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{"page": 5, "printed_page": null, "text": "cProceedings\nRational\n\nEducation\n19 3 7\n\nof the\nAssociation\n\n"}
{"page": 6, "printed_page": null, "text": "This volume is dedicated to Horace Mann, secre¬\ntary of the Massachusetts Board of Education,\n1837-48, father of the American free public school\nsystem. Sec pages 754 and 858 for the report of the\nCentennial C ommittee.\n\n"}
{"page": 7, "printed_page": null, "text": "NATIONAL\nOF\n\nEDUCATION\nTHE\n\nUNITED\n\nASSOCIATION\nSTATES\n\nPROCEEDING\nOF\nSEVENTY-FIFTH\nHELD\n\nTHE\nANNUAL\n\nIN DETROIT,\nJUNE\n\n27 TO\n\nMEETING\n\n'MICHIGAN\nJULY\n\n1\n\n1937\nVOLUME\n\nNATIONAL\nOF\n\nEDUCATION\nTHE\n\nUNITED\n\nWASHINGTON,\n\n75\n\nASSOCIATION\nSTATES\nD. C.\n\n"}
{"page": 8, "printed_page": null, "text": "•\n\n!\n\n•\n\n*\n\n'\n\n■\n\n• )\n\n■\n\n,•\n\n■\n\n.\n\n"}
{"page": 9, "printed_page": null, "text": "FOREWORD\nThis\n\nbook\n\ncomprises\n\nthe seventy-fifth\n\nannual\n\nVolume\n\nof Addresses\n\nand Proceedings of the National Education Association of the United\nStates. It contains the papers delivered at the Detroit convention of\nthe National Education Association and those delivered at the New Or¬\nleans convention of the Department of Superintendence.\nIn the preparation of this volume it has been necessary to abstract\nmany of the papers, particularly those delivered before departmental\nsessions, owing to the abundance of material and the limited space avail¬\nable. Wherever abstracting has been done every effort has been made\nto preserve the essential ideas the speaker conveyed in his complete\naddress.\nWhere the material for a given department exceeded the space avail¬\nable for that department, the officers of the department were asked to\nindicate which addresses to include. In a few cases addresses were\nreceived too late for inclusion in the volume.\nA number of the addresses, of which only abstracts could be pub¬\nlished in the Proceedings, have been printed in full in other publications.\nIn cases where such information was available, it has been indicated by\nfootnotes attached to the addresses concerned.\nWillard\n\nE. Givens\n\nExecutive Secretary\n\n"}
{"page": 10, "printed_page": null, "text": "Contents of previous volumes of Proceedings\nof the National Education Association may\nhe found by consulting the Education Index.\n\n"}
{"page": 11, "printed_page": null, "text": "CONTENTS\nGENERAL\n\nSESSIONS\n\n— Luccock .\n— Kelly .\n\nTools for Tomorrow’s World .\nAddress of Welcome .\n\nNow\n\nin the National\n\nEducation\n\non Educa\n\nChallenge\n\nto Educational\n\nAssociation .\n\nStatesmanship\n\n25\n\n. .\n\n32\n27\n\n. .\n— Wallace . . . .\n— Edwards\n. . . . .\n— Kilpatrick\n. .\n— Smith .\n\n47\n38\n54\n64\n65\n\n(Abstract) .\n\nThe Teacher’s Place in Social Life of Today (Abstract)\nCurrent Issues in Teacher Education (Abstract) .\nTradition and Adventure (Abstract) .\n\n.\n\n— Reeves .\n— Pratt .\n— Givens .\n— Day .\n\nProgress and Problems of Our Association .\nHow Can Our Schools Contribute to a Better Social Order?.\nEducation and the General Welfare .\nA\n\n. .\n\n— Shaw\n\nResponse to Addresses of Welcome .\nPurpose and Functions of the Advisory Committee\ntion .\nand\n\n17\n23\n24\n25\n\n— Elliott .\n— Cody .\n\nGreetings .\nPresentation of Platform Guests .\n\nThen\n\n. .\n. .\n. .\n\n....\n\n— M orison . . . . . .\n— Bacon .\n. .\n\nImproving Education thru Discussion Groups (Abstract) . .\nThe Program of the Affiliated Teacher Organizations of Los — Smith\nAngeles (Abstract) .\n\n.\n\n. .\n\nDiscussion on a County Type of a Classroom Teachers Asso¬\n— Seagren . . . . . .\nciation (Abstract) .\n1\nBuilding, Improving, and Unifying Local, State, and National — A de .\n. .\nAssociations (Abstract) .\nThe Organization and Program of the Louisiana Teachers — Phil\nlips .\n. .\nAssociation (Abstract) .\n— Marsh .\n. .\nThe Washington Education Association (Abstract) .\n— Studebaker . . . .\nA National Education Association (Abstract) .\n.\n— Beard\n.\n. .\nSociety’s Interest in Human Resources .\n— Fletcher . . . . . .\nThe Challenge of Our Changing Times .\n— Glenn .\nBirmingham’s\nThe Problem\n\nPlan of Character Development\nof Life Guidance in the Schools\n\nStates (Abstract) .\nThe Automotive Safety Foundation: Its Aims\n\n(Abstract) . .\nof the Unite IL\n— Stolz\nand\n\n67\n68\n69\n70\n71\n72\n73\n74\n75\n80\n90\n98\n\n.\n\nPurposes — Hoffman\n\n99\n99\n.\n.\n101\n— Telford . . . .\n— Johnson\n. . . . . 102\n\n(Abstract) .\nSafety Education in the Elementary Schools (Abstract) .\nSafety Education (Abstract) .\nSome\n\nDetermining Factors in the Social and Economic Back¬\n— Fowlkes . . . . . . 103\nground of the Teaching Profession (Abstract) .\n— Allen .\n. . 104\nRetirement (Abstract) .\n— Elliott .\n. . 105\nTeachers’ Salaries (Abstract) .\n— Chase .\n. . 106\nThe Conservation of Natural Resources .\n117\n—\nDunham\n.\n.\n.\nThe Place of Radio in Education (Abstract) .\n— May\n.\n118\nEducational Possibilities of Motion Pictures (Abstract) .\nCorrection of Reading Difficulties Based on Preventive\ncedures (Abstract) .\nIndividual Differences\nConsumer Cooperation\nAdult\n\nEducation,\n\nA\n\nin Reading (Abstract) .\nand Democratic Ideals (Abstract)\n\nPublic\n\nResponsibility\n\nPro¬ — Betts .\n— White .\n. . . .\n\n(Abstract) .\n\nDrama — “Testament of Faith” .\nIntroductory Remarks on Horace Mann Play .\nThe Present Situation Facing the United States in Regard\nthe Possibility of War .\nThe Elimination of War .\n\n[5]\n\n— Kallen\n\n.\n\n— Bryson\n\n.\n\n— Henderson\nto i— Buel\n\nl\n\n— Lee\n\n.\n.\n\n. . 120\n\n.\n.\n\n121\n122\n124\n124\n\n.\n\n125\n\n. . 128\n134\n\n"}
{"page": 12, "printed_page": null, "text": "National\n\n6\n\nLIFE\nHistorical\n\nEducation\n\nMEMBERSHIP\n\nAssociation\n\nDINNER\n\nNote .\n\nNinth Annual Life Membership\nHorace Mann and the American\nPresentation of Life Membership\nC. Pratt\n\n146\n\nDinner .\n— Martin .\nIdeal of Education .\n— Morgan\n.\nAward to President Orville\n\n.\nNATIONAL\n\n— Crabtree\n\nCOUNCIL\n\nOF\n\n147\n147\n\n.\n\n150\n\nEDUCATION\n154\n\nHistorical\n\nNote .\n155\n156\n\nEducation in Penal Institutions .\n— Engelhardt\nEducational Progress in Penal Institutions in New York State — fVallack .\nThe Program of Social Education in Penal Institutions and\nIts Implications .\nVocational Education in Penal Institutions .\n\n157\n157\n\n— Morrison\n— Grady . . .\n\n159\n162\n\nMirages in Education .\n— Schorling\nSome of the Less Well-Known Episodes in the Life of Horace\nMann\n.\n— Williams\nThe National Council of Education: Its Past and Its Possible\nFuture\nSecretary’s\n\n.\nMinutes\n\n— Smith\n\n.\n\nDEPARTMENT\n\nOF\n\nADMINISTRATIVE\n\nNote .\n\nEducation\n\nof the Whole\n\nSecretary’s\n\nMinutes\n\nWOMEN\n\nIN\n\n— Yoder\n\n175\n\nOF\n\n176\nADULT\n\nEDUCATION\n— Rich\n\n— Kilpatrick .\nf\n— Maxwell\n. . .\n— Reeves .\n— Moyer .\n\n.\n\nEducation — What\n\nIt Is and\n\nWhere\n\nGroup\n\nDiscussion — Next\n\nSteps in Adult\n\nIt Is Going.\n\n. . .\n\nEducation .\n\nSecretary’s Minutes .\nReport of the President .\nReport of the National\nAdult Life .\n\nCommission on the Enrichment\n.\n\nReport\n\nEducation\n\nof Adult\n\nDEPARTMENT\n\n.\n. .\n\nof\n\nBulletin .\nOF\n\nART\n\n179\n180\n\n— Hanessian . . . . 180\n— Bryson .\n181\n\nGroup Discussion — A Philosophy for Adult Education\nThe Future of Adult Education .\n\nAdult\n\n178\n.\n\n— Shoemaker\n\nCitizenship Programs for the Foreign Born.\nCouncil of Students Organizations .\n\nHistorical\n\n.\n\n.\n\nHistorical Note .\nProblems of Naturalization .\n\nof Editor\n\nEDUCATION\n174\n\nPersonality .\n\nDEPARTMENT\n\nEducation\n\n167\n\n.\n\nHistorical\n\nEffective\nNational\n\n163\n\n....\n\n— A it on\n\n.\n\n— Moyer\n\n.\n\n— JV hippie\n\n. . . .\n\n186\n188\n191\n. . 193\n. . 197\n198\n. . 201\n. . 202\n\nEDUCATION\n\nNote .\n\nWhere Are We Leading the High-School\nStudent? .\n\nand\n\nCollege\n\nArt\n\n— Sibell .\n— MacGovuan\n— W eidemann\n\n204\n205\n. . . 206\n. . . 20 7\n\nPuppetry in the Schools .\nModern Art and Social Problems .\n\n— Naber .\n— McFie .\n— Munro\n.\n\n208\n209\n210\n\nArt\n\nDemocracy .\n\n— Baker\n\n211\n\nMinutes\n\n.\n\nProgress in Teaching Art in America .\nThe Integration of Geometric Form and Art Ideas .\nRelation of Child Art to Primitive Art .\n\nand\n\nSecretary’s\n\n.\n\n.\n\n212\n\n"}
{"page": 13, "printed_page": null, "text": "7\n\nContents\n\nDEPARTMENT\nHistorical\nLooking\n\nOF\n\nBUSINESS\n\nEDUCATION\n\nNote .\n\nAhead\n\nin Business\n\n214\n\nEducation .\n\n— Zelliot\n\n.\n\n215\n\nSecretary’s Minutes .\nGreetings from the State of Michigan .\n\n— Elliott\n\n.\n\n216\n217\n\nA Message from Business\nPanel Discussions\nSocial\n\nBusiness\n\nto the Business\n\nTeachers\n\nof America — Campbell\n\nSection .\n\n— Price\n\nSecretarial Section .\nTraining for Store Work Section .\nClerical Office Machine Section .\nEducation for Business .\n.\nBoat Trip for Business Teachers .\nDEPARTMENT\nHistorical\nAround\nHow\n\nOF\n\nCLASSROOM\n\n.\n\n.\n\nwith\n\n220\n221\n222\n\n— Cameron\n\n223\n224\n\n.\n\nTEACHERS\n. . 226\n\nthe President .\n\n— Shaw\n\nJunior High-School Pupils Use Mathematics\nSome of Their Problems .\n\nTo\n\n.\n\n— W eidemann\n— Lewis\n— Miller\n\n....\n\nReport\n\n— Tarbell\n\n. .\n\non Academic\n\nFreedom .\n\nSecretary’s Minutes .\nPlatform .\nDEPARTMENT\nHistorical\n\nOF\n\nDEANS\n\nCounseling High-School Girls for Twenty-five Years .\nSpeech Training in Building Power and Personality .\nGrowth and Development of the Community Colleges .\n\nHistorical\n\nOF\n\nResearch\n\nThe\n\nof a Research\n\nValue\n\nEDUCATIONAL\n\n— Jones\n— Stowe\n— Gibb\n\nLiberal\nEducational\n\nin the Small\n\n252\n249\n\n258\n259\n\n— Bristow\nCollege\n\nof\n\nArts .\nResearch and the Field Worker .\n\n262\n— Ogan\n— Barr\n\n‘Research in the Influence of the Depression upon Education.\nAn Approach to the Secondary-School Curriculum .\n\n.\n.\n\n. — Sears .\n— Heaton\n\nSecretary’s Minutes . .\nReport of the Secretary-Treasurer for 1936 .\nDEPARTMENT\nHistorical\nReading\n\nOF\n\nELEMENTARY\n\nSCHOOL\n\nin the New\n\nAge .\n\n— Gray\n\nRemedial Reading for a Better Citizenry .\nSane Views of Sports and Their Uses in Elementary Schools\nThe Louisiana Program of Curriculum Development .\nExperiences of a Woman\nColumnist .\nExperiencing\n\na Progressive\n\nThe\n\nC’s of Education — Character,\n.\n\nCitizenship,\n\nHorace Mann — An Exponent of Education\nFuller Life .\n\nfor a Richer\n\nThree\nCulture\n\nEducation\nMental\n\nin Our\n\nTraining\n\nand\n\nMinutes\n\nBehavior\n.\n\n— White\n— Rice . . .\n— Rogers\n— Gilmer .\n\nSchool — Phillips\n\n.\n7.\n\n280\n283\n281\n284\n287\n288\n290\n\nand\n— Hogue\n\nin a Democracy .\n\nHygiene\n\nSecretary’s\n\nProgram\n\n266\n267\n272\n273\n275\n\nPRINCIPALS\n\nNote .\n\nfor Leisure\n\n241\n\nRESEARCH\n\nfor the Consumer .\nProgram\n\n. . 237\n\n246\n247\n\nNote .\n\nEducational\n\n. . 233\n. . 236\n\nWOMEN\n\nNote .\n\nDEPARTMENT\n\n. . 229\n. . 230\n\n.\n\n: .\nOF\n\n. . 227\n\nSolve\n\nDeveloping Cooperation in an Uncooperative World .\nThe Verse-Speaking Choir as a High-School Activity .\nof 1937 Committee\n\n219\n\n— Nulty .\n— Baldwin .\n— Stuart .\n\nNote .\n\nthe Year\n\n218\n\nand\n\n291\n292\n\n— Elliott\n— Camerori\n— Baker\n\n295\n297\n298\n\n"}
{"page": 14, "printed_page": null, "text": "8\n\nNational\n\nDEPARTMENT\nHistorical\nThe\n\nOF\n\nEducation\n\nKINDERGARTEN-PRIMARY\n\nEDUCATION\n306\n307\n\nNote .\n\nKindergarten\n\nCentennial .\n\nThe Young\nNew Ways\n\nChild as a Person .\nwith Poetry .\n\nSecretary’s\n\nMinutes\n\nOF\n\nNote .\n\nGreetings\nGreetings\n\n.\n.\n\nSpeech-Reading\n\nof the Spoken\n\nREADING\n\n— Knisely .\n— Van A destine\n\nWord .\n\nin College .\n\n— Mason\n\n.\n\n— Bunger\n\n.\n.\n\nLip Reading\n\nfor the Younger\n\nHard-of-Hearing\n\nChild .\n\n— Palmer\n\nLip Reading\n\nfor the Younger\n\nHard-of-Hearing\n\nChild .\n\n— Schleicher\n\nPresident’s\n\nAddress\n\nSecretary’s\n\nMinutes\n\n.\n\nOF\n\n— H annegan\n\nMUSIC\n\nand\n\nNewer\n\n326\n327\n\nNote .\n\nthe Secondary\n\n— Seitz\n\nOF\n\nRURAL\n\n.\n\nfrom\n\n328\n— W eidemann\n\nSchools .\n\nDEPARTMENT\nHistorical\n\n323\n\nEDUCATION\n\nVocal Music and Secondary Education .\nThe Development of Homemade Musical Instruments\nthe Materials of Nature .\nRadio\n\n— La\n\nPrade\n\n.\n\nand Instructional\n\nSchools .\nThe Administration of Transportation\n\n332\n\nPlans\n\nfor Small\n\nfor Rural\n\nHigh\n333\n\n— Cyr\n. . — Little . .\n\nSchools.\n\n333\n334\n335\n336\n\nFunctions and Purposes of Supervision in Practise .\n— Hoffman\nThe Union District .\n— Ashland\nAdult Education in Rural Communities .\n— Morriss\nOpportunities for Extending Vocational Education in Rural\nThe\n\nCommunities .\nExtension Service in Agriculture\n\n— Fife\nand\n\nHome\n\n339 •\n\nEconomics\n\nas Related to Country Schools .\nThe Rural Church and the Rural School .\n\n— Jacks . .\n— IV alt on\n\nHow May\nLittle Red\n\n— Burnham\n— Embree\n\nRural Schools Help Democracy to Succeed? .\nSchool House — 1938 Model .\n\n3+1\n345\n348\n350\n\nCitizens Junior Clubs in Rural Schools .\n— Wilson\nThe Public Relations Program of the County Superintendent\nof Schools .\n— Pearson\n\n351\n35+\n35+\n355\n\nSecretary’s Minutes .\nReport of the Committee on Resolutions .\nDEPARTMENT\nHistorical\n\nOF\n\nSCHOOL\n\n329\n\nEDUCATION\n\nNote .\n\nAdministrative\n\n316\n317\n317\n318\n319\n320\n322\n321\n\n.\nDEPARTMENT\n\nHistorical\n\n312\n311\n313\n\n— Myers . .\n— Arbuthnot\n\nLIP\n\nHistorical\n\nHearing\n\n— Baker\n\n.\nDEPARTMENT\n\nVisual\n\nAssociation\n\nHEALTH\n\nAND\n\nPHYSICAL\n\nEDUCATION\n\nNote .\n\nA Plan for Medical Care of Injured Athletes .\nThe Contributions of Curriculum and Extracurriculum\ntivities to Health .\nEducational Qualifications for the School Physician .\nTraining the Physical Educator .\nThe Training of the Health Educator .\n\n358\n— Bradley\n\n.\n\n359\n\nAc¬\n— McCloy .\n360\n— Klcinschmidt . . 361\n— Moulton\n. . . 362\n— Turner and\nRiley\n\n.\n\n363\n\n"}
{"page": 15, "printed_page": null, "text": "9\n\nContents\n\n— Gudakunst . . . 364\n—O’Neill .\n366\n\nThe Private Physician as a School Physician .\nCurriculum Building in Health Education .\nSources and Uses of Materials in Health Education .\nThe Michigan State Joint Health Committee .\nAlcohol and Narcotic Drugs .\nHealth Problems of School Children as Seen by the Practising\nPhysician\nThe\n\n.\n\nSchool’s Contribution\n\nSecretary’s\n\nMinutes\n\n.\n\nHistorical\n\nOF\n\nSCIENCE\n\n370\n\n.\n.\n\nCourse\n\n— Garvey\n— Schneck\n\n377\n\nEle¬\n\nof Study .\n\n379\n— Melrose\n380\n\nPurposeful Program for In-Service Teacher Training. . . — Fowler\nBasis for Revising the Science Program in the Junior High\nSchool\n\n.\n\nMethod\nences\n\nof Providing for Retarded\n.\n\nTeacher\n\nImprovement\n\nSecretary’s\n\nMinutes\n\nPupils in General\n.\n\nthru a State Cooperative\n\nTesting\n\nSci¬\n— Johnson\n\n381\n\nPro¬\n\n382\n383\n383\n\n— Peterson\n— Blount .\n\nProgram .\n\n.\n\nDEPARTMENT\nHistorical\n\n381\n\n— Bracken\n\ngram .\nExperience with a Continuous Science\n\nOF\n\n371\n373\n\n376\n377\n\nNote .\n\nmentary-Science\n\nA\n\n—Abt\n\nINSTRUCTION\n\nSpring — A Season .\nPhotography as an Extracurriculum Activity .\nEssential Factors To Be Considered in Developing an\nA\nA\n\n367\n368\n369\n\n— Ireland\n.\n\nto Traffic Safety .\n\nDEPARTMENT\n\n— Connolly .\n—Gates\n.\n— Emerson .\n\nSECONDARY\n\nEDUCATION\n\nNote .\n\n. 388\n\nRound-Table Conferences Concerning Extracurriculum Ac¬\ntivities in the D epartments of Junior and Senior High\nSchools\n-Dean .\n- -Whorl .\n- -McAndless\n\nIn Ancient Languages .\nIn Art .\n\nIn\nIn\nIn\nIn\n\nEnglish .\nGeography .\nHealth Education .\nHome Economics .\n\nIn Modern Languages .\nIn Social Studies .\nIn Vocational Education .\nThe\n\nFunction\n\nPhotography\n\nof the Library\n\nin the Secondary\n\nas an Extracurriculum\n\nSchool .\n\nActivity .\n\nThe Use of Enrichment Materials in Secondary MathematicsFamily Relationships and Their Implication for Curriculum-\n\nBuilding\nSecretary’s\n\n.\n\nMinutes\n\n.\n\nDEPARTMENT\nHistorical\nThe\n\nOF\n\nSECONDARY\n\nSCHOOL\n\n- -Hodgson .\n- -Brewer .\n- -Brause .\n-Hass .\n- -Wyatt .\n- -Van Nice .\n\n392\n393\n\n- -Mallory .\n-Schneck .\n-Shuttle sworth\n\n398\n399\n\n- -Foster\n.\n\n.\n\nof Secondary\n\nEducation\n\nFunction\nFunction\nFunction\nFunction\n\nI .\nII .\nIII .\nIV .\n\n'.\n\nV\n\n.\n\nVI\n\n.\n\n396\n397\n\n. . 400\n401\n403\n\n406\n\nFunctions\n\nFunction\n\n394\n395\n\nPRINCIPALS\n\nNote .\n\nFunction\n\n389\n390\n. . . 391\n\n— Butterweck . . . 407\n— Johnston .\n407\n— Heaton\n— Backus\n\n.\n.\n\n— Barnes .\n— Hudelson .\n\n410\n412\n414\n417\n\n"}
{"page": 16, "printed_page": null, "text": "10\n\nNational\n\nEducation\n\nAssociation\n\nFunction\nFunction\n\nVII .\nVIII .\n\n— Floyd .\n— Patrick .\n\n418\n419\n\nFunction\n\nIX\n\n.\n\n— Lyttle\n\n420\n\nFunction\n\nX\n\n.\n\n— Harvey\n\nDEPARTMENT\n\nOF\n\nSOCIAL\n\n.\n.\n\n423\n\nSTUDIES\n\nHistorical\n\nNote .\n\n426\n\nTradition\n\nbe Damned!\n\nThe Hope\nNeglected\n\nfor Synthesis .\nOpportunities for Citizenship Training\n\n.\n\n— Gellermann\n— Miller\nin\n\n... 427\n\n.\n\n429\n\nthe\n\nSenior High School .\n— Stinebaugh .... 430\nScience in the High School and Social Studies Objectives.... — IV at kins .\n430\nCitizenship Training Values in Commercial Subjects and\nTheir Correlation with the Social Studies .\n— King\nSocial Studies Skills and Grade Levels in the Elementary\nSchool\n\n.\n\nSecretary’s\n\nMinutes\n\n— McGuire\n\n.\n\nand\n\nOF\n\n433\n\nSPECIAL\n\nEDUCATION\n436\n\nMaladjustment — Their\n\nof the International\n\nCouncil\n\nChallenge\n\nto Educa- — Lee\n\nfor Special Education\n\n.\n\nDEPARTMENT\n\nOF\n\n.\n\n— Stullken\n\n. . . . . 438\n\n—Hegge\n— Munk\n\n.\n.\n\n— Lane\n\n.\n\n. . 440\n. . 440\n.\n\nNote .\n\nwith God Today .\nCeremonies .\nof Welcome .\n\nResponse\n\nto Address\n\nImprovement of Education: Its Interpretation\nmocracy\nThe 1937 Yearbook\nThe Present Social Scene .\n\n.\n\n. . 448\n. 449\n\n— Bauer\n\n.\n\n— Gvoinn\n\n. . 457\n. 458\n\n.\n\n. . . .\n\nImportance of a Point of View in Educational\ntration .\n\nThe\n\nProspect\n\n475\n\nfor De¬\n\n— Barries\n\n.\n\n— Caswell .\n— Bair .\n\n. 484\n. . 486\n.\n\nThe\n\nAdminis¬\n\nDemocracy .\n\nViewing Our Work in Perspective .\nAdministrative Obstacles to Educational Progress .\nKeeping Human\n.\nProblems of a Superintendent .\n\n— Pratt .\n— Reed .\n— Spinning\n— Sutton\n\nSense\n\nof the\n\n491\n\n— Newlon\n. . . . . . 495\n— Counts .\n. . 502\n\n— Briggs .\n— Bates .\n\nWhat Secondary Schools Should Do .\nThe Ounce Versus the Pound .\n\nEducation in 1937 — Our Ideals and the Common\nSituation .\n-.\n\n— Palmer\n\n— Stoddard\n\nPresent Educational Scene .\nFuture of Education .\n\nof American\n\n. . . . 443\n\n. . 460\n— Anderson . . . . . 464\n— Strayer .\n. . 467\n\nof Welcome .\n\nThe Meaning of the Exhibits .\nBuilding the Profession of School Administration .\nThe Cost of Chance .\n\nThe\nThe\n\n442\n\nSUPERINTENDENCE\nICE\n\nWalking\nOpening\nAddress\n\n“The\n\n. . 437\n. . 437\n\n— Taylor\n\n— McEachera\n\nHistorical\n\n432\n\nNote .\n\nDelinquency\n\nProgram\n\n431\n\n.\n\nDEPARTMENT\nHistorical\n\n.\n\n— Van\n\n.\n\nLoon\n\n. . 515\n. . 521\n. 531\n. . 538\n. . 540\n. . 544\n\n. . . . . 549\n\n"}
{"page": 17, "printed_page": null, "text": "11\n\nContents\n\nClosing Ceremonies .\nResolutions .\n\n555\n559\n\nReport\n\n562\n\nof the Board\n\nSecretary’s\n\nMinutes\n\nDEPARTMENT\nHistorical\nPlanning\n\nof Tellers .\n.\nOF\n\nSUPERVISORS\n\n563\n\nAND\n\nDIRECTORS\n\nOF\n\nINSTRUCTION\n\nNote .\nfor Curriculum\n\n568\n\nDevelopment .\n\n— Rankin\n\n.\n\n569\n\nA Case Study in Curriculum Development .\n— Bader\nCriteria To Be Used in Evaluating Programs of Curriculum\n\n.\n\n571\n\nDevelopment .\nPanel Discussions .\nSecretary’s\n\nMinutes\n\nDEPARTMENT\nHistorical\n\nOF\n\n— Knuds en\n\n.\n\n574\n575\n\n.\n\n588\n\nSUPERVISORS\n\nAND\n\nTEACHERS\n\nOF\n\nHOME\n\nECONOMICS\n\nNote .\n\n592\n\nA Philosophy of Education in Modern Times .\n— Ade\nInterrelationships between Home Economics and other Areas\nin the Educational Program .\nNew Ventures in Home Economics .\n\n.\n\n593\n\n— Smith .\n— Driscoll .\n\n594\n594\n\nHome and School Relationships .\n— Langworthy\nOpportunities for Progressive Home Economics in the Ele¬\nmentary Schools .\n— McBain\n.\nOpportunities for Progressive Home Economics Education in\n\n.. 595\n\nThe\n\nthe Secondary Schools .\nFunction of Extracurriculum Activities\nnomics\n\nin Home\n\n— Falgatter\n\n.... 597\n\n— Winning\n\n.\n\nEco¬\n\n.\n\nPromoting Democracy thru Home Economics Education .\n— Nisonger\nTeaching Housing in the Home Economics Program .\n— Woodward\nTrends in Home Economics Indicated at the 1937 Annual\nMeeting of the American Home Economics Association — Atwater\nTeacher of Home Economics and a Program of Mental\n\nThe\n\nHygiene .\nExperiment with Home Economics\nriculum .\n\nAn\n\nReport\n\n— Yoder\nin a Functional\n\nOF\n\n. .\n.\n\n.\n.\n\n— Heaton\n— Winning\n\nTEACHERS\n\n598\n599\n600\n601\n601\n\nCur¬\n\nof the President .\nDEPARTMENT\n\n596\n\n.\n\n602\n\n.\n\n603\n\nCOLLEGES\n606\n\nHistorical\n\nNote .\n\nEducation Neglects Its Fundamental Bases .\nTeacher Education as I See It .\n\n— Charters\n— Zook\n\n607\n612\n\nThe\n\n— Doudna\n\n618\n\nDefense\n\nAnswers .\n\nTeacher-Educating\n\nInstitutions\n\nand\n\nProfessional\n\nAssociations\n\nWorking Together .\nAcademic Freedom .\nReport\nReport\nAn\nA\n\n— Morgan\n— Baker\n\nof the Committee on Accrediting .\nof the Committee on Standards and Surveys .\n\nInvestigation of Factors Affecting the Stability of Tenure\nof Presidents and Faculties of State Teachers Colleges .\n\n623\n626\n631\n633\n635\n\nPreliminary Report of the Committee Appointed To Con¬\nsider the Place and Function of the American Association\n\nof Teachers Colleges .\nReport of the Resolutions Committee .\nSecretary’s Report .\nList of Accredited Institutions — 1937-38 .\n\n641\n641\n642\n654\n\n"}
{"page": 18, "printed_page": null, "text": "12\n\nNational\n\nEducation\n\nDEPARTMENT\nHistorical\n\nOF\n\nAssociation\n\nVISUAL\n\nINSTRUCTION\n660\n\nNote .\n\nOverview of Detroit’s Visual Program .\nThe Immediate Needs in Visual Education .\n\n— Irwin\n— McClusky\n\nComplete Learning thru Visual Aids in Physics .\nLantern Slide Technic in Geography Instruction .\n\n— Anderson\n— Smith . .\n\nThe Teaching of Wild Life Near Home .\nSeeking New Educational Objectives thru the Use of Films.\nTeacher Participation in Educational Film Production .\nResolutions .\n\n— Gehr ...\n. — Dale . . .\n— Gramet\n\nDEPARTMENT\nHistorical\nBusiness\n\nOF\n\nVOCATIONAL\n\nNote .\n\nBehavior — Character\n\n661\n661\n662\n663\n664\n664\n666\n\n666\n\nEDUCATION\n\n. .\n.\n\n671\n\nThe Jacksonville Plan of Cooperative Vocational Education. — Marshall .\nRecent Developments in Apprenticeship Training .\n— Patterson .\nRecent Developments in Industrial Education .\n— Myers .\nResolutions .\n\n672\n673\n674\n675\n\nWORLD\nHistorical\n\nTraining\n\nFEDERATION\n\nMethods — Abrams\n\nEDUCATION\n\nASSOCIATIONS\n\nNote .\n\nASSOCIATION AL\nAct\n\nOF\n\nthru Direct\n\n670\n\n678\n\nRECORDS\n\nAND\n\nINFORMATION\n\nof Incorporation .\n\nBylaws\n\nas Amended\n\nat the Annual\n\nBusiness\n\nMeeting\n\n681\n\nof the\n\n686\n\nRepresentative Assembly, Detroit .\nCalendar of Meetings .\nOfficers— 1936-37 .\nHeadquarters Staff .\nOfficers— 1937-38 .\nCommittees of the National Education Association — 1936-37.\nMinutes of the Seventeenth Representative Assembly .\nMinutes of the Meetings of the Board of Directors .\nMinutes of the Meetings of the Executive Committee .\nMinutes of the Meetings of the Board of Trustees .\nReport of the Board of Trustees .\nReport of Auditors .\nReport of Treasurer .\nReport\n\nof Budget\n\nCommittee .\n\nReport of Committees\nAcademic Freedom\n\n.\n\n700\n702\n704\n708\n714\n730\n786\n791\n810\n813\n816\n832\n834\n\n— Smith\n— Shaw\n\n.\n\nAmending the Charter .\n. — Adair . . .\nBylaws and Rules .\nCommittee To Cooperate with the National Association — Newbold\n— Robinson\nof Teachers in Colored Schools .\nEconomic Status of the Rural Teacher .\nEducational Policies Commission .\n\n—\n— Sut\nMalton\nlory. . .. .\n\nEqual Opportunity .\nHealth Problems in Education .\n\n—Wood\n— Crane\n\nHigher Education .\nHorace Mann Centennial .\nInternational Relations .\n\n— Smith . . .\n— W oodward\n— Greer\n\nJoint Committee\nand\n\nof the National\n\nthe American\n\nLibrary\n\nEducation\n\nAssociation\n\nAssociation .\n\n. . .\n. . .\n\n843\n845\n846\n846\n847\n849\n852\n857\n854\n858\n861\n862\n\n"}
{"page": 19, "printed_page": null, "text": "13\nContents\n\nJoint Committee\n\nof the National\n\nEducation\n\nand the National Congress of Parents\nLegislative Commission .\n\nAssociation\n\nand\n\nTeachers — Langworthy\n— Hall . .\n\nNecrology .\nResolutions .\n\n— T cm pci\n— Hunt . .\n\nRetirement\n\n— Allen\n\nAllowances\n\n.\n\nReorganization of the National Education\nTenure .\nAnnual\n\nReport\n\nAssociation\n\n881\n890\n897\n897\n910\n\n. .\n\n— Taylor\n— DuShane\n\n924\n958\n959\n\nof the Secretary .\n\nMembership of National Education Association by States, 1930-37\nThe Seventeenth Representative Assembly .\nIndex .\n\nALLIED\n\nGROUP\n\n86+\n866\n\n981\n\nMEETINGS\n\nThe following allied groups met during the time of the conventions of\neither the National Education Association at Detroit or the Department\nof Superintendence at New Orleans:\nAMERICAN\n\nASSOCIATION\n\nAMERICAN\n\nCLASSICAL\n\nCONFERENCE\n\nON\n\nOF\n\nVISITING\n\nTEACHERS\n\nLEAGUE\n\nINDUSTRIAL\n\nARTS\n\nNATIONAL\n\nASSOCIATION\n\nOF HIGH\n\nSCHOOL\n\nSUPERVISORS\n\nAND\n\nDIRECTORS\n\nNATIONAL\n\nASSOCIATION\n\nOF\n\nJOURNALISM\n\nDIRECTORS\n\nOF\n\nSECONDARY\n\nNATIONAL\n\nASSOCIATION\n\nOF\n\nSCHOOL\n\nNATIONAL\n\nASSOCIATION\n\nOF\n\nSECRETARIES\n\nNATIONAL\n\nASSOCIATION\n\nOF\n\nSTUDENT\n\nOFFICERS\n\nNATIONAL\n\nCONFERENCE\n\nOF\n\nSTUDENT\n\nPARTICIPATION\n\nSCHOOLS\nSECRETARIES\nOF\n\nSTATE\n\nTEACHERS\n\nASSO¬\n\nCIATIONS\n\nIN\n\nSCHOOL\n\nAD¬\n\nMINISTRATION\nNATIONAL\n\nASSOCIATION\n\nOF\n\nTEACHERS\n\nOF\n\nSPEECH - ELEMENTARY-\n\nSCHOOL\n\nCOMMITTEE\n\nNATIONAL\n\nCONGRESS\n\nOF\n\nPARENTS\n\nNATIONAL\n\nCOUNCIL\n\nOF\n\nCHIEF\n\nNATIONAL\n\nCOUNCIL\n\nOF\n\nCHILDHOOD\n\nNATIONAL\n\nCOUNCIL\n\nOF\n\nEDUCATION\n\nNATIONAL\n\nCOUNCIL\n\nOF\n\nGEOGRAPHY\n\nNATIONAL\n\nCOUNCIL\n\nOF\n\nTEACHERS\n\nOF\n\nENGLISH\n\nNATIONAL\n\nCOUNCIL\n\nOF\n\nTEACHERS\n\nOF\n\nMATHEMATICS\n\nNATIONAL\n\nGEOGRAPHIC\n\nNATIONAL\nNATIONAL\n\nLEAGUE\nSOCIETY\n\nOF TEACHERS’ ASSOCIATIONS\nFOR THE STUDY OF EDUCATION\n\nNATIONAL\n\nSOCIETY\n\nOF\n\nNATIONAL\n\nVOCATIONAL\n\nNATIONAL\n\nYOUTH\n\nAND\n\nSTATE\n\nTEACHERS\nSCHOOL\n\nOFFICERS\n\nEDUCATION\n\nTEACHERS\n\nSOCIETY\n\nCOLLEGE\n\nTEACHERS\n\nGUIDANCE\n\nGARDEN\n\nASSOCIATION\n\nSCHOOL\n\nPUBLIC\n\nRELATIONS\n\nOF\n\nEDUCATION\n\nASSOCIATION\n\nADMINISTRATION\n\nSCHOOL\n\nOF\n\nAMERICA\n\nASSOCIATION\n\n"}
{"page": 20, "printed_page": null, "text": "The work on this volume, including the gathering of\nmaterials, editing, proofreading, and makeup, has been\ndone by the following members of the Division of Publi¬\ncations staff: Lyle W . Ashby, Mildred Bunch, Thelma F.\nCamp, Anne Morrison, and Marjorie Starr.\nJoy\n\nElmer\n\nMorgan,\n\nDirector\n\nDivision of Publications\n\n"}
{"page": 21, "printed_page": null, "text": "General\n\nSessions\n\n"}
{"page": 22, "printed_page": null, "text": "'\n\n"}
{"page": 23, "printed_page": null, "text": "VESPER\n\nHALFORD\n\nE.\n\nSERVICE\n\nTOOLS\n\nFOR\n\nLUCCOCK,\n\nDEPARTMENT\n\nDIVINITY\n\nTOMORROW’S\n\nSCHOOL,\n\nOF\n\nNEW\n\nWORLD\n\nHOMILETICS,\nHAVEN,\n\nYALE\n\nUNIVERSITY\n\nCONN.\n\nAs background for our thought this afternoon, may I recall to your\nminds the words in the first chapter of the second book of Timothy:\n\n“For God hath not given us the spirit of fear; but of power, and of love,\nand of a sound mind.” That is a great word for an age of the jitters. With\na scientific and cultural inheritance which beyond that of all other genera¬\ntions ought to make for confidence, our world walks within the frame of fear.\nA newspaper\n\ncorrespondent looking out over Europe this year and trying\n\nto sum up what he finds in one phrase, takes the scriptural words, “And\ncame.”\nJust within the last few weeks Henry\n\nfear\n\nSeidel Canby has tried to evaluate\n\nthe literature of the 1930’s, seeking to find some basic characteristic note of\nit all. “What, if anything,” he asks, “does literature show to be the prevailing\ntime-current of the thirties? I believe it to be fear,” he says, “tho fear is too\nstrong a word for its quiet margins, and panic would better describe some of\nits hurrying tides . . . That fear ranges from a skeptical inquiry into the\npossible disintegration of culture as we have known it, to the deep pessimism\nof convinced alarm.”\nThat attitude of uncertainty and tremor spreads into all fields of life.\nAcross the Atlantic we look at a Europe congealed in fear. People are united\nin fear and like the Gadarene swine, rush over a steep place together. And\nhere, as elsewhere, there is fear of war, fear of vested power, fear for security\nand tenure, and fear of change which freezes the mind and spirit.\nI think for such a time and for such a characteristic mood, these words of\nour text express the service of a faith in spiritual reality. They may bring to\na jumpy, apprehensive world the steadying, energizing forces of power and\nof love and of a sound mind.\nIt was so historically that the word of faith in a spiritual order came into\nthe world in the first Christian century. Kenneth Kirk of Oxford has said\nthat in every time of disintegration and change, such as the first century was\nand as ours is today, the prevailing question among men is, “What is the\nworld coming to?”\nI think if you were home this week instead of in this serene company of\neducators, you could not pass twenty-four hours without hearing that ques¬\ntion asked. I have recently crossed the country twice from the Atlantic to\nthe Pacific and I think the editorial page across the country was one long\njitter — “What is the world coming to?”\nDr. Kirk said that the Christians of the first century pointed out that the\nworld was asking the wrong question. The really important question was not,\n“What\n\nis the world coming to?” but “What\n1 17 ]\n\nhas come to the world?”\n\nAnd\n\n"}
{"page": 24, "printed_page": null, "text": "18\n\nNational\n\nEducation\n\nAssociation\n\nthey felt they had the answer to that question that there had come to the\nworld evidences of moral purpose and spiritual reality in the universe, of\npower and love and sanity, which made for courage.\nThis old conviction has close pertinence to our day and the whole task of\neducation in a changing world. Certainly one of the greatest needs of educa¬\ntion today is quiet courage, rooted in the reliance on resources in the nature\nof reality, not constructed out of our own wit and ingenuity but in the very\nheart of things.\nThe forces set forth in our text — power and love and a strong mind — are\nthe very ingredients of an intelligent courage. They are the power which\ncomes to a person who is convinced that he is in gear with the secret rhythm\nof the universe, and who acts as a true artist draws, or as a true poet sings,\nthru being at one with the forces that move the world — love which saves\ncourage from being cruel, and gives it compassion and direction ; a sound\nmind which, because it is judgment that directs courage, can save it against\nstupidity or harshness.\nNow, as a possible help in getting a fresh look at the educational task\nto which these spiritual resources may be brought, I am venturing to drop a\npicture into your imagination. It is that of the central theme of the World’s\nFair which is to be held in New York in 1939. That exposition is being\norganized around the idea of “Tools for Tomorrow’s World.”\nYou can see at a glance what a fascinating field it takes us into — the scien¬\ntific and mechanical tools which are to shape the framework\n\nof tomorrow’s\n\nwork. It is a gigantic commentary on the text, “It doth not yet appear what\nwe shall be.” For one thing, very clearly, a new geography demerging, a new\nmap of America in which the key spots are not only New York and other\ngreat cities such as Detroit, Chicago, and Los Angeles, but Boulder Dam and\nNorris Dam, centers of new power.\nOnly within the last two weeks there has swung into our ken a vision of\nstratosphere flying. Your letters will be caught up into the seventh heaven\nand literally mailed from there.\nJust think what has been on the screen of your imagination in the past\nfew months: The cotton picker — that potential parade of the cotton picker\nmaking its experimental progress down thru the lines of cotton with its 1300\nslim fingers reaching out and bringing in a new day, a day of promise and\nperhaps economically a day of doom. Or the sun engine tried last fall in the\nSmithsonian Institution in Washington, another step in the old effort to\nextract energy from the sun. Now, it is true when performing before a\ncompany of scientists it got a sunstroke in the performance, but nevertheless\nit is an effort to move along that line. Or vegetables — that latest wonder story\nthat has come out of California, not out of Southern California where most\nof them come from but out of Berkeley — gigantic vegetables grown in a\nbath of electrically charged fluid where you can grow them any size you want\nto ! Cauliflowers grown as big as watermelons if anybody wants cauliflowers\nthat big.\nI imagine history will note the recent coronation not so much for dynastic\nimportance as for the first demonstration of television. Yet at that gigantic\n\n"}
{"page": 25, "printed_page": null, "text": "19\nGeneral\n\nSessions\n\nfair is irony for at the very center is to be an optical illusion ; a massive globe\nseems to be hanging on air without any kind of visible support. I call it irony,\nfor any vision of tomorrow is an optical illusion if the principal tools are\nmerely to be mechanical ones.\nWhat is the value of television if all we can see thru it are scenes of\nslaughter like those that come from Spain every day? What is the point to\na new way of picking cotton if 10,000,000 people are not to have the money\nto buy the shirts and dresses that are made of it? Why go to the trouble to\nget a new engine to harness the energy of the sun if it is to be tied up only\nto mechanical greed? If the principal tools of tomorrow are mechanical\ninventions, a vision of tomorrow is not a vision of heaven but a clear, wide\npeep into hell. Education has the compelling task of bringing other tools —\nintellectual, social, and spiritual — so our heritage may be a means of blessing\nand not of collective suicide. It is an undertaking in human engineering so\nthat social relationships may keep step with physical sciences — engineering in\nhuman terms for human welfare.\nIt grows clear more and more every day that if all we are to have today or\ntomorrow is new power for old ends, we have an ingenious stage setting for\ndisaster. For, unless the ends are freshly humanized, new power for old ends\nmay be like putting a machine gun into the hands of a baboon.\nH. G. Wells, in his latest fantasy, “Star Begotten,” says that the superman\ninvents the airplane and the ape gets hold of it. But, as H. W. Van Loon\nsaid the other day, we are all likely to be like cavemen on a joy ride in a\nChevrolet.\nI got a picture of our task, I think, in a story of a woman\n\nin New\n\nYork\n\nCity who went to a ten-cent store and asked if they had any compasses. The\nclerk said, “We have compasses for drawing circles but not for going places.”\nThere is a difference! And education is a compass for going places. It is\nnot the static occupation of drawing circles — neat, orthodox, perfect but\nirrelevant to contemporary experience. It is going places in personality and\nliving together.\nThe first tool is an old one, as old as the lever or the wheel — the individual\npersonality. Our day calls for a deepening conception of the importance of\nindividuality, of the person who can say “I” as well as the collective word\n“we.” The task is the old task of the development of individual minds not\nshaped by some vast community biscuit-cutter but minds which can stand\nagainst social pressures and taboos. In an age which thinks so largely in\nterms of vast numbers and impersonal social forces, there is a tremendous\nneed for individual minds.\nI am sure you have all heard that one of a large brood of depression\nstories of a man who went out walking and whenever he would turn a corner,\nhe would throw out his hand. And, to the friend who asked why he did that,\nhe replied, “That is all I have left of my automobile.”\nNow, there are a great many people in our world who do not have more\nthan a mere gesture left of their individual personality. I went to a movie\nthe other day, one of these characteristic movies full of dancing and an inane\nplot. A friend sitting beside me said, “We\n\nseem to be in a world where the\n\n"}
{"page": 26, "printed_page": null, "text": "20\n\nNational\n\nEducation\n\nAssociation\n\nfeet seem to be more important than the head.” I think that comment would\ngo for a good part of our world. We are in a world of moving feet. There are\nmore feet moving, goose-stepping in soldiers’ boots today than ever before in\nhistory — feet moving out in this direction and following that will-o’-the-wisp\nin the other direction. And I think our task is to put into this world of\nmoving feet a company of moving minds ! .\nWe have a very striking phrase we use — “head over heels.” I think the\ntask of education is to put the head over the heels so that the heel does not\nbecome the turntable of the body. And, if we are to achieve that, it calls for\nmore than an educational assembly-line where standardized parts are put\ntogether and put off in motion.\nA second tool that I need only mention, but it must come into the picture,\na tool for an endurable world of tomorrow, is freedom of thought and speech.\nI need not labor in this company that obvious and much stressed truth except\nto reiterate that it calls for a new dedication! For without that freedom, any\nmerely mechanical and scientific tools will never build anything but a jail or\na tomb ! Where freedom of thought and speech perishes as it has perished in\nGermany and Italy, the schools and universities become corpses or empty\nmausoleums.\nNot for a generation has education been challenged in its function of bring¬\ning thought to bear on contemporary problems as it is today. That right roots\nso deep in American tradition that it ought to be obvious; but it has become\na battleground, an inheritance to be won over again !\nThe campaign for suppression and repression of thought and speech with\nits manifestations of teachers’ oaths and witch-hunting at the behest of some\nself-appointed Caesars, either a legislature or a newspaper publisher, or\noverheated professional patriots, has been a veritable barbarian invasion of\nAmerican classrooms and campuses. The effort has been to substitute inflam¬\nmation of the prejudices for information of the mind. Such a threat calls for\ncourage and solidarity among teachers and for a renewed devotion to the task\nof placing knowledge and skill at the service of the nation. We have not been\ngiven a spirit of fear but of power and of love and of a sound mind.\nIt is important to remember that teachers’ oaths legislation in Germany\nand Italy was a first means by which Fascism got its stranglehold on the\nspiritual life of those countries.\nA third tool for tomorrow certainly is democracy, now threatened as\nnever before since its appearance in the world as a way of life. Of course,\nwe all applaud democracy but we are liable to forget that the surest way to\nlose it is to take it for granted and to underestimate the price that must be\npaid for its continuance.\nI think a searing picture of taking the blessings of democracy for granted\nand then being caught up short as we are in our day are those lines from\nStephen Vincent Benet’s “Litany for Dictators.” He said :\nWe thought we were done with those things but we were\nWe thought because we had power we had wisdom.\nWe thought the long train would run to the end of time.\nWe thought the light would increase.\nNow the train stands derailed and the bandits loot it\n\nwrong.\n\n"}
{"page": 27, "printed_page": null, "text": "General\n\nNow\nNow\n\n21\n\nSessions\n\nthe boar and the asp have power in our time.\nthe night rolls back on the West and the night is solid.\n\nOur fathers and ourselves sowed dragons’ teeth.\nOur children know and suffer the armed men.\n\nOur greatest danger is that that word “democracy” has a way of becoming\nmerely a “dummy” word, one of those which, as Van Wyck Brooks says,\n“in common speech means nothing, but which enables the mind to go round\nand round in a large kind of way, without involving the difficult intellectual\nact of clinching something.”\nWe must clinch this truth — that the only way\n\nto save democracy\n\nis to\n\nmake it work. As Edmund Burke said, “The only way to love one’s country\nis to make it lovable” — and the only way to save democracy is to insure a\ndemocracy that works. It must be industrial democracy as well as political\ndemocracy, for freedom is an empty boon if it is merely freedom to starve or\nfreedom to work at a socially insufficient task at an inadequate wage !\nParticularly we are challenged by two things : first, that democracy went\ndown in Europe under the weight of unemployment. It was too great a strain\nfor democratic agencies to stand and if America is to continue in its democ¬\nracy, one price of that is in the facing of changes necessary to solve the\nproblem of unemployment. The second obvious thing is that democracy needs\npeace. It has been made very clear to us in the conscription bill of the last\nCongress that when the United States enters a war, it becomes a military\ndictatorship and if we are to have any hope of democracy tomorrow, that\nhope must be undergirded with the efforts that make for peace.\nAnother tool, one of increasing importance, is that of bringing the data of\nour actual world to the minds of the coming generation so that we may be\nenabled to bring our social thinking up to the realities of the material frame¬\nwork of our civilization which has already been achieved.\nWe are in an intermeshed, interdependent world mechanically and indus¬\ntrially, and we need minds which are geared to that reality. And we cannot\nmeet the demands of that kind of an intermeshed world by mouthing over\nthe shibboleths of an eighteenth- or nineteenth-century individualism.\nAnne Morrow Lindbergh has a beautiful passage in her book North\nthe Orient , describing her first airplane flight from her home\n\nto the summer\n\nin New\n\nto\n\nJersey\n\nhome in North Haven, Maine. She describes the vivid impres¬\n\nsions of that journey of well over a day’s length as made year after year in\nher childhood, contrasted to the sudden bolt of the airplane arriving in two\nhours when it used to take fourteen. She says with a good deal of insight,\n“My body got there twelve hours before my mind did and I had to wait\ntwelve hours for my mind to catch up.”\nI think we are in just about that situation in our intermeshed and entangled\nsocial life. Our mechanical body has reached the place and we need to make\nwait for the mind and the soul to catch up with those realities.\nRomain Rolland says, “The world has achieved a unity and for that high\ndestiny, mankind is not yet fit.” We must prepare mankind to fit that destiny\nby teaching in terms of the economic and social realities on which that destiny\ndepends.\n\n"}
{"page": 28, "printed_page": null, "text": "22\n\nNational\n\nEducation\n\nAssociation\n\nWhen we consider that task, I think there are at least two grave warnings\nthat come up. Certainly, as I see it, if that task of bringing the data and the\npictures of our world to the fresh minds coming on is to be accomplished,\nwe must guard against the seductive picture of higher education that has\nrecently been presented of a back-tracking to the Middle Ages where in a\nphilosophic calm, the main content of education would be authority and tradi¬\ntion remote from the urgent complexities of contemporary life. I think there\nis a danger in that sort of education becoming too much like regulating life\nat the nod of a mummy.\nThe other warning I think is to be issued against that type of mind, so\nnatural in all of us, which likes to peg down our present world as something\nthat is all fixed and nailed and cannot be changed. Lawrence Hyde, the\nEnglish philosopher, threw out a great sentence the other day. He said, “The\nsignificant minds of our times are those which can orient themselves to the\npotentialities of life rather than to its actualities, and in that effort we must\nset ourselves against those whose only habit of thought is in terms of thinking\nagainst a settled and fixed world.”\nThe other day, I heard of a lady who last summer took her first trip across\nthe ocean. She left New York about 11 a. m. and was amazed what an\nimmense hotel she had entered under the impression she had taken a ship.\nShe spent two hours finding her stateroom after luncheon. It was way down\non the X, Y, or Z deck. And then she was afraid to leave it for fear she\nwould not be able to find it again that afternoon. She was standing across\nfrom her stateroom and finally a great peace came over her soul. She looked\nout of the port hole as they were passing Fort Hamilton. “Ah, now I know\nwhere my stateroom is. It’s just opposite the lighthouse.” The English ship\nsteward, who was the soul of courtesy, replied, “Madam, I don’t believe\nthe lighthouse will be there at supper time.”\nIt is not so easy to believe we are on a moving world and the landmarks\nwill not be there at supper time. But, if we are to move on with this task\nof preparing minds for tomorrow that can take and direct the kind of world\nthe last fifty years have made for us, we must remember and think in terms\nof potentialities.\nAnd, the other caution, of course, is the particular type of resistance that\nany real look into our world meets. Only about five weeks ago a company\nof scientists, anthropologists, and other students of ancient man met in\nPhiladelphia, and one of the headlines that appeared in the newspapers was\nthis: “Prehistoric skulls sit in at the council table.”\nWell, now, of course, that was just a statement of what went on at the\nmeeting. There they were at the table, the skulls of your ancestors and mine,\nplaster casts of the Neanderthal man and the Java man. There the models\nwere at the council table. But what a picture that gives to the imagination !\nHow many council tables in our modern world do prehistoric skulls sit in\nat and give advice! Diplomatic council tables where the old Stone Age men\ngather around to measure clubs and see which has the biggest! Military\ncouncils! Many a business council and possibly even on boards of education!\nWhat\n\nwe need is not prehistoric skulls but those out of today’s wisdom !\n\n"}
{"page": 29, "printed_page": null, "text": "General\n\nSessions\n\n23\n\nAnd, finally, among the tools for any kind of a world that is fit to live in\ntomorrow is the faith in a spiritual order of life. Today as in the first century,\nthe words apply, “We have not been given a spirit of fear; but of power, and\nof love, and of a sound mind.” A mind in which love is the basis of cohesion\nis a sound mind, for it is rooted in the ultimate reality in the universe.\nA faith in the moral and spiritual foundations of the world is being given\nan impressive validation by the pageant of contemporary history. We are\nhaving demonstrations that the only things which last in our world are\nthose things which make for mutuality and cooperation. Religion not merely\ncomes into the world and tells us, “You ought to live like brothers,” but\nhistory is telling us that you must learn to live like brothers or you cannot\nlive at all in such a world as we have, and that moral judgment is thundering\nover our world today.\nOne last picture, if you will. Gilbert Stuart, the Colonial who painted so\nmany pictures of George Washington that one wonders how either of them\nhad time to do anything else, was looking at the French statesman, Talley¬\nrand, on his visit to the United States. He looked at him with a keen, apprais¬\ning artist’s eye and said to a friend who stood next to him, “If that man is\nnot a scoundrel, God does not write a legible hand.”\nGod writes a legible hand, all right. Sometimes he writes it on a human\nface. Sometimes he writes it on the face of a fiend. And what a legible hand\nGod has been writing on the physical face of America during this last year\nof dust storms and floods, a land where everything about its face emphasizes\nthis: that whatsoever a man or a nation soweth, that also shall it reap. A\nland which has been denuded under the impulse of quick profits — the top of\nthe land skimmed ; the forests slaughtered ! God writes a legible hand, that\nall that must be paid for! And there has been a legible handwriting in our\nindustrial and political and international life that we are members, of one or\nanother.\nAn effective democracy\n\nhas its roots in religion in a high valuation of the\n\nworth of man and a faith in the ultimate vindication of man’s highest values.\nWith faith in God’s moral purpose and love in the universe, we go out to\nthe struggle for a fairer future not as on a fantastic whim of our own or some\nquixotic enterprise, but in league with the final Force in the universe!\n\nFIRST\n\nGENERAL\n\nADDRESS\nRAYMOND\n\nThe\n\nJ. KELLY,\n\nOF\n\nSESSION\n\nWELCOME\n\nCORPORATION\nCOUNSEL, DETROIT,\nING THE MAYOR\nOF DETROIT\n\nMICH.,\n\nREPRESENT¬\n\nofficial family of the city of Detroit is happy and proud to welcome\n\nthis most impressive gathering to our city. We have had many great con¬\nventions visit the city of Detroit but I know of no group which we would\nbe more pleased, more happy, or more proud to entertain than the group\nthat we are having with us this week.\nDetroit is proud of her accomplishments in the realm of education. We\nare proud of our great educational institutions. We are proud of the fact\n\n"}
{"page": 30, "printed_page": null, "text": "24\n\nNational\n\nEducation\n\nAssociation\n\nthat we have within the borders of our city the opportunity for our boys and\nour girls to go from kindergarten thru the university in the public school\nsystem.\nWe are also proud of the fact that we think we have here a beautiful\ncity, a city to which visitors will be happy to come and where we feel they\nwill be properly entertained. We know we have many points of interest\nwhich you will wish to see. We hope that your gathering here will be of\nmutual advantage both to the city of Detroit and to your organization and\nto yourselves individually.\nAnd so, on behalf of Mayor Frank Couzens and the official family of the\ncity of Detroit, I extend to you a most hearty welcome. I trust that your stay\nhere will be beneficial and that you will carry away with you fine memories\nof our city and a desire to return again soon.\nGREETINGS\nEUGENE\n\nB.\n\nELLIOTT,\n\nSTATE\n\nSUPERINTENDENT\nLANSING,\n\nOF\n\nPUBLIC\n\nINSTRUCTION,\n\nMICH.\n\nI am very happy to be here and to extend greetings to you people from\nevery state in the Union, from Hawaii, and from Canada. It is a pleasure,\nindeed, and the official family at Lansing are extremely happy that you\nare here. Also five million people in the state of Michigan welcome you.\nYou will find us most hospitable. Michigan is a great state in many ways.\nIn fact, if you were going to travel from here to some of the more distant\nplaces of the Upper Peninsula, you would find they are farther away than\nthe City of New York.\nWe have in the state thousands of lakes, five thousand miles of shore\ndrive, pavements practically all the way. Many of you think of Michigan\nas being an automobile center. However, the state is noted for copper\nmining, silver mining, and some gold. We also are said to be the salt of\nthe earth in certain places in the state. The western part of the state is\nnoted for its fruit growing industry. Thru the central part of the state you\nwill find the dairy industry.\nWe welcome you to the various spots of interest in the state. We also\nwould call to your attention the Michigan school system because there are\n36,000 public and non-public school teachers who welcome you to the state.\nThere are 1,400,000 boys and girls on our school census with 1,000,000 of\nthem in our public schools and 150,000 in our non-public schools.\nWe are a state which has a highly decentralized school system. There are\n6,700 school districts. We have schoolboard members — almost enough to\ngo around one for each teacher! It has its advantages, however, because\nit means that in every locality are lay people who are vitally interested in\neducation. We have three universities, four state teachers colleges, and\nmany private and denominational colleges. All bid you welcome on this\nseventy-fifth anniversity of the National Education\n\nAssociation. The ideals\nwhich you people have been sponsoring, which you people have been teach¬\ning for three-quarters of a century, are ennobling, indeed, and we hope in\nMichigan to catch from you some of those ideals.\n\n"}
{"page": 31, "printed_page": null, "text": "General\n\nPRESENTATION\nFRANK\n\nCODY,\n\nChairman\n\nSessions\n\nOF\n\nPLATFORM\n\nSUPERINTENDENT\n\nSamuelson\n\n: When\n\n25\n\nOF\n\nyou\n\nGUESTS\n\nSCHOOLS,\n\ncome\n\nto\n\nDETROIT,\n\na great\n\nMICH.\n\nconvention\n\nlike\n\nthis and see all the details functioning smoothly, you perhaps do not realize\nhow much work there has been back of it— done by the local committees,\nby the local school system, and all who are interested in the success of the\nprogram.\nWe are now going to meet the inimitable Frank Cody, superintendent of\nschools of Detroit. In his hand of welcome there will be extended an excur¬\nsion on the Great Lakes, a vacation in the northern Michigan woods, an\nautomobile, some celery, and any other products that he would like to give\nus, along with wishes for a Merry Christmas and a Happy New Year!\nAt the same time, incidentally, he will introduce the platform guests\nwho have been responsible for the organization of the hospitality and\nfriendliness that you are receiving on every hand.\nMr.\n\nCody:\n\nI greet you! My\n\npart on this program\n\nprobably will be the best part of the program\n\nis to be a brief one. It\n\nbecause there will be no\n\nspeeches but I shall be pleased to present to you the good looking represen¬\ntatives of education in the state of Michigan !\nNow, if this good looking group at the rear will just rise and smile and\nremain standing while their names are being called, we will be delighted. I\nthink you will agree with me they are well worth looking at.\n(Mr. Cody then introduced a number of prominent Michigan educators\nand laymen.)\nRESPONSE\nALBERT\nCALIF.\n\nM.\n\nSHAW,\n\nTO\n\nADDRESSES\n\nHOLLENBECK\n\n; PRESIDENT,\n\nN.\n\nJUNIOR\n\nE. A. DEPARTMENT\n\nOF\n\nWELCOME\n\nHIGH\n\nSCHOOL,\n\nOF\n\nCLASSROOM\n\nLOS\n\nANGELES,\n\nTEACHERS\n\nIt is indeed a high honor and a pleasure to have this opportunity of\nresponding to these gracious and felicitous expressions of cordial welcome,\nand in behalf of those attending this meeting of the National Education\nAssociation, to accept the kind hospitality of the people of this fine state\nand your enterprising city, Detroit.\nWe came here as strangers but mindful of your most cordial and friendly\ninvitation of last year, we knew that we would not be strangers for long.\nYour cordial welcome, giving us the freedom of your beautiful city and\noffering us the facilities of the many attractive and refreshing features in\nyour picturesque state with its many natural beauties and recreational op¬\nportunities, is deeply appreciated by all of us. Many of our members and\nfriends will be delighted, I am sure, to tarry for a while after the conven¬\ntion to refresh themselves after an arduous week of convention duties and\na busy school year. We know that we shall enjoy the friendship of the Michi¬\ngan educators and of your other citizens as well, and this friendship will\nbe sincerely treasured as we leave the convention city to take up again the\nregular activities of our daily lives.\n\n"}
{"page": 32, "printed_page": null, "text": "26\n\nNational\n\nEducation\n\nAssociation\n\nIt is an inspiration to learn of the rich historical background which your\nstate has in educational work. The same determined spirit which actuated\nthe pioneers in the early colonies of the eastern seaboard to build schools\nalmost as early as they built homes, prevailed in the early days of Michigan.\nMany of your people are of that same hardy pioneer stock that established\nthe cultural and educational institutions of early New England which have\nmeant so much in the progress and development of our country. We learn\nwith deepest respect of the outstanding leadership which Michigan has\nshown in educational affairs and which has served as a model in many ways\nfor other states.\nA long line of educational leaders of noteworthy character, headed by the\ndistinguished and greatly revered John D. Pierce, first state superintendent\nof public instruction for Michigan, have always held the educational aspira¬\ntions of the people in this state up to a high standard. This has been\nexemplified in many ways — a long-time, four-phase program of publicly\nsupported elementary and secondary schools, compulsory attendance, welltrained teachers, and a strong state university. This has produced a 1owt\npercentage of illiteracy and a high standard of cultural and intellectual\nachievement.\nMichigan was one of the first to recognize that teaching should be con¬\nsidered as a science and art, and has been an outstanding leader among\nother states in the number and quality of teacher-training institutions. It\nwas the first state to recognize the value of training in scientific agriculture\nwhich has had so profound an influence in American rural life. It estab¬\nlished the first schools for underprivileged children and did effective pioneer\nwork in this most important humane activity. As a result of this work, the\nAmerican public school has come to be recognized as a great socializing\ninfluence in addition to its regular functions in education.\nSome prominent people have expressed the idea that special training for\nteaching is unnecessary — that all there is to do is merely to get a good gen¬\neral education and then go about the business of teaching. Notwithstanding\nthis opinion, we still adhere strongly in American education to the great\nprinciple advocated by Horace Mann and established ninety-eight years\nago — that broad training in psychology, pedagogy, methods of teaching, the\nphilosophy of education,4 and practise teaching under supervision, in addition\nto a well-rounded general education — is necessary for the highest success\nin the teaching profession. This well-recognized principle which has been\nso well exemplified here in the schools of Michigan undoubtedly has accom¬\nplished more than any other single influence in making teaching a real\nprofession and placing American education on the high plane which it oc¬\ncupies today.\nNot only has Michigan been a leader and example to other states in\nan educational way but has shown the same type of leadership in industrial\naffairs. When Antoine La Mothe Cadillac explored the area where we are\nnow sojourning and when in 1701 he founded the humble little settlement\nwhich later developed into the great, virile, pulsating city of Detroit, little\ndid he realize the subsequent importance of his own humble efforts. Who can\nmeasure the profound influence which the industries of Detroit and adjacent\n\n"}
{"page": 33, "printed_page": null, "text": "General\n\nSessions\n\n27\n\ncommunities have had on the social and cultural development\nUnited States?\n\nof the whole\n\nThe automobile industry alone has changed the whole social and business\nstructure of our country. The millions of automobiles which have come to\nbe in such common daily use have brought to the people in a most demo¬\ncratic way, comfort, convenience, leisure, pleasure, and a most versatile serv¬\nice which could not have been purchased by the golden hoards of kings and\nprinces a comparatively few years ago. Without doubt, many of us have come\nprepared to drive away with some of these useful and most popular products\nand thus claim for ourselves souvenirs which this great city offers to its\nsojourning guests.\nWe recognize and greatly appreciate the marvelous part which the\npeople in this city and state have taken in the social, industrial, and intel¬\nlectual development of our country, thereby making it progressively a far\nbetter place in which to live. We appreciate the brotherhood and fraternal\nspirit which you have shown in the past by your leadership in social, educa¬\ntional, and other worthwhile activities.\nAnd, as you may come among us at future times in the various cities and\nstates which we represent, we shall be honored by your presence and we\nin turn shall be happy to extend the right hand of fellowship and friendship\nas you have done and which you have exemplified in such a gracious manner\non this occasion. In behalf of the members and friends of the National\nEducation Association, it is my pleasure and privilege to thank you for your\nmost cordial welcome, and for all your gracious courtesies.\nt\n\nPURPOSE\n\nAND\n\nFUNCTIONS\n\nCOMMITTEE\nFLOYD\n\nW.\n\nREEVES,\n\nCHAIRMAN,\n\nTHE\n\nON\n\nOF\n\nADVISORY\n\nEDUCATION\n\nADVISORY\n\nWASHINGTON,\n\nTHE\n\nCOMMITTEE\n\nON\n\nEDUCATION,\n\nD. C.\n\nOn April 19, 1937, the President addressed a letter to me as chairman\nof the Advisory Committee on Education in which he referred to the\nnumerous bills now pending in Congress in connection with educational\nmatters, and requested the Committee to give more extended consideration\nto the whole subject of federal relationship to state and local conduct of\neducation. The Committee accepted this responsibility, and it is expected\nthat its report will be completed in time for early consideration next winter\nby the President and Congress.\nThe Committee has been engaged during the past few weeks in the formu¬\nlation of its plans for necessary studies and in making suitable arrangements\nto proceed with the work requested by the President. It is eminently fitting\nand appropriate that these plans and arrangements should now be brought\nto the attention of the National Education Association.\nThe importance of the task the President has given the Advisory Com¬\nmittee on Education requires no emphasis before this group. The exigencies\nof widespread breakdown in our national economic life made it necessary in\n\n"}
{"page": 34, "printed_page": null, "text": "National\n\n28\n\nEducation\n\nAssociation\n\n1933 for the federal government to come to the financial support of many\nlocal governmental services. This is a familiar story, but the extent to which\nit has been necessary for the federal government to enter into new and\nunaccustomed relationships to public education in order to meet public needs\nand public demands has not been commonly realized.\nFirst of all, it was\n\nnecessary to provide funds to keep schools open in many\n\nrural areas; federal aid of this type amounted\n\nto $21,800,922\n\nduring the\n\nfiscal years 1934 and 1935. For the first time, there was here implied recog¬\nnition of a federal obligation to maintain at least a low minimum of educa¬\ntional opportunity thruout the nation, relieving the strain of acute local\nfinancial distress.\nSecond, as a part of a general program\n\ndesigned to stimulate useful public\n\nworks, aid was extended in the financing of thousands of school buildings.\nUp to the end of 1936, the PWA had made loans totaling $84,271,822 for\nthe construction and repair of educational buildings, and it supplemented\nby outright grants to the amount of $213,832,458 almost $300,000,000\nfor educational buildings during this period. Facilities have been provided\nfor our growing population, and many\nbuildings have been replaced.\nThird , the program\n\nout-worn, hazardous, and obsolete\n\nof student aid under the NYA\n\nhas been carried on for\n\nthe past two years at a total estimated cost of $52,663,546. Almost a half\nmillion needy students received aid from this program at its peak during the\nschool year just closed.\nFourth,\n\nthe emergency\n\neducation\n\nprogram\n\nof the WPA\n\nhas given em¬\n\nployment to as many as 42,000 unemployed teachers in recent months and\nhas offered instruction during the same period to enrolments in excess of\n\n2,000,000.\nFifth, approximately\n\n1,500,000\n\nof the young\n\nalready passed thru the ranks of the CCC,\n\nmen\n\nof the nation have\n\nwhich was first established as a\n\nform of work relief but which has acquired educational objectives of increas¬\ning breadth and of great public interest.\nAt the same time that these developments have been taking place with\nreference primarily to emergency programs the federal government has\ncontinued and expended its older and more familiar types of aid to vocational\neducation in the high schools, to agricultural extension work\n\nfor the men,\n\nwomen, and children of rural areas, and to the land-grant colleges — increas¬\ning aid in all these fields.\nWe are now coming out of the depression that produced so many of the\ndevelopments just noted. Public attention consequently is rapidly shifting\nfrom the existing emergency programs to a proposed permanent program.\nThe major permanent federal program in the field of education that has\nbeen under consideration this year is undoubtedly that proposed by the\nHarrison-Black-Fletcher bill. This bill would authorize an initial annual\n\nappropriation of $100,000,000 by the federal government, to be increased\nover a period of years to a total of $300,000,000. These sums would be\ngranted to the states for the improvement\n\nof their educational systems. Exten-\n\n"}
{"page": 35, "printed_page": null, "text": "General\n\nSessions\n\n29\n\nsive hearings on this proposal were held by legislative committees of both the\nHouse of Representatives and the Senate. The bill was reported favorably\nto the Senate and is now pending upon its calendar, but unfavorable action\nwas taken by the Committee on Education of the House.\nOther proposals that are pending but which have received much less atten¬\ntion include a number of bills to provide federal aid for special educational\npurposes. Among these may be noted the various bills to provide aid for\nthe education of crippled children, to promote adult civic education, to pro¬\nvide for nursery schools and other forms of pre-school education, to promote\nconservation education, and to provide federal support for libraries.\nThis brief review of existing activities and of proposed legislation in the\nfield of federal relations to education indicates the present necessary for a\nreexamination of the entire subject and supplies the background for the work\nof the Advisory Committee on Education.\nThis Committee,\n\nwhen\n\nfirst set up last fall, was\n\nmembers who came to the Committee\ninterests. They are as follows :\n\nmade\n\nup of eighteen\n\nfrom a diversity of backgrounds\n\nOscar\n\nL. Chapman,\n\nAssistant\n\nSecretary\n\nof the Department\n\nof the Interior\n\nErnest\n\nG. Draper,\n\nAssistant\n\nSecretary\n\nof the Department\n\nof Commerce\n\nKatharine F. Lenroot, chief of the Children’s Bureau in the Department\nMordecai Ezekiel, economic adviser to the Secretary of Agriculture.\nGordon\n\nR. Clapp,\n\ndirector\n\nT. J. Thomas, president\nBurlington Railroad\n\nof personnel\n\nin the Tennessee\n\nof the Valier\n\nCoal\n\nW.\n\nRowland\n\nAllen, personnel\n\ndirector\n\nThomas Kennedy, secretary-treasurer\ngovernor of Pennsylvania\nElizabeth\nLeague\nJohn\n\nChristman,\n\nFederation\n\nand\n\nvicepresident\n\nof the Heating,\n\nDepartment\n\nof the United\n\nsecretary-treasurer\n\nP. Frey, American\n\nbut found\n\nof Ayres\n\nWorkers,\n\nand\n\nof the National\n\nWomen’s\n\nTrade\n\n(originally\n\na member\n\nof pressure\n\nof other duties)\n\nGeorge Googe, chairman\nplaced Mr. Frey)\n\nof the Southern\n\nOrganizing\n\nCommittee\n\nGeorge Johnson, director\nfare Conference\n\nof the Department\n\nof Education,\n\nArthur B. Moehlman, editor, Nation’s Schools,\nsupervision at the University of Michigan\nTeachers\n\nCollege, Columbia\n\nlieutenant\nUnion\n\nof the A. F. L. (re¬\n\nNational\n\nand professor\n\nand\n\nof the Committee\n\nto resign because\n\ndeS. Brunner,\n\nPiping,\n\nMine\n\nof Labor\n\nof the\n\nStore in Indianapolis\n\nit necessary\n\nEdmund\n\nof Labor\n\nValley Authority\n\nCompany,\n\nJohn H. Zink, a Baltimore contractor who is president\nAir Conditioning Contractors National Association\n\nand\n\nCatholic\n\nof administration\n\nWel¬\nand\n\nUniversity\n\nAlice Edwards, Resettlement Administration, and the Regents’\nCharacter and Cost of Education in New York State\n\nInquiry\n\ninto the\n\nHenry Esberg, actively interested in the field of vocational rehabilitation for many\nyears, New York City\nHenry C. Taylor, formerly chief of the Bureau of Agricultural Economics in the\nUnited States Department of Agriculture, now director of the Farm Foundation\nat Chicago\n\nWhen the President enlarged the functions of the Committee to include\nstudies of all phases of federal relations to education, he also appointed four\nadditional members, Frank P. Graham, president of the University of North\nCarolina; Luther Gulick, of Columbia University and now in charge of the\n\n"}
{"page": 36, "printed_page": null, "text": "National\n\n30\n\nEducation\n\nAssociation\n\nRegents’ Inquiry into the Character and Cost of Education in New York\nState; Charles H. Judd of the University of Chicago; and George F.\nZook, president of the American Council on Education.\nSince the Committee’s assignment calls for a completed report by next\nDecember, the Committee has been forced to move rapidly. It is expected\nthat the major part of the staff work for the Committee will be com¬\npleted during the next three months.\nPlans have been developed for brief but comprehensive studies in the\nfinancing of education ; in the quality of existing educational programs in the\nstates; of the new and emergency federal education programs; of education\nin special federal jurisdictions; and of the social, economic, and governmental\nfactors basic to a consideration of federal relations to education.\nThe Committee has been fortunate indeed in the staff that it has secured\nto carry on these studies, and is deeply indebted to the many\n\ninstitutions\n\nthat have recognized the importance of the Committee’s work by releasing\npersonnel at considerable inconvenience. I want to take this opportunity to\nexpress our gratitude to the representatives of the many institutions that have\nrecognized the importance of the Committee’s work by releasing personnel at\nvery short notice and at great inconvenience. Between eighteen and twenty\nmembers of our staff had arranged for summer work in the larger universities\nand we had to ask for their release. Up to the present moment that request\nhas not been refused by a single university or a single individual asked to serve\non our staff.\nAmong\n\nthose who will direct major units of the studies for the Committee\n\nare Lloyd E. Blauch, who has been serving on the senior staff of the Com¬\nmittee since the beginning; Doak S. Campbell, director of the Division of\nSurveys and Field Studies, George Peabody College for Teachers; Walter\nD. Cocking, formerly Tennessee State Commissioner of Education; Newton\nEdwards of the University of Chicago; Paul R. Mort, director of the Ad¬\nvanced School of Education at Columbia University; John Dale Russell of\nthe University of Chicago; and Payson Smith, formerly Commissioner of\nEducation in Massachusetts and now a member of the faculty of the Grad¬\nuate School of Education at Harvard University.\nRaymond M. Hughes, president emeritus of Iowa State College at Ames,\nis serving the Committee as a general consultant and will assist in coordinat¬\ning the various groups of studies.\nSome of you may have noticed the announcement in the press this morning\nof the release of a report of the President’s Committee on Administrative\nManagement. Paul T. David assisted me in the report which was released in\nWashington, a report dealing with reorganization of personnel service in\nthe federal government. The personnel problem is a major problem and Dr.\nDavid, the economist, who served on that staff as well as a number of other\nfederal agencies, has been made secretary of our Committee and will also\nserve as assistant director of studies.\nThe names I have mentioned and the additional staff that we are providing\nwill indicate to you the very great desire of the Committee to provide itself\nwith the most expert technical and professional counsel. In the nature of the\n\n"}
{"page": 37, "printed_page": null, "text": "General\n\nSessions\n31\n\ncase, however, it will be impossible for the Committee to carry on elaborate\nresearches. The time is too short. Our objective is to organize effectively the\nresults of the professional thinking and the research studies that have already\nbeen completed. In other words, we intend to skim the cream off the work\nthat has already been done.\nDefinite arrangements are being made for the cooperation of a number of\nimportant federal agencies. The National Resources Committee will co¬\noperate in studies of the social and economic aspects of federal relations to\neducation. We are consulting closely with the Advisory Committee of the\nNYA in our studies of the program of that agency. The United States Office\nof Education is assigning certain of its personnel to make studies needed by\nour Committee, and will make available its collection of research materials\nbearing upon federal relations to education, the most extensive collection of\nsuch materials in the United States.\nPlans are also under way for cooperation with the numerous non-govern¬\nmental organizations and agencies that are in a position to make an important\ncontribution to our studies. These plans are already rather definite in a num¬\nber of cases.\nThe American Youth Commission is now engaged in an extensive study\nof the educational work of the CCC. An agreement has been reached by\nwhich the Youth Commission will expedite certain phases of our survey in\norder that the findings may be available in time to be of service to our\nCommittee.\nThe\n\nCouncil of Chief State School Officers, which as you know\n\nincludes\n\nthe heads of departments of education — that is, the superintendents and com¬\nmissioners — in each of the forty-eight states, has extended its full coopera¬\ntion and has been of major assistance in planning the field studies for the\nCommittee. Recently we met with the Executive Committee of that Council\nto discuss general plans. Also arrangements have been completed for a co¬\noperative committee from the American Library Association.\nThe Educational Policies Commission of the National Education Associa¬\ntion was already making plans for a survey of educational administration\nthruout the United States when it became apparent that the Advisory Com¬\nmittee on Education would have a major interest in this subject. Representa¬\ntives of the two groups met in conference in Washington on June 12, and a\nworking relationship was agreed upon that should enhance greatly the value\nof the studies to be made by each group.\nIn conclusion, may I say that we realize fully that satisfactory solutions\nfor the problems of federal relations to education can be obtained only thru\nthe cooperative studies of many agencies, organizations, and individuals. I\nappreciate greatly the opportunity to make this statement to the members of\nthe National Education Association, and hope very much\ntinue to have your active interest and cooperation.\n\nthat we shall con¬\n\n"}
{"page": 38, "printed_page": null, "text": "32\n\nNational\n\nTHEN\n\nAND\n\nNOW\n\nEducation\n\nIN\n\nTHE\n\nAssociation\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\nORVILLE\n\nC. PRATT,\n\nSUPERINTENDENT\n\nPRESIDENT,\n\nNATIONAL\n\nOF\n\nSCHOOLS,\n\nEDUCATION\n\nSPOKANE,\n\nWASH.,\n\nAND\n\nASSOCIATION\n\nThe year 1937 is especially a centennial year for education. In 1837 Horace\nMann began his epochal career for the establishment of free, tax-supported\npublic schools. In that year Froebel started the first kindergarten; and the\nlegislature of Massachusetts created what Cubberley called “the first real\nState Board of Education in the United States.”\nWhile the educational renaissance of 1837 centered in Massachusetts, its\ninfluence was widespread. Ohio established the office of state superintendent,\nIndiana chartered DePauw University, and Michigan organized its State\nUniversity. The growing appreciation of the importance of education was\nwell expressed by Daniel Webster in a speech he made at Madison, Indiana,\nin 1837 : “On the diffusion of education among the people,” he said, “rests\nthe preservation and perpetuation of our free institutions.”\nThe new interest in education was doubtless due in part to the political\nsuccess of Andrew Jackson and his new deal with the extension of manhood\nsuffrage and the introduction of the spoils system. Thoughtful leaders\nviewed universal education as an absolute essential if the new democracy was\nto survive.\nThe score of years from 1837 to 1857 was a period of crude public school\nbeginnings in the wake of the advancing frontier. Teachers were poorly pre¬\npared and even more poorly paid. They managed to exist by working at other\njobs a part of the time and by boarding around with school patrons. Yet the\nappearance of the Webster speller and the McGuffey readers shows that real\nprogress was being made.\nBy 1857 there were about 100,000 teachers in the public schools. However,\nsectionalism and the question of slavery were becoming increasingly domi¬\nnant. The conflicting issues of the approaching Civil War were absorbing\nthe attention of the people largely to the exclusion of other interests. It was\nin this atmosphere of uncertainty and strife that a small but devoted group\nof educators met at Philadelphia eighty years ago and organized what is now\nthe National Education Association.\nThe next twenty-year period, from 1857 to 1877, was one of war and re¬\ncovery from war, in many respects similar to the interval since the World\nWar. In 1877 the nation had reached about the same stage of emergence\nfrom a severe post-war depression as we have attained with our depression.\nEducationally, it was largely a time of stagnation. Among other indications\nof this is the fact that in five different years the National Education Associa¬\ntion held no meeting. That is why this is the 75th instead of the 80th anni¬\nversary meeting. James Truslow Adams has called this period “the nation at\ndead center.” Education, along with other cultural interests, marked time.\nThe score of years from 1877 to 1897 was a period of renewed educational\ngrowth and vigor, marking the transition to presentday problems, The tech-\n\n"}
{"page": 39, "printed_page": null, "text": "General\n\nnological unemployment\n\nSessions\n\n33\n\nof children caused the high schools to double in\n\nattendance between 1880 and 1890, a performance which they have dupli¬\ncated each decade since then. An evidence of the greater interest which\npatrons of the schools were beginning to take was the formation of the\nparent-teacher association in 1897. Notwithstanding the inestimable value\nof this association to education, its much greater potential value is as yet only\ndimly realized by educators.\nThe twenty years from 1897 to 1917 were years of unparalleled advance¬\nment in science and in its offspring, industry. They were years, too, of un¬\nparalleled growth in education, altho the growth was in quantity more than\nin quality. Thruout the sixty years of its existence to 1917, the National\nEducation Association had grown only slowly, with a membership chiefly\namong school administrators.\nIn this brief running sketch, we come now to the score of years just ending,\nthe period from 1917 to 1937. It began with our rather blind and thought¬\nless entrance into the World War; the war, ironically enough, as we now\nview it, to end war and to make the world safe foydemocracy. In the begin¬\nning of this period occurred that great forward step of the Association, its\nreorganization on a representative basis. Under the impetus of this change\nthe membership in the Association grew rapidly to about 200,000. During\nthe depression years, there was a loss of membership and only this year has it\nagain mounted above the pre-depression level.\nIn this centennial year for public education and the eightieth for our\nAssociation, as we honor the prophetic vision of Horace Mann and view the\neducational achievements since his time, it seems to be a propitious time to\ngive thought to some additional forward steps which the National Education\nAssociation ought to take. The most immediate and practical forward step, as\nI view it, is a vast upsurge in membership similar to that which followed the\nreorganization of twenty years ago. How can such an increase in member¬\nship be brought about? It seems to me that the answer is: by convincing\nteachers generally that the National Education Association is of direct prac¬\ntical benefit to them and that membership in it is an investment yielding\ngenerous returns.\nTeachers will be thus convinced if the National Education Association\nwill make the attainment of the various phases of teacher welfare its major\nobjective and vigorously set about its accomplishment. Take the troublesome\nproblem of teacher tenure as an example. It is troublesome because it in¬\nvolves a delicate balance of social values. The schools exist for the pupils and\ntheir rights must be safeguarded. On the other hand, one of the commonest\nways by vyhich the rights of children are violated is thru the insecurity of\nteachers in their positions.\nThe Representative Assembly has repeatedy adopted resolutions favoring\nteacher tenure, and the Association has a Tenure Committee. This committee\nis composed of capable educators deeply interested in securing reasonable\ntenure for teachers. What more can be done? In my opinion there ought to\nbe in the headquarters in Washington one person free to devote his entire\ntime to the matter of tenure. This person should be an expert in tenure,\n\n"}
{"page": 40, "printed_page": null, "text": "34\n\nNational\n\nEducation\n\nAssociation\n\nversed in its history. He ought to know in detail the provisions of the various\nteacher tenure laws. He should know by investigation on the ground just\nhow well each of these laws functions and in what respects it is defective.\nSuch a person should be made available as an expert consultant to the\ntenure committees of the National Education Association and of the various\nstate associations. The function of this expert on teacher tenure would be\npurely advisory. His relation to a tenure committee would be similar to that\nof a lawyer to his client : Out of his greater knowledge and experience he\nwould give advice as requested. The decision as to what should be done would\nrest wholly with the committee.\nIn this suggestion for the employment of an expert on tenure, there is\nimplied no criticism whatever of existing tenure committees. The difficulty\nin the present situation is that the educators, who are members of tenure com¬\nmittees, have full-time jobs as teachers and consequently can devote only a\nsmall fraction of their time to tenure. They have done a fine piece of work\nin demonstrating the need for effective tenure laws. In my opinion the Na¬\ntional Education Association ought now to supplement their work by furnish¬\ning the expert aid by which the passage of suitable tenure laws by state legis¬\nlatures can be more speedily attained.\nWhat has been said about the need for expert service in the field of tenure\nto be furnished by the National Education Association is quite as true of\nsalaries, retirement, or any other phase of teacher welfare. Take, for instance,\nthe matter of salaries. The Association has available up-to-date statistics\nabout salaries and has printed several pamphlets relating to salary schedules.\nWhen the revision of salary schedules is up for consideration in a city, how¬\never, it would greatly facilitate correct action if an expert on salaries could\ngo to the city from headquarters in Washington. He would be there in the\ncapacity of an expert consultant available to the administration and to salary\ncommittees to answer such questions as: Is a single salary schedule advisable?\nShould the quality of teaching be a recognized factor in the schedule? By\nwhat increments should additional education be recognized ? Over how many\nyears should increments based on experience extend ? What portion of the\nschool budget ought to go to salaries? How should the salaries of teachers\ncompare with those of other governmental emploj^ees? What salaries can the\ncity well afford to pay?\nMuch the same is true of teacher retirement. In these days when social\nsecurity is in the forefront of public discussion, the time is ripe for the passage\nof teacher retirement laws in all the states which do not have them. The\nNational Education Association has published material on retirement, but\nagain it would be much more helpful and effective if it would make available\nthe services of an expert on retirement. This year our legislature in the state\nof Washington enacted a new teacher retirement law. Now that we have it,\nno one knows certainly what parts of it mean. It would have been a simpler\nand better law if we had had expert assistance in framing it.\nI am happy to report that the National Education Association has taken\nsteps to furnish such expert service in the fields of tenure, salaries, and retire¬\nment next year.\n\n"}
{"page": 41, "printed_page": null, "text": "35\nGeneral\n\nSessions\n\nThe Department of Classroom Teachers plans to extend its field service\nwith a view to increasing membership in the National Education Association.\nWith that plan, I am in entire accord and the expert services which I am\nrecommending, and which the N.E.A. is undertaking, will make a large\nincrease in teacher membership easier to attain.\nUp to this point we have discussed the timeliness and desirability of a\nlarge increase in the membership of the National Education Association and\nthe ways by which it can be done. Let us now turn to a consideration of why\nit should be done. There ought to be, in the United States, one dominant,\npowerful, and all-inclusive educational organization which on occasion could\nspeak authoritatively for education as a whole. Its being all-inclusive is a\nnecessary prerequisite to its being dominant and powerful. With a member¬\nship of only one-fifth of the nation’s teachers, the National Education Asso¬\nciation cannot presume to represent or speak for all of them and so is right¬\nfully considered to express a mere minority opinion. This is the first weak¬\nness which needs to be remedied and the definite objective of teacher welfare\nin all its phases is the open door to its attainment.\nTeachers are specialists and like all specialists are subject to the tempta¬\ntions of narrowness. The right kind of a specialist is a broad man, sharpened\nto a point. Breadth of view is quite as essential as depth ; seeing one’s work\nin perspective is as important as knowing it in intimate detail. Just as the\nAmerican Medical Association and the American Bar Association speak with\nauthority on matters of medicine and law, so there must be in America an\norganization of educators who can speak with equal effectiveness.\nThere has been no dearth of national organizations of educators aspiring\nto this role. With a single exception all of these organizations other than the\nNational Education Association, make more or less the mistake, fatal to their\naspirations, of leaving classroom teachers out of account. A national educa¬\ntional organization which excludes classroom teachers from membership is\nlike a nation which excludes the common man from the franchise. Whatever\nelse it may be, such a nation is not a democracy.\nAmong these other national educational organizations, the single exception\nwhich seeks classroom teacher membership is the American Federation of\nTeachers, affiliated with the American Federation of Labor. This organiza¬\ntion is to be commended for the value it places on classroom teacher mem¬\nbership and for the aggressive way in which it seeks teacher welfare. Its\nunderlying philosophy, however, differs from ours. We vision teaching as\nbeing, at least potentially, a profession. As with other true professions, we\nbelieve that education should have its own nationwide, independent organ¬\nization, free from entangling alliances whether with labor or with capital.\nEvery situation should be frankly faced. Perhaps what is now going on in\nthe labor world may have a lesson for us. The present bid for power by the\nC. I. O. is due to the feeling of a segment of labor that the interests of labor\nare not being looked after aggressively enough. The National Education As¬\nsociation is in danger of finding the fertile field of classroom teacher member¬\nship sown and reaped by another organization if it fails of aggressiveness in\nfurthering teacher welfare.\n\n"}
{"page": 42, "printed_page": null, "text": "36\n\nNational\n\nEducation\n\nAssociation\n\nAn educator’s loyalty, like that of a citizen, should be double: First should\ncome his loyalty to the interests and welfare of education as of national con¬\ncern; as the conserver of the social heritage and the preserver of American\ndemocracy. It is this broad function which the National Education Associa¬\ntion must fulfil, or eventually give place to some other national organization\nwhich will.\nThe second loyalty of an educator should be to his immediate local group ;\nto the problems and interests held in common with others similarly situated.\nThis local or class loyalty is necessarily of secondary importance since its\nobjective cannot be fully attained until the nationwide loyalty receives proper\nrecognition. It is at this point that organized education has chiefly failed.\nOur brethren, the college teachers (of whom I was once one), have formed\nthe American Association of University Professors. Relatively few of them\nbelong to the National Education Association altho higher education cannot\nthrive unless education below college level is thriving. No matter how well\npaid a professor may be or how well endowed his institution, his work will\nsuffer if the public schools are handicapped by inadequate financial support.\nThe Progressive Education Association has done a splendid piece of work\nin making education more realistic, in emphasizing the here and now, and in\nseeing that experience precedes symbols. But that vision of possible progress\nfor education should not prevent progressive educators from participating,\nthru the National Education Association, in the formulation of large-scale,\nlong-range, national educational policies.\nPlease note that I am not criticizing the organizations mentioned or the\nmany similar ones which might be mentioned. The point I am attempting to\nmake is that teachers too generally have joined educational organizations to\nsecure certain rather narrowly specific ends in which they were interested\nand have not so clearly recognized the many objectives which they have in\ncommon with all educators.\nI have previously indicated my belief that, if the National Education Asso¬\nciation is to become truly national, it must enlist the great majority of class¬\nroom teachers in its membership. Classroom teachers already far outnumber\nall other educators in membership and will inevitably henceforth determine\nthe policies of the Association. If the present trend toward disintegration\ninto class-conscious groups is to be ended, the policies of the National Educa¬\ntion Association must be broadly based, all-inclusive, with education as a\nunitary influence in America in the forefront. The great advantage of the\nUnited States in the modern world is that it consists of one nation instead of\nmany as in war-mad Europe. Education will have a similar advantage in our\nnation when, in addition to our present special interest groups, educators gen¬\nerally vision the need for and the possibilities of a great national organization\nto which all belong.\nThe present Educational\n\nPolicies Commission\n\npoints the way to the kind\n\nof continuous research needed for long-range planning. In addition to the\nspecific objectives of special groups, the unique function of education in\nAmerica must be widely understood by the citizenry. It is not enough for\npeople generally to have a blind, traditional belief in the value of education ;\n\n"}
{"page": 43, "printed_page": null, "text": "General\n\n37\n\nSessions\n\nrather they must clearly comprehend the direct relationship between educa¬\ntion and the preservation and prosperity of our nation. Each of us, within\nthe limits of his opportunities, needs to be a missionary for education. We all\nneed to be fired with something of the prophetic zeal and missionary spirit\nof Horace Mann.\nAs educators we know that in whatever respects America may fall short\nof the abundant life, education of the right kind and in a broad sense offers\nthe only road to improvement. We have not always been as aggressive as we\nmight well be in stressing this general truth. Too many of us have been more\ninterested in getting for ourselves and our groups a larger piece of such pie\nas there was, rather than in increasing the size of the pie which, when fairly\ndivided, would give everyone a larger piece. We need to do our very utmost\nto make education the best instrument we possibly can for national growth ;\nand along with making it fully worthy of liberal support, we need to set\nabout practically to see that such support is forthcoming. The surest way to\nattain special group objectives is to work enthusiastically and unitedly for\neducation as a whole.\nIn order to make sure that the National Education Association has the\nunity and the balanced wholeness of viewpoint which is imperative we need\nto centralize our work in the headquarters at Washington. In no other way\ncan it be properly coordinated and harmonized. No organization can be effec¬\ntive if it has more than one head, and the executive secretary should be the\none to carry out the policies of the Representative Assembly. The president\nis merely the temporary interpreter for the Association, giving the steering\nwheel a slight pull in this direction or in that. He is like the barkers at the\ncounty fairs who used to say of themselves, “here today and gone tomorrow.”\nConsistency of policy must depend upon the leadership of the executive\nsecretary.\nAt the end of a year of close association with Mr. Givens, I am happy to\naffirm that he is a leader whom we may fittingly follow. I am sure that he\nis sympathetic with the aspirations and the ultimate destiny of classroom\nteachers in the National Education Association. I am equally confident that\nhe visions the National Education Association as the unified and effective\npolicy-making agency for education as a whole, with all lesser educational\ninterests in balanced cooperation.\nI doubt if we educators fully realize what education has done for our\nnation or what the National Education Association has done for education.\nOur deep-rooted faith in American institutions and our relative freedom\nfrom social turmoil are due far more to universal education than to all other\ncauses combined.\n\nThe\n\nsame is true of our standard of living. It may be a\n\nmixed blessing, but we have five-sixths of the world’s automobiles, and threefourths of its telephones and radios. Our homes are better and larger, require\nless work, and have more\n\nelectrical gadgets and bathtubs than those of any\n\nother nation. As a nation we\n\nare gradually learning the economic wisdom\n\nof the widest possible distribution of the good things of life. We\neschew dictators of every breed, communistic,\n\nequally\n\nfascistic, or nazistic. We\n\nre-\n\n"}
{"page": 44, "printed_page": null, "text": "38\n\nNational\n\nEducation\n\nAssociation\n\nserve the right to grumble and complain, but below the surface we know that\nwe are better off than any other people in the wide world.\nTeachers, too, are better off. Back in 1870 the average salary of teachers\nwas only $1 89 ; by 1910 it had risen to $485 ; and now it is about $1250. Too\nsmall, to be sure, but as elsewhere in life, the important thing is not so much\nwhere we are as it is the direction in which we are going.\nOur National Education Association has a long and honorable past, replete\nwith worthwhile accomplishments for education. What it has been able to\naccomplish is only a faint indication of what it can do when it enrols in its\nmembership the great majority of teachers of every kind. Education is worthy\nof all the idealism and intelligence of all of America’s teachers. If the edu¬\ncators of America would unitedly support the National Education Associa¬\ntion, we could make more educational advance in the next decade than has\nbeen made in a generation.\nIn conclusion, I wish to tell you how keenly I appreciate the high position\nof trust in which you placed me this year. The National Education Associa¬\ntion is not a one-man institution. No one man has the vision or ability to guide\nit well or wisely. In the multitude of council there is wisdom. If wisdom is\nto be found at all, it is most apt to emerge in the work of associated minds.\nIt is my honor and responsibility to preside over your minds in association\nthis week. I trust I may have your sympathetic cooperation and that the out¬\ncome of our deliberations may be to the lasting benefit of education. We, in¬\ndividually, fill our little niches in the world and cease to be; but education in\nthe modern world constantly grows in importance. Perhaps this week we\ncan make certain adjustments that will enhance its standing and influence in\nour great nation.\nAs Plorace Mann said a century ago: “If ever there was a cause, if ever\nthere can be a cause, worthy to be upheld, by all of the toil or sacrifice that\nthe human\n\nhand or heart can endure, it is the cause of education.”\n\nPROGRESS\nWILLARD\n\nAND\n\nE. GIVENS,\n\nPROBLEMS\nEXECUTIVE\n\nASSOCIATION,\n\nI want\n\nOF\n\nOUR\n\nSECRETARY,\nWASHINGTON,\n\nASSOCIATION\n\nNATIONAL\n\nEDUCATION\n\nD. C.\n\nto express my deep appreciation to President Pratt for his able\n\nleadership during the year; to the members of the Executive Committee,\nBoard of Trustees, and Board of Directors for their wise guidance and\ncounsel ; to all secretaries of state teachers associations for their most\nhelpful cooperation ; and to the state superintendents, presidents of state\nteachers associations, and the thousands of other outstanding educational\nleaders in our classrooms, principalships, and superintendencies thruout the\ncountry for their helpful suggestions, constructive criticisms, and fine spirit\nof cooperation.\nI express also my appreciation to each of the 205,000 members\ncooperation, and loyalty.\n\nfor interest,\n\n"}
{"page": 45, "printed_page": null, "text": "General\n\nSessions\n\n39\n\nI am deeply indebted to all members of the headquarters staff for their\nefficient help and loyal cooperation. This is true of every member of the staff\nfrom my most worthy predecessor, Dr. J. W. Crabtree, secretary emeritus,\ndown to the boy who runs the elevator.\nThe first fourteen pages of the Official Program for this meeting deal\nwith the 19 general session meetings. Pages 15 to 24 carry the programs of\nour 24 Departments with their 55 meetings. The 19 Allied Organizations\nare holding 41 meetings with programs outlined on pages 43 to 56. There are\n84 programs accompanied by food and fellowship listed in the program on\npages 57 to 60.\nOn page 61 you will find listed the 44 states that this year have head¬\nquarters in the Statler Hotel.\nOn page 67 is a subject index arranging alphabetically the 56 different\nsubjects which are being discussed at this convention. You will find a great\nvariety of titles of addresses, running all the way from “Streamlining Latin”\nto “Traditions be Damned.” On pages 68 and 69 is an index of the 498 speak¬\ners arranged alphabetically showing where and when the 565 speeches of this\nconvention are being given. “X” is the only letter in the alphabet under which\nwe find no speakers listed, the names of speakers ranging from one beginning\nwith Q to fifty-five beginning with B. As usual the Smith family leads, there\nbeing eight Smiths on the program.\nOn pages 70 and 71 you will find a directory of meetings arranged by\nmorning, afternoon, and evening of each convention day. The numbers in the\ntable refer to the pages on which programs of the meetings listed will be\nfound.\nMay\n\nI call your special attention to page 13 where you will find outlined\n\nthe program of “Testament of Faith,” a drama in three acts portraying the\nlife of Horace Mann. This play will be given in this Auditorium at two\no’clock Thursday afternoon by the Antioch College Players from Yellow\nSprings, Ohio. Admission will be by membership badge. Act I shows Horace\nMann’s struggles against religious and educational bigotry. Act II covers his\nyears as a vigorous opponent of slavery serving as Congressman from Massa¬\nchusetts. Act III shows him as the first president of Antioch College, strug¬\ngling with financial need. The authors of this play have tried to penetrate\nsome of the spiritual and psychological conflicts which made Horace Mann\nwhat he was — a great human being.\nWhen you registered you received the Directory of Exhibits. This Exhibit\nis organized and operated by the National Education Association in coopera¬\ntion with the officers and participating firms of the Associated Exhibitors. It\nis rich in its offerings of practical help in every phase of classroom work and\nschoolroom\n\nequipment and aids. There are 125 firms and organizations here\n\nwith exhibits this week. Each exhibit is in charge of an expert who is glad to\nexplain to you the newest things in education. You will find the latest in\nall lines of supplies, equipment, and materials that are helpful in making\neducation richer for the youth of our land. It will pay you to take some time\nto visit the exhibits. In the balcony of the Crystal Ballroom you will find\n\n"}
{"page": 46, "printed_page": null, "text": "40\n\nNational\n\nEducation\n\nAssociation\n\nan outstanding exhibit of the Detroit public schools and their headquarters\nfor convention hospitality.\nAs we face the perplexing problems of our times we must realize, as teach¬\ners, our obligations and responsibilities not only in connection with the edu¬\ncational well-being of children and the welfare of all the members of our\nprofession but also our responsibilities and obligations as citizens of this\ngreat democracy. There are more than 127 million of us living under the\nStars and Stripes. Approximately 75 million are adults past twenty-one years\nof age. Of these, less than 3 percent are college graduates, while approxi¬\nmately 5 percent are illiterate. Seven percent of our adult population have\nhad some college work, while almost 50 percent have not finished the ele¬\nmentary school. Less than 15 percent have graduated from high school, while\napproximately 68 percent have had no formal education beyond the elemen¬\ntary school. This brief picture gives you some idea of the vastness of the\nproblems before us.\nRecognizing this, the National Education Association and the Department\nof Superintendence created the Educational Policies Commission, which has\nbeen facing squarely some of the most difficult of these problems, among them\nthe need for a strong national professional organization of teachers. In a\n48-page bulletin, entitled A National Organization for Education, the Com¬\nmission states that the problem of a national professional organization in the\nfield of education is the maintenance and improvement of the educational\nservice; that the national professional organization should define and pub¬\nlicize the civic and professional rights and obligations of teachers; that it\nshould be concerned with programs calculated to improve the quality of edu¬\ncational service ; that it should welcome the active cooperation of lay groups\nin measures designed to inform the public on educational matters and to\nimprove educational conditions ; that in no case, however, should it enter into\norganic affiliation with any lay organization which has as its primary purpose\nthe promotion of interests outside the field of education ; that it should pro¬\nvide a department for each important branch of educational service ; that\nmembership in any local and state or territorial organization should so far\nas possible be made co-inclusive with membership in the national organiza¬\ntion so that membership in one would carry with it membership in the others.\nThe achievement of local, state, and national unity in professional organ¬\nization has been studied at various times in the past by committees and by\nindividuals. All reach a common conclusion and all agree that if a profes¬\nsional organization of teachers is to be effective, it must have local, state, and\nnational unity. If our professional organizations — local, state, and national —\nare to become most effective we must become more interested in all phases\nof life as well rounded citizens. We must be more aggressive in behalf of the\nprofessional interests of our members and we must keep in mind that as\nteachers we are serving all the people in our democracy with no favors to any\nspecial class or group.\nOur Association has been especially active in applying this policy to educa¬\ntional legislation. We have worked strenuously against the “Red Rider.”\nThe repeal of the District of Columbia “Red Rider” by the United States\n\n"}
{"page": 47, "printed_page": null, "text": "General\n\nSessions\n\n41\n\nCongress on May 24, the day the Supreme Court handed down its decision\non Social Security, marks a turning point in the attack on freedom of teaching.\nWe have secured the passage of the bill to amend the charter of our Asso¬\nciation by unanimous vote of both houses of Congress. It was signed by\nPresident Roosevelt on June 14.\nWe are now carrying on a vigorous campaign in an effort to secure a\nHorace Mann postage stamp. You would be surprised how much work it\ntakes to get a little thing like that. Any time any of you want to write to your\nCongressman urging the issuance next fall of the Horace Mann postage\nstamp, I am sure you will be helping along the good cause.\nEvery effort has been made during the past year to secure widespread sup¬\nport for the Harrison-Black-Fletcher Bill which provides federal assistance\nto the states for the financial support of public schools. This bill provides an\ninitial appropriation of $100,000,000 and an increase of $50,000,000 an¬\nnually until $300,000,000 annually is reached. These funds are apportioned\nto the states and territories according to the number of persons five to twenty\nyears old in each, as shown by the United States census. The funds received\nby the states and territories are to be used by them in the manner designated\nby their respective legislatures for the improvement of their public schools.\nIn order to qualify for receiving the federal allotments each state or terri¬\ntory must, after receiving the first apportionment, maintain a system of public\nschools available thruout such state or territory for at least 160 days each\nyear; and during the year preceding the year for which any apportionment\nis made, each state or territory must have spent from its combined state or\nterritorial and local revenues for public elementary and secondary schools a\nsum not less than was spent in the school year ending in 1936 for each person\nfive to twenty years old.\nAll control, administration, and supervision of schools and educational\nprograms are reserved strictly to the states and forbidden to all federal offi¬\ncers and agencies.\nDuring the past year federal aid for public education has received wide¬\nspread support from people interested in public education thruout the United\nStates. The Committee on Education and Labor of the United States Senate\nunanimously approved the Harrison-Black-Fletcher Bill and sent it to the\nfloor of the Senate for consideration and action. This bill has its place upon\nthe Senate calendar, and can be brought up for action at any time during this\nsession or the coming session of Congress.\nThe Education Committee in the House of Representatives had an ex¬\ntended hearing on this bill. In Executive Session the Committee decided not\nto vote the bill out at present. For this reason, it is being held but can be\nreported out of Committee at any time that a majority of the Committee\npetition for a meeting for that purpose and so vote. The possibilities there are\ngood because just last week the Education Committee in the House of Repre¬\nsentatives promoted its chairman to the District of Columbia Committee and\nwe now have as chairman of the Education Committee in the House of Rep¬\nresentatives, Congressman Larrabee of Indiana. Congressman Palmisano of\nBaltimore became chairman of the District of Columbia Committee.\n\n"}
{"page": 48, "printed_page": null, "text": "42\n\nNational\n\nEducation\n\nAssociation\n\nIt is generally recognized that the Harrison-Black-Fletcher Bill has gained\nwide and enthusiastic support. It is conceded that it would pass both Houses\nof Congress by substantial majorities if it could be considered on its merits,\nseparated from the confusion concerning the present status of the federal\nbudget.\nIt is important that the 1,000,000 teachers of this country and the parents\nof the 30,000,000 children attending the public schools realize that a law\ngiving federal aid to education thruout this nation in order to provide any¬\nthing approaching an equal opportunity for all the children will come only\nas a result of public opinion and demand. The Senators and Congressmen\nin Washington, taken by and large, are a fine group of men trying hard to\ndo what they believe their constituents would have them do. Ninety percent\nof them will vote for federal support for education whenever they are con¬\nvinced that the people who send them to Washington really want federal\nsupport for their schools.\nThe fine cooperation of the school people of the United States was demon¬\nstrated by the fact that during the hearing on this bill in the Education Com¬\nmittee of the Elouse of Representatives delegations were present from forty\nof the forty-eight states. Seven other states sent letters of endorsement and\nencouragement. More expert testimony was given in the hearings on this\nbill than has ever before been compiled, in behalf of public education. The\ncomplete reports of these hearings can be secured from the Government\ning Office in Washington at 25 cents each.\n\nPrint¬\n\nThese hearings have established beyond all doubt that without the sup¬\nport of the federal government there is not the remotest possibility of the\nestablishment and maintenance of a reasonable and equitable minimum\nstandard of equality of educational opportunity thruout our nation. This\nconclusion is based upon the following facts: There are the most appalling\ndifferences in educational opportunity both among the states and within the\nstates largely because of economic conditions beyond either state or local con¬\ntrol. Among these conditions are first, the great variations in actual wealth,\nincome, and purchasing power with resultant differences in available reve¬\nnues from taxation; and second, the difference in ratio between children and\nproductive adults.\nBy reason of the ownership and control by corporations of the natural\nresources and industries, and because the stockholders of these corporations\nreside in states other than those in which the resources and industries are\nlocated, many\n\nof the states find themselves impoverished and to all practical\n\npurposes powerless to retain thru taxation a sufficient amount of current in¬\ncome produced within their borders to support adequate schools and other\npublic services. The depression has been more disastrous to the schools than\nto any other governmental service, and has widened the inequalities that pre¬\nvailed before its arrival. The poor communities and states have become\npoorer.\nThe federal government has an inescapable responsibility in the mainte¬\nnance of public education, and it must bear with the states the financial\nburden of supporting school facilities thruout the nation. Citizens of the\n\n"}
{"page": 49, "printed_page": null, "text": "General\n\nSessions\n\n43\n\nstate are none the less citizens of the nation, and, as has been pronounced by\nevery American statesman, schools and the means of public education are\nindispensable to a democratic government. The mobility of our population\nand the higher birth-rates among the poor states compel the interest of each\nof the states, and hence of the nation, in the character of educational oppor¬\ntunity afforded everywhere in the nation. Education reduces crime, raises\nthe standard of culture, produces better health, and increases the wealth and\nincome of the nation.\nIn the struggle for federal aid for education more progress has been made\nand the bill for federal aid is nearer the final stage of enactment this year\nthan during any year in the long history of this important movement. With\nyour efficient help and loyal cooperation we shall go steadily forward with\nthis campaign, confident that we are nearing one of the greatest achievements\nin the history of American education.\nYour Association is making every effort to create better public under¬\nstanding of the work of the schools. Plans are well under way for the seven¬\nteenth annual observance of American Education Week, November 7 to 13,\n1937, the general theme being “Education and Our National Life.”\nEducational publicity as carried on by our Association may be divided into\ntwo main classes: (1) convention publicity which falls into three major\nphases, advance publicity, radio programs from the convention city, and the\noperation of the press office during convention; and (2) other publicity\nthruout the year. The latter covers a multitude of projects, regular and spe¬\ncial such as promoting the campaign for the Plarrison-Black-Fletcher Bill,\narticles for national and state professional magazines, articles for lay news¬\npapers and magazines, special service to state education associations includ¬\ning photographs and releases, and promotion of the practise of educational\npublicity thru an exchange service in cooperation with the School Public\nRelations Association.\nUnder the title “Our American Schools” 72 fifteen-minute national radio\nprograms have been broadcast during this school year. These national radio\nprograms are broadcast twice weekly thru the courtesy of the National\nBroadcasting Company. They will be broadcast thruout your territory if\nenough people urgently request them from your radio stations.\nAt our meeting last year in Portland a membership goal was set of at least\na 10 percent increase in membership in each state and territory. Nationwide,\nthat goal was almost reached this year. We have had an increase of approxi¬\nmately 9j/2 percent in membership. Twenty states and Alaska increased\ntheir membership 10 percent or more. Louisiana, with J. N. Poche as state\ndirector, had an increase in membership of 417 percent. Kentucky, with\nW. S. Taylor as state director, had an increase of 1 12 percent, and Michigan,\nour host state, with Grover Stout as state director, had an increase of\n99 percent. The National Education Association, with a membership of\n205,000, still has only one-fifth of the teachers of America organized for\ncooperative action. Membership in any local and state organization should\nso far as possible be made co-inclusive with membership in the national or¬\nganization so that membership in one would carry membership in the others.\n\n"}
{"page": 50, "printed_page": null, "text": "44\n\nNational\n\nEducation\n\nAssociation\n\nIf our local, state, and national associations can be unified in purpose, pro¬\ngram, and activity, we can go forward, meeting and solving our problems.\nWise and enthusiastic leadership and effective teamwork are imperative if\neducation is to keep pace with our rapidly changing social order and if\nteachers are to receive the economic, social, and professional recognition to\nwhich the importance of their work entitles them.\nWe ask the cooperation of all teachers everywhere in helping us to build\na stronger program of teacher welfare. Every teacher in the United States\ncan be paid an adequate\n\nsalary, can have his security safeguarded\n\nby tenure,\n\nand can have his last years protected by retirement.\nWe are told that genius is caught, not taught. It is caught, but only from\nthose who inspire us to develop our capabilities to the limit. Teaching is a\ntask for persons with rich cultural backgrounds and with visions of things\nto come. A successful teacher can never be paid all that he is worth either\nto the individual child or to society, yet no right thinking citizen will deny\nthat every teaching position should pay enough to attract young persons of\nthe highest personal and professional qualifications ; to hold in teaching those\nwho, beginning with first-class qualifications, continue to improve themselves\nthru experience, travel, and further study; to permit those who remain in\nteaching to live with the material and the cultural surroundings com¬\nmensurate with their responsibilities to youth and to the nation. Are these\nexpectations too high for American democracy? There is only one answer.\nDemocracy can afford nothing less than this for the education of all her\nyouth.\nIn 1929 the total annual income of the United States was ninety billion\ndollars. It was cut in half during the depression but now has risen until it\nhas reached sixty billion. The United States has been and is today a wealthy\nnation. The accumulated wealth of the nation at the depth of the depression\nwas two hundred and forty-seven billion dollars. Goldsmith’s warning should\nbe pondered by all American citizens:\nIll fares the land to hastening ills a prey,\nWhere wealth accumulates and men decay.\n\nAdequate salaries for teachers are a wise investment in the future of America.\nThe National Education Association believes that America cannot afford\nto place in a single classroom any teacher who is not competent and well paid.\nMental and social security are essential if a teacher is to do high-class\nwork. Every teacher in the United States should be protected by tenure. A\ngood tenure law protects children against incompetent teachers and promotes\nefficiency among competent teachers by safeguarding them in their efforts\nto serve loyally and courageously all the children of the nation. Tenure pro¬\nmotes efficiency by encouraging competent public-spirited teachers to remain\nin the profession. It safeguards their rights and gives them the security of\nposition to which professional workers engaged in public service are entitled.\nA modern tenure law provides that teachers of proved ability, who are serv¬\ning satisfactorily, may be dismissed only for unprofessional conduct, incom¬\npetence, immorality, insubordination, or neglect of duty.\n\n"}
{"page": 51, "printed_page": null, "text": "45\nGeneral\n\nSessions\n\nA good tenure law protects the children against incompetent\nprescribing a legal and professional procedure\n\nteachers by\n\nfor the elimination\n\nof unfit\n\nteachers. It provides that any teacher recommended for dismissal shall re¬\nceive a written statement of the reasons for the recommendation and be\nassured of a fair hearing. Tenure\nfrom the nervousness\n\npromotes\n\nand anxiety which\n\nannual election prevails. Uncertainty\n\nefficiency by relieving teachers\n\nare inevitable where\n\nof reappointment\n\nthe practise of\n\nacts as a drain on the\n\nnervous energy of teachers and renders them incapable of doing their best\nwork with children. If we are to have teachers for our children who are\nsuperior men\n\nand women,\n\nwe\n\nmust\n\nguarantee\n\nthem\n\na reasonable\n\ndegree of\n\nsecurity in their positions.\nFor more\n\nthan a quarter of a century the National\n\nhas encouraged\n\nEducation\n\nAssociation\n\nthe various states to secure tenure laws. If our schools are to\n\ncontinue to help maintain our free and democratic government, we must\nhave reasonable tenure laws for teachers. We do not ask for tenure laws\nwhich\n\nwill afford special privileges to any member\n\nof our profession who\n\nis\n\nincompetent or guilty of improper conduct, but we must have tenure legis¬\nlation which will safeguard all efficient teachers in their efforts to serve their\nnation loyally and courageously.\nThe interests of the child and of the profession require teachers who\nprotected by retirement\n\nare\n\nin case of disability or old age. A teacher retirement\n\nsystem is a businesslike plan enacted\n\ninto state law to improve\n\nschools by\n\nhelping aged or disabled teachers to retire from active service with a modest\nbut assured income\nchildren from\n\nfor life. A sound teacher retirement system protects school\n\nteachers made\n\nincompetent\n\nby disability or old age; attracts\n\ncapable, far-sighted young people into the teaching profession ; keeps good\nteachers in the service ; increases health and efficiency of teachers by remov¬\ning worry and fear of a destitute old age ; improves morale in the teaching\nforce by opening\n\nthe paths of promotion\n\nand\n\nencouraging\n\nprofessional\n\ngrowth ; treats teachers fairly by giving them protection.\nA good retirement\n\nlaw states clearly the mutual\n\nthe teachers and the public. The\n\nrights and obligations of\n\ncontrolling board\n\nrepresents the interests\n\nof both public and teachers. Since both teachers and public benefit from\n\na\n\nteacher retirement system, the teachers and the public jointly pay for it. The\nteacher makes a regular contribution from his salary. The public makes a\nregular appropriation from public funds. Each teacher’s contributions are\nplaced to his credit and are paid back with interest in case of his death or\nresignation before retirement. Approximately twenty-five states have retire¬\nment laws. These retirement systems have an enviable record over a long\nperiod, even during the depression years, for integrity and sturdy financial\nreliability.\nThe\n\nNational\n\nEducation\n\nAssociation\n\nurges for each and\n\nadequate salaries, reasonable tenure, and a sound\nTeachers\n\nare potentially the strongest professional group\n\nStates. In number\nthan average\nlife. They\n\nretirement\n\nthey lead all professional groups. They\n\neducational\n\nadvantages.\n\nhave immediate\n\nThey\n\npersonal contact\n\nevery teacher\nsystem.\nin the United\nhave had more\n\nhave an altruistic philosophy of\nwith\n\nthe young\n\npeople' of the\n\n"}
{"page": 52, "printed_page": null, "text": "46\n\nNational\n\nEducation\n\nAssociation\n\nnation. They have an influence as individual leaders. They have an oppor¬\ntunity to work as an organized profession thru local, state, and national\norganizations.\nThere are approximately\n\n1,000,000\n\nteachers in this country. There\n\nare\n\n71,000 dentists, 154,000 physicians, 160,000 lawyers, and 260,000 nurses.\nTeachers are potentially a strong social force because they are numerically\nthe largest professional group in this country.\nThe\n\nteachers of this country\n\nbetter educated\n\nare comparatively\n\nwell educated.\n\nthan the majority of the citizens in the communities\n\nthey work. A few years ago comparatively\n\nThey\n\nare\n\nin which\n\nfew people chose teaching deliber¬\n\nately as a life work. Certification requirements were low and the public gen¬\nerally believed that anybody could teach. The prevailing schools for the\neducation of teachers 'were normal schools with one- or two-year courses,\nand frequently teachers were hired who had no professional training at all.\nThose days are disappearing. The normal schools have become teachers col¬\nleges, and many of the most progressive states have raised their certification\nrequirements so that no new teacher can enter the profession who has not at\nleast a bachelor’s degree. Teachers\ncause they are educated citizens.\nTeachers\n\nare potentially a strong social force be¬\n\nare for the most part altruistic in their philosophy of life. This\n\nadds to their strength as a social power. Few\n\npeople who\n\nare fundamentally\n\nselfish choose teaching as their vocation. Teaching is too hard and its finan¬\ncial rewards are too small to make an appeal to those who seek their own\npersonal welfare\n\nfirst. Teaching\n\nothers, and those who\nsene themselves.\n\nappeals to those who\n\nare eager to serve\n\nserve others have greater strength than those who\n\nTeachers are potentially a strong social force because they are in immedi¬\nate contact with 30,000,000 boys and girls every school day during the year.\nThey\n\nalso have possible immediate\n\npersonal contact not only with the parents\n\nof all these children but with all the adults in their community. The com¬\nmercial world knows that the teachers in this country are a powerful force.\nThe public generally knows\n\nthat teachers have a strong influence. The public\n\nrealizes that the teachers of this country\nforce.\n\nare potentially a tremendous\n\nsocial\n\nTeachers wield a strong social influence thru participation in civic activi¬\nties. During the past few years newspaper editors and professional politicians\nhave discussed with some concern the “brain trust.’’ Political parties have\nlearned that it is worthwhile to make use of brains. Many communities are\nlearning this same lesson. They are looking for leadership, and they welcome\nthe leadership which teachers can give.\nTeachers\n\nhave an opportunity\n\nto make\n\nthemselves\n\nforce thru their professional organization. Almost\nof his local association, 750,000\n205,000\n\nare members\n\nare members\n\nevery teacher is a member\n\nof their state associations, and\n\nof the national association. The\n\nprofessional organizations\n\nfelt as a strong social\n\nas potent factors in modern\n\npossibilities of these\nlife have not yet been\n\nfully sensed. As individuals, teachers have often been timid souls. As pro¬\nfessional groups they have frequently failed to express themselves frankly and\n\n"}
{"page": 53, "printed_page": null, "text": "General\n\nvigorously. Sometimes\nown\n\ngroup. Again\n\n47\n\nSessions\n\nit has been because they have been divided within their\n\nthey have feared the attitude of the public or they have\n\ndreaded the reprisals from influential politicians. But the time has nowT come\nwhen, if teachers are to live up to the possibilities of their profession, they\nmust act more courageously\nfessional groups.\nTeachers\n\nand more\n\naggressively as members\n\nof their pro¬\n\nare potentially the strongest professional group in America\n\nbe¬\n\ncause there are more of them, they are educated, they have immediate con¬\ntact with 30,000,000 young people, they are or they may be leaders in their\ncommunity,\n\nthey have the opportunity\n\nto work\n\nassociates as a strong professional group\nlocal, state, and national associations.\nTeachers\n\nin cooperation\n\norganized\n\nwith\n\ntheir\n\neffectively in aggressive\n\nare potentially the strongest professional group in America.\n\na profession we\n\nhave not yet begun\n\nto achieve the possibilities within\n\nAs\nour\n\nreach. In our ranks we have allowed ourselves to be divided over insignificant\nand petty details, frequently to the advantage of our enemies. Our profes¬\nsional organizations have not wielded the social power which they have at\ntheir disposal. Education\nsupport\n\nwhich\n\nconnection\n\nwe\n\nis not today receiving the attention and financial\n\nit merits, and the responsibility is largely our own.\nmay\n\nwell remember\n\nIn this\n\nCassius’ classic reply to Brutus, “The\n\nfault, dear Brutus, is not in our stars but in ourselves that we are underlings.”\nWe can, if we will, become a stronger social force than any other profes¬\nsional group in America.\nOur Association was founded eighty years ago in Philadelphia by fortythree teachers. Today thousands of us are gathered in Detroit to consider our\nproblems.\n\nThe\n\nquestion that faces us is, What\n\nof the future?\n\nThe\n\nnext\n\ndecade can be one of slow motion, holding the gains we have already made\nwith only one-fifth of our teachers helping to carry the load, or it can be a\nperiod of dynamic, rapid progress achieved by the cooperation of all teachers\nworking\n\ntogether on all of our problems\n\napproach\n\nour common\n\nproblems\n\nall of the time. But whether\n\nwith the weakness\n\nof individual\n\nwe\n\neffort or\n\nwith the strength of modern-day organization, the decade ahead can only\nreflect the experience of the eight decades thru which the National Educa¬\ntion Association has passed. The one important fact remains the same — the\nadvancement of our profession depends upon the teachers themselves.\n\nSECOND\nHOW\n\nCAN\n\nOUR\n\nGENERAL\n\nSCHOOLS\n\nCONTRIBUTE\n\nSOCIAL\nEDMUND\n\nWe\n\nE. DAY,\n\nPRESIDENT,\n\nSESSION\nTO\n\nA\n\nBETTER\n\nORDER?\n\nCORNELL\n\nUNIVERSITY,\n\nITHACA,\n\nare all familiar with questions so stated as to embarrass\n\nN.\n\nY.\n\nthose com¬\n\npelled to reply. “Have you quit beating your wife?” is a well-known\nexample. Either a “yes” or a “no” carries unwelcome implications, and\nfurthermore may not fit the facts. Frankly, I am made a bit uneasy by the\n\n"}
{"page": 54, "printed_page": null, "text": "48\n\nNational\n\nEducation\n\nAssociation\n\nform of the question put by George Counts to American schoolmen: “Dare\nthe school build a new social order?” I do not like to see the question so\nput as to raise the issue of courage. To my way of thinking, the possible\ncontributions of the American school to social betterment are not at the\nmoment so much a matter of courage as of intelligent and far-visioned edu¬\ncational planning. I propose, therefore, to shift a bit from the issue Dr.\nCounts has put and to address my remarks to this question, “How can our\nschools contribute to a better social order?”\nIf we are to deal intelligently with the question so stated, we must first\nrecognize and accept certain fundamental\n\ntruths. The\n\nformally\n\nregarded\n\norganized\n\neducation\n\nis always\n\nfirst of these is that\n\nby the society which\n\nprovides it as a means of transmitting and perpetuating the existing culture.\nFrom the crude initiation and ceremonial rites of the primitive tribe to the\nmost\n\nelaborate educational\n\nundertakings\n\nthe core purpose is the same:\n\nof contemporary\n\nIncoming\n\nindustrial society,\n\nyouths are to be given those skills,\n\nhabits, interests, attitudes, and ideals which will assure later effective par¬\nticipation in adult life with no serious disturbance of the existing social\norganization\n\nand with a substantial measure\n\nso trained. In short, general education\ncultural continuity. The\n\nprimary\n\nsocieties is fundamentally\n\nconservative.\n\nNo\n\nof satisfaction to the individuals\n\nis designed to be a basic guarantee\n\nrole of the education\n\nof youth\n\none can expect any society purposely to provide the means\n\nof\n\nin all\n\nof its own\n\ndisruption. No one would look to the schools in a communistic state inten¬\ntionally to produce youthful fascists, nor the schools of a fascist state\nwittingly to turn out little communists.\nleaders in a democratic\n\ncountry\n\nthey regard as revolutionary\n\nIt is no more\n\nto tolerate educational\n\nin character. The\n\nunder\n\na militant regime and even\n\nwhich\n\nthe militant regime approves. The\n\nbe openly a prime mover\n\nreasonable\n\nto ask the\n\nmovements\n\nwhich\n\nschool can go militant only\n\nthen only in the direction of militancy\nschool can never be expected to\n\nin social change ; explicit social initiative lies in\n\nthe realm of politics, not of education.\nIt follows inevitably that any social changes which\nto induce\n\nmust\n\nbe brought\n\nunder\n\npurposes\n\nof the society within\n\nthe currently recognized\n\nwhich\n\nthe schools exist. This\n\ncourse, preclude radical experimentation\nschools drawing\n\nthe schools may\n\ntheir support from\n\nand\n\nseek\n\napproved\n\ndoes not, of\n\nhere and there, say among\n\nprivate\n\nindividual donors, or in public schools\n\nunder circumstances which lead the community to expect no serious conse¬\nquences to ensue. But just as soon as any society comes to the conclusion\nthat innovations\n\nintroduced\n\ninto the schools by the professional educators\n\nare disturbing to the social order, it is the professional educators\n\nwho\n\nare\n\nmost likely to go, not the social order.\nThis does not mean\n\nthat the schools are doomed\n\nto failure in any attempt\n\nto deal constructively with the social system in which\n\nthey are set. It does\n\nmean that the schools’ undertakings must not appear to be revolutionary;\nthey must concede the prevailing fundamental social philosophy and try\nfor improvements\n\nwithin this frame of reference.\n\n"}
{"page": 55, "printed_page": null, "text": "General\n\nSessions\n49\n\nThe\nif we\n\nsecond\n\nfundamental\n\nand\n\naccepted\n\nare to deal intelligently with the relationship of the American\n\nschools\n\nto social reform\n\ntruth which\n\nis this : The\n\nmust\n\nAmerican\n\nbe recognized\n\npeople still believe in democracy\n\nand are not yet ready to take any substitute. What\nthe American\n\ndemocracy\n\npeople is not entirely clear. At times little more\n\nor a catchword\n\nmeans\n\nto\n\nthan a slogan\n\nseems to be involved. Certainly a wide variety of institutional\n\nforms and practises bear the label “democratic.” Is democracy merely a form\nof government? The answer certainly is “no.” Does it comprehend economic\nas well as political arrangements and procedures? Most people would say\n“yes” but with ideas of proceeding\nprinciple on the economic\n\nslowly in extensions\n\nside. Lincoln’s “government\n\nof the democratic\n\nof the people, by the\n\npeople, and for the people” is probably the best concise statement we yet\nhave of American democratic ideals, but even this leaves us with compli¬\ncated and exceedingly difficult questions of ways and means in the necessary\nimprovement\n\nof contemporary\n\nsociety.\n\nAt the risk of being quite inadequate\nof American\nThe\n\ndemocracy\n\nwhich\n\nseem\n\nI venture\n\nto identify two\n\nelements\n\nto be both traditional and\n\nessential.\n\nfirst of these is a broad and expanding\n\nhumanitarianism.\n\nIn principle,\n\nif not always in practise, we recognize the dignity and worth of the indi¬\nvidual. We think of the state as a means of improving the lot of the indi¬\nvidual ; not of the individual as a means of improving the position of the\nstate. We\n\nbelieve that that government\n\nsucceeds best which\n\ngenerally for its citizens those opportunities\n\nnecessary\n\nprovides most\n\nfor satisfying and\n\nworthwhile living. Individual distress, suffering, frustration, unhappiness —\nthese in our view must be regarded as matters of social concern. A state\nsubordinating\n\nthe experiences\n\nof its citizens to its own\n\nbetraying the democratic tradition.\nA second essential ingredient of American\n\ndemocracy\n\nlust for power\n\nis\n\nis to be found\n\nin\n\naccepted ideas regarding appropriate ways of adjusting social differences.\nIf controversial issues arise, we believe in measures of discussion, debate,\npersuasion, compromise,\n\nballoting to ascertain majority\n\nviews, acceptance\n\nof decisions so reached, always with the privilege of appraisal and review.\nCertain hard-won civil liberties safeguard these traditional ways of settling\nsocial questions and building social programs. A resort to force is the\nnegation of the entire process. In our tradition of democracy\nways\n\nof peace ; in fact, democracy\n\npeaceably together than a form\nThe\n\nis much\n\nmore\n\na matter\n\nwe hold to the\nof getting along\n\nof government.\n\nquestion inevitably arises: Does\n\npresent American\n\ndemocracy\n\ndis¬\n\nplay satisfactorily the two ingredients just described — a broad and expand¬\ning humanitarianism and a consistent use of peaceful ways of resolving social\nconflicts. The answer is all too obviously, “no.” Democracy has not yet\nbeen achieved. A long hard road lies ahead for those who would still hold\nfast to their democratic aspirations. Happily, the faith of the American\npeople\n\nremains\n\nrelatively undisturbed.\n\nDemocracy\n\non\n\nthis side of the\n\nwater is still thought to be an ideal worth fighting for.\nWe can now see, I trust, the setting in which our original question has\nto be considered : How can our schools improve the social order? The answer\n\n"}
{"page": 56, "printed_page": null, "text": "National\n\n50\n\nEducation\n\nis to be found in undertakings\n\nAssociation\n\naccepting the American\n\ndesigned to give that ideal more\n\ndemocratic\n\nsatisfactory fulfilment\n\nideal and\n\nin American\n\nlife.\n\nHere is no revolutionary program. Yet potentially it is a program of pro¬\nfound importance. The preservation and improvement of the democracy\nwe have had and happily still possess is an undertaking\n\nthat should at the\n\nsame time enlist the finest enthusiasms of the schoolmen and the deepest\nimpulses of the nation. One of the great unrealized opportunities of the\nAmerican school lies in better training for truly democratic citizenship.\nWhat concretely does this involve? It should be understood in the first\nplace that citizenship is not to be narrowly\n\nconstrued.\n\nIt is something\n\nmore\n\nthan the exercise of the right of suffrage, even if it be stipulated that voting\nbe intelligent. In a democracy,\n\ncitizenship involves more\n\ngeneral and funda¬\n\nmental obligations — obligations looking toward essential social cohesion. We\nspeak often in education of the integrated personality, but seldom of the\nintegrated society. The\nhappiness. We\n\nknow\n\ntwo\n\nwhat\n\nare equally indispensable to human\nhappens\n\nin the disorganized\n\nsuccess and\n\nindividual\n\nlacking\n\nunified purpose, developing internal conflict, exhibiting confusion, frustra¬\ntion, and collapse. A complete parallel may be observed in societies. Both\nthe individual\ncoordination\n\nand the society are organisms\n\nof vital functions is essential to their continuing existence.\n\nFor democracies\nfunctions\n\npresents\n\ngovernments\n\nthe maintenance\n\nof minimum\n\na fundamentally\n\ndifficult problem.\n\nof both fascistic and communistic\n\npurpose by dictation, with\nH ow\n\nin the sense that a minimum\n\nwill democratic\n\nits unavoidable\n\ngovernments,\n\ncoordination\nThe\n\nauthoritarian\n\ndesign, effect unity of social\n\naccompaniment\n\ncommitted\n\nor unity of\n\nof suppression.\n\nas they are to ideals of sub¬\n\nstantial individual liberty, attain the same necessary goal ? It is in this con¬\nnection that training for citizenship as a responsibility of general education\nacquires great significance. How\n\ncan the schools so educate our youth that\n\nminimum\n\ndemocracy\n\nsocial solidarity under\n\nwill be assured ? The\n\npressing\n\nquestion is not “Dare the schools build a new social order?” but “Can the\nschools contribute promptly and effectively to the preservation and improve¬\nment of American democracy?”\nThis does not imply that our American\ncompletely\nmuch\n\ndemocratic.\n\nOn\n\nthe economic\n\nthat is essentially authoritarian.\n\nBut\n\nways\n\nof living have ever been\n\nside there has been and\nthis authoritarianism\n\nstill is\n\nhas been\n\nmoderated in the past by widespread competition, by extraordinary oppor¬\ntunities for fresh initiative, by high mobility in the population, by the\nmarvelous\n\nresources\n\ngenerations we\n\nof a relatively undeveloped\n\ncontinent. As a nation for\n\nlived thru a period of very rapid physical expansion. Like\n\nan adolescent, our existence for a time was dominated\nNow\n\nthe physical frame\n\nby sheer body growth.\n\nis largely set and we face the task of bringing the\n\nprimary functions of healthy national life into effective unity. Basic adjust¬\nments are in order, but in bringing them to pass it is extremely important\nthat the social organism\n\nbe not destroyed. At the moment,\n\nthe derisive forces\n\noperating in our national life are seriously threatening. Sooner\n\nor later an\n\n"}
{"page": 57, "printed_page": null, "text": "General\n\nSessions\n\n51\nadequately\n\nunified nation genuinely\n\nin purpose\n\nmust be achieved. The\n\nthe American\nof citizens.\nWhat\n\ncan\n\ndemocratic\n\nattainment\n\nschool can be made\n\nin form\n\nof this goal is impossible unless\n\nto function more\n\nthe schools do to educate\n\nand humanitarian\n\nefficiently in the training\n\nour youth\n\nfor the more\n\ndischarge of their duties as citizens in a democracy?\n\neffective\n\nAt least seven distin¬\n\nguishable objectives are to be recognized. All seven involve concrete dis¬\ncernible educational outcomes. I shall in turn consider briefly each of the\nseven.\nThe\n\nfirst objective is to sensitize the student to the existing social situation\n\nwith its wide\nthat young\n\ndisparities of human\n\npeople become\n\nunder which\n\nmen\n\naware\n\nlive. Most\n\ncircumstance.\n\nIt is of great importance\n\nof the extraordinary\n\nrange\n\nof us see clearly only what\n\nof conditions\n\nlies in the field of\n\nimmediate personal experience. We look at society with a lens of exceed¬\ningly short focus. What lies at a distance is recognized only dimly if at all.\nIt is highly desirable that the area within which the individual “has a feel”\nfor the experience of others be greatly expanded. What is it like to be a\nfarm laborer? a textile factory operative? a rolling mill hand?\n\nWhat\n\ndoes\n\nit mean to rise from the bottom? What is involved in living for years at the\nbottom ? What is it like to have a home in a slum area ? to survive a flood ?\nto come\n\nthru a dust storm?\n\nVivid\n\nrecords of these and\n\na host of other\n\nhuman experiences can be brought to the attention of young people thru\nthe schools. Excursions to situations within reach of the schools can be used\nto some\n\nextent, but new\n\ntype film material will probably in time serve much\n\nbetter. Literature affords a great deal of excellent material if it is appro¬\npriately assembled to this end. The task of sensitizing students to the wide\ndisparities of human circumstance is a definite educational assignment upon\nwhich rapid progress can be made by the schools if they will but buckle\ndown to the task. Of course, undue strain on youthful emotions is to be\navoided, but properly safeguarded, the task can be carried thru without\nhazard. It is quite evident that it is a task of major import if youth is to\nbe adequately trained for citizenship in a humane\nThe\n\ndemocracy.\n\nsecond objective is to cultivate in the student impulses to do something\n\nconstructive about those phases of the situation which appear to be unsatis¬\nfactory. If the result of sensitizing the student to the social situation is\nmerely to add to his acuteness\n\nof observation\n\nor curiosity or interest, not\n\nenough\n\nhas been accomplished.\n\nA\n\nexpanding\n\nshould\n\nbe the personal possession of all. This\n\nif the schools do nothing\nyoung.\n\nFortunately\n\nbroad\n\namong\n\nadolescents\n\nexercise to these feelings and\nOf\n\ninto the ideals of the\n\nsympathies\n\nrun\n\nstrong\n\nand\n\nthe\n\nschools should seek to give concrete\n\nimpulses on the level of the young\n\ncourse, sentimentality\n\nwish to relieve human\n\nhumanitarianism\n\nis not likely to be the case\n\nto build humanitarianism\n\ndesire to do good is readily elicited. The\ninvolved.\n\nand\n\nhas to be avoided.\n\ndistress; it is something\n\nIt is one\n\npeople\n\nthing to\n\nelse to devise measures\n\nof\n\nto give to the student\n\nas\n\nrelief that are essentially constructive.\nThis\n\nbrings us to the third objective, namely,\n\nfar as possible an understanding\n\nof social structure\n\nand social process. The\n\n"}
{"page": 58, "printed_page": null, "text": "52\n\nNational\n\ndifficulties that encompass\n\nEducation\n\nAssociation\n\nthis part of the program\n\nare obvious. With\n\nthe\n\nexperts — the economists, political scientists, sociologists, and the like —\ndisagreeing as much as they do in their interpretations of social phenomena,\nthe path of the educator\nthorny one. Unfortunately,\n\nundertaking\n\nto deal with\n\nthe social studies is a\n\nthe social sciences are still in an early stage of\n\ndevelopment. This has to be frankly recognized in attempts to give under¬\nstanding in the social field. Making appropriate allowances, however, for\ninherent difficulties and limitations, something substantial can be done in\ngiving young people a more adequate knowledge than they now have of\nthe nature of the society in which they live. Differences between wishful\nand realistic thinking can be exposed, and the sheer stubbornness\nsocial facts brought pointedly home.\nwithout saying.\nThe\n\nThat\n\npropaganda\n\nof certain\n\nis to be avoided, goes\n\nfourth objective is intimately related to the third. It is to acquaint\n\nthe student with the difficulties of arriving at truth in the social field. The\nreporting of social events is characteristically loose and\n\ninaccurate, when\n\nnot purposely colored or dishonest. Let the students find out how wellnigh impossible it is to ascertain just what happens in the course of a labor\ndispute. Let them\n\nfollow, thru a variety of journals of differing economic\n\nand political attitudes, the day-to-day\n\nrecord of the occurrences\n\nin a local\n\nstrike. The typical conflict of testimony of eye-witnesses, say of an automo¬\nbile accident, should be critically examined. The arts of propaganda and of\nmodern advertising should be made known. The time has come to equip\nthe individual citizen in the democratic state with reasonable defenses\nagainst the hidden, and often subtle, pressures of mass\nexerted nowadays\n\nthru press, radio, and film. A\n\nthinking and feeling\n\nhealthy measure\n\nof skep¬\n\nticism about so-called social facts may well be induced in our youths as a\npart of their training for more effective participation in democratic ways of\nliving.\nIf this is accomplished,\nobjective, namely,\n\nit should not be difficult to work\n\nto inculcate tolerance\n\nof honest\n\ntoward\n\nthe fifth\n\ndifferences of opinion\n\nregarding\n\nsocial situations and the measures\n\nwhich\n\nthese situations suggest.\n\nTolerance\n\nis, of course, one of the hallmarks\n\nof the truly democratic\n\nsociety,\n\nand lack of tolerance one of the sharply distinguishing traits of the authori¬\ntarian state. Tolerance does not imply an absence of belief and conviction;\nin fact, were there no conflicting beliefs and convictions it would be impos¬\nsible to exhibit tolerance. Certainly it is clear that no democratic society\ncan afford to purchase tolerance at the cost of clear and confident thinking\non the part of its citizens. Young\nto reach their own\n\npeople in the schools need to be taught\n\nopinions and within reason to hold to them, at the same\n\ntime accepting the fact that others are entitled to their differing opinions\nhonestly reached\n\nand similarly defended.\n\nToleration\n\nis a habit of mind\n\nre¬\n\nquiring practise. Repeated exercises in tolerance should constitute an impor¬\ntant part of the training of citizens in a democracy.\nStill another objective is to habituate the student to willing and effective\ncooperative group activity. Here, as in the development\n\nof tolerance, a recon-\n\n"}
{"page": 59, "printed_page": null, "text": "General\n\nciliation must be effected between\n\n53\n\nSessions\n\ntwo desirable and to some\n\nextent conflict¬\n\ning outcomes. It is important that young people gain confidence in their own\nindividual powers. This calls for a measure of success in competition with\nothers. A certain degree of self-reliance is highly important. It is not likely\nto come except thru demonstrated individual achievement. At the same\ntime this desirable development\n\nof the self should\n\nnot be allowed\n\nto run\n\nto excesses of self-assertiveness and domination. Democracy must have its\nleaders but they should be leaders who work in the spirit of cooperation.\nIn the schools of democracy\n\nsuccessful cooperation\n\nshould be a part of the\n\nexperience of all youths.\nFinally, as a seventh objective, it is of the utmost\nin youth an unswerving\ndemocratic\n\ntradition.\n\ntoo lightly. We\n\nloyalty to democratic\n\nto develop\n\nideals and to the American\n\nAs a people we have come\n\nhave no concrete\n\nimportance\n\nto take our privileges all\n\nvivid impressions\n\nof how\n\nindividually affected if our heritage of civil liberties were\n\nwe\n\nshould\n\nsuddenly\n\nbe\n\nlost.\n\nMost of us have no notion of the century-long struggle thru which our\npresent privileges were won. It is high time that the drama of this historic\nrecord be presented adequately\nof the most important\n\nopenings for new\n\nshould be left unturned\ndemocracy\n\nmeans,\n\nin our schools. Here, in my\neducational\n\nopinion, is one\n\nfilm. Certainly, no stone\n\nin the effort to give youth a full realization of what\n\nof the privileges which\n\nit affords, of the ways\n\nand means\n\nthru which, with work and patience, it is to be more successfully achieved.\nH ere is a task that challenges the best the schools have to offer.\nLet it not be thought that responsibility for the attainment of the objec¬\ntives I have briefly described devolves largely upon the social studies. If\nyou have comprehended\n\nthe nature\n\nof the ends to be sought, you must have\n\nseen that the entire curriculum — using curriculum in the broadest sense —\nis involved. Formal studies of all sorts, school assemblies, student organiza¬\ntions, off-campus activities, after-school play, all have their contributions to\nmake. The entire life of the school should in fact be a youthful experience\nin democratic\nbe trained.\n\nliving. So are citizens for the democratic\n\nIn conclusion\n\nto repeat: How\n\norder ? The\n\nanswer\n\nof American\n\ndemocracy\n\ncan our schools contribute to a better social\n\nto me is clear : By working\nthru the development\n\nof mind, and will, and character\nof the adult society into which\nreform\nThe\n\nneed\n\nsupreme\nneeded\nways\n\nis indirect but none\n\nis a new\n\nwhich\n\nmore\n\nin our youth of those qualities\n\nwill make\n\nthey move.\n\neffectively in the cause\n\nThe\n\nfor the sound\n\nsignificance.\n\nis crying; the time, pressing; the outcome,\n\nSo far as the schools are concerned,\n\nprogram\n\nprogress\n\nrole of the school in social\n\nthe less potentially of tremendous\n\nat the moment\n\nimportance.\n\nstate successfully to\n\nwhat\n\nof\n\nis urgently\n\ndesigned really to train citizens for democratic\n\nof social living. There\n\nneed be nothing vague\n\nor visionary about this\n\nundertaking. Concrete experimentation and clear demonstration are in\norder. Let the schoolmen of the country bend to the task. It will take all the\nresources of intelligence, constructive imagination, technical competence,\n\nand\n\nidealism\n\nmore\n\nthat they can\n\nfittingly command\n\nbring to bear. Yet\n\nthe consecration\n\nwhat\n\nadventure\n\ncould\n\nof a great and noble profession ?\n\n"}
{"page": 60, "printed_page": null, "text": "National\n\n54\n\nEDUCATION\nHONORABLE\n\nEducation\n\nAND\n\nHENRY\n\nTHE\n\nGENERAL\n\nA. WALLACE,\n\nSECRETARY\n\nWASHINGTON,\n\nThe\n\nAssociation\n\nobjective of all our American\n\nWELFARE\nOF\n\nD. C.\n\neducators\n\nshould\n\nhearts of our people a desire for a higher standard\ntime, the minds\nwill make\n\nAGRICULTURE,\n\nand wills of our people must\n\nit possible for the next generation\n\nbe to create in the\n\nof living. At the same\n\nbe trained in methods\nto obtain from\n\nwhich\n\nour soil, our\n\nresources, our factories, and our distribution systems, the abundance\n\nwhich\n\nis necessary to fulfil these desires.\nMost\nmerely\n\neducators would\nof a wider\n\ndefine a higher standard\n\ndistribution\n\nof more\n\nof living as consisting not\n\nautomobiles,\n\nradios, and\n\nelectric\n\nrefrigerators, but also of the wider distribution of physical, mental, and emo¬\ntional health. In a land so tremendously rich in natural resources, it is a re¬\nflection on us all, educators included, that so many people, especially children,\nshould give evidence of not having enough\nBut just as important\nlife of confidence\n\nas vitamins in the diet is the presence in the emotional\n\nand joyous faith in the future. The\n\nof children varies greatly. Nevertheless,\nthe children of the United\nso that, if given adequate\nuseful lives.\n\nhereditary equipment\n\nI believe that at least 95 percent of\n\nStates are sufficiently well equipped\n\nby heredity\n\nfood, training, and jobs, they will lead happy and\n\nIt is a splendid thing that in the United\nsincerely devoted\n\nmilk, orange juice, and sunshine.\n\nStates so many\n\nto the ideal of democracy.\n\nThey\n\nof our teachers are\n\nbelieve that every child,\n\nno matter how poor his parents, is entitled to twelve years of schooling. They\nbelieve also that when children finish school, it should be possible in a coun¬\ntry as rich as ours for them to find jobs that will enable them, in case they\nare trained to work\nof the future.\nIn many\n\nwith competence,\n\nparts of the world\n\nto lead happy, decent lives, confident\n\nthe pressure of population, the slenderness of\n\nnatural resources, the racial hatreds, the armament programs, and the aristo¬\ncratic or autarchic organization of society are such that school teachers do\nnot dare to work for the ideal in which American school teachers believe\nalmost instinctively. Unfortunately,\n\nit must\n\nbe recognized\n\nthat here in the\n\nUnited States, in spite of our educational ideals, two-thirds of our people\nwho are at the bottom of the economic pile, many of whom have had ten or\ntwelve years of schooling, are not in a position to think as broadly and clearly\nas they should about the problems\n\nof the general welfare. Moreover,\n\nthe 5 percent at the top of the economic\nthe governmental\n\nand economic\n\npile who\n\nmachinery\n\naltho\n\nhave been directing both\n\nin this country, have usually had\n\nsixteen years of schooling, in all too many cases they have had a complete\nmisunderstanding of the way the less privileged people live, and have not\nrecognized the fact that a higher standard of living for the less privileged\nwould increase their own happiness and security in the long run.\n\n1 would\nmade\n\nnot have made\n\nthat statement\n\nit if 1 had not had the opportunity\n\nwith the same\n\nconviction\n\nof living during\n\nI just\n\nthe last four\n\n"}
{"page": 61, "printed_page": null, "text": "years in the East where\n\nGeneral\n\nSessions\n\nit has seemed\n\nto me\n\nthe top 5 percent of the population\n\n55\n\nthat the adults representing\n\nhave come\n\nthru a system\n\nof schooling\n\nwhich separates them more widely from the people at the bottom of the eco¬\nnomic pile than is the case in the part of the country where I was raised.\nThe\n\nquestion I am\n\ndemocracy\n\nraising here today is, How\n\nto serve the general welfare\n\nmore\n\ncan education\n\ncontinuously\n\nenable\n\na\n\nand efficiently?\n\nBy democracy I mean a society where there is continuous tolerant debate as\nto the right course of action, and where the decisions arrived at are based\non the will of the majority. These\n\ndecisions when\n\nenacted\n\ninto law\n\nand\n\ncarried into action will, of course, be subject to continual questioning. Con¬\nditions continually change and what was wise action ten or even five years\nago may not be wise action today. Most people become crystallized in out¬\nworn ideas. A true democracy can never become crystallized because as events\nchange the old problems are continually being reexamined\nof action are being devised.\n\nand new\n\ncourses\n\nIt is true, of course, that much of the discussion in a democracy is based\non lack of information. It is possible for most of the sources of information\nto be completely\n\nbiased, and as a result of the lopsided information\n\naction may be determined\nthe people themselves\nno matter how\n\nunwise\n\nupon. But the saving grace of a democracy\n\nseem to have a sixth sense which\n\nis that\n\ncomes\n\nto their rescue\n\nvicious and complete may be the propaganda\n\nof the demagog\n\non behalf of the “plutogogue.” (Etymologically, the word “plutogogue” is\nprobably not on a very firm foundation, but I think you grasp what I mean.)\nOne of the great dangers of a democracy at all times is the tendency for\ncorrupt\n\nwealthy\n\npeople to join hands\n\nwith\n\ndeceive the great mass of our people who\neral welfare\n\nthe rabble-rousers\n\nare sincerely interested in the gen¬\n\nas contrasted with the special welfare. Both the critical intelli¬\n\ngence and the constructive instincts of the people must be more\noped. The future of democratic\ntant function of education.\nToday\n\nthe whole\n\nworld\n\ngovernment\n\ndepends upon\n\nis in the throes of a new\n\nare the rapid growth\n\nof technology\n\non one hand\n\ncorporations, labor unions, and farm organizations\nhave been in position to make\n\nnew\n\nwidely devel¬\n\nthat most impor¬\n\ndeal. Probably\n\nat least 20 kinds of “new deal” in the world.\nIn the United States the forces which have made\n\nwho\n\nin order to\n\na new\n\nthere are\n\ndeal inevitable\n\nand the rapid growth\non the other. The\n\ninventions and to utilize them\n\nof\n\npeople\nhave\n\nmade extraordinary profits. In those lines of activity where the new tech¬\nnology is most important, one hour of man labor will turn out two, three,\nor even four times as much\nway\n\ncorporate income\n\ngoods as at the beginning\n\nhas been enormously\n\nof the century. In this\n\nincreased and labor unions have\n\nbeen organized to divert a larger share of the products of industry to organ¬\nized labor. Perhaps a third or maybe a half of our population has greatly\nbenefited by the new technology put to work by the great corporations. Per¬\nhaps a fifth or a fourth of our people are relatively wmrse off as a result of\nthe new\n\ntechnology\n\nand the great corporations.\n\nhave lost their jobs as a result of the new\n\nMillions\n\ntechnology.\n\nMen\n\nof laboring men\nworking\n\nsmaller, less efficient plants are likely to lose their jobs. Farmers\n\nin the\n\nliving on\n\n"}
{"page": 62, "printed_page": null, "text": "56\n\nNational\n\nEducation\n\nAssociation\n\nthe smaller farms and the poorer farms are finding that the competition\nthe farmers\n\nfrom\n\non the richer land is so great that they can scarcely sell their\n\nproducts at a price which\ntheir labor.\n\nwill return them\n\nas much\n\nas 10 cents an hour for\n\nYes, inventions and organizations, especially the large corporations, have\nquite unintentionally widened the gap between the people at the top of the\nheap and those at the bottom. It is because of this situation, I am convinced,\nthat President Roosevelt\n\nin his second inaugural address challenged his coun¬\n\ntrymen, to join him in helping the one-third who are “ill-housed, ill-clad,\nand ill-nourished.” The essence of the American New Deal is to serve the\ngeneral welfare by efficient democratic methods. The New Deal believes in\naction but it knows that the action will not have a lasting effect unless there\nis continual\n\ntolerant examination\n\nand discussion concerning\n\nthe action. But the discussion must\nlead to inaction, which\ndemocracy.\n\nproduces\n\nnot he mere\n\nthe wisdom\n\nof\n\ndebating and it must\n\nnot\n\na chaotic anarchy\n\ninstead of an efficient\n\nTechnology and corporations are with us whether we like them or not.\nWe must learn to live with them and to control them in the interest of the\ngeneral welfare. I doubt if it is a wise thing to create prejudice about forces\nwhich\n\nto a large extent are impersonal.\n\nFor my\n\nown\n\npart I am\n\nconvinced\n\nwe have received much good from technology and the great corporations,\nand that we can receive even more. The problem is to make both technology\nand the corporation even more\n\nfruitful in the future than they have been in\n\nthe past and to see that the increased\namong\n\nfruitfulness is more\n\nwidely\n\nspread\n\nall people.\n\nThe\n\nrise of the new\n\ntechnology\n\nboth on the farm and in the factory will\n\nalways furnish one of the finest subjects for vital teaching. The\ncorporation, the labor union, and the farm organization\nfine subject. So why\n\nnot let our children know\n\nrise of the\n\nfurnishes an equally\n\nin the most\n\ndramatic\n\nway\n\npossible the resources, the inventions, and the human\n\norganizations\n\ndominate the town, the state, and the nation in which\nedly every child passing thru our schools should know\n\nthey live? Undoubt¬\nsomething about the\n\nsignificance of the frontier during the nineteenth\nwhich\n\nits passing during the twentieth\n\nmeasure\n\nand secondary\n\nto enabling children when\n\norganization.\n\nEach\n\nschools can contribute\n\nthey finally graduate\n\nto have a much better comprehension\nwill find themselves.\n\nand the way\n\nin\n\ncentury increased the significance of\n\nthe corporation, the labor union, and the farm\ntwelve years in our primary\n\ncentury\n\nwhich\n\nfrom\n\nof the kind of world\n\nof the\nin some\n\nhigh school\n\nin which\n\nthey\n\nThe movement of the United States in the past one hundred and fifty years\nhas been dramatic beyond all expression. Professors must be found at the\nnormal\n\nschools to awaken\n\nincipient teachers who\nthe imagination\n\nthe most\n\nvivid kind of imagination\n\nthe\n\npass thru their hands, so that they in turn can awaken\n\nof the children. It is important\n\nimpressed without\n\namong\n\nblame\n\nthat the next generation be\n\nor praise with the awesome\n\ngrowth\n\nStates during the frontier period ; the exploiting, grabbing\nmarvels of the inventions and the powers\n\nof the United\n\nprocess, and the\n\nof the corporations. I know\n\nall of\n\n"}
{"page": 63, "printed_page": null, "text": "General\n\nSessions\n57\n\nthese things are being taught at the present time, but I have a feeling that\nthey are taught as things apart from the lives of the learners, as dead things\nand not as living facts with the greatest significance in terms of a happy and\nunderstanding\n\nlife after the school days are left behind. How\n\nthese things and powers\nThe\n\nare !\n\nbest teachers in my\n\nprocess of contagion\n\nobservation\n\nare those who\n\na joyous attitude toward\n\nteach the regular curriculum\nworld\n\nvery, very real\n\ncontribute by a subtle\n\nlife. They\n\nbut they are so aware\n\ndo not merely\n\nof the changing\n\noutside\n\nthat they can continually use current facts in their teaching. To\n\nsuch\n\na teacher who feels himself or herself a part of a continually unrolling pres¬\nent, a glance at every morning paper is a vivid experience, furnishing facts\nwith which to embroider the underlying principles.\nTo serve the general welfare it is essential that the schools of the United\nStates give a more definite instruction about the soil, population, and income.\nNot one city person in a thousand\nsoils of the United\n\nStates have been mistreated\n\nand fifty years. Western\nmaintained\nthousand\n\nappreciates the terrible way\n\nEurope\n\nthe\n\nduring the past one hundred\n\nhas learned to take care of its soils and has\n\na dense population\n\nyears. In the United\n\nin which\n\non the same\nStates if we\n\nused up to 1930, the time will come\n\nland year after year for two\n\ncontinue\n\nwithin\n\ntwo\n\nto use the methods\n\nhundred\n\nwe\n\nyears when\n\nwe\n\nshall not be able to support one-half of our present population. We have\noverplowed our crop land and overgrazed our pasture land and overcut our\ntimber land in a way\npioneers were\n\nwhich\n\nwasteful\n\ncan be tolerated only in a youthful nation. The\n\npeople because\n\nprocesses to raise quickly the money\nborrowed back East.\nIn Western\nin the United\nrow\n\nEurope\n\nthere is about the same\n\ncrops like corn and cotton which\n\na much\n\ncome\n\nto use rapid exploiting\n\nto pay the people from whom\n\nStates but we have two\n\nthe dashing rains which\n\nthey had\n\nin May,\n\nthey had\n\narea of crop land as we have\n\nand one-half times as much\n\nland in\n\nexpose sloping land to destruction\n\nby\n\nJune, and July. Western\n\nhas\n\nEurope\n\nhigher percent of pasture land and winter wheat, and the rains there\n\nare not as dashing. Western\n\nEuropeans,\n\ntherefore, as well as people in\n\nEastern United States cannot understand why the Department of Agricul¬\nture is so tremendously excited about soil erosion and dust storms.\nFortunately,\n\nwe\n\nare in good position now\n\nwe no longer have to overplow\nto send to Europe\n\nas interest on a debt. Europe\n\nand our own\n\nbecause\n\nand overgraze in order to raise farm products\n\ncan at last set ourselves to work\nfarmers\n\nto tackle this problem\nowes\n\nus money\n\npaying the debt which\n\nwe\n\nnow\n\nowe\n\nand we\n\nto our own\n\nsoil. It is time to get our house in order. We\n\nhave\n\nbegun to tackle this job in a truly resolute way during the past three years.\nThere\n\nare 35,000,000\n\nacres of land growing\n\nare so sloping that they should\n\nbe in grass or trees. In the year 1936\n\ntriple A carried on a vast soil conservation\nthe crop land in the ETited\n30,000,000\n\nacres. Thirty\n\nStates. New\n\nprogram\n\non 68 percent\n\nseedings of legumes\n\nmillion acres were\n\nuses into soil-conserving uses.\n\ncorn, wheat, and cotton which\n\nwere\n\nthe\n\nof all\n\nmade\n\non\n\ndiverted out of soil-depleting\n\n"}
{"page": 64, "printed_page": null, "text": "58\n\nNational\n\nThe program\n\nEducation\n\nAssociation\n\ncost the federal government\n\nmore\n\nthan $400,000,000.\n\npeople criticized it because they said the well-to-do\n\nfarmers\n\nMany\n\nreceived checks\n\nas well as the poorer farmers. They said the more well-to-do farmers would\nhave carried on the soil conserving practises anyway. This is the same kind\nof criticism which was aimed at one time against the public school system\nbecause wealthy people who had money\nutilized the public school system.\nFour\n\nout of five farmers\n\nto hire tutors for their children\n\nunfortunately\n\nhave been so oppressed\n\nby the\n\ninterest, taxes, or rent which they must pay that they have not felt in posi¬\ntion to buy the necessary clover seed and lime. On the contrary they have\nfelt it necessary to plow every possible acre as well as to overgraze the\npasture land in an earnest effort to make the last possible dollar. In helping\nthese people on the road to good soil practises we have also helped some\nthose who\n\ndid not need the money\n\nso badly. We\n\nof\n\ncould not discriminate\n\nagainst the more well-to-do farmers. The important thing was to get the\njob done. Now, it may be in future legislation, and I really believe it is a\nfunction\nmoney\n\nof Congress\n\nin future legislation, to decide the extent\n\nshould be available to those farmers\n\nto which\n\nwith the larger acreage. There\n\nis a real question for debate there as to what\n\ndistinction can be made\n\ncon¬\n\nstitutionally7 on behalf of the general welfare and on behalf of the welfare\nof the soil in the future. There are many things that can be said pro and\ncon on that question. Thus\n\nfar I have felt, however,\n\nthat the important\n\nthing\n\nwas to get the job done and not to raise that controversial issue prematurely.\nI question whether\n\nschool teachers would\n\nobligation of keeping certain children\n\ncare to have placed on them\n\nout of public school because\n\nparents were well-to-do. Ordinarily7, it is the American\npublic service available to rich and poor alike.\n\nthe\ntheir\n\npolicy to make\n\na\n\nThe rapid destruction of soil in the United States and the gradual re¬\nbuilding of it is one of the most dramatic stories I know. From the soil\ncomes\n\nnot only7 the food of today but the people of tomorrow.\n\nSince farmers\n\nordinarily7 send about half of their children to towns and cities, one hundred\nyears hence two-thirds of the town and city dwellers will be descendants of\nthose who now live on farms. Therefore, city welfare depends upon the\nmaintenance\n\nof soil fertility7, improved\n\nproper education\nmuch\n\nof rural living, and the\n\nof farm children. In the South, while they7 tax themselves\n\nmore heavily7 in proportion to their wealth\n\nnevertheless\nmuch\n\nstandards\n\nthan they do in the North,\n\nespecially in rural areas, they spend only7 about one-fourth\n\nin educating\n\nthe average\n\nchild as they do in similar northern\n\nas\n\ncom¬\n\nmunities. The average school teacher is paid only about one-third as much,\nand the equipment is much more primitive. There is considerable weight to\nthe argument\n\nthat the larger cities in the rural states should contribute\n\nto\n\nthe support of rural schools. Perhaps\n\nthere is some\n\nargument\n\ngovernment\n\nto education\n\nin the poorer parts of the\n\neventually7 contributing\n\ncountry7.\nI hope that those of you who\n\nfor the federal\n\nare here from the South will not feel in the\n\nstatement which I have just made that I am in any way reflecting on the\ncharacter of the people in the South or the desire of the people of the South\n\n"}
{"page": 65, "printed_page": null, "text": "General\n\nSessions\n59\n\nto bring about better standards of education. There are historic reasons and\nthere are economic reasons. There are reasons which have to do with the\nratio between\n\nthe people in the South\n\nand the tillable acreage in the South\n\nwhich have to do with the situation. But, inasmuch as the farm people — the\nwhite farm people, if you please (the situation is not so great between the\nwhite and colored people) — of the South have a larger number of people\nper thousand of population than elsewhere in the country, it is a matter of\nthe most\n\nextraordinary\n\ninterest to all the people of the United\n\nespecially the city people of the United\na national problem.\nIn Denmark,\n\nwhere\n\neffectively approached\nlaid on farmers\nthru their own\n\neducation\n\nfor the general welfare\n\nthan in any other country,\n\nowning\n\ntheir own\n\nbe faced as\n\nis probably\n\ngreat emphasis\n\nland and handling\n\ntheir own\n\nmore\n\nhas been\nbusiness\n\ncooperative buying and selling organizations. In this country\n\nnearly half of our farmers\ntheir farms\n\nStates that this problem\n\nStates and\n\nare so much\n\nare tenants\n\nand nearly half of those who\n\nown\n\nin debt that they are very little better off than\n\ntenants. Most tenant farmers, outside of those who are related to the land¬\nlord, move every two or three years. Outside of the eastern states most of\nthe land-owners do not stay in the same community for more than ten years.\nIt is obvious that until we have security of tenure, and farm families stay\nin the same communities\n\nfor more\n\nthan ten years, we cannot build satisfactory\n\nschools, churches, and cooperative organizations.\nOver\n\nlarge parts of this country\n\nthere can never be satisfactory salaries\n\nfor school teachers until there is security of tenure for farmers. I am hoping\nthe federal government\n\ncan this year start, on a small scale, an attack on the\n\ntenancy problem which later can be enlarged as fast as it is demonstrated\nthat we are learning the right method. The Resettlement Administration,\nusing emergency\n\nfunds, has made\n\nduring\n\nthe past two\n\nyears more\n\nthan\n\n$100,000,000 in loans to tenant families, and probably has more first-hand\ninformation as to the real nature of the tenancy problem in the poorest parts\nof the United\nbefore we\n\nStates than any other agency. It will probably be several years\n\ncan stop the increase of tenancy in the United\n\nbe a great many\n\nStates, and it will\n\nyears before we bring about that security of tenure\n\nwhich\n\nis necessary for a stable civilization. We do not begin to realize in the United\nStates how far removed we are, as a result of our neglected tenancy problem,\nfrom\n\nlaying the foundation\n\nbeen recognized\nto ourselves:\nnecessary\n\nof a stable civilization as that foundation\n\nin all of Western\n\nFor\n\nEurope.\n\nthe first time we\n\nBut we can take this much\n\nhave stopped\n\nevil, and have started doing something\n\ndefending\nabout\n\ntenancy\n\nit. As\n\nhas\n\ncredit\nas a\n\nfast as the\n\nfederal government gains experience and the tenants and the tenants’ chil¬\ndren receive the education necessary to make them good farmers worthy to\nown their own land, it is to be hoped that we can start on the road to mak¬\ning this a nation of farmers who stay on the same land year after year.\nOne of the great causes of tenancy is insecure income. Hundreds of thou¬\nsands of farmers have lost their farms during the past fifteen years. The\nchief reason they lost their farms was because farm products were\nprice when\n\nthey started to pay for the farms than when\n\nlower\n\nin\n\nthey agreed to buy\n\n"}
{"page": 66, "printed_page": null, "text": "National\n\n60\n\nthem. There\n\nEducation\n\nAssociation\n\nis great need of stability of farm income\n\nfrom year to year, of\n\nfarm supplies from year to year, and of farm prices from year to year. Since\n1932 we have had examples both of tremendous surpluses and short crops.\nIn 1932 wheat\n\nand cotton were\n\nso plentiful that prices went\n\nto levels which\n\nruined many farmers. They in turn could not buy the products of industry,\nand bread lines formed in the cities. In 1934 we had the shortest wheat crop\nin thirty-eight years because of unprecedented drought. To do away with\nsuch superabundance and such scarcity, I suggested the ever normal granary\nidea. This plan would\n\nlay up supplies in times of abundance\n\nfor use in times\n\nof drought. It would make it possible for the government to protect con¬\nsumers against shortage of food and excessive prices even in years of unusual\ndrought. It would\n\ninsure reasonable prices to farmers\n\neven tho crops were\n\nabundant in years of good weather. The idea was tried in the fall of 1933\nwhen the government loaned money on 250,000,000 bushels of corn, which\nenabled\n\nfarmers\n\nto hold corn\n\non their farms\n\nyear of 1934. If we can use federal power\n\nuntil the disastrous drought\n\nto level off the peaks of oversupply\n\nso they will fill up the valleys of undersupply, the result will be more\nform prices and more uniform farm income from year to year.\n\nuni¬\n\nConsumers and those business men who process and distribute farm prod¬\nucts will be benefited by the ever normal granary. The farm leaders of the\nUnited\n\nStates are at the present time battling in Congress\n\nfor an ever normal\n\ngranary bill and I hope they win even tho the bill turns out to be faulty in\ncertain respects. Those\n\nwho\n\nare fighting the ever normal\n\ndesperately\n\nare chiefly those who\n\neither knowingly\n\nspokesmen\n\nfor the speculative grain trade.\n\ngranary\n\nbill most\n\nor unknowingly\n\nare\n\nStability of farm income from year to year means much to rural-school\nteachers. They know what happened to their salaries in years like 1931,\n1932, and 1933, when thousands of country schools were closed and the\nteachers were\nknew\n\nfired simply because the farmers\n\nthere was\n\nincomes\n\nno money.\n\nsitting on the schoolboards\n\nCity school teachers are consumers\n\nand they do not like to see food prices too high. They\n\nwith\n\nfixed\n\nshould wel¬\n\ncome the consumer protective features of the ever normal granary. Ruralschool teachers are also consumers with a rather fixed income, but they do\nnot like to see farm products go too low because they know\n\nthat 20-cent corn\n\nand 30-cent wheat may cost them their jobs. Country school teachers there¬\nfore welcome that phase of the ever normal granary which protects farmers.\nFrom the standpoint of both country and city school teachers, the truly\nimportant point is stability. All of us want stability of farm income, farm\nsupplies, and farm prices. We\nhandled\n\nin such a way\n\nwant\n\nan ever normal\n\nthat the extraordinarily\n\ngranary\n\nwhich\n\ncan be\n\nvariable weather\n\nin the\n\nMiddlewest and the Great Plains can be off-set by adequate forethought\nand storage. All of this can be done if we will work together in a thought¬\nful and democratic\n\nway. Incidentally, I may\n\ners in the Smith-Hughes\n\nsay that the agricultural teach¬\n\nvocational schools and classes have been exceedingly\n\nhelpful in our triple-A and soil conservation programs and I am sure they\nwill be even more helpful if we have an ever normal granary program.\nThe\n\nsplendid thing about\n\nthe phrase “ever normal\n\ngranary”\n\nis that it\n\n"}
