. 
McIntosh,  Alice 
Moore,  Elizabeth 
Moore,  E.  T. 

Norton,  Liilian  P. 
Oxford,  Klein 
Sandstrom,  Helen 
Schmitt,  Katherine 
Schmitz,  Nina 
Thayer,  Viola 

PENNSYLVANIA 

Aberle,  Bertha 
Aldinger,  Mildred 


Anderson,  Edith 
Armstrong,  Elizabeth  E. 
Baldinger,  Cora  L. 
Barry,  Sara  J. 

Benchoff,  Loudon  F. 
Boal,  N.  Marjorie 
Bragdon,  Carrie 
Brosius,  Guy  C. 

Brown,  Albert  G. 

Budde,  Wesley  E. 
Burchival,  Mary  C. 
Burleigh,  Joseph 
Carl,  Levi 
Carroll,  Minnie  A. 
Cassel,  Carl  L. 
Chambers,  George  G. 
Christian,  Flora  G. 
Clarke,  Hazel  Pride 
Cleaver,  Amanda 
Coffman,  Ideall 
Collins,  Marvin  L. 
Conrad,  Eva  A. 

Coughlin,  Nan  S. 
Cromwell,  A.  D. 
Dehaven,  John  J. 
Detweiler,  C.  E. 

Diehl,  Harvey  J. 

Emery,  Nat  M. 

Faloon,  Catherine 
Fisher,  J.  M. 

Fisher,  Kathryn 
Foley,  Margaret 
Fredholm,  Mrs.  C.  L. 
Gilmore,  George  W. 
Graper,  Marie  C. 

Grover,  Orel  S. 

Groth,  Herman 
Hager,  Robert  E. 

Hall,  Herman  E. 
Hamilton,  W.  J. 

Harding,  Curtis  M. 

Hays,  S.  Clyde 
Hehir,  Martin  A. 

Helm,  Viola 
Henderson,  Lida 
Henneberger,  R.  B. 

Herb,  James 
Hess,  Madeleine  B. 

Hill.  Abigail  E. 

Hoffman,  Mary  Louise 
Hood,  John  D. 

Hughes,  Marion  Lee 
Hughes,  Thomas  A. 
Jenkins,  Ray 
Jones,  Anna  M. 

Kennedy,  W.  F. 

Klinger,  Henry  C. 
Knight,  G.  A. 

Kurtz,  A.  R. 

Lawhead,  Alice 
Linn,  Carl  H. 

Lippincott,  Alice  V. 
Loftus,  Tessie  A. 
McClenahan,  Howard 
McCrea,  Lona  B. 
McCutcheon,  Matilda 
McGlynn,  Edward  F. 
McHale,  Mary  Jane 
Markel,  Marie 
Marvin,  Edward  E. 
Maybury,  Ida 
Milholland,  Edith  P. 
Miller,  George 
Minteer,  Margaret 
Missimer,  Henry  Clay 
Moedinger,  Agnes  E. 
Morrison,  Lydia  A. 
Muirhead,  Pearl  D. 
Mundorff,  Henrietta  L. 
Murdock,  Grant  B. 
Murphy,  J.  Prentice 
O’Connor,  J.  V. 
O’Connor,  Sara 


Ogden,  Nelson  C. 

Owen,  F.  A. 

Parkinson,  Harry  G. 
Priddy,  Allan  Leach 
Radcliffe,  Ralph  R. 
Reisfar,  Charles,  Jr. 
Ridgley,  Margaret 
Riggs,  Margaret  S. 
Rowe,  Bertha  Martin 
Rutherford,  Edith  M. 
Sager,  Bertha  M. 

Sands,  L.  Florence 
Sarig,  Wilson  B. 

Savage,  Matt 
Seabright,  Jennie  O. 
Sheppard,  Margaret 
Shimer,  Leeta 
Shulenberger,  A.  Lee 
Slinger,  Thomas 
Smith,  L.  E. 

Smith,  Martha  I. 

Snoke,  John  W. 

Speece,  May  W. 

Sphar,  Lucy  S. 

Sprague,  Levi  L. 

Squibb,  Finley  W. 
Starkey,  Foster  H. 
Stayer,  Lloyd  B. 
Strausser,  Flossie  I. 
Thomas,  M.  Carey 
Tomer,  Carrie 
Troxell,  Mqdeleine  O. 
Utz,  Samuel  S. 

Walter,  Genifrede 
Whoriey,  Ida  B. 
Wildman,  Kathryn 
Wilson,  Nellie  G. 
Witherow,  Alice 
Wolfe,  E.  E. 

Yeager,  Margaret  T. 

RHODE  ISLAND 

Carroll,  Charles 
Carroll,  M.  Davitt 
Fenner,  John  K. 

SOUTH  CAROLINA 

Ackerman,  C.  O. 

Austin,  Blanche 
Bowers,  Ida 
Cromer,  George 
Culp,  Bonnie 
Doyle,  Elizabeth 
Edmunds,  Samuel  H. 
Evans,  Emma  C. 

Farrell,  Jewell  I. 
Gooding,  Hattie 
Grant,  Ella 
Gready,  G.  L. 

Grimke,  Anna 
LaCoste,  Sadie 
Latham.  Mrs.  O.  I. 

Lott,  Mrs.  J.  A.,  Jr. 
Martin,  Marie 
Royall,  R.  V. 

Smith,  Mrs.  James 
Smith,  Mrs.  J.  W. 
Stewart,  Lena 
Tiedemann,  J.  A. 
Walkup,  Cooper  C. 
Watkins,  Ellen  S. 

SOUTH  DAKOTA 

Bigler,  Lottie  G. 

Bowles,  Charles  S. 

Buck,  Mildred  E. 

Clark,  S.  K. 

Eberling,  Charlotte 
Eddy,  Anna  M. 

Forde,  Lillian  B. 


886 


National  Education  Association 


Frederickson,  Peter 
Hill,  Homer  A. 

Jones,  J.,  Jr. 

Keffer,  C.  A. 

Keller,  J.  D. 

Larson,  Laura  Ann 
Liklater,  Jessie 
Luschei,  Eric  G. 
Mathews,  H.  B. 

Miller,  I.  L. 

O’Connor,  Margaret  L. 
Parish,  Ellwood  C. 
Pettigrew,  Hattie 
Rice,  H.  O. 

Smith,  Ellison  G. 
Sullivan,  Hubert  A. 
Tiffany,  Burton  E. 

Van  Camp,  Kate 

TENNESSEE  , 

Alden,  C.  F. 

Beaty,  W.  A. 
Beddingfield,  Alice 
Cloyd,  Alice  W. 

Crim,  Marion  E. 
Culling,  Margaret 
Davis,  Kary  C. 

Dortch,  Della 
Duke,  Ivie 
Essex,  Hilary 
Farley,  Elizabeth 
Fulcher-,  Ida  M. 

Gaines,  Lula 
Grice,  Mrs.  George 
Harp,  G.  W. 

Henry,  Charles  W. 
Hunt,  Minn  Elois 
Johns,  D.  J. 

Jones,  R.  L. 
McClanahan,  Norma 
McClanahan,  Rose 
McDonald,  L.  H. 
McMahan,  William 
Matthews,  Mary  W. 
Nail,  Mrs.  J.  M. 

Oliver,  Georgia  A. 
Peck,  R.  L. 

Peterson,  Joseph 
Roberts,  J.  A. 

Robinson,  Claydye 
Rochell,  W.  L. 

Schott,  Josie  V. 

Smith,  Mattie  L. 
Trotter,  J.  W. 

Wallace,  Joe 
Wison,  E.  B. 

TEXAS 

Angell,  George 
Baker,  Nell 
Boggess,  Temple  W. 
Callaway,  Morgan 
Clothier,  Mary  B. 
Combest,  W.  L. 
Connell,  Olive 
Cook,  Eula  Blanche 
Davenport,  Laura 
De  Capree,  Ruth 
De  Chaumes,  Hortense 
Dodd,  Alexander  S. 
Dodson,  Rosa  N. 
Duggan,  Arthur  P. 
Dunmire,  Mrs.  Maurice 
Dunlavy,  George  W. 
Flowers,  Allen  G. 
Frederick.  Kealy 
Garrett,  M.  J. 

George,  Alice  Mae 
Godbey,  J.  J. 

Griffin,  Cora  M. 

Hale,  L.  L. 


Hammett.  T.  F. 

Hardin,  Mary  C. 
Hightower,  Hattie 
Hill,  Marylee 
Hooker,  Joe  Bill 
Johnson,  A.  C. 

Jones,  Melba 
Kerr,  Geraldine 
Kinsey,  Sarah  M. 
Kuykendall,  Laura 
Littlejohn,  Elbridge  G. 
Lockett,  Lenna  Donna 
Loftin,  Ida 
Lyles,  Gladys  D. 
Maddox,  Elizabeth 
Mandry,  Mamie  Belle 
Martin.  Oscar  Baker 
Mast,  C.  S. 

Miller,  B.  H. 

Nears,  Mary  Grinnell 
Nelson,  E.  C. 

Newton,  Alice 
Nooc,  Delos  E. 
Normington,  Marian  L. 
Owen,  C.  R. 

Owen,  F.  A. 

Parker,  Jessie  M. 
Priddy,  Allan  Leach 
Royalty,  Evelyn 
Shepherd,  W.  W. 

Stiles,  Francis 
Swenson,  Suzanne 
Temple,  Ida  May  S. 
Ward,  Henshaw 
Ware,  Agnes 
Wheeler,  William  H. 

UTAH 

Altman,  Barbara  S. 
Beach,  Mary 
Bowman,  Amy 
Clay,  Mariza 
Connelly,  Ethel  M. 
Green,  Della 
Hagar,  Gertrude 
McKell,  R.  D. 
McKendrick,  Wilford 
Morrill,  A1  ice 
Mortenson,  Andrew 
Newman,  Bessie 
Payne,  Carolyn  H. 
Qualtrough,  Lizbeth  M. 
Reynolds,  F.  W. 

Ridges,  Wilford  O. 
Rock,  Percival  J. 
Salisbury,  Dorothy 
Savage,  Willis 
Sherdeman,  Eva  F. 
Sorenson,  Vio 

VIRGINIA 

Akers,  Mabel  A. 

Baker,  Verna 
Barrow,  Sallie 
Bohannon,  Elizabeth  P. 
Burnett,  Henry 
Burtner,  Helen  E. 
Byrd.  W.  H. 

Campbell,  C.  L. 

Cooper,  Roberta  S.  C. 
Cottrell.  Stuart  C. 
Darst,  E.  L 
Dickinson,  Hallie 
Doughty,  Sara  W. 
Evans,  Mattie  M. 
Gresham,  W.  D. 
Hanger,  Harry  B. 
Hawkins,  Cora 
Hodges,  Mary  E. 
Houghton,  Elizabeth  L. 
Huffman,  E.  V. 
Huffman,  O.  L. 


Johns,  Anna  Deane 
Jones,  Hugh  W. 

Long,  Cotella 
McCiung,  Alice  V. 

Mander,  Kate  J. 

Mitchell.  Benjamin  B. 
Moreland,  Mary  T. 
Puckett,  Kathleen 
Radford,  Lucie  C. 
Richardson,  Henrietta  H. 
Richardson,  Mattie  W. 
Robey,  R.  W. 

Sanders,  Mary  S. 
Schreckengast,  I.  B. 

Scott,  F.  W. 

Semons,  Angie 
Shannon.  Minnie 
Smoot,  T.  J. 

Stair,  W.  W. 

Steger,  Livie  S. 

Sydnor,  Bessie  C.  B. 
Thomas,  Minerva  Moomaw 
Tuck.  Ida  Apt 
Vaden,  Lavinia  R. 
Wallace,  Joe 
Weast,  John  C. 

Williams,  H.  C. 

Wingfield,  Martha 
Wheatley,  C.  S. 

WASHINGTON 

Bennett.  R.  E. 

Bentz,  Perry  L. 

Blades,  May 
Breen,  Margaret 
Brockmueller,  Orlando 
Buck.  Mildred  E. 

Cox,  Manning 
Culver,  Ida 
Davidson,  R.  L. 

Douglas.  Elizabeth 
Frederick.  Annie  Ray 
Garvin,  Mildred 
Grafmiller.  Noma 
Graham,  Mabel 
Greenburg.  Edith  L. 
Hubbard,  Alice 
Kimole.  Edith 
Leithauser,  Margaret  A. 
Lynch,  Isabelle 
McAnnally.  T.  R. 
McLeran,  Grace 
McLellan.  Harry  V. 
Moore,  Norman  L. 

Round,  W.  M. 

Shelley,  Myrtle 
Stinson,  Maude  M. 
Stowell.  E.  F. 

Sweet,  E.  H. 

TToton.  Raloh 
Wallace,  Mary  A. 

Wayne.  Alta 
Wert.  Marguerite  A. 
Wheeler.  Gertrude 
White.  D.  R. 

Wil’iams.  Blanche 
Willis,  Eleen 
Woodard,  Ruth 

WEST  VIRGINIA 

Akers,  Bernice 
Ayers.  J.  W. 

Black,  Henry  J. 

Bowles,  William  L. 
Burgess,  Adena 
Bullion,  James 
Chapman,  John  Fred 
Corbley,  L.  J. 

Cornell,  Anna 
Crum,  Ralph  B. 

Faber,  Shelley  O. 
Ferguson,  Margaret  D. 


Associational  Records  and  Information 


887 


Fisher,  W.  A. 

Fortney,  J.  L. 
Hamrick,  Hazel 
Herold,  Virgil 
Holt,  Carrie 
Hylton,  Mrs.  D.  W. 
Jackson,  Anna 
Kum,  Marie 
Martin,  Elizabeth  W. 
Martin,  Fuller 
Merritt,  Julia 
Miller,  R.  N. 

Reese,  Carrie  L. 
Reuter,  Bernice  D. 
Ryan,  Lucille 
Self,  Esther 
Snodgrass,  A.  M. 
Spaid,  Arthur  B. 
Tolbert,  Mrs.  Frances 
Westfall,  J.  A. 

WISCONSIN 

Adrian,  Henry  A. 
Ahlstrom,  Mabel 
Aldrich,  Mildred  I. 
Alexander,  A.  S. 
Averell,  Alfred  P. 
Bacon,  Emma  Helena 
Bauer,  Fred 
Beardsley,  Mildred  E. 
Benedict,  Bernice  E. 
Best,  Augusta 
Birner,  Jessie  C. 
Bleyer,  Willard  G. 
Bradfield.  Ruth  M. 
Brooks,  Mvra  W. 
Burns,  Nellie 
Byrne,  Isabel 
Carlisle,  Harriet  J. 
Carroll.  Charles  T. 
Case,  Sarah 
Chappelle,  Jennie 
Collins,  Joanna  A. 
Cotton,  Lizzie  F. 
Creutz,  Lester  R. 
Curtis,  Edwin  E. 

Dahl.  Mrs.  A.  H. 
Dempsey,  Irma 
Desmond.  Anna  Z. 
Devine,  Mary  Jane 
Dhein,  Ellen 
Dohertv.  Ellen 
Donnelly,  Margaret 
Drake,  Minnie  Olds 
Dresden,  B.  Mack 
Duft,  Carl 
Duxbury,  Mabel 
Eckerman,  C.  J.  E. 
Edler.  Ravmond  C. 
Edsall,  Winifred 
Egan,  Ella 
Ellison.  Mildred 
Flelstad,  Mrs.  P.  J. 
Flvnn,  Jerome 
Fuller.  Laura  M. 
Ga’land,  Alice  S. 
Geilfuss,  Alma 


Gilboy,  Mrs.  Bert. 
Gleason,  Charles  M. 
Glenn,  Alice 
Graf,  Nona 
Hall,  Isabelle  Frey 
Harris,  Mrs.  E.  A. 
Hanson,  Conrad 
Hembrook,  Mrs.  F.  H. 
Hewitt,  Izette  S. 

Hobart,  Lillian 
Hohle,  Ole  J. 

Hodge,  Maud  W. 
Hoefling,  Pearl  M. 
Holcomb,  Ernest 
Hubbard,  Ira  O. 

Itzin,  Lucy 
Jacobsen,  Eleanor  M. 
Jaekel,  Mrs.  Charles 
James,  Albion  K. 
Jamieson,  Mrs.  R.  L. 
Jermain,  L.  F. 

Johnson,  Ella  B. 
Jorgensen,  Myrtle 
Judson,  Lucy  J. 

Keatch,  Harriet 
Kellar,  George  M. 

Kellar,  Paul  G.  W. 
Kellogg,  Ada 
Ke'ly,  Neal  E. 

Kelly,  Florence  W. 
Kennedy,  Agnes 
Kent,  Ruth  Stevens 
Klovstad,  Marie 
Larsen,  Alantser  F. 
Lauderdale,  Clara  M. 
Lav,  Nellie  Malloy 
Leich,  Frederick  W. 
Leonard,  Mary  Louise 
Logan,  Mrs.  H.  C. 
Lynch,  Mrs.  John  L. 
Lyons,  Mary  McGovern 
Lyons.  Alice 
McCaffrey,  Joseph  L. 
McCormick,  Margaret  L. 
McDonald,  Rose 
McIntosh,  Alice 
McKy,  Mae  Kerrigan 
McLeod,  Kathryn  M. 
McGregor,  Alice 
McNelly.  Stephen  S. 
McGee,  J.  F. 

Marion,  Agnes 
Mathison,  Alma  Z. 
Montgomerv.  Ella  N. 
Moore,  Lvdia 
Morev.  Edith  Viola 
Nazum,  John  E. 

Nelson,  Bertha  H. 
Northway,  Lois  E. 
Oldewelt,  Clara 
Oliver,  Edith  Helen 
Olson.  Della  Mae 
O’Sullivan,  Eugenia 
Parkinson,  W.  A. 
Paterson.  Jennie  C. 
Penchi,  Rose 
Pieters,  Aleida 
Perisho,  Ellwood  C. 


Perry,  Charles  F. 

Phillips,  Amy  Louise 
Phillipson,  Paul  H. 
Porter,  Edna  Lucille 
Price,  Winifred 
Pottle,  Dorothy 
Rasmussen,  Irene 
Reichenbach,  Carl 
Reichardt,  Hattie 
Rickerman,  Lenora 
Rogers,  George  A. 
Russell,  Jennie  A. 
Rutherford,  Mary 
Schaffner,  Ernest 
Schneider,  Loretta  G. 
Schuessler,  Cathryn  Ann 
Schultz,  Louis  M. 

Schultz,  Mildred 
Scott,  Walter  A. 
Shattuck,  Anna  R. 
Shattuck,  Florence 
Sippel,  Marie 
Sisson,  Marietta 
Small,  M.  H. 

Spear,  Louella  G. 
Spindler,  Frank  N. 
Stanley,  Milton 
Stephenson,  Marion 
Stumbaugh,  Edna  McKee 
Tate,  Alda 
Tate,  F.  A. 

Taylor,  Mildred  R. 
Teasdale,  Howard 
Turner.  Maria 
Thiel,  Harold 
Tilson,  Ida  Elwell 
Torgerson,  Walter 
Titus.  Emma 
Tutkin,  Ida 
Decker,  Frank  E. 
Dtendorfer,  W.  E. 
Vanderhoof,  Ellen  H. 
Veeder.  Grace  Harris 
Voss,  Edna  J. 

Wade.  C.  G. 

Walter,  B.  C. 

Warren,  Annie  Wyman 
Webster,  Thomas 
Wheeler,  Lorraine 
Whitmore,  L.  W. 
Whitnall,  Emma  Rowe 
Winsey.  W.  F. 

Wood,  Lettie  E. 

Yeager,  Tennie  H. 

Young,  Efhe  H. 

WYOMING 

Clark,  Edith  K.  O. 
Dukes,  J.  Z. 

Gilstrap,  Mary  Ruth 
Metcalf,  Dorothy 
Rouche,  Kathryn 
Royal,  Eugene 
Saltzgaber,  Anna 
Senevey,  Bernice 
Smith.  Hugh 
Templeton,  Marie 


REPORT  OF  COMMITTEE  ON  RESOLUTIONS  1 

AMY  H.  HINRICHS,  PRINCIPAL,  AUDUBON  SCHOOL,  42  8  BROADWAY,  NEW 

ORLEANS,  LA.,  Chairman 

I.  Teacher  Tenure 

The  National  Education  Association  reaffirms  with  emphasis  its  stand 
in  full  support  of  tenure  of  position  for  teachers  as  a  means  of  insuring 


1  Adopted  by  Representative  Assembly,  July  2,  19.16. 


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to  the  children  of  the  land  the  best  possible  instruction.  The  officers  and  the 
Hoard  of  Directors,  the  Division  of  Research,  and  the  editor  of  the  Journal 
are  instructed  to  make  tenure  a  major  project  for  the  next  year’s  work 
of  the  National  Education  Association;  the  executive  secretary  is  instructed 
to  work  with  the  Committee  on  Tenure,  using  all  necessary  services  of  the 
National  Education  Association  to  support,  assist,  and  initiate  movements 
to  secure  tenure,  to  improve  tenure  laws,  and  to  repel  attacks  on  tenure.  The 
Board  of  Directors  is  instructed  to  appropriate  the  sum  of  ten  thousand 
dollars  when  and  as  needed  by  the  Committee  on  Tenure. 

II.  Academic  Freedom 

The  National  Education  Association  reaffirms  its  position  with  refer¬ 
ence  to  freedom  of  teaching  and  full  opportunity  to  present  differing  points 
of  view  on  any  and  all  controversial  questions.  It  commends  the  work  of 
the  Committee  on  Academic  Freedom  and  recommends  its  continuance. 
Intellectual  freedom  is  a  public  safeguard.  It  is  the  surest  guarantee  of 
orderly  change  and  progress.  Suppression  of  such  freedom  inevitably  leads 
to  violent  and  reckless  changes  in  the  social  order. 

As  concerns  controversial  issues,  it  is  to  be  understood  clearly  that  freedom 
of  teaching  implies  presentation  of  facts  on  all  sides,  with  interpretations. 
Freedom  of  teaching  includes  the  right  and  duty  of  the  teacher  to  participate 
in  the  determination  of  the  objectives  for  teaching  and  freedom  in  the  treat¬ 
ment  of  subjectmatter. 

The  Association  reaffirms  its  condemnation  of  the  passage  of  special  loyalty 
oath  bills  by  state  legislatures  and  will  offer  every  possible  assistance  to 
prevent  the  passage  of  such  bills,  to  secure  the  repeal  of  special  loyalty  oath 
laws  in  states  where  they  already  exist,  and  to  oppose  the  activities  of  special 
groups  promoting  such  legislation. 

Teachers  must  not  be  intimidated  by  administrators,  boards  of  education, 
or  pressure  groups  thru  fear  of  loss  of  position,  reduction  of  salary,  loss  of 
opportunities  for  advancement,  or  deprivation  of  their  usual  assignments, 
responsibilities,  and  authority. 

The  Association  demands  prompt  and  thoro  investigation  by  the  Commit¬ 
tee  on  Academic  Freedom  of  cases  in  which  teachers  have  been  intimidated 
or  discharged  for  their  efforts  to  teach  the  truth. 

III.  The  District  of  Columbia  Appropriation  Rider 

The  National  Education  Association  believes  that  great  danger  to  the 
fundamental  principles  of  democracy  comes  thru  any  attempt  to  suppress 
freedom  of  speech,  teaching,  inquiry,  or  discussion.  It  opposes  and  condemns 
the  enactment  of  such  legislation,  national,  state,  or  local,  as  has  for  its 
direct  or  implied  purpose  the  abrogation  of  such  civil  liberties.  It  therefore 
urges  on  the  Congress  of  the  United  States  early  repeal  of  the  Rider  attached 
to  the  Appropriation  Bill  of  the  District  of  Columbia,  passed  in  June  1935, 
which  limits  freedom  of  teaching  in  the  District  of  Columbia. 


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IV.  Opposition  to  War 

The  National  Education  Association  definitely  opposes  war  as  a  method 
of  settling  international  disputes  and  reaffirms  its  opposition  to  compulsory 
military  training  in  the  public  schools,  in  colleges,  and  in  universities.  The 
Association  further  urges  that  when  military  training  is  included  in  the 
curriculum  it  be  under  the  direction  and  administration  of  regular  school 
authorities. 

The  Representative  Assembly  recommends  the  appointment  of  a  National 
Education  Association  Peace  Committee  to  devise  ways  and  means  of  making 
this  resolution  effective  thru  education. 

V.  Inter-American  Conference 

The  National  Education  Association  expresses  its  approval  of  the  Inter- 
American  Conference  for  the  Maintenance  of  Peace  in  the  Western  Hemi¬ 
sphere,  which  will  meet  in  its  extraordinary  session  in  Buenos  Aires  in  the 
fall. 

VI.  Youth  Division  in  the  United  States  Office  of  Education 

Data  available  from  the  United  States  Office  of  Education  and  from 
the  United  States  census  indicate  that  there  are  now  millions  of  youth  who 
are  out  of  school  and  unemployed.  The  problem  of  transfer  from  schools 
to  productive  employment  is  a  permanent  one.  The  Association  recom¬ 
mends  the  establishment  by  act  of  Congress  of  a  permanent  division  for 
youth  education  and  guidance  in  the  United  States  Office  of  Education. 
Major  purposes  for  the  proposed  division  would  be: 

1.  To  coordinate  into  a  single  division  the  various  agencies  of  the  government 
intended  to  aid  youth  educationally. 

2.  To  make  studies  to  determine  the  employment  needs  of  youth  and  the  conditions 
of  employed  youth  in  industry. 

3.  To  serve  as  a  clearing-house  for  information  affecting  problems  of  youth. 

4.  To  stimulate  communities  to  make  more  effective  provision  for  youth. 

5.  To  provide  effective  guidance  and  vocational  education  to  enable  youth  to 
qualify  for  employment. 

6.  To  provide  adequate  financial  aid  for  all  needy  youth  to  continue  education 
until  gainfully  employed. 

As  a  basis  for  the  establishment  of  this  division,  the  Association  recom¬ 
mends  an  immediate  survey  by  the  Office  of  Education  to  show  the  present 
status  and  the  needs  of  5muth  in  making  adjustments  to  adult  citizenship  and 
employment,  and  also  of  the  facilities  provided  by  communities  and  avail¬ 
able  to  youth  in  making  the  transition  from  school  to  employment. 

VII.  Restoration  of  Educational  Programs 

The  National  Education  Association  urges  complete  restoration  of  full 
educational  programs  in  those  states  that  have  suffered  serious  curtailment. 

VIII.  Federal  Aid  for  Education 

The  National  Education  Association  reaffirms  with  emphasis  its  endorse¬ 
ment  of  the  principle  of  federal  aid  for  education.  The  Association  urges 
upon  the  Congress  of  the  United  States  early  passage  at  the  next  session 


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National  Education  Association 


of  such  legislation  as'  is  embodied  in  Senate  Bill  4793  introduced  in  the 
second  session  of  the  74th  Congress,  entitled  “A  Bill  to  promote  the  gen¬ 
eral  welfare  thru  the  appropriation  of  funds  to  assist  the  states  and  terri¬ 
tories  in  providing  more  effective  programs  of  public  education.” 

IX.  Special  Committees 

Committee  on  Amending  Charter — The  National  Education  Associa¬ 
tion  commends  the  efforts  of  the  Committee 'on  Amending  Charter  and 
hereby  directs  the  continuance  of  the  committee  and  authorizes  it  to  take 
immediate  steps  to  secure  necessary  federal  legislation  for  the  simplified 
charter. 

Committee  of  Seven  on  Reorganization  of  the  NEA — The  National 
Education  Association  commends  the  work  of  the  Committee  of  Seven  on 
Reorganization  and  hereby  directs  the  continuance  of  this  committee. 

»  X.  Independence  of  Educational  Administrative  Organization 

The  Association  reaffirms  its  position  with  reference  to  the  necessity  for 
independence  of  education  in  the  administrative  organization  of  the  federal, 
state,  and  local  governments.  It  herewith  registers  its  opposition  to  the 
administrative  merging  of  education  with  functions  generally  classified  as 
welfare  services.  The  Association  commends  such  welfare  services,  but 
believes  that  education  and  welfare  work  are  distinct  functions  and  should 
be  independently  administered. 

XI.  Use  of  New  Radio  Facilities 

The  Federal  Communications  Commission  has  held  hearings  as  a  basis 
for  allocations  of  short  wave  radio  frequencies.  These  additional  radio  chan¬ 
nels  will  be  of  great  usefulness  in  the  service  of  education.  The  National 
Education  Association  strongly  urges  the  Federal  Communications  Com¬ 
mission  to  reserve  suitable  and  ample  bands  of  these  unallocated  natural 
resources  for  the  exclusive  use  of  organized  non-profit  educational  agencies. 
The  Association  urges  that  educators  seek  to  develop  suitable  technics  and 
programs  for  utilization  of  these  new  facilities. 

XII.  Appreciation 

The  National  Education’  Association  expresses  its  appreciation  of  the 
hospitality  and  courtesy  of  the  city  of  Portland  thru  its  city  school  system, 
Chamber  of  Commerce,  and  other  civic  organizations.  The  Association  also 
tenders  appreciation  to  the  press,  to  the  National  Broadcasting  Company, 
to  the  Columbia  Broadcasting  System,  and  to  all  who  contributed  to  the 
success  and  pleasure  of  this  convention. 

Platform  of  the  National  Education  Association 

The  National  Education  Association  believes  that  education  is  the 
inalienable  right  of  every  American ;  that  it  is  essential  to  our  society  for 
the  promotion  and  preservation  of  democratic  ideals.  Therefore,  the  Asso- 


Associational  Records  and  Information 


891 


ciation  declares  its  convictions  and  challenges  its  members  to  leadership  in 
attaining  the  objectives  of  this  covenant: 

I.  The  Child 

Every  child,  regardless  of  race,  belief,  economic  status,  residence,  or 
physical  handicap,  should  have  the  opportunity  for  fullest  development  in 
mental,  moral,  and  physical  health,  and  in  the  attitudes,  knowledge,  and 
skills  that  are  essential  for  individual  happiness  and  effective  citizenship 
in  a  democracy.  As  means  to  this  end,  the  Association  advocates: 

A.  Enriched  curriculums  that  prepare  the  child  for  his  cultural,  vocational,  recrea¬ 
tional,  and  civic  responsibilities  and  that  take  into  account  the  interests,  needs,  and 
abilities  of  individuals. 

B.  Socially  desirable  environment  that  will  give  a  background  of  more  fertile 
experience.  The  radio  and  motion  pictures  are  of  such  momentous  force  in  the  life 
of  the  child  that  every  effort  should  be  exerted  to  continue  the  recent  improvement 
of  motion  pictures  and  radio  programs. 

C.  Healthy  minds  and  bodies  that  will  strengthen  the  effectiveness  of  individuals 
as  citizens. 

1.  The  school  should  fight  the  evils  of  malnutrition,  physical  ailments,  and 
lack  of  physical  comforts  by  securing  adequate  food,  clothing,  and  medical  care 
thru  coordinated  efforts  of  local,  state,  and  federal  agencies  for  the  children 
who  are  in  need. 

2.  The  Child  Labor  Amendment  should  be  ratified. 

3.  Complete  and  scientific  instruction  regarding  the  effects  of  alcohol  and 
narcotics  upon  the  human  body  and  upon  society  should  be  given  in  the  school. 

D.  The  right  to  unfettered  teaching,  which  will  aid  the  child  to  adjust  himself  to 
his  environment  and  to  changing  social  conditions  thru  the  development  of  habits 
of  sound  thinking.  The  fundamental  principles  of  American  democracy,  which 
should  be  taught,  demand  that  students  be  informed  concerning  controversial  issues. 

E.  Systematic  programs  of  vocational  and  educational  guidance,  in  charge  of 
competent  persons  especially  equipped  for  the  work. 

F.  Recreational  programs  that  lead  toward  constructive  use  of  leisure  time. 

II.  The  Teacher 

Teachers,  regardless  of  position  or  title,  are  professional  workers  in  a 
common  cause  and,  as  such,  have  certain  responsibilities  and  rights.  The 
interests  of  the  child  and  of  the  profession  require : 

A.  Teachers  of  sound  character  and  good  health  who  have  been  effectively  trained 
for  the  service  which  they  are  to  perform.  Their  preparation  should  be  rich  in  cul¬ 
tural,  professional,  and  subjectmatter  content,  and  adapted  to  the  demands  of  actual 
service. 

B.  Teachers  who  have  the  professional  attitude  in  regard  to  self-improvement. 

1.  Those  in  service  should  be  students  of  professional  problems,  seeking  in 
every  way  to  develop  better  educational  practises. 

2.  Principles  of  conduct  set  forth  in  the  Code  of  Ethics  adopted  by  the  Asso¬ 
ciation  should  be  observed.  (See  the  March  1935  Journal,  p.  90.) 

3.  Teachers  should  have  membership  in  local,  state,  and  national  education 
associations. 

C.  Teachers  who  are  guaranteed  the  constitutional  rights  of  freedom  of  speech, 
press,  and  assembly. 

1.  The  teacher’s  conduct  outside  the  school  should  be  subject  only  to  such 
controls  as  those  to  which  other  responsible  citizens  are  subjected. 


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National  Education  Association 


2.  Teachers  should  have  the  privilege  of  presenting  all  points  of  view  without 
danger  of  reprisal  by  school  administrations  or  by  pressure  groups  in  the 
community. 

3.  They  should  have  the  right  to  organize,  and  to  support  organizations  that 
they  consider  to  be  in  their  own  and  in  the  public  interest.  Likewise,  they  should 
have  the  right  to  participation  in  determining  school  policies  and  school 
management. 

D.  Teachers  who  are  protected,  in  case  of  disability  or  old  age,  by  means  of 
retirement  plans. 

E.  Teachers  who  are  protected  from  discharge  for  political,  religious,  personal, 
or  other  unjust  reasons  by  effective  tenure  laws. 

III.  The  Adult 

T  he  adult  furnishes  to  society  leadership  and  vision ;  therefore,  it  is 
essential  that  he  be  schooled  in  the  fundamentals  of  education,  be  made 
responsive  to  the  demands  upon  him  as  a  citizen,  and  be  enabled  to  give 
guidance  to  youth.  The  Association  advocates  concerted  local,  state,  and 
national  efforts  to  attain  these  ends  thru : 

A.  Adult  education  that  enriches  the  cultural  aspects  of  life,  prepares  for 
parenthood,  provides  opportunity  to  develop  personal  talents,  improves  or  retrains 
for  greater  efficiency,  remedies  deficiencies  in  education,  and  emphasizes  the 
responsibilities  of  social  life. 

1.  The  existence  of  illiteracy  in  the  United  States  presents  an  insistent 
challenge  to  laymen  and  teachers.  . 

2.  The  minimum  requirements  for  naturalization  should  include  the  ability 
to  read  and  to  write  the  English  language  understandingly ;  a  general  knowl¬ 
edge  of  local,  state,  and  national  government;  the  desire  to  exercise  the  right 
of  suffrage;  and  evidence  of  mental  and  economic  competency.  Provision  should 
be  made  to  receive  all  persons  into  citizenship  with  suitable  ceremony. 

B.  Recreational  programs  that  will  give  instruction  in  the  use  of  leisure  time. 

IV.  Administration 

A  combination  of  national,  state,  and  local  support  of  public  schools  is 
necessary  to  provide  adequate  educational  opportunities  in  all  sections  of  the 
various  states.  For  maximum  effectiveness  the  Association  believes  that: 

A.  The  national  government  should  study,  stimulate,  and  support  education  in 
the  interest  of  a  high  type  of  citizenship. 

1.  The  federal  government  should  give  financial  assistance  to  the  states  for 
the  support  of  education,  and  disseminate  authentic  information  on  problems 
of  education. 

2.  A  Department  of  Education  with  a  Secretary  in  the  President’s  Cabinet 
should  be  established. 

3.  Until  Congress  establishes  this  Department,  funds  appropriated  to  the 
Office  of  Education  should  be  augmented  to  make  its  efforts  increasingly 
effective. 

B.  The  state  government  should  organize,  direct,  and  support  education  within 
the  state. 

1.  The  state  department  of  education  in  each  state  should: 

a.  Thru  experimentation  and  leadership,  stimulate  local  communities  to 

provide  adequate  programs  of  education. 

b.  Provide  and  administer  a  system  of  certification  of  teachers  based  upon 

professional  standards.  The  Association  recommends  a  minimum  of  four 

years  of  college  preparation. 


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893 


c.  Certify  as  to  the  adequacy  of  local  programs  of  education  in  meeting 
state  standards. 

2.  Each  state  should  provide  for  the  support  from  public  funds  of  a  system 
of  free  schools,  beginning  with  the  nursery  school  and  extending  thru  the 
university,  including  adult  education,  with  a  full  school  day,  a  full  school  year, 
and  class  enrolments  not  to  exceed  thirty,  with  provision  for  special  attention  to 
groups  of  exceptional  children. 

a.  Schools  for  children  in  rural  communities  should  be  recognized  as 
essential  parts  of  the  public  school  system. 

b.  Gifted,  exceptional,  and  handicapped  children  should  receive  instruc¬ 
tion,  guidance,  and  special  care  in  accordance  with  their  respective  needs. 

c.  Every  state  should  provide  a  complete  program  of  vocational  education 
for  youths  and  adults. 

(1)  Classes  should  be  organized  and  maintained  as  integral  parts  of 
local  school  systems. 

(2)  Part-time  and  evening  classes  should  be  provided  when  necessary. 

3.  Every  state  should  provide  for  the  training  of  teachers,  and  should  establish 
standards  of  qualification. 

C.  The  local  district  should  organize  and  administer  its  school  system  in  con¬ 
formity  with  the  standards  set  by  the  state. 

1.  The  local,  district,  and  state  boards  of  control  should  be  chosen  on  a 
non-partisan  basis,  selected  at  large  from  the  areas  that  the  board  is  to  serve. 
Terms  of  office  should  be  such  that  a  majority  of  the  board  will  not  come  into 
power  at  any  one  time. 

a.  Lay  boards  should  be  guided  by  the  recommendations  of  professional 
educators. 

b.  The  selection  and  promotion  of  teachers  should  be  on  a  professional 
basis. 

(1)  Teachers  of  equivalent  training  and  experience  should  receive  equal 
pay,  regardless  of  sex. 

(2)  Teachers  should  not  be  discriminated  against  because  of  race,  color, 
belief,  residence,  or  economic  or  marital  status. 

2.  The  local  unit  of  school  control  should  be  large  enough  to  justify  the 
employment  of  men  and  women  with  special  training  in  educational  leader¬ 
ship  for  administration  and  supervision. 

3.  School  budgets  should  be  prepared  by  the  school  superintendent  and  his 
staff  and  approved  by  the  board  of  education. 

V.  Finance 

A  complete  program  of  education  requires  liberal  support  from  public 
revenues.  In  order  to  make  this  program  possible,  the  Association  advocates: 

A.  A  coordination  of  local,  state,  and  national  units  of  taxation. 

1.  Whenever  local  districts  are  unable  to  finance  this  program,  state  and 
federal  funds  should  be  available  in  order  to  equalize  educational  opportunity 
within  the  state. 

2.  Federal  funds  should  be  provided  with  the  understanding  that  the  expend¬ 
iture  of  such  funds  and  the  shaping  of  educational  policies  shall  be  matters 
of  state  and  local  control. 

3.  Special  federal  funds  should  be  made  available  without  federal  dictation 
to  prevent  the  interruption  of  education  in  areas  devastated  by  widespread 
disasters. 


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National  Education  Association 


B.  Research  in  public  finance  to  discover  and  disseminate  facts  concerning  the 
best  sources  for  revenues. 

VI.  Relationships 

Education  should  prepare  each  generation  to  meet  the  social,  economic, 
and  political  problems  of  an  ever-changing  world.  All  activities  of  the  school 
should  contribute  to  the  habits  and  attitudes  that  manifest  themselves  in 
integrity  in  private  and  public  life,  law  observance,  and  intelligent  partici¬ 
pation  in  civic  affairs  and  world  citizenship.  To  establish  thru  education 
closer  relationship  of  people,  the  Association  advocates: 

A.  Programs  to  interpret  to  the  community  the  aims,  practises,  and  achievements 
of  the  schools. 

B.  National  movements  among  parents  and  teachers  to  safeguard  the  welfare 
of  children  and  to  bring  the  school,  the  home,  and  the  community  into  closer 
cooperation. 

C.  World  education  associations  that  will  encourage  systematic  interchange  of 
professional  knowledge,  visits,  and  conferences. 

D.  Teaching  children  the  truth  about  war,  its  costs  in  human  life  and  ideals 
and  in  material  wealth;  the  values  of  peace;  and  the  need  of  international 
cooperation  by  such  means  as  courts  of  arbitration. 

E.  The  teaching  of  history  in  such  a  manner  that,  while  at  all  times  presenting 
accurate  statements  of  fact,  it  will  emphasize  the  virtues  and  the  achievements  of 
all  nations  and  increase  international  goodwill. 

REPORT  OF  COMMITTEE  ON  RETIREMENT 

ALLOWANCES  1 

M.  EMMA  BROOKES,  MILES-CRANWOOD  SCHOOLS,  CLEVELAND,  OHIO, 

Chairman 

Your  chairman  has  but  a  brief  report  to  offer  at  this  time  but  would  like 
to  submit  some  observations  whereby  more  effective  help  can  be  given. 

The  present  size  of  the  Committee  is  too  large  and  too  widely  scattered 
to  accomplish  anything  worthwhile.  A  committee  consisting  of  from  three 
to  five  should  meet  occasionally  and  do  intensive  work  together  with  a 
group  from  the  National  Council  of  Teachers’  Retirement  Systems. 

This  is  a  most  opportune  time  to  promote  and  enact  retirement  systems, 
for  the  country  is  pension-minded  at  present  evidenced  by  old  age  pension 
laws,  the  Townsend  Plan,  social  security  acts,  and  also  the  activity  of 
insurance  companies  to  sell  annuities!  At  such  time  of  great  public  interest 
there  is  danger  of  retirement  systems  being  constructed  by  well-meaning 
but  poorly  prepared  people.  However  well  meaning,  the  planning  of  a  sys¬ 
tem  must  be  kept  in  the  hands  of  experts. 

There  are  two  underlying  principles  in  every  good  retirement  system ; 
first,  it  must  be  financially  and  actuarially  sound,  and,  second,  it  must  be 
sufficiently  generous  to  encourage  teachers  to  retire  voluntarily. 

The  National  Council  of  Teachers’  Retirement  Systems  is  a  body  of 
experts,  the  N.  E.  A.  Committee  is  not  one  of  experts,  and  the  duplication 
of  effort  is  wasteful. 


1  In  the  absence  of  Miss  Brookes,  the  report  of  the  Committee  on,  Retirement  Allowances  was 
read  by  Charles  S.  Gibson,  president  of  the  National  Council  of  Teachers’  Retirement  Systems. 


Associational  Records  and  Information 


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In  the  platform  of  the  N.  E.  A.  there  appears  this  statement,  "To 
promote  efficiency  in  public  education,  every  state  should  adopt  a  sound 
plan  for  the  retirement  of  aged  and  disabled  teachers. 

At  the  St.  Louis  meeting  the  National  Council  voted  to  appoint  a  com¬ 
mittee  to  act  with  a  similar  committee  from  the  N.  E.  A.  to  bring  if  pos¬ 
sible  an  amalgamation  of  the  two  groups  to  the  end  that  more  effective 
work  might  be  done  in  helping  those  states  that  are  endeavoring  to  form 
substantial  retirement  systems. 

These  committees  have  been  working  together  in  perfect  harmony  and 
after  discussions  and  conferences  it  is  our  opinion  that  the  National  Coun¬ 
cil  of  Teachers’  Retirement  Systems  should  immediately .  become  a  de¬ 
partment  of  the  N.  E.  A.  under  .the  title  “Department  of  Teacher  Retire¬ 
ment  of  the  N.  E.  A.”  The  purpose  of  such  consolidation  is  to  unify  the 
efforts  of  those  interested  in  teacher  retirement. 

Mr.  Gibson,  president  of  the  National  Council,  reports,  as  follows: 

While  the  Council  can  go  on  as  heretofore  discussing  its  technical  problems,  and 
helping  states  and  committees  as  occasion  arises,  having  its  own  officers,  main¬ 
taining  its  own  treasury,  publishing  its  own  reports,  etc.,  if  incorporated  its  bene¬ 
fits  would  be  greatly  extended  by  the  fact  that  its  proceedings  would  be  included 
in  the  publications  of  the  N.  E.  A.  and  its  program  printed  in  the  general  pro¬ 
gram.  Moreover  it  can  render  more  help  to  the  N.  E.  A.  than  it  can  possibly  receive. 
It  can  produce,  almost  at  a  moment’s  notice,  correct  and  effective  information  in 
regard  to  retirement  systems  generally.  It  can  advise  those  who  wish  to  promote 
retirement  systems  not  only  as  to  the  proper  form  that  experience  has  shown  a 
statute  should  take  but  as  to  the  manner  in  which  it  should  be  presented;  the 
strategy  to  be  used  with  legislative  bodies  which  has  been  successful  in  the  past; 
the  matter  of  presenting  a  case  to  the  teaching  body  to  secure  vigorous  support; 
and  a  multitude  of  pitfalls  to  avoid.  These  matters  will  not  be  supplied  out  of 
theory  but  out  of  experience,  not  by  people  who  are  perfunctory  members  of  a 
committee  but  by  experienced  experts  who  are  in  daily  contact  with  the  problem 
of  teacher  retirement  and  who  are  doing  successful  jobs  in  that  line.  Moreover 
it  will  not  need  to  make  any  call  upon  the  Association  for  financial  support  at  the 
present  time.  It  can  pay  its  own  way. 

Because  of  the  state  of  the  public  mind  and  the  statements  submitted  here,  the 
N.  E.  A.  should  immediately  assume  a  decided  leadership  in  the  matter  of  teachers’ 
retirement  pensions.  It  is  more  important  than  tenure.  If  pensions  precede  tenure 
they  help  to  establish  tenure  later.  If  tenure  precedes  the  pension,  it  tends  to 
hinder  the  development  of  the  retirement  system.  Every  new,  sound,  well-con¬ 
structed  and  wisely  administered  retirement  system  helps  to  strengthen  the  posi¬ 
tion  of  those  good  systems  now  in  existence.  Every  poor  or  inadequate  system 
hereafter  established  will  tend  to  weaken  the  whole  structure.  The  time  is  op¬ 
portune.  The  issue  is  vital.  There  is  need  for  concentrated  and  cooperative  effort. 

The  National  Council  has  always  insisted  upon  maintaining  its  own  organiza¬ 
tion  and  electing  its  own  officers.  With  hardly  an  exception,  every  member  is  or 
has  been  a  teacher.  Those  who  are  not  now  teaching  are  people  who  have  been 
promoted  to  their  present  positions  from  the  ranks  of  the  profession.  They  are 
educational  experts  doing  a  special  type  of  educational  work,  just  as  definite  and 
perhaps  more  specialized  than  that  of  any  other  department  of  the  N.  E.  A.  It 
would  be  a  group  small  in  numbers,  it  is  true,  but  a  group  of  highly  trained,  long 
experienced,  deeply  devoted,  professionally-minded  teachers  whose  special  service 
to  the  profession  can  be  of  such  importance  as  to  be  worthy  of  every  consideration. 


896 


National  Education  Association 


REPORT  OF  COMMITTEE  OF  SEVEN  ON  REORGANIZA¬ 
TION  OF  THE  NATIONAL  EDUCATION 

ASSOCIATION*1 

E.  E.  OBERHOLTZER,  SUPERINTENDENT  OF  SCHOOLS,  HOUSTON,  TEXAS, 

Chairman 

'Ehe  Committee  of  Seven  on  Reorganization  of  the  National  Educa¬ 
tion  Association  was  authorized  by  the  Representative  Assembly,  1934,  and 
continued  by  the  Representative  Assembly,  1935.  Members  of  the  Com¬ 
mittee  are:  Cornelia  S.  Adair,  3208  Hawthorne  Street,  Richmond,  Virginia, 
secretary;  Daisy  Lord,  1027  West  Main  Street,  Waterbury,  Connecticut; 
Birdine  Merrill,  Shattuck  School,  Portland,  Oregon;  Robert  C.  Moore, 
Illinois  State  Teachers  Association,  Carlinville,  Illinois;  Reuben  T.  Shaw, 
head  of  the  science  department,  Northeast  High  School,  Philadelphia,  Penn¬ 
sylvania;  W.  S.  Taylor,  dean,  School  of  Education,  University  of  Ken¬ 
tucky,  Lexington,  Kentucky;  and  E.  E.  Oberholtzer,  superintendent  of 
schools,  Houston,  Texas,  chairman. 

Introduction 

In  considering  charter  and  bylaw  amendments,  it  is  important  to  note  the 
following  brief  history  of  the  Association  to  date. 

The  Association  was  originally  organized  under  a  constitution  and  bylaws. 
In  1886  it  was  incorporated  under  the  laws  of  the  District  of  Columbia.  In 
1906  it  was  incorporated  under  a  special  act  of  Congress,  referred  to  com¬ 
monly  as  the  charter  of  the  Association.  In  1920  an  amendment  to  the  charter 
was  secured  by  another  act  of  Congress.  This  amendment  provided  for  a 
Representative  Assembly. 

A  more  detailed  examination  of  the  history  of  the  Association  will  show 
that  a  general  reorganization  has  taken  place  after  the  lapse  of  a  period  of 
about  sixteen  years.  It  is  not  surprising,  therefore,  to  find  a  strong  movement 
under  way  at  the  present  time  for  a  reorganization  of  the  Association.  The 
charter  of  the  National  Education  Association  contains  many  restrictive 
provisions  that  are  not  common  to  other  national  charters. 

These  restrictive  provisions  cannot  be  changed  by  the  Association.  They 
can  only  be  changed  by  another  act  of  Congress. 

The  Committee  on  Reorganization  has  found  it  impossible  to  bring  about 
certain  of  these  plans  for  reorganization  without  further  amendment  to  the 
charter.  The  Committee  on  Amending  the  Charter  has  cooperated  with  the 
Committee  on  Reorganization  in  preparing  recommendations  for  changes  in 
the  charter.  Both  committees  believe  that  the  charter  should  be  simplified 
as  much  as  possible  in  order  to  avoid  the  necessity  of  a  return  to  Congress 
for  future  amendments. 

The  two  committees  joined  in  presenting  proposals  for  the  consideration 
of  the  Representative  Assembly  at  Denver.  It  appeared  that  the  action  taken 
at  the  Denver  convention  was  not  interpreted  in  the  same  way.  Opinions 


1  See  Minutes  of  Representative  Assembly  for  action  taken. 


Associational  Records  and  Information 


897 


differed  as  to  the  intent  of  that  Representative  Assembly.  It  was  agreed 
that  the  amendments  to  the  charter  should  not  be  urged  before  Congress 
until  the  matter  of  amendment  has  been  given  further  consideration  at  the 
Portland  meeting. 

In  examining  the  proposed  changes,  please  note  the  use  of  the  following 
indicated  markings:  Brackets  [  ]  indicate  portions  to  be  stricken  out; 
italics  indicate  portions  to  be  added  ;  parentheses  (  )  indicate  explanatory 
notes  which  are  a  part  of  the  report  and  not  a  part  of  the  charter  or  bylaws. 

Chapter  I 

Charter  Amendments 

The  Committee  on  Reorganization  at  its  meeting  in  Washington  on 
May  18,  19,  and  20,  1936,  reviewed  in  detail  the  proposals  in  Chapter  VI 
in  the  report  of  the  Committee  on  Amending  the  Charter.  For  the  most  part 
the  proposals  are  the  same  as  those  which  were  presented  for  both  committees 
at  Denver.  Certain  slight  modifications  have  been  made  in  the  wording  of 
some  of  the  proposals.  Certain  modifications  have  been  made  in  Other  pro¬ 
posals  to  place  them  in  line  with  the  development  of  thought  at  the  Denver 
convention  and  at  the  St.  Louis  convention.  The  following  resolutions  were 
unanimously  adopted : 

The  Committee  on  Reorganization  endorses  the  recommendation  of  the  Committee 
on  Amending  the  Charter  as  set  forth  in  Chapter  VI  of  the  report  of  that  Committee. 

The  Committee  reaffirms  the  recommendation  it  formerly  made  as  expressed  in  the 
second  and  third  paragraphs  of  Section  2  of  Chapter  IV  of  the  printed  report  of  the 
Committee  on  Amending  the  Charter. 

The  Committee  on  Reorganization  finds  that  it  is  a  prerequisite  to  have 
many  of  the  proposed  amendments  to  the  charter  made  official  by  act  of 
Congress  before  it  can  complete  plans  of  reorganization  which  it  believes 
are  desirable  for  the  Association.  The  Committee  on  Reorganization  there¬ 
fore  recommends  that  the  Representative  Assembly  approve  the  recom¬ 
mendations  of  the  Committee  on  Amending  the  Charter. 

Chapter  II 

Unanimous  Consent  Material 

The  Committee  believes  that  the  amendments  presented  in  this  chapter 
will  meet  with  general  approval  and  has  grouped  them  together  with  the 
hope  that  they  will  be  adopted  by  unanimous  consent.  In  case  unanimous 
consent  is  not  given  it  is  the  understanding  of  the  Committee  that  the  pro¬ 
posed  amendment  will  be  placed  upon  the  printed  ballot  in  the  classification 
appropriate  to  it  as  set  forth  in  the  outline  of  the  chapters  of  this  report.  The 
material  for  this  chapter  logically  divides  itself  into  three  subheadings : 

A.  Amendments  as  proposed  at  Denver  or  earlier 

B.  Amendments  as  proposed  in  the  May  Journal 

C.  Amendments  as  proposed  in  this  report. 


898 


National  Education  Association 


A.  Amendments  as  Proposed  at  Denver  or  Earlier 
A-l.  Printed  ballots  for  amendments  to  bylaws 

The  Committee,  therefore,  recommends  the  adoption  of  Section  2  of 
Article  X  as  follows: 

Sec.  2.  In  all  voting  on  amendments  printed  ballots  shall  be  used  except  where 
unanimous  consent  is  given  by  the  Representative  Assembly. 

A-2.  Amending  bylaws  by  two-thirds  vote  and  printing  in  May  Journal 

The  Committee  recommends  that  the  provision  presented  to  the  Denver 
convention  by  Reuben  T.  Shaw  of  Pennsylvania  be  approved,  namely  to 
amend  Article  X,  Section  1,  of  the  bylaws  by  the  addition  of  the  following: 

Provided  that  these  bylaws  may  be  amended  at  the  annual  meeting  of  the  Represen¬ 
tative  Assembly  in  1936  by  a  two-thirds  vote  if  such  amendment  has  been  printed  in 
the  May  Journal  of  the  National  Education  Association. 

A-3.  Amending  bylaws  at  1936  Representative  Assembly  by  two-thirds  vote 
without  previous  notice 

The  Committee  recommends  that  the  provision  presented  to  the  Denver 
convention  by  M.  E.  Hurst  of  Oklahoma  be  approved,  namely  to  amend 
Article  X,  Section  1,  of  the  bylaws  by  the  addition  of  the  following: 

Provided,  however,  that  these  bylaws  may  be  amended  at  the  annual  meeting  of 
the  Representative  Assembly  in  1936  by  a  two-thirds  vote,  without  previous  notice. 

A-4.  Qualifications  of  trustees 

The  Committee  is  of  the  opinion  that  the  bylaws  should  set  forth  specific 
qualifications  for  trustees.  The  Committee,  therefore,  recommends  that 
Article  III,  Section  4  (b),  be  further  amended  as  indicated  by  the  following: 

Sec.  4  (b).  At  the  first  meeting  of  the  Board  of  Directors  held  during  the  annual 
meeting  of  the  Association  at  which  they  were  elected  they  shall  elect  one  trustee  for 
the  term  of  four  years.  All  vacancies  occurring  in  said  Board  of  Trustees,  whether  by 
resignation  or  otherwise,  shall  be  filled  by  the  Board  of  Directors  for  the  unexpired 
term;  and  the  absence  of  a  trustee  from  two  successive  annual  meetings  of  the  Board 
shall  forfeit  his  membership.  Only  members  who  have  the  qualifications  required  for 
directors  may  be  elected  trustees. 

A-5.  Qualifications  of  directors 

Any  person  to  qualify  to  serve  as  director,  shall  have  been  an  active  member  with 
dues  paid  in  the  National  Education  A sstfeiation  and  in  the  state  or  district  or  terri¬ 
tory  and  local  association,  if  organized,  for  a  five  year  period  immediately  preceding 
the  election.  Only  delegates  who  are  active  members  of  the  National  Education 
Association  and  whose  dues  have  been  paid  in  the  state  or  district  or  territory  and 
local  association,  if  organized,  respectively,  shall  have  the  right  to  vote  for  such 
directors.  On  the  fourth  day  ...  (to  the  end  of  Sec.  2  of  the  old  bylaws.  Article  II). 

B.  Amendments  as  Proposed  in  the  May  Journal 
B-l.  Further  qualifications  of  trustees 

The  Committee  recommends  that  the  following  addition  be  made  to 
Section  4  (b)  of  Article  III: 

No  member  of  the  Board  of  Trustees  shall  be  eligible  to  succeed  himself  after  two 
consecutive  terms — S  years. 


Associational  Records  and  Information 


899 


C.  Amendments  as  Proposed  in  This  Report 

C-l.  Reference  of  resolutions 

The  Committee  recommends  that  Article  VI,  Section  3,  first  sentence,  be 
amended  to  read  as  follows: 

Sec.  3.  The  Committee  on  Resolutions  shall  report  at  the  annual  business  meeting 
of  the  Representative  Assembly,  and  except  by  unanimous  consent,  or  by  a  two-thirds 
vote  of  the  delegates  present,  all  resolutions  shall  be  referred  to  said  committee  with¬ 
out  discussion. 

C-2.  Proposed  addition  of  Article  XI  to  the  bylaws,  entitled  “Permanent 
Fund” 

ARTICLE  XI.  PERMANENT  FUND 

Section  1.  The  invested  fund  now  known  as  the  “Permanent  Fund  of  the  National 
Education  Association,”  when  transferred  to  the  corporation  hereby  created,  shall  be 
held  by  such  corporation  as  a  P  crmane?it  Fund. 

Sec.  2.  The  Permanent  Fund  shall  be  in  charge  of  the  Board  of  Trustees,  who  shall 
Provide  for  the  safekeeping  and  investment  of  such  fund,  and  of  all  other  funds  which 
the  corporation  may  receive  by  donation,  bequest,  or  devise.  (Article  III,  Section 
6  (b) ,  first  sentence.) 

Sec.  3.  No  part  of  the  principal  of  such  Permanent  Fund  or  its  accretions  shall  be 
expended,  except  by  a  two-thirds  vote  of  the  Representative  Assembly  upon  the 
recommendation  of  the  Board  of  Trustees,  after  such  recommendation  has  been 
approved  by  vote  of  the  Board  of  Directors  and  after  printed  notice  of  the  proposed 
expenditure  has  been  jnailed  to  all  active  members  of  the  A ssociation,  a?id  after  all 
other  requirements  of  the  bylaws  and  the  Act  of  Incorporation  have  been  fw 1  filled. 

Sec.  4.  The  income  of  the  Permanent  Fund  shall  be  used  only  to  meet  the  cost  of 
maintaining  the  organization  of  the  A  ssociation  and  of  publishing  its  annual  volume 
of  “Proceedings,”  unless  the  terms  of  the  donation,  bequest,  or  devise  shall  otherwise 
specify,  or  the  Board  of  Directors  shall  otherwise  order. 

C-3.  Selection  of  Chairmen  of  Committees 

The  Committee  recommends  that  the  following  section  be  added  to  Article 
VI,  Section  8 : 

Sec.  8.  In  all  committees,  boards,  or  councils  in  which  the  entire  personnel  is  named 
that  year  by  the  president,  the  president  shall  appoint  the  Chairmen.  In  all  other 
cases,  the  committee,  board,  or  council  shall  elect  its  own  Chairman. 

C-4.  Publishing  Committee 

Robert's  Rules  of  Order  Revised  contains  the  following  suggestion  (page 
296)  : 

If  the  proceedings  of  a  convention  are  usually  published,  a  Publishing  Committee 
should  be  appointed,  which  should  have  the  power  to  edit  the  proceedings. 

When  the  Representative  Assembly  was  first  formed  the  minutes  were 
greatly  condensed  before  they  were  published.  In  more  recent  years  a  certain 
amount  of  editing  has  been  done  by  the  Secretary’s  Office.  Representatives 
of  your  Committee  conferred  with  the  executive  secretary  and  found  that 
the  problem  was  a  serious  one.  The  Committee  therefore  recommends  the 
addition  of  another  section  to  Article  VI  to  read  as  follows: 

There  shall  be  a  Publishing  Committee  consisting  of  five  members  elected  by  the 
Representative  Assembly  by  the  method  known  as  the  Hare  System  of  Proportional 


900 


National  Education  Association 


Representation.  Nomination  shall  he  made  by  petition  signed  by  10  delegates  and 
presented  to  the  Executive  Secretary  on  the  second  day  of  the  annual  meeting. 

The  election  in  1936  shall  be  held  on  fV ednesday,  by  printed  ballot.  Provision  shall 
be  made  by  the  Rules  Committee  for  the  nomination  and  election  in  1937  to  be  held 
on  the  first  day  upon  which  the  Representative  Assembly  meets. 

This  Committee  shall  be  responsible  for  editing  and  preparing  that  portion  of  the 
minutes  of  the  Representative  Assembly  which  shall  be  published  in  the  printed 
proceeding s.  (The  Committee  recommends  that  at  least  five  copies  of  the  stenographic 
report  covering  every  detail  of  the  transactions  of  the  Representative  Assembly  shall 
be  prepared  and  kept  available  at  the  Secretary’s  Office  for  the  information  of 
members,  officers,  and  committees.) 

<  Chapter  III 

The  amendments  to  the  bylaws  set  forth  in  this  chapter  may  become 
effective  if  approved  by  a  two-thirds  vote  because  they  were  presented  at 
Denver  or  earlier. 

A-l.  Printed  ballots  for  amendments  to  bylaws 

The  Committee  recommends  the  adoption  of  the  amendment  to  Article  X, 
Section  2,  providing  for  the  use  of  printed  ballots  in  connection  with  the 
vote  upon  proposed  amendments  to  the  bylaws.  The  amendment  is  specifi¬ 
cally  set  forth  in  Chapter  II  of  this  report  in  the  division  marked  A-l. 

A-2.  Amendment  to  method  of  amending  insofar  as  proposals  printed  in 
the  May  Journal  are  concerned 

The  Committee  recommends  the  adoption  of  the  amendment  proposed  at 
Denver  and  set  forth  in  Chapter  II,  under  the  heading  A-2. 

A-3.  Amendment  to  method  of  amending  insofar  as  the  meeting  of  1936 
is  concerned 

The  Committee  recommends  the  appproval  of  the  amendment  presented 
by  M.  E.  Hurst,  of  Oklahoma,  and  set  forth  in  Chapter  II,  A-3. 

A-4.  Qualifications  of  trustees 

The  amendment  is  indicated  in  the  following: 

At  the  first  meeting  of  the  Board  of  Directors  held  during  the  annual  meeting  of 
the  Association  at  which  they  were  elected  they  shall  elect  one  trustee  for  the  term 
of  four  years.  All  vacancies  occurring  in  said  Board  of  Trustees,  whether  by  resigna¬ 
tion  or  otherwise,  shall  be  filled  by  the  Board  of  Directors  for  the  unexpired  term; 
and  the  absence  of  a  trustee  from  two  successive  annual  meetings  of  the  Board  shall 
forfeit  his  membership.  Only  members  who  have  the  qualifications  required  for  direc¬ 
tors  may  be  elected  trustees. 

A-5.  Nominating  committee 

The  Committee  on  Reorganization  by  majority  vote  recommends  that 
the  Association  return  to  the  nominating  committee  consisting  of  one  repre¬ 
sentative  from  each  state.  This  proposal  is  set  forth  in  Chapter  IV  of  this 
report. 

Chapter  IV 

The  proposed  amendments  to  the  bylaws  as  set  forth  in  this  chapter  may 
be  adopted  by  a  two-thirds  vote  at  Portland,  provided  the  Representative 


Associational  Records  and  Information 


901 


Assembly  at  Portland  approves  also  of  the  amendments  set  forth  in  Chap¬ 
ter  II,  Sections  A-l,  A-2,  and  A-3. 

A.  Qualifications  of  delegates 

The  Committee  recommends  that  Article  II,  Section  8,  be  amended  to 
read  as  indicated  by  the  following: 

(a)  [Only  active  members  of  the  National  Education  Association  shall  be  eligible 
to  be  delegates  to  the  Representative  Assembly,  and  to  vote  in  the  election  of  delegates 
in  a  State  or  Local  Affiliated  Association.]  To  be  eligible  to  the  election  as  delegates 
to  the  Representative  Assembly,  the  person  elected  must  have  been  for  two  years 
immediately  preceding  the  election  an  active  member  of  the  National  Education 
Association  and  a  member  of  a  State,  District,  or  Territorial  Association;  and  if  the 
delegate  is  to  represent  a  Local  Affiliated  A ssociation,  then  two  years’  membership  in 
such  Local  A  ssociation  immediately  preceding  the  election  shall  be  added  to  the 
above-named  qualifications.  Provided  that  the  two  years’  restrictions  shall  not  apply 
to  newly-organized  Local  A ssociations. 

(b)  An  active  member  shall  be  permitted  to  vote  for  the  election  of  delegates  in 
but  one  affiliated  [Local]  Association. 

(c)  For  determining  the  apportionment  of  delegates,  an  active  member  may  be 
counted  in  [two]  one  Affiliated  Association  [s],  and  no  more;  [and  that  one  of  these 
shall  be  the  State  Association], 

B.  Further  qualifications  of  trustees 

As  set  forth  in  the  May  Journal,  the  Committee  recommends  that  the 
following  addition  be  made  to  Section  4  (b)  of  Article  III:  “No  member 
of  the  Board  of  Trustees  shall  be  eligible  to  succeed  himself  after  two  con¬ 
secutive  terms — eight  years.” 

C.  Addition  of  Article  XI  to  the  bylaws 

The  Committee  recommends  the  adoption  of  a  separate  article  in  the 
bylaws  which  shall  include  all  the  provisions  and  regulations  in  reference  to 
the  Permanent  Fund.  The  proposed  amendment  is  set  forth  in  detail  in 
Chapter  II  of  this  report. 

D.  Selection  of  chairmen  of  committees 

The  Committee  recommends  the  addition  of  a  section  to  Article  VI,  pro¬ 
viding  for  the  method  of  selection  of  chairmen  of  committees.  This  proposed 
section  is  set  forth  in  detail  in  Chapter  II,  Section  C-3,  of  this  report. 

E.  Changes  in  affiliation  fees 

The  Committee  recommends  that  the  affiliation  fee  be  made  the  same  for 
Local  and  State  Associations.  It  further  recommends  that  this  fee  be  $10  per 
association.  More  specifically,  it  recommends  that  the  following  changes  be 
made  in  the  present  bylaws: 

( 1 )  Change  in  fees  for  Affiliated  State  Associations 

The  Committee  recommends  that  the  third  sentence  of  Article  II,  Section 
3,  be  amended  to  read  as  indicated  in  the  following:  The  annual  dues  of  an 


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National  Education  Association 


Affiliated  State  Association  shall  be  $10  |  for  each  delegate  to  which  said 
state  shall  he  entitled,  with  a  maximum  of  $100  ]. 

(2)  Change  in  fees  for  Affiliated  Local  Associations 

The  Committee  recommends  that  the  third  sentence  of  Article  11,  Section 
4,  be  amended  to  read  as  indicated  in  the  following:  The  annual  dues  of  an 
Affiliated  Local  Association  shall  be  $10  [$5]  which  shall  entitle  said 
Association.  .  .  . 

F.  Reference  of  Resolutions 

The  Committee  recommends  a  change  in  the  requirements  set  forth  in 
Article  VI,  Section  3,  which  provides  that  resolutions  must  be  referred  to  the 
Committee  on  Resolutions  except  by  unanimous  consent.  The  Committee  is 
of  the  opinion  that  a  two-thirds  vote  of  the  delegates  present  ought  to  be 
sufficient  to  authorize  the  immediate  consideration  of  any  resolution  pro¬ 
posed.  The  Committee,  therefore,  recommends  that  Article  VI,  Section  3, 
be  amended  as  specifically  set  forth  in  Chapter  II,  Section  C-l,  of  this  report. 

G.  Nominating  committee 

By  majority  vote,  the  Committee  on  Reorganization  recommends  that 
the  Association  return  to  the  old  plan  of  a  nominating  committee.  More 
specifically,  therefore,  the  Committee  recommends  that  Article  II,  Section  2, 
be  amended  to  read  as  follows : 

Sec.  2.  At  the  first  business  meeting  of  the  Representative  Assembly  on  the  second 
day  of  the  annual  meeting  of  the  Association,  nominations  for  the  following  officers 
shall  be  made:  President,  Vicepresidents,  and  Treasurer.  The  nominating  committee 
shall  submit  its  report  and  immediately  thereafter  opportunity  shall  be  given  for 
nominations  to  be  made  from  the  floor.  [Candidates  for  said  offices  shall  be  nominated 
from  the  floor  upon  roll  call  of  the  states.]  On  the  first  day  of  the  annual  meeting  of 
the  Association  the  delegates  of  each  state,  territory,  and  district  of  the  United  States 
shall  nominate  one  person  for  member  of  the  Board  of  Directors  and  the  name  of 
such  person  shall  be  reported  to  the  Representative  Assembly  at  the  first  business 
meeting  [upon  roll  call  of  the  states].  Any  person  to  qualify  to  serve  as  Director  shall 
have  been  an  active  member  with  dues  paid  in  the  National  Education  Association 
and  in  a  State,  or  District,  or  Territory,  and  a  Local  Association,  if  organized,  for  a 
five-year  period  immediately  preceding  the  election.  Only  delegates  who  are  active 
members  of  the  National  Education  Association  and  whose  dues  have  been  paid  in  a 
State,  or  District,  or  Territory,  and  a  Local  Association,  if  organized,  respectively, 
shall  have  the  right  to  vote  for  such  directors.  On  the  fourth  day  of  the  annual  meet¬ 
ing  officers  shall  be  elected  from  the  candidates  by  the  delegates  to  the  Representative 
Assembly  by  ballot.  Said  ballots  shall  be  printed  and  shall  contain  the  names  of  all 
nominees  as  provided  above.  Polls  for  voting  shall  be  open  from  8  a.  m.  to  6  p.  m.,  at 
such  place  or  places  as  the  President  of  the  Association  shall  designate.  The  candi¬ 
dates  for  President,  Treasurer,  member  of  Board  of  Directors  from  each  State, 
Territory,  or  District,  respectively,  and  the  eleven  candidates  for  the  office  of  Vice- 
president  receiving  the  highest  number  of  votes  shall  be  declared  elected.  The 
President  of  the  Association  shall  appoint  tellers  and  complete  all  arrangements  for 
carrying  out  the  election.  The  results  of  the  election  herein  provided  shall  be  an¬ 
nounced  at  the  annual  business  session  of  the  Representative  Assembly.  The  officers 
thus  chosen  shall  continue  in  office  until  the  close  of  the  annual  meeting  subsequent  to 
their  election,  and  until  their  successors  are  chosen,  except  as  herein  provided.  The 


Association al  Records  and  Information 


903 


Executive  Secretary  and  the  Treasurer  shall  enter  upon  their  duties  at  a  date  which 
shall  be  determined  by  the  Board  of  Trustees  and  which  shall  not  be  later  than  the 
first  of  October  and  shall  continue  in  office  during  the  term  for  which  they  are 
separately  chosen  and  until  their  successors  are  duly  elected. 

The  Committee  also  recommends  that  Article  VI,  Section  2,  be  amended 
to  read  as  indicated  in  the  following: 

Sec.  2.  On  the  first  day  of  the  annual  meeting  of  the  Association,  at  such  time  and 
place  as  shall  be  designated  on  the  annual  program  by  the  President  of  the  Associa¬ 
tion,  the  accredited  delegates  to  the  Representative  Assembly  from  each  State,  Dis¬ 
trict,  or  Territory  shall  elect  one  member  and  one  alternate  who  are  active  members 
of  the  Association  for  each  of  the  following  committees,  to  serve  for  the  ensuing  year: 
Credentials,  Resolutions,  and  Necrology.  The  accredited  delegates  to  the  Represent¬ 
ative  Assembly  from  each  State  shall  also  elect  from  their  own  number  one  member 
and  one  alternate  to  serve  on  the  nominating  committee  for  the  current  annual  meet¬ 
ing.  The  Committee  on  Credentials  shall  receive  the  official  list  of  delegates  from  the 
Executive  Secretary  and  report  thereon  to  the  Representative  Assembly. 

The  Committee  also  recommends  the  addition  of  Section  8  to  Article  VI. 

Sec.  8.  On  the  first  day  of  the  annual  meeting  of  the  Association  at  such  time  and 
place  as  shall  be  designated  on  the  annual  program  by  the  President  of  the  Associa¬ 
tion,  the  nojninating  committee  shall  meet  for  the  consideration  of  nominations  for  the 
elective  officers  of  the  A ssociation,  which  shall  be  presented  to  the  Association  on  the 
following  day. 

H.  Publishing  committee 

In  accordance  wTith  the  suggestions  contained  in  Robert’s  Rules  of  Order 
Revised ,  op  page  296,  the  Committee  on  Reorganization  recommends  that 
provisions  be  made  for  the  selection  of  a  publishing  committee.  More  specif¬ 
ically,  the  Committee  recommends  the  addition  of  certain  sections  of  Article 
VI,  providing  for  this  committee  as  set  forth  in  Chapter  II,  C-4,  of  this 
report. 

I.  Departments 

The  Committee  on  Reorganization  recommends  certain  amendments  to 
the  sections  of  Article  V  as  indicated  in  the  following: 

1.  That  the  second  sentence  of  Section  4  be  amended  to  read  as  follows: 

The  programs  of  these  meetings  shall  be  prepared  by  the  respective  presidents  [in 
conference  with  and]  under  the  general  direction  [,]  of  the  President  of  the 
Association. 

2.  That  the  first  sentence  of  Section  5  be  amended  to  read  as  follows: 

The  officers  of  each  Department  shall  consist  of  a  President,  a  Vicepresident,  a 
Secretary,  and  such  other  officers  as  may  be  deemed  necessary  by  the  Department, 
who  shall  be  elected  at  the  last  formal  session  of  the  Department  to  serve  [one  year] 
for  the  term  of  office  specified  in  the  regulations  of  the  Department  and  until  their 
successors  are  duly  elected;  and  who  shall  at  the  time  of  their  election,  be  active 
members  of  the  Association. 


904 


National  Education  Association 


3.  That  the  last  sentence  of  Section  7  be  cut  out  as  indicated  in  the  follow¬ 
ing: 

All  Departments  shall  have  equal  rights  and  privileges,  with  the  exception  stated 
in  Section  3  of  this  article.  They  shall  be  named  in  Section  1  of  this  article  in  the 
order  of  their  establishment  and  shall  be  dropped  from  the  list  when  discontinued. 
[Each  Department  may  be  governed  by  its  own  regulations  insofar  as  they  are  not 
inconsistent  with  the  Act  of  Incorporation  of  these  bylaws.] 

4.  That  a  Section  10  be  added  as  follows: 

Each  Department  is  hereby  authorized  to  adopt  bylaws  for  its  government  not 
inconsistent  with  the  Act  of  Incorporation  or  the  bylaws  of  the  Association ;  provided, 
That  such  bylaws  be  submitted  to,  and  approved  by,  the  Board  of  Directors  of  the 
A ssociation  before  they  shall  become  operative. 


K.  Duties  of  Vicepresidents 

The  Committee  recommends  that  specific  duties  be  assigned  to  the  Vice- 
presidents  of  the  Association  by  amending  Article  III  of  the  bylaws  by  adding 
a  new  section  as  follows : 

The  Vicepresidents  of  the  A  ssociation  shall  serve  as  assistants  to  the  President  for 
any  services  which  the  President  may  require  of  them.  Such  services  shall  include 
attendance  at  professional  organization  meetings  in  the  home  State  and  presentation 
of  the  National  Education  Association  together  with  its  plans  and  policies.  As  a 
group,  the  Vicepresidcnts  shall  constitute  a  membership  committee,  acting  under  the 
direction  of  the  President  and  Executive  Secretary  of  the  Association.  Vicepresidents 
may  be  called  upon  to  carry  out  these  duties  in  states  which  border  upon  their  own. 
This  Board  of  Vicepresidents  shall  be  given  a  budget  sufficiently  large  to  enable 
them  to  serve  the  National  Education  A  ssociation  in  an  effective  way  in  their  respec¬ 
tive  districts. 

L.  Nomination  of  State  Directors 

Because  the  meeting  of  delegates  by  states  is  necessarily  short  and  because 
of  the  importance  of  care  in  the  election  of  a  state  director,  the  Committee 
recommends  that  an  additional  subject  section  be  added  to  Article  II,  Sec¬ 
tion  2,  providing  for  a  change  in  the  method  of  nomination  of  directors  as 
set  forth  in  the  following  paragraph: 

The  director  for  each  state,  the  District  of  Columbia,  and  each  territorial  posses¬ 
sion  shall  be  nominated  at  least  30  days  preceding  the  annual  meeting  of  the 
National  Education  Association.  It  shall  be  the  duty  of  the  state  director  to  arrange 
for  the  method  of  nominating  his  successor.  Such  nomination  may  be  by  ballot  or 
by  a  called  meeting  of  the  active  members  of  the  National  Education  A  ssociation  or 
by  some  other  procedure  which  will  secure  the  full  support  and  satisfaction  of  the 
membership  in  each  state,  each  district,  or  each  territorial  possession.  Each  director 
shall  certify  the  name  of  the  nominee  to  the  Executive  Secretary  of  the  National 
Education  A  ssociation  at  least  30  days  before  the  annual  meeting. 


Chapter  V 


The  amendments  to  the  bylaws  proposed  in 
effective  if  and  only  when  the  charter  is  amended. 


this  chapter  may  become 


Associational  Records  and  Information 


905 


A.  Board  of  Directors 

The  Committee  recommends  that  the  Board  of  Directors  shall  be  made 
up  as  set  forth  in  the  following : 

Amend  Article  II,  Section  1  (b),  so  that  it  shall  read  as  indicated  in  the 
following: 

The  Board  of  Directors  shall  consist  of  the  President,  the  First  Vicepresident,  [the 
Secretary]  the  Treasurer,  the  Chairman  of  the  Board  of  Trustees,  and  one  additional 
member  from  each  State,  Territory,  or  District  to  be  elected  by  [the  active  members 
for  the  term  of  one  year]  the  Representative  Assembly  for  the  term  of  three  years  or 
until  their  successors  are  chosen,  seven  directors  to  be  elected  at  large  by  the  Repre¬ 
sentative  Assembly  for  a  term  of  one  year  or  until  their  successors  are  chosen,  and 
of  all  Life  Directors  of  the  National  Educational  Association. 

B.  Directors  at  Large 

In  order  that  the  Representative  Assembly  may  be  directly  represented  on 
the  Board  of  Directors,  the  Committee  recommends  the  election  of  seven 
members  at  large  using  the  system  of  voting  known  as  the  Hare  System  of 
Proportional  Representation. 

(1)  Amend  Article  II,  Section  2,  by  the  addition  of  the  following: 

All  members  at  large  shall  be  nominated  to  the  Representative  Assembly  as  are 
other  officers  and  shall  be  elected  by  that  body  by  the  system  of  voting  known  as  the 
Hare  System  of  Proportional  Representation. 

C.  Terms  of  Directors 

In  order  to  provide  for  greater  continuity  in  plans  and  policies  the  Com¬ 
mittee  on  Reorganization  recommends  that  the  terms  of  the  “state”  directors 
be  changed  to  three  years  as  set  forth  in  the  following: 

Amend  Article  II,  Section  2,  by  the  addition  of  the  following: 

(1)  The  terms  of  the  members  of  the  Board  of  Directors  elected  from  the  states, 
the  District  of  Columbia,  and  the  territorial  possessions  shall  be  for  three  years,  the 
terms  of  one-third  of  the  members  expiring  each  year.  All  members  of  the  Board  of 
Directors  representing  the  states,  the  District  of  Columbia,  and  the  territorial  posses¬ 
sions  shall  be  nominated  by  the  said  states,  District  of  Columbia,  and  territorial 
possessions  to  the  Representative  Assembly  for  election  by  that  body.  All  members  so 
elected  to  take  office  at  the  close  of  the  annual  meeting  in  1937  shall  draw  lots  to 
determine  which  ones  shall  serve  one  year,  which  two  years,  and  which  three  years. 
Thereafter  all  terms  of  office  for  such  members  shall  be  for  a  three-year  period.  No 
such  member  shall  be  eligible  to  succeed  himself  after  serving  two  consecutive  terms. 

(2)  The  Directors  at  Large  shall  be  elected  for  terms  of  one  year  each  and  shall 
not  be  eligible  to  succeed  themselves  for  more  than  six  consecutive  terms. 

D.  Board  of  Trustees 

The  Committee  recommends  that  Article  II,  Section  1  (d),  be  amended 
to  read  as  follows : 

The  Board  of  Trustees  shall  consist  of  four  members  elected  by  the  [Board  of 
Directors]  Representative  Assembly,  for  a  term  of  four  years  and  the  President  of 
the  Association,  who  shall  be  a  member  ex  officio  during  his  term. 

The  elective  members  shall  be  nominated  to  the  Representative  Assembly  as  other 
elective  officers  of  the  Association  and  shall  be  elected  by  that  body  by  the  Hare 


906 


National  Education  Association 


System  of  Majority  Preferential  Voting.  All  vacancies  occurring  in  the  Board  of 
Trustees  whether  by  resignation  or  otherwise,  shall  be  filled  by  the  Executive  Com¬ 
mittee  until  the  next  meeting  of  the  Representative  Assembly,  at  which  time  a  Trustee 
shall  be  elected  to  serve  for  the  remainder  of  the  unexpired  term.  The  absence  of  a 
Trustee  from  two  successive  annual  meetings  shall  forfeit  his  membership. 


Chapter  VI 

Proposed  Amendments  To  Be  Presented  at  Portland  for 

Future  Action 

The  Committee  on  Reorganization  has  given  much  time  and  thought  to 
the  question  of  the  reduction  in  size  of  the  Delegate  Assembly.  It,  there¬ 
fore,  presents  the  following  scale  for  determining  the  number  of  state  and 
local  delegates  for  consideration  and  future  action. 

Scale  for  Determining  Number  of  Delegates 

Article  II,  Section  6. 

Sec.  6.  Each  affiliated  state  association  shall  be  entitled  to  elect  one  delegate  and 
one  alternate  to  the  Representative  Assembly  for  each  one  hundred  of  its  members, 
or  major  fraction  thereof,  who  are  active  members  of  the  National  Education  Asso¬ 
ciation,  up  to  five  hundred  such  active  members,  and  thereafter  one  delegate  and  one 
alternate  for  each  five  hundred  of  its  members,  or  major  fraction  thereof,  who  are 
active  members  of  the  National  Education  Association;  provided,  however,  that  the 
quota  of  delegates  thus  determined  for  a  state  association  shall  be  reduced  by  the 
number  of  delegates  chosen  from  local  affiliated  associations  within  that  state  in 
accordance  with  Section  7  of  this  Article,  and  provided  further  that  each  affiliated 
state  association  shall  be  entitled  to  not  less  than  three  delegates.  Delegates  from 
state  associations  shall  be  designated  state  delegates. 

Sec.  7.  Local  affiliated  associations  shall  be  entitled  to  elect  one  delegate  and  one 
alternate  to  the  Representative  Assembly  in  accordance  with  the  numbers  set  forth 
in  the  preceding  section  as  amended;  provided,  however,  that  in  no  case  shall  the 
total  number  of  delegates  representing  the  state  and  local  associations  combined  ex¬ 
ceed  the  number  to  which  the  state  is  entitled  as  set  forth  in  Section  6  as  amended. 
If  the  number  of  delegates  from  the  local  associations  within  the  state  equals  the 
number  of  delegates  to  which  the  state  is  entitled,  the  local  associations  shall  draw 
lots,  or  provide  in  some  satisfactory  way  for  an  orderly  succession  of  representation, 
mid  any  new  locals  created  shall  take  their  places  in  this  schedule.  Delegates  from 
local  associations  shall  be  designated  as  local  delegates. 

Not  later  than  thirty  days  prior  to  the  date  set  for  the  election  of  the  state  delegates 
in  each  state,  the  local  associations  shall  give  notice  of  their  intentions  in  regard  to 
the  number  of  delegates  which  said  local  associations  intend  to  select  for  the  next 
meeting  of  the  Representative  Assembly.  Said  notice  shall  be  filed  with  the  secretary 
of  the  state  association  and  also  with  the  Executive  Secretary  of  the  National  Educa¬ 
tion  Association.  A  local  association  which  fails  to  file  said  notice  shall  forfeit  to  the 
state  association  of  that  state  its  rights  to  select  delegates  for  that  year. 

The  State  Directors  of  the  National  Education  Association  shall  be  responsible 
for  the  administration  of  this  program  within  the  states. 

All-Inclusive  Membership  and  Consolidated  Dues 

In  order  to  establish  a  closer  relationship  between  national,  state,  and  local 
associations  and  build  a  permanent  and  abiding  profession  among  the  teachers 
of  the  nation,  this  Committee  recommends  that  this  Association  proceed  at 


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907 


once  to  formulate  plans  for  an  all-inclusive  membership  and  consolidation  of 
dues.  The  Committee  believes  that  this  step  will  do  much  toward  advancing 
professional  growth  and  integration  of  interests  resulting  in  a  unified  pro¬ 
fession.  To  this  end  we  recommend  that  the  following  be  held  and  considered 
for  action  at  the  next  annual  meeting. 

A.  That  the  dues  of  the  National  Education  Association  be  changed  as 
follows : 

1.  Teachers  receiving  less  than  $1000  shall  pay  annual  dues  to  the  National 
Education  Association  of  $1  per  year. 

2.  Teachers  receiving  salaries  in  the  range  from  $1000  to  $1999  shall  pay  annual 
dues  to  the  National  Education  Association  of  $2  per  year. 

3.  Teachers  receiving  salaries  of  $2000  annually  or  more  shall  pay  annual  dues 
to  the  National  Education  Association  of  $3  per  year. 

B.  We  recommend  the  following  plan  for  all-inclusive  membership  and 
consolidated  dues: 

1.  That  the  National  Education  Association  shall  proceed  to  effect  a  closer  rela¬ 
tionship  of  national,  state,  and  local  associations  as  suggested  by  the  following 
steps: 

a.  Encourage  the  organization  of  local  units. 

b.  Make  the  state  association  the  federation  of  these  local  units. 

c.  Require  the  local  units  to  collect  the  consolidated  dues  for  the  local,  state, 
and  national  associations. 

d.  Require  either  the  local  or  state  association  to  be  the  agent  for  remitting 
to  the  national  association  the  dues  of  paid  memberships. 

2.  As  a  preliminary  basis  for  considering  the  consolidation  of  dues  we  recom¬ 
mend  the  following: 

a.  That  the  dues  be  collected  as  one  membership  fee. 

b.  That  the  dues  for  a  trial  period  be  set  as  follows: 

1.  Teachers  receiving  salaries  of  less  than  $1000  shall  pay  consolidated 
dues  out  of  which  the  National  Education  Association  shall  receive  $1 
per  year. 

2.  Teachers  receiving  salaries  ranging  from  $1000  to  $1999  shall  pay  con¬ 
solidated  dues  out  of  which  the  National  Education  Association  shall 
receive  $2  per  year. 

3.  Teachers  receiving  a  salary  of  $2000  or  more  shall  pay  consolidated  dues 
out  of  wrhich  the  National  Education  Association  shall  receive  $3  per 
year. 

At  present  the  National  Education  Association  membership  is  slightly  less 
than  200,000  while  the  combined  membership  of  state  associations  is  approxi¬ 
mately  750,000.  It  can  readily  be  seen  that  the  consolidated  membership 
would  increase  greatly  the  revenue  of  the  National  Education  Association. 
At  the  same  time  a  federation  of  local  associations  to  form  the  state  associa¬ 
tion  would  result  also  in  increased  membership  in  the  state  association.  It  is 
the  opinion  of  the  Committee  that  the  enduring  welfare  of  the  profession 
depends  upon  these  two  rather  fundamental  ideas,  namely,  all-inclusive 
membership  and  consolidated  dues.  We  recommend,  therefore,  that  the 
Association,  thru  its  Representative  Assembly,  approve  these  recommenda¬ 
tions  and  designate  some  existing  committee  or  new  committee  to  continue 
the  study  with  the  purpose  of  presenting  full  information  concerning  the 
effect  of  the  proposed  plan,  preparatory  to  taking  action  on  the  proposed  plan 
at  the  next  annual  meeting. 


908 


National  Education  Association 


Conventions 

The  Committee  on  Reorganization  suggests  that  study  be  given  to  the 
plan  of  holding  conventions  in  the  future.  The  states  that  have  adopted  the 
plan  of  holding  district  educational  meetings  have  found  this  plan  most  satis¬ 
factory.  The  Committee  believes  that  the  membership  and  service  of  the 
National  Education  Association  may  be  greatly  increased  by  dividing  the 
United  States  into  districts  and  holding  a  district  meeting  of  the  Association 
each  alternate  year. 

Your  Committee  suggests,  therefore,  that  consideration  be  given  to  the 
plan  of  holding  the  national  association  convention  biennially  and  of  hold¬ 
ing  district  conventions  on  alternate  years.  If  such  a  plan  is  approved  the 
President  and  Vicepresidents  shall  be  elected  to  serve  for  two  years. 

If  such  a  plan  is  considered  favorably,  your  Committee  suggests  further 
that  the  district  convention  be  held  under  the  direction  of  Vicepresidents 
elected  from  the  respective  areas,  the  programs  to  be  formulated  by  the  Vice- 
presidents  of  the  N.  E.  A.  in  conference  with  the  President  and  the  Executive 
Secretary. 

As  an  alternate  plan  the  national  association  and  the  district  associations 
might  hold  conventions  annually,  the  district  convention  joining  with  the 
national  convention  when  the  national  meets  in  any  district.  This  plan 
would,  of  course,  provide  for  annual  meetings  both  of  the  national  and 
district  associations  and  for  the  election  annually  of  a  President  and  district 
Vicepresidents. 

As  a  basis  for  discussion,  the  Committee  suggests  the  following  regions  of 
the  N.  E.  A. : 


Maine 

2.  New  York  3. 

Ohio 

4.  Kentucky 

New  Hampshire 

Pennsylvania 

Indiana 

Tennessee 

Vermont 

New  Jersey 

Illinois 

Mississippi 

Massachusetts 

Delaware 

Michigan 

Alabama 

Connecticut 
Rhode  Island 

Maryland 

Dist.  of  Columbia 
Virginia 

West  Virginia 

Wisconsin 

Georgia 

Florida 

North  Carolina 
South  Carolina 
Puerto  Rico 
Virgin  Islands 

Texas 

6.  Iowa  7. 

Montana 

8.  California 

New  Mexico 

Minnesota 

Wyoming 

Nevada 

Colorado 

North  Dakota 

Idaho 

Utah 

Missouri 

South  Dakota 

Washington 

Arizona 

Arkansas 

Oklahoma 

Louisiana 

Nebraska 

Oregon 

Alaska 

Hawaii 

The  Election  of  a  Resolutions  Committee 

It  was  decided  to  re-submit  this  amendment  changing  the  number  of  mem¬ 
bers  from  nine  to  fifteen,  but  not  to  urge  the  passage. 

The  Committee  feels  that  the  Resolutions  Committee  can  be  made  more  . 
effective  if  the  number  of  members  is  reduced  to  fifteen,  and  the  Committee 


Associational  Records  and  Information 


909 


believes  further  that  this  committee  of  nine  should  be  selected  in  a  manner 
that  will  represent  a  cross-section  of  the  Representative  Assembly.  The  sys¬ 
tem  of  voting  known  as  Proportional  Representation  is  an  excellent  device 
for  accomplishing  this.  The  Committee,  therefore,  recommends  that  Article 
IV,  Section  3,  be  amended  as  indicated  by  the  following: 

Sec.  3.  A  Committee  on  Resolutions ,  composed  of  fifteen  members,  shall  be  elected 
by  the  Representative  Assembly  by  the  Hare  System  of  Proportional  Representation. 
The  Committee  shall  elect  its  own  chairman.  The  Committee  on  Resolutions  shall 
report  at  the  next  annual  business  meeting  of  the  Representative  Assembly,  and 
except  by  unanimous  consent,  or  a  two-thirds  vote  of  the  delegates  present,  all  resolu¬ 
tions  shall  be  referred  to  said  committee  without  discussion.  The  Committee  shall 
receive  and  consider  all  resolutions  proposed  by  active  members,  or  referred  to  it  by 
the  President.  On  the  second  day  of  the  annual  meeting  of  the  Association  the  Com¬ 
mittee  shall  meet  for  the  purpose  of  receiving  proposed  resolutions  and  hearing  those 
who  may  wish  to  advocate  them  at  a  place  and  time  to  be  announced  in  the  printed 
program. 

(If  the  above  revision  of  Section  3  is  approved  of,  it  will  be  necessary  to 
amend  Section  2  of  the  same  article  by  striking  out  the  word  “resolutions.” 
A  separate  motion  should  be  made  to  cover  this  item.) 

Chapter  VII 

Suggestions  for  Further  Study 

The  report  heretofore  submitted  by  this  Committee  has  to  do  with  the 
internal  structure  of  the  National  Education  Association,  the  relations  of 
the  component  parts  of  its  governing  and  administrative  bodies,  and  a  revision 
of  its  charter  and  bylaws  to  adapt  them  to  present  needs  and  to  modern 
methods  of  conducting  organization  affairs. 

After  these  first  and  necessary  steps  are  taken,  much  remains  to  be  accom¬ 
plished  in  coordinating  and  integrating  the  educational  forces  of  the  nation 
into  a  harmonious  whole  with  definite  purposes  and  organized,  directed 
activities. 

Some  of  the  problems  challenging  us  for  study  and  solution  are  as  follows : 

1.  The  functions,  objectives,  and  relations  of  national,  state,  and  local 
organizations  must  be  clearly  defined  and  coordinated  before  there  can  be 
completely  harmonious  cooperation  and  effective  activities.  This  problem 
should  be  attacked  at  once  and  should  be  the  subject  of  continuous  study  and 
frequent  recommendations  by  the  Board  of  Directors  or  some  committee 
thereof.  It  might  be  well  to  call  a  conference  of  the  Board  of  Directors  of  the 
National  Education  Association,  the  leading  officers  of  state  and  local  organ¬ 
izations,  and  state  superintendents  of  public  instruction  to  study  this  problem 
and  make  recommendations. 

2.  In  order  to  support  such  an  integrated  educational  organization  and  to 
increase  its  efficiency,  the  following  principles  should  have  early  considera¬ 
tion  : 


910 


National  Education  Association 


I.  Relationship 

A.  There  should  be  established  a  closer  relationship  between  the  na¬ 
tional  association,  state  and  local  associations.  This  might  be  accom¬ 
plished  in  various  ways,  of  which  some  one  or  combination  of  these 
suggestions  is  promising  (see  Chapter  VI)  : 

1.  Consolidated  dues  according  all  privileges  of  membership  in  local, 
state,  and  national  associations. 

2.  Closer  relationship  established  thru  field  representatives  em¬ 
ployed  as  agents  of  the  N.  E.  A.,  assigned  to  regional  divisions. 

3.  Greater  emphasis  on  organization  to  effect  greater  professional 
responsibility  and  interest  among  members,  which  would  oblige 
all  present  teachers  and  new  teachers  to  become  members  of  the 
Association  before  certification  is  granted  and  active  service  per¬ 
mitted.  This  interest  should  spread  from  the  lowest  to  the  highest 
realm  of  educational  service,  kindergarten  thru  college. 

B.  There  should  be  established  closer  relationship  with  other  profes¬ 
sional,  business,  and  industrial  associations,  not  direct  affiliation  but 
advisory  and  goodwill  affiliation. 

1.  By  cooperation  with  advisory  committees  on  policies  relating  to 
social,  economic,  and  educational  movements  selected  from  out¬ 
standing  leaders  among  the  laymen. 

2.  By  establishing  a  department  of  public  relations  in  the  N.  E.  A. 
with  an  adequate  employed  staff. 

II.  Representative  Assembly 

A.  Size  and  working  procedures  of  the  Assembly 

1.  The*  Representative  Assembly  should  be  reduced  in  size  to  over¬ 
come  its  unwieldy  nature  (see  Chapter  VI). 

2.  A  cross-section  of  all  groups  of  the  profession  on  the  basis  of  their 
membership  should  be  recognized  in  constituting  the  membership 
of  this  Representative  Assembly. 

3.  The  working  program  of  the  Representative  Assembly  should  be 
simplified,  devoting  certain  sessions  to  business  and  other  sessions 
to  policy,  delimiting  minor  matters,  with  authority  over  such 
minor  matters  delegated  to  committees  or  to  other  official  groups, 
such  as  directors  or  the  executive  board. 

B.  Authority  of  the  Representative  Assembly 

1.  The  Representative  Assembly  should  be  given  adequate  and 
specific  authority  principally  legislative.  This  Assembly  should 
be  the  final  authority  for  determining  new  policies  and  new 
adventures,  as  well  as  fixing  the  major  control  policies  of  the 
National  Education  Association. 


Associational  Records  and  Information 


911 


2.  The  Representative  Assembly  should  be  set  up  so  that  at  least 
one-third  of  the  members  would  be  in  overlapping  terms,  so  as 
to  obviate  too  frequent  and  too  complete  turnover  in  membership. 

3.  The  membership  in  the  Representative  Assembly  should  be 
chosen  upon  the  basis  of  loyalty  to  the  profession,  of  educational 
standing,  and  of  ability  to  contribute  service.  No  one  should  be 
a  delegate  to  this  Assembly  until  he  has  been  in  service  for  an  ade¬ 
quate  preliminary  period. 

III.  Professional  Improvement  and  Educational  Service 

A.  The  most  needed  advance  in  the  N.  E.  A.  would  seem  to  be  the 

type  of  movement  which  would  eliminate  class  and  group  prejudice 

and  bias.  There  should  be  united  effort  in  all  undertakings. 

1.  Establish  equitable  representation  for  all  classes. 

2.  Provide  a  general  code  of  ethics  applicable  to  all  members  of  the 
profession. 

3.  Provide  for  group  action  when  necessary  to  protect  members 
from  the  influence  or  impact  of  pressure  groups. 

B.  A  definite  program  should  be  set  up  for  the  N.  E.  A.,  which  will — 

1.  Emphasize  publicity  and  information  regarding  educational 
service. 

2.  Make  the  Association  a  militant  organization  for  socio-economic 
progress. 

3.  Seize  the  opportunity  for  places  of  leadership  and  action  in  com¬ 
munity  movements. 

4.  Place  the  chief  objectives  of  citizenship  and  character-building 
foremost  in  the  appeal  to  the  public. 

The  above  fundamental  principles  are  the  foundation  upon  which  your 
Committee  has  builded  in  the  hope  that  a  greater  and  better  organization 
would  result. 

REPORT  OF  COMMITTEE  ON  SOCIAL-ECONOMIC  GOALS 

OF  AMERICA 

FRED  J.  KELLY,  CHIEF,  DIVISION  OF  COLLEGES  AND  PROFESSIONAL  SCHOOLS, 

U.  S.  OFFICE  OF  EDUCATION,  WASHINGTON,  D.  C.,  Chairman 

The  Committee  on  Social-Economic  Goals  of  America  has  spent  its  efforts 
the  past  year  in  trying  to  complete  the  ten  special  committee  reports  dealing 
with  the  ten  goals  set  forth  in  the  first  Committee  report.  These  are  to  com¬ 
prise  a  volume  the  purpose  of  which  will  be  to  make  clear  the  meaning  and 
significance  of  these  goals  in  American  life. 

It  has  been  the  hope  of  the  Committee  that  the  volume  would  be  available 
for  distribution  at  the  1936  meeting.  This  has  proved  impossible.  The  manu- 


912 


National  Education  Association 


script  is  now  completed,  however,  and  is  being  edited.  It  will  surely  be  avail¬ 
able  for  distribution  in  the  early  fall. 


REPORT  OF  COMMITTEE  ON  THE  STATUS  OF  THE 

RURAL  TEACHER 

WILLIAM  MC  KINLEY  ROBINSON,  DIRECTOR,  DEPARTMENT  OF  RURAL 

EDUCATION,  WESTERN  STATE  TEACHERS  COLLEGE,  KALAMAZOO,  MICH., 

Chairman 

“Certainly  no  one  questions  the  inadequacy  of  the  salaries  of  rural  teachers. 
How  can  you  justify  the  expenditure  of  time  and  money  for  the  verification 
of  that  well-recognized  fact?”  queried  one  well-known  educator  when  he 
learned  of  the  appointment  of  an  N.  E.  A.  committee  to  study  the  economic 
status  of  the  rural  teacher.  But  the  Committee  does  not  accept  as  its  function 
the  assembling  of  a  mass  of  data  on  the  meager  salaries  of  most  rural  teachers. 

Serious  consideration  of  the  most  effective  way  of  approaching  the  subject 
has  led  the  Committee  to  the  conclusion  that  its  functions  are : 

1.  The  assembling  of  data  on  living  costs  in  rural  areas  for  teachers  and  other 
occupational  groups. 

2.  The  analyzing  of  costs  for  the  major  expenditures — food,  shelter,  clothing, 
health,  recreation,  education,  savings — of  a  standard  of  living  compatible  with  (a) 
the  expectations  and  demands  laid  upon  the  teacher  by  the  public  and  profession, 
(b)  the  maximum  return  to  society  for  its  investment,  and  (c)  the  competition  for 
an  individual  with  desirable  personality  and  ability  from  other  groups  within  the 
profession  as  well  as  other  occupational  groups. 

3.  The  studying  of  those  administrative  policies — salary  schedules,  state  aid, 
county  units,  higher  professional  requirements,  etc. — which  seemingly  have  made  for 
more  nearly  adequate  salaries  for  some  rural  teachers,  as  well  as  for  a  greater 
degree  of  security  even  in  times  of  depression. 