{"page": 67, "printed_page": null, "text": "General\n\nSessions\n61\n\nturns the attention of people toward\nsecurity. We\n\nneed ever normal\n\ngranaries on the farms. That\nare so important.\n\nWe\n\nmust\n\nthe concept of abundance\n\nand economic\n\njobs in the cities as well as ever\n\nis why\n\nunemployment\n\nnormal\n\nand old age insurance\n\ndiscover those key points, the control of which\n\nwill enable us to eliminate depression so far as possible.\nThe\n\nnext depression could easily throw\n\nus far to the right or far to the\n\nleft, depending on which party happens to be in power at the time it comes.\nI am sure that teachers do not want to see either the extreme right or the\nextreme\n\nleft triumph\n\nin this country because the result in the educational\n\nheld would be the substitution of “indoctrination'’ and propaganda for edu¬\ncation. The democratic method is free discussion based on the real facts of\nthe case. The\n\ndictatorial method\n\nis to assemble\n\nthe facts in such a way\n\nprove that the course taken by the dictator is sound. From\n\nas to\n\nthe short time\n\npoint of view, the methods of vigorous indoctrination as pursued by dictator¬\nships may seem more efficient than the free discussion method pursued by\neducators in a democracy.\n\nTo some people the dictatorial methods\n\nseem more\n\nexciting. Thus a challenge is furnished to democracy. We must make de¬\nmocracy exciting, tolerant, and efficient.* Under the New Deal I think we\nhave done that altho undoubtedly\nneed the sympathetic\nprocess at its best.\nThe\n\nmaterial\n\nwe\n\nstill have a long way\n\nhelp of teachers fully familiar with\n\nevidence\n\nof success in a democracy\n\nis a steadily increasing balanced\n\nto go and we\nthe educational\n\nlike the United\n\noutput of the goods which\n\nthe people need\n\nand want. Measured by this material criterion, democracy\nmiserably in the United States from 1930 to 1933, but from\nhas staged a remarkable\n\nrecovery. In order to enhance\n\nStates\n\nfailed rather\n1933 to date\n\ntheir own\n\nselfish\n\ninterests, it is to be expected that certain regions and classes will endeavor\nfrom\n\ntime to time to profiteer at the expense\n\ncreating undue\n\nof the general welfare\n\nby\n\nshortages of one kind or another. It is one thing to create\n\na shortage, and it is another\n\nthing to bring about balance, and the two\n\nare\n\nto be carefully distinguished.\nFrom\n\nthe standpoint\n\nof the general welfare, it is important\n\nthe thesis that the rules of the game\nincreasing balanced\n\nabundance\n\nunderconsumption\n\nand\n\nthe market\n\nhas changed.\n\nshould\n\nbe such as to favor an ever\n\nand to avoid the disaster which\n\noverproduction\n\nto develop\ncomes\n\nfrom\n\nof those types of goods for which\n\nIt is so difficult to bring about adjustment,\n\nwhen\n\nthe markets have changed, because of the fact that certain people have\nvested interests in the former situation.\nModern\n\nmethods\n\nthink much\n\nmore\n\nof transportation\n\nand invention\n\nconsciously about the nature\n\nof markets\n\ndays. This is especially true of farm products which\nthe loss of the European\n\nmarkets.\n\nThe\n\nhave forced us all to\nhave been affected by\n\nfederal government\n\nto tax and to spend, with its tariffs which\n\nthan in the old\nwith its power\n\naffect foreign purchasing\n\nfor our exportable surplus, with its control over the monetary\n\nsystem, and\n\nwith its subsidies of one sort or another, has always had a profound\non the economic\nmentioned\n\nsystem\n\nof the United\n\nStates. The\n\nhave not always been used by the United\n\npowers\n\npower\n\nwhich\n\neffect\nI have\n\nStates government\n\nto\n\n"}
{"page": 68, "printed_page": null, "text": "62\n\nNational\n\npromote\n\nstability. Sometimes\n\nEducation\n\nAssociation\n\nthey have been so used as to bring about an\n\nultimate explosion — it would be a little fairer to say to “contribute to” an\nultimate explosion. The difficulty of using these powers intelligently has\nbeen especially great since the World\n\nWar.\n\nourselves under the necessity of making\n\nWhen\n\nthe War\n\nended we found\n\nthe most profound\n\ninternal readjust¬\n\nment. Because of our habits we did not care to make many of these readjust¬\nments and some of them have not been made yet. One of my friends rather\nfacetiously said, “The\n\nessence of education\n\nis to learn to cooperate\n\nwith\n\nthe inevitable.” In my impatience I have thought sometimes that that defi¬\nnition might possibly be correct but, speaking somewhat slangily, I would\nlike to suggest\n\nthat\n\n“education\n\nconsists in discovering\n\nthe\n\ninevitable\n\nand beating it to the punch.” By either of these definitions, the people of\nthe United States have not been very well educated since the World War\ncame to an end. But the inevitable is still after them and the educators have\na great opportunity.\nMany of the agricultural problems to which I have referred are inter¬\nrelated with other questions of national and international policy. All these\nquestions should receive consideration by the nation’s teachers and should\nbe discussed in the classrooms of every high school and college. More than\nthat, if our people are to become\n\nexperienced\n\nin the democratic\n\nprocess of\n\ngovernment by discussion and in the methods of intelligent choice making,\nour schools should become centers for adult as well as adolescent learning.\nSocial illiteracy cannot be eliminated\n\nby providing vitalized learning oppor¬\n\ntunities for youth alone. So rapid is the speed and so great the unpredicta¬\nbility of social change that constant reexamination of traditional beliefs and\naccepted patterns of behavior must\nOur\n\nsystem\n\naccurate\n\nof public education\n\ninformation\n\nof our common\n\ntake place.\nmust\n\nand opportunity\n\nproblems.\n\npermit citizens of all ages to get\n\nfor honest debate as to the solution\n\nIn this connection\n\nmay\n\nI direct your\n\nattention\n\nto the work of the Department of Agriculture in stimulating group discus¬\nsion of agricultural problems, including production, adjustment, and control.\nOn\n\nother occasions I have paid tribute to the high caliber of the conference\n\nwork\n\ndone by the farmers committees\n\nwhich participated in the crop control\n\nplan. This led them into discussions of economics both in this country and\nabroad. It was the kind of discussion that makes for the most admirable\ntype of classroom work. May I also mention the far-reaching importance\nof the experimental efforts which have been made during the past two\nyears by the Department of the Interior, thru the Office of Education, in\nthe development of public forum demonstration centers in several states of\nthe nation.\nAnd,\n\ninasmuch\n\nas John\n\nI had first-hand information\nback in 1932, I want\n\nStudebaker\n\nis not here today and inasmuch\n\non the forums\n\nwhich\n\nas\n\nhe started in Des Moines\n\nto pay a little personal tribute to John Studebaker\n\nby\n\nsaying I think the work he did there with the help of the Carnegie Institu¬\ntion money is some of the most significant work I know of anywhere and\nI trust that that work, followed up as it has been by the work in the Depart¬\nment of the Interior, will lead toward a revitalization of public discussion\n\n"}
{"page": 69, "printed_page": null, "text": "General\n\nSessions\n\n63\nand\n\ntruly democratic\n\nmethods\n\nsuch as we\n\nhave not had\n\nin these United\n\nStates for many, many years. It seems to me it is working back toward\nthing of the nature of the old New England town hall meeting.\nThe\n\noutstanding\n\nthe technology,\n\npoint I would\n\nthe economic\n\nlike to make\n\norganization,\n\nsome¬\n\nis that we have the resources,\n\nand the belief in democracy\n\nenable us to attain a stable and increasing abundance\n\nin the United\n\nto\n\nStates\n\nsuch as the world has never seen. We have been wandering in the wilder¬\nness. The promised land lies spread before us. We can take possession of it\nas soon as we have determined\nwhich\n\nwith our wills that we\n\ncan whip the giants\n\nare in the way.\n\nI was very much\n\ninterested in what\n\nforces. I thought\n\nfor a minute\n\nwith\n\nvery much\n\nhim.\n\nI was\n\nforces that he felt were\n\nDr. Day had to say about the divisive\n\nI would\n\nhave a little difference of opinion\n\ninterested when\n\nhe referred\n\nto the divisive\n\nin operation today, and the part which\n\neducators\n\nhave to play in seeing that those divisive forces ultimately were\n\nrecognized\n\nby the educative\nfunctioning\n\nprocess and\n\ndemocratic\n\ndemocratic\n\nprocess in terms\n\nof a smoothly\n\nunity.\n\nI would like to make this modification of Dr. Day’s analysis. I would\nlike to say that it is my belief, my faith, that these divisive forces to which\nhe referred are much\nin the innermost\n\nmore\n\npsychology\n\napparent\n\nthan real. It is my\n\nbelief that hidden\n\nof the rank and file of the citizens of the United\n\nStates, the decisions have already been made which of necessity will ulti¬\nmately result in various parties to the controversy each giving way to some\nextent. I feel that in the minds of people the decisions have already taken\nplace. I have come\n\nto that conclusion\n\nas I have sounded\n\nout sentiment\n\nhere\n\nand there — and, mind you, I spent three days at Jefferson Island recently!\nIt will take time to do the job completely and the educators can use that\ntime to train our people in the belief that our farms and factories can be\nused for greater productivity and greater economic\n\nsecurity; that our farmers\n\nand city workers\n\nand stability of income ;\n\ncan be given security of tenure\n\nthat an ever normal granary can be made workable in the interest of pro¬\nducers and consumers; that there can be an increasing balanced abundance\nof the good things of life, that we\nand joy, by understanding\n\ncan look to the future with confidence\n\nthe past and\n\nholding\n\nfirm to the democratic\n\nprocess of achieving the general welfare.\nNot\nThere\n\nall of the things which\n\neducators\n\nis such a thing as imparting\n\nimmediately\neducators\n\nteach have to do with knowledge.\n\nan emotional\n\nahead, our efforts in this country\n\nwill feel warranted\n\nin imparting\n\nattitude. I hope in the years\nwill be so successful that the\n\nto their pupils an attitude of\n\nthe utmost joyous confidence\n\nin the future. If all the schools of the United\n\nStates are realistically imbued\n\nwith such an attitude our children and our\n\ngrandchildren\nvalue.\n\nwill inherit both material and spiritual possessions of enduring\n\n"}
{"page": 70, "printed_page": null, "text": "64\n\nNational\n\nEducation\n\nAssociation\n\nTHIRD\n\nGENERAL\n\nSESSION\n\nSECTION\n\nA CHALLENGE\n\nNEWTON\n\nEDWARDS,\n\nTO\n\nEDUCATIONAL\n— A bstract\n\nPROFESSOR\n\nOF\n\nthe most\n\nAmerican\n\ndevastating\n\neducational\n\nof educational\n\nSTATESMANSHIP\n\nEDUCATION,\n\nCHICAGO,\n\nPerhaps\n\nA\n\nUNIVERSITY\n\nCHICAGO,\n\nILL.\n\ncriticism that can be directed against the\n\nsystem is its widespread\n\nopportunity.\n\nOF\n\nThe\n\nfailure to provide equality\n\ninequalities which\n\ncharacterize\n\nAmerican\n\neducation result primarily from the unequal distribution of the educational\nload, from the unequal distribution of the national income, and from the\nlong established tradition that the schools should\nand state revenues.\nRegional\n\ndifferences in reproduction\n\nbe supported\n\nIn certain areas the economically\n\ncarries a burden\n\nof child nurture\n\nand\n\na burden of young dependents\nparts of the country.\nwomen\n\nby the number\n\nis more\n\nworkers\n\nof the South\n\ncarry\n\nto that carried in other\n\nresult is that the educational\n\nof children\n\nStates the educational\n\nage group\n\nthan twice as great as that of\nload, as\n\nof school age per thousand\n\nincreases sharply as the size of the community\nthe United\ndweller.\n\nproductive\n\nfully twice as great as\n\nout of all proportion\n\nin the large cities. The\n\nmeasured\n\neducation\n\nproductive\n\nEffective fertility of farm women\n\nof\n\nwith respect to the supporting\n\nadult population.\n\ngroup in other areas. The\n\nlocal\n\nrates cause the child population\n\nschool age to be distributed very unequally\n\nthe same\n\nfrom\n\nadults,\n\ndecreases. In every part of\n\nload rests relatively light on the urban\n\nIn general, those areas having the highest birth-rates and the greatest\neducational task are characterized by an excessive population pressure on\nthe resource\nof farm\n\nstructure, by exceedingly\n\nmillions\n\nmodicum\n\nto carry their own\n\nof children\n\nof meager,\n\nformal\n\nbirth. In communities\n\nwhere\n\nwhere\n\nper farm, by high rates\n\ntenancy, by low levels of living, and by the large percent\n\npopulation unable\neconomic stress.\nFor\n\nlow income\n\nthe burden\n\neconomic\n\nthe opportunity\neducation\n\nduring\n\nfor anything\n\nis largely conditioned\n\nfertility is too low\n\nof child care and\n\nweight\n\neducation\n\nof the\n\nperiods of\n\nmore\n\nthan\n\na\n\nby place of\n\nfor family replacement,\nis light, where\n\neconomic\n\nresources are most abundant, and where the cultural-intellectual status of\nparents is high, we support education liberally. In communities where the\nbirth-rate is high and the supporting adult group is carrying a dispropor¬\ntionately heavy child population, where income per child is far below the\nnational norm, where the level of living is low, where the cultural heritage\nis the poorest, where the home has least to contribute to cultural and intellec¬\ntual growth, we support education niggardly. Education can be made a\nforce to equalize the condition of men ; it is no less true that it can be made\na force to create class, race, and sectional distinctions. The\n\nevidence indicates\n\n"}
{"page": 71, "printed_page": null, "text": "General\n\n65\n\nSessions\n\nclearly that if we\n\npursue\n\nour schools, which\n\nwe have hitherto regarded as the bulwark\n\nmay, in fact, become\n\nour present policies there is grave danger\n\nan instrument\n\nthat\n\nof democracy,\n\nfor creating those very inequalities they\n\nwere designed to prevent. If, for a long period of years, we draw each suc¬\nceeding generation in disproportionately large numbers from those areas\nin which economic conditions are poorest and the cultural-intellectual level\nthe lowest, if the population reserves of the nation are to be recruited from\na definitely underprivileged\n\nclass, and if we\n\nby conscious\n\neducative\n\nrepresentative\n\npolitical institutions may\n\nTHE\n\nendeavor,\n\nTEACHER’S\n\nWILLIAM\n\nH.\n\nKILPATRICK,\nCOLUMBIA\n\nfail to make\n\nthe effect on\n\nour\n\nOF\n\nUNIVERSITY,\n\nculture\n\nand\n\non\n\nour\n\nbe appalling.\n\nPLACE\nIN SOCIAL\n— Abstract\nPROFESSOR\n\ngood the deficit\n\nLIFE\n\nEDUCATION,\nNEW\n\nYORK,\n\nOF\n\nTODAY\n\nTEACHERS\nN.\n\nCOLLEGE,\n\nY.\n\nIn this country just what part the teacher ought to take in social life and\nchange\n\nis much\n\nin dispute — more\n\nobviously because we\n\nare engaged\n\nin re¬\n\nmaking our social-economic-political outlook and have as yet reached no\nunanimity of position, less obviously because we are just now shifting our\nthinking in the matter of change frorn a position of no-change in funda¬\nmentals to a position which makes for change and is becoming an essential\nfactor in all human affairs.\nWe\nwe\n\naccordingly find the American\n\nmind\n\nnot provide for conscious change?\n\nmuch\n\nShall we\n\npuzzled. Shall we\nor shall we\n\nor shall\n\nnot expect the\n\nschool to play a significant part in helping the country\n\nmake\n\nup its mind\n\non\n\nour disputed\nanswers.\n\nand\n\nvaried\n\nthe\n\nThe\n\nsocial-economic\n\nfundamental\n\ndevelopment?\n\nMany\n\nare\n\nposition herein taken is that of conscious and intelligent\n\ndemocracy based on the certainty of change and development, but con¬\nsciousness of the future outcome. Changes will come as they come ; it is\nour business to steer them\n\nintelligently. Democracy\n\ndemands\n\nthat the people\n\ndecide, not the present people — still less the past — for the future, but the\nfuture people for themselves. It is the duty then of the present generation\nnot to tell the rising generation\ncould not, if we\n\nthe answers\n\nwould — but to make\n\nto their social problems — we\n\nthe rising generation\n\nas intelligent\n\nas we can in social-political matters and have them free to solve their own\nproblems.\nAlong with this principal dispute as to what kind of classroom teaching\nwe should have, there goes the further question of the teacher’s place both\nas a citizen of the community and as a member of all of the important\nlearned professions having public duties outside the classroom.\nThe\n\nteacher is a citizen and as such has all the rights of other citizens.\n\nIt follows, however, that the teacher’s rights as a citizen and as a man\nthe community are limited by his duties as a teacher.\nThe\n\nin\n\ngood teacher will be sensitive to the influence his outside advocacy\n\nand conduct is having on his pupils that this influence may be the best\npossible. What the teacher says outside and how he speaks and acts should\n\n"}
{"page": 72, "printed_page": null, "text": "National\n\n66\n\nEducation\n\nAssociation\n\nall be done with due regard not only to the social issue at stake but also to\nthe educative effect of his acts on those under his care. This does not mean\nthat the teacher is not to stir up his pupils to think. That\nthe best thing he can do for them\n\neven if many\n\nto have no questions raised regarding\n\nthe teacher has wider\n\nHe or she is a member\n\nbe exactly\n\nparents and citizens prefer\n\nthe status quo. What\n\nmust do is to help his pupils to fair-minded\nthe stirring is likely to be all to the good.\nBut\n\nmay\n\neducative\n\nstudy. If this be safeguarded,\n\neffects on\n\nof the community.\n\nthe teacher\n\nWithin\n\nothers than his pupils.\n\nreason the teacher should\n\naccept responsibility to share with others in helping the community\nits varied social problems.\nEach profession, simply because it is such, owes\n\nstudy\n\npublic duties beyond\n\nthe\n\nimmediate practise of the profession. This wider duty of the teaching pro¬\nfession includes responsibility for helping the public see and understand any\neducative\nwelfare.\nAs we\ncomes\n\neffects from\n\nour public life that significantly concern\n\nconsider the teaching profession, its right and\n\nforward\n\nas an urgent\n\nproblem.\n\nI am\n\nthe public\n\nduty to organize\n\nfrank to say I am\n\ndoubtful\n\nwhether teachers should permanently ally themselves with any non-educational body or movement. Any individual educator or body of educators\nhas that right ; I claim it for them — but I doubt the wisdom of educators\ncommitting themselves to permanent alliance with any but an educational\nbody\n\ndevoted\n\nto educational\n\nends\n\nEducators\n\nhave\n\neducative\n\neffects, a decent wage,\n\nWhat,\n\nusing only educational\n\nclearly the right to seek conditions\n\nprofession in determining\nfreedom in teaching.\nThe\n\nand\n\nparticipation of members\n\nto proper\n\nof the teaching\n\neducational policies, proper tenure laws, adequate\n\nfinal of our questions is probably\nif any, proper\n\nfavorable\n\nmethods.\n\nthe one\n\nthat interests us most.\n\npart has the school in the conscious\n\neffort to effect\n\nsocial change? The work of the school to this end is, I think, clearly de¬\nfined, namely, to build before adulthood: (a) useful social ideals, (b) habits\nof democratic\n\nstudy, and (c) actual social intelligence. To\n\nends the school will work\nactivities, preferably\n\naccomplish\n\nthese\n\nalong two main lines: first, that of socially useful\n\ncooperative\n\ncommunity\n\nactivities ; and\n\nsecond,\n\nthe\n\nstudy of live social issues, many of which will be controversial in character.\nIn respect to difficult but necessary controversial issues the profession and\nthe public should be clear. We\n\ncannot\n\nafford not to make\n\nour young\n\npeople\n\nintelligent regarding them, as critically intelligent as we can. Anything\nelse is a suicidal public policy. And we must not wait till the young people\nare grown. We must educate before the mind is grown and finished, built\nfor all time and fixed by the cares of this world and the deceitfulness of\nriches as we\nAnd\n\nsee today in too many\n\nthe profession must\n\nof the economic\n\nroyalists among\n\norganize to protect the individual\n\nus.\n\nteacher in the\n\njust discharge of his duty here. Reasonable discussion of all pertinent con¬\ntroversial issues is absolutely necessary to intelligent citizenship. In this\nmatter\n\ndemocracy\n\ndepends\n\non the school. We\n\nof intelligence is society’s only permanent\n\nmust\n\nhope.\n\nnot fail. The\n\nfree play\n\n"}
{"page": 73, "printed_page": null, "text": "General\n\nSECTION\n\nCURRENT\nPAYSON\n\nISSUES\n\nSMITH,\n\nIN\n\nGRADUATE\n\n67\n\nSessions\n\nB\n\nTEACHER\n\nSCHOOL,\n\nEDUCATION —Abstract\n\nHARVARD\n\nUNIVERSITY,\n\nCAMBRIDGE,\n\nMASS.\n\nFor a century now teacher-education institutions have been increasing in\ntheir power and influence for the improvement of the schools. To be sure,\nthey seem for the moment\n\nto be somewhat\n\nrespect they are not alone. In one\n\nbewildered\n\nand confused.\n\nIn this\n\nrespect, however,\n\nthe American\n\npeople\n\nhave a greater interest in this department of education than in any other,\nand that is in the respect that to it they must look for future leadership\nfor all the schools.\nAmong\n\nother tasks of importance\n\nservice of teacher education\n\nis that of the more\n\ntive utilization of the enthusiasms\ngo into the schools as new\n\nthat must be undertaken\nimmediate\n\nand creative power\n\nteachers. Our\n\nmethods\n\nfor progress that should come\n\nteacher education\n\nand more\n\nannually\n\nof induction\n\nof young\n\nToo\n\nto the schools from\n\nis lost because of the tendency\n\neffec¬\n\nof those who\n\nteachers into service are seriously in need of improvement.\nimpetus\n\nfor the better\n\nmuch\n\nof the\n\nthe product\n\nof\n\nof school systems to seek\n\nconformity to institutional programs. It may be granted that theory some¬\ntimes fails to work in the face of real situations. Yet, it is a negation of all\nthat teacher education\n\nrepresents not to give freer play than is now\n\nto the processes which\n\nhave presumably\n\nof education.\n\nHere\n\nof and demand\n\nbeen stimulated\n\nallowed\n\nduring the period\n\nagain, there is an issue presented by the increasing need\n\nfor specialized teaching.\n\nIt is evident that we\n\nare to have a development\n\nteachers similar to that which\n\nin the preparation\n\nof\n\nhas already taken place in the preparation\n\nof\n\nthose who serve in other professions. This development will be in the direc¬\ntion of specialization. We have already seen more than a beginning of it in\nart, music, home\nments, however,\ndemanded.\n\neconomics, and certain other special fields. These develop¬\nrepresent only a few of those that will in the future be\n\nIf this specialized preparation\n\nis to be provided\n\nthe most\n\nhighly efficient basis it would\n\nappear\n\nof courses of this kind among\n\nseveral institutions and a readiness to develop\n\nthem\n\nunder\n\nconditions\n\ninstances normal\nif an\n\nattempt\n\nthat there must\n\non\n\nthat will guarantee\n\nbe less of a diffusion\n\ntheir greater efficiency. In most\n\nschools and teachers colleges will dissipate their resources\n\nis made\n\nto develop\n\nthese special offerings in small\n\nInstitutional interest or aggrandizement\n\nmust\n\ngive way\n\nunits.\n\nto the requirements\n\nof the several special projects involved.\nOther\n\nissues of no less importance\n\nthan those already named\n\nrelate to the\n\nbetter re-equipment of faculties of teacher-education institutions and to\nbetter methods of selecting students who are to be educated for service\nas teachers.\nThere\nopportune\n\nis no more\n\nimportant\n\nplace in education\n\nand\n\ntime than the present for a thorolv sympathetic\n\nexamination\n\nof the condition and needs of those programs\n\ncentury have been most\n\nresponsible for educational\n\nthere is no\n\nmore\n\nand constructive\nwhich\n\nprogress\n\nin the past\n\nand to which\n\n"}
{"page": 74, "printed_page": null, "text": "68\n\nNational\n\nEducation\n\nAssociation\n\nin the coming century we can look with greatest confidence for a continuance\nof that progress.\nTRADITION\nALICE\n\nR. MORI\n\nSON,\n\nAND\nFORMER\n\nASSOCIATION,\n\nADVENTURE — Abstract\nHEAD\n\nOF\n\nSECONDARY\n\nSUFFOLK,\n\nEDUCATION\n\nENGLAND\n\nThe terms “tradition” and “adventure” are not, of course, opposed but\nare complementary one to the other. There can be no adventure starting\nfrom nothing; even if it takes the form of breaking away from all tradition,\nthere must have been the tradition from which to break away. Adventure\nsurely means finding a new use or a new field for what already lies at hand —\nas discovery means the revelation or unveiling of powers, forces which are\nalready in existence.\nThe\n\nadventure\n\nsince I came\n\nof one age becomes\n\nthe tradition of the next. I have seen,\n\nto this country, notices that certain customs\n\ntradition but it must\n\nhanding\n\non, not forced or pushed\n\non\n\nby order. I have not the time to trace from\n\nthese ancient foundations\n\nthe\n\ndevelopment\n\nbe a voluntary\n\nare to be a future\n\nof English modern\n\ngenerosity, and adventure\nto King Alfred\n\neducation\n\nwhich\n\nowes\n\nof those founders. All education\n\nand certainly to adventurers\n\nwho\n\nwonder\n\ntradition of all our old schools was\nwhether\n\nthe present overloaded\n\nto the piety,\n\nis due possibly\n\ncared for the education\n\nof certain poor scholars in the thirteenth, fourteenth,\nteenth centuries.\nThe\n\nmuch\n\nfifteenth, and\n\nsix¬\n\nreligion and the classics, and I\n\ncurriculum\n\nproduces\n\nbetter results\n\neither in character or in intellectual training. However, the adventure had\nto be made and the foundations of the old schools were found able to bear\nthe superstructure\ncathedrals\n\nof a modern\n\nbore the newer\n\nside and a wider\n\nstyles of architecture.\n\ncurriculum,\nBut\n\nas the old\n\nby culture is meant\n\nthe pursuit of real knowledge — and knowledge is power.\nTo attain to knowledge two things are necessary which\n\nseem\n\nto me\n\nto\n\nbe lacking in the education of today — thoroness and concentration. Those\nwere taught by the classics. They can also be taught in mathematics and\nscience and indeed by any subject well taught. But\nwhich specialized in these were\nwere illiterate and unread.\nWhatever\n\nthe pupils in schools\n\noften ignorant of their own\n\nthe future careers for our boys and girls we\n\nlanguage\n\nand\n\nmust\n\nre¬\n\never\n\nmember that character and personality must come first — and we teachers\nmust realize more than ever before our splendid and grave responsibility of\nliving the highest life possible — for, as has been said of religion, character\nmust be caught, not taught. “For the boy and girl the way to the higher\nlife is in nearly all cases opened by personal inspiration. . . . He will follow\nand almost blindly believe the man who lives his faith and has singleness of\nheart.”\nWhat\n\ndo you and I remember\n\nof all that we were\nteachers, never.\n\nof our own\n\nschool days? What\n\nso conscientiously taught have we\n\na wealth\n\nforgotten — but our\n\n"}
{"page": 75, "printed_page": null, "text": "General\n\nSessions\n\n69\nIt does not matter what are our subjects so much as what manner of\nmen and women we are. The longer I live, the more I believe that it is\nwhat we are and what we think that affects the children in our classes.\nIf from this great convention you splendid body of teachers in your\ndevotion and your strength, were to renew your vision and go out afresh\nwith the spirit of vocation in your hearts, with a clear sense of the true\nvalues, with the true ideals of character and service that you wish to\nkindle in the hearts of the children it would indeed be a great adventure.\nIMPROVING\n\nEDUCATION\n\nTHRU\n\nDISCUSSION\n\nGROUPS\n\n— Abstract\nFRANCIS\n\nL. BACON,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nEVANSTON,\n\nILL.\n\nThe real challenge to our professional growth, the active opportunity for\neducational progress lies in a general participation in the creation and con¬\ntrol of our educational program. A few significant problems need selection\nfor a cooperative attack. The background of these problems calls for\nanalysis, for study, that basic understanding may be established. Then\nfollows necessary interpretations, varied, contradictory, and exhaustive.\nAnalysis, understanding, interpretation, rest upon adequate discussion,\nnot by a few, but by many relatively small, actively participating groups.\nDiscussion will not bring conclusive interpretations, satisfactory under¬\nstandings, or desirable actions, unless it is persistent, controlled, planned,\ncontinuously held to a specific problem until cooperative agreements have\nbeen reached. This is no easily followed or quickly arrived at formula of\nprocedure. Quite the contrary, which accounts so often for its failure or its\ninadequacy in the past.\nDiscussion groups are really miniature ventures in cooperative education.\nThey bring people together who can pool their thinking, as occasions arise,\nto study their own situations. Organized discussion, in fact, is a new method\nfor winnowing wisdom out of experience. One does not learn from ex¬\nperience merely by having experiences, or attain a practical knowledge\nabout an activity simply by reading about it. Unshared experiences may\nprove conventional, biased, or morbid. It is necessary to see experiences\nfrom different points of view, in order to show situations in which various\ninterests are at stake — interests that appeal differently to various individuals.\nThis is one of the significant contributions of group discussion. Each mem¬\nber of the group has his or her special sensitiveness to considerations which\nthe others would slight or overlook. Together they form a little crosssection of the current thought on the situation. The necessary give and take\nabout the situation sharpens it as a picture of human purposes and circum¬\nstances from which each participant gains clarity and appreciation. Small\ndiscussion groups have been particularly effective in localities where they\nhave been tried in helping individuals thresh out the different aspects of\nimportant issues and in enabling members of the groups to help one an¬\nother to think their way thru to a sound philosophy.\nOne striking fact about the development of study and discussion groups\nin America is that the majority of them have originated during the past\n\n"}
{"page": 76, "printed_page": null, "text": "70\n\nNational\n\nEducation\n\nAssociation\n\nfew years. They have proved equally helpful in rural and urban sections\nand under varying conditions. The informal, democratic procedure of a\ndiscussion group is its most outstanding characteristic and the one which\nmakes it adaptable to dealing with the problems of education under varying\nconditions. In fact, democracy\n\nis often described as “government\n\nby dis¬\n\ncussion.”\nThe project of promoting a coordinated program for discussion groups\nwhich will extend thruout the country, extend the work of professional\norganizations, and make possible a greater participation in the solution of\nproblems, is no utopian dream. The success with which the venture has\nalready met has confirmed the belief that it is a perfectly practical and\nfeasible project. Those who have been connected with the project believe\nthat it will continue to grow and will come to serve an important purpose\nfor education in general and not merely secondary education and adult\neducation. When that happens, I think we shall find a new vitality coming\ninto education.\nSECTION\nTHE\n\nMRS.\n\nPROGRAM\nOF THE\nZATIONS\nOF\nJOSEPHINE\n\nP. SMITH,\n\nTIONS\n\nOF\n\nLOS\n\nC\n\nAFFILIATED\nLOS ANGELES\n\nCHAIRMAN,\nANGELES,\n\nTEACHER\n—Abstract\n\nAFFILIATED\nLOS\n\nANGELES,\n\nTEACHER\n\nORGANI¬\n\nORGANIZA¬\n\nCALIF.\n\nPublic education is no stronger than an informed public wishes to make\nit. Only thru the activity and service rendered by teachers holding member¬\nship in community organizations, and by the parents and citizens friendly\nto public education, can the public remain informed. Therefore, organiza¬\ntions such as the parent-teacher association and service clubs are cordially\ninvited to send representatives to meet with teacher committees for the\npurpose of studying problems of education and finding solutions to them.\nToo much emphasis cannot be placed upon the fact that teacher organi¬\nzations and the public schools can be no stronger or more effective than an\nintelligent and informed public opinion permits them to be.\nAs a result of this constructive program and exchange of ideas between\nthe Affiliated Teacher Organizations of Los Angeles and the community, an\nadequate program of education in California has been maintained, and the\nattacks of those in the community antagonistic to education have been suc¬\ncessfully repulsed.\nThe resources of the public relations office of the Affiliated Teacher\nOrganizations of Los Angeles have been directed toward the support and\nsponsorship of community welfare programs. Thus the A.T.O.L.A. con¬\nsiders itself to be an integral part of all programs and activities whose purpose\nit is to improve educational, community, and public welfare.\nTo the extent that teachers take an active part, as citizens and as mem¬\nbers of the community, can the profession enjoy the understanding sympathy\nof the public it seeks to serve. To this end the A.T.O.L.A. was organized;\nand since its foundation seven years ago, it has been enjoying a high degree\nof success.\n\n"}
{"page": 77, "printed_page": null, "text": "General\n\nSessions\n\n71\nDISCUSSION\n\nON\n\nA\n\nCOUNTY\n\nTEACHERS\nP. W.\n\nSEAGREN,\n\nTYPE\n\nA\n\nCLASSROOM\n\nASSOCIATION — Abstract\n\nPRESIDENT,\n\nCLASSROOM\n\nMIAMI,\n\nJust what\n\nOF\n\nhas this type of county\n\nTEACHERS\n\nASSOCIATION,\n\nFLA.\n\nunit organization\n\naccomplished?\n\nFirst,\n\npicture if you will, a good portion of the counties in the state of Florida,\nup until four years ago, paying their teachers three, four, and five hundred\ndollars a year. There\n\nwas\n\nonly one thing to do. The\n\nClassroom\n\nTeachers\n\nAssociation, being of a professional nature and open only to teachers, neces¬\nsitated setting up a new organization of a political nature, open to anyone\ninterested in schools and who\n\ncould vote. This was\n\naccomplished\n\nin every\n\ncounty in the state. It did not take long for the legislators to recognize our\nvoting strength, for we had business men\n\nand women\n\n“The Florida League for Better Schools.'’\nThe results ! They changed the school plank from\n\nas wTell as teachers in\nlast on their list to\n\nfirst. Their becoming school-minded made this year’s appropriation from the\nstate well over ten million dollars for the schools as compared with five\nmillion not many\n\nyears ago. Every\n\nand every school remained\nOur\n\norganization,\n\nteacher received at least a living wage\n\nopen for the full term.\n\nin brief, has six standing\n\ncommittees : Professional\n\nProblems, Welfare, Civic, Program, Social, and Publicity. It is the pur¬\npose of the Professional Problems Committee, along with other duties, to\nsponsor “Fellowship Day.” It amounts to a county conference, made pos¬\nsible by our schoolboard, in that we are allowed the entire day for the pro¬\ngram. We start in the morning with group meetings, with teachers in charge\nand only teachers present. In this way we feel free to express ourselves\nwhile the principals and school officials conduct their own forum, at the\nsame\n\ntime, the important\n\nprogram\n\nrather\n\nthan\n\nnationally known\nAnother\nwork.\nwas\n\nThe\n\nfactor being that the teacher has charge of the\n\nschool officials. In the general meeting,\n\npersons\n\nitem of interest to me\n\non our program\n\nnecessity for this division arose when\n\nwe have an annual\n\ncharge at each school. We\nAnother\nFederal\nThese\n\nwelfare\n\nUnion,\n\nunder\n\nwelfare\n\none of our fellow teachers\n\nfirst raised by entertainment.\n\ndrive, with a classroom\n\nwhich\n\nis the establishing of a Dade\nis about two\n\nfigures might be of some\n\nteachers in the county\n\nwere\n\ncomes\n\nrepresentative in\n\nplan to build up this fund for future needs.\n\nphase of our work\n\nCredit\n\nhave\n\nas our guest speakers.\n\ntaken ill with tuberculosis. Funds\n\nNow,\n\nwe\n\nTeachers\n\nyears old at the present time.\n\ninterest: approximately\n\nare members;\n\nCounty\n\n$157,000\n\n70 percent of the\n\nhas been placed on deposit;\n\nover $75,000\n\nhas been loaned, ranging from $50 up as high as $1000\n\nperson. Over\n\n50 percent of our loans have been for the purpose\n\nper\n\nof paying\n\nup old loans with high interest, thereby saving 2\npercent a month in in¬\nterest. Other loans have been down payments on homes, and we plan next\nto finance new\n\ncars, etc. It has become\n\nquite a business, to say the least.\n\n"}
{"page": 78, "printed_page": null, "text": "National\n\nEducation\n\nIMPROVING,\n\nAND\n\n72\n\nBUILDING,\nAND\nLESTER\n\nK.\n\nNATIONAL\nADE,\n\nAssociation\n\nUNIFYING\n\nLOCAL,\n\nSTATE,\n\nASSOCIATIONS — Abstract\n\nSUPERINTENDENT\n\nOF\n\nHARRISBURG,\n\nPA.\n\nPUBLIC\n\nINSTRUCTION,\n\nNearly 81 percent of the opinions- of the 4000 educational workers who\nreported shades of opinion to the Educational Policies Commission agreed\nthat membership\n\nin national professional organizations\n\nbut that supervisory\nform\n\nofficers may\n\nof in-service preparation,\n\nshould be voluntary\n\nproperly encourage\n\nand\n\nmay\n\nconsider\n\nmembership\n\nmembership\n\nas one\n\nor lack of\n\nmembership in a professional organization as one indication of a teacher’s\nprofessional interest and competence. Leaders are, therefore, justified in\nurging teachers to participate in such organizations\nin advocating\n\njust as they are justified\n\nother opportunities for professional improvement.\n\nMembership in local and state organizations should be made co-inclusive\nwith membership in the national organization so that membership in one\nwill carry with it membership\n\nin the others. Such a fusion must be brought\n\nabout gradually, using a form of voluntary co-inclusive membership as a\nbeginning. Ultimately a single fee should admit to local, state, and national\nassociations.\nFor several years in Pennsylvania,\n\nunder the able leadership of J. Herbert\n\nKelley, executive secretary of the Pennsylvania\n\nState Education\n\nAssociation,\n\nand his assistant, Harvey E. Gayman, we have used a four-coupon mem¬\nbership card by which a teacher enrols himself in local, state, and national\nassociations and fills out his own\n\nreceipt. The\n\nsecretary signs or initials the\n\nreceipt, keeps card No. 1 for his own file, forwards card No. 2 with dues\nto state headquarters, and card No. 3 with dues to the National Education\nAssociation\nThru\n\nheadquarters.\n\na unified professional organization, the teachers of Pennsylvania\n\ncooperating\n\nwith the Department\n\nof Public Instruction\n\nby\n\nand other agencies,\n\nsecured the enactment of an imposing list of constructive educational legis¬\nlation, 35 of the 38 desirable proposals having been enacted into law. Head¬\ning the list is a statewide teacher tenure law which greatly extends the\nlatitude of professional service and elevates the general morale of the 63,000\nmembers of Pennsylvania’s teaching force. Salaries of elementary teachers\nin some 23,000 rural districts were raised from the $800 minimum to a\n$1000\n\nminimum\n\nwith increments\n\ninclude a law providing\n\nprovided for. Other\n\nfor the merging\n\ninterest of better programs\n\nnotable achievements\n\nof the smallest districts in the\n\nof instruction, full appropriation\n\nstate’s liability to the retirement\n\nto cover\n\nsystem, a constitutional amendment\n\nthe\n\nlegaliz¬\n\ning a state income tax, and the full restoration of teachers’ salaries.\nIt is evident that state teachers organizations today are receiving wider\nrecognition and more\n\nserious consideration\n\nthan ever before. The\n\nof professional services in our contemporary\n\nlife demands\n\ncomplexity\n\nan efficient or¬\n\nganization of personnel. Yet it appears that a small minority of the mem¬\nbers of our great profession have attained a nationwide point of view with\nrespect to affiliations with the National\n\nEducation\n\nAssociation.\n\nOur\n\nprob-\n\n"}
{"page": 79, "printed_page": null, "text": "General\n\nlem, then, is to stimulate\n\n73\n\nSessions\n\nand encourage\n\nthis broader\n\nview\n\non the part of\n\nteachers. When America’s 1,000,000 public school teachers join together\nin a bond of unity of purpose, great indeed will be the constructive benefits,\nnot only to the profession as such but to the 30,000,000 children and youth\nwho depend on our teachers for instruction, guidance, and inspiration.\n\nTHE\n\nORGANIZATION\n\n■/\n\n'LOUISIANA\nSPENCER\n\nAND\n\nTEACHERS\n\nPHILLIPS,\n\nThe\n\nLouisiana\n\nTeachers\n\nof the state who\n\nSECRETARY,\nBATON\n\nAssociation\n\nCouncil,\n\nfour members\n\nelected each year. An\n\nannual\n\nLOUISIANA\n\nROUGE,\n\nis made\n\nhave united themselves\n\nare units of the state organization.\nExecutive\n\nOF\n\nTHE\n\nASSOCIATION — Abstract\n\nEXECUTIVE\n\nASSOCIATION,\n\nPROGRAM\n\nThe\n\nLA.\n\nup of 10,500 white teachers\n\ninto parish organizations,\n\nwhich\n\nAssociation\n\nby an\n\nof which,\n\nconvention\n\nTEACHERS\n\nis governed\n\nincluding\n\nthe President, are\n\nis held in some\n\ncity of the state\n\non the Thursday, Friday, and Saturday of the week preceding Thanks¬\ngiving. No district meetings are held but each parish organization holds at\nleast one\n\nmeeting\n\na year, at which\n\nLegislative Assembly,\n\nwhich\n\ntime representatives\n\nmeets at the same\n\nare chosen\n\nto the\n\ntime and place as the annual\n\nconvention. Each member pays annual dues of $2, which includes a sub¬\nscription to Louisia?ia Schools , the publication of the Louisiana Teachers\nAssociation, issued nine times a year.\nIn Louisiana\nciation :\n\nwe\n\nwe\n\nrecognize three major\n\n1. To\n\nfoster the professional\n\ndevelopment\n\n2. To\n\nsecure\n\nand\n\nbelieve\n\nfor the teachers\n\nfunctions of the Teachers\n\nof the teachers\n\nfor the schools\n\nof the state\n\nthe financial\n\nsupport\n\nto which\n\ngroup\n\nacting in\n\nthey are entitled\n\n3. To assume that responsibility which falls upon a professional\nconcert with other groups for the general upbuilding of the state.\n\nWe\n\nAsso¬\n\nattempt\n\nto fulfil our obligations towards\n\nthe professional advance¬\n\nment of the teachers by publishing a journal which presents to them pro¬\ngressive and modern methods of teaching, and by bringing in speakers from\ndifferent parts of the LTited\neducation and making\nthe Association.\n\nStates who\n\nare authorities in certain fields of\n\nthese speakers available at the annual\n\nIt is the belief of the Louisiana\n\nTeachers\n\nAssociation\n\nmeeting\n\nof\n\nthat teachers are\n\nperforming a worthwhile governmental function and that they are entitled\nto receive salaries commensurate with the importance of that function. We\nconfidently look forward to the day when a good education will be con¬\nsidered the birthright of every child in Louisiana. A logical extension of\nthis belief is that a child born anywhere\n\nin the United\n\na good education, regardless of the poverty or wealth\nin which\n\nhe happens\n\nAssociation\n\nto reside. With\n\nis actively supporting\n\nthis in mind\n\nStates is entitled to\n\nof the particular state\n\nthe Louisiana\n\nthe Harrison-Black-Fletcher\n\nTeachers\n\nBill.\n\n"}
{"page": 80, "printed_page": null, "text": "National\n\n74\n\nEducation\n\nAssociation\n\nFor the further protection of teachers we have constantly advocated\nadoption\n\nof a tenure law, a teacher retirement\n\nsystem, and\n\nthe\n\na liberal sick\n\nleave regulation.\nWe recognize that most of the benefits we desire for teachers can be re¬\nceived only thru the action of the state Legislature. Within the past two\nyears we have been remarkably\nand the state administration\nworked\n\nsuccessful in securing from\n\nthe Legislature\n\nin general certain benefits for which\n\nwe\n\nhave\n\nlong and faithfully.\n\nIt is our policy to act in harmony\nhave for their aim the upbuilding\n\nwith all groups\n\nin any way\n\nand individuals who\n\nof our state. Our\n\ngovernor\n\nhas recently been instrumental in inducing a number of large manufactur¬\ning establishments to locate in Louisiana. With all this the Louisiana\nTeachers Association has been in sympathy, with this reservation — that we\nhope to see these industries thrive and prosper without finding it necessary\nto create a system of industrial peonage, which will' deny to American\ncitizens and to American children those rights to a decent living and to a\nproper education\nTHE\n\nwe\n\nconsider fundamental\n\nWASHINGTON\n\nARTHUR\n\nThe\n\nwhich\n\nL. MARSH,\n\nWashington\n\nEDUCATION\n\nEXECUTIVE\n\nSECRETARY,\n\nASSOCIATION,\n\nSEATTLE,\n\nEducation\n\nteachers of the state, was\n\nprogress.\n\nASSOCIATION— Abstract\nWASHINGTON\n\nEDUCATION\n\nWASH.\n\nAssociation, which\n\norganized\n\nto American\n\nenrols 92 percent of the\n\nforty-nine years ago as a convention\n\norganization and reorganized sixteen years ago with a diversified year-round\nprogram, with an employed staff and permanent headquarters.\nThe Association is really a federation of 84 local associations — city,\ncounty, and institutional. The local associations enrol the membership, state\nand national as well as local ; send delegates to the state assembly ; furnish\ncommittee personnel ; participate in legislation ; share convention\nment ; and conduct local activities.\nThe\nan\n\nAssociation\n\nexecutive\n\nmanage¬\n\nhas a representative assembly, a board of directors, and\n\ncommittee.\n\nAssociation\n\nactivities are in charge\n\nof an\n\nem¬\n\nployed staff — an executive secretary, who is also editor and manager of\nthe magazine organ; a field representative; a headquarters secretary; and\ntwo clerks.\nRegular activities consist chiefly of ( 1 ) a two-day convention held in\neach of the ten regional centers; (2) publication of the monthly journal;\n(3) legislative promotion;\n\n(4)\n\ninformation\n\nservice to membership\n\nand\n\npublic; (5) field service — the fostering of local units; (6) sundry teacher\nwelfare activities; (7) public relations service; (8) service to N. E. A.;\nand (9) professionalization.\nDues are on a staggered scale, from $1.50 to $4.00 a year, based on salary\nreceived. State dues average about $2.25.\nBack of the externals of mechanism and activities are certain guiding\nprinciples, or policies, which are well established by carefully considered\nusage. Chief among these policies are the following:\n\n"}
{"page": 81, "printed_page": null, "text": "General\n\n1. Public\n\ninterest should\n\n2. All groups\n\nhave\n\nprecedence\n\nin school service should\n\n3. Unit}.' in action should\n4. The state Association\naffiliated local units.\n\nSessions\n\nover\n\ngroup\n\nbe united\n\n/b\n\ninterest.\n\nin common\n\ninterests and purposes.\n\nbe achieved thru persuasion rather than coercion.\nshould exercise influence rather than authority over\n\n5. Assistance of an affiliate should be given to national and world\nthe Association should be independent of any outside control.\n\nassociations\n\nthe\nbut\n\n6. Main dependence should be on the unpaid service of the membership, with only\nsuch employed service as will enable members to participate and cooperate effectively.\n7. The Association should zzork rather than f.gkt; it should cooperate in the\ncommon school cause with educational officers and officials, parent-teacher\ntions, chambers of commerce, labor unions, and other civic organizations.\n8. The Association should not be a secret organization\nship and meetings and records to all.\n\nbut should\n\nassocia¬\n\nopen its member¬\n\n9. Candidacies for public office, even educational, should not be supported or\nopposed, but the Association should deal with educational issues decided at the\npolls.\n\nOnly a part of the Association's ‘‘dividends'’ can be measured in dollars,\nbut certain results can be so reckoned. In three legislative campaigns during\nthe period of modernized operation the Washington Education Association\nwas chiefly instrumental in obtaining a total of 5140.000.000. enough to\noffset total Association dues for over 6000 years. In the 1937 session of the\nLegislature new appropriations of 53.600.000 added a century and a half\nto the Association's credit.\nA\n\nNATIONAL\n\nJ. W.\n\nSTUDEBAKER.\n\nEDUCATION\n\nASSOCIATION — Abstract\n\nUNITED\n\nCOMMISSIONER\n\nSTATES\n\nWASHINGTON.\n\nOF\n\nEDUCATION\n\nD. C.\n\nDuring the past year the Educational Policies Commission\n\nof the National\n\nEducation Association has faced squarely the problem of a national pro¬\nfessional organization for education. The Commission is made up of twenty\nnational leaders and their report has been published in a bulletin entitled\nA National Organization for Education. This report recommends:\n1. That\neducation\n2. That\n3. That\n\nthe primary\nshould\n\npurpose\n\nof a national\n\nbe the maintenance\n\nand\n\nprofessional\n\nimprovement\n\norganization\n\nof educational\n\nin the field of\nservices.\n\nmembership in the organization should be wholly voluntary.\nthe association should call public attention to the educational\n\nimplications of existing socio-economic conditions\nor governmental changes.\n4. That the association should protect members\n\nand\n\nof proposed\n\naspects\n\nand\n\nsocial, economic,\n\nof the profession\n\nby defining\n\nand\n\npublicizing the civic and professional rights and objectives of teachers.\n5. That it should provide a department for each important branch of educational\nservice.\n6. That\ninclusive.\n\nmembership\n\nin local, state, and\n\nnational\n\norganizations\n\nshould\n\nbe co-\n\n7. That the association should cooperate with lay groups on educational matters\nbut that it should not enter into organic affiliation \\\\ ith any lay organization which\nhas as its primary\n\npurpose\n\nthe promotion\n\nof interests outside\n\nthe field of education.\n\nI commend these recommendations to you for earnest study and con¬\nsideration. It is scarcely necessary to point out again the great need for\n\n"}
{"page": 82, "printed_page": null, "text": "National\n\n76\n\nEducation\n\nAssociation\n\ncooperative group effort as the basis for social action. It matters little\nwhether or not we believe the increase of pressure groups is a wholesome\ndevelopment ; our\n\npersonal\n\ninclinations do not\n\naffect the reality of the\n\nexisting situation. The potential dangers of class and group conflicts arising\nout of competing economic interests suggest the vital importance of a\ndemonstration\n\nprofessional group\n\nby at least one\n\nthat cooperative\n\neffort\n\ncan be motivated by and directed toward consideration for the general wel¬\nfare. Without improved organization educators cannot become a strong\nprofessional or social group ; with\nand improved.\n\nit educational\n\nservice can be extended\n\nEven more basic in the making of a case for improved professional or¬\nganization is the threat to the very nature of the educative process which\nreversion to barbarism under dictatorial rule demands. All educators in the\nUnited\n\nStates should take the time to think thru, carefully, the educational\n\nimplications of recent political developments\n\nabroad.\n\nToo\n\nfew\n\nof us per¬\n\nceive or understand that the front line of defense against attacks upon edu¬\ncational ideals, whether from the right or the left, must be a closely knit\nand inclusive professional organization, constantly ready to restate educa¬\ntional values, alert to the responsibility of clarifying educational issues,\nsensitive to the modifications in classroom procedure and administrative\norganization which a constantly changing democratic society requires.\nI would further maintain that educational services cannot be maintained\nor improved\n\nunless teachers are in a position to resist the subtle and overt\n\npressures which would turn the school into a sounding-board for vested\ninterests. I see no chance of resisting these pressures if our own ranks are\nsplit by the conflicting interests, jealousies, and contradictory\nrival groups.\n\ndemands\n\nof\n\nIn the course of the past year and a half I have seen realistically demon¬\nstrated, both by omission and commission, the value of a compact, wellorganized professional group in nineteen scattered communities across the\ncountry. The\nsponsored\n\npublic forum\n\nprogram\n\nin these communities,\n\nof necessary\n\ncivic educational\n\nwhich\n\nthe Office of Education\n\nI believe, is a step forward\nopportunities\n\nhas\n\nin the provision\n\nfor self-governing\n\nadults. No\n\npatterns of organization were dictated by the federal government. Experi¬\nmentation and variety were encouraged; local initiative was relied upon.\nA better opportunity\nclassroom\n\nhas rarely been provided\n\nteachers, supervisors,\n\nto the professional group\n\nprincipals, superintendents,\n\nand\n\nof\n\ncollege\n\nfaculties in these communities constructively to influence an educational ex¬\nperiment of national significance. I can say to you that in these centers the\nvalue and extent of professional support for the forum\n\nprogram\n\nhas been\n\nin direct ratio to the cohesiveness and harmony with which the various edu¬\ncational groups cooperated. This specific illustration is worthy of note here\nbecause, I think, it demonstrates\norganization\n\nthe supreme\n\nin the extension and improvement\n\nimportance\n\nof professional\n\nof educational\n\nopportunities.\n\nThere are other factors in the present social situation which make im¬\nperative the strengthening of our professional organization, but enough\n\n"}
{"page": 83, "printed_page": null, "text": "General\n\n77\n\nSessions\n\nhave been suggested to introduce the problem to which I shall now turn —\nthat of finding ways and means of strengthening our organizational ties.\nThe latest issue of the Educational Directory of the United States Office\nof Education lists 542 state and national educational associations. Of these.\n121 are statewide while 421 are national or regional in scope. This imposing\nlist of educational organizations suggests the vastness of our field, its com¬\nplex nature, and the seriousness of purpose which actuates the members of\nour profession, for most\nworkers\n\nwhose\n\nof these organizations\n\nsole purpose is the advancement\n\naspect of the general cause\n\nof education.\n\nteachers organizations\n\nhave multiplied\n\nthere has developed,\n\non the part of many\n\nare conducted\nof some\n\nDuring\n\nby volunteer\n\nparticular phase or\n\nthe past two\n\nrapidly, but during\n\nrecent\n\nleaders, a tendency\n\nthe advisability of increasing the number\n\ndecades\nmonths\n\nto question\n\nof professional groups\n\nand\n\nto\n\nsuggest that it might be a wiser policy for our profession to develop fewer\nbut larger and\n\nbetter professional\n\norganizations.\n\nI myself\n\nhold\n\nto this\n\nopinion because of the need for greater professional unit}' in the defense\nof educational ideals against a common foe.\nAs I see the situation, our professional organizations\n\ndo not need a new\n\nset of objectives. We have plenty of these, and they are lofty enough to war¬\nrant our wholehearted and enthusiastic support. We do not need a com¬\npletely new professional organization. We have plenty of these already.\nWhat\n\nwe do need, however,\n\nis a better integration and a closer unity among\n\nthe professional organizations which now exist. This is one of our out¬\nstanding problems and it challenges the best minds within the profession.\nWe need to develop a national association which has its roots out in the local\ncommunities and which has as its branches strong, vigorous state associations ;\na national association which is democratic from top to bottom, in which all\nmembers\n\nof the profession may\n\nfind opportunities\n\nfor effective service no\n\nmatter whether they are classroom teachers, college professors, superintend¬\nents, principals, or presidents of universities; an organization which is strong\nin its unity but diverse in its interests and in its activities; an organization\nwhich\n\ncan speak with\n\na single voice for the profession, but an organiza¬\n\ntion which serves even* teacher in the nation and which gives each member\nan opportunity to work personally upon the specific problems of greatest\ninterest to him.\n\nWe\n\nmust\n\ndevelop an organization\n\nwhich\n\ncan function\n\neffectively on\n\na\n\nrepresentative basis. Whether the representation should be from the locals\ndirect to the national or from the locals thru the state associations to the\nnational is a moot\n\nquestion and there are strong arguments\n\nsupporting\n\nboth\n\nplans. I believe that we shall be able to develop a stronger and more effec¬\ntive organization of the profession if we recognize the logic of the situation\nand arrange to have the individual represented in the national councils thru\nhis affiliation with his local and state associations.\nThe\n\nassociation must\n\nnot be dominated\n\nby any particular group\n\nor level\n\nof the profession. Each group should have the opportunity* to play its part in\nsolving our common problems and each should have the opportunity to work\nwithin our national professional organization on our common problems as\n\n"}
{"page": 84, "printed_page": null, "text": "78\n\nNational\n\nEducation\n\nwell as on those particular problems\nfield.\n\nAssociation\n\nspecial\n\nare peculiar to its own\n\nwhich\n\nA year ago I placed myself definitely on record as favoring a co-inclusive\nmembership by which a teacher, when he joins his local association, becomes\nautomatically a member of his state and national groups. Every teacher\nprofits by the work of his professional organizations — local, state, and na¬\ntional — and every teacher should pay his share of the cost of the services\nwhich these organizations render.\nAn ideal national professional organization cannot exist alone, separate\nand apart, from\n\nother organizations. As I have already suggested, it must\n\nhave its roots firmly established in thriving local associations. It must co¬\noperate closely and directly with strong vigorous state associations, and it\nmust also have intimate official relationship to the professional educational\norganizations\n\nof other nations. The\n\nWorld\n\nFederation\n\nciations, organized in 1923 during the sixty-first annual\nN.E.A. at San Francisco, offers excellent opportunity\n\nof Education\n\nAsso¬\n\nconvention of the\nfor realizing this\n\narrangement. The principal functions of this organization are to cultivate\nfraternal relationships between members of the teaching profession in all\ncountries, and to promote\npersonal contacts among\n\nthe cause of world\n\nthe educators\n\npeace thru conferences\n\nof all nations.\n\nAt the present time our international professional organization\nkeep its organization\n\nmore\n\nand\n\nor less informal\n\nneeds to\n\nand flexible in order that it may\n\nbe easily adapted to the rapidly changing world conditions. However, it\nmust be definite enough and strong enough to harbor a thriving spirit of\ninternational goodwill\nThe\n\nand\n\ncarry forward\n\nan effective program.\n\ntime has probably not yet arrived for us to include individual mem¬\n\nbership in the international association along with our co-inclusive ideal.\nHowever, the plan of the World Federation of Education Associations is\nso worthwhile\nfrom\n\nthat this movement\n\nwarrants\n\na substantial financial subsidy\n\nour national associations. If every national professional organization\n\nof teachers would make a proportionate appropriation for the World Federa¬\ntion, this worthy organization would be able to develop a program which\nwould go far toward developing international goodwill and toward\nvancing educational standards and improving educational service.\n\nad¬\n\nGranted a need for improved organization within the educational pro¬\nfession and some consensus as to the desirability of the steps which I have\njust suggested, what excuse can possibly be offered for our failure to ad¬\nvance more rapidly? The devil we seek is not far from home. So varied\nhave our professional interests become,\n\nso specialized our teaching and ad¬\n\nministrative jobs, that it is almost a case of “the Lodges speak only to Cabots”\nand “the Cabots speak only to God.” We have forgotten that while the\nimmediate tasks of the college instructor in geology and the kindergarten\nteacher may\n\ndiffer widely, both are or should\n\nbe united\n\nin the common\n\neffort to nurture and inspire growth in human personality thru a process\nwhich we call education. Unless we can come to understand that we are,\nfirst, educators joined by a common\nand second, elementary\n\npurpose,\n\npledged\n\nto a common\n\ngoal,\n\nteachers, supervisors, principals, or college instruc-\n\n"}
{"page": 85, "printed_page": null, "text": "General\n\ntors, we\n\n79\n\nSessions\n\nshall not achieve the strength of national professional unity which\n\nis so much\n\nneeded\n\ntoday.\n\nEqually serious in the minds\n\nof those who\n\nfind cause for concern\n\nin the\n\ndisunity of our various professional groups is the inertia, if not indifference,\nwith wffiich pleas for improved\nrepresents to my\n\nmind\n\norganization\n\nare regarded. This\n\nthe worst influence which\n\nfaire tradition has had\n\nupon\n\nAmerican\n\ncondition\n\nthe individualistic, laissez\n\neducation.\n\nPursuing\n\nour\n\nseparate\n\nways, bickering over petty details of school organization or classroom pro¬\ncedures, sometimes divided into opposing camps and rival associations, plug¬\nging our pet theories and schemes with self-satisfied contempt for the views\nof those on the other side of the fence, the educational profession at times\nrepresents\nThus\n\nto the layman\n\nbewildered\n\nthe layman\n\na confusing\n\nat not knowing\n\nwhat\n\nand\n\nrather disheartening\n\nspectacle.\n\nthe profession stands for or wants,\n\nis likely to be of little help in time of need.\n\nThat time of crucial need is at hand. Before our very eyes is demon¬\nstrated daily the tragic effectiveness with which educational agencies can be\nprostituted to serve the selfish purposes\nprinciples rewritten to suit the whim\n\nof an autocratic minority — scientific\nof a superegoist, independence and\n\noriginality smothered, everything in human character that spells free criti¬\ncism and progress ground out. These things have happened, are happening,\nnot in the group life of a primitive tribe, not in the backward,\nareas of the globe, but in nations where\n\nundeveloped\n\npeople have for centuries advanced\n\nman’s conquest over the forces which enchained him.\nNeither can we face the domestic situation with equanimity. Educa¬\ntionally, the most significant and at the same time the most perilous fact\nin our political-economic\n\nsituation is that too many\n\npeople are losing faith in\n\neducation as democracy’s greatest defense against the breakdown of our\nsystem of self-government. In the face of widespread desertion of educational\nideals from without and discontent over the insufficiencies of our own edu¬\ncational system from within, I say to you that the time has come\n\nto shelve\n\nbur internal differences, our conflicting interests, and by consolidating\n\nour\n\nforces proceed to the great task before us.\nAs I have tried to point out, the immediate\n\nstep before us is the consolida¬\n\ntion of our forces into one all-inclusive, national professional organization,\nwith the overlapping and duplication of function, which today is all too\nprevalent in educational administrative organization, eliminated and at least\nsome\n\nunity of purpose\n\nassured. This\n\ndoes not mean\n\nthat individuality and\n\nvariety must be sacrificed. It does mean that major differences are to be\ncomposed within the common pursuit of a common truth and in an order\nof preference which\nissue under debate.\n\nbears some\n\nrelationship to the social relevancy of the\n\nIncreasing professional strength thru unity of purpose\n\ncan come\n\nonly as\n\nmore and more of us in education perceive and understand the unique func¬\ntion of our profession in a democracy. We have no justification for our\nexistence unless we\n\ncan constantly demonstrate\n\ncontinuing\n\nprogress toward\n\nthe goal of increasing control thru self-government over all the conditions\nof life. As social illiteracy is reduced the evils and maladjustments from\n\n"}
{"page": 86, "printed_page": null, "text": "80\n\nNational\n\nEducation\n\nAssociation\n\nwhich we suffer will gradually disappear and the ideal of democracy as a\nricher and fuller life for all will be in part achieved. As our predecessors\nfought and, for all practical purposes, won the battle for universal educa¬\ntion, so we in these days must unite for the duration of the war against\nsocial and civic illiteracy. In union is our strength; in an improved\norganization\n\nnational\n\nis our power.\n\nFOURTH\nSOCIETY’S\nMRS.\n\nMARY\n\nGENERAL\n\nINTEREST\nR. BEARD,\n\nIN\n\nSESSION\n\nHUMAN\n\nAUTHOR,\n\nNEW\n\nRESOURCES\n\nMILFORD,\n\nCONN.\n\nWhen a guild, especially a national guild on a continent so vast as the\nNorth American, assembles thousands strong for discussion and resolution,\nthe citizen-at-large listening, observing, and pondering\n\nupon\n\nenon\n\nof the guild thrust¬\n\nmay be affected in two ways : by the phenomenon\n\nthis phenom¬\n\ning up in society and by the purposes which it sets for itself. Readers of writ¬\nten history have been taught to be affected in both ways. They know that\nthe phenomenon of the guild is one of the major human expressions of his¬\ntory, and they know that by its unity and purposes history has been largely\nshaped.\nOut\n\nof its physical and mental\n\nspiritual impulses, humanity\n\nresources, out of its raw\n\nhas produced\n\nmaterials and its\n\nthru the ages the military guild,\n\nthe priestly guild, the political guild, the social-work guild, legal, medical,\nand other professional guilds including the professional patriots guilds, the\nlabor guilds, and teachers guilds among many more. Every guild has sus¬\ntained its unity by means of an official hierarchy, honorifics, symbols, slogans,\nceremonies, fictions, legends, charts, spoken and written words. Every guild\nhas developed its peculiar heroes, provided them with haloes, and offered\nthem as inspiration to its members\n\nand to persons outside its fold. The\n\nguild\n\nthrives by its esprit de corps and its loyalties to its traditions once they are\nformulated.\n\nU nder leaders, guilds reach out for power\n\nas if obeying a law\n\nof vitality and growth. But in this quest for expansion and power, internal\nconflicts arise in contests for leadership, in ambitions, and in ideals for the\norganization ; internal struggles and divergences of opinion as well as loyal¬\nties usually mark the course of guilds. With strength, guilds thus develop\nweaknesses.\n\nAnd\n\nin every guild may\n\nyet what\n\nis strength and what\n\nis weakness\n\nin any guild or\n\nnot be patent to a guild itself at any moment\n\n— least of all at the moment\n\nof largest membership\n\nand\n\nin its career\n\nmost\n\naggressive\n\nzest — or patent to observers-at-large.\nGuild history according to this interpretation is perfectly illustrated by\nthe prime guild of history — the military guild. If the unity of its member¬\nship at this hour seems dubious judging by current events in the Red Army,\nnevertheless by and large the military guild in history has tenaciously upheld\nits special concept of heroism and heroes, its ideal of glory created in the\ndawn of human history out of the human genius for human destruction ;\nand the military guild still exercises a powerful\n\ncontrol over human\n\nthought,\n\n"}
{"page": 87, "printed_page": null, "text": "General\n\n81\n\nSessions\n\nruling from the tomb of the original Men of Mars. As a high Prussian offi¬\ncial recently remarked, all the educated world is familiar with Alexander\nthe Great, Caesar, and Napoleon\n\nand can talk about them\n\nconviction, while only a rare person knows\n\nwith verve\n\nand\n\nanything about Pericles and few\n\nthere are who\n\ncan talk about him. For this situation the military guild is\n\nrichly indebted\n\nto writers and to teachers guilds. Having\n\nbehavior, the military guild has succeeded\nits members\n\nfixed patterns of\n\nin all times and places in getting\n\ndressed up in striking garb, honored, decorated, and remembered\n\nin the style approved\nof Alexander,\n\nby the war\n\nit has won\n\nband. Now\n\nand then, notably in the case\n\ndeification for its chieftain and\n\nbeen disposed to worship gods made\nmilitary guild faced the dilemma\n\nin its own\n\nimage. Thus\n\nregularly it has\nwhen\n\nof a state goddess, Athena,\n\nthe Greek\n\nbeloved of the\n\npeople as patron of peaceful agriculture and industry, it solved the dilemma\nby dressing her in armor\nof the original distaff.\nIn its perduring\n\nand putting a warrior’s shield in her hand\n\ncareer the military guild has had the amazing\n\nto escape an intelligence test which\n\nwould\n\nof its knowledge\n\ndefense which\n\nof the adequate\n\nsociety or of its competent\n\nin place\n\ngood luck\n\nrequire of it an accounting\n\naggression. Neither\n\nit presumed\naccounting\n\neither\n\nto give any\n\nhas been com¬\n\npetently exacted of it by non-members of the military guild. Times without\nnumber, therefore, it has been allowed to play on human fear of the unknown\nand on human\n\ngreed ; to foment\n\nset out to wage ; to wage\nsociety it claimed\n\nwar\n\nscares and wage\n\nexcessive wars\n\nto serve ; to provoke\n\nwhich\n\nwars ; to lose wars\n\nsapped\n\nthe organization\n\nit\n\nthe vitality of the\nof a rival war\n\nband\n\nseeking power in the interest of counter-revolution. Indeed from the cave¬\nman stage of human society, thru the barracks age of militarism and on to\nour contemporary age of machine-gun nests and open frightfulness, the\nmilitary guild has been permitted to pursue its passionate, irrational course\nwith astoundingly\n\nlittle hindrance.\n\nBut the military guild has not been thru the ages the only guild founded\non the unity of irrationality. If it has persisted thru the glamor\n\nof its hero\n\nand glory myth elaborated by music, uniforms, symbols, and story-telling,\nso have other guilds one of which is almost as old and certainly as perduring\nas the military guild. This is the theological guild. At times the theological\nguild has maintained\n\nclose public relations with the military guild and has\n\nblessed its arms, sanctified its heroes, and participated in its designs. Thus\na statue has just been erected in New\n\nYork\n\nCity to a chaplain of the World\n\nWar. At other times the theological guild has tried to transcend the irra¬\ntionality of war, to subdue the fighting inclination, the fear of the stranger\nand of other things unknown,\n\neven by exalting the unknown.\n\nFor limited\n\nperiods it has succeeded in some measure in subjecting the heroism of battlesuicide to its own heroism of spiritual discipline and social peace. When the\nmilitary guild has fought\ngovern\n\nefficiently, hung\n\nimperial Rome,\n\nto excess, conquered\n\nitself by its own\n\nmore\n\nextended\n\nland than\n\nit could\n\nrope, as in the case of\n\nthe theological guild has fallen heir to its estate and has\n\nthen substituted its own\n\ncode of honor\n\nand its own\n\nobjectives for the code\n\nof honor and the objectives of the military guild. In Roman\n\nperiods of social\n\n"}
{"page": 88, "printed_page": null, "text": "82\n\nNational\n\nEducation\n\nAssociation\n\ncrisis, the people were wont to go ecstatic and turn to one emotional cult\nafter another in their search for romantic release from pain and sorrow. In\nour contemporary\n\nage we\n\nsee military and theological guilds fiercely con¬\n\ntending for the right to manipulate human resources according to their con¬\ncepts of value, now working together against the political guild, now against\neach other. Like the enduring\n\nforce of the military guild, the enduring\n\nof the theological guild is due in no small measure\nlogues and teachers.\n\nforce\n\nto the backing of ideo¬\n\nYet other views of social organization and the utilization of human re¬\nsources have been formulated and have made their way into thought and\naction thru the ages. Thus\nin the Middle\n\na half rational, half irrational guild took form\n\nAges — the social-work\n\nguild — and, if Paul Lacroix\n\nmay\n\nbe\n\naccepted as authority, the social-work guild was women’s device in origin\nand only became an effective and prized arm of the Church after its utility\nhad been fully demonstrated\n\nby the women.\n\nwell as the theological guild recognized\n\nIn time the military guild as\n\nits significance and\n\nmade\n\nsocial\n\nwork a strong adjunct of warfare. However, noblesse oblige has been dis¬\nposed to become wholly rational by experimenting with the case system and\nserving the state when\nAnother\n\nthe state will accept its service.\n\nhalf rational and half irrational guild of history is the political\n\nguild, bearing all the marks associated with other leading guilds — namely\nheroes, heroics, legends, honorifics, titles, decorations, and a tight esprit de\ncorps. The\n\npolitical guild is also a very old guild and in its public relations\n\nit has been accustomed\n\nto close affiliation with the military and theological\n\nguilds. Sometimes\n\nthe political guild has indeed been a creature\n\nguilds; sometimes\n\nit has made\n\nindistinguishable\n\nfor all practical purposes. And\n\nthem\n\nits adjuncts. The\n\nhave been elected presidents of our own\n\nUnited\n\nof those\n\nthree have often been\n\nsince many\n\nmilitary men\n\nStates — a state without\n\na\n\nstate Church — there has been a strong tendency on the part of writers and\nthe teachers guilds to conceive all American history in terms of war and\npolitics, as sheer campaign and combat.\n*\nIn such circumstances it is natural, of course, for women\nthe thought\n\nand teaching of history. It is so natural, in fact, that even in\n\nthis year 1937 it is possible for a young\nfrom\n\nto drop out of\n\nman\n\nor a young\n\nour seats of the highest learning, and graduate\n\nhaving encountered\n\na single woman\n\nwoman\ncum\n\nto graduate\n\nlaude, without\n\nin history other than a military-political\n\ntype of woman such as Catherine the Great of Russia; a military-politicaltheological woman such as Isabella of Spain, the first absolute monarch of\nthe modern\n\nage in W estern\n\ncivilization ; or Cleopatra,\n\nmilitary-political men — the woman\npolitical ends.\n\nwho\n\nperhaps\n\nloved\n\nthe beloved\n\nof\n\nin her turn\n\nfor\n\nDespite the age and the endurance of the irrational guilds, human re¬\nsources have achieved distinctly rational guilds, notably the merchants and\nworkers guilds of the Middle Ages; and to their sway one historian at¬\ntributes the comparative English social stability. Anyway, it was the aim\nof the handicraft guilds to produce\nfor a just price. Occasionally\n\ngoods of fine quality and market\n\nthem\n\nin their public relations they could\n\nfind a\n\n"}
{"page": 89, "printed_page": null, "text": "General\n\nmember\n\nof some\n\nother guild, such as Thomas\n\nthe theological guild, who\nThe\n\nSessions\n\nmilitary guild was\n\nwould\n\nS3\n\nAquinas\n\nappreciate and\n\nor Saint Teresa, of\n\ndefend\n\nless friendly as a rule and\n\ntheir objectives.\n\nreadily lent itself to\n\nprofiteering in the output of the handicraft skills, particularly in armaments.\nTo\n\nall the historic guilds the American\n\ncontinent\n\nwith\n\nits fabulous\n\nnatural resources and the American democracy with its libertarian prin¬\nciples has been hospitable. In fact our society may be said to be famous for\nits guilded age in which\n\nso many\n\norganizations\n\nshouldered\n\nup in democracy.\n\nAnd if the “father of this society,” George Washington, like Mercy\nWarren, the pen-mother of the Revolution which eventuated in this Repub¬\nlic, would have preferred to have the military guild among others held down\nand suppressed in the interests of a high-minded culture, so hospitable has\nthis Republic been to the military guild among others that it now bestows\nupon it the greatest sum\nand even unknown.\nBefore\nhumanists\n\nhistory for its purposes\n\nunchecked\n\nthe rise of the great military guild in the United\n\nStates, the\n\nin America\n\nin American\n\nsupposed\n\nthat to the teachers guild could be entrusted\n\nthe rational task of instructing a self-governing people in the ways and\nmeans of defending the Republic and carrying on peaceful pursuits without\nsubjection to other historic guilds. Unhappily\nprofessional patriots guilds which\n\nfound\n\nthey did not reckon\n\nthis Republic\n\non the\n\nreceptive to their\n\norganization — patriots guilds which devised their peculiar code of values\nand honors in collaboration with the military guild, for their double\nstrengthening.\nBut whether\nnature\n\nirrational or rational in origin and\n\nof a guild to ingrow. Indeed\n\nbe but a phase of its ingrowing.\n\nits very effort to extend its power\n\nA guild may\n\nfor its nutriment;\n\nsustains it that its own\n\nbut no\n\nlonger. Even\n\nMussolini\n\na representative of the Scripps-Howard\nthing then which can check that tendency\n\nadmitted\n\nthat truth\n\nrecently accorded\n\nnewspaper syndicate. The only\nto a purely prehensile parasitism\n\nis the existence of a multiplicity of guilds none\n\nof which\n\nright to suck all the blood of society for its own\n\noverspecialized\n\nsome\n\nof which put back into society what\n\nmay\n\nthrive if it has many\n\nwork\n\ncan possess the\nends and\n\nthey take from it or more. Society\n\nguilds, for instance, producing\n\nincreasing wealth, not destroying wealth.\n\nIt cannot\n\nguild if that guild is purely mercenary;\n\nif it merely\n\neven endure\n\nvitality\n\ndevelop parasitically as long as there is substance\n\nwith respect to the military guild in the special interview\n\ncannot\n\nmay\n\nIf its energy is merely prehensile, it may\n\nso sap the strength of the society which\nis lowered.\n\nintention, it is in the\n\ngoods and\n\nlong endure\nconsumes.\n\neven\n\none\n\nSociety\n\nwithout guilds if its people think of life only in terms of\n\nconsuming.\nOwing to the fact that every guild represents and takes advantage of\nhuman resources, it is important to analyze their respective claims for social\nmaintenance\n\nand\n\nin that analysis perhaps\n\nbe of some\n\nservice. Thus\n\nthe human\n\nresources\n\na mere\n\nmember\n\nof society can\n\nif we survey the military guild, we discover among\n\nwhich\n\nit organizes and\n\nof soldier boys such as Caesarism\n\nand\n\nutilizes : the bones and\n\nNapoleonism\n\nheaped\n\non\n\nflesh\n\ncountless\n\n"}
{"page": 90, "printed_page": null, "text": "84\n\nNational\n\nEducation\n\nAssociation\n\nbattlefields ; fierce instincts for commanding\n\nhuman\n\nbeings, geared to the\n\nideology of unnatural death as supreme beauty; the capacity of mankind\nfor fear coupled with its capacity for ignorance and poverty; and the\ninventive\ngame\n\nand\n\nof killing.\n\nIn summing\nwe\n\nbusiness genius capable of creating supplies for the great\nup the human\n\nresources, or values, for theological potentials,\n\nmay list the ignorance which\n\nsees in magic the way\n\nout of dilemmas,\n\nthe\n\npoverty which sees its salvation in wonder-working providence, the delight\nin giant masquerades and special spectacles pleasing to the eyes and ears,\nthe yearning\n\nfor mercy\n\nor superhuman\n\nesthete to rhythm and pageantry,\nflair for the occult.\nAs for the teachers guild, if we\nin the ancient of days, we\n\nthe sensitiveness of the\n\nthe consciousness\n\nof mystery\n\nreaching the\n\nrun it back like other guilds to its source\n\nencounter\n\nin the sixth century, B. C., known\n\nrevenge,\n\na unique organization\nas the Pythagoreans.\n\nfor unique ends\n\nThe\n\nPythagoreans\n\nwere a men’s and women’s association of enormous influence in Greece and\nAsia Minor at large. Aspiring to accomplish perfect social harmony amid\nimmense\n\nchaos, it set up its own\n\nsociety and on rhythmical,\n\nthat is mathe¬\n\nmatical, principles it regulated all life and labor — food, clothing, health,\ngesture, dancing, music, artistic expression of other sorts, customs, social\nrelations, and philosophy. Pythagoras, from whom this association acquired\nits name, was called in his time both ‘‘universally informed'’ and a ‘‘feminine\nphilosopher” for the reason that, like any universal philosopher such as\nBuddha or Christ, he was amenable to thought about both halves of the\nhuman race. On the thought of this teachers guild all later Greek thought\nrested to a considerable extent and, in its search for order amid chaos and\nego-centric greed, it was never devoid of appreciation for feminine\nas masculine values and resources.\n\nas well\n\nEspecially in the teachers guild of history have the interests of societyat-large found welcome. But even a society as conceived by teachers may\nbe of many sorts, of course. Technically, a society is any organization of\nhuman\n\nbeings containing the order of sovereignty. Thus\n\non this continent\nmodern\n\nwe\n\nhave a politically democratic\n\nage on a continent\n\nin the modern\n\nsociety, whereas\n\nacross the seas there are in many\n\nage\n\nin this\n\nplaces military\n\nsocieties totalitarian in discipline and economy, if not esthetically totali¬\ntarian according to the ideal of the old teachers guild.\nPrior to the setting up of our republican society, two main conceptions of\ndesirable societies had taken form and root. One of these was the idea\nthat the human\n\nresources\n\nof men\n\nand women\n\nmust\n\nall be made\n\nto serve\n\nthe state — that is, the political-military guild with or without the religious\nguild ; the other was the medieval Christian idea that men and women must\ngive allegiance first of all to a superhuman\nbeings whose\n\ndesires for men\n\non earth of the superhuman\nin God’s vineyard\nas their reward.\n\nand women\n\nbeing or trinity of superhuman\n\nare interpreted by the vicegerents\n\nbeing or beings, while the subjects labor quietly\n\nand display goodwill\n\ntoward\n\none another\n\nwith\n\nHeaven\n\n"}
{"page": 91, "printed_page": null, "text": "85\nGeneral\n\nSessions\n\nInto that stream of social consciousness Aristotle’s meditation early entered.\nAs he watched Alexander and his military colleagues ride roughshod over\nevery resistance and receive the sanction of the religious guild, he asked\nhimself searching questions while he explored the history of mankind. He\nsubjected himself to an intelligence test — the highest kind of testing — and\ntried to discover in his own spirit as in the spirit of others what human\nresources were available for stable and constructive human ends. But he\ncould never overcome his doubt about mankind’s ability to break the\nhistoric rhythm of irrational greed and violence — that rhythm which he\nfound in history of power, oppression, revolt, and power ad infinitum — in\nshort, the class war. While he struggled valiantly for an answer to that riddle\nof the universe, it was his tragedy never to find the answer.\nAristotle did not live into the age of the enlightenment which confidently\noffered its answer to that riddle of the universe, the answer taken to heart\nby the fathers and mothers\nto the conception\n\nwho\n\nlaunched\n\nthe American\n\nof society formulated\n\nRepublic. According\n\nin the age of the enlightenment,\n\nself-governing and reasoning individuals, permitted free criticism all along\nthe line and equipped with the revolutionary modern technology for wresting\nabundance from the soil and other natural resources, were to pursue life\nrather than the rewards\n\nof death, enjoy liberty, and revel in happiness after\n\nthe long revelling in sorrow. It was Aristotle’s misfortune not to be a man\nof the enlightenment enthusiastic about its new idea of progress. But it\nwould\n\nhave been his second misfortune\n\nif he had been a man\n\nof the enlight¬\n\nenment living on into the dark age of Darwinism which elevated the doc¬\ntrine of naked tooth and claw to the position of a scientific law covering\nall life and labor, and esteemed\n\nabundance\n\nfor the few with poverty for the\n\nmany as the happy working out of the scientific law. On the supposition\nthat, if knights and saints did not emerge thru the process of tooth and\nclaw, as Malthus\n\nhad\n\nexpected, out of laissez faire plutocrats could\n\nat\n\nleast emerge and in their rise demonstrate Nature’s wisdom or the perfection\nof philosophic liberty, America went strongly Darwinian. And in this\ncatholicity of taste, it got Hollywood\nand claw.\n\nas supreme\n\ndemonstration\n\nof tooth\n\nAristotle’s tragedy became the great American tragedy as the enlighten¬\nment, with its cult of reason and goodwill among men and women, suffered\nalmost a total eclipse in the American\nthe cult of tooth and\n\ngilded age. In college after college\n\nclaw — all life and\n\nlabor red with\n\nhuman\n\nblood —\n\nentrenched itself. It even made its way into the newly-founded women’s\ncolleges as men trained in biological Darwinism and its associated economic\nlaissez faire were given chairs there for the instruction of the tender sex\nin order that it might become the equal of the rugged, “vital” sex.\nIn this movement the political economy of John Stuart Mill achieved\nthe status of a gospel. However\nour colleges was\n\nthe Mill\n\nthat was\n\nextensively taught in\n\nnot the original Mill but an expurgated\n\nMill devised by\n\na professor who entered the teaching profession from the realm of big\nbusiness. In his version, taken as authoritative, Mill was mutilated. His\nentire chapter\n\non labor was\n\ncut out. All the sensitivity which\n\nhe had\n\n"}
{"page": 92, "printed_page": null, "text": "86\n\nNational\n\ndisplayed\n\nEducation\n\nfor social values was\n\nAssociation\n\neliminated\n\nand\n\nonly those parts of his\n\ntreatise which apparently justified sheer greed were retained. Mill had\nclearly stated that Saint Simon and the woman he married, Mrs. Taylor,\nhad helped him\n\nto appreciate the importance\n\nof goodwill\n\nand\n\nthe social\n\nnexus qualifying tooth and claw liberty. But in the version of Mill devised\nfor college study and instruction, the vital individual was\n\nfreed from\n\nthe\n\nsocial nexus, emancipated from social responsibility, made forgetful of\nwoman whom Mill had endowed with all the rights of men, and left to\nwork\n\nhis licensed way\n\nBut\n\nas a creature\n\nthe enlightenment\n\nwhich\n\nof unqualified nature.\n\nseemed\n\nto have\n\nsunk\n\nbehind\n\nthe college\n\nhills had really suffered but a temporary oblivion on college campuses.\nNeither could it remain hidden forever from the view of college graduates\nas they entered public life. Confidence\n\nin the value of the ability to reason\n\nwas widely restored, especially as readers recovered the knowledge of\nmutual aid as a factor in history and as the memory of mutual aid in their\nown\n\nexperiences revived. Moreover\n\nideologues, men\n\nand women\n\nism of the enlightenment.\n\nalways outside the world\n\nhad been upholding\nSuch a defender\n\nof collegiate\n\nthe rationality and human¬\n\nwas Mrs.\n\nElizabeth\n\nCady\n\nStan¬\n\nton, a self-educated woman of fine old American stock, who for twelve years\nduring eight months of every year addressed large audiences in this\ncountry as a Lyceum lecturer. The words “ignorance and poverty” were\nalways on her lips as she called for social considerations and appealed to\nher countrymen to make a decent civilization for themselves and their\nposterity in this rich land. She always pointed out the maldistribution\nwealth which\nmen\n\nwas\n\nand women\n\nDarwinian\n\nof\n\nmaking\n\nignorance and poverty a national disgrace. Other\n\nwithout\n\nnumber\n\ndedicated\n\ntheir lives in our dark age of\n\nlaissez faire to lightening the American\n\nphysical tragedy\n\nundermining its idealogy. Nor in fact were all the higher pedagogs\nor indifferent to the claims of society as against the individual.\nAs reason returns, memory\n\nrevives, and humanism\n\nand\nsilent\n\nunfolds, the American\n\nguilds one by one reveal their better intentions. Among\n\nthese guilds, none\n\nhas been historically more closely-knit, active, and powerful than the legal\nprofession. None has been on the whole more vigorous and firm in asserting\nthe rights of private property against society’s interest in mutual aid. The\nannual resolutions of the American Bar Association provide an anthology\nof cases defended by astute and ingenious minds devoted to a Darwinian\nview\n\nof law. Nevertheless\n\nnow\n\na developing\n\neven in this active and firm legal aid there is\n\nsensitivity to life as well as law. If one faction clings to\n\nlaissez faire as if to a straw in a cyclone, the other lays positive and fearless\nemphasis\n\non the obligations of the legal profession to society as a whole,\n\nincluding the unpropertied.\nWhat is more, in the march of judicial decisions may be observed a grow¬\ning realization of the social values. To avoid controversial issues, we may\npass over the recent decisions of the Supreme Court of the United States\nupholding the Wagner Labor Act and the principle of social security. It\nmay be alleged that these are the outcome of special circumstances. But\nthere can be no occasion for controversy\n\nif we follow the chronology\n\nof the\n\n"}
{"page": 93, "printed_page": null, "text": "General\n\nNew\n\nYork\n\nslums\n\nand their inhuman\n\nof Appeals\n\ncourts in connection\nreviewed\n\nSessions\n\n87\n\nwith efforts of that state to get rid of the\n\ninfluence. In 1895\n\nthe New\n\na protest of Trinity Church\n\nYork\n\nHigh\n\nCourt\n\nagainst an order of the\n\nNew York City Health Department, issued under a statute requiring it to\nclean its slum tenements and put water facilities on every floor. The\nChurch contended that this order and statute were unconstitutional and\ncontrary\n\nto due process of law. The\n\nand the City of New\ndrastic Tenement\n\nYork.\n\nCourt\n\nIn 1904\n\nsustained\n\nthe Court\n\nthe statute however\n\nof Appeals\n\nsustained\n\nthe\n\nHouse\n\nLaw\n\npassed three years before. More\n\nthan twenty\n\nyears later a lower New\n\nYork\n\ncourt upheld the State Housing\n\nAct of 1926\n\ncreating limited\nslum\n\nproblem.\n\nHousing\n\ndividend\nIn\n\n1936\n\nAuthorities\n\nhouses themselves\ncase, Judge\n\ncorporations\nthe Court\n\nAct\n\nfor the purpose\n\nof Appeals\n\nempowering\n\nof attacking\n\nsustained\n\ncities to condemn\n\nthe\n\nthe Municipal\nland\n\nand\n\nbuild\n\ndirectly or thru public agencies. In his opinion in this\n\nCrouch\n\ndeclared that despite old laws: “The\n\nslums still stand.\n\nThe menace still exists.” Then he announced that “the cure is to be wrought,\nnot thru the regulated ownership of the individual, but thru the ownership\nand operation by or under the control of the public itself.” Here in these\ncases is demonstrated a clear line of legal reasoning comprehending and\nsustaining step by step the efforts of public authorities in New\nattack and eradicate, at last by drastic measures,\nthe slum.\n\nIf the whole\n\nits greatest members\nLeague\n\nLawyers\n\nlegal guild had\nan\n\nto\n\nand curse of\n\nbeen all along as enlightened\n\nand judges, there would\n\ndefending\n\nthe menace\n\nYork\n\nas\n\nhave been no 57 or 58 Liberty\n\nanachronistic\n\ncause, and\n\nno\n\npillorying of\n\nlawyers and courts at that greater bar — the bar of public opinion.\nIn the career of the political guild in America there has been a steady, if\nuneven, trend toward social responsibility marked by the party splits, party\neliminations, party reformations, revisions of sentiments\n\nand programs\n\nwhich\n\nstill at this very hour are typified in every speech, public hearing, Con¬\ngressional action, and committee session. Concern with the conservation of\nhuman\n\nresources\n\nnow\n\nrings from\n\nevery platform\n\nguild in power. Lip service at least is rendered\nmust be kinder to man.\n\nby the political\n\nto the philosophy\n\nIn place of the Napoleonic\n\nin the age of Darwinism\n\noccupied\n\nthat man\n\ndictum, lovingly recalled\n\nby a professor of historical lore at a seat of the\n\nhigher learning, that shooting a thousand\nto avoid shooting thousands,\n\nmen\n\non strike was\n\nthe political guild in power\n\nthe best way\n\nnow\n\nshooting is no way to avoid shooting; that reason must\ncapital relations as into all the other relations of life.\n\ncome\n\nassumes\n\nthat\n\ninto labor-\n\nAlso the medical guild, long devoted to the advancement of the healing\nart viewed as an art for private profit, now falls into line with the thought\nof society as a whole and endorses the idea of socializing medicine\ntecting human resources through birth control.\nWhat\n\nthen of the contemporary\n\nEducation\nits concern\n\nAssociation?\nwith matters\n\nguild, it may\n\nteachers guild represented by this National\n\nLike every guild it has its professional interests —\nof salary, grades, tenure, and promotion. Like every\n\nturn inward\n\nfessional advantages\n\nand pro¬\n\nupon\n\nits material\n\ninterests and\n\nits purely pro¬\n\nand schemes. Like other guilds, it may\n\nneglect or mini-\n\n"}
{"page": 94, "printed_page": null, "text": "88\n\nNational\n\nmize\n\nEducation\n\nAssociation\n\nits social responsibilities, the larger ends which\n\nthe profession was\n\ncreated to serve, and dedicate its spirit to the letter of self-protection and\nadvancement. Signs of such an ingrowing egotism are not wholly lacking\neven in the world\n\nof education\n\nany more\n\nthan in the world\n\nof warring,\n\nbusiness, medicine, law, or politics. But against these signs can be observed\nin the teachers guild a swiftly developing recognition of professional respon¬\nsibilities to the society which sustains educators — a widening and deepening\nsensitivity to the changing requirements of decent social living. This recog¬\nnition, this sensitivity, is evidenced in quiet ways. Thus amid a polyglot\npopulation composed of as many as forty different nationalities in a coal¬\nmining region of Pennsylvania, women teachers ©f young children have\nbeen preparing them for interracial amity so fundamental\nof our American\nachievement,\n\nrepublican democratic\n\nhistory having been strewn\n\nto the continuance\n\nsociety. This is a dramatic\nwith\n\nthe wreckage\n\nhistoric\n\nof interracial\n\nstrife. And in weighing every day’s news of the terrorism brought to bear\nin other parts of the world by race against race, utilizing the most primitive\nscapegoat technics and disrupting society to its very core, the brilliant\nachievement of these women teachers must be evaluated in the highest\ncultural terms. Instead of being an antisocial force, the patience of women\nwith children is a human\nthe intellectual screen\n\nresource\n\nof incalculable importance.\n\nas a picture of human\n\nThrown\n\non\n\neffort beside the picture of\n\nmen’s impatience and passion which leads to the hurling of the young to\nmurder and ruin, this femininity should unquestionably evoke a praise of\neffeminacy so conceived. If more women of a humanistic bent were permitted\nto exert their wit and intelligence in all the ranges of American\nAmerica might be more\nmaterial security.\nHowever,\n\nsecure in her social idealism, and\n\neducation,\n\neven\n\nin her\n\nsensitivity to social responsibility in the teachers guild is\n\nrevealed in other ways\n\nas well. It is disclosed in innumerable\n\nessays, articles,\n\nand books written by individual educators; in the successive yearbooks issued\nunder the auspices of the Department of Superintendence; in the discussions\nof classroom teachers on the floor of annual conventions ; in the work of the\nEducational\n\nPolicies Commission\n\nthe fundamental\nnational scale.\nThe\nwomen\n\nengaged in reconsidering and restating\n\npolicies for education\n\nenlightenment\n\nits incorporation\n\nnow\n\nwithin\n\nin our\n\nof those human\n\nsociety when\n\ntimes and\n\nthe teachers guild of America\nresources\n\nwhich\n\nno less than of men. It is not too much\n\nof human\n\nturbulent\n\nthought\n\nhas flowered\n\non\n\na\n\nsurely reflects\n\nare the endowment\n\nof\n\nto claim that in every period\non new\n\nlevels of humanistic\n\nintelligence, that unfolding has been conditioned by the interchallenge of\nwomen and men. In Athens women and men together, in the philosophic\nacademies, thru mutual\nto which\n\nthe whole\n\nRenaissance\n\ndiscussion, built up the systematic thought of Greece\n\nWestern\n\nworld\n\nand as the Renaissance\n\nstill pays reverence.\n\nIn Italy at the\n\nspread to Spain, to France, and then\n\nto England under Queen Elizabeth, the same principle operated — the\nprinciple of mental stimulation by the mutual challenging of men and\nwomen\n\nin friendly association with\n\neach other. Hence\n\nthe mutuality\n\nof\n\n"}
{"page": 95, "printed_page": null, "text": "General\n\n89\n\nSessions\n\ninterest and ideas in the N. E. A. is in the best cultural and intellectual and\nhumanistic tradition.\nIf such prosperity as we\n\nnow\n\nenjoy synchronizes\n\nwith the resurgence\n\nto\n\npower of a military guild and its affiliated armaments and shipbuilding indus¬\ntries, such recognition of human resources for peaceful living as we now enjoy\nsynchronizes with the enfranchisement of women and their entry into the po¬\nlitical guild. The last war in which the United States engaged cost all told at\nleast 30,000,000 men’s and boys’ lives; for what end? It also cost $400,000,000,000 all told. And it has been estimated that: “With that money\nwe could have built a $2500 house, furnished it with $1000 worth of furni¬\nture, placed it on five acres of land worth $100 an acre, and given this home to\neach and every family in the United\n\nStates, Canada,\n\nAustralia, England,\n\nWales, Ireland, Scotland, Belgium, France, Germany, and Russia. (We\nmight even have divided up to give Spain something.) We could have given to\neach city of 20,000 inhabitants and over, in each community named, a $5,000,000 library and a $10,000,000 university. Out of what was left we could\nhave set aside a sum at 5 percent that would have provided a $1000 salary for\na force of 125,000 teachers and a like salary for a force of 125,000 nurses.’’\nNicholas Murray Butler sponsors this estimate.\nAnd\n\nthe plea of countless American\n\nand beyond\n\nand women,\n\ntheir ranks, is for the humanistic\n\nlife — for the renaissance\nknowledge\n\nmen\n\ndemocratic\n\nand revision of the enlightenment,\n\ndirected to creative enterprise viewed\n\ntion-making\n\nwith\n\nwithin\n\ncultural\n\ndistinction. This\n\nthe guilds\n\npeaceful way\n\nof\n\nfor reason\n\nand\n\nas an enterprise in civiliza¬\n\nplea rejects the apocalyptic-\n\napoplectic w~ay of revolution by violence because its outcome cannot\nrationally conceived, since it offers no solution for the historic rhythm\n\nbe\nof\n\npower, oppression, revolt, power, oppression, revolt, ad infinitum. Happiness\nthru violence is a romantic dream. If likewise hopeful, the liberal plea calls\nfor the full exercise of intelligence, non-violent\n\nand rational, as the means\n\nfor triumphing over the “adversities of nature and the perversities of culture,\"\nas trouble has been finely described. It would surely save much time and\nagony if the liberal enlightened\nsaved for all.\nBut\n\nwhat\n\nassurance\n\nway\n\ncould be followed — time and\n\nhave the pleaders for the rational way\n\nagony\n\nthat their\n\nplea will be heard and that the decision of history as it is being shaped now\nin America\n\nwill be on their side? The\n\nassurance\n\nlies in the high tribunal\n\nthat hears our cause and in the law that this tribunal possesses for appli¬\ncation to all pleas. The tribunal consists of all the public-spirited, sociallyminded men and women thruout the land, the great and the humble, all\nin their places and functions responding to the necessities and possibilities\nof our common social life. The law which they have for application is\nthe American\nthru\n\nheritage of noble traditions surviving\n\nthe trials of independence-winning,\n\nfunctioning,\n\ndemocracy-establishing,\n\nand gaining strength\n\nconstitution-making,\n\nunion-preserving,\n\ncriticism¬\n\nslavery-eradicating,\n\norganized-labor accepting, civilization-enriching, knowledge-acquiring, and\nfulfilment-striving to the latest hour in which this huge convention assembles\nfor the consideration\n\nof society’s interest in human\n\nvalues. Thru\n\nthis heritage\n\n"}
{"page": 96, "printed_page": null, "text": "90\n\nNational\n\nEducation\n\nspeak the voices of humanistic\n\nAssociation\n\nand rational men\n\nand women\n\nfrom\n\nall the\n\ncenturies of history — the voices of hundreds distinguished in government,\nindustry, labor, education, the arts, sciences, and letters. Thru this heritage\nalso speak the voices of millions of men and women unnoted in the pages\nof written history and yet ever building and sustaining actual history as\nculture. Those voices are the voices of indomitable men and women.\nHere\n\nthen is our tribunal, as majestic as the noblest and best men\n\nand\n\nwomen in the nation functioning in even* sphere of life. Here then is our\nlaw, our heritage, to be applied now and in the years to come. Here we\nrest our plea and our case, with confidence\n\nin its justice, with\n\nfaith alike\n\nin its rationality and in its warm-hearted sensitivity which must accompany\nrationality if it comes down from its ivory tower, with a belief that\ncourage\nThus\n\nexists among\n\nour people for the rendering of a verdict in our favor.\n\nwe face today and tomorrow\n\nwithout\n\nfear of death or life.\n\nTHE\n\nOUR\n\nCHANGING\n\nHONORABLE\n\nCHALLENGE\nBROOKS\n\nOF\n\nFLETCHER.\n\nUNITED\n\nSTATES\n\nTIMES\n\nCONGRESSMAN\n\nFROM\n\nIf this great audience of teachers and education leaders assembled\nparts of the nation only knew\n\nof the boyhood\n\nOHIO\n\nfrom all\n\ndifficulties your speaker had in\n\nadjusting himself to the idiosyncrasies of just one teacher at a time you would\nsympathetically understand why facing thousands\nDetroit tonight is not as easy as it looks.\n\nof you teachers here in\n\nMay I say to you in confidence that your speaker’s early maladjustment to\nthe teaching profession was distressingly painful. In those country school\ndays, nearly all teachers were spanking specialists who, on a moment’s notice,\ncould be induced to operate on the youthful seat of learning with a pedagog¬\nical enthusiasm that left the teacher breathless and the victim of her wrath\nwrong\n\nside up. We\n\nmay have been a pain in the neck to the teachers but they\n\ncertainly were a pain in other anatomical centers equally as sensitive to us.\nIt always seemed to me then and it seems to me now that those teachers, so\nfar as I personally was concerned, all too often had the wrong end in view.\nIt was not unusual for teachers to be employed on the basis of how much\nthey weighed\npoundage\n\nrather than on the basis of how much\n\nas well as knowledge,\n\nthey knew. Teachers\n\nwith\n\nwith a wallop as well as a diploma, received\n\nspecial consideration.\nSticking chewing\n\ngum\n\nin the towsley hair of the girl in the seat ahead,\n\nthrowing paperwads when teacher was not looking, bringing a live mouse to\nschool and turning it loose under the seats were some of the milder forms of\ncountry school deviltry which has gradually changed with our changing times.\nL nbelievable\n\nas it may\n\nseem\n\nto you younger\n\nteachers of the present day,\n\nnevertheless it is a fact that in the earlier period of the little one-room country\nschoolhouse, back among the hills, incorrigible boys, in an effort to annoy\ncross teachers they did not like, sometimes\nteacher’s chair. Can\n\nyou imagine\n\nwould\n\nplace a carpet tack on\n\nsuch a thing today?\n\nA\n\ncarpet tack on\n\nteacher's chair ! Only the very cross and unpopular teachers were given the\ncarpet-tack treatment. It was seldom that any of them failed to get the point\n\n"}
{"page": 97, "printed_page": null, "text": "•General\n\nSessions\n91\n\nand it usually elevated them\nattained at all !\nGone\n\nto heights they otherwise\n\nforever are the obsolete teaching methods\n\nmight\n\nnever have\n\nof our childhood\n\ndays. All\n\nabout us today we see striking evidence of miraculous change and advance¬\nment in everything pertaining to education. But even so, it still is somewhat\ndisconcerting to realize that, in spite of our universal advancement\n\nin educa¬\n\ntion, there appear to be just as many fools running at large today as ever be¬\nfore. In fact, one of the lectures I am most frequently asked to give is on the\nsubject, “The Five Biggest Fools.’’ The last time I addressed a Detroit\naudience the subject selected was, “The Five Biggest Fools in Detroit.\nYou were not there. But you may be interested in knowing that one eccentric\nlady sent a letter to me afterwards\n\nin which\n\nshe wrote:\n\n“I heard your speech\n\nlast night on ‘The Five Biggest Fools in Detroit' and I didn’t like it. My\nhusband\n\ndidn't like it either. It is my\n\nopinion that you are all five of 'The\n\nFive Biggest Fools' you talked about !’’ Which\na woman. They are on to us.\nOften\n\nI have wondered\n\nwhy\n\ngoes to show you cannot fool\n\nit is that women\n\nlecture committees\n\nalways select as the first choice the subject this Detroit woman\nWhen\n\nnearly\n\ndid not like.\n\ninvited to select a list of subjects for a series of lectures in a com¬\n\nmunity, I usually include in addition to “The Five Biggest Fools\" other sub¬\njects which, thru the years, I have found appeal most to audiences such as.\n“Tragedies\nCollege\n\nof the Unprepared,’’\n\n“Which\n\nPeople Fail in Life,\" “Making\n\nWay\n\nAmerica,\n\nthe Most\n\n’ “Why\n\nof Your\n\nso Many\n\nPersonality,\"\n\n“Education for a Changing World,’’ etc., and nine times out of ten the\nwomen on the committee will select as their preference, “The Five B ingest\nFools.”\nWhether\n\nwomen\n\ndo this in the hope of hearing the men\n\nit or because they want\n\nto get even with someone\n\nit is not necessary\n\nget the worst\n\nof\n\nthey have it in for, I do\n\nnot know.\n\nBut\n\nto tell this audience\n\neducation\n\ncan stop a fool from being what he wants\n\nthat no amount\n\nof\n\nto be.\n\nRecently scientists have gone so far as to say it is quite possible to get along\nwithout\nThere\n\nbrains. This will be good news\nwas\n\na time when\n\nwe\n\nto many\n\nwho\n\nare not here tonight.\n\nthought brains and education\n\nwere\n\nabsolutely\n\nnecessary for success. But as evidence of our changing times, the American\nMedical Association announces that, after a surgeon had removed a large\nportion of a man's prefrontal brain area, the man lost all capacity to worry\nabout anything and all his troubles vanished. He became a successful salesman\nin a line of goods about which\n\nhe knew\n\nnothing. He\n\nsold two hundred\n\nand\n\nfifty thousand dollars worth of goods within a few weeks and is today amass¬\ning a fortune, the medical report states. Altho this man with part of his\nbrain removed\n\nno longer complains\n\nunable to stop his wife from\nthe fact that her husband\nused to worry\nOne\n\nor worries\n\nworrying.\n\ndoes not worry\n\nabout\n\nanything, yet he is\n\nHis wife constantly worries\nany more\n\nnow\n\nabout\n\nabout the things he\n\nabout !\n\nchallenge of our changing\n\ntimes is the challenge to our belief that\n\nby using our presentday education methods to educate all, we can improve\ntheir intelligence or make them think. At last, we are beginning to realize\n\n"}
{"page": 98, "printed_page": null, "text": "National\n\n92\n\nEducation\n\nAssociation\n\nthat it is foolish to waste priceless education\n\non worthless\n\nminds\n\nthat do not\n\nwant to be educated. The colleges and universities of America are over¬\ncrowded today with so-called students who have no business to be there.\nThere\n\nis tragedy in the skimping, self-denial of those parents who\n\nwaste\n\ntheir hard-earned money trying to educate a no-account, worthless son or a\nharem-scarem, spendthrift daughter who is uninterested in education, lacks\ncapacity for education, and is unconcerned about making any use of the\neducation that is thrust upon him or her. There is a point of diminishing\nreturn in that type of education\n\nwhich\n\nis acquired thru coercion or thru any\n\nother incentive except an intense passion for knowledge\nOne\n\nof these overeducated\n\nand how\n\nto use it.\n\nfailures, after leaving college and becoming\n\ntired of loafing around his father’s farm, ran away to the city. The family\nvery seldom heard from him. One night, about fourteen years later, his father\nand mother\n\nwere\n\nhad wasted\n\non his education\n\nfrom\n\nsitting in front of the fire thinking about the money\nwhen\n\nthey were\n\ntheir son — collect. Hurriedly\n\nthey\n\nsurprised to receive a telegram\n\nthey tore it open. The\n\nmessage\n\nread,\n\n“Dear Pa and Ma. I am coming home at last. Meet me at the covered\nbridge, down by the woods, at midnight tonight. Bring a shirt, a coat, and\na pair of pants. I’ve got a hat.”\nMost of us are ready to admit that education\npersonality transformation\n\nfor everybody.\n\nlimitations and shortcomings\n\nbut when\n\nWe\n\nwe\n\ncannot perform\nadmit\n\nmiracles in\n\nthat education\n\nfrankly make\n\nhas its\n\nthese admissions\n\nthe fact still remains that for the majority of people in this swiftly changing\nworld, it is either educate or perish.\nIn spite of all our modern inventions, in spite of all the miracle-like\nachievements of science, in spite of our teeming billions of wealth in this,\nthe richest nation on the face of the earth, is it not true that the biggest\nproblem\n\nconfronting\n\nyou\n\nand me\n\nand\n\nevery man\n\nand woman\n\nin America\n\ntoday is precisely the same old problem that confronted our primitive an¬\ncestors in the earliest beginnings of the human race? What is that problem?\nIs it not the problem\n\nof knowing\n\nchanging\n\nin order that we\n\nenvironment\n\nadvance, in order that we\nWas\nknow\n\nmay\n\nit not the unexpected,\nwere\n\ncoming\n\nto adjust ourselves to a constantly\nmay\n\nsucceed, in order that we\n\nmay\n\nsurvive?\nthe unforeseen\n\nand their lack of knowledge\n\nquickly to those changes\ndestroyed\n\nhow\n\nin their environment\n\nmillions of every generation\n\ndown\n\nchanges which\n\nthey did not\n\nof how\n\nto adjust themselves\n\nwhen\n\nthey did come,\n\nthat\n\nthru the centuries since the\n\nbeginning?\nThe\n\nforces that threatened\n\nthe existence of primitive, dumb\n\npast, before civilization really began, were\nthey were\n\nignorant and which\n\nfloods, epidemics\nthe means\n\nthey did not know\n\nof disease, the murderous\n\nby which\n\nthe problems\n\nthe forces of nature\nhow\n\nenemies\n\npeople of the\nabout which\n\nto control. Storms,\n\nof the jungle, lack of\n\nto acquire food, clothing, shelter, security ; these were\n\nthat challenged\n\nour remote\n\nancestors, and with one third of\n\nour population ill-clad, ill-housed, and undernourished\nstill challenge us today.\n\nthe same\n\nproblems\n\n"}
{"page": 99, "printed_page": null, "text": "General\n\nSessions\n\n93\nWhen our so-called civilization got under way, men, thru education,\nlearned how to protect themselves from floods, storms, epidemics of disease,\nand other destructive forces in their changing environment. Then what hap¬\npened? Men then began to think up, out of their own minds, new ways by\nwhich\n\nto destroy themselves.\n\nThey\n\nbegan with their own\n\nminds, to create\n\nthese new forces of self-destruction now more threatening to the existence\nof the human race than all of the relentless forces of nature combined since\nman\n\nfirst lived in caves and crawled\n\nBy\n\nour\n\nincreased\n\nknowledge,\n\nthe jungles in search of food.\n\nconstructive\n\neducation,\n\nand\n\nconstructive\n\nthinking we have conquered the natural enemies of our forefathers and made\nthe wild, uncontrolled forces of nature our obedient slaves. Then what\ndo we\n\ndo? What\n\na strange paradox!\n\nWe\n\nturn right around\n\nand with the\n\nsame knowledge, the same education, and the same minds proceed by destruc¬\ntive thinking to create new enemies that threaten our very existence. We\ncreate new labor-saving machines and new changes in our environment\nmore rapidly than we increase our capacity to adjust ourselves to these\nchanges. We graduate thousands of young people from our schools to com¬\npete with millions who have no jobs. We educate youth for opportunity,\nthen slam the door shut in their faces. In our changing\ngreater or more\n\nneedless tragedy? What\nThe\n\ntimes, is there a\n\na challenge to our thinking!\n\nHarrison-Black-Fletcher\n\nBill\n\nOur chief hope of solving this age-old problem of survival, of adjustment\nto an ever changing environment, is thru the application of new knowledge.\nLet me\n\nrepeat: Our\n\nhope of solving our old problems\n\nof new\n\nknowledge.\n\nToday\n\nwe\n\nmust\n\nresearches that will make\n\nthis new\n\nthe distribution of the new\n\nknowledge\n\nis thru the applicatio?i\n\nface the challenge\nknowledge\n\nof financing the\n\navailable and of financing\n\nto the masses, thru education.\n\nIt was in the hope of meeting this challenge, in some\n\ndegree, that I intro¬\n\nduced in the House of Representatives, a bill providing federal aid to educa¬\ntion, known as the Harrison-Black-Fletcher Bill, companion bill to the one\nintroduced\n\nin the United\n\nStates Senate by the distinguished Senators\n\nHarri¬\n\nson and Black — and may I say to the everlasting credit of the Senate Com¬\nmittee that the bill was approved unanimously.\nThe\n\nbill was\n\ntemporarily\n\nblocked\n\nin the House\n\nCommittee\n\nby the un¬\n\ndemocratic device known as the “secret ballot” ; a method of blocking\nlegislation which, in my opinion, is unfair, un-American, and should be dis¬\napproved by every thinking, patriotic citizen of the nation who believes that\nlegislation should\n\nbe considered\n\nthat the people who\ndoing and why\na democracy\n\nwe\n\naboveboard,\n\nelect us to Congress\nare doing it. There\n\nin the open, on its merits, so\n\nmay\n\nknow\n\nexactly what\n\nwe\n\nare\n\nis no place for legislative secrecy in\n\non legislation in behalf of the children of today whose\n\neducation\n\nand thinking will help to determine America’s destiny tomorrow.\nFederal aid not a new policy — Ever since the land grants for the support\nof public schools, totaling more\n\nthan 241,000\n\nsquare miles — nearly six times\n\nthe area of my native state, Ohio — granted in 1802, the federal government\nhas increased its support to schools and at no time has there been cause for\n\n"}
{"page": 100, "printed_page": null, "text": "94\n\nNational\n\nEducation\n\nAssociation\n\ncriticism of the federal government’s policy, for never, at any time, has the\nfederal government attempted to dictate or control in any way the teaching\nmethods or the subjects taught.\nThe New Deal is responsible for more generous financial federal aid to\neducation in its various phases thru this emergency than has ever been\nsponsored by any previous Administration and it has rendered this great\nservice to education without ever once interfering with local self-govern¬\nment in education. There must never be any federal interference with local\nself-government in education.\nThe great need for federal aid to education is proved by the fact that only\nas recently as twenty-four months ago there were 42,000 schools without\nsufficient funds to operate a normal school term, resulting in tragedy for\n3,500,000 school children and 102,000 teachers.\nResearches show that at least one eighth of the school children are facing\nthe closed doors of opportunity. When the richest nation on earth permits\n7,000,000, or nearly one third, of its school children to be taught by 250,000\nteachers who receive less than $750 per year, and 30,000 poverty-stricken\nteachers who receive less than $450 per year, then there is need for an\nawakening of civic pride in the discharge of obligations to children. Educa¬\ntion is the debt of each generation to the next. No nation can long survive\nthat refuses to pay it.\nWith 2,740,000 children of school age for whom there are absolutely no\nschools at all, and who therefore are denied opportunity to get any educa¬\ntion, and another 2,745,000 who are forced to attend school in temporary\nstructures, then any thinking person must admit that there is need for na¬\ntional attention to the problem of building more schools and of enlarging\nand improving those we have.\nThe first question the average young person is asked when he applies for\na job is, “Are you a high-school graduate?” Thousands of employers refuse\nto hire anyone today unless he or she has at least a high-school education.\nYet we deny millions of them the opportunity to secure a high-school educa¬\ntion and this, too, in face of the fact that we have passed legislation, child\nlabor legislation, denying young people under eighteen years of age a chance\nto work. Is it any wonder, in view of these facts, that our penitentiaries are\nfilling up? The federal Department of Justice reports that crime costs more\nthan twelve billion dollars annually and most of the criminals belong to\nthe ignorant, illiterate, uneducated class. Why not spend some of the money\nfor education that we spend to finance crime?\nWhy\n\nare we compelled to have federal aid to education? The\n\nanswer to\n\nthat question is because by reason of the ownership and control by corpora¬\ntions of the natural resources and industries and because the stockholders\nof these corporations reside in states other than those in which the resources\nand industries are located, therefore many of the states find themselves im¬\npoverished and powerless to retain thru taxation a sufficient amount of\ncurrent income produced within their borders to support adequate schools\nand other public services. The superior tax-paying ability of many of the\nso-called rich states who are able to finance their schools is partly due to\n\n"}
{"page": 101, "printed_page": null, "text": "95\nGeneral\n\nSessions\n\nthe exploitation of the productivity of the poorer states. Much\n\nof the federal\n\ntaxes collected within certain states are neither paid nor borne\nhabitants of those states.\nResearch\nundertake\n\nby the in¬\n\nstudies indicate the various results if each of the states should\nto support\n\nnation. The\n\na program\n\nof education\n\nequal to the average for the\n\nstate of Mississippi, for example, would\n\nfor schools alone more\n\nthan\n\nbe compelled\n\n100 percent of all the revenue\n\nto spend\n\nthat could be\n\nproduced by the most modern, model, tax system, thus leaving nothing what¬\never for any other state or local government service. On the other hand, the\nstate of Nevada would require not more than 16 percent of its tax resources\nfor schools and, according to one study made, Delaware would require less\nthan 4 percent, and New York and Massachusetts would require about 20\npercent each.\nHow\n\nHarrison-Black-Fletcher\n\nBill will help — One purpose\n\nof the Harri-\n\nson-Black-Fletcher Bill is, thru the services of the federal government, to\ntransfer some of the tax money from those sections where the money has\nbeen concentrated in greatest abundance to help give educational oppor¬\ntunity in those sections where children are most numerous. Consider these\nfacts for a moment.\n\nIt is well known\n\nto everyone\n\nwho\n\nhas given any study\n\nto this subject that those sections of the nation least able to support\n\npublic\n\nschools are devoted to agriculture. Yet these are the sections producing\n\nprac¬\n\ntically all the nation’s future increase in population\ncent of the future population of our cities as well.\nThese\nfarms\n\nconditions\n\nas compared\n\noccur\n\nbecause\n\nand a considerable per¬\n\nof the difference in birth-rate on\n\nthe\n\nto the city. In our seven largest cities, the population\n\nof which consists chiefly of American stock, the birth-rate is 40 percent\nshort of the rate required or necessary to maintain a stable population. In all\ncities having over a hundred thousand in population the deficiency in birth¬\nrate averages over 20 percent and even in the smaller cities the deficiency\nin births is about 8 percent.\nOn\n\nthe other hand, farm\n\nchildren\n\nfamilies are producing\n\nthan are required to replace the farm\n\nabout 50 percent more\n\npopulation\n\nand\n\nthe rural\n\nnon-farm families rear children at the rate of 30 percent greater than the\nnumber required to replace themselves.\nAfter personally visiting schools in every state in the Union,\n\nand after\n\ndevoting years to this subject? in all of its phases, I do not, today, know\nsingle argument\n\nbased upon\n\nactual fact that offers convincing\n\na\n\nreasons why\n\nthe federal government should not, as a matter of self-preservation, approve\nfederal aid to schools. In my opinion President Roosevelt is rendering the\nschools of the nation\n\na great service in appointing\n\na committee\n\nto make\n\navailable all the facts on this subject. I repeat: It is either educate or perish.\nNo\n\ndemocracy\nWhat\n\nwould\n\ncan long survive illiteracy.\nHorace\n\nMann,\n\nthe immortal\n\nsystem in this nation, think, if he were\ntion, our knowledge,\n\nfounder\n\nalive today to see us using our educa¬\n\nand our thinking for purposes\n\nneedless strife, in useless war?\n\nof the public school\n\nGreed-thinking,\n\nof self-destruction, in\n\nhate-thinking, war-thinking\n\n"}
{"page": 102, "printed_page": null, "text": "National\n\n96\n\nEducation\n\nimpels us to use the knowledge\n\nAssociation\n\nfor the purpose of\ndestroying ourselves and the civilization it has required centuries to build.\nAnd what are we doing about it? Unbelievable, but it seems we have\n\nlearned\nover\n\nnothing\n\nfrom\n\nacquired thru education\n\nthe last war, for we\n\nare getting ready to do it all\n\nagain ! Listen to the radio, read the newspapers,\n\nin the theater see\n\nthe armies of the nations marching\n\nin endless procession across the picture\n\nscreen night after night. And\n\ndoes it all mean ? It means\n\nwhat\n\ndefenseless millions of the world\nand want is coming tomorrow.\nAcross\n\nthe seas and\n\na new\n\neverywhere,\n\nthat for the\n\nand ghastlier holocaust\n\nmunition\n\nfactories are busy, working\n\novertime. Battleships and airships are being constructed. Everybody\nready for another\n\ntry at it ; getting ready for the annihilation\n\nusing the knowledge\n\nacquired thru education\n\nof misery'\n\nis getting\n\nof mankind ;\n\nnot to build but to destroy.\n\nThen in the face of this appalling stupidity we have the audacity to call our¬\nselves civilized.\nTake\n\nthe profits out of it. That\n\nin a national referendum\n\nwill stop it. Let the people vote on it\n\nbefore war is declared. That\n\nthe banks, farms, factories, railroads, and property\nconscript men\n\nto die, and do not let anybody\n\nmake\n\nwill stop it. Conscript\nof all kinds when\n\nyou\n\na red cent out of it. That\n\nwill stop it. Make the flag-waving, tax-dodging profiteers, the politicians\nand the legislators who, when a crisis comes, are always the first to shout\ntheir heads oft for war — make them go out and get shot first. That will stop\nit. Every time the combined nations spend a billion for battleships, make\nthem spend at least half that much for the education of the youth of those\nnations, and that will help to stop it.\nWhat\n\na challenge to the educators of all nations ! What\n\nleaders of religion! What\nfinance, commerce,\n\na challenge to the\n\na challenge to the leaders in business, industry,\n\nand to the statesmen\n\nleaders of the parliaments\n\nof the\n\nworld!\n\nIf we have any sense at all, we\n\nwill turn to the educators\n\nof our\n\ncountry\n\nand the educators of all nations and ask them to help rescue us from\n\nthe disasters we bring upon\n\nourselves by greed-thinking,\n\nhate-thinking, war¬\n\nthinking, wrong-thinking. Most of the things we do not want in life are the\nthings we create thru the misuse of our own minds. Only by educating these\nevil things out of our minds\nmake\n\nthe dreams\n\nFrom\noccupy\n\ncan we\n\nsave ourselves, advance\n\nfor a better day come\n\nthe millions of youth now\n\nourselves, and\n\ntrue.\n\nin school will come\n\nplaces of leadership and power. Whatever\n\nthose who\n\nare to\n\nfate awaits these millions\n\nof coming citizens will be determined by their thinking — and their thinking\nwill be determined by the quantity and the quality of their knowledge, ac¬\nquired thru education. Increasing the quantity, improving the quality of\nknowledge,\n\nand showing\n\nyouth how\n\nto turn that knowledge\n\nthinking is the job that challenges the educators\nWhat\n\nthe young\n\npeople are educated\n\ninto constructive\n\nin these changing\n\nto think, America\n\nwill become\n\ntimes.\nunder\n\ntheir leadership after those of us here today are gone.\nNever\n\nbefore in history have educators\n\ngreater opportunity\nto meet\n\nhad greater responsibility or a\n\nthan they have at this hour. If we\n\nthe challenge of our changing\n\nexpect our educators\n\ntimes and thru education\n\nsave our\n\n"}
{"page": 103, "printed_page": null, "text": "General\n\ndemocracy\n\nand preserve\n\n97\n\nSessions\n\nour liberty, then we\n\nmust\n\nsee to it that educators\n\nare free to teach the truth. Those responsible for the education of tomorrow’s\ncitizens must not be threatened and intimidated by the enemies of educa¬\ntion. Enlightened public opinion must protect educators\nmailed into silence by bigoted reactionaries.\n\nfrom\n\nbeing black¬\n\nSelf-appointed, professional enemies of free speech, who mistake flagwaving for patriotism and who would Hitlerize our public schools by such\ninfamous “Red Rider” legislation as was attempted not long ago in the\nUnited States Congress — these misguided ones must themselves be re¬\neducated as to what democracy and liberty mean.\nEternal\n\nvigilance is still the price of freedom.\n\nWhen\n\nattempts\n\nare made\n\nto ram down the throats of the people such undemocratic, un-American\nlegislation as that which would throttle free speech, free press, and freedom\nto teach the facts, then it is time for every lover of liberty and democracy\ncome\n\nto the rescue. When\n\nyou destroy the freedom\n\nto\n\nto speak, to write, or to\n\nteach the truth in this land, you destroy liberty itself; and when\n\nyou have\n\ndestroyed liberty, you have destroyed America.\nAs many\n\nof you know,\n\nI have, for more\n\nof each year to conducting\n\nthan twenty\n\nfree education\n\nforums\n\nyears, devoted part\n\nin communities\n\nof every\n\nstate, because I believe that legislators for the people should also be edu¬\ncators of the people. The fact that in city after city, from coast to coast,\nmen\n\nand women\n\nof all walks of life pack the largest auditoriums\n\nroom, is sufficient proof of the rapidly growing\nadults as well as education for youth.\nIn some\n\nof the hundreds\n\nforums, they have dismissed\nand\n\nsometimes\n\ninterest in education\n\nof schools in which\nclasses for two\n\nfor an entire half day. Of\n\nto standing\n\nI have conducted\n\nfor\n\ndaytime\n\nor three periods in succession\nall the thousands\n\nof questions\n\nstudents have asked your speaker in these forums\n\nI have never known\n\nany\n\nstudent\n\nthe facts, they want\n\nthe\n\nto ask a foolish question. Students\n\nwant\n\ntruth and if we do less than give it to them, we are committing\ntheir future. In these changing\n\ntimes, the young\n\nare deeply concerned\n\nabout economic\n\nThey\n\nabout the dangerous\n\nare concerned\n\ntreason against\n\npeople as well as the adults\n\nchanges they see going on about them.\nyears coming.\n\nThey\n\nare asking if\n\nit is true that “civilization is a race between education and catastrophe” !\nBelieving with Horace Mann, who served in the Congress of the United\nStates where\n\nI am\n\nprivileged now\n\nto serve, that \"education\n\nsafety”; that “a patriot should be known\ntion of the young”;\n\nthat \"the common\n\nis our political\n\nby the interest he takes in educa¬\n\nschool is the greatest discovery ever\n\nmade by man” ; believing that no legislator “is worthy of the honored name\nof statesman who does not include education of the people in all his plans\nof public service,” and treasuring in my heart the parting words of Horace\nMann who said, “Be ashamed to die until you have wort some victory for\nhumanity,” I, therefore, pledge myself anew to do all within my humble\npower to serve with you the cause of education thru the remaining years\nahead. I too, “would\n\nbe ashamed\n\nto die” without\n\ncation of our nation’s youth, to “win some\n\nhelping you thru the edu¬\n\nvictory for humanity.”\n\n"}
{"page": 104, "printed_page": null, "text": "98\n\nNational\n\nEducation\n\nAssociation\n\nFIFTH\n\nGENERAL\n\nSESSION\n\nSECTION\nBIRMINGHAM’S\n\nPLAN\n\nCHARLES\n\nSUPERINTENDENT\n\nAND\n\nB. GLENN,\n\nPRESIDENT,\n\nAMERICAN\n\nA\n\nOF\nCHARACTER\n— A bst\nract\n\nOF\n\nASSOCIATION\n\nDEVELOPMENT\n\nSCHOOLS,\nOF\n\nBIRMINGHAM,\n\nSCHOOL\n\nALA.\n\n;\n\nADMINISTRATORS\n\nIn the plan of character development we have felt among other things\nthat children as a rule would continue to receive advice and counsel from\nthe home\n\nand the church, but that an opportunity\n\nschool to consciously set up opportunities\n\npresented\n\nitself to the\n\nfor the practise of the virtues\n\ntaught by the church and home. Or better still, that the school should en¬\ndeavor to create an atmosphere in which character normally and naturally\ndevelops. When\n\nall is said, we can, in our opinion, do little more.\n\nIs it possible by wise planning to create a wholesome atmosphere\nschool? We think so; at least the atmosphere may be improved. The\ncalls for the adoption of a slogan each year, around\nand work\n\nof the year centers. Every effort is made\n\ncooperation\ncolumns\n\nof the whole\n\ncity. The\n\nat the disposal of the Board\n\nthe curriculum\n\nto enlist the interest and\n\nlocal papers\n\nof Education;\n\nwhich\n\nin a\nplan\n\ngenerously\n\nplace their\n\nthe clubs and civic organ¬\n\nizations request speakers on the subject; ministers refer to it from their pul¬\npits. The interest is citywide; everybody plays the game with the children.\nWhat have been the results of this plan? No brief account can adequately\nconvey an impression of the changes brought about in the community thru\nthe general interest in these character development slogans set up by the\nBoard of Education. It is not too much to hope that this is a healthier com¬\nmunity, the children are better sportsmen, manual labor has been dignified,\nthe children have a higher appreciation of the beautiful, the savings bank\naccounts have increased more than a hundredfold, the students have at least\ngiven more thought to courtesy, and the widespread interest in the study of\nnature has resulted in a deeper appreciation of the world about them, and a\ndesire to aid in the conservation of nature’s resources. The slogans endeavored\nto create a thirst for the worthwhile things of life and to provide opportuni¬\nties for satisfying that thirst. The children apparently have become more\nself-reliant.\nIn the use of these slogans — Development of Character thru: Health,\nSportsmanship, Work, the Love of the Beautiful, Thrift, Courtesy, the\nStudy of Nature,\n\nthe Worthy\n\nUse\n\nof Leisure, Wonder,\n\nService, Coopera¬\n\ntion, and Self-Reliance — the Board of Education did not look for any sudden\nconversion or overnight reformation, but is convinced of the wisdom and\nworthwhileness of this rather slow, painstaking, definite, well-thought-out\nmethod of procedure in character development.\nAs a means\n\nof lending cooperation to the home\n\nof good character, this plan met\n\nin its effort to rear children\n\nwith cordial support\n\nof patrons\n\nand gives\n\npromise of proving of lasting benefit to home, school, and community.\n\n"}
{"page": 105, "printed_page": null, "text": "General\n\nSessions\n99\n\nTHE\n\nPROBLEM\n\nOF\n\nLIFE\n\nTHE\nHERBERT\n\nR.\n\nGUIDANCE\n\nUNITED\n\nSTOLZ,\n\neducation\n\nTHE\n\nSCHOOLS\n\nOF\n\nSTATES — Abstract\n\nASSISTANT\n\nSUPERINTENDENT\n\nOAKLAND,\n\nFormal\n\nIN\n\nOF\n\nSCHOOLS,\n\nCALIF.\n\nin public and private schools in the United\n\nfrom the beginning, shared with the church\n\nand the home\n\nStates has,\n\nthe responsibility\n\nof preparing the young for living. The use of the phrase “life guidance” is\njustified to emphasize certain fundamental aspects of the educative process.\nIt is the major premise of this discussion that the failure of our culture\ninstitutions to meet the emotional\n\nneeds of the on-coming\n\nciently evident to call for immediate\n\ngeneration is suffi¬\n\ncareful consideration\n\nof the funda¬\n\nmental demands of wholesome development and for such fulfilment as edu¬\ncators can arrange in connection with the school curriculum.\nThe\n\neducation\n\nwhich\n\nprepares boys and girls for making\n\na living often\n\nneglects their deeply rooted needs for personal significance in relation to their\nfellows and in relation to the plan of the universe. For the great majority,\nhappiness and security will depend\nand small group\neconomic\n\nupon\n\nsuccessful participation in family\n\nactivities rather than upon\n\nfield, or upon\n\nA recently completed\n\nacademic\n\nsuccessful competition\n\nin the\n\nor professional eminence.\n\nstudy made\n\nby Daniel\n\nA. Prescott of Rutgers\n\nUni¬\n\nversity indicates that the emotional needs of growing children include meta¬\nbolic balance, activities appropriate to structure, personal affection, belonging\nto a group, being like their peers, rich experience with reality, symbolization\nof this experience thru language, progressive independence,\nbalance between failures and successes.\n\nand a stimulating\n\nIn order to give life guidance to the pupils, each teacher should try to\nunderstand each pupil in terms of his peculiar emotional needs and, with\nthe cooperation of the parents, direct the youth’s experience to fulfil these\nneeds. LTnder this orientation, subjectmatter mastery becomes but one of\nmany ways of guiding the pupil towards satisfying living. The personal\nexample of the teacher, his sympathy, and his skill in the systematic, inci¬\ndental organization of social experience are much more important than his\nknowledge\n\nof subjectmatter\n\nor his ability to prepare pupils for passing tests.\n\nSECTION\nTHE\n\nAUTOMOTIVE\n\nSAFETY\n\nAND\nPAUL\n\nIt seems\neducators\nyoung\n\nG. HOFFMAN,\n\nto me\n\nFOUNDATION:\n\nITS\n\nAIMS\n\nPURPOSES — Abstract\n\nPRESIDENT,\n\nTHE\n\nSOUTH\n\nBEND,\n\nSTUDEBAKER\n\nCORPORATION,\n\nIND.\n\nthat there is a very definite responsibility on the part of\n\nin both the primary\n\npeople how\n\nB\n\nand secondary\n\nschools to train children and\n\nto think and act in a motorized\n\ncivilization. To\n\nwhat\n\nextent actual driving instructions should be given in high schools, I do not\nknow.\n\nIt is a stupendous\n\njob, but the extraordinary\n\nrecords made\n\nby those\n\n"}
{"page": 106, "printed_page": null, "text": "100\n\nNational\n\nEducation\n\nAssociation\n\ndrivers trained by professional teachers is such that I am hoping funds will\nbe provided so that the schools can accept this responsibility. Of course, it\nis in the field of adult training in driving that we meet our greatest problem.\nGovernmental authorities, the schools, and civic organizations will all have\nto apply themselves to this task if much is to be accomplished.\nHaving disclaimed practically all responsibility, you may well inquire as\nto why there is an Automotive Safety Foundation, and what we expect to do.\nIn the first place, I should explain that our principal job is raising money\nfor allocation to certain national organizations which, in our opinion, are in\na position to be of much help to the authorities in their safety programs.\nThese organizations roughly divide into those which are doing work of a\nprofessional nature and those which are assisting in the field of adult educa¬\ntion and the development of public support for highway safety programs.\nOrganization for safety is a professional job. The proper state officials\nhave to be sold on organizing an official statewide safety committee. That\ncommittee has to be assisted in the development of its program. The Founda¬\ntion is giving a substantial grant to the National Safety Council which is\neminently qualified for an undertaking of this character due to its many\nyears of experience in the industrial safety field.\nIn the field of enforcement we are giving grants to both the International\nAssociation of Police Chiefs and Northwestern University. Northwestern\nUniversity is giving specialized training in sound selective enforcement, and\nsupervising similar courses in universities such as Harvard, Alabama, Rut¬\ngers, Pennsylvania State, and Tennessee. Last year more than 500 police\nofficers took these courses. The International Association of Police Chiefs\nis specializing in the installation of Accident Investigation Bureaus. Some\ntwenty cities have already had Bureaus installed, and the applications for\ninstallation are in such volume that no more can be taken on until 1938.\nIn the traffic engineering field, funds have been granted to Harvard Uni¬\nversity so that an advanced course in traffic engineering could be offered and\n16 fellowships provided. In addition to the 16 fellows who have taken the\ncourses this year, 14 men have paid their tuition. These 30 men will soon\ngraduate and in almost every case there is an important job waiting for them\nso that there will be an immediate application of the knowledge that they\nhave acquired.\nIn the field of research, several important activities are being carried on\nat this time. The first has to do with the relationship of speed to accidents.\nDespite the fact that there has been much talk about speed, little actual data\nis available. Another project includes research into driver testing. This is\nbeing carried out under the joint sponsorship of the Motor\ntrators and the Harvard Bureau.\n\nVehicle Adminis¬\n\nIn the field of education we are working thru the American Automobile\nAssociation, American Legion, the National Grange, Highway Education\nBoard, National Congress of Parents and Teachers, and the General\n\nFed¬\n\neration of Women’s Clubs. Safety education is being brought directly home\nto millions of Americans thru these splendid organizations. In addition to\nthe safety education being carried on by these organizations thru speeches,\n\n"}
{"page": 107, "printed_page": null, "text": "General\n\nnewspaper\n\n101\n\nSessions\n\npublicity, slide films, movies and talkies, they have done a yeo¬\n\nman’s service in building public support for the official state, county, and city\nprograms. The officials and public authorities in Rhode Island, Massachu¬\nsetts, Iowa, and Minnesota testify that without the support of these organi¬\nzations they could not have secured either the legislation or the funds neces¬\nsary to carry forward their state programs.\nTo this distinguished group of educators, the Automotive Safety Founda¬\ntion offers neither criticism nor advice. It is for you, not for us, to determine\nto what extent safety education should be taught in our schools. We do\npromise you the unqualified support of our own organization and those affili¬\nated with us for whatever program is officially adopted.\nSAFETY\n\nMARIAN\n\nEDUCATION\n\nIN\n\nVERNE\n\nTELFORD,\n\nCONSULTANT\n\nDIVISION,\n\nNATIONAL\n\nLA\n\nTHE\n\nELEMENTARY\n\n— A bstract\n\nSAFETY\n\nSCHOOLS\n\nON\n\nCHILD\n\nSAFETY,\n\nEDUCATION\n\nCOUNCIL,\n\nNEW\n\nYORK,\n\nY.\n\nN.\n\nSafety education in the elementary school has always contained two basic\nelements : ( 1 ) integrated classroom instruction adapted to the needs of par¬\nticular groups of children, and (2) faculty supervised extracurriculum\nactivities.\nIntegrated instructional programs have been developed by groups of\nteachers provided with information on the causes of accidents to children\nand suggestive materials with which to work, and who have been encouraged\nto keep life situations in mind in arranging their work.\nFaculty supervised extracurriculum activities have consisted largely of\nsafety clubs or councils and school safety patrols. The latter are extraordi¬\nnarily popular. About 250,000 boys and girls now serve as members of safety\npatrols in the schools of 1200 cities and towns. Their function is to aid in\nthe training of child pedestrians. They represent an extension of safety in¬\nstruction beyond the classroom, but are not junior police.\nThere is a tremendous number of people desiring to recommend changes\nin or additions to the program of the schools. I am one of them. I should\nlike to make some recommendations on the development of a safety program.\nI believe:\n1. That school administrators should assume responsibility for safety education;\ndirect and control the school safety program, and utilize the resources of public and\nprivate agencies in its development.\n2. That classroom teachers should be given an opportunity to secure any retrain¬\ning found useful in the development of safety programs.\n3. That suggestive teaching material should be provided for classroom use.\n4. That specific information on the causes of accidents resulting in absence from\nschool should be secured thru the adaption of the Standard Student Accident Report¬\ning System.\n5. That school buildings should be inspected periodically by authorized technicians\nor thru the use of a non-technical, self-inspection blank.\n6. That tests should be made to determine the results of safety instruction and\nactivities.\n7. That patrons should be kept informed on the safety program of the school.\n8. That teachers should recognize their personal responsibility for the solution\nof the accident problem.\n\n"}
{"page": 108, "printed_page": null, "text": "102\n\nWILLIAM\n\nNational\n\nEducation\n\nSAFETY\n\nEDUCATION — Abstract\n\nH. JOHNSON,\n\nSUPERINTENDENT\n\nAt the beginning of our campaign\nthe high-school principals were\ntheir earnest consideration.\n\nAssociation\n\nOF\n\nSCHOOLS,\n\nfor safety more\n\nCHICAGO,\n\nILL.\n\nthan two years ago,\n\nasked to give this most important subject\n\nIn the fall of 1935 a poster and slogan contest was conducted in all the\nhigh schools on traffic safety. This competition was held in connection with\nthe Chicago Automobile Trade Association’s Automobile Show of Novem¬\nber 1935. Each poster and slogan submitted was placed on display in the\nbooth of the Keep Chicago Safe Committee at the Automobile Show and\neach winner — 35 in all — received a bronze plaque for his school.\nThis type of contest and the spirit aroused helped to start the school popu¬\nlation of Chicago in its organization of safety councils. Many of the high\nschools almost immediately organized these councils in the following manner\n— as an extracurriculum\nHigh-School\n\nSafety Commissions\n\nA. Automobile\n1.\n2.\n3.\n4.\n\nactivity:\n\nDriving\n\nor Councils with suggested activities\n\nDepartment\n\nCharts illustrating good driving practise\nProper parking of cars during and after school hours\nAuto licenses, insurance, inspection\nProper maintenance and repair\n\nB. Fire Department\n1. Fire drills, boxes\n2. Fire prevention\n\n(operation,\n\nlocation on the street and\n\nin the school)\n\n3. Fire hazards — inspection\nC. Police Department\n1. Guards, for crowded halls and stairs, sidewalks, street cars, and automobiles\n2. Traffic violations of the school, the city, the state\n3. Protection\n\nof lawns\n\nand\n\nwalks,\n\nrefuse, snow,\n\nice, water,\n\nobstructions\n\nD. Publicity Departments\n1. School\n\npapers,\n\nmagazines\n2. Assemblies,\nE. Rules\n\nmovies,\n\nprominent\n\nand Regulations\n\nDepartment\n\nF. Student\n\nCourt\n\nG. Library\n\nCommittee\n\nH. Home\n\nbulletins, the community\n\nAccident\n\nspeakers,\n\npapers,\n\nmetropolitan\n\nplays, debates,\n\npapers,\n\nand\n\ncampaigns\n\nCommittee.\n\nEverything in this type of council work stresses safety in some form or\nother. This activity is continuing and increasing in all the high schools.\nMovies on safety have been shown to the students by some of the large auto¬\nmobile companies, namely, General Motors, Chrysler, and Ford ; by several\ninsurance companies ; and by the Keep Chicago Safe Committee.\nThe students contributed safety material to the booths of the Automobile\nShow in 1935 and 1936, and to the American Vocational Association con¬\nvention in Chicago in 1935. This year a contest was conducted, with the\nidea of stressing safety, in the House and Garden Exposition.\n\n"}
{"page": 109, "printed_page": null, "text": "General\n\nSessions\n\n103\n\nVarious organizations such as the National Safety Council, the Chicago\nSafety Council, and the Society of Automotive Engineers have been of great\nassistance in this field of education and have contributed materially to our\nsafety plans.\nAs many serious accidents have resulted daily from carelessness before the\nopening and following the dismissal of the schools, we appealed to the Chi¬\ncago Motor Coach Company and the Chicago Surface Lines for help in load¬\ning, unloading, and rerouting cars and buses and in handling the transporta¬\ntion of students to and from the schools as well as on educational field trips.\nThe response of both companies has been very satisfactory and will, I am\nsure, help to reduce that accident hazard.\nThe WPA men, with their white safety belts, have assisted materially in\nhelping to control traffic at school crossings and bolster up the schoolboy\npatrol. The city traffic engineer has had marks painted for pedestrian cross¬\nings and has also placed many signs warning motorists to be careful of the\nschool children. The police department has interested itself and is cooperat¬\ning with the principals of local schools. Police help in the guiding of students\nat busy intersections, cautioning against hitch-hiking, and offering sugges¬\ntions as to the proper use of bicycles and roller skates. Members of the force,\nstationed in the vicinity of the schools, have proved to be splendid guardians\nin the school areas.\nThere are many excellent pamphlets on all aspects of safety distributed\nby insurance companies, various motor clubs, and automobile manufacturers.\nThese have been supplied in quantities, free of cost, where requested, and\nhave been distributed to the students to study and to take home. Topics on\nsafety promotion work are assigned to the English and civics classes and are\nmade a part of the course of study in the shops and laboratory subjects.\nIn the physical education classes the students are instructed in proper health\nhabits and in first aid.\nFor two years the interest in this safety work has grown, and while it\nmoved very slowly at first, it is now gathering sufficient momentum to carry\nthru to all lines of high-school work. The students are beginning to feel\nthat every phase of their school life must have in it some consideration of\nsafety, and thus they are unconsciously learning consideration for others,\ncaution, alertness, and other character-building fundamentals.\nSECTION\n\nC\n\nSOME\nDETERMINING\nFACTORS\nIN THE\nSOCIAL AND\nECONOMIC\nBACKGROUND\nOF THE TEACHING\nPROFESSION\nJOHN\n\nGUY\n\nFOWLKES,\n\nPROFESSOR\n\nOF\n\n—Abstract\n\nEDUCATION,\n\nMADISON,\n\nUNIVERSITY\n\nOF WISCONSIN,\n\nWIS.\n\nIt seems to me that the major factors in a social and economic background\nof teachers are teacher qualifications, teacher compensation, teacher tenure,\nand teacher retirement. This discussion will be limited largely to the matter\nof qualification of teachers.\n\n"}
{"page": 110, "printed_page": null, "text": "104\n\nNational\n\nEducation\n\nAssociation\n\nIn developing the best possible program of training for teachers it seems\nessential to consider and take cognizance of the following factors:\n1. The selection of prospective teachers\n2. The training of prospective teachers versus the training of experienced\n3. The length of the term of college education\n4. The general education of teachers\n5. The special education of teachers\n6. The need for a teacher internship.\n\nteachers\n\nIt seems clear to me that the social and economic position of teachers can\napproach that which the profession should demand only by a marked im¬\nprovement in the qualifications of our group. To be effective, the imposition\nof higher standards, both personal and professional, must come from our¬\nselves. Adequate salaries and protected or indefinite tenure are essential in\nthe improvement of the social and economic status of the teaching profes¬\nsion. However, qualifications of teachers and compulsory retirement ages are\nso inextricably intertwined with salaries and protected tenure that the ques¬\ntion might well be raised as to whether it is not desirable for teachers to\nexert equal effort toward the enactment of legislation pertaining to all four\nof these factors. Certainly, it seems clear that up to date there has been less\neffort exerted by professional educators toward the enactment of legislation\nwhich would guarantee more careful selection and better training of teachers\nthan has been exerted toward the enactment of tenure and salary laws.\nIt is realized that the suggested program would bring certain hardships.\nFirst, it would prove quite disconcerting to that large number of young\nwomen who look upon their preparation for teaching as insurance until an\nacceptable matrimonial contract appears. Second, it would be unwelcome to\nthe men who look upon teaching as an avenue of quick money until they can\nstudy medicine, law, or some other chosen field. Moreover, the full year of\npractise teaching would prove troublesome to some of the smaller teacher¬\ntraining institutions. In sharp contrast to these factors, what would be the\neffect on boys and girls? The answer to such a question is far too signifi¬\ncant for me to venture upon here. Ruskin once defined a laborer as one who\nworks with his hands, an artisan as one who works with his head and hands,\nbut an artist as one who works with his head, hands, and heart combined. A\nteacher should be at the same time an artist and a consulting engineer in the\nrealm of human behavior. A teacher should reflect the spirit of unerring ac¬\ncuracy of the scientist on the one hand and the pulsating imagination of the\nartist on the other.\nRETIREMENT — Abstract\nT. T. ALLEN,\nPA.;\n\nAND\n\nPRESIDENT,\nCHAIRMAN,\n\nSTATE\n\nTEACHERS\n\nNATIONAL\nCOUNCIL\nOF THE N.E.A.\n\nCOLLEGE,\nON\n\nEAST\n\nTEACHER\n\nSTROUDSBURG,\nRETIREMENT\n\nThe very nature of the work of the teacher is such that freedom, as far\nas possible, from financial worry is essential to a high standard of efficiency\nin the schoolroom. If the teacher alone were affected by worry and anxiety\n\n"}
{"page": 111, "printed_page": null, "text": "General\n\n105\n\nSessions\n\nit would be unfortunate, but a teacher who faces retirement from service\nwith no income will find it increasingly more difficult to inspire his pupils\nwith the ideals of character and service they should receive in our schools.\nThe arguments which may be advanced for the establishment of sound\nteacher retirement systems and the improvement of those already established\nhave been summarized by the National Education Association in a bulletin\nentitled “Teacher Retirement Systems.” We quote from that bulletin: “A\nsound teacher retirement system ( 1 ) protects school children from teachers\nmade incompetent by disability or old age; (2) attracts capable, far-sighted\nyoung people into the teaching profession; (3) keeps good teachers in the\nservice; (4) increases health and efficiency of teachers by removing worry\nand fear of a destitute old age; (5) improves morale in the teaching force\nby opening the paths of promotion and encouraging professional growth ;\n(6) treats teachers fairly by giving them protection similar to that given\nother citizens who come under the Social Security Act.”\nThe existence of the Social Security Act means that we no longer have\nto fight alone in trying to bring about that better understanding on the\npart of the public which will make possible the establishment of new retire¬\nment systems and the improvement of existing retirement systems.\nThe National Council on Teacher Retirement stands ready to assist in\nevery possible way toward the further solution of all problems of teacher\nretirement.\nTEACHERS’\nEUGENE\n\nB. ELLIOTT,\n\nSTATE\n\nSALARIES — A bstract\n\nSUPERINTENDENT\nLANSING,\n\nOF\n\nPUBLIC\n\nINSTRUCTION,\n\nMICH.\n\nAmerica can afford to pay reasonable salaries to its teachers. We should\nbow our heads in shame when we realize that in 1933-34 one teacher out\nof every three received less than $7 50 for the year’s service.\nRegardless of our opinions as to the advisability of laws regulating sal¬\naries, regardless of what we might think is the right thing to do in behalf\nof the teaching profession, we must concede that a successful teacher can\nnever be paid all that he is worth either to the individual child or to society.\nWe should pay our teachers enough to attract young men and women of\nthe highest personal and professional qualifications and at the same time\nhold on to those who continue to improve themselves thru experience, travel,\nand further study. We should permit those who remain in teaching to live\nwith the material and cultural surroundings commensurate with their re¬\nsponsibilities to youth and society, and at the same time provide whereby\nthose who are incapacitated by age or disability may retire in decency, mak¬\ning way for a new generation of teachers. These expectations are not too\nhigh for American democracy.\nMany\n\nstates and communities\n\nhave courageously\n\nand intelligently at¬\n\ntacked this problem of teachers’ salaries. Many districts have placed the\nsalary problem on a sound business basis where it rightfully belongs. We\nshould advocate where salary deductions persist that immediate restorations\n\n"}
{"page": 112, "printed_page": null, "text": "106\n\nNational\n\nEducation\n\nAssociation\n\nto pre-depression levels be made, and where inadequate salaries are tradi¬\ntional a survey should be made to determine the causes with a forwardlooking program put into operation to remedy the situation. Salary schedules\nshould be installed and administered so as to provide adequately for the\nexperience, training, responsibilities, and abilities of teachers.\nAdequate salaries for teachers are an investment in the future of America.\nThis great nation can well afford to place in every classroom a competent\nand well-paid teacher.\n\nSIXTH\nTHE\n\nGENERAL\n\nCONSERVATION\n\nSTUART\n\nCHASE,\n\nAUTHOR\n\nAND\n\nOF\n\nSESSION\n\nNATURAL\n\nLECTURER,\n\nRESOURCES\n\nGEORGETOWN,\n\nCONN.\n\nIt is a great pleasure to me to be here and I do not know of any audience\nin America or in the world which I would rather address on this particular\nsubject.\nThe story runs that an old Nebraska farmer was sitting on his porch\nduring a dust storm not so long ago. When asked what he was watching so\nintently, he replied, “Well, I’m counting the Kansas farms as they go by.”\nKansas farms are good farms and the North American continent is a good\ncontinent. Its beauty, its wealth of natural resources, its great north-andsouth wedge laid across the temperate zone — that zone where men have\nfought harder and worked harder — make it the best continent on earth. It is\na pity that we, like the Nebraska farmer, should sit on our front porches\nwatching this great, good continent go out from under us. It is our home¬\nland. It is where our children must stay. When it is gone, in the sense of a\nhospitable environment, where shall we live? Many Kansas farms have gone.\nThe whole Dust Bowl is going. Other areas involving millions of people\nhave lost their resource base in land, water, mineral deposits, and fisheries.\nWe have been called the richest nation on earth and probably we are\nnow, but how rich is the most lavish of prodigal sons after the last of the\nold man’s barns are sold and the proceeds spent?\nWe have had three ominous warnings in the last few months:\n\nthe great\n\nfloods in the East in the spring of 1936, the superflood on the Ohio of this\nJanuary, and the great drought of last year. We are Americans, dependent\non the hospitality of North America. We concern ourselves primarily with\npersonality, jobs, politics, the turn of human affairs, which is all very\nnatural, but how many of us really know the continent upon which we live?\nWe ask: “Who is going to win the election?” “How is business getting\nalong?” How often do we ask, “How is North America getting along?”\nNow, that is my subject this evening. If my story has a hero, it is the con¬\ntinent of North America, especially the broad temperate zone we call the\nUnited States. First I shall try to describe briefly the primeval environment.\nThen I shall try to tell how it looks after three hundred years of ruthless\nexploitation. And\n\nfinally I shall ask, “What\n\nare we going to do about it?”\n\n"}
{"page": 113, "printed_page": null, "text": "General\n\nSessions\n\n107\n\nSuppose we charter an airplane and cruise leisurely across North America.\nSuppose we equip it with one of H. G. Wells’ time machines which allows\nus to go back and forward in time. Suppose we equip it with a series of\ngeophysic diviners which enable us to look below the crust of the earth\nand see the minerals.\nNow\n\nwe crank our time machine and go back three hundred years. How\n\ndid America look, say, in the year 1630 when there was only one small settle¬\nment on the Massachusetts Coast and a few Mexicans and Spaniards in\nthe Southwest? Covering the land far beyond the Mississippi was forest,\nbroken here and there with meadows. But, a squirrel might have left the\nEast and traveled west for a thousand miles without seeing a flicker of his\nshadow in the overshadowing forest. It was a lordly forest in the East.\nWhite pine ran straight and true two hundred feet in the air, on some of\nthem presently to be marked the broad arrow of the king’s men — that spire\nwas to be a mast in the king’s navy. In the West, Douglas fir, some three\nfeet in diameter, towered three hundred. In California the Sequoia, some\nthirty feet in width, with four thousand annual growth rings, the oldest\nof living things on the planet and perhaps the most majestic!\nWhere the empire of the forest ended, the empire of the grasslands began.\nThe waving grasses of the prairie covered one-sixth of all America, tall,\nluxuriant, and deep rooted. Farther west we reach mid-continent, the\ntwenty-inch rainfall line, where the grasses begin to shorten — waist high,\nknee high, ankle high. Still farther west, in the arid regions of the Great\nBasin, as well as to the south, where the mountains blocked off moisture,\nother types were found, adapted thru the centuries to live with a minimum\nof water — sage brush and mesquite and many others. They spread a mat\nover the dry plateaus, held the sands in place, and at certain seasons were\nradiant with flowers.\nIn the meanwhile, the surface layer of humus soil, manufactured by thou¬\nsands of generations of plants which have died and decayed, was the most\nprecious of all North America’s resources. I wonder if you realize what a\nthin skin overlaying the continent forms the foundation of our subsistence !\nJust that little layer of humus soil supports all plant life, all human life,\nand all animal life, and it is here that nature prepares for active growth.\nIt takes from 500 to 1000 years to build one inch of humus soil.\nNew soil is like a bank account. Under natural conditions, plants and\nanimals die and return the minerals to the soil with a margin to spare —\nthe bank account grows. Deposits exceed withdrawals. Under small farm\nconditions, the bank account just about balances with the bank deposits.\nBut, under tenantry, the minerals go out of the soil never to return and\nthe bank account shrinks. This condition has well been called “soil mining.”\nArtificial fertilizer helps some but to date the return in America has been\npitiably inadequate. In 1630 we see that the soil was building and the bank\naccount was growing. The rivers ran clear and fresh and sparkling to the\nsea. The average rainfall is probably unchanged to what it was then but\nnature then, by every possible device, kept the water on the land.\nThe last ice age had scooped out great glacial pockets and these had be¬\ncome sparkling ponds and lakes. Meanwhile, underground were great\n\n"}
{"page": 114, "printed_page": null, "text": "108\n\nNational\n\nEducation\n\nAssociation\n\nartesian reservoirs. Now, these artesian basins, lakes, marshes, and the\nhumus itself formed a system of great natural reservoirs which held the\nrains and melting snows and cloudbursts, stored them slowly underground\nand as a result the flood crests were reduced. The waters did not run off so\nfast. It was a great balanced device for keeping the inflow and outflow in\nequilibrium.\nNow, too often men say the thing to do is dredge the river channels and\nstraighten them, build levees and hustle the water off the land, but Nature,\nlike a good football coach, says, “Hold ’em.”\nMen were few in primeval environment but wild life was prolific. In\nKentucky where the buffalo came over the mountains to the salt licks, the\nearly settlers drove their wagons three abreast. The elk in the Alleghenies,\nthe antelope, and the bear were plentiful. The beaver built dams from the\nAtlantic to the Pacific. On the Rocky Mountains, sheep and goats clung\nwith airy grace to eternity. Geese, turkey, ducks, cranes, and wild geese\ndrove their wedges over the flvways, north in the spring and south in the\nwinter. The flights of pigeons in abundance obliterated the sun. Salmon\nleaped up the Columbia; shad, up the Penobscot and Delaware. There were\ntrout in every mountain stream.\nNorth of the Rio Grande were less than a million human beings —\nIndians and Eskimos. The Indians, contrary to what my teachers told me,\nwere mostly farmers. They had imported from Mexico what is called the\ncorn-bean-squash complex, and tended their farms, with some hunting on\nthe side. They grew sweet potatoes, wild rice, tobacco ; they gathered fruits\nand nuts; they made maple syrup. The Indians respected nature. They kept\nthe bank account solvent. In 1933 when the government launched its con¬\nservation program, the most willing hands to be found the nation over were\nthe Indians’. This was their ancient way of life. This was what they knew\nbest how to do — work with nature.\nAdjusting our instruments and looking underground, we find vast coal\nmines, huge reservoirs of oil, great deposits of lead, copper, phosphates,\nnatural gas, and many other minerals — the richest deposits of any equivalent\nterritory! The North American continent before the coming of the white\nman was rich and beautiful, wild and tempestuous in storms and climatic\nchanges, and perhaps the most bountifully endowed by nature of all the\ncontinents. Forests, grasses, and wild life had achieved a maximum vitality.\nPests and diseases were at a minimum.\nNow, this was a long, slow process, taking thousands and thousands of\nyears to develop the hardiest crops. It is called climax. The forests in their\nexuberance invaded the grasslands; the grasslands invaded the arid lands\nand the deserts shrank. The whole water system was in equilibrium. This\nwas then the stage upon which the drama was to be enacted. Out on Cape\nCod the white tailed deer looked out to sea. Over the horizon came a ship\nwith billowing sail.\nNow we crank our time machine and look forward to today. Again we\ncruise slowly back and forth. We\n\nfind the basic map changed slightly across\n\nthe isthmus ; the coast line changed by erosion a bit ; and some\n\nriver chan-\n\n"}
{"page": 115, "printed_page": null, "text": "General\n\nSessions\n\n109\n\nnels straightened. But coming closer, we notice enormous changes. The old\nforest empire and the vast grasslands have completely disappeared ; the\ndeserts expanding, the Dust Bowl expanding. We see a quarter of America\nin plowed farms where once were forests and grasses. We see a network of\nirrigation, especially in California, with many miles of pipe lines.\nThe old virgin forests covered 820,000,000 acres; now only 80,000,000\nacres or less than one-tenth of it remain. Of that acreage 200,000,000 acres\nhave been cut over but are growing again to inferior crops, while 100,000,000 acres have been burned over and now are dead and dying lands with¬\nout plants. An unprecedented situation! In the meanwhile we are cutting\nour timber five times as fast as we should.\nWheat crops ripen every year but it takes a lumber crop a century to\nmature. There is some virgin timber left but scientists search up and down\nthe Mississippi for varieties of native grasses. The primeval sod was overgrazed and burned off and overplowed. Grazing lands are now seriously\ndepleted. First came the cattle boom in the eighties and presently four\nwere grazing where there was one before. Then came the sheep — too many\nsheep — and Winchesters barked in the war between sheep men and cattle\nmen! Then in 1914 and 1915 came the great demand for wheat due to the\nWar, and farming became for a time a profitable enterprise. The old short\ngrass plains were ripped up where the plow should never have gone.\nThe old grass empire covered 725,000,000 acres. The forest service now\nreports only 40,000,000 acres in really first-class condition. Once capable of\nsupporting 22,000,000 head of cattle, it now supports not to exceed 10,000,000. Meanwhile the soil, the greatest resource of our country, is visibly\nand rapidly declining. The thin humus is going, and when it goes, life goes.\nTwo agents are responsible — erosion by wind and water, and mining the\nsoil for crops without adequate return of mineral matter.\nDuring the last year, preparing for my book, I traveled back and forth\nsome 6000 miles looking at the ravages of water erosion and looking at the\nmany attempts being made to bring the soil back. First comes sheet erosion.\nYou cannot see it. The farmer only knows it when he finds his yield begins\nto decline. Then comes finger erosion, as tho one dragged his hand down\nover the slope. And then come the gullies cutting deep. In Stewart County,\nGeorgia, I have looked into gullies 200 feet deep, covering 40,000 acres.\nA third of the county is now gone, all starting from a little trickle of\nwater running off a farmer’s barn.\nAltogether, we are reliably informed, 3,000,000,000 tons of solid con¬\ntinent are washed out of America into the oceans every year by soil erosion,\nlargely man-made. It would take a train of freight cars 475,000 miles\nlong to carry this continental slice away — and that train would girdle the\nequator nineteen times.\nPlant food may be restored by fertilizers but when water takes the\nsoil, only Nature can rebuild it, and her rate is only one inch in not less than\n500 years. Those gullies in Stewart County, and many others, cannot be\nrestored short of a geological epoch. Altogether 100,000,000 acres of former\ncultivated farm land have been essentially ruined by water erosion. That is an\narea as large as the states of Illinois, Ohio, North Carolina, Maryland, and\n\n"}
{"page": 116, "printed_page": null, "text": "110\n\nNational\n\nEducation\n\nAssociation\n\nWisconsin — an area as large as 1,250,000 farms placed side by side. An¬\nother 125,000,000 acres has lost the greater part of its top soil while a\nthird section of 100,000,000 acres finds the process well under way. Mean¬\nwhile 9,000,000 acres of good grassland have been reduced to desert by wind\nerosion, and serious damage is reported on 80,000,000 acres more.\nIt is hard to grasp. On a single day 300,000,000 tons of rich top soil\nwere lifted by the wind from the great plains and deposited where they\nwould create the most damage and discomfort. Sand dunes began to form\nand people died of dust pneumonia. Children were lost on the way to school\nas in a blizzard. On a bad day you could not drive at mid-day without head¬\nlights. Altogether we are reliably informed that one-half of the original\nfertility of our country has disappeared due to these various agencies.\nSoil erosion is the direct result of stripping the grass from the slopes and\nripping the natural cover from the great plains. Here is a sloping cellar\ndoor. Take a watering can and sprinkle a quart of water at its top. We have\na little measuring trough to catch it as it comes down. Measure the amount\nwhich slides off. Except for a little evaporation, the whole quart will be at\nthe bottom almost instantly. Now, tack a piece of thick carpet on the door.\nAgain take your watering can and pour your quart of water. It will be\nquite a while before a little trickle will come into the measuring trough\nbut that trickle will run for a long, long time. That is the story of water\nerosion in its simplest form.\nThe cellar door is any land with a slope. The can full of water is rain¬\nfall. The bare boards are bare plowed fields, unterraced, without contour\nplowing. The carpet is the natural cover, either grass or forest. In the first\nplace, the water rushes over, taking the top soil with it and in the second\nplace, the cover absorbs the water, puts much in underground storage, and\nno soil comes down.\nBroadly speaking, American agriculture today has been a bare cellar door\nwithout any carpet upon it. From the crop lands, from the bare burned\nslopes of the devastated forest, from the broken sods of the grassland, rain\nand melted snows rush to the rivers in a fraction of the time it used to take\nand run red with mud and silt where once they were sparkling and clear.\nAnd, of course, as the water runs off, the underground artesian basins lower\nand the water table drops and drops and drops. Those of you who came thru\nthe Dakotas, those who came from Iowa and eastern Kansas, know what is\nhappening to our water table. In some places it has fallen thirty feet in the\nlast few years. This dropping is rendered the more severe by pumping for\nirrigation as in California, a very critical case indeed. Many of the old\nmarshes and swamps have been drained by speculators and when laid bare,\nthe suckers came out from the city lured by their claims for it, and the\nwhole thing worked out a dead loss. Those in Wisconsin and Minnesota will\nknow what I am talking about here. The old natural reservoirs have been\nseriously depleted and so floods speed up and droughts are more severe.\nMeanwhile, on the lower parts of the rivers, attempts have been made to\ncontrol them by building levees as on the Mississippi. See what happens.\nYou huild your levee. That is all right for a while. All the time from every\n\n"}
{"page": 117, "printed_page": null, "text": "General\n\nSessions\n\n111\n\nlittle brook and headwater comes this deposit of soil. It is deposited in the\nriver along the channel and the whole river begins to rise. Then up goes\nOh Man River and up go the levees. We have reached the breaking point\nof the levees. We have had to build four great spillways already. I have\nwatched the spillway back of New Orleans. You remember the dramatic\nfight for Cairo, Illinois, in January when the spillway had to be opened\nthere, flooding hundreds of farms. Pollution becomes ominous, particularly\nat low-water periods. Take almost any town. People drink the water. The\nlocal tannery uses it and the sewer outlet near the town runs into the river,\nwith many additions. The oxygen goes bravely to work but the outcome\nmay or may not be happy. The next town goes thru the same process and\npresently we are in a position to form a law. You might call it the law of\ndumping down. Town A delivers to Town B. It purifies the water and\ndrinks it, converts it to sewage and delivers it to Town C, and so on down.\nRivers all over the country, and I regret to say my own river in Connect¬\nicut, illustrate that law admirably. The regular urban wastes are added\nto it from the textile mills, the chemical plants, the slaughter houses, the\noil refineries, and the rubber plants — truly a magnificent cocktail. In the\ncoal-producing states, mine drainage is added to the load. Go thru the\nanthracite country of Pennsylvania and all the little brooks are ink. The\nPenobscot, the Mohawk, the Delaware, the Lehigh, and the Susquehanna\nare polluted. Great areas of oyster beds are destroyed. Yet to condemn\npollution would take six states working together, which is rather difficult\nunder present legal customs. Remember President Roosevelt said, “The\nOhio River is not conversant with interstate commerce laws,” and so the\ngood old American custom has been to dump it in and let them worry\nabout it downstream.\nIn uncounted streams, fish lie killed by the wastes of cities and the black\nrefuse of mine and factory. Pollution has destroyed more fish than all the\nfishermen, and silt has killed more than pollution. When the sun cannot get\nthru because of the mud, the tiny water plants die and fish lose their basic\nfood supply. Meanwhile, when they come to the surface they are often suf¬\nfocated by oil waste. Indeed many of our streams have turned into watery\ndeserts. To replace with thousands of fingerlings is as futile as to run herds\ninto Death Valley.\nThe\n\nshellfish catch has been seriously depleted. I have come here from\n\nthe Isle of Nantucket off the Massachusetts Coast and there a thriving fish¬\ning community was so depleted, the oyster beds and lobster destroyed, that\n1000 people on that little island are now on relief — and that out of a total\npopulation of 3000. One thousand on relief !\nThe last passenger pigeon died in the Cincinnati Zoo in the year 1914,\nthe sole survivor of the most beautiful and abundant game birds. In a single\nseason alone, 5,000,000 in the state of — I hate to say this but it is true —\nMichigan were destroyed. The beaver was wiped out. What for? The ugly\nstovepipe hat !\nMeanwhile, adjusting our instruments and looking below the earth’s\nsurface, we learn that we have used up 52 percent of our copper, two-thirds\n\n"}
{"page": 118, "printed_page": null, "text": "112\n\nNational\n\nEducation\n\nAssociation\n\nof our lead, 58 percent of our zinc, 85 percent of our gold (tho that is no\ngreat loss), a quarter of our iron, a quarter of our anthracite (and what is\nleft is hard to get at and costly to get out). In fact, we have used up more\nminerals since 1900 than in all our previous history.\nIf our airplane has eyes for the continent of North America, the picture\nis a tragic one. In place of clear water and abundant crops and scenic beauty,\nman has brought about stinking rivers, charred forests, swirling dust clouds,\nfilthy cities, poisoned animals and birds. Endothia parasitica killed almost\nevery chestnut tree from the Atlantic to the Pacific but the chestnut blight\nwas an amateur and should take his lessons from the white-faced blight.\nIf our plane has eyes, it finds probably ten million Americans stripped\nof their resource base. It sees farms abandoned on the great plains and in\nthe Dust Bowl area and the cotton belt because of water erosion. The forest\nworkers are idle where the forest barons have swept on, leaving charred\nremains. The mines are abandoned. If this devastation continues at the\nsame rate which has obtained, in twenty years we are going to have deserts\nominous and terrible, and in fifty years there will only be 150,000,000 acres\nof fertile land level enough to resist erosion.\nThat may seem to you like an irresponsible and wild statement. It was\nmade by Morris L. Cooke, chairman of the National Resources Board, in\ncharge of the most thoro-going, conservative, and competent study of re¬\nsources ever attempted in this country. A lovely, vital continent has been\noutraged and betrayed ! But, this rape of Nature is not a simple crime.\nCounsel for defense must have his say: \"A hundred and thirty million peo¬\nple simply could not exist while scrupulously respecting primeval condi¬\ntions. How should they eat and be clothed? The forests had to be used.\nThe ground had to be plowed. The wild creatures had to give way to domes¬\ntic animals. Irrigation ditches had to be dug. The earth had to be laid open.\nOn no other terms could we support our present population.”\nThat is a fair question but an irrelevant one. While I love great trees,\nI am more concerned with human livelihood than the tallest tree. One is\nnot called to quarrel about exploitation but one wants to be sure that that\nexploitation throws no boomerang. We have been served after a fashion\nby ravishing nature for three centuries. We have achieved a higher standard\nof living in some sections than any group on earth. But at last Nature’s\npatience is exhausted and the boomerangs are returning thick and fast.\nRemember those floods, those droughts, and those dust storms.\nNow, the question before us, and I know of no more important question,\nis whether we can keep an advanced technology based on exploitation and\nyet come to terms with Nature. You have heard a lot of talk and many of\nus have worried about balancing the paper budget. It is important. As a\ncertified public accountant, I know it is important. But it just shrinks into\ninsignificance beside the more fundamental question of balancing our physi¬\ncal account with Mother Nature. I believe that we can and I know we\nmust either abandon our machines or abandon the continent.\nIt may be conjectured at this point that invention and machines still have\na chance to win out. Why bother about soils? We are told that we could run\n\n"}