As  an  end  in  themselves,  not  even  these  would  justify  the  necessary  ex¬ 
penditure  of  time,  effort,  and  money.  The  members  of  the  Committee  have 
unanimously  and  unequivocally  gone  on  record  as  uninterested  in  the  study 
unless  they  have  the  assurance  that  the  information  collected  will  be  used 
in  a  carefully  planned  campaign  of  education  to  improve  conditions.  And 
altho  a  study  which  will  meet  the  standards  of  scientific  accuracy  demanded 
by  the  research  student  is  being  undertaken,  the  major  concern  of  the  Com¬ 
mittee  is  that  their  findings  be  put  into  a  form  which  the  laymen,  schoolboard 
members,  legislators,  and  urban  as  well  as  rural  teachers  will  find  under¬ 
standable  and  stimulating  to  thought  and  action. 

Since  a  large  proportion  of  the  Negro  population  is  to  be  found  in  rural 
areas  and  since  some  rather  extensive  rural  areas  are  largely  or  predomi¬ 
nantly  occupied  by  the  Negro,  it  is  desired  to  include  in  the  report  data 
on  the  economic  status  of  the  Negro  rural  teacher.  To  make  such  possible, 
inasmuch  as  considerable  data  will  be  necessitated  and  the  information  must 
obviously  be  kept  separate  for  the  two  groups  in  spite  of  their  interrelation- 


Associatjonal  Records  and  Information 


913 


ship,  an  attempt  is  being  made  to  obtain  funds  from  one  of  the  foundations 
to  finance  the  study  of  the  Negro  teacher. 

During  the  February  meetings  of  the  Department  of  Superintendence  in 
St.  Louis,  the  Committee  held  three  sessions  of  several  hours  each  in  addi¬ 
tion  to  several  subcommittee  meetings.  Orientation  of  the  group  as  a  whole, 
determination  of  the  scope  and  purpose  of  the  study,  and  plans  for  a  tenta¬ 
tive  questionnaire  form  held  their  attention.  In  accord  with  the  federal 
Census  Bureau,  other  professional  workers,  rural  sociologists  and  economists, 
the  Committee  agreed  upon  the  now  commonly  accepted  interpretation  of 
the  word  “rural”:  The  open  country  and  centers  of  2500,  or  less,  in 
population. 

In  the  weeks  preceding  the  time  of  the  Committee  meeting,  the  chairman 
had  conferred  with  seven  members  of  the  Committee  individually,  with  mem¬ 
bers  of  the  staffs  of  eight  universities  and  eight  state  departments  of  educa¬ 
tion  scattered  from  coast  to  coast,  and  with  members  of  the  several  govern¬ 
ment  bureaus  and  commissions  in  Washington  which  gather  data  on  living 
costs.  To  requests  for  information  concerning  similar  studies  made  or 
planned  within  the  various  states,  replies  were  received  from  one-half  of 
the  state  departments  of  education  and  the  state  teacher  associations,  both 
white  and  Negro.  Their  expressed  interest  in  the  subject  indicates  a  willing¬ 
ness  on  their  part  to  cooperate  in  both  the  collection  and  dissemination  of 
information,  upon  which  cooperation  much  of  the  ultimate  success  of  the 
study  will  depend. 

Desire  to  obtain  data  during  the  school  year  1936-37  necessitates  another 
meeting  of  the  Committee  in  the  early  fall.  At  that  time  the  tentative  ques¬ 
tionnaire,  which  has  been  given  trial  by  a  widely  distributed  group  of  rural 
teachers,  will  be  put  in  final  form.  Other  phases  of  the  study — selection  of 
areas  to  be  studied,  cooperation  of  state  and  county  agencies  in  launching 
the  survey,  laws  and  regulations  bearing  upon  the  problem,  comparable 
studies  on  salaries  or  living  costs,  historical  background,  and  publishing  and 
publicizing  the  findings — which  are  now  being  worked  upon  by  subcom¬ 
mittees — will  be  given  further  and  more  definite  consideration. 

To  the  Research  Division  of  the  N.  E.  A.  the  Committee  is  grateful  for 
the  services  of  Richard  R.  Foster  and  his  clerical  assistants.  Mr.  Foster’s 
services  are  valued  particularly  since  he  served  in  a  similar  capacity  for  the 
Committee  on  the  Economic  Status  of  the  Teacher.  It  was  the  excellence 
and  significance  of  the  report  of  that  committee  on  the  economic  status  of 
city  teachers  which  occasioned  the  request  on  the  part  of  the  Representative 
Assembly  in  July  1935  for  a  similar  study  of  the  rural  teacher.  To  Agnes 
Samuelson,  whose  administration  as  president  of  the  N.  E.  A.  has  been 
colored  with  her  interest  in  and  understanding  of  rural  education,  was  left 
the  appointment  of  the  Committee  on  the  Economic  Status  of  the  Rural 
Teacher. 


914 


National  Education  Association 


REPORT  OF  COMMITTEE  ON  TENURE 

DONALD  DU  SHANE,  SUI’ERI NTEND ENT  OF  SCHOOLS,  COLUMBUS,  IND., 

Chairman 

The  Committee  on  Tenure  has  been  very  active  during  the  year.  It  has 
published  three  bulletins  and  a  mimeographed  report  which  are  worthy  of 
study  by  everyone  interested  in  tenure.  The  titles  of  these  bulletins  are  ( 1 ) 
Court  Decisions  on  Teacher  Tenure  in  1935 ;  (2)  Handbook  on  Teacher 
Tenure;  and  (3)  Teachers'  Contracts :  With  Special  Reference  to  Adverse 
Conditions  of  Employment.  The  title  of  the  report  is  The  1936  Report  of 
the  Tenure  Committee  of  the  National  Education  Association. 

In  addition  to  these  research  activities,  the  Committee  has  investigated 
a  large  number  of  tenure  cases.  These  investigations  have  been  helpful  in 
many  situations,  as  shown  by  a  brief  quotation  from  a  letter  recently  received 
which  states:  “The  assurance  of  the  interest  of  your  Committee  was  the 
determining  factor  in  bringing  to  a  close  a  situation  which  has  been  in¬ 
tolerable  for  me,  but  more  than  that  it  furnishes  a  source  of  security  for 
all  the  members  of  our  faculty.  I  am  deeply  grateful  to  the  National 
Education  Association  for  this  help.” 

THE  ANNUAL  REPORT  OF  THE  SECRETARY 

The  national  education  association  was  founded  in  the  city  of 
Philadelphia  in  1857  by  forty-three  earnest  and  far-sighted  educators. 
A  study  of  the  actions  and  resolutions  thru  the  years  shows  that  our  Associa¬ 
tion  has  consistently  worked  for  a  constructive  program  by  the  federal  gov¬ 
ernment  with  respect  to  education.  We  have  been  solicitous  for  the  welfare 
of  childhood,  supporting  one  fundamental  policy  of  general  social  and  eco¬ 
nomic  importance — the  provision  of  a  reasonable  equality  of  educational 
opportunity  for  all  children  thruout  the  nation.  We  have  scrupulously 
avoided  interfering  with  the  policies  of  state  and  local  education  associations. 
We  have  built  our  program  to  an  increasing  degree  on  the  basis  of  research. 
We  have  relied  on  committees  and  commissions  of  educational  leaders  to 
.  think  thru  the  larger  problems  facing  American  education. 

Our  Association  has  held  to  the  position  thruout  the  years  that  it  serves 
both  the  welfare  of  its  members  and  the  improvement  of  education.  These 
two  purposes  broadly  conceived  are  inseparable.  We  have  sought  to  solicit 
the  interests  of  lay  groups  in  our  program  and  to  advise  them  in  the  formula¬ 
tion  of  educational  policies.  We  have  encouraged  plans  for  co-inclusive 
membership  in  local,  state,  and  national  professional  associations.  We  have 
undertaken  to  create  a  public  sentiment  which  would  defend  public  schools 
and  seek  the  improvement  of  education. 

As  we  face  the  future,  our  Association  should  aggressively  focus  the  work 
of  the  Association  on  the  development  of  a  vital  relationship  between  educa¬ 
tion  and  the  life  of  today.  W e  should  strengthen  our  organization  so  that  we 


Associational  Records  and  Information 


915 


may  render  increased  service  to  children  and  teachers.  Our  service  to  our 
members  and  to  schools  should  be  improved.  To  meet  the  growing  demands 
of  the  profession,  we  must  carefully  gather,  analyze,  and  present  facts  so 
that  our  entire  program  may  be  based  on  the  best  available  knowledge. 
We  must  seek  to  improve  the  status  of  teachers,  their  salaries,  security, 
tenure,  and  conditions  of  work.  We  must  encourage  teacher  participation 
within  the  schools  and  within  the  Association.  Every  effort  should  be  made 
to  develop  higher  standards  of  teaching  and  administration.  We  must  secure 
federal  aid  without  federal  control  for  the  schools  of  our  nation.  We  must 
support  in  every  way  the  work  of  the  Educational  Policies  Commission  in 
its  efforts  to  create  a  sane,  aggressive,  long-time  program  for  education  in 
America.  W e  must  continue  to  develop  an  intelligent  public  opinion  regard¬ 
ing  the  work  and  importance  of  the  schools  in  our  democracy. 

The  activities  of  our  Association  during  the  year  are  discussed  in  the  fol¬ 
lowing  reports  from  the  divisions  and  departments  housed  in  the  head¬ 
quarters  building. 

Accounts  and  Records 

The  Divisions  of  Accounts  and  Records  were  consolidated  this  year  into 
one  division  in  an  effort  to  render  better  service  to  our  members.  The  work 
of  this  Division  has  been  done  b)''  Mary  J.  Winfree  and  her  co-workers. 

Miss  Winfree  has  the  responsibility  of  assisting  the  Treasurer  in  account¬ 
ing  for  all  regular  funds,  and  of  working  with  the  Board  of  Trustees  in 
accounting  for  the  Permanent  Fund  of  the  Association.  All  receipts  and 
disbursements,  and  life  membership  notes  and  payments,  are  handled  in  this 
office ;  also,  all  individual  membership  records. 

A  permanent  addressograph  plate  file  has  been  completed.  This  contains 
80,000  names  of  presidents  of  institutions,  officers  of  associations,  and  super¬ 
intendents  and  principals  of  schools.  Including  the  records  of  our  individual 
members,  we  have  about  280,000  addressograph  plates  in  this  Division,  which 
is  equivalent  to  a  record  for  each  man,  woman,  and  child  in  a  city  the  size 
of  Dallas,  Texas,  or  Atlanta,  Georgia.  By  the  use  of  these  addressograph 
plates  and  the  new  addressograph  machine  which  was  added  to  our  equip¬ 
ment  during  the  year,  we  are  now  able  to  address  envelopes  to  8000  of  our 
members  per  hour. 

A  simplified  method  of  recording  receipts  has  reduced  the  time  in  which 
membership  cards  can  be  sent  thruout  the  country,  and  has  enabled  us  to 
get  all  cash  orders  for  publications  to  the  sales  unit  within  two  hours  after 
the  receipt  of  cash  in  our  office. 

An  audit  of  the  affiliated  memberships  has  been  made  during  the  year, 
and  the  audit  of  the  life  memberships  is  under  way  and  will  be  continued 
until  completed. 

The  master  file  of  the  Association  is  now  in  process  of  verification,  and  a 
number  of  projects  which  have  been  part  of  the  reorganization  will  result  in 
a  saving  for  the  Association. 

The  foundation  laid  this  year  will  enable  this  Division  to  function  as  a 
practical  and  economical  office  handling  all  accounts  and  records. 


916 


National  Education  Association 


All  members  are  earnestly  requested  to  cooperate  in  helping  us  to  solve 
one  of  the  difficult  problems  of  this  Division,  which  is  the  keeping  of  all 
names  and  addresses  correct  and  up  to  date.  We  can  render  you  better  serv¬ 
ice  if  you  will  keep  us  informed  at  all  times  concerning  your  correct  name 
and  address. 

Business 

The  business  of  the  National  Education  Association  has  been  handled 
during  the  year  by  the  Business  Manager,  Harold  A.  Allan,  and  his  assist¬ 
ants. 

The  principal  functions  of  the  Business  Division  may  be  summarized  as 
follows: 

Administration — Assistance  to  the  Secretary  in  matters  relating  to  finance, 
business  administration,  and  personnel,  including  budget  preparation,  Perma¬ 
nent  Fund,  and  constant  study  of  financial  conditions. 

Advertising — Solicitation,  contracts,  records,  collections,  copy  handling, 
and  advertising  policy  combined  with  general  business  management  of  the 
Journal  of  the  National  Education  Association. 

Conventions — Arrangement  and  administration  of  annual  Association 
convention,  and  cooperation  in  administration  of  convention  of  the  Depart¬ 
ment  of  Superintendence. 

Convention  exhibits — Arrangement,  assignment  of  space,  and  operation  of 
exhibits  at  both  Association  and  department  conventions. 

Financial — Approval  of  accounts,  assignment  of  charges,  computation  and 
distribution  of  service  charges,  inventories,  and  preparation  of  special  state¬ 
ments. 

Institutional  service — Operation  of  multigraph  and  mailing  sections,  and 
coordination  of  activities  related  thereto. 

Personnel — Attendance  records,  payrolls,  unemployment  insurance,  tax 
records,  and  administration  of  retirement  annuity  insurance  plan. 

Property  supervision — Director  of  building  service  and  responsibility  for 
building  operation  and  equipment. 

Publications — Specifications,  estimates,  contracts,  schedules,  and  produc¬ 
tion  service  for  all  institutional  printing;  planning  and  design  in  special 
cases. 

Purchasing — Material,  supplies,  and  printing  used  by  the  Association  and 
its  departments. 

Sales  of  publications — Orders,  records,  and  invoices,  with  promotion  of 
sales  of  Association  publications. 

The  past  year,  like  preceding  years,  has  had  its  financial  problems.  Altho 
there  has  been  an  operating  deficit,  this  deficit  has  been  reduced  considerably 
below  that  of  the  preceding  year.  Expense  in  excess  of  budget  appropriations 
has  been  justifiable  on  account  of  additional  service  rendered  to  the  Associa¬ 
tion’s  membership.  The  time  has  definitely  arrived,  however,  when  an  oper¬ 
ating  gain  must  be  shown.  A  direct  step  in  that  direction  is  the  planning 
of  our  budget  on  the  basis  of  an  income  not  exceeding  that  of  the  preceding 


Associational  Records  and  Information 


917 


year,  and  a  clear  and  final  understanding  on  the  part  of  all  who  have  any 
part  in  spending  Association  funds  that  budgeted  appropriations  must  not 
be  exceeded. 

Classroom  Service 

The  work  of  the  Division  of  Classroom  Service  was  carried  on  during 
the  year  by  Agnes  Winn  and  her  assistants.  Closely  allied  with  this  work  is 
the  service  rendered  to  the  local  affiliated  organizations. 

Under  the  reorganization  plan  put  into  effect  at  headquarters  during  the 
past  year,  all  duties  and  activities  not  pertaining  to  classroom  teachers  that 
had  been  carried  on  in  this  office  were  transferred  to  the  Secretary’s  Office, 
thus  leaving  the  Director  and  her  staff  free  to  carry  on  the  work  of  the 
Department  of  Classroom  Teachers  and  related  activities.  This  arrangement 
is  similar  to  that  followed  by  the  Department  of  Elementary  School  Prin¬ 
cipals  and  the  Department  of  Superintendence,  both  of  which  have  secre¬ 
taries  at  headquarters  who  give  their  entire  time  to  the  work  of  their  re¬ 
spective  departments. 

The  work  of  the  Department  may  be  summarized  as  follows:  to  plan 

V 

field  trips  and  conferences  for  the  officers,  and  the  follow-up  correspondence 
with  leaders  in  the  places  visited;  to  assist  in  editing  the  News  Bulletin  five 
times  a  year,  and  be  responsible  for  its  distribution;  to  prepare  the  official 
report  and  other  publications ;  to  cooperate  with  the  Research  Division  in 
handling  the  yearbook ;  and  to  assist  the  officers  with  convention  plans,  com¬ 
mittee  work,  and  other  activities  that  arise. 

The  other  major  activity  concerns  local  affiliated  organizations.  A  com¬ 
plete  analysis  of  these  groups  has  been  made  by  a  committee  of  three,  the 
Director  of  this  Division  acting  as  chairman.  The  points  considered  in  this 
study  were:  status  as  to  payment  of  dues;  whether  delegates  had  been  sent 
to  the  Representative  Assembly ;  and  whether,  according  to  the  N.  E.  A. 
bylaws,  a  group  qualified  for  affiliation. 

Many  of  those  that  were  in  arrears  in  their  affiliation  dues  have  paid,  and 
others  have  been  transferred  to  another  type  of  membership.  As  a  result  of 
the  study  and  extensive  correspondence,  the  records  have  been  cleared  and 
only  those  groups  whose  dues  are  paid  thru  the  current  year,  1935-36,  are 
carried  in  the  active  file,  and  are,  therefore,  entitled  to  send  delegates  to  the 
Representative  Assembly  at  Portland.  Thru  this  Division,  the  Association 
keeps  in  close  touch  with  these  affiliated  units  and  assists  them  with  their  pro¬ 
fessional  programs.  The  keeping  of  the  official  records  of  these  groups  has 
also  been  assigned  to  this  office.  A  survey  of  local  organizations  has  been 
made  this  spring,  and  a  report  covering  this  study,  which  will  contain  valu¬ 
able  information  on  organization  work  among  teachers,  will  be  ready  for 
distribution  in  the  fall. 

The  Department  of  Classroom  Teachers  was  organized  for  the  purpose 
of  bringing  before  the  Association  the  special  problems  of  teachers  in  the 
classroom.  The  Division  of  Classroom  Service  was  established  at  headquar¬ 
ters  for  the  purpose  of  rendering  service  to  the  classroom  teachers  in  carrying 
out  their  important  work  with  the  children  of  the  nation. 


918 


National  Education  Association 


Field  Service 

The  Field  Service  has  been  carried  on  by  Chari  Ormond  Williams  and 
her  office  assistants. 

Strengthening  the  tie  of  interests  between  educational  and  lay  groups  is 
the  chief  task  of  the  Field  Division.  To  perform  this  task  during  the  past 
year,  Miss  Williams  spent  285  days  in  the  field,  traveling  39,440  miles, 
visiting  64  cities  in  45  states,  including  the  District  of  Columbia  and  Hawaii, 
and  working  with  and  speaking  formally  and  informally  to  local,  state,  and 
national  groups  of  laymen  and  educators. 

Miss  Williams’  field  activities  this  past  year  have  been  devoted  largely  to 
teachers,  parents,  and  business  and  professional  women.  A  trip  to  Hawaii 
last  fall,  under  the  auspices  of  the  Business  and  Professional  Women’s  Clubs, 
furnishes  one  example  of  how  field  activities  serve  all  three  groups.  In  fifteen 
cities  en  route,  and  in  Hawaii,  she  met  individually  or  in  large  and  small 
meetings  representatives  of  these  organizations.  As  president  of  the  National 
Federation  of  Business  and  Professional  Women’s  Clubs — 20  percent  of 
whose  membership  are  teachers — and  as  chairman  of  the  Committee  on 
School  Education  of  the  National  Congress  of  Parents  and  Teachers,  as 
well  as  representative  of  this  Association,  she  was  able  to  bring  together 
members  of  the  three  groups  for  discussion  of  topics  of  mutual  concern.  This 
trip  gave  the  Association  its  first  opportunity  to  have  either  officer  or  staff 
member  do  field  work  in  Hawaii. 

The  radio  effectively  supplemented  Miss  Williams’  field  work  last  year. 
Important  among  her  radio  broadcasts  were  interviews  with  Mrs.  Franklin 
D.  Roosevelt  and  with  Mrs.  Florence  P.  Kahn,  and  an  international  broad¬ 
cast  in  which  representatives  of  three  countries  participated.  In  viewT  of  the 
Association’s  national  educational  program,  Mrs.  Roosevelt’s  pronounce¬ 
ments  on  federal  relations  to  education  in  the  radio  interview  with  Miss 

I 

Williams  at  the  White  House  on  March  18  are  significant  and  should  be 
preserved  in  the  records  of  the  Association.  Mrs.  Roosevelt  said : 

It  is  my  hope  that  ultimately  when  normal  conditions  are  restored  and  we  are  not 
obliged  to  concentrate  primarily  on  keeping  groups  of  our  people  from  actual  want, 
and  economy  will  not  be  our  main  object,  that  we  will  be  able  to  have  in  our  own 
national  government  a  new  department  which  will  include  education,  the  arts,  social 
welfare,  and  health. 

It  is  becoming  strikingly  evident,  I  believe,  that  the  federal  government  must 
acquaint  the  nation  with  the  condition  of  education  throughout  the  nation,  and  per¬ 
haps  give  certain  states  some  assistance  in  their  educational  programs.  I  know  that 
this  thought  creates  opposition  because  of  the  fear  that  it  will  mean  controlled  pro¬ 
grams  of  education  and  less  freedom  for  individual  educators  to  experiment  and 
carry  out  independent  theories  which  have  brought  us  progress  along  educational 
lines  in  the  past.  It  seems  to  me  that  this  can  be  avoided  if  the  people  are  sufficientlv 
aroused  to  the  preservation  of  their  own  independent  rights,  in  education  as  in  all 
other  matters. 

"['here  has  been  the  usual  office  work  during  the  year:  correspondence; 
planning  itineraries ;  preparation  for  and  follow-up  of  field  trips ;  and  prepa¬ 
ration  of  articles  and  messages  for  lay  publications,  speeches  and  radio 
broadcasts,  and  publicity  material. 


Associational  Records  and  Information 


919 


Holding  contacts  presents  one  of  the  difficult  problems  of  the  Division. 
The  Field  Secretary  meets  many  influential  laymen  thruout  the  country 
whose  support  of  educational  programs  would  speed  their  progress  con¬ 
siderably.  Their  interest  in  educational  affairs  should  not  be  left  to  chance 
or  to  themselves  to  sustain.  The  Association  might  well,  thru  correspondence, 
supply  these  men  and  women  with  current  educational  news  to  stimulate  and 
keep  their  interest,  pending  the  time  that  their  support  of  education  in  their 
own  communities  will  be  needed.  Such  follow-up  work  is  done  by  the  Field 
Division  so  far  as  time  and  assistance  permit,  but  often  it  must  give  way  to 
more  pressing  and  immediate  demands  of  new  field  work 

Membership  Division 

The  work  of  the  Membership  Division  has  been  done  by  T.  D.  Martin 
and  his  co-workers. 

The  Division  of  Records  and  Membership,  organized  in  May  1925,  was 
reorganized  in  August  1935.  The  detailed  work  of  keeping  the  individual 
membership  records,  including  the  addressograph  and  graphotype  set-up, 
was  transferred  to  the  Division  of  Accounts,  and  the  name  of  this  Division 
was  changed  from  Records  and  Membership  to  the  Membership  Division. 

The  chief  function  of  this  Division  is  the  maintenance  and  promotion 
of  membership.  This  involves  the  preparation  of  letters,  enrolment  and 
renewal  blanks,  leaflets,  magazine  articles,  and  other  promotion  materials 
to  be  sent  to  members  of  the  Association,  superintendents,  principals,  offi¬ 
cers  of  local  associations,  and  other  leaders;  maintaining  the  100  percent 
Honor  Roll;  handling  the  Life  Memberships;  and  field  work. 

In  the  development  of  the  various  membership  projects,  the  Director  of 
the  Division  has  had  the  advice  and  counsel  of  a  committee  of  seven  mem¬ 
bers  of  the  headquarters  staff. 

State  directors,  secretaries  of  state  teachers  associations,  and  other  state 
and  local  leaders  have  cooperated  in  the  development  of  special  enrolment 
campaigns  adapted  to  the  particular  conditions  prevailing  in  the  various 
communities.  The  growth  of  membership  in  such  states  as  Colorado,  Iowa, 
Missouri,  and  in  the  Northwest,  shows  the  results  of  such  special  enlistment 
plans. 

Interest  in  the  “Co-inclusive”  enrolment  plan  employed  with  marked 
success  for  several  years  in  Pennsylvania  and  a  few  other  states,  is  spread¬ 
ing.  This  plan  reduces  recruiting  work  by  making  possible  the  enrolment  in 
local,  state,  and  national  associations  in  a  single  transaction,  and  eliminates 
the  irritations  which  sometimes  result  from  numerous  solicitations  to  join 
the  different  professional  organizations  which  are  in  reality  but  parts  of  a 
single  institution — the  organized  profession. 

There  are  5172  life  members.  Two  hundred  and  six  of  these  were  enrolled 
as  new  life  members  during  the  past  year.  Fourteen  received  the  life  mem¬ 
bership  as  a  testimonial  presented  by  admiring  friends  and  co-workers ; 
twenty-five,  nominated  by  life  members,  accepted  personal  invitations  sent 


920 


National  Education  Association 


by  the  Executive  Secretary,  and  forty  responded  to  advertisements  pub¬ 
lished  in  the  Journal. 

During  the  past  year,  6126  schools  have  reported  the  enrolment  of  all 
their  teachers  in  the  Association.  This  was  534  more  than  were  on  the 
Honor  Roll  in  1934-35.  Frequently  complete  school  systems  take  pride  in 
achieving  the  100  percent  goal.  This  year  17  counties  reported  100  percent 
enrolments,  and  290  cities  also  achieved  this  goal.  Three  of  these  cities  had 
a  population  of  more  than  100,000 — South  Bend,  Indiana,  Kansas  City, 
Kansas,  and  Wichita,  Kansas ;  nine  had  a  population  of  between  50,000 
and  100,000;  twenty-two  had  a  population  of  between  25,000  and  50,000; 
and  two  hundred  and  fifty-three  had  a  population  of  less  than  25,000. 

The  student  membership  experiment  was  continued  for  the  second  year 
in  cooperation  with  the  Division  of  Publications.  The  plan  makes  student 
memberships  available  the  last  half  of  the  school  year  to  seniors  in  profes¬ 
sional  schools  for  teachers.  These  students  receive  the  Journal  from  Feb¬ 
ruary  thru  May  with  the  understanding  that  they  will  become  regular  ac¬ 
tive  members  in  the  fall  if  they  secure  positions  as  teachers.  In  1935,  twenty- 
five  selected  schools  participated  in  the  experiment,  enrolling  2000  of  their 
students.  This  year  eighty  schools  participated,  enrolling  5000  of  their 
students. 

The  total  membership  for  the  year  was  increased  3300.  Pennsylvania 
again  won  first  place  for  the  largest  total  (23,620)  ;  California,  second 
(18,952);  Ohio,  third  (17,185);  New  York,  fourth  (11,952);  Illinois, 
fifth  (11,633).  Twenty-eight  states  made  increases,  ranging  from  11  to 
1553.  Colorado  made  the  largest  net  increase  (1553)  as  well  as  the  largest 
percent  of  increase  (41  percent).  Fourteen  states  and  Alaska  achieved  the 
membership  goal  set  by  the  Representative  Assembly  at  Denver — “At 
Least  a  Ten  Percent  Increase  in  Every  State” — Alabama,  Colorado,  Idaho, 
Iowa,  Kansas,  Nevada,  New  Mexico,  North  Carolina,  Oregon,  South 
Carolina,  Texas,  Vermont,  Washington,  and  West  Virginia.  States  hav¬ 
ing  more  than  50  percent  of  their  teachers  enrolled  were:  Hawaii  (87  per¬ 
cent)  ;  Nevada  (85  percent)  ;  Alaska  (80  percent)  ;  District  of  Columbia 
(68  percent)  ;  Colorado  (58  percent)  ;  Arizona  (57  percent)  ;  Delaware 
(55  percent)  ;  Utah  (52  percent).  Cities  having  more  than  2000  members 
were:  Los  Angeles  (4138);  Chicago  (3412);  Philadelphia  (3064);  St. 
Louis  (2842)  ;  Milwaukee  (2728)  ;  Detroit  (2354)  ;  Washington,  D.  C. 
(2009).  States  having  100  percent  counties  were:  Utah  (4)  ;  Ohio  (3)  ; 
Pennsylvania  (2);  Nevada  (2);  Tennessee  (2);  Florida  (1);  Georgia 
( 1 )  ;  Maryland  ( 1 )  ;  Virginia  ( 1 ) . 

The  chief  problem  with  which  the  Membership  Division  is  confronted 
is  the  development  of  procedures  by  which  a  larger  number  of  members 
may  be  enlisted.  This  involves  a  more  definite  interpretation  of  the  services 
of  the  Association,  a  more  appealing  presentation  of  these  services,  a  more 
widespread  understanding  of  the  need  for  collective  action  among  teachers, 
and  more  aggressive  cooperation  on  the  part  of  state  and  local  leaders  in 
the  enlistment  of  their  associates. 


Associational  Records  and  Information 


921 


Publications 

The  work  of  the  Division  of  Publications  has  been  in  charge  of  Joy 
Elmer  Morgan  and  his  staff. 

The  Journal  is  at  the  heart  of  the  Association’s  publishing  program — the 
one  publication  that  reaches  the  entire  membership  regularly.  This  mem¬ 
bership  is  now  far  beyond  the  point  where  it  can  be  reached  personally  or 
thru  meetings.  The  significance  of  the  Journal  comes  from  the  fact  that 
the  National  Education  Association  is  the  one  organization  that  has  the 
possibility  of  uniting  the  teachers  of  the  United  States  into  an  all-inclusive 
and  effective  cooperative  movement  in  the  service  of  universal  education 
and  stabilized  democracy.  The  Journal  is  the  instrument  by  which  we 
achieve  among  ourselves  in  the  profession  a  common  mind,  a  unity  of  pur¬ 
pose  and  background,  which  underlies  the  success  of  our  whole  enterprise. 

The  Journal  as  the  organ  of  the  Association  devotes  a  large  percentage 
of  its  space  to  the  work  of  the  committees  and  departments.  During  1935-36 
a  series  of  news  articles  presented  the  Association  in  action.  The  September 
Journal  carried  a  special  4-page  feature  presenting  the  enlarged  program 
of  the  Association  by  President  Samuelson  and  the  program  of  action  for 
1935-36  by  the  Executive  Secretary.  Out  of  304  text  pages  in  9  issues  from 
September  1935  thru  May  1936,  100  pages  were  devoted  to  activities  of 
the  National  Education  Association  and  its  departments  and  committees. 
Many  pages  of  the  Journal  were  given  to  the  dissemination  of  curriculum 
material. 

New  recruits  come  into  the  teaching  profession  each  year  in  large  num¬ 
bers — ranging  from  70,000  to  100,000 — taking  their  degrees  from  more 
than  a  thousand  institutions.  Their  contact  with  professional  organizations, 
both  as  students  and  young  teachers,  has  usually  been  left  to  chance.  If  these 
young  people  are  to  have  the  personal  growth  and  professional  development 
which  organization  implies,  there  must  be  more  emphasis  on  organization 
as  a  part  of  the  preparatory  process  for  entrance  into  the  profession.  First, 
the  officers  of  the  various  schools  must  be  interested  in  the  problem.  Second, 
senior  classes  must  be  enrolled  in  the  Association  and  guided  in  a  study 
of  the  Journal.  Third,  the  faculties  of  schools  preparing  teachers  must  be 
enrolled  and  led  to  appreciate  the  Association’s  work  and  to  wish  to  recom¬ 
mend  it  to  students.  Fourth,  the  history  and  work  of  professional  organiza¬ 
tions  must  be  taught  thruout  the  preparatory  period  as  a  regular  part  of 
the  course  of  instruction.  Fifth,  following  graduation  the  school  must  keep 
in  touch  with  the  graduate  until  he  has  found  his  place  in  the  profession. 

The  Division’s  work  in  the  field  of  educational  interpretation  includes: 
material  published  thru  the  Journal;  American  Education  Week;  conven¬ 
tion  publicity;  radio  programs;  and  material  furnished  magazines  and 
newspapers. 

American  Education  Week  has  grown  year  by  year  in  significance  as  a 
national  celebration  of  public  education.  During  1935  approximately  six 
million  citizens  visited  the  schools;  35  governors  issued  special  proclama¬ 
tions;  more  than  a  million  copies  of  a  special  leaflet,  The  Schools  and  Democ¬ 
racy,  were  distributed.  In  addition  to  a  64-page  Handbook,  colored  an- 


922 


National  Education  Association 


nouncement  posters,  stickers,  leaflets,  and  other  material,  8393  special 
packets  were  prepared  and  sold  to  guide  the  observance  of  this  Week.  Plans 
are  well  under  way  for  the  sixteenth  annual  observance  of  American  Educa¬ 
tion  Week,  November  9-15,  1936.  “Our  American  Schools  at  Work”  has 
been  selected  as  the  general  theme. 

Convention  publicity  at  the  St.  Louis  and  Denver  meetings  showed  a 
widening  public  interest  in  the  work  of  the  Association  and  in  the  prob¬ 
lems  of  education.  Radio  programs  over  nationwide  hook-ups  added  greatly 
to  the  effectiveness  of  both  conventions. 

The  National  Education  Association  expanded  its  educational  radio  serv¬ 
ice  during  the  past  year  to  include  two  quarter-hour  programs  each  week 
over  a  nationwide  hook-up,  provided  thru  the  courtesy  of  the  National 
Broadcasting  Company.  “Our  American  Schools”  began  its  fifth  year  on 
the  air  September  11,  1935,  and  continued  thru  the  Portland  convention 
in  July.  The  first  period  is  broadcast  on  Wednesday  evenings  from  the 
National  Education  Association  headquarters  under  the  direction  of  Bel¬ 
mont  Farley,  Assistant  Director  of  the  Division,  and  presents  educational 
problems  from  the  standpoint  of  the  citizen.  The  second  period  on  Satur¬ 
day  mornings  is  directed  by  Past  President  Florence  Hale  from  New  York 
City,  and  is  devoted  largely  to  classroom  problems  of  the  teacher. 

In  the  years  following  1929,  the  publication  of  books  in  general  fell  off 
nearly  50  percent.  During  that  time,  the  publications  of  the  National  Edu¬ 
cation  Association  increased  10  percent.  The  Association  is  now  the  largest 
publisher  in  the  world  of  material  on  the  profession  of  education.  Material 
from  these  publications  is  quoted  widely  in  lay  and  professional  press.  The 
Division  of  Publications  handles  the  greater  portion  of  Association  publica¬ 
tions.  The  following  services  are  included :  management  of  the  printing 
of  the  Association  and  its  departments;  the  improvement  of  publications 
thru  a  special  service  of  design;  and  publicity  for  and  encouragement  of  a 
wider  use  of  Association  publications.  Not  counting  circulars,  small  reports, 
and  other  minor  publications;  our  Association  published  a  total  of  128,055,- 
258  impression  pages  during  the  year  of  1935-36. 

The  outlook  for  1936-37  is  the  best  that  it  has  been  in  many  years  for  a 
Journal  of  uniform  excellence  thruout  the  year.  Members  will  receive  thru 
the  Jourjial  next  year  a  continuing  interpretation  of  Association  policy  and 
activities.  They  will  receive  the  announcements  and  reports  of  two  great 
national  conventions.  They  will  have  the  plans  for  American  Education 
Week  and  the  Horace  Mann  Centennial — more  material  on  this  alone 
than  could  be  had  in  a  substantial  book.  They  will  have  a  comprehensive 
discussion  of  the  teaching  of  reading  and  other  school  subjects.  They  will 
be  kept  in  touch  with  basic  economic  and  social  movements.  They  will  re¬ 
ceive  several  new  units  of  curriculum  material  and  many  timely  articles 
by  leading  educational  authorities.  Important  special  features  will  include: 
“Teaching  of  Reading,”  by  Arthur  I.  Gates;  “The  Constitution  of  the 
United  States,”  by  H.  L.  Donovan;  “The  Teaching  of  English,”  by 
Howard  R.  Driggs;  “Plain  Talk,”  by  J.  W.  Studebaker;  and  “The  Co¬ 
operative  Movement  in  America,”  by  Benson  Y.  Landis.  'File  Journal  staff 


Associational  Records  and  Information 


923 


is  now  giving  special  study  to  the  improvement  of  design  with  the  aim  of 
increasing  the  Journal’s  legibility,  attractiveness,  and  appeal.  The  major 
problem  of  the  Journal  is  the  need  for  more  text  space.  The  Journal  cannot 
perform  for  members  the  service  which  they  have  a  right  to  expect  from 
it,  nor  can  it  meet  the  demands  now  made  without  a  substantial  increase 
in  text  pages.  This  means  more  money,  which  in  turn  means  more  mem¬ 
bers.  The  valuable  work  which  could  be  done  by  our  Association  if  each 
of  the  million  teachers  in  the  United  States  belonged  to  our  national  pro¬ 
fessional  organization  is  incalculable. 

Research  Division 

The  general  planning  of  the  research  work  is  directed  by  William  G. 
Carr,  who  is  giving  one-twelfth  of  his  time  as  Director  of  the  Research 
Division.  The  remainder  of  his  time  he  is  serving  as  Secretary  of  the  Edu¬ 
cational  Policies  Commission.  The  administration  and  immediate  direction 
of  the  Research  Division  are  being  done  by  Frank  W.  Hubbard,  Associate 
Director  of  the  Research  Division,  assisted  by  a  staff  of  efficient  helpers. 

The  main  activities  of  the  Research  Division  are  made  tangible  in  the 
form  of  Research  Bulletins,  committee  reports,  special  studies,  yearbooks 
of  departments,  circulars  of  the  Educational  Research  Service,  answers  to 
inquiries,  bibliographies,  and  special  compilations  and  memorandums. 

At  least  19,000  copies  of  each  of  the  five  Research  Bulletins  have  been 
published  during  the  year.  Briefly,  the  bulletins  for  1935-36  may  be  charac¬ 
terized  as  follows:  the  September  bulletin,  “The  Economic  Status  of  the 
Teacher,”  presented  a  careful  analysis  of  the  1932-33  receipts  and  expendi¬ 
tures  of  some  2000  city  teachers;  the  November  bulletin,  “Better  Reading 
Instruction,”  summarized  research  and  better  practises  in  the  field  of  ele¬ 
mentary-school  reading.  This  bulletin  has  been  a  “best  seller” — about 
30,000  copies  having  been  printed  to  date ;  the  January  and  March  bulletins, 
“The  Preparation  of  Teachers’  Salary  Schedules,”  comprised  a  helpful  col¬ 
lection  of  research  and  practises  in  the  solution  of  salary  problems;  the 
May  bulletin,  “The  Efforts  of  the  States  To  Support  Education  as  Related 
to  Adequacy  and  Ability,”  was  the  first  comprehensive  study  of  the  rela¬ 
tionships  between  these  primary  factors  in  school  support.  The  May  bulle¬ 
tin  was  a  study  made  by  Lyle  W.  Ashby,  Assistant  Director  of  the  Divi¬ 
sion  of  Publications. 

Continuing  an  early  practise,  the  Research  Division  has  been  instrumen¬ 
tal  in  advancing  the  activities  of  many  committees.  The  helpful  nature  of 
this  work  may  be  illustrated  by  the  three  reports  prepared  in  cooperation 
with  the  Tenure  Committee:  Court  Decisions  on  Teacher  Tenure  in  1935; 
A  Handbook  on  Teacher  Tenure  (summarizing  legislation  and  rules  both 
in  the  United  States  and  abroad)  ;  and  Teachers’  Contracts :  JVith  Special 
Reference  to  Adverse  Conditions  of  Employment . 

Numerous  special  reports  are  made  by  the  Division  in  accordance  with 
the  Association’s  program.  The  growing  interest  in  youth  led  to  the  16-page 
Journal  feature  entitled  “Today’s  Youth  Problems.”  A  mimeographed 


924 


National  Education  Association 


study  on  state  school  revenue  legislation  for  1934  supplemented  an  earlier 
Research  Bulletin  in  this  field. 

A  large  share  of  the  services  of  the  Division  to  departments  is  made 
thru  the  technical  research,  editing,  compiling,  and  secretarial  activities 
required  in  the  preparation  of  yearbooks  and  official  publications.  Ques¬ 
tionnaires  were  circulated  and  tabulated  in  the  field  of  teacher  health  for 
the  forthcoming  yearbook  of  the  Department  of  Classroom  Teachers.  Im¬ 
portant  contributions  were  made  to  the  Social  Studies  Curriculum,  1936 
yearbook  of  the  Department  of  Superintendence,  and  to  Personality  Ad - 
justment  of  the  Elementary-School  Child,  the  1936  yearbook  of  the  Depart¬ 
ment  of  Elementary  School  Principals.  Extensive  checking  of  bibliographies 
and  editing  have  also  contributed  much  to  the  Review  of  Educational  Re¬ 
search,  published  five  times  a  year  by  the  American  Educational  Research 
Association,  a  department  of  the  National  Education  Association.  A  series 
of  five  articles  for  teacher  discussion  groups  on  the  topics  of  school  finance, 
guidance,  social  studies,  social  trends,  and  the  economic  status  of  the  teacher 
were  prepared  for  Secondary  Education,  publication  of  the  Department  of 
Secondary  Education.  Several  articles  were  prepared  for  the  News  Bulletin 
of  the  Department  of  Classroom  Teachers. 

The  Educational  Research  Service  is  a  joint  enterprise  of  the  Research 
Division  and  the  Department  of  Superintendence.  Nine  circulars  were  issued 
by  this  service  during  the  past  year.  Each  year  in  cooperation  with  the  Edu¬ 
cational  Research  Service  the  Research  Division  answers  about  4000  in¬ 
quiries.  Most  of  these  are  letters  from  classroom  teachers,  principals,  superin¬ 
tendents,  and  from  high-school  and  college  students.  The  work  involves  the 
mailing  of  hundreds  of  bibliographies  and  publications  as  well  as  the  supply¬ 
ing  of  professional  information  on  many  problems. 

In  addition  to  the  lists  of  selected  references  prepared  in  answering  letters 
of  inquiry,  the  Division  has  prepared  several  extensive  bibliographies  in 
fields  of  current  interest.  Two  of  the  most  important  of  these  were  the 
bibliography  on  adult  education  and  the  one  on  state  school  legislation  in 

1935. 

From  time  to  time  during  the  year,  the  Research  Division  has  prepared 
special  reports  and  memorandums  for  the  officers  and  the  Executive  Secre¬ 
tary.  Many  of  these  statements  have  been  influential  in  shaping  the  course 
of  state  and  federal  legislative  activities.  One  of  the  most  comprehensive 
of  these  was  a  100-page  mimeographed  source  book  on  federal  aid. 

The  Research  Division  has  also  been  instrumental  during  the  year  in 
placing  its  material  at  the  disposal  of  educational  leaders  thruout  the  nation. 
In  response  to  urgent  letters,  telephone  calls,  and  telegrams,  data  have  been 
supplied.  Systematically  during  the  year  various  publications  and  reports 
have  been  distributed  thru  the  state  school  legislative  reference  service. 

The  future  holds  great  possibilities  for  continued  service  by  the  Division 
to  the  profession.  Many  of  the  activities  reported  for  the  current  year  will 
continue  during  1936-37.  The  Division  has  already  begun  preparation  for 
its  eighth  biennial  study  of  the  salaries  of  teachers.  Unlike  many  surveys, 
this  one  does  not  become  dusty  upon  library  shelves.  Long  before  all  of  the 


Associational  Records  and  Information 


925 


data  have  been  tabulated  the  Research  Division  begins  its  salary  informa¬ 
tion  services  to  local  teachers  associations,  principals,  superintendents,  and 
schoolboards.  Thru  the  cooperation  of  hundreds  of  superintendents  and 
other  administrative  officers  there  is  made  available  this  information  con¬ 
cerning  nearly  400,000  local  school  employees.  - 

It  is  hoped  that  1936-37  will  see  the  opening  for  exploration  of  two  new 
areas.  These  are  the  curriculum  and  higher  education.  Just  how  far  the 
Division  may  advance  in  these  fields  depends  to  no  small  degree  on  the 
enlistment  of  active  membership. 

One  great  need  is  for  a  wider  distribution  of  the  Research  Division’s  many 
contributions.  Teacher  groups,  to  an  increasing  extent,  should  find  the  Re¬ 
search  Bulletin  a  fundamental  basis  for  professional  study.  Principals  and 
superintendents  need  the  various  reports  not  only  for  their  'staff  conferences, 
but  in  the  development  of  an  informed  public  opinion.  Professional  classes 
in  some  teacher-training  institutions  may  not  be  aware  of  the  possibilities 
of  the  available  materials  in  their  efforts  to  prepare  teachers  for  successful 
work.  No  public  or  professional  library  should  overlook  its  duty  in  having 
on  hand  a  complete  collection  of  the  Division’s  publications.  These  are  mat¬ 
ters  requiring  not  so  much  special  allotments  in  the  Association’s  budget 
as  foresight  and  cooperation  on  the  part  of  all  who  benefit  from  the  Research 
Division’s  many  services. 


Rural  Service 

The  work  of  this  Division  has  been  done  by  Howard  A.  Dawson  and 
an  office  assistant. 

This  Division  was  established  January  1,  1936,  and  is  made  responsible 
for  work  of  the  Association  dealing  with  problems  and  persons  in  the  field 
of  rural  education,  looking  after  the  affairs  of  the  Department  of  Rural 
Education,  and  conducting  the  legislative  work  of  the  Association. 

During  the  year  the  Director  has  prepared  and  delivered  nineteen  ad¬ 
dresses  on  subjects  in  rural  education  before  state  educational  associations 
and  other  meetings  in  Pennsylvania,  Ohio,  Virginia,  Wisconsin,  North 
Carolina,  and  the  District  of  Columbia,  and  before  five  meetings  at  the  St. 
Louis  convention  of  the  Department  of  Superintendence.  He  has  written 
a  4-page  feature  article  on  rural  education  for  the  Journal  of  the  National 
Education  Association ,  and  has  prepared  and  taken  part  in  two  radio  pro¬ 
grams  on  rural  education — one  thru  the  Future  Farmers  Radio  Hour,  and 
one  thru  the  National  Education  Association  Radio  Program.  Besides  con¬ 
ducting  a  membership  campaign,  he  has  helped  to  set  up  a  state  committee  on 
rural  education  in  each  state,  and  organized  the  National  Conference  Board 
on  Rural  Education.  He  has  assisted  in  editing  and  preparing  for  publica¬ 
tion  the  yearbook  of  the  Department,  Rural  School  Libraries ,  and  has  done 
the  preliminary  work  on  two  future  yearbooks. 

The  Director  of  this  Division  has  assisted  in  drafting  our  federal  aid 
bill,  and  helped  to  make  arrangements  in  the  Senate  and  the  House  of  the 
United  States  Congress  for  the  sponsorship  of  the  federal  aid  bill,  in  addi¬ 
tion  to  preparing  a  radio  broadcast  on  federal  aid.  He  has  assisted  in  getting 


926 


National  Education  Association 


support  for  the  following  legislation:  the  Sisson  bill;  the  bill  to  prohibit 
block-booking  of  moving  pictures;  the  appropriation  for  the  Office  of  Edu¬ 
cation;  the  repeal  of  Section  213  of  the  Economy  Act  (employment  of  mar¬ 
ried  women).  He  has  had  numerous  conferences  with  PWA  and  RFC  offi¬ 
cials  concerning  allotments  for  construction  of  school  buildings  and  loans 
to  school  districts. 

This  Division  has  only  been  in  existence  for  a  short  time.  It  has  ahead  of 
it  the  task  of  doing  everything  possible  to  improve  rural  schools,  thus  bring¬ 
ing  to  the  rural  child  better  educational  opportunity,  and  to  the  rural  teacher 
more  security,  better  salary,  and  higher  qualifications. 

t 

Secretary’s  Office 

The  Executive  Secretary  is  assisted  in  his  office  by  Harriett  M.  Chase 
and  a  secretarial  staff. 

He  is  responsible  for  planning  and  administering  the  work  of  the  head¬ 
quarters  staff,  and  for  determining  policy  under  the  direction  of  the  Execu¬ 
tive  Committee,  the  Board  of  Trustees,  Board  of  Directors,  and  the  Repre¬ 
sentative  Assembly.  He  holds  weekly  individual  conferences  with  directors, 
a  weekly  staff  meeting  with  all  directors,  and  a  monthly  council  meeting 
with  fifty  members  of  the  staff.  He  holds  conferences  with  many  individuals 
and  groups,  and  makes  contacts  with  individuals  and  groups  both  in  Wash¬ 
ington  and  thruout  the  country. 

He  serves  as  a  member  of  the  American  Youth  Commission,  the  Educa¬ 
tional  Policies  Commission,  and  the  Federal  Radio  Education  Committee. 

He  has  spoken  at  educational  conventions  in  twenty-one  states — Arizona, 
California,  Colorado,  District  of  Columbia,  Florida,  Kansas,  Maryland, 
Missouri,  Massachusetts,  Mississippi,  Montana,  Nevada,  New  York,  North 
Carolina,  Illinois,  Oregon,  Pennsylvania,  Utah,  Virginia,  Washington,  and 
Wyoming.  In  addition  to  these  educational  meetings,  he  has  addressed  such 
groups  as  public  forums,  graduating  classes  of  colleges,  Federated  Council  of 
Churches  of  Christ  in  America,  World  Narcotic  Defense  Association,  Amer¬ 
ican  Lutheran  Statistical  Association,  Phi  Delta  Kappa,  Ad  Clubs,  Kiwanis 
Clubs,  Rotary  Clubs,  Schoolmasters  Clubs,  and  national  radio  audiences. 

The  mail  for  the  headquarters  building  is  opened,  stamped,  and  dis¬ 
tributed  in  this  office.  The  mail  is  delivered  to  the  building  three  times  a 
day.  There  are  many  days  when  as  many  as  two  thousand  letters  and  three 
hundred  pieces  of  second-class  mail  arrive.  The  handling  of  this  corre¬ 
spondence  daily  is  a  gigantic  task. 

The  Association  has  twenty-four  departments.  The  secretarial  work  for 
all  of  those  that  do  not  have  paid  staffs  is  done  in  this  office. 

Work  in  connection  with  the  general  program  for  the  annual  convention 
is  done  under  the  direction  of  the  President.  Preparation  of  the  manual  for 
delegates,  the  summary  of  committee  reports,  and  the  preconvention  wTork 
in  connection  with  the  registration  of  delegates  at  the  summer  convention 
is  done  here.  Much  work  is  done  with  Association  committees  and  com¬ 


missions. 


Associational  Records  and  Information 


927 


Departments 

There  are  twenty-four  departments  in  the  National  Education  Associa¬ 
tion,  three  of  which  are  housed  in  the  headquarters  building  in  Washington. 

Deans  of  Women 

The  work  of  the  Department  of  Deans  of  Women  has  been  carried  on 
by  Gwladys  W.  Jones. 

Among  the  activities  and  accomplishments  of  the  Department  during  the 
past  year  have  been  the  holding  of  two  conferences  marked  by  cooperation 
with  other  groups — with  the  National  Congress  of  Parents  and  Teachers  in 
a  panel  discussion  at  the  summer  session  in  Denver,  and  with  the  personnel 
groups  in  St.  Louis,  when  real  point  was  given  to  the  theme,  “Cooperation 
with  Youth,”  by  the  participation  of  student  speakers;  the  publishing  of  a 
yearbook  and  four  bulletins ;  the  completion  of  a  study  by  the  Research  Com¬ 
mittee  on  the  public  relations  of  the  members,  printed  in  mimeographed 
form  under  the  title,  “My  Public  Relations”;  increasing  the  amount  of 
publicity  in  newspapers  and  journals  about  meetings  of  deans  and  their  work 
with  students;  cooperating  with  state  and  local  groups  of  deans  and  with 
seventeen  standing  and  special  committees  of  the  Department  toward  the 
furthering  of  mutual  interests. 