{"page": 119, "printed_page": null, "text": "113\nGeneral\n\nSessions\n\nour crops on a fifth or a quarter of our present land. Why worry about\npetroleum when we are told that by changing the engine we can run them\non alcohol ? Why worry about forests when houses can be built of steel,\naluminum, and glass — somewhat cock-eyed, to be sure, but houses.\nNow, these are fair questions, not to be answered by pointing tearfully\nto the scarred beauties of Nature. Has science really beaten Nature alto¬\ngether? Weep for our tall trees and wild flowers, we must, in planning for\na forthright scientific world but each of these questions must be examined\nseverely on its merits. Let us look at them carefully, for they are typical\nof the questions raised.\nSuppose we could intensively cultivate all food on 80,000,000 acres in¬\nstead of the present 400,000,000 as W. O. Willcox suggests. I believe that\nis theoretical. I had a long argument with Secretary Wallace and he doubts\nthat it is possible, but let us assume that it is. You know out in California\nthey are growing giant tomatoes by using water treated with chemicals.\nBut, how do Dr. Willcox and the agro-biologists propose to give us this\ntremendous increase in yield per acre ? They propose to give it to us by\ntremendous increase in water at the strategic growing period — supplemen¬\ntary irrigation, an enormous amount of water on top of rainfall. Where\nare they going to get the extra water? They can get it only thru dependable\nwatersheds, by keeping underground artesian basins, by keeping forests and\ngrass covering on the steep slopes so the water does not scoot off to the Gulf\nor the Atlantic or the Pacific. Nature must take care of that; science cannot\nsave us.\nNow, about alcohol for automobiles. It is perfectly true you can go from\nBoston to New York in a car serviced by alcohol; but where does alcohol\ncome from? Not alone from the bootleggers. It comes from grain and pota¬\ntoes and plants, especially corn. But what nourishes plants? Soil and water!\nIf we are going to run automobiles with alcohol, we will need twice the\npresent corn crop, according to the calculations, and will need more crop\nlands rather than less.\nNow, about lumber for houses. We can build good houses, as I said, of\nsteel, aluminum, and glass, altho I believe there is a parable about glass\nhouses! However, the most important use of trees is not necessarily lumber\nbut soil protection and flood relief to control erosion so as to keep our\nreservoirs full so that there may be a dependable stream of power over the\ndam in order that the great flow of electrical energy may be shot to the\nfactory where the aluminum for making houses is refined.\nIn comes nature again. Trees are more useful alive than dead. And so\nwe might go down the line. Wherever the question is raised, science will\nfind a way; we do not need to worry! In every single case I have found\nthat at some point natural environment comes in and cannot be neglected.\nTake such a matter as songbirds. They are pretty and we like to have\nthem sing. Mrs. Chase and I have timed a pair of wrens which have nested\nright outside of our dining room. After the little ones are born, mother and\nfather wren, from dawn to dusk, bring insects every one and a half minutes\nthruout the day. Now,\n\nif you multiply that by all the wrens and all the song-\n\n"}
{"page": 120, "printed_page": null, "text": "114\n\nNational\n\nEducation\n\nAssociation\n\nbirds, you see it is only they that keep the insect menace\nus eaten alive by bugs of all kinds.\n\ndown\n\nfrom having\n\nAnd finally, of course, that still more important and deeper reason — this\nis our country! This is our homeland. This is where we live. Who wants\nto live, however comfortably, in a shambles of desolation ? Man is a land\nanimal. He cannot see his environment torn to pieces this way even tho\nthru some miracle of science he can live in a cave, artificially lighted and\nfairly comfortable. I think we should all commit suicide if that happened\nover a long period.\nWhy has this destruction taken place? The great necessity to feed and\nclothe and provide necessities for the population ! But even more it has\nbeen the result of needless, wanton, stupid waste. Some blame it on the\ncapitalists. Sweden, Germany, and Czechoslovakia have all suffered under\ncapitalism but have not allowed waste. I think the major reason — nothing\nhas any one reason ; it is always complex — lies in what I call a concept of\ninfinity, the spirit of the pioneer. No other nation ever had such a slice of\ncontinent to play with except Russia and China, and none had such re¬\nsources.\nLooking from the Atlantic to the fabulous Pacific, our forefathers could\nsee no end. What if a forest were leveled? Move on, brother, move on!\nThe great open spaces beckoned. It is this concept of infinity which still\ninspires our chambers of commerce, our boosters and service clubs, and our\nWall Streets. There is always a corner to be turned. You cannot sell America\nshort! Onward and upward, world without end! The Saturday Evening\nPost had an editorial the other day saying that there has been a lot of talk\n\nand weeping about the Dust Bowl but that if we only have a few rainy\nyears, we will not have to worry about it. Permanent negligence, I call it,\nbut it is in line with the whole American tradition. Other nations, either\nbecause they were smaller or limited in resources or, if you please, just be¬\ncause they have plain common sense, dreamed no dreams of land that\nstretched west to infinity. Sweden started to protect her forests in the year\n1600.\nA very distinguished professor in one of our southern universities gave\nthe formula the other day in respect to much of the trouble in the South.\nHe said it could be summed up as follows: “The bankers rob the planters;\nthe planters rob the tenants; and the tenants rob the soil — so the poor old\ncontinent pays the bill in the end !”\nThe primeval balance of 1630 is gone forever. Where\n\nshall we\n\nseek a\n\nnew balance? Well, first we have got to find nature’s minimum demands\nand meet them at whatever cost. Fortunately, scientists have already pro¬\nvided us with the outline. You will find them fully documented in the re¬\nports of the National Resources Board. They tell us that the lands, cover\ncrops, water, soil, artesian basins, and wild life are all linked together in\none organic whole.\nNow, we have got to see that that wheel revolves. We have got to see\nthat soil rebuilds as fast as it is exhausted, by controlling erosion, and by\nadequate return of fertilizer. We\n\nhave got to see that lumber is on a self-\n\n"}
{"page": 121, "printed_page": null, "text": "115\nGeneral\n\nSessions\n\nsupporting basis so that we cut no more than nature provides growth. We\nhave got to get natural grass on the plains, restrict grazing, hold the flood\nwaters, and control pollution. We have to save our aquatic life, keep our\nartesian basins full, and one of the ways is to build reservoirs. We have to\nrestrict the Gatling-gun hunters. We have to keep land and water wild life\nat par. We have to cease living on our capital.\nWhen it comes to minerals underground, we have to cut down the\nwaste. You know that for every barrel of petroleum sold, four are wasted.\nToo many wells are driven in a given field and precious gases are blown\noff, and by reason of the gases blown, the oil underground cannot get back to\nthe surface. We can ust economical methods of getting the aluminum under\nthe earth’s crust — that is, if we can pry Andy Mellon off the aluminum\nsupply. That is the theory of these underground metals. There are various\nways to go at it. We can make them last so long — but there is no reason\nfor immediate worry. That is the theory.\nLet us look at a practical example. Let us look at the TVA as an ex¬\nperiment in power. It is an experiment in land use. I have spent a good\ndeal of time studying this and I think I know what I am talking about.\nIt is an attempt to keep the watershed and to build the resources base. Down\nthere King Cotton is falling from the throne and the whole economic\nsystem is in disrepair. One-crop farming in Tennessee is failing fast. Ero¬\nsion is very bad thruout that area.\nOne of the TVA agents was up in the hills trying to explain to one of\nthe local farmers about erosion. “Stranger, you can’t tell me nothing about\nfarming! I run thru three farms and pretty well used up this one!’’\nFloods have been very bad in Tennessee. The average loss in Chattanooga\nis about a million dollars. The whole watershed covers a space four-fifths\nthe size of England and runs thru seven states with a population of two and\na half million. The wants of the people, outside of the towns and cities,\nare simple. You might be interested if I catalog them. This information is\nthe result of surveys. They would like to have twenty acres of land, one\nhorse, one cow, some chickens, plenty of children, some old-fashioned\nreligion, a radio, an automobile, one washing machine, and a little neighborly\nlitigation !\nModest enough. Yet, on the average, those families are receiving about\na hundred dollars in cash a year. Now, President Roosevelt and Senator\nNorris wanted to set up a yardstick for power, bring down the outrageous\npower charges and extend the privileges of rural electrification. They wanted\nto dispel floods, effect erosion control, bring back the forests, and particularly\nthey wanted to work out a diversified agriculture to take the place of cotton.\nI want to bring in a plea showing how nature goes above courts in the\n\nwishes and dreams of men. We are permitted to have a permanent nine-foot\nchannel from Paducah, where the Tennessee empties into the Ohio, to\nKnoxville, a distance of about 600 miles. When you put a permanent ninefoot channel, what does she stipulate? She makes it very clear that what\ngoes up, must come down. She makes it clear if you are going to have a\ndependable navigation channel, you must have flood control, and flood\n\n"}
{"page": 122, "printed_page": null, "text": "116\n\nNational\n\nEducation\n\nAssociation\n\ncontrol calls for big dams and reservoirs, and big reservoirs not filled with\nsilt! They\n\nhad\n\none dam\n\ndown\n\nthere built by a private power\n\ncompany\n\nwhich in twenty-three years became choked one-third with silt. If you are\ngoing to prevent that, you have to have erosion control above it, forests on\nthe steep slopes and grass on the flat lands, terracing, and rotated crops.\nAnd, if you are going to bring crops into the picture, you have to have\na cheap fertilizer, especially a cheap phosphate. If you have a cheap phosphate,\nyou will need cheap electric power to refine those phosphates in the electric\nfurnaces. So, you see, the cycle comes back on itself.\nNow, the TVA is an example of wise planning with nature. It is an\nexample also of planning with the consent of the governed. Nearly all the\nfarmers, the laboring people, the professional people, the teachers, and\neverybody on Main Street — they are all for it with a very few exceptions.\nIts only enemies, the only people against it, live up in New ^ ork.\nI must tell you one more\n\nremark of another farmer when\n\nthey were put¬\n\nting in erosion control, working on the slopes above Norris. “Yes, sir, it\nused to run off and now it walks off.” A great laboratory for working with\nnature while retaining the benefits of the machine !\nOf course, that is not the only land guard. Out in Nantucket and along\nthe coast you see the magnificent work of the coast guard. But, we have\nalmost a million men on the land guard — the Soil Conservation Service,\nthe Forest Service, the TVA, the Biological Survey, the CCC boys, the\nResettlement Administration, the new AAA, the many PWA pollution\nprojects, the Reclamation Service — the greatest of dam builders in the\nworld, an army fighting for the continent, with many state corps and\nprivate enterprises such as the American Forestry Association and the\nAudubon Society, all linked together in the same campaign.\nNow, political administrations may come and go but whoever demolishes\nthe land guard does so at his peril. The National Resources Board estimates\nwe could well spend $100,000,000 in the next generation bringing America\nback to par. Where is the money coming from ? The continent ought to be\nsaved but we cannot afford to do so. That is like saying we cannot afford a\nfire department in a town!\nWhat shall the physical plan be? Well, maybe at this point as an econ¬\nomist, I am supposed to bring a rabbit out of my hat. Well, I have a hat\nbut no rabbit. The plan will have to be worked out in the fire of experience\nbut I can point out one very significant fact. We are faced with technological\nunemployment — steady displacement of men and women by machines in good\ntimes and bad. I think we have determined as a people that no American is\ngoing to starve ! And, if work is not to be found by those people, they are\ngoing to be supported. How much better to save two birds with one stone\nand put them to work saving the continent — if we are going to have to sup¬\nport them anyway!\nWe are so much more fortunate in the matter of natural resources than\nwe are in the matter of money and credit. Nobody knows how money and\ncredit work. Nobody knows! I can say that with authority! But we do\nknow\n\nhow Nature works in a broad way. We\n\nhave worked\n\nout the knowl-\n\n"}
{"page": 123, "printed_page": null, "text": "General\n\n117\n\nSessions\n\nedge of how to come to terms with her and prevent those boomerangs\nfrom coming back. We are going to have the labor supply available and\nall we need is confidence and determination, and the job can be done — and\nthe most important people in this country in that respect are you teachers !\nSt. Paul preached in the city of Antioch, thundering against its sins. At\nthat time Antioch was a great metropolis of 400,000 people. The pleasure\ngardens of Daphne were among the wonders of the world, in that ancient\nday. Today it is a miserable Syrian town of 30,000. Archeologists recon¬\nstructed its ancient grandeur after digging thru eighteen feet of packed\ngravel. Antioch perished not for its sins but by erosion on the Tauris and\nLebanon Rivers. The restraining terraces were neglected, and floods and\nsilt came down. There is no philosophical difference between the fate of\nAntioch in Syria and the fate of Garden City in Kansas. There is, however,\na considerable mechanical difference. The simple Syrian plowed four roods\nin a day; the simple Kansan atop1 his tractor plows 117. The machine en¬\nables us to telescope the old pattern, and for our sins we can perish thirty\ntimes as fast!\nThe great wheel turns. The\n\ncontinent is far more\n\nthan a bread factory.\n\nPeople do not make continents; continents make people. The age-old strength\nof Russia is due to her latitude, climate, resources, and sweep. The strength\nof England is due to her position on the sea. The strength of our nation is\ndue to the continent of North America. It has molded us, nourished us, fed\nits abundant vitality into our veins. We are its children, lost and homeless\nwithout its strong arms about us. Shall we destroy it ?\n\nSEVENTH\n\nGENERAL\nSECTION\n\nTHE\nFRANKLIN\n\nPLACE\nDUNHAM,\n\nOF\n\nRADIO\n\nA\n\nIN EDUCATION— Abstract\n\nEDUCATIONAL\nCOMPANY,\n\nSESSION\n\nNEW\n\nDIRECTOR,\nYORK,\n\nNATIONAL\n\nBROADCASTING\n\nN. Y.\n\nThe place of radio in education begins undoubtedly with the study of the\nlimitations of the medium itself. Sound broadcasting can only make its ap¬\npeal thru the imagination and emotions. It is not of the earth. Your only\napproach being the ear-gate, you naturally must be interested in what is\nactually being heard by your listeners. The next great study is of the mate¬\nrial to fit the audience. What are you trying to accomplish, and what — and\neven more important — is your motive? Our material must be second in con¬\nsideration to our purpose. Once we stand shoulder to shoulder on our pur¬\npose, our material is easy to find, but we still have our audience to consider.\nFor purposes of radio the scope of education may be divided into three\nsimple divisions : (1) the school child — and later the student ; (2) the work¬\ning mother in the home — or those who have leisure to be at home in the\nday time; and (3) the worker of field and factory and counting house — in¬\ncluding the wellknown tired business man — who is not at leisure until the\nlater hours of the day.\n\n"}
{"page": 124, "printed_page": null, "text": "1 18\n\nNational\n\nEducation\n\nAssociation\n\nWe h ave studied the habits of these groups in education. It is true we\nhave not divided them in this manner. We have thought more often in the\nterms of the sensory period of a child’s life, his adolescence, and his maturity.\nWe are now beginning to think more definitely less of him perhaps and\nmore of his interests. We are trying to find the approach to those interests.\nThis is also the job of radio in education — not one whit less than that of\nthe educator in the classroom.\nThe\n\nlast great job is to master those successful methods\n\nwhich have been worked\n\nof presentation\n\nout by professional broadcast stations. The “World\n\nIs Yours” program on Sundays, reenacting the stream of life which has oc¬\ncurred and is proceeding from those apparently inanimate objects brought\ntogether within the walls of the Smithsonian, is a good illustration of the\nuses of radio showmanship applied to education.\nWe now know what not to do. We cannot put on programs that fit one\naudience at a time another is listening; we cannot put on people simply be¬\ncause their position in affairs would seem to demand it; we cannot write\nslovenly or dull programs and expect people to listen; we cannot duplicate\nclassroom teaching and justify the use of the air; we cannot put on the air\nwhat we like, expecting great masses of our people to continue to listen.\nW e must study our audience — its likes and tastes — and proceed from there.\nWhen the great organ of Notre Dame Cathedral in Paris is being played\nfrom the Chapel Console below, before the doors have yet opened for the\nfirst mass in the morning, no music is being created. For there is no sound\nuntil someone has entered — and listened !\nEDUCATIONAL\n\nPOSSIBILITIES\n\nOF\n\nMOTION\n\nPICTURES—\n\nA bstract\nMARK\n\nA. MAY,\n\nDIRECTOR,\n\nINSTITUTE\nSITY,\n\nNEW\n\nOF\n\nHUMAN\n\nHAVEN,\n\nRELATIONS,\n\nYALE\n\nUNIVER¬\n\nCONN.\n\nM any reasons have been advanced to explain the tremendous gap between\nthe development of the motion picture for the theater and the extent of its\nuse in education. While it is true that in the past five years educational\ndevelopments have been more rapid and we now stand on the threshold of\neven more significant advances, it is nevertheless perfectly plain that the\nschools are far behind the theater in the use of motion pictures.\nOne of the most obvious reasons for this situation is the fact that theaters\nare run for profit while the schools are not. A second reason is that schools\nare conservative. They are slow to buy expensive equipment which they\nfeel is not indispensable to their work. Third is the lack of teachers who are\ntrained to use films effectively; and fourth is the lack of educationally\nevaluated and properly coordinated reservoirs of films.\nThe schools of today, in respect to the uses of motion pictures, seem to be\ncircumscribed by a vicious circle. The school authorities feel that they are\nnot justified in equipping their schools with modern projection machines,\nor in training their teachers in the use of films, until such a time as there\nis available an adequate supply of educationally useful films. The\n\nlarge\n\n"}
{"page": 125, "printed_page": null, "text": "General\n\nSessions\n\n119\n\nproducers of films, on the other hand, who are financially and otherwise\nequipped to supply the schools with a constant stream of films that combine\nthe best educational brains with technical competence are not willing to\nenter wholesale production until more schools are equipped to use such\nproducts. Some way to overcome this circle and convert it into an ascending\nspiral must be found.\nThe work of the Committee on Social Values in Motion Pictures in\ndeveloping the Secrets of Success Series has been entirely exploratory ; and\nthe work of the Commission on Human Relations of the Progressive Edu¬\ncation Association is entirely experimental. Both are pioneering pieces of\nwork leading to even more significant developments in the use of motion\npictures in education. They represent the first attempt to construct film mate¬\nrials for educational purposes out of feature pictures that were made for\nentertainment.\nAnother\n\npioneering development\n\nwhich\n\nis distinct from but allied with\n\nthe two that are mentioned above, and which until now has not been pub¬\nlicly announced, is that the member companies of the Motion Picture Pro¬\nducers and Distributors of America have opened their vaults of short sub¬\njects to an advisory committee of educators who are invited to come and\nsee what is there of educational value.\nIn order that the work of making an adequate educational appraisal of\nthese short subjects may be carried on systematically by groups of educators\nwho are competent to judge their educational merits, this advisory commit¬\ntee on motion pictures in education has been organized. The work of review¬\ning started on May 26, 1937, and thus far 538 short subjects have been\nreviewed. Of this number the reviewing panels have voted to recommend\n324 as acceptable for certain specific school uses with the understanding\nthat some of them have certain limitations. The evaluation of each picture\nis made on three main counts: (1) the subjectmatter with which the film\ndeals; (2) the effectiveness of presentation of this subjectmatter in the film;\nand (3) expected educational effects of the film.\nI want to point out the most important reason why, in my opinion, the\nuse of motion pictures in the schools has lagged so far behind the develop¬\nments in the entertainment field. It is, briefly, that educators have fallen\ninto the habit of thinking of the film as a “visual aid” and have, therefore,\nnot foreseen its full educational possibilities. I predict that before many years\nhave passed the motion picture will rise from its present subordinated posi¬\ntion as a “visual aid” to at least a coordinated position with the leading\nsubjectmatter of the curriculum; and that it will become an integral part\nof the course of study and be generally regarded as one of the indispensable\nelements in the curriculum.\nI believe this, first, because there is an increasing tendency on the part of\neducators to “vitalize” the curriculum; and, second, the fact that the read¬\ning matter of the curriculum is not wholly adequate for reaching the cardinal\nobjectives of education. Everyone knows how exceedingly difficult it is to\nbuild character, citizenship, health, and esthetic appreciation thru lesson\nassignments and reading materials alone. More powerful educational tools\n\n"}
{"page": 126, "printed_page": null, "text": "National\n\n120\n\nEducation\n\nAssociation\n\nmust be found. Our\n\nexperience leads me to believe that the motion picture\nmay be an important part of the answer.\nA new day is dawning in education. I know that every member of the\nNational Education Association will be alert and ready to take advantage\nof the opportunity that these new facilities for teaching will offer to all of\n\nyou. Remember that in the motion picture is combined the two great chan¬\nnels of learning — sight and sound — which, enriched by color, music, and\ndramatic effects, present the lessons of school and life with a power and a\nvitality that is unequaled by any other medium of education.\nSECTION\nCORRECTION\n\nEMMETT\n\nB\n\nOF READING\nDIFFICULTIES BASED\nVENTIVE\nPROCEDURES\n—Abstract\n\nA. BETTS,\n\nDIRECTOR\n\nOF\n\nTEACHER\n\nSCHOOL,\n\nOSWEGO,\n\nEDUCATION,\nN.\n\nSTATE\n\nON\n\nPRE¬\n\nNORMAL\n\nY.\n\nThe days are rapidly passing when one can witness a situation where forty\nchildren are told to take from their desks their basal primers and without\npreliminary preparation open the book to “page 198\" and take turns read¬\ning orally, ending with the teacher’s instruction, “Get your arithmetic books\nready.’’ Likewise, fewer children are being kept busy by the teacher’s caustic\nremark, “If you’ve read your lesson only once, read it again!” Many things\nhave been done in the name of education.\nA study of the readiness for reading of beginners involves first, an inven¬\ntory of vocabulary background of experience, ability to perceive relationships,\nmemory span, ability to make discriminations between word forms, and\nother specific orientations contributing to mental maturity; second, an ap¬\npraisal of the attitudes, desires, drives, and feeling of success which con¬\ntribute to the emotional well-being of the learner; and third, an evaluation\nof vision, hearing, and other items which contribute to the physical well¬\nbeing of the learner. Other things being equal, the weight given to any one\nof these factors will depend upon the nature of the beginning reading pro¬\ngram which varies with the professional preparation and perspective of the\nteacher, the adequacy of available reading materials, and administrative\npolicies. In terms of all these items, policies and procedures for the identifi¬\ncation of prospective retarded readers can be made.\nTrends in reading instruction are in the direction of better prepared\nteachers, more nearly adequate instructional materials, and a better under¬\nstanding of the needs, interests, and capacities of the learner. In education\nthere is less evidence of a tendency “to turn the crank,’’ and many signs are\npointing to the desire of administrators, teachers, and parents to under¬\nstand the child as an integrated personality to be dealt with in terms of\nhis own capacities for achievement rather than of adult standards. As a\nresult, reading is viewed as experiencing — to experience requires under¬\nstanding, which, in turn, implies that the learner should be physically, men¬\ntally, and emotionally sound.\n\n"}
{"page": 127, "printed_page": null, "text": "General\n\nINDIVIDUAL\nMARGARET\n\nL. WHITE,\n\nSessions\n\nDIFFERENCES\nSUPERVISOR\nSCHOOLS,\n\nOF\n\nIN\n\n121\n\nREADING— Abstract\n\nELEMENTARY\n\nCLEVELAND,\n\nENGLISH,\n\nPUBLIC\n\nOHIO\n\nPerhaps there is no single factor that should be a more effective guide in\ndetermining methods and organization in the reading program than that of\nindividual differences in children. There is more to the consideration of\ndifferences in children than that of Intelligence Quotient, important as it\nis. We\n\nknow, of course, that children differ in physical, mental, and social\n\nability, and that each of these abilities has a direct relationship to the ease\nwith which a child learns to read. One of the first problems that confronts\nthe teacher, it seems to me, is that of educating the parent to the point of\nseeing that it may take a longer time for her child to learn to read than\nit does for some neighbor’s child, or, in fact, another one of her own children.\nNot only must she realize that it may take this one child longer to learn,\nbut also that he may need to learn by entirely different methods.\nReading\n\nreadiness — To\n\nsome\n\npeople reading readiness means\n\nonly that\n\nthe child is interested in or has a desire to read. Interest, however, is just\none of the several important factors to be considered in determining reading\nreadiness. Other factors are: (1) mental age; (2) vocabulary, size and\nmeaning; (3) rich background of experiences; (4) some concept and under¬\nstanding of sequence of events; (5) ability to relate simple experiences and\nincidents; (6) ability to discriminate between slight differences of form\nand sound; (7) physical fitness; and (8) genuine interest in reading.\nReading\n\nlevels — If one is to plan a reading program\n\nwhereby\n\nindividual\n\ndifferences can be taken into account all the way thru the elementary grades,\nit would seem advisable that some type of organization other than a semester\nor yearly grade promotion be planned. For a number of years in Cleveland,\nwe have organized reading on levels rather than by grade assignments. These\nlevels are divided into what we call the primary division and the upper\nelementary division. We have the primary levels organized in such a way\nthat no child goes into the upper elementary reading levels until he has at\nleast mastered the mechanics of reading and has a reading vocabulary of\nfairly good size. In addition, every effort is made to foster and develop an\ninterest in reading good literature. The standards, skills, and materials for\nthe completion of the primary levels are specifically and definitely stated, so\nthat pupil, parent, and teacher are cognizant of this requirement.\nIn the upper elementary levels we should continue giving the child an\nopportunity to read material which he can really read with a degree of ease,\nand at the same time thoroly enjoy. On these levels we begin the use of\ncomplete books, which is a new experience for some children. The emphasis\nin reading is shifted from oral reading to silent reading. Specifically con¬\ncentrated in these upper levels are the problems in regard to specific types\nof reading, that is, reading to answer questions, reading to form opinions,\nreading to make outlines, characterization, dramatization, reading to get\nbeauty of style and expression, etc.\n\n"}
{"page": 128, "printed_page": null, "text": "National\n\n122\n\nEducation\n\nAssociation\n\nThen, too, there should be periods of reading “just for fun.” In our eager¬\nness to expose the child to all phases of reading and a variety of literature,\nwe\n\nmay\n\nfail to give him an opportunity\n\nto follow some\n\nand hobby of his own.\nIt seems that the one justification for any method\nteaching of reading is one which\n\nto read , developing\n\nguiding him in what\n\nto read.\n\nCOOPERATION\nM.\n\nKALLEN,\n\nTHE\n\nNEW\n\nNEW\n\nthree objectives:\n\na genuine interest in reading, and\n\nSECTION\n\nHORACE\n\nor device used in the\n\nfurthers the following\n\nteaching a child how\n\nCONSUMER\n\nparticular interest\n\nC\n\nAND\n\nDEMOCRATIC\n\nSCHOOL\n\nFOR\n\nYORK,\n\nSOCIAL\n\nIDEALS\n\nRESEARCH,\n\nN. Y.\n\nThis, the seventy-fifth annual convention of the National Education Asso¬\nciation, is being held at a time of warfare between employer and employee\nas intense, as general, and\nas any that has marked\n\nas pregnant\n\nwith\n\nconsequences\n\nthe strifeful history of American\n\nfor democracy\n\nbusiness. The great¬\n\nest association of the nation’s teachers has been meeting upon one of the\nprincipal fields of this industrial war, to discuss the state of American educa¬\ntion, to review its past, to plan its future, to redefine, in the light of events,\nits goals and methods.\nIt cannot\ncognizance\n\naccomplish\n\nits task or justify its vocation\n\nwithout\n\ntaking full\n\nwhich\n\nit meets. Its\n\nfor teachers and their employers\n\nhave always\n\nof the conditions of the national life under\n\nleaders have always claimed\naffirmed the claim — how\n\ntruly or how\n\nfalsely you yourselves know\n\nin your\n\nhearts! — that they, the teachers, are the guardians of the American future,\nthat theirs is the duty of keeping brightly alight the torch of American\ndemocracy\n\nand passing it on undimmed\n\nto the next generation. Can you then\n\nfail to search out how the nationwide struggle between employers and em¬\nployees is affecting the democratic ideal ? The embattled employees affirm\nthat theirs is the side of democracy;\n\nthat they are struggling for freedom\n\nof\n\nassociation, for the right to bargain collectively, and, thus equally, for the\nright to work;\nfrom\n\nthe powers\n\nthat they are defending\n\ntheir rights as men\n\nand as citizens\n\nand privileges of property, that their battle is for human\n\nrights against property rights, in economic enterprise as in political organi¬\nzation ! The embattled employers also declare that theirs is the side of\ndemocracy.\n\nThey, not the employees, are struggling to preserve the integrity\n\nof the American\n\nConstitution\n\nand to protect the rights it guarantees\n\nboth\n\ninitially and by amendment.\nHow,\nHow\n\nunder the conditions, can we save ourselves from this predicament\n\ncan we\n\nweave\n\nideals and methods\ntrial economy?\n\ninto a pattern as single and harmonious\nof democracy\n\n?\n\nas may be, the\n\nwith the forms and technics of the indus¬\n\n"}
{"page": 129, "printed_page": null, "text": "General\n\nThe\n\nfirst step, it seems\n\nhuman\n\n123\n\nSessions\n\nto me, is to oppose the industrial splitting up of\n\npersonality into producer and consumer.\n\nThe\n\nsecond step is to recognize that the rights of the natural man\n\nare,\n\nfirst and last, consummatory rights; that man’s inalienable rights are rights\nof consumption. All men know that without consuming, they must die, for\nall of us are consumers\n\nby inborn nature, while we become producers by outer\n\nnecessity.\nWith\n\nthese observations\n\nof producer domination\n\nwe\n\npass to the third step from\n\nand producer mentality toward\n\nthe servilities\n\na harmonizing\n\nof the\n\nideals of democracy with the economy of industry. Knowing that the demo¬\ncratic conception of life is a consummatory conception, that the primacy of\nthe consumer\n\nlies implicit in democratic\n\nthis primacy\n\nexplicit, to build this consumer\n\nsociety, and thus to extend\n\ninto the structure\n\nof\n\nfrom\n\nrelations of men.\n\nrecord of the consumer\nthem\n\nprimacy\n\nthe principles and practises of democracy\n\nthe political to the economic\nThe\n\nassociation, the next step is to make\n\ncooperative\n\nof. the world\n\nshows\n\nto accomplish\n\nto accomplish\n\nbut did not. Consumer\n\norganizations\n\nwhat\n\nin different parts\n\nfree competition\n\ncooperative\n\nwas\n\norganization\n\nsupposed\n\nbrings price\n\nas close as possible to cost and tends to reduce cost. It insures to the users\nthe quality of the goods and\n\nservices they use. It multiplies varieties and\n\nincreases quantities without\n\nexposing\n\nemptor\n\nwith the protective policing of a benevolent\n\nwhich\n\nface him\n\neven\n\nthe consumer\n\nto the risks of caveat\n\ngovernment.\nIn closing, may\n\nI venture\n\nto remind\n\nyou that an ideal is not a condition\n\nand a principle is not an event. Life is a process of change, not a state of\nthings. Ideals define the directions in which\nThey\n\nare gradients we\n\nachievements;\n\nachievement\n\nwant\n\nfor the remaking\n\nthey are only programs.\n\nfor just as the mere\nNo\n\nlay down\n\nwe\n\nThey\n\nbiological substance\n\nthe change\n\nof life. They\n\nto go.\nare not\n\nhave to be labored and fought\n\nof life is labored and fought for.\n\nis a solution; it is only the beginning\n\nof a new\n\neffort.\n\nThe meal you eat today cannot save you from tomorrow’s hunger and the\nnecessity of eating a meal tomorrow. Only sentimentalists and Utopians\ncan imagine a time when\na beatitude. The\n\nthe struggle is over and life nevertheless goes on\n\ncooperative movement\n\nhas nothing in common\n\nwith those\n\nimaginings. It is not a vague utopia like that classless society of Marx’s\nwhich is the foreordained peaceful opposite of the class-war that is described\nas inevitably leading to it. It is not the happy heaven of angelic hierarchies,\nwhich\n\nreligions describe as the redemptive\n\ngoal of the sorrows\n\nand sins of\n\nearthly life. It is like political democracy, a method of keeping open and mul¬\ntiplying the ways to life, liberty, and the pursuit of happiness. Like the\npolitical democracy\nmovement\nand\n\nof which\n\nit is the economic\n\nis beset with the same dangers, impeded\n\ncalls for the same\n\nwisdom\n\nconcerning\n\ncourage, and the same faith without\nway\n\nof life.\n\nordination, the consumer\nby the same\n\ndangers\n\ndeficiencies,\n\nthat Plato defines as\n\nillusion, in its promise as our American\n\n"}
{"page": 130, "printed_page": null, "text": "124\n\nNational\n\nADULT\n\nEDUCATION,\n\nLYMAN\n\nBRYSON,\n\nEducation\n\nA\n\nPUBLIC\n\nPROFESSOR\n\nCOLUMBIA\n\nOF\n\nAssociation\n\nRESPONSIBILITY — Abstract\n\nEDUCATION,\n\nUNIVERSITY,\n\nNEW\n\nTEACHERS\n\nYORK,\n\nN.\n\nCOLLEGE,\n\nY.\n\nPublic school systems in the LTnited States, in the course of their natural\ndevelopment, have come to assume responsibility for the cultural and intel¬\nlectual life of their communities. They do not control or dictate but they\nplay a major part in determining\ntrue in large cities, where\n\ngoals and providing\n\nresources. This is less\n\nthere is greater specialization ; it is more\n\nthe villages and rural areas. The\nmunity centers.\n\ntrue in\n\nnew^er school plants are designed as com¬\n\n“Adult education” is the broad term wre now use to cover many of the\nthings men and 'women do voluntarily to better themselves and society. Most\nof the activities in a community center are adult education whether called\nthat or something\n\nelse. The\n\nuse of the school plant for the benefit of all the\n\npeople at all ages is not extravagance. It is economy. In the past we have lost\nmillions of dollars in the deterioration of buildings and equipment while\nthey stood idle. As time goes on, the loss will be greater because the propor¬\ntion of our total population of elementary-school age is smaller year by year.\nOur average age is going up. We are becoming an adult nation.\nW e are discovering also that many of the purposes of childhood educa¬\ntion are defeated unless the ideas presented to children are presented also to\ntheir parents. The\n\nreal educational problems\n\nas a wdiole. Modern\nat all ages.\nThe\n\neducation\n\nconditions\n\nare always problems\n\nrequire constant\n\nreadjustment\n\nof society\n\nand learning\n\nof all our children at public expense has not been merely\n\nthe result of our rising standard\n\nof living; it has also been one of the causes\n\nof that rise. In the same\n\npublic money\n\nway,\n\nspent on the improvement\n\nof\n\nthe lives of men and women will increase both their demands and their pro¬\nductiveness. It will also provide for them the satisfactions that go beyond\nphysical comforts\n\nand material goods.\n\nConsequently, public institutions will take the lead in providing oppor¬\ntunities for everyone to go on learning. This may be partly at the expense\nof those who\n\nuse the public facilities. Private\n\nagencies will take care of\n\nminority interests and they should be free to experiment\n\nor diverge from\n\nthe pattern. But leadership and systematic support will be a public respon¬\nsibility.\n\nEIGHTH\n\nGENERAL\n\nDRAMA— “TESTAMENT\n\nSESSION\nOF\n\nFAITH”\n\n“Testament of Faith,” a three-act play portraying the life of Horace\nMann, was written by the faculty of Antioch College, where Mann was the\nfirst president. It was first produced\n\nat the Horace\n\nMann\n\nCentennial\n\ncele¬\n\nbration at Antioch College, Yellow Springs, Ohio, October 15-16, 1936.\nThe play covers the years from 1837 to 1859, and deals with the three\nmajor periods of Mann’s\n\nadult life. Act I shows\n\nMann\n\nas secretary of the\n\n"}
{"page": 131, "printed_page": null, "text": "125\nGeneral\n\nMassachusetts\n\nSessions\n\nBoard of Education, and his struggles against religious and\n\neducational bigotry; Act II covers his years as legislator and vigorous op¬\nponent of slavery in Washington; and Act III shows Mann again the edu¬\ncator, but at the college level, struggling again with bigotry and financial\nneed.\nThe spirit of the play is not that of blind adulation or conventional homage\nto a shadowy and almost mythical figure. Instead, the authors have tried to\npenetrate into some of the spiritual and psychological conflicts which made\nMann what he was and conditioned many of his actions. He emerges not so\nmuch a hero as a human being.\nThe title, “Testament of Faith,” is an endeavor to symbolize the abiding\nfaith in the good in man and in human destiny that was perhaps the primary\naffirmation in Horace\n\nMann’s\n\nINTRODUCTORY\nALGO\n\nD. HENDERSON,\n\ncreed.\n\nREMARKS\n\nPRESIDENT,\n\nON\n\nANTIOCH\n\nHORACE\nCOLLEGE,\n\nMANN\n\nYELLOW\n\nPLAY\n\nSPRINGS,\n\nOHIO\n\nOccasionally, in the great sweep of history, the emergence of a crucial\nsocial issue and the birth of a natural leader for a reform movement coincide.\nSuch an issue, early in the nineteenth century, was education ; such a leader\nwas Horace Mann. The reform movement initiated by Horace Mann a\nhundred years ago was of such consequence to our nation that we pause in\nthe midst of our busy life of today to pay tribute to its leader.\nTo see Mann’s work in its proper perspective we need to understand its\nsetting. In 1837 our national government, under the Constitution, had been\nfunctioning for just fifty years. A second war with England had made the\nyoung Republic more self-assured in foreign affairs. Domestically, the\nfrontier had been extended from the Appalachians to the Mississippi River.\nCommerce was beginning to flow with regularity down the Ohio River,\nthru the Erie Canal, and over the three Ohio canals from the Great Lakes\nto the Ohio River. The iron horse had just been invented and glimpses of\nthe forthcoming industrial era could already be seen. If we teachers of today\ncould sense possibilities for the next hundred years equal in significance to\nthose of a century ago, we could indeed inspire the young with enthusiasm\nand purpose for their future work.\nBut there were elements in the scene whose promise was not so clear. The\nleaders of the Revolution — Washington, Jefferson, Madison — who had\nguided the young Republic thus far on its course with firmness and convic¬\ntion, were now gone. With Andrew Jackson and the spoils system the com¬\nmon man invaded the White House. Heretofore, America’s goal had been\na republic, in which the President should be chosen by electors and voters\nshould be qualified by holding property. Now all of this was changing. A\nwave of enthusiasm for political democracy was sweeping the country, just\nas a century later we are witnessing a popular demand for industrial democ¬\nracy. The franchise once extended to all white males, the demand was\nbeginning to arise that the Negro also be liberated from his bondage and\ngiven the right to vote.\n\n"}
{"page": 132, "printed_page": null, "text": "126\n\nNational\n\nEducation\n\nAssociation\n\nThese signs and portents had a profound impact on the New Englandbred Horace Mann. He had caught the vision of democracy and believed in\nit firmly. Tho an aristocrat by temperament and education, he was a demo¬\ncrat in his ideals; and with Mann ideals were of supreme importance. He\nwas shocked and alarmed by the then prevailing illiteracy among the newly\nenfranchised voters ; he would not deny them the vote, but he would elevate\nthem to be worthy of it. The motivation which he possessed for his work\ncan readily be seen from his speeches and writings. I shall quote briefly from\njust one of them.\nThe\n\nillustrious and\n\nnoble\n\nband\n\nwho\n\nadjusted all the principles which\nweighed the words which describe\n\nframed\n\nthe Constitution\n\nof the Union — who\n\nit contains, by the line and the plummet, and\nthem in scales so nice as to tremble beneath the\n\ndust of the balance, expended the energies of their mighty minds to perfect an\ninstrument, which, before half a century should pass away, was doomed to be\nadministered, controlled, expounded, by men unable to read and write. The power\nof Congress over all the great social and economical interests of this vast country;\nthe orbits in which the States are to move around the central body in the system; the\nfunctions of the Executive who holds in his hands the army and the navy, manages\nall diplomatic relations with foreign powers, and can involve the country, at any\ntime, in the horrors\nappointed\n\nof war;\n\nto be the presiding\n\nand\n\nthe grand\n\npoising\n\nintelligence over\n\npower,\n\nthe system,\n\nthe Supreme\n\nJudiciary,\n\nto harmonize\n\nits motions\n\nand to hold its attracting and divergent tendencies in equilibrium — all this splendid\nstructure, the vastest and the nicest devised by mortals — is under the control of\nmen who are incapable of reading one word of contemporaneous exposition, of\nantecedent\n\nhistory\n\nor\n\nof subsequent\n\ndevelopments,\n\nit include anything, or exclude anything, as\nPhaethon was less of a fool when he mounted\nthe sun, than ourselves\nunder\n\nif we\n\nexpect\n\nto reach\n\nand\n\ntherefore\n\nready\n\nto make\n\ntheir blind passions may dictate.\nthe chariot to drive the horses of\n\nthe zenith of prosperity\n\nand\n\nhappiness\n\nsuch guidance.\n\nWith this passion in his soul, Horace Mann entered, on July 1, 1837,\nupon his duties as secretary of the Massachusetts State Board of Education.\nHe was already a mature man, forty-one years old. He had had experience\nin the state legislature where his maiden speech was in favor of religious\nliberty; he was active in humanitarian movements to aid the blind and the\ninsane, and to check the use of alcoholic beverages and gambling; and he\nhad been one of the leaders who secured the enactment of the new legislation\nfor education. He brought to his new work the trained mind and the elo¬\nquence of the lawyer, having practised law for fifteen years. He was honest\nto a fault, and possessed determination and mental energy far beyond his\nphysical strength. Frail in body, and cursed thruout his life with illness and\ninsomnia, he worked with indomitable courage and will until his last dregs\nof energy were consumed. In attempting to reform education he waged\nincessant battle against its enemies — against ignorant and indifferent parents\nand teachers, against schoolmasters who clung tenaciously to the rod lest the\nchild be spoiled, against the Church which was still indoctrinating with\nbrimstone and hellfire, against the individualists who believed in private\nrather than public education, against the tax-payers who resented the costs\nto the public treasury, and against the interests and the politicians who\nwanted to dictate the appointment of teachers, determine the subjectmatter\nand the textbooks, and indulge in a little private graft on the side.\n\n"}
{"page": 133, "printed_page": null, "text": "General\n\nThus\n\nSessions\n\n127\n\nwe had coming together, as if by predestination, the cause and the\n\nleader. I need not relate to an audience of teachers Mann’s work during the\nnext ten years. His detailed annual reports stand as classics in the field ; the\nvitality of his writings is still evident in our frequent quotations from them.\nHis ideas penetrated the schools thruout the whole of the Western hemi¬\nsphere, and influenced the systems of several European countries. Nor do I\nneed to review the progress made in education during the past century. Tho\neducation has not fulfilled all of Mann’s ideals; tho the voters of the nation,\nnow almost universally literate, do not yet vote with the intelligence and\ndiscrimination which Mann hoped literacy would bring; tho we are still\na long way from the goal of democracy of which he dreamed — yet, even so,\nthe achievements in education as surveyed after the passage of a century\nseem to have justified fully both Mann’s faith and the tremendous effort\nwhich he made for the cause. Were he present today, undoubtedly he would\nurge us to cut short the tributes to the past, and bend our energies toward\nsolving the still unsolved problems of education and democracy.\nHorace Mann’s achievements for the common school and for the normal\nschool alone would assure him his place in history, but he did not stop there.\nWhen the seat of John Quincy Adams in Congress fell vacant, Mann saw\nthe possibility of influencing education in a wider held, and of aiding in the\ngreat fight to free the slaves and educate the Negro. Freedom must come\nfirst; and when Webster deserted the cause with a proposal for compromise,\nMann came out in spirited and bitter opposition to a man whom he felt had\nbetrayed a great ideal.\nBut Congress was disillusioning to Mann. He remained for only two\nterms. Altho in 1852 he was nominated for the governorship of Massa¬\nchusetts by the Free-Soil Party, he was relieved to be offered, in the same\nyear, the presidency of Antioch College. Antioch was then only an idea. A\ngroup in the Christian church had determined to organize a college, and\nimposing buildings were being erected in the little town of Yellow Springs,\nOhio. The school possessed neither students nor faculty, however, and was\nentirely without the necessary funds. Since to the Bostonian the Ohio of\n1852 was even more of a wilderness than it is today, the prospect was any¬\nthing but enticing. What a shock it was to his friends, then, when Mann\nunhesitatingly accepted Antioch’s invitation!\nMann’s reasons for his choice soon became apparent — he wanted to ex¬\nperiment with the patterns of higher education. He announced that the new\ncollege would admit students without discrimination of race or sex. Women\nwere to enjoy privileges fully equal with men. To friends, Mann confided\nhis ambition to demonstrate that a layman could qualify as college president\nas well as a minister of the Gospel. Into the curriculum he introduced the\nsubject of health and physical education, and made important extensions in\nthe field of the natural sciences. He permitted electives in the course of\nstudy; and Antioch was probably the first college not a normal school to\nintroduce into the curriculum courses in teaching methods. He wished to\nsubstitute interest for competition as an incentive to learning. Together with\nM rs. Mann, he tackled with missionary zeal the task of reforming the\n\n"}
{"page": 134, "printed_page": null, "text": "128\n\nNational\n\nmanners\n\nEducation\n\nAssociation\n\nand characters of the raw Middlewest\n\nrecruits. He\n\nstated as his\n\ncontrolling purpose the development of all of the latent qualities — physical,\nintellectual, and spiritual — of the individual. At the still relatively young\nage of fifty-seven, Mann set out to undertake reforms in higher education\nsecond in significance only to those which he had already achieved for the\ncommon school.\nMann\n\nspent the remaining six years of his life at Antioch. Again\n\nhe\n\nworked prodigiously. Again he fought against ignorance, jealousy, and re¬\nligious bigotry. He struggled to raise the necessary finances. Repeatedly he\nsacrificed his own salary, and dipped into his own savings, just as he had\ndone in Massachusetts. Part of the attraction of Yellow Springs had been\nits reputation as a health resort, but bodily suffering continued to handicap\nhis physical efforts. Shortly after he and his friends had retrieved the college\nfrom a sale at bankruptcy, and launched it anew in the spring of 1859, his\nfragile body failed and only his spirit remained to the institution.\nThe play, “Testament of Faith,” -which depicts the three important divi¬\nsions of Horace Mann’s career, closes with his final commencement address\nat Antioch. His last moments, a few7 wreeks later, w7ere typical of his life.\nWith what must have been superhuman effort, he called the students of the\nCollege, one by one, to his bedside, and spoke some w7ord of advice, admoni¬\ntion, or encouragement, to each of them. It is this spirit which the play\nattempts to portray.\n\nNINTH\nTHE\n\nPRESENT\nIN\n\nRAYMOND\n\nSITUATION\n\nREGARD\nLESLIE\n\nGENERAL\n\nTO\n\nBUELL,\n\nSESSION\n\nFACING\n\nTHE\n\nTHE\n\nUNITED\n\nPOSSIBILITY\n\nPRESIDENT,\n\nFOREIGN\n\nNEW\n\nN. Y.\n\nYORK,\n\nOF\n\nPOLICY\n\nSTATES\n\nWAR\nASSOCIATION,\n\nWe read in the papers morning and night of w*ar and rumor of war. We\nread of the assassination of public officials, the exchange of insults between\nhigh statesmen ; w*e know7 that a great armament race is in progress thru\nevery country. And, at the very time when people desire peace more than\nthey have ever in the past, the w*orld seems upon the point of being thrown\ninto a new* and overwhelming convulsion, and as w*e remember the efforts\nto build the League of Nations and a World Court, it is not difficult to\nbelieve that the entire w*orld has gone mad.\nWhile I do not minimize the seriousness of the w*orld situation at the\npresent time, I do believe that behind these headlines significant things are\ntaking place which have meaning. It is my belief that the w7orld today is\ngoing thru one of its great transitional periods, a period w7hich comes once\nevery thousand years or so, a period of great danger and of great change.\nBut, if we can get thru it wfithout catastrophe, I believe the result will be\nprogress, both in the social and international sphere.\nTwo main facts dominate the w*orld today. The first fact is of social trans¬\nformation. The old economic and social system has broken down. We do\n\n"}
{"page": 135, "printed_page": null, "text": "General\n\n129\n\nSessions\n\nnot know quite how to repair it. The governments in every country where\nI have been recently are experimenting with this problem. Sometimes the\ntraditional institutions collapse and the result is eruption of these powerful\nand brutal and overwhelming dictatorships of Soviet Russia and Italy and\nGermany, but dictatorships which have, nevertheless, a social conscience.\nOr at other times this request for social change breaks down completely and\nthe result is the terrible civil war in Spain.\nBut, the most encouraging thing about the world today, and you will see\nit if you go to Scandinavia and Britain and if you travel thruout this whole\nbeloved land of ours, is that the democratic countries are gradually effecting\nthese social changes without going thru the convulsions of dictatorships,\nwithout undermining the fundamental principles of liberty or democracy.\nThe point I wish to make, for the time being, is this: The social changes\nhave produced international tensions. Hitler and Mussolini and Stalin have\nto keep their people in a fever, exaggerating foreign fears in order to main¬\ntain internal discipline. I do not know whether they are going to succeed\nor not but the first great fact of our time is that we are endeavoring to find\nnew solutions of our social problem and for the time being it has produced\nthese international strains and stresses.\nThe second great fact which marks this age of ours, and a fact wThich\ncomes at the same time, is a factor of social change. It is that we are in the\nmidst of liquidating an unjust peace settlement, an unequal peace settlement\nat the end of the World War.\nNow, all of you know about the Treaty of Versailles. I do not share all\nof its criticism but it was possessed of one fundamental vice. The Treaty of\nVersailles was guilty of the vice of insincerity. It held out the hope of a\nbetter world, a world of equality, cooperation, and justice, but in fact the\nTreaty of Versailles left three great powers\nand America.\n\nsupreme — England,\n\nFrance,\n\nHow did we use our supremacy? We had many opportunities to reorganize\nthis world so that the poor countries could have a better chance to live, but\ninstead of utilizing that opportunity we forgot all about them. When the\ndepression came, we erected new tariffs, devalued our moneys, measures\nwhich may have been necessary by immediate reasons but measures which\ninevitably injured the international trade of three great overpopulated peo¬\nples — the peoples of Japan, Italy, and Germany — and as a result of this\neconomic nationalism, the inevitable explosion came.\nIt came first in the East when Japan in defiance of the League of Nations\nand the United States seized Manchuria. It came secondly when Italy in de¬\nfiance of the economic boycott of fifty nations seized Ethiopia. It came in the\nthird place in Germany when Italy was occupying the attention of the world\nwith her conquest of Ethiopia, when Germany tore up the Treaty of Ver¬\nsailles and occupied the Rhineland. And, the fourth of these great dictator¬\nships has come in Spain where today Italy and Germany are intervening on\nbehalf of the government of Franco in order to overturn the Valencia gov¬\nernment and establish what I fear will be a fascist dictatorship.\nStep after step these dictators have marched forward and we great demo¬\ncratic powers that felt we were strong and secure have retreated. The only\n\n"}
{"page": 136, "printed_page": null, "text": "130\n\nNational\n\nEducation\n\nAssociation\n\neffective thing we are doing is to build lip our armies and navies and air\nforces preparing for what we seem to think is inevitable war.\nIt may be the tide has begun to turn. Two weeks ago 1 would have said\nthat the Spanish civil war was turning out to be a blessing in disguise. Spain\nhas demonstrated that a weak country has a great power of defense. Military\nmen did say that with the development of aviation and new methods of war¬\nfare, a swift and overwhelming blow on the part of a country such as Ger¬\nmany could overwhelm a country such as France, but Spain has proved, on\nthe contrary, that aviation cannot destroy or demoralize or cripple people and\nwe know now that a country such as Czechoslovakia can hold out much\nlonger than people believed.\nBut, while the tide may have seemed to turn against Germany and Italy\nuntil recently, we now have a new factor, Russia. The international position\nof Russia has weakened greatly during the last few weeks. We have become\naccustomed to the execution of people in Russia but every great power was\nshocked when on June 12 they were told that eight of the leading generals\nin the army had been shot because they were accused of plotting with Hitler.\nNobody believes that charge. What we do believe is that the Russian army\nis not so strong as we have been led to believe. What has happened, if you\nread today’s paper, is that Japan has taken advantage of this shift to go into\nManchuria and it may be that Germany, thinking that Russia is also weak,\nmay attempt to strike.\n1 do not believe, however, that war is coming very soon — possibly not for\nseveral years. There are many factors against it. Germany is not yet ready to\nfight a first-class power. Germany, despite her flirtings with Italy, has not\nfound a secure ally. What is most important from the immediate standpoint,\nBritain is feverishly rearming, and if you travel thru Central Europe in the\nBalkans, you will find that the states that said, “We\n\nare going to give up to\n\nGermany,” are now saying, “We believe there is hope. The British are re¬\narming.” Nobody knows what the British are going to do with their arms\nbut in view of the crippling of Russia and the finances of France, the British\nEmpire is the one strength against the onward march of these dictatorships.\nWhy is it that we have seen these successive advances of Japan and Italy\nand Germany? Does that mean they are going ahead and take the rest of\nEurope and the world ? I think there are two reasons which explain the col¬\nlapse of the peace machinery and the success of the violations of the treaties.\nYou may not like to hear this, but it is true. The first reason these powers\nhave torn up treaties and seized territory which does not belong to them is\nbecause of the pacifism of our democracies. We hate war; we prefer peace.\nWe write plays against war\nfighting for.\n\nand how\n\nterrible it is— that it is not worth\n\nOn the other side of the world there is a new ideology which says: “These\ndemocracies hate war, but why? Simply to protect what they have! Are\nthey willing to divide their resources with us? Not at all!” And these dic¬\ntatorships are preaching to young people heroism, sacrifice — that war is the\ninevitable end of state. One must learn to serve one’s state by the supreme\nsacrifice. Two ideologies — pacifism and militarism. And the stronger the\n\n"}
{"page": 137, "printed_page": null, "text": "General\n\nSessions\n\npacifism becomes, the easier it becomes for the dictatorships to take what they\nwant without having to fight.\nAnd, the second, perhaps greater, cause of the advance of these dictator¬\nships is, we democracies have a guilty conscience. If we are honest with our¬\nselves we will remember that in our distant past we seized each other’s terri¬\ntory just as Japan and Italy are doing. We got them to sign the antiwar\npact. We knew that if we were to have real peace, we would have to re¬\norganize things so as to get trade going but when we came to discover how\nto do it, we found it was very difficult, it would cost a great deal, it would\ninjure our vested interests, and so we said, “After all, maybe it is easier to\nlet Japan take Manchuria and Italy take Ethiopia.”\nIt has been for those two reasons that the dictatorships have gone on.\nWhether they are going farther and provoke a world war, I do not know.\nWhen I am optimistic, I think something like this may happen : When Britain\nfinishes her rearmament program, she and France will go to Germany: “See\nhere! We are rearmed. We are not afraid of you. We are tired of all these\ntreaty violations. We are tired of all this threat and braggadocio of war. We\nare going to resist any further acts of aggression. But we realize that we have\nmade mistakes in the past. We realize you have a good many people. We\nrealize you need raw materials in international trade. We are going to help\nyou get it. We are going to redistribute our resources and give you a new\nchance in international settlement but in return you must sign with us a dis¬\narmament agreement. You must come back with us to the League of Nations\nand you must agree not to fight.” And, I am optimistic. I think that settlement\nmay come during the next year or two. Whether it does will depend upon\nwhether Hitler thinks the democracies, as he has thought, are weak and\nquarreling and divided among themselves. If he changes his mind and be¬\nlieves that the democracies remain strong, if he believes that the democracies\nare sincere in offering genuine economic concessions to Germany, then I feel\nwe have a real chance to bring about a readjustment which will prevent and\navert the outbreak of another terrible world war.\nThat brings me to the United States. Many\n\nof you here who have worked\n\nhard for international cooperation have grown tired and discouraged — you\nthink it is hopeless. No doubt many of you here have adopted the point of\nview that there is nothing the United States can do to assist in averting war,\nthat the only thing we can do now is to attempt to keep out of it when it\ncomes.\nWell, I am inclined to think we can keep out of the next war if we really\nwant to pay the price — we can keep out at least for a time. But I doubt very\nmuch whether many Americans have considered what the price will be. The\nprice in economic terms will mean the sacrifice of important exports and im¬\nports of war time if carried to logical conclusion — reorganization of our\nbase of self-sufficiency so we will not be affected by events abroad ! I think you\nknow we have made very little progress in peace time in reorganization of\nour industry and I see no reason to believe we can succeed in effecting the\nfar greater reorganization which self-sufficiency would involve. On the con¬\ntrary, Secretary Hull is promoting foreign trade programs and increasing\nour imports and exports. I am in favor of such a program because I believe\n\n"}
{"page": 138, "printed_page": null, "text": "132\n\nNational\n\nEducation\n\nonly along such lines can the economic\nselves be met.\n\nAssociation\n\nneeds of Germany\n\nas well as our¬\n\nI think, however, that we should realize if we do succeed in increasing\nworld trade and improving economic ties between the United States and\nother nations, the difficulty of keeping out of a war in which the rest of the\nworld is engaged will thereby be increased. If we wish to keep out of the\nnext war, we must also learn to be neutral in spirit. To me there is some\nirony in the fact that last month at the very time Congress was discussing\nneutrality legislation, Americans were coming to the defense of Trotzky;\nother Americans were holding meetings to raise money for the defense of\nthe Spanish democracy; while still others were holding mass meetings, with\nsome twentv thousand in attendance, in New York, attacking Hitler, with\nM ayor La Guardia leading the procession!\nI am glad we Americans have such strong views concerning the rest of\nthe world. 1 am glad we have such a humanitarian sense of justice and in¬\njustice. But, when we utilize those impulses of ours for the purpose of\ndenouncing foreigners, sitting on the sidelines, or backing one side or another,\nI am afraid that it is not going to take us very long to get into the next war.\nToday people in this country hate Hitler far more than they hated the\nGerman Kaiser. The next war is going to involve the conflict of ideologies\nfar more than the conflict between democracy and fascism, and will be\nfar more intense than the conflict in the World War. And, if we are going\nto keep out, as I hope we shall, the American statesmen and leaders of\nopinion must exercise restraint and discipline far greater than we have ever\ndemonstrated in the past.\nSome people tell us if we go to war we will sacrifice democracy. I am\ninclined to believe that to keep out of the next war we will have to reorganize\nour industrial structure. “But,” you ask, “how\n\nabout our neutrality legisla¬\n\ntion? Won't that keep us out?\" I am very dubious whether you can solve\nproblems like this by a simple law. All this law does is prohibit exports of\nmunitions but I regret to say that the first time this law was applied, it re¬\nvealed the danger of this so-called neutrality policy. I refer, of course, to\nthe application of our law to the present civil war in Spain. Last January,\nas you know, Congress imposed an arms embargo against Spain but since\nthen there has been repeated evidence that Germany and Italy have both\ncommitted acts of war against Spain and certainly it was the intention of\nthe authors of our neutrality act that when such conditions come into ex¬\nistence, the State Department should automatically impose the arms embargo\nnot only on Spain but also on Germany and Italy who are now fighting in\nSpain.\n^ ou remember in October 1935 the President imposed such an embargo\non Italy and Ethiopia, altho Italy did not declare war. Today the State\nDepartment is unwilling to impose this embargo on either Germany or Italy\naltho we keep it on Spain. That means that today the Spanish government,\nfighting for its life, cannot buy any arms in this country but the fascist\npowers who were really guilty of invading Spain can buy arms here. As far\nas we are concerned, it is perfectly possible for these fascist dictatorships to\n\n"}
{"page": 139, "printed_page": null, "text": "General\n\nSessions\n\n133\n\ncome here and buy arms and turn them over to General Franco altho Madrid\nis denied access to the American market. This, I am sure you will agree, is\nan obvious injustice which is working to the advantage of the fascist dictator¬\nships and the Spanish rebels.\nNevertheless, I think the President is right in refusing to impose an em¬\nbargo upon the fascist powers because if we did so, it would pronounce a\nmoral judgment on Germany and Italy which would place us in an exposed\nposition and even involve us in the danger of war. Thus a policy of so-called\nneutrality, designed to keep us at peace, threatens to involve us with the\noutside world. Meanwhile, we continue to be a party to a manifest injustice\nto the Madrid government which is inconsistent with the traditions of\nAmerica or the present belief of the great majority of the American people.\nH ere is another example where America is merely trailing behind Britain\nand France, underwriting decisions, in the making of which we do not par¬\nticipate. The reason we put an embargo on Spain last January was not\nbecause there was any danger of getting into war but because Britain and\nFrance wished us to do so to help out the policy of non-intervention.\nOne solution for this dilemma would be for Congress to repeal, or the\nState Department to raise, the embargo against Spain and adopt the policy\nof Mexico which allows the shipment of arms to the Madrid government.\nAt this time, however, such action would threaten to disrupt the European\nnon-intervention agreement and might even precipitate war. Moreover, the\nunrestricted export of munitions would be a bad precedent for the future.\nThe remaining solution is for the United States to participate in the de¬\ncisions of Britain and France, which we now merely underwrite. Had this\ncountry of ours joined the non-intervention committee last September, the\nbalance would have been turned in favor of the real isolation of the Spanish\nwar, and by this time it probably would have been over. Those American\nliberals who sign protests at the bombing of Guernica and other fascist atro¬\ncities, and yet support a policy of complete aloofness, are guilty of inconsis¬\ntent thinking. The only way to reconcile the security of the United States\nwith the American sense of justice is thru a policy of positive action with\nlike-minded powers.\nWe in America, in my opinion, draw too great a distinction between war\nand peace. We seem to think if we can tie ouf hands in peace time and close\nour eyes, by some sleight of hand we can keep out of the next war when it\ncomes. Well, I hope we can. But, as I remember that it took the Mayflower\nabout six months to cross the ocean and that today it takes the Queen Mary\nonly four days ; as I recall that the Soviet fliers only last month flew a non¬\nstop flight of 6000 miles from Moscow to San Francisco via the North Pole;\nas I know you can take a plane now from San Francisco and fly to Manila\nand next year you will be able to take a plane and fly in twenty hours from\nNew York to London; and as I remember we can sit down in our rooms at\nnight and with the use of short wave listen to the broadcasts of Hitler and\nMussolini, it is quite evident to me that the world is shriveling up and those\nliberal optimists who prophesied the closer we got together the easier it\nwould be to cooperate and get along together in peace, are all wrong.\n\n"}
{"page": 140, "printed_page": null, "text": "134\n\nNational\n\nEducation\n\nAssociation\n\nThe closer we come together without really attacking these world malad¬\njustments, the greater becomes our sense of insecurity, and I am afraid that\nif we do get a world war a psychological suction is going to be created, a\nsuction which will draw or tend to draw every country toward the center.\nBut, meanwhile, while we are fearing the onrush of this catastrophe, the\nworld today is engaged in a great contest in armaments, spending this year\n$11,000,000,000 on arms. How are we financing it? You all know — by\ndeficit, by financing, by borrowing. Obviously, this cannot go on very long.\nThe result already has been to produce inflation of world prices. But, sooner\nor later the time is going to come when governments are going into bank¬\nruptcy, when they will be confronted with the necessity of turning men out\nof armament plants into the streets and then, confronted by social revolution,\nmay prefer what they think is the easier alternative. The greater danger\nbefore the world today is a danger greater than war, it is a danger of a great\ninternational inflation and bankruptcy as a result of this present arms race and\nif it comes, it is going to build with it a new world depression and collapse\nwhich is bound to produce social convulsion in every country.\nThe point I wish to make is that today we are living in a war system. We\nhave the results of war economy without war itself, and no neutrality policy\nwhich does nothing, to remove these causes is going to have any effect in\naverting this great catastrophe.\nSo I say the situation in the world is one of delicate balance — the forces\nof peace and the forces of war. I do not know which is going to win out but\nover here on this side of the world is the greatest and strongest power, having\nvast economic and financial resources. If we use our powers in the proper\nway, if we join them with the other forces in the world working for peace,\nif we work out a program and say to the dictatorships: “We realize the\nfundamental maladjustment. We will help you solve your problems. Let us\ndo something about tariffs and debts. ^ ou can disarm and do no further acts\nof aggression.\" If we would show courage and take that responsibility, then\nI feel this world war is going to be averted and that we will get thru this\ntransitional period. We will enter a new state of stability marked by a\ngreater degree of security for our children, a greater degree of social justice,\na greater degree of peace. I do not know whether we are going to swing the\nbalance toward catastrophe or fhe other way toward peace and social justice.\nBut I am inclined to think America\nzation lies in our hands.\nTHE\nHONORABLE\n\nJOSH\n\nholds a key and that the future of civili¬\n\nELIMINATION\n\nLEE,\n\nUNITED\n\nSTATES\n\nOF\n\nWAR\n\nSENATOR\n\nFROM\n\nOKLAHOMA\n\nIt was two o’clock in the morning. The rain was running off my steel\nhelmet in sheets. I was on guard around a German stockade. The Armistice\nhad been signed about a week before that but we still were required to keep\nour prisoners. I had my rifle under my armpit to keep it dry. I was cold, I\nwas lonesome, I was homesick, and I was hungry. I saw a light burning over\nin the German stockade in the barracks. I knew that Frank, the German\n\n"}
{"page": 141, "printed_page": null, "text": "I\n\nGeneral\n\nSessions\n\n135\n\nPolack cook, was preparing the meal for the next day. I threw a gravel over\nagainst the barracks. Presently the door opened, there was a flood of light,\nand Frank poked a square German head out. I spoke to him in the best\nGerman I could command which was not very good, yet he understood. I\nsaid, “Frank, gib mir das brot und das kaffee.” He said, “Yah,” and pretty\nsoon he brought me a cupful of steaming coffee. It had sugar and cream in\nit, two delicacies we did not often have. And he had a piece of colfeecake\nwith raisins in it. The lightning flashed as he poked the coffee and coffeecake\nthru the woven wire fence and I saw his face and there was no cynical grin\nof hatred there, but a smile of friendliness. And, if he saw my face, he saw\nnot hatred there but friendliness. I did not hate Frank. I loved him. And,\nhe did not hate me. He loved me. And yet if I had met Frank that hour of\nthe night one week before, on the battlefield, I would have killed him — or\nhe would have killed me! That is war! Bringing men together to kill each\nother, who otherwise would love each other.\nWar never proves which side is wrong; it only proves which side is strong.\nI hate war with every atom and fiber of my being. And yet, that does not\nmean that I would not serve again — and I speak for every ex-service man,\nI believe. If our country needs us again, our services are ready, but we know\nthe futility of war; we know the uselessness of killing each other. We know\nthat war has its causes and if those causes can be removed, then the results\nwill disappear. I am not so visionary as to believe that war can absolutely\nbe annihilated from earth but I do believe we can reduce those causes to the\nminimum. I do believe we can extend the periods of peace, and to that end\nI devote my energies.\nI wish first to eliminate some of the means we have depended on in the\npast to bring peace — world peace. The first is by conferences. Conferences\nare all right as far as they go but they do not go far enough and the results\ndo not last long enough. To quote Will Rogers, “America never lost a war\nnor won a conference.”\nWar will never be abolished by proclamation. I do not mean you to in¬\nterpret that, that you should discourage conferences. The more conferences\nwe have, the better we will understand each other. I encourage them but\ndo not put much faith in them.\nSecond, we cannot depend upon education for peace. Certainly I believe\nin education and certainly it must be continued from the platform, pulpit,\nscreen, and press, but it is not enough; it is too slow. It takes generations to\nchange the philosophy of man ! It is too slow — and in the meantime another\nworld war might annihilate civilization. Therefore, we must look for a more\ndirect route.\nThen again, we cannot depend upon disarmament. Disarmament would\nhelp if all the nations would simultaneously and universally disarm, but\nthey will not. Then why deceive ourselves? That nation that gets too far out\nin front on a disarmament program will only by its weakness invite attack\nand thus promote war instead of peace.\nWhen the Boston police struck, were the thugs of that city so honorable\nthat they refused to plunder because the people were disarmed? No, they\nplundered all the more! Manchuria was defenseless. Japan marched in.\n\n"}
{"page": 142, "printed_page": null, "text": "136\n\nNational\n\nEducation\n\nAssociation\n\nEthiopia was helpless. Alussolini blazed his way across Africa. Shall we\ntake a lesson? And I do not mean by that that I believe we should join the\nlittle game across the waters of keeping up with the Joneses, so far as the\narmament race is concerned, but I certainly do believe we should have\nenough defense to defend our own shores!\nI wish to say there are many who are called pacifists and they have as high\nideals as I have and their purposes are as sincere as mine, and they are\nsincerely working for peace but 1 am persuaded sometimes that very good\nintentions go wrong, and I must illustrate it by a little story.\nIn France we received socks that they knit at the Red Cross meetings.\nSometimes we could use them for socks. One time we got a shipment just\nbefore we were to take a long hike. One of the boys needed a pair of socks\nso he jerked off his wrapped leggings and his hobnails and put on a new\npair of socks. Then he put on his wrapped leggings and hobnails again and\nwe started. He had hardly started when some little hard object in the heel\nbegan to bore into his foot. Every step was more painful than the last. He\ncould not stop. The pain was excruciating. Finally, after enduring the tor¬\nture and limping, we had the order to fall out and rest. He sat down and\njerked off his wrapped leggings and took off his hobnails; he took off the\nsock and there was a little piece of paper rolled up in a hard ball. He un¬\nraveled it and found it had some writing on it. He read it. ‘‘God bless your\npoor tired feet.”\nI think of those good souls who are just as sincere as anyone and some¬\ntimes take real punishment because of their views. I believe that they are\njust an example of a good intention gone wrong.\nNow I wish to offer four steps that I believe will promote peace. If it is\na matter of medicine, we ask the doctor. If it is a matter of law, we ask the\nlawyer. If it is a matter of war, then why not ask the warrior!\nThree million ex-service men, almost without exception, have been telling\nthe United States for eighteen years what we believe will end war or at\nleast minimize it. I am going to outline the steps. We have already taken\ntwo of them. The first is a non-intervention policy by which we will refuse\nto protect private investment in foreign countries by military force. As the\nspeaker who preceded me pointed out, the L nited States has not been guilt¬\nless in what has been called a sort of dollar diplomacy or economic imperial¬\nism. And so we have had some little bit of that — and I mean no criticism\nto the past. It seemed to be the thing to do in the past. But, I wonder how\nmany school teachers could tell me tonight why the marines were sent to\nNicaragua. Now, I submit to you when a man invests his money in an enter¬\nprise in a foreign country that is a commercial venture, he does so with but\none motive in view and that is to make a profit.\nWe were first told that the marines were sent to Nicaragua to protect\nAmerican lives and then it was discovered not one American life was in\ndanger. We were then told it was to protect government property and then\nwe discovered, except for the canal zone right which never was challenged,\nthere was no government property involved. Then we were told it was to\nhold a just election, and somebody\ncertain cities in the United States!”\n\nsaid, “Why\n\ndon’t you send them\n\nto\n\n"}
{"page": 143, "printed_page": null, "text": "General\n\nWe\n\nSessions\n\n137\n\nlaughed that off and then finally the truth came out. I will give you\n\nthe facts and let you draw your own conclusion. The United States capital¬\nists had investments in Nicaragua to the amount of $18,500,000. It cost our\ngovernment $6,500,000 to protect the private investments in oil titles, gold\nmines, and loans to the Nicaraguan government. It cost our government\n$6,500,000 to protect $18,500,000 of private investment and cost us the\nlives of 100 American boys, 450 Nicaraguans, and the goodwill of certain\nLatin-American\n\ncountries. At the very time President Coolidge was talking\n\nat a world conference, the newsboys on the streets were yelling, “Forty\nNicaraguans killed in American air raid.” My friends, if a coconut grower\ndown in South America was troubled by the monkeys carrying off his coco¬\nnuts, why not send the marines down to protect his coconuts? It would be\nthe same proposition and would not lead to war. When President Roosevelt\ncalled the last marine out of Nicaragua, it was the first time that we have\nnot had an armed force in that country since 1912.\nThen, revolution broke out in Cuba. For years the sugar industry has\nthrived there and the sugar barons have made millions of dollars. That is all\nright and in my judgment it might even be commendable for them to make\nthat profit. I do not care to share the profit. When trouble broke out there,\nthere was a great hue and cry to send battleships to Cuba, to send the marines\nto Cuba, but once again President Roosevelt, taking sides with peace, an¬\nnounced thru the State Department that there would be no intervention and\nCuba settled her own affairs without the blood of our boys. That was the\nsecond step.\nAnd the third step was taken in behalf of peace when the Ethiopian situa¬\ntion began to get dangerous. It was discovered that the Standard Oil Com¬\npany had a contract with the Ethiopian government. The President again,\nthru the State Department, insisted that the Standard Oil Company cancel\nthat contract, fearing it might be the means of leading us into trouble. The\nStandard Oil Company was reluctant, feeling it was a private right and\nhad a right to the profit, but the State Department said, “You cancel out,”\nand they said in effect that the peace of 124,000,000 is paramount to the\nprofits from that contract, and thus we severed the last entangling alliance\nthat might have drawn us into that war.\nSo far, that policy has only been supported by presidential proclamation.\nIt remains to be seen whether public opinion will make it a permanent policy\nof this country. I speak in behalf of crystallized public opinion that will\nmake it a permanent policy of our nation. And public opinion, as Lincoln\nsaid, is everything! Without it no law can succeed and with it no law can\nfail.\nThe second step is to control the preparations for war. I am convinced\nthat we are on the right track with our neutrality law. Three years ago we\npassed the first neutrality law. A year ago we passed it again, making it\nstronger, and this year we passed it the third time, making it still stronger.\nPerhaps next year we may find we can improve it. We had to improve it\nthis year, because we found loopholes in it, and altho I do not wish to be in\ndisagreement with my friend who spoke just now I want to submit this on\nthe neutrality law: There are two sides in the Spanish trouble, one side the\n\n"}
{"page": 144, "printed_page": null, "text": "138\n\nNational\n\nEducation\n\nAssociation\n\nLoyalists and the other side the Revolutionists, and so far those are the only\ntwo in the conflict. It was not my intention in supporting the neutrality law\nthat it should include embargoes on sympathizers and, therefore, I submit\nthe law is working to keep us out of trouble.\nIt is not by accident that this nation so far has been able to keep out of\nentanglements. Tonight the world is literally trembling. Europe is a powder\nkeg. A match struck in the wrong place would blow the lid oft the world.\nHow do I mean to control the preparations for war? I mean simply that\nwhen war broke out in South America between Paraguay and Bolivia, the\nPresident of the United States took a long stride in statecraft and an¬\nnounced by proclamation an embargo on shipment of arms to those two\nwarring nations, and, led by that example, eighteen other nations placed\nsimilar embargoes. We found certain manufacturers of munitions circum¬\nvented that law. They sold munitions to certain countries and they relayed\nthem to the warring countries in South America. Therefore, we included in\nthis neutrality legislation that munitions of war could not be shipped from\nthe shores of the United States without license from the government and\nthe government will not give license when the munitions are to be sold to\nthe warring nations, to the belligerent nations.\nA loophole was found. Robert Cuse, unheard of up to that time, sold some\nmunitions, got them past the border before we could rush thru the legisla¬\ntion to stop the loophole, but his munitions were sunk before they reached\ntheir destination. I might say that I compliment the manufacturers of\nmunitions, I mean the big fellows, for showing a patriotic spirit. They did\nnot try to evade the law. They acted in good faith. Robert Cuse was not\nheard of before and will probably not be heard of again.\nThe neutrality legislation carries with it certain provisions. When we sell\nyou certain goods, including food and clothing and other commodities, we\nseparate our responsibility. We end our responsibility when those goods\nleave our shores.\nNow,\n\nwhy do that? Some say that is a policy of scuttle and run. In the\n\nwestern part of the United States — and I grew up in the West — two gun¬\nmen would come into town, and they would get into a fight, a private fight.\nThe streets would be cleared, not because the other men were afraid but\nbecause it was not their fight and they wanted to get out of the line of fire.\nThat is what our neutrality legislation does — gets us out of the line of fire.\nWhat was the last straw that broke the camel’s back and plunged America\ninto the last war? It was the sinking of the “Lusitania,” was it not? Mrs.\nWilliam Jennings Bryan, wife of the Secretary of State, wrote in her diary\nthat she and Mr. Bryan were dining out on the evening that the news came\nof the sinking of the “Lusitania,” and that Mr. Bryan was very much dis¬\nturbed at the news. He said on the way home, speaking of the “Lusitania,”\n“I wonder if she had munitions on board because if she did, that puts a\ndifferent phase on the whole matter. I will have Lansing investigate that.”\nUnder-Secretary Lansing did investigate and reported the next day that the\nclearing papers showed the “Lusitania” did have munitions on board and\nthus broke the last hope of keeping America out of war. What would be the\n\n"}
{"page": 145, "printed_page": null, "text": "General\n\nSessions\n\n139\n\nanswer if we had our backs to the wall and had the opportunity of preventing\na ship loaded with munitions, contraband of war, from reaching our enemies?\nI submit, therefore, that we must exert every means of keeping America out\nof war, even at the price of profits, and I believe that peace is well bought\nwhen we can buv it by giving up some profits.\nN ow, what about the manufacturers of munitions? They are in a busi¬\nness that profits most when blood flows most. When death rakes his scythe\nover the battlefield, the profits of the manufacturers of death roll in. They\nclaimed in the Senate Investigation to be patriots. The Senate Investigating\nCommittee flung open the closet door of that “Bluebeard of War” and ex¬\nposed the skeleton of war.\nThey claimed in that investigation that they were patriots. Are they\npatriots? Let us see. Tonight while I am speaking to you, they are manu¬\nfacturing munitions. Scientists in the laboratories are poring over new death¬\ndealing devices. What are they for? Are they for the sole use of the United\nStates alone? Certainly not. Do not deceive yourself. The paint will not be\ndry on them until they will be peddled to every nation on the face of the\nearth, with the highest powered salesmanship, wherever they are allowed to\nsell. At present our neutrality legislation keeps them from selling to belliger¬\nent nations but they still can sell to other nations. They sell us steel plates.\nWhat for? To protect our battleships from torpedoes they have already sold\nto one of our neighbors. They sell us gas masks. What for? To protect us\nfrom gas bombs they have already sold to our potential enemies. They sell\nus anti-aircraft guns. What for? To bring down the war planes they have\nalready sold to other nations.\nBy a control of the preparations of war thru a licensing system, the United\nStates can control the preparations of war and thus prolong the periods of\npeace. It takes the patriotism out of a soldier to go to war for his country\nand then be shot by a gun made in his native land. In the last war, some\nof the English boys were trying to capture a certain objective out there, and\nthere was one gun of superior make. It mowed them down like grass. Finally,\nthe remaining Tommies captured that gun and they thought it would be a\nfitting tribute to take it to England and mount it in one of the public parks\nas a memorial to the boys who fell while capturing it. This they did and\nthere it stands today in Bedford, England, on one side of its deadly barrel\nengraved deep in the steel you can read the names of the boys who fell while\ncapturing it and on the other side of the barrel engraved in the steel you can\nread the name of the manufacturer who made it— an English company!\nThe complete, combined allied fleet tried to capture the Dardanelles.\nThey were held at bay by a handful of Moslems because of the superior\nartillery the Moslems were using. That artillery was manufactured in Lon¬\ndon and financed thru France! Are they patriots? They are profiteers! They\nhave but one god and it is gold ! They have but one purpose and it is profit !\nTheir activities must be controlled by a strict licensing system whereby the\ngovernment can control their policies and their activities!\nAnd third, we should pass now in this session of Congress a law that in\ncase of war would draft money as well as men! I was a delegate to the first\n\n"}
{"page": 146, "printed_page": null, "text": "140\n\nAmerican\n\nNational\n\nLegion Convention\n\nEducation\n\nAssociation\n\nwhich met at Minneapolis\n\nand from the first\n\nconvention to the last, we have passed resolutions, supported by the ex-service\nmen unanimously, asking for a law that in case of war would draft money\nas well as men. If three million doctors should tell this government that a\ncertain law would prevent a dreadful disease that was taking its toll every\nyear, the law would be passed over night. But here for seventeen years three\nmillion ex-service men, who know more about war than anybody else in the\ncountry, have been begging for a law that would draft money as well as\nmen, and so far we have not reached first base.\nWhen I walked out of the classroom three years ago and ran for Con¬\ngress, I told my school teachers, the men in the American Legion, and others,\n“If you send me to Congress, I promise you I’ll be the noisiest freshman in\nCongress until we pass a law to take the profits out of war and conscript\nmoney as well as men.” I kept that promise on two scores. For the first time\nin the history of Congress, the lower house, of which I was a member, passed\na bill to take the profits out of war. I kept my promise. I am afraid I was the\nnoisiest freshman\n\nin Congress. I made six speeches and put in four amend¬\n\nments. The bill came in like a Mother Hubbard — it covered everything but\nit did not have a tooth in it ! I decided one amendment should be put in\nthere to make it more effective and in the section on conscription of men, I\nadded, “and financial resources.” Immediately\n\nthat same\n\nold question was\n\nraised by the representatives of big business: “Why, you cannot do that.\nIt is impractical. What are the mechanics of it? How would you do it? How\ncould you conscript the wealth when there is only $6,000,000,000 worth\nof currency in the LTnited States? It is impractical! It is unconstitutional!”\nYou know, when they cannot think of anything else, it is unconstitutional!\nI said, “I do not believe it,” and I know that you teachers do not believe it.\n^ ou mean to tell me that the Constitution of the United States says that\none man’s property is more sacred than another man’s life? Do you mean\nto tell me that the framers of the Constitution intended that the government\ncould take one man’s life but could not take enough property to pay for the\nfood he ate before he gave up his life for his country?\nWhen Abraham Lincoln was trying to keep the stars in the flag, he went\nto New York City to get more money to finance the war. His men were\nwithout shoes and equipment and food. The bankers were holding out for\nmore profit. Finally, when he could stand it no longer, he said, with fire\nflashing from his grave eyes, “I can conscript a widow’s only son, her only\nmeans of support. I can take him from between the plow-handles and put\nhim in the battle’s front where his life will not be good for six minutes, but\nI cannot lay hands on enough money to pay for the food he eats.”\nTeachers, it was true then, it was true in the World War, and unless we\ndo something about it, it will be true in the next war. Do you mean to say\nthat was the intention of our forefathers who framed the Constitution? It\nis an insult to the Stars and Stripes that one man’s gold is more sacred than\nanother man’s blood !\n\n"}
{"page": 147, "printed_page": null, "text": "General\n\nSessions\n\n141\n\nThey said, “By what mechanics will you do it?” 1 have accepted the chal¬\nlenge. I have been working from then until now on a bill that will draft\nmoney as well as men. I expect to introduce it at this session. I have the\nlawyers in Washington working on it now. It provides, at the same time\nthe government has all the boys between certain ages register, that every\nmanufacturer and every person owning any property must register and sub¬\nmit a sworn statement as to his financial condition and by the same selective\ndraft system whereby the government selects those boys that can best be\nspared, the government in the same way will decide how much money each\nperson can lend to the government with the least burden, and classify them,\nbeginning at the top with those most wealthy. They say it is unconstitutional\nif you take money, that it is confiscation, without due process of the law. I\nsay: “You take men’s lives and it is constitutional.” They reply, “We just\ntake their services and pay them for it.” All right, we will do the same.\nThe government shall prepare enough government bonds to raise the amount\nof money the government needs to finance the war. Those bonds shall bear\nnot to exceed one-fourth of 1 percent interest, shall extend fifty years and\nshall not be tax exempt. And in the same manner that men are conscripted,\neach man will be required to buy those government bonds. The Government\nwill pay them something for the use of the money. The reason for extending\nthem fifty years is that if they did not extend fifty years, a soldier might go\nto war and come back, the bonds would be refinanced at 3 $4 or 4 percent,\nand that same boy would have to pay for them, as we are doing now.\nIn the last war, in round numbers — I got this statement from the Assistant\nSecretary of the Treasury and it is the best estimate I can get ; it is difficult\nto get the exact amount — we paid those who financed the war $12,000,000,000 in interest and we are still paying and will continue to pay, and so will\nour great grandchildren!\nI was teaching school when we entered the war. I was getting about ten\ndollars a day. I quit teaching school. I went to follow the flag for a dollar a\nday and a chance to die. I got a dollar a day but I paid back $6.60 a month\non insurance. All right. I took an economic loss of about $9.25 a day — yes,\na day — in order to be patriotic. You say that you cannot buy patriotism, you\ncannot pay for it. But, there is no need to penalize it at that rate ! And that\nis not all. I came back after fourteen months’ service and now every time\nI write a check — and some people think a man on the federal payroll is\nexempt from paying taxes — I am helping pay part of that $12,000,000,000\ninterest.\nNormally, money brings about 2^4 or 3 percent interest, but during the\nWar we paid as high as 4 and 5 percent on some of the Victory Bonds. They\nwere also tax exempt. Now, we can tax the manufacturers but wre cannot\nreach this $12,000,000,000 of tax exempt interest on the bonds that financed\nthe war. There is too great an economic incentive to let it continue to exist\nthat a man who ordinarily draws 2^4 percent gets 4% percent if war is\ndeclared. Therefore, I am asking for your support of that bill when it comes\nup, and I am going to devote my time and energy to arouse public sentiment\nto pass that bill in order to remove the last incentive of war.\n\n"}
{"page": 148, "printed_page": null, "text": "142\n\nNational\n\nEducation\n\nAssociation\n\nThe final step is tax legislation that will comb the last vestige of profits\nresulting from war, comb it out of the hands of those who make profits out\nof war. We can do that with tax legislation.\nI want to review a few of the profits that are made during the war. I was\nat Puniers, France, after the Armistice was signed. I saw long lines of auto¬\nmobiles that were junked. I said, “Captain, I’d like to buy one of those\nbecause I sold mine when I came into the service.’’ He said, “Son, you can\nhave one but you cannot ship it home.” And he quoted general order number\nsomething, I do not know what. He said, “You cannot ship any of this stuff\nhome.” It was junked, salvaged. Ask any of the boys if I do not speak the\ntruth. And those manufacturers made tremendous profits because they were\nnot out one dollar for salesmanship or one dollar for advertising since the\ngovernment took all they could make as fast as they could make it double\nshift. Then they fixed it so it could not be shipped home.\nAlso at Puniers, France, I saw a pile of airplanes smashed to pieces. Now,\nwhat was our record in the air? We started out to win the war in the air.\nOur program called for 25,000 planes, American made, and 20,000 were to\nbe on the front by January 1, 1918. General Pershing attested to the record\nthat not one single American-made plane reached the front ! The result was\nwe had to beg, borrow, and buy from the Allies such planes as they could\nspare. Of course, they used the best ones themselves and the ones we got\nwere more out of date and less efficient. The result was that our casualties\nwere three times as great in proportion as those among the Allies, not be¬\ncause our boys were not good pilots but because, as Colonel Mitchell said,\n“Those planes were flaming coffins.” When one of our boys took off in one\nof those ships, Death rode in the cockpit !\nWhat about the bill for those planes that never did arrive? Oh, yes, it\nwas on time — $1,051,511,988 strong! And it was immediately paid, as it\nshould have been. One company received for 3660 airplane motors a profit,\nnot including cost, but naked profit, of $3,934,500. Another company re¬\nceived for 6500 motors a cold profit of $15,000,000. Two companies, the\nStandard Aircraft Corporation and the Standard Aero Company, were over¬\npaid, the government audit showed, to the sum of $6,500,000 and when that\nwas discovered, they went into liquidation so the government could not\ncollect. The truth of the matter was that those two companies were owned\nby Mitsui and Company, and Mitsui and Company were paymasters to the\nMikado of Japan and for the great international spy system of the German\ngovernment. Oh, for the eloquence of a top sergeant to express my feelings! I\nam told that the casket corporations made as high as 700 percent profit on the\nboxes they buried the boys in ! And what about the raincoats they sold as good\nIndia rubber! I trained at Camp Cody, in New Mexico, out where it is sandy\nand high and dry. We were called the Sandstorm Division. We stopped at\nCamp Dix, New Jersey, for final training, and it was the rainy season there.\nIt rained every day. A soldier cannot select his weather. We drilled rain\nor shine. We\n\nhad a hard-boiled colonel. In fact, I did not find any soft¬\n\nhearted ones! He said, “Drill them, blankety-blank, drill them.” That was\n\n"}
{"page": 149, "printed_page": null, "text": "General\n\n143\n\nSessions\n\nwhen the flu hit us and the situation was made worse by those flimsy rain¬\ncoats. Many a night I came in soaked to the skin across the shoulders because\nof those flimsy raincoats. The boys died like flies. We could not take care\nof them. We stacked them in the morgue like cordwood. I was on the firing\nsquad. Every morning we marched down to the station and fired a salute\nover the flag-draped body of one of our comrades, loaded him on the train,\nand shipped him back to some station where some little woman in black was\nwaiting to receive him.\nI had a buddy, tall and swarthy, a lad from Colorado. I drilled by his\nside. One night he came in from the drill field soaked to the skin across his\nshoulders. That night I heard the telltale rattle in his throat. Next morning\nI reported him on the sick list and they took him to the hospital. A few days\nlater they took him to the morgue. And, when I stood with the firing squad\nto fire a salute over his flag-wrapped body, I took a vow\n\nin my heart. “So\n\nlong, buddy. I’ll make my next war on the war profiteers when\ncomes !\n\nmy chance\n\nTeachers, 1 am making that war now. I am taking it back to you, my own\ngroup, the teacher group, for 1 know your power in the United States. For\nseventeen, eighteen years we have begged for this law. We know it is just.\nWe know it is right to take the profits out of war and the financing of war.\nWe are taking it back to you. Those profiteers put money in the balance\nagainst blood because they never saw the war, never saw the men as they\nbrought them back from the front in pieces, never had the blood of their com¬\nrades splashed in their faces, and never heard a man strangle in his own blood\nas he was shot thru the throat !\nI am begging America\n\nfor a just law that will take away the profit motive\n\nand pull the dragon’s teeth ! I am speaking tonight for silent lips that are\nsealed with the seal of death. I am speaking for thousands of little orphans\nwho never saw their daddies. I am talking for them. I am speaking tonight\nfor the soft-cheeked children that you teach. They will be the next cannon\nfodder ! I am talking for them. I am talking for the shell-shocked boys whose\nbodies came back but their minds did not. I am talking for the T. B. boys\nyou have visited in the hospitals. Tonight when the sun went down, fifteen\nmore of our buddies went West. That is the death rate out of our hospitals.\nThey have been dying a slow and tortuous death for seventeen or eighteen\nyears.\nIn the morning I will read the newspaper. Who will read it for those boys\nfor whom the light of day has been forever shut off? I walk and enjoy life.\nWhat about those boys in wheel chairs? What about those with dangling\nlimbs, supported by iron frames? I am talking for them tonight. I am talking\nfor the boys left in France. I am talking for the Gold Star Mothers for\nwhom the war will never be over. Three thousand of them went back to\nFrance to visit America’s greatest cemeteries. Do you see the little Gold\nStar Mother as she stands by the grave where they tell her her son sleeps?\nDo you see her standing by the six feet of earth and wooden cross? Rather\npoor compensation\n\nfor years of hopes and dreams and love! Stands? What\n\n"}
{"page": 150, "printed_page": null, "text": "144\n\nNational\n\nEducation\n\nmother would stand ? She gets down\n\nAssociation\n\non the ground as close to him as she can.\n\n1 am speaking for her. And, I am speaking for my buddy who sleeps there !\nA million wooden crosses are calling out to you,\nWe died that war may be no more, what are you going to do?\nA thousand sightless heroes have caught a vision new —\nA vision of a world at peace. What are you going to do ?\nA thousand little laddies who never saw their dad\nWill be the cannon fodder when\n\nnext the world goes mad.\n\nOur wooden crosses — they are dumb ; but a message you can bring:\nTell the world — the careless world — war is a cursed thing!\n\n"}
{"page": 151, "printed_page": null, "text": "£ ife <JMembership\n\nT) inner\n\n"}
{"page": 152, "printed_page": null, "text": "HISTORICAL\n\nNOTE\n\nAs early as 1863 the regulations of the Association provided that a per¬\nson eligible to become an active member might also become a Life Member\nby paying an additional fee. However, comparatively few took advantage\nof the privilege until 1926. In 1884 and again in 1921 special efforts were\nmade to increase the number of Life Members but with little success.\nPrior to 1926 there were less than two hundred Life Members.\nAt the Philadelphia convention in 1926 the officers of the Association\napproved Secretary Crabtree’s recommendation to permit the payment of\nthe Life Membership fee on the instalment plan, ten annual payments of\nten dollars each, with the understanding that these payments would go\ndirectly into the Permanent Fund, a lasting contribution to the work of\nthe Association. This put Life Membership within the reach of the aver¬\nage teacher’s budget and Life Membership in the Association became at\nonce a democratic and popular professional possession. To date, 5795\nLife Memberships have been issued of which 205 were issued during the\npast year.\nThe custom of holding a Life Membership Dinner on Monday evening\nof the annual convention was inaugurated at Atlanta, Georgia , in 1929,\nand has been continued each year with growing interest and enthusiasm.\nThe following have presided on these occasions:\n1929\n1930\n1931\n1932\n1933\n1934\n1935\n1936\n1937\n\nAtlanta, Georgia, U el W. Lamkin\nColumbus, Ohio, E. Ruth Pyrtlc\nLos Angeles, California, Carroll G. Pcarse\nAtlantic City, New Jersey, Thomas E. Fincgan\nChicago, Illinois, Rose A. Pesta\nWashington, D. C., Frank W . Ballou\nDenver, Colorado, Willis A. Sutton\nPortland, Oregon, C. A. Hoivard\nDetroit, Michigan, Edgar G. Doudna\n\n"}
{"page": 153, "printed_page": null, "text": "DIRECTOR\n\nT. D. MARTIN,\n\nASSOCIATION,\n\nEDUCATION\n\nNATIONAL\n\nMEMBERSHIP,\n\nOF\n\nDINNER\n\nMEMBERSHIP\n\nLIFE\n\nANNUAL\n\nNINTH\n\nWASHINGTON,\n\nD. C.\n\nFour hundred and eighteen members of the Association attended\nLife Membership\n\nthe ninth annual\n\nDinner\n\nheld in the Ballroom of the\nG. Doudna, secretary, Board\n\nDetroit Statler Hotel, June 28, 1937. Edgar\nof Normal School Regents, Madison, Wisconsin, presided.\nA local committee of five Life Members assisted in the preparation\n\nfor\n\nthe occasion and unique favors were furnished by the delegates from Alaska\nand Hawaii. The musical program, also furnished\nHawaii, added color and atmosphere.\n\nby the delegates from\n\nThe address of the evening was given by Dr. Arthur E. Morgan, chair¬\nman, Tennessee Valley Authority, formerly president of Antioch College,\n1920-36.\n\nHis subject was “Horace\n\nMann\n\nand the American\n\nIdeal of Edu¬\n\ncation.” This address was followed by the presentation of the Honorary\nLife Membership to President Orville C. Pratt by Secretary-Emeritus\nCrabtree. Brief summaries of the two addresses follow.\nHORACE\n\nMANN\n\nAND\n\nTHE\n\nAMERICAN\n\nIDEAL\n\nOF\n\nEDUCATION — Abstract\nARTHUR\n\nE. MORGAN,\nTENN.J\n\nThe\n\nCHAIRMAN,\n\nAND\n\nFORMER\n\nTENNESSEE\nPRESIDENT\n\nVALLEY\n\nOF\n\nANTIOCH\n\nnation this year is celebrating the Centennial\n\nschool system, and is giving honor to Horace\nof that system. Perhaps\n\nmore\n\nAUTHORITY,\n\nNORRIS,\n\nCOLLEGE\n\nof the American\n\nMann,\n\npublic\n\nthe father and founder\n\nthan any other educational\n\nleader of his day,\n\nHorace Mann held passionately to the ideal of a full and well-proportioned\ndevelopment of the entire personality.\nH e saw that no single element\na good life. He\n\nof achievement\n\nappraised pedantry, power,\n\none of them alone made\n\ntaken by itself would\n\nand piety and found\n\nthat any\n\nlimping and partial men. I look upon Horace\n\nas a great pioneer, not simply as a prophet and as an administrator\n\nmake\nMann\n\nin found¬\n\ning the American public school system. He was great in seeing the sig¬\nnificance of universality in education. I am going to illustrate this concept\nwith\n\nextracts from\n\nInaugural\nsummed\n\nall my\n\nas president of Antioch\n\nreferences\n\nCollege\n\nare from\n\nhis\n\nin 1853, in which\n\nhe\n\nup the ripe philosophy of his life.\n\nHorace\nmade\n\nAddress\n\nhis writings. Nearly\n\nMann\n\nsaw that specialization of modern\n\nit exceedingly\n\nvulnerable.\n\nOur\n\nmore\n\ncomplicated\n\nGive\n\nyour\n\nharp\n\norganization\n\na thousand\n\nHe\n\nsociety, even in his time,\n\nsaid:\n\ngives scope to more\n\nstrings to multiply\n\ncomplicated\n\nits melodies,\n\nand\n\nderangements.\n\nyou\n\nmultiply\n\nits\n\ncapability of producing discords in still greater proportion. Send out the human\nnerves beyond the surface of the body that they may ramify over mankind . . .\nand\n\na thousand\n\nof sorrow\n\npiercing\n\npains\n\nshall tell you\n\nas well as of joy.\n\n1 147 ]\n\nthat these nerves\n\ncan\n\nbe conductors\n\n"}
{"page": 154, "printed_page": null, "text": "148\n\nNational\n\nEducation\n\nH e saw that great modern\na simple community.\n\nAssociation\n\nnations have more\n\nways for going wrong\n\nthan\n\nHe said :\n\n... in nations, every individual adds a unit to the factor that multiplies all\ncapacities of good or evil. Hence the awful magnitude of a crime when nations\nput their strength\nwicked\n\nblow\n\ninto a wicked\n\n. . . For\n\nnational crimes.\nbrutalize a race.\n\nmagnitude,\n\nIndividuals\n\nAt the time Horace\nexperienced\nmember\n\nof the United\n\nfor tenacious\n\ncan\n\nMann\n\nin the ways\n\nof Education,\n\ninstitution, or frame\ndebase\n\nmade\n\na wicked\n\nvitality, there\n\nindividuals,\n\nhis Inaugural\n\nof the world.\n\nHe\n\nlaw,\n\nare\n\nbut\n\nstrike a\n\ncrimes\n\nlike\n\ngovernments\n\ncan\n\nAddress,\n\nno\n\nor\n\nhe was\n\nmuch\n\nhad been a practising lawyer, a\n\nStates Congress, secretary of the Massachusetts\n\nand had much\n\nto do with public affairs. He\n\ndelusions as to the quality of the society in which\ntime is no rosier than would\n\nwas\n\nBoard\n\nunder\n\nno\n\nhe lived. His picture of his\n\nbe a picture of today. He\n\nsaid:\n\nLook into the marts of business, the halls of government, the framework of social\nrelations. See how avarice overreaches by law, or plunders without law; how\nfraud riSes to wealth on steps made solid by perjuries; how governments\nverted from the welfare of the governed to the selfish ends of the rulers.\n\nHe saw education\n\nas the process by which\n\nthere would\n\nselection of cultural elements, a saving of what\nwhat\n\nare per¬\n\nbe a discriminating\n\nis good and an exclusion of\n\nis bad. He saw it as a gradual process. He said :\n\nA generation modifies the character of its children far more than it does its own.\nThe lateral force of human action, that is, the influence of contemporaries upon\ncontemporaries,\ngreater. . . .\n\nWhat\n\nis great;\n\nbut the influence\n\nof predecessors\n\nin his view constituted a good education\n\nupon\n\nfor young\n\nsuccessors\n\npeople who\n\nto enrich society? He gives a picture of universality and proportion\ncation which leaves him still a pioneer, after nearly a century.\nFirst, he would have young\nical world. He says:\n\nmen\n\nand women\n\nis far\n\nseek to understand\n\nare\n\nin edu¬\n\nthe phys¬\n\nIf man moves in harmony -with the physical universe around him, it prospers and\nblesses all his works, lends him its resistless strength, endues him with its unerring\nskill, enriches\n\nhim with its boundless\n\nand\n\nwoe\n\njoy. But\n\ndefiance,\n\ncontends\n\nNature’s\n\nlaws.\n\nto the people\nagainst\n\nthe\n\nwealth,\n\nand fills his body with strength, celerity,\n\nor the man,\nvisible\n\nwho\n\nmechanism\n\nthrough\n\nignorance\n\nor\n\ninvisible\n\nthe\n\nor\n\nthrough\n\nchemistry\n\nof\n\nThen he rightly saw physical health and vigor as the foundation for effec¬\ntive living, and he saw that education was no less necessary for the body\nthan for the mind. One of the pioneer innovations of Horace Mann, which\ntoday seems commonplace, was his requirement that physical education\npart of the college curriculum for each student. He said :\n\nbe a\n\n... I admire the rules of prosody by which Greek and Latin verse flow into\nharmonious numbers; but I prefer the tuneful pulse which never makes an elision,\nto any music of classical scanning.\n\nAn3T>ne who\n\nobserves the survival of men\n\nin highly competitive fields, such\n\nas business or politics, will note the large part played by sheer physical health\nand exuberance.\n\nHorace\n\nMann\n\nconstantly emphasized\n\nthis fact. He said:\n\n"}
{"page": 155, "printed_page": null, "text": "Life\n\nI am\n\nalmost\n\ntempted\n\nMembership\n\nto call upon\n\n149\n\nDinner\n\nthe student\n\nto leave\n\nphilosopher his science, and the clergyman his theologies,\nto obey the laws of God in their physical frames; . . .\n\nThis insistence by Horace\n\nMann\n\nhis learning,\n\nand\n\nfirst teach\n\nand\n\nthe\n\nmen\n\nhow\n\nupon physical health was not the emphasis\n\nof a one-track mind, but rather the appraisal of one who saw the elements\nof effective living in true perspective. He was no less insistent upon the\nnecessity for intellectual discipline. He said :\nIf we\nstars\nNo\n\nwould\n\nalready\n\nfind new\nknown,\n\nlongings,\n\nno\n\nconstellations\n\nwe\n\ndemand\n\nin the heavens,\n\na telescope\n\nnight-watchings,\n\nno\n\nor discover\n\nof greater\n\naspirations,\n\nnew\n\nfeatures\n\nspace-penetrating\n\nwill ever\n\nenable\n\nin\n\npower.\n\nus to see one\n\ninch beyond the capacity of our glass. Give me a “larger eye,” says the astronomer,\nand I will reveal to you another rank of worlds marshalled behind those wrhose\nshining hosts you now behold. Rear stronger minds, says the lover of light and\ntruth, and they will lift up the race to sublimer heights of dignity and power. In\nthis way,\n\nTo\n\nwe\n\nshall obtain\n\nHorace\n\nthe mastery\n\nMann\n\nthought-producing,\n\nit seemed\n\nof knowledge,\n\ninstead\n\nof thought-repeating\n\nmen.\n\ni\n\npossible that thru intellectual discipline and\n\nmen\n\nmight\n\nbecome\n\npossessed to an almost\n\nun¬\n\nlimited extent with capacity for what today we call “trigger action,” that\nis, the ability to use the minute energies of their own bodies to control and\ndirect the vast energies of the physical universe.\nH orace Mann\n\nwas keenly aware\n\nthat the acquisition of intellectual power\n\ndepends very much\n\non the effectiveness of educational\n\nIt is a saying\n\nto Euclid, that there is no\n\nattributed\n\nadage, I must deny. Knowdedge is communicated\nand faster in one way than in another. . . .\n\nHorace\n\nMann\n\nroyal road\n\nand\n\nacquired\n\nimplied that the intellectual power\n\nof his intelligence multiplied\n\nmethods.\n\nHe\n\nto learning.\n\nfor instance, mathematics\n\nwithout\n\nwhich\n\nfurnishes\n\nof a man\n\npowerful\n\neffective thinking is impossible in many\n\nThis\n\nindefinitely better\n\nis the product\n\nby the intellectual tools of which\n\nmaster;\n\nsaid:\n\nhe is the\n\nintellectual tools\n\nfields, including the\n\nsocial sciences. The\n\npopular disregard for mathematics\n\nis disregard for some\nmastery.\n\nof the most effective and necessary tools of intellectual\n\nIn the appraisal of the essential elements\nM ann saw clearly that education of human\nthan education of the intellect. He said :\nWe\n\nare bound\n\nto judge\n\nmen\n\nin higher education\n\nof higher education,\nmotives was\n\nHorace\n\nno less important\n\nby the integrity of their lives, rather\n\nthan\n\nby the\n\naccuracy of their logic, and an unintentional error of the intellect is never\ncompared with a conscious dereliction of the heart. . . .\n\nto be\n\nHorace Mann had a clear concept of the relation of intellectual to moral\neducation. He said :\nTo\n\nrender\n\nthe\n\ncultivation\n\nof the\n\nintellectual\n\nnature\n\nbeneficial\n\nor\n\neven\n\nsafe;\n\nnay, to save it from being baneful, it must be accompanied by moral education.\nAs warp and woof when woven together, make a texture a hundred fold stronger\nthan either taken by itself, so must moral education be inwrought with intellectual\nto give strength to the character of youth. ... In a man devoid of morals, the\nintellect often acts as a mighty pander to all the evil passions. In a man devoid\nof intellect to foresee\n. . . object makes\n\nconsequences\n\nhavoc\n\nand\n\nof whatever\n\nweigh\n\nother\n\nprobabilities,\n\n. . . objects may\n\na blind devotion\nstand\n\nto one\n\nin its path.\n\n"}
{"page": 156, "printed_page": null, "text": "150\n\nNational\n\nThere\n\nEducation\n\nis a curious assumption common\n\nAssociation\n\namong\n\neducated men\n\nthat while\n\nintelligence needs discipline and training, yet motives are somehow in¬\ndigenous wild endowments that must be left to themselves, with every wellmeaning man the judge of his own motives. There is an assumption that in\nthe field of motives there is not the same difference between the ignorant\nand the educated, between the disciplined and the undisciplined, that there\nis in the field of intellectual mastery. Horace Mann saw more clearly. He\nsaid :\nI know\n\nthere\n\nare\n\ncases, where\n\nmen,\n\nwho\n\nsee the fatal consequences\n\nof wrong,\n\nstill do wrong; but the cases are many to one where men do wrong because they\nhave never seen its adamantine connection with fatal consequences ... if children\nare not as faithfully and as anxiously indoctrinated into this law (of right) — I do\nnot mean into the words that define it, but into the thoughts and sentiments that\nconstitute, and the needs that perform it,— as they are into the Rule of Three, . . .\nthen the moral nature does not enjoy an equality of privilege with the intellectual\nnature; and, until it does enjoy such equality, there are no principles known to\nus, either in human actions, or in the divine government, from which we can\nexpect the highest moral\n\nresults.\n\nNot only did Horace Mann realize the need of a sense of proportion in\nthe development of human personality; he realized that in our modern\nworld, organized education has become the dominant social instrument for\nthe transmission, the refinement, and the discipline of human culture. What\nit leaves undone may not be done by any other agency. Since this instru¬\nmentality has become dominant, calling upon large gifts and taxation for\nits support, it must accept the responsibility which goes with dominance. It\nmust see the whole of its function; it must see itself as concerned with the\ndevelopment of every phase of the human personality.\nThis does not imply dictatorship, rather the contrary. Only thru the spirit\nof free inquiry can the way be kept open. I do not plead for any increase of\nregimentation in the administration of teaching, but rather for a sense of\nresponsibility and an inclusiveness of interest which sees every phase of\nhuman development as a concern of education from first to last, from lowest\nto highest.\nPRESENTATION\n\nOF\n\nLIFE\n\nPRESIDENT\nJ. W.\n\nCRABTREE,\n\nDr. Pratt, we\n\nORVILLE\n\nSECRETARY\n\nASSOCIATION,\n\nMEMBERSHIP\n\nEMERITUS,\n\nTO\n\nC. PRATT\nNATIONAL\n\nWASHINGTON,\n\nnote that a week\n\nAWARD\n\nago DePauw\n\nEDUCATION\n\nD. C.\n\nUniversity honored you\n\nwith the LL.D. degree — the highest recognition the University can give to\ngraduates. The whole N. E. A. congratulates you and likewise comes for¬\nward to confer upon you another high honor — the highest it can confer\nupon any member of the organized teaching profession.\nI have known personally of you and your work for many years, but from\nyour friends I have learned that your career has been even more honorable\nand more startling than I knew. You have had many hard knocks about\nwhich you forgot to tell us.\n\n"}
{"page": 157, "printed_page": null, "text": "Life\n\nMembership\n\n151\n\nDinner\n\nDo you not recall attending that little high school over on the other side\nof the Divide — only six miles from your home?\neighties — or what\n\nis left of them — remember\n\nYour\n\nneighbors of the early\n\nit very well. They\n\nremember\n\nthat you went to that high school every Monday morning and that you re¬\nturned Friday evening; that you paid your board and tuition by serving as\njanitor; and that you returned at the week-end to help with the work at\nhome. In going to school you passed by more than twenty farm houses. None\nof them could forget you. They\nrain, or snow\n\nsay that you passed by their places in wind,\n\njust as in pleasant weather,\n\ndaylight — all this “just because\neducation.”\nYes, ladies and gentlemen,\n\nevery Monday\n\nmorning\n\nthat skinny Pratt boy was\n\neverything\n\ngoes to show\n\nbefore\n\ncrazy for an\n\nthat our genial Dr.\n\nPratt was “crazy” for an education not only when a boy but later on. He\nnot only worked his way thru high school but thru college and the university\nas well. Then he sacrificed his summer rest for special courses in Columbia,\nChicago, Indiana, and DePauw\n\nUniversities.\n\nHe did two men’s work when in high school and college — earning grades\nthat kept him near the head of his classes and doing manual labor enough\nto meet\n\nall his own\n\nexpenses\n\nand to help out at home.\n\nHe\n\nstill does two\n\nmen’s work. He does the duties of his office as city superintendent and as\npresident of this Association, and at the same time continues his search for\nknowledge\n\nand his drive for self-improvement.\n\nHe\n\nreads all articles and\n\nbooks he can find on the questions that face him, besides reading two up-todate books on education every month. He has read two books a month for\nmore than twenty-five years. In other words\ntinues unabated.\nI have never known\n\nhis thirst for knowledge\n\ncon¬\n\nof a finer relationship than that existing at Spokane\n\nbetween superintendent and teachers ; between superintendent and com¬\nmunity; and between the entire teaching staff and community. For twenty\nyears this relationship has existed. You\nH is teachers answer\n\nask to what\n\nhis popularity\n\nas follows: To his fine attitude towards\n\nis due.\n\nteachers, pupils,\n\nand parents; to his recognition of the larger principles of teacher participa¬\ntion ; to his genuine interest in community life and to the help he and his\nteachers give in all important\n\ncommunity\n\nenterprises ; to his seeing that every\n\nteacher and every pupil get a square deal in every way; and to the knowl¬\nedge on the part of all the teachers that he is more deeply interested in their\nwelfare than in his own.\nDr. Pratt, many\n\nof your friends sent special greetings and requested me\n\nto hand them to you at this time. I have put them together in a folder which\ncan be used also for other letters coming to you at this convention and after¬\nwards. You will at your leisure take pleasure in reading these letters from\nthe twenty-one\nfriends.\nAnd\nyour\n\nliving past-presidents and from more\n\nnow, Dr. Pratt, we\n\ncome\n\nto the award.\n\nin which\n\nother\n\nIn view of your attainment,\n\nservices as teacher, principal, professor, and\n\nof the high esteem\n\nthan one hundred\n\nsuperintendent,\n\nin view\n\nyou are held in Indiana, Washington,\n\nand in\n\nother places where you have studied or served, and in view of your outstand-\n\n"}
{"page": 158, "printed_page": null, "text": "152\n\ning work\n\nNational\n\nEducation\n\nAssociation\n\nas president of this Association,\n\nI hereby, in the name\n\nN. E. A., present you with this Life Membership\nthat the organized\nLet me\n\nprofession can confer upon\n\nAward,\n\nof the\n\nthe greatest honor\n\nany one.\n\nadd as I present it to you, that of all the honors you have ever\n\nreceived, only one is greater than this one — and that is the confidence , love,\nloyalty, and devotion given you by the teachers and pupils in your schools\nand by the people of your home\n\ncommunity !\n\n"}
{"page": 159, "printed_page": null, "text": "(A TIO NA L Co UNCIL\n\nO F £D VC A TI 0 N\n\n"}
{"page": 160, "printed_page": null, "text": "HISTORICAL\nThe\n\nnational\n\ncouncil\n\nof\n\neducation\n\nNOTE\nwas\n\norganised\n\nin 1880 , growing\n\nout of a paper read by Thomas W. Bicknell before the Department of\nSuperintendence . The active membership of the Council consists of 60\nmembers chosen by the Council; 60 chosen by the Board of Directors of\nthe Association ; and three chosen by each of the Departments of the Asso¬\nciation. For constitution and bylaws, see proceedings, 1906: 608-11.\nThe officers of the Council for the year 1937-38 are : president, L. A.\nPechstein, Dean, Teachers College, University of Cincinnati, Cincinnati,\nOhio; vicepresident, E. G. Doudna, Secretary, Board of Normal\nRegents, Madison, Wis.; secretary, Margaret Kiely, Principal, Bridge¬\nport City Normal School, Bridgeport, Conn.; executive committee;\nA. L. Threlkeld, Superintendent of Schools, Montclair, N. J. (term ex¬\npires 1938); Mrs. Edith B. Joynes, Principal, Washington-Gatezvood\nSchools, Norfolk, Va. (term expires 1939) ; E. V. Holloway, State Super¬\nintendent of Public Instruction, Dover, Del. (term expires 1940) .\nThe Council meets twice each year, once in February and once in June.\nFacts relating to the establishment of this Department and the record of\nmeetings are found in earlier volumes of proceedings as follows:\n-.281-327\n1880\n\n: 90- 94\n1882 : 77- 87\n1884\n\n:Pt.1 1 1:1-67\n\n1885 -.405-551\n■250-331\n1886\n1887 -.255-328\n1888 -.251-321\n1889 -.345-440\n1890 -.287-364\n1891 -.275-378\n1892 -.745-806\n\n1893 -.925\n1894 -.593-678\n\n1904 -.333-377\n1905 -.271-340\n\n1915 -.527-627\n1916 -.195-287\n\n1895 -.430-509\n1896 -.393-470\n1897 -.317-583\n189 S -.489-588\n\n190 6:607-623\n\n1917:129-219\n\n1907 :329-454\n1908 -.313-500\n\n1918 -.135-149\n\n1899 -.380-529\n1900 -.297-364\n1901 -.349-499\n1902 -.306-408\n1903 -.301-376\n\n1909 -.331-435\n1910 -.307-375\n1911 -.331-476\n1912 -.499-605\n1913 -.355-424\n1914 -.293-404\n\nf 154 1\n\n1919 -.675-739\n1920 -.107-190\n1921 -.269-368\n1922 -.349-574\n1923 -.425-551\n1924 -.350-428\n1925 -.266-336\n\n1926\n1927 -.247-292\n1928 -.221-262\n\n-.229-274\n-.199-245\n\n1929\n1930 -.275-311\n1931 -.221-257\n\n1932 -.225-266\n1933 -.229-262\n1934 -.225-248\n1935 -.137-154\n1936\n\n"}
{"page": 161, "printed_page": null, "text": "EDUCATION\nN. L. ENGELHARDT,\n\nIN\n\nPENAL\n\nPROFESSOR\n\nCOLUMBIA\n\nOF\n\nINSTITUTIONS\n\nEDUCATION,\n\nUNIVERSITY,\n\nNEW\n\nTEACHERS\n\nYORK,\n\nN.\n\nCOLLEGE,\n\nY.\n\nInterest IN the problems of education in penal institutions is con¬\nstantly increasing. In 1933 Governor\n\nassembled\n\na group\n\nHerbert\n\nH. Lehman\n\nof laymen, penologists, and educators\n\nof New\n\nYork\n\nfor the purpose\n\nof\n\nstudying these problems and promoting a comprehensive and vital program\nof education in correctional institutions. On the completion of three years\nof study, research, and experimentation this Commission for the Study of\nthe Educational Problems of Penal Institutions for Youth has presented a\nreport to Governor\nthe program\n\nLehman\n\nthe Commission\n\nthe public interest. Education\n\ncovering\n\nits findings. In the development\n\nhas had uppermost\nin correctional\n\nin mind\n\nof\n\nthe protection of\n\ninstitutions aims, first, to see\n\nthat as large a percent of inmates as possible do not repeat criminal acts and,\nsecond, to enable the individual inmate to live efficiently, and with sufficient\ninterest so that he will adjust and contribute to the welfare\n\nof society. The\n\nbasic ultimate aim of the institution for correctional education\nas the social and economic rehabilitation of inmates.\n\nmay be stated\n\nIn order to accomplish\ncational program\n\nmust\n\nthe desired socialization of the inmate, the edu¬\n\nhave\n\nthe following\n\nobjective: to develop\n\na well-\n\nrounded, integrated program of activities which will enlist the sincere inter¬\nest and effort of inmates, modify their attitudes and behavior patterns, and\nprovide them\n\nwith the technics, knowledges,\n\nfor the maintenance\nsocial living upon\n\nof a desirable standard\n\nrelease. The\n\nattainment\n\nand understandings\n\nnecessary\n\nof self-sustaining economic\n\nand\n\nof this socialization and rehabilita¬\n\ntion objective involves the following types of activities: (1) vocational edu¬\ncation activities which will enable the inmate to become a self-maintaining\nmember of society; (2) activities leading to clearer understandings of\nmodem\n\nsocial and economic\n\nundesirable\n\nproblems\n\nattitudes toward\n\nin order to bring about\n\nrevision of\n\nsocial institutions; (3) activities to develop\n\nacceptable proficiency in essential academic\n\nskills; (4) activities leading to\n\nthe stimulation and development of interest and skill in worthwhile leisure¬\ntime pursuits; and (5) activities leading to the ability to get along with\npeople and live cooperatively\n\nas members\n\nof approved\n\nsocial groups.\n\nNo educational program can be promoted successfully in the penal insti¬\ntutions except as the educational personnel has a sound basic training and\ncan be selected on the basis of the qualifications known to be desirable for\nthis service. The\n\nimportance\n\nof educational\n\nservice in correctional\n\ninstitu¬\n\ntions should be pointed out to those who are entering the teaching profes¬\nsion. There is probably no area of human service in which greater good can\nbe accomplished.\nEducation\n\nmust be an integral part of the organization\n\nin every institution. Each\nwarden\n\ndown\n\nto workers\n\nmember\n\nof the employed\n\nfor administration\n\npersonnel,\n\nfrom\n\nthe\n\nin all of the areas of the institution, must have fre[ 155 ]\n\n"}
{"page": 162, "printed_page": null, "text": "15b\n\nNational\n\nEdltcation\n\nAssociation\n\nquent opportunity for interpreting the functions of education and for learn¬\ning definitely what is being attempted thru the educational program.\nContinuous experimentation and research must be carried on to the end\nthat the best methods\nascertained.\n\nof readjustment\n\nEDUCATIONAL\n\nPROGRESS\nIN\n\nWALTER\n\nM.\n\nWALLACK,\n\nNEW\n\nIN\n\nPENAL\n\nYORK\n\nSTATE\n\nDIRECTOR\n\nDEPARTMENT\n\nOF\n\nin all phases of prison life may\n\nOF\n\nINSTITUTIONS\n\nEDUCATION,\n\nCORRECTION,\n\nbe\n\nNEW\n\nALBANY,\n\nYORK\n\nN. Y.\n\nSTATE\n\n*\n\nWe recognize in our state that the most promising area for crime pre¬\nvention lies in the free community. But we also know that society fails in a\nlarge measure\n\nto meet this responsibility now,\n\nand will continue to do so for\n\na long time to come. It is this failure which fills our prisons and reforma¬\ntories. Nevertheless, we refuse to take the attitude that community failure\nmeans that another failure should occur in our institutions. We are deter¬\nmined\n\nto do what\n\ncrime prevention\n\nwe\n\ncan for the 14,000 failures under\n\nhere is accomplished\n\nunder\n\nour care, even tho\n\nthe greatest possible difficulty.\n\nTo us education is therapy. It aims to treat social maladjustment — to\nchange attitudes. Our ultimate aim is social and economic rehabilitation.\nWe\n\nwant\n\na comprehensive\n\nprogram\n\nof educational\n\nactivities which\n\nenlist the sincere effort and interest of inmates for the purpose\ntheir attitudes and behavior patterns, while providing\nnical knowledge\n\nand understanding\n\nthem\n\nwill\n\nof modifying\nwith the tech¬\n\nnecessary for the maintenance\n\nof a de¬\n\nsirable standard of self-sustaining economic and social living upon release.\nToward this end we are developing educational programs in our institutions.\nThe\n\ninstitutional field presents to the educational\n\ngreatest opportunities\ntendency\n\nfor practical social work.\n\non the part of educators\n\nfertile field for study from\ngive them\n\nwhich\n\nprofession one\n\nThere\n\nhas been too little\n\nto enter institutions, where\nthey may\n\nthe kind of insight needed\n\nlearn much\n\nto make\n\nof its\n\nwhich\n\npublic education\n\nthere is a\nis bound\n\nto\n\nof greater\n\nsocial value. You public school people need to get closer to points of criminal\ninfection. You\n\ncould do much\n\nmore\n\nthan you are doing in your schools and\n\nin your communities in delinquency prevention if you would get more first¬\nhand information upon which to base your action. You will have to soil\nyourselves a little bit to get such information,\nyou to do it. Those\n\nbut it will be worthwhile\n\nfor\n\nof us in the institutional field realize that professionally\n\nwe are sometimes regarded as “low-caste.\" But we can take it. We are will¬\ning to go down into social dirt because we see there the roots of some of the\nactual life problems\nhumility that we\n\nwhich\n\nyou\n\npeople frequently\n\nask you to come\n\ndown\n\ninto the smelly regions where\n\ntoil, not only to help us, but also perhaps to learn. We\ngiven us an opportunity\nprogress.\n\nto mention\n\ndiscuss. So it is with\n\nour work.\n\nwe\n\nare glad that you have\n\nPerhaps\n\nthat is evidence\n\nof\n\n"}
{"page": 163, "printed_page": null, "text": "National\n\nTHE\n\nPROGRAM\n\nOF\n\nCouncil\n\nof\n\nSOCIAL\n\nEDUCATION\n\nINSTITUTIONS\nJ. CAYCE\n\nMORRISON,\n\nEDUCATION,\n\nITS\n\nASSISTANT\n\nSTATE\n\nIn social education\n\nAND\n\nwe\n\nOF\n\nIN\n\nPENAL\n\nIMPLICATIONS\n\nCOMMISSIONER\n\nDEPARTMENT\n\n157\n\nEducation\n\nFOR\n\nEDUCATION,\n\nELEMENTARY\n\nALBANY,\n\nN. Y.\n\nare dealing not with an aspect of the prison school\n\nbut with a fundamental reform in prison management.\nLnlike vocational education or academic education, social education\nno shop or classroom\nan overtone\n\nor laboratory or office of its own.\n\nof all that goes on under\n\nhas\n\nSocial education\n\nthe prison management\n\nis\n\nand in the\n\nprison environment.\nSocial education\n\naims to help the individual live, as nearly as possible, a\n\nnormal, happy, satisfactory existence -with his fellow inmates; to obtain a\nclearer, more hopeful picture of society outside the prison walls; to gain\ncertain knowledge\n\nas the foundation\n\nof attitudes and ideals ; and to gradually\n\nadvise his concepts of life in such form and manner\nwhen\n\nas to shape his conduct\n\nfree of the restraining hand of the prison authority.\n\nSocial education proceeds thru: (a) the study of the social sciences in the\nprison school; (b) the organization\n\nand functioning\n\nof the prison school;\n\n(c) the guidance of the individual; and (d) the organization\ntration of the prison.\n\nand adminis¬\n\nWe propose, for the older punitive ideal of prison management, to sub¬\nstitute the newer spirit and technic of social management that has been per¬\nfected in the better schools of America.\nVOCATIONAL\nWILLIAM\n\nEDUCATION\n\nE. GRADY,\n\nIN\n\nASSOCIATE\nNEW\n\ninstruction\n\nmust\n\nYORK,\n\nshop\n\nOF\n\nSCHOOLS,\n\nN. Y.\n\nessential to the success of any voca¬\n\nbe individualized\n\nand future plans of the inmate.\n2. The practical work of the\n\nINSTITUTIONS\n\nSUPERINTENDENT\n\nThe generally accepted conditions\ntional program are:\n1. The\n\nPENAL\n\nin terms\n\nand\n\nthe\n\nof the native\n\ntheoretical\n\nability, interest,\n\ninstruction\n\nmust\n\nbe\n\nclosely correlated. For example, each job in the machine shop, the masonry shop,\nthe auto shop, the dairy, the farm, the orchard must be reduced to job card\nanalysis outlining the objectives, the material, the methods, the processes, and\ncertain related facts so that the student can proceed intelligently under his own\npower, work with definite controls, and\nthe validity of his results.\n3. The\n\ncorrelated\n\nshould be taught\nstrations, models,\n4. The\n\nconstant\nresult.\n5. The\n\nwork\n\nemphasis\n\nby competent civilian teachers with the aid of working\ncharts, strip films, and motion pictures.\n\ndemon¬\n\non\n\ninstruction\n\nscience,\n\npractical\n\ndrawing,\n\nthe value, the quality, and\nrelations\n\nbe\n\nin\n\nupon\n\nsocial\n\nshould\n\nwork\n\nalso decide\n\nboth\n\nas\n\nnot only the “how”\nand\n\ntraining\n\nmathematics,\n\nto conditions\n\nof work\n\nbut also the “why”\n\nshould\n\ninclude\n\nhours, wages,\n\nlicense requirements,\n\nunion\n\nopportunities,\n\nregional concentration\n\nof workers,\n\nand\n\nand\n\nvocational\n\nrequirements,\n\nand\n\nprocesses\n\nthe value\n\ninformation\n\nhealth hazards,\n\nand prospective\n\nchanges\n\nwith\n\nof the\nas\n\nto\n\npromotional\nin industry.\n\n"}
{"page": 164, "printed_page": null, "text": "158\n\nNational\n\n6. The\n\nprogram\n\nshould\n\nhave\n\nEducation\n\nsufficient\n\nAssociation\n\nvariety\n\nand\n\ninterests, skills, and\n\nlevels of ability of the inmate\n\nrange\n\nability and\n\nof intellectual\n\nemotional\n\nelasticity\n\ngroup,\n\nto\n\nmeet\n\nwhich\n\nthe\n\nvarious\n\npresents\n\na wide\n\nstability.\n\n7. The terminal courses should bear a definite relationship to the inmate’s length\nof term, environment to which he is to return, including his family, and business\nassociates, and\nor friends.\n\nThe\n\nthe possible protective\n\n1. The\n\nChief\n\ncommitted\n\nin the prisons of New\n\nExecutive\n\nof the\n\nto the program\nprisons\n\nBoard,\n\nrelatives,\n\nState, the\n\nYork\n\nstate may\n\nHonorable\n\nas is also the Commissioner\n\nof\n\nbe briefly sum¬\n\nHerbert\n\nH.\n\nof Correction,\n\nLehman,\n\nis\n\nthe Honorable\n\nof\n\nthe\n\nstate\n\nhave\n\nbeen\n\nfreed\n\nfrom\n\npolitical\n\ncontrol\n\nfrom\n\nthe\n\nthru the prison guard.\n\n3. The\n\nCorrection\n\nCommissioner\n\nof\n\ninspect, observe,\n\nLaw\n\n4. There\nmentality,\n\nprovides\n\nCorrection\n\nfor a director\n\nand\n\nthe\n\nsaid\n\nstudy, organize,\n\nand\n\ndevelop\n\ninstitutions in harmony\n\nwith the general\n\nof education\n\ndirector\nthe\n\neducational\n\nemotional\nare\n\ntypes ranging\n\nstability, criminal\n\nadequately\n\nfrom\n\nequipped\n\nthe juvenile\n\nis a fairly\n\nsalary schedule\n\nprisons\n\ndelinquent\n\nand moral delinquent as at Napanoch\nand lifer as at Dannemora.\n6. There\n\nhistory, and\n\ncompetent\n\nfor\n\nprogram\n\n9. There\n\nis a growing\n\nfinancial support\n\nis a sympathetic\n\nTruly, time marches\nthe average\n\nprison. We\n\nolder conception\n\nand\n\nactivities\n\nof such\n\nof the department.\n\naccording\n\nthe\n\nto age, sex, health,\n\nincarceration\n\nas at Elmira\n\nand\n\nof\n\nthe\n\nCoxsackie,\n\nand\n\nBedford,\n\nand\n\ncivilian\n\nteaching\n\nstaff, altho\n\nthe case hardened\nan\n\nthe mental\nrecidivist\n\nadequate\n\ngraded\n\ncooperation\n\ncooperative\n\nParole\n\nshould be heartened\n\nof the prison that aimed\n\ntraining. There\n\non\n\nof the program\n\nby the wardens\n\nthe\n\npublic\n\npart\n\nof\n\nthe\n\nwhich\n\nin¬\n\nCommission.\n\nthe dull and hopeless routine of\nby the progress made\n\nfrom\n\nthe\n\nto punish thru the drudgery\n\nof\n\nideal of rehabilitation thru carefully planned\ncould be no more\n\nexpensive\n\nprogram\n\nthan the\n\nformer and no cheaper social insurance than the latter. A strengthened\na chastened\n\nvarious\n\nof the program.\n\non and transforms\n\nthe treadmill, to the newer\nvocational\n\nto visit,\n\nhas yet to be provided.\n\nall, there\n\ncontinued\n\nin the office of the\n\nfull authority\n\ntype of commitment..\n\n7. There is general acceptance of the objectives\nand superintendents of the institutes.\n8. Above\n\nhas\n\neducational\n\nis a fairly scientific classification of inmates\n\n5. There\n\nsures\n\nthe Parole\n\nP. Mulrooney.\n\n2. The\n\nwarden\n\nthru\n\nconditions favorable to the future success of the present program\n\nvocational education\nmarized :\n\nEdward\n\nplacement\n\nbody,\n\nspirit, and vocational skills should be assured to the brother in\n\ngray who is about to leave the prison walls and attempt\nself in a community that seeks not revenge but justice.\n\nto reestablish him¬\n\nLet us program the life of the prisoners so that at least the most promis¬\ning of the inmates, especially the younger members who have paid their debt\nto society, will step forth not as sinister, warped\nlack skill and diligence and whose\nthe furtive cunning\n\npersonalities whose\n\nhands\n\nbrains are filled with prison chatter and\n\nof the underworld,\n\nbut as men\n\nbody, clean in mind and heart, and competent\nnew and better life.\n\nerect and vigorous in\n\nto meet\n\nthe challenge of the\n\n"}
{"page": 165, "printed_page": null, "text": "National\n\nCouncil\n\nMIRAGES\nRALEIGH\n\nSCHORLING,\n\nSCHOOL\n\nIN\nOF\n\nANN\n\nof\n\n159\n\nEducation\n\nEDUCATION\n\nEDUCATION,\nARBOR,\n\nUNIVERSITY\n\nOF\n\nMICHIGAN,\n\nMICH.\n\nThesis I\nThe words “ progressive ” and “reactionary\"\nterms in education.\nSome\neven\n\nextremely\n\nconservative\n\nhave lost their usefulness as\n\nproposals have been sold to teachers and\n\nto university administrators\n\nin the name\n\nall probability one could today go to Denver,\n\nof progressive education.\nOakland,\n\nIn\n\nHouston,\n\nFlint, and\n\nother cities with genuinely progressive schools and find numerous\n\nactivities\n\nthat will be used to illustrate the educational\ngeneral public and most\n\nslogans ten years hence. The\n\nteachers will probably not know\n\nabout these “edu¬\n\ncational reforms” until they are discovered by someone who has the desire\nand the ability to publicize them. Then, too, it is very easy for someone in\neducation\n\nto launch a program\n\nor formula\n\nin typical skyrocket fashion, which\n\nleads the public to think that the problem\n\nis actually solved, when, as a matter\n\nof fact, years and years of painstaking work needs to be done, both in ex¬\nperimentation and in the more difficult problems of practical application,\nbefore any substantial change should be made\n\nin our schools.\n\nThesis II\nThe\nformula\n\nstudent\n\nof education\n\nshould\n\nnot expect one\n\nand\n\nonly one\n\ncorrect\n\nfor a problem.\n\nIn an advertisement\nfind a statement\nIn engineering,\n\nof a large automobile\n\nmanufacturing\n\ncorporation, we\n\nthat exemplifies this conclusion perfectly:\nthere is seldom\n\njust one\n\nway\n\nand\n\nonly one\n\nway\n\nto accomplish\n\na\n\ngiven result — nor is there just one best way. Generally speaking, I would say that\nthere are about a dozen ways of designing any mechanical device. A dozen of them\nmay be worth developing on the drawing board. A half dozen may be worth build¬\ning experimentally — four or five may work out satisfactorily in practical usage. And\nof this four or five there are likely to be two or three designs where it is a tossup\nas to which is the best.\n\nProblems\n\nin education\n\nare far more\n\nelusive and\n\nusually involve more\n\nfactors than problems in engineering. It is unreasonable,\na specific formula for each situation. There are many\ncombining\nways\n\ntherefore, to expect\nacceptable ways of\n\na given list of foods into a good meal, and there may\n\nof handling a specific educational\n\ncorrect ways\n\nsituation. To\n\nbe many\n\nselect one of the several\n\nof doing a school task and to reject all of the indefensible ways\n\nis the persistent and perplexing problem\n\nof the teacher.\n\nThesis III\nThe hard-headed\n\nand intelligent layman\n\nthe trend of educational\ntional slogans.\n\nseems to have difficulty folloiving\n\nprogress thru a verbal thicket of shifting educa¬\n\n"}
{"page": 166, "printed_page": null, "text": "160\n\nNational\n\nEducation\n\nAssociation\n\nIn 1900 1 the faith of school people lay in the Herbartian steps ; in 1905,\nin the cycle plan; in 1910, in the problem method; in 1915 teachers were\nexcited about supervised study; in 1920 the project method promised to\nsolve all our difficulties; in 1925 we had individualized instruction with as\nmany\n\ndifferent models as a well-known\n\nmake\n\nof car; in 1930 we had become\n\nenthusiastic about the child-centered school; and in 1935 we had great faith\nin the social studies as the core of the curriculum.\nWh\n\nat possible interpretations does the observant\n\ncitizen have for these\n\nemphases of the moment in which vigorous propagandists collect large num¬\nbers of disciples? We can understand his bewilderment as he sees on the one\nhand great zeal and enthusiasm\nother hand, the great mass\n\nfor a new\n\neducational\n\nformula\n\nand, on the\n\nof teachers going about their way\n\ndoing things\n\npretty much\n\nas before and only mildly interested in knowing\n\nwhich\n\neducational\n\nwind\n\nus school teach¬\n\nis blowing. Perhaps the citizen looks upon\n\nway\n\nthe\n\ners as an unstable group which swings in extreme fashion from one enthusi¬\nasm to another. Perhaps the public has the impression that we follow a Pied\nPiper who plays a new tune every five years, or it may look upon us as hope¬\nless idealists bent upon remaking the world in a single generation. The citi¬\nzen may even have sympathy for us as he sees the inevitable series of steps\nwhich\n\nbring us to a new\n\neducational\n\nformula.\n\nFor\n\na short time we\n\nfight\n\nwith evangelistic zeal for our slogan. But soon the clouds gather and we come\nto the sharp realization that our hopes of reform are once more\nBut these interpretations are unkind\npublic education\n\nwill see in this shifting terminology\n\nthought making for educational reform\nbreak thru the stubborn obstacles.\nThesis\nThe common\nthinking.\nThere\nmethod,\n\ngoal of educational\n\nis good\n\nand the same goal, namely\nunrelated\n\nadjustment,\n\nwhich\n\ndiscerning critic of\n\na persistent stream\n\nIV\n\nreforms is a greater amount\n\nof reflective\n\nof the problem\n\nsupervised study, and all the rest, aimed\n\na greater amount\n\nreforms\n\nof\n\nthreatens every five years to\n\nreason for believing that the exponents\n\nthe project method,\n\nseemingly\n\nto teachers. The\n\nfutile.\n\nat one\n\nof reflective thinking, that these\n\nrepresent a groping to design an education\n\nand specifically, an unconscious\n\nstriving for a greater amount\n\nfor\nof\n\ntransfer. To be sure, this fact may not have been recognized by the ex¬\nponents of the various educational reforms. To this day many school people\nnot familiar with recent investigations of transfer by Lashley, Orata, Over¬\nman, and others, are still saying that the idea of transfer has been exploded,\ntho they may perhaps make use of intelligence tests which assume transfer\nby their use of random sampling of mental life. This desire for a greater\namount\n\nof reflective thinking is clearly discernible in the current\n\nemphasis\n\non the social studies. In recent times we have looked over the social precipice\nand noted that the margin of safety with regard to making social changes in\nsystematic and orderlv fashion was none too great. Hence a frantic emphasis\n9\n\n1 This series of dates probably represents an oversimplification, but the cycle of educational move¬\nments seems accurate enough for our purpose.\n\n"}
{"page": 167, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\n161\n\nEducation\n\non the social studies resulted, with the hope that our citizens may\ncome vote intelligently on public issues.\nThesis\n\nas an out¬\n\nV\n\nIn the end we will make mare substantial progress if we subject our popu¬\nlar panaceas for what ails the modern school to searching criticism, and\nexamine the two rather distinct methods by which changes are made.\nThe\n\nfirst method\n\nconsists of inventing new\n\nterminology.\n\nThe\n\nadvantages\n\nof this method are that its promoters can achieve leadership and wide pub¬\nlicity in easy and rapid fashion. Its disadvantages are that it confuses the\npublic and allows pseudo-reformers without broad scholarship or deep in¬\nsight to masquerade as progressive while, in fact, they may be projecting the\nobsolete in curriculum and in method. It is very common to find school\npeople using progressive terminology when in fact their own\nare a full generation behind the practises of good schools.\nThe\n\npresent widespread\n\nactivity of curriculum\n\nschool systems\n\nrevision is an excellent\n\nillustration, for the reform is as yet largely one on paper. To date, the engi¬\nneers of curriculum construction have confined their efforts largely to placing\nthe activity program,\n\nas an engine appropriated\n\nfrom\n\nthe Boy Scouts, on a\n\nchassis designed by the social studies ; to giving an attractive veneer with the\nmethodology\n\nof Kilpatrick, to a body contributed\n\nby Hearst\n\nand the radio;\n\nand to simonizing this fantastic assembly with the philosophy of John Dewey.\nMuch of the current\nold bottles.\nThe\n\nother method\n\nostentation\n\neducational\n\nof educational\n\nand thus give new\n\nthis procedure\n\nreform\n\nconsists of changing\n\nreform\n\nmeaning\n\nis to modify\n\ncauses their contributions\n\npractise without\n\nto old terms. The\n\nis that it classifies the promoters\n\nthe labels on\n\ndisadvantage\n\nas conservatives\n\nto spread slowly. The\n\nadvantages\n\nof\n\nand thereby\n\nlie in the fact\n\nthat the public is able to understand the reasons that underlie proposed modi¬\nfications, thus avoiding delays due to endless discussion and opposition. The\nSociety for Curriculum\nand\n\nwhich\n\nStudy which\n\nalready has valuable\n\nincludes some\n\nachievements\n\nof our\n\nablest workers\n\nto its credit could, in the\n\nwriter’s judgment, with great profit lay aside its abstruse and technical\nterminology and state what it advocates in simple, direct English. The chief\nobjection to the highly technical terminology\n\nis that it invariably suggests\n\nthat little in the way of progress can be achieved under the existing organ¬\nization of schools and that some wholly new, undefined pattern of schooling\nis necessary.\nThesis VI\nMost and probably all of the substantial reforms that have been suggested\nto date could easily be incorporated in the existing organization of schools if\nthese were\n\nstaffed by broadly trained teachers, supervised by executives\n\nof\n\nvision, and provided with the necessary funds.\nFor example, we\nexpanded\n\nare today dreaming\n\ncurriculum,\n\nof a secondary school with a greatly\n\nof a school that will develop an adequate\n\ntravels with the pupil, of a school that will give many\n\nrecord that\n\ntimes as much\n\natten-\n\n"}
{"page": 168, "printed_page": null, "text": "162\n\nNational\n\ntion to a broad guidance\n\nEducation\n\nprogram,\n\nAssociation\n\nof a school that will help the individual\n\nvalidate his life plans, of a school that will provide a new and sensible curric¬\nulum for the summer for all children that will correlate experiences of the\nthe shop, and commerce,\n\nfarm, the camp,\n\nthat will utilize the best of the\n\nexperiences in the CCC camps and the 4-H Clubs, and one that will provide\nadequate instruction in citizenship, music, and art. There seems to he no\nvalid reason why such worthwhile reforms should be delayed. Let us con¬\nsider a second illustration. At the moment many teachers are creating new\nunits in consumer\n\neducation, safety education, health, mental\n\neducation, human\n\nadjustment,\n\nfamily life, and the like. The\n\nhygiene, sex\n\nwriter has not\n\nseen a single desirable unit that could not readily he included\n\nin science,\n\nmathematics,\n\nprogressive\n\nschoolman\n\nsocial studies, or some\n\nother existing subject. The\n\nneed not wait until the day when\n\nhis school will be included in a\n\ngroup of experimental schools to make substantial changes. The sensible\nroute to reform is to bring teachers up to date with regard to worthwhile\ninnovations\n\nin order that they may\n\ninclude the newer\n\nquickly cast aside obsolete materials and\n\nunits that are appearing.\nThesis\n\nVII\n\nIt is possible that the chaotic conditions in the curriculum\nplexing to remedy as they appear.\nOne\n\ncause undoubtedly\n\nemphasis\nmay\n\nis our sudden\n\non subjectmatter\n\nare not as per¬\n\nshift of values. Our\n\nshift from\n\nan\n\nto the goal of social and personal development\n\ncause us unnecessarily to reject large blocks of the older subjectmatter\n\nand many of the traditional procedures, merely because we\nclear insight into the newer scale of values.\n\nSOME\n\nOF\n\nTHE\n\nE. I. F. WILLIAMS,\n\nLESS\n\nWELL-KNOWN\n\nLIFE\n\nOF\n\nHORACE\n\nPROFESSOR\n\nOF\n\nHorace\n\nMann\n\nwas\n\nan educational\n\nEPISODES\n\nIN\n\nTHE\n\nMANN\n\nEDUCATION,\n\nTIFFIN,\n\ndo not have a\n\nHEIDELBERG\n\nCOLLEGE,\n\nOHIO\n\nstatesman\n\nimbued\n\nwith the gospel of\n\nreform. A century ago a “new wine of idealism” was filling the minds of\nmen. He opposed war, slavery, and intemperance as enemies of the human\nrace. Mann\n\nhad a passion for democracy.\n\nAs its devotee, he saw\n\nmankind\n\npassing thru a transition state in which there would he more equitable dis¬\ntribution of property. He enunciated the principle that the property of the\ncommonwealth\n\nis pledged for the education\n\nof youth up to the point where\n\nthey will be saved from poverty and vice and prepare them for “the adequate\nperformance of social and civic duties.” Mann had many friends, among\nthem William Ellery Channing, George Combe, Charles Sumner, Samuel\nGridley Howe, Julia Ward Howe,\nand Henry Wadsworth Longfellow.\n\nEdw\\ard\n\nEverett, Elizabeth\n\nPeabody,\n\nThe Panic of 1837 occurred during his term as secretary, bringing prob¬\nlems but also bringing the opportunity to emphasize anew the importance of\n\n"}
{"page": 169, "printed_page": null, "text": "National\n\nuniversal education.\nthe common school.\nMr.\n\nMann\n\nOut\n\nCouncil\n\nof\n\n163\n\nEducation\n\nof the depression grew\n\na great forward\n\nsurge of\n\nsaw such agencies as the press, the church, the political party\n\nas devisive, asserting that the school is the only institution ministering\n\nto\n\nuniversal improvement, all the others seeking to abolish specific ills. Educa¬\ntion was conceived by him as a process of enlightenment with the consent\nof those educated.\nTho\n\npersonally\n\nreligious and\n\ntho advocating\n\nreligious teaching, Mr.\n\nM ann opposed sectarianism in the schools. Likewise he opposed indoctrina¬\ntion of children in partisan political doctrines. His great passion was for the\ntruth, untrammeled and unbiased, which he believed a solvent for society’s\nproblems. He saw schools as agencies of the whole people, by the whole\npeople, for the whole people.\n\nTHE\n\nNATIONAL\n\nCOUNCIL\n\nAND\nHENRY\n\nLESTER\n\nSMITH,\n\nITS\n\nDEAN,\n\nOF\n\nEDUCATION:\n\nPOSSIBLE\nSCHOOL\n\nOF\n\nPast History\nThe\n\nfirst record that I have\n\nNational\n\nCouncil\n\ntorial column\n\nof Education\n\nof the National\n\narticle Thomas\n\nW.\n\nINDIANA\n\nUNIVERSITY,\n\nIND.\n\nof the National\n\nCouncil\n\nbeen able to find of the suggestion\nin the United\n\nJournal\n\nStates is found\n\nof a\n\nin the edi¬\n\nof Education , July 24, 1879. In this\n\nBicknell, the founder\n\ngested such an organization\n\nPAST\n\nFUTURE\n\nEDUCATION,\n\nBLOOMINGTON,\n\nITS\n\nand editor of this Journal, sug¬\n\nand gave his reasons for such a body. Mr.\n\nBick¬\n\nnell felt that the large mass organization of teachers should be supple¬\nmented by a representative group of the ablest thinkers in the profession\nwho would study the trend of education, thought, and effort, and\nwith respect to the wisest means and methods of future growth.\n\nadvise\n\nFollowing Mr. Bicknell’s suggestion several state teachers associations\nadopted resolutions in favor of a congress of educators to consider educa¬\ntional questions. The movement had developed to such a point that Mr.\nBicknell was invited to read a paper before the superintendents’ section of\nthe National Education Association, Washington, D. C., February 1880,\non “The Proposed National Council of Education.” Out of this discussion\ngrew the appointment of a competent committee which prepared a report\nfor the Board of Directors of the National Education Association for the\nfollowing\n\nsummer\n\nmeeting\n\nat Chautauqua,\n\nNew\n\nYork.\n\napproved by the Board of Directors and recommended\nciation which adopted the report unanimously.\n\nThis\n\nreport was\n\nto the General\n\nAsso¬\n\nSoon the membership of the Council was organized into standing com¬\nmittees whose duty it was to prepare reports for the future consideration of\nthe Council\n\nas a whole.\n\nSome\n\nof the outstanding\n\nthose on State School\n\nSystems;\n\nSecondary\n\nElementary\n\nEducation;\n\nCity School\nEducation;\n\ncommittee\n\nSystems;\nNormal\n\nHigher\n\nreports were\nEducation;\n\nEducation;\n\nIndus-\n\n"}
{"page": 170, "printed_page": null, "text": "164\n\nNational\n\nEducation\n\ntrial Education ; Pedagogics ; Moral\nPhysical Training,\nDuring\n\nHealth;\n\nEducation ; School Sanitation, Hygiene,\n\nand Psychological\n\nInquiry.\n\nthe following years, several efforts were\n\nmembership\n\nof the Council\n\nin a way\n\nthat would\n\nrealization of the original and changing\nCouncil\n\nAssociation\n\nwas\n\nmore\n\npurposes.\n\nconstituted as one of the main\n\nmade\n\nto reorganize\n\nthe\n\ndefinitely insure the\n\nFrom\n\n1880 to 1900 the\n\nresearch bodies of the country.\n\nSo great had been its influence that in 1898\n\nit became\n\nNational\n\nand directing investigations.\n\nEducation\n\nAssociation\n\nfor determining\n\nthe agent of the\n\nFor a number of years after this no research work was initiated by the Na¬\ntional Education Association itself. In the meantime the standing committee\nplan of work\nbecame\n\nof the Council\n\nwas\n\nabandoned ; and the work\n\nof the Council\n\nthat of considering and discussing individual papers. During\n\nthe first\n\ndecade of this discussion period the weight of personal opinion and the au¬\nthority obtained by position and experience held sway. Later the more scien¬\ntific approach to pedagogical problems gained the ascendancy.\nIt is clear from the facts that have been reviewed that the National\nCouncil\n\nof Education\n\nslowly pressed in upon\n\narose out of a real need, a need that was\nthe minds\n\nof the leading educators\n\nsomewhat\n\nof our country\n\nwhich focused rather spontaneously in connection with the great educa¬\ntional exhibit in Philadelphia in 1876 and which became so insistent in the\nyears immediately\n\nfollowing that it culminated\n\n1880. In the early days two\nthis organization.\n\nOne\n\nin a definite organization\n\nrather definite functions\n\nof these was\n\nwere\n\nconceived\n\nin\nfor\n\nthat of collecting facts, of extending\n\nthe boundaries of knowledge, of adding to the sum total of human informa¬\ntion thru analytical research. The second function was that of evaluating\neducational ideas, theories, and practises, and of exchanging thoughts one\nwith another concerning the meaning of the information being unearthed\nthru analytical research. On\n\nthe one hand, therefore, there was\n\nfor analysis and\n\ninformation\n\nadditional\n\nthe other hand, there was\n\nthe demand\n\nthru\n\nscientific procedure.\n\nthat these new\n\nto each other and integrated into the whole\n\nthe call\n\nof human\n\nOn\n\nfacts be related\n\nhistory and activity.\n\nDuring the earlier years much emphasis was placed upon this latter func¬\ntion, but from the beginning, also, great emphasis was placed upon the\nfirst of these functions. The Council had prestige in both of these matters\nbecause of two facts: (1) the membership was made up of leaders in educa¬\ntion; (2) the National Education Association had approved the National\nCouncil as its advisory committee, so to speak. The National Education\nAssociation went to the Council with problems on which it wanted deep and\ncareful meditation and with the problems that it wanted to have investi¬\ngated. For many years the National Education Association looked to the\nNational Council of Education for guidance in the determination and\npromulgation\n\nof national\n\neducational\n\npolicies and procedures.\n\nyears, also, as we have seen, the National\n\nEducation\n\nAssociation\n\nundertake any serious analytical bit of research without\nthe National Council of Education for advice.\nOn\n\nthe recommendation\n\nbe dropped\n\nFor\n\nrefused to\n\nfirst referring it to\n\nof the Council, then, these problems would\n\naltogether, approved\n\nmany\n\neither\n\nfor further investigation by the National\n\n"}
{"page": 171, "printed_page": null, "text": "National\n\nEducation\n\nAssociation\n\nCouncil\n\nor some\n\nthese years, then, under\n\nEducation\n\nand under\n\nto be felt thruout\nup in connection\n\n165\n\nEducation\n\nappropriate department\n\nfor further investigation by the National\nDuring\n\nof\n\nCouncil\n\nthereof, or approved\n\nof Education\n\nitself.\n\nthe stimulus of the National\n\nCouncil\n\nthe stimulus of the need for research as it was\n\nthe United\nwith many\n\npublic instruction, and\n\nStates as a whole, bureaus\n\ncoming\n\nof research sprang\n\nof the city school systems, state departments\n\nschools of education\n\nof\n\nin colleges and\n\nof\n\nuniversities.\n\nUnder this growing pressure, as we have seen, the National Education As¬\nsociation itself enlarged its facilities by adding a Research Division. This\nDivision has grown\n\nfrom year to year and consequently\n\nthere has been the\n\ndevelopment of an unconscious and unintentional conflict of authority and\nfields of work between it and the National Council of Education.\nAbout twelve years ago this possible overlapping and threatening inter¬\nference of the one with the other lead to a reconsideration of the future place\nof the Council.\n\nEven\n\nbefore that time this trend of thought was\n\nat work\n\nin directing the reorganization\n\nit more\n\ncompletely\n\nof the Council\n\nadopted would\n\nlend color to the argument\n\nthen the Council, or the force back of it, was\nprogram\n\nthan upon\n\nin an effort to make\n\nrepresentative of all phases and levels of education. The\n\ntype of reorganization\na new\n\nevidently\n\nthat would\n\nunconsciously\n\nthat even\n\nworking\n\nplace emphasis in the future more\n\nupon\n\ntoward\nsynthesis\n\nanalysis.\n\nFor some\n\nyears now\n\nthe programs\n\nof the Council\n\nhave been consciously\n\nbuilt around the one major thought of interpretation, evaluation, and inte¬\ngration in an effort to bring together information revealed thru analytical\nresearch, to see some unity running thruout all of this information, and to\nintegrate this unified thought into all phases of social thought and activity.\nThe\n\nresponse to this effort has been very encouraging,\n\nthe problem\n\ngripped many\n\nof our real leaders in education\n\nat the present time that we\n\nare now\n\nsignificant past, refacing problems\nduring the development\nPoints\n\nTo\n\nBe\n\nand so sincerely has\nin this country\n\nat the end of nearly sixty years of a\n\nthat have been current\n\nat various times\n\nof this organization.\n\nConsidered\n\nL Every organization\ncontinuance.\n\nRegarding the Advisability\nNational Council\nmust\n\npresent\n\nadequate\n\nof Continuing\n\npractical reasons\n\nthe\n\nfor its\n\nII. Past achievement,\n\npast glories, long history, a roster of great men\n\nwith a halo of memories\nization today.\n\nare insufficient reasons for existence of an organ¬\n\nPast history shows\nby the National\nnew\nwork\n\nwhat\n\nCouncil\n\ntype of work\n\nhas been done and illustrates what\n\nof Education.\n\nIf the same, similar, or an entirely\n\nneeds doing, let the organization\n\nof today is being done\n\ncan be done\n\nby other organizations\n\nlive and work.\nand\n\nIf the\n\nthis one has no\n\nparticular function, let it drop.\nIII. Present activity of an organization is not necessarily an adequate\nor definite criterion of its usefulness. The present work might be extended\nor new fields opened.\n\n"}
{"page": 172, "printed_page": null, "text": "166\n\nNational\n\nEducation\n\nAssociation\n\nCertain scholars of a few centuries ago were thought to be able to com¬\npass all knowledge. Consequently, integration of this knowledge could be\ncompassed\n\nby single individuals\n\nand\n\nindividual philosophies of life arose.\n\nToday accumulated knowledge has been pyramided in mountain-like pro¬\nportions. Specialization has had luxuriant and extensive growth. It seems\nno longer possible for a single mind\n\nto withdraw\n\nof material to get any comprehensive\nthis assumption\n\nfar enough\n\nand meaningful\n\nis correct the question arises, “Can\n\nfrom this mass\n\nview of the whole.\n\nIf\n\nwe hope any longer for\n\nintegration and evaluation?’’ I doubt whether we can have such hopes on\nthe individual basis. It may be possible on the group basis.\nOur needs are great. In my judgment, we still need the Council of Edu¬\ncation to help us meet these needs. I suggest, therefore, further considera¬\ntion of the advisability of a revision of the purposes of the Council, a re¬\nvitalizing of the membership of the Council, and a reorganization of the\nmachinery thru which the Council works. One project that I wish to sug¬\ngest for consideration is the evolution of machinery for group thinking in\nthe interpretation of presentday\n\nproposed knowledge\n\nand activities. To\n\nthis\n\nend we might first try to locate funds that would support a group of educa¬\ntional leaders from all over the world who might live under the conditions\nof freedom\n\nthat have been previously suggested, working\n\nleisurely and semi-\n\nunconsciouslv toward a comprehensive philosophy of education and a pro¬\ngram of educational activities in line with such a philosophy. Secondly, out\nof this group should be selected representatives who, together with repre¬\nsentatives from similar groups representing the various human interests and\nactivities, would\n\nlive together free from\n\nthe coercion\n\nconceived to be accepted at a given time. The\nnaturally exchange\n\nof a task definitely\n\nidea is that such persons would\n\npoints of view and consequently\n\nwould\n\nhave their own\n\npoints of view modified and in turn would modify the points of view of\nothers. There would be the hope that out of this mass of reaction there\nwould\n\nevolve\n\na comprehensive\n\nand\n\nhuman\n\ninterests and activities. Such\n\na reasonably\n\naccurate\n\na project is, I know,\n\nevaluation\n\nof\n\nvisionary in the\n\nextreme. I am suggesting it only in the hope that it may stimulate refine¬\nments of conception and statement by other members of this group and lead\nultimately to a clearer conception\nfor the Council.\nCouncil\nneeds.\n\nthere is this further need\n\nIf there is such need the next question concerns\n\ncould be organized\n\nIn conclusion\n\nas to whether\n\nto give some\n\npromise\n\nI should say that, in my judgment,\n\nfor the continuance\n\nof meeting\n\nhow\n\nthe\n\nthe future\n\nthere is still a real need\n\nof the National\n\nCouncil\n\nof Education,\n\nparticularly along\n\nwell be some\n\ndemand\n\non such an organization\n\nto do\n\nsuch work\n\nsupplementing\n\nother\n\nby such an organization\n\nas the\n\nthe following lines:\n1. There\n\nmight\n\nresearch work in the future or to sponsor\nresearch agencies.\n2. There\n\nmight well be need for work\n\nNational Council in developing and formulating educational\nplementing the work of the Educational Policies Commission\n\npolicies sup¬\nand possibly\n\n"}
{"page": 173, "printed_page": null, "text": "National\n\ncontinuing\n\nits work\n\nCouncil\n\nof\n\n167\n\nEducation\n\nin case that organization\n\nshould go out of existence at\n\nthe end of the five-year period for which it w^as originally created.\n3. There is a definite need for an organization like the National\n\nCouncil\n\nof Education to evaluate research ; to evaluate it on two bases: first, theoreti¬\ncally ; and secondly, bv arranging with schools thruout the country in which\nthe theories and scientific findings may be tested. The National Council,\nbeing made\n\nup of representatives from all phases of education\n\nparts of the country, would\n\nand from\n\nall\n\nbe especially fitted to render this type of service.\n\n4. Such an organization could make a contribution in the field of integra¬\ntion of knowledge: (a) by discussion of the Council at its regular meetings;\n(b) in seminars\nseminars\n\nmade\n\nup of members\n\nin the teaching profession;\n\nfor all sections of society; (d) by mapping\n\nout new\n\n(c) in\n\nplans of needed\n\ninvestigation; and (e) by encouraging and carrying on research in connec¬\ntion with organizations that members of the Council belong to. This activity\nwould supplement actual research and the direction thereof.\n\nSECRETARY’S\nNew\n\nOrleans,\n\nSaturday,\nThe\n\nNational\n\nCouncil\n\nMINUTES\n\nof Education\n\nLouisiana\n\nFebruary\n\n20, 1937\n\nof the National\n\nEducation\n\nAssociation\n\nmet\n\nat\n\nthe Roosevelt Hotel, February 20, 1937. Lida Lee Tall, president, State Teachers\nCollege, Towson, Maryland, presided at both morning and afternoon sessions, at\nthe request of Dr. Bagley who was ill and could not be present. (Abstracts of papers\npresented at both sessions appear in the preceding pages.)\nAt the afternoon session, the following resolution was presented by L. A. Pechstein,\nchairman\n\nof the Committee\n\non Resolutions,\n\nand was\n\nunanimously\n\nadopted:\n\nThe Committee on Resolutions of the National Council of Education\nNational Education Association of the United States resolves as follows:\nIn view\n\nof the facts that (1) the National\n\nCouncil\n\nhas become\n\nan\n\nof the\n\noutmoded\n\ndivision of the National Education Association, with its original functions sub¬\nstantially served by the Educational Policies Commission and its consultants;\n(2) the Committee on Reorganization of the National Education Association has\nso far not assigned to the Council a new and distinct function; (3) the National\nCouncil has no internal bond sufficiently independent of other educational organ¬\nizations to justify its holding independent meetings; and (4) the membership\nhas voted overwhelmingly to disband the Council unless the Committee on\nReorganization\n\nsees some\n\nreal need\n\nfor its continuance;\n\nBe It Resolved:\n1. That\n\nthe National\n\nReorganization\n\nand\n\nexpress\n\nstudy the fundamental\nat the Detroit meeting;\n2. That\ncoming\n\nthe National\n\nDetroit\n\nCouncil\n\ncommunicate\n\nits willingness\n\nservice\n\nthe Council\n\nCouncil\n\ndeclare\n\nexcept\n\nas a new\n\nmeeting,\n\nat once\n\nwith\n\nupon\n\nrequest\n\nmight\n\nperform\n\nitself dissolved\nprogram\n\nmay\n\nthe Committee\n\non\n\nof the Committee\n\nto\n\nand\n\nto report\n\nsuch\n\nat the close of the forth¬\nbe devised\n\nand\n\naccepted\n\nby the Council ;\n3. That it suggest to its President that a program reviewing the long and\nhonorable work of the Council be presented at Detroit.\n4. That the affectionate regards and respect of the Council be communicated\nto the president,\ncomplete\n\nWilliam\n\nrecovery.\n\nC. Bagley,\n\ntogether\n\nwith\n\nour\n\nwishes\n\nfor a speedy\n\nand\n\n"}
{"page": 174, "printed_page": null, "text": "168\n\nNational\n\n5. That\n\naction be taken\n\nEducation\n\non\n\ncopies be sent to the members\nto act at the Detroit meeting.\n\nAssociation\n\nthese resolutions\nof the Council\n\nat the Detroit\n\nwith a request\n\nSigned:\n\nmeeting\n\nand\n\nthat\n\nthat they be prepared\n\nL. A. Pechstein,\n\nChairman\n\nEdgar G. Doudna\nAlbert S. Cook\nMargaret\nKie'ly\nHenry Lester\nSmith\nDr. Pechstein\nthe Committee\n\nwas\n\nappointed\n\nby the acting chairman\n\non Reorganization\n\nof the National\n\nDetroit,\n\nof the Council\n\nEducation\n\nAssociation\n\nto work\n\nwith\n\nupon\n\nrequest.\n\nto order\n\nby the\n\nMichigan\n\nSaturday, June 26, 1937\nThe\n\nmeeting\n\nof the National\n\nCouncil\n\nof Education\n\nwas\n\ncalled\n\npresident, William C. Bagiev, at 9:30 a. m. in the Chapter Room of the Masonic\nTemple. Raleigh Schorling, professor of education, University of Michigan, Ann\nArbor, presented the thesis, “Mirages in Education,” and discussed the topic at\nlength. About forty-five members were in attendance and other participants in the\ndiscussion were H. B. Allman, superintendent of schools, Muncie, Indiana ; Guy\nH. Hill, Michigan State College of Agriculture and Applied Science, East Lansing,\nMichigan; and Harry L. Kriner, State Teachers College, California, Pennsylvania.\nE. I. F. Williams, Heidelberg College, Tiffin, Ohio, presented a paper on the subject,\n“Some\n\nof the Less Well-Known\n\nEpisodes\n\nof the thesis and of Dr. Williams’\n\nin the Career\n\npaper\n\nappear\n\nof Horace\n\nMann.”\n\nin the preceding\n\npages.)\n\n(Abstracts\n\nDr. Bagiev called the afternoon session to order at 2:30 o’clock, and Henry Lester\nSmith, dean, School of Education, Indiana University, Bloomington, presented the\nsubject, “The National Council of Education: Its Past and Its Possible Future.” (An\nabstract of Dr. Smith’s paper appears in the preceding pages.) Participants in the\ndiscussion were Francis L. Bailey, state commissioner of education, Montpelier,\nVermont; Thomas W. Gosling, national director, American Junior Red\nWashington, D. C.; Joseph H. Saunders, superintendent of schools, Newport\nVirginia; Willis A. Sutton, superintendent of schools, Atlanta, Georgia;\nWofford, State Teachers College, Buffalo, New York; and others.\n\nCross,\nNews,\n\nKate\n\nV.\n\nAs chairman of the Resolutions Committee, L. A. Pechstein presented the Resolu¬\ntions which were presented at the meeting of the Council in New Orleans in February\n1937. (These Resolutions appear in the preceding minutes\ning of the Council.) Dr. Pechstein moved the adoption\n\nof the New Orleans meet¬\nof the second resolution:\n\n“That the National Council declare itself dissolved at the close of the forthcoming\nDetroit meeting, except as a new program may be devised and accepted by the\nCouncil.” The motion was seconded\nwas unanimously defeated.\n\nand, after discussion\n\nled by Cornelia\n\nS. Adair,\n\nDr. Sutton moved that a committee be appointed to formulate policies and to work\nout a program of activity for the National Council. The motion was seconded and\nafter discussion was unanimously carried.\nChari\n\nWilliams\n\nasked\n\nthat, since she is a member\n\nof the headquarters\n\nstaff of\n\nthe National Education Association, she not be considered for reelection as secretary\nof the National Council. In granting this request, Dr. Bagley moved a rising vote of\nthanks to Miss Williams for her services to the Council.\naccepted and was followed by applause.\nJoseph\n\nH. Saunders,\n\nchairman\n\nof the Nominating\n\nThe\n\nmotion\n\nCommittee,\n\nwas\n\nunanimously\n\npresented\n\nthe Com¬\n\nmittee’s report. Dr. Sutton moved the adoption of the report and that the secretary\nbe directed to cast a ballot for the officers nominated. The motion was seconded and\ncarried,\n\nand\n\nthe following\n\nofficers were\n\nthereby\n\nelected:\n\nPresident — L. A. Pechstein, for a term of 3 years.\nVicepresident — E. G. Doudna, for a term of 1 year.\nSecretary — Margaret\n\nKiely, for a term\n\nof 2 years.\n\n"}