The  Department  is  desirous  of  obtaining  for  all  secondary-school  students 
the  benefits  of  advice  and  guidance  from  well-qualified  advisers.  State 
associations  of  deans  are  at  work  on  this  problem  of  bringing  to  the  direct 
attention  of  local  communities  the  need  for  advisory  work  in  the  small  as 
well  as  the  large  high  school.  The  membership  feels  the  need  of  more  re¬ 
search  on  the  problems  of  the  dean  from  a  scientific  approach.  Dependence 
upon  voluntary  workers  and  a  limitation  of  funds  have  to  date  prevented 
as  much  progress  as  is  desirable  in  this  field.  The  setting  up  of  standards 
for  the  training  of  deans  is  another  matter  of  interest.  Several  institutions, 
following  different  procedures,  are  experimenting  with  small  groups  of  stu¬ 
dent  deans,  and  these  experiments  in  due  time  may  show  wThat  are  the  essen¬ 
tials  necessary  for  success  in  the  field  of  the  dean.  Another  problem  calling 
for  attention  is  greater  coordination  among  the  various  personnel  groups 
working  with  youth  so  that  the  needs  of  youth  may  be  better  served.  The 
joint  sessions  of'the  American  Council  of  Guidance  and  Personnel  Associa¬ 
tions  held  during  the  mid-winter  meetings  are  an  effort  to  clarify  the  work 
of  each  group,  and  to  increase  the  effectiveness  of  all  advisory  work  with 
students. 


Elementary  School  Principals 

Eva  G.  Pinkston  and  her  assistants  have  done  the  work  in  the  headquarters 
office  for  the  Department  of  Elementary  School  Principals. 

'  A  brief  summary  of  the  work  accomplished  during  the  year  is  as  follows : 
the  publishing  of  the  Fourteenth  Yearbook  on  the  Socializing  Experiences 
in  the  Elementary  School;  the  publishing  of  five  issues  of  the  regular  bulletin 
of  the  Department,  The  National  Elementary  Principal ;  the  designing  and 
adoption  of  a  seal  for  the  Department ;  helping  to  plan  and  administer  two 


928 


National  Education  Association 


conventions,  Denver  and  St.  Louis;  development  of  plans  for  the  Portland 
program;  furthering  the  interests  of  the  group  with  special  attention  to 
salary  and  tenure  problems;  and  giving  increased  time  and  attention  to 
individual  problems  of  principals.  The  officers  of  the  Department  are  proud 
of  a  10  percent  increase  in  membership  for  the  year  1935-36. 

The  Department  invites  the  cooperation  of  all  elementary  principals  of  the 
United  States.  It  wishes  to  share  in  improving  the  education  of  the  children 
in  the  schools  of  the  nation  by  extending  its  services  in  1937  to  holding  a  two 
weeks’  conference  on  elementary  education  immediately  following  the  Na¬ 
tional  Education  Association  convention. 

Superintendence 

S.  D.  Shankland  and  his  staff  of  assistants  have  done  the  work  at  head¬ 
quarters  for  the  Department  of  Superintendence,  which  was  organized  in 
1870  as  one  of  the  four  original  departments  of  the  National  Education 
Association. 

The  sixty-sixth  annual  meeting  of  this  Department,  held  at  St.  Louis, 
Missouri,  during  the  last  week  in  February  1936,  gave  evidence  of  better 
times.  Over  10,000  persons  registered.  There  were  328  exhibit  booths  in  use 
as  compared  with  167  three  years  ago.  President  A.  J.  Stoddard  presented 
unusually  stimulating  programs.  Meetings  were  better  attended  and  the 
listening  audiences  were  more  responsive  than  at  any  time  since  the  beginning 
of  the  depression.  The  paid  membership  in  the  Department  increased  16 
percent. 

The  1936  yearbook  on  the  Social  Studies  Curriculum  represents  over 
two  years’  work  by  a  well-qualified  commission.  It  deals  in  a  realistic  fashion 
with  teaching  problems  in  fields  which  are  largely  controversial. 

The  Educational  Research  Service  has  gained  in  membership  and  in  use¬ 
fulness.  The  bimonthly  abstract  entitled  Education  Discussed  in  Lay  Aiaga- 
zines  has  been  continued  and  has  been  reprinted  by  the  National  Education 
Association  for  distribution  to  100  percent  schools.  Other  studies  have  dealt 
with  topics  such  as  State  School  Legislation ,  Teachers'  Salaries  in  Suburban 
School  Systems ,  Recent  Trends  in  Public  Expenditures,  The  Organization 
of  Teachers'  Salary  Schedules,  Teachers'  Salary  Cuts  and  Restorations,  and 
Size  of  Class  in  Public  Schools  in  61  Cities.  Thru  the  Educational  Research 
Service,  subscribers  draw  upon  nationwide  experience  in  the  solution  of  their 
local  problems. 

A  permanent  Educational  Research  fund  is  being  gradually  built  up,  the 
income  of  which  is  to  be  used  to  increase  the  Department’s  research  activi¬ 
ties.  More  than  $20,000  is  now  on  hand  in  this  fund. 

The  Division  of  Administrative  Service  was  officially  made  a  part  of  the 
National  Education  Association  headquarters  organization  in  1923,  with 
the  Executive  Secretary  of  the  Department  of  Superintendence  as  its  Direc¬ 
tor,  ex  officio.  It  provides  machinery  by  which  superintendents,  principals, 
supervisors,  and  other  school  officials  may  better  work  together  in  solving 
educational  problems  of  national  interest.  Among  its  other  functions,  this 
D  ivision  handles  a  heavy  correspondence  which  daily  pours  into  the  national 
headquarters  on  all  types  of  questions  of  school  administration  and  super¬ 


vision. 


Associational  Records  and  Information 


929 


MEMBERSHIP  OF  THE  NATIONAL  EDUCATION 
ASSOCIATION  BY  STATES,  1926-35  * 


COUNT  MADE  DECEMBER  31  OF  EACH  YEAR 


1926 

1927 

1928 

1929 

1930 

1931 

1932 

1933 

.1934 

1935 

Total  . 

170,053 

181,350 

193,145 

205,678 

216,188 

220,149 

207,418 

189,173 

187,645 

190,944 

Ala . 

1,142 

1,150 

1,331 

1,635 

1,580 

1,485 

1,204 

886 

1,249 

1,404 

Ariz . 

2,095 

2,186 

2,262 

2,524 

2,671 

2,683 

2,305 

1,929 

1,928 

2,000 

Ark . 

765 

810 

857 

876 

876 

755 

654 

547 

392 

306 

Calif . 

17,924 

18,497 

19,486 

20,887 

23,615 

24,731 

20,416 

18,361 

19,467 

18,952 

Colo . 

4,450 

4,582 

4,663 

4,620 

4,680 

4,766 

4,381 

3,645 

3,750 

5,303 

Conn . 

1,986 

1,997 

2,051 

1,893 

1,973 

1,937 

1,916 

1,830 

1,753 

1,530 

Del . 

802 

756 

721 

759 

983 

1,051 

1,035 

1,048 

961 

903 

Fla . 

2,225 

2,819 

2,651 

2,490 

2,063 

2,090 

1,898 

1,132 

1,470 

1,383 

Ga . 

671 

645 

1,909 

2,713 

2,567 

2,277 

1,589 

1,232 

1,215 

1,273 

Idaho  . 

950 

1,049 

1,050 

988 

902 

769 

664 

685 

631 

729 

Ill . 

9,303 

11,253 

11,197 

12,045 

11,802 

11,831 

9,842 

11,045 

11,321 

11,633 

Ind . 

6,439 

5,315 

5,902 

6,457 

6,364 

6,519 

6,144 

5,333 

5,476 

6,322 

Iowa  . 

3,313 

3,342 

3,342 

3,218 

3,324 

3,634 

3,605 

3,324 

3,055 

3,436 

Kans . 

2,696 

2,789 

3,020 

3,256 

3,294 

3,567 

3,225 

2,903 

3,084 

3,566 

Ky . 

1,244 

1,321 

1,362 

1,428 

1,613 

1,579 

1,469 

1,315 

1,303 

1,303 

La . 

906 

770 

636 

807 

819 

733 

685 

520 

963 

892 

Maine  .... 

1,782 

1,643 

1,769 

1,696 

1,547 

2,125 

2,395 

1,766 

1,548 

1,470 

Md . 

1,371 

952 

882 

1,592 

2,102 

2,059 

1.854 

1,345 

1,575 

1,227 

Mass . 

5,415 

5,646 

6,340 

5,191 

4,828 

4,801 

4,634 

4,793 

4,947 

5,024 

Mich . 

10,311 

11,256 

12,230 

13,652 

14,541 

14,103 

9,739 

6,889 

7,141 

7,080 

Minn . 

3,800 

5,773 

7,518 

5,805 

4,540 

4,424 

4,945 

4,903 

3,834 

3,557 

Miss . 

312 

274 

361 

560 

669 

569 

473 

645 

875 

929 

Mo . 

3,186 

2,973 

3,219 

3,287 

3,097 

4,425 

6,165 

6,323 

6,058 

6,381 

Mont . 

313 

612 

886 

985 

1,014 

935 

730 

667 

656 

616 

Nebr . 

2,602 

2,376 

2,313 

2,331 

2,407 

2,379 

2,313 

2,143 

2,257 

2,479 

N  ev . 

684 

778 

753 

783 

803 

694 

680 

559 

571 

762 

•N.  H . 

460 

431 

454 

337 

378 

515 

558 

547 

530 

477 

N.  J . 

6,488 

7,173 

7,678 

9,080 

10,333 

10,359 

11,183 

9,744 

8,374 

8,162 

N.  Mex.  .. 

286 

354 

430 

536 

637 

676 

662 

562 

577 

671 

N.  Y . 

9,278 

8,666 

10,315 

10,522 

10,481 

11,461 

12,505 

12,756 

12,689 

11,952 

N.  C . 

634 

716 

854 

1,066 

1,277 

1,249 

1,026 

750 

595 

660 

N.  Dak.  ... 

508 

517 

588 

556 

836 

924 

762 

748 

743 

712 

Ohio  . 

14,587 

16,785 

19,490 

23,850 

26,469 

24,859 

21,523 

18,446 

17,360 

17,185 

Okla . 

1.565 

1,801 

1,781 

1,880 

2,135 

2,460 

2,474 

2,082 

2,036 

1,858 

Oregon 

2,877 

2,316 

2,794 

/ 

2,770 

2,808 

3,003 

2,792 

1,939 

1,949 

2,708 

Pa . 

17,650 

18,459 

19,316 

21,206 

24,363 

26,794 

29,408 

27,770 

25,237 

23,620 

R.  I . 

474 

319 

371 

336 

345 

386 

400 

306 

280 

291 

S.  C . 

614 

633 

635 

1,165 

1,286 

1,075 

759 

568 

603 

671 

S.  Dak.  .  .  . 

1,188 

1,198 

1,288 

1,269 

1,264 

1,213 

980 

908 

866 

933 

Tenn . 

1,126 

1,115 

1,457 

2,215 

2,029 

1,776 

1,827 

1,812 

2,309 

2,064 

Texas  .... 

3,726 

4,997 

3,469 

3,440 

3,577 

3,570 

3,356 

2,903 

3,112 

4,084 

Utah  . 

2,093 

2,562 

2,842 

2,994 

2,807 

2,639 

2,409 

2,231 

2,422 

2,581 

Vt . 

330 

417 

450 

370 

417 

403 

432 

386 

597 

759 

Va . 

1.717 

1.794 

2,015 

2,010 

2,107 

2,546 

2,644 

2,508 

2,809 

2,848 

Wash . 

5,465 

6,899 

5,625 

4,778 

4,355 

3,942 

3,741 

3,115 

3,080 

3,791 

W.  Va . 

2,729 

2,603 

2,513 

2,602 

2,403 

2,535 

2,642 

1,950 

1,844 

2,261 

Wis . 

3,826 

4,062 

4,228 

4,368 

4,344 

4,764 

4,713 

6,531 

6,333 

6,675 

Wyo . 

1,133 

1,206 

1,146 

1,100 

1,068 

952 

841 

770 

748 

788 

Alaska  .... 

163 

161 

161 

171 

152 

188 

192 

148 

167 

216 

Canal  Zone 

95 

107 

65 

65 

46 

36 

7 

3 

13 

12 

D.  C . 

1,449 

1,432 

1,370 

1,276 

1,409 

1,531 

1,563 

1,209 

2,178 

2,009 

Hawaii 

2,506 

2,593 

2,624 

2,573 

2,630 

2,669 

2,618 

2,371 

2,396 

2,180 

P.  I . 

59 

83 

110 

117 

125 

127 

121 

98 

105 

105 

P.  R . 

64 

79 

86 

338 

1,212 

364 

137 

90 

63 

47 

V.  I . 

108 

105 

56 

11 

8 

8 

11 

8 

8 

7 

Foreign  . .  . 

168 

203 

223 

199 

213 

204 

172 

146 

142 

157 

*  Figures  for  the  years  1857-1925  appear  on  page  1162  of  the  1926  Proceedings. 


930 


National  Education  Association 


THE  SIXTEENTH  REPRESENTATIVE  ASSEMBLY 


Delegates  who  attended  the  seventy-fourth  annual  meeting  of  the  National  Education 
Association  in  Portland,  Oregon,  June  28-July  2,  1936.  The  classification  of  positions  includes 
(1)  directors  and  supervisors,  (2)  superintendents,  (3)  principals,  (4)  classroom  teachers. 
(5)  college  and  normal  school  presidents,  (6)  educational  editors  and  secretaries,  and  (7) 
ex-officio  members. 


ALABAMA 

Duvall,  R.  A.  (Principal),  North  Birming¬ 
ham  School,  3135  Norwood  Blvd.,  Bir¬ 
mingham;  Birmingham  Teachers  Associa¬ 
tion. 

Graston,  Harley  S.  (Teacher),  2234  High¬ 
land  Ave.,  Birmingham;  Alabama  Educa¬ 
tion  Association.  ' 

Gray,  M.  P.  (Teacher),  238  South  Fifty- 
ninth  St.,  Birmingham;  Birmingham 
Teachers  Association. 

Grove,  Frank  L.  (Secretary),  21  Adams  Ave., 
Montgomery;  Alabama  Education  Associa¬ 
tion. 

Scott,  Vera  (Teacher),  West  End  High 
School,  Birmingham;  Birmingham  Teach¬ 
ers  Association. 

Wager,  Lottie  (Teacher),  320  Ninth  Court, 
West,  Birmingham;  Birmingham  Teach¬ 
ers  Association. 

Williams,  J.  D.  (State  N.  E.  A.  Director). 
5708  Sixth  Ave.,  South,  Birmingham;  Bir¬ 
mingham  Teachers  Association. 

ALASKA 

Erickson,  Everett  R.  (Teacher),  Juneau; 
Alaska  Educational  Association. 

Miller,  Marjory  _  (Supervisor),  Ketchikan; 
Alaska  Educational  Association. 

ARIZONA 

Anderson,  Kenneth  D.  (Teacher),  R.  R.  #4. 
Box  531,  Tucson;  Arizona  Education  As¬ 
sociation. 

Balzer,  Leona  (Teacher),  2506  North 
Eleventh  St.,  Phoenix;  Arizona  Education 
Association. 

Boehringer,  C.  Louise  (Editor),  State  De¬ 
partment,  Phoenix;  Arizona  Education  As¬ 
sociation. 

Booth,  Jonathan  L.  (Principal),  Carrillo 
School,  Tucson;  Tucson  Teachers  Asso¬ 
ciation. 

Grieder,  T.  G.  (Superintendent),  Winslow; 
Arizona  Education  Association. 

Hall,  C.  A,  (Principal),  Mansfeld  Junior 
High  School,  Tucson;  Tucson  Teachers 
Association. 

Hendrix,  H.  E.  (State  Superintendent  of 
Education),  Phoenix;  Arizona  Education 
Association. 

Kessler,  R.  V.  (Principal),  1023  Penn  PL, 
Tucson;  Tucson  Teachers  Association. 

Larson,  Emil  L.  (State  N.  E.  A.  Director), 
2246  East  Helen  St.,  Tucson;  Arizona  Edu¬ 
cation  Association. 

Stevenson,  H.  E.  (Superintendent),  Globe; 
Arizona  Education  Association. 

Wilkinson,  Nellie  B.  (Teacher),  840  North 
Fourth  Ave.,  Phoenix;  Arizona  Education 
Association. 

Williams,  Marguerite  K.  (Principal),  344 
North  Second  Ave.,  Phoenix;  Phoenix 
Teachers  Mutual  Benefit  Association. 

ARKANSAS 

Craig,  Mary  M.  (Teacher),  Friederica  Hotel, 
Little  Rock;  Women  Teachers  Association. 

Hall,  W.  F.  (Supervisor),  State  Department 
of  Education,  Little  Rock;  Arkansas  Edu¬ 
cation  Association. 


Henry,  Beryl  (Superintendent),  Hope; 
Arkansas  Education  Association. 

Lawson,  Miss  Willie  A.  (Secretary),  Little 
Rock;  Arkansas  Education  Association. 

CALIFORNIA 

Aase,  Esther  A.  (Teacher),  898  Fell  St.,  San 
Francisco;  California  Kindergarten  Pri¬ 
mary  Association. 

Allen,  Mrs.  Rhea  (Teacher),  2121  Locust 
Ave.,  Long  Beach;  City  Teachers  Club  of 
Long  Beach. 

Anderson,  C.  Darsie  (Teacher),  2635  K 
Ave.,  National  City;  San  Diego  County 
Teachers  Association. 

Andrew,  Paul  E.  (District  Superintendent), 
Clovis;  California  Teachers  Association. 

Ayers,  Arthur  C.  (Principal),  2148  W. 
Twenty -ninth  PL,  Los  Angeles;  High 
School  Principals  Association  of  Los 
Angeles. 

Bagwell,  A.  A.  (Director),  3916  South  Grand 
Ave.,  Los  Angeles;  Classroom  Teachers 
Federation. 

Baker,  Alfred  E.  (Teacher),  6149  Hill  Rd., 
Oakland;  Oakland  Teachers  Association. 

Balch,  A.  E.  (Principal),  Longfellow  Junior 
High  School,  Fresno;  Fresno  City  Council 
of  Education. 

Baldwin,  Minnie  (Teacher),  3118  W.  Seventy- 
ninth  St..  Inglewood;  Los  Angeles  Ele¬ 
mentary  Teachers  Club. 

Barber,  Dorothy  (Teacher),  1150  Thirty- 
eighth  St.,  Sacramento;  Sacramento  City 
Teachers  Association. 

Batdorf,  Lucile  (Teacher),  470  Chetwood  St., 
Oakland;  Alameda  County  Educational 
Association. 

Best,  Mrs.  Mabel  (Teacher),  1726  E.  Second 
St.,  Long  Beach;  City  Teachers  Club  of 
Long  Beach. 

Beyer,  Louise  (Teacher).  Hotel  Durant, 
Berkeley;  Classroom  Department.  Bay 
Section,  California  Teachers  Association. 

Bjornson.  Anga  M.  (Teacher),  2079  Oakland 
Ave.,  Piedmont;  Bay  Classroom  Teachers 
League. 

Blackstone,  Anna  E.  (Teacher),  1562  Seventh 
Ave.,  San  Pedro;  Los  Angeles  Elementary 
Teachers  Club 

Bloch,  Louis  M.  (Teacher),  2338  West  Blvd., 
Los  Angeles;  High  School  Teachers  Asso¬ 
ciation. 

Bowe,  Grace  C.  (Teacher),  4421  W.  Sixty- 
first  St.,  Los  Angeles;  Los  Angeles  Kinder¬ 
garten  Club. 

Brady,  John  F.  (Chief  Deputy  Superintend¬ 
ent),  3839  Twenty-second  St.,  San  Fran¬ 
cisco;  California  Teachers  Association. 

Briggs,  Mrs.  Delia  R.  (Principal),  Ausaymas 
School,  Hollister;  California  Teachers  As¬ 
sociation. 

Broadwater,  C.  L.  (Superintendent),  El 
Segundo;  California  Teachers  Association. 

Buckham,  W.  Bayard  (Teacher),  50  Buck¬ 
eye  Ave.,  Oakland;  Oakland  Teachers  As¬ 
sociation. 

Burkhard,  William  (Principal).  701  Forty- 
fifth  St.,  Sacramento;  California  Elemen¬ 
tary  School  Principals  Association. 

Cagney,  W.  J.  (Rural  Supervisor),  Lan¬ 
caster;  California  Teachers  Association. 


Associational  Records  and  Information 


931 


Cave,  Elmer  L.  (Superintendent),  Vallejo; 
Classroom  Department,  Bay  Section,  Cali¬ 
fornia  Teachers  Association. 

Chasteen,  Evlyn  (Teacher),  536  Second  St., 
Oakland;  Oakland  Teachers  Association. 

Cloud,  A.  J.  (President),  San  Francisco 
Junior  College;  California  Teachers  Asso¬ 
ciation. 

Cloud,  Roy  W.  (Secretary),  155  Sansome 
St.,  San  Francisco;  California  Teachers 
Association. 

Clough,  Mrs.  Francese  W.  (Teacher),  932 
E.  Second  St.,  Long  Beach;  City  Teachers 
Club  of  Long  Beach. 

Cohn,  Flora  N.  (Teacher),  1500  Wooster  St., 
Los  Angeles;  California  Teachers  Asso¬ 
ciation. 

Cooper,  Mrs.  Ruby  M.  (Teacher),  Ninth  and 
Kadota  Sts.,  Pomona;  California  Teachers 
Association. 

Corey,  Arthur  F.  (Assistant  County  Super¬ 
intendent),  Court  House,  Santa  Ana;  Cali¬ 
fornia  Teachers  Association. 

Couch,  E.  B.  (High-School  Registrar),  1133 
N.  Everett  St.,  Glendale;  California 
Teachers  Association. 

Crabbe,  Earl  (Teacher),  Auburn;  California 
Teachers  Association. 

Crow,  Florence  Mabel  (Head  of  English  De¬ 
partment),  307  Macneil  St.,  San  Fernando; 
High  School  Teachers  Association. 

Dare,  Cordelia  (Teacher),  3516  Emerson  St., 
Oakland;  Oakland  Teachers  Association. 

Davis,  Ethel  (Teacher),  260  Juanita  Way, 
San  Francisco;  Classroom  Department, 
Bay  Section,  California  Teachers  Associa¬ 
tion. 

Denny,  Helen  H.  (Teacher),  Hotel  Alameda, 
Alameda;  Oakland  Teachers  Association. 

Dickison,  Mary  Ellen  (Head  of  Commercial 
Department),  Hamilton  High  School,  Los 
Angeles;  High  School  Teachers  Associa¬ 
tion. 

Dodson.  May  (Teacher),  3516  Downey  Ave., 
Glendale;  Los  Angeles  Elementary  Teach¬ 
ers  Club. 

Ebaugh,  Mrs.  Edith  Jewett  (Teacher),  3142 
Eastman  Ave.,  Oakland;  California  Kin¬ 
dergarten  Primarv  Association. 

Edgemond,  John  W.  (Auditor),  Board  of 
Education,  Oakland;  Alameda  County 
Educational  Association. 

Edmonds,  Mattie  (Teacher),  2234  Inez  St., 
Los  Angeles;  Los  Angeles  Elementary 
Teachers  Club. 

Eisner,  Miriam  (Teacher),  3098  California 
St.,  San  Francisco;  Classroom  Depart¬ 
ment,  Bay  Section,  California  Teachers 
Association. 

Enyeart,  B.  F.  (Superintendent),  Burbank; 
California  Teachers  Association. 

Ferguson,  R.  C.  (Teacher),  Newman;  Stanis¬ 
laus  County  Teachers  Association. 

Ferrell,  Sarah  C.  (Teacher).  470  Chetwood 
St.,  Oakland;  Classroom  Department,  Bay 
Section,  California  Teachers  Association. 

Foley,  Ellen  J.  (Principal),  Benecia;  Cali¬ 
fornia  Teachers  Association. 

Frick.  Mary  E.  (Attendance  Officer),  Jordan 
High  School,  Los  Angeles;  High  School 
Teachers  Association. 

Fuller,  Elnora  (Teacher),  4534  Fulton  St., 
San  Francisco;  San  Francisco  Classroom 
Teachers  Association. 

Gamble,  Grace  (Principal),  224  Pearce  St., 
Hayward;  California  Teachers  Associa¬ 
tion. 

Glenn,  Elston  (Teacher),  55  N.  Meredith 
Ave.,  Pasadena;  Pasadena  Teachers  As¬ 
sociation. 

Glenn,  Maude  (Principal),  55  N.  Meredith 
Ave.,  Pasadena;  Pasadena  Teachers  As¬ 
sociation. 

Green,  Bertha  M.  (Teacher),  1722  Delta  St., 
Rosemead;  Los  Angeles  Elementary 
Teachers  Club. 


Gustafson,  Myrtle  (Teacher),  Claremont 
Junior  High  School,  Oakland;  National 
Council  of  Teachers  of  English. 

Gwinn,  Joseph  Marr  (Teacher),  415  S.  14th 
St.,  San  Jose;  California  Teachers  Asso¬ 
ciation. 

Hampton,  Charles  L.  (Teacher),  5536 
Thomas  St.,  Oakland;  Classroom  Depart¬ 
ment,  Bay  Section,  California  Teachers 
Association. 

Hampton,  Florence  (Teacher),  1210  Granada 
Ave.,  San  Marino;  Los  Angeles  Elemen¬ 
tary  Teachers  Club. 

Harris,  Beecher  (Principal),  700  Keeler  Ave., 
Berkeley;  Berkeley  Teachers  Association. 

Haw,  Harry  H.  (Principal),  1413  Golden 
Gate  Dr.,  San  Diego;  California  Elemen¬ 
tary  School  Principals  Association,  South¬ 
ern  Section. 

Hawkins,  Vera  (Teacher),  4134  Stephens  St., 
San  Diego;  San  Diego  Teachers  Associa¬ 
tion. 

Heacock,  A.  B.  (Principal),  4737  Hollywood 
Blvd.(>  Los  Angeles;  California  Teachers 
Association. 

Heacock.  Carrie  (Teacher),  709  E.  Windsor 
Rd.,  Glendale;  Los  Angeles  Elementary 
Teachers  Club. 

Henderson,  Frank  A.  (State  N.  E.  A.  Di¬ 
rector),  Superintendent  of  Schools,  Santa 
Ana;  California  Teachers  Association. 

Heuer,  Margaret  A.  (Teacher),  4259  South 
Hoover  St.,  Los  Angeles;  Los  Angeles 
Elementary  Teachers  Club. 

Hey,  Lydia  C.  (Teacher),  1292  Trestle  Glen 
Rd.,  Oakland;  Oakland  Teachers  Associa¬ 
tion. 

Hicks,  Ellen  T.  (Teacher),  Roosevelt  High 
School,  Fresno;  Fresno  City  Council  of 
Education. 

Hill,  Amzetta  (Teacher),  750  Sutter  St.,  San 
Francisco;  San  Francisco  Classroom 
Teachers  Association. 

Hitchcock,  Mrs.  Eileen  (Teacher),  800  W. 
Thirtieth  St.,  Los  Angeles;  Los  Angeles 
Elementary  Teachers  Club. 

Hoffman,  Mrs.  Howardine  (Principal). 
Chino;  California  Elementary  School 
Principals  Association.  Southern  Section. 

Holt,  Helen  (Teacher),  1543-B  Santa  Clara 
Ave.,  Alameda;  Classroom  Department, 
Bay  Section,  California  Teachers  Associa¬ 
tion. 

Hubbard,  Irene  (Teacher),  118  N.  Chandler 
Ave.,  Monterey  Park;  Los  Angeles  Ele¬ 
mentary  Teachers  Club. 

Hummel,  Leonard  G.  (Superintendent), 
Palos  Verdes  Estates;  California  Ele¬ 
mentary  School  Principals  Association. 

Hutchinson,  John  L.  (Teacher),  1710  Bush- 
nell  Ave.,  South  Pasadena;  Los  Angeles 
Elementary  Teachers  Club. 

Huxtable,  R.  Byron  (Teacher),  1100  W. 
Forty-fifth  St.,  Los  Angeles;  High  School 
Teachers  Association. 

Ingraham,  L.  L.  (Teacher),  129  W.  Pedre- 
gosa  St.,  Santa  Barbara;  Santa  Barbara 
City  Teachers  Club. 

Isensee,  I.  F.  (Principal),  Livermore;  Ala¬ 
meda  County  Educational  Association. 

Jaster,  Vincent  E.  (Principal),  Brea;  Ele¬ 
mentary  Education  Association  of  Orange 
County. 

Jenkins,  Anna  Irene  (Teacher),  344  S.  Boyle 
Ave.,  Los  Angeles;  California  Kinder¬ 
garten  Primary  Association. 

Johns,  Watson  L.  (Teacher),  San  Juan 
Union  High  School,  Fair  Oaks;  Sacra¬ 
mento  County  Teachers  Association. 

Johnson,  Vivian  (Teacher),  4459  Eleventh 
Stv  Riverside;  California  Kindergarten 
Primary  Association. 

Jones,  Dorothy  (Teacher),  233  San  Luis 
Ave.,  Lomita  Park;  San  Mateo  County 
Teachers  Association. 


932 


National  Education  Association 


Jones,  Mrs.  Eugenia  West  (Teacher),  318  S. 
Benton  Way,  Los  Angeles;  California  Kin¬ 
dergarten  Primary  Association. 

Karr,  Irene  (Teacher),  342  S.  Berendo,  Los 
Angeles;  California  Kindergarten  Primary 
Association. 

Kelley,  Mrs.  Viola  (Teacher),  1700  Golden 
Gate  Ave.,  San  Francisco;  San  Francisco 
High  School  Teachers  Association. 

Kelly,  H.  W.  (County  Supervisor),  115 
Goshen,  Visalia;  California  Teachers  As¬ 
sociation. 

Kersey,  Vierling  (Ex  Officio),  State  Superin¬ 
tendent  of  Public  Instruction,  Sacramento. 

Kilgo,  Alice  (Teacher),  2317  Fruitvale  Ave., 
Oakland;  Oakland  Teachers  Association. 

Knezevich,  Laurel  O.  (Teacher),  Los  Ange¬ 
les;  Los  Angeles  Elementary  Teachers 
Club. 

Kratt,  Edwin  C.  (Principal).  1581  Stafford 
Ave.,  Fresno;  Fresno  City  Council  of  Edu¬ 
cation. 

Kwapil,  Mrs.  Genevieve  (Teacher),  3872 
Nineteenth  St.,  San  Francisco;  San  Fran¬ 
cisco  Classroom  Teachers  Association. 

LaTourrette,  Lyman  D.  (Teacher),  1532  W. 
Fifty-seventh  St.,  Los  Angeles;  High 
School  Teachers  Association. 

Leach,  Helen  M.  (Teacher),  275  Park  View 
Terrace,  Oakland;  Oakland  Teachers  As¬ 
sociation. 

Lefevre,  Ora  L.  (Teacher),  3962  Michigan 
Ave.,  Los  Angeles;  California  Teachers 
Association. 

Linn,  George  (Teacher),  Rt.  7,  Box  4676, 
Sacramento;  Sacramento  City  Teachers 
Association. 

Long.  E.  W.  (Teacher),  4157  Park  Blvd., 
Oakland;  Alameda  County  Educational 
Association. 

Long,  Mrs.  Vivian  (Principal),  4677  San 
Sebastian  St.,  Oakland;  California  Teach¬ 
ers  Association. 

Lord,  Helen  M.  (Teacher),  847  S.  Grand 
Ave.,  Los  Angeles;  Los  Angeles  Elemen¬ 
tary  Teachers  Club. 

Lovejoy,  Ida  May  (Teacher),  601  Common¬ 
wealth  Bldg.,  San  Diego;  San  Diego 
Teachers  Association. 

Lucas,  Catharine  G.  (Teacher),  2634  Cool- 
idge  Ave.,  Oakland;  Oakland  Teachers 
Association. 

Lyon,  Harley  W.  (Principal),  95  N.  Sierra 
Bonita  Ave.,  Pasadena;  California  Ele¬ 
mentary  School  Principals  Association. 

McDonald,  Mrs.  Mary  O.  (Teacher),  8 
Esther  St.,  Pasadena;  Pasadena  Teachers 
Association. 

Mackinder,  Irene  (Teacher),  1821  Sixth  Ave., 
Oakland;  Oakland  Teachers  Association. 

Mallory.  Gertrude  (Librarian),  1518  Arden- 
dale  Ave.,  San  Gabriel;  High  School 
Teachers  Association. 

Marbut,  John  W.  (Principal),  3429  California 
Ave.,  Long  Beach;  California  Teachers 
A.  ssociation 

Marshall,  Ella  (Teacher),  935  Warfield  Ave., 
Oakland;  Oakland  Teachers  Association. 

Maslin,  Helen  (Teacher),  1919  Marin  Ave., 
Berkeley;  Berkeley  Teachers  Association. 

Mason.  Sophia  (Teacher),  2221  Twenty- 
third  St.,  Sacramento;  Sacramento  City 
Teachers  Association. 

Mattes,  Helen  (Teacher),  4001  Greenwood 
Ave.,  Oakland;  California  Kindergarten 
Primary  Association. 

Mendenhall,  Mrs.  Arbie  (Teacher),  140714A 
Kenneth  Rd..  Glendale;  Glendale  City 
Teachers  Club. 

Merchant,  Mrs.  Pauline  (Teacher),  Garden 
Grove;  California  Teachers  Association. 

Mitchell.  Evelvn  D.  (Teacher),  470  Chet- 
wood  St..  Oakland;  California  Kinder¬ 
garten  Primary  Association. 

Murray,  Earl  (Teacher).  3029  Calle  Nogu- 
erra,  Santa  Barbara;  Santa  Barbara  City 
Teachers  Club. 


Natwick.  Warren  (Principal),  711  Highland 
Ave.,  San  Mateo;  California  Teachers  As¬ 
sociation. 

Naylor,  Blanche  (Teacher),  3940  Alameda 
PL.  San  Diego;  San  Diego  Teachers  As¬ 
sociation. 

Nealson,  Willis  (Teacher),  Rose  and  Jose¬ 
phine  Sts.,  Berkeley;  Alameda  County 
Educational  Association. 

Nicholson,  Genevieve  (Teacher),  6438  Ben- 
venue  St.,  Oakland;  Classroom  Depart¬ 
ment,  Bay  Section,  California  Teachers 
Association. 

Norton,  Elizabeth  (Teacher),  2555  Virginia 
St.,  Berkeley;  Berkeley  Teachers  Associa¬ 
tion. 

Noyes,  Vivienne  E.  (Teacher),  1746  N. 
Cherokee  Ave.,  Hollywood;  Los  Angeles 
Elementary  Teachers  Club. 

O’Bannon,  Mary  (Principal),  Jefferson 
School,  Berkeley;  California  Elementary 
School  Principals  Association. 

Palmer,  Gladys  E.  (Teacher),  231  E.  Willow 
St.,  Stockton;  Stockton  Elementary  Teach¬ 
ers  Association. 

Parker,  Helen  (Teacher),  Richmond;  Rich¬ 
mond  Teachers  Association. 

Parsons,  Neil  M.  (Principal),  Mendocino 
High  School,  _  Mendocino;  California 
Teachers  Association. 

Perry,  Edith  (Teacher),  Gates  Hotel,  Sixth 
and  Figueroa  Sts.,  Los  Angeles;  Los  An¬ 
geles  Elementary  Teachers  Club. 

Peterson,  Lolita  (Teacher),  611  E.  Twentieth 
St.,  Oakland;  Oakland  Teachers  Associa¬ 
tion. 

Plumb,  Max  A.  (Teacher),  5836  Lawton 
Ave.,  Oakland;  San  Francisco  Classroom 
Teachers  Association. 

Post,  M.  E.  (Head  of  Science  Department), 
36  Northampton  St.,  Berkeley;  Alameda 
County  Educational  Association. 

Potter,  Mrs.  Gladys  (Teacher),  511  Library 
and  Courts  Bldg.,  Sacramento;  California 
Teachers  Association. 

Price,  Ruth  (Teacher),  1270  Upas  St.;  San 
Diego;  San  Diego  Teachers  Association. 

Pryor,  Leland  M.  (Teacher),  1827  San  Pas- 
qual  St.,  Pasadena;  California  Teachers 
Association . 

Purdy,  Rena  (Teacher),  623  West  Fifth  St., 
Los  Angeles;  Los  Angeles  Elementary 
Teachers  Club. 

Raisner,  Wilbur  W.  (Teacher),  419  Munich 
St.,  San  Francisco;  Classroom  Department, 
Bay  Section,  California  Teachers  Associa¬ 
tion. 

Redfern,  A.  S.  ( Viceprincipal), _  807  South 
Highland,  Fullerton;  California  Teachers 
Association. 

Ricciardi,  Nicholas  (President),  Junior  Col¬ 
lege,  San  Bernardino;  California  Teachers 
Association. 

Rivers,  Paul  (District  Superintendent),  Ma¬ 
dera;  California  Teachers  Association. 

Robbins,  Jessie  May  (Teacher),  521  S.  Cum¬ 
mings  St.,  Los  Angeles;  High  School 
Teachers  Association. 

Robbins,  S.  P.  (Principal),  Box  581,  Chico; 
California  Teachers  Association. 

Roberts,  Holland  D.  (Teacher),  Stanford 
University;  National  Council  of  Teachers 
of  English. 

Robison,  Eleanor  G.  (Teacher),  150  Lake 
St.,  Oakland;  Oakland  Teachers  Associa¬ 
tion. 

Root,  W.  Darwin  (Teacher),  605  S.  Verdugo, 
Glendale;  High  School  Teachers  Asso¬ 
ciation. 

Rowell.  Virginia  (Teacher),  200  W.  107th 
St.,  Los  Angeles;  High  School  Teachers 
Association. 

Ruch,  Lutie  A.  (Viceprincipal),  403  Adams 
St.,  Oakland;  Oakland  Teachers  Associa¬ 
tion. 


Associational  Records  and  Information 


933 


Rutland,  Asenath  (Teacher),  544  Twenty- 
eighth  St.,  Oakland;  Alameda  Grade 
Teachers  Club. 

Rutledge,  R.  E.  (Principal),  787  Mandana 
St.,  Oakland;  Oakland  Teachers  Associa¬ 
tion. 

Ryan,  Thomas  P.  (Principal),  15  N.  Thirty- 
first  St.,  San  Jose;  California  Teachers 
Association. 

Sandmeyer,  Elmer  C.  (Teacher),  1110  Four¬ 
teenth  St.,  Santa  Monica;  Classroom 
Teachers  Association. 

Sarkisian,  Hanum  (Teacher),  660  W.  Jeffer¬ 
son  Ave.,  Los  Angeles;  Los  Angeles  Ele¬ 
mentary  Teachers  Club. 

Scalapino,  William  (Teacher),  1315  Alta 
Vista  St.,  Santa  Barbara;  Santa  Barbara 
County  Teachers  Association. 

Schwellinger,  Olga  (Teacher),  78  Buchanan 
St.,  San  Francisco;  California  Teachers 
Association. 

Sexson,  John  A.  (Superintendent),  320  E. 
Walnut  St.,  Pasadena;  California  Teach¬ 
ers  Association. 

Shafer,  Paul  (Principal),  2234  Hollister  Dr., 
Glendale;  Elementary  Principals  Club  of 
Los  Angeles. 

Shafer,  Vivian  (Teacher),  2234  Hollister 
Terrace,  Glendale;  Los  Angeles  Elemen¬ 
tary  Teachers  Club. 

Shepard,  Anne  Loomis  (Principal),  928 
Eighth  PL,  Los  Angeles;  Elementary 
Principals  Club  of  Los  Angeles. 

Shaw,  Albert  M.  (Teacher),  Box  885.  Arcade 
Annex,  Los  Angeles;  California  Teachers 
Association. 

Shoesmith,  Earl  B.  (District  Superinten¬ 
dent),  103  Emerson  St.,  Tracy;  California 
Teachers  Association. 

Skelton,  H.  R.  (Teacher),  1631  Achor  Court, 
Modesto;  Stanislaus  County  Teachers  As¬ 
sociation. 

Smith,  John  Allan  (Teacher),  847  S.  Grand 
St.,  Los  Angeles;  California  Teachers  As¬ 
sociation. 

Spriggs,  Elisabeth  M.  (Teacher),  450  S.  Ken- 
more  Ave.,  Los  Angeles;  Los  Angeles 
Elementary  Teachers  Club. 

Sterling,  Harriet  B.  (Teacher),  336  N.  El 
Molino  Ave.,  Pasadena;  Pasadena  Teach¬ 
ers  Association. 

Stevenson,  Gordon  K.  (Principal),  4722  Ban¬ 
croft  St.,  San  Diego;  San  Diego  Princi¬ 
pals  and  Supervisors  Club. 

Stoker,  Pearl  J.  (Teacher),  2241  Fourth  Ave., 
San  Diego;  San  Diego  Teachers  Associa¬ 
tion. 

Strawn,  Alice  K.  (Teacher),  Los  Angeles; 
Classroom  Teachers  Federation. 

Swan,  John  Henry  (Teacher),  4316  Russell 
Ave.,  Los  Angeles;  High  School  Teachers 
A.  ssociation 

Teal,  Evelyn  (Teacher),  155  S.  Eighth  St., 
San  Jose;  Santa  Clara  County  Teachers 
Association 

Thomas,  Mrs.  Theodocia  F.  (Teacher),  315^2 
N.  Atlantic  Blvd.,  Alhambra;  California 
Teachers  Association. 

Thompson,  Roy  H.  (Teacher),  1533  E.  Third 
St.,  Long  Beach;  City  Teachers  Club  of 
Long  Beach. 

Thurston,  F.  L.  (Secretary),  Southern  Sec¬ 
tion,  California  Teachers  Association,  408 
S.  Spring  St.,  Los  Angeles;  California 
Teachers  Association. 

Ticknor,  Adelaide  C.  (Teacher),  2182  E. 
Mountain  St.,  Pasadena;  Pasadena  Teach¬ 
ers  Association. 

Tucker,  W.  A.  (Teacher),  721  E.  Burnett 
St.,  Long  Beach;  City  Teachers  Club  of 
Long  Beach. 

Vicklund.  Marie  (Teacher),  3835  W.  Fifty- 
ninth  PL,  Los  Angeles;  Los  Angeles  Ele¬ 
mentary  Teachers  Club. 

Vineyard,  Marguerite  (Teacher),  2721  Park 
Blvd.,  Oakland;  Alameda  County  Educa¬ 
tional  Association. 


Walker,  Flora  (Teacher),  Box  414,  Wood¬ 
land;  Classroom  Department,  Bay  Section, 
California  Teachers  Association. 

Walker,  Lesley  C.  (Teacher),  251  Santa  Rosa 
Ave.,  Oakland;  Classroom  Department, 
Bay  Section,  California  Teachers  Asso¬ 
ciation. 

Walton,  T.  A.  (Teacher),  2526  Pamo  Ave., 
San  Diego;  San  Diego  Teachers  Associa¬ 
tion. 

Watts,  J.  Hampton  (Superintendent),  Her- 
mosa  Beach;  California  Teachers  Associa¬ 
tion. 

Weeks,  Florence  E.  (Supervisor),  1025 
Second  Ave.,  Oakland;  Oakland  Teachers 
.A.SSO  cistion 

Weller,  G.  Carl  (Principal),  500  Baden  Ave., 
South  San  Francisco;  San  Mateo  County 
Teachers  Association. 

Werner,  Catherine  (Teacher),  1227  Ronan 
Ave.,  Wilmington;  Los  Angeles  Elemen¬ 
tary  Teachers  Club. 

Wiggington,  Pauline  (Teacher),  114A  W. 
Dryden  St.,  Glendale;  Glendale  City 
Teachers  Club. 

Winkler,  Lucy  Rice  (Teacher),  927  S.  Ogden 
Dr.,  Los  Angeles;  High  School  Teachers 
Association. 

Winterstein,  Herbert  (Teacher),  R.  R.,  Box 
1341,  Sacramento;  Sacramento  County 
Teachers  Association. 

Withrew,  Mrs.  Ada  V.  (Teacher),  129  Page 
St.,  San  Jose;  California  Teachers  Asso¬ 
ciation. 

Wixman,  Samuel  M.  (Teacher),  870  N.  Ken- 
more  St.,  Los  Angeles;  Classroom  Teach¬ 
ers  Federation. 

Wood,  Thomas  W.  (Teacher),  705  Harvard 
Ave.,  Fresno;  Fresno  City  Council  of  Edu¬ 
cation. 

Woodfin,  Joseph  (Teacher),  403  Adams  St., 
Oakland;  Alameda  County  Educational 
^  ssociation 

Wuerth,  Ruth  (Teacher),  1741  Hopkins  St., 
Berkeley;  California  Kindergarten  Pri¬ 
mary  Association. 

Young,  Sarah  (Principal),  2451  Seminary 
Ave.,  Oakland;  Oakland  Teachers  Asso¬ 
ciation. 

Zeek,  Frank  (Principal),  Calistoga;  Cali¬ 
fornia  Teachers  Association. 

Zemmer,  Mrs.  Virginia  W.  (Teacher),  11 
Virgil  Walk,  Long  Beach;  City  Teachers 
Club  of  Long  Beach. 

COLORADO 

Avery,  George  T.  (Ex  Officio),  Department 
of  Education,  Colorado  State  College, 
Fort  Collins. 

Beatty,  J.  Ewing  (Adviser),  2235  S.  Clayton 
St.,  Denver;  Denver  Classroom  Teachers 
.Al  ssoci  ation 

Bent,  C.  A.  (WPA  Educational  Director), 
1544  Race  St.,  Denver;  Colorado  Education 
A.s  so  ciation. 

Biggs,  Mary  E.  (Teacher),  656  Albion  St., 
Denver;  Denver  Classroom  Teachers  Asso¬ 
ciation. 

Brenn,  Mabel  A.  (Teacher),  1526  Pennsyl¬ 
vania  St.,  Denver;  Denver  Classroom 
Teachers  Association. 

Buck,  Robert  D.  (Teacher),  1323  S.  Lafa¬ 
yette  St.,  Denver;  Denver  Classroom 
Teachers  Association. 

Burgess,  Grace  E.  (Teacher),  142  W.  Cedar 
St.,  Denver;  Denver  Classroom  Teachers 
A.  sso  ciation 

Carnall,  Daisie  E.  (Teacher),  26  S.  Sher¬ 
man  St.,  Denver;  Denver  Classroom 
Teachers  Association. 

Daugherty,  Dixie  (Teacher),  1602  Thirteenth 
Ave.,  Greeley;  Greeley  Classroom  Teach¬ 
ers  Association. 

Eagleton,  Elizabeth  H.  (Teacher),  2346 
Fairfax  St.,  Denver;  Denver  Teachers 

Club. 


934 


National  Education  Association 


Eagleton,  W.  H.  (Principal),  2346  Fairfax 
St.,  Denver;  Denver  Teachers  Club. 

Easley,  Ray  K.  (Teacher),  1821  Dahlia  St., 
Denver;  Colorado  Education  Association. 

Ellis,  Douglas  B.  (Adviser),  1200  Newport 
St.,  Denver;  Denver  Classroom  Teachers 
Association. 

Fitzpatrick.  Jemi  (Principal),  936  Mapleton 
Ave.,  Boulder;  Boulder  Community  Educa¬ 
tion  Association. 

Force,  Anna  Laura  (Principal),  2254  Lowell 
Blvd.,  Denver;  Colorado  Education  Asso¬ 
ciation. 

Gardner,  Nellie  T.  (Teacher),  1369  Madison 
St.,  Denver;  Denver  Classroom  Teachers 
Association. 

Hall,  Dorothy  (Teacher),  703  Polk  Ave., 
Pueblo;  Classroom  Teachers  Department, 
Colorado  Education  Association. 

Hardin.  Achsah  (Teacher),  2420  E.  Routt 
St.,  Pueblo;  Colorado  Education  Associa¬ 
tion. 

Hunt,  L.  M.  (Teacher),  719  S.  Prospect  St.. 
Colorado  Springs;  Colorado  Springs  Class¬ 
room  Teachers  Association. 

Lind,  Nellie  V.  (Principal),  Thirtieth  and 
York  Sts.,  Denver;  Denver  Principals  and 
Directors  Association. 

McBean,  Addie  K.  (Teacher),  4187  Winona 
Court,  Denver;  Denver  Classroom  Teach¬ 
ers  Association. 

Maher,  Teresa  (Teacher),  1420  Gilpin  St., 
Denver;  Denver  Classroom  Teachers  As¬ 
sociation. 

Mathews,  A.  L.  (Superintendent),  Fruitvale 
Consolidated  School,  Grand  Junction; 
Colorado  Education  Association. 

Mooney,  W.  B.  (Secretary),  230  Coronado 
Bldg.,  Denver;  Colorado  Education  As¬ 
sociation. 

Moreland.  Jerre  F.  (County  Superintendent), 
Weld  County,  Greeley;  Colorado  Educa¬ 
tion  Association. 

Morton,  Max  D.  (Principal),  Thatcher 
School,  Pueblo;  Colorado  Education  As¬ 
sociation. 

Nethery,  Ruby  (Teacher),  202  S.  Division 
Ave.,  Sterling;  Sterling  Federated  Teach¬ 
ers  Club. 

Olson,  Naomi  K.  (County  Superintendent), 
Golden;  Colorado  Education  Association. 

Porter,  Maude  B.  (Teacher),  2575  Dahlia  St., 
Denver;  Denver  Classroom  Teachers  Asso¬ 
ciation. 

Porter,  M.  M.  (Princinal).  Fairmount  Apart¬ 
ments,  Pueblo;  Pueblo  Education  Associa¬ 
tion,  District  #1. 

Richmond,  Emma  (Teacher),  Rt.  1,  Arvada; 
Denver  Teachers  Club. 

Smith,  Mrs.  Margaret  M.  (Principal),  1522 
Lafayette  St.,  Denver;  Denver  Teachers 
Club. 

Steele,  William  H.  (Teacher),  106  E.  Jeffer¬ 
son  _  St.,  Colorado  Springs;  Colorado 
Springs  Classroom  Teachers  Association. 

Tavlor,  Mavme  (Teacher),  2628  Court  St., 
Pueblo;  Pueblo  Classroom  Teachers  As¬ 
sociation. 

Thompson,  Nellie  V.  (Teacher),  119  E. 
Dale  St.,  Colorado  Springs;  Classroom 
Teachers  Department,  Colorado  Education 
Association. 

Threlkeld,  A.  L.  (Superintendent),  Denver; 
Colorado  Education  Association. 

Walker.  M.  Eugenia  (Adviser),  2653  Cherry 
St.,  Denver;  Denver  Classroom  Teachers 
Association. 

Willey.  Gilbert  S.  (Principal).  2160  S.  Clay¬ 
ton  St.,  Denver;  Colorado  Education  As¬ 
sociation. 

Wilson.  Claude  E.  (Teacher),  1315  Ninth 
St.,  .  Boulder ;  Colorado  Education  Asso¬ 
ciation. 

Wilson,  Glenn  T.  (Superintendent),  La 
Junta;  Colorado  Education  Association. 

Worley,  Vivienne  (Teacher),  1591  S.  Frank¬ 
lin  St.,  Denver;  Denver  Teachers  Club. 


Zelliot,  Ernest  A.  (Teacher),  University  of 
Denver,  Denver;  Eastern  Commercial 
Teachers  Association. 

CONNECTICUT 

Butterfield,  E.  W.  (Ex  Officio),  State  Com¬ 
missioner  of  Education,  Hartford. 

Collins,  Helen  T.  (State  N.  E.  A.  Director), 
Ezekiel  Cheever  School,  New  Haven;  New 
Haven  Teachers  League. 

Dwyer,  Anna  E.  M.  (Teacher),  174  Willow 
St.t>  Waterbury;  Waterbury  Teachers  As¬ 
sociation. 

Fitzgerald,  Joseph  A.  (Principal),  564  Town¬ 
send  Ave.,  New  Haven;  New  Haven 
Teachers  League. 

Haggard,  Roy  S.  (Principal),  New  London 
Rd.,  Mystic;  Connecticut  State  Teachers 
Association. 

Harrington,  F.  E.  (Secretary),  Connecticut 
State  Teachers  Association,  State  Office 
Building,  Hartford;  Bridgeport  Teachers 
Association. 

Jeffords,  H.  Morton  (Superintendent),  Wall¬ 
ingford;  Connecticut  State  Teachers  Asso¬ 
ciation. 

Lord,  Daisy  (Teacher),  1027  W.  Main  St., 
Waterbury;  Connecticut  State  Teachers 
Association. 

McAndrews,  Walter  F.  (Teacher),  280 
Grandview  Terrace,  Hartford;  Connecticut 
State  Teachers  Association. 

O’Connor,  Mary  E.  (Teacher),  Commercial 
High  School,  203  Mansfield  St.,  New 
Haven;  Connecticut  State  Teachers  Asso¬ 
ciation. 

Pilcher,  Daisy  (Teacher),  West  Willington; 
Connecticut  State  Teachers  Association. 

Richardson,  Herman  H.  (Teacher),  Moodus; 
Connecticut  State  Teachers  Association. 

Rock,  Margaret  M.  (Teacher),  118  Lenox 
Ave.,  Bridgeport;  Connecticut  State 
Teachers  Association. 

DELAWARE 

Burnett,  Marguerite  (Supervisor),  State  De¬ 
partment  of  Public  Instruction,  Wilming¬ 
ton;  Delaware  State  Education  Associa¬ 
tion. 

Helm,  Charles  P.  (Superintendent),  Laurel; 
Delaware  State  Education  Association. 

Holloway,  H.  V.  (State  N.  E.  A.  Director), 
State  Superintendent  of  Public  Instruc¬ 
tion,  Dover;  Delaware  State  Education 
Association. 

Martin,  Rosalie  (Teacher),  Georgetown; 
Delaware  State  Education  Association. 

Miller,  Barbara  (Field  Worker),  Eleventh 
and  Washington  Sts.,  Wilmington;  Dela¬ 
ware  State  Teachers  Association. 

Stahl,  H.  E.  (Superintendent),  Claymont; 
Delaware  State  Education  Association. 

DISTRICT  OF  COLUMBIA 

Aiton,  Maude  E.  (Principal),  2624  Garfield 
St.,  N.  W.,  Washington;  Education  As¬ 
sociation  of  the  District  of  Columbia. 

Bonell,  Hannah  E.  (Teacher),  Elliott  Junior 
High  School,  Washington;  Education  As¬ 
sociation  of  the  District  of  Columbia. 

Getty,  Nancy  (Teacher),  1673  Columbia  Rd., 
N.  W.,  Washington;  Education  Associa¬ 
tion  of  the  District  of  Columbia. 

Givens,  Willard  E.  (Ex  Officio),  Executive 
Secretary,  National  Education  Association, 
Washington. 

Keliher,  Annie  C.  (Teacher),  1555  Forty- 
fourth  St.,  N.  W.,  Washington;  Education 
Association  of  the  District  of  Columbia. 

Morin,  Mrs.  M.  C.  (Teacher),  Eastern  High 
School,  Washington;  High  School  Teach¬ 
ers  Association  of  the  District  of  Colum¬ 
bia. 

O’Neill.  George  T.  (Teacher),  1329  Belmont 
St.,  Washington;  High  School  Teachers 
Association  of  the  District  of  Columbia, 


Associational  Records  and  Information 


935 


Powers,  J.  Orin  (Teacher),  822  Emerson 
St.,  N.  W.,  Washington;  Education  As¬ 
sociation  of  the  District  of  Columbia. 

Smith,  Hugh  S.  (Principal),  5318  Broad 
Branch  Rd.,  N.  W.,  Washington;  Educa¬ 
tion  Association  of  the  District  of  Co¬ 
lumbia. 

Studebaker,  J.  W.  (Ex  Officio),  United 
States  Commissioner  of  Education,  Wash¬ 
ington. 

FLORIDA 

Henderson,  Leon  (Teacher),  3602  San  Pedro 
St.,  Tampa;  Florida  Education  Associa¬ 
tion. 

Kelley,  Martha  M.  (Teacher),  1104  Grove 
St.,  Clearwater;  Florida  Education  Asso¬ 
ciation, 

Morse,  C.  Marguerite  (Teacher),  1615  Maple 
St.,  Clearwater;  Florida  Education  Asso¬ 
ciation. 

Newsome,  W.  T.  (County  Superintendent), 
Live  Oak;  Florida  Education  Association. 

Putnam,  Mrs.  W.  W.  (Teacher),  501  S.  Bro- 
nough  St.,  Tallahassee;  Florida  Education 
Association. 

Stulpner,  Bertha  May  (Principal),  1818 
Evans  Ave.,  Fort  Myers;  Florida  Educa¬ 
tion  Association. 

GEORGIA 

Andrews,  W.  J.  (County  Superintendent), 
Toccoa;  Georgia  Education  Association. 

Avery,  Andrew  (County  Superintendent), 
Bainbridge;  Georgia  Education  Associa¬ 
tion. 

Collins,  M.  D.  (State  N.  E.  A.  Director), 
State  Superintendent  of  Schools,  Atlanta; 
Georgia  Education  Association. 

Perry,  L.  L.  (State  School  Supervisor),  At¬ 
lanta;  Georgia  Education  Association. 

Saxon,  J.  Harold  (Superintendent),  Quit- 
man;  Georgia  Education  Association. 

Sutton,  W.  A.  (Superintendent),  Atlanta; 
Georgia  Education  Association. 

Witcher,  Elma  (Teacher),  43  Gold  Circle, 
Atlanta;  Georgia  Education  Association. 

HAWAII 

Amoy,  Mrs.  Phoebe  H.  (Principal),  3755 
Waialae  Ave.,  Honolulu;  Oahu  Education 
Association. 

Bell,  Daisy  (Teacher),  Kamehameha  School, 
Honolulu;  Oahu  Education  Association. 

Berman,  Mrs.  Frances  (Teacher),  2442-A 
Cleghorn  Dr.,  Honolulu;  Hawaii  Educa¬ 
tion  Association. 

Belt,  Wm.  E.  (Teacher),  Hilo;  Hilo  Teach¬ 
ers  Union. 

Chang,  Mrs.  Nora  K.  (Teacher),  Waimea, 
Kauai;  Kauai  Education  Association. 

Cooley,  Mrs.  Bertha  (Teacher),  Waialua, 
Oahu;  Oahu  Education  Association. 

Corbaley,  Carroll  D.  (Teacher),  Wahiawa, 
Oahu;  Hawaii  Education  Association. 

Crawford,  J.  E.  (Principal),  Box  118,  Kahu- 
lui,  Maui;  Maui  Teachers  Association. 

Drummond,  Mrs.  Lucy  (Teacher),  2207  Ala 
Wai  Blvd.,  Honolulu;  Oahu  Education 
Association. 

Dung,  Mrs.  Lingtai  (Teacher).  760  Ninth 
Ave.,  Honolulu;  Oahu  Education  Associa¬ 
tion. 

Engle,  Mary  Ella  (Principal).  2391  Koa  Ave., 
Honolulu;  Oahu  Education  Association. 

Fincke,  Mrs.  Nellie  (Teacher'),  Spencer  St., 
Honolulu;  Teachers  Council  of  the  Terri¬ 
tory  of  Hawaii. 

Gault,  Janet  (Teacher),  Kauluwela  School. 
School  St..  Honolulu;  Teachers  Council 
of  the  Territory  of  Hawaii. 

Inter,  Mrs.  Clara  Haili  (Teacher).  1002 
Fourth  Ave.,  Honolulu;  Oahu  Education 
Association. 


Kaluakini,  Calanthe  (Teacher),  Box  42, 
Lahaina,  Maui;  Maui  Teachers  Associa¬ 
tion. 

McBride,  Virginia  (Teacher),  1511  Thurston 
Ave.,  Honolulu;  Oahu  Education  Asso¬ 
ciation. 

Millam,  Elizabeth  (Teacher),  1821  Keeau- 
moku  St.,  Honolulu;  Oahu  Education  As¬ 
sociation. 

Mitchel,  Eva  (Principal),  2457  Parker  PL, 
Honolulu;  Hawaii  Education  Association. 

Morrell,  Mrs.  Ruth  (Teacher),  Honolulu; 
Oahu  Education  Association. 

Roberts,  Harlan  (Principal),  Kohala;  Ko- 
hala  Teachers  Association. 

Smith,  Mrs.  Bessie  Nash  (Teacher),  Court- 
land  Hotel,  Honolulu;  Hawaii  Education 
Association. 

Tom,  Mrs.  Margaret  (Teacher).  Wailuku, 
Maui;  Hawaii  Education  Association. 

Van  Keuren,  Helen  (Principal),'  Haiku, 
Maui;  Maui  Teachers  Association. 

Webling,  Mrs.  Marie  (Teacher),  1932  Bing¬ 
ham  St.,  Honolulu;  Oahu  Education  As¬ 
sociation. 

Williams.  Mrs.  Edith  W.  (Teacher),  Puu- 
nene,  Maui;  Hawaii  Education  Associa¬ 
tion. 

Yim,  Mrs.  Tillie  P.  (Teacher),  927  Eight¬ 
eenth  Ave.,  Honolulu;  Oahu  Education 
Association. 

Young.  Helen  (Teacher),  925  Hookipa  Way, 
Honolulu;  Oahu  Education  Association. 

IDAHO 

Bayer,  Elsie  C.  (Teacher),  Hotel  Temple, 
Pocatello;  Pocatello  Education  Associa¬ 
tion. 

Condie,  John  W.  (State  Superintendent), 
State  House,  Boise;  Idaho  Education  As¬ 
sociation. 

Denman,  George  E.  (Superintendent),  Bur¬ 
ley;  Idaho  Education  Association. 

Haller,  Helene  (County  Superintendent),  St. 
Maries;  Idaho  Education  Association. 

Hillman,  John  I.  (Secretary),  331  Sonna 
Bldg.,  Boise;  Idaho  Education  Associa¬ 
tion. 

Snyder,  Raymond  H.  (Ex  Officio),  President, 
Albion  State  Normal  School,  Albion. 

Todd,  Glenn  W.  (Superintendent),  Lewis¬ 
ton;  Idaho  Education  Association. 

Vincent,  W.  D.  (State  N.  E.  A.  Director), 
311  N.  Tenth  St.,  Boise;  Idaho  Education 
Association. 

ILLINOIS 

Abbe,  Mary  M.  (Teacher),  127  N.  Dearborn 
St.,  Chicago;  Chicago  Teachers  Federa¬ 
tion. 

Arford,  E.  H.  (Principal),  Aledo ;  Black- 
hawk  Division,  Illinois  State  Teachers  As¬ 
sociation. 

Atkin,  Edith  I.  (Teacher),  815  S.  Fell  Ave., 
Normal;  Central  Division,  Illinois  State 
Teachers  Association. 

Ball,  B.  H.  (Viceprincipal),  Deerfield 
Shields  High  School,  Highland  Park; 
Lake  Shore  Division,  Illinois  State  Teach¬ 
ers  Association. 

Benham,  Morton  M.  (Teacher),  618  N.  Thir¬ 
teenth  St.,  E.  St.  Louis;  E.  St.  Louis 
Teachers  Association. 

Biester.  Fred  L.  (Principal),  Glen  Ellyn; 
Illinois  State  Teachers  Association. 

Bissell,  Florence  H.  (Teacher),  2709  Mil¬ 
ch  ed  Ave.,  Chicago;  Chicago  Division, 
Illinois  State  Teachers  Association. 

Blakeway.  Herbert  (Principal),  8525  South 
Carpenter  St.,  Chicago,  Chicago  Division, 
Illinois  State  Teachers  Association. 

Blodgett,  D.  R.  (Teacher),  312  Scott  St., 
Edwardsville ;  Southwestern  Division,  Illi¬ 
nois  State  Teachers  Association. 

Border,  Clara  (Teacher).  6042  Kimbark 
Ave.,  Chicago;  Chicago  Teachers  League. 


936 


National  Education  Association 


Bright,  Orville  T.  (Superintendent),  Floss- 
moor;  Lake  Shore  Division,  Illinois  State 
Teachers  Association. 

Brown,  W.  L.  (Business  Manager),  New 
Trier  High  School,  Winnetka;  Lake  Shore 
Division,  Illinois  State  Teachers  Asso¬ 
ciation. 

Byrne,  C.  J.  (Superintendent),  311  Cornell 
St.,  Ottawa;  Illinois  Valley  Division, 
Illinois  State  Teachers  Association. 

Carmody,  Frances  (Teacher),  1177  S.  Grove 
Ave.,  Oak  Park;  Chicago  Division,  Illinois 
State  Teachers  Association. 

Cassady,  Clara  E.  (Teacher),  3625  Sunny- 
side  Ave.,  Brookfield;  Chicago  Division, 
Illinois  State  Teachers  Association. 

Cassady,  E.  N.  (Superintendent),  3625 
Sunnyside  Ave.,  Brookfield;  Lake  Shore 
Division,  Illinois  State  Teachers  Asso¬ 
ciation. 

Coburn,  Miner  (Teacher),  915  Linden  Ave., 
Wilmette;  Lake  Shore  Division,  Illinois 
State  Teachers  Association. 

Coe,  Mrs.  Ethel  (Teacher),  Woodstock; 
Northeastern  Division,  Illinois  State 
Teachers  Association. 

Day,  Ruth  (Teacher),  736  W.  Packard  St. 
Decatur;  Decatur  Public  School  Teachers 
Association. 

Dubson,  Gladys  (Teacher),  313  S.  Capitol 
St.,  Pekin;  Pekin  Teachers  Club. 

Fahy,  Mildred  (Principal),  1101  Pratt  Blvd., 
Chicago;  Chicago  Division,  Illinois  State 
Teachers  Association. 

Fetherston,  Roy  (Superintendent),  Mon¬ 
mouth;  Illinois  State  Teachers  Associa¬ 
tion. 

Fisher,  E.  C.  (Superintendent),  Peoria; 
Peoria  Division,  Illinois  State  Teachers 
Association. 

Fitzgerald,  Margaret  (Teacher),  5349  Sheri¬ 
dan  Rd.,  Chicago;  Chicago  Division,  Illi¬ 
nois  State  Teachers  Association. 

Fletcher,  L.  W.  (Teacher),  611  W.  Main  St., 
Collinsville;  Southwestern  Division,  Illi¬ 
nois  State  Teachers  Association. 

Flynn,  Jewel  (Teacher),  7655  S.  Coles  Ave.. 
Chicago;  Chicago  Division,  Illinois  State 
Teachers  Association. 

Frye,  Ellis  K.  (Teacher),  103  Alice  St., 
Peoria;  Illinois  State  Teachers  Associa¬ 
tion. 

Garvin,  W.  B.  (Superintendent),  403  S.  Rail¬ 
way  Ave.,  Mascoutah;  Illinois  State 
Teachers  Association. 

Gilligan,  Lena  Belle  (Teacher),  5918  N. 
Knox  Ave.,  Chicago;  Chicago  Division, 
Illinois  State  Teachers  Association. 

Gleason,  Mae  (Teacher),  8115  South  Mary¬ 
land  Ave.,  Chicago;  Chicago  Division, 
Illinois  State  Teachers  Association. 

Gordon,  B.  E.  (Assistant  Principal),  Lyons 
Township  High  School,  La  Grange;  Lake 
Shore  Division,  Illinois  State  Teachers 
Association. 

Green,  Will  A.  (Superintendent),  Witt; 
Southwestern  Division,  Illinois  State 
Teachers  Association. 

Grimm,  Lester  R.  _  (Director),  100  E.  Ed¬ 
wards  St.,  Springfield;  Illinois  State 
Teachers  Association. 

Harden,  Frances  (Teacher),  127  N.  Dear¬ 
born  St.,  Chicago;  Chicago  Division,  Illi¬ 
nois  State  Teachers  Association. 

Hansen,  Herbert  C.  (Principal),  Sullivan 
High  School,  Chicago;  Chicago  Principals 
Club. 

Helms,  Virgil  (Teacher),  1201  Thirty-sixth 
St.,  Rock  Island;  Illinois  State  Teachers 
Association. 

Hogan,  Margaret  L.  (Teacher),  3948  Pine 
Grove  Ave.,  Chicago;  Chicago  Teachers 
Federation. 

Hoskins,  Luella  (Teacher),  4237  N.  Paulina 
Ave.,  Chicago;  Chicago  Division,  Illinois 
State  Teachers  Association. 


Hostettler,  E.  H.  (County  Superintendent), 
Olney;  Southeastern  Division,  Illinois 
State  Teachers  Association. 

Janneson,  Elizabeth  W.  (Teacher),  5733 
Peterson  Ave.,  Chicago;  Chicago  Division, 
Illinois  State  Teachers  Association. 

Jeter,  Jessie  (Teacher),  3424  Grand  Blvd., 
Chicago;  Chicago  Division,  Illinois  State 
Teachers  Association. 

Keenan,  Ann  (Teacher),  2465  E.  Seventy- 
fourth  PL,  Chicago;  Chicago  Division, 
Illinois  State  Teachers  Association. 

Keenan,  Robert  C.  (Principal),  2465  E. 
Seventy-fourth  PL,  Chicago;  Chicago  Di¬ 
vision,  Illinois  State  Teachers  Association. 

Kelly,  Ethel  (Teacher),  Forest  Park;  Chi¬ 
cago  Division,  Illinois  State  Teachers  As¬ 
sociation. 

Laney,  Mary  (Teacher),  4720  North  Racine 
Ave.,  Chicago;  Chicago  Division,  Illinois 
State  Teachers  Association. 

Larimore,  Mrs.  Leona  E.  (Principal),  4203 
Du  Bois  Blvd.,  Congress  Park;  Lake  Shore 
Division,  Illinois  State  Teachers  Associa¬ 
tion. 

Lewis,  Lillian  (Teacher),  Norman  Hotel, 
1325  Wilson  Ave.,  Chicago;  Chicago  Di¬ 
vision,  Illinois  State  Teachers  Associa¬ 
tion. 

Lockharc,  A.  V.  (Superintendent),  4  Detroit 
St.,  Calumet  City;  Lake  Shore  Division, 
Illinois  State  Teachers  Association. 

Long,  Ruth  (Teacher),  1120  W.  Edwards  St., 
Springfield;  Elementary  Classroom  Teach¬ 
ers  Association. 

Loy,  W.  M.  (Superintendent),  Gibson  City; 
East  Central  Division,  Illinois  State 
Teachers  Association. 

McDonald,  Hattie  (Teacher),  2621  New  Eng¬ 
land  Ave.,  Chicago;  Chicago  Division, 
Illinois  State  Teachers  Association. 

McIntosh,  Charles  (County  Superintendent), 
Monticello;  Illinois  State  Teachers  Asso¬ 
ciation. 

MacLeod,  Grace  (Teacher),  7058  North 
Paulina  St.,  Chicago;  Chicago  Division, 
Illinois  State  Teachers  Association. 

McMillen,  Prima  (Teacher),  4901  Drexel 
Ave.,  Chicago;  Chicago  Division,  Illinois 
State  Teachers  Association. 

McNulty,  Elizabeth  (Teacher),  3047  E.  Sev¬ 
enty-ninth  PL,  Chicago;  Cnicago  Division, 
Illinois  State  Teachers  Association. 

Mahoney,  Elizabeth  (Teacher),  441  Main  St., 
W.  Chicago;  Du  Page  Valley  Division, 
Illinois  State  Teachers  Association. 

Manning,  Mrs.  Ada  M.  (Superintendent), 
Lombard;  Du  Page  Valley  Division,  Illi¬ 
nois  State  Teachers  Association. 

Mathews,  Winifred  (Teacher),  1325  Wilson 
Ave.,  Chicago;  Chicago  Teachers  Federa¬ 
tion. 

Meyer,  Frank  (Teacher),  326  Garfield  Ave., 
Chicago;  Chicago  Division,  Illinois  State 
Teachers  Association. 

Miller,  Helen  Rand  (Teacher),  Evanston 
Township  High  School,  Evanston;  Na¬ 
tional  Council  of  Teachers  of  English. 

Miller,  L.  W.  (County  Superintendent), 
Dixon;  Illinois  State  Teachers  Associa¬ 
tion. 

Milligan,  Alice  J.  (Teacher),  309  West  Col¬ 
lege  St.,  Carbondale;  Southern  Division, 
Illinois  State  Teachers  Association. 

Mitchell,  Cora  (Teacher),  948  Edgecomb  PL, 
Chicago;  Chicago  Division,  Illinois  State 
Teachers  Association. 

Mitchell,  Ethelyn  L.  (Teacher),  5535  Ken- 
more  Ave.,  Chicago;  Chicago  Public 
School  Kindergarten  Primary  Association. 

Moore,  Robert  C.  (Secretary),  100  E.  Ed¬ 
wards  St.,  Springfield;  Illinois  State 
Teachers  Association. 

Moynihan,  Laura  (Teacher),  626  S.  Kenil¬ 
worth  Ave.,  Oak  Park;  Chicago  Division, 
Illinois  State  Teachers  Association. 


Associational  Records  and  Information 


937 


Muffley,  E.  J.  (Assistant  Principal),  Roose¬ 
velt  Junior  High  School,  Decatur;  De¬ 
catur  Public  School  Teachers  Association. 

Mull,  Cora  E.  (Assistant  Principal),  5543 
Kimbark  Ave.,  Chicago;  Chicago  Associa¬ 
tion  of  Assistant  Principals. 

Nichelson,  Arthur  M.  (Principal),  Hirsch 
High  School,  Chicago;  Chicago  Principals 
Club. 

Nichelson,  Florence  (Teacher),  154  N. 
Mason  Ave.,  Chicago;  Chicago  Division, 
Illinois  State  Teachers  Association. 

Obye,  Katherine  (Teacher),  High  School, 
Rockford;  Illinois  State  Teachers  Asso¬ 
ciation. 

O’Leary,  Frances  (Teacher),  5098  Monroe 
St.,  Chicago;  Chicago  Division,  Illinois 
State  Teachers  Association. 

Osborn,  L.  G.  (Principal),  10852  Southeast 
Stark  St.,  Portland;  Illinois  State  Teach¬ 
ers  Association. 

Page,  William  J.  (Principal),  4345  Adams 
St.,  Chicago;  Illinois  State  Teachers  As¬ 
sociation. 

Pampel,  Claude  (Superintendent),  Flanagan; 
Illinois  State  Teachers  Association. 

Parker,  Alice  (Teacher),  1703  E.  Seventy- 
second  St.,  Chicago;  Chicago  Division, 
Illinois  State  Teachers  Association. 

Paulsrud,  Alice  (Teacher),  550  Kenmore 
Ave.,  Chicago;  Evanston  Teachers  Club. 

Pearsons,  Evelyn  (Principal),  Ravinia 
School,  Ravinia;  Lake  Shore  Division, 
Illinois  State  Teachers  Association. 

Peterson,  Bertha  (Teacher),  4821  Belle 
Plaine  Ave.,  Chicago;  Chicago  Division, 
Illinois  State  Teachers  Association. 

Peterson,  Mollie  (Teacher),  Kewanee; 
Blackhawk  Division,  Illinois  State  Teach¬ 
ers  Association 

Petterson,  Mrs.  Lillian  T.  (Teacher),  8026 
Champlain  Ave.,  Chicago;  Chicago  Teach¬ 
ers  League. 

Petty,  W.  C.  (County  Superintendent),  Lake 
County,  Waukegan;  Lake  Shore  Division, 
Illinois  State  Teachers  Association. 

Preble,  Mrs.  F.  Blanche  (Teacher),  10855 
Vernon  Ave.,  Chicago;  Chicago  Teachers 
Federation. 

Price,  Helen  M.  (Teacher),  Robinson;  Illi¬ 
nois  State  Teachers  Association. 

Puffer,  Noble  J.  (County  Superintendent), 
1121  County  Bldg.,  Chicago;  Lake  Shore 
Division,  Illinois  State  Teachers  Associa¬ 
tion. 

Reed,  Ethel  May  (Teacher),  906  Belden 
Ave.,  Chicago;  Chicago  Division,  Illinois 
State  Teachers  Association. 

Reeder,  C.  A.  (Superintendent),  Nashville; 
Illinois  State  Teachers  Association. 

Reinhardt,  Emma  (Head,  Department  of  Ed¬ 
ucation),  Eastern  Illinois  State  Teachers 
College,  859  Eleventh  St.,  Charleston; 
Eastern  Division,  Illinois  State  Teachers 
Association. 

Reinheimer,  Pearl  (Teacher),  Broadview 
Hotel,  E.  St.  Louis;  E.  St.  Louis  Grade 
Teachers  Fellowship  Society. 

Roesch,  Esther  (Teacher),  Yorkville;  North¬ 
eastern  Division,  Illinois  State  Teachers 
Association. 

Rueben,  Helen  M.  (Teacher),  4817  N.  Saw¬ 
yer  Ave.,  Chicago;  Illinois  State  Teachers 
Association. 

Russell,  Charlotte  (Teacher),  448  W.  Sixty- 
second  St.,  Chicago;  Chicago  Division, 
Illinois  State  Teachers  Association. 

Saam,  Theodore  (Superintendent),  Elgin; 
Illinois  State  Teachers  Association. 

Shanley,  Catherine  (Teacher),  1318  Thorn- 
dale  Ave.,  Chicago;  Chicago  Division, 
Illinois  State  Teachers  Association. 

Shants,  John  (Teacher),  Rock  Island; 
Blackhawk  Division,  Illinois  State  Teach¬ 
ers  Association. 


Shortall,  Lucille  (Teacher),  144  W.  Seventy- 
fourth  St.,  Chicago;  Chicago  Division,  Il¬ 
linois  State  Teachers  Association. 

Siebens,  H.  Agnes  (Principal),  Washington 
Junior  High  School,  Pekin;  Peoria  Di¬ 
vision,  Illinois  State  Teachers  Associa¬ 
tion. 

Siepert,  Albert  F.  (Dean),  Bradley  Poly¬ 
technic  Institute,  Peoria;  Peoria  Division, 
Illinois  State  Teachers  Association. 

Smith,  Helen  (Principal),  5413  Woodlawn 
Ave.,  Chicago;  Chicago  Division,  Illinois 
State  Teachers  Association. 

Smith,  Olen  (Superintendent),  Plymouth; 
Illinois  State  Teachers  Association. 

Smith,  Robert  G.  (Superintendent),  Rush- 
ville;  Mississippi  Valley  Division,  Illi¬ 
nois  State  Teachers  Association. 

Snowden,  Bertha  M.  (Teacher),  5111  North 
Bernard  St.,  Chicago;  Chicago  Division, 
Illinois  State  Teachers  Association. 

Snowden,  Bertha  S.  (Supervisor),  Mendota; 
Illinois  Valley  Division,  Illinois  State 
Teachers  Association. 

Steele,  M.  E.  (Superintendent),  Mendota; 
Illinois  State  Teachers  Association. 

Stephenson,  Floyd  S.  (Teacher),  551  Veron¬ 
ica  Ave.,  E.  St.  Louis;  Southwestern  Di¬ 
vision,  Illinois  State  Teachers  Associa¬ 
tion. 

Stone,  Millard  F.  (Teacher),  Lockport; 
Northeastern  Division,  Illinois  State 
Teachers  Association. 

Sullivan,  S.  B.  (Principal),  W.  Frankfort; 
Illinois  State  Teachers  Association. 

Thalman,  John  W.  (State  N- E.  A.  Director), 
Superintendent  of  Schools,  1612  North 
Sheridan  Rd.,  Waukegan;  Waukegan 
Township  High  School  Association. 

Tillman,  Mrs.  Lilas  (Teacher),  566  Locust 
St.,  Elgin;  Elgin  Council  of  Education. 

Varraveto,  Marie  (Teacher),  5471  Division 
St.,  Chicago;  Chicago  Division,  Illinois 
State  Teachers  Association. 

Vaughan,  Maud  (Teacher),  818  Hillside 
Ave.,  Glen  Ellyn;  Chicago  Division,  Il¬ 
linois  State  Teachers  Association. 

Vaughn,  Mary  F.  (Teacher),  4050  Monroe 
St.,  Chicago;  Chicago  Division,  Illinois 
State  Teachers  Association. 

Vigles,  Maude  E.  (Principal),  932  South 
Webster  St.,  Decatur;  Decatur  Public 
School  Teachers  Association. 

Walker,  Albert  (Superintendent)  Sullivan; 
Illinois  State  Teachers  Association. 

Walker,  David  E.  (Superintendent),  800 
Greenleaf  St.,  Evanston;  Lake  Shore  Di¬ 
vision,  Illinois  State  Teachers  Associa¬ 
tion. 

Wieland,  John  A.  (State  Superintendent  of 
Public  Instruction),  Springfield;  Illinois 
State  Teachers  Association. 

Williams,  C.  R.  (Superintendent),  Water¬ 
man;  Rock  River  Division,  Illinois  State 
Teachers  Association. 

Wilson,  J.  Lynn  (Superintendent),  Nash¬ 
ville;  Southwestern  Division,  Illinois 
State  Teachers  Association. 

Young,  O.  O.  (Superintendent),  Library 
Bldg.,  Galesburg;  Western  Division,  Illi¬ 
nois  State  Teachers  Association. 

INDIANA 

Achttien,  Evelyn  (Teacher),  R.  R.  5,  Box 
93,  Indianapolis;  Grade  Teachers  Asso¬ 
ciation. 

Billman,  Dale  (Superintendent),  Sullivan; 
Indiana  State  Teachers  Association. 

Blanchard,  H.  H.  (Teacher),  319  N.  Taylor 
St..  South  Bend;  South  Bend  Teachers 
Federation. 

Callis,  C.  D.  (Principal),  Greentown ;  In¬ 
diana  State  Teachers  Association. 

Cassady,  Minnie  E.  (Teacher),  3510  N.  Me¬ 
ridian  St.,  Indianapolis;  Grade  Teachers 
Association. 


938 


National  Education  Association 


Chapman,  Marian  (Teacher),  Hammond 
High  School,  Hammond;  First  District 
Teachers  Association. 

DeMunbrun,  Charles  (Principal),  Rushville; 
Indiana  State  Teachers  Association. 

Dome,  Maud  (Teacher),  2110  N.  New  Jersey 
St.,  Indianapolis;  Federation  of  Indian¬ 
apolis  Public  School  Teachers. 

Combs,  Lex  (Teacher),  233  E.  Jefferson  St., 
Fort  Wayne;  Indiana  State  Teachers  As¬ 
sociation. 

Ellingson,  Gladys  (Teacher),  802  N.  Lafay¬ 
ette  St.,  South  Bend;  South  Bend  Teach¬ 
ers  Federation. 

Ewbank,  Gladys  M.  (Teacher),  3456  Salem 
St.,  Indianapolis;  Federation  of  Indian¬ 
apolis  Public  School  Teachers. 

Ewing,  Sara  C.  (Teacher),  5461  Pleasant 
Run  Parkway,  Indianapolis:  Indiana  State 
Teachers  Association. 

Featherstone,  Mary  C.  (Teacher),  806  Adams 
Ave.,  Evansville;  Evansville  Federation 
of  Public  School  Teachers. 

Fortner,  J.  Ord  (Principal),  1618  S.  Eighth 
St.,  Terre  Haute;  Indiana  State  Teachers 
Association. 

Free,  Juel  (Teacher),  Spencer;  Indiana 
State  Teachers  Association. 

Calvin,  Cecelia  (Principal),  836  N.  Rural 
St.,  Indianapolis;  Federation  of  Indian¬ 
apolis  Public  School  Teachers. 

Godwin,  W.  R.  (Principal),  112  Ridge  St., 
LaPorte;  Indiana  State  Teachers  Associa¬ 
tion. 

Gosch,  Carrie  (Principal),  E.  Chicago;  In¬ 
diana  State  Teachers  Association. 

Hall,  L.  E.  (Principal),  1219  N.  Tuxedo  St., 
Indianapolis;  Indiana  State  Teachers  As¬ 
sociation. 

Hargrave,  E.  B.  (Viceprincipal),  339  Lesley 
St.,  Indianapolis;  Federation  of  Indian¬ 
apolis  Public  School  Teachers. 

Huntsinger,  Thelma  (Teacher),  201  W. 
Spring,  New  Albany;  Indiana  State 
Teachers  Association. 

Jones,  Dorothy  I.  (Teacher),  430  Corby 
Blvd.,  South  Bend;  South  Bend  Teachers 
Federation. 

Julian,  Roy  (Superintendent),  Valparaiso; 
Indiana  State  Teachers  Association. 

Kirby,  Elizabeth  (Principal),  6021  Bellefon- 
taine  St.,  Indianapolis;  Federation  of  In¬ 
dianapolis  Public  School  Teachers. 

Kumpf.  W.  A.  (Head,  Commercial  Depart¬ 
ment),  Hammond  High  School,  Hammond; 
First  District  Teachers  Association. 

Leonard,  Elizabeth  (Teacher),  6036  Carroll¬ 
ton  Ave.,  Indianapolis;  Federation  of  In¬ 
dianapolis  Public  School  Teachers. 

Maehling.  Hilda  (Teacher),  1357  Third  Ave., 
Terre  Haute;  Indiana  State  Teachers  As¬ 
sociation. 

Michael,  L.  E.  (Principal),  Cloverdale;  In¬ 
diana  State  Teachers  Association. 

Murphy,  Mrs.  Clara  (Teacher),  620  Wood- 
lawn,  Bloomington;  Bloomington  Public 
School  Teachers  Association. 

Nicholson,  Guy  (Head,  Commercial  Depart¬ 
ment),  Bosse  High  School.  Evansville; 
Federation  of  Evansville  Public  School 
Teachers. 

Phillips,  L.  V.  (Principal),  502  Broadway, 
Vincennes;  Indiana  State  Teachers  Asso¬ 
ciation. 

Rav,  Ethel  M.  (Teacher),  28  S.  Twentieth 
St.,  Terre  Haute;  Terre  Haute  Teachers 
Federation. 

Rector,  Mrs.  Charline  (Teacher),  215  S. 
Ebright  St.,  Muncie;  Muncie  Teachers 
Federation. 

Schadd,  Laura  (Teacher),  George  R.  Clark 
School,  Hammond;  Hammond  City  Teach¬ 
ers  Association. 

Scheiber,  H.  J.  ("Principal),  Huntington; 
Indiana  State  Teachers  Association. 


Smith,  Ara  Kenneth  (Teacher),  401  Tremont 
St.,  Michigan  City;  Michigan  City  Teach¬ 
ers  Federation. 

Smith,  Henry  Lester  (Ex  Officio),  Dean, 
School  of  Education,  Indiana  University, 
Bloomington. 

Swenson,  Mrs.  Clara  A.  (Teacher),  4806 
E.  Washington  St.,  Indianapolis;  Grade 
Teachers  Association. 

Thornton,  Helen  M.  (Teacher),  4815  E. 
Washington  St.,  Indianapolis;  Federation 
of  Indianapolis  Public  School  Teachers. 

Weeks,  Ora  E.  (Teacher),  1304  S.  Fourth 
St.,  Terre  Haute;  Terre  Haute  Teachers 
Federation. 

Williams,  Charles  O.  (State  N.  E.  A.  Direc¬ 
tor),  Indianapolis;  Indiana  State  Teachers 
Association. 

Wolfe,  Ruby  (Teacher),  1451  Central  Ave., 
Indianapolis;  Grade  Teachers  Association. 

Wyatt,  Robert  H.  (Teacher),  233  E.  Jeffer¬ 
son  St.,  Fort  Wayne;  Fort  Wayne  Teach¬ 
ers  Association. 

IOWA 

Aarvig,  Bertha  O.  (Principal),  1234  Second 
Ave.,  N.,  Fort  Dodge;  Fort  Dodge  Teach¬ 
ers  Federation. 

Anderson,  Hilma  (Physiotherapist),  4035 
Ovid  Ave.,  Des  Moines;  Des  Moines 
Teachers  Federation. 

Bensing,  Elsie  O.  (Teacher),  932  Thirty- 
eighth,  Des  Moines;  Des  Moines  Teach¬ 
ers  Federation. 

Blake,  Alice  (Teacher),  709  Sixteenth  St., 
Sioux  City;  Senior  High  School  Teachers 
Association. 

Brannen,  Esther  M.  (Teacher),  915  Thorn¬ 
ton  Ave.,  Des  Moines;  Des  Moines  Teach¬ 
ers  Federation. 

Clark,  Lillian  E.  (Teacher),  2315  Ridgeway 
Dr.,  Cedar  Rapids;  Cedar  Rapids  Class¬ 
room  Teachers  Association. 

Cram,  Fred  D.  (State  N.E.A.  Director), 
Iowa  State  Teachers  College,  Cedar 
Falls;  Iowa  State  Teachers  Association. 

Cusack,  Loretto  (Assistant  Principal),  Cres- 
ton;  Iowa  State  Teachers  Association. 

Davis,  M.  G.  (Superintendent),  Ames;  Iowa 
State  Teachers  Association. 

Dirr,  Margaret  (Teacher),  4505  Fifth  Ave., 
Sioux  City:  Sioux  City  Teachers  Club. 

Divelbess,  Margaret  (Supervising  Critic), 
Iowa  State  Teachers  College,  Cedar 
Falls;  Faculty  of  the  Iowa  State  Teach¬ 
ers  College. 

Ellerbusch,  Florence  (Teacher),  206  Smith 
Apartments,  Sioux  City;  Sioux  City 

T'psrliprtj  Pliin 

Ely,  Blanche  T.  (Teacher),  Winterset; 
Grade  Teachers  Association  of  Mason 
City. 

Fitzgerald,  J.  E.  (Principal),  Sioux  City; 
Elementary  Principals  Section  of  the 
Iowa  State  Teachers  Association. 

Freshwaters,  Fay  (Teacher),  2301  South 
Olive  St.,  Sioux  City;  Sioux  City  Teach¬ 
ers  Club. 

Garber,  Doris  (Teacher),  2727  Pierce  St., 
Sioux  City;  Sioux  City  Teachers  Club. 

Kercheval,  James  (Teacher),  521  Pine  St., 
Waterloo;  E.  Waterloo  Teachers  Club. 

Kirn,  G.  W.  (Principal).  Abraham  Lincoln 
High  School,  Council  Bluffs;  Iowa  State 
Teachers  Association. 

McDowell,  Mrs.  Lillian  (Teacher),  227 
High,  Keokuk;  Elementary  Teachers  Club 
of  Keokuk. 

Molsberry.  W.  W.  (Superintendent),  Ran¬ 
dolph;  Iowa  State  Teachers  Association. 

Pease,  C.  A.  (Superintendent),  Clear  Lake; 
Iowa  State  Teachers  Association. 

Petersen,  Christine  (County  Superintend¬ 
ent),  LeMars;  Iowa  State  Teachers  Asso¬ 
ciation. 


Associational  Records  and  Information 


939 


Pye,  Charles  F.  (Secretary),  415  Shops 
Bldg.,  Des  Moines;  Iowa  State  Teachers 
Association. 

Rae,  James  (Principal),  Mason  City;  Iowa 
State  Teachers  Association. 

Samuelson,  Agnes  (Ex  Officio),  State  Su¬ 
perintendent  of  Public  Instruction,  Des 
Moines. 

Schnasse,  Mrs.  Florence  (Girls  Adviser), 
705  Locust  St.,  Waterloo;  W.  Waterloo 
Teachers  Association. 

Siverson,  A.  G.  (Teacher),  3319  S.  W.  Ninth, 
Des  Moines;  Des  Moines  Teachers  Fed¬ 
eration. 

Van  Hettinga,  H.  (Superintendent),  Musca¬ 
tine;  Iowa  State  Teachers  Association. 

Wood,  W.  C.  (Supervisor),  2701  Bridge 
Ave.,  Davenport;  Scott  County  Teachers 
Association. 

KANSAS 

Biotherson,  Marie  (Teacher),  644  Ohio, 
Kansas  City;  Kansas  City  Grade  Teach¬ 
ers  Club. 

Bryan,  Leota  (Teacher),  839  Nebraska, 
Kansas  City;  Du  Bois  Teachers  Club. 

Curry,  Grace  (Teacher),  60  N.  Valley,  Kan¬ 
sas  City;  Kansas  City  Grade  Teachers 
Club. 

Herron,  Mae  (Teacher),  268  S.  Tremont, 
Kansas  City;  Kansas  State  Teachers  As¬ 
sociation. 

Holton,  E.  L.  (Dean),  School  of  Education, 
Kansas  State  College,  Manhattan;  Kansas 
State  Teachers  Association. 

Irwin,  Madaline  A.  (Teacher),  Rt.  4,  Kan¬ 
sas  City;  Kansas  City  Grade  Teachers 
Club. 

Kemp,  Rae  (Teacher),  3621  Virginia,  Kan¬ 
sas  City,  Mo.;  Kansas  State  Teachers 
Assoc  istioiii 

Lund,  John  E.  (Teacher),  1118  Western 
Ave.,  Topeka;  Topeka  Teachers  Associa¬ 
tion. 

McCarthy,  Helen  (Teacher),  3621  Virginia, 
Kansas  City,  Missouri;  Kansas  State 
Teachers  Association. 

Martin,  Minnie  (Principal),  1118  Haskell, 
Kansas  City;  Kansas  State  Teachers  As¬ 
sociation. 

Miller,  Elizabeth  S.  (Principal),  Cooper 
School,  Kansas  City;  Kansas  State  Teach¬ 
ers  Association. 

Phinney,  R.  V.  (Superintendent).  Larned; 
Kansas  State  Teachers  Association. 

Schlagle,  F.  L.  (State  N.  E.  A.  Director), 
Superintendent  of  Schools,  Kansas  City; 
Kansas  State  Teachers  Association. 

Shotwell,  H.  D.  (Teacher),  1283  Lane  St., 
Topeka;  Topeka  Teachers  Association. 

Skelton,  J.  Dale  (Teacher),  317  S.  Lincoln, 
Chanute;  Chanute  Teachers  Association. 

Sunter,  Ethel  M.  (Principal).  851  Barnett, 
Kansas  City;  Elementary  School  Princi¬ 
pals  Club. 

Swanson,  Martha  (Teacher),  Grund  Hotel, 
Kansas  City;  Kansas  State  Teachers  As¬ 
sociation. 

Van  Slyck.  W.  N.  (Principal),  Senior  High 
School,  Topeka;  Kansas  State  Teachers 
Association. 

Voss,  Viola  W.  (Teacher).  1016  E.  Fourth 
St.,  Alton,  Ill.;  Topeka  Classroom  Teach¬ 
ers  Club. 

Wright,  C.  O.  (Assistant  Secretary"),  315 
W.  Tenth,  Topeka;  Kansas  State  Teach¬ 
ers  Association. 

KENTUCKY 

Dunn,  D.  Y.  (County  Superintendent),  Lex¬ 
ington;  Kentucky  Education  Association. 

Holliday.  Della  (Teacher),  Newport;  Ken¬ 
tucky  Education  Association. 


King,  W.  P.  (Secretary),  1423  Heyburn 
Bldg.,  Louisville;  Kentucky  Education 
Association. 

Snapp,  C.  V.  (Superintendent),  Jenkins; 
Kentucky  Education  Association. 

Tempel,  Harold  V.  (Principal),  High 
School,  Shelbyville;  Kentucky  Education 
Association. 

Walker,  Morton  (Teacher),  4559  S.  Park¬ 
way,  Louisville;  Kentucky  Education  As¬ 
sociation. 

Yunker,  Emilie  (Teacher),  1140  Everett 
Ave.,  Louisville;  Kentucky  Education 
Association. 

LOUISIANA 

Colvin,  W.  L.  (Principal),  Jeanerette  High 
School,  Jeanerette;  Louisiana  Teachers 
Association. 

Davis,  J.  O.  (Supervisor),  Elementary 
Schools,  La  Salle  Parish,  Jena;  Louisiana 
Teachers  Association. 

Hinrichs,  Amy  H.  (Principal),  Audubon 
School,  7336  Hurst  St.,  New  Orleans; 
New  Orleans  Principals  Association. 

Moncla,  R.  O.  (Supervisor),  Elementary 
Schools,  Lafourche  Parish,  Thibodaux; 
Louisiana  Teachers  Association. 

O’Reilly,  Violett  (Principal),  F.  T.  Nich- 
olls  School  for  Girls,  3220  Louisiana  Ave., 
New  Orleans;  Louisiana  Teachers  Asso¬ 
ciation. 

Poche,  J.  N.  (Supervisor).  Elementary 
Schools,  St.  Charles  Parish,  Hahnville; 
Louisiana  Teachers  Association. 

Talbot,  E.  L.  (Principal),  Terrebonne  High 
School,  Houma;  Louisiana  Teachers  As¬ 
sociation. 

MAINE 

Abbott,  John  W.  (Principal),  High  School, 
Island  Falls;  Aroostook  County  Teachers 
Association.  , 

Adams,  Ivan  (Superintendent),  Oakland; 
Kennebec  County  Teachers  Association. 

Beauchesne,  Mrs.  Helen  G.  (Teacher),  Top- 
sham;  Maine  Teachers  Association. 

Crandall,  Linwood  T.  (Teacher),  Cumber¬ 
land  Center;  Cumberland  County  Teach¬ 
ers  Association. 

Farrington,  Elizabeth  (Teacher),  Cumber¬ 
land  Center;  Cumberland  County  Teach¬ 
ers  Association. 

Freeman,  Helen  M.  (Teacher),  11  Winter 
St.,  Waterville;  Maine  Teachers  Associa¬ 
tion. 

Gatcomb,  Ernest  K.  (Principal),  Washing¬ 
ton  Academy,  E.  Machias;  Washington 
County  Teachers  Association. 

Gray,  A.  D.  (Principal),  Mexico  High 
School,  Ridlonville;  Maine  Teachers  As¬ 
sociation. 

Greene,  Victor  N.  (Principal),  Box  183, 
Searsport;  Waldo  County  Teachers  Asso¬ 
ciation. 

Jack,  William  B.  (State  N.E.A.  Director), 
City  Hall,  Portland;  Maine  Teachers  As¬ 
sociation. 

Packard,  Bertram  E.  (State  Commissioner 
of  Education),  Augusta;  Aroostook 
County  Teachers  Association. 

Robinson,  Helen  (Teacher)  Cumberland 
Center;  Cumberland  County  Teachers  As¬ 
sociation. 

Smith,  Charles  (Principal),  39  Mill  St., 
Orono;  Penobscot  County  Teachers  Asso¬ 
ciation. 

Smith,  Everett  P.  (Principal),  Leavitt  In¬ 
stitute,  Turner  Center;  Androscoggin 
County  Teachers  Association. 

Stone,  Frank  G.  (Principal),  Foxcroft  Acad¬ 
emy,  Dover-Foxcroft ;  Maine  Teachers 
Association. 


940 


National  Education  Association 


Strout,  A.  Everett  (Principal),  23  Amherst, 
Portland;  Cumberland  County  Teachers 
Association. 

MARYLAND 

Compton,  Carolyn  V.  (Principal),  Bruns¬ 
wick;  Maryland  State  Teachers  Associa¬ 
tion. 

Compton,  Lillian  (Assistant  Superintend¬ 
ent),  Cumberland;  Maryland  State  Teach¬ 
ers  Association. 

Wenner,  E.  Virginia  (Principal),  Middle- 
town;  Maryland  State  Teachers  Associa¬ 
tion. 

MASSACHUSETTS 

Bryant,  Mary  L.  (Teacher),  41  Mason  St., 
W.  Somerville;  Massachusetts  Teachers 
Federation. 

Buxton,  Mrs.  Maria  C.  (Teacher),  Douglas; 
Massachusetts  Teachers  Federation. 

Chase,  Chrystal  M.  (Teacher),  Middleboro; 
Massachusetts  Teachers  Federation. 

Curtis,  Eleanor  L.  (Student),  32  Beacons- 
field  St.,  Worcester;  Massachusetts 
Teachers  Federation. 

Curtis,  William  E.  (Principal),  32  Beacons- 
field  Rd.,  Worcester;  Worcester  County 
Teachers  Association. 

Curtis,  Mrs.  William  E.  (Editor),  32 
Beaconsfield  Rd.,  Worcester;  Worcester 
County  Teachers  Association. 

Dunham,  Annie  D.  (Principal),  192  Wash¬ 
ington  St.,  Wellesley  Hills;  Massachu¬ 
setts  Teachers  Federation. 

Holmes,  Clarence  W.  (Principal),  E.  Doug¬ 
las;  Massachusetts  Teachers  Federation. 

Holmes,  Mabel  V.  (Teacher),  E.  Douglas; 
Brookline  Teachers  Club. 

Lyman,  Cassius  (Educational  Writer  and 
Lecturer),  39  Walnut  St.,  Stoughton; 
Massachusetts  Teachers  Federation. 

Lyman,  Warren  B.  (Superintendent),  39 
Walnut  St.,  Stoughton;  Norfolk  County 
Teachers  Association. 

McIntosh,  Everett  J.  (Teacher),  62  Front 
St.,  Weymouth;  Massachusetts  Teachers 
Federation. 

Miller,  Etta  M.  (Teacher),  64  Sewell  Ave., 
Brookline;  Brookline  Teachers  Club. 

Nixon,  Hugh  (Secretary),  15  Ashburton  PL, 
Boston;  Massachusetts  Teachers  Federa¬ 
tion. 

Smith,  Edgar  B.  (Principal),  120  High  St., 
Greenfield;  Massachusetts  Teachers  Fed¬ 
eration. 

Smith,  Gertrude  M.  (Teacher),  Douglas; 
Massachusetts  Teachers  Federation. 

Smith,  Jane  Morse  (Speaker  on  Education), 
120  High  St.,  Greenfield;  Franklin  County 
Teachers  Association. 

Stuart,  Mary  (Teacher),  Brighton  High 
School,  Brighton;  Eastern  Commercial 
Teachers  Association. 

Woodbury,  Charles  H.  (Principal),  4  Lake- 
croft  Court,  Melrose;  Melrose  Teachers 
Club. 

Woodbury,  Mrs.  Grace  I.  (Teacher),  4 
Lakecroft  Court,  Melrose;  Massachusetts 
Teachers  Federation. 

Woodward,  Annie  C.  (State  N.  E.  A.  Direc¬ 
tor),  78  Highland  Ave.,  Somerville;  Mas¬ 
sachusetts  Teachers  Federation. 

MICHIGAN 

Barton,  Nellie  (Teacher),  714  Clifford, 
Flint;  Michigan  Education  Association. 

Berger,  William  R.  (Teacher),  2000  Wither- 
ell,  Detroit;  Detroit  Teachers  Associa¬ 
tion. 

Beutler,  H.  A.  (Superintendent),  Standish; 
Michigan  Education  Association. 

Bradley,  Dorothy  (Teacher),  Lowell  Junior 
High  School,  Flint;  Michigan  Education 
Association. 