{"page": 175, "printed_page": null, "text": "National\n\nCouncil\n\nMembers\n\nof Education\n\nof Executive\n\n169\n\nCommittee\n\nE. V. Holloway, for a term of 3 years.\nMrs. Edith B. Joynes, for a term of 2 years.\nA. L. Threlkeld, for a term of 1 year.\nMembers\n\nof Committee\n\non Membership\n\nW. C. Bagley, for a term of 3 years.\nJoseph H. Saunders, for a term of 3 years.\nMrs. Inez Johnson Lewis, for a term of 2 years.\nKate V. Wofford, for a term of 2 years.\nDr. Saunders then presented the list of new members of the Council. It was moved\nand seconded that the list be accepted, and the following persons were thereby\nelected into membership:\nRenewals\nFor\n\na Term\n\nof 6 Years\n\nCollicott, J. G., Superintendent of Schools, Columbus, Ohio.\nCook, Albert S., State Superintendent of Public Instruction, Baltimore, Md.\nJudd, Charles H., University of Chicago, Chicago, Ill.\nNorton, John K., 464 Riverside Drive, New York, N. Y.\nNorton, Mrs. John K., 464 Riverside Drive, New York, N. Y.\nPhelps, Shelton J., Winthrop College, Rock Hill, S. C.\nStoops, R. O., Superintendent of Schools, Jacksonville, Ill.\nFor\n\na Term\n\nof 5 Years\n\nAdair, Cornelia S., 3208 Hawthorne Avenue, Richmond, Va.\nButterfield, E. W., State Commissioner of Education, Hartford, Conn.\nCarr, John W., State Teachers College, Murray, Ky.\nFreeman, Frank N., University of Chicago, Chicago, Ill.\nGray, Wil Lou, State Department of Public Instruction, Columbia, S. C.\nHolloway, H. V., State Superintendent of Public Instruction, Dover, Del.\nMeredith, A. B., New York University, New York, N. Y.\nSamuelson, Agnes, State Superintendent of Public Instruction, Des Moines,\nSutton, Willis A., Superintendent of Schools, Atlanta, Ga.\nTidwell, R. E., University of Alabama, University, Ala.\nNew\n\nMembers\n\nFor a Term\n\nof 6 Years\n\nMcAndrew, Mary B., Superintendent of Schools, Carbondale, Pa.\nMorgan, Dewitt, Principal, Tech High School, Indianapolis, Ind.\nNuttall, L. John, Jr., Superintendent of Schools, Salt Lake City, LTah.\nSchorling, Raleigh, Professor of Education, University of Michigan, Ann\nMich.\nFor\n\nIowa.\n\na Term\n\nArbor,\n\nof 5 Years\n\nAllman, H. B., Superintendent of Schools, Muncie, Ind.\nBass, W. A., Commissioner of Education, Nashville, Tenn.\nFor\n\nUnexpired\n\nTerms\n\nof Deceased\n\nMembers\n\nBrooks, W. G., Superintendent of Schools, Burlington, Iowa, for Charles Carroll.\nFritz, F. Herman, Superintendent of Schools, Chester, Pa., for David A. Ward.\nShaw, Albert, Junior High School Teacher, Los Angeles, Calif.., for William\nBurdick.\nDr. Pechstein moved that a rising vote of appreciation for Dr. Bagiev’s six years\nof service to the Council be taken. The motion was duly seconded and unanimously\ncarried with great applause.\nThe National Council adjourned to meet again in February 1938, at the time of\nthe winter meeting of the American Association of School Administrators.\n\n"}
{"page": 176, "printed_page": null, "text": "-\n\n"}
{"page": 177, "printed_page": null, "text": "Departments\n\nof the t Association\n\n"}
{"page": 178, "printed_page": null, "text": "INTRODUCTION\nin the Association\n\ndepartments\n\nof\n\ngrowth\n\nThe\n\nbegan\n\nin 1870\n\nwhen\n\nSchool Association became the Department of\nNormal Schools (nozo Department of Teachers Colleges), and the Na¬\ntional Association of School Superintendents became the Department of\nSuperintendence.\nAnother great forward step was taken in 1921 when departments were\ngiven larger independence and responsibility. This led to the establish¬\nment of fees by the stronger departments, to the selection of an executive\nsecretary by the Department of Superintendence, and later to the selection\nof full-time secretaries by several other departments.\nThere are no-zo twenty-four departments. Information regarding their\norganization may be found in the historical note at the beginning of the\nsection devoted to the department m question. The list of departments\nwith the years of organization is as follozos:\nXonnal\n\nthe American\n\nADMINISTRATIVE\nADULT\n\nWOMEN\n\nEDUCATION\n\nIN\n\n.\n\nAND\n\nHEALTH\n\n1932\n1921\n\nPHYSICAL\n\nHEALTH\n\nOF SCHOOL\n\n(See DEPARTMENT\n\n.\n\n.\n\nFOR\n\nASSOCIATION\n\nAMERICAN\n\nEDUCATION\n\nAND\n\nEDUCATION.\n\n. 1894\n\nPHYSICAL\n\neducation)\nAMERICAN\n\nASSOCIATION\n\n(See\n\nDEPARTMENT\n\nART\n\nEDUCATION\n\nBUSINESS\n\nDEANS\n\nOF\n\nOF\n\n.\n\nWOMEN\n\n1870\n\nSUPERINTENDENCE)\n\n.\n\n1892\n\n.\n\n1914\n\nTEACHERS\n\n.\n\nRESEARCH\n\nELEMENTARY\n\nSCHOOL\n\n1918\n\n.\n\nPRINCIPALS\n\nKINDERGARTEN-PRIMARY\nREADING\n\nADMINISTRATORS\n\n1933\n\nEDUCATIONAL\n\nLIP\n\nSCHOOL\n\n.\n\nEDUCATION\n\nCLASSROOM\n\nOF\n\n1930\n\n.\n\nEDUCATION\n\n: .\n\n.\n\n1921\n1884\n\n.\n\n1926\n\nMUSIC\n\nEDUCATION\n\n.\n\n1884\n\nRURAL\n\nEDUCATION\n\n.\n\n1907\n\nSCIENCE\n\nINSTRUCTION\n\nSECONDARY\n\nEDUCATION\n\nSECONDARY\n\nSCHOOL\n\nSOCIAL\nSPECIAL\n\nSTUDIES\n\n.\n\n1894\n\n.\n\n1886\n\nPRINCIPALS\n\n.\n\n.\n\nEDUCATION\n\n1925\n\n.\n\n1930\n\nSUPERVISORS\n\nAND\n\nDIRECTORS\n\nOF\n\nINSTRUCTION\n\nSUPERVISORS\n\nAND\n\nTEACHERS\n\nOF\n\nHOME\n\nTEACHERS\nVISUAL\n\n1928\n\n.\n\nECONOMICS\n\n.\n\n1928\n1930\n\nCOLLEGES\n\n.\n\n1925\n\nINSTRUCTION\n\n.\n\n1923\n\nVOCATIONAL\n\nEDUCATION\n\n.\n\n[172]\n\n1875\n\n"}
{"page": 179, "printed_page": null, "text": "DEPARTMENT\n\n^Administrative\n\nOF\n\nWomen\n\nEducation\n\nin\n\n"}
{"page": 180, "printed_page": null, "text": "HISTORICAL\nThe\n\nnational\n\ncouncil\n\nof\n\nNOTE\n\nadministrative\n\nwomen\n\nin\n\neducation\n\nzvas\n\norganized in Oakland, Calif., in 1915 by a group of women in attendance\nat the annual meeting of the National Education Association. One of its\npurposes set forth in its constitution at that time zvas to strengthen the\nfriendly and professional relatio)is of administrative zvomcn in educa¬\ntional work and to maintain high professional standards among them. It\nhas branches in eighteen states.\nSince its organization the Council has held two meetings a year, one\nduring the convention of the Department of Superintendence in February,\nand another during the annual meeting of the Association in the summer.\nAt the Atlantic City meeting application was made to the Board of Direc¬\ntors for the admission of the Council as a Department and favorable action\non the application zvas taken by the Representative Assembly on Friday\nmorning, July 1, 1932.\nThe officers of the Department for the year 1937-38 are: president,\nMrs. Inez Johnson Fczvis, State Superintendent of Public Instruction,\nDenver, Colo.; vicepresident, Mrs. Edith B. Joyncs, Principal, Washington-Gatezvood Schools, Norfolk, Va.; secretary, Mrs. Margaret\nMendenhall Smith, Principal, Ebert School, Denver, Colo.; treasurer,\nMargaret C. Mackintosh, Principal, Public School 140, Brooklyn, N. ¥.;\nauditor,\n\nRuth\n\nWest,\n\nHead,\n\nHistory\n\nDepartment,\n\nLewis\n\nand\n\nClark\n\nHigh\n\nSchool, Spokane, Wash.; directors, Elizabeth Wells Robertson , Di¬\nrector, Art Education, Public Schools, Chicago, III.; Sue M. Powers,\nSuperintendent, Shelby County Schools, Memphis, Torn.; Agnes Samuelson, State Superintendent of Public Instruction, Dcs Moines, Iowa ;\nMary Elizabeth O'Connor, 158 Highland Street, Taunton, Mass.; Caro¬\nline Woodruff, President, State Normal School, Castleton, Vt.\nFacts relating to the establishment of this Department and the record\nof meetings are found in earlier volumes of proceedings as follozvs:\n1932 \\261-262\n\n1934:265-271\n\n1933 :269-274\n\n1935 :251-254\n\n[174]\n\n19 36:157-160\n\n"}
{"page": 181, "printed_page": null, "text": "EDUCATION\nO.\n\nR.\n\nYODER,\n\nOF\n\nASSISTANT\n\nTHE\n\nWHOLE\n\nMEDICAL\n\nHOSPITAL,\n\nPERSONALITY\n\nSUPERINTENDENT,\n\nYPSILANTI,\n\nYPSILANTI\n\nSTATE\n\nMICH.\n\nWE, as parents, see our children go out into the world and we\nwonder\n\nwhether\n\ning feet in line and\nteachers\n\nwho\n\nthey will find teachers\n\ncramming\n\nheads\n\nwill see personalities\n\nthe other, teachers\n\nwho\n\nand\n\nwill lead them\n\nIt might interest you to know\n\nwith\n\nwho\n\nare interested\n\nfacts or\n\nchallenges,\nto a richer\n\nwhether\n\nthey will\n\nfind\n\neach\n\ndifferent\n\nfrom\n\nand\n\none\n\na fuller life.\n\nthat one million of our school children are\n\ndestined for state hospitals and many\n\nmore\n\nwill go to prisons. More\n\nschool children will go to state hospitals suffering from\nthan will graduate\n\nin keep¬\n\nfrom colleges and universities. The\n\na mental\n\nof our\ndisease\n\ncost to the taxpayer\n\nto educate each one of the twenty-six million children in the United States\nis approximately $85 annually per capita. It costs the taxpayers of the\nstate of Michigan\n\n$278 per capita each year to care for the insane.\n\nI believe that one-half of the cases of mental disease can be prevented\nand that a definite educational program in each school and each home will\naid in the prevention\nan enormous\n\nof crime and mental\n\ndifficulty and will therefore be\n\nsaving to the taxpayers.\n\nI call your attention to the fact that in order to have happy, well-adjusted\nchildren, they should, first of all, be healthy. Second, we must give them\neconomic, social, and emotional security; and, third, I believe in hobbies\nand many\n\nextracurriculum\n\nactivities. I believe in the free expression of love\n\nand a sympathetic understanding\nadmissions of failure.\n\nof each child. Spanking\n\nand whipping\n\nare\n\nEach personality can be studied in four fields: first, the heredity; second,\nthe psychological ; third, the physical ; and fourth, the mental.\nThe\n\ngoal of each individual is to reach happiness and security. In order\n\nto reach this goal the child must\n\nadjust socially. The\n\nindividual must\n\nalso\n\nadjust to law and order, and he must adjust to his own ability. Those in¬\ndividuals who are not socialized give to us in state hospitals our many cases\nof dementia praecox, the economic loss of which is a million and a half dollars\neach day. During\n\nthe past year we have carried on an experiment\n\nsocialization program\nin the improvement\nMental\n\nshowing\n\nthat extracurriculum\n\nand recovery and treatment\n\nhealth is nothing more\n\nwith a\n\nactivities definitely aid\n\nof cases of dementia\n\nthan a state of mind\n\nwhich\n\npraecox.\n\nenables an\n\nindividual to meet the difficulties of life and properly solve them. I believe\nthat there should be more cooperation between parents and teachers and\nthe establishment of a program\ntion of insanity and crime.\nThe\n\nwhich\n\nwill contribute\n\nmuch\n\nto the preven¬\n\ngoal of all training, as I see it, is to have children who\n\nare mature,\n\nself-reliant human beings; who, instead of getting things from life for them¬\nselves, will give themselves to life and the world.\n[ 175 j\n\n"}
{"page": 182, "printed_page": null, "text": "176\n\nNational\n\nEducation\n\nAssociation\n\n♦\n\nSECRETARY’S\n\nMINUTES\n\nDetroit, Michigan\nLuncheon\nThe\n\nmeeting\n\nwas\n\nMeeting,\n\ncalled to order\n\nWednesday,\n\nJune 30, 1937\n\nby the president,\n\nthe Ballroom of the Book-Cadillac Hotel. There\nand guests present. Seated at the head table were\n\nMrs.\n\nInez Johnson\n\nLewis,\n\nin\n\nwrere about two hundred members\nthe officers of the association, guest\n\nspeakers, past presidents, candidates for the presidency of the N. E. A., and repre¬\nsentatives of Detroit organizations interested in and responsible for the program\nof the day.\nAnna Laura Force, Denver, Colorado, responded to the greeting extended by\nEsther Cousins of Detroit, after which Mrs. Laura F. Osborne, member of the\nDetroit Board of Education for twenty years, added a word of welcome. The Cooley\nHigh School Trio furnished delightful music before and during the luncheon.\nDr. O. R. Yoder,\n\nmedical\n\nsuperintendent\n\nof the Ypsilanti\n\nState Hospital,\n\naddressed\n\nthe group on “The Development of the Whole Personality.” Dr. Yoder paid tribute\nto William McAndrew, whose passing was noted by the press during the N. E. A.\nconvention.\nMrs. Lewis presented the guests, calling for a word from those not on the pro¬\ngram. The closing address, delivered by Mrs. Mary R. Beard, writer and lecturer,\nchallenged\n\nthe administrative\n\nwomen\n\nto think\n\ntration; to be sure that they have a \"whole view\narrived, in order to develop a philosophy which\n\nabout\n\n“statesmanship”\n\nof the road” by which\nwill carry them on.\n\nThe president announced a ten-minute recess and\ning the interval. The meeting adjourned at 3 p. m.\n\na brief business\n\nin adminis¬\nwomen\n\nmeeting\n\nhave\n\nfollow¬\n\n"}
{"page": 183, "printed_page": null, "text": "DEPARTMENT\n-Adult\n\nOF\n\nEducation\n\n"}
{"page": 184, "printed_page": null, "text": "1\n9\n\nThe\n\ndepartment\n\nof\n\nHISTORICAL\n\nNOTE\n\nadult\n\nwas\n\neducation\n\nestablished\n\nby vote\n\nof the\n\nRepresentative Assembly, July 8, 1921, as the Department of Immigrant\nEducation. The first meeting was held in 1922 in Boston. In 1924 the\n\n2\n\nname of the Department\ncation. See proceedings,\n\nwas changed to the Department\n1924:566.\n\nof Adult Edu¬\n\n9\n\nThe officers of the Department for the year 1937-28 are: president,\nMaude E. Alton, Administrative Principal, Webster School, 10th and H\nStreets, N. W ., Washington, D. C.; vicepresident, George C. Mann,\nChief, Division of Adult and Continuation Education, State Department\nof Public Instruction, Los Angeles, Calif.; secretary, Frances K. Wetmore, Director, Adult Education, Board of Education, Chicago, III.;\neditor,\n\nBulletin,\n\nCaroline\n\nA.\n\nWhipple,\n\nState\n\nDepartment\n\nof Public\n\nIn¬\n\nstruction, Albany, N. Y .; executive committee: L. R. Alderman,\nChief, Service Division, United States Office of Education, Washington,\nD. C. (term expires 1938); Marguerite H. Burnett, State Director of\nAdult Education, 11th and Washington Streets, Wilmington, Del. (term\nexpires 1938).\nThis Department meets once a year in July. The annual dues — Active,\n$2 ; Associate, $1 — are payable to the Department of Adult Education,\nNational Education Association. The Department publishes a Bulletin.\nFacts relating to the establishment of this Department and the record of\nmeetings are found in earlier volumes of proceedings as follows:\n1925 -.337-353\n1926 -.329-371\n1927 -.293-334\n1928 -.263-304\n\n74 41\n-2 -3\n1\n49 15\n28\n:2 -.3\n36\n26\n0-31 2:\n9737 931 93\n-.12 1 1\n\n1921 :460\n1922 -.905-968\n1923 -.669-703\n1924 -.565-582\n\n[178]\n\n1933 :275-308\n1934:273-296\n1935 -.255-270\n1936:161-176\n\n"}
{"page": 185, "printed_page": null, "text": "PROBLEMS\nMRS.\n\nAD EX A\n\nRICH,\n\nOF\n\nNATURALIZATION— Abstract*\n\nDIRECTOR, IMMIGRANTS*\nPROTECTIVE\nCHICAGO, CHICAGO. ILL.\n\nLEAGUE\n\nOF\n\nThere is a special pleasure in speaking to those who carry on the work\nof the N. E. A. Department\n\ncoming\n\nelectorate, which\n\na fresh new\n\nthe clean and light and happy\nto be. The\n\nthey can make\n\nit come\n\nsome\n\nbecause of\n\ntoward\n\ncitizenship,\n\ntrue!\n\nis no teacher of adult classes who\n\ntime, to answer\n\nto America\n\nguide them\n\nthe aid of those who\n\nWith\n\nthem\n\nwished\n\nhave always\n\nforeign born in your adult classes came\n\nthat dream.\nThere\n\nwe\n\nis\n\nthe cities into\n\nto mold\n\nhas the power\n\ncommunities\n\nyour hands\n\nThru\n\nEducation.\n\nof Adult\n\nthe question, “Why\n\ndoes not hnd\n\nit necessary, at\n\nshould I become\n\na citizen of the\n\nLmited States?” Teachers and social workers are not exponents of com¬\npulsory naturalization, nor is anyone who thinks carefully. But there are\nmany\n\nreasons growing\n\nadvantage\n\nout of life in the L nited States which\n\nof the immigrant\n\nhe chooses to make\n\nThe\n\ngeneral public is entirely unaware\n\nin naturalization.\nwho\n\nof the\n\nAs every teacher of adult classes\n\nfor the foreign born knows, it is a false major premise to assume\none can be naturalized\ntion are :\n\nit to the\n\nto take on the citizenship of the country in which\n\nhis home.\n\ndifficulties encountered\n\nmake\n\nwishes to be. Among\n\nthat every¬\n\nthe obstacles to naturaliza¬\n\ndence\n\nS. Naturalization\n\nof married\n\n9. Determination\n\nas to whether\n\n10. Non-availability\nnaturalization.\n\nof adult\n\nwomen\n\nunder\n\nthe Cable\n\nAct\n\nclient is or is not a citizen of the United\n\nclasses\n\nA progressive legislative program\n\nin which\n\nwould\n\nforeign\n\nborn\n\nmay\n\nfor the adjustment\n\nteacher believes with Jane Addams,\n\nprepare\n\nfor\n\ngo far to lift these obstacles and\n\nopen the doors to naturalization. (In the complete address Mrs.\nten recommendations for amendments to naturalization laws.)\nIn working\n\nStates\n\nRich gives\n\nof life together in this new\n\nworld,\n\nthat \"the things that make\n\nmen\n\nthe\n\nalike,\n\nare finer and better than the things that keep them apart.”\n* For complete address write to National Council of Naturalization and Citizenship. 1133 Park\nAvenue, New York. X. V.\n\n[ 179 1\n\n"}
{"page": 186, "printed_page": null, "text": "180\n\nNational\n\nEFFECTIVE\n\nEducation\n\nCITIZENSHIP\n\nAssociation\n\nPROGRAMS\n\nFOR\n\nTHE\n\nFOREIGN\n\nBORN— Abstract*\nTHOMAS\n\nB. SHOEMAKER,\n\nRALIZATION,\n\nGood\n\nU.\n\nDEPUTY\n\nCOMMISSIONER,\n\nS. DEPARTMENT\n\nOF\n\nIMMIGRATION\n\nLABOR,\n\ncitizenship is the basis of government\n\nAND\n\nWASHINGTON,\n\nNATU¬\n\nD. C.\n\nand of all social relation, and\n\nproper understanding and organized effort must be had if worthwhile gov¬\nernment is to continue. There is an obligation upon those persons who are\nnow citizens, whether they be native born or naturalized, to jealously guard\nour American citizenship.\nThe\n\nnaturalization\n\nthe government;\n\nlaws were\n\nenacted primarily to serve the purposes\n\nthe interests of the applicant are secondary. The\n\nthe naturalization\n\nclauses in\n\nlaw providing for proof of residence in the United\n\non the part of the applicant and good moral\nthe principles of the Constitution\n\nwere\n\nStates\n\ncharacter, and attachment\n\nenacted more for what\n\nof\n\nto\n\nthey promised\n\nin the future than for what they told of the alien’s past. The applicant for\ncitizenship stands in the position of an applicant seeking admission into a\nlodge or society. He\n\nmust\n\nentitled to, and worthy\nThe\n\nshow\n\nby complying\n\nwith\n\nthe statute that he is\n\nof, admission.\n\neducational program\n\nof the Immigration\n\nand Naturalization\n\ncontemplates the teaching of principles of the Constitution\nfrom the teaching of elementary civics.\n\nNATIONAL\nSOU\n\nREN\n\nCOUNCIL\n\nHANESSIAN,\n\nOF\n\nSTUDENTS\n\nVICEPRESIDENT,\nTION,\n\nThe\n\nAmericanization\n\nsent me\n\nto this meeting\n\nSchool Association\nI want\n\nSCHOOL\n\nASSOCIA¬\n\nD. C.\n\nof the District of Columbia\n\nas its official representative\n\na great responsibility which\n\nas distinguished\n\nORGANIZATIONS\n\nAMERICANIZATION\n\nWASHINGTON,\n\nService\n\nhas\n\nand has placed on me\n\nto ask you as individuals to share with\n\nme. Some of you, I know well ; some very, very well ; and because of the\ninterest you have shown in behalf of the newcomers to America I want to\ntake this opportunity to thank you for all newcomers\nmembers of my own Association.\nWe\n\nhave worked\n\nyou work\n\nbecause it is our duty to work\n\nbecause you understand.\n\nproblems. And, after all, you work\nto your country and to your people.\n\nas well as for the\n\nfor our own\n\nou understand\n\nwelfare, but\n\nour aims and our many\n\nbecause you are earnest in your duty\n\nI have a proposal to make\n\nwhich\n\nI feel will succeed, with the assurance\n\nof your help. It is not new.\n\nWe\n\nof it for many\n\nis now\n\nemerging\n\nin a more\n\nhave dreamed\n\nconcrete form. The\n\nthat all our various organizations of new\nare allied, should form a national body.\nDeep\n\nin our hearts we know\n\nthought\n\nI wish to bring is\n\ncitizens with which\n\nthe contributions\n\nyears, but it\nmany\n\nthat our groups\n\nof you\n\ncan make\n\n* For complete address write to National Council of Naturalization and Citizenship, 1133 Park\nAvenue, New York, N. Y.\n\n"}
{"page": 187, "printed_page": null, "text": "Department\n\nto America.\n\nWe\n\nknow\n\ndefeat assimilation.\n\nof\n\nAdult\n\nalso the traditions of our various groups\n\nestablish\n\nthat may\n\nBriefly, then, our plan is:\n\n1. To form a body that will assist in studying\nment and assimilation\n2. To\n\n181\n\nEducation\n\na central\n\nservice\n\nbureau\n\nnaturalization problems\n3. To publish a bulletin for newcomers\n\nthe deep-rooted\n\nwhich\n\nwill advise\n\nproblem\n\nof adjust¬\n\non immigration\n\nthat will give true information\n\nand\n\nrelative to\n\nthese problems, will give opportunity for expression, and will assist in the spread\nof suggestions that lead to understanding intelligent citizenship\n4. To emphasize the ideals of American citizenship\n5. To attempt to bring about closer relationship between\nnewcomers thru both recreational and educational facilities\n6. To create\nhigh standards\n\nborn\n\nand\n\nan agency which will, to a greater extent, interest Americans\nin these special adjustments of the newcomer\n\nwith\n\n7. To\n\nstudy, with\n\n8. To\n\nstudy legislation\n\non groups\n\nThese\n\nof new\n\na view\n\nto improving\n\nrelative\n\nthe economic\n\nto immigration\n\nthe native\n\nconditions\n\nof newcomers\n\nand\n\nnaturalization\n\nnow\n\nfeel would\n\nand\n\nits effect\n\ncitizens.\n\nare a few of the purposes\n\nwhich\n\nwe\n\nstimulate real\n\ncitizenship. We feel that we must be co-workers with you for the America\nwhich we have adopted and which has accorded to us the duties, rights, and\nprivileges of the native-born citizens. We will be glad to send our detailed\nplans to organizations of new citizens thruout the country and we ask for\naid and suggestions from\n\neach of them.\nDiscussion\n\nA\nLYMAN\n\nPHILOSOPHY\n\nBRYSON,\n\nPROFESSOR\n\nCOLUMBIA\nDr.\n\nBryson\n\n: My\n\nFOR\nOF\n\nADULT\n\nUNIVERSITY,\n\nEducation,\n\nEDUCATION,\n\nTEACHERS\n\nYORK,\n\nN. Y., Leader\n\nchief task is to bring\n\nto you\n\na report\n\nwhere\n\nCOLLEGE,\n\nof a meeting\n\ncalled by the American\n\nabout one hundred\n\nto get back to first principles. The\npresentations\n\nEDUCATION\n\nNEW\n\nwas held in Skytop, Pennsylvania,\nAdult\n\nADULT\n\nthat\n\nAssociation\n\nfor\n\nand fifty people in session tried\n\nprogram\n\nwas\n\nof general points of view, followed\n\nscheduled\n\nto have three\n\nby discussion meetings.\n\nThe presentations were by Dr. Morse Cartwright, of the American Asso¬\nciation for Adult Education, Dr. Everett Martin, of Cooper Union, and\nDr. Alvin Johnson, of the New School for Social Research. Certain prob¬\nlems were presented which I am going to put to you as questions.\n1. LIow\n\nmuch\n\nfessionals ”?\nWe know\n\nadult education\n\nshould\n\nbe done\n\nperfectly well that adult education,\n\nbeen done by people who\n\nby zuhat we\n\ncall “ pro¬\n\nin the past months,\n\nhave never been trained for their jobs. We\n\nare now\n\nsetting up, all over the country, schools to train people in the methods\npractises of adult education.\nsuppose\n\nHow\n\nfar should\n\nthat all situations in adult education\n\nhas\n\nthat go? Is it reasonable\n\nand\nto\n\ncan be met best by a person\n\nwho is a professional? Should teaching in the adult field he completely pro¬\nfessionalized, or should a large share of responsibility be left to the amateur\nwho\n\nwants\n\nto do something\n\nabout it and is willing to get a clear idea of the\n\n"}
{"page": 188, "printed_page": null, "text": "182\n\nNational\n\nproblem in his own\nabout it?\n\nEducation\n\namateur\n\nway\n\nAssociation\n\nbefore he undertakes\n\nto do something\n\nAt Skytop the answer to this question was that adult education can never\nbe completely professional ; that if it does become so, it will lose some of the\nvitality and some\n\nof the spontaneity which\n\nmake\n\nit a little different from\n\ncompulsory and formal education.\nThere will always be pressure on the teachers colleges to give some\nof mark\n\nof training received, and every administrator\n\nknows\n\nkind\n\nthat when\n\nchooses teachers, the balance will be in favor of those who\n\nhe\n\nhave had pro¬\n\nfessional training — unless he has very great confidence in his own judgment.\n2. What are the responsibilities of leadership f (a) When you set up a\nprogram\n\nof adult education, do you decide what\n\nyou find out what\nleadership ?\n\nthey want?\n\n(b) What\n\nis good for people, or do\n\nis the teacher’s responsibility for\n\nAlong with the question of professional training is the important question\nof how we are going to measure adult education. Are we going to measure\nit by quality or quantity?\n\nFor the public school administrator\n\nwho\n\nis dealing\n\nwith children, the perfectly sound answer is: “We do not admit any such\ndivision; we take ail the children there are. We have 100 percent quantity\nand we give them the best quality of education we can.” But for the adminis¬\ntrator of adult work there must always be a certain amount of selection,\nand standards\n\nmust\n\nbe set up and adapted\n\nbest to get the most people in and keep them\n\nas to whether\n\nor not it seems\n\nin, or to give a select few the\n\nbest that can be given.\nA compromise?\n\nPerhaps, but not a complete\n\nis a certain amount\n\ncompromise,\n\nof irreducible incompatibility\n\nin those two\n\nI wish I could expect people to be intelligent enough\narise ; but if it does arise, we\nAt\n\nSkytop, Dr.\n\nchoice between\n\nMartin\n\nhave to choose\n\nthere\n\nquestions.\n\nnot to let the problem\n\neither quantity or quality.\n\nsaid that adult education\n\nthe reason judgment\n\nbecause\n\nand the mass\n\nmust\n\nmake\n\nmovement;\n\na clear\n\nthat all thru\n\nWestern history two ideals have been at war — the classic ideal of free men,\nmen who are free because they know what freedom means and are willing\nto take its risks and responsibilities as well as its privileges; and the ideal of\nemotion, of letting people do what\n\nthey want,\n\nof finding out what\n\nthe trend\n\nis, and of putting oneself as a leader at the head of the procession after one\nhas found out which\n\nway\n\nthe procession is going to go, instead of trying to\n\ndirect it in a particular way. Adult\ntwo ideals.\nAn\n\nadult educator\n\ncannot\n\neducation\n\nmust\n\nchoose between\n\nset himself up as somebody\n\nwho\n\nthese\n\ndecides what\n\npeople need: neither can he always find out just what people want\n\nand give\n\nit to them. They\n\nthey have\n\nare often inarticulate ; they cannot\n\nchoose what\n\nnever heard about ; and in the end, they are apt to want\nthem\n\nto want.\n\nThey\n\nwant\n\nwhat\n\none thing today and something\n\nIt has been discovered\n\nby experiment\n\npersonality shifts more\n\nday by day than one realizes.\n\npeople want\n\nelse tomorrow.\n\nthat the actual pattern of interest in\n\nIt is the educator’s business to help explore the universe and to give to\npeople clear freedom to choose. If he does not help them to find out what the\n\n"}
{"page": 189, "printed_page": null, "text": "Department\n\nof\n\nAdult\n\n183\n\nEducation\n\nuniverse contains, he is limiting their liberty much\n\nmore\n\nthan if he says to\n\nthem, in a state of ignorance, ‘‘Go ahead, face an absolutely unknown\n\nworld,\n\nand choose.” I would say the teacher’s responsibility is always to help the\nstudent find out what he wants. The only person I would quarrel with is\nthe person who says, “I’ll give him what he needs,” because\nassumption which I think the adult educator cannot make.\nIt is also a good thing to put sympathy\n\ninto the record. Sympathy\n\nbasic quality of a teacher ; that is, if you mean\nthe problems\nall over\n\nsome feeling for\n\nagain.\nThorndike,\n\nthe greatest admiration,\n\nblithely about the way\nattack upon\nbut much\nnow\n\nby sympathy\n\nis the\n\nand difficulties that adults face in trying to learn specifically\n\nI believe that Dr.\nhave\n\nthat is an\n\none\n\nof my\n\ndearest friends for whom\n\ndid us a great damage\n\nwhen\n\nhe talked so\n\nadults can learn. It was a good thing to make\n\nthe problem\n\nI\n\na frontal\n\nand prove, once and for all, that adults can learn\n\ntoo optimistic interpretations of that have been made.\n\nWe\n\nknow\n\nthat adults cannot learn as fast as children, that at the age of forty-five\n\nthey cannot learn as fast as at the age of twenty-three. The child adjusts\nhimself much more easily and readily to learning than the adult because the\nchild has no strong alternatives. There\n\nis nothing in the world\n\nfor the child\n\nto do except to learn. I do not know\n\nhow\n\nit is going to\n\ntake to make\n\nmany\n\ngenerations\n\na constant learning attitude the mark\n\nof an adult. We\n\nrealize that such an attitude does not yet exist. All Dr. Thorndike\n\nhave to\nsaid was:\n\n“If he wants to bad enough, he can learn anything that he really wants to.”\nMoreover, I would say flatly and dogmatically, you cannot make adults\nlearn by putting pressure on them. You\npractise, but you can get away\na mature person.\n\ncan with children ; it is a bad teaching\n\nwith it. You\n\ncannot\n\nget away\n\nwith it with\n\nWhat is the teacher’s responsibility for leadership? I believe a teacher\ncan never abrogate or get away from the responsibility by saying to his\nstudent: “I have studied this question and these are my convictions. This\nis the form in which the question should be put. You can answer it to please\nyourself.” I do not believe that a person has a right to offer himself as a\nteacher under any circumstances unless he believes that he knows some¬\nthing the student does not know. But, that does not mean that the teacher\nmust tell the student what he is to believe.\n3. Just what\n\nis the relation between\n\nIs adult education\n\na movement\n\nadult education\n\nto make\n\nand politics?\n\na better world, to create a better\n\nsocial order?\n\nYes, I would\n\nof how\n\nresponsibility the teacher has for guiding the political thinking\n\nmuch\n\nof the people with whom\n\nthink so. I wish we\n\nhe comes\n\nin contact. I do not believe that we\n\ngo on any longer in a kind of benevolent\nThere\n\ncould settle the question\n\nfog in our attitude towards\n\ncan\n\npolitics.\n\nare three positions on this and I think everyone has a right to choose\n\nfor himself, provided he will take the responsibility for his selection. One\n\nis\n\nthe position of the person who says that the primary social function of educa¬\ntion is the continuity of culture ; that civilization would go to pieces if\neducation\n\nwere\n\nnot the chosen agency for teaching each generation what\n\nthe\n\n"}
{"page": 190, "printed_page": null, "text": "184\n\nNational\n\npast generations have known.\nsociety for which\n\nEducation\n\nThese\n\nAssociation\n\npeople should realize that the kind of\n\nthey are working\n\nwill cease to be within\n\na generation\n\nor two ; that they are fighting for the past and not for the future.\nThen\nwho\n\nthere is the position at the other extreme — the position of the person\n\nsays, “I not only believe in change, but I know\n\nwhat\n\nthe change ought\n\nto be.\" These people are enemies to society, but most of them have not the\ncourage to admit it.\nThe middle position is not quite as static as the first one, nor quite so\ncolorful and dynamic\n\none. I think it is more\n\nessentially\n\nan educational position. It is the position of one who says, “As\nbeing, as an individual citizen, I have my opinions about what\n\na human\nought to\n\nhappen\n\nas the revolutionary\n\nand I reserve my\n\nright to state them\n\nwhenever\n\nit is appropriate\n\nto\n\ndo so, but as a teacher I have, in addition, certain other duties. It is my busi¬\nness to help people who do not agree with me, to clarify and better under¬\nstand the position that they hold. If I refuse to do that, I am refusing to\nteach some of the people who want me to teach them.\"\nI think a teacher can choose for himself which of these three positions he\ntakes. My\n\nown\n\nis the middle one.\n\nAnd then, this last word about the relation of adult education and politics.\nWhatever kind of future state we have because of the betterment of the\nworld, it is not going to make\norder would\n\nadult education\n\nhave better schools on all levels. If we\n\nadult education we know\nwant.\n\nthat the more\n\nI think these are the chief problems\nin adult education.\neducation?\nteacher?\n\nless necessary. A better social\n\nThe\n\nfirst : What\n\nknow\n\nanything\n\nabout\n\neducation people have, the more\n\nthey\n\nin the present philosophic difficulties\ndo we\n\nmean\n\nby democracy\n\nin adult\n\nIs there responsibility for leadership, that is, on the part of the\n\nIf so, what\n\nit with success? These\n\nis that responsibility? How\n\ncan the teacher exercise\n\nare all the same problem. The\n\nother question is: What\n\nis the relation of adult education to the general social movement\n\nof the time?\n\nAdult educators must know what they are doing — I suppose the real\nvalue in discussing these things is not that we ever get them settled, but that\nwe do get somewhat\nfor us occasionally.\n\ndisturbed about them. I think that disturbance\n\nis good\n\n( Dr. Bryson then called upon the members of the panel to come to the plat¬\nform. The question of what the adult program should emphasize provoked\nthe discussion which follows.)\nMarguerite\n\nH.\n\nBurnett\n\n(Director,\n\nAdult\n\nEducation,\n\nState\n\nDepart¬\n\nment of Education, Wilmington, Del.) : It seems to me that our big job in\nadult education is to have some concern about some of the big things we are\nafter in terms\n\nof growth\n\nin people, and that growth\n\nmay\n\nhave to come\n\nin\n\nwhatever area that person's major interests lie. He may grow in art ; he may\ngrow in music ; he may grow in anything, but he ought to be a finer person\nbecause of that experience.\n\nDr. Bryson\n\n: What\n\ntion, or getting what\nwhich is produced?\n\nis growth ? Acquiring a higher standard of produc¬\n\nwe call “self-expression\" no matter how\n\nbad the thing\n\n"}
{"page": 191, "printed_page": null, "text": "Department\n\nof\n\nAdult\n\n185\n\nEducation\n\nMiss Burnett: Both. Self-expression is an upward step in the process\nof growth. You have to begin with a person where he is. You have not been\na real adult educator\nwhich\n\nunless you have helped that person get the disciplines\n\nare desirable, but you begin at a low level if necessary.\n\nWinifred\n\nFisher\n\n(Secretary, Adult\n\nEducation\n\nCouncil, New\n\nYork,\n\nN. Y.) : If a person is given the opportunity for self-expression, say in art\nor music, the confidence and enjoyment he gets from it may be very definite\ngrowth ; but I do think he ought to be clear as to what\nand how\n\nwell he is accomplishing\n\nJ. T. Reid\n\nit.\n\n(Director, Extension\n\nAlbuquerque,\n\nN. Mex. ) : \\ou\n\nDivision, University\n\nmean\n\naccomplishment\n\nof some ideal determined\n\nby somebody\n\npursuing\n\nhimself? As far as I am\n\nthe performance\n\nthe adult may\n\nmean\n\nhe is trying to do\nof New\n\nfrom\n\nMexico,\n\nthe standpoint\n\nelse other than the individual who\nconcerned,\n\neducation\n\nis\nfor\n\nany kind of progress from a point.\n\nDr. Bryson: In any direction?\nDr. Reid: Yes, any direction, relying upon, of course, the natural human\ntendency and trait to progress.\nL. R. Alderman\n\n(Director,\n\nEducation\n\nDivision, WPA,\n\nWashington,\n\nD. C.) : Do we want a lot of philosophical fencing? The questions of accom¬\nplishment in art, music, and politics are ultimate questions ; not the immediate\nquestions facing the leader. The\n\nkind of growth\n\nMiss\n\nBurnett\n\nmeans\n\nis the\n\ngrowth\n\nof an individual who\n\nhas been started by a wise leader on some line\n\nof work\n\nin which\n\nsucceed, and upon\n\nothers. (Dr.\nEmily\n\nhe would\n\nAlderman\n\ncited the Opportunity\n\nhave twenty\n(The\n\nconsideration\n\nmillion people in this country who\n\nquestion. They\n\nare all around\n\nC. S. Marsh\nWashington,\n\nunder\n\nup, but that is not\n\nin this type of school. We\n\nare not ready for the political\n\nto the question of giving a student what\n\nhe\n\nthe leader thinks he needs.)\n\n(Associate\n\nDirector,\n\nAmerican\n\nCouncil\n\non\n\nEducation,\n\nD. C.) : Is it not possible for a teacher to decide wisely that a\n\ngiven student does need some\n\nthings and to exercise pressure to see that the\n\nstudent satisfies those needs? This came\nsome\n\ncome\n\nin Denver\n\nus.\n\ndiscussion then turned\n\nthinks he wants, or what\n\nMiss\n\nSchool\n\nGriffith.) Of course political questions may\n\nthe major thing. It is a very minor\n\nwas\n\nthat success he could build\n\nup at the CCC\n\ncamps\n\nwhere\n\nthere\n\ncompulsion.\nBurnett:\n\nDr. Marsh\n\nDid\n\nthey learn under\n\ncompulsion?\n\n: At the lowest ends, of course, we had illiteracy in consider¬\n\nable numbers.\n\nI am\n\nnot sure just where\n\nthe stopping point in compulsion\n\nin compulsion\n\nin the interest of a better social order, but I am\n\nis,\n\nperfectly\n\nwilling to exercise it as far as I can. I believe that you respect and direct\na person’s wants, but I think at the lower levels you have to also respect his\nneeds as you see them, and work on them as forcibly as you can.\n\nDr. Bryson : Have you anything to say to that, Dr. Alderman ?\nDr. Alderman : On the lower levels, you have no choice in the matter.\nDr. Bryson : Then you would say, as people go higher and higher in\nthe educational\n\nstructure, they know\n\nhave. Is that right?\n\nmore\n\nand more\n\nof what\n\nthey ought to\n\n"}
{"page": 192, "printed_page": null, "text": "186\n\nNational\n\nDr. Alderman\nH. J. Arnold\n\nAssociation\n\n: Yes.\n(Wittenburg\n\nthat if you want\nemphasizing\nsary.\n\nEducation\n\nCollege, Springfield, Ohio) : I firmly believe\n\nto get learning across, you must\n\nmake\n\nit specific. I believe in\n\nthe specific and in putting on a little pressure where\n\nit is neces¬\n\n(A member of the audience said: “I would agree with, compulsion up to\nthe sixth grade. I think the student is not able to say what he should study\nuntil he has, at least, learned to read and write well.”)\nDr.\n\nBryson\n\n: You\n\nare agreeing\n\nwith\n\nis a limitation on his freedom.\n\nme,\n\nthen, that a student’s\n\nignorance\n\nMiss Fisher: I would like to know if a movement for compulsory legis¬\nlation to compel all adults to attend school until they have completed the\nequivalent of the sixth-grade work\n\nhas been started ?\n\nDr.\n\nArnold:\n\nIs it not\n\nessential\n\nto citizenship\n\nin a democracy?\n\nDr.\n\nBryson:\n\nI do not\n\nknow.\n\nWe\n\na democracy,\n\ncall a democracy,\nCaroline\n\nfor one hundred\n\nA.\n\nWhipple\n\nhave\n\nhad\n\nBryson\n\n: Why\n\nwhat\n\nwe\n\nState\n\nDe¬\n\nand fifty years.\n\n(Supervisor\n\nof\n\nAdult\n\nEducation,\n\npartment of Education, Albany, N. Y. ) : Compulsory\nlation has never worked.\nDr.\n\nor\n\nadult education\n\nlegis¬\n\nnot ?\n\nM iss Whipple: It just has not. People in this country will not he or¬\ndered, when they are adults, to go to school. There was a law in Utah\nand in our own\nDr.\none\n\nAlderman\n\nwho\n\nlenge\n\nstate but they could not be enforced.\n\ncan\n\n: I think\n\nchallenge\n\nis increased\nBryson:\n\nDr.\n\nAlderman:\n\nDr.\n\nBryson\n\nportance\n\na person\n\nfrom\n\nDr.\n\nThe\n\nthe greatest\n\ntime\n\nteacher\n\nof adult\n\nto do his best, and\n\nwho\n\nis the\n\nsees that that chal¬\n\nto time.\n\nresponsibility,\n\nthen, is on\n\nthe teacher?\n\nYes.\n\n: I do not\n\nthink\n\nany\n\nof us will quarrel\n\nof the teacher. I doubt if there are enough\n\ndo our job who\n\neducation\n\nhave the certain something\n\nwith\n\nyou\n\non\n\nthe im¬\n\npeople in the world\n\nto\n\nthat a teacher needs. Since most\n\npeople are not born teachers, you have to take the best substitute you can\nget. I think the problem\nwould\n\nof how\n\nwe are going to professionalize our methods\n\nbe a good one for discussion at some\n\nmeeting.\n\nI am not going to try to summarize this discussion. I think we have clari¬\nfied and stated our own points of view. I think we have agreed that the\nimportant\n\nthing is to know\n\nfairly manageable\n\nwhat\n\nwe\n\nif we have a clear conception\n\nthat takes some\n\nvery clear thinking.\n\nTHE\n\nOF\n\nWILLIAM\n\nH.\n\nFUTURE\nKILPATRICK,\n\nCOLUMBIA\n\nProphecy\n\nADULT\n\nPROFESSOR\n\nanalyze, if we\n\nof their purpose;\n\nare\n\nand that\n\nEDUCATION — Abstract *\nOF\n\nUNIVERSITY,\n\nis always hazardous;\n\nprobabilities. We\n\nare trying to do ; that the methods\n\nEDUCATION,\nNEW\n\nYORK,\n\nbut all adventure\n\nTEACHERS\nN.\n\nCOLLEGE,\n\nY.\n\nis based on foretelling\n\ncan, the situation confronting\n\nus into the\n\n* The complete address of Dr. Kilpatrick will appear in an early issue of the Bulletin of the De¬\npartment of Adult Education; or write to the N. E. A. Department of Adult Education for extra copies.\n\n"}
{"page": 193, "printed_page": null, "text": "187\nDepartment\n\nmore permanent\nthat here.\nWe\n\nof\n\nAdult\n\nEducation\n\nfactors, and base our forecast on these. I shall try to do\n\nhave had, for many\n\nyears, some form of adult education ; the church,\n\ndemocracy, political parties, newspapers, the radio — all are informal types\nof adult education. They no longer suffice. A new and perilous situation\ndemands\n\nmore\n\nwidespread\n\nand pointed study.\n\nNew factors of change, entering history about four hundred years ago,\nhave made the world modern. We have found how to discover. Discoveries\nand inventions mean change — change in ways of living and of thinking.\nWays of government and ways of education must fit these ways of living.\nChanges\n\nin the last generation have been so rapid as to put civilization out\n\nof balance. Under\n\nthese factors of change, new\n\nsolutions lag behind\n\nproblems\n\ncome\n\nvery fast;\n\nthe problems.\n\nCivilization is threatened if we do not increase our rate of solving prob¬\nlems. Dictatorship has increased over democracy because new problems have\nproved too difficult for unskilled democracies.\nTo\n\nsurvive, democracy\n\nelimination\naway\n\nmust\n\nmake\n\nfor itself a new\n\nadult education. The\n\nof illiteracy is very important, but, we hope, it will soon be done\n\nwith. Teaching\n\nthose who, when\n\nEnglish\n\nyoung,\n\nwere\n\nto foreigners is also important.\n\nTeaching\n\nforced to drop out of school is an abiding\n\nneed. It should decrease with laws keeping people in school longer. Train¬\ning for new trades, new vocations, is very important. It must belong to the\nnew\n\nand permanent\n\nways\n\nof spending\n\nstability must\n\nadult education, together with\n\nleisure time. But none\n\nfear from\n\naccumulating\n\na study of wholesome\n\nof these meet\nunsolved\n\nthe peril that social\n\nproblems.\n\nAs I see it, we\n\nmust have, as the principal feature of the new adult education, the wide¬\nspread continual study of current economic and political problems.\nWe are living thru a far-reaching social, economic, and political revolu¬\ntion, which is so far quite peaceful. To solve our problems democratically,\nthe great consideration\nwhole\n\nis widespread\n\nstudy. Our\n\nbody of citizens plastic to thought. We\n\nthat constructive\n\nthinking may\n\naim must he to make\n\nthe\n\nmust build social intelligence\n\ncontinue.\n\nThe\n\nability to think new\n\nthoughts is the greatest possible asset in and for\n\nmodern\n\nsociety. A stubborn\n\ninability to think new\n\nthoughts is our greatest\n\nsocial danger. If a man’s mind is fixed it cannot solve a new problem.\nCivilization needs a new adult education, then. We must educate for ( 1 )\nnew\n\nvocations, (2) new\n\nleisure, and (3) social intelligence. Society, that is\n\nto say, society in its organized sense, must foot the bill for this new\n\npermanent\n\nadult education. It will pay in money,\n\nit costs.\n\nlife, and security for what\n\nFor the third type of adult education, the main\nstudy groups\n\nsupplemented\n\nby public forums.\n\nreliance must\n\nThere\n\nshould\n\nbe small\n\nbe no certifi¬\n\ncates, no grades, no marks, no school notion tangled up with it, and its pur¬\npose is, that the people of this country may seriously study their problems\nto make\n\ndemocracy\n\nwork\n\nbetter, to really serve the public welfare.\n\n"}
{"page": 194, "printed_page": null, "text": "188\n\n.National\n\nEducation\n\nAssociation\n\nDiscussion\nA\n\nCRITIQUE\n\nG. L. MAXWELL,\n\nOF\n\nCURRENT\nPRACTISES\nEDUCATION\n\nASSISTANT\n\nDIRECTOR,\nINGTON,\n\nDr. Maxwell:\ngestions made\n\nADULT\n\nDIVISION,\n\nWPA,\n\nWASH¬\n\nd. c., Leader\n\nThis particular discussion has grown\n\nby a number\n\n“adult educators\n\nEDUCATION\n\nIN\n\nof interested people thruout\n\nout of two sug¬\nthe country:\n\nhave not stopped to take stock of themselves\n\nfirst\n\nand to criti¬\n\ncize their practises, and, thereby, to attempt self-improvement,\" and, second,\n“all adult education meetings are given over largely to people telling how\ngood their various programs or activities are.\" It was suggested that we look\nat ourselves objectively and point out our various weaknesses. Therefore this\nmeeting is to be “A Critique of Current Practises in Adult Education.’’\nTomorrow we are going to discuss the constructive side, showing how these\nweaknesses,\nmembers\n\nor needs if you prefer the word, can be met. We\n\nof the audience\n\n(Dr. Maxwell\n\nhope that the\n\nwill be ready to take part tomorrow.\n\ncalled the members\n\nof the panel to come\n\nto the platform,\n\nexplaining that he had assigned different phases of the subject to different\ngroups for preparatory\n\nDr. Maxwell:\n\ndiscussion.)\n\nSomewhat\n\narbitrarily, we have divided the time into three\n\nsections: (1) criticism of methods and training; (2) materials and cur¬\nriculum; and (3) administration and finance. Dr. Debatin, will you begin\nthe discussion ?\nFrank\n\nM.\n\nLouis, Mo.)\n\nDebatin\n\n: Taking\n\n(University\n\n“methods\n\nand\n\nCollege,\n\nWashington\n\ntraining\" to mean\n\nUniversity,\n\nSt.\n\n“the methods\n\nof\n\nteaching adults, and the training of adults,\" the criticisms of the first might\nbe that we make fetishes of words, and associate a certain type of method\nwith a given field of work — the lecture method, the round table, the forum,\nthe conference method, demonstration, panel, listeners groups, debate, and\nproblem\n\ndiscussion. We\n\nimportant\n\nhave a tendency\n\nto make\n\nthan the result ; and perhaps we\n\nthe word, the form, more\n\noverlook, somewhat,\n\nthe matter\n\nof objectives. In addition to a well worked out objective, there should be\nat the end of it a certain kind of realistic finale. The need for increased order\nand\n\nfor increased preparation\n\ncriticism. Another\n\nweakness\n\npart of administrators\ntype of work\n\nof the teacher, forms\n\nthe basis of another\n\nmay be found in the lack of imagination\n\nand teachers who\n\non the\n\nare prone to associate with a given\n\na definite type of procedure\n\nmethod.\n\nI want\n\nto emphasize\n\nthe need of imagination.\nAs to the training of teachers of adults, four things are suggested which\nI am going to mention\n\nbut will not explain : ( 1 ) training is too formalized ;\n\n(2) there is a lack of emphasis on personality; (3) there is a lack of a cer¬\ntain orientation in the history, psychology, and theories of education and in\nallied fields for the teacher who\ntion — and\n\nfor some\n\nwho\n\nhave;\n\nhas not finished at a teacher-training institu¬\n(4) it seems\n\nthat adult educators\n\nselves are the poorest examples in the L'nited States of the methods\n\nthem¬\n\nfor train-\n\n"}
{"page": 195, "printed_page": null, "text": "Department\n\ning teachers for adults. We\nto use when\n\nAdult\n\n189\n\nEducation\n\ndo not use the methods\n\nwe\n\nwant\n\nthe teachers\n\nthey go into class.\n\nCaroline\n\nment\n\nof\n\nA. \\\\ hipple\n\nof Education,\n\n(Supervisor\n\nAlbany,\n\nof Adult\n\nN. Y.) : One\n\nbridge from the question of method\n\nEducation,\n\nState Depart¬\n\nthing might be mentioned\n\nto the question of preparation\n\nas a\n\nof teach¬\n\ners — the need of the teacher to know something about what she is teaching.\nThere is a great deal of shallowness in our teaching. Would we have to\nworry\n\nmuch\n\nabout method\n\nif the teacher knew\n\nand was\n\ninterested in her\n\nsubject ?\nWinifred\n\nFisher\n\n(Secretary,\n\nAdult\n\nEducation\n\nsay that many\n\nCouncil,\n\nN. Y.) : Adult\n\nstudents themselves\n\nplan their work\n\nbut take refuge in some large democratic\n\nNew\n\nYork,\n\nteachers do not seem\ndeclaration\n\nto\n\nabout\n\nletting the course of the class grow\n\nout of the need of the group. Perhaps\n\ncertain amount\n\nis required for flexibility, but sometimes\n\nof that development\n\nstudents suspect teachers of stalling.\nM iss Whipple: There is another fault which\na maddening\ntinctly bad.\n\nway\n\nof talking down\n\nto a group\n\nI think of often. We\n\na\n\nhave\n\nof adults. I think that is dis¬\n\nH. J. Arnold (Wittenburg College, Springfield, Ohio) : I think that\nwe should put the understanding of students and their problems ahead of\nmastery of knowledge of subjectmatter, altho the latter is extremely im¬\nportant. We dare not underestimate the value of ability on the part of the\nteacher to size up the psychological\n\nfactors wrapped\n\nperson in the audience or in the class.\nDr. Maxwell : What are our\nmentioned\nMiss\n\nin the matter\n\nFisher:\n\nA\n\nchief needs\n\nto\n\nthose\n\nin addition\n\nbusiness, as I see it, is done\n\nwith\n\nof teacher training?\n\nteacher-training\n\nthe idea of “pouring in,” which does not seem from\nbeen our ideal for adult education.\n\nDr. Debatin\n\nup in that individual\n\nour discussion to have\n\n: The training, so far, has been too meager and too narrow\n\nin its outlook.\nMiss Whipple: I think the fault with a great deal of our service train¬\ning is that we do not connect it with the teaching.\n\nDr. Maxwell\nand curriculum.\nS. T. Reid\n\n: Now\n\nwe turn to the committee that has studied materials\n\nDr. Reid is chairman.\n\n(Director, Extension\n\nDivision, University\n\nof New\n\nMexico,\n\nAlbuquerque. N. Mex.) : Our committee felt that all our activity in develop¬\ning a curriculum, or any other phase of activity in adult education, should\ntake into account\nwe\n\nthe type of group with which\n\nare preparing. We\n\nwe are working\n\nhave failed to realize the importance\n\nor for which\n\nof group level.\n\nAlso, we have failed to train the teacher in the technics of curriculum¬\nmaking, or in the procedures of assisting adults in working out a curriculum\nfor themselves. Dr. Fisher will report on the matter\n\nof needs and the failure\n\nto prepare or produce means by which we can discover and develop the needs\nof adults and provide those needs by curriculum theory.\nC. A. Fisher\nAnn\n\nArbor,\n\n(Director,\n\nMich.) : I am\n\nExtension\n\nService, University\n\nnot sure that we\n\nof Michigan,\n\nare ready for a curriculum,\n\n"}
{"page": 196, "printed_page": null, "text": "190\n\nNational\n\nEducation\n\nAssociation\n\nbevond the elementary field. If a man cannot read there are certain things\nwe have to teach him. We know how to do that, but I do not believe we\nneed a curriculum\n\nfor adult education\n\nbeyond\n\nthat level. Nor\n\ndo 1 think\n\nthere is any noticeable lack of helpful materials on adult education. I would\nbe almost willing to say that the greatest need in adult education\nas far as curriculum\n\nis concerned,\n\nis to just let it alone. We\n\ntoday,\n\nhave people all\n\nover the country doing things in adult education, and doing them well. The\ngovernment\n\nhas given a great impetus\n\nto this movement\n\nIf there are a million and a half people studying in WPA\nmethod\n\nin the WPA.\n\nclasses, I think the\n\nand materials used will teach us a good deal. Suppose\n\nwe\n\nlet the\n\nmake\n\ntheir\n\nmistakes for a few years, and then, perhaps, it will be time to work\ncurriculum.\n\non a\n\npeople who\n\nMiss\nover\n\nare trying to do something\n\nWhipple:\n\nIs it not dangerous\n\nto this lack of guided\n\nDr.\n\nFisher:\n\nmovement,\n\nI do not\n\nwith\n\nadult education\n\nto turn\n\na lot of inexperienced\n\npeople\n\nstudy?\nknow.\n\nThere\n\nis a certain\n\nwaste\n\nmotion\n\nin every\n\nand I suppose we will have to have it in this. Let us not get too\n\nstereotyped and institutionalized before we find out.\nDr.\n\nThe\n\nArnold:\n\nDr.\n\nFisher\n\nand\n\nI have\n\nagreed\n\nto disagree\n\non\n\nthis point.\n\nreason I am interested in giving directions to adult education, not in a\n\ndictatorial way but in an intelligent way, is because I am\n\ninterested in per¬\n\npetuating adult education. I do not believe in curtailing freedom of ex¬\npression or anything of that sort, but I do believe we have come to a point in\nadult education in the United States where\nthe direction in which this is going.\nDr.\n\nMaxwell:\n\nMany\n\nof\n\nthe\n\nBryson’s caution of yesterday when\n\nwe\n\ncriticisms\n\nneed to think seriously about\nhave\n\nhe said, “Do\n\nbrought\n\nus\n\nup\n\nto\n\nDr.\n\nnot get into the position of\n\nhaving good methods of doing something which you cannot define.’’ It\nseems to me that much of our confusion in methods, and much of our con¬\nfusion in materials, grows out of the fact that we have not adequately defined\nwhat\n\nwe\n\nThere\n\nare trying to do.\nis another\n\nset of problems\n\nwhich\n\ndeals with\n\nganization, and finance. Miss Burnett’s committee\nMarguerite\n\nment\n\nH.\n\nof Education,\n\nproblems\n\ninvolved\n\nBurnett\n\n(Director,\n\nWilmington,\n\nAdult\n\nDel.) : Our\n\nin administration,\n\nor¬\n\nhas been working\n\non that.\n\nEducation,\n\nDepart¬\n\ncommittee,\n\norganization,\n\nrecognition should be given to the administrative\n\nadministration,\n\nand\n\nState\n\nin considering the\nfinance, felt that\n\nand organizing\n\nability of\n\nDr. Maxwell in planning this program. He used good adult education tech¬\nnic when he sent letters all over the country to find out from groups of adult\neducators\n\nwhat\n\nthey thought\n\nhave tried to organize\nsent in.\nWe\n\nnarrowed\n\nassumption\n\nought to be discussed at this conference.\n\nour discussion around\n\nthe problem\n\ndown\n\nthe suggestions which\n\nto public school administration\n\nthat those here are concerned\n\nprimarily with what\n\nWe\nthey\n\non the\n\nthe public\n\nschool is doing with adult education. We felt that flexibility is a basic need.\nOne of our greatest sins of omission or commission is that we are not able\nto change our procedure\n\nrapidly enough\n\nto meet changing\n\nsituations.\n\n"}
{"page": 197, "printed_page": null, "text": "Department\n\nof\n\nAdult\n\nI have one general question. Are we\naffected by administration\nMiss\n\nFisher:\n\nI am\n\nwilling to let all the people that are\n\nhave a share in determining\n\nconcerned\n\n191\n\nEducation\n\nwhat\n\nit shall be?\n\nwith trying to look at different kinds of\n\nadult education done in many organizations, and there is a highly competi¬\ntive spirit which does not always operate for the benefit of the student. We\ndo not capitalize as much as we should on the experience, the trial-and-error\neffort, which other people are making. We do not analyze our experience in\nsuch a way\n\nthat it will save us time and wasted\n\n(Someone\n\nin the audience\n\nof adult education\n\nsuggested\n\nare dominated\n\neffort.\n\nthat the methods\n\nsomewhat\n\nof administrators\n\nby the universities and colleges.)\n\nDr. Maxwell: I suppose we will have to plead guilty. On\nthere are five college professors out of twelve.\n\nthe panel,\n\nMiss Burnett: Every community has a half-dozen organizations that\nare coming together for one purpose or another. Should adult education\nalways come in and say, “Let’s have another activity,” when the challenge\nis, perhaps, to make those activities in which the people are already engaged\nreally educative?\nMiss\n\nFisher:\n\neducation\n\nI am\n\nsure that a good deal of our success in getting adult\n\nfinanced is going to depend\n\nthe community\n\non how\n\ninto its confidence and gives it some\n\ngeneral policy for the adult education\nsay something\nDr.\n\nfar the administration\n\ntakes\n\nvoice in determining\n\nof that community.\n\nShould\n\nthe\n\nwe\n\nnow\n\nand\n\nad¬\n\nabout financing adult education ?\n\nMaxwell:\n\nThese\n\ncommittees\n\nhave\n\ncriticized\n\norganization\n\nministration on a number of points, including and closing with the whole\nproblem of finance. However, we will have to leave this until the breakfast\nmeeting.\n\nADULT\n\nEDUCATION— WHAT\n\nIT\n\nIS\n\nAND\n\nWHERE\n\nIT\n\nIS\n\nGOING — A bstract*\nFLOYD\n\nW.\n\nREEVES,\n\nPROFESSOR\n\nOF\n\nEDUCATION,\n\nCHICAGO,\n\nUNIVERSITY\n\nOF\n\nCHICAGO,\n\nILL.\n\nIt is not possible to state what the term “adult education” may eventually\nmean. I recognize the dangers of an attempt to define any new movement,\nbut even greater dangers\n\nmovement\n\nthat simply\n\n“grows and grows” without such intelligent direction as may\nby an analysis of its scope and function.\n\nbe given it\n\nAdult\n\neducation\n\nmay\n\narise out of a new\n\noffers those persons no longer in school an opportunity\n\nto broaden\n\ntheir cultural, social, and occupational\n\nbackgrounds,\n\nnew\n\nof earning a living thru occupational\n\nretraining. In an age of\n\nways\n\nshorter working\n\ndays and weeks, adult education\n\nand to find\n\nprovides an opportunity\n\nfor wise use of leisure. Adult education prepares for more effective participa¬\ntion in community activities, for more intelligent citizenship, and for clearer\nunderstanding\na more\n\nof state, national, and international affairs. It should result in\n\ntolerant outlook upon\n\nthe world.\n\n* For complete address write to the N. E. A. Department\n\nof Adult Education.\n\n"}
{"page": 198, "printed_page": null, "text": "192\n\nNational\n\nA common\n\nmisconception\n\nEducation\n\nAssociation\n\nfrequently limits the scope of adult education\n\nto Americanization of immigrants and education of native-born illiterates'.\nThese are important functions, but ability to read words from the printed\npage is not adequate as a basis for a democratic\n\nform of government.\n\nAmong\n\nthe so-called “literate/’ there exist social illiteracy, economic illiteracy, poli¬\ntical illiteracy, artistic illiteracy, and religious illiteracy. These, also, must\nbe eradicated.\nAdult education must include a program for all — the employer, the\nlaborer, and the unemployed; the rural and the urban dweller; the rich and\nthe poor; men and women, and youth who have left full-time school; those\nin positions of leadership and those who are members of groups being led.\nOne\nfrom\n\nof the social forces affecting adult education\nrural to urban\n\ncommunication,\n\nareas. Another\n\nAdult\n\nis the development\n\nthe most important\n\nsilent films. Educational\nthese new media.\neducation\n\nof which\n\nincludes\n\nthe following\n\nduring childhood\n\nwith the latest developments\n\nof new\n\nmeans\n\nare the radio and sound\n\nagencies are only beginning\n\ngaps left by other units of education;\ndeveloped\n\nis the flow of population\n\n(a) to fill the\n\nskills and knowledge\n\nin fields such as government,\n\neconomics, science,\n\nthat can be dealt with adequately\n\nonly at the adult level; and (e) to give to the older and younger\ntions a basis for mutual understanding.\nhowever,\neducation\n1. There\n\nof adult education\n\nshould\n\nand is poorly integrated. Possibly\n\nof an integrated program\n\ntoday. There\n\nis the greatest single need of adult\n\nare other major problems:\n\nbe greater\n\nequalization\n\nof educational\n\nopportunity\n\n2. Library facilities should be extended.\n3. Good reading materials at low cost should be developed.\n4. Facilities for vocational retraining of adults have not kept pace\nresulting from technological change,\ntion of the unemployment problem.\n5. A new\n\ngenera¬\n\nis broad in scope and diverse in character ;\n\nit lacks unity in organization,\n\nthe development\n\nof\n\nand youth; (c) to keep the adult public in step\n\nand the arts; (d) to deal with problems\n\nThe program\n\nand\n\nto take advantage\n\nspecific aims:\n\n(b) to maintain\n\nof\n\ntype of vocational\n\naltho such facilities appear\n\nguidance\n\nis needed,\n\nof adults, their aptitudes, and the occupational\n6. Altho the need for research in education\n\nbased\n\nfor adults.\n\nwith\n\nthe needs\n\nessential to a solu¬\n\non appraisal\n\nof the interests\n\nopportunities available.\nand in guidance is relatively\n\ngreater at the adult level than at any other educational\nfor such research are now almost entirely lacking.\n\nlevel, presentday\n\nmuch\n\nfacilities\n\n7. The need for improvement of teaching, administrative, and supervisory person¬\nnel is so great that the attainment of this end should be a matter of major emphasis.\n\nTo\n\nachieve these goals, increasing financial support for adult education\n\nwill be necessary. The\n\ntime has come\n\nwhen\n\nadult education\n\nshould cease to\n\nbe treated as a step-child of other interests in the field of education. Its rela¬\ntive value should be recognized in educational budgets.\nThe task to be accomplished demands the combined wisdom of the spe¬\ncialist and the layman, plus the active cooperation of public officials and\ncitizens. Given\neducation\n\nsuch support, substantial advances\n\nin the years immediately\n\nahead.\n\nmay be expected in adult\n\n"}
{"page": 199, "printed_page": null, "text": "Department\n\nof\n\nAdult\n\n193\n\nEducation\n\nDiscussion\nNEXT\nJAMES\n\nA.\n\nMOYER,\n\nSTEPS\nDIRECTOR,\n\nDEPARTMENT\n\nDr.\n\nMoyer:\n\nIN\n\nWe\n\nOF\n\nADULT\n\nDIVISION\nEDUCATION,\n\nUNIVERSITY\n\nBOSTON,\n\nEXTENSION,\n\nMASS.,\n\nare going to discuss today how\n\ncation are to be met and how\n\nSTATE\n\nLeader\n\nthe needs\n\nin adult edu¬\n\nour difficulties are to be overcome.\n\ngive consideration, I believe, to what\nand marks\n\nOF\n\nEDUCATION\n\nWe\n\nshould\n\nDr. Kilpatrick had to say about grades\n\nfor adult education ; also to the question of quality or quantity,\n\nabout which\n\nwe have heard so much\n\nin the last two days; and, lastly, to the\n\nfinancing of adult education. Dr. Bryson is going to be our discussion leader.\nLyman\n\nBryson\n\nColumbia\n\n(Professor\n\nUniversity,\n\nNew\n\nof Adult\n\nYork,\n\nEducation,\n\nN. Y.) : Before\n\nwe\n\nTeachers\n\nCollege,\n\nfind out what\n\nthe\n\nanswers to the questions asked yesterday ought to be, it would help us all a\ngreat deal in understanding the discussion if we had a better idea of who\nyou are, what your chief interests are, and in what\nproblems\n\nof one group\n\nmay\n\nnot be identical with the problems\n\nWe cannot know what an opinion is worth\nground upon which it is based.\n(A count showed\nengaged\n\nunless we know\n\nthat the group was composed\n\n12 administrators;\n\nfield your work\n\n11 workers\n\nin informal\n\nis. The\n\nof another.\n\nthe special back¬\n\nof 34 teachers of illiterates ;\n\nadult education;\n\n1 librarian; 5\n\nin music and art ; 4 in public forums ; 5 in safety and health ; 3 in\n\nhomemaking;\n\nand\n\n1 in parent\n\neducation.)\n\n(Dr. Bryson called the members of the panel to the platform and in¬\ntroduced them. He announced that he would first submit the questions\nto the whole group and later to the members\n\nDr. Bryson\n\n: Is there a remedy for the fact that most teachers who\n\ntrying to teach adults do not know\n\nas much\n\nought to, or is that just an imaginary\n(Members\nknow\n\nmore\n\nof the general group\n\nstandards\n\nsuch permanent\n\ncriticism?\nseemed\n\nto agree that a teacher should\nalso agreed that there\n\nin selecting teachers; but that the application of\n\nto the agencies of the present WPA\n\nprogram\n\nare\n\nabout the subject as they really\n\nthan the persons to be instructed. They\n\nshould be higher standards\nthe same\n\nof the panel.)\n\nset up on permanent\n\nbudgets\n\nprogram\n\nor any\n\npresented\n\na grave\n\nproblem.)\nDr. Bryson\n\n: Dr. Debatin, what\n\nFrank\n\nDebatin\n\nM.\n\nLouis, Mo.)\n\n(University\n\nCollege,\n\ngoing to do about this?\n\nWashington\n\nUniversity,\n\nSt.\n\n: I think one of the greatest difficulties in our adult teaching is\n\nthe lack of knowledge\nfor higher standards\nDr.\n\nis the committee\n\nBryson\n\nabout standards\n\nwithout\n\n: Someone\n\nrunning\n\nWhat\n\nwork\n\nthe danger of rigid standardization?\n\nin the audience\n\nin the WPA\n\ninsecurity in that work.\nDr. Debatin\n\nof the teachers and supervisors ; but can we\n\nhas said that it is useless to talk\n\nbecause there is considerable\n\nuncertainty\n\nand\n\nabout that ?\n\n: Insecurity of tenure is not confined to WPA.\n\nall positions in adult education.\n\nOne\n\nof the remedies\n\nthat we\n\nIt applies to\nwould\n\nhave\n\n"}
{"page": 200, "printed_page": null, "text": "194\n\nNational\n\nEducation\n\nis to make jobs more definite and more\n\nAssociation\n\nsecure. In addition, we would\n\nto recommend better and more continuous\nsupervision, and better original training.\n\nlike\n\nin-service training, improved\n\nDr. Bryson : Someone has suggested that teachers groups should study\nmore professional literature and give less thought to, \"What I did in my\nclass. ’’ I think that we have a certain amount of professional literature in\nthe field ; much of it is scattered but if a teacher wants to find it, she\ncan. . . . Another criticism is that teachers lack experience or practise in\nthe subjects taught. Have you any recommendations on that?\n\nDr. Debatin' : I personally think that no teacher should be given the\nopportunity to teach adults unless he or she has had definite, specific ex¬\nperience.\nDr. Bryson: The last point on the committee report is: The teacher is\nnot always a student of other areas of learning. I feel rather strongly on this.\nI feel that one who is teaching adults should, at the same time, be studying\nsomething other than that which he is teaching. Someone\n\nsuggests that the\n\nnew study might have to do with the learning of backgrounds and the es¬\ntablishing of sympathetic relations with students. I think that is a practi¬\ncal suggestion.\n\nDr. Arnold:\n\nWe\n\ncannot hope to have the teacher fully and completely\n\nprepared in any subject; but it seems important to me that we know where\nto go for the information that we lack, that we do not hesitate to go there\nor to help our students to go there.\n\nDr. Bryson : You are right; and even saying \"I do not know’' sometimes,\n\nwhether you know\n\nor not. has its psychological value.\n\nAt this time I am going to call your attention to two addenda which\nhave been added to our discussion. Dr. Alderman suggested that a great\nmany people say the best teachers are those who have been salesmen, and\nthat there might be teachers who know too much. I think salesmanship has\nits values and its dangers. There\nknows too much.\nOur\n\nare real dangers from the teacher who\n\nnext criticism deals with the lack of flexibility in adult education\n\nprograms. Are there any suggestions for dynamiting an inflexible adminis¬\ntrator? I am referring to intellectual dynamiting.\nMiss Burnett: We will now discuss persistence and the right kind of\napproach. Administrators\n\nsay that very few people come\n\nto them with an\n\nidea, and offer to take the responsibility for working it out. We ought to\nhave a plan ready and well thought out, and we ought to have built up some\nconfidence in our judgment and ability before we ask an administrator to\ntake a chance on us. Administrators are loath to experiment. They are bound\nby red tape and the problems of cost. The\n\nteaching group by persistence\n\nand the presentation of a convincing plan can sometimes\nflexibility.\n\nbreak down\n\nin¬\n\nDr. Bryson : I suggest that the system itself could be set up on a more\norganized and flexible basis.\n\n"}
{"page": 201, "printed_page": null, "text": "195\nDepartment\n\nof\n\nAdult\n\nEducation\n\nDr. Maxwell: I do not like to put the responsibility on the teacher\nfor convincing the administrator. The teacher many times finds it difficult\nto make the proposal. Perhaps the persuasion should come from a certain\narticulate section of the public, a consumer council representing all sorts\nof agencies. Councils of this type already exist in 15 or 20 cities and are\ncoming into existence at the rate of almost one a week. They have been an\neffective means of organizing and developing the consumer public opinion,\nand using that as a persuasive influence on the administrator.\nDr. Bryson : This brings us to the second point on this committee report:\nthe criticism of the administrator for not seeing his program in relation to\nthe needs of his community. Adult education should be on a thoroly demo¬\ncratic basis. If you do not consult the consumer, you will not have any\nconsumer.\nMiss Fisher: How many schools represented here have the students\norganized in such a way that they can bring influence to bear?\nDr. Bryson : That is a practical question. How many? There seem to be\n15 who have student councils, and there are 29 where teachers are consulted\nand some attention paid to their suggestions on administrative questions.\nSomeone adds that our promotion is insufficient ; not enough people know\nthere is adult education going on. I am inclined to be afraid of this problem\nof promotion. Promoters are always promising people things they cannot\ndo for them.\nMiss\n\nFisher:\n\nHuman\n\nnature is such, it seems to me, that if you tell\n\nthem a little you are likely to get more help from administrators and budgetmakers than if you suggest a great deal.\nDr. Bryson : How many here have found, from experience, that the for¬\nmation of a council helps in the matter of duplication and institutional\nrivalry? Practically everybody seems to have found it so.\nDr. Alderman : I would like to get the opinion of some of the people\nin this audience as to what is the best way to bring about the integration\nagencies to prevent overlapping and competition. Can this be done by the\nformation of a council?\nWilliam\n\nH. Bristow\n\n(General Secretary, National Congress of Parents\n\nand Teachers, Washington, D. C.) : Could not the council movement be¬\ncome solidified in a community which is ready to form a council ? In many\ncases we might suggest the conference basis before the council is formed.\nDr. Bryson: Which agency is to start the council movement? Is it the\nbusiness of public adult education to take the initiative in getting a common\ngrouping?\nMiss Fisher: I feel quite strongly about the numerous councils that\nare being organized. It seems to me that first we have to develop a temper\nof cooperation. We should not say a great deal about coordination until we\nhave done what we can to develop a cooperative temper and get a fairly\nclear picture of consumer needs.\nDr. Bryson : These words of caution are very important. We have one\nquestion here which I would like to have answered. Adult education is in¬\nadequately financed. How can we finance it better?\n\n"}
{"page": 202, "printed_page": null, "text": "196\n\nNational\n\nM iss Whipple:\n\nThere\n\nEducation\n\nAssociation\n\nare two great schools of thought. One\n\nbelieves\n\nthat it should be free; the other, that it should not. Dr. Kilpatrick said yes¬\nterday that an adult should take anything he wants, free of cost.\nDr. Bryson : Let us get a quick survey of experience. How many of you\nwould say that fees tend to limit the attendance in classes? How many, that\nthe contrary is the case? Citizenship classes and literacy classes are ruled\nout. We all agree that they should be offered free of cost. A majority voted\n“yes,\" but there seems to be a disagreement. Will someone give his opinion?\nMiss Fisher: Why not have more classes with low fees?\nDr. Bryson : There are systems where unemployed people have their\nfees remitted. In such cases, the student s fee is returned if he attends the\nclass.\nMiss\n\nBurnett:\n\nCan\n\nyou\n\nsay that in this community\n\nthe people\n\ncould\n\nafford to pay and those in another could not ? Everybody should have the\nright to participate. I do not believe that a fee is the controlling factor.\nI have made several studies of classes where fees were paid and classes where\nthey were not. The whole situation was just about the same.\nMaude\n\nE. Aiton\n\n(President\n\nof the Department)\n\n: If it is public educa¬\n\ntion and if there are fees, do you not immediately set up discrimination\nagainst some groups of citizens? I believe in public education without fees.\nThere may be private enterprises where a fee is charged and the discrimina¬\ntion of students enrolled is desirable.\nDr. Bryson\n\n: Shall we continue with several other questions that have to\n\ndo with curriculum and material : Is it necessary to have some study or cur¬\nriculum material outlined, or is it dangerous?\nMiss\n\nWhipple:\n\n^ ou\n\nneed\n\na fixed curriculum\n\nless and\n\nless as you\n\ngo\n\nup the educational scale from illiteracy. It also depends upon the field.\nDr.\n\nBryson\n\n: Graduate\n\nwork,\n\nfor instance,\n\nor\n\nscience\n\nin the higher\n\nreaches, would require some rigid direction. What about the necessity of\na program of different subjects in their interrelations? Are our programs too\nhelter-skelter? If so, what are we going to do about it? Now we come to\nthe old argument of giving the student what he wants or giving him what\nhe needs. The educational authorities will decide this question.\nDr. Arnold: In the discussion of the committee, we felt that for certain\ngroups who\n\nare lacking in fundamental\n\nknowledge\n\nthere should be intelli¬\n\ngent guidance into the so-called “tool\" subjects. A teacher in an adult group\nshould be not only a teacher but also a counselor.\nDr.\n\nMarsh\n\nperformed\n\n: It is my\n\nopinion\n\nfor adults. I am\n\nthat the advisory\n\nservice is rather poorly\n\nsure that in deliberating on problems of adult\n\neducation, the matter of guidance of the adults in the selection of the study\nmaterial is a function that should receive more attention.\nMiss\n\nFisher:\n\nMay\n\nI add that organizations should pay more\n\nto explaining to consumers what they intend to offer. We\npublic a clear idea of what they may expect to get.\nDr.\n\nBryson\n\nprivate agency?\n\n: May\n\nI ask which\n\nis worse\n\nattention\n\nare not giving our\n\nin that respect, the public or the\n\n"}
{"page": 203, "printed_page": null, "text": "Department\n\nof\n\nAdult\n\n197\n\nEducation\n\nMiss Fisher: Most of the public agencies do not bother to say anything.\nThe private agencies say more, hut give, for the most part, very poetic, windy,\nmisleading information.\nDr.\n\nBryson:\n\nIn conclusion\n\nI wish\n\nto say that I think Dr. Maxwell’s\n\nidea\n\nof starting with a college professor’s talk and ending with this specific assign¬\nment has worked out very well. I think all the contributions have been\nspecific without being too much in detail, and I think we have had a lot of\nvery good solid advice to work with.\nSECRETARY’S\n\nNew\nThe\n\nDepartment\n\nFebruary\n\nof Adult\n\n22-24, in connection\n\nMINUTES\n\nOrleans, Louisiana\n\nFebruary\n\n22-24, 1937\n\nEducation\n\nheld its midyear\n\nwith the Department\n\nmeeting\n\nin New\n\nOrleans,\n\nof Superintendence.\n\nThe first session was devoted to a consideration of “New Movements and Experi¬\nments in Adult Education,” with Maude Aiton, president of the Department, pre¬\nsiding. The subtopics discussed were “The Work of the Public Affairs Forums of\nthe United States Office of Education,” by John W. Studebaker, U. S. Commis¬\nsioner of Education; and “The Adult Education Program of the Tennessee Valley\nAuthority,” “The Center for Continuation Study of the University of Minnesota,”\n“The Educational Program of the WPA,” and “Rural Discussion Group Program\nof the U. S. Department of Agriculture.” The latter topics were discussed by direc¬\ntors of these programs.\nAt the luncheon\n\nmeeting which\n\nfollowed, Henry\n\nB. Hazard,\n\nAssistant to the Com¬\n\nmissioner of Immigration and Naturalization, presented a paper on the “Citizenship\nProgram of the Immigration and Naturalization Service,” in which he discussed the\npreparation of applicants for naturalization for the duties and responsibilities of\nAmerican citizenship thru a citizenship program. This program was formulated by\nthe late Colonel Daniel W. MacCormack, former Commissioner of Immigration and\nNaturalization, in cooperation with outstanding educators, social service leaders,\nand others in providing adequate facilities for the education of the foreign born for\nfunctioning citizenship.\nAt the meeting on Tuesday morning, February 23, state and federal legislation\nfor public support of adult education was considered, followed in the afternoon by\na discussion of the place of non-school agencies in adult education, including the\nchurch, university extension work, libraries, motion pictures, radio, public forums,\nthe press, etc. At the dinner meeting B. M. Cherrington, of the University of Denver,\nspoke on the “Essential Functions of Adult Education in American Democracy” in\nwhich he pointed out the progress made in man’s control over his physical environ¬\nment but thru the surrender in increasing degree of our individual economic inde¬\npendence. The new problem, therefore, is man’s mastery over his social environment,\nwhich will be accomplished in one of two ways: thru the application of authoritative\nintelligence, which is dictatorship; or thru the application of collective intelligence,\nwhich is democracy. If democracy does meet the issue it will be by means of a pro¬\ngram of adult education in proportions hitherto not contemplated in which the federal\ngovernment, the states, and lesser units must take part.\n\nDetroit, Michigan\nJune 27-July 1, 1937\nThe\n\nmeeting\n\nof the Department\n\nof Adult\n\nEducation\n\nof the National\n\nEducation\n\nAssociation was held in Detroit, June 27-July 1, 1937. Maude Aiton, president of the\nDepartment, presided at the first session which was a joint meeting with the National\nCouncil on Naturalization\n\nand Citizenship. Problems\n\nof citizenship and naturaliza-\n\n"}
{"page": 204, "printed_page": null, "text": "108\n\nNational\n\nEducation\n\nAssociation\n\ntion were discussed by such authorities as Thomas B. Shoemaker, Deputy Commis¬\nsioner of Immigration and Naturalization; S. H. Hanessian, Americanization School\nAssociation of the District of Columbia;\nProtective League of Chicago.\nl.yman\n\nBryson\n\nof Teachers\n\nCollege,\n\nand\n\nMrs.\n\nColumbia\n\nAdena\n\nRich, of the Immigrants’\n\nUniversity,\n\npresided\n\nat the three\n\nfollowing panel discussions: “A Philosophy for Adult Education,” “A Critique of\nCurrent Practises in Adult Education,” and “Next Steps in Adult Education.” At the\nTuesday afternoon session of the Department, William H. Kilpatrick of Teachers\nCollege. Columbia University, spoke on ‘‘The Future\nof these papers appear in the preceding pages.)\n\nof Adult\n\nEducation.”\n\n(Abstracts\n\nThe dinner meeting of the Department, held Tuesday evening, was presided over\nby F. S. DeGalen. Dr. DeGalen introduced the members of his Committee on\nArrangements and the members of the music ensemble from the Southwestern High\nSchool Music\n\nDepartment\n\nwhich\n\nfurnished\n\nthe music. This\n\nwas\n\nfollowed\n\nby addresses\n\nof welcome by Frank Gorman, president of the Board of Education of Detroit, and\nWarren Bow. assistant superintendent in charge of vocational education, after which\nPresident Aiton thanked Dr. DeGalen and the members of his committee for the\nsphendid arrangements for the meeting. Alexander Gibbs from the Boys Club of\nDetroit contributed to the program with a piano solo. After welcoming the guests,\nDr. DeGalen introduced Floyd W. Reeves, professor of education at the University\nof Chicago, who spoke on “Adult Education — What It Is and Where\nAt a general session of the National Education Association, Horace\n\nIt Is Going.”\nKallen of the\n\nNew\n\nCooperatives,”\n\nSchool of Social Research,\n\nand Lyman\n\nBryson\n\ndiscussed\n\nNew\n\nREPORT\nMAUDE\n\nE. AITON,\n\nIn submitting\n\nYork\n\n“Adult\n\nOF\n\nPRINCIPAL,\n\nthe customary\n\nCity, spoke on “Consumers’\n\nEducation,\n\nTHE\n\na Public\n\nPRESIDENT\n\nWEBSTER\n\nreport\n\nResponsibility.”\n\nSCHOOL,\n\nof the president\n\nWASHINGTON,\n\nconcerning\n\nD. C.\n\nthe work\n\nof the\n\npast year, I wish to emphasize certain points relative to the activities of our Depart¬\nment of Adult Education. During the first weeks of the fiscal year, several meetings,\nof the Executive Committee were held with a view to clarifying for this administra¬\ntion the objectives of the Department and evolving a clear definition of its aims. It\nwas concluded\nas follows:\n\nthat the most important\n\n1. As a professional\npermanent program,\nnent basis.\n\nfunctions\n\norganization\nwe\n\nshould\n\nwork\n\nof the Department\n\nin a field where\n\nthere has been\n\nfor expansion\n\nof this program\n\n2. We should study the permanent legislation of the various\neducation has been a part of the state program.\n3. We\n\nshould\n\nin some\n\nway\n\nmight\n\nevaluate\n\nmost vital in the various communities,\ntheir permanent program.\n\nthe kinds\n\nof work\n\nand\n\nstate boards\n\nurge\n\nbe grouped\n\na most\n\nlimited\n\non a perma¬\n\nstates where\n\nadult\n\nthat are proving\nto adopt\n\n4. We should study qualifications for teachers of these various\nand plan special adult facilities for their training.\n\nthe\n\nthese in\n\ntypes of work\n\n5. All in-service training should be on a professional basis in order that, as the\nwork grows and permanent expansion is adopted in many places, teachers may\nbe credited with the training they have\ning in a temporary capacity.\n\nreceived\n\nduring\n\nthe time they were\n\nserv¬\n\nIn other words, we should ask ourselves the following questions and work earnestly\nto find answers for them: What has been of real value in adult education work?\nHow\n\nmay\n\nwe\n\nsecure\n\na recognition\n\nof that which\n\nis valuable\n\nin such\n\na way\n\nthat it\n\nmay become permanent? What is our responsibility for setting standards for train¬\ning teachers who will be ready to carry on the work as it expands and becomes a\npermanent part of the educational program?\n\nMembership — Recognizing\njp size, our first care was\n\nthe fact that the organization\n\nto name\n\na membership\n\ncommittee\n\nto be effective must grow\nchairman\n\nfor each state,\n\n"}
{"page": 205, "printed_page": null, "text": "Department\n\nof\n\nAdult\n\n199\n\nEducation\n\nThe president retained the general chairmanship of this committee in order to be in\nclose touch with the needs and purposes of those who were working in the various\nparts\n\nof the field. Hundreds\n\nof personal\n\nletters have\n\nshown\n\nthese\n\nneeds,\n\nand\n\nthe\n\npresident’s office has attempted to respond personally to each one so that aid and\ninformation might be given when and wrhere it wras needed. The secretary’s office\nhas also maintained this personal service, and the editor of the Bulletin has given\ngenerously of her time in the same way; for an educational piece of work that is in\nthe formative stage there should be resources available to the thousands of teachers\nwho\n\nare striving to work\n\nin an entirely new\n\nfield. This\n\nservice\n\nis one\n\nphase\n\nof the\n\nDepartment’s work that must grow if wre are to meet the needs not only of teachers\nin the field but of state directors of adult education who have appealed to us.\nRequests are coming also from evening school principals associations asking “what\nthe evening school principals can do to render greater service to the Department of\nAdult\n\nEducation,”\n\nand\n\nasking\n\nfor\n\n“statements”\n\nof the things\n\nwe\n\nhave\n\nto offer\n\n“especially to the teachers in our evening schools.” Librarians have asked practically\nthe same thing. In these two phases of adult education work there are fields that are\nyet untouched.\nThru this service and the publicity that has so far been carried on, our member¬\nship has trebled wfithin the last year and now numbers approximately 2200. Three\nconference trips have been made to various cities on membership, work alone: one\nto New York; one to Columbus, Ohio; and one to Indianapolis. Membership in\nIndiana\n\nnumbers\n\nover 200; in Ohio, approximately\n\n250. All this show's the value\n\nof personal\n\n400 at present;\n\nin New\n\nYork, over\n\ncontacts.\n\nPublicity — A chairman for publicity has been appointed for each state. The pub¬\nlicity chairmen have also been asked to send in to Caroline A. Whipple, editor, any\ninformation and reports that seem of value to them, so that we might establish an\nexchange in the Bulletin for North, South, East, and West. It has not been possible\nto use the great mass of material or to have culled out all that would be of value;\nbut the editor has selected and published\n\nas much\n\nas is possible in the limited space.\n\nAnother task assigned the publicity chairmen has been to supply the president’s\noffice with publicity relative to adult education in each state. This was done for the\npurpose of furthering legislative wrork.\nBulletin — The Bulletin has been edited by Miss\ngiven separately; but the organization should know\n\nWhipple, wffiose report will be\nof her untiring labor and of the\n\nlong hours\n\nediting in order\n\nshe has spent in careful\n\nthe best. (See report given\n\nby Miss\n\nevaluation\n\nand\n\nto give us only\n\nWhipple.)\n\nA.A.A.E. — The Executive Committee was able to arrange\nthe Journal of Adult Education, published by the American\n\nfor the distribution of\nAssociation for Adult\n\nEducation, and has had to ask for an increased number for active members because\nof the ever increasing membership. The committee has asked for the extension of\nthis service\n\nat a higher\n\nrate of subscription\n\npreviously,\n\nbecause\n\nhave\n\nwe\n\nfor the coming\n\nfelt the great value\n\nyear\n\nthan\n\nof this magazine\n\nwe\n\nhave\n\nhad\n\nin our\n\nwork.\n\nThe\n\narrangements are not yet made, but wre are hoping our request will be honored.\nletter will be sent to each member in October announcing the decision.\nWe are deeply\nciation for Adult\ngenerous\n\nA\n\nindebted to Morse A. Cartwright, director of the American Asso¬\nEducation, and to Ralph A. Beals, editor of the Journal, for their\n\nhelp and\n\ncooperation.\n\nCommission on the Enrichment of Adult Life — The Commission on the Enrichment\nof Adult Life has become an integral part of the Department in accordance with the\ngeneral policy assumed by the Board\nciation, placing all small commissions\ntheir work\n\nis pertinent.\n\nJ. A.\n\nMoyer,\n\nof Directors of the National Education Asso¬\nand committees with the Department to which\npresident\n\nof this Commission,\n\nwill make\n\na\n\nfurther report. (See Mr. Moyer’s Report.)\nLegislative Committee — The work for this committee, which for various pertinent\nreasons, has centered its activities in Washington, began with a discussion with\nmany\n\nofficers of adult\n\nprinciples involved\nwhere\n\nit was\n\neducation,\n\nof ideas\n\nin legislative work\n\ndecided\n\nthat a bill should\n\nwere\n\nrelative\n\nto permanent\n\ndiscussed\n\nbe written\n\nat the New\n\nwhich\n\nwould\n\nfederal\n\naid. The\n\nOrleans\n\nmeeting\n\nset forth these prin-\n\n"}
{"page": 206, "printed_page": null, "text": "200\n\nNational\n\nEducation\n\nAssociation\n\nciples, and provide for carrying them out: (1) that a federal subsidy should be asked\nfor adult work in all states; (2) that the allocation of funds should be based on the\nnumber of illiterates in a state in relation to the number of illiterates in all the states\ncombined;\n\n(3) that the first efforts in this type\n\nof work\n\nshould\n\nbe based\n\non\n\ntwo\n\nphases of adult education concerned with the eradication of illiteracy and the estab¬\nlishment of citizenship classes for the less educationally privileged groups of people.\nInterest was shown in this type of legislation by the U. S. Department of Labor,\nthe Office of Education, and the National Education Association. A bill was drawn\nby the committee\n\nand\n\nsubmitted\n\nto various\n\ngroups\n\nof people\n\nwho\n\ncriticized\n\nand\n\naided in re-writing it. The general plans of promoting this type of legislation were\ndiscussed at length with Senator Thomas. He advised presenting them and discussing\nthem with the various members of the Committee on Education of the House. This has\nbeen done, and practically\ncussion with the chairman\n\nevery member has been interviewed. After detailed dis¬\nof the Committee on Education it was deemed wise not\n\nto ask for the introduction\n\nof the bill at this session. Because\n\nof the attitude the Com¬\n\nmittee has taken on the N.E.A. legislative bill, and also because of the President’s\nstand on economy which was made public about this time, we were assured that no\neducation bill would be reported out this year. In addition to this, the President’s\nCommission on a Survey of Vocational Education was expanded to a general survey\nof all phases of education in the United\ndations are brought to this meeting:\nA. That\n\nwe\n\nhave\n\na legislative committee\n\njectives :\n1. To study principles involved\n2. To\n3. To\n\nStates. Therefore,\n\nthe following\n\nset up in each\n\nstate with\n\nrecommen¬\ndefinite ob¬\n\nin state legislation for adult education\n\nstudy principles of administration of adult education\nmake each community adult education conscious and\n\nclarify needs\n\nin\n\neach part of the state.\nB. That\n\na central\n\ncommittee\n\nof approximately\n\nten should\n\nstudy\n\nthe principles\n\ninvolved in federal subsidy and brief the needs as shown by each state com¬\nmittee. This committee should be ready to report its findings by December 1\nof this year, so that a bill can be introduced\nT reusurer’s\nN.E.A.\n\nreport — Great\n\nto carry\n\nProgram\n\non\n\nthanks\n\nthe treasurer’s\n\ncommittee — We\n\nwish\n\nare due\n\nwork\n\nat the coming\n\nto Jessie M.\n\nsession of Congress.\n\nRobbins,\n\nassigned\n\nby the\n\nchairman\n\nof the\n\nfor the Department.\n\nto thank\n\nGeorge\n\nL. Maxwell,\n\nprogram committee both for the New Orleans and the Detroit meetings, for his un¬\ntiring labor in planning the programs. Untold labor and time have been expended\non this service and the programs speak for themselves of his efficiency and interest.\nFor\n\nthe first time we\n\nwith L. R. Alderman\n\nhave\n\none\n\npresiding\n\nof the general\nand\n\nLyman\n\nmeetings\n\nBryson\n\ndevoted\n\nto adult education,\n\nas speaker.\n\nCooperation of N.E.A. — Special thanks should be given to Willard E. Givens for\nthe advice and cooperation that has been accorded us at the office of the N.E.A., and\nto H. A. Allan, business manager, for his instruction and advice.\nPending activities — Written into this report is the budget for 1937-38; also argu¬\nments as to why we should continue arrangements for the A.A.A.E. Journal. Several\noffers are also being\nhelp.\n\nconsidered\n\nfrom\n\norganizations\n\nwhich\n\nfeel that they can\n\nbe of\n\nWe are also ready to make arrangements with New York University for coopera¬\ntive work with our Bulletin. This is held in abeyance until our plans are more\ndefinite.\nA resolution has been formulated relative to adult education and will be presented\nto the resolutions committee bv J. Orin Powers, secretary to that committee.\nWe are now asking for further suggestions for definite work which our Depart¬\nment can do. Every person who is a member of this Department must realize that\npart of his responsibility to adult education is to make this Department serve to its\nmaximum all phases of adult work in community, state, and country.\nAdult education as the way of life that will lead to better citizenship, to greater\nopportunities for children, to strengthened and broadened individual lives, to a\n\n"}
{"page": 207, "printed_page": null, "text": "Department\n\nhigher\n\nsense\n\nof responsibilities\n\nof great importance\n\nREPORT\n\nJAMES\n\nA.\n\nMOYER,\n\nthe New\n\nDIRECTOR,\n\nOrleans\n\nOF\n\nwe\n\nin building\n\nEducation\n\nDIVISION\n\nmeeting\n\nof Adult\n\nLife was\n\nbeing\n\nin the development\n\nand\n\nbelong.\n\nkeeping.\n\nWe\n\nWe\n\nthink of it as an\n\nthe culture\n\nOF\n\nmust\n\nof our\n\nUNIVERSITY\n\nBOSTON,\n\na committee\n\nappointed\n\nour\n\n201\n\nMASS.,\n\napplication\n\nON\n\nTHE\n\nwe\n\nSTATE\n\nPresident\nCommission\n\non\n\na report on the progress\n\nof Basic\n\nthink\n\nwhich\n\nEXTENSION,\n\nof the National\n\nto prepare\n\ncannot\n\ncountry\n\nCOMMISSION\nADULT\nLIFE\n\nEDUCATION,\n\nEnrichment\nmade\n\nto which\n\nOF THE NATIONAL\nENRICHMENT\nOF\n\nDEPARTMENT\nAt\n\nAdult\n\nas citizens, is within\n\nof this as just a little organization\norganization\nmust serve.\n\nof\n\nEnglish\n\nthe\n\nthat is\n\nas an instruction\n\nmeans for non-English speaking groups. The Committee includes the following per¬\nsons: Mary L. Guyton, State Supervisor of Adult Alien Education, Boston, Mass.,\n\nChairman ; C. K. Ogden,\n\nFellow\n\nof Cambridge\n\nUniversity, England,\n\nand\n\nDirector\n\nof the Orthological Institute, London, England; Charlotte Tyler, Research Asso¬\nciate, Institute of Pacific Relations, New York, N. Y. ; Alfred D. Sheffield, Professor\nof English, Wellesley College, Wellesley, Mass.; Anna L. Kelley, Supervisor, Adult\nAlien Education, Peabody, Mass., formerly Research Assistant in the Orthological\nInstitute, London, England; Mrs. Helen H. Shears, Americanization School, Wash¬\nington, D. C. ; Carleton A. Wheeler, Professor of English, Tufts College, Medford,\nMass.; and Lloyd James, Education Director, British Broadcasting Corporation,\nLondon, England.\nThe members of the Committee have all accepted their respective duties and\nactive work has already begun. It is hoped that the National Commission on the\nEnrichment of Adult Life will be ready to give a definite report of progress of\nthis Committee at the meeting of the American Association of School Administra¬\ntors in February 1938. The activities of the Committee will be devoted largely to\nthe study of Basic English with the following objectives:\n1. To\n\nreport\n\nbriefly on\n\nthe content\n\nof the limited\n\nsystem of Basic English\n2. To bring out the historical background\n\nvocabulary\n\nknown\n\nthat led to the development\n\nas the\nof Basic\n\nEnglish\n3. To report worldwide progress in the use of Basic English in Europe, Siberia,\nIndia, China, Java, and Japan\n4. To picture the probable progress of Basic English in America during 1938\nand 1939\n5. To\n\nreport on other controlled\n\n6. To\n\nreport\n\nvocabularies\n\non the fundamental,\n\n7. To report on the psychological\nof the English language\n8. To\n\nanalyze\n\nthe bibliography\n\nin comparison\n\nwith Basic English\n\nlogical principles\n\nunderlying\n\nBasic\n\nand\n\nbackground\n\nof the study\n\nsociological\n\nin connection\n\nwith\n\nBasic\n\nEnglish\n\nEnglish.\n\nThe committee of the National Commission that was appointed to study the\ntechnics of adult education has practically finished its work, only two sections of\nthe report remaining incomplete. These sections have been promised at an early\ndate. A New York publisher has been consulted, with some success, in regard to\nthe feasibility of publication on a commercial basis. Publication in book form is,\nhowever, a slow process and a year might intervene before the book could find its\nway into the hands of teachers. For this reason the editorial board of the Bulletin\nof the Department of Adult Education is planning to print in its next four issues\ndigests of the several sections in the book so that the members of the Department\nmay, in the near future, have the benefit of the studies\non Technics in Adult Education.\nSales of the mimeographed\nvery\n\nsatisfactory\n\nduring\n\npublications\n\nthe last few\n\nreported\n\nof the National\n\nmonths.\n\nThe\n\nby the Committee\n\nCommission\n\nreceipts from\n\nhave\n\nbeen\n\nthe sale of these\n\n"}
{"page": 208, "printed_page": null, "text": "202\n\nNational\n\nEducation\n\npublications have probably exceeded\nthe activities of the Commission.\n\nAssociation\n\nthe expenses\n\nincurred\n\nby the Department\n\nfor\n\nThe National Commission has been cooperating actively during the last year\nwith the national and state planning boards of the American Library Association\nwith the object of formulating plans for enlarged usefulness of public libraries in\nthe field of adult education. In pursuance of this plan, John Chancellor, secretary\nof the American Library Association for Adult Education, has contributed a report\non Adult Education in the Library (publication No. 33 of the Commission).\n\nREPORT\n\nOF\n\nCAROLINE\n\nEDITOR\n\nA. WHIPPLE,\nOF\n\nDuring\n\nthe current\n\nOF\n\nADULT\n\nSUPERVISOR,\nEDUCATION,\n\nyear, October\n\nADULT\nALBANY,\n\nEDUCATION\n\nBULLETIN\n\nEDUCATION,\n\nDEPARTMENT\n\nSTATE\n\nN. Y., Editor\n\n1936 thru June\n\n1937, there have\n\nbeen\n\nfour issues\n\nof the Adult Education Bulletin’. October 1936, January, April, and June 1937. The\nBulletin is a 40-page publication, its subjectmatter including general articles deal¬\ning with philosophy, current practises, descriptions, and backgrounds in the field\nof adult education; “news and notes” from various states; current happenings in\nnational adult education organizations; editorials; book reviews; and notes on cur¬\nrent pamphlets, bulletins, reports, etc., dealing with teaching problems, supervision,\norganization, and other pertinent topics. During the year there has been a steady\nincrease in the number of contributions\nment in the quality of the articles.\n\nsent to the Bulletin\n\nand\n\na consistent\n\nimprove¬\n\nThe printer, Marc Epstein, and his assistant, Mr. Marer, of the Marstin Press,\nNew York, N. Y., have done excellent work. The printing and the general format\nof the Bulletin have been unusually good. Wilbur Dickinson of the New York Council\non Adult Education has given able assistance in the preparation of the Bulletin.\nHe has been responsible for having the material retyped to fit special spaces; for\nmaking arrangements with the printer for individual issues; for reading proof;\nand\n\nfor giving\n\nthe editor the benefit of his judgment\n\non the content\n\nand\n\nstyle of the\n\npublication.\nThe cost of four issues of the Bulletin, exclusive\nmately $1700.\nA\n\nrecommendation\n\nin such matters\n\nhas been\n\nas the technical\n\nmade\n\nthat more\n\nof mailing,\n\nspecialized\n\ndetails of organization\n\nand\n\nhas\n\nbeen\n\napproxi¬\n\nhelp be given\n\nteachers\n\nmanagement\n\nof classes,\n\nmaking lesson plans, outlining courses of study, preparing teaching material, using\nsource material, and finding and using reference material. An additional section\nwhich would include such teaching\nmore issues of the new year.\n\naids will undoubtedly\n\nbe included\n\nin one\n\nor\n\n"}
{"page": 209, "printed_page": null, "text": "DEPARTMENT\nzArt\n\nOF\n\nEducation\n\n"}
{"page": 210, "printed_page": null, "text": "HISTORICAL\nThe\n\ndepartment\n\nof art\n\neducation\n\nNOTE\n\nbecame\n\na part of the National\n\ncation Association by vote of the Representative Assembly\n\nEdu¬\n\non July 6,\n\n1933. The creation of such a department was suggested “ because art is\nan important subject, necessary to the development and culture of the\nchildhood of America, and because this is a particularly important period\nin its life.” The Department\nEducation.\n\ndeveloped from the Conference\n\non Art\n\nThe officers of the Department for the year 1937-38 are: president,\nGrace M . Baker, Head, Division of the Arts, Colorado State College of\nEducation, Greeley, Colo.; vicepresident, Muriel V. Sibell, Head, De¬\npartment of Fine Arts, University of Colorado, Boulder, Colo.; secre¬\ntary,\n\nMrs.\n\nAnnabel\n\nJ. Nathans,\n\nDirector\n\nof Art\n\nEducation,\n\nPublic\n\nSchools, New Orleans, La.; treasurer, Mrs. Dora B. Hatfield, Art\nDepartment, David Hill School, Akron, Ohio.\nThis Department meets once a year in July. The annual dues, $2, are\npayable to the treasurer of the Department. Facts relating to the estab¬\nlishment of this Department and the record of meetings are found in\nearlier volumes of proceedings as follows:\n1933 -.309-310\n\n1934 -.297-299\n\n[20+]\n\n1935 -.271-274\n\n1936 -.177-184\n\n"}
{"page": 211, "printed_page": null, "text": "WHERE\n\nMURIEL\n\nARE\n\nV. SIBELL,\nRADO,\n\nWE LEADING\nTHE HIGH-SCHOOL\nCOLLEGE\nART STUDENT?\nHEAD\n\nBOULDER,\n\nOF\n\nFINE\n\nCOLO.,'\nMENT\n\nARTS\n\nDEPARTMENT,\n\nAND VICEPRESIDENT\nOF ART EDUCATION\n\nOF\n\nUNIVERSITY\nTHE\n\nAND\n\nOF\n\nCOLO¬\n\nDEPART¬\n\nNever since the Renaissance has art touched the daily lives of people\n\nas it does today. As teachers of art it is our duty and our privilege to\n\nopen the eyes and the minds of our students to the wealth of art which sur¬\nrounds them.\nArt is for all, and an awareness of art in our daily lives is not dependent\nupon curriculum. It depends upon the vision of the teacher and his success\nin guiding the student’s curiosity and appreciative faculties.\nBefore we as educators can lead our students anywhere we must be per¬\nmitted to lead them. Therefore, our initial battle is in most cases with the\nschoolboard and other authorities. We must sell our subject to the adminis¬\ntration and prove that art in the lives of the pupils can contribute as richly\nto citizenship as sociology, history, mathematics, and other subjects.\nEach school system must plan its own curriculum for its student body.\nThe important thing is to teach the new with the old, to see art in all of its\nmanifestations and to constantly interlard contemporary knowledge with\nrelated materials of other ages.\nThere are two approaches to art enjoyment — the creative and the the¬\noretical. With high-school students the creative is probably the best but with\nolder students often the theoretical is best at first. Creative work can be\nbrought in whenever possible; but exposure to art is not enough. We must\nteach art principles and sane standards of art judgment so that the student\nleaving school at any level may carry away training which he can use and\nbuild on for his own esthetic development.\nSince many students are afraid that art is for artists only, a good approach\nto art appreciation is thru a study of industrial art and the minor arts. When\nthe student sees the beautiful in everyday objects he is better prepared to see\nit in the more subtle arts of painting and sculpture. Contemporary art inter¬\nests the student and, therefore, he should be taught the contemporary first;\nand, from this knowledge, he should develop an appreciation for the un¬\nknown art experiences of former ages. In this way the old masters are ap¬\nproached with original judgment and not with pre-conceived evaluations\nfound in art histories.\nIn the last analysis it is our vision and enthusiasm as teachers which de¬\ntermine the success of any art curriculum and which make art a live subject\nfor our students.\n\n[ 205 ]\n\n"}
{"page": 212, "printed_page": null, "text": "206\n\nNational\n\nPROGRESS\nCLARA\n\nMAC\n\nIN\n\nGOWAN,\n\nEducation\n\nTEACHING\n\nASSISTANT\nUNIVERSITY,\n\nAssociation\n\nART\n\nPROFESSOR\n\nIN\n\nOF\n\nEVANSTON,\n\nART,\n\nAMERICA\nNORTHWESTERN\n\nILL.\n\nIn public schools art education was first introduced by William B. Fowles\nin Boston in 1821. Despite opposition, pioneers like Fowles, Rembrandt,\nPeale, Horace Mann, Walter Smith, and others gave this movement great\nimpetus, with the result that our larger cities introduced the teaching of art\ninto their schools. Smith established in 1873 the Massachusetts Normal Art\nSchool for art teachers, the first of its kind in America.\nMost of the art training taught in these schools was limited to drawing —\nthe copying of patterns or a certain amount of freehand work. It was Franz\nCizek of Vienna who made the greatest single contribution of teaching art\nto children, for it was he who established the now famous free creative ex¬\npression method. He recognized that children have innate differences and\nthat these differences vary in accordance to stimulation and circumstance.\nHe permitted the child to work with the larger ideas of composition, and\neliminated the fear of distortion, a practise that rigid methods at once dis¬\ncouraged. This new method necessitated a delicate relationship between the\nchild and teacher, in which the child had complete freedom and a minimum\namount\n\nof discipline, that of sympatlty and understanding.\n\nCizek’s results with children were epochal. Progressive teachers in Europe\nand America examined and discussed his work; they carried his ideas into\ntheir own classrooms. It was a new day for art training for children the\nworld over.\nThe\n\nprogress of art in colleges and universities has been gradual. The\n\nfirst course in art, one in archaeology, was offered at Princeton University\nin 1831. Other universities followed this initial move by introducing art\nhistory subjects. Creative courses in art, depending so much upon individual\neffort, were slow to be recognized as an essential part of a liberal education\nin these institutions. The\n\nresult was a growth and dominance\n\nof art history\n\nsubjects, a situation that has changed since 1900, indeed, only materially\nsince 1920. There are many reasons why art should be offered in colleges\nand universities.\n1. It is at these institutions that great numbers\n\nof the future art teachers\n\nare being\n\ntrained. Since the primary requirement to be a successful teacher in creative art, be¬\nsides a deep desire to teach, is a background of vital experience in creative work\nitself, progressive art departments have the responsibility to give the most expert\nand effective instruction to meet this need. Not only this, it is their responsibility to\ngive these teachers thoro training in art history and esthetics, in a word, in all\nbranches of art. The university setting provides these teachers a liberal education, in\naddition to their specialty.\n2. Art instruction in colleges and universities should be available to the general\nstudent body. There is every reason why the university complex, rich as a storehouse\nof knowledge and equipment, should be the most effective training ground for those\nwho desire to become professional artists, especially since many universities have\nappointed\n\ncreative\n\nartists themselves\n\nto teach. Moreover,\n\nthe opportunity to correlate art activity with\nsociology, literature, philosophy, and science.\n\nresearch\n\nthe university\n\nin different\n\nis ideal for\n\nfields as history,\n\n"}
{"page": 213, "printed_page": null, "text": "Department\n\nof\n\nArt\n\n207\n\nEducation\n\nThese tremendous changes, together with the rise of great art collections,\nhave finally set the stage for great possibilities in art in America. Artists can\nbe expertly trained here, either to be artists or teachers of art, or both ; they\ncan study hundreds of the greatest masterpieces of art in the world here at\nhome. The day for mass training in Europe is now past. Moreover, in extend¬\ning art to children and young people in schools and colleges and to adults,\nas thru the WPA agency, we have and shall continue to have a new audience\nfor a critical and wide appreciation of art. This large body is just as impor¬\ntant for American art as the well-trained artists and teachers of art them¬\nselves.\n\nTHE\n\nINTEGRATION\n\nCHARLES\n\nC. WEIDEMANN,\n\nALBRIGHT\n\nGILES,\n\nSCHOOLS,\n\nART\nOHIO\n\nOF\n\nGEOMETRIC\nIDEAS\n\nPROFESSOR\n\nOF\n\nINSTRUCTOR,\nSTATE\n\nFORM\n\nMATHEMATICS,\nDEPARTMENT\n\nUNIVERSITY,\n\nOF\n\nCOLUMBUS,\n\nAND\n\nAND\n\nART\n\nMRS.\n\nMARY\n\nUNIVERSITY\nOHIO\n\nFor quite a while it has seemed to the authors that a major part of the\nlearning process has its foundation in direct experience. We assumed with\nC. Spearman — in his book, The Nature\n\nof Experience and the Principles of\n\nCognition — that directly apprehended\n\nexperience is infallible, “that all\n\nknowing inevitably begins with sensory experience.’’ Such sensory experi¬\nence is “lived, undergone, enjoyed, and the like” in the sense “I actually go\nthru.” A. W. Whitehead — in his Symbolism : Its Meaning and Use — says,\n“What you have experienced, you have experienced.” The authors further\nassumed that ideas develop from such direct experience ; that meanings de¬\nvelop from ideas; and that systems of symbols are used by man to represent\ncorresponding meanings of events in order to develop further both personally\nand socially appreciated values from the primary direct experience. The\nsymbols are used as a social instrument or language purporting to represent\nthe products of the reflective thinking process of man. It is in such a develop¬\ning pattern that associated interests and learning by doing appear as essential\nand important parts of the total process of becoming a personality.\nA boy expresses a desire thru felt need to paint a picture. With appropri¬\nate materials, the instructor as guide, the pupil as learner and actor, the\nautomobile as a stimulus of action, the activity of painting the picture of\nthe car begins. His entire nervous system participates. If the outcomes be¬\ncome satisfying the boy becomes within himself interested as a total favorable\nresponse of his nature to his desire to paint a more satisfying picture.\nStronger desires and more activity for more experience producing stronger\nqualities of pleasantness, happiness, and joy happen, until the entire nature\nof the boy is focused on the activity of painting that car. The activity becomes\npurposeful.\nThe boy’s idea became increasingly meaningful until actual expression and\nformulation with symbols and materials were his felt needs. He used points,\nlines of all kinds, areas, volumes, color, and so on in qualities of relatedness\nto each other. These concepts include those of mathematical form and may\n\n"}
{"page": 214, "printed_page": null, "text": "National\n\n208\n\nEducation\n\nAssociation\n\nreadily be used as means by which to express artistic ideas. The artistic ideas\ninvolve such dynamic principles as relationships of tensions and movement,\nbalance, and space as a means to create plastic space. We risked the thought\nthat the appreciation of such concepts by the child could be talked about,\naltho we knew that primarily their development was a matter of feeling\nwithin the nature of the child.\nIt became gradually more apparent to the authors that mathematics and\nthe arts used the same systems in somewhat the same way. We seemed agreed\nthat intellect, feeling, and action function as an inseparable whole.\nRELATION\nLOUISE\n\nNABER,\n\nOF\n\nCHILD\n\nSUPERVISOR\n\nOF\n\nART,\n\nART\n\nTO\n\nPUBLIC\n\nPRIMITIVE\n\nSCHOOLS,\n\nEAST\n\nART\nORANGE,\n\nN. J.\n\nSometimes I think that we, as teachers, are so concerned with the daily\nroutine that we fail to catch the vision of the long ancestral line that has\npreceded each child of today. These ancestors who make up each child’s back¬\nground inhabited the earth some five hundred thousand years ago, when the\nearliest types, the Trinil, Heidelberg, Pithdown and Neanderthal, were\nmaking courageous steps toward civilization. These men, gradually emerg¬\ning from their state of savagery, were inventive in proportion to their men¬\ntality. The only guideposts for such inventions were the simple needs of their\nenvironment, the response to which developed the cultural pattern of the\nprimitive. Soft sand-stone caves, shining pebbles, shells, smooth bone and\nivory, reeds and grasses, teeth and skins of wild animals, natural earth colors\n— these and many others were the offerings of Mother Earth to the early\nartist. With these he expressed himself, shaping something to satisfy his\nutilitarian needs and his esthetic soul.\nThe primitive feeling for rhythm came as a response to the natural\nrhythms of life such as walking and running, the cadence of speech, etc., and\nfound expression in the making of bodily adornments, in the beating of\ndrums, in the war chant and the dance. Out of these rhythms came certain\nsymbols or arrangements of circles and dots which appeared in Paleolithic\ntimes and which are used with variations by our children today. The primi¬\ntive people attached meaning to these symbols which later became significant\nto the tribe. Our children gave them meanings also, but the meaning is\naccepted only by the child and has no group significance.\nA second characteristic of primitive art is the manner in which the early\nartist related his painting or bas-relief to the shape and the size of the rocks\nwhich were available, showing in this a sense of arrangement and compo¬\nsition. If you watch a child you will very often find that he does not con¬\nsider his picture finished until he, too, has related his painting to the areas\nof his paper, and has done something interesting with the spaces.\nIt seems that these two great elements, rhythm and space relationship,\nhave been present from the beginning of civilization and can very definitely\nbe called our cultural inheritance in the arts.\nThe child uses pictures for the portrayal of his great experiences. If the\nchild has been emotionally stirred by a new experience in his life, he will\nfind the paint and the brush a natural and easy means of expressing that\n\n"}
{"page": 215, "printed_page": null, "text": "Department\n\nof\n\nArt\n\nEducation\n\n209\n\nexperience. It is the role of the school and the parent to enrich the child’s life\nsufficiently that he may have something to say in his pictures. Add to this\nexpression the never failing and all important\n\nappreciation of the parent or\n\nthe teacher and you will have children growing\nmeans\n\nup with\n\nof relating an idea as the verbal language. We\n\nthreefold cycle in the child’s growth,\n\nnamely,\n\nappreciation.\n\nart as natural\n\na\n\ncan thus visualize a\n\nenrichment , expression, and\n\nGoethe said : “Tho the world as a whole progresses, youth must ever\nbegin at the beginning and, as an individual, go thru the epochs of the\nworld’s culture for itself.” If this be true, then it would seem that we as\nteachers could make no better contribution than to align ourselves with this\nvery evident primitive quality in children’s work and permit them to grow\nalong the line of their cultural inheritance. Art teaching that is thus focused\non natural growth can no more\ncultural developments of home\nwith man\n\nfrom savagery\n\nbe called a “frill” or a “fad” than the other\nand family and religion which have grown\n\nto civilization.\n\nPUPPETRY\nELVA\n\nMC\n\nFIE,\n\nART\n\nSince the beginning\n\nIN\n\nSUPERVISOR,\n\nTHE\nPUBLIC\n\nof a native American\n\nSCHOOLS\nSCHOOLS,\n\npuppet\n\nSHERIDAN,\n\nWYO.\n\nart about twenty\n\nyears\n\nago, puppetry has entered into many fields. Beside their established use in\nthe entertainment field, puppets are now being widely used for advertising\nand publicity and for educational purposes.\nThe\n\npuppet\n\nin education\n\nrecognition of puppetry\n\nis our\n\nin so many\n\nconcern.\n\nWhat\n\nhas brought\n\nabout\n\nof the schools over America?\n\nthe\n\nProbably\n\nfirst is the natural fascination of the child for the animated, doll-like figures\nin their miniature world. Second, the educational values of the puppet are\nin the varied art, music, dramatic,\nthe creation of a unit which\n\nand mechanical\n\nactivities which\n\ngo into\n\nrequires both responsibility of the individual\n\nand cooperation with the group. Third, solving problems as they arise, criti¬\ncizing constructively both individual and group work, using varied ma¬\nterials, establishing good work habits because of enjoyable work, vitalizing\nliterature and appreciation\n\nof other subjects, and establishing a hobby\n\nsome, are a few of the things to be gained from a puppet\nThe\nwhich\npuppets\n\nvarious types of puppets offer many\n\nfor\n\nexperience.\n\ncreative possibilities. Some\n\nof those\n\nhave proved most adaptable for school uses are as follows: (1) string\nor marionettes;\n\n(2) hand puppets\n\n(sometimes\n\ncalled fist or mitten\n\npuppets) ; (3) shadow puppets (opaque and translucent) ; (4) rod puppets\n(flat and round) ; and (5) curtain puppets.\nPuppetry\n\nis a good live problem\n\nwhich\n\nmay be approached\n\non any school\n\nlevel and in any number\n\nof different ways. The\n\nthe appreciations\n\ndevelop, and the creative efforts it may\n\nare recognized\n\nit may\n\nby anyone\n\nwho\n\nhas experienced\n\nIf we are to build a better democracy\nexperience those activities which\n\nactivities which\npuppets\n\nin America,\n\nwill give them\n\nit involves,\nstimulate\n\nwith children.\n\nwe must let our children\nthe most\n\nvital interest in\n\nproblem-solving, taking responsibility, and working in a cooperative way for\nthe good of the group. I believe puppetry to be such an activity.\n\n"}
{"page": 216, "printed_page": null, "text": "210\n\nNational\n\nMODERN\nTHOMAS\n\nMUNRO,\n\nEducation\n\nART\n\nCURATOR\n\nAND\n\nAssociation\n\nSOCIAL\n\nOF\n\nEDUCATION,\n\nTHE\n\nART,\n\nCLEVELAND,\n\nOHIO\n\nArt education in American\ntroversial problem as to the\nproblems. Two very extreme\nforward. American teachers\nbetween them.\n\nPROBLEMS\nCLEVELAND\n\nMUSEUM\n\nOF\n\nschools is faced with a difficult and highly con¬\nrelation between art and contemporary social\nand opposite tendencies are now being pushed\nshould work out a reasonable middle course\n\nThe trend in many countries, especially those under dictatorial govern¬\nments. either fascist or communist, has been toward making all art serve\nas propaganda for the state and the form of government in power. Children\nof all ages are made to draw, paint, model, and present stage plays which\nglorify the existing regime, and express its ideals and antagonisms. This not\nonly represses creative imagination and freedom of thought among children,\nbut often bores them and repels them from all art expression, leading to a\ngeneral deterioration in both art and art education.\nIn recent years, some writers in America have urged that we too should\nlink up art education more\n\nclosely with social problems, such as the ‘‘class\n\nstruggle/' capital and labor, the depression, crime, social injustice, and parti¬\nsan politics. They argue that children should be brought into contact with\nthese presentday realities, so that their art and other thinking will not be\nmere idle luxury but honest and realistic.\nAt the other and more conservative extreme are those art teachers and\nschool authorities who believe that art should be taught as a subject by\nitself, without any reference to controversial themes, in terms of esthetic\nprinciples, classical ideals of art, and subjects involving decorative beauty\nof accepted patriotic ideals.\nThe recent tendency of schools to introduce an “integrated curriculum”\nusually involves linking up art and social problems. Even if no very contro¬\nversial economic issues are dealt with in the art class, at least children are\nled to use as subjects ideas studied in history and social science, such as trans¬\nportation, industry, commerce, and agriculture. To emphasize such subjects\nmeans as a rule less attention to “art for art’s sake,\" to form, technic, and\ndecorative qualities.\nWhat constitutes a moderate and reasonable policy in this matter? I\nbelieve that there are many important values to be secured from a properly\nintegrated course of study, in which art is definitely related to other sub¬\njects. But it should not be unduly subordinated to them, and sufficient at¬\ntention should be given to the development of art appreciation and creative¬\nness in their own right.\nThe school should not allow the child, especially the young child, to be\noverwhelmed, discouraged, or pulled about by the violent forces which are\nat war in the presentday world. He should be protected somewhat until his\npersonality has a chance to develop. The traditional beauties of classical and\ndecorative art are a part of his heritage which should not be crowded out\nentirely by economic discussions. At the same time, it is undesirable to isolate\nthe child too completely from the outside world, so that he gets used to\n\n"}
{"page": 217, "printed_page": null, "text": "Department\n\nof\n\nArt\n\n211\n\nEducation\n\nliving only in a beautiful paradise. The shock of transition will be too great\nwhen he graduates, or even when he goes home at the close of the school\nday. Art education should formulate very clearly its own esthetic aims and\nstandards, and refuse to let them be overwhelmed by a false type of “integra¬\ntion,” or a false emphasis on extreme social realism.\nART\nFRANK\n\nE. BAKER,\n\nAND\n\nPRESIDENT,\n\nDEMOCRACY\n\nSTATE\n\nTEACHERS\n\nCOLLEGE,\n\nMILWAUKEE,\n\nWIS.\n\nOne of the serious problems confronting the American people is the preser¬\nvation of their democracy. Art may be made a great power to that end, for\nart is by nature and in its functions essentially democratic. This generaliza¬\ntion is based on the following grounds.\nI. Personality is a fundamental ideal of democracy. Someone has defined per¬\nsonality as emotion expressing itself thru the intellect, thru bodily functions, and thru\nspecial capacities. Art is an important avenue of personal expression to all people\nand the supremely important avenue to those of esthetic capacity.\nII. Art tells the realistic truth. It always goes to the root of things; hence art is\nalways radical. If democracy is to be perpetuated, the people must see the truth about\nall phases of life. Art portrays\n\nthe realities of life — the brutalities of war, the wretch¬\n\nedness of poverty, the baseness of crime, the vulgarity and nobility’ of the extremes\nof human nature, and the debilitating effects of both poverty and luxury.\nIII. Art expresses the ideals of equality and the brotherhood of man. Art knows\nno race, no class, no creed. It paints the high and the low, the noble and the degraded,\nthe beautiful and the ugly, in realistic forms and colors. Art recognizes no distinctions\nand no dividing lines.\nIV. Art broadens the standards of excellence in our common culture. The culture\nof the Western\n\nworld\n\nscientific excellence.\n\nis narrow\n\nWe\n\nhave\n\nbecause\n\nneglected\n\nit measures\nand\n\nalmost\n\nall things by the standard\n\nwholly\n\nforgotten\n\nof\n\nesthetic stand¬\n\nards. But beauty’ is just as valuable a standard of human excellence as scientific\ntruth, and it would be a great gain to human progress if our culture could be broad¬\nened to include beauty in its standards of excellence.\nV. Art deals with the imperishables of life, and therefore it provides one great\navenue for leading our culture out of its greatest weakness, materialism.\nyond the measure of price, hence is not amenable to the profit system. There\nbe any\n\noversupply\n\nof beauty.\n\nArt\n\nalways\n\nproduces\n\nof satisfying\n\nproduction\n\nof a great\n\nmasterpiece,\n\ninstead\n\nlarges and\nmarket.\n\nexpands\n\nthe demand\n\nfor beauty,\n\nand\n\nthe demand\n\nfor more\n\nthe consumer’s\n\nhence\n\nincreases\n\nArt is be¬\ncan never\nart. The\n\nmarket,\n\nen¬\n\nthe consumer’s\n\nVI. Art demands\neither on expression\n\nfreedom. It brooks no censorship, no limitation, no restrictions\nor impression. I am referring here to the spiritual freedom that\n\ndemands for human\nplete development.\n\npersonality\n\nthe right to do those things necessary\n\nVII. Art broadens the base of opportunity, and becomes\navenues for the cure of permanent unemployment.\n\none\n\nfor its com¬\n\nof the great economic\n\nIf American democracy means anything, it means equality of opportunity;\nand as long as there are seven or eight million people who are denied the\nopportunity of useful employment, American democracy is to that extent\ndead. If we are to perpetuate democracy the permanent unemployment that\nnow plagues us must be remedied ; and art dealing as it does with the im¬\nperishables of life, offers one broad avenue for the employment of thousands\nof people.\n\n"}
{"page": 218, "printed_page": null, "text": "212\n\nNational\n\nEducation\n\nSECRETARY’S\nDetroit,\n\nAssociation\n\nMINUTES\n\nMichigan\n\nJune 27 — July 1, 1937\nThe\n\nninth regular meeting\n\nof the Department\n\nof Art Education\n\nwas\n\ncalled to order\n\nMonday, June 28, at 1:30 p.m., in the auditorium of the Detroit Art Institute by the\npresident, Grace Baker of Greeley, Colorado. x\\ very appreciative audience listened\nto the interesting program, after which there was an informal intermission. During\nthe few minutes of becoming acquainted many sought the treasurer to secure mem¬\nbership by paying their 1937 dues. At 3:15 p.m., the Department held a joint meeting\nwith the Department of Secondary Education. This was presided over by Elizabeth\nWells\n\nRobertson,\n\ndirector\n\nof art education,\n\nChicago\n\npublic schools. The\n\npanel\n\ndis¬\n\ncussion, “The Function of Art in Extracurriculum Activities in Secondary Schools,”\nwas opened by Ruth E. Whorl of xAkron, Ohio, followed by other prominent edu¬\ncators.\nThe second session of the Department of Art Education was called to order on\nTuesday, June 29, at 1:30 p.m., in the lecture room of the Detroit Art Institute by\nPresident Baker. A very large audience attended the meeting and listened most\nintently to the program which included several interesting addresses and a panel\ndiscussion which was presided over by Estelle M. Hayden of Des Moines, Iowa.\nFollowing the educational program the business meeting of the Department was\nheld. Clara\n\nMacGowan\n\nof Evanston,\n\nIllinois, chairman\n\nof the Nominating\n\nCommit¬\n\ntee, presented the Nominating Committee’s report. A motion to accept the report\nwas presented and carried. (For list of officers see Historical Note, p. 204.)\nThe report of the Resolutions Committee, which was accepted, is as follows:\nBe It Resolved:\ncooperate with\nphilosophy,\n\nThat the Art Department of the National Education\nthe art committees of organizations with a basic\n\nsuch as the National\n\nCongress\n\nof Parents\n\nand\n\nAssociation\neducational\n\nTeachers,\n\nthe General\n\nFederation of Women’s Clubs, the Garden Club of America, the American Red\nCross, the National Tuberculosis Society.\nThat the Art Department discourage art competitions and contests promoted\nby commercial firms for business purposes only.\nThat a letter of appreciation be sent to Commissioner John W. Studebaker\nfor his interest in creating a Division of Creative x\\rts in the Office of Education.\nThat\n\nthe xAmerican\n\nits membership\ncluded.\nThat\nmoving\n\nAssociation\n\nrequirements\n\nprovision\n\nof University\n\nso that graduates\n\nfor a place be made\n\npicture programs;\n\nWomen\n\nof art and\n\nfor the Art\n\nalso that recognition\n\nbe asked\nmusic\n\nto reevaluate\ncolleges be in¬\n\nDepartment\n\nbe given\n\nthe “Our Schools” program of the National Education\ntalks by persons approved by the Art Department.\n\non\n\nradio\n\nand\n\nto art as a subject on\n\nAssociation\n\nby means\n\nof\n\nOn Tuesday evening at 6:30 o’clock in the Fountain Room of the Masonic Temple\na lovely banquet was held which was attended by men and women from 28 states,\nCanada,\n\nand\n\n1 territory. Two\n\ninteresting\n\naddresses\n\nwere\n\npresented.\n\nPresident\n\nthanked the local chairman, Mrs. Mabel L. Smith, and her co-workers\nstanding manner in which they entertained the Department.\n\nBaker\n\nfor the out¬\n\nOn Wednesday afternoon the members of the Department of Art Education visited\na number of the art centers of Detroit and the Cranbrook Foundation at Bloomfield\nHills, Michigan.\ngiven\n\nOn\n\nThursday\n\nat the auditorium\n\nof the Department\nCorporation\n\nof the General\n\nare deeply\n\nfor the hour\n\nafternoon\ngrateful\n\nof courteous\n\na demonstration\n\nMotors\n\nBuilding.\n\nto the Research\n\nof color and\nThe\n\nofficers and\n\nDivision\n\nhospitality. It was\n\ndesign\n\na great\n\nwas\n\nmembers\n\nof General\ncompliment\n\nMotors\nto the\n\nDepartment and marked a very unusual favor on the part of the Research Division.\nAppreciation is also extended to those connected with the yarious art centers and.\nplaces of interest which were visited on our tour.\n\n"}
{"page": 219, "printed_page": null, "text": "DEPARTMENT\n\n‘Business\n\nOF\n\nEducation\n\n"}
{"page": 220, "printed_page": null, "text": "HISTORICAL\nThe\n\ndepartment\n\nof business\n\nNOTE\n\neducation\n\npetition read at the meeting at Saratoga\n\nwas\n\ncreated\n\nin response\n\nSprings, New\n\nto a\n\nYork, July 1Z,\n\n1S92 . from the Business Educators’ Association, requesting admission as\na department of the National Education Association. The Business Edu¬\ncators' Association was organized in New York City in 1878. Its constitu¬\ntion was revised for acceptance by the Department of Business Education\nand may be found on page 958 of the proceedings of 1894.\nThe officers of the Department for the year 1937-38 arc: president,\nLola Maclean, Detroit Commercial College, Detroit, Mich.; first vicepresident,\nsecond\n\nJoseph\n\nDcBrum,\n\nvicepresident,\n\nSequoia\n\nFrederick\n\nHigh\n\nSchool,\n\nRiccke,\n\nSouth\n\nRedwood\nSide\n\nCity, Calif ;\n\nHigh\n\nSchool,\n\nNewark, N. J.; secretary-treasurer, Mrs. Frances Donb North,\nWestern High School, Baltimore, Md.; executive committee, Mary\nStuart, Brighton High School, Brighton, Mass.; Vernal H. Carmichael,\nBall State Teachers College, Mancie, Ind.; Herbert A. Tonne, New\nYork University, Washington Square East, New York, N. Y.\nThis Department meets once each year in July. The annual dues, $1,\nare payable to the secretary-treasurer of the Department. The chief pub¬\nlication is the quarterly. Facts relating to the establishment of this\nDepartment and the record of the meetings arc found in earlier volumes\nof PROCEEDINGS\n\n1892: 31\n1893 -.787- 807\n1894 .957- 994\n1895 :862- 890\n1896:791- 835\n189 7:792- 824\n1898:856- 892\n1899 -.998-1030\n1900:542- 581\n\nOS follows:\n\n1901 :721-757\n190 2:644-701\n1903 -.719-752\n1904 -.709-736\n1905 -.669-705\n1906 -.637-639\n1907 -.877-903\n1908 -.871-906\n1909 -.701-718\n\n1910: 833- 872\n1911: 827- 868\n1912 -.1031-1093\n1913 : 619- 635\n1914: 649- 662\n1915: 883- 940\n1916: 361- 395\n1917: 315- 344\n1918: 235- 247\n\n[214]\n\n1919 -.259-269\n1920 -.263-270\n1921 -.369-376\n1922 -.575-590\n1923 -.553-567\n1924 -.429-438\n1925 -.354-364\n1926 -.373-391\n1927 -.335-352\n\n1928 -.305-324\n1929 -.317-334\n1930 -.275-292\n1931 -.343-358\n1932 -.283-302\n1933 -.311-325\n1934 -.301-312\n1935 -.275-284\n19 36:185-194\n\n"}
{"page": 221, "printed_page": null, "text": "ERNEST\n\nLOOKING\n\nAHEAD\n\nIN\n\nBUSINESS\n\nEDUCATION\n\nA.\n\nPROFESSOR\n\nOF\n\nEDUCATION,\n\nUNIVERSITY\n\nZELLIOT,\nDENVER,\n\nCOLO.\n\n; PRESIDENT\n\nOF\n\nTHE\n\nOF\n\nDENVER,\n\nDEPARTMENT\n\nBusiness education on a modern basis had its beginning seventy-five\n\nyears ago in the private business school, created to train the army of\noffice clerks required by the rapid expansion of business. Fifty years ago\nbusiness courses were introduced into the public secondary school to meet\npopular demand. Twenty-five years ago business education was recognized\non a professional basis in colleges and universities with the establishment\nof collegiate schools of business. Business education on each of these levels\nhas developed until today the student enrolment included and the teaching\npersonnel required exceed that of most other subjectmatter fields. Looking\nback it is a source of satisfaction to the fifty thousand members of the\nbusiness teaching profession to know that business education is established\non a strong foundation, as is evidenced by this unparalled record in educa¬\ntional development.\nNo form of education, however, can remain static, and particularly is\nthis true in a dynamic field like business education. Business education will\nnecessarily go forward. Educational leaders must continually look ahead if\nthey are to anticipate desirable shifts and adjustments and be prepared to\nmeet them adequately. While accurate predictions are impossible, some of\nthe probable trends now seen on the educational horizon include :\npast the tendency has been to stress\nimportant backgrou\npreparati\non.\nnd\n\nskills and\n\ntechnics,\n\nto the neglect\n\nof equally\n\nindividu\n\nstudent may select. Past offerings have been limited too largely to re¬\nal\nstricted fields, to the exclusion of training for other equally importan\nbusiness occu¬\nt\npations.\n\nmore\n\nresponsi\n\nbusiness\n\nposition\n\nw\nb g\no t\nj\nc\nand universi\ns ill e iven n he unior ollege\nty\nlevels. However\nwith less than two out of five high-sch\ngraduat\nentering col¬\nes\n,\nool\nlege a place yet remains for certain types of vocatio\nnal business educatio‘n in the\nseco,nda\nschools.\nry\nble\n\nstudents\nshould be the first to recogni\nteacher\ns\nze\ns\nprepara\nthem to make appropr\nability and encoura\nbusines\nwith potentia\ns\ntion\niate\nge\nl\nservice in line with their capaciti\nfor busines\ns\nes.\nBusines\n\nclasses.\n\ntional busines\n\ns\n\nhas much to gain from\nto gain from busines\ns.\n\npersona\nli\nmateria ties,\nls.\n\nrather\n\npart of the whole\ncompa\nrtmen\nt.\neconor\n\nnic\n\nunder\n\nthe school\nro\n\nthan\n\nprogr\n\nam\n\nstand\n\nThe\n\nom.\n\ning\n\nthe\n\npresen\n\nt\n\nof educat\n\nand\n\nion,\n\nthe wisest\n\nbusines\n\ns\n\nstress\n\nupon\n\nteacher\n\nin turn has\n\nteachi\n\nsegreg\n\nsubject\n\nte\n\nor even\n\nated\n\nnot as a separa\n\ndepar\n\nuse\n\nof econom\ni\n\nces\n\n[215]\n\nhing\n\nng\n\nand\n\nc\n\neveryt\n\nresour\n\ntment\n\non\n\nthe part\n\nof\n\n"}
{"page": 222, "printed_page": null, "text": "216\n\nNational\n\nEducation\n\nAssociation\n\neveryone as citizens and consumers. In such a program, the business teacher has a\nvery distinct contribution to make.\n9. More attention to teaching the nature and purpose of business. Young men and\nyoung\n\nwomen\n\nshould\n\nbe encouraged\n\nto enter business\n\non the same\n\nbasis of service as\n\nin other professions.\n\nIt should be kept in mind that the attitudes and the ideals of the business\nleader of tomorrow depend upon the attitudes and ideals engendered in the\nstudent of today.\n\nSECRETARY’S\n\nMINUTES\n\nDetroit, Michigan\nFirst Session, Monday,\n\nJune 28, 1937\n\nIn the beautiful Scottish Rite Cathedral in the Masonic Temple, 850 teachers\ngreeted President Ernest A. Zelliot when the first session was called to order at 2\no’clock. Platform guests included educators of national reputation\nsociety leaders and representatives of business and industry. The\n\nas well as Detroit\naudience included\n\nbusiness education leaders representing every major part of the United States. The\nprincipal addresses were made by W. J. Cameron, of the Ford Motor Company, and\nJames O. McKinsey, Chairman of the Board, Marshall Field & Company, Chicago.\n\nSecond\n\nSession, Tuesday, June 29, 1937\n\nThis session began with a luncheon at 12 o’clock in the Hotel Statler ballroom\nand concluded with four sectional meetings in conference rooms of the hotel. The\nattendance\n\nat these\n\nmeetings\n\nSecretarial Section, 165;\nWork Section, 95.\nLola\n\nMaclean,\n\nwas:\n\nClerical\n\nLuncheon,\n\n300;\n\nOffice Machine\n\nfirst vicepresident,\n\npresided\n\nSocial\n\nBusiness\n\nSection,\n\nSection, 65; Training\n\nat the luncheon.\n\nHarvey\n\n125;\n\nfor Store\nCampbell,\n\nvicepresident-secretary of the Detroit Board of Commerce, was the guest speaker.\nEugene B. Elliott, state superintendent of public instruction, expressed greetings,\nand stressed the importance of business education. Frank Cody, Detroit superintend¬\nent of public instruction, and James L. Holtsclaw, Detroit supervising principal of\ncommercial education, also extended greetings.\nPlatform\n\nguests included:\n\nCity Directors\n\nof Commercial\n\nEducation\n\nIrving R. Gar-\n\nbutt, Cincinnati; Raymond C. Goodfellow, Newark, N. J.; Guy D. Miller, Springfield, Mass.; John W. Edgemond, Oakland, Calif.; Charles E. Cook, Rochester, N. Y.\n\nBusiness Meeting, Tuesday, June 29, 1937\nThe\n\nbusiness\n\nPresident\nFrances\n\nmeeting\n\nZelliot. The\nDoub\n\nNorth,\n\nwas\n\ncalled to order\n\nannual\n\nin the Hotel\n\nStatler ballroom\n\nfinancial\n\nand\n\nsecretarial\n\nreport\n\nsecretary-treasurer,\n\nand\n\non motion\n\nwas\n\nwas\n\nat 4:30 by\n\nread\n\nby Mrs.\n\nadopted.\n\nThe report of the committee on the revision of the Department’s constitution was\nread by Chairman Wilbur S. Barnhart, of Indianapolis, and on motion was adopted.\nStanley S. Smith, state chairman for Michigan, read the report of the Committee\non Nominations, appointed at the first session by President Zelliot. On motion of\nChairman Smith, seconded by James\nunanimously. The Committee was\n\nL. Holtsclaw of Detroit, the report was adopted\ncomprised of: Chairman Smith, Raymond C.\n\nGoodfellow of New Jersey, Julian C. Wood of Utah, Maco B. Whittall\nCharles W. Perry of Wisconsin. (See Historical Note, p. 214.)\nA summary of the proceedings\nfollowing eight pages.\n\nof the first and\n\nsecond\n\nsessions\n\nof Kentucky,\n\nappears\n\non\n\nthe\n\n"}
{"page": 223, "printed_page": null, "text": "Department\n\nGREETINGS\nEUGENE\n\nB. ELLIOTT,\n\nof\n\nFROM\nSTATE\n\nBusiness\n\nTHE\n\nSTATE\n\nSUPERINTENDENT\nLANSING,\n\n217\n\nEducation\n\nOF\nOF\n\nMICHIGAN\nPUBLIC\n\nINSTRUCTION,\n\nMICH.\n\nMay I present the greetings of the state of Michigan to the National\nEducation Association and particularly to the Department of Business\nEducation. I am keenly aware of the honor afforded Michigan in being\nchosen host for the seventy-fifth convention of your Association. Michigan\nwelcomes you. Michigan is inspired to a more wholehearted devotion to its\neducational tasks because of you. It hopes that you, as its guests, may receive\na large portion of profit and enjoyment during your stay here.\nIn the last couple of decades Michigan has been changing rapidly from an\nalmost exclusively agricultural state to one devoted almost entirely to in¬\ndustry. It, therefore, has become cognizant of the importance of business\neducation. With the advent of large and complex business corporations and\ntheir resultant demands for efficiency for successful continuance, there has\ndeveloped a need for scientific and broad training in business.\nMore significant, however, than the needs of business from the vocational\npoint of view, is the increased emphasis being placed on the broader philos¬\nophy of business education. I am very much pleased that business educators\nare now stressing the need for consumer education, recognizing that not\nonly the seller but the buyer needs help. The buyer must plan his budget.\nHe must know how to buy. He must be able to live in the business world\nso that he may enjoy a measure of happiness. This new emphasis means that\nall individuals need business training.\nThe second new element worthy of consideration is the need for creating\nemployment opportunities. As we shift consumer demand and as new tech¬\nnologies provide new sources of business opportunity, we must be ready\nto take advantage of these new offerings.\nIt is refreshing to notice that the newer texts on business education con¬\ndemn profit as a sole motive of business. Such a motive is now considered\nexceedingly narrow and unworthy. Business leaders acknowledge that they,\ntoo, in common with the rest of humanity, must harmonize their business\nethics with the ideals underlying a democracy. Recognizing that the major\nobjectives in our democracy are “good government and the happiness of\nmankind,” it is their purpose to investigate how business can best achieve\nits share in realizing these ideals. These goals are the determining factors\nin choosing the content of business courses.\nThe Department of Business Education of the National Education Asso¬\nciation is playing a very important role in this type of training. To insure the\nbest methods of teaching and the most vital content of business courses,\nyour organization has acted as a national clearing-house. This is both wise\nand necessary. It has kept us informed concerning national problems of\nbusiness. Thru the radio, the telephone, and the rapid means of transporta¬\ntion, local and state barriers have broken down. There is no longer such\na thing as isolation. We need your organization to help us to see the “forest”\nas well as the “trees.” I wish you continued success.\n\n"}
{"page": 224, "printed_page": null, "text": "218\n\nNational\n\nA MESSAGE\n\nHARVEY\n\nFROM\n\nCAMPBELL,\n\nEducation\n\nAssociation\n\nBUSINESS TO THE\nOF AMERICA\n\nBUSINESS\n\nVICEPRESIDENT-SECRETARY,\nCOMMERCE,\n\nDETROIT,\n\nDETROIT\n\nTEACHERS\n\nBOARD\n\nOF\n\nMICH.\n\nThose of you who comprise the business section of the National Education\nAssociation are to be congratulated. Yours is the most important function in\neducation. Your students have a definite end in view. They want to work,\nand they know what work they want. Therefore, you teachers have an oppor¬\ntunity to handle students who are going some place and who know where\nthev are going. This seems to me to be remarkable in the face of political\nand sociological theories which currently teach millions of people that they\ncan live without working.\nOne of our great needs is business education for politicians. Practically all\nof our elected leaders have never made a nickel with their hands and have\nnever had to meet a payroll. When they come to discuss employer-employee\nrelationships, and accept the responsibility for framing legislation to cure\nthe ills arising from labor irritations, they do not know what they are talking\nabout. They lack intelligence based upon experience. Their advisers are\nusually academic college professors.\nTherefore, it would seem that if we are going to reach any kind of utopia,\nit would be a great thing for some of our teachers to acquire a business\neducation. I wish that your Department could take them in hand so that\na lot of stupid instructors would stop prating about the “machine age\" and\na lot of other clap-trap. Some of these folks are misleading a number of\nstudents who later become radical labor agitators. This can be proved,\nbecause some of the agitators who are stirring up trouble in this very\nvicinity are raw reds, having taken a post-graduate course in Russia after\nhaving graduated from one of our local universities.\nIf any of you have sympathized with teachers who claim that the “machine\nage\" is throwing people out of work, stop for a moment and consider the\ntypewriter. Consider the hundreds of thousands of men and women to\nwhom it has given employment. Then think of your own jobs, many of\nwhich are dependent upon office machinery.\nWithout business education America cannot survive. I do not confine\nmy remarks entirely to business-office education. I mean vocational education\nas opposed to academic education. Upon business depends the maintenance\nof our nation. If the people of average intelligence in America would forget\nthe words of agitators and stick to business, our worries for the future\nwould be largely eliminated.\nMay I ask you to convey a special message to your students. Tell them\nthat if they are to get ahead in the world they must learn how to get along\nwith people. Many graduates of schools and colleges, some of them thoroly\ncompetent and skilful in the branches you teach, never get beyond the average\nposition in business, because they lack the right personal qualities; while\nothers, frequently with less training and skill, go to the top, because they\nhave the right attitude toward business and can get along with people.\n\n"}
{"page": 225, "printed_page": null, "text": "Department\n\nSOCIAL\n\nof Business\n\nBUSINESS\n\nEducation\n\n219\n\nSECTION\n\nChairman: Ray G. Price, University of Cincinnati, Cincinnati, Ohio.\nSecretary : Julian C. Wood, High School, Tooele, Utah.\nParticipants : Paul S. Lomax, Professor of Education, New York Univer¬\nsity, New York, N. Y. ; Irving R. Garbutt, Director of Commercial\nEducation, Cincinnati Public Schools, Cincinnati, Ohio; R. S. Hadsell,\nConsumers’ Counsel Division, AAA, Washington, D. C. ; Edmund F.\nCameron, Insurance Department, F. C. Pilgrim and Company, Chicago,\nIll.\nThe more general aspects of business education have made a rather deep\nand lasting invasion into the business curriculum offerings of our public\nsecondary schools. The need for this general, social, or consumer type of\ntraining for students of the business department is no longer a debatable\nquestion. Changing economic conditions, scientific studies of our graduates,\nand the realization of the need to educate the student in terms of his needs,\nregardless of future occupation, have all contributed to the support of and\nbelief in social and consumer business education.\nThe three traditional technic subjects, bookkeeping, shorthand, and type¬\nwriting, constitute only a part of the entire field of business education. The\nunderstanding of economic and business relationships is equally as important\na part of business education. An understanding and appreciation of business\nas an institution, how business serves the individual, the individual’s place\nas a user of the goods and services of business are sound and legitimate as¬\npects of business education from the standpoint of both producer and con¬\nsumer. Every child should be educated from the viewpoint that he will be\nboth a producer and a consumer. Business educators have realized that they\nhave been neglecting the general business phase of the student’s training.\nThis gradual and constant revamping of business education in terms of\nstudent needs is no longer mere talk at conventions. Business educators and\nadministrators are taking definite action and attacking the problem in an\nintelligent, wholehearted manner. The trends with regard to clerical wages,\nemployment age, and mechanization of our modern offices have made these\nchanges imperative. There is a tendency on the part of the business man\nto employ the more mature office worker. The high-school graduate of today,\nwhose average age is seventeen, finds a distinct barrier set up before him.\nAll these factors have caused the business educator to seriously consider the\nproblem facing him and to devise ways and means of meeting this problem.\nThe contribution of consumer business education to the better manage¬\nment of personal and family business affairs, to the wise spending of income,\nand to the intelligent use of business goods and services is a commendable\none. Information regarding such specific financial problems as buying and\nrenting a home; money and banking; insurance; savings and investments;\ncredit and instalment buying; taxes, household records, and budgeting; and\nborrowing is a kind of business education valuable to everyone.\nDr. Lomax,\nness Education\ncation.\n\nin his address, announced\n\nthat the National Council of Busi¬\n\nis planning a comprehensive\n\nnational study of business edu¬\n\n"}
{"page": 226, "printed_page": null, "text": "220\n\nNational\n\nEducation\n\nSECRETARIAL\n('hair man : Catherine\n\nAssociation\n\nSECTION\n\nF. Nulty, Assistant Professor\n\nof Secretarial Studies,\n\nUniversity of Vermont, Burlington, Vt. Secretary: Imogene Pilcher,\nHead, Commercial Department, Lincoln High School, Cleveland, Ohio.\n\nDiscussion\n\nleaders: Mildred\n\nN. H.,* Charles W.\n\nE. Taft, Colby Junior College, New\n\nPerry, Lincoln High School, Milwaukee,\n\nLondon,\n\nWis.\n\nThe program presented secretarial training as viewed by the business\nexecutive and the practising secretary. C. S. Woolard, office manager,\nUnited Motors Service Corporation of Detroit, and Julian Hall, personnel\ndirector of The Detroit Bank, presented the viewpoint of business. Ruth\nWright, Mary McElroy, Helen Dols, John P. Cook, and Clyde Ludwig\nresponded on behalf of the practising secretary.\nMr. Woolard stressed the importance of training students to have the\nright attitude toward business and people. He advised students and em¬\nployees to develop such characteristics as business integrity, fair dealing,\nenthusiasm, courtesy, good manners, punctuality, loyalty, dependability,\ncooperation, courage, originality, and a good sense of humor.\nStudents should be taught that their returns from business, broadly\nspeaking, will be in direct proportion with their contribution to business\nand that as soon as a business connection is formed they should feel they\nare definitely a part of business and particularly of the firm or organization\nthat employs them. Since students and employers must ultimately meet, it is\nrecommended that business executives and personnel directors be invited\nto discuss business relations with students, so that they may know what\nbusiness expects of them when they apply for employment.\nMr. Hall emphasized the importance of greater skill in shorthand and\ntypewriting, a more thoro knowledge of English, and agreed with Mr.\nWoolard regarding the vital importance of training students to have the\nright attitude toward business.\nThe practising secretaries recommended a thoro knowledge of English —\ngrammar, punctuation, and spelling — because English is the foundation for\nsecretarial practise. Speed and accuracy in transcription are determined\nlargely by skill in typewriting and a knowledge of spelling and punctuation.\nThe speakers advised secretarial students to acquire a good practical knowl¬\nedge of bookkeeping, in order that they may have an intelligent understand¬\ning of the business of their employers. Secretaries are frequently asked to\nobtain information necessitating a knowledge of accounting practise. Stu¬\ndents should acquire a thoro knowledge of postal rates and schedules and\nof political geography, including the spelling of geographical names.\nThe secretarial speakers defined the “right attitude toward business” as\nnot just doing work properly, but in addition to that, working intelligently\nfor the promotion of the business and taking a proprietary interest in its\nsuccess — not iust working by the hour, for no one has ever made a success\nof himself or the business with which he is connected who has worked that\nway. The employer and the employee should work\nmotion and advancement of the business.\n\ntogether for the pro¬\n\n"}
{"page": 227, "printed_page": null, "text": "Department\n\nTRAINING\nChairmen:\n\nDorothy\n\nM.\n\nof\n\nFOR\n\nBusiness\n\nSTORE\n\nBaldwin,\n\nEducation\n\nWORK\n\nTeacher\n\n221\n\nSECTION\n\nof Retail Selling, William\n\nPenn\n\nHigh School, Philadelphia, Pa.; J. M. Trytten, Director of Courses for\nCommercial Teachers, University of Michigan, Ann Arbor, Mich.\nSecretary: Helen\n\nA. Haynes,\n\nEmmerich\n\nManual\n\nTraining\n\nHigh\n\nSchool,\n\nIndianapolis, Ind.\nParticipants : Lilian Stoddard\n\nMencke,\n\nAssistant Personnel\n\nDirector, J. L.\n\nHudson Company, Detroit, Mich.; Paul A. Mertz, Director of National\nTraining, Sears Roebuck and Company, Chicago, Ill.; Mrs. Rae C.\nWilliams, Omaha Technical High School, Omaha, Nebr. ; Myrtle\nGlueck, John Hay High School, Cleveland, Ohio; Clementine Williams,\nDavis Technical High School, Grand Rapids, Mich.\nTraining\n\nfor store work\n\nhas certain definite values to the three parties\n\nconcerned — the student, the store, and the school. With the impetus given\nit by the George-Deen Act this type of training promises to become the\nmost conspicuous development in commercial education in the future.\n1. The teachers mast be well trained — Much of this work will be done\nunder federal subsidy and, therefore, teachers will be required to meet the\nstandards set up by the Federal Board for Vocational Education, calling for\nsuitable and adequate education, teaching, and selling experience. Schools\nthat do not take advantage of the George-Deen\nrequirements as nearly as possible.\n\nAct will set up the same\n\n2. Selection of students — Better results are naturally obtained where\nstudents are selected. Where the cooperative plan is followed, it is essential\nthat students be selected. The store expects that the same care be given to\nselecting trainees that is given to selecting employees. The basis for selection\nwill vary. In one school mental ability will outweigh other factors; in\nanother, persistence. Social sense will be the most important. Where train¬\ning is offered on the usual classroom basis, the selection may not be so rigid.\nIn most cases the training is now open to all who want it.\n3. Cooperating merchants — Selecting cooperating stores, maintaining\ngoodwill, securing enthusiastic cooperation in the training activities, and\nsetting up an appraisal scheme are problems the coordinator or retail selling\nteacher must work out. Success depends upon the respect of the store\npersonnel for the practical ability of the teacher and the degree of under¬\nstanding between the cooperating parties.\n4. Compensation — The working situation is usually desired to be as real\nas possible ; the arrangement usually stipulates a minimum hourly wage for\nstudents while working. One of the schools felt the situation would be more\ncontrollable if compensation were not involved and the students might work\nfor experience only. Many trainees remain with the stores and frequently\nadvance to responsible positions.\n5. Knowledge of merchandise — Knowledge of merchandise was admitted\nto be the most important factor in retail selling. Where only classroom in¬\nstruction is given, it is necessary to work out schemes for studying merchan¬\ndise, handling it, displaying it on shelves and counters, or in display windows.\n\n"}
{"page": 228, "printed_page": null, "text": "222\n\nNational\n\nCLERICAL\nChairman : Mary\n\nEducation\n\nOFFICE\n\nStuart, Brighton\n\nAssociation\n\nMACHINE\n\nHigh School, Brighton, Mass. Secretary:\n\nJames Turek, High School, North Tarrytown,\nParticipants : Albert\n\nE. Cobo,\n\nSECTION\n\nCity Treasurer,\n\nN. ^ .\nDetroit, Mich.;\n\nHelen\n\nV.\n\nSmith, Stenographic Personnel Director, Detroit Trust Company,\nDetroit, Mich.; H. M. Kaiser, Office Manager, Lnited States Rubber\nProducts, Inc., Detroit, Mich.; R. Lawrence Rahbar, Department of\nCommerce, Lew Wallace High School, Gary, Ind.; Miss M. B. Murphy,\nHadley Vocational School, St. Louis, Mo.\nAbstracts of the three papers presented at the Clerical Office Machine\nSection will be found below. The discussions of these papers were opened\nby Mr. Rahbar and continued by Miss Murphy.\nMr. Cobo (Computing Machine Problems) : Operators of computing\nmachines are, in large majority, the products of private business schools\nand of schools operated by the manufacturers of the various computing\nmachines; they have not been obliged to fulfil any requirements prior to\ntaking this machine training, and if such prior requirements had been\nprerequisite, many could not have qualified for the machine training. Many\nof them have no fundamental knowledge of arithmetic, and consequently\nthey cannot be used, during peak periods, on any other type of office work.\nSome even claim that they are not hired to do any other work. These con¬\nditions not only make it impossible to promote such operators, but prove,\nas well, a costly condition in any office. Private business schools and manu¬\nfacturers’ schools are not to blame, for they deserve credit for teaching\nsuch poorly prepared individuals to operate the machines and thus gain a\nlivelihood. The possible solution to this problem is the establishment by\nschools of definite courses as prerequisite for admission to training.\nMiss Smith (Transcribing Machine Problems) : Not all pupils should\nbe directed to commercial work; certainly none but those who show an\naptitude for getting along with people, who will apply themselves, and\nwho will follow some definite line of self-improvement should ever be\nconsidered. If a beginner shows these traits, even a lack of machine training\nshould not stand in the way. High-school graduation offers the highest prob¬\nability of success. Boys, as well as girls, should take up dictaphone work ;\nmany large corporations prefer boys as beginners. Machine operators’ jobs\nare not blind alleys jobs to people of ability who are determined to get ahead.\nMr. Kaiser (Bookkeeping Machine Problems) : In offices averaging\n500 employees, from 50 to 60 percent of the workers are using various\nmachines, and only sixty persons, 12 percent, are doing stenographic, dicta¬\nphone, or typing work. Such an office will contain, in active operation, 150\ncalculating machines of various sorts. The schools are placing on the market\nmore students with stenographic and typing knowledge than the market\ncan absorb. There is, therefore, a need for greater emphasis on bookkeeping\nin the schools, but it ought to be bookkeeping taught on machines, and not\nthe old folder-type of hand bookkeeping. Boards of education must be\nbrought to realize that suitable machines should be put into the schools.\n\n"}
{"page": 229, "printed_page": null, "text": "Department\n\nof\n\nBusiness\n\nEDUCATION\nW.\n\nJ. CAMERON,\n\nFORD\n\nFOR\n\nMOTOR\n\n223\n\nEducation\n\nBUSINESS\n\nCOMPANY,\n\nDEARBORN,\n\nMICH.\n\nBusiness and education always have been related ; together they flourish\nor fail. Modern education depends for support on the economic ability of\nthe people; on the other hand, economic ability is constantly elevated in\npower\n\nand quality by education. They\n\nrepresent complementary\n\nsocial dis¬\n\nciplines. Industry’s influence on education may be observed in the chemical,\nmetallurgical, electrical, engineering, and business administration courses\nwith their tens of thousands of students in our universities. The influence of\neducation on industry is still in the making, but is already observable in this\ntechnological preparation and, we trust, in a higher type of character and\na stronger sense of responsibility in the handling of men and the supply of\nsocial needs.\nBusiness asks of the educator not factory hands but American citizens,\nworkers and builders. Education for business should include more than mere\nmastery of the mechanics of a specific job, because every job is so very much\nmore than a job and has relations and ramifications of cultural value for\nthose who are able to appreciate it. A business education that fails to make\naccessible the same cultural sources open to students in other fields lacks\nan essential element.\nThe view men hold of the function of work and business determines to\nan important degree their effectiveness and happiness. Those entering busi¬\nness or industry should possess as part of their preparation a knowledge of\nthe age-old functions of these as social institutions. The moral progress made\nby business and industry, and the causes of it, should be mapped in the\nstudent’s mind. He should know something also of the advance of social\njustice in industry, and the true causes of that, for upon this matter the\nschools reek with misinterpretation of the history and ignorance of the\nundeviating trend. Business should be presented as one of the higher quests\nof man, thru the ever insistent medium of his necessities, for a better knowl¬\nedge of the laws of living together in society. It is a means by which the\n“problems of the kitchen side of life” may ultimately be solved, and man¬\nkind liberated to the consideration of higher matters. It should be presented\nas a process incomplete but not incoherent or without fundamental natural\ndirection. The fact that absolute laws govern business, and that these laws\nrelate to physical, moral, and social values is too often forgotten. Business\nand industry are as subject to the laws of their own inner development as\nare medicine and architecture and music. It is from knowledge of these\nlaws and cooperation with them that all physical and social advances in\nindustry have come, and not from any other source or compulsion. To\ncompel from without what must be built from within is impossible.\nWith this understanding of the course and character of business and\nindustry should go a thoro review of presentdav attitudes toward these\nactivities. A student should be able to judge when taking a position whether\nhe is engaging in an exploitation that degrades the dignity of human beings,\nor enlisting in a work that positively serves the world. No business education\n\n"}
{"page": 230, "printed_page": null, "text": "224\n\nNational\n\nEducation\n\nAssociation\n\nis complete that does not offer the basic materials for a judgment upon this\nquestion. Is the purpose or effect of machinery to make men obsolete? Equip\nthe student to arrive at an intelligent view of that question by having him\nsearch out the proportion of labor -serving to labor-saving machinery in\nindustry, or the ratio of employment to the population before and after\nmachinery came in. Does mass production make the mind obsolete ? The\nscholastic answer is “Yes.” The factual answer is “No.” This also may be\nsimply determined — go into it and see. Mass production requires a higher\ndegree of mass intelligence than any other method. What is the real motive\nin business and industry — the original and deepest and longest surviving\nmotive? The general answer is “Money.” That answer might be given\nconcerning teaching too, but it would not be true. It is no truer of business.\nMost of our present industry and business began with men who had no\ncapital but their overalls, their hands, an idea, and an urge to count for\nsomething in the world. The next generation of leaders will come from\nthe same source. No hereditary aristocracy of money or power exists in\nAmerica. Leadership is renewed from the original source generation to\ngeneration.\nSurely it is part of education for business to deal faithfully with those\nquestions on which so much\nBOAT\n\nof men’s attitude toward\n\nTRIP\n\nFOR\n\nBUSINESS\n\nMONDAY\n\nEVENING,\n\nJUNE\n\ntheir work\n\ndepends.\n\nTEACHERS\n28, 1937\n\nFour hundred members of the Department of Business Education were\nguests of the Detroit Reception Committee on a delightful evening trip on\nthe Detroit River, on the steamship “Alabama.”\nJames L. Holtsclaw, Detroit Supervising Principal of Commercial Edu¬\ncation, was chairman of this very enjoyable affair. Fascinating views from the\n\nboat included : Detroit’s famous skyline, Canadian waterfront, beautiful\nBelle Isle (Detroit’s 1000-acre island park), Grosse Pointe Shores, and\nmany other points of interest. The program included dinner on board the\nsteamship.\n\n"}
{"page": 231, "printed_page": null, "text": "DEPARTMENT\n(Classroom\n\nOF\n\nTeachers\n\n"}
{"page": 232, "printed_page": null, "text": "HISTORICAL\nThe\n\ndepartment\n\nof\n\nclassroom\n\nNOTE\n\nteachers\n\nheld\n\nits first session\n\nat the\n\nSt. Paul meeting. July 8, 1914. It was organised in response to petitions\nrepresenting classroom teachers in all parts of the country. The Depart¬\nment xeas reorganised under a constitution at the Boston meeting in July\n1922. For amendments see proceedings, 1923: 578; 1929: 365; 1931:\n390-91; 1932 : 333-34. The Department of Classroom Teachers cooper¬\nates with the National League of Teachers' Associations.\nThe officers of the Department for the year 1937-38 are: president,\nEmily A. TarbcT. 235 Glenwood Avenue, Syracuse , Ar. Y.; vicepresi¬\ndent.\n\nDavid\n\nE.\n\nTemple.\n\n215\n\nMasonic\n\nTemple\n\nBuilding,\n\n706 South\n\nBos¬\n\nton. Tulsa. Okla\nsecretary, Frances Jelinek, Room 150, Hotel Wis¬\nconsin. Milwaukee , IF is. : director ex officio, Albert M. Shaw, Box\n885. Arcade Annex. Los Angeles, Calif.: regional directors: Midwest¬\nern Region . Mrs. Myrtle Hooper Dahl. R.F.D. 2. Mound. Minn. (term\nexpires 1938 : Western Region, Elphe K. Smith, R.F.D. 1, Box 22,\nTigard , Ore. {term expires 1939); Eastern Region, Mrs. Mary D.\nBarnes. 223 Summit Road, Elizabeth, K . J. (term expires 1940).\nThis Department meets at the time of the annual meeting of the Asso¬\nciation. Facts relating to the establishment of this Department and record\n\nef meetings are found in earlier volumes of proceedings as follows:\n1914: 909- 916\n1915 .1161-117:\n1916: 6S7- 652\n1917: 615- 622\n1918: 381- 389\n\n1919 1355-392\n1920:343-355\n1921 -.399-406\n19 22 :683-691\n1923 -.569-620\n\n1924 -.460-499\n1925 -.365-402\n192 6-.393A23\n1927 -.353-390\n1928 -.325-352\n\n1929\n1930\n1931\n1932\n\n-.335-368\n-.293-307\n-.359-392\n-.303-335\n\n1933 :327-355\n1934 -.313-344\n1935 -.285-310\n1936 -.195-218\n\n"}
{"page": 233, "printed_page": null, "text": "ALBERT\n\nAROUND\n\nTHE\n\nYEAR\n\nM. SHAW,\n\nHOLLENBECK\n\nWITH\n\nJUNIOR\n\nHIGH\n\nTHE\n\nPRESIDENT\n\nSCHOOL,\n\nLOS\n\nANGELES,\n\nCALIF.\n\nMy year as president has been a pleasant and interesting experience.\n\nAltho arduous at times, it has been an instructive period of service in\n\nhelping to earn' on the many activities of the Department. During the five\nyears of my official association with the Department, I have observed a vast\nexpansion in the activities. If it is possible to carry out the plans which are\nnow being made, next year will bring about even greater development.\nIt is becoming more and more evident to the administration of the Na¬\ntional Education Association that if the membership is to increase as it\nshould, a greater amount of service must be directed to the needs and wel¬\nfare of teachers. The classroom teacher group is by far the largest one from\nwhich membership may be drawn. Of the 200,000 members enrolled in\nthe National Education Association, approximately 150,000 are classroom\nteachers.\nWith nearly 1,000,000 public school educators in the United States,\nthere are probably about 600,000 classroom teachers who are not members\nof the National Education Association. This figure is far in excess of that\nof all other educators who are not members. This shows clearly the great\nfield in which we need to work. There is a distressing need for a great,\nall-inclusive national educational organization.\nWith only 20 percent of the educators of the country belonging to our\nAssociation, we cannot yet claim to have a truly representative organization.\nThe difficulties recently encountered in attempting to have the HarrisonBlack-Fletcher Bill enacted into law is evidence of our need for a larger and\nmore influential organization. With a membership of 750,000 or 1,000,000\nour requests to Congress for consideration of educational legislation would\nbe much more effective.\nThere is probably no other group who can create interest in the National\nEducation Association among teachers as well as the classroom teachers\nthemselves. If this is true, then the Department, thru its officers, must be\nafforded greater opportunity than it has yet had for accomplishing this.\nDuring the past year, the Department was handicapped in its held and con¬\nference work due to an inadequate budget allowance for this particular\nservice.\nIt was my privilege to hold conferences in various sections of the country\nbut, as the places visited will be listed elsewhere, I shall not enumerate them\nhere. However, there were many more requests for conferences than I was\nable to accept.\nThe recommendations which follow at the close of this report are made\nin an effort to formulate a definite, aggressive campaign in which member¬\nships may be solicited and workers organized to secure additional member¬\nships after conferences are held. All of this work will be done in addition\n[ 227 ]\n\n"}
{"page": 234, "printed_page": null, "text": "228\n\nNational\n\nEducation\n\nAssociation\n\nto the usual conference work on classroom teacher and organization prob¬\nlems. These plans, if carried out effectively, should not only pay the neces¬\nsary expenses in additional and substantial N. E. A. support, but should yield\nsatisfactory annual dividends as well. During the latter part of the year,\nI gave considerable thought to the plan of a well-organized series of con¬\nferences in the states,, and in this connection communicated with the state\nsecretaries, presidents of state departments of classroom teachers, and others\nwho are planning state and local meetings for the coming year.\nA most interesting and quite important part of my work as president has\nbeen serving as a member of the Educational Policies Commission. I at¬\ntended the following meetings of the Commission at which intensive study\nwas given to many fundamental problems:\nCrawford Notch, New Hampshire\nSan Francisco, California\nChicago, Illinois\n\nAugust 19-24, 1936\nNovember 13-14, 1936\nf December 4-8, 1936\n1 April 30-May 4, 1937\n\nThru this intensive study and the searching discussion which are given to the\ngreat amount of material gathered for the consideration of the Commission,\nit is hoped to formulate pronouncements and recommendations which will\nmake possible better educational procedure for the future.\nIn turning over the presidency to another, I shall give my earnest and\nloyal cooperation to the new president in carrying out the plans outlined\nin this report and any others that seem desirable. I wish to thank sincerely\nthe officers and members of the Department, and the headquarters staff of\nthe National Education Association, for the thoroly loyal and very helpful\ncooperation and support which they have given me during my term of\noffice. I know that all who are interested in the growth and progress of the\nDepartment will give the new president loyal support, and I wish the new\nstaff of officers and the Department the greatest success for the coming\nyear. It is my firm conviction and belief that this will follow.\nRecommendations\nTherefore, for the reasons given above and for others, I wish to present\nthe following recommendations for next year:\n1. Leave of absence for president: That the president be granted a year’s\nleave of absence with full reimbursement for loss of salary and with free¬\ndom from all school duties, and that an adequate budget allowance be pro¬\nvided for necessary expenses in giving full time to conferences, field work,\nand other activities.\n2. Conferences and field work: That a well-organized series of confer¬\nences in as many states as possible be conducted by the president, with the\ncooperation and assistance of the other officers and past officers. That no\nofficer, excepting the president, go into the region of another officer. (There\nwill be exceptions to this, of course.)\n3. N.E.A. membership : That the Department devote special attention to\nsections of the country in which N. E. A. membership is small.\n\n"}
{"page": 235, "printed_page": null, "text": "Department\n\nof\n\nClassroom\n\nTeachers\n\n229\n\n4. Affiliation: That assistance be given to inactive affiliates, as well as to\ngroups that wish to organize,, and that more\nplaces where conferences have been held.\n\nfollow-up work\n\nbe done in\n\n5. T eacher-tr aining institutions : That visits be made to as many teacher¬\ntraining institutions as possible.\n6. N.E.A. headquarters staff : That all this work be carried on with the\nactive cooperation and assistance of the Division of Membership and the\nDivision of Classroom Service of the National Education Association.\n\nProposed\n\nBudget for 1937-38\n\n1. Part-time for president .\n.\n2. Conference and field work of officers, including travel, hotel\nexpenses, etc .\n3. Convention expenses, including travel, hotel, etc .\n4. Local clerical expenses for officers, including postage, clerical\nhelp, etc .\n\n$2,600.00\n4,350.00\n2,500.00\n300.00\n\n5. Yearbook committees, including traveling expenses of com¬\nmittee members .\n6. Printing, including News Bulletin , Yearbook,\ntionery, etc .\n\n600.00\n\nfolders, sta¬\n3,800.00\n\n7. N. E. A. office expenses, including clerical services, office sup¬\nplies, postage, and telegrams .\n\n1,100.00\n\n8. Part-payment of convention expenses for a teacher of a rural\nschool located at the greatest distance from the place at which\nthe annual convention is held .\n.\n\n100.00\n\n9. Committee\n\n150.00\n\nexpenses\n\n.\n\n$15,500.00\nHOW\n\nJUNIOR HIGH-SCHOOL\nPUPILS\nTO SOLVE SOME\nOF THEIR\n\nC. C. WEIDEMANN,\n\nPROFESSOR\n\nOF\n\nUNIVERSITY,\n\nMATHEMATICS\nCOLUMBUS,\n\nUSE MATHEMATICS\nPROBLEMS\nEDUCATION,\n\nOHIO\n\nSTATE\n\nOHIO\n\nAttention may be focused on mathematics as both a language and a tool\nthru which new meanings of the environment may become appreciated.\nThe symbol-system of number and digits is an essential and important way\nof explaining our experiences, and as such justifies its place in the elementary\nand secondary curriculum and its importance to the learner. To one child\nit seems usable everywhere with everything ; to another it seems to be a way\nto complete an idea; to others, it is interesting; and to some it is plain hard\nwork to be done. Such importance, however, changes within the conscious¬\nness of a person as the number of its uses increases.\nTo make such a viewpoint clear requires the use of actual problem situa¬\ntions that are meaningful and of interest to the child as a problem which\nhe feels the necessity of solving. Problems requiring collection of data,\n\n"}
{"page": 236, "printed_page": null, "text": "230\n\nNational\n\nmeasurement,\n\nEducation\n\nAssociation\n\norganization and computation\n\nof results, some simple way\n\nof\n\nsketching or accurate procedure of drawing to scale, formulation of tenta¬\ntive conclusions, statements of new problems developing from the problem\nstudied, self-evaluation of the worth of the problem to and by the child are\nsuggested as useful to encourage the child to develop power to think thru a\ntotal problem situation to a satisfactory solution. Measuring rates of move¬\nment of living organisms; computing lunchroom unit food cost; recording\nthe data and story of the process by which some object is constructed ; making\ntables and graphs of data; finding new ways, places, and things for the\napplication of the basic principles of mathematics; these are but a few of\nthe possible types of material and means thru which run the fundamental\nprinciples and processes of quantitative thinking.\nIn the total process of development of almost every problem one or more\nprocesses or forms of arithmetic, algebra, or geometry are used. Thus the\nproblem’s solution often requires the use of number, measurement, related¬\nness of quantities, and movement1 of the mind processes of thought toward\nthe nature of the truth underlying the problem situation. Their use happens\nin such projects as construction of musical instruments, measuring instru¬\nments^ canoes, problems in social studies, fine arts, home arts, commercial\narts, natural sciences or physics, health and physical education, and so on\nthruout many other phases of reality. Such projects as may occur in these\nareas of reality encourage the child to search for solutions of problems and\nto try to discover for himself the nature of the situation.\nAs learners, children are stimulated and expected to make intelligent\nchoices from among available preferences of better ways of procedure. The\nways\n\nused should produce\n\nthe maximum\n\nof achievement\n\nand\n\nsatisfaction\n\nand a minimum need for the expenditure of effort per unit of time. This\nshould guide the child toward finding and taking the easiest, quickest, and\nbest way to desirable ends and supreme values of human living. Such values\ninclude efficiency in action, the good, the true, the beautiful, and the unity\nor wholeness of experience.\nDEVELOPING\n\nCOOPERATION\n\nIN\n\nAN\n\nUNCOOPERATIVE\n\nWORLD\nLILLIAN\n\nLEWIS,\n\nARMSTRONG\n\nSCHOOL,\n\nCHICAGO,\n\nILL.\n\nCooperation is defined as the joint effort, the association, or collective\naction of persons for their common benefit. The primitive or jungle type of\ncooperation is a banding together to provide protection against a common\ndanger. It may be a kind of armed truce, a superficial unity between groups\nof persons who in ordinary times have no common aims or sympathies. It is\nsimilar to the truce among the jungle beasts at the water hole.\nInvoluntary cooperation, obtained thru force, restricts individual activi¬\nties toward a so-called common good, but the common good is determined\nby those in authority. Intelligent, altruistic cooperation implies a voluntary,\nenlightened merging of effort toward the welfare of all. It comes thru social\nintelligence and a critical understanding, not thru blind allegiance to auto-\n\n"}
{"page": 237, "printed_page": null, "text": "Department\n\nof\n\nClassroom\n\nTeachers\n\n231\ncratic power. Cooperation is a way of living. In its highest form it is simply\nthe democratic way, and like democracy, it is a relative term. It is not an\naccomplished fact but something toward which mankind is surely tho\nunevenly moving.\nThe chief aim of education should be to teach how to live in a democracy.\nThe first step is to develop the cooperative attitude toward life. This should\nbegin in the kindergarten. In a recent article Angelo Patri stated : “The\nkeyman in the school is the grade teacher, not the head, not the trustee, not\nanybody but the teacher. After the board of education has settled the budget,\nafter the specialists have agreed on the curriculum, after the head has as¬\nsigned the teachers and laid out the work, the children gather around the\nteacher in a classroom and the door is shut. After that the teacher dominates\nthe education and the growth of the children in that group. ... I want to\npoint out that the real work, the functioning of the costly school systems of\nthe world goes on in the classrooms between teacher and pupil. Consider\nthe teacher first and the rest will follow.” In an article a few days later he\nsaid: “Altho the teacher is restricted to prescribed courses of study, and\nconditions ordered by authority, yet he may be free in spirit, if he wishes to\nbe free. There is no law strong enough to crush the spirit of a soul that\nwills to be free.”\nOnly the teacher who has the cooperative attitude toward life can create\nthat attitude in the child. If the schools are the foundation of democracy\nthen the teachers are the foundation of democracy. As a classroom teacher\nI say we must guard against the autocratic power of our position. It may be\nthat some of the spirit of autocracy abroad in the country received an\nimpetus , at least, from\n\nthe dominating\n\nspirit exercised in the schoolroom.\n\nWe must not dominate with our knowledge and experience. We must give\nthe children the chance to think out for themselves the ideas we can more\nquickly express for them. As far as possible, problems of discipline and school¬\nroom procedure should be decided by free discussion and cooperation. Chil¬\ndren honestly like to help make things go right. They will cooperate if that\nspirit is created.\nControversial subjects, from those of the simplest form in the younger\nyears to those more complicated as the child matures, should be approached\nwith a desire to listen honestly, to think clearly, to know facts, and to draw\none’s own conclusions. We should strive to produce in future generations\nthe ability to think with the intellect, not with the prejudices. A school\ngeneration covers only about eighteen years. Education could do much\ntoward establishing in a generation the impersonal approach to social and\nmoral truths that the scientist uses in the search for scientific truths. Edu¬\ncation could do much to find how men can get along together. But we must\nbegin at the beginning. By the time a child has reached the high-school level\nhis attitudes and habits of thinking are to a large degree established. It is\neasier to form than reform. Activity programs, projects, progressive educa¬\ntion, and such are new terms for an old ideal, the ideal of making the school\na place where we live and cooperate and learn the fine art of friendship\namong ourselves and children all over the world. It may be that in many\n\n"}