Chapelle,  E.  H.  (Superintendent),  Ypsi- 
lanti;  Michigan  Education  Association. 

Christen,  Ralph  S.  (Teacher),  4333  Twelfth, 
Detroit;  Michigan  Education  Association. 

Cody,  Frank  (Superintendent),  Board  of 
Education,  Detroit;  Detroit  Teachers  As¬ 
sociation. 

Cornelia,  James  (Teacher),  3954  Balfour, 
Detroit;  Michigan  Education  Association. 

Crosby,  Otis  (Editor),  Board  of  Education, 
Detroit;  Detroit  Teachers  Association. 

Dacey,  Cecile  M.  (Teacher),  15055  Hubbell, 
Detroit;  High  School-College  Division  of 
the  Detroit  Teachers  Association. 

Dacey,  Rosemarie  (Teacher),  9374  Wilde- 
mere,  Detroit;  Michigan  Education  Asso¬ 
ciation. 

Debus,  Earl  (Teacher),  18875  Ryan,  De¬ 
troit;  Detroit  Teachers  Association. 

Des  Roches.  Irene  (Teacher),  18040  St. 
Aubin,  Detroit;  Detroit  Teachers  Asso¬ 
ciation. 

Dodge,  Mrs.  Reta  (Teacher),  8411  North- 
field,  Detroit;  Detroit  Teachers  Associa¬ 
tion. 

Ellis,  William  (Principal),  8245  John  R, 
Detroit;  Detroit  Teachers  Association. 

Ensfield,  Mary  (County  School  Commis¬ 
sioner),  Kalamazoo;  Michigan  Education 
Association. 

Gagen,  Catherine  (Teacher),  6045  Stanton, 
Detroit;  Detroit  Teachers  Association. 

Gleason,  Minnie  (Teacher),  401  Dickerson, 
Detroit;  Detroit  Teachers  Association. 

Gleason,  Walter  (Teacher),  12800  Kelly 
Rd.,  Detroit;  Michigan  Education  Asso¬ 
ciation. 

Grant,  Margaret  (Teacher),  5525  Martin, 
Detroit;  Detroit  Teachers  Association. 

Griffinger,  Mrs.  Tenta  (Teacher),  5525  Mar¬ 
tin,  Detroit;  Detroit  Teachers  Associa¬ 
tion. 

Haist,  A.  B.  (Teacher),  1826  W.  Michigan, 
Saginaw;  Michigan  Education  Associa¬ 
tion. 

Harper,  Hazel  (Teacher),  18040  St.  Aubin, 
Detroit;  Detroit  Teachers  Association. 

Hart,  V.  M.  (Teacher),  21431  Grand  River, 
Detroit;  High  School-College  Division  of 
the  Detroit  Teachers  Association. 

Hutchings,  Ruahmah  J.  (Teacher),  Rt.  No. 
4.  Howell;  Michigan  Education  Associa¬ 
tion. 

Kay,  Esther  (Teacher),  17501  Brush,  De¬ 
troit;  Detroit  Teachers  Association. 

Kelsey,  Minnie  (Teacher),  2535  W.  Grand 
Blvd.,  Detroit;  Detroit  Teachers  Associa¬ 
tion. 

Kingan,  J.  Constance  (Teacher),  309  E. 
University,  Royal  Oak;  Royal  Oak 
Teachers  Club. 

Knoblauch,  A.  L.  (Superintendent),  Cas- 
sopolis;  Michigan  Education  Association. 

Lockwood,  Ida  (Teacher),  14450  Burt  Rd., 
Detroit;  Detroit  Teachers  Association. 

McGuiness,  Clara  M.  (Teacher),  17211 
Northlawn,  Detroit;  Detroit  Teachers 
Association. 

McGuinness,  J.  P.  (Teacher),  6300  Grand 
River,  Detroit;  High  School-College  Di¬ 
vision  of  the  Detroit  Teachers  Associa¬ 
tion. 

McGuiness,  Maud  (Teacher),  Detroit;  De¬ 
troit  Teachers  Association. 

MacKay,  Jean  Armour  (Teacher),  121  High¬ 
land  Ave.,  Highland  Park;  Classroom 
Teachers  Association  of  Highland  Park. 

Mumford,  Grace  (Teacher),  2525  Brooklyn, 
Detroit;  Michigan  Education  Association. 

Phillips.  A.  J.  (Secretary),  422  S.  Butler, 
Lansing;  Michigan  Education  Associa¬ 
tion. 

Schaffer,  Dorothea  (Teacher),  530  S.  Colo¬ 
nial,  Detroit;  Detroit  Teachers  Associa¬ 
tion. 


Associational  Records  and  Information 


941 


Shannon,  Ina  (Teacher),  Jefferson  School, 
Ferndale;  Ferndale  Teachers  Club. 

Stout,  Grover  (Principal),  4221  Cortland, 
Detroit;  Michigan  Education  Association. 

Shepard,  Ethel  (Teacher),  923  State  St., 
Petoskey;  Michigan  Education  Associa¬ 
tion. 

Smith,  Minnie  K.  (Principal),  99  E.  Four¬ 
teenth,  Holland;  Michigan  Education  As¬ 
sociation. 

Turrell,  Mrs.  Celia  (Teacher),  770  E.  Grand 
Blvd.,  Detroit;  High  School-College  Di¬ 
vision  of  the  Detroit  Teachers  Associa¬ 
tion. 

Van  Buskirk,  D.  A.  (Superintendent),  Has¬ 
tings;  Michigan  Education  Association. 

MINNESOTA 

Anderson,  Dana  M.  (Teacher),  1916  Second 
Ave.,  S.,  Minneapolis;  Minneapolis  Di¬ 
vision  of  the  Minnesota  Education  Asso¬ 
ciation. 

Anderson,  J.  E.  (Superintendent),  116  Shau- 
bot  St.,  Mankato;  Minnesota  Education 
sociation 

Ballard,  Huldah  I.  (Teacher),  5301  Thirty- 
eighth  Ave.,  S.,  Minneapolis;  Minneapo¬ 
lis  Division  of  the  Minnesota  Education 

Bank,  Albert  M.  (Teacher),  4537  Colfax 
Ave.,  S.,  Minneapolis;  Minneapolis  Teach¬ 
ers  League. 

Batzer,  Susan  W.  (Teacher),  422  Fourth 
St.,  S.,  Virginia;  Virginia  Education  As¬ 
sociation. 

Bishop,  Helen  M.  (Psychologist),  679  Lin¬ 
coln  Ave.,  St.  Paul;  St.  Paul  Education 
Association 

Bullard,  Irma  L.  (Teacher),  3539  Blaisdell 
Ave.,  Minneapolis;  Minneapolis  Division 
of  the  Minnesota  Education  Association. 

Byrnes,  Mary  R.  (Teacher),  4426  Upton 
Ave.,  S.,  Minneapolis;  Minnesota  Educa¬ 
tion  Association. 

Carlson,  Myrtrice  (Teacher),  Center  City; 
Minneapolis  Division  of  the  Minnesota 
Education  Association. 

Carlson,  Philip  E.  (Principal),  4234  Twenty- 
fifth  Ave.,  S.,  Minneapolis;  Minneapolis 
Division  of  the  Minnesota  Education  As¬ 
sociation. 

Chase,  P.  W.  (Superintendent),  Warroad; 
Minnesota  Education  Association. 

Cook,  Elizabeth  (Teacher),  4428  Abbott 
Ave.,  S.,  Minneapolis;  Minneapolis  Di¬ 
vision  of  the  Minnesota  Education  Asso¬ 
ciation. 

Dahl,  Mrs.  Myrtle  Hooper  (Teacher),  Hia¬ 
watha  School,  Minneapolis;  Minneapolis 
Classroom  Teachers  Association. 

Diederich,  Rose  (Teacher),  1933  Ashland 
Ave.,  St.  Paul;  Minneapolis  Classroom 
Teachers  Association. 

Dunn,  Sara  A.  (Teacher).  1213  Ashland 
Ave.,  St.  Paul;  St.  Paul  Education  Asso¬ 
ciation. 

Gallagher,  Mary  A.  (Principal),  515  Fifth 
Ave.,  S..  St.  Cloud;  Minnesota  Education 
Al  ssociation 

Groesbeck,  Mrs.  Agnes  M.  (Teacher).  2020 
Fremont  Ave.,  N..  Minneapolis;  Minne¬ 
apolis  Classroom  Teachers  Association. 

Henderson,  Lettisha  E.  (Teacher).  136  N. 
Western  Ave.,  St.  Paul;  St.  Paul  Educa¬ 
tion  Association. 

Hoppe,  George  F.  (Superintendent).  Pine 
Island:  Minnesota  Education  Association. 

Johnson,  Mabel  O.  (Teacher).  3613  Pleas¬ 
ant  Ave.,  Minneapolis;  Minneapolis  Di¬ 
vision  of  the  Minnesota  Education  Asso¬ 
ciation. 

Keating.  Anna  B.  (Teacher),  2020  N.  Fre¬ 
mont  Ave..  Minneapolis;  Minneapolis 
Classroom  Teachers  Association. 


Knudson,  Viola  (Teacher),  3807  E.  Fiftieth, 
Minneapolis;  Grade  Section  of  the  Min¬ 
neapolis  Teachers  League. 

Knutson,  Violet  H.  (Teacher),  Leamington 
Hotel,  Minneapolis;  Senior  High  Section 
of  the  Minneapolis  Teachers  League. 

Larkin,  Anne  E.  (Teacher),  Curtis  Hotel, 
Minneapolis;  Minneapolis  Classroom 
Teachers  Association. 

Larpenteur,  Marie  S.  (Teacher),  4103  Pleas¬ 
ant  Ave.,  Minneapolis;  Grade  Section  of 
the  Minneapolis  Teachers  League. 

Lynch,  Maria  (Principal),  1786  Hennepin, 
Minneapolis;  Minneapolis  Division  of  the 
Minnesota  Education  Association. 

MacDonald,  Mrs.  Nellie  C.  (Teacher),  1104 
Twenty-fourth  Ave.,  N.  E.,  Minneapolis; 
Special  Teachers  Section  of  the  Minne¬ 
apolis  Teachers  League. 

Meldahl,  Andrew  (Principal),  105  Carlisle 
St.,  Duluth;  Minnesota  Education  Asso¬ 
ciation. 

Minton,  Marion  (Teacher),  1900  Park,  Min¬ 
neapolis;  Grade  Section  of  the  Minneapo¬ 
lis  Teachers  League. 

Moe,  Floyd  B.  (Dean),  Junior  College,  Vir¬ 
ginia;  Minnesota  Education  Association. 

Morris,  A.  B.  (Teacher),  Teachers  College, 
Mankato;  Minnesota  Education  Associa¬ 
tion. 

Olsen,  Mrs.  Louise  B.  (Teacher),  4004 
Beard  Ave.,  Minneapolis;  Grade  Section 
of  the  Minneapolis  Teachers  League. 

Peterson,  F.  G.  Eric  (Teacher),  Junior  Col¬ 
lege,  418  Nineteen  and  one-half  Ave.,  W., 
Duluth;  Duluth  Teachers  Association. 

Peterson,  Herbert  R.  (Teacher),  E.  Junior 
High  School  Duluth;  Duluth  Teachers 
Association. 

Ringdahl,  N.  Robert  (Teacher),  3220  Tenth 
Ave.,  S.,  Minneapolis;  Minneapolis  Di¬ 
vision  of  the  Minnesota  Education  Asso¬ 
ciation. 

Robbins,  Alice  V.  (Teacher),  Plaza  Apart¬ 
ment,  Mankato;  Southwest  Division  of 
the  Minnesota  Education  Association. 

Rusinko,  John  (Teacher),  624  S.  E.  Erie 
St.,  Minneapolis;  Minneapolis  Division 
of  the  Minnesota  Education  Association. 

Sanders,  Court  E.  (Supervisor),  1135  Day- 
ton  Avev  St.  Paul;  Minnesota  Education 
Association. 

Seipel,  Burnette  (Teacher),  Duluth;  Du¬ 
luth  Teachers  Association. 

Seipel,  Julia  (Teacher),  Duluth;  Minnesota 
Education  Association. 

Sengir,  Barbara  (Teacher),  3700  Eleventh 
Ave.,  S.,  Minneapolis;  Minneapolis  Class¬ 
room  Teachers  Association. 

Smith,  Dora  (Teacher),  3933  Lyndale  Ave., 
S.,  Minneapolis:  Minneapolis  Division  of 
the  Minnesota  Education  Association. 

Strate,  Nettie  M.  (Principal),  3032  Colfax 
Ave.,  S.,  Minneapolis;  Minneapolis  Di¬ 
vision  of  the  Minnesota  Education  Asso¬ 
ciation. 

MISSISSIPPI 

Cooper,  H.  V.  (N.  E.  A.  State  Director), 
Superintendent  of  Schools,  Vicksburg: 
Mississippi  Education  Association. 

Drexler,  Mrs.  Charles  (Teacher),  Port  Gib¬ 
son;  Mississippi  Education  Association. 

Hickman,  Alma  (Teacher),  Station  A,  Hat¬ 
tiesburg;  Mississippi  Education  Associa¬ 
tion. 

Smith.  Maurine  (Teacher),  Vicksburg;  Mis¬ 
sissippi  Education  Association. 

Solomon.  H.  W.  (Principal), .  Greenville; 
Mississippi  Education  Association. 

Taylor,  W.  N.  (Secretary),  Jackson;  Mis¬ 
sissippi  Education  Association. 


942 


National  Education  Association 


MISSOURI 

Altheide,  Lorene  (Teacher),  4406a  Red  Bud, 
St.  Louis;  St.  Louis  Grade  Teachers  As¬ 
sociation. 

Applegate,  Anna  L.  (Teacher),  7424  Hia¬ 
watha,  St.  Louis;  St.  Louis  Grade  Teach¬ 
ers  Association. 

Autry,  Helen  (Teacher),  N.  Kansas  City; 
Northwest  Missouri  Teachers  Association. 

Bechtold,  Margaret  (Teacher),  2906  Askew, 
Kansas  City;  Kansas  City  Teachers  Club. 

Boyd,  Chas.  F.  (County  Superintendent), 
Ozark;  Southwest  Missouri  Teachers  As¬ 
sociation.  . 

Carter,  E.  M.  (Secretary),  Columbia;  Mis¬ 
souri  State  Teachers  Association. 

Carter,  Victoria  (Teacher),  901  Linwood, 
Kansas  City;  Kansas  City  Teachers  Club. 

Chitwood,  Effie  (Teacher),  Carl  Junction; 
Missouri  State  Teachers  Association. 

Coffman,  Mary  Lee  (Teacher),  Lafayette 
School,  St.  Joseph;  Missouri  State  Teach¬ 
ers  Association. 

Cooper,  Minnie  J.  (Teacher),  6211  Virginia, 
St.  Louis;  St.  Louis  Grade  Teachers  As¬ 
sociation. 

Crow,  Alva  L.  (Superintendent),  Monroe 
City;  Northeast  Missouri  Teachers  Asso¬ 
ciation. 

Cunningham,  Marie  C.  (Teacher), .  2209  Mis¬ 
souri  Ave.,  St.  Louis;  St.  Louis  District 
Teachers  Association. 

Davis,  Alfred  (Teacher),  5857  Maple  Ave., 
St.  Louis;  St.  Louis  District  Teachers 

A.  S  S  O  C 1 3 1 1 0  H  • 

Egan,  Anna  H.  (Principal),  4111  Warwick 
Blvd.,  Kansas  City;  Elementary  Princi¬ 
pals  Association. 

Emerson,  Ethel  (Teacher),  1200  Linwood, 
Kansas  City;  Kansas  City  Teachers  Club. 

Fitch,  Rodney  B.  (Teacher),  Centerview; 
Central  Missouri  District  Teachers  Asso¬ 
ciation. 

Fitzgerald,  James  J.  (President),  Board  of 
Education,  St.  Louisx  Missouri  State 
Teachers  Association. 

Freiberger,  C.  W.  (Teacher),  1223  Bellevue 
Ave.,  Richmond  Heights;  St.  Louis  Dis¬ 
trict  Teachers  Association. 

Goslin,  W.  E.  (Superintendent),  Webster 
Groves;  Southeast  Missouri  Teachers  As¬ 
sociation. 

Hays,  Fannie  (Teacher),  N.  Kansas  City; 
Missouri  State  Teachers  Association. 

Hendricks,  E.  L.  (President),  Teachers 
College,  Warrensburg;  Central  Missouri 
District  Teachers  Association. 

Hickey,  P.  J.  (Secretary-Treasurer).  Board 
of  Education,  St.  Louis;  Missouri  State 
Teachers  Association. 

House,  Fred  B.  (Principal),  Warrensburg; 
Central  Missouri  District  Teachers  Asso¬ 
ciation. 

Hupe,  W.  F.  (County  Superintendent), 
Montgomery  City;  Missouri  State  Teach¬ 
ers  Association. 

Keller,  Fred  L.  (Superintendent),  Tarkio; 
Northwest  Missouri  Teachers  Association. 

Ketchum,  Annie  L.  (Teacher),  Kingsway 
Hotel,  St.  Louis;  St.  Louis  District 
Teachers  Association. 

King.  Lloyd  W.  (State  Superintendent  of 
Public  Instruction),  Jefferson  City;  Mis¬ 
souri  State  Teachers  Association. 

Lamkin.  Uel  W.  (President).  State  Teach¬ 
ers  College,  Maryville;  Missouri  State 
Teachers  Association. 

Loftus.  Anna  L.  (Teacher),  2132  Russell, 
St.  Louis;  St.  Louis  Grade  Teachers  As¬ 
sociation. 

Longshore.  W.  T.  (Principal),  520  W.  For¬ 
tieth,  Kansas  City;  Cooperative  Council 
of  Teachers  of  Kansas  City. 


McMullin,  Myrtle  (Teacher),  N.  Kansas 
City;  Missouri  State  Teachers  Associa¬ 
tion. 

Markham,  Carrie  (Teacher),  814  Clara  Ave., 
St.  Louis;  St.  Louis  District  Teachers 
Association. 

Marshall,  Ruth  (Teacher),  3912  Mercer, 
Kansas  City;  Kansas  City  Teachers  Club. 

Miller,  Pinkney  E.  (Teacher),  407  S.  Park, 
Sedalia;  Community  Teachers  Associa¬ 
tion. 

Morton,  Mabel  (Teacher),  Mayfair  Hotel, 
Kansas  City;  Kansas  City  Teachers  Club. 

Murphy,  Martha  B.  (Teacher),  1336  Union 
Blvd.,  St.  Louis;  St.  Louis  District 
Teachers  Association. 

Parker,  W.  W.  (President),  State  Teachers 
College,  Cape  Girardeau;  Missouri  State 
Teachers  Association. 

Raabe,  Gertrude  (Teacher),  569  W.  Web¬ 
ster,  Springfield;  Missouri  State  Teachers 
Association. 

Ralls,  Mary  C.  (Teacher),  5629  Jefferson, 
Kansas  City;  Missouri  State  Teachers 
Associntion. 

Rice,  E.  G.  (Teacher),  3648  Flad  Ave.,  St. 
Louis;  St.  Louis  District  Teachers  Asso¬ 
ciation. 

Riddle,  Anna  (Teacher),  2  Summit  PL,  St. 
Joseph;  St,  Joseph  District  No.  8,  Mis¬ 
souri  State  Teachers  Association. 

Robeson,  J.  A.  (Principal),  4147  Montgall, 
Kansas  City;  Cooperative  Council  of 
Teachers  of  Kansas  City. 

Runge,  Robert  (Teacher),  950  Delmar, 
Springfield;  Missouri  State  Teachers 
Association. 

Schmidt,  Halloween  (Teacher),  6036  Page, 
St.  Louis;  St.  Louis  Grade  Teachers  As¬ 
sociation. 

Sharp,  Katherine  (Teacher),  2946  Askew, 
Kansas  City;  Kansas  City  Teachers  Club. 

Spencer,  Hildred  (Teacher),  Milan;  North¬ 
east  Missouri  Teachers  Association. 

Stanford,  Vera  (Teacher),  912  Linwood, 
Kansas  City;  Kansas  City  Teachers  Club. 

Study,  H.  P.  (Superintendent),  Board  of 
Education  Bldg.,  Springfield;  Southwest 
Missouri  Teachers  Association. 

Sutton,  Margaret  (Teacher),  State  Teachers 
College,  Maryville;  Missouri  State  Teach¬ 
ers  Association. 

Utz,  Nell  (Teacher),  Humboldt  School,  St. 
Joseph;  St.  Joseph  District  No.  8,  Mis¬ 
souri  State  Teachers  Association. 

Walker,  T.  J.  (State  N.  E.  A.  Director), 
Columbia;  Missouri  State  Teachers  Asso¬ 
ciation. 

White,  Gladys  E.  (Teacher).  2  Summit  PL, 
St.  Joseph;  St.  Joseph  District  No.  8, 
Missouri  State  Teachers  Association. 

Williams,  Edith  A.  (Teacher),  1323  Jackson 
Ave.,  Kansas  City;  Council  of  Negro 
Teachers. 

Williams.  Stoy  (Teacher),  Savannah;  Mis¬ 
souri  State  Teachers  Association. 

Wilson,  Marion  (Teacher),  Bliss  School,  St. 
Joseph;  St.  Joseph  District  No.  8,  Mis¬ 
souri  State  Teachers  Association. 

Womack,  Mary  B.  (Teacher),  5716  Cates 
Ave.,  St.  Louis;  St.  Louis  Grade  Teachers 
Association. 

Wood,  Katherine  A.  (Teacher),  4036a  Cleve¬ 
land,  St.  Louis;  St.  Louis  Grade  Teachers 
Association. 

MONTANA 

Baldwin.  Boyd  (Principal),  Terry;  Mon¬ 
tana  Education  Association. 

Hodgskiss,  W.  L.  (Superintendent),  Bel¬ 
grade;  Montana  Education  Association. 

Robinson,  Fred  (Vocational  Director),  Hel¬ 
ena:  Montana  Education  Association. 

Schreibeis,  Chas.  (Principal).  Pony;  Mon¬ 
tana  Education  Association. 


Associational  Records  and  Information 


943 


Williams,  D.  S.  (Superintendent),  Boze¬ 
man;  Montana  Education  Association.  • 

NEBRASKA 

Allen,  Margaret  (Teacher),  334  N.  Thir¬ 
teenth  St.,  Lincoln;  Lincoln  Teachers  As¬ 
sociation. 

Clark,  Mrs.  Mae  T.  (Teacher),  Grand 
Island;  Grand  Island  School  Club. 

Coombs,  Mrs.  Irma  W.  (Teacher),  2965  Starr 
St.,  Lincoln;  Lincoln  Teachers  Associa¬ 
tion. 

Deahn-Smith,  Mrs.  Mary  (Teacher),  Irving 
Junior  High  School,  Lincoln;  Lincoln 
Teachers  Association. 

Durkee,  Austa  (Teacher),  6820  N.  Twenty- 
fourth  St.,  Omaha;  Omaha  Teachers 
Forum. 

Eaton,  Henry  M.  (County  Superintendent), 
Omaha;  Nebraska  State  Teachers  Asso¬ 
ciation. 

Guenther,  J.  J.  (Teacher),  4509  Seward  St., 
Omaha;  Omaha  Teachers  Forum. 

Kunel,  Helen  (Teacher),  1464  Bellevue 
Blvd.,  Omaha;  Omaha  Teachers  Forum. 

Peery,  Clara  M.  (Teacher),  Thirty-third  and 
Cuming,  Omaha;  Omaha  Teachers  Forum. 

Persell,  Beulah  E.  (Teacher),  2714  Seventh 
Ave.,  Kearney;  Kearney  Teachers  Asso¬ 
ciation 

Porter,  Dwight  E.  (State  N.  E.  A.  Director), 
Principal,  Technical  High  School,  Omaha 
Nebraska  State  Teachers  Association 

Pyrtle,  E._  Ruth  (Principal),  Bancroft 
School,  Lincoln;  Nebraska  State  Teachers 
Association. 

Reynolds,  Florence  B.  (Teacher),  6820  N. 
Twenty-fourth  St.,  Omaha;  Omaha  Teach¬ 
ers  Forum. 

Rost,  Grover  (Teacher),  912  N.  Wheeler, 
Grand  Island;  Nebraska  State  Teachers 
Association. 

Sandsmark,  L.  (Superintendent),  Emerson; 
Nebraska  State  Teachers  Association. 

Starn,  Bertha  _  (Director  of  Health  Educa¬ 
tion),  Beatrice;  Nebraska  Women’s  Edu¬ 
cational  Club. 

Sturmer,  Mary  (Teacher),  Box  269,  Bea¬ 
trice;  Nebraska  State  Teachers  Associa¬ 
tion. 

Svacina,  Anna  (Teacher).  Brown  Park 
School,  Omaha;  Omaha  Teachers  Forum. 

Williams.  Mrs.  Nellie  C.  (Teacher),  4216 
Meredith  Ave.,  Omaha;  Omaha  Teachers 
Forum. 

NEVADA 

Bray,  Mildred  (Deputy  State  Superintend¬ 
ent  of  Schools),  Carson  City;  Nevada 
State  Educational  Association. 

Denton,  Hazel  B.  (State  N.  E.  A.  Director), 
Caliente;  Nevada  State  Educational  Asso¬ 
ciation. 

Garrett.  Elton  (Teacher),  Boulder  City; 
Nevada  State  Educational  Association. 

Knemeyer.  Bertha  C.  (Ex  Officio),  Elko 
County  High  School,  Elko. 

Sledge,  L.  W.  (Deputv  State  Superintend¬ 
ent),  Las  Vegas;  Nevada  State  Educa¬ 
tional  Association. 

Warren,  J.  R.  (Principal),  Billinghurst  High 
School,  Reno;  Nevada  State  Educational 
Association. 

NEW  HAMPSHIRE 

Doc,  Chester  W.  (Superintendent).  North- 
wood;  Rockingham  County  Teachers  As¬ 
sociation. 

Ewing.  Lyle  Wilson  (State  N.  E.  A.  Di¬ 
rector),  Claremont;  New  Hampshire  State 
Teachers  Association. 

Thompson,  Elizabeth  M.  (Teacher),  Cole- 
brook:  New  Hampshire  State  Teachers  As¬ 
sociation. 


NEW  JERSEY 

Adams,  Mrs.  A.  Virginia  (Principal),  East 
Avenue  School,  Vineland;  New  Jersey 
State  Teachers  Association. 

Applegate,  Mrs.  Stella  S.  (Clerk),  307  Stacy- 
Trent  Hotel,  Trenton;  New  Jersey  State 
Teachers  Association. 

Babcock,  Mildred  D.  (Teacher),  399  Fourth 
Ave.,  Westwood;  Classroom  Teachers  of 
the  Department  of  Elementary  Education 
of  New  Jersey. 

Barnes,  Mrs.  Mary  (Teacher),  School  #3, 
Elizabeth;  Elizabeth  Teachers  Associa¬ 
tion. 

Bustard,  Joseph  L.  (Principal),  Chestnut 
School,  Roselle;  New  Jersey  State  Teach¬ 
ers  Association. 

Cartwright,  E.  Katherine  (Head,  English 
Department),  Emerson  High  School, 
Union  City;  New  Jersey  State  Teachers 
Association. 

Cowie,  George  H.  (Principal),  Hurden 
Looker  School,  Hillside;  New  Jersey  State 
Teachers  Association. 

Doremus,  Marjorie  (Teacher),  365  Twelfth 
Ave.,  Paterson;  Classroom  Teachers  of  the 
Department  of  Elementary  Education  of 
New  Jersey. 

Doremus.  Mattie  S.  (Teacher),  365  Twelfth 
Ave.,  Paterson;  New  Jersey  State  Teach¬ 
ers  Association. 

Galbreath,  Marion  J.  (Teacher),  Senior  High 
School,  Red  Bank;  New  Jersey  State 
Teachers  Association. 

Goodfellow,  Raymond  C.  (Director  of  Com¬ 
mercial  Education),  Newark;  Eastern 
Commercial  Teachers  Association. 

Gurley,  Raymond  B.  (State  N.  E.  A.  Di¬ 
rector),  Principal,  Barringer  High  School; 
New  Jersey  State  Teachers  Association. 

Hamilton,  Ella  J.  (Director),  School  Admin¬ 
istration  Bldg.,  Atlantic  City;  New  Jersey 
State  Teachers  Association. 

Hardester,  Mildred  V.  (Teacher),  Gregory 
School,  West  Orange;  New  Jersey  State 
Teachers  Association. 

Hill,  Laura  M.  (Teacher),  924  Park  Ave., 
Trenton;  Classroom  Teachers  of  the  De¬ 
partment  of  Elementary  Education  of  New 
Jersey. 

Johnson,  Laurence  B.  (Editor),  New  Jersey 
Educational  Review,  Newark;  New  Jersey 
State  Teachers  Association. 

Kitchin,  Dorothy  D.  (Teacher),  36  Rector 
St.,  Newark;  Newark  Teachers  Associa¬ 
tion. 

Lewin,  William  (Teacher),  Weequaic  High 
School,  Newark;  New  Jersey  State  Teach¬ 
ers  Association. 

Moffett,  Marcella  G.  (Teacher),  48  N.  Her¬ 
mitage  Ave.,  Trenton;  Classroom  Teach¬ 
ers  of  the  Department  of  Elementary  Edu¬ 
cation  of  New  Jersey. 

Morrison,  Howard  D.  (Superintendent),  207 
South  Broad  St.,  Trenton;  Mercer  County 
Teachers  Association. 

Neulen,  Leon  N.  (Superintendent),  New  City 
Hall,  Camden;  New  Jersey  State  Teach¬ 
ers  Association. 

Pate,  Wylie  G.  (Superintendent),  Sensor 
Bldg.,  Millville;  New  Jersey  State  Teach¬ 
ers  Association. 

Pegg,  E.  L.  (Teacher),  38  E.  Hunter  Ave., 
Maywood;  Hackensack  Teachers  Associa¬ 
tion. 

Perkins,  Anna  B.  (Teacher),  117  Albion  PL, 
Passaic;  Passaic  Teachers  Association. 

Poland,  Mrs.  Mary  D.  (Dean  of  High 
Schools),  254  Mt.  Prospect  Ave.,  Newark; 
Newark  Teachers  Association. 

Porreca,  Lena  (Teacher),  School  #1,  Hack¬ 
ensack;  New  Jersey  State  Teachers  Asso¬ 
ciation. 

Ralston,  Stanton  A.  (Principal).  East  Side 
High  School,  Newark;  New  Jersey  State 
Teachers  Association. 


944 


National  Education  Association 


Read,  Russell  S.  (Teacher),  1514  Green¬ 
wood  Ave.,  Trenton;  Trenton  Teachers 
Association. 

Robinson,  Fannie  A.  (Teacher),  75  Paterson 
Ave.,  Paterson;  Paterson  Teachers  Asso¬ 
ciation. 

Roche,  Juliet  M.  (Teacher),  School  #34, 
Jersey  City;  New  Jersey  State  Teachers 
Association. 

Stratton,  Mason  A.  (Principal),  272  Huron 
Ave.,  Absecon;  Atlantic  City  Teachers 
Association. 

Teague,  Anna  L.  (Teacher),  325  Monroe  St., 
Boonton;  Morris  County  Teachers  Asso¬ 
ciation. 

Tew,  Derwood  J.  (Supervisor),  New  City 
Hall,  Camden;  New  Jersey  State  Teachers 
Association. 

Wamsley,  Mrs.  Jessie  M.  (Principal),  Pit¬ 
man;  Gloucester  County  Teachers  Asso¬ 
ciation. 

White,  Winton  J.  (Superintendent),  Mor¬ 
row  High  School,  Englewood;  New  Jer¬ 
sey  State  Teachers  Association. 

Whitlock,  Sarah  O.  (Principal),  88  Law¬ 
rence  Ave.,  New  Brunswick;  New  Jersey 
State  Teachers  Association. 

Zimmerman,  R.  R.  (County  Superintendent), 
160  Hudson  Ave.,  Englewood;  Bergen 
County  Teachers  Association. 

NEW  MEXICO 

Jones,  Mrs.  Ola  C.  (County  Superintendent), 
Carrizozo;  New  Mexico  Educational  Asso¬ 
ciation. 

Rodgers,  H.  R.  (State  Superintendent  of 
Public  Instruction),  Santa  Fe;  New  Mex¬ 
ico  Educational  Association. 

Watson,  Mary  (Rural  Supervisor),  Carri¬ 
zozo;  New  Mexico  Educational  Associa¬ 
tion. 

NEW  YORK 

Barber,  Cora  E.  (Art  Supervisor),  468  Eliza¬ 
beth  St.,  Oneida;  New  York  State  Teach¬ 
ers  Association. 

Barnett,  Paul  (Teacher),  19  Herbert  Ave., 
White  Plains;  White  Plains  Teachers  As¬ 
sociation. 

Blickstein,  Harry  (Principal),  Public  School 
#44,  Queens,  New  York  City;  Queens- 
boro  Teachers  Association. 

Briggs.  Pearl  A.  (Teacher),  1718  Seneca 
St.,  Buffalo;  Buffalo  Teachers  Federation. 

Broderick,  Lillian  (Teacher),  216  Park  Ave., 
Yonkers,  New  York  City;  Westchester 
County  Teachers  Association. 

Burke,  Gertrude  (Teacher),  100  Graves  St., 
Syracuse;  Women  High  School  Teachers 
Association. 

Butts,  Franklin  A.  (Principal),  120  Cannon 
St.,  Poughkeepsie;  New  York  State  Teach¬ 
ers  Association. 

Campbell.  Margaret  E.  (Teacher),  4529  Car¬ 
penter  Ave.,  Bronx,  New  York  City;  Kin¬ 
dergarten — 6B  Teachers  Association. 

Dwyer,  Margaret  (Teacher),  524  West 
Seneca  Turnpike,  Syracuse;  Women  High 
School  Teachers  Association. 

Fahey,  Sara  H.  (Teacher),  Girls  Commer¬ 
cial  High  School,  Brooklvn;  High  School 
Teachers  Association  of  New  York  City. 

Farley,  Leonard  J.  (Teacher).  235  Bucking¬ 
ham  Ave.,  Syracuse;  New  York  State 
Teachers  Association. 

Friend,  Constance  (Teacher),  127  W.  Sev¬ 
enty-ninth  St.,  New  York  City;  Kinder¬ 
garten — 6B  Teachers  Association. 

Gibson.  Charles  S.  (Principal).  2154  S. 
Geddes  St.,  Syracuse;  New  York  State 
Teachers  Association. 

Graham.  Minnie  S.  (Principal),  10  Rich 
Ave.,  Mt.  Vernon;  Mt.  Vernon  Teachers 
Association. 


Haller,  Ralph  W.  (Teacher),  Morris  High 
School,  Bronx,  New  York  City;  High 
School  Teachers  Association  of  New  York 
City. 

Hamlin,  Willard  (Teacher),  117  Crary  Ave., 
Binghamton;  Binghamton  Teachers  Asso¬ 
ciation. 

Hamlin,  Mrs.  Willard  (Teacher),  117  Crary 
Ave.,  Binghamton;  Binghamton  Teachers 
Association. 

Hardy,  H.  Claude  (N.  E.  A.  State  Director), 
Superintendent  of  Schools,  White  Plains; 
White  Plains  Teachers  Association. 

Harney,  Mrs.  Laura  B.  (Teacher),  7  N. 
Ninth  Ave.,  Mt.  Vernon;  New  York  State 
Teachers  Association. 

Hasbrouck,  Hylah  (Teacher),  Warwick; 
New  York  State  Teachers  Association. 

Hodge,  Lamont  F.  (Superintendent),  293 
North  Broadway,  Yonkers,  New  York 
City;  Yonkers  Teachers  Association. 

Holmes,  William  H.  (Superintendent),  Mt. 
Vernon;  New  York  State  Teachers  Asso¬ 
ciation. 

Kilpatrick,  Van  Evrie  (Retiring  Director  of 
School  Gardens),  121  E.  Fifty-first  St., 
New  York  City;  School  Garden  Associa¬ 
tion  of  New  York. 

Kline,  Ira  M.  (Principal),  Greenburgh  High 
School,  White  Plains;  Second  Supervisory 
District  of  Westchester  County  Teachers 
Association. 

Kniskern.  Ruth  I.  (Teacher),  412  McKinley 
Ave.,  Endicott;  New  York  State  Teachers 
Association. 

Kroner,  Albert  J.  (Teacher),  114  Valentine 
St.,  Mt.  Vernon;  New  York  State  Teach¬ 
ers  Association. 

-  Kroner.  Frances  W.  (Teacher),  114  Valen¬ 
tine  St.,  Mt.  Vernon;  Mt.  Vernon  Teachers 
Association. 

Kuhnert,  Julius  E.  (Supervisor),  35  Vernon 
Parkway,  Mt.  Vernon;  Mt.  Vernon  Teach¬ 
ers  Association. 

Law,  Frederick  Houk  (Head  of  English  De¬ 
partment),  Stuyvesant  High  School,  Bronx, 
New  York  City;  High  School  Teachers 
Association  of  New  York  City. 

Levenson.  Samuel  M.  (Teacher),  Junior 
High  School  #40.  Queens,  New  York 
City;  Queensboro  Teachers  Association. 

Lewis.  Ernest  D.  (Teacher).  Evander  Childs 
High  School.  Bronx,  New  York  City; 
High  School  Teachers  Association  of  New 
York  City. 

Mahoney,  Mary  ('IJ'eacher),  133  Furman, 
Syracuse;  Syracuse  Teachers  Association. 

Malonev,  Retta  (Teacher).  Syracuse;  Teach¬ 
ers  Welfare  League  of  New  York  State. 

Margester,  Mrs.  Cleo  (Teacher),  Eden;  New 
York  State  Teachers  Association. 

Masoner,  Mrs.  Marion  Estes  (Teacher),  188 
Shoreham  Dr.,  Rochester;  Friday  Night 
Club. 

Milligan.  Grace  L.  B.  (Principal),  616  E. 
Lincoln  Ave.,  Mt.  Vernon;  Mt.  Vernon 
^Teachers  Association. 

Moffett.  Harriet  Webb  (Teacher),  32  Coligni 
St.,  New  Rochelle;  New  Rochelle  Teach¬ 
ers  Club. 

Prentiss,  Guernsey  D.  (Teacher).  P.  O.  Box 
566,  White  Plains;  Second  Supervisory 
District  of  Westchester  County  Teachers 
Association. 

Reeve,  Alice  M.  (Teacher),  South  Side  High 
School,  Rockville  Centre;  New  York  State 
Teachers  Association. 

Shannon.  Elizabeth  (Teacher),  13  Chapman 
St.,  Binghamton;  Binghamton  Teachers 
Association. 

Simpson.  Margaret  I.  (Teacher),  61  W. 
Grand  St.,  Mt.  Vernon;  Mt.  Vernon 
Teachers  Association. 

Smith,  Paul  (Teacher),  77  Belle  Clair  Dr., 
Rochester;  Rochester  Teachers  Associa¬ 
tion. 


Associational  Records  and  Information 


945 


Stark,  Sadie  (Teacher),  2130  Broadway,  New 
York  City;  Kindergarten — 6B  Teachers 
Association. 

Tarbell,  Emily  A.  (Teacher),  235  Glenwood 
Ave.,  Syracuse;  New  York  State  Teachers 
Welfare  League. 

Tonne,  Herbert  A.  (Teacher),  New  York 
University,  New  York  City;  Eastern  Com¬ 
mercial  Teachers  Association. 

Wagner,  Mrs.  Thomas  J.  (Teacher),  Croton- 
on-Hudson;  Second  Supervisory  District 
of  Westchester  County  Teachers  Asso¬ 
ciation. 

Wagner,  Thomas  J.  (Superintendent), 
County  Office  Bldg.,  White  Plains;  New 
York  State  Teachers  Association. 

Weeks,  Zoraida  E.  (Teacher),  506  Main  St., 
Oneida;  New  York  State  Teachers  Asso¬ 
ciation. 

Welch,  Mrs.  Marguerite  S.  (Teacher),  165 
Searlwyn  Rd.,  Syracuse;  Syracuse  Teach¬ 
ers  Association. 

Wilber,  D.  Emma  (Assistant  Editor),  New 
York  State  Education,  152  Washington 
Ave.,  Albany;  New  York  State  Teachers 
ssociation 

Wiley,  Edna  B.  (Teacher),  18  Cottage  St., 
Mt.  Vernon;  New  York  State  Teachers 
A.sso  elation 

Williams,  Charles  E.  (Principal),  132  Elmer 
Ave.,  Schenectady;  Schenectady  City 
Teachers  Association. 

NORTH  CAROLINA 

Andrews,  T.  Wingate  (State  N.  E.  A.  Di¬ 
rector),  Superintendent  of  Schools,  High 
Point;  North  Carolina  Education  Asso¬ 
ciation. 

Lafferty,  Oma  Clare  (Teacher),  1960  Cres¬ 
cent  Ave.,  Charlotte;  North  Carolina  Edu¬ 
cation  Association. 

Lee,  Nancy  D.  (Teacher),  211  E.  Peace  St., 
Raleigh;  North  Carolina  Education  Asso¬ 
ciation. 

NORTH  DAKOTA 

Johnson,  A.  W.  (Principal),  Junior  High 
School,  Minot;  North  Dakota  Education 
Association. 

McCurdy,  M.  E.  (Secretary),  Fargo;  North 
Dakota  Education  Association. 

Murphy,  Rita  A.  (Teacher),  213  Avenue  A., 
W.,  Bismarck;  North  Dakota  Education 
Association. 

Skewes,  George  (Teacher),  Mayville;  North 
Dakota  Education  Association. 

Walker,  Mrs.  Sadie  A. .  (Principal),  Fargo; 
North  Dakota  Education  Association. 

OHIO 

Abt,  Ethel  W.  (Teacher),  222*4  S.  Baxter, 
Lima;  Lima  Teachers  Association. 

Anderson,  Mrs.  Clara  Belle  (Teacher),  Fair- 
lawn;  Ohio  Education  Association. 

Armstrong,  J.  J.  (Teacher),  2718  Hillman, 
Youngstown;  Youngstown  Education  As¬ 
sociation. 

Babcock,  S.  H.  (County  Superintendent), 
Medina;  Ohio  Education  Association. 

Barnhill,  O.  J.  (Teacher),  Buchtel  High 
School,  Akron;  Ohio  Education  Associa¬ 
tion. 

Beck,  E.  R.  (Assistant  County  Superintend¬ 
ent),  Court  House  Annex,  Columbus;  Ohio 
Education  Association. 

Bliss,  Walton  B.  (Secretary),  1221  Beggs 
Bldg.,  Columbus;  Ohio  Education  Asso¬ 
ciation. 

Bopp,  Earl  F.  (Head  of  Science  Depart¬ 
ment),  High  School,  Euclid;  Cleveland 
Teachers  Federation. 

Bowden,  Mrs.  Mabelle  (Teacher),  Leggett 
School,  Akron;  Akron  Teachers  Associa¬ 
tion. 


Bradley,  Helen  (Assistant  Principal),  2349 
Ashland  Ave.,  Cincinnati;  Cincinnati 
Teachers  Association. 

Burke,  Lillian  M.  (Teacher),  1700  Preyer 
Rd.,  Cleveland;  Ohio  Education  Asso¬ 
ciation. 

Burns,  Dessie  (Teacher),  Sharpsburg 
School,  Norwood;  Norwood  Teachers  As¬ 
sociation. 

Butterfield,  E.  E.  (Principal),  John  Adams 
School,  Cleveland;  Ohio  Education  Asso¬ 
ciation. 

Carr,  Arthur  T.  (Teacher),  319  Bonniewood 
Dr.,  Cleveland;  Ohio  Education  Associa¬ 
tion. 

Crawford,  O.  O.  (Superintendent),  St. 
Clairsville;  Ohio  Education  Association. 

Da\;is,  Jennie  L.  (Teacher),  188  E.  Mc¬ 
Millan  St.,  Cincinnati  Teachers  Associa¬ 
tion. 

Davis,  Margaret  (Teacher),  East  High 
School,  Youngstown;  Ohio  Education  As¬ 
sociation. 

DeWitt,  Gordon  M.  (Principal),  High  School 
Cuyahoga  Falls;  Ohio  Education  Asso¬ 
ciation. 

Dockum,  C.  R.  (Superintendent),  Madeira; 
Ohio  Education  Association. 

Dunkle,  K.  R.  (Principal),  Toronto;  Ohio 
Education  Association. 

Early.  Loren  D.  (Teacher),  East  Palestine; 
Ohio  Education  Association. 

Ellis,  S.  Freda  (Teacher),  6121  Woodmont 
Ave.,  Cincinnati;  Cincinnati  Teachers  As¬ 
sociation. 

Emde,  John  (Teacher),  South  High  School, 
Akron;  Akron  Teachers  Association. 

Galloway,  Luetta  (Teacher),  933  Far  Hills 
Ave.,  Dayton;  Ohio  Education  Associa¬ 
tion. 

Geiger,  Ruth  M.  (Teacher),  2936  Mont  Clair, 
Cincinnati;  Cincinnati  Teachers  Associa¬ 
tion. 

Gibson,  Bess  J.  (Teacher),  3424  Bethel  Rd., 
Columbus;  Columbus  Teachers  Federation. 

Hanthorn,  Alice  (Teacher),  2040  E.  Ninety- 
sixth  St.,  Cleveland;  Ohio  Education  As¬ 
sociation. 

Hastings,  Helena  (Teacher),  526  Parmalee, 
Youngstown;  Youngstown  Education  As¬ 
sociation. 

Henry,  Nell  C.  (Teacher),  Glenville  High 
School,  Cleveland;  Cleveland  Teachers 
Federation. 

Holliday,  Lenore  (Teacher),  2805  Strat¬ 
ford,  Cincinnati;  Cincinnati  Teachers  Fed¬ 
eration. 

Hatfield,  Dora  H.  (Teacher),  David  Hill 
School,  Akron;  Akron  Teachers  Associa¬ 
tion. 

Howey,  Thelma  (Teacher),  106  Rosalind  PL, 
Toledo;  Toledo  Teachers  Association. 

Hughes,  C.  J.  (Teacher),  Middletown;  Ohio 
Education  Association. 

Jones,  J.  W.  (Superintendent),  Columbus; 
Ohio  Education  Association. 

Kinley,  F.  L.  (Principal),  Findlay;  Ohio 
Education  Association. 

Little,  Hazel  M.  (Teacher),  Tontogany; 
Wood  County  Teachers  Association. 

Longsdorf,  A.  J.  B.  (Superintendent),  Bluff- 
ton;  Ohio  Education  Association. 

Lusby,  Helen  A.  (Teacher),  1828  Hewitt 
Ave.,  Cincinnati;  Cincinnati  Teachers  As¬ 
sociation. 

McKinley,  Hilda  (Teacher),  360  W.  Seventh 
Ave.,  Columbus;  Columbus  Teachers  Fed¬ 
eration. 

McNutt,  C.  Raymond  (Teacher),  Kingsville; 
Marion  City  Teachers  Association. 

Marble,  Margaret  M.  .  (Teacher),  Hotel 
Alms,  Cincinnati;  Ohio  Education  Asso¬ 
ciation. 

Marlow,  Dorothy  Finch  (Teacher),  Shaker 
Heights;  Shaker  Heights  Teachers  Asso¬ 
ciation. 


946 


National  Education  Association 


Metcalf,  Tom  R.  (Teacher),  820  Oakwood 
Ave.,  Columbus;  Columbus  Teachers  Fed¬ 
eration. 

Meyer,  Elsie  C.  (Teacher),  Genoa;  Ohio 
Education  Association. 

Moody,  A.  E.  (Superintendent),  Bedford; 
Ohio  Education  Association. 

Nelson,  J.  V.  (Superintendent),  Bellaire; 
Ohio  Education  Association. 

Nenninger,  Karl  O.  (Teacher),  2516  Ravine 
St.,  Cincinnati;  Cincinnati  Schoolmasters 
Club. 

Offenhauer,  R.  E.  (Ex  Officio),  Superintend¬ 
ent  of  Schools,  Lima. 

Oppy,  J.  A.  (Superintendent),  Reynolds¬ 
burg;  Ohio  Education  Association. 

Patterson,  Lucile  M.  (Teacher),  Collinwood 
High  School,  East  Cleveland;  Cleveland 
Teachers  Federation. 

Payne,  Gertrude  (Teacher),  1805  Germain 
Dr.,  Toledo;  Toledo  Teachers  Association. 

Penn,  Ella  M.  (Teacher),  4471  Rosemary 
PI.,  Columbus;  Columbus  Teachers  Fed¬ 
eration. 

Peoples,  Walter  (Teacher),  5517  Arnsby  Rd., 
Cincinnati;  Ohio  Education  Association. 

Phillips,  H.  W.  (Principal),  115  South  Port¬ 
land  Ave.,  Youngstown;  Youngstown  Edu¬ 
cation  Association. 

Reese,  L.  W.  (Superintendent),  Washington 
Court  House;  Ohio  Education  Association. 

Rice,  D.  R.  (Superintendent),  Mentor;  Ohio 
Education  Association. 

Rice,  W.  H.  (Superintendent),  London;  Ohio 
Education  Association. 

Rider,  Marguerite  (Teacher),  Y.  W.  C.  A., 
Youngstown;  Ohio  Education  Association. 

Roberson,  H.  C.  (Supervisor  of  Industrial 
Arts),  754  W.  Elm,  Lima;  Lima  Teachers 
Association. 

Roe,  Edwin  (Teacher),  Zanesville  High 
School,  Zanesville;  Zanesville  Teachers 
Association. 

Ryder,  H.  E.  (County  Superintendent),  Fre¬ 
mont;  Ohio  Education  Association. 

Schroeder,  Henry  W.  (Teacher),  3318 
Browning  Ave.,  Cincinnati;  Cincinnati 
Teachers  Association. 

Shilling,  Mabel  (Teacher),  510  Defiance 
Ave.,  Findlay;  Findlay  Education  Asso¬ 
ciation. 

Shockley,  Elizabeth  (Teacher),  3471  Cheviot 
Ave.,  Cincinnati;  Cincinnati  Teachers  As¬ 
sociation. 

Simons,  Edith  (Teacher),  Horace  Mann 
School,  Lakewood;  Lakewood  Teachers 
Association. 

Stanton,  B.  F.  (State  N.  E.  A.  Director, 
Superintendent  of  Schools),  Alliance; 
Ohio  Education  Association. 

Tausch,  Dora  S.  (Teacher),  536  W.  Hooo- 
can  Ave.,  Barberton;  Akron  Teachers  As¬ 
sociation. 

Turner,  L.  C.  (Teacher),  East  High  School, 
Akron;  Akron  Teachers  Association. 

Van  Tassel,  C.  D.  (Teacher),  812  Dunwood 
Court,  Toledo;  Ohio  Education  Associa¬ 
tion. 

Walls,  W.  A.  (Superintendent),  Kent;  Ohio 
Education  Association. 

Waterhouse,  R.  H.  (Superintendent),  Akron; 
Ohio  Education  Association. 

Way,  J.  E.  (County  Superintendent),  Wa- 
verly;  Ohio  Education  Association. 

Wildermuth.  Nelle  P.  (Teacher),  418  E. 
Oakland  Park  Ave.,  Columbus;  Columbus 
Teachers  Federation. 

Williams,  Ann  Carol,  (Teacher),  Cleveland 
School,  Youngstown;  Ohio  Education  As¬ 
sociation. 