{"page": 238, "printed_page": null, "text": "232\n\nNational\n\nEducation\n\nAssociation\n\nschoolrooms in many lands this cooperative spirit is quietly being taught.\nReal growth is usually quiet and there is not much noise about real teaching.\nHow shall teachers develop the cooperative spirit in themselves? Chiefly\nthru organizations. One of the chief aims of the Department of Classroom\nTeachers is to encourage the organization of teachers and to promote co¬\noperation among them. Teachers, generally, are just beginning to realize\nthe possibilities and the need of organized effort. Thirty years ago there\nwere few active local teacher organizations and the state and national asso¬\nciations confined their efforts mostly to professional problems.\nBecause they dominate their little world — the schoolroom — teachers tend\nto become individualistic, sometimes narrow and petty. Since their will is\nmore or less law in their relation to the child, it is difficult for them to submit\nto the will of the majority in dealing with a group of teachers. This is shown\nby the number of small groups with special interests and the tendency of\nleaders to establish a separate organization when they fail to accomplish\ntheir objective. This situation creates a struggle for power among organi¬\nzations and petty jealousies among leaders.\nOne of the greatest obstacles to developing cooperation in and among\norganizations is the lack of democratic or ethical procedure. There is a need\nfor a code of ethics in and among organizations. This code should establish\nmore general use of the forum and panel discussion. It should be considered\nunethical to present one side of a question only. The leaders of groups dif¬\nfering on vital issues should work out a plan whereby well-qualified repre¬\nsentatives of both sides of the question may be heard by the same audience.\nThe code should also recommend the parallel printing of different view¬\npoints of vital issues in bulletins so that the reader may have viewpoints for\nand against the issues at the same time. It should discountenance the modern\nmethod of propaganda which suppresses or refuses to recognize facts or\ntruths which might hinder the success of a pet idea or scheme. It should not\nrecognize the principle that the end justifies the means. This is the principle\nupon which war itself is based. The teaching profession should never resort\nto questionable means of expediency no matter how worthy the end it seeks.\nIt should seek to establish proportionate representation in conferences of\nleaders where\n\naction is to be taken, thereby preventing leaders or small\n\ngroups from outvoting those whose organizations have much larger mem¬\nberships. Lack of proportionate representation tends to encourage division\nand the forming of small groups.\nAnother\n\nvital factor in developing cooperation is cooperative leaders.\n\nEveryone who\n“Learning\nNational\n\naspires to he a leader or an intelligent follower should read\n\nto be a Leader”\n\nEducation\n\nby Joy Elmer\n\nAssociation for May\n\nMorgan\n\nin the Journal of the\n\n1937. Among\n\nother things, he says:\n\n“The first test of a leader is this: Can I put the common good above my\nselfish interests? The leader attaches himself to a worthy cause. He avoids\ntoo many projects or offices. Such a tendency easily degenerates into selfseeking and superficiality. The office becomes an end in itself, rather than an\nopportunity to serve some larger cause.”\n\n"}
{"page": 239, "printed_page": null, "text": "Department\n\nof\n\nClassroom\n\n233\n\nTeachers\n\nSome of our own teacher leaders who have rendered great service have\nheld few offices. They have worked for a definite cause. Temporary defeat\ndid not make them become disgruntled ; it spurred them on to greater effort.\nI have in mind a living example of this kind of leader. I do not recall her\nhaving been president of anything. Yet the ten-year struggle of Frances E.\nHarden toward a more democratic organization of the National Education\nAssociation, her many years of loyal effort to educate the classroom teachers\nto take their responsibility in that organization, her freedom from self-in¬\nterest and the seeking of public acclaim, testify to the fact that she exemplifies\nthe qualities of a good leader. Her name is one of the first on the list of dele¬\ngates to the National Education Association chosen by the Chicago Division\nof the Illinois Education Association. Altho retired from teaching, she is\nstill a member of the Chicago Division and when she serves the National\nEducation Association she serves' Chicago as well.\nFinally, voluntary cooperation is an attitude toward life. It is the demo¬\ncratic way of living. It was the ideal for which Horace Mann lived and\nsacrificed a hundred years ago. It is the ideal today. It is the ultimate plan\nof the universe. The ultimate plan does not change.\nTHE\n\nVERSE-SPEAKING\n\nCHOIR\n\nAS\n\nA HIGH-SCHOOL\n\nACTIVITY1\nMARION\n\nL. MILLER,\n\nCOOLEY\n\nHIGH\n\nSCHOOL,\n\nDETROIT,\n\nMICH.\n\nA number of years ago, I chanced upon an article that made a deep im¬\npression upon me. It was in an issue of Stage and School, already two years\nold, and was called “The Verse Speaking Choir.” In vain I tried to dis¬\ncover more of its author, Marjorie Gullan. Finally I learned the name of\nher publisher in London and ordered some of her books. Eager to begin, I\ndid not wait for the books to arrive, but guided by Miss Gullan’s short\narticle, I began my first experiment. I asked my principal for a certain class\nof ninth-graders of high mentality, promising him to cover thoroly the tech¬\nnical requirements of the course if I might use the first ten weeks exclusively\nfor poetry. This, by the way, is an excellent procedure to follow in any\nninth grade when the course of study permits a choice of reading material.\nBefore I began, I told the boys and girls that I knew no more than they\nabout the subject, but that I hoped we should be able to create something of\nbeauty in time for a public meeting to be held in our auditorium on Novem¬\nber 10. When I asked how many liked poetry, about eight of the forty- two\nraised their hands. When I requested that someone recite a poem from\nmemory, only one was able to respond, and his selection was “My Shadow”\nby Stevenson, which he admitted having learned in the third grade. I should\nhave been discouraged, I suppose, but I was not.\nKnowing how children love to hear their own voices, I encouraged every¬\none to bring in poems to read to the class. The result was a deluge of either\nmoral or so-called humorous\n\nattempts culled chiefly from the daily news-\n\n1 This talk was followed by a half hour’s demonstration by the verse-speaking choir from Cooley\nHigh School.\n\n"}
{"page": 240, "printed_page": null, "text": "234\n\nNational\n\nEducation\n\nAssociation\n\npapers. These were read with vivid appreciation, but the readings revealed\nevery error that it is possible for the human voice to make. Nothing daunted,\nI next let them browse thru our admirable textbook, Yesterday and Today,\nby Untermeyer. From this they chose selections that appealed to them and\none of those chosen* was, “The Cremation of Sam Magee.” However, my\ntime finally came. I had listened with outward enthusiasm to the children,\nand they were now ready to listen to me.\nThese preliminaries had revealed to me the size of the task I had under¬\ntaken. The Sherrard High School is in one of the poorest districts in Detroit.\nAltho Jewish and colored elements predominate, there were nineteen dif¬\nferent nationalities in the class I had chosen. Many of the families were on\npublic relief and the others were perilously near. Foreign dialects and speech\ntunes, and a very practical outlook on life induced by economic difficulties,\nwere certainly not conducive to the development of a speech art. To open\neyes to beauty, to awaken imaginations, to train ears to appreciate good\nspeech and speech organs to respond, and in addition to teach enough poems,\ngiven in rapid succession, to take up twenty minutes of a program — this was\nthe task that confronted me in the nine weeks remaining.\nHappily I started with a poem that voices a universal feeling: Tennyson’s\n“Break, Break, Break.” I told the children of the circumstances under which\nthe poem had been written, and discovered by inquiring that every child\nthere had lost a human being or a pet dear to him, and could therefore sym¬\npathize with the poet. Next we pictured Tennyson seated upon a cliff, his\nthoughts turned inward, distantly aware of the breaking waves and looking\nout only in response to the sharp cries of the fisherman’s boy and the song of\nthe sailor lad. We discussed the manner in which waves dash up and break.\nWe illustrated this by drawing a cliff on the board and letting the chalk\nrepresent the waves. This poem is peculiarly suited to unison speaking. It\nseems to be able to assimilate all types of voices, and the children were excited\nby the harmony they had produced so easily.\nI was excited, too. Something had emerged. Artistic temperament had\nundoubtedly been at work, for a mood of such profound sorrow had been\ncreated as to be almost tangible. From then on I had no more doubts. Tech¬\nnical difficulties, I decided, could be overcome as we met them — the indis¬\npensable vital force had been set in motion.\nTo develop their imaginations, I read them poems that called for a vigor¬\nous re-experiencing with all five senses. We smelled camphor and spices; felt\nthe shaking of mighty sails over our heads ; heard bells ringing over the quiet\ncountryside; and we danced to the rhythm of the tarantella. Moreover, we\nnoted the strange places in which poets found beauty. There was the poem\nabout a bit of oil left by a bus on a dirt road, which formed a curious pattern\nin irridescent colors; and that of the lamp post in the city street — invisible\nstem on which hung a lovely flower. Soon it was evident to all that beauty\nlies not in objects, but in the eyes that behold them. I read Millay’s poem.\nMy heart being hungry feeds on things\nThe fat of heart despise:\nBeauty where\n\nno beauty stood\n\n.\n\n"}
{"page": 241, "printed_page": null, "text": "Department\n\nof\n\nClassroom\n\nTeachers\n\n235\n\nWith the motto, “Beauty where no beauty stood,” these boys and girls deter¬\nmined to see with new eyes. In no time they were bringing in their own\nexperiences of beauty in strange places. Had there been more time, this effort\nmight have resulted in creative writing of some worth — but nine weeks are\nnot very many.\nWe continued to work; and as we did so, the laws and principles of\nchoric speech began to emerge for me. My books did not arrive until two\nweeks before our first recital. In the classifying of voices, I was grateful for\nevery bit of musical training I had had, tho none of it had been professional.\nI discovered that differences were not of habitual pitch but rather of what I\nsubsequently labeled “timber.” There was the light, breathy voice, capable\nof velvety flexibility; the dark, somber voice, also soft and rich, and much\nmore fitted to blend with the light than were the clear, piercing medium\nones, for which I cared little. By selecting an example of each of these, and\nmatching the other voices, one by one, I finally achieved a three-part choir\nthat satisfied me. I had had no training in conducting, but it seemed a very\nnatural means to an end and offered no difficulty.\nOn the appointed day, we were ready with our twenty-minute program.\nNobody, I think, could have foreseen the enthusiasm with which our efforts\nwere received. Two days later we were asked to broadcast over WWJ.\nThen requests from clubs and churches began to pour in, so that by the end\nof June this group had given more than thirty recitals. When, in May, we\nwere able to secure Miss Gullan, on her first trip to this country, so much\ninterest had been aroused that more than 700 people attended her lecture,\nand 250 came to our auditorium for the two lessons she gave on subsequent\ndays. Five more choirs from our high school followed the first, and our\nnumber of recitals rose above seventy.\nAs I look back over the years, the values of choral speaking stand out with\nstartling clarity. And keenly interested as I am in all of these, there are two\nthat seem to me supreme. The\n\nfirst of these is! the development\n\nof the stu¬\n\ndent’s imagination. This seems to me enormously important and grievously\nneglected. The imagination is the only faculty thru which we apprehend\nthe spiritual world, and conceive of our duties toward our fellowmen. Also,\nit is fundamental to all creative effort, whether this be the selling of a vacuum\ncleaner or the building of an empire. The condensed form of poetry de¬\nmands the use of the imagination. And no one can speak a poem convincingly\nwho has not re-experienced the poet’s thought and feeling.\nThe second is the social value to the students. I believe that the versespeaking choir has a valuable contribution to make to the activities program\nof any high school. It can educate the student body to higher standards of\nspeech, voice the sentiment of special occasions with the dignity and im¬\npressiveness that could not be achieved by an individual ; and, most important\nof all, if the director’s purpose be sincere, it cannot fail to develop those\nvaluable social qualities of which I have spokem\n\n"}
{"page": 242, "printed_page": null, "text": "236\n\nNational\n\nREPORT\nEMILY\n\nOF\n\nEducation\n\n1937 COMMITTEE\n\nON\n\nACADEMIC\n\nSCHOOL,\n\nSYRACUSE,\n\nA. TARBELL,\n\nVOCATIONAL\n\nHIGH\n\nThe Committee\n\non Academic\n\nFreedom\n\nTeachers\n\nof the National Education\n\nAssociation\n\nFREEDOM\nN. Y., Chairman\n\nof the Department\n\nof Classroom\n\nAssociation offers this report concern¬\n\ning its activities for the year 1936-37.\nDuring this current year only three cases have been referred to this Com¬\nmittee. The first, that of the dismissal of teachers in Highland Park, Michi¬\ngan, was by agreement turned over to the N. E. A. Committee on Tenure\nwhich undertook the investigation. Inquiry in the second case disclosed that\nthe matter had been adjusted locally. In the third case, an inquiry is under\nway.\nTo aid local associations, the Committee has in preparation a handbook\non academic freedom which will be distributed in the fall. Forms for use of\nlocal associations in reporting investigations of cases have been prepared. Ini\nthe legislative field, the Committee reports that Ohio has repealed its teacher\noath law. In Massachusetts the repeal of its teacher oath law was passed by\nboth houses but vetoed by the governor.\n\nThe ‘‘Red Rider’’ affecting teachers in Washington,\nremoved from the statute books.\n\nD. C., has been\n\nThe Committee especially commends the educational material on academic\nfreedom prepared by the local committee of the Highland Park Teachers\nAssociation for its membership.\n\nIt also commends\n\nthe radio program\n\n“Let\n\nFreedom Ring’’ presented by the United States Office of Education, and the\nN. E. A. radio series, “Our American Schools,” which have devoted a large\nnumber of programs to the cause of academic freedom.\nWhereas, many countries are bartering freedom for security, the teachers\nof America are urged to uphold with all their might the principles and\nresponsibilities of academic freedom.\nThe Committee stands on the program recommended\nports adopted by the Department. This program urges:\n1. Continual\nthe members\n\neducation\n\nin the rights and\n\nof the profession\n\nand\n\n2. Appointment\neducation\n\nof committees\n\n3. Investigation\nfindings\n\nof cases\n\nthe duties of academic\n\nfreedom\n\nby\n\nlocal\n\nof violation\n\nand\n\nto further\n\nstate\n\nof freedom\n\n5. Development\n\nof strong\n\nclassroom\n\neffort on the part of the teachers\n\ntruth, to learn to distinguish\n\nbetween\n\nof a question before\n\nconclusions.\n\nThe\n\nteachers\n\nCommittee\n\nassociations\n\nand\n\nof efforts for the repeal of teacher\n\nforming\n\namong\n\nthe public\n\n4. Continuation\n6. Sustained\n\nin its previous re¬\n\njudicious\n\noath\n\nthis\n\npublication\n\nof the\n\nto search\n\nfor the\n\nlaws\n\nassociations\nto inspire students\n\nfact and propaganda,\n\nand\n\nto consider\n\nall sides\n\nfurther recommends:\n\n1. That\n\nassociations sponsor, or assist in sponsoring, public forums\n\nin\n\ncommunities\nencouraged.\n\nin order that discussion on every side of a question may\n\nbe\n\n"}
{"page": 243, "printed_page": null, "text": "Department\n\n2. That\n\nof\n\nClassroom\n\nTeachers\n\n237\n\nthe National Education\n\nAssociation, in keeping with the spirit\nand purpose of the public forum, be urged to schedule as speakers on the\nprogram of the annual convention national leaders who hold the center of\ninterest in civic, economic, industrial, labor, and political problems, to the\nend that teachers may hear at first hand all sides of challenging issues of\nthe day.\n3. That teachers cooperate with the press in working for freedom of\nspeech and freedom of the press.\n4. That the Committee encourage and cooperate with parent-teacher\nassociations and other civic organizations toward the growth and under¬\nstanding of academic freedom, and report to the Department outstanding\nwork done during the year in order that the Department\nnize such contribution/\n\nmay officially recog¬\n\n5. That all cases of academic freedom presented to any court of record\nor duly authorized body of a state or national organization, and formally\nacted upon by such a body, shall be briefed to cover the essential facts, the\nprinciples of academic freedom involved, and the final disposition of the\ncases; and that the reports be placed in a permanent printed file and made\naccessible to all interested parties and organizations.\nSECRETARY’S\n\nMINUTES\n\nDetroit, Michigan\n\nSunday,\n\nJune\n\n27 . . .\n\nProgram\n\nof Events\n\n1:30 p. m .\n\nConference\n\n5-7 p. m .\n\nTea — Detroit teachers as hosts\n\nof presidents\n\nMonday,\n\nJune 28 . . .\n\n2:00 p. m .\n\nJoint meeting with Department\nSecondary School Principals\n\nTuesday,\n\nJune 29 . . .\n\n.2:00 p. m .\n\nGeneral\n\nof\n\nconference\n\nWednesday,\n\nJune 30\n\n7:15 a. m .\n\nBreakfast\n\nconference\n\nThursday,\n\nJuly 1 . . .\n\n2:00 p. m .\n6:00 p. m .\n\nAnnual\nAnnual\n\nConference\n\nof Presidents\n\nof Advisory\n\nCouncil\n\nbusiness meeting\ndinner\n\nElphe K. Smith, western. regional director, presided at the Presidents’ Conference.\nTwo things were undertaken. One was a rapid survey of economic recovery under\nthe headings: salary restoration, satisfactory tenure, adequate retirement allowance,\nsabbatical leave, sick leave, and credit union. Informal reports on teacher participa¬\ntion in curriculum building and textbook selection were also given.\nMrs. Mary D. Barnes and Mrs. Myrtle Hooper Dahl spoke briefly on the two\nyearbooks in preparation dealing with the health of the teacher and the use of re¬\nsearch by the teacher, respectively. Reuben T. Shaw was called upon to answer\nquestions concerning\nciation.\n\nthe amending\n\nMeeting\nOfficers of the Department\n\nof the charter of the National\n\nof Advisory\n\nand members\n\nEducation\n\nAsso¬\n\nCouncil\n\nof the Advisory\n\nCouncil, which\n\nis made\n\nup of one representative from each state, met for conference at a breakfast on Wed¬\nnesday morning. Mrs. Mary D. Barnes, vicepresident of the Department, was in\ncharge of the conference. About forty persons were present and each representative\ndiscussed the professional problems in his particular state.\n\n"}
{"page": 244, "printed_page": null, "text": "238\n\nNational\n\nEducation\n\nFirst Session, Tuesday\n\nAssociation\n\nAfternoon,\n\nJune 29, 1937\n\nThis session convened at 2 o’clock with Albert M. Shaw, president of the Depart¬\nment, presiding. The following participated in the program: Lillian M. Broderick,\nYonkers, N. Y. ; Charles C. Weidemann, Ohio State University; Lillian Lewis,\ncago, Ill.; Daisy Lord, Waterbury, Conn.; Marion L. Miller, Detroit, Mich.\n\nSecond\nThe\n\nannual\n\nSession, Thursday\n\nbusiness\n\nsession\n\nwas\n\nheld\n\nAfternoon,\n\nChi¬\n\nJuly 1, 1937\n\non Thursday\n\nafternoon,\n\nJuly\n\n1, 1937, at\n\n2 o’clock in the Commandery Room of the Masonic Temple with the president, Albert\nM. Shaw, presiding. C. A. Bottolfsen of Arco, Idaho, served as parliamentarian.\nOn motion of Mary C. Ralls the reading of the minutes covering the last business\nmeeting\nof them\n\nheld in Portland, Oregon, July 2, 1936, was dispensed\nappeared in the 1936 volume of Proceedings.\n\nHelen Bradley,\nreport which was\n\nchairman of the Rules\nas follows:\n\nCommittee,\n\nwas\n\nwith since an abstract\n\nthen\n\ncalled upon\n\nshall take the chair at the time the meeting\n\nis convened.\n\nfor her\n\n1. Call to Order\nThe\n\npresident\n\n2. Order\nThe\n\nof Business\norder\n\nof business\n\nshall be as follows:\n\na. Call to order\nb. Minutes\nc. Report\n\nof last meeting\nof Rules\n\nCommittee\n\nd. President’s report and\ne. Reports of officers\n\nrecommendations\n\nf. Report of Elections Committee\ng. Nomination of officers\nh. Election\ni. Reports of committees:\nResolutions\nAcademic Freedom\nConstitution Revision\nj. New business\nk. Result of election\nl. Introduction\n\nof officers elected\n\nm. Adjournment.\n3. Nominations\n\nThe\n\nand\n\nElections\n\nnomination\n\nand election of officers shall be held following the report of\nthe Elections Committee and installation of the new officers shall take place at\nthe first meeting of the new executive board following election. There shall be\nnot more than one nominating speech and two seconding speeches for any one\ncandidate. Nominating speeches shall be limited to three minutes and second¬\ning speeches to two minutes each.\n\n4. Recognition\n\nNo\n\nmember\n\nshall be granted\n\npermission\n\nto speak\n\nmore\n\nthan\n\nsubject until all other members who wish to have spoken;\noccupy the floor for more than three minutes at a time\ngranted by a majority vote.\n\nonce\n\non the same\n\nand no speaker shall\nunless permission is\n\n5. Resolutions\n\nAll resolutions, including those contained in reports of officers, boards, and\ncommittees, and the report of the Resolutions Committee shall be submitted to\nthe delegates in writing before they arc voted upon.\n6. Adjournment\n\nThis\n\nmeeting\n\nshall convene\n\nat 2 o’clock and\n\nadjourn\n\nat 4:30.\n\n"}
{"page": 245, "printed_page": null, "text": "Department\n\n7. Rules\n\nof\n\nClassroom\n\nof Order\n\nThe rules contained in Robert’s Rules\nassembly in all cases to which they are\nOn\n\nmotion\n\nThe\n\n239\n\nTeachers\n\nthe report of the Rules\n\nannual\n\nreports\n\nof Order, Revised,\napplicable.\n\nCommittee\n\nof officers were\n\nwas\n\nthe next\n\nshall govern\n\nthe\n\nadopted.\n\norder\n\nof business.\n\nThe\n\npresident\n\ncalled attention\n\nto the fact that these were\n\nall printed\n\nin the 1937\n\nthe Department.\n\nHe\n\nof his own\n\nreport, calling special atten¬\n\ngave\n\na brief summary\n\nOfficial Report\n\nof\n\ntion to the recommendations and proposed budget w'hich called for a considerable\nincrease in the appropriation requested. The other officers were called upon to\npresent their reports.\nThe chairman\nhands and when\ncalled\n\nupon\n\nsatisfactory\n\nasked if those present had\nit was found that they had\n\nto tell about\n\nthe distribution.\n\nto mail\n\nout from\n\nthem\n\nsession. After\n\nfurther\n\nhereafter\n\ncopies be supplied\n\nShe\n\nexplained\n\nheadquarters\n\nthat they were mailed to presidents\nof state departments of classroom\nbusiness\n\ncopies of the Official Report in their\nnot been given out, Agnes Winn was\nit had\n\nbeen\n\nit was\n\nmore\n\nShe\n\nstated\n\nafter the convention.\n\nand editors of local organizations,\nteachers, and to all others who\n\ndiscussion\n\nfound\n\nmoved,\n\nto those in attendance\n\nseconded,\n\nto presidents\nattended the\n\nand\n\nat the business\n\ncarried\n\nthat\n\nsession. In answer\n\nto the inquiry as to whether the Official Report could not be sent out in advance the\nchairman explained that it was impossible for the officers to get their reports finished\nin time to get the report\nthe convention.\nWilbur\n\nW.\n\nRaisner\n\npublished\nof San\n\nat an\n\nearly enough\n\nFrancisco,\n\nchairman,\n\ndate to mail\npresented\n\nit out prior to\n\nthe\n\nreport\n\nof the\n\nElections Committee, giving the procedure to be followed in the balloting.\nThe nomination of officers from the floor was the next item of business. The\nlowing\n\ncandidates\n\nnominated\n\nwere\n\nby Mrs.\n\nnamed:\n\nMarguerite\n\nLafferty of Charlotte,\n\nfor president,\nS. Welch\n\nN. C., Grace\n\nEmily\n\nA. Tarbell\n\nof Syracuse,\n\nE. Burgess\n\nand\n\nof Denver,\n\nof Syracuse,\n\nseconded\n\nColo., and\n\nN. Y.,\n\nby Oma\nGeorge\n\nfol¬\n\nClare\nO. Ross\n\nof Ann Arbor, Mich.; for viceprcsident, David E. Temple of Tulsa, Okla., nomi¬\nnated by Kate Frank of Muskogee, Okla., and seconded by Daisy Lord of Waterbury,\nConn., Jean Armour MacKay of Highland Park, Mich., and Mary C. Ralls of\nKansas\n\nCity, Mo.;\n\nfor secretary, Frances\n\nKrieger\n\nof Milwaukee,\n\nArmitage\n\nof Auburn,\n\nN. Y., and\n\nregional\n\ndirector, Mrs.\n\nMary\n\nand\n\nseconded\n\nJelinek of Milwaukee,\n\nnominated\n\nby Frida\n\nby Leonore\n\nHolliday\n\nof Cincinnati,\n\nH. H. Blanchard\n\nof South\n\nBend,\n\nD. Barnes\n\nof Elizabeth,\n\nEdith\n\nE.\n\nInd. ; for eastern\n\nN. J., nominated\n\nby Mildred\n\nV. Hardester of Orange, N. J., and seconded by Mary E. O’Connor of New Haven,\nConn., Clarence R. Briggs of Los Angeles, and J. G. Guenther of Omaha, Nebr.\nKaty\n\nV. Anthony\n\nwas\n\nalso nominated\n\nP. Rowlett\n\nof Richmond,\n\nVa., with\n\nCleveland,\n\nSara\n\nof New\n\nNews,\nThe\n\nH. Fahey\n\nfor eastern\nseconding\n\nYork\n\nregional\n\ndirector\n\nspeeches\n\nCity, and\n\nby Mrs.\n\nby Eugenie\n\nThomas\n\nEleanor\n\nJ. Brown\n\nO. Keesee\n\nof\n\nof Newport\n\nVa.\nreport of the Committee\n\nClarence\n\nR. Briggs\n\non Platform\n\nin the absence\n\nreport first reaffirmed\n\nthe platform\n\n1936. The\n\nchairman\n\ncontained\n\nfive different items. When\n\nas it was\n\nread, it was\n\nopportunity\n\ngiven\n\ndesired;\n\nand\n\nadoption\n\nof Part\n\nthen proceeded\nruled\n\nfor each\n\nthen\n\nit was\n\nMrs. Johanna M. Lindlof\n2 and it was seconded:\n(Before\n\namended)\n\nsuperannuated\nallowance\n\nitem\n\nwhich\n\nAn\n\nas adopted\nto read\nasked\n\non\n\nPart\n\nif each\n\nMrs.\n\nthen presented\n\nPauline\n\nI on Educational\n\nMerchant.\nWelfare\n\non\n\nas a whole.\n\nand\n\nin\n\nwhich\n\nbe discussed\n\nbe read\n\namendments\n\nThe\n\nby\n\nThe\n\nat Portland\n\ndifferent item might\n\nof each part should\n\nthe part\n\nchairman\n\nfirst, with\noffered\nmoved\n\nif\nthe\n\nseconded.\nYork\n\nactuarially\n\nwill enable\n\nwas\n\nby the Department\n\nto be commented\n\nof New\n\nor disabled\n\nResolutions\n\nof the chairman,\n\nthat the whole\n\naction taken\nI and\n\nand\n\nteachers\nthem\n\noffered\n\nsound\n\nthe following\n\nretirement\n\nto retire from\n\namendment\n\nsystem\n\nservice\n\nto live in a comfortable,\n\nto item\n\nthat will permit\n\nwith\n\na\n\nretirement\n\ndignified way.\n\n"}
{"page": 246, "printed_page": null, "text": "240\n\nNational\n\n(After\n\namended)\n\nAn\n\nEducation\n\nactuarially\n\nAssociation\n\nsound\n\nretirement\n\nsystem,\n\nthat\n\nwill permit\n\nretirement of teachers after thirty-five years of service, as well as retirement\nallowance which will enable them to live in a comfortable, dignified way.\nFrances\n\nJelinek\n\nof Milwaukee\n\nmoved\n\nto amend\n\nthe amendment\n\nby striking out\n\nthe word “actuarially” and changing the article “an” to “a.” It was seconded by\nH. H. Paddock of Kenosha. After a lengthy discussion the amendment to the amend¬\nment was lost. In the discussion it was brought out that “a sound retirement system”\nshould be sufficient because there are some systems that are sound but are not actu¬\narially written. The original amendment was then discussed and Gertrude Mallory\nof Los Angeles offered the following\nsystem for all teachers that will enable\n\nsubstitute amendment: “A sound retirement\nthem to retire and live in a comfortable, dig¬\n\nnified way.” The motion was seconded and carried. This took the place of the original\nitem in the platform dealing with retirement.\nThe chairman then called attention to the fact that the time had come for closing\nthe balloting. He also stated that inasmuch as it had been agreed to close the meet¬\ning at 4:30 there were only ten minutes left for the transaction of a large amount of\nbusiness.\n\nHe\n\nsaid that the platform\n\nadopted last year,\ndiscussion.\n\nwith\n\nonly a few\n\nsubmitted\n\nwas\n\npractically\n\nslight changes,\n\nand\n\nthe same\n\nshould\n\nnot\n\nas the one\n\nrequire\n\nmuch\n\nThe question of the substitute amendment that was adopted was reopened and\ndoubt was expressed as to whether such an amendment could supersede one which\nhad been lost, and which embodied the same principle. The parliamentarian ruled\nthat because of apparent dissatisfaction the whole platform could be tabled. A\nmotion was made and seconded to table the platform and recommendations but it\nwas lost.\nAfter\n\na lengthy\n\nof the arrival\n\ndiscussion\n\nas to the best thing to do about\n\nof the closing hour\n\nLillian M.\n\nBroderick\n\nthe platform\n\nof Yonkers,\n\nin view\n\nN. Y., suggested\n\nthat the chairman withdraw his primary motion to adopt Part I of the platform,\nand to substitute for it a motion that it be accepted as a report of progress. That\nwould allow the Department to keep in full effect the platform formerly adopted at\nPortland and leave the way open to adopt or reject it at the next meeting.\nClarence R. Briggs, the chairman, withdrew his original motion that Part I be\naccepted with the consent of his second and moved that the report of the Committee\non Platform and Resolutions be accepted simply as a report of progress. This was\nseconded\n\nand\n\nduly carried.\n\nHe\n\nalso asked\n\nthe privilege\n\ntion, “Appreciation,” the service of the Boy\npress of Detroit, and other nationwide press\nthese items and his motion was duly seconded\nThe chairman\ning. There were\n\nof including\n\nin the last sec¬\n\nScouts during convention week, the\nservices. He moved the adoption of\nand carried.\n\nof the Elections Committee then brought in the result of the ballot¬\n249 votes cast. (For list see Historical Note, p. 226.)\n\nVera Strong of Houston, Texas, presented and moved the adoption of the follow¬\ning recommendation to be incorporated in the report of the Committee on Platform\nand Resolutions: “We recommend to the incoming president of the National Edu¬\ncation Association that the personnel of the present Executive Committee of the\nTenure\n\nCommittee\n\nbe continued\n\nuntil important\n\ntenure\n\nlegislation, now\n\npending,\n\nis\n\ncompleted.” Seconded and carried. She asked that everyone present write to Secre¬\ntary Givens and to the new president asking that this be done.\nBecause of the lateness of the hour on motion the report of the Committee on\nAcademic Freedom was accepted as a report of progress and the committee was\nordered continued. This was seconded and carried. Frances Jelinek moved that the\nreport\n\nof the Constitution\n\nRevision\n\nCommittee\n\nmeeting in order to give time for further\nseconded and carried.\n\nbe laid over\n\nuntil the next\n\nstudy of the changes\n\nproposed.\n\nannual\n\nThis\n\nwas\n\nUnder new business H. H. Blanchard of South Bend, Ind., summarized the senti¬\nment of the assembly regarding the way the important business of the Department\nhad to be hurried thru in one brief afternoon. It seemed to be the general feeling\nthat the business\n\nshould\n\nbe taken\n\nup at an\n\nearlier session\n\nin the week\n\nand\n\ncarried\n\n"}
{"page": 247, "printed_page": null, "text": "Department\n\nover\n\nto later sessions\n\nhold its sessions\n\nof\n\nClassroom\n\nTeachers\n\nHe\n\nthen\n\nthat hereafter\n\nif necessary.\n\non Monday\n\nand\n\nmoved\n\nWednesday\n\nafternoons\n\nand\n\n241\nthe Department\n\nthat proper\n\narrange¬\n\nments be made with the National League of Teachers’ Associations since the League\nhas always held its meetings on those two days and that the matter be referred to\nthe Executive Committee of the Department for action. The motion was seconded\nand carried.\nPresident\n\nShaw\n\nintroduced\n\nto the parliamentarian\n\nthe new\n\nafter which\n\nofficers. A\n\nthe meeting\n\nadjourned\n\nas adopted\n\nof thanks\n\nat 4:40\n\nwas\n\ngiven\n\no’clock.\n\n*\n\nPLATFORM\nIVc reaffirm the platform\n\nrising vote\n\nby the D epartment\n\nPart I. Educational\n\nat Portland,\n\nin 1936\n\nWelfare\n\nWe believe that the success of our educational program not only necessitates pro¬\nvision for the welfare of our children but also for the well-being of teachers.\nWe recognize that children can be guided, taught, and cared for most efficiently\nby teachers who have adequate preparation and training, and who are free from\nhandicapping restrictions which militate against their rendering the best service of\nwhich\n\nthey are capable.\n\nTo this end we urge that each state, territory, or district provide\nsafeguards for the teaching staff:\n1. Tenure\n\nlaws\n\nand\n\nregulations\n\nthat enable\n\nteachers\n\nthe following\n\nafter a reasonable\n\npro¬\n\nbationary period, not to exceed three years, to retain their positions during effi¬\nciency of service.\nNo certification or contract proposals which tend to undermine tenure in any\nway should be permitted. We further urge that definite, active efforts should be\ncontinued for the establishment of satisfactory tenure laws in the states which\ndo not now have such laws.\n2. An\ndisabled\nenable\n\nactuarially sound retirement system that will permit superannuated or\nteachers to retire from service with a retirement allowance which will\n\nthem\n\n3. Laws\n\nto live in a comfortable\nand\n\na sabbatical\n\nregulations\n\nfor leave\n\nyear for professional\n\nand\n\ndignified way.\n\nof absence\n\nimprovement,\n\nthat will enable\nincluding\n\nteachers\n\nstudy, travel, rest, and\n\nrestoration of health, and other appropriate means with the assurance\nmay return to their former positions after the leave of absence.\n4. Salaries\n\nbased\n\non training\n\nand\n\nexperience\n\nto use\n\nthat will provide\n\nthat they\n\nadequately\n\nnot\n\nonly for a reasonable cultural wage, but also for the maintenance of regular pro¬\nfessional improvement and those standards of respect and leadership which are\nexpected\n\nof teachers\n\nin a community.\n\nThe single salary schedule which provides for equal\ning and experience to all teachers in a school system.\n5. Cumulative\nneeds help most.\n\nsick leave\n\nregulations\n\nthat will protect\n\nPart II. Educational\nWe\n\nbelieve\n\n1. An\n\nfor equal train¬\n\nthe teacher\n\nwhen\n\nshe\n\nOpportunity\n\nthat:\n\neducational\n\ncompulsory\nas well.\n\nsalaries\n\nprogram\n\nshould\n\nschool age, but for adults\n\nbe provided\nand\n\nnot only for children\n\nthose of kindergarten\n\n2. The teaching load for each teacher should\nvidual help and encouragement to each child.\n\nand\n\nbe such as to permit\n\nof the usual\npreschool\n\nreasonable\n\nage\nindi¬\n\n3. A minimum program of health maintenance and correction of physical handi¬\ncaps should be provided so that children in need of such attention may receive it\nand\n\nmay\n\nprofit more\n\nfully by the regular\n\n* Adopted as a report of progress.\n\neducational\n\nprogram.\n\n"}
{"page": 248, "printed_page": null, "text": "242\n\nNational\n\n4. Every\n\nEducation\n\nAssociation\n\nchild has the right to efficient instruction\n\nby fully trained\n\ntherefore, strongly oppose the employment of substitutes, apprentices,\ntraining to fill regular vacancies or teaching positions.\n\nPart III. Teacher\nWe\n\nbelieve\n\nteachers.\n\nWe,\n\nor teachers-in-\n\nTraining\n\nthat:\n\n1. More selective requirements for entrance to teacher-training institutions should\nbe established, and that the supply of newly certificated teachers should be more\nclosely regulated\n\nto the actual demand.\n\n2. Teacher-training\n\ninstitutions\n\nshould\n\nnot only include\n\ncourses\n\nin current\n\neduca¬\n\ntional problems such as tenure, retirement, professional organizations, and pro¬\nfessional ethics, but also in economics and sociology so that teachers may become\ncognizant of business affairs as well as more broadly trained in the educational,\nsocial ideals and standards that should dominate our profession.\n3. Professional preparation and admission to the field of teaching\na minimum of four years of study beyond high school.\n4. We\n\napprove\n\nof in-service\n\ntraining\n\nwhich\n\nrecognizes\n\nshould\n\nthe broadening\n\nrequire\ninfluence\n\nof travel, professional study, participation in local, civic, and teacher-organization\nactivities, as well as study of current problems in sociology, economics, and education.\n\nPart IV. Unfettered\n1. Academic\nThe\n\nTeaching\n\nFreedom\n\nDepartment\n\nof Classroom\n\nNational Education\nfettered teaching.\n\nAssociation\n\nTeachers\non\n\nstrongly\n\nacademic\n\nreaffirms\n\nfreedom,\n\nits endorsement\n\nof the\n\nor the child’s right to un¬\n\n“Teachers should have the privilege of presenting all points of view, including\ntheir own, on controversial issues without danger of reprisal by the school adminis¬\ntration or by pressure groups in the community. Teachers should also be guaranteed\nthe constitutional rights of freedom of speech, press, and assembly, and the right\nto support\nand\n\nactively organized\n\nthe public’s interest. The\n\nonly to such controls\n2. Loyalty\nWe\n\nmovements\nteacher’s\n\nthey consider\noutside\n\nto be in their own\n\nthe school\n\nother responsible\n\nshould\n\nbe subject\n\ncitizens are subjected.”\n\nOaths\n\nbeyond question. It is therefore\nspecial loyalty oaths of them.\n\nPart V. The\n\nWe\n\nconduct\n\nas those to which\n\nhold that the loyalty and\n\n1. Child\n\nwhich\n\nEnactment\n\npatriotic background\n\nof the teachers\n\nunwise,\n\nand\n\nunnecessary,\n\nof America\n\nun-American\n\nof Civic Ideals and Professional\n\nto require\n\nStandards\n\nLabor\n\nbelieve that the children\n\nphysical heritage, and\n\nof our nation\n\nthat now,\n\nmore\n\nare entitled to their full educational\n\nthan ever, they should\n\nand\n\nattain their mental\n\nand\n\nphysical development before being thrust into industry to compete with adults.\nWe endorse all legislation for the proper protection of childhood in matters\nsafety, care of health, physical\nthe burdens of continuous labor.\n2. Opposition\n\nto War\n\nWe believe\ntutions.\n\nwar\n\nWe\n\nis\n\nbelieve\n\ndevelopment,\n\nto be the greatest\n\nmenace\n\nand\n\nto civilization\n\nfully in the ideals of a democratic\n\nWe, therefore, urge the abolition\nand munitions in time of war.\nWe strongly recommend\nteach the facts about war,\nin material wealth.\n\nof private\n\nto classroom\nemphasizing\n\nfreedom\n\nform\n\nfrom\n\nand\n\nexploitation\n\nto democratic\n\nof\nand\n\ninsti¬\n\nof government.\n\nowmership\n\nand\n\nmanufacture\n\nof arms\n\nteachers thruout the United States that they\nits cost in human life and ideals as well as\n\n"}
{"page": 249, "printed_page": null, "text": "Department\n\nWe\n\nfurther\n\nto promote\n\nurge\n\nof\n\nthat classroom\n\ninternational\n\npeace\n\nClassroom\n\nteachers\n\ncontinue\n\nand goodwill,\n\n243\n\nTeachers\n\nto use\n\nevery\n\nreasonable\n\nand to exercise their full influence with\n\nall active forces in support of this policy for the welfare and protection\nof the world and the maintenance of humanitarian ideals.\n3. Classroom\n\nTeachers\n\neffort\n\nof the youth\n\nOrganizations\n\nClassroom teachers’ problems can best be solved thru their own active, interested\nefforts and, therefore, we urge the organization and continuance of purely classroom\nteacher associations, but which are affiliated with state and national associations.\nThe\n\nclassroom\n\nteachers\n\nof the United\n\nStates are the keystone\n\nof the professional\n\ngroup in education, and with adequate organization this group can make important\ncontributions to the educational program; therefore, we endorse local, state, and\nnational professional organizations and pledge\nof the Department of Classroom Teachers.\n4. Motion\n\nPictures\n\nThere\n\nstill are\n\naudiences\n\nmany\n\nin which\n\neffort be made\n\nmotion\n\nchildren\n\npictures\n\ntheir efforts to secure\nblock booking.\n\npictures which\n\nthe support\n\nshown\n\nwhich\n\nbeing\n\nare present.\n\nby all wrho are interested\n\nto them\n\nwe\n\ncooperation\n\nobjectionable\n\nstrongly\n\nfor\n\nurge\n\nthat every\n\nin the wise training of childhood\n\nto continue\n\nhave\n\nTherefore,\n\nare\n\nand\n\na clean, w'holesome\n\ninfluence. We\n\ncondemn\n\n5. Radio\nWe recognize the importance of radio in the promotion of American education\nand cultural ideals, and desire to use our best influence for the improvement of radio\nprograms and for securing more time for constructive, educational broadcasts.\nWe would approve of a federal radio network for broadcasting educational\ncultural programs\n6. Conservation\n\nand\n\nof high standard.\n\nof American\n\nYouth\n\nWe urge that further, definite, constructive action, adequately\nfor the conservation of American youth. We commend Congress\n\nfinanced, be taken\nand the states for\n\nprovisions for vocational\nand college age.\n\nof our high-school\n\ntraining\n\nmade\n\nby caring\n\nfor the youth\n\nRecommendations\n1. We\n\nrecommend\n\nin formulating\n\nthe formation\n\na workable\n\nof a committee\n\nplan to be presented\n\nassist in putting this platform\n\nto seek expert\n\nto local and\n\nstate associations,\n\nto\n\nthat this committee\n\npublicize this program among the teachers of the nation.\n2. We recommend that the business session be the first meeting\n\nof this Department\n\nin order\n\nthat the members\n\nbefore\n\nassembly\n\nand\n\nfurther recommend\nbusiness.\n3. We\n\nrecommend\n\nto authorize\n\nmay\n\nhave\n\nan\n\nopportunity\n\nN. E. A. committees\n\nthat part of the second\nthat the Department\n\na postage\n\nfurther\n\nadvice\n\nrecommend\n\nthe various\n\ninto effect. We\n\nauthorized\n\nstamp\n\nany\n\nto bring\n\naction they deem\n\nsession be left open for new\nof Classroom\n\nto commemorate\n\nthe one\n\nTeachers\nhundredth\n\nthe delegate\n\nnecessary.\n\nWe\n\nand unfinished\n\nrequest\n\nCongress\n\nanniversary\n\nHorace Mann’s service to public education. The Department recommends\nthat the local and state associations make the same request to the Congressmen\nstate.\n\nof\n\nfurther\nof each\n\n4. We recommend to the incoming president of the National Education Associa¬\ntion that the personnel of the present Executive Committee of the Tenure Committee\nbe continued until important tenure legislation, now pending, is completed.\n\nAppreciation\nWe\n\nexpress\n\nour\n\nappreciation\n\nto the teachers\n\nof the Detroit\n\nPublic\n\nof the state of Michigan,\n\nfor all the courtesies\n\nand hospitality which\n\nso much\n\nand\n\nthe convention.\n\nto our comfort\n\nhappiness\n\nduring\n\nhave\n\nSchools\n\nand\n\ncontributed\n\n"}
{"page": 250, "printed_page": null, "text": "244\nWe\n\nNational\n\ncommend\n\nthe forward\n\nEducation\n\neducational\n\nAssociation\n\noutlook of President\n\nOrville C. Pratt.\n\nWe wish to thank the Boy Scouts of this city for the kindly and very efficient serv¬\nices they have so unselfishly given during the convention.\nTo the press of Detroit and nationwide news agencies wre wish to express our\nsincere appreciation for the publicity and fine reports covering the many activities\nand meetings in our extensive program. Without the cooperation of the press of the\nnation, we feel that educational progress would be seriously handicapped and\ndemocracy might soon become a thing of the past.\nPauline Merchant, Chairman\nSusan Scully\nMary E. Bond\n\nRush Caldwell\nR. B. Huxtable\nFrederick L. Stone\n\n"}
{"page": 251, "printed_page": null, "text": "DEPARTMENT\nT>eans\n\nOF\n\nof Women\n\n"}
{"page": 252, "printed_page": null, "text": "HISTORICAL\nThe\n\ndepartment\n\nof Women)\n1918.\n\nof deans\n\nof women\n\nNOTE\n(National\n\nAssociation\n\nof Deans\n\nassociated itself with the National Education Association in\n\nThe officers of the Department for the year 1937-38 are: president,\nHarriett M. Allyn, Academic Dean, Mount Holyoke College, South Had¬\nley, Mass.; vicepresident, Alice C. Lloyd, Dean of Women, University\nof Michigan , Ann Arbor, Mich.; treasurer, Gladys C. Bell, Dean of\nWomen, University of Denver, Denver, Colo.; secretary, Helen Prit¬\nchard, Viceprincipal and Dean of Girls, Hartford Public High School,\nHartford, Conn.; headquarters secretary, Kathryn G. Heath, 1201\nSixteenth Street, N. W ., Washington, D. C.\nThe publications of the Department consist of a quarterly Bulletin and\na Yearbook. The annual dues, $5, are payable to the Headquarters Secre¬\ntary. Facts relating to the establishment of this Department and records\nof its meetings will be found in earlier volumes of proceedings,\nlows:\n1918 -.391-417\n1919 -.393-426\n1920 :357-364\n1921 -.407-420\n1922 -.693-793\n\n1928 -.353-374\n1929 -.369-390\n1930:309-330\n1931 :393-413\n1932 -.337-356\n\n1923 -.621-636\n1924 -.500-536\n1925 \\403-449\n1926 -.425-457\n1927 -.391-418\n\n[ 246 ]\n\nas fol¬\n\n1933 -.357-376\n1934 -.345-360\n1935 -.311-326\n1936 -.219-230\n\n"}
{"page": 253, "printed_page": null, "text": "COUNSELING\n\nMRS.\n\nGRACE\n\nHIGH-SCHOOL\nGIRLS\nYEARS\n\nC. JONES,\n\nCOUNSELOR\nDETROIT,\n\nTO\n\nGIRLS,\n\nFOR\n\nCOOLEY\n\nTWENTY-FIVE\n\nHIGH\n\nSCHOOL,\n\nMICH.\n\nPsychologists tell us that the first six years in the life of a human\n\nbeing are the most important because the life pattern is shaped and fixed\nduring that period. Likewise were the earlier years in this organization, now\nclosing its first quarter century, outstanding years because the pattern then\nmade has carried a style fitting for all time yet allowing for alterations and\nchanges to meet new needs as they come along.\nIn 1912 there were and had been deans of women in a few of our colleges\nand universities. Alice Freeman Palmer had been in Chicago University\nlaying out for her followers an excellent pattern for that and other colleges.\nThere were others. In the main, however, those earlier deans were older\nwomen who served largely as glorified chaperons, who supervised certain\ncollege social functions, and who talked whisperingly to college women on\nvery personal affairs. Those deans sometimes taught an academic course or\ntwo but had little recognition as members of college faculties; they main¬\ntained no well-organized office staffs; they prepared few if any statistical\nreports ; they were not always required to possess an academic degree. The\nlife pattern for this organization, then, was set by those women whose work\nwas limited by prejudice and pioneering. Yet they gave us standards in\nethical values, cultural appreciation, and a sympathetic attitude toward\nwomen and girls that we still maintain in shaping present policies and\npractises.\nThere were no high-school deans twenty-five years ago ; but social history\nhas changed the situation and brought to us our positions. During and\nimmediately following the World War our country was given a picture of\nitself by means of the rapidly developing mental tests. Physically and edu¬\ncationally we were shown to be far below par, especially in certain localities.\nThere followed in true American enthusiasm the demand for more educa¬\ntion as a remedy for all ills; and compulsory education laws were passed.\nYou are familiar with results. The high school as an institution for the\nhighly selected and as a place of employment that attracted teachers from\nthe homes of the highly cultured have become schools for the masses, with\nteaching staffs correspondingly democratic in make-up. Of course the need\nfor deans became imperative. Problem cases could no longer be solved by\nexpulsion. The curriculums were not easily changed to attract and hold and\nare not adequate even today. It was about twenty years ago that Ella Flagg\nYoung made bold to appoint a dean of girls in a Chicago high school; and\nsoon Sarah Sturtevant became known thru her experimental work in Cali¬\nfornia, followed by her courses in Columbia University.\nThru this period just before, during, and after the World War, great\nfortunes were easily amassed and money was given to build new colleges,\n[ 247 ]\n\n"}
{"page": 254, "printed_page": null, "text": "248\n\nNational\n\nEducation\n\nAssociation\n\nenrich college endowments, and popularize college attendance. The need\nfor and the usefulness of the college dean increased and caused demand for\nprofessional study in educational guidance for high-school counselors. There\nwere rapidly enforced changes in method and technic in all educational\nwork, but in no place more noticeable than in the advisory staffs. Mother¬\nhood. gray hair, and the appearance of a kindly nature no longer equipped\nanyone for counseling work. There had to be specialized training to enable\none to interpret all the new educational turns and fancies.\nBut what of the girl herself during this quarter century? From the long\nbraid or heavy coil at the back of the head, girls took up the Mary Pickford\ncurls. Then followed the vulgar knobs protruding from the sides of the\nhead, followed by the boyish bob. From the cut hair there has developed\ngradually the fantastic styles of today until we are almost around the spiral\nto the long curls again. Dress styles have changed as greatly — each change\nreflecting, even more than the hair, the character of social conditions and the\ngirl of her period.\nIn less than twenty-five years we have traveled so far that we recognize\nopenly dress style and make-up as essentials in a girl’s vocational training\nand give classroom instruction in these subjects in our courses in personal\nsendee and retail selling. In the present high school a beauty specialist may\nbe teaching girls how to use rouge properly in a room only a door or two\nfrom the class in Ancient Greek. What a change has come over the attitude\nof deans in working with girls !\nLet us look beneath the exterior to the girl herself. From the sheltered\ntype with long hair, long cotton hose, and blue serge dress; from the group\nhighly selected- socially and mentally, what has come to us thru this span\nof time? Let us be kind to her — and recall that since 1912 she has suffered\nthe emotional season of a World War; she has been torn by the stress of a\nfinancial panic ; she has been tortured by newspaper gossip and criticism ; she\nhas developed inhibitions as a result of misapplied psychology and mental\nhygiene ; she has had difficulty maintaining standards when church and\nhome lost theirs; she has moved from a world where vocations came by acci¬\ndent into a world demanding compulsory, studied, and trained vocational\nadjustment; from a world of prohibition and sublimation to a world of\nself-expression and individualism ; from a world of standardized political\nhabits and customs to one of surging social and economic struggle.\nShe has changed so much, and so rapidly, that counselors have had as\nmuch difficult}' in adjusting themselves as in making adjustments for the\ngirls. Formerly, the girl accepted advice altho the counselor had little to\ngive except knowledge that came intuitively or thru her own experiences.\nToday the girl is frankly asking for facts, has a desire to know herself and\nthe world about her ; is willing to enter the vocational world and anxious\nto prepare to meet its requirements. She commands a highly sympathetic and\ntruly scientific treatment in the counselor’s office. She and the trained\ncounselor review her records together, discuss future possibilities, and con¬\nsider results that may come from possible decisions. The counselor no longer\nimposes a decision. She advises the girl, but has her make her decision for\n\n"}
{"page": 255, "printed_page": null, "text": "Department\n\nof\n\nDeans\n\nof\n\n249\n\nWomen\n\nherself. Then she adds emphatically, “When your decision is made, be ready\nto work toward it, and to take consequences as they come.” Strange to say,\ndespite the impression she gives of being frivolous, indifferent, and shallow,\nthe average girl does do constructive thinking about herself when the\nchallenge comes.\nThe presentday high-school girl is an enigma to her mother and her\ncounselor — as a result of the social and economic upheaval in the past\ntwenty-five years. The present high-school girl does not appear serious, or\nreligious, neither does she show independence of action. Yet among her own\nassociates, she discusses problems of religion, of sex, of ethics, of economics.\nThe present girl drinks' and smokes. Drinking is a matter of concern to\ncounselors in the cities. We approach the girls with tact. They are willing\nto discuss the practise of moderation, but not prohibition. The girls wish to\nprove to themselves and to others that they are able to make their own de¬\ncisions, to study their own needs, and to chart their own courses. It is\nbecause of this burning desire in young people to understand life and to solve\nproblems that there have come the different forms of the youth movement.\nThere was a time when we clung to athletic activities as a solution for prob¬\nlems arising among vigorous young girls. Now we allow them to talk them¬\nselves to their salvation.\nIn my twenty-five years with girls in Detroit, I have never been more\nhopeful of future womanhood than I am today. True, we have cheating and\nlying and stealing always with us. However, those innate desires of our girls\nfor the building of homes, for the rearing of families, for the seeking after\nspiritual values are stronger than some years ago. After passing thru the\nslimy marshes of social deterioration from about 1920 to 1930, we are now\nin the high schools in a time of social reconstruction and are approaching\nalluring heights ahead.\nAt the close of these tumultuous twenty-five years, I congratulate you\nand myself that we find ourselves in this most satisfying of all work, and\nthat in the early days of this organization of deans the pattern for us was\ncut to emphasize the straight lines in developing the personal equation thru\nspiritual and ethical training that admits the coldness of statistical research\nonly as an aid to the more valuable approach.\nIn this messy world of ours, what cause we have for rejoicing!\nSPEECH\n\nMARION\n\nTRAINING\nIN BUILDING\nPERSONALITY\n\nFRANKLIN\n\nSTOWE,\n\nSTATE\n\nASSOCIATE\n\nNORMAL\n\nIn the days of Augustus\n\nCOLLEGE,\n\nPROFESSOR\nYPSILANTI,\n\nPOWER\n\nOF\n\nSPEECH,\n\nAND\n\nMICHIGAN\n\nMICH.\n\nCapsar, public opinion was molded\n\nby the men\n\nwho could sway the forum, the mob, and the “Roman legions” by the power\nof speech ; by the terse clear-cut phrasing of a political problem or of a\nreligious belief. Now, in large part, the press has arrogated to itself this\nmolding of public opinion, yet it is the men in city council, in the Senate\nand House, and the women\n\non schoolboards or civic clubs — the clear thinkers\n\n"}
{"page": 256, "printed_page": null, "text": "250\n\nNational\n\nEducation\n\nAssociation\n\nand dynamic speakers of our day — who determine the policies of the nation,\nthe state, the college, or the club quite as definitely as did Mark Anthony,\nWendell Phillips, Alexander Hamilton, or Frances E. Willard — yes, and the\nprominent college speakers of your campus.\nSince all education begins at the cradle and since there is nothing beautiful\nin life that has an abrupt beginning — so the ability to speak and express\noneself is a never ending process which should be cultivated thruout the edu¬\ncational system. Even as the child learns the names of material things around\nhim so he can be taught apt expression of his feelings and his thoughts; just\nas we prefer to buy the dress that fits exactly instead of one that will do —\nso he should be encouraged to find the word that expresses his thought exactly.\nIn so doing he unconsciously acquires a vocabulary commensurate with his\nexperiences, be they real or vicarious. Also as we all enjoy neat eaters at our\ntable, so we rejoice in neat thinkers and speakers who enunciate clearly,\npronounce correctly their words\ntional circle.\n\n(the vehicle of thought) in our conversa¬\n\nThis puts a responsibility on elementary teachers to be vigilant and firm\nwith the children from homes of careless speech and homes of the foreignborn. The social consciousness of beautiful diction should be established in\nthe early grades ; then as the child increases in mental stature and attempts\nlonger expressions of thought in class, he comes naturally into what is techni¬\ncally known as extempore speaking. It becomes natural for him to cultivate\npoliteness by standing so that the whole class can see him, or to organize his\nfew ideas so the class can easily grasp his thought, or share his story, or see his\npicture. He does not dread it as an occasion and something to be feared.\nBy the time he is thru high school he should come to us with the basic equip¬\nment well in hand.\nThe power accruing to the individual from the satisfaction of being able\nto express himself — or not being self-conscious and tongue-tied — of being\nable to read and follow directions accurately and thus develop self-reliance\nwill in large measure free him to realize his best self. Perhaps you recall\nbeing in a foreign country and feeling helpless because you could not read\nthe signs or understand the speech. ‘‘Knowledge is power,” we are told.\nWhy should not the president of the Women’s League, Men’s Union,\nJunior Advisers, or club chairmen be required to have a knowledge of\nparliamentary procedure and forum discussion just as much as to have a\n“B” average, or a formal dress for a formal party? It would seem even more\napropos. That is more obvious than the subtle power gained thru dramatic\ntraining of the psychology of human behavior which does stand one in good\nstead in handling individuals. You deans have had so much experience in\nreading people and so much theory about it that you surely realize the\nvalue. Students may not have the perspicacity to realize the law of cause\nand effect, neither do they care to be lectured concerning it ; but if they\nparticipate in a play that forces home certain inevitable results they will then\nbe apt to believe.\nWe all react differently to different people and sometimes, I think, differ¬\nently to different moods of the same individual. Robert Browning had this\n\n"}
{"page": 257, "printed_page": null, "text": "Department\n\nof\n\nDeans\n\nof Women\n\n251\n\nidea in “My Star.” Shakespeare shows that ambition can be inordinate, that\nthe human mind cannot hold up under two murders even tho the will seems\nsufficient. Some men cannot withstand the taunts of a woman like Lady\nMacbeth. We all know a Cassius that “hath a lean and hungry look,” and\nthat jealously may lead to destruction of the one we love. The girls of today\ndo not seem to need an old nurse to be a go-between, but it must be a comfort\nto you to know that before you were deans, girls climbed out on balconies\nand surrendered to moonlight, if not love, as did Juliet. The more recent\nplays deal with social problems rather openly and one has but to contemplate\nthe sequence of events and the forces therein to see where certain results are\ninevitable. George Cohan’s “Ah Wilderness” gripped us tremendously and\nwe felt we must help the poor lad who fell into the clutches of the prostitute.\nStill we were able to leave the theater and count it a vicarious experience and\na “good show.”\nWhen a student really constructs a speech he must know more than gen¬\neral information ; he must be specific, definite, concrete. He learns to research\nan idea and usually — as you and I— feels a need for a larger vocabulary. If\nhe participates in extempore speaking or debate he needs a rich background\nof the social sciences: history, political science, economics, sociology, and\ncivics. In debate, we hope he learns to reason with a cool head remembering\nthat the hotter the argument the cooler the head, for facts, not prejudice,\nwin in the end. Quick wits, a ready vocabulary, and an unfailing sense of\nvalues, the ability to analyze and reason to a conclusion — these are the\neveryday tools that should be the heritage and the assets of every student.\nPersonality development is so subtle that like Maud’s beauty — “Oh if she\nknew it, to know her beauty might half undo it” — it is difficult to talk about.\nTo me, just as the face reflects what is behind it, so the graciousness one\nlearns as a prerequisite for becoming a pleasing speaker or reader — the sin¬\ncerity and well-groomed body and mind, if one is to be accepted at par;\nthe warmth and sympathetic understanding of other human beings with\njust enough humility to remember that he himself lives in a glass house, the\ncultured voice that flexes easily thru the gamut of emotions — reflects the\nindividual himself. That much-coveted inner repose that bespeaks selfmastery in a difficult situation not only puts an audience at ease but saves\nmany a critical moment.\nTo live with the thoughts of great poets whether they be bits of philosophy\nor gems of description, to make them your own and recreate them in others\nis a definite art that we learn in interpretative reading. Tennyson says, “I\nam a part of all that I have met,” and truly we are, only some have not\nmet very rich and inspiring thoughts or people. Those who have met\nthese inspiring thoughts sometimes cannot share, so our aim in interpretation\nis to train the voice to respond to our thought and feeling. To do this we\nmust first be aware of that fine discrimination expressable in words, we must\ndraw on our imagination and our experience, for there can be no adequate\nexpression without\n\nclear, vivid impression . To get the meaning\n\nof the poem\n\nis one problem, but to share it with the audience so that they in turn\nrecreate according to their own background and experience, takes years of\ntraining.\n\n"}
{"page": 258, "printed_page": null, "text": "252\n\nNational\n\nEducation\n\nAssociation\n\nHolmes in his “Chambered Nautilus” suggests this as he says, “Year\nafter year beheld the silent toil that spread his lustrous coil ; still, as the\nspiral grew, he left the past year’s dwelling for the new . . . built up its\nidle door, stretched in his last-found home, and knew the old no more.”\nThink for a moment of what this means even as St. Paul has said : “When\nI was a child, I spake as a child, I understood as a child, I thought as a\nchild; but when I became a man, I put away childish things.” I insist that\nif you think of the lustrous coil in terms of the physical, mental, and emotive\nselves you will agree that the physical takes care of itself ; the mental, the\nstate governs by law, at least for sixteen years and sometimes further.\nBut who, I ask, helps the child with the most treacherous and powerful of\nhis selves? Here we feel the dramatic art bolstered by interpretative reading\ncourses. Let them study “Lady Macbeth” or “Hamlet” or “Othello” till\nthey become so well acquainted that they take on the thought processes, the\nfeelings; the ambition that overleaps itself; the jealousy that would kill the\nthing it loved, and they have experienced vicariously a great truth. Mean¬\nwhile the diction of Shakespeare is sure to leave a lasting imprint. When a\ngirl really feels “what’s done cannot be undone,” or truly contemplates\n“to be or not to be,” she has added to her understanding of life. Plato com¬\nforts us with, “All experience is valuable: what cannot be used for virtue\nmay be used for knowledge.” Since all life is relative it is necessary to know\nand experience varied emotions in order to evaluate. We could not fully\nappreciate a great masterpiece in music, art, or drama\npare it with a lesser work.\n\nunless we could com¬\n\nCarlyle has said, “All are parts of one stupendous whole whose body\nNature is and God the Soul.” Quite as in any other art those who achieve\nthe highest goal have a God-given talent but it does not keep the average\nstudent from developing some power and learning to radiate whatever\nwarmth of personality he has. In the last analysis, all the skilful technic of\nthe debater or actor or reader must be augmented by a true warmth of\nhuman understanding, a tolerance for his friend’s ideas, and a sincere search¬\ning for truth. For “tho I speak with the tongues of men and of angels,\nand have not charity, I am become as sounding brass or a tinkling cymbal.”\nGROWTH\n\nHARLEY\n\nAND\n\nL. GIBB,\n\nDEVELOPMENT\nOF\nCOLLEGES\n\nDIRECTOR,\n\nCOMMUNITY\nDETROIT,\n\nTHE\n\nCOLLEGES,\n\nCOMMUNITY\n\nWAYNE\n\nUNIVERSITY,\n\nMICH.\n\nIn the fall of 1934 conditions in the educational world were\n\nno better\n\nthan in the industrial world. In Michigan alone there were 1340 unem¬\nployed teachers. High-school graduates unable to secure positions and also\nunable to continue their education because of lack of funds had become\nvery dissatisfied.\nOn September 9, 1934, I was appointed to act with the State Director of\nthe Emergency Education Division of the FERA and was asked to get into\noperation Freshman\n\nColleges which were to be sponsored by Wayne\n\nUni-\n\n"}
{"page": 259, "printed_page": null, "text": "Department\n\nof\n\nDeans\n\nof\n\nWomen\n\n253\n\nversity. My chief jobs were to get unemployed teachers to work and to\nmake possible the opportunities of education to the young people who were\nwithout financial resources to attend college.\nDistricting and\n\norganization — At the preliminary\n\norganization\n\nmeeting\n\nheld in Lansing on September 19, 1934, there were present 150 superin¬\ntendents of schools of the state, the director of the Emergency Education\nProgram, a representative of the State Department of Public Instruction,\nand representatives of all of the state tax-supported collegiate institutions.\nThe state was divided into eight areas, each area to be placed under the\nsponsorship of one of these institutions — Michigan College of Mining and\nTechnology, Michigan State College, University of Michigan, and Wayne\nUniversity. Two general plans of procedure were adopted. The majority\nof the collegiate institutions required the local superintendent of schools to\nallocate to the Freshman College physical equipment. Provided he could\nguarantee a student body numbering not less than 40 students, he might\nfile an application with the director of Emergency Education for the estab¬\nlishment of a Freshman College. He was to select the teaching staff and\nadminister its functioning, while the SERA was to pay the staff members\n$15 a week and the director $18 a week.\nWayne University, being located in Detroit, the center of the most\ndensely populated area in the state, was allocated four contiguous counties\nwhich included about 40 percent of the population of the state. In this area\nthe second plan of organization was adopted. It provided for a more\ncentralized procedure. The director of the Freshman Colleges employed\nthe stall and became responsible for the general operation of the Colleges.\nThe superintendent of schools was responsible for the physical equipment\nand for sponsoring a student body for the College.\nIn the state as a whole 100 Freshman Colleges were organized but this\nnumber dropped to 96 at the beginning of the second semester. In the four\ncounties under the sponsorship of Wayne University, 25 Freshman Col¬\nleges were organized in 21 communities. Later two were amalgamated.\nIt might be said that the concept of Freshman Colleges was the work of\nDavid D. Henry, then assistant state superintendent of public instruction,\nnow assistant to the executive vicepresident of Wayne University, and\nOrin W. Kaye, state; director of Emergency Education and a member of\nthe staff of Western State Teachers College. It seems they used as a basis\nfor their project a similar experiment which was already in operation in the\nNew York State College of Forestry at Syracuse University.\nSupervision — By the middle of October\n\nman\n\n1934, practically all of the Fresh¬\n\nColleges in the counties sponsored by Wayne\n\nUniversity had been\n\nopened. They were staffed with almost 200 instructors and had an enrol¬\nment of approximately 2400 students. The central office staff consisted of\nten people. In addition, there was\ncluding a medical doctor.\n\na supervisory staff of six persons in¬\n\nDistrict directing staff — The\n\nof an office staff was\n\norganization\n\nthe first\n\nproblem. Within the first week four people were engaged. Two of them\norganized a curriculum. One man was general office clerk and one woman\n\n"}
{"page": 260, "printed_page": null, "text": "254\n\nNational\n\nEducation\n\nAssociation\n\nwas to assist the writer in the general organization and field work. Events\nmoved very rapidly. Unemployed teachers were interviewed, and qualifica¬\ntions taken and classified. A hurried survey of the possibilities for student\nbodies was made. Within five weeks of the initiation of this movement,\n25 Freshman Colleges were in operation in this district. A whole system\nof office procedure and records had to be set up reminding one of the\nfeverish activities of the early War days of 1917.\nNature\n\nof the work\n\noffered — With\n\nso much\n\norganizational\n\nwork\n\nneces¬\n\nsary, the curriculum activities did not receive sufficient attention. Most of\nthe work done the first semester was a duplication of the academic work\ndone in the parent institution. We soon discovered that there were many\npeople to whom even a free college education did not especially appeal.\nSomething more than the pure college academic work was demanded. For\nthe want of a better title, such studies were designated as “special interest”\ncourses. About 60 such courses were offered, without college credit, from\nthe middle to the latter part of the first semester.\nAt first we were disappointed in the number of students who took these\ncourses and with their somewhat irregular attendance. Some of the diffi¬\nculties were : ( 1 ) these courses were devised by people looking backward\nwith their realization of what they would prefer to take in college. (2) We\nwere startled when we realized what a tremendous salesmanship-factor\ncollege credit had been. More than 90 percent of our students that first\nsemester were under twenty-two years of age. Their greatest desire seemed\nto be to eventually acquire a college diploma. Hence, our first efforts in this\ndirection did not seem at the time to be successful as they later proved to\nbe. (3) Many of these students wanted practical courses. Most of the\ncolleges and universities of the North Central Association do not give\nsuch courses to freshmen. The heads of departments at Wayne University\nmade an arrangement whereby these people might take certain sophomore\ncourses of utilitarian value with the provision that they take them for four\nor five hours per week with but three hours’ credit. The faculty of the\nbusiness administration department of Wayne University wrote and pub¬\nlished a special edition of its own accounting textbook and accompanying\nwork books. Altho Wayne University might grant freshmen credit for these\ncourses, no such commitments were made if a student asked to have such\ncredit transferred to some other college or university. Such courses were\ntherefore called “conditional credit” courses.\nFor work satisfactorily completed, Wayne University grants extension\ncredit to the extent of 30 hours if applied for within two years after the\ndate of completion, provided, of course, the student meets the regular en¬\ntrance requirements of the university and does satisfactory work.\nIn certain communities there was little interest in a college program until\na loyal student body was built up from a small nucleus. In fact in some\ncommunities it became the fashion to go to college. As a means to these\nends the central office issued a monthly publication. We also encouraged\nthe establishment of a news organ by each individual Freshman College,\nand in a short time there were twelve different colleges publishing papers.\n\n"}
{"page": 261, "printed_page": null, "text": "Department\n\nAnalysis\n\nof\n\nDeans\n\nof the first year’s zuork — When\n\nof\n\nWomen\n\n255\n\nthe first year’s work\n\nof the\n\nFreshman Colleges closed, the enrolment for the state was about 6000\nstudents, of whom approximately 3400 were in the area sponsored by\nWayne University. At a meeting of the Michigan Academy of Science held\nin Ann Arbor in the spring of 1935, the officers of this project in all of the\ninstitutions sponsoring Freshman Colleges were represented together with\nthe state director and Dr. Henry of the State Department of Public In¬\nstruction. A committee was appointed consisting of Professor Woody of\nthe University of Michigan, Doctors Henry, Rankin, and Bergman of the\nDetroit Board of Education, and two supervisors from our staff. This\ncommittee devised a series of tests in English, history, and intelligence\nwhich was administered by our supervisory staff to approximately 700\nstudents.\nAll students who were graduates of a high school were accepted but we\nexpected to transfer credits for only those students who were recommended\nfor college entrance by the regular channels. The tests referred to above\nrevealed that some of our best students had not taken college preparatory\nwork in high school at all; that some who had done poorly in high school\ndid well in the Freshman College; and that some who did well in highschool college preparatory work did very poorly with this work. The prac¬\ntise was adhered to in the area sponsored by Wayne University (Detroit\nexcepted) of placing no instructor in the Freshman College in his own\nhome town since the students complained that going to Freshman College\nwas just like going to high school. Non-resident instructors combined\nwith our close supervision and direction had a tendency to make the students\nfeel that they were enrolled in a higher education institution.\nCommunity\n\nwork\n\nColleges — When\n\nit came\n\ntime to begin the second year of\n\na meeting was held in Lansing. It was unanimously\n\nagreed that the\n\nname “Freshman College” was unsuitable. It was misleading and noninclusive, and it had a tendency to be obnoxious to our older students. Our\naim was to develop a college for the local community, and therefore, the\nname “Community College” was chosen. As an objective it was further\nproposed that guidance in community activities be included in the curricu¬\nlum. For example, in one college, community activity in sewing and knitting\nhas been guided by instructors.\nUnfortunately due to questions of policy in Washington — i.e., federal\nversus state control — the whole program of allocation of federal funds was\ndelayed for several months. The entire Emergency Education Program\nwas transferred from the FERA to the WPA where it was placed under\nthe Women’s and Professional Projects, with the personnel requirements\nof WPA in force. Those teachers who had been oq the Emergency Edu¬\ncation Program on or before May 1, 1935, were automatically certified for\nthe educational program of WPA. Except for 10 percent from non-relief,\nour instructors had to be taken from relief.\nThis delay was responsible for a decline in interest. By the time the funds\nwere released, one whole semester had been lost. Wayne University had its\nterritory restricted to Oakland and Wayne Counties. However, the work\n\n"}
{"page": 262, "printed_page": null, "text": "256\n\nNational\n\nEducation\n\nAssociation\n\nwas organized with 12 colleges, a staff of about 100 instructors, and an\nenrolment of 1149.\nThe particular emphasis was given to the “special interest\" courses and\nthe selection of competant instructors who were sympathetic with this type\nof instruction. There were many difficulties, such as the lack of a suitable\nand adequate text, irregular attendance, less definitely defined objectives\nof the course, the lack of social viewpoint, and unwillingness on the part\nof a few instructors to “blaze the trail.\"\nCurriculum $ — In Detroit as well as in three of the outlying colleges the\n\nacademic courses made\n\nup the largest percent of student elections. In three\n\nother outlying colleges “special interest\" courses accounted for 80 percent,\n63 percent, and 53 percent of the student selections. The younger group\nchose largely academic courses, the middle group chose from each type of\ncourse, and the oldest group chose largely “special interest” courses. In this\nyounger group of students last year it was noticed that many taking\nacademic work in 1936 were Negroes or the children of families of recent\nimmigration. During the present year about the same results are apparent.\nApplied psychology has proved popular, and this past year commercial work\nhas attracted many who are anxious to see a quick financial return.\nThis last year we have added to our curriculum in the held of orienta¬\ntion. We have also added to our staff a woman supervisor as counselor for\nwomen, who has conducted in each unit a course in social hygiene. Our\ngrading system has been similar to that at Wayne\n\nand many\n\nother univer¬\n\nsities.\nIn “special\nachievement\nbasis. interest\" courses the students have been graded on an\nTo date the Community Colleges sponsored by Wayne University have\nserved 4684 students. Of this number 472 have transferred to 39 different\nestablished institutions. In those cases where the records of former students\nhave been checked, they compare favorably with the regular college\nstudents. Surely this alone justifies the existence of the colleges.\nDuring the present year about the same results are apparent. One con¬\nclusion which may be drawn is that there are many adults who desire to\ncontinue their education on a college level. When such courses are given\nby members of regularly established faculties frequently they are modifica¬\ntions of established academic courses rather than courses continuing adult\neducation on a college level without the concept of credit. There has been\ntoo much emphasis placed on credit and degrees and probably not enough\nupon the intrinsic values. It seems safe to conclude that there is a decided\ndemand\n\nfor these newer life-interpreting courses.\n\nSummary — As\n\nstabilized, many\n\nindustrial\n\nconditions\n\nin this area have\n\nof our students have found employment.\n\nbecome\n\nMany\n\nmore\n\nstudents\n\nhave dropped only those courses that interfered with their work. As condi¬\ntions improved the number of full-time students (those carrying ten or\nmore hours) has decreased and the number of part-time students has in¬\ncreased. This work has truly been an adventure in education. It has helped\nmany to a new faith in themselves.\n\n"}
{"page": 263, "printed_page": null, "text": "DEPARTMENT\nEducational\n\nOF\n\n\"Research\n\n"}
{"page": 264, "printed_page": null, "text": "HISTORICAL\nTHE\n\nAMERICAN\n\nEDUCATIONAL\n\nRESEARCH\n\nNOTE\nASSOCIATION\n\nWCLS formed\n\nat tJlC\n\nCincinnati meeting in 1915. At first its name was the National Associa¬\ntion of Directors of Educational Research. This organization met regu¬\nlarly at the time of the winter convention. In 1929 the Association applied\nto become the Department of Educational Research in the National Edu¬\ncation Association. The proper notice was given at the Atlanta meeting\nin 1929 , and final action in creating the Department was taken at the\nColumbus, Ohio , meeting on July 3, 1930. The research organization\nbrings with it a history rich in achievements and places the National\nEducation Association in closer touch with colleges , universities, and\nresearch agencies.\nThe officers of the Department for the year 1937-38 are: president,\nDavid H. Sutton, Director, Division of School Finance, State Depart¬\nment of Education, Columbus, Ohio ; vicepresident, W . A. Brownell,\nProfessor of Educational Psychology, Duke University, Durham, N. C.;\nsecretary-treasurer,\n\nNational\n\nEducation\n\nWilliam\n\nG.\n\nCarr,\n\nDirector,\n\nAssociation, 1201 Sixteenth\n\nResearch\n\nDivision,\n\nStreet, N. W ., Wash¬\n\nington, D. C.; executive committee, Philip A. Boyer, Director, Divi¬\nsion of Educational Research, Board of Education, Philadelphia, Pa.;\nH. A. Greene, Director, Bureau of Educational Research and Service,\nState University of Iowa, Iowa City, Iowa ; officers of the Department,\nex officio.\nThe annual dues, $5, are payable to the American Educational Research\nAssociation, at 1201 16th Street, Washington, D. C. The chief publica¬\ntions are the review of educational research and the A.E.R.A. pro¬\nceedings.\n\nFacts\n\nrelating\n\nto the establishment\n\nof this Department\n\nrecord of meetings are found in earlier volumes\nlows:\n\nof proceedings\n\n1931:415-431\n\n19 33:3/7-394\n\n1935:327-348\n\n1932 :357-375\n\n1934 :361-386\n\n1936 :231-237\n\nI 258 ]\n\nand\n\nthe\n\nas fol¬\n\n"}
{"page": 265, "printed_page": null, "text": "EDUCATIONAL\nWILLIAM\n\nH.\n\nRESEARCH\n\nBRISTOW,\n\nPARENTS\n\nGENERAL\nAND\n\nFOR\n\nTHE\n\nSECRETARY,\n\nTEACHERS,\n\nCONSUMER — Abstract\nNATIONAL\n\nWASHINGTON,\n\nCONGRESS\n\nOF\n\nD. C.\n\nIN social and economic planning more and more consideration is given\n\nto the consumer. In this respect, education is no exception, and those\nresponsible for planning educational programs are increasingly concerned\nwith the needs of the groups to be served. Educational research, if it is to\nmake its full contribution to educational planning, must take into con¬\nsideration the uses which are to be made of the finding of educational re¬\nsearch in initial planning, carrying out, and interpretation.\nEducation is so complex that educational research has difficulty in know¬\ning just what group or groups of consumers are to be most concerned with\nany particular piece of research. An analysis of the field reveals at least seven\nsuch groups.\nresearch and actively engaged\nrelatively small group.\n\nin research\n\nselected group. It is for this group\nprepared.\n\nthat most\n\nstudies. This\n\nis an important\n\nof the technical publication\n\ns\n\nbut a\n\nare now\n\nbe interprete\n\nd.\n\ntimes in their important\n\ntask in the education\n\nof prospectiv\n\ne\n\nteachers.\n\nwith education. The activities of this group mesh in with education\n. In this group\nis an increasin\nnumber of psychologi\npediatrici\nrecreatio\nn workers, social\ng\nsts,\nans,\nworkers, and others.\n\ntional institutio\nl\nm\nin other words, that large group of the lay\nns, egislators, ayors,\npublic to whom education must look for support, finances, programs\npolicies.\n,\n\ngroup, altho, of course,\nas the large consumi\nbe consider\nmay appropri\nng\nat\ned\nin educatio\nas the ultimate consumer\nwe must consideerly the children themselv\nn.\nes\ns\n\nThe English consultative plan of carrying on research and study which\neventuates in policies and programs has much to commend itself to us. On\nthe consultative committees which have meant so much to English educa¬\ntion have appeared lay people and representatives of those primarily con¬\ncerned with education. Out of the findings of the consultative committees\n\n1\nhave\nrecommendations which have influenced in a large way Eng¬\nT.\nhe ficome\nrst gromany\nup may be\nlish education. One whoclashas\nread\nstudies cannot help but be impressed\nsified\nas these\ntechnical — th\nne\nin\nby the fact that research and public relationsosegotrai\nhand\nin th\nhand,\nthat\ne fieldand\nof\n\nwith the completion of a given study or given piece of work, much of the\n2 groundwork has already been laid for an effective public relations program.\nT.\nheIt sis\nthat similar commissions and committees working in\necoto\nnd begroregretted\nup is com\nposed of\nAmerican education have not amade\nuse of this procedure. A good\ndministrfull\nat\n\n3\nA.\nthird gro\nup compr\nises\n\nors\n\n[ 259 ]\n\nand\n\nsupervisor\n\ns,\n\na small\n\n"}
{"page": 266, "printed_page": null, "text": "260\n\nNational\n\nEducation\n\nAssociation\n\nexample of the technic of the English consultative committee\ntion of the Adolescent.\n\nis The Educa¬\n\nIn the preface to its report the consultative\n\ncom¬\n\nmittee says: “We began our consideration of this problem in May, 1924,\nimmediately after we had completed our Report on Psychological Tests of\nEducable\n\nCapacity. The\n\nfull Committee\n\nhas sat on 46 days between\n\nMay,\n\n1924, and October, 1926, and has examined\n\n95 witnesses (see Appendix\n\nI\n\npartments, directors of education and members\n\nof local education authorities,\n\nassociations representing local education authorities, organizations represent¬\ning teachers, other organizations, religious bodies, and individual witnesses.\nIn addition there are ten pages listing organizations and agencies who sent\nmemorandums, statistics, and other data for the committee.\nContrast this with a statement from the recent report of the Committee\non Orientation of Secondary Education :\nThe\n\ntwo\n\nthought\n\nreports of the Committee\n\nabout secondary\n\nare addressed\n\neducation, whether\n\nprimarily\n\nthey are within\n\nto the leaders\n\nor without\n\nof\n\nthe pro¬\n\nA]).\"1\n2 they are administrators, supervisors, or classroom teachers, or, on\nfession, whether\nAppendix\nthe other\nhand, business\nor other citizens. Those who are truly leaders will\nI (A)men\nconsists to\ncourageously accept the challenge\ntheir own thinking and to fortify\nof clarify\na four-page\nlist popularize\ngovernment\ntheir own convictions. They, as already suggested, will of\nthese funda¬\nde¬ of\nmentals with others both within and without the professions, so that the number\npotential leaders may be increased. Each recommendation should be studied by\ncollege and university classes in education, by teachers in their meetings, and by\nintelligent groups and individuals among the laity. They need to convince them¬\nselves which road is the sound and the necessary one for democratic society to\nfollow. Then they will ask what procedure is indicated as ideally desirable and\nwhat\n\nis possible under\n\nthe handicaps\n\nthat are present in the community.\"\n\nDo not misunderstand me. I have the deepest admiration and respect\nfor this committee and its work, and I feel the contribution which it has\nmade is both significant and far-reaching. The names on the committee list\nare all first-rate, but the modus operandi of the committee is that of most\nof our educational committees, and much of our research — all within the\nbody of the lodge. As a result the ‘‘consumers,\nprofessional and lay, are\nlost sight of, and as a consequence we fail to capitalize on an important pos¬\nsibility to advance our understanding and appreciation of education.\nDevelopments in the American Council on Education have more and\nmore considered the larger aspects of education and its many relationships\nto other areas of social life. The American Youth Commission, organized\nunder the direction of the Council, promises to give more consideration to\nthe consumer in its research program, both in planning and execution, than\nalmost any other similar venture in educational and social research of recent\nyears.\nWhile it is too early to make any prediction relative to the research pro¬\ngram of the American Youth Commission, it seems highly probable that\nthe procedures which it is following may eventuate in some technics which\n1The Education of the Adolescent. Board of Education, Report of the Consultative Committee.\nHis Majesty's Stationery Office. London. 1926.\n2 Report of the Committee on Orientation. Department of Secondary School Principals of the\nNational Education Association. Volume 21, No. 64. January, 1937. p. 21.\n\n"}
{"page": 267, "printed_page": null, "text": "Department\n\nof\n\nEducational\n\n261\n\nResearch\n\nwill be of much use to education. In the first place, the American Youth\nCommission is not stacked. On the Commission are individuals of differing\npoints of view, both education and lay. Second, at each step in the planning,\nconsideration is being given to the form which reports will take and to\nrelationships with other agencies, organizations, and institutions concerned\nwith the youth problem. In the third place, the Commission has in its\nmembership, individuals from various areas of American life who can ably\nrepresent many points of view. It is hoped that the Educational Policies\nCommission of the National Education Association, thru its plan of con¬\nsultants, may in some measure achieve the values of the English consultative\ncommittee.\nIn connection with the development\n\nof any research proposal it is sug¬\n\ngested that' the following questions be raised in the initial planning of the\nstudy :\n1. Who\n\nwill be the consumers\n\n2. What\n\nare their background,\n\n3. Is the process\nfor the consumer\n\nproposed\n\nfor this particular\nexperiences,\n\nin connection\n\nto understand\n\nor\n\nand\n\nresearch?\ninterests?\n\nwith\n\neducational\n\nresearch\n\nto have\n\nconfidence\n\nin the\n\ntoo complicated\nfindings\n\nwithout\n\nconsiderable preliminary work taking him along from step to step in the procedure?\n4. In planning and developing the research have consumer groups been consulted\nto get their point of view as to any questions which they may have which the\nresearch might help to clear up?\n5. In connection with the research has the problem of possible repeats been taken\ninto consideration\n\nso that as technics\n\nstudies may be made?\n6. If the findings are to be used\nand terminology\nindividuals who\n\nare developed\n\noutside\n\nsuggestions\n\nof the technical group,\n\noriginally used in the research such\nare to make use of the research?\n\nas are\n\nfor repeating\n\nthe\n\nare the definitions\n\nunderstandable\n\nto the\n\n7. If wide interpretation is desired are plans for popularization and interpreta¬\ntion developed simultaneously with the planning and development of the research?\n\nMany years ago, one of the most astute statesmen-politicians in this\ncountry gave me a fundamental principle for dealing with people at large\nwhich I think may well be considered in connection with the educational\nresearch and the consumer. He said : “Things not only must be right, but\nthey must also seem right.” This is a first principle of strategy for the man\nof public affairs.\nConsidering the consumer at each stage of the development of research\nwill insure more effective interpretation and consequently will build up\nconfidence in the research, which will in turn extend its usefulness. It will\nhelp also to answer the question, Why does educational research not have a\ngreater effect on practise in education?\nIn summary, it seems to me that we need to recognize the following three\nimportant functions connected with research and action: (1) fact finding;\n(2) discussion; (3) action. The first step is historically recognized as a job\nof research, but more and more research must take into consideration the\nsecond and third steps, else much which is done by research will be to no\nadvantage and to no avail.\n\n"}
{"page": 268, "printed_page": null, "text": "262\n\nTHE\n\nNational\n\nVALUE\n\nR. W.\n\nOF\n\nEducation\n\nA RESEARCH\n\nCOLLEGE\n\nOF\n\nOGAN,\n\nOF\n\nDEAN\n\nPROGRAM\n\nLIBERAL\nTHE\n\nNEW\n\nAssociation\n\nCOLLEGE,\n\nCONCORD,\n\nIN\n\nTHE\n\nSMALL\n\nARTS — Abstract\nMUSKINGUM\n\nCOLLEGE,\n\nOHIO\n\nMy chief opportunity to observe at first hand the consequences of an\norganized program of faculty studies has been in my own institution. I\nshall, therefore, have special reference in this presentation to the program\nof service studies which the Muskingum College faculty is carrying forward.\nI should further limit my topic by saying that service studies do not in\ngeneral fall in the classification “research,” if that term is used in its\nstrictest sense. The Muskingum service studies do, however, use research\ntechnics, and do make as much use as is practicable of primary sources.\nThey are not so narrowly delimited as are pure research studies and, there¬\nfore, involve more assumptions. The purpose of the service studies is to\nsolve a local problem and not to derive generalizations of universal appli¬\ncability. In last analysis, the chief difference between research studies and\nservice studies is probably one of degree.\nThe problem of estimating the value of a program of faculty studies is\na difficult one. I shall state what I believe to be some consequences of\nthe Muskingum program, altho in doing so I sense the risk involved when\none attributes cause and effect relationships to important elements in a\nconcrete situation. I shall base my statements upon my own observations\nand judgments and upon many reactions of my faculty colleagues during\nthe last six years. I shall make some use of faculty statements which I\ncollected nine months ago for the purpose of securing faculty judgments as\nto the results of the Muskingum program of service studies. I shall describe\nconsequences which I believe to be significant and valuable in the life of\nthe college.\nThe\n\nMuskingum\n\nprogram\n\nof service studies was introduced by action of\n\nthe faculty in the autumn of 1930 as an integral part of the regular college\nprogram. The program aims to encourage and to assist individuals on the\nfaculty to formulate important local problems precisely and concretely,\nto study these problems to the point of reaching valid solutions, and to\nmodify the educational program of the college in light of the solutions.\nThe preservation of individual freedom and of a sense of personal\nresponsibility are prime objectives of the set-up. Each investigator follows\nthe dictates of his own interests, has freedom of inquiry and discussion,\nand assumes personal responsibility for initiating his study, for carrying it\nforward, and for demonstrating the validity of his findings and conclusions.\nA faculty committee usually aids the individual investigator, but in no case\nhas a faculty committee, as a committee, assumed responsibility for the intro¬\nduction and prosecution of a study. No committee controls any investigator.\nCare is exercised to avoid compulsion or pressure as a means of fostering\nresearch activity.\n\n"}
{"page": 269, "printed_page": null, "text": "Department\n\nof\n\nEducational\n\n263\n\nResearch\n\nA basic assumption underlying the plan is that a faculty research program\nwill succeed only when faculty members themselves initiate and participate\nin studies; a research bureau that purports to do all the investigation is\nuseless or futile.\nIn the administration of the program effort is made to provide for ade¬\nquate, critical faculty discussion of each study; to promote systematic, sus¬\ntained effort rather than occasional, irregular effort; to protect and encourage\nindividual initiative; and to conserve the time of the investigator. Specific\nmeasures to facilitate the program include the development of a committee\non experimentation and appraisal, the provision of research counselors and\nguest speakers, the development of a faculty library in the field of college\neducation, the issuance of a mimeographed Faculty News Bulletin composed\nof materials prepared by the faculty, the financial encouragement of faculty\nmembers interested in publication, and the revision downward of the service\nloads of faculty members, especially of those who are interested in making\nstudies of important problems.\nThe studies which have been made may be classified under the following\nmajor topics: experimental studies, evaluation of student achievement, deter¬\nmination of objectives, curriculum administration, character education, and\nproblems of general administration.\nConsequences\n\nof the Muskingum\n\nProgram\n\nOne consequence of this program of studies is an increase in the amount\nof faculty writing for publication. In 1930, and for some years previously,\nthe faculty of fifty persons totaled an average of from three to five magazine\narticles per year plus an occasional book. The average number of published\narticles per year for the last two or three years has varied between twentyfive and thirty for a faculty of forty-five persons. If articles in the Faculty\nNews\n\nBulletin were\n\nconsidered\n\nas magazine\n\narticles the number\n\nof publica¬\n\ntions would thereby be increased two or three times. An important incidental\naspect of the current program of studies is the publication by Muskingum\nCollege of a book of three hundred pages, entitled A Liberal Arts College\nLooks\n\nat Its Program.\n\nThe\n\nvolume\n\ncontains\n\ntwenty-eight\n\nchapters con¬\n\ntributed by nineteen persons.\nThe experience of studying an educational problem and of reporting\nfindings has value indicated in an increased and increasing awareness of\nconcrete problems of college education. An educator who is keenly aware\nof his specific problems and of their importance is, therefore, well on the\nroad to progress. He is likely to achieve significant improvement if he\nis given freedom, encouragement, and the cooperation of his colleagues.\nA concrete example will illustrate how the experience of making a study\nand of reporting findings fosters a problem-conscious outlook. One Mus¬\nkingum professor undertook an experimental study to evaluate a specific,\nclearly-defined procedure. Criticism stimulated him to question seriously\nthe validity of his criterion of student success. At best he had to admit\nthat several of the important and of the measurable outcomes of instruction\n\n"}
{"page": 270, "printed_page": null, "text": "264\n\nNational\n\nEducation\n\nAssociation\n\nwere not directly evaluated by his examination. The implication for the\nexperiment of a poor measure of student achievement seemed more serious\nas he thought more about it.\nTo remedy the situation the professor took time to improve the exami¬\nnation by which he proposed to evaluate student achievement in his experi¬\nmental study. His first step was to attack the problem of formulating his\nobjectives concretely in terms of desired student behavior. This incidental\nstudy grew in its importance to the point that the professor is continuing it.\nFor purposes of the proposed experiment the investigator finally devised\nan examination which purported to measure two of five major objectives\nof his course. He expressed a keen sense of the need for a better measuring\ninstrument, and of regret that his carefully planned experiment would be\ninconclusive because of an inadequate evaluation of student achievement in\nhis course.\nWhen\n\nthe professor found that his students made almost the same scores\n\nat the end of eighteen weeks’ instruction as at the outset of the term in\nPart I of the examination (ability to apply principles), he faced an intriguing\nproblem. Either his teaching had been ineffective or his test was invalid\nor both of these weaknesses existed in some degree. The professor has gone\nto work to find what is wrong. When he reported his disconcerting findings\nfrom the experiment he said, “I am no good and I know\n\nit; some of the rest\n\nof you fellows are no good but haven’t found it out.”\nThe professor’s continuing study is promising. His colleagues, too, get\nstimulation from his work. His study of objectives, of examinations, and\nof instructional procedures, it now appears, will result in changing the\nsubjectmatter of his course and of his department. He will organize it\nmore nearly in terms of the student as a center of reference. He will seek\nto revise his program of student evaluation in terms of his carefully formu¬\nlated objectives and revised course content.\nThus, the felt need of faculty investigators has led quite a few persons\nto explore for the first time the possibilities of experimental study. This\nparticular exploration has required some study of statistics and of educa¬\ntional measurements. The study of problems has led certain investigators\nto feel for the first time a personal need which a correlation coefficient,\nfor example, exactly meets.\nThe experience of studying an educational problem has a value indicated\nin increased and increasing study of research literature. Such study means\ngreater capacity to evaluate and to use the findings of research in the\neducational program of the college. Probably the best consumer of research\nis the man who has tried or is trying to do research. Some program of\nresearch might indeed be justified solely on the ground that it creates better\nconsumers of research.\nAnother major consequence of the activities associated with our program\nof service studies is a spirit of cooperation, of zeal for continuous progressive\nchange, and of appreciation of common interests. The study activities have\nfostered a more democratic state of affairs. Faculty discussions seem to be\n\n"}
{"page": 271, "printed_page": null, "text": "Department\n\nof\n\nEducational\n\n265\n\nResearch\n\nmore evidence-centered and more above the level of disputation. Interest\nin inquiry and in the critical evaluation of hypotheses seems to be growing.\nPractically without exception, every faculty member who committed to\nwriting his impressions of the results of the program of service studies\nmade some reference to the value of the efforts to date (July 1, 1936) in\npromoting cooperation and cooperative sharing. Here I shall quote several\nof my colleagues :\n1. Our\nnecessity\n\nprogram\n\nhas impressed\n\nmore\n\nfor\n\nunification\n\neducational\n\nthe\n\nof\n\nfully upon\n\nmy\n\nmind\n\nendeavors\n\nthe possibility and\n\nthruout\n\nthe\n\nthe\n\ninstitution —\n\nespecially in the fields of objectives and testing — and that without any loss of\nindividual initiative and ingenuity. It has offered me added encouragement to\nthink cooperatively, sharingly; and to discover what is involved in the science and\nart of active\n\nminds\n\nworking\n\ntogether\n\nupon\n\neducational\n\nprojects. It has given\n\nme\n\nopportunity to learn by actual practise how to give and take criticism effectively\nand advantageously for all parties concerned.\n2. I have come to understand my colleagues better, to respect their abilities\nmore, and to appreciate\nbetween departments.\n\ntheir contributions.\n\nMore\n\ncooperation\n\nand\n\nless jealousies\n\n3. It has contributed to a fine spirit of comradeship among faculty members\nwith administrative officers as we have labored together in search for truth\nfor the solution\n\nof common\n\nand\nand\n\nproblems.\n\n4. One of the most valuable results has been the stimulating effect of working\nwith other faculty members on common problems and the creation of an attitude\nof helpful\n\nand\n\nfriendly\n\ncriticism.\n\n5. If nothing more results from this effort [i. e., publication of the book men¬\ntioned at outset of the paper], certainly the ability to criticize impersonally, the\nability to accept such criticism and profit by it, and the development of a fine spirit\nof tolerance make our efforts decidedly worthwhile.\n6. It has fostered the development of a level and tone of endeavor which frees\nus from\n\ncontroversy\n\nconcerning\n\nsuch\n\ntrivial matters\n\nas departmental\n\nadvantages.\n\nTo whatever extent the foregoing quotations faithfully represent a con¬\nsequence of the program they indicate a valuable outcome.\nAnother consequence of the activities associated with this enterprise is\nthe modification of the educational program of the college in the light of\nstudy findings. I shall cite some indications of faculty interest in doing\nsomething about the findings of their careful studies. S. H. McGuire, pro¬\nfessor of social science, made a study to determine the major objectives\nin social studies appropriate to Muskingum College. He states some impli¬\ncations of his study which may be summarized as follows : less memorizing\nof more or less isolated facts ; more critical attention to study methods as a\nmeans of acquiring beliefs; more extensive use of major problems as assign¬\nments, with correspondingly less emphasis upon covering sequentially a\nstated number of pages or topics or chapters in a textbook; more extensive\n“jumping across” conventional departments and subjectmatter boundaries;\nmore extensive reading of current literature; more extensive student efforts\nat productive thinking and creative writing under the critical guidance of\nthe teacher ; more freedom to the student to discuss issues, to think for\nhimself, and to draw defensible generalizations; more continuous emphasis\nof the point that the student is obligated to arrive in his thinking at some\nconvictions and to use some semblance of consistency in his thinking; more\n\n"}
{"page": 272, "printed_page": null, "text": "266\n\nNational\n\nEducation\n\nAssociation\n\nextensive student practise in skills such as the use of a library, keeping a\nnotebook, writing scientific reports, and building a bibliography. The in¬\nvestigator regards the implications just stated as tentative and subject to\nchange and to clarification as his study continues. He is chairman of a\nlong-term faculty committee to continue the study of the problem.\nA study conducted by R. N. Montgomery, president of the college, has\nhad far-reaching consequences for the social and recreational life of Mus¬\nkingum students and faculty. President Montgomery and his assisting gen¬\neral committee — representative of students, faculty members, and mem¬\nbers of the College board — evolved an all-college recreational program\nincluding dancing and card playing which previously had been prohibited\nby action of the College board. Evaluations of this all-college program since\nits adoption afford basis for believing that it is an improvement of real\nsignificance. President Montgomery’s study has greatly strengthened faculty\nbelief in the validity of several important principles. These principles are\nthat students will give prolonged and serious consideration to problems\naffecting college life, if they are given a proper opportunity; that facultystudent sharing in such a study promotes mutual understanding and good¬\nwill ; that students and faculty working together on a problem of student\naffairs, with entire freedom\n\nof discussion and of inquiry in a scientific\n\ntemper, are more likely to arrive at valid conclusions than if the two groups\nwork\n\nindependently; that committee\n\ndiscussions must\n\nrise above the level\n\nof mere disputation to the level of evidence-centered discussions in order to\nproduce adequate results; that it is necessary to discriminate between valid\nevidence and such substitutes for evidence as assumptions, cherished but\nunsupported\n\nbeliefs, and untested generalizations, that there is no force so\n\neffective for social and moral control as an active, unified, public opinion.\nIn conclusion, I believe that a research program or program of service\nstudies in a small college of liberal arts is entirely practical and within the\nreach of any interested college whose faculty and administrative staff want\nto have it. The program will be valuable to the extent to which it accom¬\nplishes the threefold aim, namely, to encourage and to assist individuals\nin the faculty to formulate important local problems precisely and con¬\ncretely, to study these problems to the point of reaching valid solutions,\nand to modify the educational program of the college in light of the solution.\nAn effective program will foster both the personal, professional growth of\nstaff members and the improvement of the college in educational effectiveness.\nEDUCATIONAL\nA.\n\nS. BARR,\n\nThe\n\nRESEARCH\n\nPROFESSOR\n\nOF\n\nAND\n\nTHE\n\nFIELD\n\nEDUCATION,\nUNIVERSITY\nMADISON, WIS.\n\nOF\n\nWORKER\nWISCONSIN,\n\naddress of Dr. Barr is to be published in full in the Journal\n\nEducational\n\nResearch.\n\nof\n\n"}
{"page": 273, "printed_page": null, "text": "Department\n\nRESEARCH\n\nIN\n\nTHE\nUPON\n\nJESSE\n\nB. SEARS,\n\nSTANFORD,\n\nof\n\nINFLUENCE\n\nAND\n\nOF\n\nDepression\n\nEDUCATION,\n\nSPECIAL\n\nPOLICIES\n\nThe\n\nOF\n\n267\n\nResearch\n\nTHE\n\nDEPRESSION\n\nEDUCATION — Abstract\n\nPROFESSOR\n\nCALIF.,\n\nEducational\n\nSTANFORD\n\nCONSULTANT,\n\nUNIVERSITY,\n\nEDUCATIONAL\n\nCOMMISSION\n\nPeriod\n\nUnique\n\nfor Education\n\nIn this depression we have seen hopes blasted, not of individuals alone\nbut of large groups, even of institutions. We have seen ambitions thwarted.\nWe have seen despair written in the faces of children and youth as no recent\ngeneration has seen it. Graduation came for thousands, but no job, no\ncareer was waiting at the end. Other thousands wanted to go to school but\nsomehow the old dream, that thru education we can get up in the world,\nseemed no longer true. Parents felt this; youth felt it. Hope seemed to\nfalter. The hope that America, that democracy, had built upon seemed\nsuddenly revealed as a false hope. Enemies of education, or of taxes for\neducation, seized this opportunity to cry down the schools. The people in\ntheir desperation gave ear to this cry and the schools began to tumble about\nour ears. Many were closed. Terms were shortened, programs were shifted\nback to where they were fifty years ago, buildings were left to decay, equip¬\nment was not provided, and the clear and loud call for new kinds of school\nservice to fit these new and chaotic times went unanswered. Only when\nthis wreckage grew deep about us did we realize that we were surrendering\none of our dearest heritages. Then the scene changed. The flag for free\nschools was raised again and the call went forth that our schools must not\nbe sacrificed. From then on the schools suffered much but their ultimate\nsafety was never again in doubt.\nThe story of this period will mark many changes in American history and\nin no aspect will this story be filled with more shocking turns of events\nthan in the field of education. It is not for its romance alone, however,\nnor for its tales of heroism that we should compile the facts and try to\ninterpret what happened to education thru these years. There will likely\nbe other depressions. The question is, Can we learn by a study of this one\nhow to face it if and when it comes?\nNeed\n\nfor Research\n\nin This Period\n\nThe Educational Policies Commission of the National Education Asso¬\nciation and the Department of Superintendence, being concerned with the\ndevelopment of long-term policies for education in this country and rec¬\nognizing that we have no assurance that we shall not soon be confronted\nwith another depression, decided that this period ought to be studied as a\nbasis for judgment of what major policies the country should adopt on\nmatters where a serious depression is involved. To further this end the\nwriter was invited to examine the field and prepare a plan of researches\ncovering all phases and aspects of the question, “What effects did the depres¬\nsion have on education?” Arrangement was made with the Social Science\n\n"}
{"page": 274, "printed_page": null, "text": "268\n\nNational\n\nEducation\n\nAssociation\n\nResearch Council by which this study would be published as one of a series\nof monographs dealing similarly with perhaps a dozen of the major aspects\nof social life.\nIf any statesmanship is to be applied in social planning, in educational\nplanning, this action of the Social Science Research Council and of the\nEducational Policies Commission would seem to be much in order. Their\nreasoning is simple enough and their purpose is clear. They know that\nthere is continuity in the history of human culture, that the past and present\npoint toward and, in no small way, foretell what the future holds. They\nknow, too, that the practical exigencies of life are in some degree controlled\nby principles; that by proper application of these principles, some change in\nsocial trends can be effected. The programs of research they ask for are\nnot mere inventories of incidents but systematic searches for principles as\nwell. What does it all mean? What must we do about it? They view the\ndepression as a symptom of social disease and ask for a plan of diagnosis in\norder that a remedy may be prepared against a possible need in the future.\nDevelopment\n\nof a Plan of Research\n\nAs a method of procedure, keeping this general idea of a research pro¬\ngram in mind, the literature bearing upon the problem was assembled and\nreviewed with the purpose of discovering research approaches to the field.\nProblems were formulated touching any and all phases and aspects of the\nfield. When some three hundred such problems had been prepared and set\ndown on cards they were classified under eight headings suggested by the\nnature of the questions they raised. The following headings were used and\nlater they served as chapter headings for the monograph presenting the plan :\n1. Historical\n\nand\n\nComparative\n\nProblems\n\n2. Problems in the Theory and Philosophy\n3. Problems in the School Population\n4. Curriculum Problems\n5. Staff Personnel\n\nof Education\n\nProblems\n\n6. Problems in Organization and Administration\n7. Financial and Business Problems\nS. Problems\n\nin Scientific and\n\nLiterature\n\nThe\n\nProfessional\n\nDevelopments.\n\nin the Field\n\nliterature touching the field is large. More\n\nthan 2000 titles were\n\nassembled and classified.1 Special attention was given to titles representing\nresearch in any way touching problems that had been listed.\nCharacterization\n\nof the Plan\n\nThe plan of research itself can be no more than sketched in outline here\nto show a few of the lines of inquiry that have been proposed for each of the\nmajor divisions of the field. The plan includes a list of some 300 research\nproblems organized under the eight topic headings previously noted. In\neach of these collections the questions are woven together about the major\n1 This bibliography is being published as a separate volume by the Educational Policies Commission\nof the National Education Association and the American Association of School Administrators. Wash¬\nington. D. C.: 1201 16th St., N. W. 1937.\n\n"}
{"page": 275, "printed_page": null, "text": "Department\n\nof Educational\n\nResearch\n\n269\n\nissues and problems. In each case two or three problems have been set up\nin formal way for attack and have been discussed for the research worker.\nThese samples are meant to illustrate the research attack on the problems.\nThe discussion in each group could not be lengthy in a relatively short\nmonograph. The purpose was to reveal the point of view from which the\nquestion was raised, that is, the educational philosophy or the practical situa¬\ntion that provoked the proposed research, and to make clear what the pro¬\nposed line of inquiry might hope to lead to.\nIn the monograph no proposal was made that students of education con¬\ncern themselves with search for a theory of depressions. This is important,\nbut it lies in the field of finance, economics, business, and sociology, rather\nthan in education. The plan presented assumes that educators can become\nacquainted with the symptoms of depressions, with their behavior, and with\nthe types of things that happen to education as a result of them. It assumes\nthat the experience in the present depression, properly studied, may reveal\nprinciples and many procedures that can be useful. It asks, therefore: What\nhappened? What effect did it have? What did the school, the people, the\ngovernment do about it? Did that help any? Where does the school stand\nnow and what is needed next? It is as much concerned with needs not met\nas with those we tried to meet.\nThe following will serve to illustrate the types of researches proposed for\neach of the eight divisions of the field.\nHistorical and comparative — We think of this depression period as a\nrapidly moving one, but no one thinks of it as totally new and apart from\nthe past. Nearly every interpretative discussion of the depression explains it\nby reference to certain accumulations from the past. Obviously in this field\nresearch could not wisely overlook the historical approach. Quite possibly\nbooms and depressions are acute social illnesses ; possibly they are chronic,\nwith a period dormant and a period active. It is conceivable that for the\nsocial service we call education, depressions may display regular symptoms\nfrom stage to stage, symptoms that we can learn to recognize. Possibly whole\nchains of causal relationships may be regularly operative thru such periods.\nTo be able to detect such symptoms would be a first step in finding a way\nto control them.\nIn the study of these problems there is room for scholarly contributions\nto the literature of American history as well as to that of education. The\npractical worth of such studies might easily prove substantial.\nAlong with this historical group of studies the plan calls for comparative\nstudies that would check American experience with that of other countries.\nFor instance, the CCC program might be compared with that of the German\nArbeitslager. Salary trends in a group of countries, or attendance at school,\nor budget reductions, or forms of relief that affect the schools or that affect\nteachers or students would be other useful lines of inquiry that might\nhelp to show whether education fares better in fascist, in communist, or in\ndemocratic states.\nEducational theory and philosophy — The second major area of the field\nhad to do with the theory and philosophy of education. There is no time\n\n"}
{"page": 276, "printed_page": null, "text": "270\n\nNational\n\nEducation\n\nAssociation\n\nso rich in possibilities for the philosopher as a time of confusion. One\nreview the literature of this period without\n\ncannot\n\nfeeling the near chaos that arose\n\namong the previously assumed educational values and among the basic\ntheories in education during this depression. What problems in educational\nphilosophy and theory arise in an individual’s mind as he contemplates the\nobvious misfit of much of what the schools have been teaching with con¬\nfidence in the recent past! How can schools help to drive out autocracy\nwhen\n\nthey are as yet not even seeing the child as a free personality, to say\n\nnothing of not seeing society as a society of free men ? That this depression\nhas forced us to see how very far we are from having a theory of education\nthat is apace with scientific developments\n\nand with current\n\nvery clear. Then,\n\nas a function of our government\n\nwe\n\nif we look at education\n\nare no less disturbed. The\n\nCCC\n\nand the NRA\n\nsocial needs is\n\nhave done things to edu¬\n\ncation. While these are practical facts, back of them is a substantially dis¬\nturbed theory of how education is to be made an effective function of our\ngovernment.\nStudent personnel — In the general field of student population there is a\nwide and rather miscellaneous literature. One comes away from reading it\nrealizing that education\n\nhas a social function that is real and vital, and that\n\nthat function has been seriously disturbed. The\n\ndepression did things to the\n\nchildren, the youth, and the young adults of America, to their way of seeing\nlife and to their way of seeing education. Not all of them became rebellious\nor cynical or sad or frightened or disheartened, but many\n\ndid. They\n\ndid not\n\nall lose faith, either in their country or in education, but some did and thou¬\nsands were forced away from life programs they had planned to programs\nnot of their making.\nour government,\nwe\n\nVery soon this group\n\nwill be in charge of our schools,\n\nour churches, our business, and our social standards. Have\n\na guess at what\n\nthis may\n\nmean?\n\nCurriculum — The curriculum was affected by the depression in two ways.\nFirst, it was reduced, both by compressing units of it and also by taking\nout other units. Second, it was prevented from revisions that should have\nbeen made\nFor\nwe\n\nnow\n\nto meet\n\nthe new\n\nneeds created by the depression.\n\nresearch this area offers wide possibilities. What,\nbuilding up out of this depression as a new\n\nfor instance, are\n\nbody of fact, a new\n\nset\n\nof experiences and understandings to be used as media thru which our chil¬\ndren may learn how to face the next depression ? What new needs, not now\nmet by our curriculums,\n\nhas this depression brought\n\nlight has this shock thrown\nrelying upon?\n\nWhat\n\nis the nature\n\npolitical illiteracy that came\nhas the curriculum\n\nupon\n\nsome\n\nto light? What\n\nof the subjectmatter\n\nwe\n\nnew\n\nhave been\n\nand extent of the social, economic,\n\nand\n\nto light so clearly in this period ; and what\n\nto do to improve\n\nthe situation?\n\nHave\n\nnew issues arisen, or have any old issues been sharpened\nthat should he dealt with in our curriculums?\n\nany important\n\nby this depression\n\nStaff personnel — In the field of staff personnel there has been some re¬\nsearch, but there is room for much more. A study of the problem of unem¬\nployment among teachers and of what the unemployed of the profession did\nto meet the situation would be of value. How did our tenure laws affect\n\n"}
{"page": 277, "printed_page": null, "text": "Department\n\nretrenchment\n\nprograms\n\nthe people were\n\nEducational\n\nof schoolboards\n\nthat lost jobs. Did\n\nso raise the average\nWhat\n\nof\n\nwe\n\nbe of value to know\n\nwho\n\ndismiss our youngest\n\nof legislation on this latter problem?\n\nthe oversupply\n\n271\n\n? It would\n\nage of the group ? Did\n\nof private teachers of music\n\nResearch\n\nwe\n\nWhat\n\nand art and dancing\n\nteachers and\n\ndismiss married\nbecame\n\nwomen\n\n?\n\nof our vast army\n\nduring these years? Did\n\nof teachers lead to the raising of certification requirements?\n\nHow has the increased work load affected the teacher’s freedom to con¬\ntribute to policy-making and administration ? Why such increase in alleged\nabuses of freedom in teaching? What has led to legislation establishing\nloyalty oaths? What effect has the depression had upon the social com¬\nposition of the profession ? These questions suggest some of the promising\nlines of study in this field.\nAdministration — The\n\nfield of administration,\n\nused in a wide\n\nsense of\n\nthat term to cover national, state, and local problems of legislation, policy¬\nmaking, organization, and management, but not personnel and finance, is\nthe field where the depression hit very directly and where action was taken\nregarding what was happening.\nentire field falls in this area.\n\nMore\n\nthan a third of the literature in the\n\nThere should be a general stock-taking before our schools begin to launch\nnew developments. Every past policy and plan ought to be scrutinized, for\nservice in a school system that is looking forward, and not blindly con¬\ntinued in the hope that no more depressions will come. If this is a new\nage we\n\nneed to reshape the school policies and programs\n\nto fit it.\n\nFinance and business — The direct impact of the depression was of course\nfinancial. Policies, plans, programs shrank because income fell off. Things\nhappened\n\nin a way\n\nproblems\n\nwas\n\noften unwise.\n\nthat the schools were\nretrenchment\n\nto daze people, so that our handling\n\nwas\n\nToo\n\nmany\n\nsuperintendents\n\nsafe long after they were\n\nentered upon, these same\n\nof retrenchment\n\nassured the public\n\nclearly unsafe. Then,\n\nwhen\n\npublic leaders assured the people\n\nthat what was done would not hurt the schools. Is it any wonder that a\nflood of criticism arose that really harmed the schools? This movement\nought to be studied to see whether\n\nthat criticism did not actually destroy a\n\nhost of budgets and close large numbers\nThe\n\nof schools.\n\ndepression did one service perhaps by doing injury. It revealed the\n\nbreakdown\n\nof our systems\n\nleast some\n\nstate aid to the schools, and Anally national aid, at least as an\n\nemergency\n\nmeasure.\n\nIt showed\n\nus that education\n\nThe\n\nof local school support\n\nand helped to bring at\n\ndepression also impressed\n\nanother\n\nidea upon\n\nus.\n\nis not so sacred to the people that at times some\n\nare not willing to desert it in order to lower tax bills. In showing this, how¬\never, it showed also the opposite that, when driven too far the people will\nturn\n\nand\n\nAght for their schools. It was\n\nthese two\n\ngood to have this test to reveal\n\nthings. Still another point brought\n\nout was\n\nthe fact that people\n\nbegan to try to separate wheat from chaff in education as they had not done\nbefore. Educators also tried, and we see now that a mess was made of it in\nmany\n\ncases. How\n\nwhat\n\nis desirable but not vitally necessary, and what\n\nprogram\n\n?\n\nmany\n\nare surer now\n\nthan before as to what\n\nis essential,\n\nis pure luxury in our\n\n"}
{"page": 278, "printed_page": null, "text": "272\n\nNational\n\nEducation\n\nAssociation\n\nProfessional and scientific activities — There is one other field that offers\nattraction. What did the profession produce thru these years in the form of\nleadership and in the form of scientific output? America must look to its\neducational workers for leadership. Can some ingenious research worker\nfind the facts and tell the story of how\n\nduring\n\nbehaved\n\nthis group\n\nthese\n\ntrying times? Did teachers desert their professional societies or cling to\nthem ? Did superintendents and principals gain or lose power in this period ?\nDid they accept criticism meekly and stand by while\nthe schools, or did they demonstrate leadership?\nWhat\n\ndid the professional organizations\n\ndo?\n\nDid\n\nlay boards\n\ndirected\n\nthey collapse or did\n\nthey rise to the occasion and show the people the way out? We are familiar\nwith the work of the Emergency Commission and with the start already\nmade by its successor, the Educational Policies Commission. The story of\nthe activities of such professional groups ought to be put together. The\nfacts for it are abundant.\nThen, what of the scientific output of our people thru this period? Among\nthe 2000\n\ntitles of the bibliography\n\ngeneral information\n\nand\n\nassembled\n\nof speculation\n\nfor this study the amount\n\nis large but the amount\n\nof\n\nof real\n\nresearch is small. Did we continue thru these strenuous years to work at\nour old tasks? Must research always be academic and remain blind to the\nurgency\n\nof the times? We\n\nare in an age that needs research now,\n\nresearch\n\nto resolve present issues. True, the old tasks are permanent; they are chal¬\nlenging; they must be kept going. But research in education must also be\ncurrent and responsible as the pioneer. It must be moved up to the front\nline of trenches and kept there. One\nproblem\n\nand not feel the urgency\n\ncannot\n\ngo thru the literature of this\n\nof this demand,\n\nplan of research here so sketchily outlined without\n\nnor can he go thru the\nseeing how\n\nessential its\n\nproposals are for any forward looking program of development. If by the\nsuggestions of this study the Educational Policies Commission stimulates\nschool executives to demand a reyiew of their depression experiences before\nformulating their plans and policies for the next forward move, it will\nhave done a lasting service.\nAN\n\nAPPROACH\nTO\nTHE\nSECONDARY-SCHOOL\nCURRICULUM — Abstract\n\nKENNETH\n\nL.\n\nHEATON,\n\nDIRECTOR,\n\nDIVISION\n\nCURRICULUM\n\nINSTRUCTION,\n\nDEPARTMENT\n\nOF\n\nEducators\n\nare assuming\n\nthat there will be significant changes in secondary\n\nduring the next few years. They\n\nLANSING,\n\nRESEARCH,\n\nSTATE\n\neducation\n\nPUBLIC\n\nOF\n\nare assuming\n\nMICH.\n\nthat there will be\n\na rethinking of the objectives of the secondary school in terms of the func¬\ntional needs of presentday life ; an adaptation of instruction to the abilities,\nachievements,\n\nand\n\ninterests of the individual\n\nstudent ; an\n\nemphasis\n\nupon\n\nself-d irection and upon the ability to solve new problems as they arise. If\nsuch changes are to take place there is need for a method of approach to\ncurriculum planning whereby students and faculties may proceed with con¬\nfidence toward the discovery of this better pattern of learning.\n\n"}
{"page": 279, "printed_page": null, "text": "Department\n\nThe\n\nbasis for re-planning\n\nof\n\nEducational\n\nof the curriculum\n\nResearch\n\nmay\n\n273\n\nwell be a systematic\n\nstudy of the needs of individuals as they live in the relationships of the com¬\nmunity, the family, and the vocation, and in the relationships of personal\nlife. These\n\nneeds may\n\nbe studied systematically and objectively by faculty\n\nand students. Every teacher and every student may become\nIn schools where\n\nthis procedure\n\ntheir goals and objectives. They\nand\n\nhas been followed, students have clarified\nhave been able to plan for more\n\neffective use of school time. They\n\nhave taken more\n\nwork. They\n\nhave been able to appraise their own\n\na knowledge\n\nof their own\n\nmore\n\na research worker.\n\ngrowth\n\neconomical\n\ninterest in their\nand to profit from\n\nsuccesses and failures. Education\n\nhas functioned\n\neffectively in the various relationships of daily life.\n\nSECRETARY’S\nAnnual\nPresident\n\nHarry\n\nBusiness\n\nMeeting,\n\nA. Greene\n\nMINUTES\nFebruary\n\npresided. The\n\n20, 1937\n\nminutes\n\nof the 1936\n\nmeeting were approved. The report of the Secretary-Treasurer\nand accepted. The report of the Auditing Committee, Walter\nchairman,\nThe\n\nwas\n\nsubmitted\n\nannual\n\nwas read\nC. Eells,\n\nby Carl A. Jessen and approved.\n\nreport of the Necrology\n\nCommittee,\n\nJ. Murray\n\nLee, was\n\npresented,\n\nin part, as follows:\nFRANK\n\nC. TOUTON\n\nIt was with the greatest of regret that the year 1936 marked the passing of one\nof our most valued members, Dr. Frank C. Touton, vicepresident of the University\nof Southern California. Dr. Touton’s contributions to the science of education in\nthe fields of collegiate research, secondary education, and the teaching of mathe¬\nmatics will long stand as monuments to his energy and his scholarly achievement.\nTo know him was to renew one’s faith in the search for scientific truth as a way\nof educational direction. He gave himself to the end that education and the uni¬\nversity might advance in service to mankind.\n\nThe\n\nreport of the Committee\n\nStudies in Education\nThe\n\nwas\n\non Selection and Evaluation\n\npresented by the chairman,\n\nof Research\n\nWalter\n\nS. Monroe.\n\nreport was discussed and adopted.\n\nREPORT\n\n1. The\n\nOF\n\nTHE\n\nCommittee\n\nrecommends\n\nCOMMITTEE\nON SELECTION AND EVALUATION\nRESEARCH\nSTUDIES IN EDUCATION\non Selection and Evaluation\n\nthat the American\n\nEducational\n\nof Research\n\nResearch\n\nOF\n\nStudies in Education\n\nAssociation\n\ninaugurate\n\nthe\n\npractise of selecting annually thru a Committee on Awards, one or more outstand¬\ning researches for such recognition as may seem advisable. It is believed that by thus\ndirecting attention to studies of high merit, a contribution will be made\nlation of high-grade research in education.\n\n2. The\n\nCommittee\n\non Awards\n\nshall consist of three members\n\nto the stimu¬\n\nof the American\n\nEducational Research Association appointed by the Executive Committee. After\nthe initial appointment, the term of service shall be three years but a member\nshall be eligible for reappointment. In the initial appointment the Executive Com¬\nmittee shall designate one member of the jury to serve two years, one to serve\nthree years, and one to serve four years. Thereafter, one appointment will be made\neach year. Vacancies shall be filled by the Executive Committee.\n\n"}
{"page": 280, "printed_page": null, "text": "274\n\nNational\n\nEd location\n\nAssociation\n\n3. The first step in determining outstanding researches shall be the solicitation\nof nominations from members of the committees responsible for the issues of the\nReview of Educational Research and from such other persons as may appear\ndesirable. In making a selection from the nominations received, the Committee on\nAwards will be expected to seek the advice of persons competent to evaluate the\nresearches being considered.\n4. The basis of an award shall be the published report (article, bulletin, or\nmonograph) of a scientific study or group of closely related scientific studies. A\nreport published under a joint authorship or a group of reports of closely related\nstudies by different authors may be considered.\n5. The Committee on Awards shall each year review the studies reported in the\nReview of Educational Research during the preceding year and report at the next\nannual meeting of the Association. The Committee shall determine the number\nof selections made in any year, but in doing this it shall restrict the number as much\nas seems feasible in order that the distinction of selection may not be minimized.\n6. The award of a given calendar year shall be determined by November 15.\nThe chairman of the Committee on Awards shall report the selection or selections\nto the president of the American Educational Research Association.\nRespectfully submitted.\nCarter Alexander,\nF. N. Freeman,\nW. W. Charters,\nW. S. Monroe, Chairman.\n\nThe\n\nExecutive\n\nCommittee\n\nVI, first paragraph,\nmeeting\n\nrecommended the following revision in Article\nof the constitution for favorable action at the business\n\nof 193S :\n\nExecutive Committee — There shall be an Executive Committee of five members,\nconsisting of the three officers named under Article V above, the chairman of the\nEditorial Board, and the immediately preceding president of the Department.\n\nThe Nominating Committee, John Guy Fowlkes, Walter D. Cocking,\nand Fred C. Ayer, submitted the following recommendations for officers for\nthe ensuing year :\nFor President: David H. Sutton, Director, Division of School Finance,\nState Department of Education, Columbus, Ohio.\nFor Vicepresident: W. A. Brownell, Professor of Educational Psychol¬\nogy, Duke University, Durham, North Carolina.\nThere being no further nominations, those recommended above were\ndeclared elected.\nWilliam\n\nG. Carr,\n\nSecretary- T reasurer.\n\n"}
{"page": 281, "printed_page": null, "text": "Department\n\nREPORT\n\nOF\n\nTHE\n\nof\n\nEducational\n\n275\n\nResearch\n\nSECRETARY-TREASURER\n\nFOR\n\n1936\n\nMembership\nThe\n\nDecember\n\n1936\n\nrecords indicate an increase of 17 active members\n\nover the records of 1935. The\nwill be of interest :\n\ntable concerning\n\nmembership\n\ngiven below\n\nDecem- Decem- ReDues New Members\nNetInBER\nBER SIGNED UNPAID MEMBERS REIN- DEATHS CREASE\n\nActive\n\n.\n\n1935\n\n1936\n\n1936\n\n1936\n\n1936\n\n390\n\n407\n\n5\n\n10\n\n27\n\n11\n1\n\n11\n1\n\nHonorary ....\nLife .\n\nstated\n\n1936\n\nfor 1936\n\n6\n\n1\n\n17\n\nIn securing the payment of 1936 dues the Secretary-Treasurer’s office\nmailed at different times thruout the year three communications urging\nrenewal\n\nof membership.\n\nThese\n\nletters were\n\nnotice of dues sent out at the beginning\nSubscriptions\nThere\n\nwas\n\nResearch\n\nin addition\n\nof each year.\nand\n\nSales\n\nan increase of 29 subscriptions to the Review\n\nduring\n\nletters were\n\nduring the year urging subscribers to renew\nThe\n\nincome\n\nReport,\n\nand\n\nincome\n\nmailed\n\nat various times\n\ntheir subscriptions.\n\nreceived from the sale of single copies of the Review,\nreports during\n\napproximately\n\nof Educational\n\n1936, there being 439 subscriptions in 1935 as compared\n\nwith 468 subscriptions in 1936. Four\n\nThe\n\nto the customary\n\n$84 above\nfrom\n\n1936\n\namounted\n\nthe amount\n\nto $1994.01,\n\nan increase of\n\nanticipated in the budget\n\nthe sale of these publications during\n\nOfficial\n\n1935\n\nfor 1936.\n\namounted\n\nto\n\nOfficial Report\n\nis\n\n$1535.61.\nOfficial Report\nInformation\n\nconcerning\n\nthe cost and sale of the 1936\n\nCost of\nPrinting\n\nNumber Approximate\nDistributed Number\nto Members\nSold\n\ngiven below:\n\nNumber\nPrinted\n600\n\n$771.05\n\nApplications\n\n410\n\nfor Membership\n\nmate\nNumber\nApproxi¬\nReceipts\non\nfrom Sales\nHand\n\n148\n\n$222\n\nand Action\n\nTaken\n\n42\n\nForty-one applications for membership in the Department were approved\nby the Executive Committee. Of these 41, 23 accepted membership for\n1936, 16 accepted membership for 1937, and 2 are pending acceptance. In\naddition, 4 others accepted invitations to membership which were extended\nthem\n\nin 1935, making\n\na total of 27 new\n\nmembers\n\nduring 1936.\n\nSix applications for membership await the action of the Executive\nmittee at the New Orleans meeting.\n\nCom¬\n\n"}
{"page": 282, "printed_page": null, "text": "276\n\nNational\n\nEducation\n\nReview\n\nof Educational\n\nA list of the issues of the Review\ninformation\nnumber\n\nconcerning\n\nAssociation\n\nResearch\n\npublished during\n\nthe cost of printing, number\n\n1936, together with\nof copies distributed,\n\nof copies on hand, etc., is given below.\nCost\n\nTitle\n\nChairman\n\nVol. VI, No. 1,\nMental and Physical\nDevelopment\n\nGeorge D.\nStoddard\n\nVol. VI, No. 2,\n\nArch\nHeck\n\nNumber\n\nNumber\nof PrintDisPrinted\ning\ntributed\n\nNumber\non Hand\n\n470\n1,500\n\n$621.14\n\n1,030\n172\n\nPupil Personnel, Guid¬\nance, and Counseling\n\nO.\n\n520.53\n1,500\n\nG. T.\nBuswell\n\nVol. VI, No. 3,\nPsychology of Learn¬\ning, General Methods\nof Teaching, and\n\n1,328\n\n343.63\n\nout of\n\n1,500\n\n1,500\n\nSupervision\n\nprint\n\nand Comparative\ncation\n\n468.44\n\nNewton\nEdwards\n\nVol. VI, No. 4,\nHistory of Education\n\n975\n\n525\n\n1,500\n\nEdu-\n\nSummary\n\nof Receipts\n\nand Expenditures\n\nThere follows a summary of the receipts and expenditures from Jan¬\nuary 1, 1936, thru December 31, 1936, accompanied by the statement of\nthe Auditing\n\nCommittee.\nMiscellaneous\n\nActivities\n\nThe Secretary-Treasurer’s office has replied to approximately 1000 re¬\nquests for information concerning the American Educational Research Asso¬\nciation, qualifications for membership, the Review, etc. Approximately 500\nbills have been sent out covering subscriptions to the Review. Letters have\nalso been sent to contributors\nreprints of their chapters may\nletter was sent in November\n\nto each issue of the Review\n\nadvising them that\n\nbe obtained at cost should they so desire. A\nto each member in order to ascertain the\n\ncorrect names and positions for inclusion in the directory published in the\nDecember Review.\nIn an endeavor\n\nto increase the sales and\n\nsubscriptions to the Review,\n\nOfficial Report, and the report entitled The Place of Research\nReconstruction,\n\na letter and\n\nadvertising leaflet were\n\nJune 4, 1936, to approximately\n\nin Educational\n\nsent under\n\ndate of\n\n700 libraries and 200 deans of schools of\n\neducation. A letter calling attention to the Official Report and the report,\nThe Place of Research in Educational Reconstruction, was also sent to sub¬\nscribers to the Review.\n\n"}
{"page": 283, "printed_page": null, "text": "Department\n\nMany\n\nof\n\nactivities in connection\n\nDepartment\n\nEducational\n\n277\n\nResearch\n\nwith the annual meeting\n\nand dinner of the\n\nhave been handled.\n\nThe Secretary-Treasurer’s office handled the editorial work, the print¬\ning, and the distribution of the second Official Report of the Department,\ncovering the 1936 meeting. Each member of the Department received a\ncopy of the Official Report as part of his membership.\nsales of the remaining\nreport.\nVarious\n\nmembers\n\ncopies is shown\n\nThe\n\nincome\n\nfrom the\n\nearlier in the Secretary-Treasurer’s\n\nof the staff of the Research\n\nDivision, National\n\nEduca¬\n\ntion Association, have spent considerable time checking references, reading\nproof, and otherwise getting manuscripts for the Review printed.\nWilliam\n\nG. Carr,\n\nSecretary-Treasurer.\nSUMMARY\n\nOF\n\nJANUARY\n\nRECEIPTS\n\nAND\n\n1, 1936, THRU\n\nReceipts\nDues of active members .\nSubscriptions .\n. .\nSale of single copies of the Review , Official Report,\nand reports .\nSale of tickets to annual banquet .\nTotal .\n\nEXPENDITURES\nDECEMBER\n\nFROM\n\n31, 1936\n\nBudget\n\nReceived or\nDisbursed\n\nBalance or\n—64.20\nDeficit\n\n$2,000.00\n1,720.00\n\n$2,025.00\n1,655.80\n\n—4\n0 . . 00\n50\n$25\n\n1,910.00\n300.00\n\n259.50\n1,994.01\n\n$5,930.00\n\n$5,934.31\n\n75.00\n$800\n. 00\n\n84.30\n$532.55\n\n84.01\n\n—9.30\n$4.31\n\nExpenditures\nClerical service at N. E. A. headquarters .\nPrinting programs for annual meeting .\nPrinting Review (5 issues @ $520 per issue) .\nPrinting membership cards, blanks, and banquet\ntickets .\nPostage and mailing, supplies, publicity, addressographing, multigraphing, mimeographing .\nExpenses of the Editorial Board .\nExpenses of annual banquet .\nPurchasing and mailing of five issues of the Research\nBulletin .\nPrinting Official Report, St. Louis meeting .\nJoint Yearbook Committee of the A. E. R. A. and\nDepartment of Classroom Teachers .\nCommittee on the Place of Research in Educational\nReconstruction (Dr. Sears, chairman) .\nMiscellaneous .\nBad accounts .\nTotal .\nBalance N. E. A. treasury, January 1, 1936 .\nReceipts .\nTotal .\nDisbursements .\nCash\n\nbalance\n\nN. E. A. treasury, January\n\n—5.80\n$267.45\n720.07\n—32.97\n\n2,600. 00\n30.00\n\n1,879\n.93 1\n35.80\n\n—14.42\n\n732.97\n223.28\n\n700 . 00\n300.00\n300.00\n\n314.42\n\n120.00\n700 . 00\n\n67.12\n771.05\n\n250 . 00\n\n154.20\n\n225.00\n\n245.00\n53.83\n\n76.72\n—71.05\n52.88\n—20 . 00\n— 95.80\n53.83\n\n— 106.88\n\n106.88\n$6,100.00\n\n$5,201.33\n$6,999.88\n5,934.31\n\n$898.67\n\n$12,934.19\n5,201.33\n1, 1937 .\n\n$7,732.86\n\n1 Includes only 4 issues of the Review (December, 1935; February, April, and June, 1936).\n\n"}
{"page": 284, "printed_page": null, "text": ".\n\n-\n\n"}
{"page": 285, "printed_page": null, "text": "DEPARTMENT\nElementary\n\nSchool\n\nOF\n‘Principals\n\n"}
{"page": 286, "printed_page": null, "text": "HISTORICAL\nThe\n\ndepartment\n\nof\n\nelementary\n\nganised as the National\n\nNOTE\n\nschool\n\nAssociation\n\nprincipals,\n\nof Elementary\n\ntemporarily\n\nor¬\n\nSchool Principals at\n\nthe Atlantic City meeting of the Department of Superintendence in Feb¬\nruary 1921, became a department of the National Education Association\nat Des Moines in July 1921.\nThe officers of the Department for the year 1937-38 are: president.\nMason A. Stratton, Principal , Brighton Avenue School, Atlantic City,\nN. J\nfirst vicepresident, Edythe J. Brown, Principal, Kaley-Marquette Schools, South Bend, Ind.; second vicepresident, Isabel Tucker,\nPrincipal, Festus Wade School, St. Louis, Mo.; third vicepresident,\nH. B. Norton, Principal, Robinson School, Birmingham, Ala.; fourth\nvicepresident,\n\nArnold\n\nGregory,\n\nPrincipal,\n\nRaupp\n\nSchool,\n\nLincoln\n\nPark,\n\nMich.; fifth vicepresident, Harry H. Haw, Principal, Alice Birney\nSchool, San Diego, Calif.; executive secretary, Eva G. Pinkston, 1201\nSixteenth Street, Washington, D. C.; executive committee: Maude A.\nRhodes, Principal, Whitefoord School, Atlanta, Ga. (term expires 1938 ) ;\nMrs. Edith B. Joynes, Principal, Washington-Gatewood Schools, Nor¬\nfolk, V a. (term expires 1939) ; Ira M. Kline, 177 Gibson Avenue, White\nPlains, N. Y. (term expires 1940); Irvin A. Wilson, 437 S. Stone\nAvenue, La Grange, III. (term expires 1941); Certification Division,\nCassie F. Roys, 2609 Bristol Street, Omaha, Nebr.; Life Membership\nDivision, Herbert C. Hansen, 1045 N. Lockzvood Avenue, Chicago, III.;\nRetirement Division, M. Emma Brookes, Miles-Cranwood Schools,\nCleveland, Ohio.\nThis Department meets twice each year, in February and in July.\nFacts relating to the establishment of this Department and the record of\nmeetings are found in earlier volumes of proceedings as follozvs:\n1921 :453\n1922 -.851-886\n1923 -.663-666\n1924 -.545-564\n\n1925\n1926\n1927\n1928\n\n-.450-477\n-.459-495\n-.419-455\n-.375-409\n\n1929\n1930\n1931\n1932\n\n[ 280 ]\n\n-.391-424\n-.333-365\n-.433-465\n-.377-406\n\n1933\n1934\n1935\n1936\n\n-.395-422\n-.387-408\n-.349-378\n-.239-266\n\n"}
{"page": 287, "printed_page": null, "text": "READING\nWILLIAM\n\nS. GRAY,\n\nFOR\n\nLEISURE\n\nPROFESSOR\n\nIN\n\nTHE\n\nOF EDUCATION,\nCHICAGO,\n\nNEW\n\nAGE\n\nUNIVERSITY\n\nOF CHICAGO,\n\nILL.\n\nWE are deeply submerged today in an era of national development.\nAs in the past, the dominant\n\ninfluencing to a large extent the purpose\n\nneeds and\n\naspirations of society are\n\nand nature of reading activities both\n\nin school and in adult life. In seeking to define such motives, attention is\ndirected instantly to the insistent demand\n\nfor social understanding\n\nand en¬\n\nlightenment, for wise social planning and reconstruction, for the develop¬\nment of a vital American culture, for enriched and stable personalities, and\nfor the wise use of the greater leisure which\n\nthe machine\n\nage promises. Such\n\nneeds and aspirations form basic criteria for use in judging the social worth\nof reading activities during leisure hours.\n\nPurpose of leisure — The first purpose of leisure is undoubtedly\nrelief from\n\nthe rigorous demands\n\nof vocational\n\nto provide\n\nor professional life and to\n\ninsure complete relaxation. It also makes possible freedom\n\nof action and pro¬\n\nvides opportunity for self-expression in various forms. The reality of the\nproblems thus created is widely recognized. Of major importance is the fact\nthat means\n\nbe adopted which\n\nwill prevent\n\nor eliminate possible devastating\n\ninfluences inherent in leisure. As Professor Dewey\n\nhas forcefully pointed out,\n\n“a new conception of the use of leisure has to be created ; boys and girls need\nto be instructed so that they can discriminate between enjoyments that enrich\nand enlarge their lives and those which degrade and dissipate.”\nThe value of reading as a leisure-time activity has long been recognized.\nInvestigations made a decade ago showed that intelligent reading was a\nsignificant means\n\nof familiarizing adults with current\n\nevents, with signifi¬\n\ncant social issues, with community and national problems, and with Amer¬\nican institutions, ideals, and aspirations. It also served to keep the mind\nstimulated\n\nwith important\n\nthings to think about, to develop a broad outlook\n\non life, to satisfy curiosity, and to secure rest and stimulating recreation.\n\nValues\nstatements\n\nof reading — Various\n\nwriters have recently prepared summary\n\nof the values that attach to leisure reading. Headley, for example,\n\nidentifies several rewards of reading: “The fundamental return made to the\nreader is information. . . . Reading is the best marked-out avenue to the\nland of pleasure. . . . But there are other rewards\n\nthat are equally gratify¬\n\ning. For one thing, reading aids understanding. . . . One of the chief serv¬\nices rendered to those who read is the opportunity for thought stimulation.\nWhen\n\nproperly directed, it may\n\nlife. This\n\nserve as a great creative force in modern\n\nis particularly true when\n\nthought\n\nstimulation\n\nis accompanied\n\nby\n\ninspiration.” “Such then,” says Headley, “are the rewards of reading.”\nThe foregoing statements suggest some of the values inherent in leisure\nreading. And what an array of possibilities they present — information, en¬\njoyment, understanding, stimulation, inspiration; a necessary outlet, a vision\nof the ideal, a deeper knowledge\n\nof human\n\nplace; and finally, catholicity of mind\n\nnature, the glory of the common¬\n\nwith its time, space, and thought di-\n\n[281 ]\n\n"}
{"page": 288, "printed_page": null, "text": "282\n\nNational\n\nEducation\n\nmensions. These are resources on which\nleisure hours.\nWhether\n\nAssociation\n\nwe\n\nmay draw\n\nheavily today during\n\nor not these ends are fully attained in the future depends\n\nin\n\nlarge measure on the nature of the reading interests and habits which chil¬\ndren and young people acquire today. Herein lies one of the challenging\nopportunities which the schools of America face. It is no incidental task; in\nfact, it is one of the fundamental\n\nobjectives of teaching at all levels and in\n\npractically every subject or field taught in school. The\n\nresults sought are not\n\nto be attained thru the use of a few spectacular devices. They\nthe product of well-conceived, carefully directed guidance\nand the school life of the child.\nWh\n\nat then are the specific conditions\n\nunder which\n\nbeginning\n\nare rather\n\nin both the home\n\nat the preschool level\n\ndesirable reading interests can be developed\n\nand stimulus pro¬\n\nvided for the rational use thru reading of a part of one’s leisure time?\n1. The first requisite is that the home provide a wholesome reading atmosphere\nduring the preschool as well as during the school life of the child. This means that\nparents should take genuine interest in reading, should provide attractive, whole¬\nsome books and magazines, and should engage in frequent discussions of topics of\ninterest to children.\nThe early school environment of the child is just as important as his home\nenvironment. Fortunate, indeed, is the child who enters a school in which the teachers\nare keenly interested in children's stories and who have the capacity to inspire pupils\nto read about and to discuss the things in which they are interested.\n3. The methods employed in teaching pupils to read are as vital as the atmosphere\nof the classroom. It was formerly believed that the chief aim in teaching reading\nin the primary grades was to master the mechanics of reading. With a new vision\nof opportunities, the dominant aims today are to extend and enrich experience, to\ncultivate keen interest in reading activities, and to stimulate habits of good thinking\nwhile reading.\n\nD<\\ 'doping habits — As children advance thru the grades, new\nare encountered.\n\nOf primary importance\n\nis the need of developing\n\nproblems\nhabits of\n\nintelligent reading. If leisure reading provides in the future needed informa¬\ntion and stimulus in various fields, pupils should acquire greater accuracy\nand clarity of comprehension\n\nthan in the past. As a profession, we\n\nrededicate ourselves to the time-honored\nthoroness in comprehension.\n\nobligations involved\n\nneed to\n\nin developing\n\nIf, in addition, leisure reading aids in the clarifi¬\n\ncation of thinking and in the definition of human values, pupils should ac¬\nquire both breadth and depth of interpretation. To insure satisfactory\nprogress, teachers should provide rich and vivid experience\n\nin the various\n\nfields taught and should encourage studies of the meaning and social sig¬\nnificance of what is read. In this connection, the facts presented should be re¬\nlated to familiar concepts, experiences, or basic principles, and interpreted\nin the light of them. It follows that there should be much\n\nweighing\n\nof values\n\nand critical thinking as pupils read, as well as subsequent to the act of read¬\ning. As a result, the content of the page will be more fully appreciated because\nits value, significance, and implications are clearly understood. Only by this\narduous route can we make definite progress toward social enlightenment\nand the broader vision.\n\n"}
{"page": 289, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nParalleling the development\nacquire broad interests. The\n\nSchool\n\nof appropriate\n\nPrincipals\n\n283\n\nreading habits, pupils should\n\nfact has often been pointed out that desirable\n\ntypes of recreational reading arise from keen interest in and curiosity about\nthings. It follows that if children and young\nthat function to advantage\n\nthruout\n\npeople acquire interests in school\n\nlife, they must\n\nbecome\n\nin the facts and principles of the various fields which\n\ndeeply interested\n\nthey study, such as\n\nhistory, geography, and the natural sciences, must revel in the field of litera¬\nture, and must become deeply absorbed in modern social problems and the\nmeans\n\nof solving them. We\n\nneed at all levels in our school system, and in\n\nevery great field of study, inspiring teachers of broad interests who recognize\nfully their obligations in broadening and deepening the interests of their\npupils and in initiating them\nductive reading.\nAs a means\n\nof establishing permanent\n\nfrequent opportunity\nindependently\n\nshould\n\nproblems\n\nnot only immediate\nthruout\n\ninto life-long careers of stimulating\n\nhabits of reading in various fields,\n\nbe provided\n\nin which\n\nfor pupils to pursue\n\nmore\n\nor less\n\nthey are keenly interested. Projects have\n\nvalue but they deepen interests which\n\nlife. If each broad field that is pursued\n\ncenters of interests under\n\nand pro¬\n\nfunction\n\nactively\n\nin school cultivates a few\n\nthe leadership of inspiring teachers, the guarantee\n\nis large that reading will contribute generously during leisure hours to social\nprogress and to the enrichment\nMay\n\nI emphasize\n\nonce more\n\nvital significance in the new\n\nof life in general.\nthat the uses which we make\n\nof leisure assume\n\nage. It is not sufficient that we\n\nengage\n\nmerely\n\nin wholesome recreation, essential as such activities are. Of primary im¬\nportance is the fact that leisure activities should contribute specifically to\nsocial enlightenment,\nto the development\ndemocracy,\n\nto the solution of urgent social and economic\n\nof a broad common\n\nand to the promotion\n\nculture appropriate for our American\n\nof enriched\n\nand\n\nachieving these ends, reading rightly assumes\nappropriate\n\nproblems,\n\nstable personalities. In\n\na large role. By cultivating\n\nreading interests and habits among\n\nchildren and young\n\npeople\n\ntoday, we may look forward hopefully to notable progress during the years\nto come in developing a better citizenry.\nREMEDIAL\nMARGARET\n\nREADING\n\nL. WHITE,\n\nFOR\n\nSUPERVISOR\nSCHOOLS,\n\nOF\n\nA\n\nBETTER\n\nELEMENTARY\n\nCLEVELAND,\n\nCITIZENRY\nENGLISH,\n\nPUBLIC\n\nOHIO\n\nIt is a truism to say that any effective program\n\nof reading must\n\ntake into\n\naccount the varying backgrounds and abilities of children. We are all cogni¬\nzant of the fact that such differences do exist, and we speak quite glibly of\n“individual differences.” However, too often, the Intelligence Quotient is\nthe only phase of these varying needs that is seriously considered. We over¬\nlook the fact that children differ also in types of minds, rates and methods\nof learning, interests, background, physical fitness, and emotional stability.\nEducationally the child who does not read well is at a great disadvantage,\nfor he is not only unable to enjoy good stories but is decidedly handicapped\nin other school subjects. Lack of success in reading may cause emotional\n\n"}
{"page": 290, "printed_page": null, "text": "284\n\nNational\n\ndisturbances\n\nEducation\n\nin children, evidenced\n\nand emotional\n\nmaladjustments\n\nAssociation\n\nin a multitude\n\nof ways. The\n\neducational\n\nof the child naturally tend to unfit him\n\nfor\n\nsuitable social relationships, resulting in conflicting attitudes and emotions.\nSince such educational, emotional, and social handicaps, even tho cor¬\nrected, may leave lasting scars, much thought and energy should be given\nto preventive work in reading in an effort to reduce the number of children\nneeding remedial\n\nwork. Looking toward\nreading must have three objectives:\n\npreventive work,\n\nany program\n\nin\n\n1. To teach a child how to read\n2. To teach a child what to read\n3. To develop in the child a lasting interest in reading.\n\nThese\n\nobjectives may\n\nbe accomplished\n\nby giving attention\n\nto reading\n\nreadiness, the use of simple reading material, reading on the same level for\na longer period of time, the use of a variety of materials\nemphasis upon\n\ncomprehension\n\nand enjoyment,\n\nand\n\nmethods,\n\nthe teaching of various types\n\nof reading, and the use of interesting good books.\nWhile a child’s ability to read is highly important in developing a perma¬\nnent interest in reading, it is probably no more important than the necessity\nfor providing\n\nthe opportunity\n\nfor the child to read good\n\nbooks. A\n\nchild\n\ndevelops into a good citizen or a poor citizen, not only as a result of his herit¬\nage and experiences but also as a result of what he reads. Often the initiation\nof the purposes which govern adult life can be traced to books read in child¬\nhood. It is amazing that frequently the parents and teachers who are most\nconcerned\n\nwith the type of associates a child has, will give little attention to\n\nthe type of books that he reads.\nWe\n\nhave every reason to be optimistic about our reading program\n\nand its\n\ndevelopment of a better citizenry. The public libraries, with the children’s\nrooms, have done much to stimulate the interest and appreciation of children\nand schools in better books. Then,\n\ntoo, the books for juveniles are improving\n\neach year, affording a variety of subjects. Children\ninterest in and an understanding\n\nof mankind,\n\ncan be aroused\n\nto an\n\nand to the perpetuation\n\nof\n\npeace thru prolific reading of good literature.\n\nSANE\n\nTHURMAN\n\nVIEWS\nOF SPORTS\nELEMENTARY\n\nB. RICE,\n\nPROFESSOR,\n\nINDIANA\n\nAND\nTHEIR\nSCHOOLS\nUNIVERSITY,\n\nINDIANAPOLIS,\n\nThe\n\nUSES\n\nSCHOOL\n\nOF\n\nIN\n\nMEDICINE,\n\nIND.\n\nschool exists in order that it may be of assistance in preparing children\n\nfor the problems\n\nand responsibilities of life. One\n\nfrequently hears it said of\n\nan individual that he has a good education or that he has made\nProbably\n\nthe most complimentary\n\nvidual, however,\n\na great success.\n\nexpression that can be applied to an indi¬\n\nis for his associates to say that he is a “good sport,” a “real\n\nfellow,” one who “plays the game squarely and honestly.” It will probably\nseem to some persons that sports should be considered as being entirely sub¬\nordinate in importance to the fundamental academic subjects which have for\n\n"}
{"page": 291, "printed_page": null, "text": "Department\n\nso long a time claimed\n\nof\n\nElementary\n\nSchool\n\nthe entire time of the student. It is not our wish to\n\ndiscredit in the least the value of these academic\nemphasize\n\nthe fact that those activities which\n\nsubjects but rather to\n\nhelp us to win the love, respect,\n\nand approbation of our associates are also of tremendous\ntranscend in importance the conventional studies.\nIt is extremely important\nand physical training we\nin which\n\n285\n\nPrincipals\n\nvalue and may\n\neven\n\nthat in matters pertaining to education, hygiene,\n\nshould give careful consideration\n\nto the direction\n\nthe native instincts of the race point. Play is an instinctive activity\n\nwhich\n\nis indulged in, in one form or another, by every young, healthy animal.\n\nThe\n\nplay of the child should be social to a large extent for the reason that\n\nthe activities of a man\nceedingly complicated\n\nor a woman will be largely social. Modern life is ex¬\nwith many laws and rules. For this reason the play\n\nof a child, provided he is not a very young child, should be increasingly com¬\nplicated with clearly defined rules and principles of the game. The various\nrecreational activities probably have much\nof character\n\nmore\n\nto do with the development\n\nand disposition than do the academic\n\nsubjects. This\n\nis because\n\ncharacter, honesty, and industry are developed by actually doing things rather\nthan by merely reading or hearing about them.\nThe\n\norderly progression by which\n\ninfant to an appreciation\n\na child moves\n\nof the great organized\n\nfrom the diversions of an\nsports should\n\nbe uniform\n\nand gradual. In the earlier years the games\n\nthat he plays have essentially no\n\nrules. At another level rules may be made\n\nto cover the intramural\n\nsports of\n\na given school or of a city league. Finally in the highly-developed sports such\nas baseball, football, and basketball there are national rules committees which\ncompile complicated\nrules are extremely\n\nsystems\n\ngoverning\n\nthe manner\n\ndetailed and published in many\n\nof play. The\n\nOlympic\n\nlanguages.\n\nWhere do the sports of grade school stand in this progression ? Obviously\nthey should be far from either end, and probably are best set somewhere near\nmidway\n\nbetween\n\nthe two extremes. Surely we will agree that the excessively\n\ncomplicated rules for games such as are played by our universities and pro¬\nfessional clubs are quite too involved for use in the grade schools.\nOn the other hand, there should be developed in the grade-school child\nthe ability to abide by the decision of some neutral person or official without\ntoo much\n\nprotest. He\n\nshould\n\nlearn to wish to play the game\n\nin a manner\n\nthat is acceptable to his playmates and his opponents. Such an individual may\nbe presumed\n\nto be more\n\nwilling in later life to abide by the laws and customs\n\nwhich will control his adult activities. The development of good sportsman¬\nship is one of the most important considerations of child training. No one\nlikes a “quitter,” a “cry-baby,” or the fellow who\nvindictive in defeat.\n\nis “cocky” in victory and\n\nIt will be agreed that the scope of activities of the grade school will be\nless competitive than that for high schools and colleges. For example,\n\nthere\n\nis a record of inter-high-school and inter-college track and field events. It\nwould be easy to find what the best college mark for the hundred yard dash\nmay be. It would be a little harder to find what the best high-school record\nmay be. I sincerely hope that it will be impossible to find what is the best time\nin which\n\na grade-school\n\nchild has done the hundred\n\nyard dash. Likewise\n\nit\n\n"}
{"page": 292, "printed_page": null, "text": "286\n\nwould\n\nNational\n\nbe comparatively\n\nEducation\n\neasy to come\n\nAssociation\n\nto some\n\nuniversity has the best football team\n\nsort of a conclusion as to which\n\nor which\n\nhalfbacks are entitled to all-\n\nAmerican recognition. High-school records of the same sort are sometimes\navailable for cities or even states, but grade schools, 1 hope, will manage\nto get along without such devices for some time to come.\n\nThe\n\ncriticism is made\n\nseriously. It is my\n\nthat the American\n\npeople take their sports far too\nopinion that the criticism is iust. Too often we are in¬\n\nclined to play for the sake of winning rather than for the sake of playing. A\nsport of this sort then becomes essentially work rather than play. The team\nwhich wins is likely to emphasize the extent of its superioritv far bevond\nlegitimate grounds. On the other hand the boy who is defeated may be broken¬\nhearted and may suiter remorse out of all reason or proportion.\nThe star player will often be the hero of the school tho he may be a posi¬\ntive menace to the morals and educational standards of the institution. This\nis not a place to discuss the various misdoings\n\nof college athletes. We\n\nmerely\n\nare insisting that in the grades, certainly, the emphasis must be put on whole¬\nsome fun and good fellowship rather than upon winning. Possibly the cure\nfor evils in college athletics lies in the development\nsportsmanship\n\nbased\n\nupon\n\ncorrect\n\nin children of a spirit of\n\nvalues. It is possible that children\n\nso\n\ntrained will learn to play for the sake of playing rather than for the sake of\nthe score. Many\n\ncities encourage\n\nthe development\n\nsports in their ;unior high schools. With\n\nof interschool competitive\n\ncareful supervision such activities\n\nmay possibly be permissible but certainly wider competition should be dis¬\ncouraged. Even when competition is within a given city, care should be\ntaken that very little publicity or emphasis is given to the various events.\nGrade children need very specifically to be shown the reason why it is\nunsportsmanlike\n\nto take unfair advantage\n\npr to cheat. They need to be shown\n\nthe reason why betting on athletic events is unsportsmanlike\n\nand that it tends\n\nto prostitute otherwise excellent sports. Betting is simply a means of inten¬\nsifying the rivalry between two teams or two competitors. Most of the evils\nof modern amateur athletics are due to the fact that competition is already\ntoo sharply drawn.\n\nCertain very excellent sports have been utterly ruined by\n\nthe fact that betting has been an incentive to cheating and to “fixing. Prize¬\nfighting. wrestling, horse-racing, and certain other perfectly legitimate forms\nof sports are in disrepute because the stakes are so high that there is always\nthe temptation\nOrdinarily\n\nto gain the desired end by foul means\nthe school welcomes\n\nif necessary.\n\nthe interest of patrons and older persons\n\nof the communin' in its various activities. The same can hardly be said of the\nsports program. The school teachers who have given this matter some study\nand who\n\nappreciate the real function of the sports program\n\ncan usually be\n\ntrusted not to earn' the emphasis too far. Likewise the children can be\ntrusted because, while they may become considerably excited at the time,\nthey tend to regain their poise quickly concerning\nreturn\n\nto their normally\n\nhowever,\n\nwholesome\n\nthese matters,\n\ninterests. Parents\n\nand\n\nand\n\nto\n\nother adults,\n\nare extremely likely to have the desire to win so firmly entrenched\n\nin their beings that they encourage\nlengths.\n\nyoung\n\npeople in the schools to go to absurd\n\n"}
{"page": 293, "printed_page": null, "text": "Department\n\nTrue\n\nof\n\nElementary\n\nit is that these problems\n\nwhich\n\nSchool\n\nI am\n\nmentioning\n\nin the grade schools but in the high schools. We\nis to be avoided\nhand\n\nmention\n\nin the grade schools. By no means\n\nare abuses not seen\nthem to show\n\nmust\n\nof the ticket office or of the highly competitive\n\nsports program\n\n287\n\nPrincipals\n\nwhat\n\nthe contaminating\n\nsportsman\n\ntouch the\n\nof the grade school.\n\nIt might appear from\n\nthis that the entire sports program\n\nfor the grade\n\nschool is of negative value and should, therefore, be discouraged. This is by\nno means\n\ntrue; quite the contrary, indeed. We\n\nneed the stimulating effect of\n\ncompetition, on the level at which it can be indulged in by red-blooded boys\nand girls. Various games and exercises that are suitable for common school\nparticipation will have\n\nthe effect of stimulating\n\nthe physical and\n\nmental\n\ndevelopment of the children and will tend to make them more self-reliant\nand aggressive. It will help them to learn to accept defeat graciously and to\nhave respect for the rules of the game. W e heartily recommend a broad pro¬\ngram of diversified sports in the grade schools provided the various dangers\nexpressed and implied in the pages are carefully avoided.\nThere is another serious criticism which can be made of American\n\nsports,\n\nnamely, that they are so intense and specialized that one can expect to play\nthem\n\nonly when\n\nhe is in school himself, and even\n\none of a very small group\nimportant\n\ncommonly\n\nthen, only when\n\ndesignated as the squad. It is extremely\n\nthat every individual should learn to play. Most\n\nlives of those persons who\n\nknow\n\nhe is\n\nhow\n\nto work\n\ntragic are the\n\nbut do not know\n\nhow\n\nto relax\n\nand enjoy themselves. The nervous aggressiveness which so often character¬\nizes the American citizen has, it is true, been extremely fruitful in producing\nworld’s goods, but it is also the basis for the accusation that the typical\nAmerican does not know how to enjoy himself and even when he is supposed\nto be so doing he is likely to go to extremes.\n\nIn the minds\n\nof the rest of the\n\nworld we are incurable dollar-chasers and money-grabbers. Inasmuch as the\nyoung people from high school and college are likely to be attracted into\nsome particular sport, it is well that while in grade school they be encouraged\nto become\n\ninterested in a wide\n\nexpected to instil in them\n\nvariety of physical activities which\n\nmay\n\na love for such physical activities as may\n\nbe\n\nlast as\n\nlong as they shall live.\nThe\n\nbroad foundation\n\nfor a safe and sane physical program\n\nin the form of a well-balanced\n\nmust be laid\n\nsports and physical education program\n\nin the\n\nschool. This program must be free of ballyhoo and box-office. It must avoid\nthe high pressure competition usually seen in high school and in college.\nTHE\n\nLOUISIANA\n\nPROGRAM\n\nOF\n\nCURRICULUM\n\nDEVELOPMENT\nM.\n\nP. ROGERS,\n\nDIRECTOR\n\nOF\n\nCURRICULUM,\n\nTION,\n\nBATON\n\nSTATE\n\nROUGE,\n\nDEPARTMENT\n\nOF\n\nEDUCA¬\n\nLA.\n\nThe natural desire of teachers for freedom to direct the learning experi¬\nences of their own groups was fundamental in the beginning of a curriculum\nprogram\n\nin Louisiana\n\nthat now\n\nteaching corps is organized\n\nincludes every teacher in the state. The whole\n\nin basic study groups\n\nthat center around\n\nindi-\n\n"}
{"page": 294, "printed_page": null, "text": ":ss\n\nNational\n\nEducation\n\nAssociation\n\nvidual schools. These school groups are represented, thru parish and district\ngroups, in the state unit and their reports become source material for all\nstate reports. The foundation for a state program of curriculum development\nhas been laid over a period of five or six years but the intensive part of it\nwas planned only last summer. About fifty selected teachers, supervisors, and\nsuperintendents met at that time, studied similar programs in other states,\nand described an organization and procedure for Louisiana. This group\nconcluded its work with the preparation of a handbook that now serves as\na guide for the work of the whole organization.\nThe immediate objectives of the present program are listed as understand¬\nings — understandings of educational philosophies, aims of education, learn¬\ning materials, etc. Teacher growth is the primary objective of the early part\nof the program. There is a general conviction that improvements in educa¬\ntional materials and teaching procedures can be made in the state. These im¬\nprovements will, of course, involve changes, and changes cannot be safely\nmade without adequate preparation. This fact justifies teacher growth as\nthe primary objective of the early part of a program of curriculum improve¬\nment. After this period of study, Louisiana teachers look forward to the\ncollection and organization of new materials and to the preparation and\ninstallation of teacher guides.\nThis part of the work is still before us. The direction which it takes and\nthe final outcome have not been predetermined by the acceptance of any\neducational philosophy. We are frankly in a period of criticism, of study,\nof discussion, and of reevaluation. We expect to improve our school work\nand base our greatest hopes on the democratic spirit of the whole program\nand on general participation of the whole teaching corps. If completely\nsuccessful, such a program will go as far as any state program can go toward\nthe placing of an enthusiastic, well-trained, and discerning teacher in every\nclassroom — and this is the solution to all educational problems.\n•\n\nEXPERIENCES\n\nOF A WOMAN\n\nCOLUMNIST\nt\n\nMRS.\n\nE. M. GILMER\n\n(DOROTHY\n\nDix), INTERNATIONALLY\n\nCOLUMNIST,\n\nNEW\n\nORLEANS,\n\nKNOWN\n\nWOMAN\n\nLA.\n\nNot very long ago I received a letter telling me about all the harm 1 was\ndoing. It read: “Dear Miss Dix: I wonder if you know how much harm\nyou are doing in the world. I was in love with a man, who did not notice\nme at all, and I wrote you to ask you how I could attract him, and you told\nme how to do it, and I did, and married him, and now I wish I had not!”\nI am very happy to be able to add my word to the welcome you have\nbeen given in New Orleans. As you know, New Orleans is a convention city,\nbut we rarely have so large a convention as you have brought us today.\nI suppose the principals of the elementary schools also know that the parents\nof today have passed the buck, so to speak, to the schools, and they expect\nthe teacher not only to teach their children learning, but morals and manners\nas well. The babies have been thrown squarely in your laps, so what happens\nto the country in the future depends on how you bring these youngsters up.\n\n"}
{"page": 295, "printed_page": null, "text": "Department\n\nWhen\n\nI was\n\nof\n\nElementary\n\nSchool\n\n289\n\nPrincipals\n\nasked to report at this auspicious assembly, I was proud and\n\npleased, but when I was told 1 was to talk about myself, my various under¬\ntakings seemed to have run out on me.\nOur\n\nfavorite indoor sport, in talking about ourselves, is in talking about\n\nour work. In my occupation\n\nof writing a love column,\n\nthat are really very funny. I do not know\n\nthere are many\n\nthings\n\nwhy, because love is a most serious\n\nthing in the world — it makes the world go round, and is the cause for most\nof the trouble made and murders committed. I do not know wdiere my work\nbegins or finishes, of course, but I do my bit toward\nI have been writing this column\nwere\n\nnot what\n\nkeeping things going.\n\nfor a long time. When\n\nthey are today, and\n\nnothing\n\namazes\n\nI started, things\n\nme\n\nso much\n\ndifferent questions people ask me. Forty years ago people asked me\nit was proper to help a boy friend with his overcoat\n\nwhen\n\nas the\nwhether\n\nhe called ; now\n\nit\n\nis : “Do you think it is any harm to go over and spend a week-end with him ?”\nI have no end to the number of letters where girls have asked me how to\nkeep their husbands.\n\nThere\n\nup between\n\nand fathers, and between\n\nbetween\n\nmothers\n\nhusbands\n\nis hardly any question in the world\nthem\n\nand their children, and\n\nand wives, and sweethearts, that in one way\n\ndoes not fall into my collection. One person wrote\n\nthat comes\nor another\n\nme that she was thirty-five\n\nyears old, with a peaches-and-cream complexion, and that she was going to\nbe married to a man of forty ; that there was nothing in the way now, except\nthat she had false teeth. “Now,” she said, “what must I do about it? Should\n1 tell him before I marry him that I have false teeth and disillusion him, or\nwait until after we\n\nare married\n\nand run the risk that he might throw\n\nin my face? Shall I break the engagement\n\non some\n\nthem\n\ntrilling excuse and carry\n\nmy secret to the grave with me? It is a question. What do you think of it?”\nI thought long and seriously, and then wrote to her: “Marry your man and\nkeep your mouth shut.”\nA man not long ago asked me\nAnd\n\nI told him : “Go\n\nyou.\nYou\n\nthe same\n\non child, she would\n\nmight think, judging by my\n\nage, yet no debutante\n\nquestion; he also had false teeth.\nnot know\n\nthe difference if she saw\n\ngray hair, that I was\n\npast the marrying\n\ngets half the proposals that I do, but they always say:\n\n“I will not interfere with your career.” I spent last summer on a ranch in\nColorado, and while there I received a letter from a man who said he had\nlong thought that I would\n\nmake\n\nthe kind of wife he wanted.\n\nHe\n\nheard that\n\nI was on this ranch, and proceeded to tell me that he was a middle-aged\nman, owned a huge ranch, and lived ninety miles from a railroad, and then :\n“I have to come down into your neighborhood anyway, to look over a bunch\nof beef cattle, so I thought I could come and see how we w^ould like each\nother.” I wrote him that I thought he was better at driving cattle than love\non a ranch!\nMy chores are many, ranging from naming babies to finding ways and\nmeans for all sorts of people from all walks of life ; but the questions I receive\nare so unique that I have copied a few from some\nMy\nWe\n\nof the letters I have received :\n\nhusband tells me to go to hell. Have I a right to take the children?\nhave been married two weeks, and have not quarreled yet, but are working\n\nup to it.\n\n"}
{"page": 296, "printed_page": null, "text": "290\n\nNational\n\nEducation\n\nAssociation\n\nShall I tell the boys I stutter?\nI use Life Buoy soap and still no boy friends.\nI took your advice, Miss Dix, about being a perfect lady, and now\nhome every night alone.\n\nI stay at\n\nI am fifty years old, madly in love with a woman who already has a husband.\nWhat is the quickest and most humane way of getting away with same?\nAs soon as I come into the house he yells at me “you dog” and “go to hell,” and\nsometimes he also uses profane language.\n\nOne\n\nnice youngster\n\nwrote :\n\nThere is nothing you cannot do; thank you in advance\nband, and a playmate.\n\nfor a home, and a hus¬\n\nI have a nice home, a car, a fur coat, jewels — everything a girl marries for.\nI have been a decent girl as far as I can remember.\nYou speak of girls having a technic with boys; what is this technic and where\ncan you buy it?\nMy husband beats me until I am black and blue, but my mother advises me to\npay no attention and act indifferent.\nOf course we have spats, as all. married couples do, and I got one arm broken,\nbut we never have any disagreements of a serious nature.\nThere was a great void in my life, so I fell madly in love with a dentist.\nI am married to a book-worm — what is good for worms?\nA woman depreciates faster than her automobile, and that is going some.\nIn high school I was an honor student, with very few friends, and none\nthem boys.\n\nof\n\nPlease do not put this in the paper because my girl reads your pieces — she has\nno sense at all.\nMiss Dix, is my boy friend just a good Catholic, or is he trying to get rid of\nme; he said he has given me up for lent?\nHe has bought a license for his dog, and his car — oh, my, why don’t he buy a\nmarriage license?\nMy husband and I quarrel like cats and dogs. My birthday is on May 12, and\nhis is on September 15. Are we congenial?\nMy child’s father is married,\nchild’s father?\n\nSome\n\nbut I am\n\nnot. What\n\nis my\n\nrelationship to my\n\nof them are very nice and tell me that I have helped or taught them\n\nsomething. One\n\nof the greatest compliments\n\nI have ever had came in a letter:\n\n“M iss Dix, I usually take my boy friend to dinner, but now\nfrom\n\nsomeone\n\nwho\n\nis really practical, and I am\n\nEXPERIENCING\n\nA. E. PHILLIPS,\n\ncoming\n\nLOUISIANA\nSCHOOL,\n\nPOLYTECHNIC\n\nRUSTON,\n\nadvice\n\nto you.”\n\nA PROGRESSIVE\nPROGRAM\nTRAINING\nSCHOOL\n\nDIRECTOR,\n\nI want\n\nIN\n\nINSTITUTE\n\nOUR\n\nTRAINING\n\nLA.\n\nWe have for many years tried to find ways to make school work and school\nlife function in the lives of our children and have tried to impress upon our\nteachers in training that the wholesome\n\ndevelopment\n\nprincipal function as a teacher.\nI do not believe that there is anything\n\nnew\n\nof child life is their\n\nin the basic principles of\n\nprogressive education. Whether one is a progressive teacher or has a pro¬\ngressive school depends on his attitude toward the following: (1) child and\nchild life, (2) education,\n\n(3) the function of the school, (4) the subject-\n\n"}
{"page": 297, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\nPrincipals\n\n291\n\nmatter used (curriculum), (5) learning and how it is brought about, (6) the\nfunction of the teacher, and (7) methods of teaching or directing learning.\nI have studied the various movements, other than progressive education,\nand it seems to me that all this talk about curriculum revision, mental\nhygiene, integrated learning, and activity work are all driving toward the\nsame\n\nends — ends that we\n\nhave been stressing for many\n\nyears under the\n\nname of “child development” or “child growth.”\nThere is much interest shown in our part of the state in rethinking our\nschool problems. This is best illustrated by the experiences of the teachers\nin visiting our open program for the last two years. Without any special\npreparation or publicity, more than 200 teachers spent some time with us\nduring the summer of 1935. In the summer of 1936 our program was\nenlarged somewhat and a little publicity was given to it. There were 150\nteachers enrolled in special courses and more than 500 teachers who spent\nsome time in observing our training school.\n\nAs to the success of our program, we know that we have a happy group.\nWe know that they more than hold their own in college work. We know\nby standardized tests that they are ranked high in the subjectmatter fields.\nWe believe that we turn out a successful group of elementary teachers when\nwe rank them on a comparative basis.\nPossibly the greatest success we have had is getting the parents inter¬\nested in our work. This is manifested in many ways.\nTHE\n\nTHREE\n\nMRS.\n\nHELEN\n\nC’S OF EDUCATION— CHARACTER,\nSHIP, AND CULTURE\n\nGIBSON\n\nHOGUE,\nSCHOOLS,\n\nMy\n\nCOUNSELOR\nHIGHLAND\n\nIN\n\nMENTAL\n\nPARK,\n\nMICH.\n\nCITIZEN¬\n\nHYGIENE,\n\nPUBLIC\n\napproach to this subject must necessarily be from the point of view\n\nof the mental hygiene worker who is concerned, of course, with the per¬\nsonality development of the child and his relationship with his world ; who\nfeels that education for character, citizenship, and culture cannot take\nplace effectively unless the curriculum, the activity, in fact, the whole\natmosphere and approach of the school is permeated with understanding\nof the importance of the raw material with which the school works, viz.,\nthe personalities of the children themselves. We cannot “lead out” to a high\norder of citizenship and a living culture unless we know the mental, physical,\nand particularly the emotional\nattempting to educate.\n\nmake-up\n\nand needs of the child we\n\nare\n\nHere in America, it seems to me, if we accept the direction of the best in\ndemocracy, as the basis for our education, we may be able to develop the\nhighest civilization that has ever been known, for democracy is a culture\nin the making. It holds within it the possibility of emerging in many direc¬\ntions. And educators are in a strategic position for guidance.\nThe cultural pattern of a cooperative society, as contrasted with a coercive\none, will require for its survival and growth the developing of personalities\nwho are emotionally mature. They must not feel the need, growing out of\n\n"}
{"page": 298, "printed_page": null, "text": "292\n\nNational\n\nEducation\n\nAssociation\n\npast experiences, to dominate others, to escape into day-dreams, illness, or\nself-pity; to regress to an effortless infancy; to punish because of their own\npast sufferings; or to destroy those who oppose or threaten their personal\nambition for supremacy. The schools must know the psychological impli¬\ncations of such needs. Such personalities are the victims of their infantile\nfears, hates, and self-loves that have grown out of their past experiences in\nmeeting their world.\nThe fact that these personality patterns which determine the character\nof the child are given their original set in the home does not lessen, but\ngreatly complicates, the responsibility of the educator. How to help the\nchild to become a healthily functioning part of the social organism in spite of\nhis past experience, is the challenge which the school must meet. A society\nthat values the individual and makes it a satisfying experience for the indi¬\nvidual to contribute the best of which he is capable, is building a society of\nindividuals who actively promote the best interest of society as a whole.\nIf the school, thru a more scientific and objective approach, can learn the\nchild’s individual talents and needs ; if it can supply relationship where it\nhas been lacking and see that growing personalities continue to widen and\nbuild broader relationships; if it can supply activities that require the chil¬\ndren’s cooperative consideration of school problems, and cooperatively made\nplans for carrying out suggested solutions ; if it can promote a genuine inter¬\nest in and appreciation of the group for the contribution of the individual’s\nbest effort, and a healthy joy in the individual for the accomplishment of\nthe group; if the children themselves can gradually be given an insight\ninto causes for antisocial behavior and an understanding of what constitutes\na healthy personality; if these things are done thoroly, actively, consciously,\nthen education may indeed be helping to integrate the inner nature and\nactivity of the individual with the cultural pattern that was the dream of\nour founders, “one for all and all for one.” The success of this dream would\nbe the social triumph of the highest spiritual law that has yet been sensed\nby man, viz., the triumph of the power of persuasion over the power\nof coercion and force. Can this higher divine law triumph over that of the\ntooth and the claw? As a race we are very young and immature. On an\nunconscious plane we are largely at the mercy of our hates and fears and\nself-loves — but we have a vision — and I believe that the greatest concrete\nmanifestation of the new spirit that has yet appeared, that of the public\nschool, free to every child, is our strongest, most efficient tool for building\nour dream into a reality.\nHORACE\n\nEUGENE\n\nMANN— AN EXPONENT\nOF\nRICHER AND FULLER\nB. ELLIOTT,\n\nSTATE\n\nSUPERINTENDENT\nLANSING,\n\nEDUCATION\nLIFE\nOF\n\nPUBLIC\n\nFOR\n\nA\n\nINSTRUCTION,\n\nMICH.\n\nWhile monuments and buildings have been erected to the memory of\nHorace Mann, there is no greater memorial to him than the educational\nprogress which has been made thruout the years in emphasizing the need\n\n"}
{"page": 299, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\nPrincipals\n\n293\n\nfor education in a democracy. If Horace Mann were alive today and could\nsee the millions of children in schools he would realize dreams come true.\nWhen Horace Mann was born on a poor New England farm on May 4,\n1796, near Franklin, Massachusetts, no one realized the part he was to\nplay in education. No one could have realized that from this New England\nsoil would come a modern Peter the Hermit, soldier, missionary, zealous\nleader for public education. His mother died when he was thirteen years of\nage and one of the most glowing tributes that was ever paid to motherhood\nwas written by Horace Mann describing her as “one of those sober, sensible,\nenergetic New England women who bring to the dull, ceaseless routine of\ndomestic drudgery the will and courage of actual heroines.'’\nAfter attending the school at Franklin only eight or ten weeks a year\nand for a very few years, he took some preparatory work in an academy and\nentered Brown University. After completing the work at Brown University\nhe taught Latin and Greek literature in that institution. While thus engaged\nhe studied law, leaving the University to practise his chosen profession. So\nsuccessful was he that the people of Massachusetts elected him to the\nAssembly and it was as president of the Massachusetts Assembly that on\nApril 20, 1837, he signed the act which created the first State Board of\nEducation in Massachusetts. This was the beginning of one hundred years\nof rapid progress in education.\nIn many ways Horace Mann may be classified as our greatest educator, but\nhe was extremely human. The reactions of Horace Mann to many of the\naspects of life will serve to show us how human he was.\nHe lived at a time when the abolitionist was hated beyond words. Legis¬\nlatures in many states had passed laws seeking to eliminate the anti-slavery\nelement in society. In the face of these laws and considerable opposition from\nhis friends and acquaintances, he was an ardent abolitionist. In preference\nto any extension of slavery to the other states he would prefer “the rupture\nof the Union, civil war, even servile war.” This in itself illustrates the\ncharacter of the man.\nMany have argued that Horace Mann was irreligious. They say that he\nleft the church. It is true that he was driven from the Congregational\nChurch, which was the church of his forefathers, by a fanatical preacher who\nwas an extra- or hyper-Calvinist. He found a religious refuge for his active\nmind in the Unitarian Church. He was a lover of nature. To him the laws\nof the physical universe were sublime, but above the sublimity of these laws\nexisted a moral law to which the highest intelligence bent the knee.\nJust as he was an ardent abolitionist, so was he an active temperance\nworker. In 1832 Mann proposed a law which forbade the selling of intoxi¬\ncating liquors to the public on Sundays. He later cautioned school exam¬\niners to never grant a certificate of fitness to any teacher who was habitually\naddicted to the use of spirituous liquors. He carried his attitude on tem¬\nperance into the habit of smoking. He went even further in his attitude\non temperance to include the temperate use of food. He regretted that the\nquantity and quality of food which people ate could not be determined by\na fixed rule. Again it should be pointed out that he himself failed to properly\n\n"}
{"page": 300, "printed_page": null, "text": "2Q4\n\nNational\n\nEducation\n\nAssociation\n\nconsider his own bodily requirements in his enthusiasm to accomplish desired\nends.\nIt would he unfair to Mann to fail to mention his regard for his fellow\nmen. He was a great believer in the common people. To him who could do\nthe most for his fellow men went the honor of being the master of masters\nwho had learned the art of arts.\nHis real contribution to education came shortly after he signed the act\nwhich created the first State Board of Education in Massachusetts. Begin¬\nning with July of that year he left a very lucrative law practise to become\nthe first secretary of the first board. Mann, a voluminous and colorful writer,\nwas a keen observer. During his twelve years as secretary of the Massachu¬\nsetts State Board of Education he worked unceasingly for the cause of\npublic education. During the twelve years he saw the salaries of men teachers\nincrease b2 percent and the salaries of women teachers increase 54 percent.\nEvery year thousands of people gathered to consider the problems of edu¬\ncation. Mann said that as he went from town to town expounding the doc¬\ntrines of public education he felt like a tramp before the door waiting for\na few crumbs to be thrown out to him.\nMann's reaction to the severe infliction of punishment and the rule of the\nrod of his day resulted in the establishment of a normal school where teachers\ncould be trained in proper methods of teaching, subjectmatter, and the\nmanaging of children. He secured a textbook grant whereby hooks were made\navailable for instruction in each school district. In 1843 he visited Germany.\nThis was at a time when the German schools were far ahead of the American\nschools and he came face to face with the need for compulsory education for\nall children. In the field of reading he found that the German schools were\nusing the word and phrase method as contrasted to the letter method em¬\nployed in the American schools of the day. In Germany they had discovered\nthat there was a close association between writing and drawing, and even\nat that time geography was associated with history and the natural sciences.\nSinging was considered so important that it had been introduced into the\nschools. Is it any wonder that when Horace Mann returned to America he\nsaid that the American schools were no more than dormitories and the\nchildren were no more than “hibernating animals — actual marmots”? Such\nstatements, as well as general opposition from the private schools, which lost\nmembership to the extent that the number of children in private schools\ndeclined during these twelve years from 76 percent to 36 percent, resulted\nin Mann’s dismissal.\nAfter a term in Congress Mann\n\ncame back with new zeal. His friends\nsuggested that he run for the governorship of Massachusetts but he chose\nthe presidency of Antioch College, a Christian Union School to be started\nat Yellow Springs, Ohio. It was here that Mann was enabled to work out\nmany of the theories regarding the education of young people. It was at\nAntioch, also, that he suffered his greatest privation. It was here that he\nvirtually wrecked his own ship. At one time, in order to secure enough\nmoney for the institution, he ate only one meal every two days for a period\n\n"}
{"page": 301, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\nof six months. At another time we know\nwhat he could do for a man\n\nwho\n\nhe went\n\nPrincipals\n\n295\n\nto his doctor to ask him\n\nhad not slept for three weeks.\n\nOne of Mann’s principal innovations at Antioch was to establish a co¬\neducational school. He believed that women should be educated as well\nas men, altho he always considered that this education should be somewhat\ndifferent — their education should not be identical. Mann himself rejoiced\nin the fact that the outcome of his coeducational plan resulted in the engage¬\nment of many couples which “enlivened the monotony of these studies in\ncommon.” Antioch was dedicated to the discipline of freedom. Self-govern¬\nment was established.\nMann could not see how it would be possible to maintain a democracy\nunless people were able to guide themselves. He thought they could not\nguide themselves unless they had been taught to do so. The autocratic,\ndomineering teacher found no place in his classroom. The classroom was\na cooperative enterprise. Problems were to be settled on the basis of fact and\nmerit rather than prejudice and emotion.\nAnother innovation established at Antioch was the privilege of students\nelecting optional courses. Up until Mann’s day we heard very little about\nthe plan of allowing students to make an election of subjectmatter which\nthey deemed necessary for particular needs. But his idea of selective subjectmatter was limited. One might substitute calculus for Greek or Greek for\ncalculus !\nIn 1859 his health broke down. The lack of food and sleep, coupled with\nworries innumerable, brought about the collapse. He must have known that\nthe end was approaching. In addressing the graduates of Antioch he told\nthem that if he could issue his life in a revised edition he would do more\nand greater work\n\nfor education, peace, temperance, especially the education\n\nof women, and that if he could enrol in another fifty-year campaign he\nwould do more for humanity. He closed the baccalaureate address with the\nstirring appeal that one should be afraid to die unless some victory for\nhumanity had been won. A few weeks later this lover of moral law, believer\nin mankind, the soldier and missionary for education, lay upon his deathbed.\nWith a few students and a few members of his immediate family he uttered\nthree words which we can easily remember and which sums up the life of\nthis great leader more than the volumes which have been written about him.\nThese words were: “God — Man — Duty.”\nEDUCATION\nWILLIAM\n\nJ. CAMERON,\n\nFORD\n\nIN\n\nA\n\nMOTOR\n\nDEMOCRACY\nCOMPANY,\n\nDETROIT,\n\nMICH.\n\nIt seems to me, if we are to make progress toward the dim ideal we call\ndemocracy, especially if we are to educate for it, we must take into account\nthe indestructible human instincts that motivate our social forces. That is\nall you have to work with, and you must work with it according to its own\nlaws, and not your own theories. You will not find this in books. There is as\nyet no sociology that fits the American people and American life. The\nsociology you read of most concerns peoples who can be subjected to pressure.\n\n"}
{"page": 302, "printed_page": null, "text": "296\n\nWhat\n\nNational\n\nEducation\n\nAssociation\n\nelements are present in the societies that have most closely and\n\nnormally approached what we think we mean when we say “democracy.”\n1. There is government , which forms the framework within which the\nsocial life is lived. In its defined limits, government\n\nis autocratic — the\n\nexpression of our own individual autocracy. Among a free people govern¬\nment is an allocation and limitation of autocratic power for specific purpose,\nand under a free government we retain large areas for our own individual\nautocratic control, and for aristocratic and theocratic control.\n2. To maintain this framework, to make it more than an empty shell,\nthere is aristocracy, which is an unofficial, private leadership of brains, taste,\nvision, character — the whole field of the quality of life. That this is a\nmatter of mind and not of class, we fully recognize in our American school\nsystem. This inner sway of the best upon our people utilizes gifts no govern¬\nment can confer or take away — government can only maintain the condi¬\ntions of their free exercise. And the work of government gives scope to but\na small part of these gifts — so small a part, that most of the ability of the\ncountry always is functioning outside the government. By these government\nlives, and not they by government.\n3. Neither of these two desirable conditions exists in any considerable\ndegree where there is not, over men’s principles and thoughts and conduct\nand relations, something that answers to theocracy — some belief in God or\nthe essential morality of the universe that holds the helm of character firm\nfrom the wrenching and diverting power of passionate storms and the cur¬\nrents of selfishness to which our as yet undeveloped humanity is exposed.\nIf there is not such a theocratic over-rule, societies have found it necessary\nto invent one.\n4. Separately these degenerate — autocracy into tyranny; aristocracy into\ncaste and class; theocracy into spiritual oppression, and then what we call\ndemocracy arises fiercely to redress the balance. But when the three ’ocracies\nare in free and balanced operation, the label “democracy” is not needed;\nwe then have the thing itself. If you add democracy as a fourth element —\nthen the others rise to redress the balance, for that is class rule. Each of the\nthree calls for the other, and their union is what we know as democracy.\nDemocracy is not a separate system; it does not arrive by superseding the\nothers ; it is the name we give to the goodly effect of all the others on human\nwelfare.\n5. The very first education for democracy, it seems to me, is to under¬\nstand that all the kingdoms of the mind minister to democracy, as all the\nkingdoms of nature minister to human life. To become apostles of any\nsingle ’ocracy in the hope of abolishing human selfishness is merely to give\na new boost to the selfishness we would eliminate. Where “democracy” is\nmost loudly touted, as a separate system, selfishness is most rampant — but\nit is the same wherever any of the other social elements have been unnatu¬\nrally elevated. To belittle any of the constructive elements of society is to\nhinder the coming of democracy. Anyone who discovers that his zeal for\ndemocracy fosters antagonism toward any class, or breeds a fanatical belief\nin the superiority of any class may be certain he is on the wrong track. These\n\n"}
{"page": 303, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\nPrincipals\n\n297\nare the most subtle and powerful hindrances to the social conditions desired\nby honest and competent\n\nminds. They\n\nlead toward\n\ncounterfeit democracy.\n\nThe fact that the counterfeits have found no foothold in this country indi¬\ncates that we have a sufficient degree of the real democracy, or real social\nhealth, to resist these diseases.\nIt is the sign of a misinformed mind when the obvious imperfections of\nour present condition breed social antagonisms. I am speaking now of edu¬\ncators and of other leaders. The masses have no recourse other than social\nantagonism. They cannot but complain. And we glory in their freedom to\ncomplain. In other societies with greater imperfections, there is no freedom\nto complain. Where no rights exist, no wrongs are ever heard of ; where every\nright exists, the smallest wrong is touted to the skies. To that extent we are\nfree — we are going on toward what we mean\n\nin our best use of the word\n\n“democracy.” To interpret our restlessness and to maintain its quality of\naspiration, is the work of educators, and it is to be regretted when we see\nthem falling into the same fallacies and futilities that beset those who do not\nunderstand. We sometimes wonder where our teachers get the ideas they\ncommunicate — from what anti-democratic source they come.\nShould we be so informed, so balanced, as the teacher? Who\n\nshould be\n\nless deceived by the temporary sensations — the short-lived political and\neconomic fallacies that rise out of societies that have no traditions? Who\nshould know better than the teacher that here we are biologically and spirit¬\nually immune to the fevers that have overset so many modern nations? And\nwho, more than the teacher, should possess and impart that breadth of knowl¬\nedge and sanity of interpretation which alone can keep open the road to the\ndemocracy of the future? In any case, our teaching concerning democracy\nshould be of such character as to leave least necessity for painful unlearning\nin its wake.\nMENTAL\nHARRY\n\nJ. BAKER,\n\nHYGIENE\n\nDIRECTOR,\n\nAND\n\nPSYCHOLOGICAL\nDETROIT,\n\nBEHAVIOR\nCLINIC,\n\nPUBLIC\n\nSCHOOLS,\n\nMICH.\n\nIt is the purpose of this address to emphasize our understanding of behavior\nproblems. A better understanding of these cases also leads to an improved\npoint of view with regard to the psychology of all children. We\nning to develop the term “mental\nactivities.\n\nare begin¬\n\nhygiene” as a general title for these\n\nInasmuch as the age of criminals has moved definitely downwards to an\naverage of about nineteen or twenty years, it is believed that more intensive\nstudy can he made of crime while children are yet in school. The overwhelm¬\ning costs of crime make it imperative that education do its part in crime\nprevention. In terms of public relations, schools are often harshly judged\nby those wffio deal with behavior maladjustment outside of school in legal\nand primitive activities. We must rid ourselves of the historical biases against\nbehavior children and study their problems as natural results of certain\n\n"}
{"page": 304, "printed_page": null, "text": "298\n\nNational\n\nEducation\n\nAssociation\n\nfactors in themselves and their environments. Behavior problem children\nmust be considered not as children in need of punishment but rather those\nworthy of our most careful study and best efforts.\nChildren’s behavior is largely influenced by their feelings and emotions\nrather than their intellectual activities which we cultivate in school. Young\nchildren reach emotional conflicts over the goal of self-satisfactions versus\nthe goal of social service. The adolescent reaches his emotional crisis by\nescaping from the dominations and decisions handed down to him from others\ninto making his own decisions. Adolescence is a very dangerous and difficult\nperiod, psychologically and emotionally.\nIn a more specific way, behavior causations fall into the following groups:\n1. Physical and\n\nhealth factors, such as vision, size, motor\n\ncontrol, and general\n\nhealth. Any of these conditions which limit the child’s ability to express himself and\nto compete normally with other children brings about thwartings of the emotional\nlife. Children who cannot gain satisfactions for desirable accomplishments eventually\nseek recognition by creating disturbances.\n2. The personal habits and recreational factors of the child as developed in his\nhome are direct!} related to his attitude and behavior at school and on the play¬\nground. There is a need to interpret these factors to the child and to the school more\nthan is usually done.\n3. Personality, social and emotional factors which deal with anger, fear, pity,\ninterests, initiative, and ambition. This group of factors has proved to be the most\nsignificant in distinguishing between\n\nbehavior\n\nand non-behavior\n\nchildren.\n\n+. The parental and physical factors of the home are represented by the parents’\nintelligence, education, age. health, personality, occupation, economic status, and\nadjustment to brothers and sisters. We must learn to take inventory of the best\nfeatures of the poorest environments and capitalize on them in salvaging behavior\nproblem children.\n5. Home atmosphere which includes the ideals, the religion, attitudes, and the\nsocial adjustment. This group of factors, rather than the physical side of home\natmosphere, is probably the real crux of the home environment.\n\nIn understanding behavior problems all factors must be taken into\naccount : each must be made very specific and its effects understood. How\neach factor is related to each other factor in an individual’s case is also\nimportant. By the proper understanding of all of these problems, behavior\nchildren may be radically changed for the better. The study of these factors\nin behavior children should also bring about a better understanding of all\nchildren, which is good mental hygiene.\nSECRETARY’S\nNew\n\nOrleans,\n\nMINUTES\nLouisiana\n\nFebruary 20-25. 1937\nThe Department of Elementary School Principals held two general sessions in the\nauditorium of the Medical School. Tulane University, on February 20 and 23. The\nmusical program given by the Children’s Band, Crossman School, was exceptionally\nwell executed by a group of kindergarten children, trained under the expert leader¬\nship of May Cabiro. Miriam Cohen is principal of the school. On Tuesday afternoon\nthose present were given another musical treat by a group of children, from McDonogh School No. 16, who in costume sang several French folk-songs. Anna F.\nKennedy is principal of the school.\n\n"}
{"page": 305, "printed_page": null, "text": "299\nDepartment\n\nof\n\nElementary\n\nBreakfast,\nThe\n\nDepartment\n\nLouisiane,\n\ndown\n\nbreakfast\n\nin the Old\n\nBanquet,\n\nSchool\n\nPrincipals\n\nand Reception\n\non\n\nMonday\n\nmorning,\n\nFrench\n\nQuarter,\n\nwas\n\nFebruary\n\na most\n\n22, held\n\nenjoyable\n\nat the La\n\naffair. The\n\nunique\n\nsurroundings, the creole breakfast, and the program were thoroly enjoyed by the\n200 present. President Edythe J. Brown asked Amy H. Hinrichs, chairman of local\naffairs for the Department,\nhonor\n\nto make\n\nguest, J. B. Edmonson,\n\ntell of the arrangements\nmentary\n\nEducation\n\nhe had\n\nwhich\n\nan announcement\n\ndean, School\nmade\n\nabout the banquet;\n\nof Education,\n\nUniversity\n\nfor us this summer\n\nwill be held July 5-16, Ann\n\ninvited our\n\nof Michigan,\n\nat our Conference\n\nArbor,\n\nMichigan;\n\nto\n\non Ele¬\n\nand\n\ngave\n\nto the group a brief summary of the w'eek’s activities, inviting all present to come\nshare in the fun at our social gatherings and learn from those who were to bring us\nmessages on our programs.\nThe\n\nbanquet\n\nGilmer\n\non Monday\n\n(Dorothy\n\nDix)\n\nevening\n\nwas\n\nat the St. Charles\n\nthe guest speaker,\n\nHotel\n\nwill forever\n\nat which\n\nMrs.\n\nE. M.\n\nlive in the minds\n\nof the\n\n513 present, as one of the most delightful affairs of the convention.\nwras led by Mary M.\nschools, with Cornelia\nBeautiful\n\nharp\n\nThe\n\ngroup\n\nsinging\n\nConway, director, division of music, New Orleans public\nCooke, teacher of music, Audubon School, as accompanist.\n\nselections\n\nwere\n\ngiven\n\nby Viola\n\nand\n\nElizabeth\n\nTurnbow,\n\npupils of\n\nLucienne Lavendon. The invocation was given by Reverend Dunbar H. Ogden,\npastor, Napoleon Avenue Presbyterian Church, New Orleans. After a delightfuLand\ndelicious southern dinner, President Brown presented the distinguished friends of\nthe Department\nOrleans\n\nseated\n\nPrincipals\n\nat the head\n\nAssociation,\n\ntable. Josephine\n\nand\n\nprincipal,\n\nE. Hildebrandt,\n\nRobert\n\nM.\n\npresident,\n\nLuther\n\nSchool,\n\nNew\n\ngave\n\na\n\nword of greeting and presented beautifully framed and original Audubon pictures\nto Joseph M. Gwinn, former superintendent of the New Orleans schools, Mrs.\nNicholas\nBrown,\n\nBauer,\nand\n\nwho\n\nEva\n\nreceived\n\nit for Superintendent\n\nG. Pinkston,\n\nticularly honored\n\nexecutive\n\nby the presence\n\nsecretary\n\nof Mrs.\n\nBauer,\n\nNew\n\nOrleans,\n\nof the Department.\n\nE. M.\n\nGilmer\n\nPresident\n\nAll were\n\n(Dorothy\n\nDix),\n\npar¬\n\nan inter¬\n\nnationally known personality, who gave the address of the evening on ‘‘The Experi¬\nences of a Woman\nColumnist.”\nAfter the general meeting on Tuesday afternoon, the New Orleans Principals Club\ngave a reception to all visiting principals and their friends in the dining room of\nTulane University Medical School. Punch and cakes were served, and it was here\nthat the group\n\nmingled\n\nand\n\nenjoyed\n\nanother\n\nfestive occasion.\n\nexpressed to the New Orleans Principals their appreciation\nment, they know that it was a happy experience for all.\n\nExecutive\nThe\n\nmeeting\n\nwas\n\nMeeting,\n\nSunday\n\ncalled to order\n\nCharles\n\nHotel. Those\n\npresent\n\nwere:\n\nsecond\n\nvicepresident;\n\nClifford\n\nMorning,\n\nby President\nEdythe\n\nE. Perry,\n\nfor this lovely entertain¬\n\nFebruary\n\nBrown\n\nJ. Brown,\n\nfourth\n\nIf the size of the crowd\n\n21, 1937\n\nin Dining\n\npresident;\n\nvicepresident;\n\nRoom\n\nMaude\nIsabel\n\nNo.\n\n1, St.\n\nA. Rhodes,\nTucker,\n\nfifth\n\nvicepresident; Ira M. Kline, member, Executive Committee; Cassie F. Roys, director,\nCertification Division; Herbert C. Hansen, director, Life Membership Division;\nM.\n\nEmma\n\nBrookes,\n\ndirector, Retirement\n\nDivision;\n\nAaron\n\nKline,\n\npast\n\npresident;\n\nMaude McBroom, L. M. Fertsch, and Cecelia Galvin, members, Editorial Com¬\nmittee; Richard R. Foster, assistant director, Research Division, National Education\nAssociation; Amy H. Hinrichs and Josephine E. Hildebrandt, hospitality chairmen,\nNew Orleans meeting; and Eva G. Pinkston, executive secretary.\nPresident\n\nBrown\n\nable to be present,\nabsent\n\nmembers.\n\nexpressed\n\nregret that all members\n\nand\n\nthe secretary\n\nasked\n\nTelegrams\n\nhad\n\ncome\n\nto read\n\nfrom\n\nof the official family were\n\nthe messages\n\nHarley\n\nW.\n\nLyon,\n\nreceived\n\nfrom\n\nnot\nthe\n\nfirst vicepresident;\n\nIrvin Wilson, third vicepresident; and Mason A. Stratton, member, Executive Com¬\nmittee. A letter had been received from Mrs. Edith B. Joynes, member, Executive\nCommittee.\n\nA\n\nmotion\n\nwas\n\nmade\n\nby Miss\n\nBrookes,\n\nsecretary be instructed to write to those absent\nto be at the meeting. Motion carried.\n\nseconded\n\nexpressing\n\nby Miss\nregret\n\nRoys,\n\nthat the\n\nat their inability\n\n"}
{"page": 306, "printed_page": null, "text": "300\n\nNational\n\nEducation\n\nAssociation\n\nA motion was made by Miss Rhodes and seconded by Mr. Perry that the reading\nof the minutes of the Portland meeting be omitted because they were approved by all\nbefore they were\nMotion carried.\nPresident\n\npublished\n\nin the October\n\nissue of the National\n\nHinrichs\n\nBrown\n\nasked\n\nMiss\n\nthe plans they had\n\nmade\n\nfor the meetings\n\nreport. Miss\n\nBrown\n\nrequested\n\nDepartment\nPresident\n\ncould be of any assistance to them.\nBrown asked Mr. Foster to report the plans and progress\n\nthem\n\nand\n\nElementary\n\nMiss\n\nHildebrandt\n\nin New\n\nOrleans.\n\nto get in touch with\n\nPrincipal.\n\nto outline in general\n\nThey\n\ngave\n\nher or Miss\n\na splendid\n\nPinkston\nmade\n\nif the\nby the\n\nEditorial Committee, since Samuel Berman, chairman of the committee, had been\ncalled back to Philadelphia. Mr. Foster reported that the Editorial Committee had\ncompleted\n\na three-day\n\nmeeting,\n\njust prior to the convention,\n\nat which\n\ntime\n\nit had\n\nfinished planning the new yearbook, Appraising the Elementary-School Program.\nMr. Foster stressed the need of the appraisal of the policies and activities of the\nelementary\n\nschool in its relation to the growth\n\nof children.\n\nof this yearbook wfill be the description of methods\nin specific school situations, and the main emphasis\n\nThe\n\nmajor\n\ncontribution\n\nof technics of appraisal as used\nis on hoiv to evaluate the school\n\nprogram. Mr. Foster gave the names of the chapter topics and discussed each.\nA motion was made by Ira M. Kline, seconded by Miss Tucker, thanking Mr.\nFoster for the splendid report and thanking the Editorial Committee for the great\namount of work which it has done in getting this splendid book ready. Motion\ncarried.\nA\n\nmotion\n\nwas\n\nmade\n\nby Mr.\n\nPerry,\n\nseconded\n\nby Mr.\n\nHansen,\n\nthat the secretary\n\nwrite Mr. Berman, chairman of the Editorial Committee for this yearbook, and ex¬\npress appreciation to him for meeting with the committee just before convention and\nregret that he could not stay for the meetings. Motion carried.\nPresident Brown asked Mr. Foster to tell the group the tentative plans for the\nfuture yearbooks, since Mr. Berman, the retiring member of the Editorial Committee,\nhas recommended that a meeting of the committee take place in Washington in the\nspring. Mr. Foster reported that “Reading in the Elementary School” had been chosen\nas the topic for the 1938 yearbook. A lively discussion took place, since this is one of\nthe most vital subjects taught in the elementary school. The 1939 yearbook is to be\nentitled “Vitalizing the Elementary School Curriculum.” Ira M. Kline expressed the\nbelief that it may be a good thing to select yearbook topics even further in advance\nthan just two years. A motion was made by Miss Tucker, seconded by Miss Rhodes,\nthat if the funds of the Department were adequate to include this extra expense, the\nEditorial Committee meet about May 15 in Washington. Motion carried.\nThe\nallowed\n\nsecretary\none\n\nreported\n\nthat Ralph\n\nof his students, Robert\n\nD.\n\nOwen\n\nof Temple\n\nC. Alexander,\n\nUniversity\n\nto compile\n\nan\n\nhad\n\nkindly\n\nannotated\n\nbibli¬\n\nography of the Department’s first fourteen yearbooks as a partial requirement for\nhis master’s degree. Mr. Alexander has done such a splendid piece of work that the\nsecretary expressed the wish that each member of the Department have a copy. The\nproblem was discussed as to whether it should be printed and placed as an additional\nsignature in the 1937 yearbook, should be printed as a separate bulletin, or just\nmimeographed and sent at request. A motion was made by Mr. Hansen, seconded\nby Miss Roys, that if the funds were available, this valuable study be printed as a\nseparate bulletin and sent to all members early in the fall. It was suggested that a\nbibliography\nthe material\n\nbe made\nat hand.\n\nof the Fifteenth\nMotion carried.\n\nand\n\nSixteenth\n\nA motion was made by Miss Roys and seconded\nbe recessed until Monday, February 22, at 9 A. M.\n\nExecutive\nThe\nCharles\n\nsecond\n\nmeeting\n\nMeeting,\n\nMonday\n\nof the Executive\n\nHotel, at 9 A.M., February\n\npresident;\n\nMaude\n\npresident;\n\nIsabel Tucker,\n\nA. Rhodes,\n\nby Miss\n\nMorning,\nCommittee\n\n22, 1937. Those\n\nsecond\n\nvicepresident;\n\nfifth vicepresident;\n\nYearbooks,\nBrookes\n\nFebruary\nmet\n\nand\n\nwere:\n\nClifford\n\nEarl R. Laing\n\nto\n\nthat the meeting\n\n22, 1937\n\nin Dining\n\npresent\n\nbe added\n\nRoom\nEdythe\n\nE. Perry,\n\nand Ira M.\n\nNo.\n\n1, St.\n\nJ. Brown,\n\nfourth\n\nvice-\n\nKline, mem-\n\n"}
{"page": 307, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\nPrincipals\n\n301\nbers, Executive\nC. Hansen,\nsecretary.\n\nCommittee;\n\nCassie\n\nF. Roys, director, Certification\n\ndirector, Life Membership\n\nDivision;\n\nand\n\nEva\n\nG.\n\nDivision;\nPinkston,\n\nHerbert\nexecutive\n\nPresident Brown asked that the reading of the minutes of the Sunday meeting be\nomitted and that the report of the secretary be discussed. This report contained a\nsummary\n\nof the trends in education\n\nas seen from\n\nheadquarters;\n\na list of the activities\n\nof the office — routine and special; a three-year comparative financial statement; a\nlist of the securities of the permanent fund; membership figures of February 1, 1937;\nand problems confronting the Department.\nThe secretary’s report included figures which show that there were 3454 members\non February 1, 1936, and 4408 members on February 1, 1937. The membership on\nFebruary\n\n19, 1937, was\n\n4566 plus 147 life members.\n\nAfter discussing the problem as to whether the Department should publish bulle¬\ntins on such subjects as guidance, health, etc., it was decided that headquarters\nshould collect material on such subjects as are requested and loan these as needed.\nThe\n\nsecretary\n\nreported\n\nthat the supply\n\nof life membership\n\nkeys is low, and\n\nif\n\nmore are purchased before June, they can be bought at the present price. A motion\nwas made by Mr. Kline, seconded by Miss Rhodes, to buy for anticipated needs the\nlife membership\n\nkeys now.\n\nMotion\n\ncarried.\n\nA motion was made by Miss Roys, seconded by Mr. Perry, to accept the secretary’s\nreport as discussed. Motion carried.\nPresident Brown asked Mr. Laing to outline for the group the tentative plans for\nthe Detroit meeting. Mr. Laing’s report made all realize that we would have another\nsplendid meeting this summer. The Detroit group is planning many attractive\nfeatures for our entertainment. The secretary was instructed to carry full details in\nthe April and June issues of the National Elementary Principal.\nPresident Brown asked if all arrangements for the Conference\nEducation,\n\nwhich\n\nis being sponsored\n\ncipals, had been completed. This\nfollowing the N.E.A. convention\n\nby the Department\n\non\n\nof Elementary\n\nElementary\nSchool\n\nPrin¬\n\nconference, July 5-16, is to be held immediately\nat Detroit at the University of Michigan, Ann\n\nArbor. The secretary gave to each person present leaflets which had been prepared,\nand said all arrangements had been completed by the committee and Dean J. B.\nEdmonson.\nsecretary\n\nA\n\nmotion\n\nwas\n\nbe instructed\n\nEdmonson thanking\nMotion carried.\n\nmade\n\nby Mr.\n\nto write\n\nthem\n\nPerry;\n\nto each\n\nfor making\n\nseconded\n\nmember\n\nsuch\n\nby Miss\n\nTucker,\n\nof the committee\n\na splendid\n\nand\n\nthat the\nto Dean\n\nset-up for the conference.\n\nA motion was made by Miss Tucker, seconded by Mr. Perry, that Mr. Laing be\nappointed to represent the Department of Elementary School Principals in affairs\nconcerning the World Federation of Education Associations. Motion carried.\nA\n\nmotion\n\nwas\n\nmade\n\nby Mr.\n\nHansen,\n\nseconded\n\nby Mr.\n\nto Amy Hinrichs and Josephine Hildebrandt, hospitality\ncourtesies extended to the members of the Department.\nA\n\nmotion\n\nwas\n\nmade\n\nby Miss\n\nto those who participated\ncess that they were.\n\nTucker,\n\nin making\n\nseconded\n\nby Mr.\n\nthe Monday\n\nand\n\nKline, that letters be sent\nchairmen,\nLaing,\n\nTuesday\n\nfor the many\n\nthat letters be sent\nprograms\n\nthe suc¬\n\nDetroit, Michigan\nJune 27-July 1, 1937\nThe\n\nDepartment\n\nDetroit, Michigan.\n\nof Elementary\nThe\n\nSchool\n\nDepartment\n\nPrincipals\n\nbreakfast\n\nwas\n\nheld its semiannual\n\nmeetings\n\nserved\n\nJune\n\non Monday,\n\nat\n\n28, at\n\nthe Statler, the headquarters hotel ; the two afternoon general sessions, Monday and\nTuesday, June 28 and 29, were held in Memorial Hall, Woodward Avenue Baptist\nChurch;\n\nand\n\nthe banquet\n\ntook place, Tuesday,\n\nJune\n\n29, at the Detroit\n\nGolf\n\nClub.\n\nThe lovely musical program which preceded the Monday afternoon general ses¬\nsion was rendered by pupils from the Stephens School, of which Esther J. Cousins\nis principal.\n\nAt\n\nthe Tuesday\n\nafternoon\n\nprogram\n\nthe music\n\nwas\n\nfurnished\n\nby the\n\n"}
{"page": 308, "printed_page": null, "text": "National\n\n302\n\nEducation\n\nAssociation\n\nDistrict Band and Glee Club — District P — of which Earl R. Laing is district prin¬\ncipal. The music on both of these programs demonstrated the splendid quality of\nthe work which is being done in the Detroit schools.\nThe breakfast for the members of the Department and their friends was held\nin the Ballroom, Statler Hotel, on Monday morning at 7 :30 o’clock, with President\nEdythe J. Brown presiding. The 22+ persons who attended enjoyed the meal, were\nglad to see their friends, and were happy to make new acquaintances. The com¬\nmittee on arrangements had a feature which caused all present to try to sing.\nEarl R. Laing, chairman of affairs for the Detroit meeting, opened the meeting by\nextending a word of welcome to those present and inviting all to intersperse their\nconvention duties with fun and pleasure while they attended to business. He then\npresented Edythe J. Brown, president of the Department and principal of KaleyMarquette Schools, South Bend, Indiana. President Brown made several announce¬\nments which were of particular interest to those present, after which the breakfast\nmeeting was adjourned.\nThe banquet, held at the Detroit\n\nGolf\n\nClub, was\n\none of the most\n\nenjoyable\n\naffairs\n\never given for the Department. Appropriate music was rendered by a selective\nDetroit High School Orchestra as the guests assembled. Attractive girls, dressed in\nyellow,\n\nescorted\n\nthe 5+0 guests\n\nto the tables. The\n\nholiday\n\nspirit of the group\n\nwith\n\ntheir ready repartee and banter caused the evening to be one of scintillating en¬\njoyment. At the close of the dinner, George P. Becker, a tenor soloist, graciously\nrendered a number of beautiful songs, followed by several delightful selections by\nthe Ford\n\nDixie\n\nEight. Benjamin\n\nof Edison\n\nInstitute, Greenfield\n\nLovett\n\nThe\n\nfirst executive\n\nHotel, was called\nEdythe J. Brown,\n\ntwenty\n\ncouples\n\nVillage, in a demonstration\n\nthe young folks showed the “oldsters”\nbe done, Mr. Lovett invited the group\n\nExecutive\n\ndirected\n\nMeeting,\n\nmeeting,\n\nhow easily and\nto participate.\n\nSunday\n\nheld\n\nof young\n\nof old-time\n\ngracefully\n\ndances.\n\nAfter\n\nthe dances\n\ncould\n\nMorning,\n\nJune 27, 1937\n\nin the library on\n\nthe Mezzanine\n\nto order by President Edythe\npresident; Maude A. Rhodes,\n\nstudents\n\nfloor, Statler\n\nJ. Brown. Those present were\nsecond vicepresident; Irvin A.\n\nWilson, third vicepresident; Isabel Tucker, fifth vicepresident; Earl R. Laing, Mrs.\nEdith B. Joynes, and Mason A. Stratton, members of the Executive Committee;\nHerbert C. Hansen, director of the Life Membership Division; Cecelia Galvin,\nmember of the Editorial\nthe Department.\nThe\n\nfollowing\n\nDetroit\n\nCommittee;\npeople\n\nand\n\nwere\n\nEva\n\ninvited\n\nG. Pinkston,\nby\n\nexecutive\n\nthe president\n\nsecretary\n\nand\n\nMr.\n\nof\n\nLaing,\n\nchairman of affairs, to be present: Herman Browe, Esther Cousins, Irene Sauble,\nand Jennie Clow. Miss Clow told of the arrangements made for the breakfast on\nMonday morning. Miss Cousins spoke of plans for the afternoon meetings; Miss\nSauble gave a report of arrangements made for the banquet; and Dr. Browe told\nof the plans which had been worked out for courtesy cars to be available thruout\nthe week. All guests for the banquet were to assemble at either the Statler or the\nBook-Cadillac\nA\n\nmotion\n\nand\n\nmade\n\nto and\n\nby Miss\n\nClub.\nfor the splendid\n\nand\n\nseconded\n\nGolf\n\nbe expressed to Mr. Laing and thru him to his entire committee\narrangements made for the meeting. Motion carried.\nnot be present\n\nHansen,\n\nthe Detroit\n\nthat appreciation\n\nBrown\n\nby Mr.\n\nfrom\n\nRhodes,\n\nPresident\n\nwas\n\nbe taken\n\nexpressed\n\nregret that all members\n\ninstructed\n\nthe secretary\n\nto write\n\nof the Executive\nto the absent\n\nBoard\n\ncould\n\nmembers.\n\nA motion was made by Mr. Laing, seconded by Mr. Stratton, that the reading of\nthe minutes of the February meeting be omitted since they had been sent to each\nmember and later published\nMotion carried.\n\nA\n\nmotion\n\nwas\n\nmade\n\nin the April issue of the National\n\nby Mrs.\n\nElementary\n\nPrincipal.\n\nJoynes, seconded by Mr. Stratton, that a letter of\ncongratulations be sent to Floyd Potter, for his appointment to the new post of\ndirector of elementary education in the Atlantic City schools. Motion carried.\n\n"}
{"page": 309, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\n303\n\nPrincipals\n\nA motion was made by Mr. Stratton, seconded by Miss Tucker, that a revolving\nfund of $1200 be established so that certain bills of the Department could be paid\nimmediately by the executive\nmonth. Motion carried.\nA\n\nmotion\n\nbe made\n\nwas\n\nmade\n\non the fund\n\nby Mr.\n\nsecretary\n\ninstead\n\nof waiting\n\nWilson,\n\nseconded\n\nby Miss\n\nuntil the end\n\nTucker,\n\nexcept by the authority' of the executive\n\nthat no\n\nof the\ncharge\n\nsecretary.\n\nAfter a discussion of the auditors’ report, Herbert C. Hansen, chairman of the\nBudget Committee, submitted the following proposed budget for the Department\nof Elementary School Principals for 1937-38 and\nwas seconded by Mrs. Joynes. Motion carried.\n\nBudget\nEstimated\n\nmoved\n\nits adoption.\n\nThis\n\nreport\n\n1937-38\n\nreceipts .\n\n$25,600\n\nExpenditures\nPrinting .\nGeneral office .\nSalaries .\nConvention expense .\nEditorial Committee .\nMiscellaneous .\n\n$7,000\n8,000\n8,200\n500\n500\n+00\n\nContingent\n\n1,000\n\n.\nTotal\n\nA motion\n\n.\n\nwras made\n\nby Miss\n\nTucker,\n\n$25,600\nseconded\n\nby Mr.\n\nWilson,\n\nthat the annotated\n\nmaterial prepared by Robert Alexander in partial preparation for his master’s\ndegree be checked and supplemented to include the Fifteenth Yearbook. This material\nis to be printed and sent to all 1937-38 members of the Department of Elementary\nSchool Principals as an added service. Motion carried.\nA motion was made by Mrs. Joynes, seconded by Mr. Hansen, that this annotated\nmaterial be printed and sold to non-members of 1937-38 for not less than 50 cents.\nThe exact cost will be determined by the executive secretary after bids on printing\nare received. Motion carried.\nA\n\nmotion\n\nwas\n\nmade\n\nby Miss\n\nRhodes,\n\nseconded\n\nby Mr.\n\nWilson,\n\nthat the executive\n\nsecretary be instructed to write letters to the 1040 new members of the Department,\ninviting them to become life members. Motion carried.\nMembership procedures were discussed and it was the decision that the goal set\nfor 1937-38\n\nshould\n\nbe 6000. The\n\nDepartment\n\nhad\n\nan increase\n\nof 25 percent\n\nfor the\n\nyear 1936-37, the goal at that time was 5000.\nMeeting recessed until Monday, June 28, at 9:30 a.m.\n\nExecutive\nThe\n\nsecond\n\nmeeting\n\nMeeting,\n\nMonday\n\nof the Executive\n\nMorning,\n\nCommittee\n\nwas\n\nJune 28, 1937\nalso held in the library on\n\nthe Mezzanine floor, Statler Hotel. Those present were: Edythe J. Brown, presi¬\ndent; Maude Rhodes, second vicepresident; Irvin Wilson, third vicepresident;\nIsabel Tucker, fifth vicepresident; Earl Laing, Mason A. Stratton, Mrs. Edith\nB. Joynes, and Ira M. Kline, members of the Executive\nHansen, director, Life Membership Division; and Eva\nsecretary.\nPresident\nSunday,\n\nBrown\n\nJune\n\ncalled\n\n27, were\n\nthe meeting\n\nread\n\nand\n\nmeeting wrere discussed again.\nA motion was made by Miss\nCommittee\n\nbe asked\n\nto submit\n\nto order.\n\napproved.\n\nTucker,\n\nSome\n\nseconded\n\nThe\n\nCommittee; Herbert C.\nG. Pinkston, executive\n\nminutes\n\nof the meeting\n\nof the problems\nby Mr.\n\nLaing,\n\non\n\nof the previous\n\nthat the Editorial\n\na list of topics for future yearbooks\n\nat the February\n\nmeeting, and that tentative selections be made. This early planning, it was thought,\nmight be of great assistance to the Editorial Committee in planning its work.\nMotion carried.\nA motion was made by Mr. Kline, seconded\ntion of the Executive Committee be expressed\n\nby Miss Rhodes, that the apprecia¬\nto the Editorial Committee for the\n\n"}
{"page": 310, "printed_page": null, "text": "304\n\nNational\n\nEducation\n\nAssociation\n\ngreat amount of work which it has done in editing such splendid yearbooks for the\nDepartment, and that the executive secretary be instructed to write a letter to the\nretiring chairman,\n\nSamuel\n\nBerman,\n\nPhiladelphia,\n\nPennsylvania,\n\nthanking\n\nhim\n\nfor\n\ngiving his time so unstintingly for the three-year period, and for his great contri¬\nbution to the principals of the nation. Motion carried.\nA motion was made by Miss Rhodes, seconded by Miss Tucker, that the Visual\nEducation Committee, of which Harry H. Haw of San Diego, California, had\ncharge,\n\nmake\n\narrangements\n\nto show\n\nthe motion\n\npictures it has collected, before\n\nafter the afternoon programs on Monday and Tuesday. In this way the\nmittee will be given a better opportunity to let the group see the marvelous\nwhich it is doing. Motion carried.\nThe\n\nrequest\n\nPrincipals\n\nof Maude\n\nhave\n\nMcBroom\n\na joint meeting\n\nthat\n\nwith\n\nthe\n\nthe\n\nDepartment\n\nNational\n\nof Elementary\n\nConference\n\non\n\nand\nCom¬\nwork\n\nSchool\n\nResearch\n\nin\n\nEnglish, of which she is president, at the Atlantic City meeting next February, was\ndiscussed. It was decided that inasmuch as the Tuesday afternoon program is\nalways furnished by the group from the state and city in which the convention is\nheld, it would be impossible for the Department to give up the Monday afternoon\nprogram\n\nto a joint meeting.\n\nThe\n\nExecutive\n\nCommittee\n\nregretted\n\nexceedingly\n\nthat\n\nit had to make this decision. Mrs. Joynes made a motion, seconded by Mr. Kline,\nthat the secretary write Miss McBroom expressing regret.\nA motion was made by Mr. Kline, seconded by Mr. Hansen, that the newly\nelected president appoint a Committee on the Maintenance of Professional Standards\nfor Elementary\n\nPrincipals.\n\nThis\n\nferent sections of the United\nman. Motion carried.\n\nCommittee\n\nStates, with\n\nis to consist of five members\n\none\n\nof the vicepresidents\n\nfrom\n\ndif¬\n\nacting as chair¬\n\nA\n\nmotion was made by Mr. Wilson, seconded by Miss Rhodes, that a committee\nbe appointed to contact state departments and request that directories, giving the\nnames\n\nof elementary\n\nprincipals,\n\nbe prepared\n\nand\n\npublished,\n\njust as the directories\n\nof those wTho are in secondary education. Motion carried.\nA motion was made by Mr. Laing, seconded by Miss Rhodes,\nfor the Conference\nMotion carried.\nA\n\nmotion\n\nwas\n\non Elementary\n\nmade\n\nby Mr.\n\nEducation\n\nbe reappointed\n\nStratton, seconded\n\nby Mr.\n\nthat the Committee\n\nfor this coming\n\nLaing,\n\nyear.\n\nthat the executive\n\nsecretary be instructed to inquire into the cost of covers or folders to be used and\nsold with the annotated list of references which is to be sent as an added service\nto all members of 1937-38. Motion carried.\nA motion was made by Mr. Hansen, seconded\n\nby Mrs.\n\nJoynes,\n\nthat the executive\n\nsecretary be instructed to wTrite to all who had made this convention such a wmnderful\nsuccess and express the great appreciation of the officers. Motion carried.\n\nBusiness\nReports\n\nMrs.\n\nMeeting,\n\nof the following\n\nTuesday\n\ncommittees\n\nAfternoon,\n\nwrere given:\n\nReport\n\nof Yearbook\n\nReport\nReport\nReport\n\nof Necrology Committee — Isabel Tucker\nof Resolutions Committee — Maude Rhodes\nof the executive secretary.\n\nEdith\n\nB. Joynes,\n\nCommittee — Cecelia\n\nNorfolk,\n\nJune 29, 1937\n\nVirginia,\n\nGalvin\n\nchairman\n\nof the Nominating\n\nsubmitted the report for officers for 1937-38. A motion w^as made\nseconded by Jess Hudson, Tulsa, Oklahoma, that the report be\n\nCommittee\n\nby Mrs. Joynes,\nadopted. Sophie\n\nBachmann, Detroit, Michigan, moved that nominations be closed. R. H. Under¬\nwood, Fountain City, Tennessee, moved that voting by ballot be dispensed with,\nthat the executive secretary be instructed to cast the vote of the assembly, for the\nnominees presented by the Committee. This motion was seconded by J. D. Williams,\nBirmingham, Alabama. Motion carried. The ballot was cast by the executive\nsecretary. (See Historical Note, p. 280.)\n\n"}
{"page": 311, "printed_page": null, "text": "DEPARTMENT\nKindergarten-Trim\n\nOF\n\nary Education\n\n"}
{"page": 312, "printed_page": null, "text": "HISTORICAL\nThe\n\ndepartment\n\nof\n\nNOTE\n\nkindergarten-primary\n\na meeting of the Froebel Institute of North\n\neducation\n\nAmerica,\n\ngrew\n\nout\n\nof\n\nwhich met in con¬\n\nnection with the Association’s meeting in Madison, Wisconsin, in 1884.\nThe name of the Department was changed in 1927 to the Department\nof Kindergarten-Primary Education.\nThe officers of the Department for the year 1937-38 are: president,\nMrs. Ada J. Farmer, 1623 Southeast Ladd Avenue, Portland, Ore.;\nvicepresident,\ntary-treasurer,\n\nEvlyn\nAnne\n\nBird,\n\n22\n\nO’Neill,\n\nEast\n\nShadowlawn,\n\nSupervisor,\n\nNormal\n\nAtlanta,\nSchool,\n\nGa.;\n\nsecre¬\n\nMonmouth,\n\nOre.; regional directors : Helen Johnson, Supervisor, Central Teachers\nCollege, Mt. Pleasant, Mich, (term expires 1938); Ethel Massengale,\n\nKindergarten-Primary Supervisor, Board of Education, Atlanta, Ga.\n(term expires 1939); A. Maud Sproat, Supervisor, City and County\nBuilding, Salt Lake City, Utah (term expires 1940) ; Ethelyn L. Mitchell,\n5535 Kenmore Avenue, Chicago, III. (term expires 1941 ).\nFacts relating to the establishment of this Department and records of\nits meetings will be found in earlier volumes of proceedings as follows:\n1884: 74\n1885 \\349-368\n1886 \\500-559\n1887 -.331-361\n1888 -.323-359\n1889 -.441-482\n1890 -.543-581\n1891 -.527-568\n1892 -.251-303\n1893 -.321-381\n1894 -.679-704\n\n1895 :510-560\n1896 -.471-514\n1897 -.584-613\n1898 \\589-619\n1899 -.530-574\n1900 \\365-402\n1901 -.500-539\n1902 -.409-429\n1903 :377-406\n1904 -.415-437\n1905 -.341-372\n\n1906 -.626-629\n1907 -.455-474\n1908 -.501-541\n1909 -.437-456\n1910 -.375-415\n1911 -.477-515\n1912 -.607-632\n1913 -.425-445\n1914 -.405-420\n1915 -.629-671\n191 6:289-310\n\n[ 306 ]\n\n191 7 -.417-429\n1918 -.151-155\n1919 -.171-178\n1920 \\191-202\n1921 -.461-469\n1922 -.969-985\n1923 -.705-718\n1924 -.583-596\n1925 -.478-503\n1926 -.497-527\n1927 -.457-472\n\n1928 -.411-433\n1929 -.425-448\n1930 :367-389\n1931 -.467-481\n1932 -.407-414\n1933 -.423-433\n1934 -.409-421\n1935 -.379-388\n1936 -.267-273\n\n"}
{"page": 313, "printed_page": null, "text": "THE\nEDNA\n\nDEAN\n\nKINDERGARTEN\n\nBAKER,\n\nPRESIDENT,\n\nCENTENNIAL\n\nNATIONAL\n\nEVANSTON,\n\nCOLLEGE\n\nOF\n\nEDUCATION,\n\nILL.\n\nThe year 1937 marks the one hundredth anniversary of the establish¬\n\nment of the first kindergarten in Blankenburg, Germany. It also marks\nthe eightieth year since the first kindergarten was open on American soil.\nIn the early reports of the United States Commissioner of Education, the\nsignificant statement was made that “so democratic an institution as the\nkindergarten was more indigenous to American soil than to German soil,”\nand so it has proved to be. No country in the world has given more recogni¬\ntion to the kindergarten or to the ideas enunciated by Froebel and the great\ngroup of educational reformers of the late eighteenth and the early nineteenth\ncenturies than the United States.\nWhat are the principles of education upon which the kindergarten is\nbased? Nina VandeWalker, in her book on the kindergarten in American\neducation names four which have persisted in their influence not only upon\nearly education but upon all education. Education thru play is readily\naccepted today, as play rooms, playgrounds, play clubs, and even play schools\nscattered all over America indicate. This principle, however, was considered\nextremely radical when Froebel first enunciated it, and it brought forth a\nvolley of protest.\nEducation incorporating natural child interests in singing, talking, making\nthings, playing games, etc., is a second principle which has inserted new life\ninto the school, until today every modern school has caught the idea to some\nextent. Froebel talked much about self-activity and its influence in relation\nto learning. Modern interpretations of that principle have led to much learn¬\ning by doing and considerable creative effort and creative expression.\nPerhaps the greatest single contribution of the kindergarten has been the\nemphasis upon social education versus solitary play. Froebel started an ex¬\nperiment in social education that has been one of the participating forces\nbringing about the wide experimentation along social lines in the modern\nschool. We might say, as did the boy who was asked to give the gold fish fresh\nwater: “They ain’t finished the water I gave them yesterday yet.” We are\nstill at work on these principles of education. It took genius to discover them ;\nit has taken as great or greater genius to find out how to make them work\nmost effectively.\nIn the years following the death of Froebel the kindergarten was promoted\nby his students not only in Europe and in the United States but, largely by\nthe inclusion of it in missionary enterprises, it spread all over the world.\nJapan is a good illustration, from the inception of the kindergarten in that\ncountry, thru the opening of the Glory Kindergarten many years ago by\nAnnie Howe, to the present time when kindergartens are generally a part\nof public schools.\nThe growth of the kindergarten, however, was not rapid in any country.\nNo large sums of money\n\nwere spent on propaganda, no great magazine sup-\n\n[ 307 ]\n\n*\n\n"}
{"page": 314, "printed_page": null, "text": "National\n\n308\n\nEducation\n\nAssociation\n\nported it, as was the case with the early introduction of the Montessori\nSchool into this country. On the contrary, many women like Elizabeth\nPeabody, Susan Blow, Kate Douglas Wiggin, Mrs. Alice Putnam, Eliza¬\nbeth Harrison and, in more recent years, Alice Temple, Patty Smith Hill,\nand Lucy Gage gave devoted, ardent, and self-sacrificing services in its\nbehalf. A few men of vision supported them. William T. Harris, Francis\nParker, and William\n\nHailman\n\nare among\n\nthose who,\n\nin the early period\n\nof the ETnited States, were of the greatest assistance in spreading the kinder¬\ngarten idea. Clubs, churches, settlements, and later public schools began to\nadopt the kindergarten, and the pioneer period came to a close with the\nopening of the nineteenth century.\nDuring this early period the influence of the kindergarten on other forms\nof education was profound. Gradually singing, games, stories, handwork,\npictures, flowers, pets, began to appear in schoolrooms,\n\nheretofore ornamented\n\nonly by blackboards,\n\nto the formal\n\nteaching\n\nbegan to appear in the home,\n\nas well\n\nclocks, and globes and devoted\n\nof the three R's.\nThe influence of the kindergarten\n\nas in the school; The Mutter and Rose Leider by Froebel stressed the im¬\nportance of mothers playing with their children and suggested that crude\ninstinct was not enough to guide mothers in the wise handling of their\ninfants and young children. Kindergartners following the example of Froebel\ndeveloped many contacts with the home, including mothers meetings. Sporadic\nand unscientific as these early attempts at parent education\nthe foundation for the modern parent education movement.\nThe\n\ninfluence of the kindergarten\n\nto the community;\n\nwere, they laid\n\nspread to the church, to the settlement,\n\ngreat expositions featured the kindergarten;\n\nChautauqua\n\nspeakers eloquently pictured the happiness of little children in the modern\nchild school ; and gradually the attitude of people in general toward\nchildren and their early training changed. The\nbecame\nThe\n\nimportant\n\nin a way\n\neducation\n\nyoung\n\nof the little child\n\nthat it had never appeared to be before.\n\nprinciples of education,\n\ncontact of various organizations\n\nof which\n\nwe\n\nhave spoken, permeated\n\nand institutions in the community\n\nthe\n\nin their\n\nrelationships to children.\nThe\n\nkindergarten\n\nwas not perfect as Froebel worked\n\nit out ; in fact, it had\n\nmany weak places. During the pioneer years those wdio had studied with\nFroebel tended more and more to adhere to the letter of his contribution and\nthe pattern of the early kindergarten\n\nschool crystallized into a routine. The\n\nhappy, free, out-of-door life in forest, on hill, and in the village which\nFroebel emphasized in connection with his own work with children, was\nlargely forgotten and\nwith a set program\nBeginning\n\nmany\n\nkindergartens\n\nbecame\n\nentirely indoor\n\nschools\n\nand materials.\n\nlate in the nineteenth\n\ncentury\n\nreformers\n\nwithin\n\nand without\n\nthe ranks of the kindergarten grew busy in the effort to change it. Out¬\nstanding among such reformers were G. Stanley Hall, Patty Smith Hill,\nand William\n\nH. Kilpatrick. They\n\ndesigns on sewing\n\ncriticized the small blocks, the intricate\n\ncards and weaving\n\nmats, the complicated\n\nmarches\n\nhighly organized games, the lengthy talks, stories, and songs. They\n\nand\n\ncriticized,\n\n"}
{"page": 315, "printed_page": null, "text": "Department\n\nof\n\nKindergarten-Primary\n\nEducation\n\n309\n\ntoo, the philosophy of Froebel, particularly his stress upon symbolism and\nhis use of symbolism in all of the activities of the kindergarten.\nSome of the movements which have contributed to modern childhood\neducation and to the reform of the kindergarten are the Child Study Move¬\nment, of which G. Stanley Hall was the first great leader ; the Child Devel¬\nopment Movement, with which we connect the names of Arnold Gesell,\nBird T. Baldwin, Helen T. Woolley, George Stoddard, John Anderson,\nand others; the so-called Scientific Movement in education, and that other\nmovement so fruitful of change which John Dewey has led — the Social\nEducation Movement. Hygiene, including mental hygiene, has played its\npart, as has the Montessori School and the nursery school, in making the\nmodern kindergarten what it is today.\nPerhaps no single contribution has been as great as that of the nursery\nschool. These schools which were developed in England as early as 1907 by\nGrace Owen, a kindergartner, and the Macmillan sisters, who were social\nworkers, began to appear in the United States in 1919. In 1930 there were\n343 of them. In 1932 the United States Government opened emergency\nnursery schools, and in the four years since that time these schools have\nappeared in practically all the states and several island possessions, taking\ncare of an enrolment of around 50,000 children each year.\nEmphasis in both the regular nursery schools and in the emergency nur¬\nsery schools or the WPA nursery schools has been on health, social welfare,\nparent education, pre-parental education and, particularly in the regular\nnursery schools, upon research in child development and the use of research\nin building the program.\nAll of these contributions of organizations and individuals have empha¬\nsized the importance in the preschool years of every contact, of home and\nschool and community, upon the life of the child. They have emphasized the\nvalue and necessity of the mutual cooperation of parents and teachers work¬\ning together upon common problems. They have stressed the fact that each\nhas information necessary to the others.\nIn the kindergarten today we see several significant trends. The health\nof the child has first consideration. There is often a thoro physical examina¬\ntion for each child, either before he enters the kindergarten or soon after;\ndaily inspection by a nurse or a physician insures the comparative\n\nsafety\n\nof the children in relation to the common cold and children’s contagions.\nTeachers are trained to understand the health needs of young children\nand to work consistently for good habits.\nThere is also an understanding of the importance of mental health.\nKindergarten teachers have always known that it was important to make\nthe kindergarten a happy place, but they have not known how to eliminate\ntension, to induce relaxation, to develop poise and self-control, as well as\nthey do today. The kindergartner, like the nursery school teacher, attempts\nto modify or eliminate the child’s fears, his temper tantrums, his moodiness\nand overaggressiveness.\nA second trend in the modern kindergarten is the attempt to understand\nand help the individual child to learn and to express himself according to\n\n"}
{"page": 316, "printed_page": null, "text": "310\n\nNational\n\nEducation\n\nAssociation\n\nhis individual make-up and to modify or eliminate individual difficulties or\nhandicaps. In the past, kindergarten children, like grade children, have\nbeen handled more en masse, altho it has been a part of the kindergarten\nphilosophy to care for each individual. The technics, however, for doing\nthis have not been well known or as successfully used as at the present time.\nThe kindergarten has always given attention to the social needs of children,\nbut not until the recent studies on character and social development, have\nthe teachers understood behavior as a symptom and index of character. There\nis, therefore, a new attack upon this problem at the present time with a full\nunderstanding that so many later personality difficulties get started during\nthe preschool years.\nThe kindergarten has taken its place with the progressive primary grades\nin the movement to develop a purposeful activity curriculum adapted to\nthe abilities and needs of young children. Large materials are in use, much\nfreedom is allowed for choice, a great deal of experimental play precedes\npurposeful construction; projects are based upon the interests of the child\nin nature and in the social life about him. One such project, or more fully\norganized unit, leads on to another in a program which takes care of growth\nof the individual and watches carefully for the experiences which new\nmaturations make possible.\nThis curriculum is designed not only to give the child tolerant under¬\nstanding of the world in which he lives but also to allow him abundant op¬\nportunity for creative work, particularly along the line of the arts. Every\nchild is an embryo artist, and in the modern kindergarten he wields the\nbrush, the hammer, and the needle ; and every child has the opportunity\nto work in clay, in sand, and to build with blocks.\nAs a result of all the influences that have reached the kindergarten and\nthe changes that have been brought to pass one might well say of the modern\nkindergarten as did the child to the teacher who complimented him upon\nhis improvement, “Well, I think you have improved, too!”\nIn spite of the improvement and the growth, the kindergarten at its peak\nenrolment in the United States has registered only 750,000 children in\nabout 3500 cities and towns. It is estimated that these children represent\nonly 14 percent of the four- and five-year-olds in this country, so that 86\npercent are still without the opportunity. In this connection we might say\nas Jack did of the new baby, “He\n\nisn’t big for his size, is he?’’ But when\n\nthe baby began to cry, Jack hastily remarked, “But he has a large voice for\nhis age!” The present kindergarten is a part of the much larger movement,\nthe modern childhood education movement; it is vocal, it does have a large\nvoice, and it is being heard !\nWe, therefore, look forward in the not very distant future to legislation\nin our various states which will accord to all the four- and five-year-old chil¬\ndren the privilege of a good modern kindergarten, and to the parents of\nthese children opportunities for a new understanding of them. Therefore,\nbetter homes and more effective training will fit these children for mem¬\nbership in the primary grades and for successful living.\n\n"}
{"page": 317, "printed_page": null, "text": "Department\n\nTHE\nGARRY\n\nCLEVELAND\nCLEVELAND\n\nof\n\nKindergarten-Primary\n\nYOUNG\nMYERS,\n\nCHILD\n\nHEAD,\n\nCOLLEGE,\n\nAS\n\nCLEVELAND,\n\n311\n\nA PERSON\n\nDEPARTMENT\n\nWESTERN\n\nEducation\n\nOF\n\nRESERVE\n\nPARENT\n\nEDUCATION,\n\nUNIVERSITY,\n\nOHIO\n\nLet us think today of the young child as a person rather than as a pupil.\nIf, indeed, we can understand him as a person, we shall easily come to know\nhim as a pupil. Anyway, he is most interesting as a person. But we are prone\nto ignore his personality because we oldsters, creatures of habits that we are,\ntend to grow so absorbed in the measurable and material as to overlook the\nimmeasurable and spiritual.\nThe little person in the kindergarten or primary grades has been a person\nsince his birth, if not before, and a person different from all other persons\nof the entire world. He has grown slightly different from the person that he\nwas, yet tremendously like the one he was. What he is as a person he grew\nto be, to a great extent, while at home before he entered school. Even during\nhis school years new patterns of his personality are being molded, for the\nmost part, in his home. The springs of his emotional life are there.\nIn order, therefore, to understand this child as a person, we need to know\nhis family, need to know all who have been nearest and dearest to him. Our\nsuccess in helping this child to develop best will depend on how well we are\nable to build at school upon the best habits, feelings, and attitudes he has\nexercised at home ; will depend, moreover, on how well we are able to culti¬\nvate the growth of these best items by helping his parents celebrate their own\nsuccesses at properly guiding this child and in leading these parents to choose\nto seek ways of growing to become still better parents.\nThe child at school is not just an individual child but a personality tied\nby heartstrings of pains and pleasures, hopes and fears, joys and sorrows.\nIt is his emotional life that is most significant. Facing every child are con¬\nflicts with his parents and other adults who assume responsibility for his\nconduct, and the conflicts he must have with other children. How mild and\nfew these conflicts are is a measure of the child’s mental health, personality,\nand behavior — his happiness, likableness, citizenship.\nThe school affords special opportunities for the child to learn to get along\nwith other children happily: lots of other children there to mingle with.\nBut the child who has not from his early years at home played freely with\nthose of his age right near the house he lives in, who has never learned to get\nalong well on the home playground, and who therefore is a lonely, timid\nchild, will continue all the more to be a lonely, timid child at school, in the\npresence of so many other children.\nWhat we are prone to overlook is that the child’s social fears and anxieties\nat school and his dread of ridicule have more to do in impairing his learning\nprogress than anything else, as a rule. How well he can speak, how well he\ncan concentrate, how well he can study at school depend largely on the degree\nof emotional comfortableness he enjoys in the classroom and on the school\nplayground.\n\n"}
{"page": 318, "printed_page": null, "text": "National\n\n312\n\nNEW\nMAY\n\nHILL\n\nARBUTHNOT,\n\nEducation\n\nWAYS\n\nAssociation\n\nWITH\n\nWESTERN\n\nPOETRY\n\nRESERVE\n\nUNIVERSITY,\n\nCLEVELAND,\n\nOHIO\n\nIt is always a bit presumptuous to attach the word new to anything we\ndo. About the time we think we have something really new to spring upon\nthe breathless world, we discover that one of the Ptolomeys, some two\nthousand B.C., abandoned\n\nour pet novelty as smacking of the old-fashioned\n\nmethods of his father’s dynasty. Therefore, I hasten to explain that while\nmy “New Ways with Poetry” might have seemed old ways to Methu¬\nselah’s tutor, still I use that naive phrase for the purpose of calling atten¬\ntion to certain shifts of emphasis in our use of poetry with young children\ntoday.\nThis shift is noticeable first, in the kind of poetry we are choosing in the\nelementary school. First of all, we make sure that the poetry we choose for\nchildren is genuine poetry. The doggerel we leave to the nonsense verse,\nof which children will always demand a liberal allowance. Of the authentic\npoetry, we choose material that is on the whole livelier, gayer, and briefer\nthan adult poetry. We avoid nature personifications because they are all too\noften poor verse, and chiefly because they confuse the literal-minded young\nchild. Aside from this possible limitation, subjects may be almost anything\nwithin the child’s age interest, just so they are treated simply, directly, and\nwithout ambiguity. Most of the poems we choose will be markedly rhythmic\nin character.\nWe shall expect no subtle analysis of poetry by the children but instead\nwe shall hope to lead them to such wholehearted participation in saying\npoems, hunting for poems, and incidentally reading them voluntarily, that\nit will become a lifelong habit. Finally, we must remember that not all\npoetry skips and frolics. With\n\nthis in mind we\n\nshall slip in occasional ex¬\n\namples of the great lyric poetry that is the heritage of every English-speaking\nperson. We will choose such simple ones, at the child’s own\nshall hope that presently he, too, will find time\n... to turn at Beauty’s\nAnd watch her feet how\n\nglance\nthey can\n\nlevel, that we\n\ndance.\n\nBecause, after all, one of the objectives of our new-old ways with poetry\nis to equip these children with a richer leisure than perhaps their parents\nenjoyed ; the kind of leisure W. H. Davis describes in his poem of that name:\nWhat is this life if, full of care,\nWe h ave no time to stand and stare.\nNo\nAnd\n\ntime to sit beneath\n\nthe boughs\n\nstare as long as sheep or cows.\n\nNo time to see, when wToods we pass,\nWhere squirrels hide their nuts in grass.\n\n"}
{"page": 319, "printed_page": null, "text": "Department\n\nNo\n\nof\n\nKindergarten-Primary\n\ntime to see, in broad\n\nStreams\n\nEducation\n\n313\n\ndaylight,\n\nfull of stars, like stars at night.\n\nNo time to turn at Beauty’s glance,\nAnd watch her feet, how they can dance.\nNo\n\ntime to wait\n\nEnrich\n\ntill her mouth\n\ncan\n\nthat smile her eyes began.\n\nA poor life this if, full of care,\nWe have no time to stand and stare.\n\nSECRETARY’S\n\nMINUTES\n\nDetroit, Michigan\nBusiness\n\nMeeting,\n\nTuesday\n\nAfternoon,\n\nJune 29, 1937\n\nThe annual business meeting of the Department of Kindergarten-Primary Educa¬\ntion of the National Education Association was called to order by the president,\nMrs.\n\nAda\n\nJ. Farmer,\n\nAnna O’Neill.\nThe minutes\n\nwith\n\nGrace\n\nfor the 1936\n\nF. Andrews\n\nmeeting\n\nwere\n\nacting\n\napproved\n\nsecretary\n\nas printed\n\nin the absence\n\nof\n\nin the Proceedings.\n\nThe financial report, as of June 1, 1937, was read and accepted.\nA. Maud Sproat, a member of the Executive Board, then presented a proposal from\nthe Board that certain matters be considered for the more effective functioning of the\nDepartment.\nHaving secured\nincorporating\n\nthe unanimous\n\nthe proposed\n\nconsent\n\nchanges\n\nof the group,\n\nregarding\n\nthe bylaws\n\nmembership.\n\nArticle\n\nwere\n\naltered,\n\nIII was\n\nstricken\n\nout and “D” of the proposal was substituted, to read: “All N.E.A. members who are\ninterested in early childhood education shall thereby become members of the Kinder¬\ngarten-Primary Department.”\nElla Victoria Dobbs.\n\nMotion\n\nwas\n\nmade\n\nby A. Maud\n\nSproat,\n\nseconded\n\nby\n\nArticle IV, Section 5, was amended to read, “The retiring President shall become\na consulting member of the Executive Board for the period of two years following\nher retirement.” Motion was made by A. Maud Sproat, seconded by Donna Hill.\nArticle IX, Section 1, regarding dues, was eliminated. Motion was made by Miss\nSproat, seconded by Mrs. Eugenia West Jones.\nA motion was made by Anna Irene Jenkins, seconded by A. Maud Sproat and\ncarried, that the president communicate to Willard E. Givens the action taken,\nespecially concerning the payment of dues, and urge that “C” of Board’s\nbe given serious consideration by the Executive Committee of the N.E.A.\n“C. Proposed,\nnecessary\nThe\n\nfunds\n\nfollowing\n\nthat the National\nfor the organization\n\ncommittees\n\nResolutions — Grace\n\nwere\n\nPhelps,\n\nEducation\n\nAssociation\n\nof a program\n\nappointed\n\nDetroit, Mich.;\n\nfor the Annual\n\nby the president\nMrs.\n\nshall make\n\nCooper,\n\navailable\n\nConvention.”\n\nto act thruout\n\nPomona,\n\nE. J. Lemaire, Detroit, Mich.; Publicity — Mrs. Grace Bowe,\nMarjorie Struble, Detroit, Mich., and Hattie Parrott, Raleigh,\n\nproposal\n\nthe year:\n\nCalif., and\n\nLos Angeles,\nN. C.\n\nMrs.\nCalif.,\n\nMotion was made by Anna Irene Jenkins that the president appoint a Head¬\nquarters Committee to see that suitable and attractive headquarters be maintained\nat all convention\nA\n\nmeetings.\n\nbrief statement\n\nThe\n\nmotion\n\nby Harriett\n\nM.\n\nwas\n\nChase\n\nseconded\nand\n\nby Mary\n\nof keeping members of the Department informed\nUnited States Office of Education was made.\nThe\n\nCourtesy\n\nat the luncheon\n\nCommittee,\n\nof which\n\non Wednesday\n\nThe Nominating Committee\nbe reelected and that Ethelyn\n\nAnna\n\nby Donna\nLeeper\n\nof materials\n\nIrene\n\nJenkins\n\nHill and\n\ncarried.\n\non the advisability\navailable\n\nis chairman,\n\nfrom\n\nthe\n\nreported\n\nnoon.\npresented the following report: “That present officers\nL. Mitchell of Chicago, Illinois, be chosen to fill the\n\n"}
{"page": 320, "printed_page": null, "text": "314\n\nvacancy\n\nNational\n\non\n\nthe Educative\n\nTexas.”\nThe report was\nNote, p. 306.)\n\nBoard\n\nEducation\n\nleft by the retirement\n\naccepted, and a unanimous\n\nAt the request of Mrs.\n\nEugenia\n\nAssociation\n\nWest\n\nof Dodie\n\nHooe\n\nof Dallas,\n\nvote cast for the officers. (See Historical\n\nJones, a note of appreciation\n\nefforts and services of the officers of the past year\nMeeting adjourned.\n\nwas\n\nacclaimed\n\nfor the untiring\n\nby the group.\n\n"}
{"page": 321, "printed_page": null, "text": "DEPARTMENT\n£ip\n\nTreading\n\nOF\n\n"}
{"page": 322, "printed_page": null, "text": "The\n\ndepartment\n\nof\n\nHISTORICAL\n\nNOTE\n\nlip\n\nestablished\n\nreading\n\nwas\n\nat the\n\nPhiladelphia\n\nmeeting of the National Education Association in July 1926, following\nthe required successive meetings of the group , and after a petition had\nbeen presented to the Association.\nThe officers of the Department for the year 1937-38 are: president,\nEliza C. Hannegan, Public School Adult Classes, Portland, Maine; vicepresident,\n\nMary\n\nE.\n\nVan\n\nHorn , 360\n\nEast\n\nFiftieth\n\nStreet,\n\nNew\n\nYork,\n\nN. Y\nsecretary-treasurer, Elsie 0. Bensing , 932 38th Street, Des\nMoines, Iowa.\nMeetings are held once each year in July. The Department publishes\nan occasional Bulletin. The annual dues, $1, are payable to the SecretaryTreasurer. Facts relating to the establishment of this Department and\nthe record of meetings are to be found in earlier volumes of proceedings\nas follows:\n192 6:1067-1100\n1927: 473- 486\n1928: 435- 446\n1929: 446- 462\n\n1930 :39 1-400\n1931 \\483-494\n1932 -.415-422\n1933 -.435-443\n\n[ 316 ]\n\n1934 -.423-433\n1935 -.389-396\n1936 -.275-282\n\n"}
{"page": 323, "printed_page": null, "text": "GREETINGS\nMRS.\n\nA. J. KNISELY,\n\nPRESIDENT\nHEARING,\n\nOF\n\nDETROIT\n\nDETROIT,\n\nLEAGUE\n\nFOR\n\nTHE\n\nHARD\n\nOF\n\nMICH.\n\nIT is with much pleasure that the Detroit Society for the Hard of\n\nHearing extends greetings and a hearty welcome to the lip-reading section\nof the National Education Association. We are very grateful to the faithful\nteachers who have taught us, step by step, the words that are conveyed by\nthe eyes, after the ear has failed us.\nIt is thru you that the deaf and hard-of-hearing child and adult go forth\nto a fuller, happier existence, able to take their place in life.\nWe hope your stay in our city will accomplish two objectives: (1) that\nyou will receive new inspirations for your work with deafened children, and\nalso the adult you may come in contact with; (2) that you can find some\ntime to visit some of the high spots of interest in Detroit, especially the Art\nGallery and Public Library on Woodward Avenue. May you go home with\na warm feeling in your heart for Detroit and the many friends you have\nmade here.\nGREETINGS\nGERTRUDE\n\nVAN\n\nADESTINE,\nFOR\n\nSUPERVISING\nDEAF,\n\nPRINCIPAL,\n\nDETROIT,\n\nDETROIT\n\nDAY\n\nSCHOOL\n\nMICH.\n\nIt is my happy privilege today to welcome to our school and its activities\nthis particular group of the National Education Association which has for\nits objective a better understanding of those with the handicap of defective\nhearing. And while our activities are based on the needs of the younger per¬\nsons — that is, the children — we are mindful of the fact that our vision must\nbe far-sighted enough to see these children as they become adults.\nOur purpose is twofold : ( 1 ) to teach the child to live with himself, to\nface his handicap and the shortage it may involve, and also to appraise his\nown abilities and make the most of them; and (2) to teach him to live with\nand among others, and in so doing learn to adjust himself to a society that\ndemands much of its members.\nThe last time the National Education Association met in Detroit, in 1901,\nour school was in its infancy. However, it presented a program of beginning\nspeech and lip reading which showed the possibilities of success with teaching\nchildren with this type of handicap. As the years have gone by, the work has\ndeveloped until at the present time we have in our school 315 pupils to whom\nare taught the elementary subjects with speech and lip reading and whose\nhearing is trained for further usefulness. The school also serves in bringing\nto the slightly deafened children who remain in the regular grades, training\nin lip reading which is taught at various centers in the hearing schools. At\nthe present time we bring relief and renewed courage to well over 600\nchildren handicapped by hearing difficulties.\n\n[317]\n\n"}
{"page": 324, "printed_page": null, "text": "National\n\n318\n\nEducation\n\nAssociation\n\nTogether with the entire membership of the Lip Reading Department of\nthe National Education Association we meet on a common ground of service\nto the ear handicapped, and in hopeful anticipation of greater opportunities\nof understanding their needs we bid you welcome to our school.\nVISUAL\nMARIE\n\nHEARING\n\nK. MASON,\n\nASSISTANT\n\nPROFESSOR\n\nOF\n\nOF\n\nDIRECTOR\n\nSPEECH\n\nAND\n\nUNIVERSITY,\n\nWe\n\nTHE\nOF\n\nSPOKEN\nSPEECH\n\nVISUAL\n\nCLINIC,\n\nHEARING,\n\nCOLUMBUS,\n\nWORD\nAND\n\nOHIO\n\nASSISTANT\n\nSTATE\n\nOHIO\n\nlive in a world of countless and varied sounds. We\n\nhear all about us\n\nthe sounds of industry, of commerce, of nature. In our daily communica¬\ntions with other human beings we hear the oral articulations and vocal\ninflections which we call speech.\nWe do not depend wholly upon the ear for this communication. It is said\nthat 30 percent of what we hear depends upon vision. We interpret spoken\nthought not merely from the words a speaker utters, but also from his ac¬\ncompanying facial expression and bodily gesture which convey so much of\nthe real meaning of speech.\nFor the normal hearing person, this understanding of speech is both an\n“auditory” and a “visual” function. For the person of defective hearing,\nit becomes, according to the degree of impairment, a partial or complete\n“visual” process. The term “visual hearing” (visual comprehension of spoken\nthought), therefore, seems to be accurately expressive of this function of the\nhard-of-hearing person who “hears by means of the eyes.”\nSome contributing factors which affect a successful visual comprehension\nof spoken thought may be:\n1. Variations in the visible speech\nutterance of the same oral statement\n2. Variations\n\nmanifestations\n\nin the visible speech manifestations\n\nrepetitions of the same\n\nof different\n\nof the same\n\nspeakers\n\nspeaker\n\nin their\n\nin successive\n\noral statement\n\n3. Variation\n\nin rate in which\n\ndifferent\n\nspeakers\n\ngive the same\n\noral statement\n\n4. Variation\n5. Variation\n\nin light upon the speaker’s face in different situations\nin distance from the speaker to the “visual hearer.”\n\nThese factors incapable of control in ordinary classroom situations, may\nbe made effectively constant by the use of the motion picture technic, origi¬\nnated by the author and in daily use in her visual hearing classes. In this\nVisual Hearing Method, a motion picture camera is used to photograph\nspeakers while making an oral statement. When projected on a screen, the\nabove mentioned factors of variations of light, rate, and visible speech differ¬\nences are identical on each showing of the film.\nSuch technic was used by the author to measure the progress of groups of\nstudents and of individuals. Two tests were administered, one at the be¬\nginning of the experiment and another at the end of a course in visual hear¬\ning. In each test the student was asked to write his visual comprehension of\n“silent” screen speech. A control group was used for comparison. This group\nconsisted of students who received no instruction in the subject.\n\n"}
{"page": 325, "printed_page": null, "text": "Department\n\n319\n\nof Lip Reading\n\nAnalysis of the objectively scored students’ responses leads to the follow¬\ning conclusions :\n\nL The efficacy of the Visual Hearing\nprehension of spoken thought.\n\nMethod\n\nin teaching visual com¬\n\n2. Marked progress indicated in the achievement of all-visual hearing\nstudents, as compared with the non-visual hearing groups.\n\n3. Students’ scores of the two tests show a uniformity of achievement.\n4. That “visual hearing” is used not only by individuals with defective\nhearing, but by those of normal hearing as well.\n5. That the factor of “memory”\n\nassists in a test of “visual hearing.”\n\nSPEECH-READING\nANNA\n\nM.\n\nBUNGER,\n\nINSTRUCTOR\n\nNORMAL\n\nIN\n\nCOLLEGE,\n\nIN\n\nSPEECH\n\nCOLLEGE\nREADING,\n\nYPSILANTI,\n\nMICHIGAN\n\nSTATE\n\nMICH.\n\nIn twenty years of growth as a public school subject, speech-reading has\nreached the college and university in three fields — rehabilitation, teacher\ntraining, and research. Michigan State Normal College had the first ac¬\ncredited course for adults in 1926. Speech-reading is now offered in one or\nmore of the three fields in nine colleges and universities. College is the logical\nplace to look for instruction in how to develop a skill which will do more\nthan anything else to normalize the deafened person’s contact with the people\nof his world.\nThe advantages and opportunities of studying speech-reading in college\nare dependent not only on the fact that the subject can be pursued in direct\nconnection with departments of speech, psychology, and physical education,\nbut also on the outside activities and general living conditions which the\nstudents on a college campus are obliged to accept. They cannot escape daily\napplication of classroom instruction and practise since they contact dozens\nof other students in the course of their daily living. The length of the aca¬\ndemic year is sufficient time to bring students to a realization of their own\nresponsibility in applying general practise habits to individual needs.\nTo students of a regular college age, the speech-reading classes may be the\ndetermining factor in deciding whether there will be a college education. To\nolder students, the campus offers opportunities to follow some long cherished\ninterest in connection with the study of speech-reading. The variety of life\ninterests and vocations insures a spirit of friendly cooperation among the\nstudents.\nThe normal college training classes for teachers have before them many\nchallenging opportunities. New methods and technics must be developed.\nTeachers going into the public schools must have a comprehensive knowledge\nof the problems and needs of the deaf and hard-of-hearing child and special\ntraining for the teaching of speech and speech-reading. They must know\nhow to care for patients recovering from diseases which cause deafness and\nalso how to use group hearing-aids and audiometers. The greatest contribu¬\ntion to the future of the work for deaf and hard-of-hearing children lies in\nthe adequate training of teachers.\n\n"}
{"page": 326, "printed_page": null, "text": "320\n\nNational\n\nThe\n\nwork\n\nEducation\n\nAssociation\n\nof one field contributes to the work\n\nof another field. Research\n\ndepartments can train field workers to become experts in diagnosis and in¬\nstruction for remedial measures. School superintendents can employ full¬\ntime speech-reading\n\nteachers for their high schools, a real need at the present\n\ntime. State legislatures can increase the appropriations for their normal col¬\nleges so that speech-reading classes may be organized to serve hundreds of\nhard-of-hearing students in the colleges all over the country. Audiometer\ntests as a requirement for all incoming freshmen would reveal the appalling\nneed for college speech-reading\nThe\n\nclasses.\n\nfirst eleven years of college speech-reading\n\nclasses point the way\n\nfar-reaching advancement\n\nfor the cause. Speech-reading\n\nLIP\n\nTHE\n\nREADING\n\nLAURA\n\nWORDEN\n\nFOR\n\nPALMER,\n\nYOUNGER\nCHILD\n\nDIRECTOR\n\nHEARING,\n\nFrom\n\nOF\n\nDAY\n\nthe topic assigned I assume\n\nbelongs in college!\n\nHARD-OF-HEARING\n\nSCHOOL\n\nST. CLOUD,\n\nto\n\nFOR\n\nDEAF\n\nAND\n\nHARD\n\nOF\n\nMINN.\n\nthat we\n\nare to discuss the problems\n\npresented by the hard-of-hearing child from kindergarten thru the primary\ngrades. These problems are: (1) what material should be used, and (2)\nhow\n\nshall it be presented ?\n\nWe all know from experience\ninterest and have him realize what\n\nhow necessary it is to gain the child’s\nfun the lip reading period can be. I have\n\nfound that in the beginning the use of simple sense-training devices, espe¬\ncially that of matching pictures pleases the tiny child very much. It is best\nthat these be simple and easy at first, for then the child has the delightful\nfeeling of having accomplished\nOne\n\ndifficulty which\n\nsomething,\n\nand is ready for the next task.\n\narises is that the lip reading teacher must\n\ninclude in her primary\n\ngroup\n\nthe children from\n\nthree grades. Perhaps\n\nthe work\n\nwhich\n\nkindergarten\n\nis easy enough\n\nnecessarily\n\nand the first\n\nfor the kindergarten\n\nchild may seem to bore the third-grade child. Personally, I have never had\nthis trouble. The matching process to be of value must proceed rapidly;\nand by letting the third-grade child match first, he is later interested in see¬\ning how well the younger children do. I never use the same device twice\nin the same year with the same group. If as time goes on, I find one or more\nchildren who\n\nare slow to grasp lip reading, I plan more\n\ntraining rather than less and less. It means\nto make\nWhen\n\nthem\n\nharder\n\nit comes\n\nand still keep them\n\nand\n\nmore\n\nsense\n\nthat one has to use ingenuity\n\ninteresting, but I know\n\nit pays.\n\nto choosing the material for the actual lip reading lesson,\n\none must be guided by the activities which are going on in the child’s class¬\nroom. Here, of course, is that same difficulty of having children coming\nfrom perhaps four different classrooms. Also we\nof visible words\nprimary\nwe\n\nchoose a vocabulary\n\nfor our first lessons. It has been my\n\nteachers use the family and home\n\ncan find many\n\nmust\n\nvisible words\n\nthat all\n\nas their first approach ; and since\n\nin connection\n\nbe able to plan our first lessons around\n\nexperience\n\nwith\n\nthe home,\n\nsuch an activity.\n\nwe\n\nshould\n\n"}
{"page": 327, "printed_page": null, "text": "Department\n\nof\n\nLip\n\nReading\n\n321\nOther\n\nactivities which\n\ncan be worked\n\nare Our\n\nPets, Our\n\nHelpers\n\nBuilding\n\na House,\n\nSafety, Transportation,\n\nthruout\n\n(postman,\n\nout for the mixed\npoliceman,\n\nprimary\n\ngrades\n\nmilkman,\n\nfireman, etc.),\n\nand those which\n\nare suggested\n\nthe year. In presenting these lessons it is very essential that many\n\nappropriate\n\npictures be used. Every\n\nlip reading teacher should\n\nhave a file\n\nat her disposal for keeping all pictures that she finds or that the children\nbring in.\nSurely there is no other teaching job which\nor as much\n\npreparation\n\ningenuity on the part of the teacher as that of the primary\n\nreading teacher. It needs the concentrated\ncommon problems, and\nconstructive criticism.\nLIP\n\nrequires as much\n\nREADING\n\nELIZABETH\n\nI am\n\nFOR\n\nsure we\n\nTHE\n\nA. SCHLEICHER,\n\nSince our kindergarten,\n\nefforts of us all to work\n\nall desire suggestions\n\nYOUNGER\nCHILD\n\nTEACHER\n\nOF\n\nLIP\n\nGARY,\n\nIND.\n\nlip\n\nout our\n\nand welcome\n\nHARD-OF-HEARING\n\nREADING,\n\nfirst-, and second-grade\n\nPUBLIC\n\nchildren\n\nSCHOOLS,\n\nare not given\n\ngroup tests with the 4A-audiometer, we discover the younger hard-of-hearing\nchildren only when teachers, parents, doctors, or nurses refer them to the\nschool physician for advice. Some of them are able to take a 2A-audiometer\ntest or they can be tested in other ways. If there is any question of their\nability to hear, they are given a trial in the lip reading class.\nIt is very difficult to select appropriate\nare almost\n\nalways\n\npoor\n\nreaders and\n\nreading class if, for a time, the same\nclasses is used.\nThese\n\nmaterial for these children. They\n\nbetter results are obtained\nvocabulary\n\nin the lip\n\nas they use in their academic\n\nchildren are asked to bring their readers to the lip reading class\n\nand the academic\n\nteacher assigns the lesson that we are to use. It is one which\n\nhas been studied\n\nin the reading class or one in which\n\nwords to be worked\npressed in the words\ntheir books. The\n\nthere are no\n\nnew\n\nout. The lip reading lesson consists of questions ex¬\nof the book, and the children read the answers from\n\nquestions must\n\nbe simple and worded\n\nin such a way\n\nthat\n\nthey can be answered in a word or two, for the lesson must not drag. Some¬\ntimes we write the hard words on the board as we find them, or we use the\nprinted word cards for sentence building and conversation practise.\nAfter a few months of this kind of work, the children show a decided\nimprovement\n\nin oral reading and comprehension\n\nIn the first lessons we\n\nas well as in lip reading.\n\nsay nothing about the formation\n\nof movements.\n\nThe\n\nformal work is begun later. Most of the younger hard-of-hearing children,\nas well as the older ones, have voice and speech defects, and they also have\nwork with the teacher of speech re-education\nlessons.\n\nin addition to their lip reading\n\nAll of the children like to have a short test at the end of each lesson.\nThis is made\nThe\n\nsimple enough\n\ngrades are recorded\n\nso that most\n\non a chart which\n\nof them\n\ncan make\n\nperfect marks.\n\nis put on the wall where\n\nall of\n\n"}
{"page": 328, "printed_page": null, "text": "322\n\nNational\n\nEducation\n\nAssociation\n\nthe children can see it. It is the first thing that they look at when\nin for their lesson.\nThe\n\nchildren love games,\n\ndirections. There\nbe worked\n\nare some\n\nthey come\n\ntoo, especially those in which\n\nthey can follow\n\nvery good ones published now,\n\nand others can\n\nout from pictures and clippings that the children bring. These\n\npictures and clippings probably indicate their interests. By keeping these\ninterests constantly in mind we can work toward a program which will\ncultivate their special talents and capabilities. These\nhobbies or even into a field of work\nsible citizens.\n\nELIZA\n\nC. HANNEGAN,\n\nmay later develop into\n\nthat will enable them\n\nPRESIDENT’S\n\nADDRESS\n\nPUBLIC\n\nADULT\n\nSCHOOL\n\nCLASSES,\n\nto become\n\nrespon¬\n\nPORTLAND,\n\nMAINE\n\nIt is a privilege for me to be present today and to greet you personally.\nThe interest and cooperation of the officers and members of the Department\nhave been largely responsible for the remarkable\n\nprogress made\n\nthis year.\n\nThe meetings of yesterday and today are evidence of the fine spirit of the\nmidwestern members. To Margaret Kelly, program chairman, to Mrs.\nKnisely and the Detroit League for the Hard of Hearing, to Gertrude Van\nAdestine and the faculty of the Detroit Day School for the Deaf, and to\nall who\n\nparticipated in the program\n\nand\n\nexhibit, including the American\n\nSociety for the Hard of Hearing, the Department is very grateful. The ap¬\npreciation of their services is not limited to those who have been present at\nthe meetings. It has been expressed verbally and in letters to me\nwho\n\nby others\n\nregretted their inability to attend.\n\nThe\n\nnominating\n\nchairman,\n\nJane Cronholm;\n\nthe membership\n\nMary \\ an Horn; the editor of The Lip Reader , Mrs.\nthe members of their committees have given generous\nthe deepest appreciation.\nThe Lip Reader, published that we\n\nchairman,\n\nBertha Chase; and\nservice that merits\n\nmight have a better understanding\n\nthe national aspects of our work, has aroused\n\nof\n\ninterest in hearing programs\n\nin various public school systems and has been the means\nment memberships.\n\nof sustaining Depart¬\n\nThe membership chairman and others who have secured new member¬\nships have promoted the National Education Association as well as the\nDepartment of Lip Reading. The Detroit Day School for the Deaf has made\nan outstanding record in this Department by the enrolment of the principal\nand sixteen members of the faculty. While the membership is larger than\nin any preceding year and covers a wide area, the Department\ning is probably the smallest, numerically, in the National\ntion.\nWe\n\nmust\n\ngo forward!\n\nWe\n\nmust\n\nbring others into our ranks. The\n\nEducation\n\nhave vision to extend\n\nhard-of-hearing\n\nof Lip Read¬\n\nmembers\n\nour\n\nAssocia¬\n\nwork\n\nand\n\nof the Depart¬\n\nment, who are the successors of its hard-of-hearing founders, should wel¬\ncome the interest and enrolment not only of other teachers with impaired\nhearing but of teachers with\n\nnormal\n\nhearing, especially those who\n\nhave\n\n"}
{"page": 329, "printed_page": null, "text": "Department\n\nof\n\nLip\n\n323\n\nReading\n\nspecialized in our field of education. Only by contact, intelligent study, and\nfree discussion can problems confronting us be solved.\nCommunities\n\nare becoming\n\nmore\n\nconscious of the problems related to hear¬\n\ning losses and school administrators will be guided, naturally, by the atti¬\ntudes and policies of the National Education Association. It is my earnest\nhope that the Department\n\nof Lip Reading\n\nmay\n\nbe given an important\n\npart\n\nin the shaping of these attitudes and policies. During the past year, Associa¬\ntion officials have been most responsive to requests made by this Department.\nCan we not show our gratitude by striving more earnestly to carry out the\nideals of the Association and those of the Department of Lip Reading?\nSomeone has said: “Ideals are like stars. You cannot touch them with\nyour fingers, but like the mariner on the desert of waters, you can follow\nthem and following, come to port.” Let us take as one ideal for the coming\nyear, a 100 percent increase in membership.\n\nSECRETARY’S\n\nMINUTES\n\nDetroit, Michigan\nFirst Session, Tuesday\n\nAfternoon,\n\nJune\n\n29, 1937\n\nThe eleventh meeting of the Department of Lip Reading of the National Education\nAssociation was held in Detroit, Michigan, June 27 to July 1, 1937. The program\nwas arranged in two sessions, both meeting at the Detroit Day School for the Deaf.\nThe first session, “Open House,” at the Detroit Day School for the Deaf, was held\non Tuesday, June 29, 1937, at 3 p. m. A cordial greeting was extended by the prin¬\ncipal, Gertrude Van Adestine. The pupils of the School presented a program of\nrhythms and dancing, under the direction of Mrs. Gertrude\ncation director of the School.\n\nDarnell, the health edu¬\n\nFollowing the program, tea was served thru the courtesy of the Detroit League\nfor the Hard of Hearing. An exhibit of interesting materials was displayed thru the\ncourtesy of the American Society for the Hard of Hearing and members of the\nDepartment of Lip Reading. The guests were then cordially invited to inspect the\nbuilding.\n\nSecond\nThe\n\nSession, Wednesday\n\nsecond session was\n\nAfternoon,\n\nJune\n\nheld on June 30, at 2 p. m. The\n\n30, 1937\n\nauditorium,\n\nwhich\n\nwas\n\nwired for the occasion by the courtesy of the Detroit League for the Hard of Hear¬\ning, was filled to capacity. Among those present were members of the League, otolo¬\ngists, teachers of deaf and hard-of-hearing children, teachers of lip reading to\nadults, and officers and members of the Department of Special Education of the\nN.E.A., meeting in a separate section. An interesting educational program was given,\nfollowed by the business meeting.\nThe business meeting was called to order by the president, Eliza C. Hannegan.\nThe report of the Nominating Committee was read by Jane Cronholm. It was\nmoved and seconded that the report of the Nominating Committee be accepted. The\nmotion was carried. The president instructed the secretary-treasurer, Marie\nMason, to cast the ballot. (For list of officers, see Historical Note, p. 316.)\nThe\n\nsecretary-treasurer,\n\nMarie\nReport\n\nK. Mason,\n\nthen read her reports, which\n\nK.\n\nfollow:\n\nof the Secretary-Treasurer\n\nThe eleventh annual report of the secretary-treasurer of the Department of\nLip Reading for 1936-37 represents a period of increasing growth.\nSince June 1936, 32 new members have been added to our membership, 17 of\nthem being teachers in the Detroit Day School for the Deaf. We are happy to\n\n"}
{"page": 330, "printed_page": null, "text": "324\n\nNational\n\nEducation\n\nAssociation\n\nwelcome these newcomers and wish to highly commend the Membership Commit¬\ntee at this time for its splendid endeavor. We are especially pleased to note our\nnew\n\nmemberships\n\nmore\n\nthan\n\ndouble\n\nthe figure for last year\n\nwhich\n\nwas\n\n14.\n\nNinety renewals were received out of our 1935-36 membership of 99. Out of\nthese 9 non-renewals, the following three have sent in their resignations: Mrs.\nIsabel Ausherman, Miami, N. Mex. ; Pansy Olney, Sioux Falls, S. Dak.; Elizabeth\nWarren,\n\nBoston, Mass.\n\nmembership\ngether with\n\nTwo\n\nmembers\n\nwho\n\ndropped\n\nout in 1935-36\n\nthis year, which makes a total of 92 renewals.\nthe 32 new members makes our total membership\n\nrenewed\n\nThis\n124.\n\ntheir\n\nfigure\n\nto¬\n\nWe feel very much encouraged by this report, since in 1935-36 there were 27\nnon-renewals compared with but 9 this year. And of this 9, 3 had been members\nfor one year, 2 for two years, 2 for three years, and 2 for four years.\nDuring the year the printed bulletin, The Lip Reader, was sent to members of\nthe Department of Lip Reading by the editor, Mrs. Bertha W. Chase, and her\nassistant, Mrs. Blanche Haskell of Portland, Maine. This bulletin in its present\nform is a substantial improvement over the mimeographed form of previous\nyears, and we feel the editor is due a vote of thanks\n\nfor her excellent achievement.\n\nThe duties of the secretary-treasurer for the past year included: (1) mailing\nstatement of dues to all members, and the regular follow-up work, in an effort\nto obtain as many renewals as possible; (2) forwarding membership cards; (3)\nrelaying dues to the N.E.A. secretary; (4) keeping membership list up to date for\nour president, Miss Hannegan, and chairman of the Program Committee, Miss\nKelly;\n\n(5) answering\n\ninquiries concerning\n\nlip reading\n\nand\n\nthe activities of the\n\nDepartment; (6) publishing announcements ; and (7) communicating with officers\nof the N.E.A. and the Department.\nIt may be of interest to note that New York state leads in membership with\n24 members; Michigan next with 20; Massachusetts third with 13; California\nfourth with 11; Minnesota fifth with 10, and New Jersey and Washington tie\nfor sixth place with 5.\nAs I close this second term as secretary-treasurer to the Department of Lip\nReading, I wish to gratefully acknowledge the splendid cooperation of all officers\nin the N.E.A. and the Department, and to thank those responsible for bestowing\nupon me the honor of serving in this office. The\nand I was delighted to serve in this capacity.\n\nwork\n\nhas been\n\nmost\n\nenjoyable,\n\nFinancial Report of the Treasurer\nThe\n\nbalance\n\nin the treasury\n\nof the Department\n\nof Lip Reading on June 1, 1937,\nwas $152.52. The balance on hand June 1, 1936, was $138.01. The financial state¬\nment from June 1, 1936, to June 1, 1937, is as follows:\nDebit\n\nBalance\n\non hand\n\nJune\n\n1, 1936 .\n\nCredit\n\n$138.01\n\nReceipts in 1937\nMemberships\n\n(124)\n\n.\n\n124.00\n\nExpenditures\n3 issues of The\nand\n\nLip Reader, including\nenvelopes .\n\nprinting,\n\npostage,\n$67.64\n\nStationery, stamps .\nStenographic services .\nTotal\n\nBalance\nIt was\n\ndebits\n\non hand\n\nmoved\n\nand\n\nJune\n\n$31.85\n$10.00\n\n.\n\n$109.49\n\n1, 1937 .\n\nseconded\n\n$152.52\n\nthat these reports be accepted.\n\nThe\n\nmotion\n\nwas\n\ncarried.\n\nThe president’s address followed. Miss Hannegan voiced her appreciation of the\nsplendid cooperation accorded her by the officers of the Department of Lip Reading\nand the program\ning pages.)\nThe\n\nmeeting\n\ncommittee\nclosed on\n\nof the conference.\n\na motion\n\n(This\n\nfor adjournment.\n\naddress\n\nappears\n\nin the preced¬\n\n"}
{"page": 331, "printed_page": null, "text": "DEPARTMENT\n-Music\n\nOF\n\nEducation\n\n"}
{"page": 332, "printed_page": null, "text": "HISTORICAL\nThe\n\ndepartment\n\nof\n\nmusic\n\neducation\n\nNOTE\nwas\n\ncreated\n\nby\n\nthe\n\nBoard\n\nof\n\nDirectors at the Madison, Wis., meeting in 1884. The Department, dis¬\ncontinued in 1928, was re-created in 1934 by action of the Representative\nAssembly at the Washington meeting.\nNo officers were elected for 1937-38. The following committee was ap¬\npointed to work with the president of the Music Educators Conference :\nFozder Smith, Director of Music Education, Detroit Public Schools,\nDetroit, Mich.; Clara Ellen Starr, Detroit, Mich.; and Juva Higby, Ann\nArbor, Mich.\nFacts relating to the establishment of this Department and the record\nof meetings are found in earlier volumes of proceedings as follows:\n1884: 23\n1885 -.369-405\n1886 -.563-599\n1887 -.607-653\n1888 -.625-665\n1889 -.665-703\n1890 -.811-827\n1891 :807-827\n1892 -.507-533\n1893 -.507-543\n\n1894 -.925-957\n1895 -.765-807\n189 6:718-754\n1897 :772-792\n1898 :832-856\n1899 -.970-998\n1900 -.531-542\n1901 -.704-721\n190 2:614-644\n1903 -.683-719\n\n1904: 675- 709\n1905: 627- 668\n1906: 703- 706\n1907: 849- 877\n1908: 835- 862\n1909: 673- 701\n1910: 789- 833\n1911: 787- 827\n1912 -.1001-1031\n1913: 601- 619\n\n[ 326 ]\n\n1914: 625- 649\n1915: 847- 883\n1916: 575- 613\n1917: 473- 491\n1918: 315- 323\n1919: 291- 303\n1920: 309- 311\n1921 : 507- 515\n1922 -.1047-1063\n1923: 733- 737\n\n1924 -.597-613\n1925 -.504-522\n1926 -.527-536\n1927 -.487-495\n1934 -.435-440\n1935 -.397-402\n1936 -.283-287\n\n"}
{"page": 333, "printed_page": null, "text": "HARRY\n\nVOCAL\n\nMUSIC\n\nW.\n\nHEAD,\n\nSEITZ,\n\nINSTRUCTOR\n\nIN\n\nAND\nMUSIC\n\nVOICE,\n\nSECONDARY\n\nDEPARTMENT,\n\nWAYNE\n\nUNIVERSITY\n\nEDUCATION\n\nCENTRAL\nSCHOOL,\n\nHIGH\n\nSCHOOL,\n\nDETROIT,\n\nAND\n\nMICH.\n\nFor many years we have generally thought of singing and the teaching\nof singing as the simple process of assembling\n\nstudents into glee clubs,\n\nchoruses, etc., teaching them songs and calling it finished. After years of this\nsort of thing we find that school music has not progressed as we had expected\nit to do. Many\n\nof us as individuals have given this problem\n\nexperimentation\nmuch\n\nover a period of some\n\nyears. We\n\ncareful study and\n\nare willing to admit that\n\nof the trouble, that is, our failure to attain the heights in choral music,\n\nis that we have not taught our students the use of their voices. By that I mean\nactual and definite voice training is not given to our\n\nclasses before these\n\nclasses grow into choruses, choirs, glee clubs, etc. It is not my purpose today\nto convince anyone of the value of class lessons in voice ; their value has been\nproved. What\n\nwe\n\nare still looking for are methods\n\nmaterials, and more\nThe\nThe\n\nof procedure,\n\ndefinite and higher aims of accomplishment.\n\nstudy of vocal physiology is surely a very essential duty of a singer.\n\nsinging organs are the most delicate, vital, and complicated\n\nbody.\n\nbetter\n\nIt is not reasonable\n\nknowing\n\ntheir natural\n\nthen to say that one\n\nfunctions.\n\nPhysiology\n\nparts of the\n\ncan train them\n\nwithout\n\ntells us that the process of\n\nbreathing is threefold: First, the lungs serve as an excretory organ straining\nfrom the blood thru a delicate bit of filtering tissue, as thru a blotting paper,\na waste\n\nproduct\n\nknown\n\nas carbonic\n\nacid. Second, the lungs import oxygen\n\ninto the blood and thus into all corners\n\nof the organism.\n\nThird,\n\nthe lungs\n\nsupply air for the voice, and it is in this capacity that we are the most inter¬\nested. More voices are ruined by breathing faddists than by any other type\nof vocal teacher. The\n\ndamage\n\ndone in this way is the most dangerous\n\nbecause\n\nof it being so insidious.\nHealthy\n\nbreathing is simplicity in itself. We\n\nthe first, which\n\ntell our classes two\n\nthings:\n\nhas nothing to do with breathing directly, but with posture,\n\nis, lift the chest as high as it will go and keep it there thruout\n\nthe whole\n\nprocess of singing, from a single note to a song. In other words, stand as tall\nas you can. The\nthe way\n\nobject of the raised chest is threefold: ( 1 ) to get it out of\n\nand to give free play to the lungs; (2) to give increased resonance;\n\nand (3) to give good posture. During the emission of sound the vibrations\ncause the air column in the windpipe to vibrate, which makes the tones fuller\nand richer. If the windpipe\n\nrests on something\n\nsolid the tone will be steady\n\nand certain, sure and full ; if not held firmly the opposite will be the result.\nThe\n\nsecond thing we\n\nnothing but common\n\ntell the class to do is to breathe in the middle.\n\nIt is\n\nsense to say that the control of breath should be given\n\nto that part of the body which\n\nhas the necessary muscles to assume\n\nit. There\n\nis exactly such a muscle in the center of the body and it is capable of develop¬\ning unlimited powers of expansion and gradual relaxation.\nAfter getting the students acquainted\nis getting them\n\nto use that power\n\nwith the motor\n\nin producing\n[ 327 ]\n\na vowel\n\npower,\n\nour problem\n\nsound. So the class\n\n"}
{"page": 334, "printed_page": null, "text": "National\n\n328\n\nEducation\n\nAssociation\n\nis taught the technic. There are two adjustments necessary to produce a\ngiven tone. One is the adjusting of the laryngeal muscles which determine\nthe pitch, and the other is the adjusting of the resonance cavities for the\nproper resonating of the vowel and its fundamental. The two actions are in\na sense reflex actions because we do not feel the actual muscles that are used.\nThe class should have, however, a very clearly defined mental concept of the\npitch and vowel they are to produce, since it is from these mental pictures\nthat the reflex action is made.\nIn working with a class the questions that come to our mind are : Is the\nclass improving, are we getting any place ? These are the gauges we use : ( 1 )\nThe actual voice should become a better natural voice. (2) It should im¬\nprove in the sense that the muscles of the larynx act better. (3) The range\nand power is increased. (4) The natural quality of the voice really begins\nto come out. (5) At the same time intonation is improved. (6) The sense\nof strain, effort, constriction, and the obstructions are eliminated step by step.\nThe disregarding of the musical and interpretive side of singing is in¬\nexcusable since it is only the result of laziness or lack of musical knowledge\non the part of the teacher. Singing is composed of two acts: the conception\nof musical sense, and the communication of these conceptions to an audience.\nThis ability to produce a musical sense depends upon our musicianship — the\nother, our performing power, depends upon our technic.\nWe aim to give our students the knowledge of correct breathing, good\nvocal technic, the ability to read the printed page, and a fine sense of inter¬\npretation so that they acquire a definite independence in song and so that\ntheir ambitions will not lead them to attempt things for which they do not\npossess the natural qualifications.\nTHE\n\nDEVELOPMENT\nMENTS\nFROM\n\nCHARLES\n\nC. WEIDEMANN,\nOHIO\n\nOF HOMEMADE\nTHE MATERIALS\nPROFESSOR\n\nSTATE\n\nMUSICAL\nINSTRU¬\nOF NATURE\n\nOF\n\nEDUCATION,\n\nUNIVERSITY\n\nUNIVERSITY,\n\nCOLUMBUS,\n\nOHIO\n\nSCHOOL,\n\nA total situation consisting of the things of nature and a quality of\ndynamic relatedness between such things and man provides the foundation\nout of which a large amount of human experience develops. Altho this\nbrief statement cannot include an exhaustive treatment of either the topic\nor the principles involved, sufficient illustrations are provided to establish\nthe idea that materials from nature may be used as a means to provide boys\nand girls with the opportunity to develop new values and appreciations of\nmusic. Once the child grasps the idea of making and playing upon primitive\nmusical instruments he begins to enjoy these experiences and thru guidance\nis led onward and upward to a richer musical and cultured life. The good,\nthe beauty, the wholeness of the experience cannot be measured ; only the\nperfection of execution may be fully realized.\nMuch of what follows rests upon an important assumption; namely, that\nany substance which may be vibrated with sufficient suddenness to be heard\ncan usually be organized into some kind of a scale. If such vibration is\n\n"}
{"page": 335, "printed_page": null, "text": "Department\n\nof\n\nMusic\n\n329\n\nEducation\n\npleasing to the ear, and not merely noise, the scale produced becomes a\nmusical scale. This practically means that music from sound is audible\nvibration under human control.\nIllustrations of the viewpoint include the building of and playing upon\nmusical instruments made from clay, tile, hard limestone, chalcedony (type\nof agate), petrified wood, fossilized bone, and plate glass. Another group\nincludes aspen wood, a hardwood xylophone, a large homemade myrimbaphone, and a bugletone or tunaphone. The bugletone is used to play bugle\ncalls and consists of four wooden bars whose tones are increased by reson¬\nators. A third group of instruments includes a set of pipes made from turkey\n“drum sticks,” bones, paper tubes, bamboo stalks, brass, and glass tubing.\nA description of how the viol family develops from the bow and arrow\nthru a series of instruments could also be included.\nThe\n\noutstanding human\n\nqualities which\n\nare essential to develop such\n\ninstruments seem to be patience, a well-trained ear, and a willingness to\nexperiment with simple materials and tools. In every one of the illustrations,\nthe situation for purposeful activity consists of man’s mind related to some\nselected material from nature in a dynamic process of trying to organize\nthe materials so that a musical scale consisting of pleasing tones is produced.\n\nERNEST\n\nLA\n\nRADIO\n\nAND\n\nPRADE,\n\nDIRECTOR\n\nTHE\n\nSECONDARY\n\nOF MUSIC\n\nCOMPANY,\n\nRESEARCH,\n\nNEW\n\nYORK,\n\nSCHOOLS\nNATIONAL\n\nBROADCASTING\n\nN. Y.\n\nThose who advocate changes in our system of secondary education believe\nthat the secondary schools should be brought into ’“closer relationship with\nthe realities and problems of modern life.” To that end radio can cooperate\neffectively by bringing important phenomena of contemporary life into the\nschoolroom. Schools equipped with radio receivers have access to outstanding\nmusical performances in all parts of the world.\nThere is a growing realization among educators of the importance of\nenlisting public interest in the problems which face secondary education.\nRadio has already done much in that direction and awaits the opportunity\nto do more.\nThe following objectives in the field of music education may\nincluded among those which radio may help to attain :\n\nalso be\n\n1. Equal opportunities for pupils in all schools, rural as well as urban\n2. Provision of desirable activities for young people who have finished\nformal\nment\n\nschooling\n\n3. Development\ncriminate.\n\nbut who\n\ncannot\n\nof desirable\n\nimmediately\n\nattitudes\n\nand\n\nbe absorbed\nideals thru\n\ninto vocational\n\nexercise\n\nof power\n\ntheir\n\nemploy¬\nto dis¬\n\nAvailable statistics indicate that many secondary schools are already using\nbroadcast programs and that more would welcome them if they could adjust\ntheir schedules to take the broadcasts. As it is manifestly impossible for net¬\nwork programs to adapt themselves to the requirements of schools in four\ndifferent time zones and innumerable independent systems, it seems likely\n\n"}
{"page": 336, "printed_page": null, "text": "330\n\nNational\n\nEducation\n\nAssociation\n\nthat broadcasting to schools, except for certain outstanding programs of an\ninspirational type, will develop on a local or regional rather than a national\nbasis.\nEffective service by radio to the schools is dependent not only on the\ninitiative of broadcasters but also on the cooperation of educators. Ways in\nwhich educators might cooperate more fully include :\n1. Constructive criticism of existing programs\n2. Statement of needs and preferences regarding\nscheduling of programs\n3. Development of more\n\neffective methods\n\nof utilizing broadcast\n\n4. Encouragement of out-of-school listening\n5. Establishment of vocational courses pertaining\n\nThe\n\ncurrent movement\n\nsubjectmatter,\n\ntreatment,\n\nand\n\nmaterials\n\nto broadcasting.\n\ntowards a revision of the aims and processes of\n\nsecondary education is of immediate concern to those interested in edu¬\ncational broadcasting. In the event that such revision takes place along the\nlines proposed by the Committee on Orientation of the Department of\nSecondary School Principals, radio will be able to render increased service\nto the schools, particularly in the field of music.\n\n"}
{"page": 337, "printed_page": null, "text": "DEPARTMENT\nPWr al\n\nOF\n\nEducation\n\n"}
{"page": 338, "printed_page": null, "text": "HISTORICAL\nThe\n\ndepartment\n\nof\n\nrural\n\neducation\n\nNOTE\ngrew\n\nout\n\nof the Department\n\nof\n\nRural and Agricultural Education which was authorised by the Board of\nDirectors in 1907 . At the Chicago meeting in 1919 , the Department was\nreorganised with three organised rural groups then existing — the Na¬\ntional Association of State Supervisors and Inspectors of Rural Schools ,\nthe County Superintendents’ section of the National Education Associa¬\ntion, and the National Association of Persons Engaged in the Preparation\nof Rural Teachers — under the name\ntion. See proceedings, 1920: 279.\n\nof the Department\n\nof Rural Educa¬\n\nThe officers of the Department for the year 1937-28 are: president,\nFred C. Fischer , Superintendent, Wayne County Schools, Detroit, Mich.;\nvicepresident,\n\nI. Jewel\n\nSimpson,\n\nAssistant\n\nState\n\nSuperintendent\n\nin\n\ncharge of Elementary Instruction, Baltimore, Md.; secretary, Mrs.\nKatherine M. Cook, Chief, Division of Special Problems, United States\nOffice of Education, Washington, D. C.; executive committee, O. H.\nBennett, Superintendent, Hamilton County Schools, Cincinnati, Ohio\n(term expires 1938) ; Francis L. Bailey, State Commissioner of Educa¬\ntion, Montpelier, Vt. (term expires 1938) ; Chloe C. Baldridge, Director\nof Rural Education, State Department of Public Instruction, Lincoln,\nNebr. (term expires 1940); R. D. Baldwin, Professor of Education,\nWest Virginia University, Morgantown, W. V a. (term expires 1941);\nS. T. Burns, State Director of Music, State Department of Education,\nBaton Rouge, La. (term expires 1942) ; president and vicepresident, ex\nofficio.\nThe Department meets twice each year, in February and in Jidy. The\nannual dues, $2, are payable to the National Education Association. Each\nmember receives all issues of the N. E. A. research bulletin, the\nYearbook, and occasional Bulletins. Facts relating to the establishment of\nthis Department and the record of meetings are found in earlier volumes\nof proceedings as follows:\n1907: 44- 45\n1908 -.1187-1215\n1909: 953- 992\n1910 -.1081-1114\n1911 -.1117-1161\n191 2:1365-1413\n\n1913: 801- 818\n1914: 877- 907\n1915 -.1131-1159\n1916: 613- 636\n1917: 599- 613\n1918: 271- 293\n\n1919: 281- 288\n1920: 271- 303\n1921: 523- 616\n1 922:1099-1222\n1923: 745- 841\n1924: 651- 714\n\n1925:522-576\n19 26:537-600\n1927:497-559\n1928 -.453-543\n1929 -.463-541\n1930:401-499\n\n1931 -.495-540\n1932 -.423-453\n1933 :■445-461\n1934 -.441-460\n1935 -.403-428\n1936 -.289-320\n\nt\n\n[ 332 ]\n\n"}
{"page": 339, "printed_page": null, "text": "NEWER\n\nADMINISTRATIVE\nFOR SMALL\n\nFRANK\n\nCYR,\n\nW.\n\nASSISTANT\n\nPROFESSOR\n\nOF\n\nCOLUMBIA\n\nUNIVERSITY,\n\nINSTRUCTIONAL\nSCHOOLS\n\nPLANS\n\nEDUCATION,\n\nCOLLEGE,\n\nNEW\n\nTEACHERS\n\nYORK,\n\nN. Y.\n\nThe rapid growth of high-school enrolments during the last quarter\nof a century has focused attention on the larger schools. The\n\nschool has attempted\n\nsmall high\n\nto serve its youth by blindly imitating the methods\n\nsuccessful in large schools. It has built small buildings of three stories when\none story would have served the purpose better. It has built small compart¬\nments for classrooms to house special activities when several activities carried\non simultaneously\nattempted\n\nin the same\n\nroom\n\nwould\n\nto use teachers who\n\nwere\n\nhighly specialized in one subject field,\n\nhave been more\n\neffective. It has\n\nto teach in five or six subject fields. It has depended on the traditional gen¬\neral property tax for support when most of the wealth of the United States\nhas taken other forms.\nHozv\n\ncan the small high school break away\n\ndevelop a program\n\nthe lives of boys\nclasses, etc.\n\nand\n\ngirls rather\n\ndesired\n\nsmall\n\ngroups\n\nthan\n\nthe\n\nmeans\n\nit uses — buildings,\n\nschedules,\n\nSchool\n\nin North\n\npurposes.\n\nto enrich”\n\ngrows out of and “returns\nthis.\nCarolina illustrate\ns\n\nteaching\n\nfrom this blind imitation and\n\nsuited to its needs f\n\nif they will achieve\n\nin small\n\nty\n\nschools.\n\nOne\n\nEllerbe\n\nlife. The\n\ncommuni\n\nhigh\n\nschool\n\nbeen\n\nhas\n\noffering\n\nthe\n\navia¬\nadvertis\nneeds which range from accounti\nto meet individu\ning,\nal\nng,\nand design, mechan¬\ndressma\nreading, civil service, cartooni\ntion, blueprin\nking\nt\nng,\nto trigonom\nand photogr\nical drawing, practical electrici\naphy\nty,\netry.\n\n•courses\n\nTHE\n\nHARRY\n\nADMINISTRATION\nOF TRANSPORTATION\nRURAL\nSCHOOLS\nA. LITTLE,\n\nING,\n\nHEAD,\n\nGEORGIA\n\nDEPARTMENT\n\nSTATE\n\nCOLLEGE\n\nFOR\n\nOF\n\nEDUCATION\n\nWOMEN,\n\nAND\n\nFOR\n\nTEACHER\n\nMILLEDGEVILLE,\n\nTRAIN¬\nGA.\n\nIn many instances transportation of pupils to school has been provided\nwith little or no thought as to the administration of this transportation. The\nresult has been\n\nundue\n\ncriticism of consolidated\n\nschools by patrons\n\nand\n\neducators. In all too many instances the safety of the pupils has been en¬\ndangered and the efficiency of the school curtailed.\nAll administrative\nto provide\n\n1\n\nmachinery\n\nof the schools exists for only one purpose,\n\nthe best possible teaching\n\nsituation. There\n\nis no\n\nexcuse\n\nfor\n\n.\nBycomplicated\nlearning to administrative procedures that serve to handicap the actual\nthink in te\nrms In\nteaching of the children.\nplanning of transportation,\nof the\nth padministrative\nurpose th\nat the scho\nol shoulof\nschool executives must bear in mind that the three criteria\ngood\nd aserv\ne in system\n\n2\nB\n.\ny adaptin\ng the exp\nerimental\n\n3\n\nAND\nHIGH\n\n[ 333 1\n\napproach\n\nto its prob\n\nlems.\n\nTrying\n\nout new\n\n"}
{"page": 340, "printed_page": null, "text": "334\n\nNational\n\nof transportation\n\nare : the safety of the pupils transported ; the comfort\n\nEducation\n\nthe pupils in going to and coming\n\nfrom\n\nAssociation\n\nof\n\nschool ; and the efficiency of the\n\nsystem in getting the children to school.\nThere are some general principles of transportation\n\nadministration\n\nthat\n\nhave developed\n\nfrom the experience of schools in transporting pupils during\n\nthe past twenty\n\nyears :\n\n1. The\n\ncontrol of all transportation\n\nbe on a countywide basis.\n2. The school should own\n\nshould\n\nbe centralized\n\nall transportation\n\nequipment,\n\nin one\nand\n\noffice, and\n\nshould\n\nfor its upkeep. This equipment should be owned on a county basis.\n3. Drivers should be selected for efficiency, not for how cheaply\n4. All buses should be kept in good repair and inspected every\nrepair garage in a central location renders the best service.\n5. Buses should be selected on a basis of safety and comfort.\n6. A definite schedule should be maintained by all buses.\n7. If children must walk to the road to catch a bus, waiting\nprovided.\nS. Bus drivers\nto him. They\n\nshould\n\nshould\n\nbe under\n\nbe under\n\nthe control\n\nstrict supervision.\n\nThey\n\nshould\n\nbe responsible\nthey will work.\nday. A\n\nstations\n\nof the superintendent\nhave\n\nshould\n\nand\n\ncounty\n\nshould\n\nbe\n\nresponsible\n\na responsibility\n\non the bus similar to the teacher’s responsibility in the classroom.\n9. Adequate records must be kept as to operation, cost, and efficiency. Schools\ncould\n\nprofit from\n\nFor\n\nthe records\n\na long time we\n\ntransportation\nProperly\nprove\n\nkept by private\n\nsystems.\n\nhave been in a period of expansion\n\nis concerned.\n\nadministered\n\nthat consolidated\n\ntransportation\n\nNow,\n\nwe\n\nmust\n\ntransportation\nschools with\n\nas far as our\n\nrefine its use.\n\nis not\n\nproper\n\nunduly\n\nexpensive.\n\ntransportation\n\nStudies\n\nare no\n\nmore\n\nexpensive than schools not consolidated.\nFUNCTIONS\n\nM.\n\nGAZELLE\n\nAND\n\nHOFFMAN,\n\nPURPOSES\nOF\nPRACTISE\nDISTRICT\nLEWISTON,\n\nSUPERVISION\n\nSUPERINTENDENT\n\nOF\n\nIN\n\nSCHOOLS,\n\nN. Y.\n\nDefining supervision as improvement of teaching, the functions of super¬\nvision in a supervisory unit of New York state are unsatisfactory due to\nlack of supervisory\n\nservice. The\n\ndistrict superintendent\n\nthe size of the unit and the fact that he must\nadministrator\nmore\n\nand supervisor. A\n\nis handicapped\n\nby\n\nact in the dual capacity of\n\nrecent study shows\n\nthat he does not have\n\nthan 80 days a year to give to actual supervision, and is attempting\n\nto supervise from 50 to 627 teachers. According\n\nto standards\n\nof urban\n\nsec¬\n\ntions, such supervision would be considered inadequate, yet few states pro¬\nvide more supervision for rural areas than does New York.\nNew\n\nYork\n\nstate assists rural supervision by having a rural bureau\n\nwith\n\none rural supervisor, by providing syllabi for various subjects, by preparing\nsome statewide examinations,\nmation of teachers in service.\n\nand by printing various bulletins for infor¬\n\nThe district superintendent must take responsibility for all other super¬\nvision. He supervises by such visitations as the limited time allows, and then\nlargely supplements\n\nby other methods.\n\nChief among\n\nthese are teachers con-\n\n"}
{"page": 341, "printed_page": null, "text": "Department\n\nferences, group\n\nconferences,\n\nof\n\nRural\n\nadvice about\n\n335\n\nEducation\n\ntexts and materials used, super¬\n\nvisory bulletins and letters, exchange visits by teachers, demonstration\ning, extension classes for teachers, encouragement of experimental\n\nteach¬\nwork,\n\nrequirement of assignment books, teacher’s self-rating scales, encouragement\nof reading by pupils and professional reading by teachers, improvement of\nsupervisory records, use of cadet teaching in cooperation\norganization\n\nof teachers clubs. Such services are more\n\nrender satisfactorily when\nCadet\nunique\n\nteaching\n\nthan one person can\n\nless than half of his time is free for them.\n\nfor normal\n\nstudents\n\nand are proving helpful. The\n\nclubs for small groups\n\nwith normals, and\n\nand\n\nteachers clubs are somewhat\n\ndistrict superintendent\n\nof teachers who\n\norganizes the\n\nact as officers and take responsibility\n\nfor the programs. Some outcomes sought are to develop the teacher’s own\nleadership, to encourage initiative, and to give more self-confidence.\nSince rural schools have for the most part inexperienced, immature, and\nuntrained\n\nteachers, the need for more\n\nrural supervision is great ; yet it is\n\nnot available in practise today. Equal\nsecured\n\nfor rural children\n\neducational\n\nuntil a supervisory\n\nopportunity\n\nprogram\n\nwill not be\n\nequal in scope to\n\nthat of the best cities is provided. It is the greatest need in rural education\neverywhere\n\ntoday.\nTHE\n\nHOMER\n\nThe\n\nR. ASHLAND,\n\nUNION\n\nDISTRICT\n\nSUPERINTENDENT\n\ntypical union district is formed\n\nOF\n\nSCHOOLS,\n\nPLAINFIELD,\n\nby the natural community\n\nVT.\n\nboundaries\n\nof five contiguous\n\ntowns\n\nor townships, with a total area of about 180 square\n\nmiles, in which\n\nthere are 19 schools taught by 45 teachers. Within\n\nthis\n\ndistrict, supervision has been on a professional basis since the early years of\nthe twentieth century, and is carried on by a superintendent of schools, some¬\ntimes with the aid of one supervisor. Certain important administrative\nfunctions of the superintendent are the preparation of the budget, the pur¬\nchasing of all books and instruction supplies, and complete freedom in\nselection of all teachers.\nThe fundamental idea of supervision in the union district is the training\nof teachers in service. This is accomplished thru the classroom instruction of\nthe teacher, to secure improvement,\n\nbasing the work\n\ninstead of on subjectmatter.\n\nis made\n\nThis\n\non needs of the children,\n\npossible thru the frequent visits\n\nwhich a district superintendent can make to his teachers. Conferences follow¬\ning these visits can be made very helpful both to the teacher and to the\nsuperintendent. In all cases, the superintendent will leave written sug¬\ngestions for the teacher. Other means of training teachers in service are\nboth large and\n\nsmall group\n\nteachers meetings,\n\nand\n\nindividual\n\nhelp with\n\nsupervisory\n\nservices of the district superintendent\n\nspecial problems.\nAmong\n\nother\n\n(1) he sets up desirable objectives; (2) he conducts\nand (3) he advises teachers concerning\nThe advantages\nfollowing :\n\nof the union\n\nremedial\n\nare :\n\na testing program;\n\ninstruction.\n\ndistrict type of organization\n\ninclude the\n\n"}
{"page": 342, "printed_page": null, "text": "336\n\nNational\n\nEducation\n\nAssociation\n\n1. It provides local educational leadership.\n2. It provides for educational integration by maintaining natural communities\nof interest. The use of such an arbitrary boundary as that of the county would thus\noffer a serious\n\ndisadvantage.\n\n3. It provides\n\nan economical\n\nby the music\n\nsupervisor\n\nunit for special types of service, such as that rendered\n\nor by the school nurse.\n\n4. Finally it provides an opportunity for real supervision\ntion, thru the opportunity of personal contact.\n\nRecent\n\nthoro\n\nincreased\n\nin the union\n\nhave\n\nfurther\n\nthe idea that this is the best type of supervision for our needs.\n\nADULT\n\nEDUCATION\n\nELIZABETH\n\nC. MORRISS,\n\nIN\n\nRURAL\n\nDIRECTOR\n\nADMINISTRATION,\n\nVan\n\nto inspec¬\n\ndistrict states have greatly\n\nthe effectiveness of this type of supervision, and\n\nemphasized\n\nMRS.\n\nreorganizations\n\nas opposed\n\nHornesville,\n\nOF\n\nCOMMUNITIES\n\nEDUCATION,\n\nRALEIGH,\n\na little village in New\n\nN.\n\nWORKS\n\nPROGRESS\n\nC.\n\nYork, is finding a new\n\nway\n\nof\n\nlife. The\n\nchildren are in excellent schools; the youth of the area are being\n\norganized\n\ninto a Youth\n\nCouncil;\n\nMothers\n\nreligious forces of the neighborhood\nseven\n\nrun-down\n\nthey now\n\nchurches\n\nare now\n\norganization\n\ntwo\n\nwith\n\nno\n\nresident minister,\n\nfull-time resident min¬\n\ndirector of religious education — all specially\n\nof the countryside. As an essential part of these com¬\n\nmunity activities, other specific programs\n\nof adult education\n\ntaken. Truly this is a pleasant picture made\nning and Owen D. Young.\n\nproblems\n\nunited and instead of having\ndid with\n\nisters and a full-time woman\n\nRural\n\nare being established; the\n\nas they formerly\n\nhave one church\n\ntrained in problems\n\nClubs\n\nand possibilities — An\n\nmunities in any part of the United\nwhich probably still exist in Van\n\nare being under¬\n\npossible thru cooperative plan¬\n\nanalysis of typical rural com¬\n\nStates would\n\nHornesville\n\ndisclose conditions some\n\nand which\n\nthis awakened\n\nof\n\ncom¬\n\nmunity is probably planning to attack thru its program of continuous educa¬\ntion. All too often in the typical village there are shortages in sound health\nand sanitation practises. Production\nbecause of the use of antiquated\n\nis far less than is reasonably\n\nagricultural methods\n\nplanting, cultivating, and harvesting. Despite much\n\npossible\n\nin soil conservation,\n\ntalk, there are strikingly\n\nfew rural communities where modern cooperative buying and marketing have\nactually increased the income or where cooperation has provided either the\nphysical facilities or the administrative\n\nmachinery\n\nfor well-rounded\n\neduca¬\n\ntional, recreational, and social programs. Too many of the homes — both\ninside and out — lack the charm that would come from a little attention\nto the color, harmony,\n\nbalance, and\n\ngrounds.\n\nThe\n\ntoo numerous\n\nwithout\n\nmuch\n\ninfluence. There\n\nform\n\nchurches\n\nof the rooms,\n\nare too often meagerly\n\nis a dearth of skilled workers.\n\nschools there are too many\n\nevasions of the compulsory\n\nessential home\n\nin the whole\n\ncooperation\n\nbuildings, and\nstaffed and\nIn the public\n\nschool laws, lack of\n\nschool program,\n\nand a tragic load\n\nof retardation. There are shortages in adult education and library services.\nThe challenge for adult education and for all other community agencies is\n\n"}
{"page": 343, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n337\n\none. Every\n\nrural community\n\nstrong, in fact the rural situation is a dynamic\nhas untapped\n\nhuman\n\nresources\n\nand raw\n\nmaterials which\n\ncould be organized\n\nto bring pleasure and profit to every member.\n\nPublic schools the logical sponsor's of coordinated plan of attack — The\nlag between\n\nthe possibilities for development\n\ncommunities\n\nis so wide\n\nits own\n\nclients. The\n\nthat no one agency\n\nand\n\nthe actualities in rural\n\ncan meet\n\nthe situation even for\n\nleaders of significant rural programs\n\nas the public\n\nschool, the church, agricultural extension, the library, the Grange,\n\nthe Farm\n\nBureau,\n\nradio, and\n\nfolk schools, opportunity\n\nthe federal program,\neducation),\n\nWPA\n\nare increasing^\n\nschools, University\n\neducation\n\n(including\n\nExtension,\nseven\n\nphases of adult\n\nstriving for intelligent cooperation. They\n\nknow\n\nthat it is too vital to their purposes longer to be left as a peripheral matter.\nIt must be made central and leaders are considering the problem of deter¬\nmining the agency best adapted to sponsor and head up a coordinated program.\nLogically a public education program should be administered by a public edu¬\ncation authority. More especially, there is general agreement that as an\nagency\n\nof society, the ordinary\n\npublic school serves two\n\ndistinct purposes:\n\n( 1 ) the training of boys and girls, and (2) aiding in the general enterprises —\nsocial, economic,\n\nand civic — of the community.\n\nIn this connection, progres¬\n\nsive public school administrators — both rural and urban — are saying that\noften times it is erroneously thought that the school discharges its second\nfunction somehow\n\nthru the training of children. The\n\nevidence is increasingly\n\nclear that this is not so. In achieving its second purpose, the school as an in¬\nstitution should undoubtedly endeavor to ^ork thru direct contacts and rela¬\ntionships with the adult portion of the community of which it is the center.\nTh is is the great function and place of adult education. A leading authority\nin adult education\n\nthus concludes:\n\nWhatever\n\na large part of the adult education\n\nprogram\n\nthe effect, in the next decade,\nwill pass into the hands\n\nprofessional school people. The\n\npublic school is the one\n\ncommunity\n\nand\n\nequipped.\n\nwhich\n\nis universal\n\nIt could probably\n\nthan any group\n\nProblems\n\nconduct\n\ncontinuing,\na program\n\nin every\n\nlocally controlled\n\nof adult education\n\nand\n\nbetter\n\nexisting today or likely to be created in the near future.\n\nto be faced by sponsoring agency — The first problem to be faced\n\nis the character of the adult education program\neducation\n\nagency\n\nof\n\nis already established. To\n\nfor rural agencies. Vocational\n\nthe removal\n\ngiven, but there are all too few programs\n\nof illiteracy, lip service is\n\nof adult elementary\n\neducation\n\nin\n\nrural areas for enabling the millions of illiterates and near-illiterates in the\nadjustment and enrichment of their lives. And how shall choice he made\nin the wide field of general adult education — relational (as parent educa¬\ntion), liberal, and political? Probably no rural community could at present\nafford a comprehensive program of general adult education. Nor are many\nof them yet ready to make use of it. One practical way of beginning an at¬\ntack on the problem of selection may well be to study four factors in\npresent situations: (1) present programs\n\nunder way, (2) leaders, (3) other\n\nresources, and (4) interests.\nA second major problem\nnew\n\nprogram\n\nwould\n\nis that of organization\n\nproject education\n\nforward\n\nand administration.\n\ninto mature\n\nThe\n\nyears and back-\n\n"}
{"page": 344, "printed_page": null, "text": "National\n\n338\n\nward\n\nEducation\n\nAssociation\n\nthru preschool years (nursery schools). The\n\nintegration of these new\n\ncreate new and vital prob¬\nis, for example, the matter\npresent rules and regulations of\n\nphases with the present education system would\nlems in organization and administration. There\n\nof licensing the professional staff. The\nrural boards of education might not fit the needs, for all of the teachers of\nadults do not need to be on a full-time basis. In fact, limiting the staff to\nfull-time teachers might\n\nseriously restrict the program. Again, it is often\nhighly advantageous to select as teachers masters in special fields outside the\nranks of the profession. An allied problem is that of certain basic goals and\n\ntechnics. School people will have to increase vastly their vision and enliven\ntheir technics.\nThe\nanswer\n\nthird problem\n\nis finance. The\n\nto such questions as: What\n\ntentative budget would\nwill adults demand\n\nbe based on the\n\nin their program?\n\nHow many teachers, full and part-time, will be needed? What will be the\nexpense of instructional materials and physical equipment ? Adult education\nleaders vary in their estimates as to the probable appropriation\nan adequate program,\ncommunity\n\nfrom\n\nor state. Can\n\nother hand, would\n\nrequired for\n\n1 to 5 percent of the total education budget of a\n\nrural areas afford this additional expense? On\n\nit not make\n\nthe\n\nsimpler all of their other financial problems?\n\nPlans for the development\n\nof a coordinated program — The\n\nAmerican\n\nCouncil on Education has formulated a most inclusive plan for the conserva¬\ntion of human resources — another term for adult education. The five sections\nin their plan are on genetics, childhood, youth, adult life, and special advisory\ncommittees\n\ncutting across section lines. Each\n\nsection would\n\nobjectives. For example,\n\nsome\n\nof the outstanding\n\nsection on adults would\n\nplan are : increased understanding\n\nplan for specific\n\nobjectives for which\n\nthe\n\nof contemporary\n\neconomic and social problems by citizens, consumer education, parent educa¬\ntion, elimination of illiteracy, more worthy utilization of the abilities of\npersons over sixty years of age, and fostering the art of living.\nIf carefully devised long-range goals like those of the American Council\non Education are to be reached, many carefully devised intermediate steps\nmust be taken.\n\nRecommendations — Among\n\nthe resolutions as to necessary intermediate\n\nsteps, the following were adopted last February by the Department\nSuperintendence of the National Education Association:\n1. That\n\nadult education\n\n2. That\n\nlocal communities\n\nfor forums\n\nand\n\nsimilar\n\nbe recognized\n\nas a function\n\nbe encouraged\n\nservices\n\nthru\n\nto make\n\nstate and\n\nof the public school\n\nincreasingly\n\nfederal\n\nof\n\nsystem.\n\nliberal provision\n\nsupport.\n\n3. That adult education programs be kept functional and\narise, and carefully guarded from undue formalization.\n\ndynamic,\n\nas needs\n\nmay\n\n4. That the public schools should seek opportunity for cooperation with, and func¬\ntioning thru, such existing community and state agencies as are already making\nworthwhile contributions to adult education.\n5. That\nneeds\n\nthe public\n\nof youth\n\nschool\n\nbetween\n\nshould\n\nprovide\n\nthe approximate\n\na program\n\nwhich\n\nof eighteen\n\nand\n\nages\n\nIn the light of these recommendations,\nand urban — may\n\nprogram\n\nrecognize\n\nthe\n\ntwenty-five.\n\npublic school men — both\n\nwell hasten to seize the immediate\n\nserving in a permanent\n\nwill\n\nopportunity\n\nrural\n\nof con¬\n\nthe values in the federal ‘‘emergency”\n\nedu-\n\n"}
{"page": 345, "printed_page": null, "text": "Department\n\nof\n\nRural\n\n339\n\nEducation\n\ncation program.\n\nIts social value has been demonstrated. It may be assumed\nthat federal money for relief will not continue to be available indefinitely for\na relief program of adult education. Nor would this be desirable. But the\n\n2,000,000\n\nstudents who have profited from the program will want to go on.\nWholesome community life will be advanced if they do go on. A permanent\nprogram of adult education will be achieved, however, only thru strong\ncooperative efforts. The biting edge has been worn off much of our talk\nabout cooperation — so that it seems unattached and unattainable. It will have\nto be more solidly based and realistic before sound programs of adult educa¬\ntion can become an integral part of the public school system. The emergency\neducation teachers will have to make a program so effective that public\nopinion will demand its continuance. Public school men, backed by public\nopinion, will probably have to secure state and local financial support. The\nfederal government will probably have to make funds available for the\nfinancially weaker states. These would be cooperative accomplishments with\npractical meaning and vital force. Education in rural communities would\nno longer be divided into compartments\n\nbe continuous\n\nbut would\n\nOPPORTUNITIES\nFOR EXTENDING\nVOCATIONAL\nTION IN RURAL\nCOMMUNITIES\nRAY\n\nFIFE,\n\nPRESIDENT,\n\nNEW\n\nMECHANIC\n\nThe\n\nMEXICO\n\nARTS,\n\nextension of vocational\n\nSTATE\n\neducation\n\nCOLLEGE\n\nOF\n\nCOLLEGE,\n\nN.\n\nwith life.\nEDUCA¬\n\nAGRICULTURE\n\nAND\n\nMEX.\n\nin rural communities\n\ncan assume\n\ntwo forms: (1) It can be extended so as to serve more communities. (2)\nThe program itself can be extended so as to provide a broader and more\ncomprehensive type of vocational education in those schools 'which already\ninclude vocational education in their curriculums. Both forms of expansion\nhave been in process, particularly since the enactment of the Smith-Hughes\nVocational Education Act. May I comment in beginning this discussion\nthat vocational\n\neducation\n\nshould hardly be classified under\n\nthe general title\n\nof “Other Agencies.” It has special financial support and special supervision\nbut it is a definite part of the public school system. It must be admitted at\nthe same time that our definition of the term “school’’ must be extended\nmany instances to include various phases of vocational education.\nWhile\n\nmany\n\nschool systems are still experiencing\n\nin\n\nfinancial difficulties, the\n\ndepression has taught both young people and adults the necessity of secur¬\ning training for making a living. As a consequence school authorities in the\nmajority of rural communities\nvocational\n\nhave been overwhelmed\n\ncourses. This unparalleled\n\nand unexpected\n\nwith\n\ndemand\n\ncrisis in vocational education in the majority of states. In many\nroom\n\nfacilities are not available. Vocational\n\nmany\n\ncommunities\n\neducation\n\nare not financially able to support\n\ndemands\n\nfor\n\nhas caused a\ncases adequate\n\nis expensive, hence\nit without\n\noutside\n\nassistance. The George-Deen Federal Vocational Education Bill was en¬\nacted by the last Congress to meet this need. Particularly in vocational\nagriculture, there is a marked\nperhaps the same\n\nscarcity of qualified teachers. To a lesser extent\n\nsituation exists in home\n\neconomics.\n\nWith\n\nincreased indus-\n\n"}
{"page": 346, "printed_page": null, "text": "340\n\nNational\n\nform\n\nAssociation\n\nindustrial\n\na similar situation in trade and\n\nexpect\n\ntrial activity we can\nvocational education.\nThere\n\nEducation\n\nare few rural high schools in which\n\nvocational\n\neducation\n\nin some\n\nshould not be offered, but in few cases should it be required. Sins of\n\nthe past, so far as vocational education is concerned, have been largely sins of\nomission. There is danger now that we may turn to sins of commission.\nTrue\n\nvocational\n\neducation\n\nis not a type of education\n\nMuch\n\nof it will be specific education\n\nfor amateur\n\nteachers.\n\noffered in response to specific needs.\n\nAll students\n\nare potential citizens but they are not all potential farmers\n\nor plumbers\n\nor stenographers,\n\nor even homemakers.\n\nCareful guidance, carefully planned programs of instruction, profession¬\nally and technically trained teachers with occupational experience, and\nadequate instructional facilities are prerequisites to further expansion of\nvocational education in rural communities. We realize the position of a rural\nschool administrator when his school patrons become insistent that voca¬\ntional agriculture and vocational home economics be added to the school\nprogram. In the choice of alternatives a delay of a year or so is certainly\nmore desirable than an ineffective program.\nThe second general type of expansion — viz., the broadening of the pro¬\ngram of vocational education — was stimulated rather than hindered by the\ndepression. Vocational education of 1917 was largely a matter of teaching\nskills. Boys in agriculture were\n\ntaught to prune\n\na tree ; girls in home\n\nnomics, to cook and sew. Except\n\nin trades and industries, vocational\n\neco¬\n\neduca¬\n\ntion instruction was confined largely to class work on the high-school level.\nThere has been a vast change in the program of vocational education in\ntwo decades. Vocational\n\neducation\n\nis still specific. Vocational\n\neducation\n\nhas\n\nnot been broadened\n\nthru generalization. Essential skills are still taught in\n\nvocational\n\nclasses, and there are many\n\neducation\n\nskills which\n\nare essential\n\nin spite of the modern machine. But the teaching of skill has been supple¬\nmented and made intelligent by the teaching of vocational understanding.\nThe\n\nsuccessful vocational agriculture teacher of today trains for life on the\n\nfarm. The potential agricultural mechanic\nmanager\n\nwith an understanding\n\nof 1917 is now\n\nof the basic economic\n\nthe practical farm\n\nand social problems\n\naffecting agriculture and rural life.\nSimilar aims are beginning to pervade the field of vocational home\neconomics. Vocational trades and industries courses with their related\nscience, mathematics,\n\nand economic\n\nand social subjects, are supplementing\n\nmechanical skill with mechanical and industrial understanding. In practi¬\ncally all phases of vocational education an attempt is being made to serve\nthe high-school youth, the out-of-school youth, and the adult, and to offer\nto them at least the beginnings of this broader type of vocational education.\nAlong with the programs of direct vocational instruction, we find the\norganization of the Future Farmer of America movement in vocational\nagriculture, and the newer\n\nFuture\n\nin trades and industries and home\nand many\n\nCraftsmen\n\neconomics.\n\nother qualities are encouraged\n\nNot the least of the outcomes\n\nand Future\n\nLeadership,\n\nHome\n\nMakers\n\nscholarship, thrift,\n\nthru these related organizations.\n\nis the dignifying of the occupation\n\nitself thru\n\n"}
{"page": 347, "printed_page": null, "text": "Department\n\nthe public recognition which\n\nof\n\nFarmers\n\nadvancement\nThe\n\n341\n\nIn the autumn\n\nof\n\ndelegates will assemble at Kansas City to\nof the founding of the National Association,\n\nof America.\n\nThe\n\ncontribution\n\nof rural life in America\n\neducational group\n\nEducation\n\nis given to the organization.\n\n1937, 10,000 Future Farmer\ncelebrate the tenth anniversary\nFuture\n\nRural\n\nof this organization\n\nto the\n\nhas been almost beyond measure.\n\nrepresented at this and succeeding annual\n\nconven¬\n\ntions of the Department of Superintendence will have much to do in en¬\nlarging or diminishing the opportunities for vocational education in both\nurban and rural communities.\nSpeaking\n\nfrom the viewpoint\n\nof rural education, there are several dangers\n\nwhich may restrict quite seriously the opportunities for extending\ntional education.\n1. It has already\n\nbeen\n\nresult in such a lowering\nresulting product.\n\nmentioned\n\nof standards\n\n2. In rural schools particularly\nriculum activities and with heavy\nmay\n\nbe just another\n\npractical phases\n\nthat the demand\n\nchore\n\nfor vocational\n\nthat pseudo-vocational\n\neducation\n\neducation\n\nmay\n\nmay\n\nbe the\n\nthere is danger that with increasing extra-cur¬\nteaching loads, the vocational education teacher\n\nboy or girl in the school\n\nof instruction\n\nreal voca¬\n\nas represented\n\nin home\n\nsystem.\n\nIn such\n\ninstances\n\nprojects, laboratory,\n\nthe\n\nand\n\nshop\n\nwork are bound to suffer first. Without these devices of instruction, vocational\ncation becomes just another subject which is taught from a book.\n\nedu¬\n\n3. There is danger also in the so-called “integration,” standardization, and\nsystematization of vocational education. Adaption to the needs of rural communities\nis the very life of vocational education, particularly vocational education in agri¬\nculture. There are many school administrators who insist that all education must\nconform to a set pattern. This is undesirable with all subjects but with vocational\neducation it is almost fatal.\n\nThe attitude of school authorities on the preceding points will have much\nto do with the decision as to whether or not real vocational education will be\nconducted within or without the public school system. It may even be pos¬\nsible that the form may be maintained within the school while tjie substance\nis actually secured elsewhere. School authorities, occupational\n\norganizations,\n\nand parents will have as much\n\nto do with the final decision as the vocational\n\neducators\n\nmanner\n\nthemselves.\n\nfind its proper\n\nIn some\n\nplace in the whole\n\nor other, vocational\n\nscheme\n\nof education\n\nown\n\nidentity and its own\n\npeculiar opportunity\n\nTHE\n\nEXTENSION\n\nIN\n\nECONOMICS\nONAH\n\nJACKS,\n\nTURAL\n\nThe\n\nAS\n\nSTATE\n\nAND\n\nextension\n\nSERVICE\n\nRELATED\n\nGIRLS\n\nCLUB\n\nMECHANICAL\n\neducation\n\nwithout\n\nlosing its\n\nfor usefulness.\n\nAGRICULTURE\n\nAND\n\nTO\n\nSCHOOLS\n\nAGENT,\nCOLLEGE,\n\nmust\n\nCOUNTRY\nEXTENSION\nCOLLEGE\n\nservice in agriculture and home\n\nSERVICE,\n\nSTATION,\n\neconomics\n\nHOME\n\nAGRICUL¬\nTEXAS\n\nhas no official\n\nconnection with the rural schools or any phase of the public school system,\nexcept thru the agreements made concerning vocational education. Both the\nextension\n\nservice in agriculture and home\n\nare educational\noffer educational\n\nagencies supported\nadvantages\n\neconomics\n\nand the rural schools\n\nby the government\n\nto rural people. For\n\nand\n\nconducted\n\nto\n\na long time the rural\n\n"}
{"page": 348, "printed_page": null, "text": "342\n\nNational\n\nEducation\n\nschools alone held this field. Then\nby the Public Health\n\nthe extension service was created, followed\n\nService. Other\n\nand having at least some\nrural people to improve\n\nAssociation\n\nagencies promoted\n\neducational\n\nby the government\n\nfunctions for the purpose\n\nof equipping\n\nthemselves, their homes, and their communities\n\nhave\n\nrecently been added — Rural Rehabilitation and Resettlement, Soil Conser¬\nvation Service, Social Security, and the Agricultural Conservation Service.\nEach of these, altho in general a service agency, has its educational\nMany\n\nother organizations\n\nlike the churches, the Young\n\nMen’s\n\nfeature.\n\nand Young\n\nWomen’s Christian Associations, the Boy and Girl Scout organizations,\nmagazines and newspapers, organizations of the people themselves like the\nFarm\n\nBureau\n\nand the Grange,\n\nis broader and more\n\noperate so that the education\n\neffective in making\n\nof rural people\n\nhappy individuals and useful citizens\n\nof them, but unlike the first-named group\nsidized by the government.\n\nthese organizations\n\nare not sub¬\n\nWith so many organizations operating in the same field for related pur¬\nposes it is necessary that the work be well defined if the results are to be\nsatisfactory. In the case of the extension service and rural schools the fields\nare clearly enough\nof each. The\norganized\n\nthe rights and duties\n\nrural schools are established to give to country\n\nsystem a fundamental\n\ncitizenship. The\namong\n\ndefined that there is no mistaking\n\nextension\n\nknowledge\n\nwith\n\nthe duty of diffusing\n\nStates practical and useful information\n\nsubjects related to agriculture and home\napplication of such information.\nceded by all — so much\n\nof language, sciences, and good\n\nservice is charged\n\nthe people of the United\n\nchildren in an\n\nThe\n\neconomics,\n\nand\n\nencouraging\n\nvalue of rural school work\n\nin fact that children are compelled\n\nselves of its advantages. As to 4-H\nsome of its values.\n\nClub work\n\nit may\n\non\nthe\n\nis con¬\n\nto avail them¬\n\nnot be amiss to mention\n\nThe 4-H Club work, thru its subjectmatter and its method, affords rural\nboys and girls the best opportunity for relating themselves properly to their\nown environment. To carry on 4-H Club work boys and girls are obliged\nto share in the responsibilities of the home, its problems, its plans, and its\nwork. The 4-H Club members become personally related to their com¬\nmunity thru demonstration meetings, achievement days, and recreation ;\nthru county\n\nmeetings\n\nand organizations\n\nof county officials and town\n\nthey establish personal knowledge\n\nleaders; thru club news\n\nindividually\n\nconnected\n\nwith\n\nthe local papers\n\ndelegations\n\nto county,\n\nstate, and\n\nthemselves\n\na real part of a nationwide\n\nnational\n\nand\n\nfarm\n\nmagazines;\n\nagricultural events\n\nendeavor\n\nto improve\n\nrural life. The patriotic appeal is a healthy one. The\nthe nation take on new\nbility to them.\n\nreporting they become\nthru\n\nthey make\n\nagriculture and\n\nfamily, the community,\n\nsignificance as the individual assumes\n\nnew\n\nresponsi¬\n\nThe 4-H Club members thru parliamentary practise at meetings learn to\nlook upon themselves as an influence and upon their contemporaries as the\nones who help them to extend or hold back that influence as the interest\nor the good of the group demands.\nand the need of planning. They\ntheir ability to work\n\nwith a group\n\nThey\n\nlearn the value of unified effort\n\nhave an opportunity\nand to assume\n\nto test and\n\ndevelop\n\npositions of leadership.\n\n"}
{"page": 349, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n343\n\nAll 4-H Club activities, of course, are intended to be organized and car¬\nried on so that club members are given a favorable outlook on rural life.\nThere\n\nis still enough\n\nother than farming\n\nattraction to life in the city or to work\n\nin vocations\n\nthat this tendency will hardly yet influence too many\n\nof\n\nthe best people to stay on the farm. The 4-H Club work should result in\nstimulating boys and girls to perform whatever tasks they have to perform\nin the best way; it should help them\nuseful if carried on\n\nwith\n\nto see that rural life is interesting and\n\nthe aid of the best information\n\navailable. By\n\ndirecting and aiding some of their experiences with the soil, with plants and\nanimals and wind and water, with tools and methods and changing seasons,\nwith weather\nobservation\n\nand people and current history, 4-H\nand awaken\n\nappreciations\n\nthat make\n\nClub work\n\nshould sharpen\n\nlife richer. It should\n\nen¬\n\ncourage youth to join with their neighbors and “countrymen” to improve\ncommunity and national life and certainly it should give them a determina¬\ntion to search out some of the information and skills and associations that\nwill help them live more\ncountry or city.\nThe\n\nmutual\n\nsatisfactorily and fully whether\n\nadvantages\n\nof 4-H\n\nClub\n\nwork\n\nthey finally choose\n\nand school work\n\nare evident.\n\nBut mutually helpful as the work of the two organizations is, one fact re¬\nmains that unrecognized can prevent the most effective work of either; that\nis, that two\n\norganizations\n\nthings at the same\n\ncannot\n\ntime. Under\n\nwork\n\nwith\n\nthe same\n\npeople on different\n\nits present arrangement\n\nthe school system\n\nnaturally controls most of the time of the boys and girls. But 4-H Club\nwork, if it is to be effective, must be done under certain favorable conditions\ntoo, and suitable time is an important\n\nfactor. Three\n\nor four hours between\n\n8 and 12 or between 1 and 5 o’clock once a month for a meeting in a\nfarm home with the extension agent, and a few hours between 8 and 5\no’clock at various times for the agent’s visits to the home are highly desirable.\nAdjustments of time can usually be arranged easily with the small com¬\nmunity\n\nschools. As the schools increase in size, or as communities\n\ndate for school purposes\n\nand schedules\n\nbecome\n\nmore\n\ncomplicated,\n\nconsoli¬\nthe ar¬\n\nrangement is not so easy. The school’s grip on the child’s time is firmer.\nTeachers feel their own responsibilities perhaps more as facilities for helping\nthe boys and girls have improved ; it is only natural that they should welcome\nnothing that breaks into the schedule\n\nthey have made.\n\nof 4-H Club work\nin smaller schools.\n\nto these boys and girls as to those\n\nA 4-H\n\nClub\n\nare as important\n\nBut the advantages\n\nin the larger schools too often meets at the school. The\n\nsit at their desks, the agent gives a demonstration\n\nusing equipment\n\ngirls\n\nthat she\n\nand the girls have collected to “make-believe” a home situation. The atmo¬\nsphere of school pervades. The agent herself is likely to feel and be treated\nlike another teacher. Reports of work get to be too much like reports of\nhomework\n\nat school. It is so much\n\nmany\n\neggs\n\nyour\n\npullets laid if you are in the poultry yard inspecting your\n\nclub\n\nnew\n\nmore\n\ninteresting to tell how\n\npoultry demonstrator’s flock than it is to report the same fact in a classroom\nwithout an enviable poultry flock to inspire you.\n\n"}
{"page": 350, "printed_page": null, "text": "344\n\nNational\n\nEducation\n\nAssociation\n\nClub activities usually carried on at school suffer a slump in attendance\nand interest after school is out in the spring. Another disadvantage of meet¬\ning at the schoolhouse is that boys and girls out of school are not so likely\nto take active parts. They think of club work as a part of the school activi¬\nties and are hardly more inclined to join it than they would be the highschool dramatics club or the basketball team. Meeting at the school is detri¬\nmental to the school schedule in general. It often crowds the other children\ninto quarters not designed for them, and gives occasion for new disciplinary\nproblems.\nHowever,\n\nout of such arrangements\n\nhave come some very successful club\n\nwork — in fact, most of the work in Texas is so conducted. Out of 1615 4-H\nClubs for girls about 1380 of them hold all their meetings with the agent\nat the schoolhouse. Plans for the agent’s visits to the demonstrators are ar¬\nranged usually as in the small schools — the agent taking the girl away from\nschool for a period or so to help with her individual demonstration. The\nclub may arrange for its second meeting during “activity” period, some¬\ntimes during school. Seldom can they meet after school, for they go home\non a bus. Meeting at activity period means that a girl must choose between\n4-H Club work and orchestra or Spanish or basketball practise or some\nother regular school activity.\nThe club at the consolidated rural school is often divided into as many\ncommunity groups as there are communities from which girls come. Each\ngroup has its own demonstrators and sponsor in the home community, and\nholds one meeting a month, usually on Saturday, in the community. At the\nmeeting of the club at the school the agent realizes that her help is not\nnearly so effective as it would be if she could arrange to give field demon¬\nstrations. One of the most satisfactory arrangements in a consolidated school\nfrom the standpoint of club work has been for the girls to be delivered by\nschool bus to the home of the demonstrator for the club meeting. Some clubs\nhave raised the money to take care of the extra expense of the school bus.\nAs individuals, teachers are most cooperative concerning club work. They\nhave made possible all the cooperation now enjoyed between the two agen¬\ncies. Many teachers are well informed on extension work and are ingenious\nin proposing ways to encourage it. Many others, not so well informed be¬\ncause their training has not given them an agricultural background, are\nnone the less willing to cooperate. Many of them serve as ideal sponsors to\nclubs, altho usually other people make better sponsors because neither the\ngirls nor the teacher can drop entirely the teacher-pupil relationship in their\nclub associations. Some teachers arrange to give school credit for club work.\nI have some doubts too about the desirability of such a means of stimulating\nclub work. I doubt, too, the practise of some teachers in prohibiting students\nnot passing a certain mark in their school work from doing club work. It\nmight happen that club work could so inject interest and purpose into that\nindividual’s life that his school work would improve; or perhaps the indi¬\nvidual who cannot achieve scholastic rating can achieve some skills in agri¬\ncultural or homemaking activities that will make a happier and more useful\nperson of him. But these attempts are made in the spirit of helpfulness and\n\n"}
{"page": 351, "printed_page": null, "text": "Department\n\nof\n\nRural\n\n345\n\nEducation\n\nare appreciated as such. All these problems the individual teacher must work\nout for herself more or less in conference with the local extension agents.\nThe point that seems forgotten by agent as well as teacher is that farm\npeople have the same right to the advantages of 4-H Club work that they\nhave to schools — tho they are not compelled to participate. Individual teach¬\ners need encouragement from their supervising officers to recognize 4-H\nClub work as a sister agency to the schools — created and supported by the\nsame authority. Agents need similar encouragement to press their claims for\nsuch recognition and to help teachers understand the real significance of\n4-H Club work. As the extension service and the rural schools understand\nthe work of each other and cooperate, correlating the work where possible,\nthe greatest good can be done in providing a fuller education for rural\npeople.\nTHE\n\nRURAL\n\nA. J. WALTON,\nBOARD\n\nCHURCH\n\nDIRECTOR,\nOF\n\nDIVISION\n\nCHRISTIAN\n\nAND\nOF\n\nRURAL\n\nEXTENSION\n\nEDUCATION,\n\nNASHVILLE,\n\nWhat\n\nTHE\n\nM.\n\nAND\n\nSCHOOL\n\nPROMOTION,\n\nE. CHURCH,\n\nGENERAL\n\nSOUTH,\n\nTENN.\n\nshould be the relation of the rural school and\n\nrural church ?\n\nDemocracy demands comraderie and cooperation of persons and agencies.\nBoth agencies are desired and promoted by rural people, and are necessarily\nrelated by the conditions imposed by the psychological and sociological unity\nof persons and the community. There are also very apparent economic fac¬\ntors which increase the areas of relationship. We must view both of these\nsocial agencies in the light of the part they play in developing persons, and\na community environment conducive and essential to a satisfying or abund¬\nant life. Church and school are increasingly aware that they must help\ndevelop motives, technics, creative vision, and power for achieving a satis¬\nfying rural life as a basic factor in preserving our American democracy.\nSchool leaders say: “The school introduces the pupil to all forces and\nneeds of individual and social life.” The church leader says: “The church\nintroduces this same pupil consciously to God and His good way to use these\nforces and needs for individual and social life.” These indications of a grow¬\ning appreciation and understanding between church and school require some\nnew thinking concerning the relation between the two American cultures of\nsecular and religious idealism. Such thinking must preserve the privileges\ninsured by the separate freedom of church and state, the unity of pupil per¬\nsonality, and make clear the value of cooperation as the necessary check\nagainst factors of community disintegration. This thinking must also beware\nof promising too much without sacrificing the adventurous dare of far-flung\nvision. Schools and churches in the recent past promised more than they have\nbeen able to achieve. The school said, “Give us the opportunity to reduce\nilliteracy and we will eliminate crime, poverty, and ignoble citizenship.”\nThe American public responded with an educational program unlike any¬\nthing the world had ever known, but our record of crime, depression, poverty,\ngreedy and dependent citizenship is not exactly utopian. The church said :\n\n"}
{"page": 352, "printed_page": null, "text": "346\n\nNational\n\n“Give us equipment\n\nand means\n\nEducation\n\nAssociation\n\nto spread our teachings and work\n\nover the\n\ncountry and we will turn men to righteous living.” The recent century saw\nmore money spent for buildings, equipment, and service, more able literature\nand leaders, and more special efforts to win converts than any other century,\nbut church membership has but slightly more than kept pace with population\nincrease, and the current state of righteousness would hardly be cause for\nreligious journal headlines.\nWe shall not blame church and state for letting their vision exceed their\ngrasp. We feel that they might have accomplished more if they had ad¬\nmitted and observed the unity of both individual and community life by each\nadmitting the contribution the other made toward a wholesome personality\nand a satisfying and helpful social life. Such feeling makes our discussion the\nmore pertinent as we face the future realizing that secular idealism needs\nthe stabilizing influence of a conscious religious devotion. We recognize that\nthe only reason for a community to permit or promote school or church is\nthat they shall be effective in developing satisfying and noble life.\nThe United States Bureau of Education reports 51 percent of our popu¬\nlation, 58 percent of our teachers, and 53 percent of our pupils are rural.\nThis 51 percent of the population includes more than half of the young\npeople and the old who are dependent. Thus rural people bear a dispropor¬\ntionate share of responsibility for educating, clothing, feeding, providing oc¬\ncupations, and caring for the dependent. They must do this on approximately\none-tenth of the national income. Such conditions are setting in motion\ndeteriorating forces which are weakening self-respect, limiting social con¬\ntacts for lack of clothes and funds, menacing health by lowered medical care,\nencouraging dependence on public relief, and generally creating a situation\nin which class hatred, communism, facism, or other enemies of the best\nAmerican ideals and democracy can spring, under agitating leadership, its\ndangerous power. Add to this the fact that cities are not now reproducing\nenough population to maintain themselves, and we see that the future of\nAmerican culture depends in a large way on the ideals, motives, and develop¬\nment of the country people.\nThe three dominant social agencies thru which influences and guidance\nmust pass to enter rural life are the home, the church, and the school. These\ninterest and involve more people than all other group agencies. Attempts to\nimprove the quality and conditions of rural life will need full cooperation\nof all community agencies to stimulate vision and desire for an abundant life,\nand meet essential needs. Rural people need the following basic elements\nand experiences for abundant living:\n1. In a world of rapid change and swift adjustments a philosophy of change\n2. A wider range vision of rural opportunities, values, and respect for rural life,\nculture, and the dignity of labor\n3. An understanding urge to live joyously rather than be dominated by the urge\nto accumulate things\n4. To recognize the disintegrating and hindering forces in country life and know\nhow to combat them\n5. A larger share of the national income\nsecurity\n\nand\n\nthe resultant sense of economic\n\n"}
{"page": 353, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n347\n6. A broader sense of cooperation\nand its brotherhood relations\n7. A\n\nkeen\n\n8. More\n9. A\n\nand\n\nrespect for the soil and\n\nenergetic\n\nassistance\n\nbetter understanding\n\nand progress\n10. A finer understanding\nphysical well-being\n11. Definite community\n\nfrom\n\nan\n\nan\n\nenlarged\n\nethical basis for its use\n\nsocial agencies\n\nof the rural family\nof the value\n\nthinking\n\nand\n\nconception\n\nof a community\nand\n\ncare\n\nof the community\n\nas a basic unit of national\n\nof health\n\nplanning\n\nand\n\nways\n\nof promoting\n\ndesire to promote\n\n15. Opportunities\n\nhuman\n\nfor friendly\n\nand\n\nbetter\n\nfor better life conditions\n\n12. A leadership devoted to a noble and high-minded type of community\n13. An appreciative understanding that God cooperates in every good\nthought\n14. A\nof life\n\nsecurity\n\nspiritual values\n\nlife\nact and\n\nas a basis for the good\n\nway\n\nfellowship\n\n16. Ways of providing youth with opportunities for work and life expression\n17. Guidance in achieving satisfying worship experience\n18. A sense of balance between mere entertainment and wholesome pleasure\n19.\n20.\n21.\n22.\n\nTo regain buoyant home and community vitality\nAn appreciation of diversified crop production for use\nConsciousness of rural power thru organization\nCultivation of the knowledge and desire to conserve natural\n\n23. An equal opportunity\nand social improvement.\n\nfor their children\n\nto share\n\nresources\n\nin the progress\n\nof culture\n\nGiven an understanding of the rural situation and the basic elements and\nexperiences needed for a suitable democratic quality of life, what should be\nthe specific services of church and school in promoting life? Which of these\nservices shall be rendered cooperatively and which separately?\nThe church and school can share together as community social agencies\nby recognizing that each has a task in preserving the person’s unity and com¬\nmunity solidarity. A good beginning could be made by both agreeing to share\nin helping our rural homes to rediscover their basic position in community\nlife. At present the home is almost the forgotten member in a group of social\nagencies. Church and school have each contributed to the situation by bidding\nfor as large blocks of individual time as each person could be persuaded to\ngive. Neither has shown much consideration for the other, the rights of the\nhome, or the persons involved. The\ngether cooperatively:\n1. Purposively\n\nseek a common\n\nsocial life by group\n\nconferences\n\nground\n\nfollowing are some ways of working to¬\nof respect for the unity of individual\n\nor community\n\ncouncil\n\nfor the study\n\nand\n\nof the whole\n\nsituation; the planning of needed learning, guidance, and activities; and for de¬\ntermining separate and cooperative responsibilities.\n2. Each should seek a sense of appreciation for the aims and work of the other by\nbalancing\n\ncritical evaluation\n\nwith\n\nfriendly truth.\n\n3. Each should acknowledge the helpful elements\ning with the people of the community.\n4. Schools\n\nshould\n\nwelcome\n\nthe visits of ministers\n\nand\n\nforces of the other in work¬\n\nchurch\n\ncooperation\n\nin carrying\n\non community\n\nto playground,\n\nclassroom,\n\nor assembly\n\nhour;\n\nprojects;\n\nthe use of worthy\n\nhymns in the song and music period; the literary value of chosen Bible selections;\nand an interpretation of religious significance in literature, art, and history. The\nschool should also acknowledge the right of the church to a part of the individual’s\ntime and to certain periods of community time upon which the school will not infringe.\n5. On the other hand\nmoted projects without\n\nthe church should share in carrying on worthy school-pro¬\nseeking to dominate. The minister must learn that telling\n\n"}