Ziegfeld,  Alma  H.  (Teacher),  967  Neil  Ave., 
Columbus;  Ohio  Education  Association. 

OKLAHOMA 

Beck,  Paul  V.  (Teacher),  Central  High 
School,  Tulsa;  Tulsa  Classroom  Teachers 
Association. 


Bogue,  Mattie  (Teacher),  415  S.  Okmulgee, 
Okmulgee;  Department  of  Classroom 
Teachers  of  the  Oklahoma  Education  As¬ 
sociation. 

Booher,  Curtis  (Inspector),  State  Depart¬ 
ment  of  Education,  Oklahoma  City;  Okla¬ 
homa  Education  Association. 

Cott,  Zula  (Teacher),  6193  Okmulgee,  Ok¬ 
mulgee;  Oklahoma  Education  Association. 

Dewey,  Donald  (Teacher),  Lowell  Junior 
High  School,  Tulsa;  Tulsa  Classroom 
Teachers  Association. 

Frank,  Kate  (Teacher),  131  N.  F  St.,  Musko¬ 
gee;  Muskogee  Teachers  Association. 

Hill,  Fannie  M.  (Teacher),  621  S.  Boston, 
Tulsa;  Department  of  Classroom  Teachers 
of  the  Oklahoma  Education  Association. 

Donnelly,  Annabel  (Teacher),  High  School, 
Okmulgee;  Department  of  Classroom 
Teachers  of  the  Oklahoma  Education  As¬ 
sociation. 

Duke,  E.  A.  (Supervisor),  State  Capitol, 
Oklahoma  City;  Oklahoma  Education  As¬ 
sociation. 

Greer,  Mrs.  Lucile  (Teacher),  311  E.  Hazel, 
Ponca  City;  Oklahoma  Education  Asso¬ 
ciation. 

Greer,  Marion  U.  (Teacher),  311  E.  Hazel, 
Ponca  CPy;  Oklahoma  Education  Asso¬ 
ciation. 

Hurst,  M.  E.  (State  N.  E.  A.  Director), 
Central  High  School,  Tulsa;  Oklahoma 
Education  Association. 

Knepper,  Ruth  (Teacher),  1236  S.  Cheyenne, 
Tulsa;  Department  of  Classroom  Teachers 
of  the  Oklahoma  Education  Association. 

Mayer,  Ethel  (Teacher),  Route  2,  Black- 
well;  Department  of  Classroom  Teachers 
of  the  Oklahoma  Education  Association. 

Osterlah,  Bertha  (Principal,  Route  2,  Black- 
well;  Department  of  Classroom  Teachers 
of  the  Oklahoma  Education  Association. 

Patterson.  Martha  K.  (Teacher),  507  Jef¬ 
ferson.  Muskogee;  Muskogee  Teachers  As¬ 
sociation. 

Propps,  J.  J.  (Teacher),  Tulsa;  Department 
of  Classroom  Teachers  of  the  Oklahoma 
Education  Association. 

Russell,  Mary  (Teacher),  1434  N.  W.  Thirty- 
ninth.  Oklahoma  City;  Oklahoma  Educa¬ 
tion  Association. 

Smith,  Edna  Marie  (Teacher),  621  S.  Bos¬ 
ton,  Tulsa;  Department  of  Classroom 
Teachers  of  the  Oklahoma  Education  As¬ 
sociation. 

Temple,  D.  E.  (Teacher),  Central  High 
School,  Tulsa;  Tulsa  Classroom  Teachers 
Association. 

Zaneis.  Kate  Galt  (President)  State  Teach¬ 
ers  College,  Durant;  Oklahoma  Education 
Association. 

OREGON 

Beach,  Agnes  (Teacher),  2328  S.  W.  Eight¬ 
eenth  Ave.,  Portland;  Portland  High 
School  Teachers  Association. 

Bowles,  Gibson  (Teacher),  6006  N.  Haight, 
Portland;  Portland  High  School  Teachers 
Association. 

Clarke,  Ethel  (Teacher),  1935  S.  E.  Ash, 
Portland;  Oregon  State  Teachers  Asso¬ 
ciation. 

Fagan,  F.  E.  (Superintendent).  McMinn¬ 
ville;  Oregon  State  Teachers  Association. 

Goddard,  Mrs.  Jane  (Teacher),  Lake  Os¬ 
wego;  Portland  Grade  Teachers  Associa¬ 
tion. 

Greathouse,  Gertrude  (Teacher),  3309  N,  W. 
Thurman  St.,  Portland;  Portland  Grade 
Teachers  Association. 

Johnson,  H.  R.  (Principal),  Bend;  Oregon 
State  Teachers  Association. 

Lanev,  Davis  H.  (Teacher),  3968  N.  E. 
Thirty-ninth  Ave.,  Portland;  Portland 
High  School  Teachers  Association. 

Merrill,  Birdine  (Teacher),  Gresham;  Port¬ 
land  Grade  Teachers  Association. 


Associational  Records  and  Information 


947 


Moffitt,  Laurence  C.  (County  Superintend¬ 
ent),  Eugene;  Oregon  State  Teachers  As¬ 
sociation. 

Monroe,  Harriet  (Teacher),  114  S.  E.  Forty- 
fourth  Ave.,  Portland;  Portland  Grade 
Teachers  Association. 

Murphy,  Cordelia  (Teacher),  3431  N.  E. 
Sixteenth  Ave.,  Portland;  Portland  Grade 
Teachers  Association. 

Ortschild,  Viola  (Teacher),  1815  North 
Vancouver  Ave.,  Portland;  Portland  Grade 
Teachers  Association. 

Parker,  Ellis  R.  (Principal),  1465  W.  Elev¬ 
enth  St.,  Eugene;  Oregon  State  Teachers 
Association. 

Perry,  C.  E.  (Principal),  1831  South  West 
Fourteenth  Ave.,  Portland;  Portland  Ele¬ 
mentary  School  Principals  Association. 

Peterson,  Fred  (County  Superintendent), 
Klamath  Falls;  Oregon  State  Teachers 
Association. 

Rodgers,  Mrs.  Lucy  E.  (County  Superinten¬ 
dent),  Heppner;  Oregon  State  Teachers 
Association. 

Schwartz,  Mrs.  Mona  (Teacher),  Route  9, 
Box  780,  Portland;  Portland  Grade  Teach¬ 
ers  Association. 

Shaner,  Lillian  B.  (Teacher),  Woodburn; 
Oregon  State  Teachers  Association. 

Smith,  Elphe  K.  (Teacher),  Route  1,  Box 
22,  Tigard;  Portland  Grade  Teachers  As¬ 
sociation. 

Webb,  H.  E.  (Teacher),  3740  South  East 
Tenth,  Portland;  Oregon  State  Teachers 
Association. 

Younge,  Beatrice  (Teacher),  1402  Cedar  St., 
La  Grande;  La  Grande  Classroom  Teach¬ 
ers  Association. 

PENNSYLVANIA 

Abernethy,  R.  R.  (Superintendent),  121 
Chestnut  St.,  Harrisburg;  Pennsylvania 
State  Education  Association. 

Adams,  John  H.  (Principal),  Perry  High 
School,  Pittsburgh;  Pennsylvania  State 
Education  Association. 

Adamson,  C.  F.  (Assistant  County  Super¬ 
intendent,  Meadville;  Pennsylvania  State 
Education  Association. 

Auchenbach,  Daniel  L.  (Supervisor),  102 
Diamond  Blvd.,  Johnstown;  Pennsylvania 
State  Education  Association. 

Barner,  R.  B.  (Supervising  Principal), 
Rockwood;  Pennsylvania  State  Education 
Association. 

Berman,  Samuel  (Principal),  5336  N.  Syden¬ 
ham  St.,  Philadelphia;  Pennsylvania  State 
Education  Association. 

Boehm,  Charles  H.  (Assistant  County  Su¬ 
perintendent),  Morrisville;  Pennsylvania 
State  Education  Association. 

Boyer,  Emma  (Teacher),  6420  N.  Twelfth 
St.,  Philadelphia;  Philadelphia  Teachers 
Association. 

Boyer,  Martha  (Principal),  6420  N.  Twelfth 
St.,  Philadelphia;  Philadelphia  Teachers 
Association. 

Campbell,  John  B.  (Superintendent),  Exe¬ 
ter;  Pennsylvania  State  Education  Asso¬ 
ciation. 

Gassier,  George  W.,  Jr.  (Principal),  1092 
St.  Clair  Dr.,  Coraopolis;  Pennsylvania 
State  Education  Association. 

Chamberlin.  Andrew  J.  (Supervising  Prin¬ 
cipal),  Fallsington;  Pennsylvania  State 
Education  Association. 

Clark,  Robert  Wayne  (Teacher).  Philadel¬ 
phia  Teachers  Association,  Philadelphia; 
Pennsylvania  State  Education  Associa¬ 
tion. 

Clipman,  W.  H.,  Jr.  (Principal),  400  Shady 
Ave.,  Charleroi:  Pennsylvania  State  Edu¬ 
cation  Association. 

Cole,  C.  E.  (Superintendent),  Temple; 
Pennsylvania  State  Education  Associa¬ 
tion. 


Comerford,  Mary  (Teacher),  4742  Pine  St., 
Philadelphia;  Philadelphia  Teachers  As¬ 
sociation. 

Cooper,  H.  M.  (Assistant  County  Superin¬ 
tendent),  Court  House,  York;  Pennsyl¬ 
vania  State  Education  Association. 

Costello,  Helen  M.  (Teacher),  3601  Powel- 
ton  Ave.,  Philadelphia;  Pennsylvania 
State  Education  Association. 

Davids,  Paul  A.  (County  Supervisor  of 
Art),  436  Westminster  Ave.,  Greensburg; 
Pennsylvania  State  Education  Association. 

Davis,  Frank  G.  (Professor),  Bucknell  Uni¬ 
versity,  Lewisburg;  Pennsylvania  State 
Education  Association. 

Davis,  John  E.  (Supervising  Principal), 
Clymer;  Pennsylvania  State  Education 
.A  s  s  o  c  i  3.  t  i  o  n 

Eldridge,  Sophie  (Teacher),  4921  Royal  St., 
Philadelphia;  Philadelphia  Teachers  As¬ 
sociation. 

Faust,  J.  Frank  (Principal),  High  School, 
Chambersburg;  Pennsylvania  State  Edu¬ 
cation  Association. 

Ford,  Ida  R.  (Teacher),  1806  E.  Church 
Lane,  Philadelphia;  Philadelphia  Teach¬ 
ers  Association. 

Foster,  Blanche  (Teacher),  Tilden  Junior 
High  School,  Philadelphia;  Pennsylvania 
State  Education  Association. 

Gelehrter,  Clara  (Teacher),  1141  Fairmount 
Ave.,  Philadelphia;  Pennsylvania  State 
Education  Association. 

Gerhard,  Elmer  (Teacher),  414  Church 
Lane.  Philadelphia;  Philadelphia  Teach¬ 
ers  Association. 

Graham,  Ben  G.  (Superintendent),  Admin¬ 
istration  Bldg.,  Pittsburgh;  Pennsylvania 
State  Education  Association. 

Greger.  Elizabeth  (Teacher),  4560  Baker 
St.,  Philadelphia;  Philadelphia  Teachers 
Association. 

Gressman,  G.  C.  (Supervising  Principal), 
Herminie;  Pennsylvania  State  Education 
Association. 

Haberlen,  John  C.  (Superintendent),  Mt. 
Pleasant;  Pennsylvania  State  Education 
Association. 

Hagerty,  Jean  (Principal),  1244  Christian 
St.,  Philadelphia;  Philadelphia  Teachers 
Association. 

Hayden,  L.  J.  (Supervising  Principal), 
Wellsboro;  Pennsylvania  State  Educa¬ 
tion  Association. 

Heiges,  Jesse  S.  (Professor),  Ursinus  Col¬ 
lege,  Collegeville;  Pennsylvania  State 
Education  Association. 

Herlinger,  H.  V.  (Superintendent),  Mt. 
Lebanon,  Pittsburgh;  Pennsylvania  State 
Education  Association. 

Herrington.  Frank  H.  (Teacher).  1020  Bes¬ 
semer  Bldg..  Pittsburgh;  Pennsylvania 
State  Education  Association. 

Hilbish,  C.  E.  (County  Superintendent), 
Court  House,  Sunburv;  Pennsylvania 
State  Education  Association. 

Howland.  Margaret  (Teacher),  lll  Fifteenth 
Ave.,  Altoona;  Altoona  Education  Asso¬ 
ciation. 

James,  Aelfric,  Sr.  (Teacher),  801  Spring 
Garden  St.,  Easton;  Easton  Teachers 
Association. 

Keefer,  Paul  F.  (Teacher),  514  Trust  Co. 
Bldg.,  Sunbury:  Pennsylvania  State  Edu¬ 
cation  Association. 

Kelley,  Kent  (County  Superintendent), 
Waynesburg:  Pennsylvania  State  Educa¬ 
tion  Association. 

Kinder,  James  S.  (Professor),  Pennsylvania 
College  for  Women.  Pittsburgh;  Penn¬ 
sylvania  State  Education  Association. 

Laramy,  Robert  E.  (Superintendent),  Al¬ 
toona;  Pennsylvania  State  Education 
Association. 


948 


National  Education  Association 


Leech,  Carl  B.  (County  Superintendent), 
Media;  Pennsylvania  State  Education 
Association. 

Lindemuth,  Blanche  (Teacher),  Verona; 
Pennsylvania  State  Education  Associa¬ 
tion. 

McAndrew,  Mary  B.  (Superintendent),  Car- 
bondale;  Pennsylvania  State  Education 
^\.s  sociation 

McConnell,  Mrs.  Ella  F.  (Teacher),  172 
Madison  St.,  Wilkes-Barre;  Pennsylvania 
State  Education  Association. 

McGee,  Lucille  (Supervisor),  18  E.  Wash¬ 
ington  Ave.,  DuBois;  DuBois  Teachers 
Association. 

Malloy,  Charles  P.  (Teacher),  4623  Sansom 
St.,  Philadelphia;  Philadelphia  Teachers 
Association. 

Merkel,  J.  R.  (Superintendent),  Kingston; 
Pennsylvania  State  Education  Associa¬ 
tion. 

Miller,  Charles  S.  (President),  State  Teach¬ 
ers  College,  Slippery  Rock;  Pennsylvania 
State  Education  Association. 

Mowrey,  Raymond  G.  (County  Superin¬ 
tendent),  Chambersburg ;  Pennsylvania 
State  Education  Association. 

Nitrauer,  W.  E.  (Supervising  Principal), 
Mount  Joy;  Pennsylvania  State  Education 
Association. 

Northrup,  Robert  M.  (Assistant  County 
Superintendent),  Scranton;  Pennsylvania 
State  Education  Association. 

Parry,  Samuel  (Principal),  828  S.  Fifty- 
sixth  St.,  Philadelphia;  Philadelphia 
Teachers  Association. 

Pebly,  Harry  E.  (Supervising  Principal), 
109  Pierce  St.,  Sharpsville;  Pennsylvania 
State  Education  Association. 

Reisgen,  H.  E.  (Supervising  Principal),  515 
Franklin  St.,  Freeport;  Pennsylvania 
State  Education  Association. 

Schenck,  Paul  D.  (Teacher),  468  W. 
Twenty-eighth  St.,  Erie;  Pennsylvania 
State  Education  Association. 

Schlegel,  A.  G.  W.  (Supervising  Principal), 
Red  Lion;  Pennsylvania  State  Education 
Association. 

Shaw,  Reuben  T.  (Teacher),  245  S.  Fifty- 
first  St.,  Philadelphia;  Philadelphia 
Teachers  Association. 

Steele,  Robert  M.  (President),  State  Teach¬ 
ers  College,  California;  Pennsylvania 
State  Education  Association. 

Strayer,  Josephine  (Teacher).  204  Carlisle 
Ave.,  York;  York  City  Education  Asso¬ 
ciation. 

Studebaker,  Mabel  (Teacher),  426  E.  Tenth, 
Erie;  Erie  Teachers  Association. 

Toole,  James  D.  (Assistant  County  Super¬ 
intendent),  Minersville;  Pennsylvania 
State  Education  Association. 

Tyson,  John  H.  (Principal),  Senior  High 
School,  Upper  Darby;  Pennsylvania  State 
Education  Association. 

Vanderslice.  H.  R.  (Superintendent),  Ali- 
ouippa;  Pennsylvania  State  Education 
Association. 

Webster.  Thomas  P.  (Teacher),  166  Orchard 
Ave.,  Emsworth;  Pittsburgh  Teachers  As¬ 
sociation. 

Weschler.  Florence  (Teacher),  4625  High- 
view  Blvd.,  Erie;  Erie  Teachers  Asso¬ 
ciation. 

Wherry,  M.  W.  (Principal),  High  School, 
Mynhall ;  Pennsylvania  State  Education 
Association. 

RHODE  ISLAND 

Berry,  Mrs.  Jessie  (Teacher),  Chestnut  St., 
Westerly ;  Rhode  Island  Institute  of 
Instruction. 

Flynn,  Alice  (Teacher),  Fourth  Ave.,  Woon¬ 
socket;  Rhode  Island  Institute  of  In¬ 
struction. 


Rockett,  James  F.  (State  N.  E.  A.  Direc¬ 
tor),  Director  of  Education,  State  House, 
Providence;  Rhode  Island  Institute  of 
Instruction. 

Salesses,  Margaret  (Teacher),  30  Dart  St., 
Providence;  Rhode  Island  Institute  of 
Instruction. 

SOUTH  CAROLINA 

Baskerville,  Elizabeth  (Teacher),  Orange¬ 
burg;  South  Carolina  Education  Associa¬ 
tion. 

Carter,  W.  W.  (Superintendent),  Barnwell; 
South  Carolina  Education  Association. 

Coates,  J.  P.  (Secretary),  1218  Senate  St., 
Columbia;  South  Carolina  Education  As¬ 
sociation. 

Flora,  A.  C.  (State  N.  E.  A.  Director), 
Superintendent  of  Schools,  Columbia; 
South  Carolina  Education  Association. 

Walden,  Mrs.  Mary  E.  (Teacher),  Fairfor- 
est;  South  Carolina  Education  Associa¬ 
tion. 

SOUTH  DAKOTA 

Henning,  L.  W.  (Superintendent),  Dallas; 
South  Dakota  Education  Association. 

Hunt,  R.  L.  (Superintendent),  Madison; 
South  Dakota  Education  Association. 

Linn,  Bernard  (County  Superintendent), 
Sturgis;  South  Dakota  Education  Asso¬ 
ciation. 

Linn,  J.  Marie  (Deputy  Superintendent), 
Sturgis;  South  Dakota  Education  Asso¬ 
ciation. 

McGuire,  Ella  C.  (Teacher),  Philip;  South 
Dakota  Education  Association. 

Schmidt,  Arthur  W.  (Teacher),  Lead;  South 
Dakota  Education  Association. 

TENNESSEE 

Anthony,  Leora  (Teacher),  Memphis;  Mem¬ 
phis  Education  Association. 

Clark,  Harry  (Superintendent).  Knoxville; 
Tennessee  Education  Association. 

Cocking,  Walter  D.  (State  Commissioner  of 
Education),  Nashville;  Tennessee  Educa¬ 
tion  Association. 

Davidson,  Anna  (Teacher),  Fountain  City; 
Tennessee  Education  Association. 

Duff,  J.  Ben  (Principal),  Concord;  Tennes¬ 
see  Education  Association. 

Gravitt,  Mrs.  Evelyn  (Teacher),  Memphis; 
Memphis  Education  Association. 

Lowe,  W.  E.  (Principal),  High  School, 
Goodlettsville ;  Tennessee  Education  As- 
sociation. 

Ragsdale,  S.  L.  (State  N.  E.  A.  Director), 
Principal,  Humes  High  School,  Memphis; 
Tennessee  Education  Association. 

Upperman,  Harry  L.  (President).  Baxter 
Seminary,  Baxter;  Tennessee  Education 
Association). 

Watkins,  Arta  (Teacher),  Loudon;  Tennes¬ 
see  Education  Association. 

TEXAS 

Caldwell,  Rush  M.  (State  N.  E.  A.  Direc¬ 
tor),  2527  Ross  Ave.,  Dallas;  Dallas  High 
School  Teachers  Association. 

Cochran,  J.  C.  (Superintendent),  San  An¬ 
tonio;  Texas  State  Teachers  Association. 

Fordtran,  Myrtle  (Teacher),  1401  Tauxillo, 
Houston;  Houston  Teachers  Association. 

Franklin.  Raymond  A.  (Superintendent), 
Kerrville ;  Texas  State  Teachers  Associa¬ 
tion. 

Gaines,  Emma  (Teacher),  1128  Bissonnett 
Ave.,  Houston;  Houston  Teachers  Asso¬ 
ciation. 

Gregory,  John  H.  (Teacher),  McAllen; 
Texas  State  Teachers  Association. 

James,  W.  A.  (Principal),  Galveston;  Texas 
State  Teachers  Association. 


Associational  Records  and  Information 


949 


Johnson,  L.  W.  (Superintendent),  Stamford; 
Texas  State  Teachers  Association. 

Labit,  Pauline  (Teacher),  Ball  High  School, 
Galveston;  Galveston  City  Teachers  Asso¬ 
ciation. 

Lakey,  M.  D.  (Superintendent),  Fabens; 
Texas  State  Teachers  Association. 

Lindley,  Lock  K.  (Teacher),  4817  Austin, 
Houston;  Houston  Teachers  Association. 

Mock,  Lula  (Teacher),  1921  Park  Ave., 
Dallas;  Dallas  Grade  Teachers  Council. 

Oberholtzer,  E.  E.  (Superintendent),  1500 
Louisiana,  Houston;  Texas  State  Teach¬ 
ers  Association. 

Peterson,  Ross  A.  (Teacher),  1606  Illinois, 
Dallas;  Dallas  High  School  Teachers 
Association. 

Ratliff,  John  A.  (Teacher),  2913  Arbor  Ave., 
Houston;  Houston  Teachers  Association. 

Roberson,  Avis  (Teacher),  1309  S.  Adams, 
Fort  Worth;  Fort  Worth  Grade  Teachers 
Council. 

Roberson,  Lennie  (Teacher),  1309  South 
Adams,  Fort  Worth;  Texas  State  Teach¬ 
ers  Association. 

Strong,  *Vera  (Teacher),  1922  Blodgett, 
Houston;  Texas  State  Teachers  Associa¬ 
tion. 

Swafford,  Martha  Jane  (Teacher),  Hous¬ 
ton;  Texas  State  Teachers  Association. 

Ware,  Charles  S.  (Teacher),  618  W.  Craig, 
San  Antonio;  San  Antonio  Teachers 
Council. 

Woods,  Quata  (Teacher),  4313  Avondale, 
Dallas;  Dallas  Grade  Teachers  Council. 

UTAH 

Bates,  A.  Parley  (Principal),  N.  Ogden; 
Utah  Education  Association. 

Bjerregaard,  Oscar  (Teacher),  67  S.  Sixth 
E.,  Provo;  Utah  Education  Association. 

Bradley,  G.  Harold  (Teacher),  Box  141, 
Sandy;  Jordan  District  Teachers  Asso¬ 
ciation. 

Claussen,  Seisa  (Teacher),  122  E.  S.  Tem¬ 
ple,  Salt  Lake  City;  Granite  Teachers 
Association. 

Henderson,  Mrs.  Ellen  C.  (Teacher),  137 
Fourth  E.,  Salt  Lake  City;  Salt  Lake 
City  Teachers  Association. 

Hess,  Alvin  W.  (Teacher),  Logan;  Logan 
City  Teachers  Association. 

Kilburn.  H.  Parley  (Principal),  156  W. 
Fourth  N.,  Logan;  Utah  Education  Asso¬ 
ciation. 

Learned,  Welthea  M.  (Teacher),  Newhouse 
Hotel,  Salt  Lake  City;  Utah  Education 
Association. 

Manning,  RuLon  H.  (Teacher),  Garland; 
Box  Elder  Teachers  Association. 

Melville,  Milton  (Teacher),  Fillmore;  Utah 
Education  Association. 

Millerberg,  J.  D.  (Teacher),  7930  S.  State, 
Salt  Lake  City;  Utah  Education  Associa¬ 
tion. 

Mitchell,  L.  William  (Teacher),  552  N. 
Seventh  E.,  Provo;  Utah  Education  As¬ 
sociation. 

Muir,  F.  B.  (Teacher),  Bountiful;  Davis 
County  Teachers  Association. 

Nielson,  L.  J.  (Principal),  3212  S.  State, 
Salt  Lake  City;  Utah  Education  Associa¬ 
tion. 

Poulter.  G.  Raymond  (Teacher),  2539  Gram- 
ercy  Ave.,  Ogden;  Utah  Education  Asso¬ 
ciation. 

Sanderson.  Reed  (Teacher),  Midvale;  Jor¬ 
dan  District  Teachers  Association. 

Stearns,  Harold  J.  (Principal),  Roosevelt 
High  School,  Salt  Lake  City;  Salt  Lake 
City  Teachers  Association. 


VERMONT 

Bailey,  Francis  L.  (Commissioner  of  Edu¬ 
cation),  Montpelier;  Vermont  State 
Teachers  Association. 

Taplin,  Winn  S.  (Superintendent),  Fair 
Haven;  Vermont  State  Teachers  Asso¬ 
ciation. 

Wiggin,  Joseph  A.  (State  N.  E.  A.  Direc¬ 
tor),  Principal,  High  School,  Brattle- 
boro;  Vermont  State  Teachers  Associa¬ 
tion. 

Woodruff,  Caroline  S.  (Principal),  Normal 
School,  Castleton;  Vermont  State  Teach¬ 
ers  Association. 

VIRGINIA 

Adair,  Cornelia  (Principal),  3208  Hawthorne 
Ave.,  Richmond;  League  of  Richmond 

0  ci  chcrs 

Anthony,  Kate  V.  (Teacher),  1903  Hanover 
Ave.,  Richmond;  League  of  Richmond 

Teachers. 

Burgess,  Louise  (Teacher),  2412  Grove 

Ave.,  Richmond;  League  of  Richmond 

Teachers. 

Gwaltney,  F.  Mildred  (Teacher),  Windsor; 
Virginia  Education  Association. 

Heatwole,  C.  J.  _  (Secretary),  Richmond; 
Virginia  Education  Association. 

Holt,  Lucy  Mason  (Principal),  Ninth  and 
Norview  Aves.,  Norfolk;  Norfolk  Educa¬ 
tion  Association. 

Johnson,  Lillian  M.  (Principal),  404  Chest¬ 
nut  St.,  Norfolk;  Norfolk  Education  As¬ 
sociation. 

Joynes,  Mrs.  Edith  B.  (State  N.  E.  A.  Di¬ 
rector),  Principal,  Washington-Gatewood 
Schools,  Norfolk;  Norfolk  Education  As¬ 
sociation. 

Martin,  John  E.  (Superintendent),  Suffolk; 
Virginia  Education  Association. 

Miley,  Pauline  (Teacher),  Huntington  Ave., 
Newport  News;  Newport  News  Educa¬ 
tion  Association. 

O’Hara,  Mrs.  J.  S.  (Teacher),  4812  King 
William  Rd.,  Richmond;  League  of  Rich¬ 
mond  Teachers. 

Richardson,  Florence  (Teacher),  Newport 
News;  Virginia  Education  Association. 

Saunders,  Joseph  H.  (Superintendent),  5906 
Huntington  Ave.,  Newport  News;  New¬ 
port  News  Education  Association. 

Steele,  Mrs.  Lewis  E.  _  (Teacher),  Lexing¬ 
ton;  Virginia  Education  Association. 

Suttle,  Rebecca  (Teacher), _  Hampton;  Vir¬ 
ginia  Education  Association. 

Wilson,  Marguerite  (Teacher),  Newport 
News;  Virginia  Education  Association. 

Wiltshire,  Mrs.  C.  B.  (Teacher),  Lynch¬ 
burg;  Virginia  Education  Association. 

Wirtz,  Mrs.  Ann  (Teacher),  1124  W.  Grace 
St.,  Richmond;  League  of  Richmond 
Teachers. 

Wolfe,  Josephine  (Teacher),  Dryden;  Vir¬ 
ginia  Education  Association. 

Wood,  Mrs.  T.  B.  (Teacher),  Goshen;  Vir¬ 
ginia  Education  Association. 

WASHINGTON 

Bond,  Mary  (Teacher),  Purnell  Apartments, 
Bellingham;  Bellingham  Classroom 
Teachers  League. 

Breckner,  Elmer  L.  (Superintendent),  Ta¬ 
coma;  Washington  Education  Associa¬ 
tion. 

Brock,  Frank  M.  (County  Superintendent), 
Mt.  Vernon;  Washington  Education  As¬ 
sociation. 

Campbell,  Clyde  (Superintendent).  Cen- 
tralia;  Washington  Education  Associa¬ 
tion. 

Clumpner,  G.  A.  (Superintendent).  Moxee 
City;  Washington  Education  Association. 


950 


National  Education  Association 


Coyne,  Marie  (Teacher),  Spokane;  Spokane 
Grade  Teachers  Association. 

Crawford,  Emily  (Teacher),  323  S.  J.  Ta¬ 
coma;  Tacoma  Association  of  Classroom 
Teachers. 

Cross  Marguerite  (Teacher).  Box  363, 
Forks;  Washington  Education  Associa¬ 
tion. 

Edwards,  Helen  (Teacher),  4408  N.  Ste¬ 
vens,  Tacoma;  Tacoma  Association  of 
Classroom  Teachers. 

Failing,  Jean  (Teacher),  Centralia;  Cen- 
tralia  Education  Association. 

Flagg,  Mrs.  Esther  B.  (Teacher),  Box  248, 
Chehalis;  Washington  Education  Asso¬ 
ciation. 

Fleming.  Samuel  E.  (State  N.  E.  A.  Direc¬ 
tor),  Assistant  Superintendent  of  Schools, 
Seattle;  Washington  Education  Associa¬ 
tion. 

Hegge,  Eleanor  (Teacher),  1630  Boylston, 
Seattle;  Seattle  Grade  Teachers  Club. 

Jinnett,  E.  R.  (Teacher),  54  Twenty- 
seventh,  Spokane;  Spokane  High  School 
Teachers  Association. 

Kempkes,  Elisabeth  (Teacher),  1709  Hoyt 
Ave.,  Everett;  Everett  Grade  Teachers 
Club. 

Knaack,  R.  H.  (Principal),  216  Park  PL, 
Spokane;  Spokane  Education  Association. 

Leatherwood,  William  F.  (Teacher),  4024 
N.  Thirty-sixth,  Tacoma;  Tacoma  Asso¬ 
ciation  of  Classroom  Teachers. 

Lowe,  Gladys  (Teacher),  Breslin  Apts., 
Spokane;  Spokane  Grade  Teachers  Asso¬ 
ciation. 

McDonnell,  Alberta  (Teacher),  Tacoma; 
Tacoma  Association  of  Classroom  Teach- 
ers. 

McDonnell,  E.  L.  (Principal).  3214  Seven¬ 
teenth  S.,  Seattle;  Seattle  Principals  As¬ 
sociation. 

McMahan.  Rene  (Teacher),  John  R.  Rogers 
High  School,  Spokane;  Spokane  High 
School  Teachers  Association. 

Martin,  Eva  (Teacher),  732  Thirty-second 
Ave.,  Seattle;  Seattle  Grade  Teachers 
Club. 

May,  Joseph  (Teacher),  210  West  Fourth, 
Aberdeen;  Washington  Education  Asso¬ 
ciation. 

Mortenson,  Martha  (Teacher),  Beniamin 
Franklin  Hotel,  Seattle;  Seattle  Grade 
Teachers  Club 

Nordeen,  Mary  (Teacher).  5819  Cowen  PL, 
Seattle;  Seattle  Grade  Teachers  Club. 

Oleson,  Cora  L.  ("Teacher),  Ridpath  Hotel, 
Spokane;  Washington  Education  Associar 
tion. 

Payne,  Eva  (Teacher),  Spokane  Hotel,  Spo¬ 
kane;  Spokane  Grade  Teachers  Associa¬ 
tion. 

Pratt,  O.  C.  (Superintendent),  Spokane; 
Washington  Education  Association. 

Robertson,  Myrl  (Teacher),  25  West  High¬ 
land  Dr.,  Seattle;  Seattle  Grade  Teachers 
Club. 

Shawler,  Grace  (Teacher),  315  N.  Fiftieth 
St..  Seattle;  Seattle  Grade  Teachers  Club. 

Sperlin,  O.  B.  (Teacher),  University  of 
Washington,  Seattle;  National  Council  of 
Teachers  of  English. 

Tewinkle,  Joseph  (Teacher),  John  R.  Rogers 
High  School,  Spokane;  Spokane  High 
School  Teachers  Association. 

Thorsett.  Henry  L.  (Teacher),  3814  Admiral 
Way,  Seattle;  Seattle  Teachers  League. 

Wafer,  Barbara  (Teacher).  4045  Brooklyn 
Ave.,  Seattle;  Seattle  Junior  High  School 
Association. 

Warren,  Tessie  A.  (Teacher),  4215  Twelfth 
Ave..  N.  E..  Seattle;  Seattle  Classroom 
Teachers  Association. 

Williams,  Mrs.  Alda  (Teacher),  376  S. 
Third.  Walla  Walla;  Washington  Educa¬ 
tion  Association. 


Williams,  Helen  Irene  (Teacher),  548  Henry 
Bldg.,  Seattle;  Seattle  Grade  Teachers 
Club. 

WEST  VIRGINIA 

Anderson,  Mrs.  Mamie  (Teacher),  2104 
Washington,  Bluefield;  West  Virginia 
State  Education  Association. 

Baughman,  D.  P.  (Principal),  Philippi;  Ty- 
garts  Valley  Roundtable. 

Brookes,  R.  F.  (Principal),  Huntington; 
Charleston  Teachers  Association. 

Byrnside,  D.  C.  (Teacher),  Hurricane; 
Southwestern  Teachers  Roundtable. 

Collins,  Edmund  (Principal),  Core  School, 
Mona;  Monongahela  Valley  Teachers 
Roundtable. 

Collins,  Priscilla  (Teacher),  Marlinton; 
West  Virginia  State  Education  Associa¬ 
tion. 

Crandall,  O.  D.  (Principal),  Gauley  Bridge; 
New  River  Valley  Roundtable. 

Crosby,  Isobel  (Teacher),  153  Hollard  Ave., 
Morgantown;  Monongahela  Valley  Teach¬ 
ers  Roundtable. 

Crump,  James  M.  (Teacher),  Beech  Hill; 
West  Virginia  State  Education  Associa¬ 
tion. 

Easley,  A.  W.  (Teacher),  Bluefield;  Mercer 
County  Teachers  Association. 

Elder,  Katherine  (Teacher),  1318  Twentieth, 
Parkersburg;  Wood  County  Teachers  As¬ 
sociation. 

Elliott,  Williard  (Teacher),  Wadestown; 
Monongahela  Valley  Teachers  Roundtable. 

Filson,  Bertha  (Principal),  Point  Pleasant; 
West  Virginia  State  Education  Associa¬ 
tion. 

Forman,  T.  M.  (Principal),  Dent  School, 
Morgantown;  Monongahela  Valley  Teach¬ 
ers  Roundtable. 

Gunnoe,  Otway  (Assistant  Superintendent), 
Fayetteville;  New  River  Valley  Round¬ 
table. 

Hall,  Nell  P.  (Teacher),  Fire  Creek;  New 
River  Valley  Roundtable. 

Harper,  Enid  (Teacher),  Huntersville;  New 
River  Valley  Roundtable. 

Hickman,  J.  H.  (Secretary),  1816  Washing¬ 
ton  St.,  Charleston;  West  Virginia  State 
Education  Association. 

Knapp,  Velmer  (Teacher),  High  School, 
Hurricane;  Southwestern  Teachers  Round¬ 
table. 

Lowry,  H.  D.  (Principal),  Enslow  Junior 
High  School,  Huntington;  Southwestern 
Teachers  Roundtable. 

McIntyre,  Audrey  (Teacher),  Elkins;  Ran¬ 
dolph  County  Teachers  Association. 

Morrison.  Marie  C.  (County  Superinten¬ 
dent),  Philippi;  West  Virginia  State  Edu¬ 
cation  Association. 

Peaslee,  Ethel  V.  (Teacher),  100  Main  St., 
Rowlesburg;  Preston  County  Teachers  As¬ 
sociation. 

Rosier,  Joseph  (President),  Fairmont  State 
Teachers  College,  Fairmont;  West  Vir¬ 
ginia  State  Education  Association. 

Roush,  Waldon  (Assistant  County  Superin¬ 
tendent).  Point  Pleasant;  West  Virginia 
State  Education  Association. 

Patterson,  J.  H.  (Principal),  191  Pleasants 
St.,  Morgantown;  Tygarts  Valley  Round¬ 
table. 

Trent,  Marv  Agnes  (Teacher),  Philippi;  Ty¬ 
garts  Valiev  Roundtable. 

Trent,  Mary  Bell  (Teacher),  Box  547,  Edge- 
wood  Dr..  Charleston;  Charleston  Teach¬ 
ers  Association. 

Trent,  W.  W.  (State  N.  E.  A.  Director), 
State  Superintendent  of  Schools.  Charles¬ 
ton;  West  Virginia  State  Teachers  Asso¬ 
ciation. 

WISCONSIN 

Anderson,  Beatrice  (Teacher).  511  Chip¬ 
pewa  St..  Eau  Claire;  Eau  Claire  Public 
School  Teachers  Association. 


Associational  Records  and  Information 


951 


Bear,  Hilda  (Teacher),  2016  W.  Scott  St., 
Milwaukee;  Milwaukee  High  School 
Teachers  Association. 

Bice,  Daisy  (Teacher),  1437^2  Avon  St., 
La  Crosse;  Western  Wisconsin  Teachers 
^  ssociatio  n 

Bickler,  Sophia  (Teacher),  150  Hotel  Wis¬ 
consin,  Milwaukee;  Milwaukee  Teachers 
Association. 

Blase,  Angeline  (Teacher),  Coleman;  Wis¬ 
consin  Education  Association. 

Boyce,  Celia  (Teacher),  563  Tayco  St., 
Menasha;  Wisconsin  Education  Associa¬ 
tion. 

Callahan,  John  (Ex  Officio),  State  Superin¬ 
tendent  of  Public  Instruction,  Madison. 

Chapel,  J.  C.  (Teacher),  7939  Twenty-sixth 
Ave.,  Kenosha;  Wisconsin  Education  As¬ 
sociation. 

Cox,  A.  J.  (Head,  Commercial  Department), 
1310  Layard  Ave.,  Racine;  Racine  Teach- 
pro  A 

Fowler,  Lotta  B. ‘(Teacher)/ 150  Hotel  Wis¬ 
consin,  Milwaukee;  Milwaukee  Teachers 
Association. 

Fredrich,  Ida  (Teacher),  150  Hotel  Wis¬ 
consin,  Milwaukee;  Milwaukee  Teachers 
Association. 

Freeman,  Eunice  (Teacher),  1311  Caledonia, 
La  Crosse;  La  Crosse  Teachers  Club. 

Genske,  Clara  (Teacher),  150  Hotel  Wis¬ 
consin,  Milwaukee;  Milwaukee  Teachers 
ssociati  on 

Gribble.  Lelah  (Teacher),  406  Mill  St.,  Mer¬ 
rill;  Wisconsin  Education  Association. 

Hames,  Anna  S.  (Teacher),  150  Hotel  Wis¬ 
consin,  Milwaukee;  Milwaukee  Teachers 
Association. 

Healy,  Hazel  M.  (Teacher),  Washington 
High  School,  Milwaukee;  Milwaukee 
High  School  Teachers  Association. 

Held,  B.  A.  (Assistant  Principal),  1314 
Clark  St.,  Stevens  Point;  Wisconsin  Edu¬ 
cation  Association. 

Jelinek,  Frances  (Teacher),  150  Hotel  Wis¬ 
consin,  Milwaukee;  Milwaukee  Teachers 
Association. 

Jones,  James  A.  (Principal),  North  Fond  du 
Lac;  Northeastern  Wisconsin  Education 
Association. 

Keenan,  Mary  (Teacher),  150  Hotel  Wiscon¬ 
sin,  Milwaukee;  Milwaukee  Teachers  As¬ 
sociation. 

Knoelk,  William  C.  (Assistant  Superintend¬ 
ent),  1111  N.  Tenth  St.,  Milwaukee; 
Milwaukee  Principals  Association. 

Kusta,  Loraine  (Teacher),  150  Hotel  Wis¬ 
consin,  Milwaukee;  Milwaukee  Teachers 
Association. 

Lewandowski,  Florence  (Teacher).  1615  E. 
Locust  St.,  Milwaukee;  Milwaukee  High 
School  Teachers  Association. 

Lewandowski,  Grace  (Teacher),  150  Hotel 
Wisconsin,  Milwaukee;  Milwaukee  Teach¬ 
ers  Association. 

McCormick.  Elizabeth  (Principal),  Howe 
School,  Superior;  Wisconsin  Education 
Association. 

Mabie,  Ethel  (Supervisor).  Department  of 
Curriculum..  Madison  Public  Schools. 

Madison;  National  Council  of  Teachers 
of  English. 

Mav,  E.  A.  (Teacher),  1615  E.  Locust  St.. 
Milwaukee;  Milwaukee  High  School 

Teachers  Association. 


Mollica,  Rose  Z.  (Teacher),  150  Hotel  Wis¬ 
consin,  Milwaukee;  Milwaukee  Teachers 
Association. 

Murphy,  J.  H.  (Superintendent),  New  Hol¬ 
stein;  Wisconsin  Education  Association. 

Nagel,  Anne  (Teacher),  811  Fourteenth  St., 
Racine;  Wisconsin  Education  Association. 

Nienow,  Emily  (Teacher),  150  Hotel  Wis¬ 
consin,  Milwaukee;  Milwaukee  Teachers 
Association. 

Ogden,  Grace  (Teacher),  216  West  Ave.,  N., 
La  Crosse;  Wisconsin  Education  Associa¬ 
tion. 

Plenzke,  O.  H.  (Secretary),  404  Insurance 
Bldg.,  Madison;  Wisconsin  Education  As¬ 
sociation. 

Rankin,  George  R.  (Teacher),  319  West 
Virginia  St.,  Milwaukee;  Wisconsin  Edu¬ 
cation  Association. 

Redstrom.  J.  R.  (Teacher),  6565  Seventh 
Ave.,  Kenosha;  Kenosha  Education  As¬ 
sociation. 

Ritter,  G.  L.  (Principal),  2818  Taylor  Ave., 
Racine;  Racine  Teachers  Association. 

Ronda,  Teckla  (Teacher),  703  Hubbard  St., 
Racine;  Racine  Teachers  Association. 

Schneider,  Marcella  (Teacher),  3035  W. 
Wisconsin  Ave.,  Milwaukee;  Wisconsin 
Education  Association. 

Stamm,  Harold  (Teacher),  W.  Allis;  Wis¬ 
consin  Education  Association. 

Steel,  Nettie  (Teacher),  Sparta;  Wisconsin 
Education  Association. 

Stees,  Gladys  (Teacher),  324  W.  Main  St., 
Waukesha;  Wisconsin  Education  Asso¬ 
ciation. 

Stratz,  Genevieve  (Teacher),  140  S.  Hickory 
St.,  Fond  du  Lac;  Fond  du  Lac  Council 
of  Education. 

Theisen,  Margaretta  (Teacher),  166  E. 
Second  St.,  Fond  du  Lac;  Fond  du  Lac 
Council  of  Education. 

Wilcox,  Mildred  (County  Superintendent), 
Eau  Claire;  Wisconsin  Education  Asso¬ 
ciation. 

Wochos,  Louis  (Teacher),  112  Allard  Ave., 
Green  Bay;  Wisconsin  Education  Asso¬ 
ciation. 

Zartner,  Norma  (Librarian),  High  School, 
Milwaukee;  Milwaukee  High  School 
Teachers  Association. 

WYOMING 

Burgoon,  A.  L.  (Superintendent),  Diamond- 
ville;  Wyoming  Education  Association. 

Conrey,  Lawrence  A.  (Teacher),  1419  Kear¬ 
ney,  Laramie;  Wyoming  Education  Asso¬ 
ciation. 

Dobbin,  Anna  M.  (Deputy  County  Superin¬ 
tendent),  Cheyenne;  Wyoming  Education 
Association. 

Dolph,  A.  H.  (Superintendent),  Lander; 
Wyoming  Education  Association. 

Dunaway,  Julia  (Teacher),  620  E.  Second, 
Casper;  Casper  Classroom  Teachers  Asso¬ 
ciation. 

Goure,  Nellie  (Teacher),  1817^4  Capitol 
Ave.,  Cheyenne;  Laramie  County  Teach¬ 
ers  Association. 

Moyer,  H.  H.  (State  N.  E.  A.  _  Director). 
Principal,  High  School,  Rawlins;  Wyo¬ 
ming  Education  Association. 

Rains  F.  O.  (Community  Worker),  Indian 
Education,  Ft.  Washakie;  Wyoming  Edu¬ 
cation  Association. 


INDEX' 


Abrams,  Ray.  Public  high  school,  private  busi¬ 
ness  school,  college — discussion,  188 
Academic  freedom,  public  forum  (Thomas  W. 
Gosling),  49;  (J.  W.  Studebaker),  42;  (Emily  A. 
Tarbell),  66;  report  of  1936  committee  on- 
department  of  classroom  teachers  (Emily  A. 
Tarbell),  210;  report  of  N.  E.  A.  committee 
on  (Henry  Lester  Smith),  814.  See  also  216,  488 
Activity  programs  in  rural  schools  (Mrs.  Arta 
Bradt  Flood),  313 

Act  of  Incorporation  of  National  Education 
Association,  633 

Adair,  Cornelia  S.  Report  of  committee  on 
bylaws  and  rules,  856;  school  health  in  the 
Virginia  educational  program,  323 
Adams,  O.  D.  High-school  instruction  and  new 
curriculum  materials  in  vocational  education, 
358 

Address  of  welcome  (Joseph  K.  Carson,  Jr.),  19; 
(C.  A.  Howard),  18;  (W.  L.  Joslyn),  20; 
(Charles  A.  Rice),  21 

Adjustment  of  rural  schools  to  present  needs 
(Hattie  S.  Parrott),  298 

Administrative  problems  in  health,  physical 
education,  and  recreation  in  the  college  health 
program  (Clair  V.  Langton),  328 
Administrative  women  in  education,  department 
of,  157;  historical  note,  158;  secretary’s 
minutes,  159 

Adult  education,  department  of,  161;  historical 
note,  162;  secretary’s  minutes,  175;  committee 
on  technics  of  adult  education  in  public  school 
programs  (Robert  C.  Deming),  172 
Adult  life,  report  of  commission  on  the  enrichment 
of  (James  A.  Moyer),  876 
Advancing  teacher  welfare  in  building  a  stronger 
foundation — discussion  (M.  Emma  Brookes), 
65;  (William  G.  Carr),  66;  (Donald  DuShane), 
65;  (Mrs.  Inez  Johnson  Lewis),  65;  (Gertrude 
Mallory),  66;  (Elphe  K.  Smith),  65;  (Emily  A. 
Tarbell),  66 

Aiton,  Maude  E.  Implications  of  the  new 
program  for  the  education  of  aliens  preparing 
for  naturalization,  168 

America’s  answer  to  youth’s  appeal  (Robert 
*  Gordon  Sproul),  81 

America’s  contribution  to  the  little  child  (Willis 
A.  Sutton),  272 

Anderson,  Hilma  A.  The  Smouse  opportunity 
school,  385 

Appreciation — understandings — the  vital  core  of 
all  music  teaching  (Mrs.  Frances  Elliott 
Clark),  286 

Armstrong,  J.  Evan.  Private  business  education, 
194;  public  high  school,  private  business 
school,  college — discussion,  189 
Arrangement  and  equipment  of  a  model  one- 
room  school,  The  (Chloe  C.  Baldridge),  306 
Art  education,  department  of,  177;  historical 
note,  178;  secretary’s  minutes,  184 
Art  in  a  reorganized  program  in  secondary  schools 
(May  Gearhart),  182;  rural  education  (Florence 
Tilton),  180 

Art  Instruction  in  rural  schools  (Florence  Tilton), 
315 

Ashby,  Lyle  W.  Can  universal  secondary  edu¬ 
cation  be  made  socially  profitable — discussion, 
150 

Associational  records  and  information,  633 
Astleford,  Paul.  Importance  of  vocational 
agriculture,  as  a  service  to  rural  youth,  626 
Auditors,  report  of,  790 

Bair,  Frederick  H.  Social  studies  curriculum — 
jury  panel  discussion,  456 
Baldridge,  Chloe  C.  The  arrangement  and 
equipment  of  a  model  one-room  school,  306 
Baldwin,  Robert  D.  Professional  leadership  in 
rural  education,  291 

Baxter,  Bernice.  Meeting  new  needs  on  the 
elementary  level  in  improving  the  program — 
discussion,  92 


Baxter,  Bruce  R.  Building  character,  17 
Bayles,  Ernest  E.  A  proposed  statement  of 
principles  basic  to  instruction  in  the  natural 
sciences,  335 

Baylor,  Adelaide  Steele,  Tributes  to,  141,  143 
Beard,  Charles  A.  Social  studies  curriculum — 
jury  panel  discussion,  458;  the  scholar  in  an 
age  of  conflicts,  438 

Beach,  Kenneth.  The  development  of  lip  reading 
in  Oregon  under  the  emergency  adult  education 
program,  281 

Bell,  Reginald.  Conditions  affecting  child 
growth  and  development,  269 
Benezet,  Louis  P.  Teaching  controversial  sub¬ 
jects  in  the  classroom — evaluation  from  the 
standpoint  of  the  educator,  482 
Bennett,  Thomas  Gordon.  A  program  of  health 
service  and  instruction  in  rural  schools,  300 
Better  opportunities  for  hard-of-hearing  children 
and  adults  (Mrs.  Lucelia  M.  Moore),  278 
Betzner,  Jean.  Teachers  and  guidance,  531 
Bishop,  Helen  M.  The  testing  of  the  deaf  and 
the  hard-of-hearing  children  in  St.  Paul  schools 
with  the  Arthur  Performance  Scale,  393 
Blum,  Mrs.  F.  W.  Values  in  the  national  pro¬ 
gram  of  Americanization — discussion,  163 
Board  of  directors,  members,  1935-36,  653, 
1936-37,  659;  of  trustees,  members,  1935-36, 
653,  1936-37,  659 

Bork,  H.  A.  Cooperative  buying  for  teachers,  207 
Bovard,  John  F.  Recreation — discussion,  175 
Bracken,  John  L.  The  elementary  principalship 
develops,  247 

Brady,  John  F.  Can  universal  secondary  educa¬ 
tion  be  made  socially  profitable — discussion, 
151;  development  of  better  understanding 
between  business  leadership  and  school  leader¬ 
ship — with  regard  to  the  study  of  business  in 
the  secondary  schools,  193 
Brandon,  Mrs.  Vera.  Education  for  home  and 
family  life  is  essential  in  modern  education — 
discussion,  551 

Broadening  community  horizons  in  strengthening 
the  relationship  between  school  and  com¬ 
munity — discussion  (Elias  Arnesen),  104; 
(W.  P.  King),  105;  (Uel  W.  Lamkin),  104; 
(Annie  C.  Woodward),  104;  (H.  M.  Wood¬ 
ward),  104 

Brookes,  M.  Emma.  Advancing  teacher  welfare 
in  building  a  stronger  foundation — discussion, 
65;  report  of  committee  on  retirement  allow¬ 
ances,  894 

Brown,  Muriel  W.  High-school  instruction  and 
new  curriculum  materials  in  parenthood,  356 
Brown,  Mrs.  Nina  H.  Meeting  new  needs  on 
the  elementary  level  in  improving  the  program 
— discussion,  92 

Brown,  Richard  R.  What  is  happening  to  youth, 
169;  youth  and  the  new  order,  209 
Bruner,  Herbert  B.  Social  studies  curriculum — 
jury  panel  discussion,  447 
Budget  committee,  report  of  (Helen  T.  Collins), 
806 

Building  a  community  thru  the  elementary 
school  (Willis  A.  Sutton),  256 
Building  character  (Bruce  R.  Baxter),  17 
Business  education,  department  of,  185;  histor¬ 
ical  note,  186;  president’s  address,  187 
Butler,  Leslie  A.  Social  studies  curriculum — 
jury  panel  discussion,  454 
Bylaws  and  rules,  report  of  committee  on 
(Cornelia  S.  Adair),  856;  bylaws  of  National 
Education  Association,  638 
Calendar  of  meetings  of  National  Education 
Association,  651 

Caliver,  Ambrose.  Financing  rural  Negro 
schools,  311 

Campbell,  Doak  S.  Curriculum  provision  for 
sequence  and  professional  integration,  597 


1  All  addresses  are  listed  by  titles  and  authors’  names.  The  book  is  also  indexed  by  subject 
headings,  which,  together  with  authors’  names,  are  set  in  bold  face. 