{"page": 354, "printed_page": null, "text": "348\n\nNational\n\ninteresting\n\nstories or conducting\n\nin helping church\nsonal conferences\n\nEducation\n\nAssociation\n\nbrief devotionals\n\nin the school are of limited\n\nvalue\n\nand school achieve right ends, and are feeble substitutes for per¬\nwith school leaders and teachers and friendly counseling with\n\npupils.\n\nThe\n\nchurch must recognize the right of the school to definite blocks of\n\npupil and community time, and be able to see God as the source and re¬\nwarder of every good in the community regardless of the person or agency\npromoting.\nLet us take a brief look at some present efforts or experiments in coopera¬\ntion. The choice of those listed is merely the result of some personal knowl¬\nedge of the work being done, and there is no claim that these are the best\nexamples in so large a field of experimentation. The Methodist Episcopal\nChurch, South, has kept a group of employed field workers studying and\nworking with rural communities for twelve years. The past seven years the\nwork has been more intensive and creative. The workers seek to discover\ncommunity needs and trends and interest the whole community in develop¬\ning a cooperative life program. They seek to safeguard the workers from\nthe mania for quick results; from flippant and quick shifting to new and\nhalf understood methods and ventures; from expecting one agency to bear\nall the responsibility or reap all the glory; from substituting a hobby or single\nphase of community life for the total program needed; from a “touch and\ngo” method of enterprising community activity or change; and from per¬\nmitting an individual or clique to attain a selfishly possessive attitude to¬\nwards certain elements needed for community advancement which would\nserve to block future change.\nAt this time when education is so vitally needed to save our fair land from\ndictatorship or civil strife, the church has the buildings and equipment, and\nmuch of the helpful and needed curriculums which, if properly used, will\ngo far to create the understanding and balance needed. The opportunity is\nspecially vital in our great rural population. There it is that tenancy, poverty,\nincreased cost of government, greater burden of dependents, and units of\nsocial agencies are laying the foundation for bitterness, bafflement, and\nunrest. This vast group of people have in years past been our stabilizing ele¬\nment in periods of great industrial disorder and unrest. Today we face the\ndanger of a simultaneous flaming of agricultural and industrial disorder.\nSuch upheaval suggests unthinkable dangers. The church and state must join\nhands in a program of democratic education designed to raise the majority\nof our adults to a level of knowing and noble citizenship.\nHOW\n\nMAY\n\nERNEST\n\nRURAL\n\nBURNHAM,\n\nSCHOOLS\nHELP\nSUCCEED?\nWESTERN\nKALAMAZOO,\n\nSTATE\n\nDEMOCRACY\n\nTEACHERS\n\nTO\n\nCOLLEGE,\n\nMICH.\n\nThis nation was told by the greatest of its founders that the hope of\ndemocracy is in its common education. We know that in round numbers\nand percentages we have proved and do prove better today our continued\n\n"}
{"page": 355, "printed_page": null, "text": "Department\n\nof\n\nRural\n\n349\n\nEducation\n\nand present faith in this dictum of George Washington’s. Recently, I heard\nGeorge F. Zook, president of the American Council on Education, say that\n65 to 70 percent of the youth of this nation who are of high-school age are\nentering high school, and that some 12 to 14 percent of men and women of\ncollege age are now enrolled in college. In truth we have raised the level\nof the majority of the new generation from the old level of elementary edu¬\ncation, often itself abbreviated, to this new level of secondary education.\nI do not doubt that the great inclusive mass of citizens in the L nited States\nwill presently accept and fulfil in fact or in an equivalent a practically uni¬\nversal achievement of at least a secondary level of schooling in both city\nand country. For the states to provide such service universally to their\ncitizens is the greatest possible present insurance for making democracy\nsucceed. Such a service is the state’s greatest gift to the poor, and constitutes\nthe noblest public welfare act by government.\nDemocracy is helped to succeed by all schools which keep their service\nalertly in step with the times to the end that pupils in these schools come\nto know, to the full extent of their facilities for learning, all that is com¬\nmonly known by citizens who have achieved the completion of elementary\nand secondary schools; and by all schools which bring into use every possible\ngroup and inter-group experience, which the school work and environ¬\nmental activities can by study, wit, and strategy be made to yield. The\nAmerican citizen who today possesses the total fund of knowledge common\nat least to the level indicated, and who, with a patient and gracious manner\nin admirable combination with a restless and stubborn purpose, accepts every\nparticipation which his energy and money permits in the laboratory of\norganized social relationships in the common community life is the best\nproof that schools do help democracy to succeed.\nSome things can be said more specifically about how rural schools may\nhelp democracy succeed. In small town, village, and open country schools,\nin fact in all schools where life, as contrasted with metropolitan centers of\npopulation, is characteristically rural, there are distinct advantages for both\nachieving the level of common education already defined and for the most\ngeneral practise of cooperation in mutual aid by individuals both within\nand between groups.\nThe simplicity and high v isibility which obtains where communities are\nsmall enough to make possible a high measure of inclusiveness of indiv iduals\n\nand groups in the talk-over process, which is the method of democracy from\ntime immemorial, lends this fundamental safeguard to all concerned. The\nmeasure of this advantage in any given community will turn upon the adequacv of organization and the unanimity of participation by individuals in\nthe services by such institutions as the public schools.\nThese\n\nsmall, well-organized\n\ncommunities,\n\nin which\n\ndemocracy\n\nmay be\nmost simply and completely demonstrated, were the type-makers of Amer¬\nican ideals in government. Where the rank of individual citizens is high in\nintelligence and character ; where economic status is adequate ; w here every\nsocial need is felt and fostered by the highest percent of the total number of\nthe local population, here is the best setting for a school to teach democracy.\n\n"}
{"page": 356, "printed_page": null, "text": "350\n\nNational\n\nEducation\n\nIn fact every such community\n\nis a school of democracy.\n\nin these places are taught democracy\nThe\n\nrural school may\n\nlife is democratic.\n\nAssociation\n\nbecause\n\nwell see to it that its own\n\nNo\n\nthan an undemocratic\n\ngreater incongruity\n\nChildren growing\n\nup\n\nthey live in it all the time.\norganization\n\nand method\n\nof\n\ncould challenge the imagination\n\nschool in a democracy.\n\nI am speaking of rural schools, which are coterminous with the com¬\nmunity. Of course we all know many rural schools which are smaller than\nthe community\n\nof which\n\nthey are a part. This fact sensed and accepted, not\n\nas a handicap but as an opportunity, opens to view another advantage\n\nwhich\n\nevery such school has for teaching democracy how to succeed. By the very\nnecessities of the situation these small schools must set their own work\nin such efficient order internally that cooperation with all the other schools,\nwhether\n\nsmaller or larger which\n\nbe available to them.\nschools must\n\nThis\n\nadd up to an integrated community,\n\nmeans\n\nthat teachers and pupils in these small\n\nlearn a vivid self-consciousness\n\nschool and a quick sensibility of what\n\nIn summary,\nwhat\n\nmany\n\nas helpful participants in and with\n\nrural schools may\n\nhelp democracy\n\nsucceed\n\nin the new\n\nschool generation\n\ngeneration\n\nparticipations by which\n\nan understanding\neach makes\n\nto the glory of the common\nlife, if at all.\nLITTLE\nR. EMBREE,\n\nAmerica\n\nRED\n\nfund of knowledge\n\nhas provided\n\nof and a practised facility in social\n\nlife. Democracy\n\nPRESIDENT,\n\nschools and\n\nnation at any time in human\n\ncomes\n\nHOUSE—\n\nJULIUS\n\n1938 MODEL\n\nROSENWALD\n\nFUND,\n\ncolleges beyond\n\neducational\n\ncontributions\n\nto glory in the common\n\nCHICAGO,\n\nthose of any\n\nhistory. But our education\n\nour school plant. Of the whole\n\ndemanded\n\nin each member\n\ncooperatively, constructive\n\nSCHOOL\n\nare\n\nin acquiring with\n\nof the best citizens of their day; and second, by developing\n\nEDWIN\n\nby doing first,\n\nof them have always done, all that the best schools anywhere\ndispatch, and delight the common\n\nin the new\n\nand their\n\nlife.\n\ndoing, to aid each member\neconomy,\n\nof the relative merits of their\n\ncan best be done by them\n\nschool to win recognition and acceptance\nthe larger community\n\nwill\n\nILL.\n\nother\n\nis not as good as\n\nstructure, rural schools are the\n\nmost unsatisfactory.\nAmerica\nDuring\n\nhas neglected rural schools and all other aspects of rural life.\n\nthe past one hundred\n\nand fifty years America\n\nhas steadily expanded\n\nuntil her territory now embraces the rich temperate zone of an entire con¬\ntinent. But even during the period of territorial expansion we have centered\nour interests and our ambitions not on farms and country life but on cities\nand industrial success. There\n\nis now\n\nsome\n\ntendency\n\nto the country, to shift our emphasis\n\nfrom\n\nmaking\n\nfor the quality and content of life itself. There\nin the rural school.\nThe\n\ncurse of the rural school in America\n\nto turn our\n\nattention\n\na living to some\n\nregard\n\nis a healthy revival of interest\ntoday is rote teaching. The\n\nschools grind out routine drill in subjects meaningless to the country child\nand remote from his interests or needs. The best way to vitalize the learning\n\n"}
{"page": 357, "printed_page": null, "text": "Department\n\nof\n\nprocess is to keep close contact between\nIn rural areas simple handicrafts\n\nRural\n\nEducation\n\n351\n\nschool subjects and everyday activities.\n\nand nature\n\nstudy should\n\nof education, not necessarily taught in the formal\n\nbe made\n\na part\n\ncourses but provided\n\nas\n\nrelated activities. The teaching of reading and arithmetic should be in close\nrelation to these activities and to the other features of the rural scene.\nSince good\n\nteachers are essential, the strategic approach\n\nreform is thru the normal\nare the weakest\nNormal\n\nmembers\n\nschools and teachers colleges, which\nhave been swamped\n\nout huge numbers\n\nof teachers of any sort to meet\n\nsystem which\n\n1880 to 1930 was\n\nat the moment\n\nby the necessity of turning\nthe demands\n\nof our school\n\nswelling at the prodigious rate of half\n\na million additional pupils per year. Now\nthe normal\n\nschool\n\nof our whole series of institutions of higher learning.\n\ncolleges heretofore\nfrom\n\nto any\n\nthat gross needs have been met,\n\ncolleges can turn their attention from quantity to quality. The\n\ngreatest blessing that is coming to higher education in America is the trans¬\nformation of teachers colleges into distinguished and creative institutions.\n\nCITIZENS\nMRS.\n\nDuring\n\nJESSIE\n\nJUNIOR\n\nWILSON,\n\nCLUBS\n\nRURAL\n\nIN\n\nTEACHER,\n\nrecent years we have spent much\n\ngoals of education.\n\nIt is not my\n\npurpose\n\nRURAL\n\nSCHOOLS\n\nWAYNE\n\nCOUNTY,\n\nMICH.\n\ntime and effort in defining the\n\nto enumerate\n\nthe established aims,\n\nbut rather to dwell upon the general aim that education\n\nseeks to improve life\n\nor as a wise man has said, “Education is learning how to live.”\nThe fundamental objective in American education today is to help the\nchild meet life situations. Education is and must be life itself. The school\nexists for the purpose\n\nof providing the learner with experiences of everyday\n\nliving, and to provide opportunities for him to make\nas they occur. Kilpatrick tells us that “whatever\n\nresponses to situations\n\nof an experience we\n\naccept\n\nto act on now or later, that we learn and it becomes part of us.” Knowing\nand facing the responsibility of helping each child to experience life, selfdirected and socially responsible, the Wayne County rural schools have\nused the Citizens Junior Club as one means\nthe slogan, “Learn\n\nto do by doing”\n\nto this end. We\n\nor in its more\n\nmodern\n\nheartily endorse\nform, “Learn\n\nto live by living.” With this in mind, we have an activity for the purpose\nof presenting opportunities for the child to experience cooperative group\nplanning, executing, and judging\n\non his level of understanding.\n\nas teachers is to encourage the child to make\ntions on his level of ability.\nA\n\nCitizens Junior\n\nschoolroom\n\nin Wayne\n\nClub\n\ntask\n\nfavorable responses to life situa¬\n\nhas been organized\n\nCounty\n\nOur\n\nsince 1925. The\n\neach year in every\nmembership\n\nrural\n\nconsists of all\n\nthe boys and girls enrolled in the room. Before the election, the teachers and\nchildren discuss the necessary\nmimeographed\nadopted\n\ncopy\n\nqualifications for the officers of the club. A\n\nof the constitution\n\nfurnished\n\nand signed by the officers and members.\n\nby the county\n\noffice is\n\nIt is also signed by the\n\nclub counselors, namely, county superintendent, deputy superintendent,\ning teacher, school nurse, social worker, and teacher.\n\nhelp¬\n\n"}
{"page": 358, "printed_page": null, "text": "352\n\nNational\n\nAll the newly\n\nEducation\n\nAssociation\n\nelected officers are inaugurated\n\nat three centrally located\n\nplaces in the county. They take the oath of office and receive badges which\nare worn at each meeting. A worthwhile program is presented for children\nand parents. In the past few years we have had as speakers the state super¬\nintendent of public instruction, presidents of normal colleges, and an editor\nof a boys’ magazine,\nthe county.\nThe\nweek\n\nas well as superintendents\n\nof various city schools of\n\npresident of the club presides at all meetings\nor every two\n\nweeks, appoints committees,\n\nall public occasions. During\nthe opportunity\nAn American\n\nwhich\n\nare held every\n\nand represents the club on\n\nthe past year the president of each club had\n\nof representing\n\nhis school in a very impressive ceremony.\n\nflag was presented to each school in Michigan\n\nthru the cooper¬\n\nation of the Woman’s Division of the WPA\nand the American Legion.\nDuring the program the president accepted the flag with a few well-chosen\nwords that showed more command of the situation than is sometimes found\namong\nThe\n\nolder citizens.\nvicepresident performs\n\nthe duties of president during his absence and\n\nacts on the reception committee when visitors arrive at school, thus prevent¬\ning interruption of class work, since the teacher does not greet the guests\nuntil the end of the class period. Visitors in our schools are many\nofficer has practise in becoming\nThe\n\nsecretary-treasurer\n\nan efficient and charming\n\nkeeps the minutes\n\nand this\n\nhost or hostess.\n\nof all meetings and has charge\n\nof the correspondence of the club. The correspondence consists of communi¬\ncations to the office of the county superintendent of schools, to the county\nlibrary, to the schoolboard,\n\nand to the patrons. These\n\nin English class, read, and judged. The\ngroup letter, which\n\nletters are prepared\n\nbest of each is chosen to compile a\n\nis copied and mailed by the secretary.\n\nThe boys’ and girls’ health officers have supervision of health activities,\neither one acting as chairman of the health committee. The object of the\nclub, in the child’s language, is to be a good citizen, that is, a good first-grade\ncitizen, a good third-grade citizen, or a good eighth-grade citizen, as the\ncase may be. Some clubs collect very small dues from their members for the\npurpose\n\nof buying\n\nincidental supplies for the club. However,\n\nis placed on this phase and the dues are in no way\ning aims have been set up :\n1. To\n\nhelp the child live in harmony\n\n2. To encourage\nat all times\n\npurpose\n\nan obligation. The\n\nfollow¬\n\nthe school group\n\nthe child to practise desirable\n\n3. To help the child know\nand nation.\n\nThe\n\nwith\n\nno emphasis\n\nthe governmental\n\nhealth, safety, and\n\nsocial habits\n\nactivities of his community,\n\nof each individual club is made\n\nmore\n\nstate,\n\nconcrete by having its\n\nmembers draw up and adopt their own “conduct code,” consisting of rules\ngrowing out of the needs of their particular school. These rules they follow\nas they learn their value. The\nand prescribe punishment.\n\nclub is in no sense a court to hear complaints\n\n"}
{"page": 359, "printed_page": null, "text": "Department\n\nMany\n\nof\n\nRural\n\n353\n\nEducation\n\nand varied are the activities carried on thru committees\n\nappointed\n\nby the president. It might be well here to say that the teacher’s part is to\nserve as a counselor rather than as a director.\nThe playground committee supervises the care of grounds and play equip¬\nment. Cleanup squads are on the alert for waste paper on the playground.\nLeaders are appointed to help organize games for the different age groups\npresent. The room committee enjoys displaying the art work and other school\nmaterial. They take care of the bulletin-board, choosing and displaying\nmaterial related to the activity being carried on. Our bulletin-board this\nyear helped us to become familiar with today’s great musicians and\nbecome the guide in the choice of radio programs in many homes.\nThe\n\nlibrary committee\n\nis responsible for the charging\n\nand\n\nhas\n\nreceiving of\n\nbooks, for their care and mending, for the arrangement of a bulletin-board\nto advertise their hooks, and for the planning of activities to develop interest\nand ability in the use of the books provided\nthe Wayne\n\nCounty\n\nby the school library and by\n\nLibrary.\n\nThe health committee assumes the duty of checking the temperature, ven¬\ntilation, and lighting of the room. In the morning it checks the coat rooms\nfor care of outdoor\n\nclothing ; at noon\n\nand recess it has charge of handwashing\n\ndrill and dispensing of first-aid. If necessary this committee cares for the\nwashing facilities and drinking fountain. It becomes assistant to the dentist\nduring his annual\n\ndental survey and helps to sterilize the instruments\n\nunder\n\nthe supervision of the dentist and school nurse.\nThe\n\nentertainment\n\ncommittee\n\nplans special day programs,\n\npicnics, and\n\nother social events. In some schools it has charge of the eighth-grade com¬\nmencement exercises, it makes arrangements for transportation to rehearsals\nand the music festival, and it presents demonstration meetings for parentteacher associations. There is no limit to the activities of the clubs.\nNew\nwith\n\nteachers in our\n\nduties previously\n\nschools say the Citizens Junior Clubs\n\ncarry over\n\nassumed.\n\ntell us that\n\nHigh-school\n\nsuperintendents\n\nthe boys and girls entering high schools have a good background\nmentary procedure and an excellent spirit of cooperation.\nassociations recognize that Citizens Junior Club meetings\n\nParent-teacher\nare furnishing\n\nexcellent opportunities for children to participate in parliamentary\nThe\n\nboys and girls of the Citizens Junior Club\n\nin parlia¬\n\npractise.\n\nare learning responsibility,\n\nthey are accepting it, reporting their success, criticising, and planning again.\nTheir reports convince us that they have learned that working together\nbrings more\n\nhappiness to all. We\n\nand responsibility of home\nsibility in the community,\n\nbelieve the child who\n\nshares in the work\n\nand school will later assume his share of respon¬\nstate, and nation. He is experiencing life; he is\n\nlearning to do by doing; he is learning to live by living; he is learning to\ncontribute according to his ability.\n\n"}
{"page": 360, "printed_page": null, "text": "354\n\nNational\n\nTHE\n\nEducation\n\nAssociation\n\nPUBLIC RELATIONS\nPROGRAM\nOF THE\nSUPERINTENDENT\nOF SCHOOLS\n\nIRVING\n\nF. PEARSON,\n\nSUPERINTENDENT\n\nOF\n\nROCKFORD,\n\nOne\n\nof the chief problems\n\nWINNEBAGO\n\nCOUNTY\n\nCOUNTY\n\nSCHOOLS,\n\nILL.\n\nof the school administrator\n\nis that of keeping\n\nthe public well-informed in respect to the schools. This is true because of the\ngreater need for an informed school public in rural areas, the remoteness of\ncontact with the great majority of school patrons, the lack of local super¬\nvisory service, and the characteristics peculiar to local communities.\nHandicapped because of lack of time, sufficient office help, adequate\nfinances, and the means\n\nof quick communication\n\nofficers, teachers, and pupils, it would\nfor the county\n\nsuperintendent\n\nseem\n\nwith\n\nhis school patrons,\n\nthat there is little opportunity\n\nto create and maintain\n\na program\n\nof public\n\nrelations. There are, nevertheless, several means of promoting and maintain¬\ning that service.\nThe public press is usually ready and willing to receive school news of\npublicity Value. Written agencies constitute a major source of public con¬\ntact. Chief among these may be a mimeographed or printed bulletin or paper.\nThe county superintendent’s report card is a means of contact. Letters to\nteachers, officers, and parents may be effective means of maintaining worthy\npublic relations. The\n\ncourse\n\nof study, motion\n\npictures, school exhibitions,\n\ncounty music festivals and pageants, athletic contests and tournaments,\n\netc.,\n\nserve a similar purpose. Tours by directors, teachers, and parent-teacher\nassociation leaders prompt worthy public relations. The radio is a new means\nof reaching county\n\npeople. Addresses\n\nby the county\n\nassistants promote better public relations. The\nstatistics from reports is another means.\nFinally, administrative\nmeans\n\nof promoting\n\npublic appreciation, understanding,\n\nNew\n\nThe\n\nannual\n\nimmediately\nPresident\n\nMeeting,\n\nbusiness\n\nfollowing\n\nFrancis\n\napproved.\nThe president\n\npublication\n\nhonesty, integrity, and frankness\n\nSECRETARY’S\n\nBusiness\n\nsuperintendent\n\nOrleans,\nTuesday\n\nmeeting\n\nthe program\n\nin the Public\n\ncalled for the report\n\nmay be the chief\n\nand cooperation.\n\nLouisiana\n\nAfternoon,\n\nThe\n\nof interesting\n\nMINUTES\n\nof the Department\n\nL. Bailey presided.\n\nand his\n\nFebruary\nof Rural\n\nService\n\nminutes\n\n23, 1937\nEducation\n\nwas\n\nheld\n\nAuditorium,\n\nNew\n\nOrleans.\n\nof the last meeting\n\nwere\n\nread\n\nof the National\n\nConference\n\nBoard\n\nand\n\non Rural\n\nEducation. In the absence of the chairman, R. E. Jaggers, the report was made by\nHoward A. Dawson. It was reported that plans are being considered for a National\nConference\n\non Critical\n\nProblems\n\nin Rural\n\nEducation\n\nto be called by the President\n\nof the United States and participated in by laymen and professional people interested\nin rural life and education. It was explained that the organizations represented on\nthe National Conference Board on Rural Education will be requested to become the\nsponsors of the conference\naccepted and approved.\n\nand\n\nto designate\n\nofficial delegates.\n\nThe\n\nreport\n\nwas\n\n"}
{"page": 361, "printed_page": null, "text": "Department\n\nThe\n\npresident\n\ncalled\n\nof\n\nfor the report\n\nRural\n\n355\n\nEducation\n\nof the Committee\n\non\n\nProgram\n\nand\n\nPolicy.\n\nFrank W. Cyr, chairman, reported progress in revision of the tentative platform\nsubmitted at the St. Louis meeting. He stated that the Committee needs to have a\nmeeting extending over three or four days and recommended steps be taken to\nprovide funds to defray the necessary expense. He requested the continuance of the\nCommittee\ncepted and\n\nwith authority\napproved.\n\nto proceed\n\nwith\n\ntheir deliberations.\n\nThe\n\nreport\n\nwas\n\nac¬\n\nThe president called for the report of the Committee on Publications and Con¬\nstructive Studies. The chairman, Kate V. Wolford, reported that the yearbook,\nAdjustments\n\nin Rural\n\nEducation , had\n\nbeen published.\n\nShe reported\n\nthat the Commit¬\n\ntee was preparing a five-year program of constructive studies and requested\napproval of the following subjects for the yearbooks of the next two years: (1)\nNewer Types of Instruction in Rural Schools (progressive practises), and (2) Re¬\ndirecting Rural School Administration. The report was accepted and approved.\nThe president called for the report of the Committee on Resolutions. The report\nwas made by the chairman, Mrs. Ida M. Warner. The report was accepted and\napproved. (This report follows the secretary’s minutes.)\nThe president called for the report of the Nominating Committee. The report was\nmade by the chairman, Norman Frost. A motion was made and carried to instruct\nthe secretary\nand\n\nto cast a unanimous\n\nthe persons\n\nnamed\n\nIn accordance\n\nwith\n\nwere\n\nvote of the Department\n\ndeclared\n\nthe provisions\n\nfor the persons\n\nelected. (See Historical\n\nof Article\n\nnominated\n\nNote, p. 332.)\n\nVI of the constitution\n\nof the Depart¬\n\nment of Rural Education, National Education Association of the United States, Nor¬\nman Frost proposed the following amendment to said constitution:\nArticle IV, Section 3 of the constitution of the Department of Rural Education,\nNational Education\nfollows :\nThe\n\nExecutive\n\nAssociation\n\nCommittee\n\nretiring president,\n\nwho\n\none year subsequent\nThe members whose\namendment\n\nof the United\n\nStates, shall be amended\n\nshall consist of the president,\n\nshall serve\n\nas a member\n\nIn addition, six members\n\namendment\n\nOF\n\nthe vicepresident,\n\nthe\n\nof the committee\n\nin office until the expiration\nshall be elected, two for terms\n\nyears, one for three years, one for two years, and\n\nREPORT\n\nas\n\nex officio for\n\nto active service as president, and ten members at large.\nterms have not expired at the time of the adoption of this\n\nshall continue\n\nThe proposed\njourned.\n\nto read\n\nwas\n\nTHE\n\nthe resolutions\n\nread\n\nand\n\nfiled with\n\nCOMMITTEE\nadopted\n\nat the annual\n\nof their respective\n\nterms.\n\nof five years, one for four\n\none for one year.\nthe secretary. The\n\nON\n\nWe\n\nreaffirm\n\nWe\n\nespecially reaffirm the position of this Department\n\nmeeting\n\nad¬\n\nRESOLUTIONS\n\nmeeting,\n\n1937.\n\nin favor\n\nof federal\n\naid for\n\npublic schools. To this end we endorse the Harrison-Black-Fletcher Bill now pend¬\ning in Congress, proposing to appropriate funds to the states to be used by them for\nthe improvement of their public schools, leaving all control of public schools to the\nstates and\nmediately.\n\ntheir local subdivisions.\n\nWe\n\nurge\n\nCongress\n\nto enact\n\nthis legislation im¬\n\nWe furthermore urge that the states use substantial amounts of such funds as be¬\ncome available thru federal appropriations to equalize educational opportunities\nwithin their borders. We urge that members of this Department see that adequate\nmeasures\n\nfor equalizing\n\nfunds\n\nbe submitted\n\nto their respective\n\nstate legislatures.\n\nWe especially commend those states that have set up equalization funds as a means\nof giving additional aid to rural schools; and we recommend that all states accept\nthe principle of equalization as the most effective way to provide equal educational\nopportunities for the children living in rural areas.\nWe recommend that the Board of Trustees of the National Education Association\nmake an additional appropriation sufficient to complete the study of the Economic\nStatus of the Rural Teacher. Furthermore, in view of the necessity for carrying on\n\n"}
{"page": 362, "printed_page": null, "text": "356\nthe work\n\nNational\n\nof the Committee\n\nof the Committee\n\nEducation\n\non Publications\n\non Program\n\nof the National\n\nEducation\n\nappropriation\ncation.\n\nto supplement\n\nand Policy, we\n\nAssociation\n\nresume\n\nthe regular\n\nand\n\nAssociation\n\nConstructive\n\nStudies\n\nand\n\nthe work\n\nrecommend\n\nthat the Board\n\nof Trustees\n\nthe former\n\npolicy of making\n\nan annual\n\nincome\n\nof the Department\n\nof Rural\n\nEdu¬\n\nWe express our appreciation to the school officials and citizens of New Orleans\nfor the numerous courtesies extended to the Department. We especially thank John\n\\1. Foote\n\nand his committee\n\nfor making\n\narrangements\n\nfor the most\n\nenjoyable\n\nluncheon\n\nmeeting of the Department. We also thank the Times-Picayune for excellent news¬\npaper reports of the programs of the Department.\nIda M. Warner, Chairman,\nHomer\n\nL. Johnson,\n\nSecretary.\n\n"}
{"page": 363, "printed_page": null, "text": "School\n\nDEPARTMENT\n\nOF\n\nStealth and\nEducation\n\nThy sic al\n\nAt the Detroit convention the name of this Department\nwas changed to: American association for health\nand\n\nphysical\n\nEducation\n\neducation,\n\nAssociation.\n\na Department\n\nof the National\n\n"}
{"page": 364, "printed_page": null, "text": "HISTORICAL\nTHE\n\nAMERICAN\n\nASSOCIATION\n\nFOR\n\nNOTE\n\nHEALTH\n\nAND\n\nPHYSICAL\n\nEDUCATION\n\nIS\n\nthe result of a merger of the American Physical Education Association\nand the Department of School Health and Physical Education of the\nNational Education Association in 1937. The Department of School\nHealth and Physical Education had its beginning as the Department of\nChild Study , created at the Asbury Park meeting held in 1894. In 1911 the\nname was changed to the Department of Child Hygiene. See proceedings\n1911:870. In July 1924 the Department was merged with the Department\nof Physical and Health Education iunder the name of the Department of\nSchool Health and Physical Education. See proceedings 1924:96. The\nAmerican Physical Education Association zoos officially founded in 1885\nunder the name of the American Association for the Advancement of\nPhysical Education. In 1903 the name was changed to the American\nPhysical Education Association. In 1896 the Association began the pub¬\nlication of its official organ, the American physical education review.\nIn 1930 the name of the publication was changed to the journal of\nhealth\n\nand\n\nphysical\n\nof the research\n\neducation,\n\nquarterly\n\nand\n\nin the same\n\nyear\n\nthe publication\n\nzvas begun.\n\nThe officers of the Department for the year 1937-38 are: president,\nC. H. McCloy, State University of Iozva, Iozva City, Iowa; president¬\nelect,\n\nAy\n\ndent,\n\nMargaret\n\npresident,\n\nP. Neilson,\nBell,\n\nStanford\nUniversity\n\nIP. G. Moorhead,\n\nsecretary-editor,\n\nUniversity,\n\nE. D.\n\nStanford,\n\nof Michigan,\n\nNew\n\nYork\n\nMitchell,\n\nAnn\n\nUniversity,\n\nUniversity\n\nCalif.;\n\nArbor,\nNezv\n\nvicepresi¬\n\nMich.;\nYork,\n\nof Michigan,\n\nAnn\n\nN.\n\npast\nY .;\n\nArbor,\n\nMich. The internal organization of the Association provides for three\ndivisions: the Diznsion of Health Education, the Division of Physical\nEducation, and the Diznsion of Recreation.\nThe Department has in the past met once each year in June. Beginning\nin 1938 the Department zvill hold its annual national meeting in April.\nIn addition to the national organization of the Association, there are six\nregional district organizations, the Eastern, Midwestern, Central,\nSouthern, Northwestern, and Southwestern. Each of these districts holds\nan annual convention, zvith the exception of the district in which the\nnational meeting is held. This district holds its meeting jointly zvith the\nnational organization.\nFacts relating to this Department\n1893: 615- 678\n1894: 40\n1895 : 944- 950\n1896 : 893- 936\n189 7: 870- 915\n1898: 929- 959\n1899:1064-1096\n1901 : 758- 770\n1902: 739- 758\n\n1903 :817- 846\n1904 :803- 841\n1905:755- 779\n190 6:711- 713\n190 7:925- 950\n1908 -.998-1045\n1909:745- 788\n1910:922- 948\n1911 :905- 938\n\nare found in proceedings\n\n1912 -.1141-1151\n1913: 667- 694\n1914: 683- 720\n1915 : 971- 994\n1916 : 681- 698\n1917: 521- 533\n1918: 339- 357\n1919: 315- 321\n1920: 311- 321\n[ 358 ]\n\n1921: 517- 522\n1922:1085-1098\n1923: 744\n19 24 : 637- 649\n1925 : 577- 597\n1926: 601- 624\n1927: 561- 581\n1928: 545- 567\n1929: 543- 558\n\nas follows:\n\n1930 -.501-527\n1931 -.541-560\n1932:455-466\n19 33:463-475\n1934:461-468\n1935:429-438\n19 36:321-331\n\n"}
{"page": 365, "printed_page": null, "text": "A\n\nPLAN\n\nFOR\n\nEDWIN\n\nMEDICAL\n\nJ. BRADLEY,\n\nCARE\n\nBOARD\n\nOF\n\nOF\n\nINJURED\n\nEDUCATION,\n\nATHLETES\n\nCLEVELAND,\n\nOHIO\n\nWhile, in OHIO, there can be no legal responsibility to care for ath¬\n\nletes injured in high-school athletic competition, there is a moral\nobligation. Some schools provide the necessary medical aid, but in many cases\nparents must defray these expenses and usually cannot afford proper medical\ncare.\nIn September\nFund\n\n1936 the foundation\n\nfor the Cleveland\n\nwas laid. At that time, all teams\n\nHigh School Medical\n\nof the Senate (the Cleveland\n\nHigh\n\nSchool League) were playing in one group. It was decided to take the entire\nschedule of November 5 and play all of the games at the Cleveland Stadium\nfor the benefit of the fund. This spectacle, witnessed\nsured the success of our enterprise.\nThe\nteams\n\nby 20,000\n\npeople, as¬\n\nSenate is divided along geographical\n\nlines into two\n\ngroups\n\nof eight\n\neach. This creates keener neighborhood\n\ncompetition.\n\nNext\n\nyear each\n\nLeague\n\nwill be run\n\nas an individual group\n\nand the champion\n\ndetermined.\n\nOn the fourth Saturday of November, these two champions will meet at the\nCleveland Stadium in the Medical Benefit Fund Game. This game will\ndecide the city scholastic title. It is planned to run a similar game\nof the basketball season.\nA local newspaper\nGame\n\nbetween\n\nhave provided\n\nat the end\n\nfor several years has been playing a Christmas\n\nthe two\n\noutstanding\n\nteams\n\nFund\n\nin the district and the proceeds\n\nfood for the needy of Metropolitan\n\nCleveland\n\nat Christmas\n\ntime. To avoid any direct conflict and possible lack of interest in both con¬\ntests, the Cleveland Board of Education and the Cleveland Plain Dealer have\nagreed to jointly sponsor the Senate Championship Game — the proceeds to\nbe divided between the medical and the charity funds, the medical fund to\nreceive 60 percent.\nThat\n\nall of the schools in Metropolitan\n\nCleveland\n\nfund for injured athletes, the various suburban\nplans. No\n\nexpense is incurred\n\nmay\n\nhave a medical\n\nschools are included\n\nby the schools. Each\n\nwill receive 60 percent\n\nof the gross sales in its school, and by assisting in the promotion\nthey will provide for their own\nmoneys\n\nare made\n\nover and above the actual medical\n\nservices of a group\n\nof this game\n\ninjured athletes in the future. Whatever\nfund expenses\n\nallocated to the sixteen high schools, to be used to purchase\nment.\nThe\n\nin the\n\nof prominent\n\nCleveland\n\nwill be\n\nathletic equip¬\n\nphysicians are obtained\n\nfor the complete school year, and athletes are treated for all injuries received\nnot only in actual scholastic competition\n\nbut also in practise. The\n\nmedical\n\nservices cover football, basketball, wrestling, baseball, track, and swimming.\nDental services are also provided. Since several groups of physicians in Cleve¬\nland make a specialty of handling injuries received in athletics, we asked\nthese groups to submit a bid covering the medical service for all sports for the\nentire school year. This year, for $2500\nservices: seven-day\n\nwe are able to provide the following\n\nhospitalization, all X-rays, all dental care, and\n1 359 ]\n\nhome\n\n"}
{"page": 366, "printed_page": null, "text": "360\n\nNational\n\nEducation\n\nAssociation\n\nattention regardless of the period of time the patient might be convalescent.\nWe further provide first-aid at all of our athletic contests thru the medium\nof our school physicians.\nThe\n\nAcademy\n\nof Medicine,\n\nas a rule, is opposed\n\nto work\n\nof this nature\n\nbeing given to a group of physicians. We have, therefore, made it clear to all\nof our teams that if they have a personal preference for a physician they are\nperfectly free to contract for his services. We agree to pay that proportion\nof their contract that the school might be entitled to under the contract price\nthat we\n\nhave received from\n\nthe group\n\nphysicians.\n\nIn conclusion, let me say that we, in Cleveland,\n\nfeel that our medical fund\n\nprogram has been a step forward. Aside from the fact that it has created\nan immeasurable amount of goodwill, we consider it a great humanitarian\nmeasure.\nTHE\n\nCONTRIBUTIONS\nOF CURRICULUM\nAND\nEXTRA¬\nCURRICULUM\nACTIVITIES\nTO HEALTH\nC. H.\n\nThis\n\nMC\n\nCLOY,\n\nSTATE\n\nUNIVERSITY\n\nOF\n\nIOWA,\n\nIOWA\n\ndiscussion is limited to the health contributions\n\nand extracurriculum\nthese programs,\n\nprogram\n\nCITY,\n\nof the curriculum\n\nin physical education. Other\n\ntogether with the health contributions\n\nprograms, are omitted from consideration.\nHealth, in this discussion, is thought of more\n\nIOWA\n\ncontributions\n\nof\n\nof health instruction\n\nin its positive aspect of\n\nvitality, vigor, and ability to work constructively, than from the negative\naspects of freedom from sickness. Innate differences in the quality of body\nstructures\n\nare recognized, but functional\n\nhealth is considered\n\nnot so much\n\nin relationship to longevity as in relationship to its positive contribution\n\nto\n\nthe effectiveness of the personality. These contributions may be immediate\nin the sense of contributing to presentday health and vitality, or they may\ntake the form of future dividends in contributing to the health in later years.\nFirst, what\n\nis the value of muscular\n\nexercise as a health producer?\n\nIt\n\nis recognized by physiologists that tissues develop primarily in response to the\nstimulus of activity. While there are hereditary limitations to each person’s\npotentiality, the realization of the potentiality depends largely upon the\nproper developmental stimulus. The normal stimulus for most of the organs\nconcerned in the more purely vegetative type of physical health is a proper\namount of muscular activity.\nSecond,\n\nwhat\n\nis the importance\n\nof bodily strength in the program\n\nof\n\nhealth? It is a well-known physiological fact that muscular tissue works\nat a relatively low degree of efficiency when overstrained. Individuals who\nare overweight for the amount of muscle they have are working at this\nphysiological disadvantage. The same is true of individuals who are under¬\nmuscled, but of normal weight. In addition to the higher level of strain\nthere is a greater amount\nmuscular\n\nof muscular\n\nstrength is, therefore, one\n\nfunctioning\n\nfatigue. An\n\nadequate development\n\nof\n\nof the prime essentials for a positive\n\nhealth.\n\nThird, is the problem of what is here termed “healthful expression.”\nThe emotions of man crave adequate expression. Most specialists are apt to\n\n"}
{"page": 367, "printed_page": null, "text": "Department\n\nof\n\nSchool\n\nHealth\n\nand\n\nPhysical\n\nEducation\n\n361\n\nfeel that this should be thru one’s own specialty. Thus the English specialist\nis apt to stress expression thru literature. Motor activities offer opportunities\nfor this emotional\n\nrelease thru types of expression which\n\nare deeply rooted\n\nin human nature and are much more closely connected with the age-old\nurges that made for survival than are those of the more cultivated esthetics.\nNot\n\nonly does the curriculum\n\nprogram\n\nplan for the attainment\n\nvarious types of values of health, but the extracurriculum\ndepartment\n\nof physical education, such as intra-mural\n\nof these\n\nactivities of the\n\nactivities, offer the\n\nsame opportunities, tho frequently on a less well-organized basis. The extra¬\ncurriculum activities of music, dramatics, art, and debating offer the health\nvalues centered\n\nin expression, but seldom\n\nthose centered\n\nin the strenuous\n\nmuscular activity. In addition, all of these activities offer practise in skills\nneeded for later recreation.\nThe\n\nschool administrator\n\nof today has a right to expect :\n\n1. A physical education teacher who has been trained in the fundamentals of health\neducation as well as in those of physical education\n2. A physician, dentist, and school nurse who think education as well as health\n3. A general teaching staff, or at least a part of such a staff, who think health as\nwell as their subjectmatter and who are wdlling to do something about it.\n\nThe physical education teacher of today has a right to expect an admin¬\nistrator who has taken the trouble to inform himself as thoroly on the needs\nof health, physical education,\nfields of teaching under\n\nand\n\nrecreation\n\nhis administration.\n\nas he has done\n\nin the other\n\nIf these conditions\n\nare met, a\n\nprogram that is planned and articulated specifically for the purpose of attain¬\ning such healthful results has a good chance to produce better health both\norganically and functionally.\nEDUCATIONAL\n\nEARL\n\nQUALIFICATIONS\nPHYSICIAN\n\nE. KLEIN SCHMIDT,\n\nUNIVERSITY\n\nOF\n\nFOR\n\nMICHIGAN,\n\nTHE\n\nANN\n\nSCHOOL\n\nARBOR,\n\nMICH.\n\nBelieving a thoro investigation of the activities, interests, and training of\nthe school physician and medical inspector was needed, a committee of the\nAmerican Association of School Physicians took steps to secure answers to\nthe following questions :\n1. What\n\nopinions\n\ndo leaders\n\nin school work\n\nhold\n\nas to the training\n\nnecessary\n\nfor\n\nthe school physician and school medical inspector?\n2. What educational facilities are available for their training?\n3. What are the present activities and interests of school physicians and school\nmedical inspectors?\n4. What is the training of school physicians and school medical inspectors now\nin service?\n5. What\n\nduties and\n\ntraining\n\nAction to secure answers\n\nshould\n\nthe school physician\n\nhave?\n\nto these questions was briefly as follows :\n\n1. A study of the literature relative to expressed opinions of leaders in the field\nof school health concerning the training of the school physician and school medical\ninspector\n\n"}
{"page": 368, "printed_page": null, "text": "National\n\n2. Correspondence\n\nEducation\n\nwith physicians\n\nAssociation\n\nand educators\n\nwhose\n\nin shaping the nature of the investigation\n3. A stud} of the educational institutions in the United\notter courses suitable for training the school physician\n\nopinion\n\nwould\n\nStates\n\nand\n\nbe of value\nCanada\n\n4. A questionnaire study of present interests and activities of school\nand the training of the school physician and school medical adviser.\n\nthat\n\nphysicians\n\nFor the most part, correspondents were inclined to favor additional train¬\ning for the school physician other than that received in the medical school.\nColumbia\n\nUniversity was found\n\nto be the only institution offering a course\n\nof instruction specifically arranged\nOver\n\n50 percent\n\nfor the training of the school physician.\n\nof the 107 school physicians replying to the question\n\nabout present duties stated that they carried out the following duties: routine\nexamination\n\nor inspection of school children, special examinations,\n\ninspection of buildings and grounds,\n\nhealth\n\ninstruction\n\nsanitary\n\nof children\n\nand\n\nparents, immunization against smallpox and diphtheria, certification of chil¬\ndren returning to school after an absence due to illness, examination of chil¬\ndren applying for work certificates, testing hearing and vision, preparation\nof reports, classroom\n\ninspection for communicable\n\ndiseases, and first-aid.\n\nApproximately 50 percent of the full-time school physicians replying to\nthe questionnaire had obtained additional training beyond medical school\nto fit them for their work in the schools. More than 25 percent had taken\ncourses of instruction in public health, school hygiene and sanitation, health\nteaching, principles of teaching, physical education, public health adminis¬\ntration. physiology\n\nof child growth\n\nand\n\ndevelopment,\n\nvital statistics, psy¬\n\ncholog}' of education, public speaking, and child hygiene.\n\nSince these replies\n\nrepresent a cross-section of the school physicians’ training over the entire\ncountry, it can be taken as an indication of the trend of the times.\nOn the basis of the findings of this study the committee on the training\nof the school physician and school medical inspector formulated recommen¬\ndations for a course of instruction for the training of the school physician.\n\nGERTRUDE\n\nTRAINING\n\nTHE\n\nE. MOULTON,\n\nDIRECTOR,\n\nOBERLIN\n\nTraining\ncontribution\n\nPHYSICAL\nPHYSICAL\n\nCOLLEGE,\n\nOBERLIN,\n\nEDUCATOR\nEDUCATION\n\ncan make\n\nWOMEN,\n\nmust\n\nshow\n\nOHIO\n\nfor teaching of health and physical education\nphysical education\n\nFOR\n\nthe\n\nto the aims of general education.\n\nThe teacher’s ability to see this relationship clearly will depend somewhat\nupon her 1. Q. Too often this ability has not been demanded by the super¬\nintendents, nor has its fundamental value been recognized by the teachertraining institutions.\nTwo sets of objectives, immediate and remote, are both necessary for\neffective educational work. They determine the direction and the goals.\nThese aims are the why of teaching. Altho this why is the most important\nof all phases of teacher training, the greater part of the training time must\nbe spent in developing skills in, and learning to recognize effects of, activities.\nNothing\n\ncan be substituted for this. The\n\nteacher must be reasonably skilled\n\nin many\n\nactivities and should be exceptionally skilled in a few. Activities are\n\n"}
{"page": 369, "printed_page": null, "text": "Department\n\nof\n\nSchool\n\nHealth\n\nthe vehicle used to carry one toward\n\nand\n\nPhysical\n\nEducation\n\nthe desired destination. They\n\n363\n\nare the\n\nivhat of health and physical education teaching.\nA teacher must do more than know where she wants her students to go,\nand must show them the vehicle which can take them there. She must be\nable to interest and influence them\n\nin the process of going. A teacher cannot\n\nbe a signboard, merely pointing the way. She must\n\nbe an educator\n\n“leading\n\nout” others in the right direction. She must be able to adjust the day’s journey\nto the capacities and needs and abilities of the children. This is the how of\nteaching. It depends upon the “P.Q.” or the ability to influence and interest\nothers. In personality rests the secret of successful method.\nBut a teacher may\n\nbe trained in the why, the what, and the how\n\nfield and yet not make\n\nprogress. She must\n\nthoroly comprehend\n\ncharacteristics of the health and physical education\n\nprogram\n\nof her\n\nthe basic\n\nwhich\n\nmake\n\nthe greatest progress possible, and she must be prepared to meet the varying\nconditions in schools as they exist. She must know how to change them, or\nto yield, adjust, or withdraw\n\nas conditions demand,\n\nof the ultimate goal toward\n\nwhich\n\nwithout\n\never losing sight\n\nshe is leading her pupils.\n\nThis\n\ntakes\n\njudgment, and judgment can be developed.\nIt is the business of the training school to keep the balance and send its\nstudents out with clear-cut objectives, materials, and methods, trained in\ncooperation and in insight and in judgment. This demands certain basic\ncourses and equipment\n\nand training as well as the cooperation\n\nand help of\n\nadministrators and superintendents and principals. Those who hire the\nteachers must work with those who train them to accomplish the results.\nTHE\n\nTRAINING\n\nC. E. TURNER,\n\nPROFESSOR\n\nSETTS\n\nOF\nOF\n\nINSTITUTE\n\nTHE\n\nHEALTH\n\nBIOLOGY\n\nOF\n\nAND\n\nTECHNOLOGY,\n\nPUBLIC\n\nEDUCATOR\nHEALTH,\n\nCAMBRIDGE,\n\nMASSACHU¬\n\nMASS.\n\nand\nPHILIP\n\nL. RILEY,\n\nASSISTANT\nBOARD\n\nThe\n\nOF\n\nDIRECTOR,\n\nEDUCATION,\n\nBUREAU\n\nOF\n\nCLEVELAND,\n\nPHYSICAL\n\nWELFARE,\n\nOHIO\n\ngreatest single potential force for the promotion\n\nof the health of\n\nschool children is the great body of classroom teachers, but trained leader¬\nship in organized health education programs is necessary if this force is to\nbecome effective. As school health and health department practises develop,\ncertain\n\nfacts with\n\nrespect to health\n\neducation\n\nare gradually\n\nbecoming\n\napparent.\n1. The\n\ngreat body\n\nof classroom\n\nteachers\n\nare in a position to make\n\nan incalculable\n\ncontribution to the health of the nation’s children, both thru the health education of\nthe child, which is primarily their responsibility, and thru their participation in and\ncooperation with the school health services.\n2. In addition to adequate training for classroom teachers, there must be health\neducation leadership in the hands of a capable director of health education or a\nhealth education coordinator if the program is to operate most effectively.\n3. The health education program in the community (the home) and in the schools\n(the classroom) are sufficiently interlinked and can become so mutually\nthat a closer relationship between the two should be established.\n\ncontributory\n\n"}
{"page": 370, "printed_page": null, "text": "364\n\nNational\n\nThe\n\ntendency\n\nEducation\n\nto unify all community\n\nAssociation\n\nhealth activities and\n\nto establish\n\ngeneralized nursing makes it increasingly important that a health educator\nand coordinator should serve the school system. He may well serve the\nhealth department,\nwho\n\nalso. After all, the child is a member\n\nspends part of his time in school. As community\n\nof school continue\n\nto improve\n\nThere\n\nhealth activities outside\n\nin quality, and as the important\n\nof parents to the school health program\nschool health education\ntionship.\n\nof the community\nrelationship\n\nis better appreciated, we\n\nand community\n\nhealth education\n\nis recognition of the need for the wider\n\nmust bring\n\ninto closer rela¬\n\nuse of health educators\n\nwith sound training in ( 1 ) education, (2) personal health, (3) the main¬\ntenance of a healthful environment, (4) community health organization and\nactivities, and (5) the school health program\nTHE\nDON\n\nPRIVATE\n\nW.\n\nGUDAKUNST,\n\nPHYSICIAN\nDEPUTY\n\nA\n\nSCHOOL\n\nCOMMISSIONER,\nDETROIT,\n\nA program\n\nAS\n\nwith its interrelationships.\nPHYSICIAN\n\nDEPARTMENT\n\nOF\n\nHEALTH,\n\nMICH.\n\nof health for the school child is not and cannot be a program\n\nsolely for the school. The\n\nhealth of school children, as of any other group\n\nor\n\nsection of the community, depends upon factors outside the school — factors\nwithin the home and community. One of the most important of these factors\nis the private physician of that community. His ability, usefulness, avail¬\nability, cooperation, and understanding of the problems of school health, all\nplay a tremendous\nprogram\n\npart. The\n\nis so intimately\n\nsuccessful development\n\ndependent\n\nupon\n\nof any school health\n\nthe practise of medicine\n\nthat\n\ngreat thought and care must be given to securing the help and cooperation\nof the practitioner of medicine ; without\nsuccessful program\nThe\n\ncannot\n\nhis help and cooperation\n\nbe consummated.\n\nparticipation of the private physician in school health work\n\nbeen earnestly sought by most departments\ncooperation\n\nengaged\n\nor assistance be secured from groups\n\nare fully aware\n\nof the procedures\n\nIf every child were\n\na truly\n\nunder\n\nschools and school programs,\n\nhas not\n\nin this activity. Nor\n\ncan\n\nor individuals unless they\n\nand play some part in every step.\n\nthe care of a physician, fully acquainted\nacquainted\n\nwith\n\nwith the needs of the schools and\n\nthe facilities of the schools for caring for children with handicaps and de¬\nfects then, truly, most of the school health problems would be solved. Most\nof our efforts have been directed to sending children to physicians without\nadequate thought to the preparation of the physician to meet the special\nproblems. The physician is in need of special training in this work.\nThere\n\nis a special medical problem\n\nconnected\n\nwith the schools. There\n\nis\n\nneed for the specialist in school health work, but there is also need for educa¬\ntion and guidance of the practising physician in these same areas. Our schools,\nwith their problems, afford a training ground\n\nand teaching center for these\n\nsame practising physicians, if we only dare to use them as such.\nIn Detroit, we have taken that step with great benefit to our children.\nSchool medical\n\nwork,\n\nby action of the board\n\nof education, department\n\nof\n\n"}
{"page": 371, "printed_page": null, "text": "Department\n\nof\n\nSchool\n\nHealth\n\nand\n\nPhysical\n\nEducation\n\n365\n\nhealth, and the medical society has been made a responsibility of a special\ncommittee of the county medical society. This committee is selected because\nof its training in and understanding of school health service. The\nschool health service serves as a member of this committee. Thru\nthe official medical\n\norganization\n\nis continuously\n\ninformed\n\ndirector of\nthis device\n\nof the health\n\nactivities in schools. And, further, the director of the service has the advan¬\ntage of an informed, skilled group of medical advisers.\nThis is but the first step in securing the cooperation of doctors. The ex¬\namining school physicians afford the next. Appointments are made to the\nstaff for two years only. Each year approximately\n\nhalf of the staff is new.\n\nDuring this two-year service period these doctors are given a post-graduate\ntraining in this specialized field. They are acquainted with the needs of the\nschool ; they come\n\nto know\n\nthe care the school can afford the underprivileged\n\nand handicapped ; they have, for the first time, an opportunity\nlarge numbers\n\nof supposedly healthy children and have made\n\nthe great need\n\nfor additional\n\nmedical\n\nknown\n\ncare of children. These\n\ncarry over into their private offices the knowledge,\n\nto examine\nto them\n\nphysicians\n\npractises, and attitudes\n\nthey acquire during their two-year period of employment as school doctors.\nIn order to widen the scope of this plan the amount of service secured\nfrom each school physician has been reduced to one morning a week. Ap¬\npointments to this service are made almost entirely from younger men who\nhave just finished a hospital residency. Each hospital in the city recommends\ncandidates; each application is passed upon by the School Health Committee\nof the Wayne\n\nCounty\n\nMedical\n\nSociety.\n\nAfter a brief preliminary instruction period these men are assigned to\nschools, where under supervision they carry on their examination work. The\nschool nurse, principal, and teachers lend their full assistance to the phy¬\nsician.\nThis program\n\nhas met\n\nwith the most\n\nhearty endorsement\n\nof the school\n\nprincipals. Their enthusiasm was unexpected as a new school doctor every\nyear or two creates a certain amount of additional responsibility and work\nfor the school. Yet the school group was the first to fully appreciate the value\nof having\n\nin the neighborhood\n\ndirected at solving problems\n\nphysicians practising medicine\n\nof that school. The\n\naimed\n\nsupport and cooperation\n\nand\nof\n\nthe Medical Society is, of course, 100 percent, for this organization initiates\nand runs the service. The parents approve, for now their problems are not\nhandled by a “school doctor” or a governmental agency, but by a practising\nphysician who is one of their own group and community. Above all, the\nhealth of the children is definitely altered for the good. Today, in the city\nof Detroit, there are many hundreds of physicians who are doing all in\ntheir power, in their own\n\noffices, to improve\n\nthe health of school children,\n\nfor they have been trained to be school doctors, and to appreciate the needs,\nand have been shown the method of solution of the health problems of school\nchildren.\n\n"}
{"page": 372, "printed_page": null, "text": "366\n\nNational\n\nCURRICULUM\nFLORENCE\n\nEducation\n\nBUILDING\n\nIN\n\nAssociation\n\nHEALTH\n\nC. O’NEILL, SUPERVISOR OF SCHOOL HEALTH\nEDUCATION,\nDEPARTMENT\nOF EDUCATION, ALBANY, N. Y.\n\nThis paper offers a brief description of some\nYork\n\ntion at the elementary-school\nproblems\n\nIn 1929 we made\n\nlevel with\n\nSTATE\n\nof the practises used in New\n\nstate during the past several years in an endeavor\n\neducation\nmunity.\n\nEDUCATION\n\nto link teacher educa¬\n\nthe actual solution of the health\n\nof children in their homes, at school, and in the com¬\na comprehensive\n\nstudy of the health teaching programs\n\nin our state. A group of 1200 classroom teachers in urban and rural com¬\nmunities was selected to study the health teaching activities, materials, and\npersonnel in the field. The data obtained showed great variance in the view¬\npoint, methods, and materials used even among excellent teachers. Such\ndiversity of opinion and practises and such inconsistencies between objec¬\ntives as stated and the content and methods used was disconcertive. This\nstudy gave evidence of great need for sound guidance in curriculum\nin the field.\nEarly in 1930 the New\n\nYork\n\nState Department\n\nof Education\n\nbuilding\n\nundertook\n\nan experimental program of curriculum building. A state committee repre¬\nsenting normal schools and the elementary schools of cities and villages was\ninvited to cooperate\n\nwith our health teaching staff. Its personnel\n\na member\n\ndoing classroom\n\nwho\n\nwas\n\nincluded\n\nteaching, a school administrator,\n\na\n\nschool physician, a school nurse, a physical education supervisor, and five\nhealth education supervisors. The committee undertook to put into practise\na democratic\n\nphilosophy of education\n\ngive to the several thousand\nin the curriculum\n\nand of health education\n\nwhich\n\nteachers, parents, and children who\n\nactivities an opportunity\n\nto grow\n\nwith freedom\n\nand express individuality.\nThe committee decided that the needs of the state would\n\nwould\n\nparticipated\nto develop\n\nbest be met thru\n\nthe construction of a flexible health teaching guide to help teachers in study¬\ning children and their environments, to find health needs, and to suggest\nways\n\nand means\n\nof meeting these needs. As a first step a complete survey was\n\nundertaken of the behavior of a large sampling of individual elementaryschool children thru direct observation of their behavior by teachers and\nparents, both in the school and the home\nmade\n\nenvironments.\n\nAn\n\nendeavor\n\nwas\n\nto give both teachers and parents a sense of interest and responsibility\n\nin the study as well as complete\n\ndetails of operation.\n\nTwo check-lists of behavior items were prepared, one for the home and\nthe other for the school survey, covering fully the behavior implied by the\nbest educational\n\ncontent\n\nand methods\n\navailable.\n\nThese\n\nitems, covering the\n\nchild’s whole day, were used by teachers and parents in studying a random\nsampling of 4000 boys and girls from the elementary grades. They were of\nvarying intelligence, came\n\nfrom widely varying types of homes, and ranged\n\nin age from five thru thirteen years. This diversity allowed\n\nfor conclusions\n\nin regard to distribution of health practises in the various groups.\n\n"}
{"page": 373, "printed_page": null, "text": "Department\n\nof\n\nSchool\n\nHealth\n\nand\n\nPhysical\n\nEducation\n\n367\n\nTwo thousand excellent classroom teachers and 4000 parents in fifty-four\ncommunities of the state participated in the study. The data were analyzed\nand organized by the State Department of Education. Conclusions were\ndrawn in regard to the distribution of health practises, problematic and\notherwise, in groups\n\nvarying according\n\nto age, sex, intelligence, and home\n\nbackground. The report of the study included chapters on children’s be¬\nhavior related to sleep and rest, play and work, food and eating habits,\ncleanliness and health protection, and mental health.\nA\n\nclear-cut picture was\n\npresented showing\n\ndifferent standards\n\nof living\n\nfor the same child in his school and home environments. An interesting by¬\nproduct of the survey was the emergence, in the picture of school and home\nprograms presented, of the behavior of parents, teachers, and school admin¬\nistrators, and more important still, of the relationships existing between the\nchildren and parents and between the children and teachers. While the\ndominant purpose of the study was fact-finding in regard to the health\nbehavior of the children studied, the educational value of the study was\nlarge to all who participated.\nThe printed report of the behavior study has been widely used by teachers\nand parent-teacher\n\ngroups\n\nto aid them\n\nin studying children. This\n\nstudy of\n\nchildren’s behavior revealed the need for a unified 24-hour-a-day health pro¬\ngram which would meet the total personality needs of the child thruout his\nwhole day.\nA new\n\nguide for teachers was\n\nby classroom\n\nneeded.\n\nIt must\n\nbe developed\n\nin the field\n\nteachers with the cooperation of the children and their parents.\n\nTeachers’ narratives of healthful experiences, actually a part of children’s\nliving, should be used as illustrative material. For two years, study groups\nof elementary-school teachers under the guidance of state and local health\nteaching supervisors studied their children and environments, experimented\nwith health materials and activities, and cooperated\n\nin the development\n\nof\n\nA Guide to the Teaching of Health in the ElerTientary School. In addition,\nteachers from many\nreviewed\nform\n\nother communities\n\nthe curriculum\n\nand five normal\n\nmaterials as they have appeared\n\nbefore printing. The\n\nthru this experimental\n\nSOURCES\n\nMARY\n\nAND\n\nP. CONNOLLY,\n\nDIRECTOR\n\nsecondary-school\n\nhope for its early revision to record\n\nwork\n\nin the field.\n\nUSES OF MATERIALS\nEDUCATION\nOF\n\nHEALTH,\n\nThe\n\nin mimeographed\n\nfirst edition of this bulletin has been critically\n\nused in the schools for the past year. We\nprogress made\n\nschools have critically\n\nHEALTH\nDETROIT,\n\nIN\n\nEDUCATION,\n\nHEALTH\n\nDEPARTMENT\n\nOF\n\nMICH.\n\nstudent is beginning\n\nto develop social consciousness\n\nwhich includes the community in which he lives. Health education must pre¬\npare him to fit into an adult pattern of living, and must enable him to utilize\nthe facilities in the community\nthe newer\n\nadvances\n\nfor maintaining\n\nas they come\n\nfrom\n\nhealth, and to learn to accept\n\nthe laboratories.\n\nIn order to do this, an effective health education program\nschool must be the result of integrating the health content\n\nin any secondary\nof many\n\nsubjects.\n\n"}
{"page": 374, "printed_page": null, "text": "368\n\nNational\n\nThe young\n\nadult who\n\nEducation\n\nAssociation\n\nis to function satisfactorily should know\n\nfacilities of the community,\n\nwhere\n\nand how\n\nthe medical\n\nto obtain personal medical serv¬\n\nice at the various economic levels of his community. He will be better pre¬\npared to deal with changes in health conditions in his community if he has\nsome\n\nunderstanding\n\nof what\n\nhas gone before. This can be made\n\npossible by\n\na study of the vital statistics prepared by the local health department. He\nis a potential buyer of foods and other articles which will be used by his\nfamily when\n\nhe assumes\n\nof judging the worth\n\nthe responsibility of a home.\n\nof these commodities.\n\nHe\n\nneeds some\n\nbasis\n\nIn addition to this, he needs to\n\nlearn to think straight in relation to health matters and he can only under¬\nstand this if he possesses some basic knowledge of the functioning of the body.\nMaterial for health education for the secondary-school student lies all\nabout him and the successful teacher will select that material which has to\ndo with his needs and desires in order to prepare\nTHE\n\nMICHIGAN\n\nCLARE\n\nGATES,\n\nSTATE\n\nPUBLIC\n\nJOINT\n\nHEALTH\nANN\n\nHEALTH\n\nDIVISION,\nARBOR,\n\nadequate material for him.\nCOMMITTEE\n\nUNIVERSITY\n\nOF\n\nMICHIGAN,\n\nMICH.\n\nIn 1921 the Michigan State Medical Society and the University of Michi¬\ngan formed the Joint Committee on Health Education with the following\nobjective :\nThe function of the Joint Committee is to present to the public the fundamental\nfacts of modern scientific medicine for the purpose of building up sound public\nopinion relative to the questions of public and private health. It is concerned in\nbringing the truth to the people, not in supporting or attacking any school, sect, or\ntheory of practise. It will send out teachers, not advocates.\n\nFrom\n\n1921 to 1927 the program\n\nof the Joint Committee\n\nwith providing speakers representing\n\nwas\n\nconcerned\n\nthe professions on matters\n\nconcerning\n\npersonal and community health before various high-school and adult audi¬\nences. In 1927 a health column was offered to the newspapers of the state.\nBy 1930 the Joint Committee had a list of over 500 physicians who would\ngive lectures. That year an estimated audience of 150,000 adults heard\nlectures on medical and health subjects and 127 high schools with a total\nenrolment of 40,000 pupils took part in a series of from three to five lectures.\nIn addition, an estimated\n\n2,000,000\n\npersons were\n\nreached\n\nby 60 daily and\n\nweekly newspapers carrying the health column. During the depression years\nthe activities of the organization were greatly curtailed.\nIn 1935 came\n\na renewal\n\nthe thirteen member\n\nof activities and a broadening\n\nunits composed\n\nof program.\n\nTo\n\nof the major health agencies in the state\n\nother lay and professional organizations have been added until practically\nall concerned in education, and more particularly in health education, are\nrepresented in the Joint Committee,\n\nThe\nmade\n\nC ornmittee on Health\n\nEducation\n\nup of leading health educators.\n\na state organization\nthe Michigan\n\nSchool\n\na total of twenty-three\nEach\n\nsuch as the Michigan\nHealth\n\nmember\n\nunits.\n\nin schools — This Committee\nCommittee\n\nmember\n\nPhysical Education\n\nAssociation, and the Michigan\n\nis\n\nrepresents\nAssociation,\n\nNurses\n\nAsso-\n\n"}
{"page": 375, "printed_page": null, "text": "Department\n\nof\n\nSchool\n\nHealth\n\nand\n\nPhysical\n\nEducation\n\n369\n\nciation. From time to time persons not appointed on the Committee are\nasked to advise with the group. The State Department of Public Instruction,\nas well as the State Department of Health, have each delegated one of their\nablest staff members to this Committee. This makes possible the closest co¬\noperation with the state department in their statewide study of the school\ncurriculum.\nThe activities have centered around the development of curriculum ma¬\nterials and means for improving the in-service and pre-service health educa¬\ntion of teachers. Three pieces of material have been prepared. This program\nis being initiated this summer thru conferences on health education at two\nstate teachers colleges.\nAdult health education — Emphasis is placed on determining ways and\nmeans of coordinating the adult interests in school health education with the\nschool health program. During this past year a statewide cancer educational\nprogram was conducted thru the Joint Committee under the direction of\nthe cancer committee of the Michigan State Medical Society and in coopera¬\ntion with the state officers of the American Society for the Control of Cancer.\nAlso, the Joint Committee, in cooperation with the radio committee of the\nState Medical Society, initiated a series of eighteen weekly broadcasts on\nmedical subjects over eleven radio stations in the state. In addition to these\nnewer programs, the daily health and hygiene column and the health lectures\nhave been continued.\nLaunched\n\non uncharted seas in 1921, temporarily drydocked during the\n\nlean years of 1933-34, the Joint Committee set forth in 1935 on a charted\ncourse along two main routes : one, school health education ; the other, adult\nhealth education. Both routes lead toward a definite goal — the cooperation\nof existing health agencies in more effective statewide health educational\nactivities.\nALCOHOL\nHAVEN\n\nEMERSON,\n\nPROFESSOR\n\nAND\n\nNARCOTIC\n\nOF\n\nPUBLIC\n\nHEALTH,\n\nNEW\n\nYORK,\n\nN.\n\nDRUGS\nCOLUMBIA\n\nUNIVERSITY,\n\nY.\n\nThe teaching of the facts about alcohol and the narcotic drugs should\nfollow a general understanding of the principal features of human biology,\nafter an introduction to general biology or nature study and the physical and\nchemical properties of matter.\nAs self-control and the use of reason in determining the conduct of life\nare the chief objects of our teaching of school children so that they may make\npersonal decisions wisely, we are bound to put such facts into their hands\nas will free them from errors of tradition, superstition, and social customs.\nAlcohol is a depressant narcotic drug with its chief and almost exclusive\naction upon the brain and other nerve centers. It is not a food, altho it is\nburned in the body as a fuel with the production of heat and energy. Even in\namounts well below those that lead to obvious intoxication in the social or\npolice sense, alcohol can be shown to cause delay and inaccuracy in ordinary\nreflex action involving eye, ear, and voluntary muscles, and appreciable error\nor inferiority in mental and physical performance.\n\n"}
{"page": 376, "printed_page": null, "text": "370\n\nNational\n\nEducation\n\nAssociation\n\nAlcohol can be so used in moderation with meals by healthy, well-nourished\nadults as to cause no appreciable harm to their health or longevity, altho as\nwidely used there is abundant evidence that it causes much sickness, pre¬\nmature death, economic dependence, and mental deterioration. No benefit to\nthe health of normal individuals can be attributed to the use of alcohol, while\nphysicians prescribe alcohol, tho much less than ever before, for its depressant\nand narcotic effect. The main reason for its habitual use, especially in excess,\nis the deceptive sense of exaggerated well-being and temporary\nworry, monotony, and fatigue which it creates.\n\nrelief from\n\nOpium and the coca leaf and cannabis indica are properly banned by in¬\nternational agreement and national and local laws. Tobacco causes a variety\nof minor irritative and toxic states, including contraction of the arteries caus¬\ning a rise in blood pressure, but except in certain susceptible individuals does\nnot seem commonly to affect health or longevity unfavorably. Its thoughtless\nuse creates esthetic offense and some sanitary annoyance. Tea and coffee are\npure stimulants and do harm only when used to overcome the warning sen¬\nsation of fatigue and thus encourage further injudicious activity of mind and\nbody. Artificial stimulation to remove a sense of fatigue is of less value than\nsuitable physical and mental rest.\nChildren should be taught the facts and be encouraged to reach their own\ndecisions as to the use of food and drink. Choice of what is taken into the\nmouth and is swallowed will always be the responsibility of the person con¬\ncerned, rather than a point determined by law or ethics. None of the socalled dietary drugs, alcohol, tea, coffee, or tobacco, adds to human health\nor development. Their use is a costly burden, with no contribution of endur¬\ning value and many harmful effects upon the individual and society.\nHEALTH\n\nISAAC\n\nPROBLEMS\nOF SCHOOL\nCHILDREN\nTHE PRACTISING\nPHYSICIAN\n\nA. ABT,\n\nPROFESSOR\n\nOF\n\nMEDICAL\n\nPEDIATRICS,\nSCHOOL,\n\nNORTHWESTERN\n\nCHICAGO,\n\nAS\n\nSEEN\n\nBY\n\nUNIVERSITY\n\nILL.\n\nH ave school health problems become so technical that they require admin¬\nistration by specialists? Or is there still a place for the general practitioner\nin this field ? The general practitioner has an advantage in having known the\nchild from the cradle — his illnesses, his temperament, and the physical and\nsocial conditions under which he has grown up. This intimate knowledge is\nbest obtainable by a family doctor, and is an invaluable asset in meeting the\nexigencies of a public health program in the schools.\nAltho the school specialists may have been trained for that particular work,\nvery often instead they are physical education teachers. That medical, dental,\nor nursing degrees should be considered secondary to credits in administra¬\ntion, education theory and gymnasium instruction is unacceptable from the\nphysician’s standpoint.\nThe reasonable and unbiased practitioner is fully aware of the need for\nmedical supervision in the school. He realizes that permanent records kept\nby the school thruout the child’s educational career are indispensable. On the\n\n"}
{"page": 377, "printed_page": null, "text": "Department\n\nof\n\nSchool\n\nHealth\n\nand\n\nPhysical\n\nEducation\n\n371\n\nother hand, it is generally accepted that the health and well-being of the\nchild is primarily a responsibility of the parents and of the family physician.\nAssuming periodic examinations of the school child by the school doctor are\na fundamental part of any public health program, what about more special¬\nized examinations — say, of the eyes and ears, or X-ray examinations of the\nchest — or what about tuberculin tests? The practising physician, in the vast\nmajority of cases, recommends referring the patient back to the family doctor\nwhen any defect out of the routine order is encountered, including acute\ninfections or contagious diseases. Full-time school physicians, employed by\nthe board of education, county or municipality, are already with us and very\nprobably their number will increase until school health inspection has become\na special field of medical practise.\nIf physicians of skill, experience, and special training alone are entrusted\nwith the responsibility of this work, the family physician will undoubtedly\nfind a place of compromise, harmony, and reciprocal adjustment in the pic¬\nture. This is especially to be expected if the school physician is one appointed\nor recommended by the local medical society. Under such circumstances, the\nhealth program of the pupil will be doubly protected, and the “guardianship”\nof health instruction, which is essentially the trust of all medical men, will\nbe mutually upheld.\n\nTHE\nALLEN\n\nSCHOOL’S\n\nCONTRIBUTION\n\nG. IRELAND,\n\nDIRECTOR\n\nTION,\n\nDEPARTMENT\n\nSTATE\n\nFOR\n\nHEALTH,\nOF\n\nTO\n\nTRAFFIC\n\nSAFETY,\n\nEDUCATION,\n\nAND\n\nSAFETY\n\nPHYSICAL\n\nTRENTON,\n\nN.\n\nEDUCA¬\nJ.\n\nThe school’s contribution to traffic safety has been large, probably much\nlarger than we know, for we lack adequate measures of achievement. Yet\nsafety education is still but an infant. By far the greatest problem we shall\nhave to solve is our acceptance of the traffic accident. Statistics and news\nstories of accidents are so familiar they no longer impress us. The belief that\npopular indifference to the accident situation cannot be changed constitutes\na serious problem. Compared with it other difficulties are insignificant. Our\nsalvation rests in the education of school children ; a persistent educational\ndrive, generation after generation. We must somehow give future genera¬\ntions of adults a new psychology, the conviction that the chance of accident\ncan be foreseen and eliminated. The trend in safety education today is very\ndefinitely in that direction.\nThis points out our need of trained teachers — teachers who themselves\nhave acquired good safety habits, for the effect of example is powerful. More\nteacher preparation courses, on both undergraduate and graduate levels, must\nbe established. Judging from the demands of administrators the writer is\ncertain that the special teacher of safety education will soon appear on the\nschool staff and that safety education will become a new administrative unit,\nseparate from either health education or physical education. This change\nwill occur in the high school first, and signs of it are already in evidence.\nSafety education should be a credit course. The School Safety Council as a,\n\n"}
{"page": 378, "printed_page": null, "text": "372\n\nNational\n\nEducation\n\nAssociation\n\ncontribution to traffic safety deserves top rank in view of its many\nin some communities.\nThe\n\nactivities\n\nSchool Safety Patrol deserves all the praise it receives, but we\n\nmust\n\ncease thinking of the patrol as being only a protective agency. It should be\nregarded\n\nrather as a group\n\nof pupil citizens engaged\n\nin responsible work;\n\nan educative device with character-forming potentialities; and a wholesome\ninfluence upon the entire school. The contribution to traffic safety thru the\npatrol is evident in several ways:\n\n(1) protective duties; (2) the develop¬\n\nment of attitudes favorable to safety ; (3) ideals and practises of good citizen¬\nship ; and (4) an indirect influence upon adult drivers, especially parents.\nSafe transportation\ntributions. We\n\nmust\n\nof pupils by school bus should be one of our best con¬\ncenter our efforts upon\n\nis no safer than the driver who\nsound thesis that any bus which\nin it all approved\nResearch\n\nthe driver, for “the school bus\n\noperates it.” We must also stand by the\ncarries children should have incorporated\n\nsafety devices. For\n\nBulletin of the National\n\na full treatment\n\nEducation\n\nof this subject see\n\nAssociation, “Safety in Pupil\n\nT ransportation.”\nGradually an accident reporting system should be adopted. The\n\nstandard\n\nsystem is that of the education division of the National Safety Council. Such\naccident reports provide a measure of safety education and are invaluable\nas a means\nNo\n\nof interesting the community\n\ndiscussion of school matters\n\nin the school program.\n\nis complete\n\nwithout\n\nmention\n\nof parent\n\ncooperation. The student’s first car is in most instances the family car. This\nmeans further control. Parents should know what the school is teaching,\nbut we must\n\nnot allow parents to think that the school’s course relieves them\n\nof all responsibility. The automobile driver’s course is our best effort to date\ntoward discharging the obligation of education. To date the course has suf¬\nfered by reason of its introduction by pressure groups and for lack of strong\nsupport on the part of school executives. This course should be regularly\nprogrammed\n\non school time.\n\nSafety cannot be taught to pupils, or acquired from a book. It is a quality\nof life taken on thru the medium of daily living. Methods, in a word, must\nfollow the activity theory. The adolescent dislikes formal instruction and\nadmonition. He is eager to explore life in his search for experience. To turn\nthese characteristics of youth into constructive\nnote in driving instruction of the future.\n\nchannels\n\nmust\n\nbe the key¬\n\n"}
{"page": 379, "printed_page": null, "text": "Department\n\nof\n\nSchool\n\nHealth\n\nSECRETARY’S\nBusiness\n\nMeeting,\n\nTuesday\n\nand\n\nPhysical\n\nEducation\n\n373\n\nMINUTES\nAfternoon,\n\nJune\n\n29, 1937\n\nThe meeting was opened at 4:15 p.m. by the president, Mrs. Edna W. Bailey. The\nsecretary, J. E. Rogers, gave a brief history of the Department during the past\nfourteen years, and commented on the interest and support which W. E. Givens and\nAgnes Samuelson and the N.E.A. Executive Committee have given the Department\nin its reorganization plans. It is hoped that this same spirit of cooperation in our\nown group will carry on in the enlarged organization.\nMrs. Bailey reported on the various meetings and conferences which had been\nheld by the Department officers with the officers and representatives of the American\nPhysical Education Association during the past year to formulate the organization\nof the new Department in which these two organizations have merged. The merger\nand the enlarged Department have been approved by the Executive Committee for\na trial period of five years. It has been felt by all who have worked on the problem\nthat this merger will do much to provide for the coordinated activity of all groups\ninterested in any aspect of child health and welfare\nwith the individual programs of these groups.\n\nin schools, without\n\ninterfering\n\nMrs. Bailey also reported on her work in planning the program for this meeting,\nand in the organization of the Health Education Division of the new Department.\nShe has asked the following to serve as temporary chairmen of various sections:\nDon W. Gudakunst for School Physicians, Helen Hunscher for Nutrition Workers,\nMajor E. V. Graves for Health Instruction, C. E. Turner for Teacher Training\nin Health Education, and Lulu V. Cline for the School Nurses. Mention was made\nof individuals and agencies who had been most helpful in assisting with the various\nplans and conferences during the past year.\nC. H. McCloy, president of the American Association for Health and Physical\nEducation, a Department of the N. E. A. (the new title of the Department) discussed\nbriefly the organizational aspects of the new Department, which has been to a great\nextent developed from the existing constitution of the A.P.E.A. This is not a final\norganization but a working basis for starting. Changes in it will be made as the\nneeds are recognized. The main legislative body will be the Council, made up of\nrepresentatives from the state health and physical education associations, from the\nvarious allied organizations, and from the sections (interest groups), plus the na¬\ntional officers, district presidents, and the chairmen of the three divisions which are\njust being organized.\n\nIt is hoped\n\nthat in all these groups\n\nthere will soon be an equal\n\nproportion of representation from the three divisions of interest — health, physical\neducation, and recreation. The physical education representation is at present much\nthe largest since its organization has been developing for over fifty years. Much\ncredit is due Agnes Wayman and Agnes Samuelson for their interest and initiative\nin taking the first steps leading to this long-hoped-for merger, and to the cooperative\nspirit of the whole group which has made its completion possible.\nH. F. Kilander reported for the committee appointed by the A.P.E.A. Health Edu¬\ncation Section to work on plans for the organization of the Health Education\nDivision.\ntions :\n\nThe\n\nfinal report of this committee\n\nconsisted\n\nof the following\n\nrecommenda¬\n\n1. That the Division Council be composed for this year of the Division chairman,\nthe chairman of each section in the Division, and one additional representative\nfrom each section.\n2. That this Council should have as its duties for this year the following:\na. To decide on a permanent organization for the Division, this to be approved\nby the National Council at the April 1938 meeting\nb. To study the problem of coordinating the activities of the three Divisions\nc. To consider the problem of finances for the Division\nd. To decide on necessary committees\ne. To consider the possibility of a yearbook\nf. To discover if possible some ways and means\nEducation Service of the Joint Committee\n\nof continuing\n\nthe School\n\nHealth\n\n"}
{"page": 380, "printed_page": null, "text": "374\n\nNational\n\nEducation\n\nAssociation\n\ng. To plan programs for presentation at the conventions of the Association,\nthe N.E.A., and the American Association of School Administrators meetings.\nThe following reports of Section chairmen were given:\nDr. Don W. Gudakunst reported that a School Medical Section had been organ¬\nized, and that he had been elected as its chairman. The group, representing several\nnational\nmembers\nDr. W.\n\norganizations, had voted\nof the American Medical\nW.\n\nBauer\n\nis secretary\n\nto limit its membership to those who were also\nAssociation or the American Dental Association.\n\nof the Section. The\n\ngroup\n\nis very\n\nappreciative\n\nof this\n\nopportunity to ally itself with the other groups interested in school health and to con¬\ntribute to the enlarged program of the Department.\nAnita D. Laton reported for Clair E. Turner that the Section on Teacher Training\nin Health Education had elected Dr. Turner chairman, Miss Laton, vicechairman, and\nMabel Rugen, secretary-treasurer. This group felt that there is a great need for a\ncompilation of information on the standards which are being set up for teacher\ntraining in the various aspects of this field, and has asked its officers to set up the\nnecessary machinery and appoint committees to work on this problem. The standards\nwould be submitted to the other Sections for approval.\nHelen Hunscher reported that the Nutrition Section was organized, and is already\nworking cooperatively with the Nutrition Committee of the Department of Home\nEconomics, and is seeking the cooperation of other organizations in the field. The\nJournal of Home Economics is also interested in cooperating with this Section. Mari¬\netta Eichelberger was elected secretar)r of the Section, and the chairman is to be\nappointed.\nMajor Graves reported that he had been elected chairman by the Health Instruc¬\ntion Section. Mrs. Fleta McWhorter Dowling was elected secretary-treasurer, and\nMr. Kilander, member-at-large. The chairman has been given authority to appoint\nany necessary committees during the coming year.\nLulu V. Cline reported for the School Nurses Section that she had been elected\nchairman; Gertrude Cromwell of Des Moines, vicechairman; Marie Swanson of\nNew York, secretary; and Ella McNeill, member-at-large. The Section\nas its program for the coming year three problems:\n1. The integration of various aspects of school health nursing\n2. The interpretation of the school nursing program to educators\n3. The interpretation of the standards of the N.O.P.H.N.\n\nhas\n\nset up\n\nMrs. Bailey then introduced Agnes Wayman who spoke briefly on the great pleas¬\nure and satisfaction that this merger would bring to the physical education group\nwhich is wholeheartedly\nAfter a few questions\n\nand cooperatively behind the new organization.\nfrom the floor the meeting was adjourned.\n\n"}
{"page": 381, "printed_page": null, "text": "DEPARTMENT\n\n(Science\n\nOF\n\nInstruction\n\n"}
{"page": 382, "printed_page": null, "text": "HISTORICAL\nThe\n\ndepartment\n\nof\n\nscience\n\nNOTE\n\ninstruction\n\nis an\n\noutgrowth\n\nof a State\n\nDepartment of Natural Science Teachers which was organised at a meet¬\ning of the Colorado State Teachers Association in 1894. It zuas first\nknown as the Department of Natural Science Instruction.\nThe officers of the Department for the year 1937-38 are: president,\nMildred M. Fahy, Principal, Peirce School, Chicago, III.; first vicepresident,\n\nCharles\n\nL.\n\nHampton,\n\nScience\n\nInstructor,\n\nPiedmont\n\nHigh\n\nSchool, Piedmont, Calif.; second vicepresident, Philip G. Johnson,\nProfessor of Secondary Education, Cornell University, Ithaca, N. Y .;\nsecretary,\n\nLillian\n\nC.\n\nCompton,\n\nAssistant\n\nSuperintendent\n\nof Schools,\n\nAllegany County, Cumberland, Md.; treasurer, Harold E. Wise, School\nof Education, University of Nebraska, Lincoln, Nebr.\nThis Department meets once each year, in July. The Department\npublishes a Yearbook. The annual dues, $.50, are payable to the Treas¬\nurer. Facts relating to the establishment of this Department and the\nrecord of meetings are found in earlier volumes\nlows:\n1895: 951- 958\n1896: 937- 967\n1897: 916- 958\n1898: 959- 984\n1899 -.1097-1117\n1900: 592- 608\n1901 : 771- 802\n1902: 759- 789\n1903: 847- 895\n\n1904: 843- 896\n1905 : 781- 825\n1906: 719- 720\n1907: 951- 957\n1908: 965- 998\n1909: 789- 828\n1910: 949- 967\n1911: 939- 992\n1912 -.1153-1193\n\n1913:695- 716\n1914 -.721- 773\n1915 -.995-1028\n1916:699- 749\n1917:535- 555\n1918:295\n1919:289\n1920 :305- 308\n1921 -.663- 666\n\n[ 376 ]\n\nof proceedings\n\n19 22:1239-1265\n1923: 84 3- 860\n1924: 753- 774\n1925: 598- 608\n1926: 625- 636\n1927: 583- 597\n1928: 569- 589\n1929: 559- 577\n1930: 529- 542\n\nas fol¬\n\n1931 -.561-575\n1932 -.467-480\n1933 -.477-487\n1934 -.469-479\n1935 -.439-448\n1936 -.333-346\n\n"}
{"page": 383, "printed_page": null, "text": "SPRING— A\nMARY\n\nL. GARVEY,\n\nFULLER\n\nSEASON\n\nSCHOOL,\n\nMINNEAPOLIS,\n\nMINN.\n\nSince man adjusts himself to seasonal changes, children must gain\nsome\n\nunderstanding\n\nof seasonal rhythms. Shadows\n\napproach, arrival, and passing of seasons. We\nduring his early school life, thru shadow\nmeaning\nwhen\n\nattempt\n\nstudy, some\n\nare indicators of the\n\nto have the child gain\nunderstanding\n\nof the\n\nof seasonal change and of the principle that the sun gives more heat\n\nit moves\n\nhigher in the sky and when\n\ndays grow\n\nlonger. As the child\n\nobserves variation in shadow length and direction, and experiences simul¬\ntaneous changes in the natural environment, he gains some understanding of\nthe dependence\nwho\n\nof all life upon\n\nhave had a background\n\nthe energy of the sun. We\n\nin shadow\n\nfind that children\n\nstudy grasp the idea of the influence\n\nof the sun on the lives of people, at home\n\nand in other lands, much\n\nmore\n\nreadily than do children without this experience. Shadow work helps chil¬\ndren to see that there is a very definite relationship between the climate of a\nregion and the amount\n\nof heat which\n\nthat region receives from the sun. This\n\nhelps them to see why man chooses to live as he does in various parts of the\nworld. It also helps them to understand how the work, play, food, clothing,\nshelter, and health of people of such type regions as the polar lands, the\ndesert, and equatorial regions are all directly related to the effect of the sun’s\nrays.\nThruout\n\nthe study of the variation in shadow\n\neffort is made\n\nlength and direction, an\n\nto stimulate the child to an inquiring attitude and to satisfy\n\nhis curiosity thru first-hand experiences that will help him to find answers\nhis own questions thru reasoning from cause to effect. As he advances\nyears, we\n\nmay\n\nexpect that he will apply his findings in these experiences to\n\nhis solution of some\nWe\n\nof the complex\n\nfeel sure that the child who\n\nproblems\n\nof life as they confront\n\n•\n\nFrom\n\nbecause he under¬\n\n>\n\nPHOTOGRAPHY\nW.\n\nhim.\n\nhas had the benefit of these experiences will\n\ngrow more tolerant of others and will enjoy seasons more\nstands them better.\n\nJOHN\n\nto\nin\n\nAS\n\nSCHNECK,\n\nall sides we\n\nAN\n\nEXTRACURRICULUM\n\nRIVERSIDE\n\nHIGH\n\nhear educators\n\nSCHOOL,\n\nACTIVITY\n\nMILWAUKEE,\n\nsay that the function\n\nWIS.\n\nof the school is\n\nrapidly becoming that of preparing their students for a profitable and chal¬\nlenging use of our ever increasing leisure time. One needs only to consider\nthe myriad\n\napplications of photography\n\nhobby or as a vocation. Consider\n\nto realize its possibilities either as a\n\nits use as an advertising medium,\n\nto the astronomer\n\nin recording what\n\nhis eye cannot\n\nnews photograph,\n\nthe telescopic view of the infra-red camera,\n\nsee, the story told by the\n\nscenes 350 miles distant, the ultra violet photograph\n\nshowing\n\nclearly\n\nthat restores the sig¬\n\nnature of a completely charred bank check, or the high-speed\nwhich inconceivably rapid motions can be made to stand still.\n[ 377 ]\n\nits value\n\ncamera\n\nby\n\n"}
{"page": 384, "printed_page": null, "text": "378\n\nNational\n\nEducation\n\nAssociation\n\nModern amateur photography dates to the introduction of roll him and\nthe box camera in 1900. Film consumption has grown steadily until the\nyearly consumption of roll him is represented by the staggering hgure of\n150,000,000 rolls. Figuring 8 pictures to a roll there are then 1,200,000,000\namateur\n\ncamera\n\nclicks per year. This means\n\nthat Aunt\n\nSue and Johnny, with\n\nhis hrst pair of long pants, are each “snap-shotted” ten times per year.\nOf the 1,200,000,000 exposures made, 25 percent, or 300,000,000,\ncomplete\nmany\n\nfailures and are never printed. This\n\na scene that can\n\n$12,000,000.\n\nAn\n\nnever\n\nbe duplicated\n\nare\n\nrepresents not only a loss of\nbut an actual money\n\nadditional 35 percent, or about 400,000,000\n\nloss of\n\npictures that\n\nare printed are either out of focus, under- or over-exposed to the extent that\nthe pictures are practically worthless.\nWhen we consider that 60 percent of the $40,000,000 spent for him is\npractically wasted, need we\nin the secondary\n\nask whether\n\nschools? The\n\nthere is any need for a camera\n\nfunction of the camera\n\nclub\n\nclub is not merely to\n\nput a picture on the 300,000,000 negatives that remain unprinted but to im¬\nprove the 400,000,000 that are scarcely better than worthless. The amateur\nmust\n\nand can be taught that it is as easy to make\n\nThe\nmost\n\na good picture as a poor one.\n\nhrst lesson that should be taught is that of proper\n\nof us composition\n\nHowever,\n\nis a mysterious\n\nit can be simply dehned\n\norderly and symmetrical\n\nart that somehow\n\ncomposition.\n\nTo\n\nseems beyond\n\nus.\n\nas the art of bringing things together in an\n\narrangement.\n\nA good picture should include a domi¬\n\nnant hgure. There should also be some object of secondary interest con¬\nnected with the principal subject. Backgrounds should be subordinate and\nunobtrusive.\n\nThere\n\nshould never be two highlights of equal importance.\n\nexact center of the picture should be avoided. The\n\nThe\n\nhorizon line in landscape\n\npictures should be either one-third the distance from the top or bottom.\nIn conclusion, photography is not only a most satisfactory hobby itself,\nbut it enhances your canoeing, fishing, or hunting trip by producing a perma¬\nnent record that will help you live your pleasant experiences, not once, but\nagain and again, as you look thru your album.\nThe\nEnthusiasm\nseveral books\nHave\n\nCamera\n\nClub\n\nProgram\n\nis catching — If you are merely interested\non photography before organizing.\n\na definite program\n\nplanned\n\nwell in advance.\n\nbut not\n\nNothing\n\nenthusiastic,\n\nkills the spirit of the\n\nclub as quickly as the “well, what will we do today” attitude.\nJoin a club yourself — You will be surprised at the number of valuable\nget from contact with other picture enthusiasts.\nWrite to: The Eastman\nAsk especially for:\n\nKodak\n\nCompany,\n\nRochester,\n\nNew\n\nread\n\nhints you\n\nYork, for free literature.\n\n(1) Photographic Service Bulletins — A forty-page folder on how to organize\ncamera club. Suggestions for exhibits. Dark room requirements and equipment.\n\na\n\n(2) An Elementary Course in Photography — A forty-four page folder, outlining\nin detail twenty-nine lessons in photography. Just the thing for a beginners club.\n(3) The Camera Club Library — A thirteen-page folder\nand publishers of 145 books and pamphlets on photography.\nA Suggested\n\nList of Club\n\n1. History of photography : Get\nor from any good encyclopedia.\n\nyour\n\nProgram\n\ninformation\n\ncontaining\n\nthe\n\nnames\n\nTopics\n\nfrom\n\na book\n\non\n\nphotography\n\n"}
{"page": 385, "printed_page": null, "text": "Department\n\n2. Composition:\nThere\n\nare a few\n\nShow\nsimple\n\nthe\n\nof\n\nScience\n\nstudents\n\nrules anyone\n\nthat\n\n379\n\nInstruction\n\ncomposition\n\nis not\n\na\n\n5. Dark\n\nroom\n\nfocus, shutter\n\npractise:\n\nDeveloping\n\nby inspection. Panchromatic\nfore, are not satisfactory.\n\nfilms must\n\n6. Printing the picture:\nand wrong paper to show\n7. Practise\nposed.\n\nspeeds,\n\nfilms. Use\n\nuse\n\na slow\n\nbe developed\n\nfilm: Have\n\nstudents\n\nmay\n\nbe\n\nobtained\n\nof light meters.\n\nExplain\n\nfilm that can be developed\n\nin complete\n\nHow to select the proper grade\nthat it does make a difference.\n\nin developing\n\nart.\n\ncan learn.\n\n3. The pin-hole camera: Material and complete instructions\nfrom the Eastman Kodak Company for 25 cents each.\n4. Proper exposures : Stress\nuse of exposure tables.\n\nmysterious\n\ndevelop\n\ndarkness\n\nand, there¬\n\nof paper.\n\nUse\n\nboth\n\nright\n\nfilm which\n\nthey have\n\nex¬\n\n8. Practise in printing pictures: Let students print pictures from their own nega¬\ntives. Do not be too free with advice. A lesson learned by making a mistake is less\napt to be forgotten.\n9. Hove\n\nto make\n\npictures\n\nof moving\n\nobjects: Have\n\npictures — athletic pictures; candid snapshots.\n10. An exhibit of pictures: Limit each student\n\nstudents\n\nmake\n\nsome\n\nto four pictures. Offer\n\naction\n\nawards\n\nor\n\nprizes if feasible.\n11. Indoor pictures: Teach\nlights for proper lighting.\n12. Group\n\nuse of photoflood\n\npictures : Formal\n\nfaces will be hidden.\n\nGroup\n\nand\n\ninformal\n\nand\n\nphotoflash\n\ngroupings.\n\n“at ease.”\n14. The enlarger: Demonstrate\nmade with a camera.\nin making\n\npapers.\n16. Amateur\n\nmotion\n\nits use. Suggest\n\nenlargements:\n\nWarn\n\nmove\n\nstudents\n\nyour\n\nexhibit:\n\nThis\n\nshould\n\ninclude\n\naction, enlargements,\n\nand\n\nindoor\n\nphotographs.\n\nESSENTIAL\nING\nMARY\n\nAN\n\nFACTORS\n\nTO\n\nBE\n\nrows\n\nso no\n\nSUPERVISOR\n\nOF\n\nfor a homemade\n\nabout\n\nsubject\nenlarger\n\nsensitivity of bromide\n\nmovie\n\ntell a story. Empha¬\n\ncamera\n\n“with”\n\nnever\n\nvarious\n\nfields. Landscapes,\n\nsamples\n\nfrom\n\nCONSIDERED\nCOURSE\n\nELEMENTARY\n\nCLEVELAND,\n\nyour\n\nyour\n\nELEMENTARY-SCIENCE\n\nMELROSE,\n\nof focus. Putting\n\nplans\n\npicture photography : Make\n\nsize fewer and longer scenes. Always\nmotion of the subject.\n17. Final\n\nto stagger\n\nto place\n\npsychology.\n\n13. Close up pictures voith portrait lens. Importance\n\n15. Practise\n\nHow\n\nbulbs. How\n\nSCIENCE,\n\n“against”\n\nthe\n\nIN\n\nDEVELOP¬\n\nOF\n\nSTUDY\n\nPUBLIC\n\nSCHOOLS,\n\nOHIO\n\nAn elementary-science course of study must be so constructed that the child\nand the content become synchronized. The nature of the subjectmatter and\nthe difficulty of the science concepts must gear in with the child’s age, inter¬\nests, abilities, and ways of learning.\nIt is evident, therefore, that much\ndetermine\ntwo\n\nexperimentation\n\nthe best course. In Cleveland\n\nexceedingly\n\nvaluable ways\n\nwe\n\nmust\n\nbe done to help\n\nhave been fortunate\n\nin having\n\nthat permit of both intensive and extensive\n\nexperimentation. In Doan School, the science curriculum center, experimen¬\ntation has been going on with the pupils for the past nine years. Then, too,\nthe science radio lessons going over the air to all schools furnish us with much\ndata on what thousands of pupils can learn and how\nOne of the first factors to be considered is: How\nsubjectmatter\n\nthey can learn it best.\ncan the nature of the\n\ngear in with children’s interests? After pupil interests have\n\n"}
{"page": 386, "printed_page": null, "text": "380\n\nNational\n\nEducation\n\nAssociation\n\nbeen determined, how can they be utilized in organizing science units? In¬\nstead of building a unit on mechanics around levers, inclined planes, and\npulleys for children in the second, third, or fourth grades, why not build it\naround a paramount interest in what makes his toys run? Here you find that\na spring and gears play an important role.\nA second factor is: How can the difficulty of the science concepts gear in\nwith the abilities of pupils at different age-grade levels? The science concepts\nshould be developed only to the level of understanding of the particular group\nbeing taught. We\n\nhave, therefore, tried to analyze the science concepts into\n\ntheir simplest elements\n\nand have formulated\n\nwhich\n\nexpect a child of a certain grade level to comprehend.\n\nthe teacher may\n\nA third factor is: How\nthe child learns? The\n\nin simple language\n\ncan the subjectmatter\n\nteacher is confronted\nare concerned\n\nbe geared in with the ways\n\nwith the problem\n\nfacts, principles, and generalizations to become\n\nthe concepts\n\nof getting the\n\nreal concepts in the minds\n\nof\n\nwith the writing of the course\n\nof\n\nthe children. Those\n\nwho\n\nstudy should assume\n\nthe responsibility of setting up the subjectmatter\n\naround\n\nlearning situations.\nIn the Cleveland\n\ncourse of study in elementary\n\nscience we have definitely\n\nattempted to gear the content with the child’s interests, abilities, and ways\nof learning. The form of the course is in three parallel columns. In the first,\nthe problem is given, then the'suggested procedures for solving the problem,\nand in the third column are listed the concepts the child should acquire thru\nthese experiences.\nA PURPOSEFUL\n\nGEORGE\n\nW.\n\nFOWLER,\n\nPROGRAM\nFOR IN-SERVICE\nTRAINING\n\nTEACHER\n\nSUPERVISOR\n\nEDUCATION,\n\nOF\n\nSCIENCE,\n\nSYRACUSE,\n\nBOARD\n\nOF\n\nN. Y.\n\nWho shall lead the schools? Yesterday the answer might have been ad¬\nministrators, today it might well be teachers, and tomorrow the pupils. If\nthis viewpoint\n\nis tenable then a program\n\nof in-service training for teachers\n\nthat is wholly purposeful is quite essential ; one which has to do with “doing,”\nnot with “listening.” “Thoughts do not educate, acts do.”\nThe most effective classroom management conjoins teaching and learning.\nTo\n\ndo this let us avoid overemphasizing\n\noverstimulating\n\ncontent, particularly small content;\n\nslow pupils, and scaling down\n\nreducing thinking to a minimum\n\nbright pupils to mediocrity;\n\nand following a syllabus just because it is\n\n“the syllabus”; and a situation where teachers neither care nor dare to\ndevelop themselves. Let us teach boys and girls science, and not science to\nboys and girls.\nTeachers\nmeetings,\n\nin service need a program\n\nsupervision, demonstration\n\nvisitation to libraries, to museums,\n\nof training which\nteaching, committee\n\nto exhibits, and campus\n\nincludes teachers\nwork,\n\nreading,\n\ncourses to supply\n\na felt need. Such a program put to work in junior high- and elementaryschool science results in a very flexible course. This is important because no\none is closer to the needs, desires, and interests of boys and girls than their\n\n"}
{"page": 387, "printed_page": null, "text": "Department\n\nclassroom\n\nteacher. A program\n\nprepared for and handed\n\nof\n\nScience\n\nInstruction\n\n381\n\nbuilt up by teachers functions better than one\n\ndown\n\nto them.\n\nIf a teacher needs help in the teaching of a unit, let the supervisor teach\nthe class for a month\n\nand the teacher criticize him — a reversal of the usual\n\nprocedure and a good thing for both.\nTo stimulate and guide teachers so that they may\n\nstimulate\n\nand guide\n\npupils is the highest function of in-service training in a school, city, or state.\nA\n\nBASIS\n\nFOR\n\nREVISING\n\nTHE\n\nJUNIOR\nWILLIAM\n\nD. BRACKEN,\n\nHEAD,\nSCHOOL,\n\nThe\n\ngoal towards\n\nachievements\n\nwhich\n\nphase of education.\nThe\ninclude\n\nSCHOOL\n\nSCIENCE\n\nDEPARTMENT,\n\nST. JOSEPH,\n\nTHE\n\nLAFAYETTE\n\nscience is striving is enriched\n\nHIGH\n\nliving. While\n\nits\n\nrecent origin, yet it has already had\n\nit should\n\nlives than has any other\n\nbe given the same\n\ntreatment\n\nin the\n\nas any other course of study.\n\njunior high-school science program\na\n\nIN\n\nMO.\n\nour social and economic\n\nHence,\n\nPROGRAM\n\nHIGH\n\nare of a comparatively\n\na greater influence upon\ncurriculum\n\nSCIENCE\n\nthree-year\n\nshould be revised so that it will\n\ncourse, differentiated\n\naccording\n\nto the\n\nrespective\n\nabilities of the seventh-, eighth-, and ninth-grade students. It should be of a\nsocialized nature and at the same time it should give definite instruction in\nthe fundamental\n\nprinciples of science. It should be divided into units which\n\nare closely related to the environments\nclosely connected\n\nof the students\n\nwith everyday life. These\n\nthey will reveal the true natures\n\nand which\n\nare also\n\nunits should be so arranged\n\nthat\n\nand the opportunities offered in the major\n\nfields of science, and they should be sufficiently correlated with each other\nthat they will offer an understanding\nThe\n\ncourse\n\nshould be so modeled\n\nof life problems.\nthat it will continuously\nof the elementary\n\nincrease and\n\nenrich the work\n\nwhich\n\nthe curriculum\n\nschool should\n\noriginate. Mental\n\ngrowth\n\nis a gradual process, and to insure growth\n\nin the\n\nfield of science, the course should be gradually enlarged so as to parallel the\nmental\n\ngrowth\n\nof the student. As\n\nhe progresses\n\njunior high school increasingly intensive and\n\nthru the grades of the\n\nspecialized study should\n\nrequired, so that he will acquire an ability to apply his knowledge\nown\nA\n\nexperience and to interpret the phenomena\nMETHOD\n\nERWIN\n\nM.\n\nOF\n\nRETARDED\n\nPUPILS\n\n.\n\nSCIENCES\n\nJOHNSON,\n\nThis is an account\n\nenvironment.\n\nFOR\n\nGENERAL\nPRINCIPAL,\n\nof an experiment\n\nHIGH\n\nto his\n\nof his own\n\nPROVIDING\n\nSCHOOL,\n\nRICHLAND,\n\nbe\n\nIN\n\nMICH.\n\nwith retarded boys in seventh-grade\n\nscience on the principle of promotion to a tenth-grade class in general agri¬\nculture, classifying them with students of their own chronological age to the\nrelief of embarrassment\n\nand disciplinary ills by exposing\n\nmaterials suited to their physical maturity\n\nthem\n\nand occupational\n\nto concrete\n\ninterest.\n\n"}
{"page": 388, "printed_page": null, "text": "382\n\nNational\n\nEducation\n\nAssociation\n\nThe plan followed was forty-five minutes devoted to auditing the tenthgrade class, each member being given freedom to contribute. This was fol¬\nlowed by a complete “post-mortem,” to offset extremely poor reading ability.\nHome experiences and agricultural hobbies were incorporated, and school\nfairs and 4-H Club work were encouraged as summer follow-up.\nThe same basic experiments used in science seven were given with an\nagricultural problem-solving interpretation. These boys benefited by the\nchange in classification in that they got needed sex instruction thru the\nstudy of animal breeding. Ethical training was emphasized by pointing out\nthe folly of misrepresentation of farm produce. In the study of feeds and\nfeeding the students were introduced to balanced diets and classes of food.\nConservation emphasizing the human factor captured interest. In this experi¬\nment, boys with bad disciplinary records were kept so occupied for an hour\nand a half that no problems of this type arose. Tho a negative argument,\nthis is a virtue in itself in a small almost non-vocational high school.\nThe most interesting part of this whole activity is that there were no\nrestrictions, no courses of study, no precedents, no requirements other than\nthose that were self-inflicted. The evidences thus produced made their con¬\ntributions to our course of study by the variations we included later in our\nregular curriculum offerings.\nTEACHER\nGEORGE\n\nIMPROVEMENT\nTHRET A STATE\nTESTING\nPROGRAM\n\nK. PETERSON,\n\nHEAD,\n\nSCIENCE\n\nDEPARTMENT,\n\nSHEBOYGAN,\n\nCOOPERATIVE\n\nSENIOR\n\nHIGH\n\nSCHOOL,\n\nWIS.\n\nScience education is probably not making the greatest use of the possi¬\nbilities offered by the varied subjectmatter of science for broadening and\nenriching the student’s understanding and appreciation of his environment.\nObjectives and instruction must be improved if we are to contribute ade¬\nquately to the training of our future citizens. In Wisconsin one method being\nused to accomplish this purpose is a cooperative testing program.\nA committee\n\ncomposed\n\nentirely of teachers, and appointed by the Wis¬\n\nconsin Education Association in 1932, worked\n\nout a “Wisconsin\n\nPhilosophy\n\nof Science Teaching” and devised tests to measure the specific objectives of\nthis philosophy, placing emphasis on the scientific method of problem\nsolving and scientific attitude. Over 300 teachers cooperated with this com¬\nmittee in working out the original philosophy. Tests have been developed on\nthe (1) fact-theory concept, (2) cause-and-effect relationship, (3) under¬\nstanding of a controlled experiment as a part of the scientific method, and\n(4) evaluation of information as a part of the scientific method.\nFour other committees of science teachers have worked out yearly tests\nin general science, biolog}’, chemistry, and physics which have emphasized\ncommand of factual information, familiarity with laws, principles, and\ntheories ; and the ability to apply this material. As a result of this testing\nprogram the emphasis of science instruction is being shifted from the mere\nmemorization of facts to the understanding of principles and generalization,\nscientific method, and the development of scientific attitude.\n\n"}
{"page": 389, "printed_page": null, "text": "Department\n\nEXPERIENCE\nGEORGE\n\nW.\n\nWITH\n\nBLOUNT,\n\nScience\n\nSCIENCE\n\nSCHOOL,\n\nLOS\n\n383\n\nInstruction\n\nA CONTINUOUS\n\nHEAD,\n\nHIGH\n\nof\n\nSCIENCE\n\nDEPARTMENT,\nANGELES,\n\nPROGRAM\n\nABRAHAM\n\nLINCOLN\n\nCALIF.\n\nAbraham Lincoln High School is a four-year high school with an enrol¬\nment of 2700. Its student body is cosmopolitan.\nA continuous science program has been in operation for three years.\nEvery student studies in the science field for three years, a fourth year being\noptional. Our curriculum provides a general background of experience for\nevery student, and also a special training determined by native endowment,\neconomic and social need. The common core includes social living (four\nyears), science (three years), and health (four years).\nThe science curriculum is an integral part of the core experience of each\nstudent. It is geared into and interprets for him the experiences of the past\nand the probabilities of tomorrow. Much latitude is granted to instructors\nin the development of the program, but minimum essentials include the\nfollowing units:\n9-B grade:\n\nA general\n\n9-A\n\n(girls) : Infant\n\ngrade\n\nintroduction\ncare\n\nto the entire field of science\n\nand\n\nhome\n\nnursing\n\n9-A grade (boys) : First-aid and simple machines\n10th grade: The growth of living organisms\n11th grade: (1) Biological\nproduction, heredity\n\nfield (one semester),\n\n11th grade: (II) Physical field (one\n(b) transformation of matter.\n\nThruout\n\nthe entire program\n\nremoval\n\nof waste\n\nproducts,\n\nsemester) — (a) transformation\n\nare woven\n\nre¬\n\nof energy,\n\nfour broad fundamentals, truths\n\nwhich permeate all experience, namely: (1) the adaptation of living organ¬\nisms to changing environments; (2) electronic attraction and repulsion;\n(3) the effects of friction and inertia; and (4) the properties and effects\nof wave motion.\nThe entire course is designed to be a progressive development of the\nsignificance and the implications of these fundamental conceptions, all\npointing toward and culminating in one magnificent conception — the order¬\nliness of the universe. “The\n\norderliness of the universe is the supreme dis¬\n\ncovery of science!”\nSECRETARY’S\n\nMINUTES\n\nDetroit, Michigan\nFirst Session, Monday\n\nAfternoon, June 28, 1937\n\nThe first session of the Department of Science Instruction was held in the Commandery Room of the Masonic Temple at 2 p.m. The theme of the meeting was\n“Selecting,\n\nOrganizing,\n\nand\n\nTeaching\n\nSubjectmatter\n\nfor a Continuous\n\nProgram\n\nin\n\nScience.” The president, Ira C. Davis, University High School, Madison, Wisconsin,\npresided at the general session. Two topics were discussed. The first topic, “Shall the\nDesirable Objectives be the Basis for the Selection of Subjectmatter?” was presented\nby Francis D. Curtis, University of Michigan, Ann Arbor, and the second topic,\n\n"}
{"page": 390, "printed_page": null, "text": "384\n\nNational\n\nEducation\n\nAssociation\n\n“Shall This Subjectmatter Taught\npresented by Carleton E. Preston,\n\nbe the Basis for the Selection of Objectives?” was\nUniversity of North Carolina, Chapel Hill. After\n\na short but interesting\n\nfrom\n\ndiscussion\n\ntions — the senior high-school\nsection.\n\ngroup,\n\nthe floor, the group\n\nthe junior high-school\n\ndivided\n\ngroup,\n\ninto three\n\nsec¬\n\nand the elementary\n\nThe elementary-school science group met in the English Gothic Room with Mildred\nM. Fahy, principal of Peirce School, Chicago, Illinois, as presiding officer, and Lesley\nC. Walker of Oakland, California, as discussion leader. The following program was\npresented:\n\n“Amphibian\n\nCollege, Kalamazoo,\n\nand\n\nReptile\n\nMichigan;\n\nPets,”\n\n“Air,” Mrs.\n\nLaVerne\nAlma\n\nArgabright,\n\nState\n\nJolson, Grayling\n\nTeachers\n\nSchool, Detroit,\n\nMichigan; “Beavers,” Betty Jann, Poe School, Detroit, Michigan; “Spring — A\nSeason,” Mary Garvey, Fuller School, Minneapolis, Minnesota; “Air and Fire,”\nLillian C. Compton, assistant superintendent of schools, Allegany County, Cumber¬\nland Maryland.\nThe junior high-school science group met in the Romanesque Lodge Room with\nIra C. Davis as the presiding officer, and James F. Beckwith of James Lick, Jr.,\nHigh\n\nSchool, San\n\nFrancisco,\n\nCalifornia,\n\nas the discussion\n\nleader.\n\nThe\n\nfour\n\ntopics\n\npresented were: “The Junior High-School Science Program in Indianapolis,” Virgil\nE. Stinebaugh, assistant superintendent of schools, Indianapolis, Indiana ; “A ThreeYear Science Program in the Junior High School of Superior,” J. R. Jacobson, Cen¬\ntral High School, Superior, Wisconsin; “Shall We Have a Continuous Program in\nScience for the Junior High School?” Clarence B. Evaul, head of science department,\nWest High School, Rochester, New York; “Extra-Curriculum Activities in Conser¬\nvation,” B. J. Rohan, superintendent of schools, Appleton, Wisconsin.\nThe senior high-school science group met in the Commandery Room with Charles\nL. Hampton as the presiding officer, and Harry T. Blair of South Division High\nSchool, Milwaukee,\nsented : “The\n\nWisconsin,\n\nScience\n\nas discussion\n\nProgram\n\nleader. The\n\nin the Senior\n\nHigh\n\nfollowing\n\nSchools\n\ntopics were\n\nof Detroit,”\n\npre¬\n\nFred\n\nJ.\n\nLeonhard, head, science department, Mackenzie High School, Detroit, Michigan; “A\nCourse in Biology for the Modern High School,” J. Paul Visscher, Western Reserve\nUniversity,\n\nCleveland,\n\nOhio;\n\n“Using\n\nResearch\n\nas the Basis\n\nfor Selecting\n\nSubject-\n\nmatter,” Robert L. Ebel, Roosevelt High School, Cedar Rapids, Iowa; “Photography\nas an Extracurriculum Activity,” John W. Schneck, Riverside High School, Mil¬\nwaukee, Wisconsin.\n\nState Directors Meeting\nA brief meeting with the state directors was held at which\nmembers in the various states were discussed. The directors\ndues be increased\n\nto fifty cents per year. A nominating\n\ntime ways of securing\nrecommended that the\n\ncommittee\n\nconsisting of D. W.\n\nPettit, Iowa City, Iowa, as chairman; C. E. Preston, University of North Carolina,\nChapel Hill; Aelfric James, Sr., Easton, Pennsylvania; W. D. Bracken, St. Joseph,\nMissouri; A. T. Mathewson, White Plains, New York; and E. H. Schroer, Omaha,\nNebraska, was appointed.\n\nSecond\nA luncheon\n\nSession, Tuesday\n\nin the Fountain\n\nRoom\n\nAfternoon, June 29, 1937\n\nof the Masonic\n\nTemple,\n\nattended\n\nby more\n\nthan\n\na hundred persons, was sponsored by the science teachers of the city of Detroit and\nthe state of Michigan. Elizabeth Lockwood, Wayne University, Detroit, Michigan,\nacted as toastmistress, and introduced Edsel A. Ruddimon, Research Chemist, Food\nLaboratory,\n\nFord\n\nMotor\n\nCompany,\n\nDearborn,\n\nMichigan,\n\nwho\n\nspoke\n\nto the group\n\nabout “The Soy Bean and. Its Uses.” The topic was so well presented that many\nteachers tarried to examine the interesting products made from the soy bean. The\nluncheon meeting gave the teachers an opportunity to become better acquainted.\nAt the general\nL. Beauchamp,\n\nmeeting\n\nUniversity\n\nof Subjectmatter\n\nin the Commandery\nof Chicago,\n\non the Unit\n\nPlan.”\n\nRoom,\n\nChicago,\nGeorge\n\nIra C. Davis\n\nIllinois, who\n\nSkewes,\n\nintroduced\n\nWilbur\n\nspoke on “Organization\n\nState Teachers\n\nCollege,\n\nMay-\n\n"}
{"page": 391, "printed_page": null, "text": "Department\n\nof\n\nScience\n\n385\n\nInstruction\n\nville, North Dakota, presented the topic “Avoiding the Unpsychological Unit in the\nOrganization of Science Subjectmatter.”\nThe elementary-science group was presided over by Lillian C. Compton with\nBernice G. Lamberton, Washington, D. C., as discussion leader. The following\ntopics were presented: “Essential Factors To Be Considered in Developing\nmentary-Science Course of Study,” Mary Melrose, supervisor of elementary\nCleveland,\n\nOhio;\n\n“A\n\nMethod\n\nof Organizing\n\na Unit\n\nin Elementary\n\nan Ele¬\nscience,\n\nScience,”\n\nMar¬\n\ngaret L. Wilt, Peirce School, Chicago, Illinois; “The Grade Placement of Soil Con¬\nservation Teaching,” Helen M. Strong, soil conservationist, Division of Cooperative\nRelations and Planning, Washington, D. C.\nThe junior high-school science group was presided over by Mildred M. Fahy with\nJosephine Goodall, supervisor of science, Toledo, Ohio, as discussion leader. The\nfollowing\n\nthree topics were\n\npresented:\n\n“Providing\n\nfor Individual\n\nDifferences\n\nthru\n\nthe Contract Plan,” Dorothy F. Osburn, West Lake Junior High School, Oakland,\nCalifornia; “The Science Program in the Junior High Schools of Springfield,” Eliza¬\nbeth Cadle, Reed Junior High School, Springfield, Missouri; “Effect of Instruction on\nSuperstitious Beliefs,” Rosalind Zapf, Cleveland Intermediate School, Detroit,\nMichigan.\nThe senior high-school science group was presided over by Charles L. Hampton\nwith Aelfric James, Sr., Easton High School, Easton, Pennsylvania, as discussion\nleader. The\n\nfollowing\n\norganization\n\nof Subjectmatter\n\nHigh\n\nthree topics were\n\nSchool, Cranston,\n\nSchool,”\n\nLouis\n\nin the Senior\n\nRhode\n\nJ. Mathias,\n\nCourse for Non-College\nMichigan.\n\npresented:\n\nIsland;\n\nHigh\n\nof the Re¬\n\nSchool,” Leslie Ferguson,\n\nCranston\n\n“Reorganization\n\nJr., Devilbiss\n\nStudents,”\n\n“Specific Illustrations\n\nMrs.\n\nHigh\n\nFreda\n\nThird Session, Wednesday\n\nof Science\n\nin the Senior\n\nSchool,\n\nToledo,\n\nOhio;\n\nParmalee,\n\nCentral\n\nHigh\n\n“A\n\nHigh\n\nScience\n\nSchool, Flint,\n\nAfternoon, June 30, 1937\n\nThe business session convened at 1:30 o’clock. The Nominating Committee gave\nits report which was unanimously accepted. (See Historical Note, p. 376.) The dues\nwere increased from twenty-five to fifty cents. Due to the absence of Esther W. Scott,\nthe treasurer, her report was read by Ira C. Davis. It showed a membership of 4300,\nand a balance of $700 in the treasury. The following resolution was passed:\nIn appreciation of the outstanding service during the past three years in\norganizing and leading this Department to the important position which it now\noccupies in the National Education Association; for the work of molding and\ndirecting\n\nthe program\n\nof the Department\n\nalong\n\nlines that must\n\nbe productive\n\nof\n\nimprovement in, and integration of, the science education of the nation, the mem¬\nbers of the Department of Science Instruction wish to extend to Ira C. Davis, our\nretiring president,\nAt two\n\nour most\n\no’clock Dr. Davis\n\nsincere\n\nintroduced\n\nthanks.\nJ. A. Hollinger,\n\nsupervisor\n\nof science, Pitts¬\n\nburgh, Pennsylvania, who told “How Teachers May Improve in Service.” R. T.\nShaw, head, science department, Northeast High School, Philadelphia, Pennsylvania,\nspoke on “Using Hobbies as a Means of Improving Teaching.”\nThe elementary-school science group met with La Verne Argabright,\nCollege,\n\nKalamazoo,\n\nMichigan,\n\nas presiding\n\nberland,\n\nMaryland,\n\nas discussion\n\nleader.\n\nofficer, and\n\nThe\n\nthree\n\nState Teachers\n\nLillian C. Compton,\n\ntopics presented\n\nwere:\n\nCum¬\n“How\n\nTeachers May Improve in Service,” Bertha M. Parker, University of Chicago, Chi¬\ncago, Illinois; “A Suggested Method for Improving Teachers of Elementary Science,”\nTheodosia M. Hadley, State Teachers College, Kalamazoo, Michigan; “The Co¬\noperative Teacher Improvement\nOakland, California.\n\nin California,”\n\nLesley C. Walker,\n\nStonehurst\n\nSchool,\n\nThe junior high-school science group met with Mildred M. Fahy as presiding\nofficer, and Dennis Cooper, Sherrard Intermediate School, Detroit, Michigan, as\ndiscussion\n\nleader. The\n\nthree topics presented\n\nProgram\n\nin the Junior\n\nHigh\n\nSchools,”\n\nW.\n\nwere:\n\n“A\n\nBasis for Revising\n\nD. Bracken,\n\nhead,\n\nscience\n\nthe Science\ndepartment,\n\n"}
{"page": 392, "printed_page": null, "text": "386\n\nNational\n\nEducation\n\nAssociation\n\nLafayette Junior High School, St. Joseph, Missouri; “A Method of Providing for\nRetarded Pupils in General Sciences,” Erwin M. Johnson, Richland High School,\nRichland, Michigan; “A Democratic Approach to Science\nson, Eliot Junior High School, Washington, D. C.\n\nInstruction,”\n\nKeith\n\nJohn¬\n\nThe senior high-school science group met with Charles L. Hampton as presiding\nofficer, and Greta Oppe, Ball High School, Galveston, Texas, as discussion leader.\nThe\n\nfollowing\n\noperative\n\nthree topics were\n\nTesting\n\nProgram,”\n\npresented:\nGeorge\n\n“Teacher\n\nPeterson,\n\nImprovement\n\nhead,\n\nscience\n\nthru a State Co¬\n\ndepartment,\n\nSenior\n\nHigh School, Sheboygan, Wisconsin; “A High-School Science Curriculum which\nmeets Individual Needs of Pupils,” Norris F. Bush, South High School, Denver,\nColorado; “Experiences with a Continuous Science Program,” George W. Blount,\nhead, science department, Abraham Lincoln High School, Los Angeles, California.\n\nLuncheon\nA\n\njoint luncheon\nan\n\nmeeting\n\nThere\n\nwas\n\nexcursion\n\nHigh\n\nSchool, Fordson\n\nMeeting, Thursday, July 1, 1937\nwith\n\nto Dearborn,\n\nHorticultural\n\nand Mrs. Ford’s Rose Gardens.\nAn address was given by Paul\nOhio, entitled “A\n\nSchool\n\nPhilosophy\n\nGarden\n\nAssociation\n\nincluding\n\nluncheon\n\nGardens,\n\nR. Young,\n\nfor the School\n\nHenry\n\nGarden\n\nand\n\nFord\n\nsupervisor\n\nof America\n\nheld.\n\na visit to Fordson\n\nFarms,\n\nFord\n\nof gardening,\n\nAssociation.”\n\nwas\n\nRotunda,\nCleveland,\n\n"}
{"page": 393, "printed_page": null, "text": "DEPARTMENT\n\nSecondary\n\nOF\n\nEducation\n\n"}
{"page": 394, "printed_page": null, "text": "HISTORICAL\nThe\n\ndepartment\n\nof\n\nsecondary\n\nNOTE\n\neducation\n\nwas\n\nestablished\n\nin 1886.\n\nIt lapsed temporarily in 1924. In 1931 it was revived by the Delegate\nAssembly of the Xational Education Association at its annual convention\nin Los Angeles.\nThe officers of the Department for the year 1937-38 are: president,\nGeorge R. Rankin. Boys Technical High School, Milwaukee, Wis.;\nvice\n\npreside\n\nnt, Ralph\n\nS. Christen,\n\nJVilbur\n\nWright\n\nJunior\n\nHigh\n\nSchool,\n\nDetroit, Mich.: secretary, Mrs. Nettie R. Bolland, High School of\nCommerce , Portland, Ore.; treasurer, Allegra Nesbit, Lew Wallace\nHigh School. Gary , Ind.; executive secretary, Ernest D. Lewis,\nEvandcr Childs High School, New York, N. Y.\nThis Department meets once a year, in July. Facts relating to the\nestablishment of this Department, its revival, and the record of meetings\nare found in earlier volumes of proceedings as follows:\n1886: 21 -442\n\n-433\n\n1887 -.393\n1S8S :401655\n1889:49/ ,-533\n\n1890:613 -687\nmi\n\n:615\n\n189 2 :333 o/j\n\n-794\n\n1893-477- 242\n1894 :743\n\n1895 -.579-635\n1896 :557-619\n189 7:644-699\n1898 -.664-700\n1899 -.601-817\n1900 -.428-453\n1901 -.565-604\n190 2 -.455-492\n1903 -.429-486\n\n1904 -.473-536\n1905 -.423-479\n190 6:633-636\n1907 -.521-710\n1908 -.577-667\n1909 .479-522\n1910 -.443-533\n1911 -.555-657\n1912 -.663-765\n\n1913 -.469-499\n1914 -.445-488\n1915 -.723-753\n1916 -.517-574\n1917 -.253-284\n1918 -.177-189\n1919 -.195-204\n1920 -.209-230\n1921 -.667-678\n\n1922\n880\n1923: -.1267 -1293\n1924:\n1932:\n1933:\n1934:\n1935:\n1936:\n\n506\n802\n492\n492\n460\n861-360\n775481- •\n489-\n\n481449347-\n\n[ 388 ]\n\n"}
{"page": 395, "printed_page": null, "text": "Round-Table Conferences Concerning Extracurriculum Ac¬\ntivities in the Departments of Junior and Senior High\nSchools\nIN\nHELEN\n\nL. DEAN,\n\nHEAD\n\nANCIENT\nOF\n\nFOREIGN\n\nSCHOOL,\n\nLANGUAGES\nLANGUAGES,\n\nSPOKANE,\n\nLEWIS\n\nAND\n\nCLARK\n\nHIGH\n\nWASH.\n\nOUR entire SCHOOL is organized into career groups, which makes class¬\n\nroom grouping less difficult. The art students try their skill at posters,\ncommercial advertising, and cartoons prompted by local and national events\nand made effective by a classical setting, an allusion, or a Latin quotation.\n\nThe would-be journalists increase their vocabulary in various unique ways\nand gain practise in reporting by using the bulletin-board for daily news\nflashes of the lesson — the latest news from Caesar at the battle front, the\ngangsters at the Mulvian bridge, exciting senatorial investigations, and\nmany more. The law-minded, aside from learning legal terms first hand,\nconduct panels and debates on social and economic problems paralleled in\ncontemporary life. Those interested in other vocations work in their indi¬\nvidual groups at stated times and under teacher guidance, assisted by a very\nadequate traveling library.\nCreative ability is encouraged by writing skits and plays, some in Latin\nand some in English, by dramatizing parts of Vergil, by impersonating\nmythological characters, and by entering sonnets and verses in the school's\npoetry contest. An exhibit case in our main corridor offers opportunity for\nextracurriculum activities. In the case is put original work by students —\nportfolios, replicas of the Coliseum, a temple of Vesta, the Winged Victory,\na theater stage, a miniature battle-field, etc.\nExtracurriculum activities in Latin find their climax in a Classical Club,\nof which there are many in the Northwest. Its activities must be purposeful\nand functional. Its installation ceremony, written in Latin by a club member\nand conducted by a triumvirate, is presented in Roman costumes and is\ncharacterized by real beauty and dignity. The club dramatizes episodes from\nthe yEneid and originates shadow plays. An annual Roman banquet honors\nthe seniors and pays tribute to some famous Roman, or commemorates some\nfestival day, most of the toasts being original and written in Latin. The club\nspends an evening now and then with the gods on Mount Olympus and\nwith Horace on his Sabine farm; they enjoy choral reading, chanting pas¬\nsages from Vergil and Horace ; they present living statues in a dignified and\nimpressive manner. A special committee assists the Boy Scouts in learning\nthe Latin names of wild flowers, trees, birds, and constellations that they\nmay pass their examinations for merit badges. Special students are assigned\nas reporters to write up Latin activities for the school and the local papers.\nTribute is paid to modern\n\nwriters indebted to the classics — Vachel Lindsay,\n[ 389 ]\n\n"}
{"page": 396, "printed_page": null, "text": "3%\n\nNational\n\nEducation\n\nAssociation\n\nAndrew Lang, Stoddard King, and others. A Circus Maximus scene from\nthe Trojan Women, Roman games and contests, original skits, farewell\nspeeches to outgoing members, recognition of students of outstanding ability,\nall combine to make the club’s annual picnic enjoyable. These activities give\npleasure, cultivate poise, and awaken creative ability and a feeling of “respon¬\nsible self-direction,” all of which assert themselves in more active partici¬\npation outside the classroom.\n\nRUTH\n\nE. WHORL,\n\nSUPERVISOR\n\nIN\n\nART\n\nOF\n\nART,\n\nPUBLIC\n\nSCHOOLS,\n\nAKRON,\n\nOHIO\n\nIt is thru the extracurriculum activities in the secondary schools that the\nart department can make one of its greatest contributions to the enrichment\nof school and community life. If these activities are based upon the sound\neducational theory of interest and activity and prove their worth, they\nbecome a force in stimulating curriculum reorganization.\nSince the school aims to develop students who will become valuable\ncitizens of our democratic society and this changing world, life situations\nmust be brought into the classrooms. Art is occupying such an important\nplace in the lives of people today that the schools must\n\ncontinue to give\n\ngreater opportunities in the creative arts and in the development\ntion thru understanding.\n\nof apprecia¬\n\nAn individual is poorly educated who lacks an appreciation of the\nbeautiful or who has never experienced the joys of creative expression.\nIn our changing civilization, with shortened working hours resulting in\nlengthened free time, the school must play a more important part in guiding\nleisure-time interests and activities. Greater opportunities must be pro¬\nvided to discover latent interests and talents. The arts exert a tremendous\ninfluence on international understanding, an understanding based not upon\nfacts but upon an attitude of respect and tolerance for the art heritage of\nother races and cultures.\nIf these objectives are to be realized, it is clear that the secondary schools\ncannot solve their problems and at the same time retain a traditional cur¬\nriculum. The elementary schools have changed their patterns in the past\nfew years, but the secondary schools lag. With increased interest in the\ncreative arts and a greater desire on the part of the great mass of people to\nappreciate and understand the arts, high-school administrators will be\nforced into curriculum revision. Before progress can be made along these\nlines, however, the importance of the arts and crafts in education and in\nlife must be clearly understood by school principals and teachers of all sub¬\njects. Art must be made an integral part of all school activity, released from\nits former isolated position. Developing an awareness or sensitiveness to\nart is more important than mere talk. A real art must be taught in tune with\ncontemporary\nas individual.\n\ntimes, interesting and useful — an art which is social as well\n\n"}
{"page": 397, "printed_page": null, "text": "Department\n\nof\n\nIN\nTHELMA\n\nMC\n\nSCHOOL\n\nANDLESS,\nOF\n\nMICHIGAN\n\nSTATE\n\nEducation\n\n391\n\nENGLISH\n\nSUPERVISING\n\nSince publication work\nextracurriculum\n\nSecondary\n\nTEACHER\n\nNORMAL\n\nOF\n\nENGLISH,\n\nROOSEVELT\n\nCOLLEGE,\n\nYPSILANTI,\n\nMICH.\n\nadhered\n\nclosely to the established criteria for\n\nactivities, it was\n\npigeon-holed early, and it threatens to\n\nremain there. Some may say: “Why should it not? It is an extension of the\nnormal curriculum activity of the English department. It gives incentive to\nthe classroom experiences. It develops in the child initiative, independence,\nself-reliance, critical thinking, cooperativeness, and mental and emotional\nstability. It makes a definite contribution to school spirit and school morale.\nIt favorably affects the relationship between the school and its constituency —\nMr. John Q. Public. Therefore, why is publication work not a highly com¬\nmendable extracurriculum activity?”\nThe answer is, of course, that it is. But it should be more. It should be cur¬\nriculum or at least co-curriculum. In a 1937 publication, Co-Curricular\nActivities in Elementary Schools, the authors (Henry J. Otto and Shirle)^\nA. Hamrin) reported on the development of the school paper. Several sur¬\nveys reveal that there is no elementary paper more than twelve years old, and\ntwo-thirds are less than six years old. Furthermore, at least half of a\nselected group of progressive schools have some form of a school publication.\nIt is also pointed out that sponsors are more often teachers of English than\nof any other subject.\nIn a period averaging approximately six years, the elementary-school\nteachers and their principals have recognized the value of the school publi¬\ncation, have adroitly curricularized it, and have avowed publicly their\nsupport of this endeavor. Why, then, has not a similar fate befallen the highschool paper?\nIt came into existence three centuries ago with a no less illustrious organ\nthan the Literary Journal of the Boston Latin Grammar School. The\nLiterary Journal, like the aristocratic classical school from which it sprang,\nset an amazing precedent. The years passed and the nation’s school boys, and\nlater girls, found in the columns of their school paper an audience for their\npseudo-philosophic or mayhap anemic outbursts on memory, the past, or\nbeautiful spring.\nIt would appear that at least 50 percent of the paper staffs in secondary\nschools today engage in the publication activity without regard for credit.\nThe percent of students interested probably runs as high as 9 percent of\nthe nation’s secondary-school enrolment. Judged by those who represent\ntheir schools in national and state press association meetings, most of the\n9 percent would fall in the upper quartile of their respective classes. Should\nnot these students secure credit for their publication work? Would it not be\nbetter for the English teacher to have the publication course regularly sched¬\nuled on his program ? Certainly it requires much more of his time than his\nother instructional duties. Perhaps, however, curricularization might have\nthe wrong psychological effect. Since many children do it well now, just for\nthe fun of it, it might be a mistake to put the activity on a credit-earning\n\n"}
{"page": 398, "printed_page": null, "text": "392\n\nNational\n\nEducation\n\nAssociation\n\nbasis. Of course, there is another angle to the case. The\n\nhours they devote\n\nso religiously to this non-credit earning enterprise are sometimes subtracted\nfrom the required credit-earning. This often arouses the ire of the completely\nacademic-minded teacher.\nIt is my belief that school publications are as fine a type of activity as\nany found in the modern schools. However, since they have been shown to\nbe so intimately related to the English curriculum, and so vitally affianced\nto the objectives of the complete educative program, it seems reasonable to\nsuggest, or, perhaps better, to hope that the publication activities now 50\npercent extracurriculum be made curriculum as quickly as possible. It makes\nno difference when this day comes, thru years of depression, of normalcy,\nor of boom, the school publication will stand on its own as an enterprise of\nvalue as thousands of them have succeeded in doing during this last phe¬\nnomenal fifteen-year period.\nIN\nERMA\n\nB. HODGS6N,\n\nHEAD,\n\nGEOGRAPHY\n\nDEPARTMENT\n\nCOLLEGE,\n\nBAY\n\nOF\nCITY,\n\nGEOGRAPHY,\n\nBAY\n\nCITY\n\nJUNIOR\n\nMICH.\n\nGeography is one of the cogs in the social studies program and it aims to\nallow the student a broader and more sympathetic understanding of the\nworld about him. In this age of fast developing systems of transportation\nand communication, it is very necessary that youth develop an intelligent\nappreciation of his world neighbors. An understanding of geographical\nenvironment and the uses to which man has put the natural factors, in the\nestablishment of his cultural pattern, gives a clearer conception of the folk¬\nways and basic cultural traits found among people of foreign lands.\nThe evolution of regional development is best seen thru the window of\ngeography. Just as the specialist in history, economics, or sociology presents\nhis key for the understanding of his field, the geographer, I think, should\napproach his study by means of the geographical region which may be either\nnatural or cultural. The world is the laboratory of the geographer, and\ngeography above all subjects has the opportunity for developing skills in\nfield methods, effective descriptive writing of landscape patterns, and the\ninterpretation, reading, and making of maps.\nIndustrial distribution, population problems, accessible raw materials,\nmarkets’ power, and other business factors can best be understood when\nthere is a clear picture of the geographic set-up in the region involved. The\ncorrect interpretation of the daily newspaper and the visualization of place\nnames as recorded at the beginning of each associated press article is merely\none of the everyday uses in which geography may be made to function toward\na fuller appreciation of life about us.\nThru geography, students come to realize that thru scientific research man\ngains greater control of his environment. One must be alert to grasp the\nchanges manifest in the ever changing world and children must be taught\nto adapt themselves to progress.\n\n"}
{"page": 399, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\n393\n\nEducation\n\nMaterial for the opening of a project should stimulate thought and set\nup a desire for individual activity which has a definite purpose in the mind\nof the student. Individual interests and aptitudes can be met by allowing the\nchoice of topical study after the general problem has been introduced.\nThe classroom should furnish an atmosphere encouraging students to\nbe geography-conscious. Bulletin-boards, managed by a student committee\nor at least containing student contributions, should show pictures and articles\nfrom the daily papers and current magazines.\nA display board for maps which have been made by the students is of great\nvalue. A reading shelf displaying a few new books including technical ma¬\nterial, travelogs, and late magazines of geographic value will encourage\nleisure-time reading. A set of files to which both teacher and students con¬\ntribute pamphlets, tourists maps, government bulletins, literature from\nboards of commerce, and industrial bulletins serve as a source of reference\nfor individual study.\nThe possibilities offered by geography for integration with other phases\nof study are many. Geography as a profession, as a general cultural subject,\nor as a leisure-time activity is gaining in importance. Once a subject by\nitself, later absorbed by the other social sciences which could not stand\nalone without it, it now emerges as a master and much needed friend to a\ndeeper appreciation and understanding\nance of our fellow men.\nIN\nC. E. BREWER,\n\nHEALTH\n\nCOMMISSIONER\n\nof international relations and toler¬\n\nEDUCATION\nOF\n\nRECREATION,\n\nDETROIT,\n\nMICH.\n\nThe relationship of curriculum and extracurriculum activity programs\nto health should not be discussed from the viewpoint of how long a secretion\nfrom a certain gland, excited thru emotion, remains in the body; or how\nmany hours these activities should be taught each week ; or whether a foot¬\nball player evading tacklers on a football gridiron can better evade auto¬\nmobiles in crossing the street. The instruction of activities, particularly those\nwhich have a carry-over value into adult life, should be based on the psycho¬\nlogical effects upon the mind and morale of the individual, resulting in\nimproved health and physique, rather than physiological results.\nWhen a student has left school and entered the busy industrial world, he\nis swamped by the specialization of modern business so that unless he has\nan outlet in some sort of an activity or hobby he soon realizes that he is only\na part of a machine. If he cannot adjust himself to his environment he may\nfind himself in an asylum or a prison. Most of the ills of society may be\ntraced to misspent or improper use of leisure time or the lack of knowledge\nor skill to engage in a leisure-time activity.\nThe extracurriculum activity may develop a sort of mental hygiene which\n\nwill govern the individual’s social behavior and enable him to enjoy a richer\nand more abundant life. Participation in a leisure-time activity is one way\nof avoiding that getting-old-and-must-take-it-easy feeling.\n\n"}
{"page": 400, "printed_page": null, "text": "National\n\n394\n\nHELEN\n\nBRAUSE,\n\nEducation\n\nIN\n\nHOME\n\nANN\n\nARBOR\n\nAssociation\n\nECONOMICS\nHIGH\n\nSCHOOL,\n\nANN\n\nARBOR,\n\nMICH.\n\nIf education is preparation for living as well as preparation for earning\na living, and if home economics is one of the subjects best fitted to teach the\nimmediate problems of life, then certainly our work must reach every\nstudent — boys as well as girls. Extracurriculum activities can be used as\nvaluable teaching problems and as a means to increase interest in the field.\nFor many years, teachers have felt that they and their pupils were being\nexploited to the advantage of the rest of the school. Many teachers are still\nafraid of exploitation. This feeling of being imposed upon has been the\nresult of failure to realize the very aims of home economics, for certainly\nhome economics should prepare the girls for these various situations which\nare typical of similar ones that arise almost daily.\nThe extracurriculum activities furnish a workable\n\nmeans\n\nfor making\n\nhome economics a useful department in the system, thru the use of a wellplanned program. At the beginning of the school year the student program\nof activities for the coming year should be studied carefully, and the events\nlisted that will be a part of home economics work. Other activities that have\npossibilities of needing help from that department should be included in\nthe program where they can best carry out the desired ideals and objectives.\nTeaching problems should be used far enough in advance of the actual\noccurrence of the event so that the student will have time to think and\nplan carefully. Merely following the teacher’s directions is of compara¬\ntively little value. Activities should be decided on that can best be done by\neach class. The extra work, to be most effective, must for general purposes\nbe planned far enough ahead so that it can be distributed to the appropriate\nclasses. There will always be a few emergencies. They occur in home life\ntoo, and they have some value. As these emergency cases arise during the\nyear, the girls can help evaluate them and decide upon those which must\nbe done regardless of class time. Girls gain far better understanding of our\nsocial order and our responsibility to society in actual situations than they\never learn from textbooks.\nAfter planning for all outside activities, it is wise to present the plans to\nthe superintendent or principal. Attention will be called to a planned home\neconomics program immediately. In this way the idea of using the home\neconomics department as a clearing-house for work that does not seem to\nbelong to anyone can be eliminated. A plan of work like this will put home\neconomics before your student body in such a way that there will be an\nincreased interest in the subject.\nWith the growth of present new ideas in the field of education, the future\noffers two possible outcomes: Home economics can lose its identity and\nbecome an integrated part of other subjectmatter, such as history or English,\nor it can increase in importance and become the medium thru which these\nother subjects will be taught. We are not in a position to foresee which\ncause will predominate. Home economics workers as a group must be willing\n\n"}
{"page": 401, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\nEducation\n\n395\n\nto accept the organization of work which will give the most good for the\ngreatest numbers, and they must take every opportunity to more firmly\nestablish home economics in our school systems and increase the scope of\nits field.\nIN\nROWLAND\n\nD. HASS,\n\nMODERN\n\nFOREIGN\n\nLANGUAGES\n\nLANGUAGE\n\nSCHOOL,\n\nDETROIT,\n\nDEPARTMENT,\n\nEASTERN\n\nHIGH\n\nMICH.\n\nWe have met in our presentday teaching a new situation, namely that\napproximately 73 percent of our students in high school, and ours is a fairly\nrepresentative group, have not the ability to take the traditional language\ncourse. Of the 27 percent remaining, only 15 percent take college pre¬\nparatory language work. We must continue to meet the needs of the 73 per¬\ncent in our general language work. The number of general students in\nschool is rapidly increasing because of a new social and economic situation.\nThe educational systems are seeking to meet the needs of those who finish\nthe twelfth grade, and cannot go to work, by providing either a thirteenth\nand fourteenth grade in high school or by a school of general studies in\nthe first two years of college.\nIn the teaching of general courses we keep a controlled vocabulary and\nuse reading material. We always test for comprehension and seek to stimu¬\nlate motives which will lead to greater outside reading in the literary material\nor the material covering some phase of a hobby or vocation in which the\npupil is particularly interested. There is, in addition, much reading done\nin English on collateral material. The cultural side is stressed and the\ndrudgery of the traditional course is replaced with reading for comprehen¬\nsion, songs, poems, art, and music appreciation. Simple conversations are\ncarried on and are repeated until the student feels at home in the language\nhe is using.\nWith the integrated material he becomes social- and language-conscious.\nThe relationships between English and the foreign tongue are continually\nstressed and not only the etymological phases of the work are made obvious\nto the student but the social forms, such as those used in letters, are also\nstudied. The relationships of the literary movements of the various countries\nare also traced. In the field of social studies more stress is being placed upon\nthe purely literary aspect. Geography and the study of the language environ¬\nment naturally go hand in hand. We emphasize the relationships and differ¬\nences between the environment of the people studied and that of the Amer¬\nican people. The study of civic problems of another land brings home to the\nstudent, as will no other means, the differences of our own situation and the\nmanner in which we meet them.\nBy emphasizing languages as a social study, stressing the cultural back¬\nground, and endeavoring to develop natural ability we are meeting an\napparent need in the study of foreign languages of today.\n\n"}
{"page": 402, "printed_page": null, "text": "National\n\n396\n\nIN\nROBERT\n\nH.\n\nWYATT,\n\nHEAD,\n\nEducation\n\nSOCIAL\n\nIt is assumed\ngeneral scope\n\nSTUDIES\n\nDEPARTMENT\nFORT\n\nAssociation\n\nOF\n\nWAYNE,\n\nthat there is a common\nof the extracurriculum\n\nSOCIAL\n\nSTUDIES,\n\nHIGH\n\nSCHOOL,\n\nIND.\n\nunderstanding\n\namong\n\nus as to the\n\nfield. It is also assumed\n\nthat we\n\ngenerally agree that such a program seeks to cultivate worthy leisure-time\ninterests; to furnish opportunities for leadership not possible in the class¬\nroom; to stimulate a sense of joy in rendering service; and to develop a love\nfor wholesome companionship and cooperative action. More generally speak¬\ning, the extracurriculum program contributes to a breadth of interests and\na depth of character.\nInto this general picture, then, comes the specific question as to the con¬\ntribution of the teacher of social studies. Is the contribution greater or less\nthan, or merely different from, that of a teacher of any other subject?\nThere\nmust\n\nare certain qualities of character, personality, and\n\nbe present in any teacher who\n\nfield. These\nsecondary\n\nqualities certainly may\n\nschool. It would\n\nteachers, to conclude\n\nbe found\nreason\n\nin the\n\nfor us, as social science\n\nan unusual\n\nin the department\n\ntime it does seem logical, when\n\nin the extracurriculum\n\nin any department\n\nbe overpresumptuous\n\nthat for some\n\npersonal qualities are found\nsame\n\nseeks to work\n\ninterest that\n\nabundance\n\nof these\n\nof social science. At\n\none considers the content\n\nthe\n\nand impli¬\n\ncations in the social science curriculum, that the training and natural inter¬\nests of the social scientist would mark out for him a distinct type of service\nin the extracurriculum\n\nfield. The\n\nthis type of service may be grouped\n\nactivities which\n\nmight naturally fall into\n\nas follows :\n\n1. The group of activities related to one’s political participation in community life —\nThese relate to leadership and followership in political parties and political cam¬\npaigns, study of issues and candidates, a rational conception of party loyalty and\nparty participation, and the ever interesting procedure of voting. Many phases of\nsuch political club activities are easily adaptable to both junior and senior highschool pupils.\n2. The closely related group of activities connected\n\nwith many\n\ntypes of community\n\nparticipation — The materials for such activity abounds in the many questions of the\nday relating to the park and playground construction and use; the planning of city\nstreets, parkways, public buildings, civic centers, and public works; and in the many\nissues which continually arise in every modern community. To these may be added\nproblems of state, national, and international scope.\n3. The field of activities in which the emphasis may he placed upon forms rather\nthan content — I refer to such activities as parliamentary groups, debate societies,\nlegislative groups, school forums. Because of the fact that abilities thus developed\nare so widely used in social and political groups, the professional student of history\nand current affairs is a very natural sponsor.\n4. The departmental club, designed ptirely a?id simply for more intensive study\nin the social science field than is practical in the classroom — The author of this paper\nfrowns upon this type of extracurriculum activity. In the first place, the secondaryschool pupil is not yet far enough advanced to devote a large part of his leisure time\nto specialization of an academic character; and, second, such clubs usually attract\nonly the superior students who are probably attracted already by too much activity\nof an academic sort, However, within the limits which seem to me to prevail, I\n\n"}
{"page": 403, "printed_page": null, "text": "Department\n\nbelieve there is opportunity\nand teachers alike.\n\nof\n\nSecondary\n\nfor fascinating\n\nEducation\n\nextracurriculum\n\n397\n\nactivities for students\n\nA miscellaneous group may be listed which in fact could swallow up the\nother four. It is broader, however, and includes any activities which in any\nway concern the intermingling of people or their study of each other.\nIN\nc. R. van\n\nnice,\n\nVOCATIONAL\n\nmanaging\n\neditor,\n\nEDUCATION\nSchool\n\nActivities,\n\ntopeka,\n\nkans.\n\nIf the secondary school is to stand as the American \"people’s college,'' it\nmust contribute materially to the solution of our problem of vocational\nmaladjustment. If the curriculum cannot offer a solution, then the extra¬\ncurriculum and other agencies must offer it.\nExtracurriculum activities are particularly suited to the task of vocational\nadjustment. In the first place, such activities are entered by students enthu¬\nsiastically, for they are voluntary. They spring up ideally from the love of\nlearning or doing.\nSuccess in an extracurriculum activity appeals to the student as being\nmost practical. As in life, the value of an activity depends upon how it turns\nout. A student may be praised, blamed, ignored, or damned with faint\npraise for the way he carries a part in a school play, but he gets results —\nresults with a feeling of contentment — not grades or marks. He is being\nguided toward or from the vocational pursuits touched by the school play\nin which he had a part, such pursuits as playwriting, costuming, acting,\nbroadcasting, or teaching dramatics.\nThe student who is on the staff of the school paper is confronted with a\nlife situation which, with its quick rewards and punishments, will guide\nhim unmistakably toward or away from a journalistic career. If he decides\nto become an editor, a reporter, an advertising agent, or a publisher, it will\nnot be because his father was one before him or because someone with such\na calling has impressed him with the easy work and good income. It will be\nbecause the work on the school paper gave him the satisfaction that comes\nfrom doing a thing well, the kind of satisfaction that is good for a lifetime\nwhen a person is happy in his calling.\nAptitudes developed or discovered in competitive athletics point strongly\nin one way or another with regard to the advisability of many vocational\nchoices. Experience in athletics opens the way to consideration of the many\nnew and growing opportunities in sports, physical education, public health,\npersonal hygiene, leisure, and many others. Swift, sure, and impressive is\nthe influence of athletics upon the inclination of a boy to consider entrance\ninto a calling that overlaps the field of that activity.\nThe factor in the extracurriculum set-up that perhaps offers most oppor¬\ntunity for vocational guidance on the part of the teacher and for vocational\nexploration on the part of the student is the homeroom. The flexibility and\nmany-sided nature of the homeroom\n\ninvites \"activities” anywhere within the\n\n"}
{"page": 404, "printed_page": null, "text": "National\n\n398\n\nEducation\n\nAssociation\n\nsphere of student interest. Typical homeroom projects are: discussion of\ncourses offered by the school ; information talks on vocational guidance ;\nreports of visits to shops, offices, or industrial plants; job analyses of trades\nand professions; current events; talks by guests regarding their various\ncallings ; similar talks by imaginary guests ; writing the history of industries\nof the community; book reviews; and story telling. Such activities can easily\nbe made to appeal to the like-age and like-grade groups of the homeroom,\nand the result is a material contribution to the vocational orientation of\nthe students taking part.\nExtracurriculum activities, properly conducted, make a rich and generous\ncontribution to all the recognized objectives of public education, but nowhere\ndo they contribute more\nschool youth.\nTHE\n\nFUNCTION\n\nGERTRUDE\n\nMALLORY,\n\nOF\n\nthan to the vocational adjustment\n\nTHE\n\nLIBRARY\nSCHOOL\n\nLIBRARIAN,\nLOS\n\nBENJAMIN\n\nANGELES,\n\nIN\n\nTHE\n\nof secondary-\n\nSECONDARY\n\nFRANKLIN\n\nHIGH\n\nSCHOOL,\n\nCALIF.\n\nAccording to the National Survey of Secondary Education\n\nthe three most\n\nfrequently accepted functions of the secondary-school library, as reported\nby librarians, teacher-librarians, and principals, are: to enrich curriculum\nand supply reference material; to provide for worthy use of leisure time;\nand to train pupils in the use of books and the library. For the most part,\nhowever, a strange omission has been made. Teachers have not been\ntrained to advantageously utilize the facilities of the library for instruc¬\ntional purposes. In too many instances they do not stimulate and guide\npupils in the intelligent use of books, periodicals, and other library materials.\nLittle or no correlation is effected between classroom subjectmatter and ex¬\nperiences and materials available in the library. Altho, unfortunately, the\nmaterials are meager in some institutions, there appears to be, in too many\ninstances, a failure to use even those which are available. Furthermore, it\nis not uncommon to find that very little use is made of some exceptionally\nwell-supplied high-school libraries.\nWith a view to correcting this deficiency in teacher preparation, the\ncollege of education, University of Illinois, in September 1935 added one\nsemester-hour of library instruction to two of the required combined courses\nin student-teaching and the technic of teaching. English and the social studies\nwere selected for the introduction of this plan, because the teachers in these\nareas normally use the library more extensively than do the teachers in the\nother subjectmatter areas. This addition was made for the purpose of realiz¬\ning the following aims:\n(1) To offer student teachers such non-professional training in library classifica¬\ntion and cataloguing as will facilitate their use of books, periodicals, and graphic\nmaterials valuable for the enrichment of the secondary-school curriculum.\n(2) To provide an opportunity for student teachers to learn to utilize a school\nlibrary as part of their teaching equipment.\n\n"}
{"page": 405, "printed_page": null, "text": "Department\n\n(3) To\nlibraries.\n\nTo\n\nacquaint\n\nstudent\n\nof\n\nteachers\n\nSecondary\n\nEducation\n\nwith\n\ncollections\n\nthe book\n\nrealize these aims, the following units of work\n\n399\n\nof secondary-school\n\nwere formulated\n\nfor\n\ntrial during the school year 1935-36, with special emphasis on Unit III :\nIII. Library\n\nmethods\n\nA. Concept of the relationship of the library to methods of teaching with par¬\nticular emphasis upon the subjectmatter areas in which the students are\ndoing student-teaching.\nB. An understanding of the methods\nschool pupils.\n\nof teaching\n\nthe use of the library to high-\n\n(1) Preparation of library lessons.\n(2) Correlation with classroom activities of lessons in the use of the library.\ni\n\nIt is believed that this will make for a better understanding of the use\nof the library, and for a policy of centralization rather than decentralization.\nPHOTOGRAPHY\nJOHN\n\nW.\n\nAS\n\nSCHNECK,\n\nAN\n\nEXTRACURRICULUM\n\nRIVERSIDE\n\nHIGH\n\nSCHOOL,\n\nACTIVITY\n\nMILWAUKEE,\n\nWIS.\n\nSince the purpose of an education is to prepare the individual for “com¬\nplete living,” it becomes apparent that with the reduction of working hours\nthe task of the school becomes increasingly avocational. Where the wageearner of 35 years ago had scarcely enough free time in which to eat and\nsleep, the laborer of today finds himself with six to ten hours of leisure time\non hand every day. It is obvious that the field of extracurriculum activities\noffers the most promising place in which to find the solution to the problem\nof providing work for “idle hands” during leisure hours. Any activity which\nis to merit a place on the pupil’s school program must be one which promises\nto give him a continuously challenging pursuit, not for the duration of his\nschooldays but after he has taken his place as a workingman.\nTo many, it seems that photography furnishes such an interest. One need\nconsider only the myriad applications of photography to realize its possi¬\nbilities either as a hobby or as a vocation. The list is too long to enumerate\ncompletely, but consider its use as an advertising medium, its value to the\nastronomer by recording on a film what his eyes cannot see, the story telling\npower of a news photograph, the ability of the aerial camera to map a city\nor a country far more accurately than a surveyor, the penetrating power of\nthe microphotograph, the telescopic view of the infra-red camera showing\nscenes clearly which are 350 miles distant, the ultra-violet photograph by\nwhich signatures are restored on a completely charred bank check, the radio¬\ngraph which is able to locate safety pins in a child’s stomach, or the high¬\nspeed camera by which inconceivably rapid motions can be made to stand\nstill, permitting detailed analysis ; these and many others point to photog¬\nraphy as an avocational interest that is not lacking in its challenge.\nJust before the turn of the century, roll film wTas placed on the market.\nThis, together with the introduction of the cheap box camera was the\nbeginning of the popularization of amateur photography. From this small\n\n"}
{"page": 406, "printed_page": null, "text": "National\n\n400\n\nEducation\n\nAssociation\n\nbeginning the amateur trade has grown until the yearly film consumption by\nthe amateur exceeds 1500 tons, or 3,000,000 pounds of film stock. When one\nconsiders that the weight of a film in an average roll is only one-third of an\nounce, one is confronted by the staggering figure of 150,000,000 to represent\nthe annual roll film consumption. Figuring eight pictures to a roll there are,\nthen, 1,200,000,000 amateur camera clicks per year. This means that on an\naverage every man, woman, and child is “snap-shoted” ten times each year.\nOn the authority of a local firm that develops 4000 rolls of film per day,\n25 percent of all snapshots taken result in total failures. This means that\nof the 1,200,000,000 exposures made, 300,000,000 are never printed. This\nrepresents not only the loss of many a scene which can never be duplicated\nbut an actual loss of money which totals $12,000,000. An additional 35\nper cent, or about 400,000,000 of the pictures that are printed, are either\nout of focus, under-, or over-exposed to the extent that they are practically\nworthless. This leaves approximately 40 percent of the pictures originally\ntaken that will produce really good pictures. When we consider that prac¬\ntically 60 percent of the $40,000,000 spent for film is wasted, need we ask\nwhether there is a need for camera clubs in the secondary schools?\nTHE\n\nUSE\n\nJOSEPH\n\nOF\n\nENRICHMENT\nMATERIALS\nMATHEMATICS\n\nC. SHUTTLESWORTH,\n\nSUMMIT\n\nHIGH\n\nIN\n\nSCHOOL,\n\nSECONDARY\n\nSUMMIT,\n\nN. J.\n\n4\n\nIt is agreed rather generally that the mathematics courses of the future\nmust make a much greater effort to develop cultural and practical aspects\nas well as mathematical technics. I do not see how this can be accomplished\nadequately unless the classroom provides, among other things, an oppor¬\ntunity for laboratory study corresponding somewhat to the same work in\nthe sciences. Mathematics, if treated in this way, can contribute much to the\nlife of the pupil. This can be done, I am sure, without destroying or de¬\ntracting from the beautiful logical system of geometry, and at the same time\nit will give added meaning and establish more permanently the algebraic\ntechnics.\nIn discussing the use of materials in high-school mathematics, I am not\nthinking merely of field work with the plane table or the transit. I am\nthinking of the problem more broadly; any opportunity that the pupil may\nhave to apply the mathematical principles he has learned, whether with\ndrawing instruments, hammer and saw, mechanical devices, or any other\nconcrete material, comes under this category. I should like to illustrate in\nsome detail the variety of opportunities that present themselves in an appar¬\nently obscure topic in plane geometry.\nQuite early in the geometry course we were studying the propositions rela¬\ntive to the sum of the angles of a polygon. Some additional work was sug¬\ngested beyond the range of the textbook. Tho not specifically required at\nfirst, it soon became a part of the regular class work. The work proposed\nwas as follows:\n\n"}
{"page": 407, "printed_page": null, "text": "Department\n\nPLANE\n\nof\n\nSecondary\n\nGEOMETRY\n\n401\n\nEducation\n\nUNIT\n\nPolygons\nThe following suggestions are made for students wishing\nin connection with the study of the angles of polygons:\n\nto do additional work\n\n1. Survey — the first group to make the survey will drive stakes at each corner\nof the plot.\n(a) Measure each angle with the transit or plane table\n(b) Check using the formula for the sum of the angles of a polygon\n(c) Make a scale drawing.\n2. There are many combinations — of regular polygons that will fill the space\naround a point in a plane. Find as many such combinations as possible and\nmake drawings of those you think most interesting.\n3. Cut out a number of congruent quadrilaterals and number or color each of\nthe corresponding angles. Try to make a tilework of the quadrilaterals. Note\nthe results and give proof for your conclusion.\n4. Cut out some regular polygons and make them fit without keeping the poly¬\ngons in the same plane. This should produce some of the regular polyhedrons\n(solid geometry figures). You may be interested in seeing some of the patterns\nfor making some of these.\n5. A cross-section of the tower at the main entrance is a regular polygon. Find\nthe angle at which two of the walls meet and check your solution by measure¬\nments.\n6. The bay window in your classroom is a segment of a regular polygon. Measure\nthe angle at which the windows meet and solve for the number of sides.\n\nOne easily recognizes that there is much material here that is not strictly\nplane geometry. It is questionable whether some of it has any value at all\nin the strictest sense. However, it does indicate how an interest, if encour¬\naged, may develop. For several pupils who were interested in mineral col¬\nlection, geometry took on new life. Two of them made a collection of about\ntwo dozen geometric models of crystals in which they were interested. They\neven went so far as to stimulate the teacher who has since purchased a book,\nGetting Acquainted\n\nWith\n\nMinerals.\n\nThe real value of experiences of this kind is more fundamental than a\ndescription indicates. To the pupils the theorems being studied were not\nmere verbalized rules or abstract formulas to be evaluated. I am unwilling\nto have pupils learn a theorem, get the right answers to several textbook\nproblems, and then assume that the learning process has taken place. So far\nas possible mathematics should take on meaning; it should require initiative\nand originality, as well as memory.\nFAMILY\n\nRELATIONSHIPS\n\nAND\n\nTHEIR\n\nIMPLICATION\n\nFOR\n\nCURRICULUM-BUILDING\nROBERT\n\nG. FOSTER,\n\nMERRILL-PALMER\n\nSCHOOL,\n\nDETROIT,\n\nMICH.\n\nWorthy home membership is still the forgotten objective in secondary\neducation in many, if not most, parts of the United States, altho one can\ndiscern progress being made each year in this phase of educational effort.\nLike many other new developments in education, present interest in per¬\nsonality adjustment and the study of family relationship has grown largely\n\n"}
{"page": 408, "printed_page": null, "text": "National\n\n402\n\nEducation\n\nAssociation\n\nout of the crises of the World War and the post-war depression. Altho\nthe American family has been having an increasingly difficult time main¬\ntaining its integrity since the Civil War, a recognition of the need for the\nstudy of and education for marriage and family life has come only in rela¬\ntively recent years. There is still very little known scientifically about most\naspects of marriage and family relationships with which to form the basis for\na fundamentally comprehensive curriculum, but so much more is known than\nis applied in the curriculum that in this paper it seems wise to confine most\nof my remarks to the basic importance of the family as an object of study and\neducational consideration and give relatively little attention to the educa¬\ntional problems involved. The implications for curriculum construction be¬\ncome obvious as one comes to see the scope of the field.\nThe family is important in every culture from the simplest primitive\ngroup to the most complex industrial civilization. The need for its study and\nan understanding of the factors which affect its function and relationship\nseems evident when the following facts are given our consideration :\nFamily experience is a universal human experience. In America 312,000, or only\nabout 1 percent of those under ten years of age, are being cared for in homes or\ninstitutions apart from their normal parents. Or, putting the matter another way,’\none finds that about 61 percent of the 130,000,000 of our population spend most of\ntheir time in the home: 27 percent are homemakers; 19 percent are young\n11 percent are under school age; and 4 percent are feeble or aged.\nLooking\n\nat the situation from\n\nare illuminating.\n\nThe\n\nthe viewpoint\n\nMetropolitan\n\n100,000\n\ninfants\n\nborn, 78 percent\n\nparents.\n\nFrom\n\ncensus\n\ndata\n\nwe\n\nof those who\n\nLife Insurance\n\nmarry\n\nand\n\nCompany\n\n85 percent\n\nfind that by the age\n\npercent of all females are married\nor have been married.\n\nmarry,\n\ntwo\n\npeople;\n\nsets of figures\n\ntells us that of every\n\nof those who\n\nmarry\n\nbecome\n\nof forty-five approximately\n\nand by the age of sixty-five about\n\n90 percent\n\n80\nare\n\nThe foregoing figures are presented to establish the fact that there is no\nmore universally common experience for young people than their home and\nfamily relationships, and that they will marry and become parents is as\npredictable for 75 percent or more as any social phenomena can be predicted.\nIn terms of our philosophy of education in a democratic society, it would seem\nthat these figures alone would indicate something for those concerned with\ncurriculum-building.\nThe requirements for adequate functioning as a husband, wife, and parent\nare more varied in scope than those for most vocations for which young\npeople prepare themselves in school. George Warren, in his book Farm\nManagement,\n\nsets this problem\n\nadmirably\n\nwith respect to the qualifications\n\nfor success in farming. He says, “A good farmer must be ( 1 ) a good business\nman; (2) a good mechanic; (3) a biologist and naturalist; (4) a skilled\nlaborer.” He then emphasizes the fact that the farm is a home enterprise;\nthat experience is important for success; and that the farm is not a place for\nthe inefficient.\nIt has always seemed\n\nto me\n\nthat these criteria were\n\napplicable to the\n\ncriteria of fitness for marriage partners. I wonder if the home does not de¬\nmand business ability and if the homemakers (men and women alike) do not,\nto a degree, have to be good mechanics, skilled laborers, teachers, biologists,\n\n"}
{"page": 409, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\n403\n\nEducation\n\npsychologists, educators, physicians, nurses, and business managers. These\nand other personal qualifications are expected of those who marry, and yet\nthere is not a vocation of any consequence into which one can find employ¬\nment with as little prerequisite training as marriage. All one needs in most\nstates is maleness, femaleness, the urge, and the price of a license.\nAgain I raise the question as to curriculum implications. If our curriculum\nis to be based upon life needs of its students, it would seem that long ago this\nphase of education would have had much more consideration.\nSECRETARY’S\n\nMINUTES\n\nDetroit,\n\nMichigan\n\nFirst Session, Monday\n\nAfternoon,\n\nJune 28, 1937\n\n“Extracurriculum Activities in the Junior and Senior High Schools” was the\ntheme of the three general meetings and the fifteen conferences held by the Depart¬\nment of Secondary Education. The first of the three general meetings was held in\nthe auditorium of Cass Technical High School. Ernest D. Lewis, president of the\nDepartment, presided. The papers read wyere of much value and made an excellent\nintroduction to further consideration of the general theme. C. R. Van Nice, managing\neditor of School\n\nActivities, presented\n\nulum\n\nto the Social Adjustment\n\nActivities\n\nChamberlain,\nContributions\nYouth.”\n\na paper\n\non “The\n\nContributions\n\nof Secondary\n\nEducation,”\n\nof Extracurric¬\nand\n\nRalph\n\nC.\n\nprincipal of the Rufus King High School, Detroit, discussed “The\nof Extracurriculum Activities to the Social Adjustment of Secondary\n\nIn the absence\n\nof Paul\n\nW.\n\nTerry,\n\nprofessor\n\nof education\n\nof the University\n\nof Alabama, Professor Sims, of the same institution, read his paper on, “The Con¬\ntribution of Extracurriculum Activities to the Development of Altruistic Citizenship.”\nLengthy abstracts of these three papers, as well as other material presented at De¬\ntroit, will appear in the October and succeeding issues of Secondary Education, the\nofficial organ of the Department. The complete papers can be secured in mimeo¬\ngraph form from the editor of S econdary Education, 800 East Gunhill Road, New\nYork, New York. A charge of ten cents for each paper will be made to cover postage.\nAt the conclusion of the addresses, the meeting adjourned to break up into sub¬\ngroups of fifteen joint conferences, most of which assembled in Cass Technical High\nSchool. In these conferences, talks were given by a speaker or speakers, or panel dis¬\ncussions were arranged dealing with those extracurriculum activities which have\nproved especially valuable in each of the high-school departments. Thru the coopera¬\ntion of the conference chairmen, the different speakers, and the local committee on\narrangements, material presented at each of these conferences has been collected,\na part of which appears in the preceding pages.\nThe fifteen joint conferences arranged by the Department\nLanguages,\n\nin cooperation\n\nwith\n\nthe American\n\nClassical\n\nwere\n\nLeague;\n\nas follows:\n\nAncient\n\nArt, in cooperation\n\nwith the Department of Art; Business Education, in cooperation with the Depart¬\nment of Business Education; English, in cooperation with the National Council of\nTeachers\n\nof English;\n\nGeography\n\nTeachers;\n\nGeography,\nSchool\n\nin cooperation\n\nHealth\n\nand\n\nPhysical\n\nthe Department of School Health and Physical\noperation with the Department of Supervisors\n\nwith\n\nthe\n\nEducation,\n\nNational\n\nCouncil\n\nin cooperation\n\nof\n\nwith\n\nEducation; Home Economics, in co¬\nand Teachers of Home Economics;\n\nLibrary Service, in cooperation with the N.E.A.-A.L.A. Joint Committee on School\nLibraries; Mathematics, in cooperation with the National Council of Teachers of\nMathematics;\n\nModern\n\nLanguages,\n\nin cooperation\n\nwith\n\nthe National\n\nFederation\n\nof\n\nModern Language Teachers; Music, in cooperation with the Department of Music\nEducation; Parenthood Training, in cooperation with die American Association of\nUniversity Women; Science Instruction, in cooperation with the Department of Sci¬\nence Instruction; Social Studies, in cooperation with the Department of Social\nStudies; and Vocational\ntional Education.\n\nEducation,\n\nin cooperation\n\nwith\n\nthe Department\n\nof Voca¬\n\n"}
{"page": 410, "printed_page": null, "text": "National\n\n404\n\nSecond\n\nEducation\n\nSession, Tuesday\n\nAssociation\n\nAfternoon,\n\nJune 29, 1937\n\nA luncheon, at which high-school librarians joined the members of the Department,\nwas held in the Administration Building of the Ford Motor Company thru the\ncourtesy of the company. The president of the Department presented H. L. Harring¬\nton, assistant superintendent of the Detroit public schools, who introduced invited\nguests and speakers. Music was furnished by the Dixie Eight of the Ford Motor Com¬\npany. The scheduled address of the afternoon was delivered by Gertrude Mallory\nof the Benjamin Franklin High School of Los Angeles, California, on the topic, ‘‘The\nFunction of the Library in the Secondary School.”\nFollowing the luncheon, courtesy cars provided by the local committee on arrange¬\nments transported those attending the luncheon to the Greenfield Village for a tour\nof that interesting educational project.\n\nThird\nThe\n\nfinal meeting\n\nSession, Wednesday\nwas\n\nheld in the Cass\n\nAfternoon,\nTechnical\n\nJune 30, 1937\n\nHigh\n\nSchool. George\n\nR. Rankin,\n\nvicepresident of the Department, presided. A fifteen-minute program of music was\nfurnished by the school band under the direction of Howard Rosser. This was fol¬\nlowed by a student program depicting in dramatic fashion “Some Extracurriculum\nActivities of the Detroit Intermediate and High Schools.” This attractive part of the\nprogram was carried out under the direction of Mary F. Farnsworth, assistant prin¬\ncipal of the Cooley High School.\nThe concluding feature of the program consisted of a talk by Walter C. Eells,\ncoordinator\n\nof the Cooperative\n\nD. C. It dealt with\n\nStudy\n\na study made\n\nof Secondary\n\nSchool\n\nWashington,\n\nschools of periodicals\n\navailable\n\nfor use in secondary schools.\nUpon the adjournment of this session, the annual\n\nbusiness\n\ncalled to\n\norder\n\nHealy\n\nby the president,\n\nErnest\n\nin 200 cooperating\n\nStandards,\n\nD. Lewis.\n\nHazel\n\nM.\n\nmeeting\n\nwas\n\nof the Washington\n\nHigh\n\nSchool, Milwaukee, Wisconsin, was appointed secretary pro tem in the absence of\nNettie R. Bolland, secretary. The minutes of the annual meeting held in Portland,\nOregon, were approved after a correction was made to include the names of all\nofficers elected at the business meeting. The treasurer’s report was read and ap¬\nproved. The president briefly reviewed the work of the past year. He called attention\nto the interesting meetings held in February at New Orleans — to the largely attended\ndinner, arranged by the High School Association of New Orleans, at which addresses\nwere\n\ndelivered\n\nby Thomas\n\nH. Briggs\n\nof Columbia\n\nUniversity,\n\nHarl\n\nDouglass\n\nof the\n\nUniversity of Wisconsin, and the president; and to other meetings which considered\nthe visualization needs of high schools, especially in regard to the use of motion\npictures and\nMr.\n\nLewis\n\nthe radio.\nalso told of the work\n\nof the various\n\ncommittees\n\nof the Department:\n\nthe Committee on the Integration of High-School Studies; the Committee on Citizen¬\nship Training in the Secondary Schools; the Committee To Promote Better Inter¬\nnational Understanding thru Education at the Secondary Level; and the Committee\non Motion Pictures. Two committees were partly organized during the year; the\nCommittee on Trends in Instruction and New Curriculum Materials, and the Com¬\nmittee on the Use of the Radio in Junior and Senior High Schools. All these com¬\nmittees are in need of financial support.\nSeveral\nthe work\n\nsuggestions were made during the meeting for developing more interest in\nof the Department and for increasing membership. New officers were\n\nelected for the year 1937-38. (See Historical Note, p. 388.)\nUpon motion of Martin Wilson, James Monroe High\n\nSchool,\n\nNew\n\nYork\n\nCity,\n\nthe president-elect was authorized to appoint the regional directors.\nUpon motion of the outgoing president, four issues of Secondary Education\n\nwere\n\nauthorized for the year 1937-38.\nMi ss Healy spoke in appreciation\nfor a number of years.\nThe meeting was adjourned.\n\nof the splendid\n\nservice\n\nrendered\n\nby Mr.\n\nLewis\n\n"}
{"page": 411, "printed_page": null, "text": "DEPARTMENT\n\nSecondary\n\nSchool\n\nOF\n\n‘Principals\n\n"}
{"page": 412, "printed_page": null, "text": "The\n\ndepartment\n\nof\n\nHISTORICAL\n\nNOTE\n\nsecondary\n\nprincipals\n\nschool\n\nwas\n\norganized\n\nin\n\nT opeka, Kansas, in 1886, under the name of the Department of Secondary\nInstruction. Anticipating the proposed merger of the National Association\nof Secondary Principals with the National Education Association, the\nname of the Department zvas changed to the Department of Secondary\nSchool Principals.\nThe officers of the Department for the year 1937-38 are: president,\nMcClellan G. Jones, Principal, Union High School, Huntington Beach,\nCalif.; first vicepresident, Paul E. Elicker, Principal, Newton High\nSchool, Newtonville, Mass.; second vicepresident, H. V. Kcpner,\nPrincipal, West Side High School, Denver, Colo.; executive secretary,\nH. V. Church, 5835 Kimbark,\nmittee,\n\nWillard\n\nN.\n\nVan\n\nAvenue,\n\nSlyck,\n\nChicago, III.; executive\n\nTopeka,\n\nKans.\n\n(term\n\nexpires\n\ncom¬\n1938);\n\nK. J. Clark, Principal, Murphy High School, Mobile, Ala. (term expires\n1938); John E. W ellwood, Principal, Central High School, Flint, Mich,\n(term expires 1939); H. M. Hardin, Principal, Reed Junior High\nSchool, Springfield, Mo. (term expires 1940).\nThe publications of the Department consist of a Bulletin — issued\nfive times a year — and a Yearbook. The annual dues for the Department\nare $2, payable to the Executive Secretary. Facts relating to the estab¬\nlishment of this Department and the record of meetings are found in\nearlier volumes of proceedings as follows:\n1887 -.393-442\n1888 -.401-433\n1889 -.497-533\n1890 -.61 3-655\n1891 -.615-687\n1892 -.333-373\n1893 -.177-242\n1894 -.743-794\n1895 -.579-635\n189 6:557-619\n\n189 7:644-699\n1898 -.664-700\n1899 -.601-817\n1900 -.428-453\n1901 -.565-604\n1902 -.455-492\n1903:429-486\n1904 -.473-536\n1905 -.423-479\n1906:633-636\n\n1907 -.521-710\n1908 -.577-667\n1909 -.479-522\n1910 -.443-533\n1911 :555-657\n1912 -.663-765\n191 3:469-499\n1914 -.445-488\n1915 -.723-753\n1916 -.517-574\n\nl 406 ]\n\n1917: 253- 284\n1918: 177- 189\n1919: 195- 204\n1920: 209- 230\n1921: 667- 678\n1922 -.1267-1293\n1923 : 861- 880\n1924: 775- 802\n1925 : 450- 477\n1926: 637- 652\n\n19 27:599-677\n1928 :591-650\n1929 :579-632\n1930 -.543-595\n1931 -.577-620\n1932 -.493-524\n1933 -.507-530\n1934:493-512\n1935 -.461-470\n1936:361-371\n\n"}