[  952  ] 


Index 


953 


Can  universal  secondary  education  be  made 
socially  profitable — discussion  (Lyle  W. 

Ashby),  150;  (John  F.  Brady),  151;  (Anna 
Laura  Force),  149;  (E.  H.  Hedrick),  150; 
(H.  D.  Sheldon),  149;  (F.  L.  Stetson),  149; 
(Willis  L.  Uhl),  149 

Carey,  H.  A.  Successful  ventures  in  adminis¬ 
tration  from  the  medical  director’s  standpoint, 
327 

Carr,  William  G.  Advancing  teacher  welfare  in 
building  a  stronger  foundation — discussion,  66 
Carson,  Joseph  K.,  Jr.  The  Northwest  greets 
you,  19 

Charter,  report  of  committee  on  amending 
(Reuben  T.  Shaw),  817 

Children’s  literature — discussion  (Mrs.  Gladys  L. 
Potter),  91 

Christofferson,  H.  C.  High-school  instruction 
and  new  curriculum  materials  in  mathematics, 
353 

Clark,  Mrs.  Frances  Elliott.  Appreciation- 
understandings — the  vital  core  of  all  music 
teaching,  286 

Classroom  teachers,  department  of,  195;  his¬ 
torical  note,  196;  platform  and  resolutions,  215; 
report  of  committee  on  academic  freedom 
(Emily  Tarbell),  210;  report  of  president,  197; 
secretary’s  minutes,  212 

Closterman,  Robert  C.  Values  in  the  national 
program  of  Americanization — discussion,  163 
Cocking,  Walter  D.  Utilizing  lay  cooperation  in 
strengthening  the  relationship  between  school 
and  community — discussion,  103 
Coffman,  Lotus  D.  Federal  support  and  local 
responsibility  for  education,  413,  432 
Coleman,  Norman  F.  Implementing  the  Child¬ 
ren’s  Charter  in  building  a  stronger  founda¬ 
tion — discussion,  63;  necessity  and  scope  of 
social  indoctrination,  377 
Collins,  Helen  T.  Report  of  budget  committee, 
806 

Committees,  department.  See  respective  depart¬ 
ment  headings 

Committees,  N.  E.  A.,  list  of  members,  665. 

Also  see  respective  committee  headings 
Conditions  affecting  child  growth  and  develop¬ 
ment  (Reginald  Bell),  269 
Contribution  of  Adelaide  S.  Baylor  to  the  home 
economics  movement,  The  (Louise  Stanley), 
143 

Coon,  Beulah  I.  High-school  instruction  and 
new  curriculum  materials  in  home  economics, 
351 

Cooperative  buying  for  teachers  (H.  A.  Bork),  207 
Coordinating  the  forces  for  child  safety  in 
strengthening  the  relationship  between  school 
and  community — discussion  (Charles  H. 
Elliott),  101;  (William  Knoelk),  101;  (Worth 
McClure),  100;  (Joseph  Rosier),  102;  (N.  D. 
Showalter),  100;  (Marian  L.  Telford),  100 
Corey,  Arthur  F.  What  happens  when  we 
learn,  249 

Counts,  George  S.  Democracy  and  the  profes¬ 
sion  of  teaching — discussion,  147;  social 
studies  curriculum — jury  panel  discussion,  455 
County  program  for  in-service  training  of  rural 
teachers,  A  (Fred  C.  Fischer)1,  299 
Countywide  program  of  consolidated  rural 
schools,  A  (John  H.  George),  303 
Crabtree,  J.  W.  Presentation  of  life  membership 
to  President  Agnes  Samuelson,  135 
Crane,  A.  G.  Developing  discrimination  in  the 
use  of  new  tools  in  improving  the  program — - 
discussion,  90;  report  of  committee  on  higher 
education,  863 

Current  problems  in  industrial  education  (Arthur 
B.  Mays),  625 

Current  problems  in  vocational  education  in 
agriculture  (Ray  Fife),  624 
Curriculum  in  English  as  experience,  The 
(W.  Wilbur  Hatfield),  525 
Curriculum  provision  for  sequence  and  profes¬ 
sional  integration  (Doak  S.  Campbell),  597 
Darrow,  Ben  H.  Developing  discrimination  in 
the  use  of  new  tools  in  improving  the  program 
— -discussion,  90 

Dawson,  Howard  A.  Speeding  educational  equality 
in  building  a  stronger  foundation — discussion, 
64 


Deans  of  women,  department  of,  219;  historical 
note,  220 

Delegates  to  the  sixteenth  representative  assem¬ 
bly,  931 

Deming,  Robert  C.  Technics  of  adult  education 
in  public  school  programs,  Committee  on,  172 
Democracy  and  the  profession  of  teaching — 
discussion  (George  S.  Counts),  147;  (Fred  J. 
Kelly),  147;  (John  K.  Norton),  148;  (A. 
Duncan  Yocum),  146 

Departments  of  the  Association,  155;  introduc¬ 
tion,  156;  officers  of,  1935-36,  655;  officers  of, 
1936-37,  661.  Also  see  respective  department 
headings. 

Developing  discrimination  in  the  use  of  new  tools 
in  improving  the  program — discussion  (A.  G. 
Crane),  90;  (Ben  H.  Darrow),  90;  (Arthur  S. 
Garbett),  91;  (G.  W.  Kirn),  90;  (Mrs.  Gladys 
L.  Potter),  91;  (Willis  L.  Uhl),  90 
Development  of  better  understanding  between 
business  leadership  and  school  leadership — 
from  the  point  of  view  of  business  (E.  B. 
McNaughton),  192;  with  regard  to  the  study 
of  business  in  the  secondary  schools  (John  F. 
Brady),  193 

Development  of  lip  reading  in  Oregon  under  the 
emergency  adult  education  program  (Kenneth 
Beach),  281 

Dimmitt,  L.  M.  Education  for  home  and  family 
life  is  essential  in  modern  education — dis¬ 
cussion,  551 

Directors,  board  of,  members  of  1935-36,  653, 
of  1936-37,  659;  minutes  of  meetings  of,  740 
Discussion — Can  universal  secondary  education 
be  made  socially  profitable,  149;  democracy 
and  the  profession  of  teaching,  146;  education 
for  home  and  family  life  is  essential  in  modern 
education,  551;  high-school  instruction  and 
new  curriculum  materials,  349;  libraries  and 
adult  education,  175;  public  high  school, 
private  business  school,  college,  188;  recrea¬ 
tion,  175;  social  studies  curriculum,  444;  the 
teachers  college  versus  the  liberal  arts  college 
in  the  education  of  teachers,  139;  universities 
and  adult  education,  174;  values  in  the  national 
program  of  Americanization,  163 
Douglass,  Aubrey  A.  Sequence  of  learning 
materials  in  the  curriculum,  367 
DuShane,  Donald.  Advancing  teacher  welfare 
in  building  a  stronger  foundation — discussion, 
65;  report  of  committee  on  tenure,  914 
Eby,  George.  High-school  instruction  and  new 
curriculum  materials  in  science,  357 
Economical  devices  in  teaching  instrumental 
music  (Lee  M.  Lockhart),  285 
Educational  objectives  in  terms  of  a  public 
school  program  in  rural  areas  (Norman 
Frost),  301 

Educational  policies  commission,  The  (John  A. 

Sexson),  463.  See  also  37 
Educational  research,  department  of,  231;  his¬ 
torical  note,  232;  proceedings  of  annual  meet¬ 
ing,  233;  report  of  secretary-treasurer  for  1935, 
235;  secretary’s  minutes,  233 
Education  and  democracy— public  forum  (Thom¬ 
as  W.  Gosling),  49;  (Lucy  Mason  Holt),  56; 
(W.  W.  Parker),  60;  (John  A.  Sexson),  53; 
(J.  W.  Studebaker),  42;  (Willis  A.  Sutton),  51; 
(A.  L.  Threlkeld),  59 

Education  for  home  and  family  life  is  essential 
in  modern  education — discussion  (Mrs.  Vera 
Brandon),  551;  (L.  M.  Dimmitt),  551;  (Mrs. 
Ruth  Forest),  552;  (Bertha  Kohlhagen),  552; 
(Helen  Mickelson),  552;  (Orville  C.  Pratt),  551; 
(Frances  Swain),  552 

Education  under  dictatorships — forum  (Thomas 
W.  Gosling),  49 

Effects  upon  family  life  of  certain  frustrations  of 
youth.  The  (Fred  J.  Kelly),  545 
Elementary  principalship  develops,  The  (John  L. 
Bracken) ,  247 

Elementary  school  principals,  department  of,  239; 

historical  note,  240;  secretary’s  report,  258 
Elliott,  Charles  H.  Coordinating  the  forces  for 
child  safety  in  strengthening  the  relationship 
between  school  and  community — discussion, 
101 

Equalization  of  educational  opportunity,  The — 
forum  (Willis  A.  Sutton),  51 


954 


National  Education  Association 


Equal  opportunity,  report  of  committee  on 
(Gertrude  Mallory),  858 

Estimating  and  controlling  supply  of  and  demand 
for  teachers  (L.  A.  Pittenger),  602 
Evaluating  national  issues — Democratic  party 
(Paul  V.  McNutt),  105,  128;  Republican 
party  (Burton  L.  French),  113,  129;  Socialist 
party  (Norman  Thomas),  126,  131 
Evenden,  E.  S.  Professional  elements  in  the 
education  of  teachers,  588 
Executive  committee,  members  of  1935-36,  653, 
of  1936-37,  659;  minutes  of  the  meetings  of,  765 
Experiments  and  demonstrations  for  improve¬ 
ment  among  small  rural  schools  (Leo  M.  Fav- 
rot),  307 

Facing  a  mutual  problem — cooperation  (Fred  H. 
Turner),  224 

Faith,  Mae.  Values  in  the  national  program  of 
Americanization — discussion,  164 
Favrot,  Leo  M.  Experiments  and  demonstra¬ 
tions  for  improvement  among  small  rural 
schools,  307 

Federal  aid  to  education  (Lotus  D.  Coffman),  413; 
(Howard  A.  Dawson),  64;  (Charles  H.  Judd), 
421;  (Paul  R.  Mort),  401;  (John  A.  Sexson), 
53;  (Willis  A.  Sutton),  51.  See  also  319,  518 
Federal  relations  to  public  education — forum 
(John  A.  Sexson),  53 

Federal  support  of  public  education  (Lotus  D. 
Coffman),  413,  432;  (Charles  H.  Judd),  421, 
434;  (Paul  R.  Mort),  401,  436 
Fife,  Ray.  Current  problems  in  vocational 
education  in  agriculture,  624 
Financial  report  1935-36,  787 
Financing  rural  Negro  schools  (Ambrose  Caliver), 
311 

Fischer,  Fred  C.  A  county  program  for  in-service 
training  of  rural  teachers,  299 
Freel,  A.  O.  The  kinesthetic  approach  to  reme¬ 
dial  reading,  396 

Freeman,  Frank  N.  Social  studies  curriculum- 
jury  panel  discussion,  446 
French,  Burton  L.  Representing  the  Republican 
party  in  evaluating  national  issues,  113,  129 
French,  Will  C.  Meeting  new  issues  on  the 
secondary  level  in  improving  the  program — 
discussion,  94 

Frost,  Norman.  Educational  objectives  in  terms 
of  a  public  school  program  in  rural  areas,  301 
Fleming,  Samuel  E.  Is  commercial  education 
vocational,  190 

Flood,  Mrs.  Arta  Bradt.  Activity  programs  in 
rural  schools,  313 

Forest,  Mrs.  Ruth.  Education  for  home  and 
family  life  is  essential  in  modern  education — 
discussion,  552 

Forward  look  at  supervision  in  the  new  education, 
A  (Thomas  H.  Gentle),  539 
Functional  planning  of  plan  for  a  twelve-year 
consolidated  school  (N.  E.  Viles),  305 
Furtherance  of  unity  among  the  people  of  widely 
variant  racial  origins,  The  (Daniel  W.  Mac- 
Cormack),  165 

Garbett,  Arthur  S.  Developing  discrimination 
in  the  use  of  new  tools  in  improving  the 
program — discussion,  91;  high-school  instruc¬ 
tion  and  new  curriculum  materials  in  music,  355 
Gaumnitz,  W.  H.  Training  rural  school  admin¬ 
istrators,  297 

Gearhart,  May.  Art  in  a  reorganized  program 
in  secondary  schools,  182 
Gentle,  Thomas  H.  A  forward  look  at  super¬ 
vision  in  the  new  education,  539 
George,  John  H.  A  countywide  program  of 
consolidated  rural  schools,  303 
Gillette,  Esther.  Some  phases  of  treatment  of 
children  with  orthopedic  handicaps,  391 
Girl  scouting  and  the  physically  handicapped 
(Mrs.  Harry  Robbins),  390 
Glenn,  C.  B.  Social  studies  curriculum — jury 
panel  discussion,  445 

Goodfellow,  Raymond  C.  President’s  address 
(department  of  business  education),  187; 
public  high  school,  private  business  school, 
college— discussion,  188 

Gosling,  Thomas  W.  Education  under  dictator¬ 
ships — forum,  49;  Red  Cross  activities  in  the 
field  of  public  health,  388 


Hale,  Florence.  The  high  school’s  responsibility 
in  the  new  education,  363;  what  is  the  respon¬ 
sibility  of  the  principal  in  the  securing  of 
desirable  educational  outcomes,  251 
Hall,  Sidney  B.  Report  of  legislative  commis¬ 
sion,  873 

Hanna,  Paul  R.  New  developments  in  kinder¬ 
garten-primary  curriculum,  270 
Harada,  Jiro.  Ideals  of  Japanese  art,  179; 
Japanese  gardens,  182 

Hatch,  Roy  W.  Teaching  controversial  subjects 
in  the  classroom — demonstration  class,  467 
Hatfield,  W.  Wilbur.  The  curriculum  in  English 
as  experience,  525 

Hanson,  Howard.  Music  invades  the  public 
school  curriculum,  496 

Harman,  A.  F.  Today’s  program  of  elementary 
education  from  the  standpoint  of  the  home,  241 
Has  the  public  accepted  the  new  elementary 
education  (John  A.  Sexson),  243 
Hawaii’s  rural  schools  are  as  good  as  her  city 
schools  (O.  W.  Robinson),  312 
Hayes,  Mrs.  John  E.  Parents,  schools,  and  child 
welfare,  326 

Headquarters  staff.  National  Education  Asso¬ 
ciation,  655 

Health  problems  in  education,  report  of  joint 
committee  on  (Thomas  D.  Wood),  860 
Heath,  Mrs.  Georgia  G.  Tacoma’s  program  for 
the  hard-of-hearing  child,  279 
Hedrick,  E.  H.  Can  universal  secondary  educa¬ 
tion  be  made  socially  profitable — discussion, 
150 

Heflebower,  R.  B.  What  economic  system  does 
business  want,  191 

Higher  education,  report  of  committee  on 
(A.  G.  Crane),  863 

High-school  instruction  and  new  curriculum 
materials — round  tables,  349 
High  school’s  responsibility  in  the  new  education, 
The  (Florence  Hale),  363 
Hinrichs,  Amy  H.  Report  of  committee  on 
resolutions,  887 

Holt,  Lucy  Mason.  The  worth  of  personality — 
forum,  56 

Home  economics  and  parent  education  (Alice 
Sowers),  546 

Hood,  Marguerite  V.  Music  instruction  for 
rural  boys  and  girls,  316 

Horace  Mann  Centennial,  report  of  committee 
on  the  (Payson  Smith),  865 
Howard,  C.  A.  Address  of  welcome,  18;  oppor¬ 
tunities  and  responsibilities  in  vocational 
education,  627;  values  in  the  national  program 
of  Americanization — discussion,  164 
How  the  profession  can  cooperate  with  the 
Office  of  Education  (J.  W.  Studebaker),  145 
How  should  the  curriculum  for  the  training  of 
rural  teachers  be  differentiated  from  the 
curriculum  for  the  training  of  urban  teachers 
(Harvey  Leonard  Turner),  295 
Hunter,  Frederick  M.  We  chart  our  future 
policies,  33 

Ideals  of  Japanese  art  (Jiro  Harada),  179 
Immediate  values  of  art  education,  The  (John  L. 
Tildsley),  504 

Implementing  the  Children’s  Charter  in  building 
a  stronger  foundation — discussion  (Norman  F. 
Coleman),  63;  (Vierling  Kersey),  61;  (Mrs. 
B.  F.  Langworthy),  61;  (Levi  T.  Pennington), 
62;  (Effie  I.  Raitt),  62;  (A.  L.  Threlkeld),  62 
Implications  of  a  new  educational  philosophy 
for  the  work  of  the  dean  of  women  (Laura 
Zirbes),  228 

Implications  of  the  new  program  for  the  educa¬ 
tion  of  aliens  preparing  for  naturalization 
(Maude  E.  Aiton),  168 

Importance  of  vocational  agriculture,  as  a 
service  to  rural  youth  (Paul  Astleford),  626 
Individual  instruction  in  rural  schools  (Winn  L. 
Taplin),  314 

Influence  of  education  on  the  motion  pictures, 
The  (Colvin  McPherson),  246 
International  relations,  report  of  committee  on 
(Annie  C.  Woodward),  868 
Intersubject  relations  (H.  C.  Tallman),  256 
Institution  of  growing  significance,  An — life 
membership  dinner  (T.  D.  Martin),  135 


Index 


955 


Instructional  leadership  and  social  change 
(E.  Vern  Sayers),  528 

Is  commercial  education  vocational  (Samuel  E. 
Fleming),  190 

Japanese  gardens  (Jiro  Harada),  182 
Johnson,  Charles  S.  Social  and  economic  factors 
affecting  rural  school  areas  in  the  South,  310 
Joslyn,  W.  L.  Greetings,  20 
Judd,  Charles  H.  Federal  support  of  public 
education,  421,  434;  raising  the  level  of  the 
education  of  teachers,  574 
Kelly,  Fred  J.  Democracy  and  the  profession 
of  teaching — discussion,  147;  report  of  com¬ 
mittee  on  social-economic  goals  of  America, 
911;  the  effects  upon  family  life  of  certain 
frustrations  of  youth,  545 
Kiely,  Margaret.  The  teachers  college  versus 
the  liberal  arts  college  in  the  education  of 
teachers — discussion,  140 
Kindergarten-primary  education,  department  of, 
267;  historical  note,  268;  secretary’s  minutes, 
273 

Kinesthetic  approach  to  remedial  reading,  The 
(A.  O.  Freel),  396 

King,  C.  H.  S.  High-school  instruction  and  new 
curriculum  materials  in  modern  languages,  354 
King,  W.  P.  Broadening  community  horizons 
in  strengthening  the  relationship  between 
school  and  community — discussion,  105 
Knight,  Mary  Elizabeth.  Shall  the  social  studies 
abolish  subject  boundaries,  375 
Knocking  at  opportunity’s  door  (Helen  Gregory 
MacGill),  229 

Knoelk,  William.  Coordinating  the  forces  for 
child  safety  in  strengthening  the  relationship 
between  school  and  community — discussion, 

101 

Koehn,  George  L.  Values  in  the  national  pro¬ 
gram  of  Americanization — discussion,  163 
Kohlhagen,  Bertha.  Education  for  home  and 
family  life  is  essential  in  modern  education — 
discussion,  552 

Koos,  Leonard  V.  Social  studies  curriculum — 
jury  panel  discussion,  452 
Kreitzer,  H.  R.  What  employers  expect  of 
vocational  educational  under  presentdav 
conditions,  626 

LaBrant,  Lou  L.  The  program  in  the  individual 
school,  526 

Land,  Adele.  The  teachers  college  versus  the 
liberal  arts  college  in  the  education  of  teachers 
— discussion,  139 

Langton,  Clair  V.  Administrative  problems  in 
health,  physical  education,  and  recreation  in 
the  college  health  program,  328 
Langworthy,  Mrs.  B.  F.  Report  of  joint  com¬ 
mittee  of  the  National  Education  Association 
and  the  National  Congress  of  Parents  and 
Teachers,  872 

Lash,  Frederick  M.  Values  in  the  national 
program  of  Americanization — discussion,  164 
Lathrop,  Edith  A.  Report  of  joint  committee 
of  the  National  Education  Association  and 
the  American  Library  Association  on  school 
libraries,  869;  the  yearbook  on  rural  school 
libraries,  293 

Lawson,  Willie  A.  Parent  education  as  supple¬ 
mentary  to  the  modern  elementary-school 
program,  242;  youth’s  appeal,  67 
Legislative  commission,  report  of  (Sidney  B. 
Hall),  873 

Let’s  study  the  whole  child  (Mae  F.  Williams), 
395 

Lewis,  Mrs.  Dora  S.  The  teaching  of  buyman- 
ship,  550 

Libraries  and  adult  education-discussion  (Jud- 
son  Jennings),  175;  (Anne  Mulheran),  175 
Library  service  in  rural  areas  (Louis  R.  Wilson), 
309 

Life  directors,  National  Education  Association, 
1935-36,  653;  1936-37,  660 
Life  membership  dinner,  133;  historical  note,  134 
Lip  reading,  department  of,  275;  historical  note, 
276;  greetings  (H.  W.  Ager),  277;  (Pauline 
Maclean),  27  7;  secretary’s  minutes,  282 
Lloyd,  Alice  C.  Two  generations  facing  a 
mutual  problem — cooperation,  221 
Lockhart,  Lee  M.  Economical  devices  in  teach¬ 
ing  instrumental  music,  285 


Long,  Raymond  V.  A  statewide  survey  of  rural 
school  adequacy,  304 

Maaske,  Roben  J.  Status  of  the  elementary- 
school  principalship  in  Oregon,  254 
McClure,  Worth.  Coordinating  the  forces  for 
child  safety  in  strengthening  the  relationship 
between  school  and  community — discussion, 
100 

MacCormack,  Daniel  W.  The  furtherance  of 
unity  among  the  people  of  widely  variant 
racial  origins,  165 

McCown,  Albert.  Social  security  and  the  health 
of  school  children,  325 

MacGill,  Helen  Gregory.  Knocking  at  oppor¬ 
tunity’s  door,  229 

McKenzie,  William.  Utilizing  lay  cooperation 
in  strengthening  the  relationship  between 
school  and  community— discussion,  103 
McNaughton,  E.  B.  Development  of  better 
understanding  between  business  leadership 
and  school  leadership— from  the  point  of  view 
of  business,  192 

McNeil,  Ella  E.  The  public  health  nurse  in 
school  and  community,  327 
McNutt,  Paul  V.  Representing  the  Democratic 
party  in  evaluating  national  issues,  105,  128 
McPherson,  Colvin.  The  influence  of  education 
on  the  motion  pictures,  246 
Maehling,  Hilda.  Meeting  new  issues  on  the 
secondary  level  in  improving  the  program- 
discussion,  94 

Mallory,  Gertrude.  Advancing  teacher  welfare 
in  building  a  stronger  foundation— discussion, 
66;  report  of  committee  on  equal  opportunity, 
858 

Maltby,  Jeannette  E.  High-school  instruction 
and  new  curriculum  materials  in  English,  351 
Martens,  Elise  H.  Speeding  educational  equality 
in  building  a  stronger  foundation — discussion, 
64 

Martin,  T.  D.  An  institution  of  growing  sig¬ 
nificance  (life  membership  dinner),  135 
Mays,  Arthur  B.  Current  problems  in  industrial 
education,  625 

Meeting  new  issues  on  the  secondary  level  in 
improving  the  program — discussion  (Will  C. 
French),  94;  (Hilda  Maehling),  94;  (Mary  B. 
McAndrew),  94;  (Albert  M.  Shaw),  95; 
(Edward  O.  Sisson),  94;  (Payne  Templeton), 
94;  (Fred  W.  Traner),  94 
Meeting  new  needs  on  the  elementary  level  in 
improving  the  program — discussion  (Bernice 
Baxter),  92;  (Mrs.  Nina  H.  Brown),  92; 
(Nellie  Lind),  92;  (L.  S.  Tireman),  93;  (Caro¬ 
line  Woodruff),  92;  (James  T.  Worlton),  93 
Membership  of  National  Education  Association 
by  states,  1926-35,  930 

Merchant,  Pauline.  A  socially  significant 
curriculum,  202 

Mickelson,  Helen.  Education  for  home  and 
family  life  is  essential  in  modern  education — 
discussion,  552 

Miles,  Frank.  Utilizing  lay  cooperation  in 
strengthening  the  relationship  between  school 
and  community — discussion,  102 
Minutes,  of  board  of  directors  meetings,  740; 
board  of  trustees  meetings,  786;  executive 
committee  meetings,  765;  the  sixteenth  rep¬ 
resentative  assembly,  679 
Moore,  Mrs.  Lucelia  M.  Better  opportunities 
for  hard-of-hearing  children  and  adults,  278 
Morphet,  Edgar  L.  Procedures  for  obtaining 
adequate  organization  and  administration  for 
rural  schools,  302 

Mort,  Paul  R.  Federal  support  of  public  educa¬ 
tion,  401,  436 

Moyer,  James  A.  Report  of  commission  on  the 
enrichment  of  adult  life,  876 
Mulheran,  Anne.  Libraries  and  adult  educa¬ 
tion — discussion,  175 

Murray,  Earl.  Higli-school  instruction  and  new 
curriculum  materials  in  mathematics,  353 
Music  education,  department  of,  283;  historical 
note,  284 

Music  instruction  for  rural  boys  and  girls 
(Marguerite  V.  Hood),  316 
Music  invades  the  public  school  curriculum 
(Howard  Hanson),  496 


956 


National  Education  Association 


National  Association  of  Teachers  in  Colored 
Schools,  report  of  committee  to  cooperate  with 
the  (N.  C.  Newbold),  856 
National  Congress  of  Parents  and  Teachers, 
report  of  joint  committee  of  the  National 
Education  Association  and  the  (Mrs.  B.  F. 
Langworthy),  872 

National  Council  of  Education,  137;  historical 
note,  138;  secretary’s  minutes,  151 
National  Education  Association,  act  of  incorpora¬ 
tion,  633;  board  of  directors,  members  of 
1935-36,  653,  of  1936-37,  659;  board  of 
trustees,  members  of  1935-36,  653,  of  1936-37, 
659;  bylaws,  638;  calendar  of  meetings,  651; 
committees,  members  of  1935-36,  665;  dele¬ 
gates  to  sixteenth  representative  assembly, 
931;  executive  committee,  members  of  1935-36, 
653,  of  1936-37,  659;  headquarters  staff,  655; 
life  directors,  1935-36,  653,  of  1936-37,  660; 
minutes  of  the  sixteenth  representative  assem¬ 
bly,  679;  officers,  1935-36,  653,  1936-37,  659; 
state  directors,  1935-36,  654,  1936-37,  660 
Necessity  and  scope  of  social  indoctrination 
(Norman  F.  Coleman),  377 
Necrology  committee,  report  of  (Harold  V. 
Tempel),  878 

Newbold,  N.  C.  Report  of  committee  to  cooper¬ 
ate  with  the  National  Association  of  Teachers 
in  Colored  Schools,  856 

New  developments  in  kindergarten-primary 
curriculum  (Paul  R.  Hanna),  270 
New  economic  developments  (Mrs.  Grace  I 
Woodbury),  206 

New  progressive  movements  (D.  E.  Temple),  203 
Norton,  John  K.  Democracy  and  the  profession 
of  teaching — discussion,  148 
Nutrition:  one  factor  in  the  health  program 
(Mrs.  Nina  Simmonds),  324 
Oberholtzer,  E.  E.  report  of  committee  on 
reorganization,  896 

Officers,  of  departments,  1935-36,  655,  1936-37, 
661;  of  National  Education  Association, 
1935-36,  653,  1936-37,  659 
Opportunities  and  responsibilities  in  vocational 
education  (C.  A.  Howard),  627 
Palmer,  James  B.  State  stimulation  and  super¬ 
vision  of  an  enriched  program  in  rural  educa¬ 
tion,  298 

Parent  education  as  supplementary  to  the 
modern  elementary-school  program  (Willie  A. 
Lawson),  242 

Parents,  schools,  and  child  welfare  (Mrs.  John  E. 
Hayes),  326 

Parker,  W.  W.  Education  and  democracy — 
forum,  60 

Parrott,  Hattie  S.  Adjustment  of  rural  schools 
to  present  needs,  298 

Peik,  W.  E.  The  relationship  of  general  and  of 
professional  education  in  the  preparation  of 
teachers,  581;  the  teachers  college  versus  the 
liberal  arts  college  in  the  education  of  teachers 
— discussion,  140 

Pennington,  Levi  T.  Implementing  the  Child¬ 
ren’s  Charter  in  building  a  stronger  foundation 
— discussion,  62 

Physical  education  becomes  a  fundamental 
(Carl  L.  Schrader),  490 

Physical  education  for  the  mentally  handicapped 
(Josephine  L.  Rathbone),  392 
Pioneering  in  human  achievement  (Rev.  Ralph 
W.  Sockman),  97 

Pittenger,  L.  A.  Estimating  and  controlling 
supply  of  and  demand  for  teachers,  602 
Place  of  home  economics  in  the  educational 
program  today,  The  (Agnes  Samuelson),  546 
Potter,  Mrs.  Gladys  L.  Developing  discrimina¬ 
tion  in  the  use  of  new  tools  in  improving  the 
program — discussion,  91 

Pratt,  Orville  C.  Education  for  home  and  family 
life  is  essential  in  modern  education — dis¬ 
cussion,  551 

Presentation  of  life  membership  to  President 
Agnes  Samuelson  (J.  W.  Crabtree),  135 
Private  business  education  (J.  Evan  Armstrong), 
194 

Procedures  for  obtaining  adequate  organization 
and  administration  for  rural  schools  (Edgar 
L.  Morphet),  302 


Professional  elements  in  the  education  of  teachers 
(E.  S.  Evenden),  588 

Professional  leadership  in  rural  education 
(Robert  D.  Baldwin),  291 
Program  in  the  individual  school.  The  (Lou  L. 
LaBrant),  526 

Program  of  action,  A  (Paul  T.  Rankin),  530 
Program  of  health  service  and  instruction  in 
rural  schools,  A  (Thomas  Gordon  Bennett),  300 
Progress  of  education  of  the  deaf  in  Day  School 
(Maria  P.  Templeton),  387 
Proposed  statement  of  principles  basic  to  instruc¬ 
tion  in  the  natural  sciences,  A  (Ernest  E. 
Bayles),  335 

Public  health  nurse  in  school  and  community, 
The  (Ella  E.  McNeil),  327 
Public  high  school,  private  business  school, 
college — discussion  (Ray  Abrams),  188;  (J. 
Evan  Armstrong),  189;  (Raymond  C.  Good- 
fellow),  188;  (Mary  Stuart),  189;  (Herbert  A. 
Tonne),  189;  (Ernest  A.  Zelliot),  189 
Radio,  the  assistant  teacher — discussion  (A.  G. 

Crane),  90;  (Arthur  S.  Garbett),  91 
Raising  the  level  of  the  education  of  teachers 
(Charles  H.  Judd),  574 

Raitt,  Effie  I.  Implementing  the  Children’s 
Charter  in  building  a  stronger  foundation — 
discussion,  62 

Ralls,  Mary  C.  Around  the  year  with  the  presi¬ 
dent  (department  of  classroom  teachers),  197; 
we  are  glad  to  be  here,  27 
Rankin,  Paul  T.  A  program  of  action,  530; 
social  studies  curriculum — jury  panel  dis¬ 
cussion,  450 

Rathbone,  Josephine  L.  Physical  education  for 
the  mentally  handicapped,  392 
Rauch,  George  L.  Values  in  the  national 
program  of  Americanization — discussion,  163 
Ray,  Ethel  M.  Things  which  have  worked  and 
things  which  have  not  worked  in  social 
studies,  380 

Recreation — discussion  (John  F.  Bovard),  175 
Red  Cross  activities  in  the  field  of  public  health 
(Thomas  W.  Gosling),  388 
Relationship  of  general  and  of  professional  edu¬ 
cation  in  the  preparation  of  teachers,  The 
(W.  E.  Peik),  581 

Removing  juvenile  delinquency  (Eleanor  R. 
Wembridge),  95 

Reorganization  of  the  National  Education 
Association,  report  of  committee  on  (E.  E. 
Oberholtzer),  896 

Reports  of  committees.  See  Committees, 
N.  E.  A.  See  also  Committees,  department 
Representative  assembly,  delegates  to,  931; 

minutes  of  meetings  of,  679 
Resolutions,  report  of  committee  on  (Amy  H. 
Hinrichs),  887 

Retirement  allowances,  report  of  committee  on 
(M.  Emma  Brookes),  894 
Rice,  Charles  A.  Presentation  of  platform 
guests,  21 

Richardson,  Leon  J.  Universities  and  adult 
education— discussion,  174 
Riley,  Frank  Branch.  What  you  should  see 
here,  22 

Robbins,  Mrs.  Harry.  Girl  scouting  and  the 
physically  handicapped,  390 
Roberts,  Holland  D.  High-school  instruction 
and  new  curriculum  materials  in  English,  350 
Robinson,  O.  W.  Hawaii’s  rural  schools  are 
as  good  as  her  city  schools,  312 
Robinson,  William  McKinley.  Report  of  com¬ 
mittee  on  status  of  the  rural  teacher,  912; 
training  teachers  for  rural  schools,  294 
Roller,  Julianne.  High-school  instruction  and 
new  curriculum  materials  in  ancient  languages, 
349 

Rosier,  Joseph.  Coordinating  the  forces  for 
child  safety  in  strengthening  the  relationship 
between  school  and  community— discussion, 
102;  what  part  does  the  teacher  play  in  the 
learning  process,  252 

Rural  education,  department  of,  289;  historical 
note,  290;  for  Negroes  (Edwin  R.  Embree), 
308;  in  other  depressions  (Edwin  K.  Knight), 
292;  secretary’s  minutes,  317 
Rural  teacher,  report  of  committee  on  status  of 
the  (William  McKinley  Robinson),  912 


Index 


957 


Russell,  Mable.  Use  of  problems  in  developing 
judgment  in  selection  of  house  furnishings,  549 
Safety  education — discussion  (Charles  H.  Elliott), 
101;  (William  Knoelk),  101;  (Worth  McClure), 
100;  (Joseph  Rosier),  102 
Samuelson,  Agnes.  The  place  of  home  economics 
in  the  educational  program  today,  546;  why 
we  have  come,  28 

Sayers,  E.  Vern.  Instructional  leadership  and 
social  change,  528 

Scholar  in  an  age  of  conflicts,  The  (Charles  A. 
Beard),  438 

School  health  and  physical  education,  depart¬ 
ment  of,  321;  historical  note,  322;  secretary’s 
minutes,  330 

School  health  in  the  Virginia  educational  pro¬ 
gram  (Cornelia  S.  Adair),  323 
Schrader,  Carl  L.  Physical  education  becomes  a 
fundamental,  490 

Science  instruction,  department  of,  333;  his¬ 
torical  note,  334;  secretary's  minutes,  345 
Secondary  education,  department  of,  347; 

historical  note,  348;  secretary’s  minutes,  358 
Secondary  school  principals,  department  of, 
361;  historical  note,  362 

Secretary,  National  Education  Association, 
annual  report  of,  914 

Sequence  of  learning  materials  in  the  curriculum 
(Aubrey  A.  Douglass),  367 
Sexson,  John  A.  Federal  relations  to  public 
education — forum,  53;  has  the  public  accepted 
the  new  elementary  education,  243;  the  edu¬ 
cational  policies  commission,  463 
Shall  the  social  studies  abolish  subject  boun¬ 
daries  (Mary  Elizabeth  Knight),  375 
Shaw,  Albert  M.  Meeting  new  issues  on  the 
secondary  level  in  improving  the  program — 
discussion,  95 

Shaw,  Reuben  T.  Report  of  committee  on 
amending  the  charter,  817 
Significant  attitudes  to  be  developed  in  rural 
teachers  (Kate  V.  Wofford),  296 
Silver,  Abba  Hillel.  Teaching  controversial 
subjects  in  the  classroom — evaluation  from 
the  standpoint  of  the  layman,  485 
Simmonds,  Mrs.  Nina.  Nutrition:  one  factor 
in  the  health  program,  324 
Skewes,  George  J.  High-school  instruction  and 
new  curriculum  materials  in  sicence,  357 
Smith,  Henry  Lester.  Report  of  committee  on 
academic  freedom,  814 

Smith,  Mrs.  Leila  Bunce.  President’s  report 
(department  of  supervisors  and  teachers  of 
home  economics),  553 

Smith,  Payson.  Report  of  committee  on  the 
Horace  Mann  Centennial,  865 
Smouse  opportunity  school,  The  (Hilma  A. 
Anderson),  385 

Social  and  economic  factors  affecting  rural 
school  areas  in  the  South  (Charles  S.  Johnson), 
310 

Social-economic  goals  of^  America,  report  of 
committee  on  (Fred  J.  Kelly),  911 
Socially  significant  curriculum,  A  (Pauline 
Merchant),  202 

Social  science  program,  The  (Edgar  H. 
Whitney),  379 

Social  security  and  the  health  of  school  children 
(Albert  McCown),  325 

Social  studies,  department  of,  373;  historical 
note,  374;  secretary’s  minutes,  381 
Sockman,  Rev.  Ralph  W.  Pioneering  in  human 
achievement,  97 

Some  phases  of  treatment  of  children  with 
orthopedic  handicaps  (Esther  Gillette),  391 
Sowers,  Alice.  Home  economics  and  parent 
education,  546 

Special  education,  department  of,  383;  historical 
note,  384;  secretary’s  minutes,  397 
Speech  defective  in  the  ranks  of  the  handicapped, 
The  (Earl  W.  Wells),  394 
Speeding  educational  equality  in  building  a 
stronger  foundation — discussion  (Francis  L. 
Bailey),  63;  (Howard  A.  Dawson),  64;  (James 
H.  Hope),  63;  (Elise  H.  Martens),  64;  (Charles 
H.  Skidmore),  63;  (Anna  Swenson),  63 
Sprague,  H.  A.  President’s  report  and  recom¬ 
mendations  (department  of  teachers  colleges), 
557 


Sproul,  Robert  Gordon.  America’s  answer  to 
youth's  appeal,  81 

Stanley,  Louise.  The  contribution  of  Adelaide 
S.  Baylor  to  the  home  economics  movement, 
143 

State  stimulation  and  supervision  of  an  enriched 
program  in  rural  education  (James  B.  Palmer), 
298 

Statewide  survey  of  rural  school  adequacy,  A 
(Raymond  V.  Long),  304 
Status  of  the  elementary-school  principalship  in 
Oregon  (Roben  J.  Maaske),  254 
Stinebaugh,  Virgil.  Social  studies  curriculum — 
jury  panel  discussion,  451 
Stuart,  Mary.  High-school  instruction  and  new 
curriculum  materials  in  business  education, 
349;  public  high  school,  private  business 
school,  college — discussion,  189 
Studebaker,  J.  W.  Education  and  democracy — 
forum,  42;  how  the  profession  can  cooperate 
with  the  Office  of  Education,  145 
Successful  ventures  in  administration  from  the 
medical  director’s  standpoint  (H.  A.  Carey), 
327 

Superintendence,  department  of,  399;  historical 
note,  400;  jury  panel  discussion  of  1936 
yearbook,  444;  report  of  the  board  of  tellers, 
515;  resolutions,  515;  secretary’s  minutes,  513 
Supervisors  and  directors  of  instruction,  depart¬ 
ment  of,  523;  historical  note,  524;  panel  dis¬ 
cussions,  533;  secretary’s  minutes,  540 
Supervisors  and  teachers  of  home  economics, 
department  of,  543;  historical  note,  544; 
president’s  report,  553 

Sutton,  Willis  A.  America’s  contribution  to  the 
little  child,  272;  building  a  community  thru 
the  elementary  school,  256;  the  equalization 
of  educational  opportunity — forum,  51 
Swain,  Frances.  Education  for  home  and  family 
life  is  essential  in  modern  education — dis¬ 
cussion,  552 

Swenson,  Anna.  Speeding  educational  equality 
in  building  a  stronger  foundation — discussion, 
63 

Tacoma’s  program  for  the  hard-of-hearing  child 
(Mrs.  Georgia  G.  Heath),  279 
Tallman,  H.  C.  Intersubject  relations,  256 
Taplin,  Winn  L.  Individual  instruction  in  rural 
schools,  314 

Tarbell,  Emily  A.  Advancing  teacher  welfare  in 
building  a  stronger  foundation — discussion,  66; 
report  of  1936  committee  on  academic  freedom 
(department  of  classroom  teachers),  210 
Teacher  preparation  from  the  point  of  view  of 
an  employing  officer  (A.  L.  Threlkeld),  608 
Teachers  and  guidance  (Jean  Betzner),  531 
Teachers  colleges,  department  of,  555;  historical 
note,  556;  list  of  accredited  institutions,  614; 
president’s  report  and  recommendations,  557 
Teachers  college  versus  the  liberal  arts  college 
in  the  education  of  teachers,  The — discussion 
(Margaret  Kiely),  140;  (Adele  Land),  139; 
(O.  R.  Latham),  139;  (W.  E.  Peik),  140; 
(Franklin  M.  Underwood),  140 
Teaching  controversial  subjects  in  the  class¬ 
room — demonstration  class  (Roy  W.  Hatch), 
467;  evaluation  from  the  standpoint  of  the 
educator  (Louis  P.  Benezet),  482;  evaluation 
from  the  standpoint  of  the  layman  (Abba  Hillel 
Silver),  485 

Teaching  of  buymanship,  The  (Mrs.  Dora  S. 
Lewis),  550 

Teaching  of  the  implications  of  religion  in  the 
teaching  of  social  sciences  (Norman  C.  Thorne) , 
253 

Technics  of  adult  education  in  public  school 
programs,  committee  on  (Robert  C.  Deming), 
172 

Tempel,  Harold  V.  Report  of  necrology  com¬ 
mittee,  878 

Temple,  D.  E.  New  progressive  movements,  203 
Templeton,  Maria  P.  Progress  of  education  of 
the  deaf  in  Day  School,  387 
Tenure,  discussion  (Donald  DuShane),  65, 
(M.  Emma  Brookes),  65,  (Gertrude  Mallory), 
66,  (William  G.  Carr),  66;  report  of  committee 
on  (Donald  DuShane),  914.  See  also  215,  516 


958 


National  Education  Association 


Testing  of  the  deaf  and  the  hard-of-hearing  chil¬ 
dren  in  St.  Paul  schools  with  the  Arthur  Per¬ 
formance  Scale,  The  (Helen  M.  Bishop),  393 
Things  which  have  worked  and  things  which 
have  not  worked  in  social  studies  (Ethel  M. 
Ray),  380 

Thomas,  Norman.  Representing  the  Socialist 
party  in  evaluating  national  issues,  126,  131 
Thorne,  Norman  C.  Teaching  of  the  implica¬ 
tions  of  religion  in  the  teaching  of  social 
sciences,  253 

Threlkeld,  A.  L.  Education  and  democracy — 
forum,  59;  implementing  the  Children’s 
Charter  in  building  a  stronger  foundation — • 
discussion,  62;  teacher  preparation  from  the 
point  of  view  of  an  employing  officer,  608; 
what  difference  should  high-school  education 
make,  364 

Tildsley,  John  L.  The  immediate  values  of  art 
education,  504 

Tilton,  Florence.  Art  in  rural  education,  180; 

art  instruction  in  rural  schools,  315 
Tireman,  L.  S.  Meeting  new  needs  on  the  ele¬ 
mentary  level  in  improving  the  program — 
discussion,  93 

Today’s  program  of  elementary  education  from 
the  standpoint  of  the  home  (A.  F.  Harman), 
241 

Tonne,  Herbert  A.  Public  high  school,  private 
business  school,  college — discussion,  189 
Training  rural  school  administrators  (W.  H. 
Gaumnitz),  297 

Training  teachers  for  rural  schools  (William 
McKinley  Robinson),  294 
Training  the  young  consumer — planning  the 
house  in  relation  to  its  function  (Maud 
Wilson),  548 
Treasurer,  report  of,  803 

Tribute  to  Dr.  Adelaide  Steele  Baylor,  A  (J.  C. 
Wright),  141 

Trustees,  board  of,  financial  report,  788;  minutes 
of  meetings  of,  786;  members  of  1935-36,  653, 
of  1936-37,  659 

Tsurumi,  Ken.  Greetings  from  Japan,  33 
Turner,  Fred  H.  Facing  a  mutual  problem- 
cooperation,  224 

Turner,  Harvey  Leonard.  How  should  the 
curriculum  for  the  training  of  rural  teachers 
be  differentiated  from  the  curriculum  for  the 
training  of  urban  teachers,  295 
Two  generations  facing  a  mutual  problem — 
cooperation  (Alice  C.  Lloyd),  221 
Tyler,  Ralph  W.  Social  studies  curriculum— jury 
panel  discussion,  453 

Uhl,  Willis  L.  Can  universal  secondary  educa¬ 
tion  be  made  socially  profitable — discussion, 
149 

Underwood,  Franklin  M.  The  teachers  college 
versus  the  liberal  arts  college  in  the  education 
of  teachers — discussion,  140 
Universities  and  adult  education — discussion 
(Alfred  Powers),  174;  (Leon  J.  Richardson), 
174 

Use  of  problems  in  developing  judgment  in 
selection  of  house  furnishings  (Mable  Russell), 
549 

Utilizing  lay  cooperation  in  strengthening  the 
relationship  between  school  and  community — 
discussion  (John  Callahan),  102;  (J.  C. 

Cochran),  102;  (Walter  D.  Cocking),  103; 
(Mrs.  William  Kletzer),  102;  (William  Mc¬ 
Kenzie),  103;  (Frank  Miles),  102 
Values  in  the  national  program  of  Americaniza¬ 
tion — discussion  (Mrs.  F.  W.  Blum),  163; 
(Robert  C.  Closterman),  163;  (Mae  Faith), 
164;  (C.  A.  Howard),  164;  (George  L.  Koehn), 
163;  (Frederick  M.  Lash),  164;  (Roben  J. 
Maaske),  163;  (George  L.  Rauch),  163 
Viles,  N.  E.  Functional  planning  of  plan  for  a 
twelve-year  consolidated  school,  305 


Visual  instruction,  department  of,  619;  historical 
note,  620;  discussion  (Ben  H.  Darrow),  90. 
See  also  246 

Vocational  education,  department  of,  621;  his¬ 
torical  note,  622;  as  a  factor  in  crime  prevention 
(Howard  L.  Briggs),  623;  in  town  and  rural 
high  schools  (P.  C.  Lapham),  624 
Wann,  Harry  V.  High-school  instruction  and 
new  curriculum  materials  in  modern  languages, 
354 

Warren,  Worcester.  Social  studies  curriculum- 
jury  panel  discussion,  456 
We  are  glad  to  be  here  (Mary  C.  Ralls),  27 
We  chart  our  future  policies  (Frederick  M. 
Hunter),  33 

Wells,  Earl  W.  The  speech  defective  in  the 
ranks  of  the  handicapped,  394 
Wembridge,  Eleanor  R.  Removing  juvenile 
delinquency,  95 

What  difference  should  high-school  education 
make  (A.  L.  Threlkeld),  364 
What  economic  system  does  business  want 
(R.  B.  Heflebower),  191 

What  employers  expect  of  vocational  education 
under  presentday  conditions  (H.  R.  Kreitzer), 
626 

What  happens  when  we  learn  (A.  F.  Corey),  249. 
What  is  happening  to  youth  (Richard  R.  Brown), 
169 

What  is  the  responsibility  of  the  principal  in 
the  securing  of  desirable  educational  outcomes 
(Florence  Hale),  251 

What  part  does  the  teacher  play  in  the  learning 
process  (Joseph  Rosier),  252 
What  you  should  see  here  (Frank  B.  Riley),  22 
Whitney,  Edgar  H.  The  social  science  program, 
379 

Why  we  have  come  (Agnes  Samuelson),  28 
Williams,  Mae  F.  Let’s  study  the  whole  child, 
395 

Wilson,  Howard  E.  Social  studies  curriculum — 
jury  panel  discussion,  448 
Wilson,  Louis  R.  Library  service  in  rural  areas, 
309 

Wilson,  Maud.  Training  the  young  consumer- 
planning  the  house  in  relation  to  its  function, 
548 

Winning,  Freda  Gerwin.  High-school  instruc¬ 
tion  and  new  curriculum  materials  in  home 
economics,  352 

Wofford,  Kate  V.  Significant  attitudes  to  be 
developed  in  rural  teachers,  296 
Wood,  Thomas  D.  Report  of  joint  committee 
on  health  problems  in  education,  860 
Woodbury,  Mrs.  Grace  I.  New  economic  devel¬ 
opments,  206 

Woodward,  Annie  C.  Report  of  committee  on 
international  relations,  868 
Woodward,  H.  M.  Broadening  community  hori¬ 
zons  in  strenghtening  the  relationship  between 
school  and  community — discussion,  104 
World  Federation  of  Education  Associations,  629; 
historical  note,  630 

Worlton,  James  T.  Meeting  new  needs  on  the 
elementary  level  in  improving  the  program- 
discussion,  93 

Worth  of  personality,  The — forum  (Lucy  Mason 
Holt),  56 

Wright,  J.  C.  A  tribute  to  Dr.  Adelaide  Steele 
Baylor,  141 

Yearbook  on  rural  school  libraries,  The  (Edith  A. 
Lathrop),  293 

Yocum,  A.  Duncan.  Democracy  and  the  pro¬ 
fession  of  teaching — discussion,  146 
Youth  and  the  new  order  (Richard  R.  Brown), 
209 

Youth’s  appeal  (Willie  A.  Lawson),  67 
Zelliot,  Ernest  A.  Public  high  school,  private 
business  school,  college — discussion,  189 
Zirbes,  Laura.  Implications  of  a  new  educational 
philosophy  for  the  work  of  the  dean  of  women, 
228