{"page": 413, "printed_page": null, "text": "The Functions of Secondary Education\nFUNCTION\nJOSEPH\n\nH.\n\nBUTTERWECK,\n\nTEMPLE\n\nI\n\nUNIVERSITY,\n\nPHILADELPHIA,\n\nPA.\n\nThis address is concerned with a critical analysis of Function I, Inte¬\ngration, of the report of the Committee\n\non Orientation of the National\n\nAssociation of Secondary-School Principals. Any statement of the integra¬\ntive function of secondary education must concern itself with the following\nfour factors :\n\nare clearly stated it is impossible to indicate the nature of the integration\nwhich any school program should undertake. The Committee has not been\nquite clear in its statement of these essential elements.\nfor a dynamic democracy?\n\nShould it be that of teaching individuals to accept\n\ntruth, or to guide them in ways and means\n\nof searching for truth? The Com¬\n\nmittee’s report is not entirely clear on this point, probably due to the fact\nthat it has evaded the more difficult responsibility of stating the characteristi\ncs\nof successful citizenship in a democracy.\n\nby the type of individual\ni c\ni s\ns\ns\nelementar\ny chool ince ts uccess s onditioned\nwho enters its doors? It has a right to suggest the type of product which it\no\nc\nt\nf\nwould like to receive, and to give a general prescripti\non or he reation f\nsuch a product.\nThe conventional elementary school has done an effective job in teaching\n1.\ntruth,\nthis prepared effective citizens in a social order where change\nW atbutarhas\ne the essential\nementsCan\nof the\nof values constantly takes el\nplace?\nschool build an effective\na dysecondary\nnamic demo\ncracy? Un l\nthesehave\nprogram in preparation for a democracy if those who enter itstidoors\nalready been conditioned to accept rather than to seek truth ?\nelements of a curricul\n\na t\nt\nW\nhave as yet no scientific measures\num t his ime. e\nfor their selection If the Committe\nis t b\na foundati\nr\nf\n.\nosn oirn\net’ssho eportset doo eccormie\nt\ne\no\nf\np\ni\nu\nt\nb\nh\no\nf\nr\ne\nu\nr\ne\ne\nt\ne\no\nw\nt\nc\nu\nd\nu\ng\ne\nn\nt\nr\nld\nrams,\nria\n2\nion\ne\n.\nWhat shoul\nselecting thed ibe\ne\nf\na secondar\nprogram and\nntegthreatich\ny-educat\nveief lceomnecnetrsn ofor\nshould state these criteria in terms whanicheduacraetiosnoalgeneralioannd yet so clear\nprogram\nthat they can be applied as the condition in society change. designed\ns\n\nFUNCTION\nEDGAR\n\nG. JOHNSTON,\n\nPRINCIPAL,\n\nUNIVERSITY\n\nMICHIGAN,\n\nANN\n\nII\n\nARBOR,\n\nHIGH\n\nSCHOOL,\n\nUNIVERSITY\n\nOF\n\nMICH.\n\nThe failure of secondary schools generally to meet the obligations implied\nin the issue is convincingly demonstrated. A brief historical survey of the\n3\ndevelopment of American secondary education shows clearly those threads\n.\nWhat ty\npe of pr\noduct sh\n[ 407 ]\nould the\nsecondary\nschool ex\npect fro\nm the\n\n"}
{"page": 414, "printed_page": null, "text": "408\n\nNational\n\nEducation\n\nAssociation\n\nwhich have served to give continuity to the pattern. The cultural tradition\nhas emphasized information. It has focused attention on the distant past as\na source of materials worthy of attention and on the future as providing those\ngoals toward which the pupils’ efforts are to be directed. The satisfaction of\nimmediate needs has been opposed by those forces of tradition which have in\nlarge measure controlled the development of the secondary school.\nIn approaching the question as to what the immediate and probable future\nneeds are, the author makes clear that the definition of needs includes the\n“development of intellectual possibilities’’ and takes into account the maturity\nof the learner. The clarity of the presentation is enhanced by practical illus¬\ntrations from the fields of health, the utilization of machines, the development\nof social intelligence and efficiency, and the command of a foreign language.\nA comprehensive list of systematic studies which have been made to determine\nneeds in particular fields will serve as a helpful reference to the secondaryschool teacher or curriculum-maker. Following an analysis of various at¬\ntempts to classify needs, the author presents a convincing argument for the\nsatisfaction of needs as a prime function of the public secondary school and\nshows what the school must do to discharge this function.\nIt is clear that an acceptance of this function demands a modification of\nour conventional approach to the curriculum. The satisfaction of needs must\nbe primary and not subsidiary to the logic of departmentalized subjectmatter.\nFulfilment of this obligation is something which cannot be approached hur¬\nriedly or performed adequately by the untrained teacher. It will place exact¬\ning demands on the resources of the teaching profession. Heber H. Ryan\npoints out, however, that contributions can be made to an ultimate solution\nby the individual teacher who can survey his field for contribution to pupil\nneeds and modify his teaching to serve them more effectively, by groups of\nteachers working together, and by a body of experts commissioned to make\na comprehensive and exhaustive study of human\nlum development.\n\nneeds as a basis for curricu¬\n\nAs Dr. Ryan has so clearly pointed out, the difficulty in achieving realiza¬\ntion of this function has not been in getting theoretical acceptance of the\nneeds of pupils as the purpose of education — the difficulty has come in the\nselection of needs for the school’s attention and in getting them into concrete\nand practical form. Dr. Ryan would have us do an about-face and turn our\nattention from those logically organized bodies of subjectmatter which are\nsomehow or other to serve human needs eventually, to a consideration of those\nneeds themselves and a direct attack upon them now.\nWith the issue itself and with proposals for its implementation we can have\nno quarrel. It remains, perhaps, to point out those tendencies in the current\neducational scene which give promise of meeting the challenge set up by the\nCommittee in its discussion of this function. First of all, we may see a differ¬\nent approach to the educational process. The psychologist of today concerns\nhimself less with piecing together minute elements of experience and focuses\nour attention more on the total situation in which the learner finds himself.\nThe recognition that the organism functions as a unit and that the teacher\nmust consider the whole child and the entire situation which affects him,\n\n"}
{"page": 415, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\nSchool\n\nPrincipals\n\n409\n\ntends to break down barriers between subjects, between the curriculum and\nextracurriculum activities, between the school on the one hand and the\nhome and community on the other.\nBroadly conceived the growing emphasis on guidance is another encour¬\naging sign. We are coming to realize that the increased opportunities for\nchoice in the modern school and the recognition of the great differences\namong individuals in their various capacities, place on the school an unescapable obligation for wise guidance of the pupil among the options pre¬\nsented. At its best, guidance is made a function to which every teacher in\nthe school contributes.\nAmong\n\nthe projects undertaken\n\nwith the specific purpose of improving\n\nthe instructional program of the secondary school, the eight-year experiment\nof the Progressive Education Association deserves special recognition. Pre¬\nliminary reports would indicate a wide variety of programs among the thirty\nschools included in the experiment and a variation in the extent to which\npupil needs have occupied the center of the stage. There is certainly reason to\nhope that from some of the experimental programs undertaken will come\nleads which will point the direction toward more adequate and functional\norganization of instruction in the secondary school.\nThe Cooperative Study of Secondary School Standards conducted by sev¬\neral of the great regional associations of colleges and secondary schools is\nanother of the hopeful experiments. One of the most painstaking and ex¬\nhaustive of the current studies in the secondary field, this movement should\nbe influential in centering upon the pupil the attention of high-school leaders\nover a wide area.\nThe Regents’ Inquiry into the Character and Cost of Public Education\nin the State of New York is an investigation of far-reaching import. That\nportion of it which deals with secondary education has made a significant\napproach to this problem in its attempt to discover what has happened to\nthose pupils who left the school either thru graduation or before completion\nof the school course, and how well equipped these pupils were to meet the\ndemands\n\nwhich would\n\nbe placed upon them. The\n\nin scope and touches on many\n\nInquiry is comprehensive\n\nphases of school organization.\n\nAt the present time a majority of the states have curriculum\n\nrevision pro¬\n\ngrams under way. In a number of these state programs — of which Virginia\nand Mississippi are illustrative — there has been emphasis on that concept\nof the curriculum which makes it inclusive of all the educational experiences\nof the child under the sponsorship of the school. Moreover, they have in¬\ncluded an analysis of personal and social needs as the basis from which the\ncurriculum takes its orientation. In California a group of cooperating schools\nhas been freed from formal college entrance requirements and given encour¬\nagement\n\nto experiment with promising innovations in the secondary-school\n\nprogram. Michigan has just embarked upon a study of the secondary-school\ncurriculum which will involve the selection of typical schools and the pro¬\nvision of assistance to them in making a study of pupil needs and adapting\nthe curriculum to meet them.\n\n"}
{"page": 416, "printed_page": null, "text": "410\n\nNational\n\nEducation\n\nAssociation\n\nH ere and there individual schools are making tentative departures from\ntradition in providing special courses which are designed to meet some specific\npupil needs or in organizing the staff for a thorogoing attack on the program\nof pupil education which may be more functional in its community.\nFinally, mention should be made of the increased activity of the national\nDepartment of Secondary-School Principals. All serious-minded leaders of\nsecondary education will take encouragement in the advance which has been\nmade within the past year. The subsidy from the General Education Board\nfor the implementation of a professional program, the development of a pro¬\nfessional staff in Washington, the expanded publications policy, and the\nrecent appointment of a committee to promote discussion of the reports of\nthe Committee on Orientation all give hope of a professional program which\nwill exert a profound influence in secondary education in the next decade.\nNot the least significant of the plans which the Executive Committee has put\nin operation is that which provides for the encouragement of discussion\ngroups in the various states and the appointment of regional discussion group\ncoordinators.\nThe Committee in its discussion of this function has pointed the way. It\nremains for professional groups and individual principals to take up the\nchallenge presented and to make pupil needs central in the program of their\nschools.\nFUNCTION\nKENNETH\n\nL. HEATON,\nSTATE\n\nDIRECTOR,\n\nDEPARTMENT\n\nOF\n\nDIVISION\n\nIII\nOF\n\nEDUCATION,\n\nCURRICULUM\nLANSING,\n\nRESEARCH,\n\nMICH.\n\nFunction III is stated in the following words:\nTo reveal higher activities of an increasingly differentiated type in the major\nfields of the racial heritage of experience and culture, their significant values for\nsocial living, the problems in them of contemporary life, the privileges and duties of\neach person as an individual and as a member of social groups; to make these fields\nsatisfying and desired by those gifted for successful achievement and to give infor¬\nmation as to requirements for success in these fields and information as to where\nfurther\n\ntraining\n\nmay\n\nbe secured.\n\nPerhaps no statement regarding education has been repeated more\n\noften\n\nthan the first of Briggs’ “Golden Rules” of education : “The first duty of the\nschool is to teach pupils to do better the desirable things that they are likely\nto do anyway.” The corollary statement has not been quoted as often: “An¬\nother duty of the school is to reveal higher activities and to make them both\ndesired and to a maximum extent, possible.” It is this second ideal that was\nin the thought of John A. Lester as he drafted the discussion of Function III.\nThe importance of this ideal is universally recognized. It is difficult to\nachieve it, however, in these days when high schools are filled with students\nof all ranges of ability and past experience. It is difficult to stimulate those\nof low ability and those of high ability, those of rich cultural background\nand those of mediocre background, thru a common educational experience.\nFurthermore, the pattern of educational objectives has tended in the past to\n\n"}
{"page": 417, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\nSchool\n\nPrincipals\n\n411\n\nconcentrate attention upon the “pouring-in” of facts and upon the develop¬\nment of vocational skills rather than upon the stimulation of new and higher\ninterests of personal and social significance to students. According to Dr.\nLester, there is still a “persistent notion that schools are places which enable\nus to advance our personal fortunes without regard for others, that we go to\nschool to make money, or to escape boredom when money cannot be made.”\nIt is proposed that there should be a readjustment of emphasis in secondary\neducation ; that students should become more conscious of the personal and\nsocial importance of all their activities and plans, that there should be an\nadjustment of learning activities to the differentiated abilities and needs\nof individual boys and girls; and that the success of the school should be\njudged in proportion to the number of its graduates who are interested in\n“an individual, self-motivated, active, continuation of the processes of edu¬\ncation set in motion by the school.”\nFuture progress in the realization of this ideal must depend upon several\nchanges in the condition of education. We must have a generation of teachers\nwho themselves have felt the satisfactions in higher activities and who are\nconscious of the personal and social importance of their own activities. As in\nall efforts for educational progress, teacher education is the first essential\nfor success.\nIn the second place, fixed steps of learning must be replaced by some plan\nwhich will be based upon the concept of differentiated needs, and provision\nbe made for increased diversity of activities. Alternation of courses, enlarging\nof the faculty by the setting up of a six-year school, the use of circuit or\npart-time teachers, correspondence courses, and a horizontal division of\nteaching responsibility — all these are good but as solutions they hardly seem\nadequate to meet the wide range of existing differences among high-school\nstudents. This problem of providing differentiated learning experiences to\nmeet the needs of all students remains as perhaps the most difficult problem\nof the secondary school.\nWe\n\nare able to greet with enthusiasm\n\nother suggestions made\n\nfor the\n\nimprovement of the school situation. Chief among these are the recommenda¬\ntion of wider use of cumulative records, the instruction of students in the\nart of learning, and the extension of the junior college curriculum. The feel¬\ning that cumulative records are necessary to facilitate a program of individ¬\nualized learning is spreading rapidly. Altho very few schools are giving\nstudents an opportunity to study the art of learning, including a knowledge\nof the principles and psychological factors which affect learning, that which\nstresses intelligent self-guidance for the student seems to be a logical and\nessential part of any curriculum. It also seems logical that the awakening of\nnew interests among high-school students may increase the enrolment in\njunior colleges.\nNo one will want to disagree with this third function or with the analysis\nwhich has been so carefully written for it, but to achieve the ideal in its\nfull meaning will require additional planning and effort.\n\n"}
{"page": 418, "printed_page": null, "text": "412\n\nNational\n\nEducation\n\nAssociation\n\nFUNCTION\nBERTIE\n\nBACKUS,\n\nPRINCIPAL,\n\nALICE\n\nIV\n\nDEAL\n\nWASHINGTON,\n\nJUNIOR\n\nHIGH\n\nSCHOOL,\n\nD. C.\n\nWhen teachers and principals meet together to examine our common goals\nand to check our practise in the light of these goals, there is a chance for\nprogress in education. I was quite surprised to discover that Function IV\nwas the only place in the Committee’s discussion in which the junior high\nschool is mentioned. One might draw several conclusions from this omission.\nI hope we may conclude that the junior high school has so successfully estab¬\nlished itself as an integral part of secondary education, that the functions\nof secondary education and the functions of the junior high school are\nidentical. However, some recent criticisms of the junior high school, together\nwith the treatment of Function IV in the Committee’s report, cast some\ndoubt upon the validity of this conclusion. My own criticism of the Com¬\nmittee’s discussion of Function IV is to be found in Bulletin 64 of the\nDepartment of Secondary-School Principals.\nMy experience as a junior high-school principal extends back twelve years\n— long enough that the singling out of exploration as the chief function of\nthe junior high school by the Committee came to me as a shock, so completely\nhas exploration disappeared from practise and from the discussion of junior\nhigh-school problems. Exploratory courses in language, in shops, in mathe¬\nmatics, have all but disappeared. Shorthand has been given up ; bookkeeping\nhas become general business; typewriting has become a tool subject that takes\nthe place of penmanship ; general science alone remains. That, however, has\nbecome a course of study in its own right and is seldom thought of as explora¬\ntory of science. As for basing educational plans for the individual child upon\nthe discoveries made in exploratory courses — well, it just has never been\ndone. Mary fails in Latin and takes German or Spanish instead. Johnny,\nI. Q. 89, works well in shop, but he plans to go to the Naval Academy or to\nstudy medicine. Shall we conclude, then, that exploration as a function of\neducation is impractical? Should we not rather reconsider our definition of\nexploration? It seems to me that we have regarded exploration in too narrow\nand too practical a sense. All education should be exploration : exploration\nthat leads to a better understanding of the everyday world and its problems;\nexploration that gives insight into the continuity and one-ness of life ; explora¬\ntion that results in an appraisal of one’s own\ninterests.\n\npowers, one’s own\n\nabilities and\n\nIf we accept this view of the exploratory function of education, let us\nask and answer three questions with respect to our practise.\n1. Does school in Grades I-XII, as it is now\n2. Can it perform this function?\n\norganized,\n\nperform\n\n3. From the psychological point of view, is the junior high\nwhich to emphasize the exploratory function of education?\n\nthis function?\n\nschool\n\nthe unit in\n\nIn answering these questions we shall have to say sometimes “ yes ,” some¬\ntimes “no.” Undoubtedly the school of today gives more meaning, to more\n\n"}
{"page": 419, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\nSchool\n\n413\n\nPrincipals\n\nthings, to more children than ever before ; unquestionably children are dis¬\ncovering interests and abilities thru school experience ; certainly early adoles¬\ncence is the age of exploration. On the other hand, it is equally true that\nmuch of the subjectmatter of the curriculum is an end in itself; that marks\nand credits are still the badges of education ; that many children still gradu¬\nate from our schools with no idea of what life is all about, with no depend¬\nable knowledge of their own powers, and bewildered as to where and how\nto take hold of the management of their own lives.\nIf we agree that exploration is a proper function of education and that\nthe junior high school is the psychological time and place for emphasis upon\nthis function, if we recognize the fact that it is not being adequately per¬\nformed, two questions present themselves: (1) Why has exploration dis¬\nappeared from practise and from the literature of the junior high school?\n(2) What are the conditions necessary for the performance of this function?\nTo answer the first question we will have to examine the effects of compartmentalization in education. The statement of the functions of education\nhas been the work of the philosopher in education; the selection of subjectmatter has been made by professional textbook writers; the organization and\nadministration of the school has been in the hands of the administrative staff ;\nthe teacher and the pupil have come into the picture after everything else\nhas been done, with the result that what was conceived as a resultant attitude\nhas been translated into a sampling process in many\n\nschools. When\n\nparent\n\nand pupil refused to fit the high-school program into the mold suggested by\nthis junior high-school procedure, junior high-school principals quietly\nchucked the whole program of exploration. In doing so we have not thrown\nthe baby out with the bath, as many of our critics seem to think. Nor can we\nclaim to have re-made our program in the light of a saner interpretation of\nthe exploratory function. However, I hazard the guess that a scientific evalu¬\nation of the work of the junior high school today would reveal more explora¬\ntion in the sense in which I am using the term in this paper than in the period\nof sampling which has been so generally abandoned.\nIf exploration is the peculiar function of the junior high school, what are\nthe conditions necessary for the performance of this function? To serve the\nexploratory function every subject must leave each pupil with :\n1. Some\n\ndefinite ideas about\n\n2. Some\n\ncommand\n\nthe subject: what\n\nof the technics\n\nmastery of the subject\n3. Some thoughtout conclusions\n\nand\n\nabout\n\nit is all about\n\nmethods\nhimself\n\nof study\n\nand\n\nwhere\n\nnecessary\n\nit leads\n\nfor proficient\n\nin relation to the subject.\n\nIn order to achieve these results, courses of study must be rewritten. They\nmust be written with the purpose of giving an overview of the subject, in¬\nsight into its essential contribution to the cultural heritage ; main ideas must\ntake the place of detail. Teachers themselves cannot write such courses. They\ndo not have the time, nor in many cases the broad view of the subject. Philos¬\nopher and subjectmatter specialist must combine forces to do the work,\ncriticized and checked by the teacher in the classroom. The work must be\ndone on a wider scale than is commonly practised in writing courses of\nstudy.\n\n"}
{"page": 420, "printed_page": null, "text": "National\n\n414\n\nEducation\n\nAssociation\n\nCourses of study must not only be rewritten but there must be fewer units\nof work in the junior high school. Some time, now devoted to the acquisition\nof facts, must be devoted to training in methods of study and in reflection\nupon meanings.\nSuch a program demands a new type of training for the teacher not only\nin subjectmatter but in methods of teaching. It presupposes also a new\ninterpretation of the guidance function of the junior high school. If the pupil\nis to receive from every course some definite ideas as to what it is all about,\nand to conclude some things about his own powers and interests with respect\nto that course, then every teacher must become a guidance teacher. Guidance\ncan no longer be either a department or a course of study. It becomes the\nresponsibility of each teacher, and must be regarded as her major function.\nWe shall need a functional testing program and expert assistance in\nanalyzing special problems. Finally, we shall need a school morale that makes\nit fashionable for each to do his best — an atmosphere in which no one is\nashamed to give expression to the emotions and aspirations which his explora¬\ntion of new worlds has aroused in him.\nExploration is a threefold process: the stimulation of curiosity and the\nawakening of interest, experience, and transmutation of experience and\ninterest into a planned program for oneself. Our present program halts be¬\ncause our courses of study, which are designed to awaken curiosity and direct\ninterests, and our methods of teaching and plans for guidance, which alone\ncan transmute experience into guiding purpose, limp far behind the rich ex¬\nperiences which the junior high school provides.\nFUNCTION\n\nV\ni\n\nJOHN\n\nR. BARNES,\n\nDIRECTOR\n\nOF\n\nGROSSE\n\nCURRICULUM\n\nPOINTE,\n\nAND\n\nINSTRUCTION,\n\nMICH.\n\nThe Committee on Orientation of Secondary Education states Function V\nin the following words:\nTo systematize knowledge previously acquired or being acquired in courses in\nsuch ways as to show the significance both of this knowledge and especially of laws\nand principles, with understanding\nwise be perceived.\n\nof wider\n\nranges\n\nof application\n\nthan would\n\nother¬\n\nIf I interpret this statement correctly, it asserts two things:\n1. Effective\nand pupil.\n2. Systems\n\nteaching\n\nand\n\nof knowledge\n\nlearning\nmust\n\ndemand\n\nstand\n\nsystem\n\non the part of both the teacher\n\nthe test of demonstrated\n\ndevelopment of meanings for the learner, and\nthe details to new situations.\n\nto his ability and\n\ncontributions\ninclination\n\nto the\n\nto apply\n\nThis function is discussed at considerable length in Bulletin No. 64 of\nthe Department of Secondary-School Principals over the signature of\nFrancis L. Bacon. A thoughtful reading and re-reading of that discussion will\nyield rich dividends of mental stimulation and understandings.\n\n"}
{"page": 421, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\nSchool\n\nPrincipals\n\n415\n\nThese statements of Functions of secondary education must be interpreted\nin the light of the earlier report of the Committee on Orientation on Issues\nwhich appeared in January 1936 (Bulletin No. 59 of the Department of\nSecondary-School Principals). Issue VII bears most directly upon the prob¬\nlems growing out of Function V. The Committee states this issue as follows:\nShall\n\nsecondary\n\ncategories\nstudents ?\n\nunder\n\neducation\nwhich\n\naccept\n\nschool\n\nconventional\n\nexperiences\n\nschool\n\nshall\n\nbe\n\nsubjects\n\nclassified\n\nas fundamental\n\nand\n\npresented\n\nto\n\nor\nShall it arrange\n\nand present\n\nto the performance\n\nexperiences\n\nof such functions\n\nin fundamental\n\nof secondary\n\ncategories\n\ndirectly related\n\nschools in a democracy\n\ning the ability and desire better to meet socio-civic, economic,\nvocational, and preprofessional problems and situations?\n\nas increas¬\n\nhealth, leisure-time,\n\nThis issue is discussed fairly and thoughtfully by the Committee, which,\nafter considering the many implications of the issue, states its conclusions\nin these words:\nIt is the opinion\nthe curriculum\nfundamental\n\nThe\n\nof this committee\n\nwill have\n\nto be abandoned\n\nto the task imposed\n\nCommittee\n\nconsidered “more\n\nthat the conventional\n\nupon\n\nin favor\n\nof the categories\n\nwhich\n\nof\n\nare more\n\nthe school by these functions.\n\nfollowed this statement\nfundamental”\n\nsubject organization\n\nwith an indication of what\n\ncategories, naming\n\nit\n\ntwo:\n\nI. That part of the curriculum devoted to making the individual more\nmore willing to contribute to the improvement of human relationships.\n\nable and\n\nII. That part concerned with society’s need for the growth of ability and inclina¬\ntion on the part of the individual to manage and utilize the potentialities of our\nnatural\n\nphysical\n\ngeneral\n\nwelfare.\n\nenvironment\n\nso that it may\n\nmake\n\nits maximum\n\ncontribution\n\nto the\n\nThe discussion of these categories and of some of the details of a program\nconsistent with the point of view maintained by the Committee are well\nworth the thoughtful study of all secondary-school teachers and adminis¬\ntrators.\nThis review of the thinking of the Committee on Orientation should help\nus to focus our own thinking on the heart of the problem before us in\nFunction V.\nI. Instruction must be systematized — The Committee in its discussion of\nboth Issues and Functions consistently maintains the imperative necessity\nfor organization of the content of instruction both as a means of economy\nof pupil and teacher time and energy and as an essential step in the develop¬\nment of meaning in what is learned. We may break with systems of learning\nwhich persist today largely because of the sanctions of antiquity or tradition,\nbut we must not too nonchalantly burn the old guide books until we are\nsure our compass is accurate and our goal clearly determined. To quote the\nCommittee:\nMere\n\n“The\n\nessential is to determine\n\nchange is not enough !’\n\nwhich\n\nway\n\nprogress is to go.\n\n"}
{"page": 422, "printed_page": null, "text": "National\n\n416\n\nEducation\n\nAssociation\n\nII. Systems of knowledge are means to an end, not ends in themselves —\nThe objective is the organization and systematization of knowledge in the\nmind of the learner, so that evaluation, generalization, and application will\nfollow. As the Committee says, “This is the final measure of the school’s\nsuccess” in fulfilling Function V.\nIt is unfortunate that many of us have associated ourselves with one or\nthe other of two contending camps of educators. On the one hand we see the\nhosts of professional “progressivism,” whose banners proclaim the divine\nright of the child to determine his own curriculum. On the hill-tops across\nthe valley of decision stand the old guard, faithful to the death.\nThere are many of us who cannot accept either of these points of view;\nwho are increasingly aware of the dilemma which faces the secondary school\nin this confusion of contending philosophies. We recognize the great con¬\ntribution which John Dewey and William H. Kilpatrick have made to\nrediscovery of the child as the central fact in education, but we turn pale as\nwe watch some of their followers burn down the house because the windows\nare not properly spaced. We\n\nagree with the Committee\n\non Orientation that\n\nthere are “more fundamental categories” around which to systematize our\nchildren’s learning, but we also agree with the Committee when it describes\nthe chaos of much of presentday curriculum “reform” in these words:\nUndoubtedly the breakdown of continuity in the old courses and laxity of organiza¬\ntion in the newer ones result largely from the urge for reform, which has under¬\nmined confidence in the traditional organization of knowledge and, as yet, has not\nfully demonstrated\n\na certainty\n\nof values\n\nor of methods\n\nof organization\n\nin the new\n\nproposals. While clinging with decreasing certainty to the values of the old forms,\nthe school is at the same time fumbling in perplexed efforts to adopt the new designs.\n\nThe secondary school of the more traditional type finds itself confronted\nwith certain facts which are so confusing and contradictory as to leave both\nteachers and administrators baffled as to any reasonable hope of reconciling\nthe differences in a program which will meet all of the challenges. Let me\nstate some of these challenges.\n1. The\n\nchallenge\n\nof an elementary\n\nschool which\n\nis increasingly\n\nchild-centered\n\nand\n\nactivity-minded, and which is decreasingly sympathetic to fixed curriculums, subjectmatter as such, fixed minimum standards of achievement, discipline maintained\nby the teacher, and\n\nmarking\n\nsystems\n\nwhich\n\ninvolve\n\npupil-to-pupil\n\ncomparisons.\n\n2. The challenge of the “progressive” movement in the secondary school itself.\nThis movement is largely confined to certain private schools and a few public schools\nin wealthy suburban communities, but it is a really potent force because of the sup¬\nport of many of our colleges of education and the publicity which the movement is\nskilful enough to secure.\n3. The\n\nchallenge\n\nof business\n\nway of skills, knowledge,\nbefore. Business executives\nletters and\n\nand\n\nindustry, which\n\nis today\n\ndemanding\n\nmore\n\nin the\n\nand self-discipline of high-school graduates than ever\nstill have old-fashioned ideas about the spelling of their\n\nthe computations\n\nin their account\n\nbooks.\n\nTheir\n\ncentered” but are efficiency-demanding as never before.\n4. The challenge of the college, which has made many\n\noffices are\n\nconcessions\n\nnot\n\n“man-\n\nto the demand\n\nof the secondary schools for greater freedom in the preparation of college entrants,\nbut which shows no signs of giving ground on matters of quality, of basic skills in\nlanguage, and of inclination and ability on the part\nhard work, not of his own choosing, and see it thru.\n\nof the\n\nstudent\n\nto\n\nattack\n\n"}
{"page": 423, "printed_page": null, "text": "Department\n\n5. The\n\nchallenge\n\nof\n\nSecondary\n\nof an increasing\n\nbody\n\nSchool\n\nof laymen\n\n41 7\n\nPrincipals\n\nand\n\nof such\n\npariahs\n\namong\n\neducators as Bagley, who attack our secondary-school program as “mushy,” lacking\nin substance and cohesion, and indict a considerable proportion of our graduates\nas self-centered, “half-baked,” and basically uneducated. Some unkind souls main¬\ntain that there is a connection between current social unrest and criminal conduct on\nthe part of our youth and the theories of non-repression and self-realization which\nhave conditioned discipline in many homes and schools in the last twenty years.\n\nIt is my contention that the secondary school is “on the spot” ; that it\ncannot proceed in the future without being increasingly conscious of its\ndefiance of certain of the challenges which I have named with consequent\nloss of support from some quarters. The high-school principal who attends\na conference of business men and hears our schools assailed as playhouses with\nno proper attention to the “fundamentals,” and who then attends a “pro¬\ngressive” convention and is belabored by college professors of education (on\nlife tenure) as spineless servants of tradition comes home a sadder if not\na wiser man.\nThe work of the Committee on the Orientation of Secondary Education\nis one of the most important steps which has been taken toward clarifying\nthe thinking of both schoolmen and laymen and resolving some of the per¬\nplexities of the practical secondary-school situation of our day.\nFUNCTION\nEARL\n\nHUDELSON,\n\nDEAN,\n\nSCHOOL\n\nVI\n\nOF EDUCATION,\n\nMORGANTOWN,\n\nW.\n\nWEST\n\nVIRGINIA\n\nUNIVERSITY,\n\nVA.\n\nAs I try to visualize Function VI and dramatize effective procedures for\nrealizing its possibilities, I am conscious of a certain amount of danger.\nThe Committee has advocated this function so plausibly and convincingly\nthat one who tries to live with it for a while is apt to assume a kind of\ncommon-law relationship with it and to acquire such an admiration and\nrespect for it that he is tempted to espouse it even at the expense of the other\nfunctions of secondary education. This would be unfortunate, in that it\nwould tend to unbalance the whole integrated functional pattern.\nYet if any of these ten functions needs deliberately to be magnified before\nlaymen, it is probably Function VI; for, as the Committee itself has cau¬\ntioned us, this service of the schools is not likely to be eagerly embraced and\nsupported by society. Zest-engendering, soul-satisfying, possibility-revealing,\nleisure-time opportunities are not popularly associated with tax-supported\ninstitutions. Parents tend to think of what schooling will do to and for their\nchild, and not of what their child will do to and for society. Yet laymen\nmust be brought to see that whether or not they owe a child a liberating\neducation for his own sake, they at least owe it to him for the sake of those\nwith whom he must live. No interest can be wholly individual and exclusive.\nEvery wholesome interest that is explored and pursued helps to resolve the\nmystery of life, and this makes everybody better adjusted and happier.\nSeveral of the authors of the Bulletin seem to think there is not enough\ndiscrimination between several of the various functions. While it is essential\n\n"}
{"page": 424, "printed_page": null, "text": "National\n\n418\n\nEducation\n\nAssociation\n\nto differentiate jealously the justifications for the vocational and non-vocational functions of secondary education, overlapping of the results need not\ncause concern ; for the surest way of arriving at a wise vocational choice may\nwell be thru the plumbing of leisure-time possibilities. Many a person has\ndiscovered his bent thru seemingly aimless exploration. But, even if this does\nnot lead to a vocational choice, the exploration and the pursuit will not have\nbeen in vain, for the human race is doomed to leisure as well as to toil.\nIf these functions are to continue — if they are to affect educational prac¬\ntises rather than to gather dust in a bulletin — administrators and teachers\nmust devise improved means of implementing each function. If, as the Com¬\nmittee reiterates, worthy leisure-time interests are acquired rather than\ninborn, it behooves school administrators to see to it that opportunities for\nindulging these acquired interests do not have to compete with child activities\nwhich are instinctively satisfying.\nIf children in school are to have the opportunity which they deserve of\ndiscovering themselves and their fields of highest and happiest service, they\nwill have to be able to sit longer and more frequently at the feet of some alert\nand sympathetic teacher than our conventional highly departmentalized\nschool program permits them to do. Some master teacher must have the\nchild enough of the time to recognize the oncoming of wholesome interests\nand to foster them. There is promise in the integrated program which permits\na pupil to remain with the same teacher for several periods a day, provided\nthe teacher is catholic in his own knowledge and interests and universal in\nhis sympathies for children, and provided that he sees beyond a mere inte¬\ngrated curriculum and visions integrated lives.\nIt hardly need be said that such Gamaliels are as rare as they are priceless;\nbut I believe they will have to be found and given opportunity if Function VI\nis to be made to realize its full possibilities. Let a generation receive the\ncareful but kindly ministrations of such teachers, and in adulthood that\ngeneration will sing with the shepherd in the tent of his disconsolate king:\nHow good is man’s life, the mere living! How fit to employ\nAll the heart and the soul and the senses forever in joy!\n\nAmerica\n\nhas this year commemorated\n\nthe services of a great educator\n\nwho gave this farewell message to youth: “Be ashamed to die till you have\nwon some victory for humanity.” I believe that the inspiration for such\nvictories will come not from training for the sweaty toil of earning one’s\nbread but from the idealistic interests engendered by the schools in the\nexercise of Function VI.\nFUNCTION\nOLIVER\n\nR. FLOYD,\n\nVII\n\nPRINCIPAL,\n\nUNIVERSITY HIGH SCHOOL,\nMINNESOTA,\nMINNEAPOLIS, MINN.\n\nUNIVERSITY\n\nOF\n\nThe Committee\n\nhas stated Function VII as follows:\n\nI o guide\n\non the basis of exploratory and revealing courses and of other\nfrom personnel studies, as wisely as possible into wholesome\n\ninformation\n\nstudents\ngathered\n\n"}
{"page": 425, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\nSchool\n\nPrincipals\n\n419\n\nand worthwhile social relationships, maximum personality adjustment, and advanced\nstudy or vocations in which they are most likely to be successful and happy.\n\nIn briefly introducing the discussion of this important function, I would\ncall your attention to a single sentence in this section of the report as a\npoint of departure or sort of text upon which to base what I have to say :\n0\n\nSufficient emphasis may have been put upon the value of guidance procedures in\ndirecting the development of the pupil, but certainly too little has been put upon\ntheir value in directing the development of the school.\n\nFrom our experience in guiding individual pupils, it should become\nevident that the school should take its part in the effort to improve the social\norder. What this part should be is, of course, debatable. But this debate\nshould not be permitted to obscure the fact that a contribution to this im¬\nprovement is a responsibility which the school should not attempt to shed\nif it is to have a worthwhile program of guidance. Guidance should consist\nnot only in adjusting the individual to society but also in modifying society\nin terms of the needs of the individual. Guidance should be more than a stop¬\ngap for the present social order. Confronted with a society which denies\nto millions the opportunity for remunerative, socially useful employment,\nin which economic competition carries us to the verge of war — to cite only\na few examples — it follows that until these conditions are modified satis¬\nfactory adjustment is impossible for many, perhaps for most, individuals.\nThe school must at least be accorded the opportunity for a critical and\nrealistic evaluation of social institutions within the classroom.\nTo summarize, the value of guidance in directing the development of the\nschool lies in the opportunity which it presents for evaluating the program\nof education in terms of the interests, capacities, abilities, and needs of\nthe individual pupils. Such an evaluation should serve to emphasize : (1 ) the\nneed for a greatly diversified program of education; (2) the opportunity to\nimprove the guidance value of all the subjects; (3) the necessity for the\ndevelopment of a democratic theory and practise of administration ; and\n(4) the social responsibility of the school.\nFUNCTION\nH. E. PATRICK,\n\nHEADQUARTERS\n\nSTAFF,\n\nPRINCIPALS,\n\nVIII\n\nDEPARTMENT\nCHICAGO,\n\nOF\n\nSECONDARY-SCHOOL\n\nILL.\n\nFunction VIII is stated as follows:\nTo use in all courses as largely as possible methods that demand independent\nthought, involve the elementary principles of research, and provide intelligent and\nsomewhat self-directed practise, individual and cooperative, in the appropriate\ndesirable activities of the educated person.\n\nA definite responsibility and function of the secondary school, as the\ninstitution which terminates the education of a large number of people,\nis to see that those individuals have reached the point where they can continue\ntheir education on an independent basis and are capable of intelligent selfdirection in the desirable activities of an educated member of society. If the\n\n"}
{"page": 426, "printed_page": null, "text": "420\n\nNational\n\nEducation\n\nAssociation\n\nschool is to function usefully in a democratic\n\nsociety and in the lives of\n\nindividuals, it must by its spirit and its program provide and encourage oppor¬\ntunities for independent thinking and self-directed activity. The aspect of\n“doing” gives a feeling of reality to learning and provides it with drive or\npurpose; the aspect of “reflective thinking” gives it enriched meaning as\nwell as a sense of security, achievement, and freedom to the learner.\nIn terms of school organization, this view implies that the life of the\nschool should be built around purposeful activities to give it reality, but\nthat reflective thinking should be included as a necessary element. In terms\nof teaching, it means that the primary work of the teacher becomes guidance.\nAs the purpose is not to mold the learner into some predetermined form, it\nis the function of the teacher to help him formulate his purpose in the light\nof his needs, to reformulate them from time to time, and to choose the most\neffective activities by which his purposes may be realized. For instance, the\nchild needs and desires: (1) to maintain and improve his health, (2) to\ndevelop satisfying recreational activities, (3) to develop his system of moral\nand esthetic standards, (4) to acquire useful skills, (5) to acquire a per¬\nsonally and socially significant body of information about the world, and\n(6) to live effectively as an accepted and respected member of a group.\nThe construction of the school curriculum around activities selected on\nthe basis of how well they meet the needs and purposes of the learner would\nmean the abandonment of courses of study as formal, predetermined bodies\nof facts-to-be-learned, but it would not mean the elimination of subjectmatter in every sense of the term. Out of the cooperative search of the pupil\nand the teacher for a factual background to the activities would emerge\nbodies of information, some scientific, others mainly historical, or mathe¬\nmatical, or literary, or social. The fundamental difference is that infor¬\nmation would be subordinate to education and placed in the proper relation\nto it.\nOf first consideration in such a revision of the curriculum\n\nwould\n\nbe not\n\nthe specific facts or skills or attitudes set out in advance as characteristics of\nthe educated person, but rather the “mode” or manner of the activity itself.\nAn activity, to be educative in the sense here emphasized, should have the\nfollowing characteristics : ( 1 ) it would take as its point of departure some\nneed or problem or confused situation which the pupil desires, or can be led\nto desire, to have cleared up; (2) provide for pupil participation in planning\nthe event thru which the difficulty will be removed, the problem solved, the\nneed met, etc.; (3) permit exploration of new and unforseen avenues\nrevealed in the course of study; (4) be democratic; and (5) lead to the\nacquisition of personally and socially significant skills, information, and\nattitudes.\nFUNCTION\nS. H.\n\nLYTTLE,\n\nPRINCIPAL,\n\nSAGINAW\n\nIX\n\nHIGH\n\nSCHOOL,\n\nSAGINAW,\n\nMICH.\n\nLast week I visited an industrial plant where they manufacture automobile\ntransmissions. I saw a series of related activities organized to produce a\n\n"}
{"page": 427, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\nSchool\n\nPrincipals\n\n421\n\ndefinite objective. The industrial world is able to do this because the man¬\nagement has complete control over the materials it uses, and the processes,\nfrom beginning to end.\nThis is far from the picture in the business of education.\nspecifications for the materials we\njust come:\n\nraw\n\niron, more\n\nreceive. We\n\nand more\n\nof it, and of all kinds from\nwith the raw\n\nreceive, but they are also just one department\nthe home\n\nmake\n\nno\n\ndo not even order them, they\n\nto useless slag. Schools are not only swamped\nplant, because\n\nWe\n\nmaterials they\n\nin the complete\n\nhas its part to perform,\n\nblue steel\nproduction\n\nas does the church, the\n\npress, the cinema, the radio, and all the other factors of our environment.\nAnd\n\nthere is no supermanagement\n\nto direct all the departments\n\nto produce\n\nsomething definite on the final assembly-line. Yet we flatter ourselves about\nproducing this integrated character as if we ran the whole plant.\nThe\n\nCommittee\n\nworking\n\non this report thinks that we\n\nsettled philosophy, for then we\n\nshould\n\nhave\n\na\n\ncould decide the logical units of administra¬\n\ntion. Then would follow “definite and justified programs of action,'’ after\nwhich we would get standardization and a “criteria b)^ which the program\nof any school may be evaluated.” All this would certainly help the high\nschool do its part better in this production of the ideal character which runs\noff the final assembly-line, but we must always remember that the other\ndepartments contributing to this final product are by no means synchronized\nwith our philosophy, methods, and content.\nAnother thought to keep in mind is the appearance\n\nof new\n\nmodels. As the\n\nfactory must make certain alterations in its production activities, when the\nmaster model is changed, so the high school must modify its production\nactivities, its organization\nconditions dictate. Our\ntions justify it.\nAt\n\nand its philosophy, when\nphilosophy\n\nshould\n\nchanging\n\nbe dynamic,\n\nsocial-economic\n\nchanging\n\nthe present time every high school has to some\n\nas condi¬\n\ndegree modified\n\nits\n\nofferings and methods, the principal reason being that a constantly increasing\nmultitude\nmany\n\nof heterogeneous\n\nstudents made\n\nit absolutely necessary. A great\n\nin the high schools today are not capable of doing the traditional work\n\nsatisfactorily. It is a case of fail and repeat, which\nor provide new\n\nofferings of a type which\n\nstarted, not because we\nupon\n\nus. Now\n\nwe\n\nthought\n\ncan be passed. Thus\nof how\n\nmany\n\nfields they should cover. According\n\nhigh school should increase differentiated education\ngeneral education\n\nas well. The\n\ndifferentiation\n\nit sound, but because conditions\n\nare discussing the problem\n\nshould be, and what\n\nis an expensive process,\nforced it\n\nofferings there\n\nto the report, the\n\nand provide a balanced\n\nbalanced general education part does not need\n\nsupport as it is almost universally accepted as one of the high school’s jobs.\nIn the 1930 federal census of my home city the greatest opportunity for\nemployment\nThe\n\nof girls is shown\n\nto be in the field of servant work\n\ncensus also lists about 600 stenographers\n\nemployed,\n\nor housemaid.\n\nof whom\n\nonly about\n\n120 will be replaced annually. This same city’s high schools are producing\neach year about 300 stenographers and few if any housemaids. It is quite\nobvious what\n\nkind of differentiated education\n\nis desirable here, if the school\n\nis to cooperate in adjusting the supply and demand\n\nof labor.\n\n"}
{"page": 428, "printed_page": null, "text": "422\n\nNational\n\nI have talked with many\nThe\n\nEducation\n\nmen\n\ntrend is definitely to more\n\nration. Men\n\ntell me\n\nAssociation\n\nemploying\n\npeople in industry and business.\n\ngeneral education\n\nand less vocational prepa¬\n\nthat a high-school graduate\n\ncan be trained for a great\n\nmany of the industrial tasks in a few days’ time. They prefer to do the\ntraining. Where additional skill is required it is being gained at night school,\nhome study courses, or by apprenticeship.\nOne place where differentiation should be increased is in the field of home\neconomics.\n\nThey tell me that eighty girls out of every hundred\n\nget married.\n\nThe\n\nmost\n\nan education\n\nconcerning\n\nwill eventually\n\npractical training these girls can possibly receive is\nthe care of a home\n\nand the rearing of a family.\n\nMost girls, however, will seek training in the business field. Some interesting\nwork is being done in home relations, and I think the future will see more\neducation in this field.\nThe\n\nvocational\n\nfield is so broad\n\nand\n\nthe number\n\nof different needs so\n\ngreat, that the high school finds it impossible to differentiate too much.\nPossibly the case of salesmanship\nmay\n\ngives the cue to the answer. The\n\nhigh school\n\ngive general training in the principal fields, leaving the special training\n\nfor the business and industrial world\npeople to take some\n\nto complete. This would\n\ngeneral training in several fields. This\n\nenable young\n\nmight help, for\n\nfew high-school students know what they will do until they leave school.\nMost of them hunt for a job and take the first thing that is offered them.\nSome\n\ngeneral education\n\neducation\n\nwould\n\nin several fields might help to orientate them. This\n\nbe on a higher level than the exploratory\n\ncourses in the\n\njunior high school.\nLast year in discussing these issues with my faculty we\nof the problem\nmake\n\ninto two questions: Should\n\nwe\n\nresolved this phase\n\neliminate all curriculums\n\nand\n\nthe adviser directly responsible for the subjects taken and the training\n\nreceived by the students, or should we increase the number of curriculums?\nThe vote was not decided enough to change our policy, but it was in favor\nof making a student’s training in high school a personal matter, where the\nstudent, the parents, and the adviser counsel together before the student is\nplaced in classes. This means\neffort made\n\nthat each case is decided independently,\n\nto select the appropriate\n\ngeneral education\n\nand an\n\nand also the most\n\nsuitable differentiated training. In addition the program\n\nso planned\n\nunder\n\nguidance carries more meaning and importance than when part of his pro¬\ngram is determined by administrative prescription and the rest left to casual\nunaided selection. Such a program calls for better teachers, and the Commit¬\ntee report covers this.\nLittle has been said about the cost of differentiated education. In most\ncases the cost of education will be increased if the principle of differentiation\nis carried forward,\n\nfor most boys enter industry, and industrial training is\n\nexpensive. Cost will probably be a major\n\nfactor in limiting differentiation.\n\nThe modern increase in industrial schools, company trade schools, apprentice¬\nship courses, cooperative schools, home study courses, night classes, employee\ntraining work, seems to indicate that in the future the high school will con¬\ncentrate more on modifying the general education to fit the various levels of\nthe masses, and leave the vocational training and much\n\nof the differentiated\n\n"}
{"page": 429, "printed_page": null, "text": "Department\n\neducation\n\nof\n\nSecondary\n\nto the agencies just mentioned.\n\nSchool\n\nPrincipals\n\nIf such a program\n\ngeneral, then the function of the high school will become\nbe able to machine\nit on its way\n\nbecomes\n\nmore\n\nclearer, and we will\n\nthe rough steel or iron to definite dimensions\n\nto be further ground\n\n423\n\nand polished after which\n\nand send\n\nit will hil l its\n\nplace on the final assembly-line.\nFUNCTION\nC. C. HARVEY,\n\nHEADQUARTERS\n\nSTAFF,\n\nPRINCIPALS,\n\nThe Committee\nas follows:\n\non Orientation\n\nX\n\nDEPARTMENT\nCHICAGO,\n\nof Secondary\n\nOF\n\nSECONDARY-SCHOOL\n\nILL.\n\nEducation\n\nstates Function\n\nX\n\nTo retain each student until the law of diminishing returns begins to operate, or\nuntil he is ready for more independent study in a higher institution; and when it is\nmanifest that he cannot or will not materially profit from further study of what can\nbe offered, to eliminate him promptly, if possible directing him into some other school\nor into work for which he seems most fit.\n\nThe secondary school has a threefold task — selection, retention, and elim¬\nination of pupils. In the ideal sense the function of selection is to bring all\nnormal\nthem\n\nyoung\n\npeople under\n\nin regular attendance\n\nits influence; the function\nwhile it provides them\n\nof retention to keep\n\nwith the education\n\nindividually suitable and socially valuable; and the function\nis to discharge them into wholesome\n\nemployment\n\nor into institutions of higher learning when\nSecondary\ntasks. More\n\nschools now\n\napproximate\n\nboys and girls are now\n\nbeen enrolled by any other country\nonce difficult problem\n\nboth\n\nof elimination\n\nas soon as they are prepared,\n\nthey can qualify for admission.\n\nthe ideal with respect to the first two\n\nin our secondary\n\nschools than have ever\n\nor at any other period in history. The\n\nof retaining pupils is now\n\nlargely solved because the\n\nimpossibility of securing employment at an early age encourages young people\nto remain in school. While underlying social conditions have tended to\neliminate the problems\n\nof selection and retention, the problem\n\nof eliminating\n\npupils who are not profiting from school work has become more complicated.\nThe dilemma is a serious one for the educator. He does not wish to direct the\nfailing pupil out into an inhospitable world ; and with the resources\ncommand,\nTo\n\nhe cannot give the pupil the kind of education\n\nmodify the school program\n\nuntil education\n\nat his\n\nsuited to his needs.\n\nbecomes profitable for each\n\npupil regardless of his status is clearly impossible unless society is able and\nwilling to provide the funds needed\nfit the needs of all. Meanwhile\neither eliminating many\n\nto differentiate the school program\n\nto\n\nthe school must frankly face the necessity of\n\npupils prematurely\n\nor deceive the public about the\n\neffectiveness of education while wasting the taxpayer’s money to keep certain\npupils in school. The lesser of the two evils is for the school to eliminate all\npupils who are no longer making progress. The ultimate solution of the prob¬\nlem may be found in appropriating enough money to differentiate the school\nprogram until it serves all pupils, or in establishing entirely new types of\nschools, or even in social change. These are alternatives on which the public\n\n"}
{"page": 430, "printed_page": null, "text": "424\n\nmust\n\nNational\n\ndecide. Pending\n\npupil as soon\n\nEducation\n\nthe outcome,\n\nas it becomes\n\nAssociation\n\nthe school should promptly\n\nperfectly clear that he can\n\nmaterially from the program the school can offer.\nDifficulties and obstacles will naturally confront\neliminate pupils from\n\nschool under\n\nno longer profit\n\nthose who\n\nany circumstances.\n\neliminate a\n\nThe\n\nattempt\n\nmost\n\nto\n\ncommon\n\nof these are : ( 1 ) accurately estimating the ability and status of the pupil ;\n(2) reconciling parents to a disposition of their child that differs radically\nfrom their own hopes concerning him; (3) lack of knowledge as to how\neducation, especially in the case of smaller secondary schools, can be made\nmore effective for individuals who do not respond to the old method and\nmaterials of instruction ; and (4) the tardiness of the public to understand\nand support what the schools are trying to do.\nAltho elimination in the ideal sense of directing pupils into constructive\nemployment or into higher institutions of learning must wait until either\none or the other of these opportunities is open to all young people, educators\nought not to neglect their present duty. The\n\nfirst step is to agree upon\n\nthe\n\nprovisional principle of elimination as here stated and to use it courageously\nand consistently as a guide to their actions. Then as the public comes to see\nthat education\n\nis a social investment\n\nfunds may be appropriated\n\nand not a benevolence,\n\nto fit the school to the needs of all.\n\nthe necessary\n\n"}
{"page": 431, "printed_page": null, "text": "DEPARTMENT\n\nSocial\n\nOF\n\nStudies\n\n"}
{"page": 432, "printed_page": null, "text": "HISTORICAL\nThe\n\ndepartment\n\nof social\n\nstudies\n\nNOTE\n\nwas formerly\n\nthe National\n\nCouncil\n\nfor the Social Studies and was created as a Department of the National\nEducation Association by the Board of Directors at the Indianapolis\nmeeting of the Association in 1925.\nThe officers of the Department for the year 1937-38 are: president,,\nElmer Ellis, Department of History, University of Missouri, Columbus,\nMo.; first vicepresident, C. C. Barnes, Head, Social Science Depart¬\nment, Detroit Public Schools, Detroit, Mich.; second vicepresident,\nRuth W est, Lewis and Clark High School, Spokane, Wash.; secretarytreasurer,\n\nHoward\n\nE. Wilson,\n\nGraduate\n\nSchool\n\nof Education,\n\nHarvard\n\nUniversity, Cambridge, Mass.; executive committee, Fremont P.\nWirth, Geqrge Peabody College for Teachers, Nashville, Tenn.; Nelle\nE. Bowman, Central High School, Tulsa, Okla.; ex-presidents and\nofficers.\nThe publications of the Department consist of social studies and a\nYearbook. The annual dues, $3, are payable to the Secretary-Treasurer.\nFacts relating to the .establishment of this Department and the record\nof meetings are found in earlier volumes of proceedings as follows:\n1926 :653-663\n19 27:679-695\n\n1928 -.651-654\n1929:633-642\n\n1930:597-606\n1931:621-632\n\n[ 426 ]\n\n1932:525-532\n19 33:531-536\n\n1934:513-519\n1935:471-482\n1936 :37 3-382\n\n"}
{"page": 433, "printed_page": null, "text": "TRADITION\nWILLIAM\n\nGELLERMANN,\n\nBE\n\nDAMNED!\n\nASSOCIATE\n\nNORTHWESTERN\n\nPROFESSOR\n\nUNIVERSITY,\n\nOF\n\nEVANSTON,\n\nEDUCATION,\nILL.\n\nIT is A great deal easier to damn tradition than to escape its power and\n\ninfluence in human affairs. Nevertheless, our attitude toward tradi¬\ntion has much to do with its power over our thinking. If we look upon\n\ntradition as possessed of peculiar sanctity and respectability because it is tradi¬\ntion, our disposition is to conform to it, whereas if we look upon tradition as\na source\n\nof reference from\n\npresent, we\n\nare more\n\nwhich\n\nwe\n\nmay\n\nTechnically, we mean\ndown\n\ninsight into the\n\nlikely to use it to serve present needs and less likely to\n\nyield to tradition in those cases in which\ntions inappropriate.\nis handed\n\ngain additional\n\nfrom\n\nchanged\n\nconditions make\n\npast solu¬\n\nby tradition that body of beliefs and practises which\ngeneration\n\nto generation.\n\ninescapable ; it is the milieu within which\nout of the past and may\n\nIn this sense tradition is\n\nwe live. The\n\nbe said to be dependent\n\nuse the word “tradition” in this broad sense we\nthe present is conditioned by the past.\n\nupon\n\npresent has developed\ntradition. When\n\nwe\n\nsimply say in substance that\n\nThere is no intention here to deny the importance of the past as a deter¬\nmining factor in current affairs. From the past we derive the present with\nall of its problems and thru an examination of the past we are able to deter¬\nmine at least some of the probable consequences of certain solutions to\nproblems which\n\nare essentially recurrent.\n\nTradition, in its broadest sense, supplies us with a great variety of solu¬\ntions to these recurrent human problems. In this sense, it is as broad as history\nand our task in meeting immediate\n\nproblems\n\nis not simplified by an appeal to\n\ntradition except so far as the appeal to tradition is intended\nsanctity to the tradition which\nparticular culture. An\n\nhas been commonly\n\nappeal to tradition under\n\nan appeal to the variety of solution which\n\nto add a certain\n\naccepted by our\n\nthese circumstances\n\nown\nis not\n\ntradition in its entirety affords\n\nbut is rather an appeal to a selected aspect of tradition intended either to help\npreserve\n\nthe status quo\n\nor to promote\n\nsome\n\nother preferred solution to a\n\nsocial problem. In that case tradition is no more than a hallowed word indors¬\ning existing arrangements or certain proposed alternatives, and thus employed\nit excludes more of tradition than it admits. The reference to tradition in\nthat case is a reference intended\n\nto promote\n\na particular phase of tradition\n\nand the reference serves not only to exclude new solutions which are fun¬\ndamentally at variance to those in current practise but also to exclude those\ndiverse and divergent solutions which\nas they may be in harmony\ncites tradition. There\n\ntradition itself affords, except so far\n\nwith the proposal favored by the individual who\n\nis no single tradition; there are many\n\ntraditions, and\n\nthese are frequently diametrically opposed to one another.\nMen\n\nrefer to tradition in an effort to bolster up the positions which\n\nalready favor. They\n\nseldom\n\nexamine\n\nthey\n\ntradition as such, in a disinterested\n\n[ 427 ]\n\n"}
{"page": 434, "printed_page": null, "text": "428\n\nN ation ai. Education\n\nAssociation\n\nsearch for solutions to current problems. For a long time the conservatives\nhad a distinct advantage in the use of tradition as a source of authority be¬\ncause they always had available some precedent for existing arrangements,\nwhereas those who favored radical departures from the status quo were fre¬\nquently unable to cite instances in which their proposals had worked satis¬\nfactorily in the past. Thus confounded, radicals have ordinarily had recourse\neither to a golden age not susceptible to the usual historical documentation\nor to a utopia which has represented a projection of certain of the more desir¬\nable elements in the current situation into more complete and fuller realiza¬\ntion at some future time.\nWhen radicals refer to tradition they do so because they recognize that\nthe mass mind has a preference for doing things which have been done before.\nThru the use of tradition an effort is made to convince the mass mind that\nthe proposed solution is in harmony with the best practise at the present time,\nor in harmony\ntory.\n\nwith practise during some revered period in our national his¬\n\nThe reformer, however, in his effort to be effective in influencing his fel¬\nlows, is not disposed to admit that his appeal to tradition is motivated by\npsychological rather than by logical considerations. He is so anxious that his\nstrategy be effective that he becomes an agent in the glorification of tradition\nper se. In his effort to be truly convincing he becomes dogmatic and authori¬\ntative. He helps to develop a state of mind on the part of his converts which\nhe seeks to combat when the same state of mind is fostered by his opponents.\nIt is at this point that I say, “Tradition be damned !\" My point is that in the\nlong run, objectives which are gained by means of an appeal to tradition are\ngained at too great a price because they preclude the open-mindedness and\ncritical attitude toward all tradition which a changing world requires. In\nother words, I maintain that instead of attempting to release men’s minds\nfrom one set of traditions by urging them to worship another more sacred\nset of traditions we should do what we can to emancipate them from the\ngrip of all tradition and should encourage them to face present problems in\nterms of present needs unbound by past solutions and as little bound by past\nbeliefs as possible.\nI maintain that those individuals who have striven to bring about a new\nsocial order thru an effort to identify their program with that of the found¬\ning fathers, thru selected quotations and otherwise, have not only missed the\npoint at issue but have wasted a lot of time in the process. If the same amount\nof energy were devoted to answering the question as to what type of social\norder would most adequately serve the needs of the common man, and if the\ncommon man were approached on this less academic but more pertinent basis,\nthe master of traditional lore might make full use of his erudition in the\nformulation of such proposals as he might care to suggest without introduc¬\ning a lot of historical data which is utterly irrelevant so far as the average\nman's thinking is concerned and which, when used as authority, serves to\nperpetuate his intellectual enslavement rather than to emancipate him.\nSo, I say, “ Tradition be damned ! ' Let us use the past rather than permit\nit to use us. Let us face the present and the future determined to bend the\n\n"}
{"page": 435, "printed_page": null, "text": "429\nDepartment\n\nof\n\nSocial\n\nStudies\n\npast to the maximum service of human needs and not be bound bv a long\ntradition of human exploitation.\nThose who have continually appealed to tradition per se have had little\nfaith in the intelligence of the average man and thru their lack of faith have\ncontributed to making him less intelligent than he might otherwise have\nbeen. They have not really believed in democracy. They have sought to en¬\nslave the thinking of the masses in behalf of a program which they, a benevo¬\nlent intellectual aristocracy, have conceived to be in the interest of the masses.\nThey have not believed that the masses could be educated to the level of criti¬\ncal intelligence. Therefore, they have erected their own set of dogmas, with\ntraditional documentation and have sought to use these traditions to alienate\nthe masses from a set of rival traditions championed by an ascendent pluto¬\ncratic minority. In both cases an effort has been made to use the weakness of\nthe masses rather than to eliminate that weakness thru a frontal attack on pre¬\nvailing prejudices. Aristocrats at both ends of the selfishness scale have at¬\ntempted to embrace prevailing prejudices in an effort to use more readily\nthe allegiance of the common man. What we need is more honesty and less\nindirection. A program that aims to develop critical intelligence in the\nmasses instead of playing upon their lack of critical intelligence may be slower\nin securing the realization of certain immediate objectives but its effect will\nbe deeper, more far-reaching, and more permanent in its consequences because\nit will bring about a better way of thinking and not merely a shifting of pre¬\nvailing prejudices.\nTHE\nR. C. MILLER,\n\nPROFESSOR\n\nHOPE\nOF\n\nFOR\n\nHISTORY,\n\nSYNTHESIS\n\nWAYNE\n\nUNIVERSITY,\n\nDETROIT,\n\nMICH.\n\nFirst in time among the social studies was history. Originally it rested on\nthe philosophy of society then prevalent, and undertook to explain human\nprogress as that of an ordered society with fixed principles and a pattern.\nScience had its laboratories and its exact experimentation. A science of man\nwould demand the same sort of careful, exact work. Much research and in¬\nvestigation has since been devoted to the collection and publication of facts,\npremised on the assumption that out of the facts will come the generalizations\nwhich will have the validity of law in human conduct.\nAs facts accumulated, subdivision for special research began, out of which\ncame the sciences of economics, political science, and sociology. Even in high\nschool as many as five separate fields in the social studies are sometimes\noffered to students. No wonder thev are confused.\nM ore recently, as testified by presidential addresses of the American His¬\ntorical Association, there has been a tendency to abandon all pretense of\nscientific method or accuracy. History is only contemporary opinion about\nthe past. All our efforts at research cannot recover the past as an actuality.\nOut of such material can never come the much sought laws of economic be¬\nhavior. Interpretation of facts in the social studies i< subjective, and in\nhuman affairs cannot be scientific. The theoretical assumptions which have\n\n"}
{"page": 436, "printed_page": null, "text": "430\n\nNational\n\nEducation\n\nbeen the foundations of our work\n\nAssociation\n\nfor two hundred years have vanished in\n\nthe past ten, and with them have vanished all reasons for the walls that sep¬\narate us. There is not yet agreement on which bodies of experience should be\nthe possession of our students. When our students today, or in coming days,\nface problems that involve decisions for their future, their only equipment is\ntheir experience, real or vicarious, and whatever our desire, we can give them\nno other. That is the task of the social studies, and therein lies the hope of\nsynthesis.\nNEGLECTED\nOPPORTUNITIES\nTRAINING\nIN THE\nSENIOR\nVIRGIL\n\nSTINEBAUGH,\n\nASSISTANT\n\nFOR CITIZENSHIP\nHIGH SCHOOL\n\nSUPERINTENDENT\n\nINDIANAPOLIS,\n\nOF\n\nSCHOOLS,\n\nIND.\n\nEducation for citizenship has long been accepted as one of the major ob¬\njectives of the public school. There are scores of opportunities each hour of\nthe day for effective training in citizenship. Whether these opportunities are\nutilized depends upon the extent to which classroom teachers accept indi¬\nvidual responsibility for doing so. The organization of new courses of study,\nor the increase in the required amount of social studies in the curriculum will\nnot produce the results we seek. The school needs to idealize certain desirable\nobjectives and generate enthusiasm and deep feeling about them. The neg¬\nlected areas relate particularly to habits. It is not so much how we think, or\nhow we feel, but how we act that really counts. The most definite prepara¬\ntion for life in a democracy is life in a democracy. The best opportunity for\ncitizenship training is to make each hour of the pupil’s life in school a labora¬\ntory period for citizenship training. The most neglected opportunities for\ncitizenship training in the high school are those which come daily in the\nusual school routine. A more complete utilization of these opportunities\nshould be a challenge to every teacher and principal.\nSCIENCE\n\nIN\n\nTHE\n\nHIGH\n\nSCHOOL\n\nAND\n\nSOCIAL\n\nSTUDIES\n\nOBJECTIVES\nRALPH\n\nK. WATKINS,\n\nSCHOOL\n\nOF\n\nEDUCATION,\n\nCOLUMBIA,\n\nUNIVERSITY\n\nOF\n\nMISSOURI,\n\nMO.\n\nTraditionally, the members of the social studies group have been classi¬\nfied with the humanities ; until recently obvious methods of study were con¬\nsidered as inappropriate in application with this group of studies. The\nscientist is concerned with establishing the truth of obligations and generali¬\nzations, not with the social consequences of the findings. The very nature of\nour present lives has forced a change in the points of view of both groups,\nespecially with those concerned with the education of the young. Educators\nhave become aware of the existence of complex interrelationships among hu¬\nman beings. So we have the tendency in both social science and natural science\nto integrate or fine the previously separated courses. This continued fusing\n\n"}
{"page": 437, "printed_page": null, "text": "Department\n\nof\n\nSocial\n\nStudies\n\n431\n\nof teaching materials tends to complicate and obscure teaching objectives, and\nto make it difficult for any single teacher to cope with the problem of cover¬\ning such a wide range of material as is demanded. Science, however, has\ntended to turn in the direction of civic interests and activities, and both titles\nof and statements of objectives in textbooks indicate the purpose to show how\nscientific progress has improved human relations. Overlapping of content be¬\ntween natural science and social science courses has resulted, tho this is not\nnecessarily undesirable, and sometimes definitely necessary.\nScience can no longer be taught without pointing out its obligations for\nhuman beings. The social studies teacher can no longer teach social studies\nand ignore the interpretations which science makes of the world in which we\nlive. It is not the business of the teacher of science, however, to be dogmatic\nin pointing out the best way to control human beings in using the findings of\nscience, and it is not the business of the social studies teacher to help the\nstudent in the verification of scientific facts.\nAdditional integration of social and natural sciences may further confuse\nthe objectives for the training of youth. It is the obligation of the teacher of\nscience to try to train pupils to use the methods applicable to the solution of\nproblems in the sciences. Profitable training in methods of problem-solving\nin either field requires training in a variety of methods and also training in\nthe selection of methods suitable for an attack upon different problems.\nCITIZENSHIP\nSUBJECTS\n\nALLEN\n\nY. KING,\n\nTRAINING\n\nVALUES\n\nIN\n\nCOMMERCIAL\n\nAND THEIR CORRELATION\nTHE SOCIAL STUDIES\nSUPERVISOR\n\nOF\n\nSOCIAL\n\nSTUDIES,\n\nWITH\n\nCLEVELAND,\n\nOHIO\n\nOne aim of commercial subjects is to provide needed skills for vocational\nefficiency. This has evident citizenship training value, since the ability to earn\na living, by participating productively in our economic life, is an elemental\nrequisite for good citizenship. For those who are able to gain proficiency in\nthese skills, and to the extent that society is able to employ these abilities,\nopportunity for their development should be provided.\nCertain traits of character such as promptness, accuracy, neatness, depend¬\nability, and resourcefulness are claimed as definite and desirable byproducts\nof commercial courses. Whether these are achieved will depend not so much\nupon the subjectmatter of these courses as upon the general atmosphere\nof the classroom and the relationship between teacher and pupil.\nThe leaders in commercial education have not been satisfied with training\nin vocational skills only. They know that even the skilled workman may be\ndangerous to society because of faulty economic ideas, or because of mis¬\ndirected social attitudes. They recognize that the continuance, improvement,\nor reconstruction of our democratic way of life requires that general abilities\nand broad social and economic understandings be developed in youth.\nIn many cases these newer commercial courses have led to duplication of\ncurriculum materials and activities already found in other departments of\n\n"}
{"page": 438, "printed_page": null, "text": "432\n\nNational\n\nEducation\n\nAssociation\n\nstudy, notably the social studies. To aid pupils to acquire the basic elements\nessential to all citizens in a democracy, programs of study and activities\nshould be organized into courses. These may be required of all boys and girls\nirrespective of whether they are pursuing the academic, commercial, tech¬\nnical, or industrial arts course of studies. Cooperation in planning and dif¬\nferentiating the program of subjects for business education and the social\nstudies is more likely to produce desirable curriculums than attempts at mere\ncorrelation between courses now in existence.\nSOCIAL\n\nEDNA\n\nSTUDIES SKILLS AND\nTHE ELEMENTARY\nMC\n\nGUIRE,\n\nPRIMARY\nEAST\n\nGRADE\nLEVELS\nSCHOOL\n\nSUPERVISOR,\n\nCHICAGO,\n\nPUBLIC\n\nIN\n\nSCHOOLS,\n\nIND.\n\nIn spite of the readiness of educators to make use of an activity program in\nthe teaching of the social studies, investigations have revealed a shocking lack\nof mastery of certain skills that should be developed by the social studies.\nAn investigation made by Howard R. Anderson showed conclusively that\nIowa pupils, even those completing the eighth grade, had no adequate mas¬\ntery of such skills as ability to use a globe, to read maps, to interpret symbols\nused to present climatic elements, to use an index or appendix, or to read\ngraphs. William B. Brown has said, “The tendency in too many courses of\nstudy is to disregard essential skills and abilities as a protest against formal\ndrill and memoriter learning.” He adds, “All of the desirable attitudes in\nthe world will not produce efficiency without accompanying skills.” The\nactivity movement, in which I have long believed, has had some unfortunate\noutcomes in minimizing the necessity for planned sequential teaching and in\nleaving too much to incidental teaching. Much of the responsibility for the\nlaxness, we lament, must be placed at the door of curriculum-makers and\ntextbook writers, for the teacher cannot be expected to go far beyond the\nrequirements of the course of study or textbook.\nThe development of those skills that have their origin in the social studies\nbecomes the peculiar responsibility of educators in the social studies field.\nSuch skills should be completely mastered by the end of the junior high-school\ncourse. Even as early as Grade I, children may learn to record in permanent\nform on a chart plans they have made for construction or any other kind of\nactivity. The making of street plans and simple maps can begin in Grades\nII and III, and as the pupil goes on, he can gradually learn to understand\nthe more difficult symbols in general use.\nThe development of skills that have their origins in phases of subjectmatter other than the social studies, tho not the primary responsibility of the\nsocial studies department, should be encouraged in cooperation with teachers\nin other fields. Under this head I include the various forms of language, arts,\nand such manual skills as developed in drawing, painting, modeling, and\nother forms of construction. Some of our difficulty has resulted from the\nfailure of teachers in the primary grades to give the pupils anything more\n\n"}
{"page": 439, "printed_page": null, "text": "Department\n\nof\n\nSocial\n\n433\n\nStudies\n\nthan material almost wholly narrative. The problem I have discussed opens\nup a whole new area for educational research and investigation. Expert opin¬\nion can be employed to list skills that probably should be taught ; curriculumworkers may incorporate these into courses of study; but only the slow\nprocess of experimental teaching and testing will finally determine the suit¬\nability of the skills included or the most economical grade placement.\nSECRETARY’S\n\nMINUTES\n\nDetroit, Michigan\nJune 28, 29, and 30, 1937\nThe\n\nDepartment\n\nof Social Studies held four sessions during the convention\n\nperiod\n\nat Detroit. These included one joint session with the Department of Secondary Edu¬\ncation, Monday afternoon, June 28, at Cass Technical High School, presided over by\nAssistant Superintendent Warren E. Bow, of the Detroit public schools; a luncheon\non Tuesday, June 29, at Hotel Warded, followed by an afternoon session at the\nWayne University Auditorium, and another afternoon session on Wednesday, June\n30, at the Wayne University Auditorium. Of these sessions, the luncheon meeting\nand the session of Wednesday afternoon were the most largely attended. About 300\npeople were present on Wednesday afternoon.\nOn Monday afternoon, the session followed the meeting of the Department of\nSecondary Education, which was held in the same room as the meeting of the Depart¬\nment of Social Studies. The speakers on this program were C. C. Barnes, director\nof social sciences of the public schools of Detroit, who discussed “The Function of\nthe Homeroom in the School”; and a group of five who considered various aspects\nof the subject, “Social Studies and Extracurriculum Activities.” These included\nRobert H. Wyatt, of the Central High School, Fort Wayne, Indiana, who spoke\non “The Social Science Teacher in the Extracurriculum Program”; Margaret Grant,\nof Munger Intermediate School of Detroit, whose theme was “The Class as a\nWhole in Extracurriculum Functions”; Katharine W. Dresden, Riverside High\nSchool, Milwaukee, Wisconsin, w7ho gave particular attention to the possibilities of\nextending social studies education thru forum discussions and teachers’ preparation;\nand Mrs. Edith Van Winkle, of Thornton Junior Fligh School, Terre Haute, Indiana,\nwho considered the Junior Red Cross as a social studies activity. Following the\npresentation of the papers, R. O. Hughes, of the department of curriculum study of\nthe public schools of Pittsburgh, led in an open forum discussion of the papers.\nThere was an interesting presentation of views and conclusions based on the ex¬\nperience of a number of persons in the audience who took part in this discussion.\nThe luncheon conference on Tuesday, at 12:15 P.M., presented as its speakers\nWilliam\n\nGellermann,\n\nprofessor of education\n\nat Northwestern\n\nUniversity, whose\n\nsub¬\n\nject was “Tradition be Damned,” and R. C. Miller, professor of history at Wayne\nUniversity, who spoke on “The Hope for Synthesis.” Professor Gellermann’s paper\nwas sufficiently striking that it was one of the limited number to receive special\nattention in the Detroit press. Professor Miller’s paper was also unusual in char¬\nacter. Elmer Ellis, of the University of Missouri, president of the Department, pre¬\nsided at this luncheon conference. This luncheon was attended by over one hundred\nand fifty persons.\nThe Tuesday afternoon session had three main speakers under the guidance of\nFloyd D. Welch, of the Soldan High School, St. Louis, Missouri. These were As¬\nsistant Superintendent Virgil Stinebaugh, of the public schools of Indianapolis, who\nspoke on “Neglected Opportunities for Citizenship Training in the Senior High\nSchool”; Ralph K. Watkins, of the University of Missouri, whose subject was\n“Science in the High School and Social Studies Objective”; and Allen Y. King,\nsupervisor of social studies in the public schools of Cleveland, who considered “Citi-\n\n"}
{"page": 440, "printed_page": null, "text": "434\n\nzenship\n\nNational\n\nTraining\n\nValues\n\nEducation\n\nin Commercial\n\nAssociation\n\nSubjects\n\nand\n\nTheir\n\nCorrelation\n\nwith\n\nthe\n\nSocial Studies.” As on Monday afternoon, R. O. Hughes, of the public schools of\nPittsburgh, led in the discussion following the presentation of the three papers.\nAt the concluding session of the Department, C. C. Barnes, of the Detroit public\nschools, presided.\n\nThree\n\nspeakers\n\nvisor of the public schools\nGrade\n\nLevels\n\npresented\n\npapers:\n\nEdna\n\nof East\n\nChicago,\n\nIndiana,\n\nin the Elementary\n\nSchool”;\n\nMabel\n\nMcGuire,\n\non “Social\n\nSnedaker,\n\nprimary\n\nsuper¬\n\nStudies\n\nSkills and\n\nsupervisor\n\nof social\n\nstudies of the Elementary School at the University of Iowa, “The Development of\nEffective Reading Habits in the Social Studies”; Howard R. Anderson, of Cornell\nUniversity, “Teaching and Testing the Ability to Outline and Summarize.” A brief\npaper written by John A. Hockett, lecturer in education at the University of Cali¬\nfornia, was read by the chairman on the subject, “Are Social Studies Skill Subjects?”\nBrief discussion followed the presentation of each of the first three papers.\nAnnouncement\n\nwas\n\nmade\n\nof the next\n\nmeeting\n\nof the Department\n\nwhich\n\nis to be\n\nheld as an independent session at St. Louis on the Friday and Saturday following\nThanksgiving Day. Other meetings to be held either in cooperation with or at about\nthe same time are those of the American Historical Association at Philadelphia\nduring\n\nthe Christmas\n\nat Atlantic\nthe spring.\n\nholidays,\n\nCity in February,\n\nthe American\nand\n\nAssociation\n\nthe Mississippi\n\nValley\n\nof School\n\nAdministrators\n\nHistorical\n\nAssociation\n\nin\n\n"}
{"page": 441, "printed_page": null, "text": "DEPARTMENT\n\nSpecial\n\nOF\n\nEducation\n\n"}
{"page": 442, "printed_page": null, "text": "HISTORICAL\nApplication\n\nfor\n\nthe\n\nestablishment\n\nNOTE\nof a Department\n\nof Special Edu¬\n\ncation was made at the Atlanta convention in 1929. A petition hearing\nmore than 250 names was presented at that time. The creation of the\nDepartment was authorized a year later at the convention in Columbus.\nIn Los Angeles the group of teachers and administrators interested in\nspecial education met on July 2, and final plans for the creation of the\nDepartment were made and a constitution was adopted.\nThe officers of the Department for the year 1937-28 are: president,\nLettisha E. Henderson, Director, Special Education, Board of Educa¬\ntion, St. Paul, Minn.; vicepresident, Mrs. Nellie C. MacDonald,\nTeacher of Remedial Reading and Retarded Classes, Franklin Junior\nHigh School, Minneapolis, Minn.; secretary-treasurer,\nDacey, Oakman Crippled School, Detroit, Mich.\n\nRosemarie\n\nThe annual dues for the Department, $.50, are payable to the SecretaryTreasurer. Facts relating to the establishment of this Department and\nthe record of meetings are found in earlier volumes of proceedings\nas follows:\n1931 :633-644\n1932 -.533-542\n\n1933 -.537-550\n1934 -.521-534\n\nL 436 ]\n\n1935 -.483-498\n1936 -.383-398\n\n"}
{"page": 443, "printed_page": null, "text": "DELINQUENCY\nAND\nMALADJUSTMENT— THEIR\nCHALLENGE\nTO EDUCATION\nJOHN\n\nJ. LEE,\n\nASSOCIATE\nWAYNE\n\nPROFESSOR,\n\nDEPARTMENT\n\nUNIVERSITY,\n\nDETROIT,\n\nOF\n\nSPECIAL\n\nEDUCATION,\n\nMICH.\n\nOUR challenge in dealing with the problem of delinquency and of\nmaladjustment is to use the information and knowledge that science\nhas revealed. We need to recognize that the most effective way of meeting\n\nthe problem is thru prevention. Prevention of delinquency and of maladjust¬\nment must begin in the home and it must operate thruout every area of\ncommunity life. It requires intelligent parenthood, a wholesome mental\nhygiene, happy home and child life, and the conditioning of wholesome atti¬\ntudes, emotions, and habits. It requires wholesome community surroundings\nand opportunities for desirable recreations. Finally it requires teachers who\nhave the insight, knowledge, sincerity, and integrity to guide children in\nevery area of child growth, of child activity and experience, and of child\nsuccess and adaptation. We may regret the negative character of this next\nstatement, but it seems necessary to say again that the teacher who mechanizes\nteaching and who routinizes children is as obsolete and as antisocial as was\nour philosophy centuries ago when children were regarded as naturally\ndepraved and inclined to evil.\nThe schools and teachers cannot solve this problem alone. A real solution\nto the problems of maladjustment and delinquency must have the united\nand cooperative efforts of every institution, of every agency, and of every\nindividual in the community. But information and knowledge for dealing\nwith the problems are more readily available to teachers than to most parents\nand to most citizens. The challenge to teachers is to accept their oppor¬\ntunity for leadership and their responsibility for putting that information and\nknowledge to work in proportion to the opportunities which their profession\naffords them.\n*\n\nSHOULD\nHOWARD\n\nTHE\n\nGIFTED\n\nTAYLOR,\n\nDEAN,\n\nCHILD\n\nBE\n\nOKLAHOMA\n\nCHICKASHA,\n\nIN A SPECIAL\nCOLLEGE\n\nFOR\n\nCLASS?\n\nWOMEN,\n\nOKLA.\n\nThe gifted child is here considered as one who because of exceptional ability\ncannot learn most effectively under conditions adequate for normal children.\nIt would be helpful if the “gifted child” were as definable an entity as oxygen\nor as an onion, but such is not the case. No matter on what basis of giftedness\nchildren are grouped, there will still be great variability. Clearly defined\nhomogeneous grouping is practically impossible. If pupils must be grouped\nthere is reason in placing the gifted ones together. But the line between the\ngifted and normal must never be sharply drawn and must be easily crossed\nin either direction.\nI +37 I\n\n"}
{"page": 444, "printed_page": null, "text": "438\n\nNational\n\nEducation\n\nAssociation\n\nSpecial classes for gifted children should be tested by the following prin¬\nciples : ( 1 ) education should promote social adaptation ; (2) education should\nchallenge fully the ability of the pupil; (3) education should be within the\nphysical and mental limits of the child; (4) education should have depth\nand breadth thru enrichment rather than height thru acceleration ; (5) matu¬\nration is important as well as learning ability; (6) education should provide\nfor individual differences.\nThe gifted child must learn to live amicably and helpfully with the un¬\ngifted as well as with the gifted. There is a danger that children set apart be¬\ncause of special ability may become conceited, but this need not occur. The\ncontacts in the broader school environment will prevent it. There is a foolish\nexaggeration of the blighting influence of stupidity upon genius; occasionally\nthe opposite effect may actually accrue.\nWhile\n\nspecial classes may develop special gifts, the broader social environ¬\n\nment of the school may inspire the “common touch” — a priceless gift even\nto the gifted. For the gifted child, intimate contact in special classes with\nother gifted children is at once the greatest stimulus and the best incentive\nto excellence of accomplishment.\nThru the enrichment possible in special classes, the gifted child may\nescape becoming wise beyond his years and a social misfit, which so often\nfollows too rapid acceleration. Time is essential to growth. Too rapid\nmaturity generally leads to premature decay. Gifted children must have\ntime to grow out as well as up. Special classes under the direction of wise\nand truly gifted teachers are the best agency for giving to gifted children\nthat education which is their right.\nPROGRAM\n\nEDWARD\n\nH.\n\nOF\n\nTHE INTERNATIONAL\nSPECIAL EDUCATION\n\nSTULLKEN,\n\nPRINCIPAL,\nCHICAGO,\n\nMONTEFIORE\n\nCOUNCIL\n\nSPECIAL\n\nFOR\n\nSCHOOL,\n\nILL.\n\nIt has long been a custom to bring to the doorstep of the school all the\nproblems that cannot be solved elsewhere in the community, and today\nschools are called upon to do many things formerly performed by other\nagencies, such as the home or the church.\nAll teachers and school administrators know that every school system\nhas many individual pupils who, because of their deviations from the normal,\ntest the patience and ingenuity of school workers. Students of special educa¬\ntion realize that it is sound public policy and not charity to provide special\ntreatment and training for all types of deviates. The school is more important\nin the lives of such children than in that of ordinary children as it is not\nonly an educative force, but is also often the only agency giving them an\nopportunity to acquire habits of adjustment to the world in which they\nmust live in spite of their handicaps.\nThe last White House Conference on Child Health and Protection and\nother more recent studies have indicated the magnitude of the problem of\nproviding special educational facilities for all types of handicapped children,\n\n"}
{"page": 445, "printed_page": null, "text": "Department\n\nof\n\nSpecial\n\nEducation\n\n439\n\nand most large school systems make some provision for several different\ntypes of handicapped children. Consequently, there are many teachers\nespecially prepared who are teaching such groups as the mentally retarded,\nthe blind, the deaf, the crippled, the delinquent, and the truant.\nTeachers of special groups may differ in the quality and quantity of\nspecial training required but all groups have many problems in common.\nOrganizations such as the Department of Special Education of the X. E. A.\nand the International Council for Exceptional Children offer an opportunity\nfor all different types of special teachers to exchange ideas and to solve\ncommon problems. There is a need for a greater unification and pooling of\nideas of all those engaged in special education. It is the hope of the Inter¬\nnational Council that the divergent groups of teachers of exceptional pupils\nwill find integrating forces to bind them together in the work of the Council\nand that the Council may be made an instrument for securing unanimity of\npurpose and effort.\nThe program of the Council includes several research projects. One has\njust been completed and the results will be published in the near future as\na supplement to the Journal of Exceptional Children. This material sum¬\nmarizes the research studies that have been made in the field of exceptional\nchildren under the direction of Carter V. Good of the University of Cin¬\ncinnati. The Council has had a committee on standards and practises in\nteaching the physically handicapped and this committee will continue to func¬\ntion. The Council also has a large committee working on the problem of\nteacher training. In this connection, work is being done to secure more\nspecific recommendations for the training needed in the field of each type\nof exceptional child. Subcommittees composed of those recognized as leaders\nwill prepare recommendations for the training needed in their respective\nfields. The chairmen of these subcommittees together with others will act\nas a general committee and will propose recommendations for training which\nshould be common to all groups of special teachers. The general committee\nwill also recommend courses that should be required of all regular teachers\nin order to acquaint them with the fields of special education.\nPreliminary work will be initiated to determine the advisability oJ* attempt¬\ning work in the field of textbooks and text materials for special class groups.\nOther projects that have been proposed for the International Council in¬\nclude: (1) the formulation of a clear statement of aims and objectives and\nof an adequate philosophy to stabilize the program in special education\n(this is needed because one of the sources of weakness in the education of\nhandicapped children is an inadequate educational philosophy) ; and (2) the\npreparation of a recorded history of the early development of special edu¬\ncation. Special education is of comparative recent origin and before all of its\noriginal leaders have passed on it would seem most timely that a permanent\nrecord be inscribed. Students in training centers would welcome such a\nfundamental document and in libraries it would perpetuate a lasting effort\nof pioneer achievement.\nThe International Council offers opportunities to all teachers of special\neducation who are vitally interested in their work to join with the members\n\n"}
{"page": 446, "printed_page": null, "text": "440\n\nNational\n\nEducation\n\nAssociation\n\nof the Council in systematically attacking their problems. The\n\nCouncil has\n\nan official publication, the Journal of Exceptional Children, which is pub¬\nlished monthly from October to May, and thru its pages all teachers of\nspecial education may keep abreast of what is going on in their profession.\nDuring the coming year, in addition to the eight regular numbers, the\nJournal\n\nwill publish as a special monograph\n\ncommittee\nTHE\n\nthe results of the work\n\nof the\n\nheaded by Carter V. Good.\nPROBLEM\nOF READING\nDEFICIENCY\nMENTALLY\nHANDICAPPED\n\nTHORLEIF\n\nG. HEGGE,\n\nNORTHVILLE,\n\nPRINCIPAL,\nMICH.\n\nAND\n\n; AND\n\nWAYNE\n\nCOUNTY\n\nLECTURER,\n\nUNIVERSITY\n\nOF\n\nWAYNE\n\nIN\n\nTRAINING\n\nTHE\n\nSCHOOL,\n\nUNIVERSITY\n\nMICHIGAN\n\nThe importance of reading as a problem in the training of mentally handi¬\ncapped children for life in the community is derived primarily from the\nfacts that the children respond slowly and fail frequently, and also from\nthe undesirable attitudes which are associated with these shortcomings. We\ncannot, however, lower the standards in any case where the capacity to\nacquire a useful reading ability is present. Our success in building a general\neducational and institutional program of the greatest possible appeal and\nsocial and vocational usefulness is therefore inextricably tied up with our\nability to create a reading program which will permit a higher rate of\nprogress and a reduction in the incidence and seriousness of reading diffi¬\nculties and of undesirable behavior patterns. Two main lines of approach\nare : ( 1 ) a prolonged pre-academic program, gradually shifting the emphasis\nin reading instruction to higher chronological levels; and (2) clinical treat¬\nment of reading difficulties in the higher moron and the borderline groups.\nMuch research is needed, however, before a truly efficient program shall\nhave been firmly established.\nWe have not discussed the reading difficulties in the lower moron group.\nA special program may be contemplated for those who are deficient in\ncapacity to acquire a useful reading ability. We are also working with these\nproblems. The present waste of effort is especially tragic in cases where the\nindividuals frequently possess excellent qualities which do not always receive\nsufficient emphasis because they are overshadowed\nment.\nREMEDYING\n\nBESSIE\n\nby failure and maladjust¬\n\nREADING\nDIFFICULTIES\nACTIVITIES ROOM\n\nMUNK,\n\nMOORE\n\nSCHOOL\n\nFOR\n\nBOYS,\n\nIN\n\nDETROIT,\n\nA\n\nTUNIOR\n\nMICH.\n\nThe purpose of this paper is to show what was done with the reading\nproblem in the junior ungraded room of the Moore School for Boys from\nSeptember 1936 to January 1937, inclusive. The room was composed of\n21 boys in September and increased to 30 before the end of the term in\n\n"}
{"page": 447, "printed_page": null, "text": "Department\n\nof\n\nSpecial\n\nEducation\n\n441\nJanuary. These boys ranged from seven to fourteen years of age, chronolog¬\nically; the average chronological age being ten years. With the average I. Q.\nranging from 70 to 79, and the average mental age eight years, we had some\nidea of the mental abilities of the boys and what could be expected of them.\nIt was next necessary to know what the boys tested in reading. In Septem¬\nber, by means of the Stanford Achievement and the Detroit Reading Tests,\nwe found that the average grade level was Bl-Al. These reading tests were\nnot enough to give the needed information so each boy was tested orally to\ndetermine the general character of his difficulties. The individual boys aver¬\naged from eight to ten difficulties each. The possible causes for these unfavor¬\nable symptoms were determined by a study of the child’s work and his be¬\nhavior while reading.\nAfter finding the unfavorable symptoms the question was, What are the\nprimary sources of these symptoms? These boys were retarded in reading\nfrom one to five years according to their mental ages. It was necessary to\ninvestigate their previous records in order to obtain the desired information.\nConsideration was also given to the physical handicaps. All available infor¬\nmation was obtained from the physical examinations and recommendations\nmade when\n\nthe boys entered the Moore\n\nSpecial. With\n\nthis information con¬\n\ncerning the C.A.’s, M.A.’s, I.Q.’s, unfavorable reading symptoms and pos¬\nsible causes, number of failures in school, the terms spent in school, attend¬\nance, different addresses and schools, and some of their physical deficiencies,\nit was extremely important to know something definite about the behavior\nproblems of each boy. By keeping a daily written “Behavior Chart” we found\nmany outstanding maladjustments such as: nervousness and restlessness;\nnegativism and antisocial traits ; poor judgment ; idleness or lack of initiative ;\njealousy; and lack of cooperation.\nWe first attempted to remove as many causes as possible:\n1. By trying to improve the boys’ physical conditions such as poor vision, poor\nteeth, and glandular disturbances\n2. By discussing with each boy his difficulties in reading and behavior and also\ntrying to interest the parent\n3. By using devices\n\nas well\n\nto interest the boys in improving\n\n4. By trying to provide correct prescriptions\nwords, to provide diagnostic teaching.\n\nfor\n\ntheir own\n\nattendance\n\nspecific difficulties; in other\n\nOur first task was to release the tension of each boy thru gaining his con¬\nfidence and sympathy. We desired most to have each boy feel that the teacher\nwas a friend and helper. Before each lesson in diagnostic teaching it was\nnecessary to get the boys in a good mood, cheerful and ready to give their\nbest attention. We tried to find the interest of every boy, thus arousing a new\ndesire to read. This was a pleasure, as most of the boys responded quickly and\nwere eager to read orally. One of the most important aims of the teacher\nthruout each teaching period was to give praise and encouragement when¬\never deserved and to use material which assured some degree of success and\nsatisfaction to each boy.\nA correlation between reading and behavior symptoms, such as a feeling\nof security and lack of confidence, were kept in mind thruout all of the\n\n"}
{"page": 448, "printed_page": null, "text": "442\n\nNational\n\nEducation\n\nAssociation\n\ndiagnostic teaching. The teacher aimed to approach the boy’s problems openmindedly, trying to help each one to succeed just as soon as possible by aiding\nhim to improve his reading in whatever area he was found to be deficient.\nEach boy averaged about 30 minutes a day for diagnostic teaching. We pro¬\nceeded with this program until the boys were ready to be grouped and then\nwe worked together in groups of from three to five whenever we could use\nthe same type of instruction.\nThe\n\nresults from this term’s work on diagnostic teaching are as follows:\n\n1. Most\nhelped\n\nof the boys became\n\nto eliminate\n\nconfusion,\n\ninterested\n\nand\n\nhad\n\nmore\n\nof a desire\n\ninsecurity, emotional\n\nand\n\nattentional\n\nto read. This\n\ninstability.\n\n2. Most of the boys found success, recognition, and satisfaction\n3. The boys seemed much happier and more at ease.\n\nthru reading.\n\n4. The\n\nable to do second-\n\nboys read\n\nfrom\n\none to ten books. Those\n\nboys who\n\nand third-grade work read the larger number.\n5. The trips that were taken aided both in reading\n\nwere\n\nand general\n\nbehavior.\n\n6. Many of the boys made more progress than others due to the M.A.’s,\nthe seriousness of the difficulties, and length of the problem from the outset.\n\nI.Q.’s,\n\n7. Test scores showed an increase in the average grade level from Bl-Al in Sep¬\ntember to B2 in January. In January, four of the boys reached their grade level on\na par with their mental age.\n\nThe first and most difficult task with all of the boys in the junior ungraded\nroom of the Moore School for Boys was to try to get them interested and to\ncreate a desire to read.\nMEASUREMENT\nOF THE\nABILITY OF\nHELEN\n\nSCHICK\n\nLANE,\n\nCENTRAL\n\nMENTAL\nAND\nEDUCATIONAL\nTHE DEAF CHILD\nINSTITUTE\n\nFOR\n\nTHE\n\nDEAF,\n\nST. LOUIS,\n\nMO.\n\nBy the selection of individual performance tests, which are non-verbal in\ndirections and response, deaf children ranging in age from two to nineteen\nyears tested at Central Institute for the Deaf show intelligence equal to\nthat of hearing children measured on the same tests and their intelligence\nquotients follow a normal distribution curve.\nIn testing the deaf, problems arise that are not frequently encountered by\nthe examiner of hearing children. Failure to perform a test may be due\nto lack of understanding of directions, excessive timidity, negativism, or\nother behavior maladjustments rather than to lack of ability. The time con¬\ncept is a difficult one to express in pantomime and many items of a perform¬\nance scale are scored in terms of speed of performance. Deafness may also\ninvolve a loss of the sense of equilibrium and consequently poor motor\ncoordinations, making a test of motor ability as unfair as a linguistic test.\nEducational achievement tests, standardized for the hearing, should be\ngiven annually to the deaf to measure the extent of the educational retarda¬\ntion in each school subject. Results of a seven-year testing program using the\nStanford Achievement Test show an average retardation of two years. This\nretardation is not as great as that reported by other investigators and it is\nbelieved that it can be further reduced by: (1) starting the education of\nthe deaf child at an earlier age; (2) increasing the amount of reading, and\n\n"}
{"page": 449, "printed_page": null, "text": "Department\n\nof\n\nSpecial\n\n443\n\nEducation\n\nstimulating the desire for reading; (3) presenting more problems requiring\nrationalization with much less guidance in solving them; (4) utilizing\nresidual hearing to a maximum extent and preserving all language acquired\nbefore the onset of deafness.\nAn annual testing program carried out by an examiner familiar with the\ndeaf child is recommended as an aid in homogeneous grouping and grade\nplacement. This would enable the teacher to plan her material to fit the level\nof the group and to help the pupils meet the educational requirements of\nhearing children with whom they will compete after completion of their\nspecial education.\n\nVISUAL\n\nAND\n\nKINESTHETIC\n\nINSTRUCTION\n\nMRS.\n\nERMA\n\nMCEACHERA,\n\nDEPARTMENT,\n\nDEAF\nDETROIT,\n\nOF\n\nPUBLIC\n\nTHE\n\nDEAF\n\nSCHOOLS,\n\nMICH.\n\nMiss Alcorn, primary supervisor in the Detroit Day School for the Deaf\nand originator of the Tadoma or Kinesthetic Method of teaching the deaf,\nwas to have spoken at this meeting but as she is teaching a summer course at\nColumbia University I will try to tell you as much as possible about her\nmethod.\nFrom 1910 to 1920 Miss Alcorn had as a pupil a blind-deaf child, Oma\nSimpson, then attending the Kentucky School for the Deaf. After two years\nof work with her, Miss Alcorn was able to prove to the school authorities\nthat the oral method of development was practical in Oma’s case. From\nthen on the work was carried on altogether thru the tactile sense ; that is, she\nunderstood all speech thru vibration, and learned to speak thru the sense of\ntouch. Her voice was quite good and her lip or speech reading was truly\nremarkable.\nShe made use of the following means\n\nof receiving speech : ( 1 ) by putting\n\nher thumb on the lips of the speaker, her fingers on the cheek; (2) by put¬\nting her hand on the cheek; (3) by putting her hand on the back of the\nneck or on the throat; (4) by putting her fingers on a paper tube while\nsentences were spoken into it. By putting her thumb on the lips, she could\nunderstand a whispered conversation.\nIn January 1921 M iss Alcorn undertook the education of another blinddeaf child, Tad Chapman of Redfield, South Dakota. His instruction was\ngiven entirely thru the tactile sense. After a demonstration with Tad in\nNew York in 1927 many educators of the deaf asked why one so thoroly\nhandicapped could accomplish so much more than the usual deaf child.\nFrom that time on it has been Miss Alcorn’s conviction that the deaf child\ngiven the same opportunity could accomplish as much, if not more, than the\nblind-deaf. With such an objective in view she conducted some experiments\nwith the deaf during the years 1924 thru 1926. It was not until September\n1926 that she had an opportunity to teach a class of small children, whose\nages ranged from five to ten years with as great a variation in their mental\nages. After two years of work with this class, it was found that better\nvoices — the original objective — was\n\nonly one of the benefits derived from\n\n"}
{"page": 450, "printed_page": null, "text": "444\n\nNational\n\nEducation\n\nAssociation\n\nthis method, for when the child discovers that voice accompanies the lip\nmovements of the people around him, it seems to give speech reading a\nnew incentive and he is eager to learn the names of people and things.\nA little deaf child enters school with no conception of articulation, but\nwe notice that when he laughs or cries his tones are much like those of the\nhearing child. Thus far he has developed naturally. Then why should he\nnot be able to use these same tones in his speaking voice ?\nThe method usually followed is to attempt to get voice from the small\nfive- or six-year-old child soon after he enters school beginning with “oo,”\n“ar,” and in some instances “ee.” The child’s response is in a most unnatural\ntone and this tone soon becomes fixed as the voice he will carry with him\nthru life. Having given the tactile method a thoro trial, with satisfactory\nresults, we have reached the conclusion that if properly presented it can be\nof great help in developing the child along more normal lines.\nWe do not allow the child to attempt to give voice until he is thoroly\nfamiliar with the way the voice of the teacher feels, concentrating for three\nor four months on vibration lip reading. The child with his eyes closed puts\nhis hand on the cheek of the teacher while she gives the vowel “oo.” When he\nopens his eyes she points to the blackboard where instead of writing “oo,”\nshe has drawn a diagram of the lip position, lips rounded. As soon as he seems\nthoroly familiar with the sound she begins to give it at high and at low\npitch and to have the child point on the board to the one that is given.\nAfter this has been practised for four or five weeks she then gives “ar.”\nShe then draws the mouth position for “ar” on the board and sees if the\nchild can distinguish between the two sounds. As soon as one vowel is\nmastered another is given, always using the mouth position diagram for each\none.\nIn addition to the vowel work several periods a day, we carry on other\nvibration work in other periods. We begin with two objects in the same way\nthat we begin teaching lip reading. The child, with eyes closed, puts his\nhand on the teacher’s face while she speaks the words in a natural tone with¬\nout undue emphasis. This is very important, for if there is a tendency to\ntalk too loud, with too much emphasis, or too deliberately, it will be reflected\nin the child’s voice when he begins speech. At first she has him put his hand\non the face and watch the lips at the same time ; then as soon as he grasps the\nidea of lip reading, he shuts his eyes and tries to distinguish between the\ntwo words. After two objects are learned, a third is added, but great care\nmust be used not to add the third until the first two are thoroly mastered.\nThe first words we use are “a cow” and “a top,” as these two words are\nquite different in the way they feel.\nThe secret of the success of the beginning work is in slowness and\nthoroness. This early work should never be rushed if the most is to be gained\nfrom the method.\nLip reading proceeds much faster than vibration. We take the class for¬\nward as a whole in lip reading but the children do individual work in\nvibration. Each new word that is given in lip reading is given in vibration\nbut the child is not held responsible for remembering it.\n\n"}
{"page": 451, "printed_page": null, "text": "Department\n\nAt first the work\n\nof\n\nbecomes\n\nmuch\n\nway\n\nAfter the first four or five words\n\nwords\n\nto his individual\n\ncalendar, and numbers\n\nas the objects. During\n\nforward\n\nto her assistance, but in time her efforts\nhave been acquired, it\n\neasier for the child to get others and he begins to take delight\n\nin adding new\nCommands,\n\n445\n\nEducation\n\nis necessarily very slow and the teacher needs to call\n\nall her patience and perseverance\nwill be rewarded.\n\nSpecial\n\nvibration chart.\nare given thru vibration in the same\n\nthe speech reading period two children are called\n\ninstead of one. One\n\nfeels the face while the other gets the command\n\nor object thru lip reading. In this way the child is becoming thoroly saturated\nwith the feeling of voice. Before the end of the trial period of three months,\nsome\n\nchildren will insist on giving voice. If it is pleasant, we\n\nhave him continue\n\naccept it and\n\nto give it.\n\nFrom the first day of school, we give tongue gymnastics, it being absolutely\nnecessary for the child to be able to control the muscles of his tongue. This\npart of the work\n\nis in accordance\n\nfor the deaf, tho no combinations\nevery spoken combination\nhas meaning.\nBy this method\nby the system\nlearns new\n\nof consonants\n\nand every written\n\nthe child is several months\n\nof teaching now\n\nwords\n\nwith the methods\n\nmore\n\nemployed.\n\nmore\n\nand vowels\n\nare given. Thus,\n\ncombination\n\nthat a child sees\n\nlater beginning\n\nAfter\n\nspeech work\n\nrapidly than by other methods\n\nthe year he will have accomplished\nwith a much\n\nused in our best schools\n\nis begun\n\nhe\n\nand by the end of\n\npractically the same\n\namount\n\npleasing voice and a fluency far beyond\n\nyear. After verbs are given the teacher begins using them\nlip reading and vibration. This kind of vibration work\n\nspeech than\n\nof work,\n\nthe usual first\nin sentences for\n\nis an aid in fluencv\n\nand inflection, and is the only fluency drill required.\nFeeling the face of the speaker soon\nmovements\n\nthat accompany\n\nspecial emphasis\n\naccustoms\n\nthe child to muscular\n\nspeech, so that in a short while, without\n\nany\n\nbeing given to it, he can quite readily read speech from\n\nthe side of the face, the mouth of the speaker being entirely concealed. Be¬\ncause lip movements of people vary greatly, speech reading is made much\neasier for deafened people by watching the muscles of the face.\nVibration\n\nwork\n\nshould not be confined to the primary\n\ngrades for it can\n\nbe used most effectively in speech-correction. For such work the children\nrecognize the vowels thru feeling the face. After a month or so they should\nbe able to understand\n\na few words\n\ncorrect and incorrect way\nwho\n\nhas given so much\n\nand should readily distinguish between\n\nof speaking them.\n\nTo\n\nthe conscientious\n\nof her time and strength in an endeavor\n\nthe deaf child along more\n\nnormal\n\nthe\n\nteacher\n\nto develop\n\nlines, vibration should open entirely new\n\navenues of approach, enabling her to secure intelligible speech — language\nthat once had to be dragged from children is now eagerly demanded.\n\n"}
{"page": 452, "printed_page": null, "text": ".\n\n.\n\n"}
{"page": 453, "printed_page": null, "text": "DEPARTMENT\n\nOF\n\n£ UPERINTENDENCE\n\nBy action of the New Orleans convention\nthe name of this Department was changed.\nEffective March 15, 1937 , the name became :\nTHE\n\nAMERICAN\n\nASSOCIATION\n\nOF\n\nMINISTRATORS,\n\na Department\n\nof the National\n\nEducation\n\nAssociation.\n\nSCHOOL\n\nAD¬\n\n"}
{"page": 454, "printed_page": null, "text": "H ISTORICA\n\nL N O T E\n\nAt the meeting of the Notional Teachers' Association in Harrisburg,\nPennsylvania, August 1865. the state and city superintendents present\ndecided to form an organization of their own. The new organization was\ncalled the National Association of School Superintendents.\nIn 1870 the National Association of School Superintendents became\none of the four original departments of the National Educational Asso¬\nciation. Under the act of incorporation passed by Congress in 1907 , it\nwas called the Department of Superintendents of the National Education\nAssociation. In 1921 the Department was reorganized with a full-time\nexecutive secretary at Washington headquarters.\nAt the New Orleans convention in February 1937, the Department\nadopted a revised constitution and bylaws changing the name to the Amer¬\nican Association of School Administrators, a Department of the National\nEducation Association. It meets annually during the last week in Feb¬\nruary. A yearbook and an official report of its annual convention are its\nprincipal publications. The annual dues, $5, are payable to the Executive\nSecretary.\nThe officers of this Department for the year 1937-38 are: president,\nCharles B. Glenn. Superintendent of Schools, Birmingham, Ala.; first\nvicepresident,\n\nA.\n\nL.\n\nThrelkeld,\n\nSuperintendent\n\nof Schools,\n\nMontclair,\n\nN . J .; second vicepresident, J . 117 Ramsey, Superintendent of Schools,\nFort Smith. Ark.; executive secretary, Shenvood D. Shankland, 1201\nSixteenth Street, N. JT., Washington, D. C.; executive committee:\nGeorge C. Bush, Superintendent of Schools, South Pasadena, Calif,\n(term expires in 1938); Ben G. Graham, Superintendent of Schools,\nPittsburgh, Pa. (term expires in 1939) ; J. C. Cochran, Superintendent\nof Schools. San Antonio. Texas (term expires in 1940) ; Jesse H. Mason,\nSuperintendent of Schools, Canton, Ohio (term expires in 1941 ).\nFacts relating to the establishment of this Department and the record\nof meetings are found in earlier volumes of proceedings as follows:\n1873 -.244-270\n1874:297\n\n1887:509-538\n\nIS 88:513-543\n1889 -.611-613\n1875 -.ISO\n1S90 -.365-542\n1876 -.291\n1877 -.253-261\n1891 -.379-525\n1879 .223\n1892:55 -743\n1880 -.235-236\n1894:252-5 2\n1881 .252\n1895 :213-429\n1882 :Pt.II -.1-112 1896 -.231-392\n1883 .131\n189 7:195-316\n1884 .283-292\n1898 -.303-488\n1885 -.160-101\n1899 -.251-379\n1886:333-350\n1900 : IS 3 -296\n\n1901 -.189-348\n1902 -.151-305\n1903 :139-300\n1904 -.173-332\n1905 -.155-270\n1906: 20-214\n1907 -.145-327\n1908 .129-312\n1909 -.159-330\n1910:743-3(1(5\n1911 -.161-329\n1912 -.329-497\n\n[ 44 S ]\n\n1913: 99- 354\n1914: 133- 291\n1915: 253- 525\n1916: 895-1099\n1917: 661- 845\n1918: 473- 683\n1919: 483- 673\n1920: 407- 536\n1921 : 679- 849\n\n1922:1295-1464\n1923: 881-1024\n1924: 803- 961\n\n1925 :633-862\n1926 -.665-838\n1927 -.697-871\n1928 -.655-830\n1929 -.643-802\n\n1930:607-770\n1931\n1932\n1933\n1934\n1935\n1936\n\n-.645-800\n-.543-677\n-.551-680\n-.535-672\n-.499-626\n-.399-521\n\n"}
{"page": 455, "printed_page": null, "text": "GENERAL\nSESSION— VESPER SERVICE\nSUNDAY AFTERNOON, FEBRUARY\n21, 1937\nWALKING\nALBERT\n\nW.\n\nPALMER,\n\nWITH\n\nPRESIDENT,\n\nGOD\n\nCHICAGO\n\nCHICAGO,\nAway\n\nback\n\nin the\n\ndim\n\ndawn\n\nof\n\nTODAY\nTHEOLOGICAL\n\nSEMINARY,\n\nILL.\n\nhistory,\n\nit says in the book\n\nof Genesis\n\nthat “Enoch walked with God: and he was not; for God took him.”\nSeveral centuries rolled by and one of the Hebrew prophets, Micah, in\nhis great definition of religion, said, “What\n\ndoth the Lord\n\nrequire of thee\n\nbut to do justly and to love kindness and to walk humbly with thy God.”\nOther centuries rolled by and one afternoon two men, discouraged, dis¬\nheartened, and disconsolate, walked along the road outside Jerusalem going\nto their village home, and, as they walked in their despair and disheartenment, a strange figure joined them and afterward, they said to one another,\n“Were\nway r\n\nnot our hearts burning\n\nAgainst the background\n\nwithin\n\nus as we\n\nwalked\n\nwith\n\nHim\n\nin the\n\nof these three passages of Scripture, I would\n\nto ask you to think a little while about the theme\n\nof “Walking\n\nlike\n\nwith God\n\nToday.” First of all, what did it mean for Enoch to walk with God? We\nknow very little about Enoch. About all we know is that he was the son of\nJared and was the father of Methuselah, that Methuselah lived to be a\nthousand\n\nyears old and that Jared lived to a fairly ripe old age of 960 years.\n\nCompared with them, Enoch only lived a paltry 365 years. There are\nscholars who believe that what has been interpreted as years should be\nmonths, and with that interpretation, Methuselah lived to be about eightyone and Jared eighty, but Enoch belonged to that wonderful group of men\nthat burned\n\nthemselves\n\nout at forty, like Drummond\n\nand\n\nRobert\n\nLouis\n\nStevenson and Saint Francis of Assisi. Beyond that we have very little infor¬\nmation about Enoch except that he lived so long ago, and yet, because the\nlife of the East is so unchanging, generation after generation, anybody who\nhas visited Palestine and has a little imagination can easily realize what it\nmay have meant for Enoch to walk with God. As he plowed the field with\nhis camel and bullock yoked together, we can well believe that he had some\nthe same\n\nfeelings and\n\nexperiences\n\ncenturies later, and that when\nanimals\n\nas came\n\nhe went\n\nand his plow, and thought\n\nto that plowman\n\nhome\n\nof\n\nof Ayrshire\n\nat night and put away\n\nhis\n\nover the day and its labor, he began to\n\nphilosophize and say, “I may plow and somebody\nGod that giveth the early and later rain, it is God\n\nelse may plant but it is\nthat giveth the increase.\n\nI have walked with God today along the furrows as I plowed !”\nOr, it may have been another day when the great drought had dried up\nthe lowlands and Enoch drove his flock of sheep out of the parched and\ndusty valleys up to some\nstream\n\nrunning\n\nmountain\n\nregion with\n\nthru it, and in that upland\n\n[ 449 ]\n\na lovely meadow\n\nand\n\na\n\nregion gave his sheep an oppor-\n\n"}
{"page": 456, "printed_page": null, "text": "450\n\nNational\n\nEducation\n\ntunity for food and drink. And\n\nwhen\n\nAssociation\n\nnight came, he put them\n\nin a sheep-\n\nfold and, lacking a door, laid himself down on his homespun shepherd’s cloak\nacross the gateway. Before he went to sleep, as he looked up to the clear blue\nof the Syrian sky, he said, “While I led my sheep today, I, too, have been led.\nI have been guided and directed by God and He has led me by still waters\nand into pastures green.”\nAnd, I think there may have come\ntribe, men\n\nwho\n\nanother day when\n\nin the council of the\n\nhad been out on a scouting expedition\n\ncame\n\nback with\n\na\n\nthrilling proposition. “We climbed the mountain and went down the other\nside and discovered villages that have lived in peace for generations. They\nhave cattle. Their women have bracelets of gold. All we need to do is to\nclimb up that pass some\n\nmoonlight\n\nthey are least suspecting it, we\n\nnight and then in the morning\n\ncan go down\n\nthat canyon\n\nthe way\n\nwhen\n\nwe went\n\na\n\nday or two ago, pounce on the village, kill the men, load all the spoils into\ntheir own carts and wagons, make the women slaves and prisoners, and\nthen make our way around the plain and reach our own villages once more.”\nThen Enoch stood up and said, “I believe there is something in the uni¬\nverse that is against robbery and cruelty and violence. I will not give my\nvote to this. I believe our tribe, in the end, would suffer irreparable damage\nif this proposition would go thru.” He stood against them and won his point.\nAnd then at last one day when he wandered over into the mountains he\nloved so well, an accident befell him. They never found his body. His sheep\ncame trailing down the mountain without their shepherd. His people began\nto think of the things he had said. They\n\nfinally wrote down : “Enoch\n\nwith God : and he was not ; for God took him.”\nWe have a good deal clearer idea what it meant\nMicah\n\nlived because Micah\n\nHebrew\n\npeople. One\n\nlived in a time when\n\nof these issues was\n\nwalked\n\nto walk with God\n\nwhen\n\ngreat issues confronted\n\nthat of child sacrifice. There\n\nthe\nwere\n\nmanjr people who believed that if you would have the favor of God, you\nmust sacrifice the thing dearest to you. What is dearer than your child ?\nTherefore\n\nchild sacrifice is acceptable to God ! Over\n\nagainst that, Micah,\n\nmighty indignation of prophetic utterance, in words\n\nthat are memorable\n\nin\nand\n\nthat the human race can never forget, said, “How shall I come before the\nLord or bow myself before the high God? Shall I come with thousands of\nrams or with ten thousands of rivers of oil? Shall I give my first-born for my\ntransgression, the fruit of my body for the sin of my soul? He hath shewed\nthee, O man,\n\nwhat\n\nis good, and what\n\ndoth the Lord\n\ndo justly and to love kindness and to walk humbly\n\nrequire of thee but to\n\nwith thy God.”\n\nAnd, another question which vexed Micah’s day, as it vexes ours, was\nthe age-old problem of peace and war. Micah, looking out on a war-torn\nworld and realizing the devastation which war had created, sat down and\nwrote, with a prophetic vision which\n\nreaches across the centuries and which\n\nwill not die, his glorious vision of the last days when\nthe house of the Lord\n\nit shall come\n\nto pass that\n\nshall be established in the top of the mountains\n\nand\n\npeople shall flow unto it; and many nations shall come and say, “Come, and\nlet us go up to the house of the Lord, and there in the presence of the Lord\nJehovah,\n\nnations shall beat their swords\n\ninto plowshares\n\nand their spears\n\n"}
{"page": 457, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\ninto pruninghooks ; nation shall not lift up a sword\nshall they learn war\nwith God.\nIt meant\nThey\n\nany more.”\n\nstill something\n\ncame\n\nThat\n\nwas what\n\nhad followed\n\nthe Lord. They\n\nagainst nation, neither\n\nit meant\n\ndifferent for those two\n\nout of three years of marvelous\n\n451\n\nto Micah\n\nto walk\n\non the Emmaus\n\nRoad.\n\nexperience. For three years they\n\nhad heard the matchless parables. They\n\nhad\n\ncaught something of the matchless glory of the Jesus of Nazareth. They\nhad seen Him heal the sick. They had seen Him bring the demented back\nto sanity and go His way. They\nat hand.\nwhich\n\nIt seemed\n\nhad felt surely the Kingdom\n\nonly a little while\n\nnow\n\nand\n\nof Heaven\n\nwas\n\nall the glory of that age\n\nthe prophets had seen from afar might come. And\n\nthen, in those last\n\ndays at Jerusalem, they had seen gathering about the head of the one they\nhad loved and trusted, the enmity of Pharisees and Sadducees until at last\nit eventuated in that trial in Pilate’s court. Afar off they had stood witness¬\ning the cross against the darkened sky on a wind-swept hill and they realized\ntheir hopes dashed to pieces, their dreams frustrated — nothing left except\nto go back to the old village home, to the deadly routine, to the narrow lives\nout of which they thought they had been emancipated.\n\nAnd\n\nalong the road, being sad, talking with one\n\nin disconsolate\n\nanother\n\nso, as they walked\ntones,\n\nsuddenly a presence seemed to be walking with them and they were sud¬\ndenly aware of One who asked them what they talked about. They said,\n“Are you only a stranger in Jerusalem that you don’t know what happened\nthere?” And they told Plim the story of their hopes and anticipations, and\nthe frustration of their dreams. They told Him the story of the crucifixion.\nThen\n\nHe\n\nunfolded\n\ntold. He reminded\n\nto them\n\na new\n\nof what\n\nthem of Isaiah’s prophecy of One\n\nfor our transgressions. And,\nthese things?”\nSo they came\n\nunderstanding\n\nhe said, “Behooved\n\nto their homes\n\nand He\n\nmade\n\nwho\n\nthe prophets had\n\nshould be wounded\n\nit not the Christ to suffer\n\nas tho He\n\nwould\n\nhave gone\n\nfarther. They said, “Come, abide with us. It is toward eventide.” He\nentered in and sat down at table with them and as He took the bread and\nbefore He\n\nbroke it, blessed it, their eyes were\n\nit was, and\n\nHe\n\nvanished\n\nfrom\n\ntheir sight. They\n\nwith new\n\ncourage in their hearts and new\n\nfrom them\n\nbefore. They\n\nand spirit of the Master\nAnd\n\nmany\n\nanother\n\nwent\n\nopened and they realized who\nwent\n\nback to Jerusalem\n\nunderstanding\n\nof things hidden\n\non as long as they lived to carry the messages\n\nthey loved over land and sea.\nman\n\nor woman\n\ndown\n\nacross the centuries has had\n\nthat experience, too, has found that not amid success and victory, not among\nthe cheering multitude,\noftentimes\n\nnot in the hour when\n\nin apparent defeat, when\n\ndreams\n\nfiner life and deeper interpretation came,\nin the valley of shadows,\n\nhe had walked\n\nmen\n\nseemed\n\nspoke well of him, but\nbroken, that a new\n\nand\n\nand even in the shadowed\n\nway,\n\nwith God.\n\nI walked a mile with Pleasure —\nShe chattered all the way,\nBut left me none the wiser\nFor all she had to say.\n\n"}
{"page": 458, "printed_page": null, "text": "452\n\nNational\n\nEducation\n\nAssociation\n\nI walked a mile with Sorrow —\nNever a word said she;\nBut, oh, the things I learned that day\nWhen Sorrow walked with me!\n\nAll that was\n\nover nineteen hundred\n\nyears ago. What\n\nmight it mean\n\nfor\n\nanyone to walk with God today? Well, first of all, someone will say, “Is\nthere any God to walk with today?” And perhaps that is the previous\nquestion. For, after all, our religion must be contemporary. We cannot walk\nwith a God who died nineteen hundred years ago. We cannot walk with a\nGod\n\nwho\n\nlived in Palestine and never emigrated\n\nto America.\n\nDavid Starr Jordan said he thought the trouble with most religious meet¬\nings was they spent too much time reading the minutes of the last meeting.\nHaving read the minutes of the last meeting, let us turn to today, let us\nassume\n\nthat to walk\n\nwith God\n\njust as it had to Enoch\nSo, we\n\nhas a living and vital meaning\n\nor Micah\n\nor those two on the Emmaus\n\nask, first of all, is there any God\n\nencouraging\n\nto walk with?\n\nbasic fact in all this troubled\n\nto us today\nRoad.\n\nI think the most\n\nand difficult world\n\nin which\n\nwe\n\nlive today is that there is growing up, quite unconsciously, I fear, but never¬\ntheless there is growing up, a sense of the reality and contemporariness of\nGod.\nProfessor Schneider\n\nin his great book, The\n\nto the fact that the Puritans were\nwere\n\nMind , calls attention\n\nnot seeking something\n\nseeking to build the Commonwealth\n\nbeen divinely commissioned\n\nTuritan\n\nby God\n\nof God.\n\nfor themselves\n\nThey\n\nbelieved they had\n\nto build a better social order. “To\n\nsure,” he said, “all they succeeded\n\nin obtaining was\n\nMassachusetts,\n\nwhich\n\ndifferent, but they wouldn’t\n\nMassachusetts\n\nfounded\n\nis somewhat\n\nthe Commonwealth\n\nif they hadn’t believed they were\n\nGod.”\nWe today face problems\n\nbut\n\nfar more\n\nbe\nof\n\nhave gotten\n\ncommissioned\n\nby\n\nstaggering than they faced. Their\n\ndif¬\n\nficulties of carving out homes in the wilderness were relatively simple prob¬\nlems compared with the problems we face as we stand before the tremendous\nthreat of war\nmenace\n\nand race prejudice which\n\nof economic\n\nplague mankind,\n\nstrife and struggle and possibly bloodshed.\n\nlook out on this troubled world, I think we\nfounded\n\nand the terrible\n\nthat shall be remotely\n\nAnd\n\nas we\n\nrealize that if we get anything\n\nlike the Commonwealth\n\nof God,\n\nwe\n\nshall\n\nhave to have a sense of righteousness and a sense that we labor not alone in\nseparate futility but in cooperation\njuster human relationships.\nAnd\n\nfor a better social order and\n\nso, the hopeful thing I see in the world today is that there is a growing\n\nsense (albeit quite unconsciously)\nas a contemporary.\nWe\n\nwith God\n\ndiscover God,\n\nin people’s minds\n\nof the reality of God\n\nI think, first of all in the cosmic process. We\n\nare dis¬\n\ncovering that it is a universe that is orderly, that it does not move in a harumscarum fashion, that it is not a tale told by an idiot full of sound and fury,\nsignifying nothing. But, on the other hand, as far as we\nheavens\n\nwith the telescope and farther than we\n\ncan go out in the\n\ncan go down\n\ninto the in-\n\n"}
{"page": 459, "printed_page": null, "text": "Department\n\nof\n\n453\n\nSuperintendence\n\nterior of things with a microscope, wherever\n\nwe go, we find a great orderly\n\nprocess of integration has gone before us. There\n\nis a cosmic order. There\n\nis\n\nsomething invisible and something unseen, but ever present and ever reli¬\nable and dependable, that moves thru this universe in which we live, keeps\nit upon its appointed\nmeaning.\n\nway,\n\nand\n\nmakes\n\nit indeed\n\na place of order and\n\nof\n\nThis God of the cosmic process is not only a power that makes for in¬\ntegration out yonder in the outer world but we are coming to realize that\nH e is also present in that inner, warmer\n\nworld\n\nof human\n\nrelationships, that\n\nthere are not only laws of physics and chemistry and biology which\nlearn and abide by, and, in proportion\ncan develop power\neconomic\n\nas we\n\ncan\n\nadjust ourselves to them, we\n\nand peace and comfort, but also that there are laws of\n\nrelations that are just as inexorable\n\nthat there are laws of social justice which\nverted.\nBooker\n\nwe\n\nT. Washington\n\ncannot\n\nbe disregarded\n\nor contro¬\n\nsaid a long time ago that he learned early in life\n\nthat you could not keep somebody\nthe ditch with him ! We\n\nas the laws of gravitation,\n\ndown\n\nin the ditch without\n\nstaying down\n\nin\n\nin our great cities are learning that you cannot keep\n\npeople in slums, keep people subjected\n\nto any kind of social deprivation\n\nwithout\n\nstaying down\n\nthe best part of your community\n\npeople. There\n\nare laws\n\nwhich, as we come\nof God.\n\nof social relationships which\n\nto learn to know\n\nare inexorable\n\nthem, we shall understand\n\nSo, also there are laws of the inner world.\ncourage,\n\nwith those deprived\nand\n\nare the laws\n\nI believe there is a law of\n\na law of goodwill, a law of faith, a law of prayer, and he who\n\nbrings his life into harmony\n\nwith these laws of the inner life, finds peace\n\nand power and spiritual joy rising up within him, and life is filled with new\nand deeper meaning because he has laid hold of God, the living God, the\nGod who is a contemporary,\nwalk in life.\nTwo\nGod\n\nlittle poems\n\ntoday. One\n\nwho\n\nis present beside us in all the ways\n\nhave exemplified this growing\n\nof them\n\nis by Harry\n\nfaith in the presence\n\nKemp.\n\nWho Thou art I know not,\nBut this much I know ;\nThou hast set the Pleiades\nIn a silver row ;\nThou\n\nhast sent the trackless\n\nLoose upon their way;\nThou hast reared a colored\n\nwinds\nwall\n\n’Twixt the night and day;\nThou hast made the flowers to bloom\nAnd\n\nthe stars to shine;\n\nHid rare gems of richest ore\nIn the tunneled mine;\nBut chief of all Thy wondrous\nSupreme of all Thy plan,\nThou hast put an upward\nInto the heart of man.\n\nworks\n\nreach\n\nwe\nof\n\n"}
{"page": 460, "printed_page": null, "text": "National\n\n454\n\nAnd\n\nEducation\n\nthe other is a less known\n\nAssociation\n\nlittle poem\n\nof the inner personal life.\n\nI sought the Lord, and afterward I knew\nHe moved my soul to seek him, seeking me.\nIt was not I that found, O Saviour true,\nNo, I was\n\nHow\n\nfound\n\nof Thee!\n\ndo we walk with this God\n\nwith Him,\n\nwho\n\nis a contemporary?\n\nfirst of all, in our comradeship\n\nI think we walk\n\nwith nature. We\n\nwho\n\nare city\n\ndwellers need to have that sense of fellowship with the God\n\nof the open air\n\nand we\n\nin the cosmic\n\nwho\n\nlive in this century\n\nprocess need to walk\n\nwhich\n\nwith the God\n\nhas discovered\n\nGod\n\nof that cosmic process not only in the\n\nlaboratory of scientific research but also in the experience\nwith the mystic fellowship of nature. You\n\nknow\n\nof spiritual joy\n\nthose lovely lines:\n\nA haze on the far horizon,\nThe infinite, tender sky,\nThe ripe, rich tint of the cornfields,\nAnd the wild geese sailing high;\nAnd\n\nall over\n\nupland\n\nand\n\nlowland\n\nThe charm of the golden-rod,\nSome of us call it Autumn,\nAnd others call it God.\n\nWe live in our man-made world. We walk our hard pavements. We hear\nthe jangle of the street cars, the honk of our automobiles. We live so close\nto the things that our hands have fashioned. We\nunder\nmay\n\nthe stars, out in the presence\n\ncity folks need to get out\n\nof the great hills where\n\nthe mountains\n\nspeak to us and “over against our fallen traitor lives the great winds\n\nutter prophecies,” in order that amid\nmay come to know God.\n\nthe mystery\n\nand beauty of nature\n\nwe\n\nI think of John Muir who came to know God. The story of his thousandmile walk to the Gulf has come to me as I have not walked but ridden down\nhere to the Gulf. I think how\nover Illinois, Kentucky,\n\nhe came\n\nTennessee,\n\non the Gulf, and the wonderful\n\nfrom\n\nWisconsin\n\nand made\n\nhis way\n\nGeorgia, and Florida until he came\n\nstory he has told of his new\n\ncommunion\n\nout\nand\n\nunderstanding of nature’s God. We need more men who in the spirit of\nJohn Muir shall feel God in the great throbbing presence of natural\nbeauty, a\nOf something\n\nfar more\n\nSense\n\nsublime\n\ndeeply\n\ninterfused,\n\nWhose dwelling is the light of setting suns,\nAnd the round ocean and the living air,\nAnd\n\nI think we\n\nwalk\n\nthe blue sky, and in the mind\n\nwith God\n\nwhen\n\nwe\n\nwalk\n\ngreat artists have been great priests of God.\n\nof man\n\n. . .\n\nin the fellowship of art. The\nRodin\n\nwalked\n\nwith God\n\nwhen\n\nhe sculptured that marvelous thing, “The Hand of God.” Many a poet and\nmany a musician have walked with God and helped other people to do so.\nPerhaps the most spiritual of all the forms of art is music. Music has been\nsung here that has come down across the centuries thru which\nwalked in communion with the unseen.\n\nmen\n\nhave\n\n"}
{"page": 461, "printed_page": null, "text": "Department\n\nI read a novel recently. The\n\nof\n\n455\n\nSuperintendence\n\nflu cut me down\n\nfor three days. 1 had nothing\n\nelse to do, so my wife put into my hands a novel with so true an insight into\nthe tensions of human\n\nlife that it revealed what\n\noft making\n\nmoral\n\nthat anyone\n\ncould know\n\nhad walked\n\nwith God\n\ndown\n\ndecisions until tomorrow.\nso much\n\nhappens\n\nWhen\n\nabout life and\n\nto people who\n\nput\n\nI got thru, I marveled\nits moral\n\nissues. I felt I\n\nand the author across the pages of a book which\n\nsaw\n\ninto great realities of life.\n\nOne\n\nmay\n\nwalk\n\nwith God\n\ngreat unless in some\n\ntoday in many\n\nbeautiful way\n\nhe who\n\nways. In fact, I think no art is\nexperiences that art and shares\n\nin its meaning, gets deeper insight into the love and beauty, purity and truth\nat the heart of the universe.\nBut most\nHim\n\nof all, I believe that we\n\nin the workshop\n\nwhere\n\nHe\n\nwalk\n\nwith God\n\nis hammering\n\nwhen\n\nout new\n\nwe\n\nwork\n\nwith\n\nthings for human\n\nbetterment and social welfare. We live in an age when the growing edge of\nhuman life is in the area of social relations. He who walks with God must\nwalk with Him\n\nin the great social, constructive\n\ntasks of the day.\n\nYou have upon your program the picture of Horace Mann who said, “Be\nashamed to die before you have won some victory for humanity.” It has been\nmy privilege in recent months to come to know one of the great successors\nof Horace\n\nMann,\n\na man\n\nwho\n\nwas\n\nnot able to go to college but who\n\nstarted\n\nout as a boy to earn his living, resolving, “I shall earn my living by no\nmeans not socially constructive. So far as I can see to it, I shall never accept\na dollar that isn’t earned by contributing to human welfare.” He said, “It\nhas cost me a lot of money. I have gone hungry and have slept in a haystack\nand turned down contracts but I have tried to live up to that.” Pie became\na great engineer. A few years ago the city of Dayton called upon him to\nsave it. I asked him how the plan of flood control of Dayton had worked\nout and he replied that it had never been tried. But, it was\nago! And\n\nwhen\n\nDayton\n\nstood firm.\n\nThis man\n\nother cities suffered inundation,\n\ntook Antioch\n\nthe flood control system of\n\nCollege on the verge of collapse, almost ready to\n\ngive up, the college associated with Horace\nstudy and new\n\ntried a month\n\nMann,\n\ntechnic in vocational guidance.\n\nand he developed there a\n\nI asked him\n\nwhere\n\nhe got\n\nhis ideas. He said, “When I was ready to go to college, I needed such a\ncollege and there was none. So I made up my mind that was one of the\nthings I wanted to do in my life.”\nHis supreme opportunity came at last in the TVA\nNorris you have the reality of the man’s\nI say of a man like Arthur Morgan who\nwho\n\ntries to do something\n\nwhat\n\nit means\n\nto walk\n\njust as truly as Enoch\n\nnew\n\nof\n\ndream. You know whom I mean.\nlives on the social frontier of life,\n\nand better than ever before that he shows\n\nwith God\nor Micah\n\nand in the town\n\ntoday. He\n\nhas really walked\n\nwith\n\nor those two\n\non the Emmaus\n\nRoad.\n\nGod\n\nI believe that some day some man will rise up and say to labor, “You\nought not to make of your labor a thing that is hateful to you. You ought\nnot to make\n\nit something\n\ntion of America.\n\nYou\n\nby which\n\nyou sabotage the industrial organiza¬\n\nought not to be obstructing the great industrial proc-\n\n"}
{"page": 462, "printed_page": null, "text": "456\n\nNational\n\nesses of life. You\n\nought to find in labor a mystical comradeship\n\nwith God,\n\nremembering God is the great workman of the universe.”\nI also think that same person will likewise have the courage\n\nand insight\n\nEducation\n\nAssociation\n\nto stand up and say to capital and management, “You ought to have as much\nhuman engineering skill as you have mechanical engineering. You ought to\nunderstand\n\nthe human\n\nmaterial you deal with as well as you\n\nthe steel and cotton and wood\nresults, and\n\nunderstand\n\nyou handle with such facility and wonderful\n\nuntil your human\n\nengineering\n\ncomes\n\nup\n\nto your\n\ncivil and\n\nmechanical engineering, you fail. You ought to make friends of your work¬\ning people. You ought to make them partners. It is a disgrace that there\nhave to be strikes when\n\nmen\n\nof goodwill and reason and balanced judgment\n\ncould sit around\n\na table and work\n\nout a plan of cooperation between\n\ncapital\n\nand labor which\n\nwould\n\nbe so fair and just that all fair and just men\n\nwould\n\nrecognize it and would follow it.”\nThe man who says that in such a way\nand hear and obey, the man\n\nwho\n\nsays that to the conscience of the American\n\npeople so that we, the people, who\nlabor and management,\n\nthat labor and capital will listen\n\nare the victims of those struggles between\n\nwill say, “You\n\nmust\n\nboth hear and heed such sane\n\nand reasonable counsel” — whoever does that will be walking\none of the great creative tasks of the age in which we live.\nPerhaps\n\nsome\n\nday some\n\nman\n\nor some\n\nwrite a book or a play or a poem\nshall reveal to the world\n\nwoman\n\nor construct\n\nwith God\n\nwill make\n\nin\n\na speech or\n\na great piece of music\n\nthat\n\nthe sinfulness of war, its terrible cruelty, its waste\n\nof precious human\n\nlife, and its destruction\n\nfirst casualty when\n\nany war\n\nof free speech, for truth is the\n\nbreaks out! Its destruction\n\nof democracy\n\nand\n\nliberty! Its setting back of the wheels of progress! Its turning into blood and\nsuffering and pain the energy and money that ought to go into education\nand art and religion and the ampler life of man ! Some day someone is going\nto say that to the world, say it with such imagination\n\nand such vigor, with\n\nsuch insight into the human heart, with such stinging rebuke against the prof¬\niteers and the munition makers, against the selfish men of greed, against\nthe people who\n\nare obsessed with prejudice, that the world\n\nspond and say, “Yes, it is true. We\n\nare all brethren. Our\n\npoverty, disease, ignorance, and crime.”\nSurely some day we are going to stop the terrible waste\nand energy going to worship the god of Mars.\n\nWe\n\nis going to re¬\n\nonly enemies\n\nare\n\nof all this money\n\nshall reach out our hands\n\nacross land and sea to all the other races and nations and say, “Come, join\nus in a great, wise, sane, constructive effort to build here in the world a\ncivilization of brotherly men.” And, the man or woman whose book or play\nor music, or maybe whose sacrificial death, shall bring that idea home to the\nconsciousness of the human race, that man or woman will have walked with\nGod today!\nIf you want to walk with God, find out where the growing edge of civi¬\nlization is! Find out where the unsolved problems are! Find out where God\nis trying to get something\n\ndone for the welfare\n\nof humanity.\n\nthat point, plunge in and you will know God as Enoch\nand as the two on the Emmaus Road knew Him.\n\nAnd\n\nand Micah\n\nthere, at\nknew\n\nhim\n\n"}
{"page": 463, "printed_page": null, "text": "Department\n\nMy\n\nof\n\nSuperintendence\n\nfriends, you are teachers, you are the men\n\n457\n\nand women\n\nof education\n\nin this country. It is your high privilege to bring to youth the raw\n\nmaterials\n\nout of which\n\nBy your\n\na real and genuine experience of religion may\n\ncome.\n\nsearch and quest for truth, by your fair, unfettered\n\nteaching of the truth,\n\nby the high quality of your\n\nexemplification\n\npersonal lives and your\n\nof all\n\nthat is ideal and honest and true, you are helping to give to youth today the\nmaterial out of which may at last be built a world in which we shall be\nable to walk with God as men have never walked with Him before!\n\nMONDAY\n\nGENERAL\n\nSESSION\n\nMORNING,\n\nFEBRUARY\n\nOPENING\n\n(Thousands\n\n22, 1937\n\nCEREMONIES\n\nof camellias, furnished\n\nby parish superintendents\n\nof Louis¬\n\niana, were distributed at the opening of the session by gay-costumed girl\nstudents of the parochial, private, and public high schools of New Orleans.\nDuring\n\nthe distribution there was community\n\ndean, School\nSymphony\n\nof Music,\n\nOrchestra\n\nPresident\n\nroom\n\nLouisiana\n\nof Louisiana\n\nThrelkeld:\n\nsinging led by H. W.\n\nState University,\n\nStopher,\n\naccompanied\n\nby the\n\nState University.)\n\nI know\n\nthat most\n\nlast evening. I believe you would\n\nwant\n\nof you\n\nme\n\nmust\n\nhave\n\nbeen\n\nin this\n\nat the beginning\n\nof this\n\nwonderful meeting to state a word of appreciation to the boys' and the girls\nand the teachers who worked with them so long, and to the people of\nNew\n\nOrleans, for the beautiful pageant\n\nWithout\n\ncasting aspersions or making\n\nthe only pageant\nI am\n\nwe had here last evening.\n\nI was\n\nsorry that so many\n\nunfavorable\n\nwe\n\nit was\n\never willing to stand up for two hours to look at.\ncould not get in to see it.\n\nWe appreciate the flower girls of this morning\ntion which they gave us.\nNow\n\ncomparisons,\n\nare going to hear from\n\none who\n\nand the wonderful\n\nis more\n\nrecep¬\n\nresponsible than any\n\nother individual for the reception that we\n\nare getting in this wonderful\n\nI know\n\nyears in anticipation of this event.\n\nthat he has lived for many,\n\nI also know\n\nthat members\n\nlooked forward\nNew\nThe\n\nOrleans\n\nfor many,\n\nof the Department\nmany\n\nof Superintendence\n\nyears to the time when\n\nwe\n\nhave\n\ncould come\n\nto\n\nfor this meeting.\n\none who\n\nsuperintendent\n\nmany\n\ncity.\n\nis our genial host, most\nof the New\n\nOrleans\n\nresponsible for this reception, is the\n\nschools, Nicholas\n\nBauer. A more\n\nhost and a finer artist in entertaining, no convention\npleasure to present him to you at this time.\n\ngenial\n\never had. It is my\n\n"}
{"page": 464, "printed_page": null, "text": "458\n\nNational\n\nEducation\n\nADDRESS\nNICHOLAS\n\nI am\n\nBAUER,\n\nmade\n\nMr.\n\nWELCOME\n\nSUPERINTENDENT\n\nrather embarrassed\n\nthat we\n\nOF\n\nAssociation\n\nOF\n\nSCHOOLS,\n\nat the thought\n\nthat we\n\nNEW\n\nORLEANS,\n\nLA.\n\nfailed so singularly in\nour distinguished president stand for two hours!\n\nPresident, to speak our welcome\n\nare going to\nshow vou that you are welcome by our deeds. W e have already tried by the\nbeauty of these charming young women, by the gorgeousness of those blooms\nwhich you are wearing, and by music and pageantry and song, to show you\nthat you are welcome.\n\nis not our plan; we\n\nBut, that is only the beginning. W e have other things\ncarry them out unless we have your coopera¬\n\nin store for you and we cannot\ntion.\n\nIn the first place, we have organized — and that is our educational con¬\ntribution to this gathering — planned trips thru our Yieux Carre. We have\nat our disposal two hundred teacher-guides (some teachers in the ranks; some\nembryo teachers) and we want to take you on walks thru the Yieux Carre,\nshowing\n\nyou the things that are worthwhile\n\nin that great section of our city.\n\nWe ask that you take the cards accompanying the invitation, which you will\nfind in your official envelopes, fill them out, make such selection of the trips\nas you desire, and deposit those cards at the bureaus\neight major hotels of New\nThen,\n\nof information\n\nOrleans.\n\nfor our second scheme, we\n\nwant\n\noaks of our City Park on Wednesday\n\nto breakfast you under\n\nmorning.\n\nWe\n\nthe great\n\nlike to call it what\n\ncalled it in olden times (and I love to say it because a Bauer\nto parade his French) — I like to call it a Rendezvous\na rendezvous under the green oaks of City Park. We\nfast thousands and you will displease us very much\nthe opportunity\n\nin the\n\nthey\n\nalways loves\n\naux Chenes\n\nVerts ,\n\nare prepared to break¬\nif you do not give us\n\nof feeding you grillards and calla tout chaud and yellow grits\n\nand Creole drip coffee and oranges that have been specially grown\n\nfor you.\n\nNow, that is a rather gigantic task. We cannot do the job in the way we\nwould like to do it unless you aid us. You will find in your official envelope\nan invitation to this Creole\n\nbreakfast\n\ncarrying\n\na card. We\n\nask you\n\nto\n\nfill out that card, indicating you will follow the directions given in the invi¬\ntation. W e are going to transport you from the lobbies of the various hotels\nto this rendezvous.\n\nAnd,\n\ncome\n\nrain, come\n\nsnow,\n\ncome\n\nsleet, come\n\nanything,\n\nthere is no danger of any Mississippi River water coming — at any event, we\nare going to hold the rendezvous. Should a most unusual weather condition\nobtain, we\nThen\n\nwe have a Carnival\n\nthat makes\nI am\n\nshall hold the rendezvous\nthe Carnival\n\nin the Delgado\n\nBall in store for you. You\n\nBall worthwhile\n\nnot going to divulge who\n\nwomen\n\nSchool nearby.\n\nknow\n\nbut he is a\n\nand he is to my left — he is going\n\nare going to reverse conditions rather popular\nare going to be the maskers\n\nthe element\n\nis the secrecy about everything and\n\nis going to be signally honored\n\nbig official and not so far away from me\nto be King of that Carnival Ball.\nWe\n\nTrades\n\nand the men\n\nright now\n\nwhere\n\nthe call-outs. Those\n\nvisiting and have not brought your dress suits — I understand\n\nwho\n\nthe\nare\n\nthere has been\n\n"}
{"page": 465, "printed_page": null, "text": "Department\n\nof\n\n459\n\nSuperintendence\n\nsome perturbation about this — need not worry about that but the local people\nwill be in costume. And, all of you will secure your cards which will be\nnecessary in order to be admitted\ngiven. You\n\nto the Concert\n\nHall where\n\nthe ball will be\n\nwill secure your cards for that ball, if you are so disposed, by\n\napplying at the registration desk in the Exhibit Hall.\nWe\n\nalso call attention to the opportunity\n\nState University Concert\nState University\n\nBand. This morning\n\nSymphony\n\nOrchestra\n\nafternoon you will hear the Concert\nunder\n\nthe direction of Castro\n\nThen\n\nwe\n\nclimax\n\nof hearing the great Louisiana\nyou heard the great Louisiana\n\nunder\n\nBand\n\nCarazo,\n\nH. W.\n\nStopher. Wednesday\n\non the plaza of the Auditorium\n\nand it will be worthwhile\n\nour plan for your entertainment\n\nhearing.\n\nwith a repetition of our\n\nchildren’s carnival parade, the great Krewe of NOR, which has grown in\nfive short years to become one of the great features of the New Orleans\nMardi\n\nGras. There\n\nwill be fifty-eight floats in line. It will begin at 12:30\n\no’clock at Lee Circle, wending its way down the streets and culminating here\nin front of the Auditorium where King NOR receives his queen and they in\nturn review\n\nthe parade. We\n\ntrust you will not fail to see it. It is a parade\n\nthat lasts an hour. It will all be over by 2 o’clock so that you\nplanning to catch trains will not be delayed.\nI do not believe I have overlooked\non the practical side. All this may\n\nanything. I do want\n\nI want\nNew\n\nto tell President\nOrleans\n\nare members\n\nam proud to announce\nhas told me I am\n\nmay\n\nand all of you that every teacher in the\n\nof the National\n\nthat Director Martin\n\nand all the members\n\nEducation\n\nof\n\nAssociation. And, I\n\nof the Membership\n\nDepartment\n\nprivileged to say that that is a record for one of the large\n\ncenters of this nation, and we are extremely proud of that fact.\n\nAt this time I should like to pay tribute to the Parish superintendents\nLouisiana and to the school officials for the cooperation\ncommittee.\nAnd\n\nsay,\n\nto the distinguished officers.\n\nschool system, every administrator,\n\nthe schoolboard\n\nmetropolitan\n\nThrelkeld\n\nare\n\nto say something\n\nappeal to the sentiment, you\n\nand so we are going to talk dollars just a minute\n\nwho\n\nnow,\n\nfollowing\n\nthe beaten track, because we\n\nof\n\ngiven to the local\n\nin New\n\nOrleans\n\nare\n\nultra-conservative (we love to live in the past) I have the very great honor\nand privilege of presenting to the distinguished President of this Department\na gavel which\n\nis typical of old and of new New\n\nOrleans\n\nin that it is fashioned\n\nin the charming fleur-de-lis design of France. It is made from a piece of\ncypress, the wood eternal, from a rafter in the old Spanish Cabildo and it\nhas been made\nof the New\n\nby modern\n\ncorner\nwould\n\nyouth in the manual\n\ntraining department\n\nOrleans public school system.\n\n(President Threlkeld\n\nThen,\n\nAmerican\n\nknowing\n\naccepted the gavel.)\n\nthat that gavel probably\n\nwill repose for years in some\n\nor other of President Threlkeld’s home, rarely seen, we thought we\nlike to give President Threlkeld a more personal gift — a de luxe\n\nedition of Alcee Fortier’s A History of Louisiana.\n(President Threlkeld accepted the volumes of history.)\nNow I bid you that which\ntwice welcome !\n\nI should have said at the beginning — you are\n\n"}
{"page": 466, "printed_page": null, "text": "460\n\nNational\n\nPresident\n\nThrelkeld:\n\nEducation\n\nAssociation\n\nSuperintendent\n\nBauer\n\nand\n\nthe committee\n\non\n\nar¬\n\nrangements, I want to thank you most sincerely for the gavel and the wonder¬\nful histories which you have presented to me. I do not know to what extent\nI shall use this gavel during the meeting. If I do use it, it will be in the spirit\nof friendliness and democracy\n\nwhich you so well exemplify. If it is used in\n\nmy home, it will be used by my wife.\nbe made\n\nof the use to which\n\nThus\n\na very modern\n\nadaptation may\n\nthis ancient gavel can be put !\n\nNo one can be in this fascinating region without wishing to learn more\nabout it and as I look upon these several volumes, it seems to me that I am\nto have the opportunity\n\nof learning more\n\nabout this great region and I assure\n\nyou I shall do that with a great deal of interest and pleasure.\nWith\n\nregard to the kingship on Wednesday\n\nbeen honored\n\n(I rather gathered\n\nnight with\n\nby the time Superintendent\n\nthru that the secret was out), I want\n\nwho\n\nare peculiarly fortunate\nwas for many\n\nI have\n\nBauer\n\nwas\n\nto say, constitution or no constitution,\n\nand notwithstanding the fact it has been announced\ncall the men out, I have no intention of abdicating.\nWe\n\nwhich\n\nin having with\n\nyears superintendent\n\nthat the women\n\nare to\n\nus on this occasion a man\n\nof schools in New\n\nOrleans;\n\nwas,\n\nin fact, Mr. Bauer’s predecessor; and who is also a past president of this\nDepartment; as the one who is to respond to this eloquent and warm address\nof welcome\n\nwhich\n\nSuperintendent\n\nBauer\n\nI have the pleasure of calling upon\nfornia.\n\nRESPONSE\nJOSEPH\nSAN\n\nMARR\nJOSE,\n\nGWINN,\n\nCALIF.\n\nA welcome\n\nhave experienced\nwhich\n\nis now\n\nand which\n\nOF\n\nPRESIDENT,\n\nmore\n\nour old friend, Joe Gwinn\n\nADDRESS\n\nPROFESSOR\n\n; PAST\n\nis much\n\nTO\n\nhas given us.\n\nOF\n\nWELCOME\n\nEDUCATION,\n\nSAN\n\nDEPARTMENT\n\nOF\n\nthan a mere\n\nfrom the first moment\n\nof Cali¬\n\nceremony.\n\nJOSE\n\nSTATE\n\nCOLLEGE,\n\nSUPERINTENDENCE\n\nA welcome\n\nof our arrival in New\n\nsuch as we\nOrleans\n\nvoiced so eloquently and beautifully by Superintendent\n\nwelcome\n\nand\n\nBauer\n\nwill continue with us to the end of our stay here serves\n\nan important\n\npurpose\n\nThis welcome\n\ngives us all a feeling of belonging. It creates an environment\n\nof friendliness and\n\nin the program\n\nof achievements\n\nsecurity, of encouragement\n\nand\n\nof this convention.\n\nsupport,\n\nand\n\nbanishes\n\nfear and strangeness — those arch enemies of concentrated effort and happy\nliving. Now we are at home and among sympathetic and cooperating friends,\nwith a physical environment\n\nthat inspires to high and happy endeavor\n\nin a historic setting that gives a sense of solidarity and at the same\nthrill of the drama\n\nof acts and scenes of bygone years. With\n\nand\n\ntime the\n\nsuch a welcome\n\nand in such a setting this convention now can give itself fully to the con¬\nsideration of the important problems before it.\nRepresenting\nthe National\nconnection\n\nthe membership\n\nEducation\n\nof the Department\n\nAssociation\n\nwith this convention,\n\nand the many\n\nof Superintendence\nothers who\n\nof\n\nare here in\n\nI am privileged to express for them to you,\n\n"}
{"page": 467, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\nSuperintendent Bauer, and to the many\nand sincere thanks for this welcome.\n\n461\n\nothers cooperating\n\nwith you, deep\n\nIt is for me a great privilege to represent the Department of Superintend¬\nence in responding to the address of welcome to New Orleans. New Orleans\nhas had a large place in my life. For nearly sixteen years I lived here — a\npart of the time I was a member of the faculty of Tulane University — and\nfor almost thirteen years I was superintendent of the public schools. I had\nall the types of experiences a superintendent\n\nof schools has, many\n\npleasant\n\nand successful, others not so pleasant and not so successful ; I have drunk\nwater\n\nthe\n\nof the Mississippi; I have seen the carnival parades and attended balls\n\nin the Old French Opera House; I have enjoyed the delicious Creole cook¬\ning and the black coffee ; I have fished in the bays and bayous ; I have met\nand worked\n\nwith many\n\nof the leaders in this community\n\nhave belonged to the Louisiana\nthe past of New\n\nOrleans.\n\nHistorical Society and learned something\n\nI feel that I know\n\nthat we of the East, North, and West\nMeekness\n\nand modesty\n\nin various fields ; I\n\nmade\n\nNew\n\nhave much\n\nof\n\nOrleans. This I do know,\nto learn from New\n\nit impossible for Superintendent\n\nOrleans.\nBauer\n\nto\n\nmention these things which we should learn from New Orleans. I was like¬\nwise meek and modest when I lived here, but for the past fourteen years I\nhave lived in California, and now\n\nI am\n\na changed\n\nman\n\nand can speak with\n\nknowledge, conviction, and feeling and yet truthfully about New Orleans\nand of what I believe we should learn from this great and interesting city.\nWe\n\nhave been so enamored\n\nof the new\n\nthat we have often destroyed the\n\nold and forgotten the past, and now find ourselves poor in traditions, lack¬\ning sometimes in faith in the principles and ideals of our history, empty of\nemotions\n\nthat cluster around\n\nthese traditions and ideals, more\n\nless, unromantic, and matter-of-fact persons. To\nOrleans has much to give for their improvement.\n\nor less color¬\n\nall such persons, New\n\nNew Orleans has had the courage and also the good sense to hold and to\ncherish the best of the old and at the same time to welcome and make use of\nthe best of the new. The\n\nnew, in proper proportion\n\nand integrated with the\n\nbest of the old, is New Orleans’ special contribution. We of other sections\nof the country should take time and opportunity to learn from this con¬\ntribution.\nKnowledge of the historical facts and principles, of the people, of the tra¬\nditions, and of the romance of the past of New Orleans is taught the chil¬\ndren and kept alive by very real participation in many\n\ncelebrations and cere¬\n\nmonies. “. . . In de lan’ ob cotton, old times dere is not forgotten.”\nOn a day in May each year public school children by the thousands\n\ncome\n\nwith their flowers, songs, and ceremonies to the John McDonogh Monu¬\nment in the square in front of the City Hall to do honor to the memory of\nthis man\n\nwho\n\nnearly a century\n\nago gave half of his then great fortune to\n\nN ew Orleans. The memory of John McDonogh\nthe schools of New Orleans is kept alive.\nJanuary\nAndrew\n\n8 is observed\n\nJackson, whose\n\n'\nin 1815.\n\nand other benefactors\n\nas a school holiday in honor\nvalorous\n\ndeeds saved New\n\nof the memory\n\nOrleans\n\nfrom\n\nof\nof\n\ncapture\n\n"}
{"page": 468, "printed_page": null, "text": "462\n\nOn\n\nNovember\n\nNational\n\nEducation\n\nAssociation\n\n1, thousands\n\ngo to the veritable cities of the dead, to the\n\nsplendid tombs and to the humble mounds which mark the resting places of\nancestors and of the men and women who made the history of New Orleans,\nand there place flowers in great profusion and beauty. New Orleans does\nnot forget.\nThe Old French Quarter is preserved as nearly as possible in its condi¬\ntion of a century and more ago to keep alive the scenes and situations of early\nhistory.\nEach Mardi Gras the King comes from the ancient land of make-believe\nwith his dukes, earls, knights, and pages dressed and behaving in a manner\nthat once graced the courts of real kings two hundred\n\nyears ago. The\n\ncarni¬\n\nval pageants and parades preserve the old and the mysterious. The muledrawn floats and the torch illuminated way continue as characteristic fea¬\ntures of the Mardi Gras. Kendall says, “The pageants emerge from mys¬\ntery, wend their brilliant way through the streets, and are received back into\nthe impenetrable darkness and obscurity from which they emerged.”\nThe moon, the southern and romantic moon, plays quite a part in life in\nNew\n\nOrleans.\n\nBefore\n\nSuperintendent\n\nBauer\n\ncould extend\n\nan invitation to\n\nthe Department of Superintendence to meet here at this time, he had to con¬\nsult thfe moon. He found it was a friendly moon this year; thus, we are here\nbecause of the moon.\ncomes\n\nThis year the first full moon\n\nearly — on March\n\n26. This\n\nfact makes\n\nafter the vernal equinox\n\nMardi\n\nGras\n\ncome\n\nunusually\n\nearly — on February 9 — so the thousands of visitors who come to the annual\ncarnival have come and gone, leaving the space in the hotels and on the\nstreets for school superintendents.\nwith the date of this convention.\n\nUsually the date of Mardi\n\nHistory, tradition, and romance\nOrleans\n\nin a manner\n\nare remembered\n\nto emotionalize\n\nof emotions\n\nfacts, science, logic, and ideals and so make\nless efficient.\nemotions.\n\nhas been weak\n\nIt seems\n\nand kept alive in New\n\nthe lives of the children, the adults,\n\nand the aged, and thru the contagium\n\nEducation\n\nGras conflicts\n\nto give color and force to\n\nlife more\n\nin the development,\n\nfree and happy and no\n\ndirection, and proper use of\n\nalso to have forgotten the admonition\n\nprove all things and to hold fast that which\n\nof Saint Paul to\n\nis good. It has read but the first\n\nlines of the poem, “Ring out the old, ring in the new.” It should read on to\nfind what of the old to ring out and what of the new to ring in.\nEducation\n\nhas been overinfluenced\n\nby the propaganda\n\nthe business world. Some\n\nof those who\n\nbusiness world\n\nand follow this propaganda\n\nthe customer\nupon\n\nproclaim\n\ndissatisfied with what\n\nobsolescence, upon\n\nis old by the new. One\n\na constant\nmust\n\nperfectly good 1934 car. Our\nsuits and dresses while some\nclothes. Things\n\ndo grow\n\nnow\n\nof obsolescence\n\nspeak for and many\n\nwho\n\nof\n\nact for the\n\nof obsolescence. Keep\n\nhe has; prosperity and progress depend\nreplacement\n\nof the old just because\n\nit\n\nbe driving a 1937 model, tho one has a\n\ntrunks and attics are filled with perfectly good\nwear, and pay while they wear, their new\n\nold and when\n\nreplaced, but the ideas and purposes\n\nspring\n\nthey have served their day should be\n\nof these things live on. The\n\nnew\n\nthings\n\n"}
{"page": 469, "printed_page": null, "text": "Department\n\nare but slightly changed\npropaganda\n\nwould\n\nof\n\nSuperintendence\n\n463\n\nexpressions of old ideas and purposes, yet the selling\n\nhave the public believe that what\n\nis offered is entirely\n\nnew. Education also has its professional discoverers of the new\npowered salesmen of the new.\n\nand high-\n\nThe professional propagandists of the new lift the faces of our old educa¬\ntional ideas, pluck their eyebrows, rouge them up a bit, put some new bobs\nin their ears and curls on their crowns, divorce them from their old names,\nwed\n\nthem\n\nto new\n\nclassrooms, where\n\ntitles, parade\n\nthem\n\nacross our platforms\n\nand\n\ninto our\n\nsoon the faces fall again and the operation has to be done\n\nall over again — once in seven or seventeen years.\nWhether concentration or integration; whether\n\nmethod\n\nwholes, projects,\n\nor units of work; whether discussions, panels, or conversations — it matters\nnot what dresses, what jewelry, what eyebrows, what names they wear.\nThey\n\nare, beneath\n\nthe veneer\n\nof the new,\n\nthe same\n\nlike the music, they go round and round and come\ncome\n\nout here for they spring from\n\nhuman\n\nold fundamental\n\nideas;\n\nout here. They will always\n\nnature\n\nand race history. There\n\ncan be no serious objections to their being repainted, redirected, and read¬\njusted to changed conditions and really new ideas added — in fact, they need\nall this for the improvement of education. But why this fear of giving due\nplace and credit to the old? It is time education\nfully with President\nand need not so much\nold foundations.\n\nrecognized\n\na little more\n\nRoosevelt that we are rediscovering some old ideas\nnew foundations as to build new superstructures upon\n\nThe best of our modern physicians, after a thoro examination, calls atten¬\ntion to the many organs and processes that are functioning properly. He\ntells us that there is nothing much the matter with us — just a little more\nexercise and a little less food and we will be all right. No need to replace\nour brain or our liver by a new\n\none. Education\n\nis said to have been in a bad\n\nway for a long time, and the professional propagandists\nside of the diagnostic table, with proponents\nthe other, find education\nby new\n\neducation\n\nof the new\n\non one\n\nof particular propaganda\n\non\n\nin such a serious condition that it should be replaced\n\nor should have many\n\nnew\n\norgans and parts. Why\n\nthese diagnosticians learn from the good physician to find education\n\nmay\n\nnot\n\nlargely\n\nsound — as it really is? Education does not need to have its liver removed;\nthru long association in the past it has grown quite attached to it. Also,\nwhy\n\nmay\n\nnot these diagnosticians find that with a little change here and a\n\nlittle change\n\nthere these educational\n\nmodels\n\nof 1910, 1920, or 1930\n\nmay\n\nyet hit the high hills on the highway at high speed on high? If the new to\nsome seems so to overshadow the old, it is time that they, like New Orleans,\ngive more time to the great men, great principles, great movements,\neven to the traditions and romance of the past.\nThis is no plea to keep the outmoded\n\nand\n\nold or to be unfriendly to the new.\n\nIt is merely a plea for progress thru evolution\n\ninstead of thru a succession\n\nof pseudo-revolutions, for due recognition of the worthwhile contributions\nof the past, together with the need for keeping alive and for emotionalizing\nsome\n\nof those things which\n\nwill enable us to say, “How\n\ndear to this heart\n\n"}
{"page": 470, "printed_page": null, "text": "464\n\nNational\n\nEducation\n\nAssociation\n\nare the scenes of my childhood,\" and to sing of the land where our fathers\ndied. Let us join with New Orleans in keeping these ideas, ideals, practises,\nand traditions alive, and life will be fuller and better for our having been\nhere, and the memory\n\nTHE\nHOMER\n\nW.\n\nof this welcome\n\nMEANING\n\nANDERSON,\n\nwill abide with us.\n\nOF\n\nTHE\n\nSUPERINTENDENT\n\nOF\n\nEXHIBITS\nSCHOOLS,\n\nOMAHA,\n\nNEBR.\n\n\\v e are now assembled in the largest educational convention of the year.\nIt is divided into three parts — speaking, listening, and seeing. From\n\nthe plat¬\n\nform will be heard the nation’s leading thinkers and spellbinders on the peda¬\ngogical, biological, psychological, philosophical, sociological, economical, and\ncomical problems of the day. New ideas will be expressed in the same old\nterminology\nnew\n\nwe have used for generations ; old ideas will be presented in a\n\nand almost unfamiliar\n\nlanguage. We\n\nwill be entertained ; we\n\nthrilled ; our thinking will be stimulated. As a result we\nrespective school systems with new\nthat the education\n\nwill be\n\nwill return to our\n\nideas and inspired confidence in the belief\n\nof the youth of the land is, after all, “the nation’s most\n\nimportant business.\"\nNot all of us will take part in the speaking activities of the program,\n\nbut\n\nnearly all of us will take part in the major role — listening. Just as we have\nthe nation’s leading speakers may I say that we have here the nation's leading\nlisteners. Each community in the ETited States has sent its leading citizen\nwho\n\nhas had more\n\nreal practise in patient listening than anyone\n\nelse. Listen¬\n\ning to parents, to self-appointed spokesmen for the down-trodden taxpayer,\nand to the army of citizens who try to appropriate the schools to their own\nends has been marvelous\n\ntraining for the major role in this convention.\n\nThe\n\nsuccess of the programs will certainly depend upon the listeners at the con¬\nvention. There will be expounded a countless number of worthwhile theories\nand practises, and if the listener does his job well, he will select those which\nwill move\nToo\n\neducation\n\noften we come\n\nbe the whole\n\nin the E nited States forward\nto this convention\n\nconvention.\n\nIt is my\n\npurpose\n\nanother long step.\n\nthinking that those two parts are to\nto emphasize\n\ntoday that there is a\n\nthird part which, if neglected, will render this convention\n\nless effective than\n\nit should be. I am speaking of the seeing, or visual side of the convention —\nthe commercial exhibits of classroom and school building materials.\nJust as we\n\nhave learned\n\nthe value of utilizing the eye in the learning\n\nprocess, so we\n\nhave learned\n\nits value in this convention.\n\nThe\n\nexhibit pre¬\n\nsented under this roof is undoubtedly 1937’s largest, most expensive, and\nmost complete display of books, classroom and laboratory supplies, school\nfurniture and equipment, mechanical installations, and school building ma¬\nterials. May I urge that you do not fail to take advantage of this unusual\nopportunity. Make room for it in your program.\nMa)r I just hurriedly call your attention to the significance of a few\nTings which are presented by publishers and manufacturers this week. If\nyou inspect the book exhibits you will see immediately\n\nthat the publishers\n\n"}
{"page": 471, "printed_page": null, "text": "Department\n\nof\n\n465\n\nSuperintendence\n\nhave taken Thorndike’s first law of learning literally. You will notice that\nthe books are so attractive and inviting in their exterior appearance that you\nare impelled to look inside, and one glimpse there sets up a strong felt need\nand you cannot help but read. As you look further you will discover that they\nhave applied almost all that is known about the psychology of individual dif¬\nferences. You will find that there are books on many subjects which would\nappeal to the diversified interests of American youth. You will also find that\nbooks on all conceivable\n\nsubjects are graded to fit the abilities of the poor\n\nreaders as well as to challenge the more\n\nadept. I think you will see that there\n\nhas been tremendous\n\nattractive books, in the wide selection\n\nprogress in more\n\nof titles and subjects, and in the range in the reading difficulty of contents.\nThis progress in the publishing field has taken place in recent years and is\ndue to the intelligent point of view which publishers have toward the writing\nand editing of school books. This\n\nis well illustrated by one publisher who\n\nhas presented as the theme of his exhibit the following: “The child’s learning\nis more vital when his textbooks are built in programs by men who under¬\nstand his abilities, his interests, and the realities of life as the child lives it\ntoday.”\nInvestigate classroom\n\nfurniture and you will find that the manufacturers\n\nhave been equally alert and intelligent. They\nto the modern\n\nschool program.\n\nof education\n\nwhich\n\nWhen\n\nhave adapted school furniture\n\neducators\n\nrequired grouping\n\ndemanded\n\na less formal type\n\nof pupils, socialized recitations, and\n\nproblems, projects, or activities, the manufacturers of pupil’s desks presented\nthe movable type which is rapidly replacing the fixed desks.\nYou will also learn that they consider most carefully the physiological as¬\npects of school seating; that they have made careful studies of the relations\nof school seating to good posture, and have incorporated\nresearch in the design of the desks. You\nattention to sight conservation\n\nthe results of their\n\nwill find that they have turned their\n\nand have studied the relationship of angles of\n\ndesk tops to the reading position and the distance from the page to the eye.\nWe\n\nhave long been familiar with the fact that manufacturers\n\nhave recognized\n\nindividual\n\ndifferences in the height of children, but it is\n\nonly recently that they have come\nheight alone is not an accurate\nhas been learned that more\n\nof school desks\n\nto recognize very clearly that standing\n\ncriterion on which\n\nimportant\n\nto design school desks. It\n\nin determining\n\nthe relation of seat to\n\ndesk top is the sitting height of the youngster. So you will find that desk tops\nmay be easily raised or lowered as the child’s sitting height demands. The\nmanufacturers of regular classroom desks have certainly made marvelous\nprogress in the design and manufacture of school furniture which fits both\nthe modern\n\nschool program\n\nand the growing\n\nNext, if you should stroll over among\nof science furniture and equipment\n\nchild.\n\nthe exhibits of the manufacturers\n\nyou will find a recent development\n\nwhich\n\nis of real significance, particularly to the typical high schools of the nation\nwhich\n\nhave one class in each of the three sciences — biology, physics, and\nchemistry. Obviously it is uneconomical and wasteful to provide three science\nlaboratories. Manufacturers of this type of equipment have therefore evolved\n\n"}
{"page": 472, "printed_page": null, "text": "466\n\nNational\n\nscience benches\n\nEducation\n\nor tables which\n\nmay\n\nAssociation\n\nserve many\n\nin such a school equipped with this new\n\npurposes. One\n\nlaboratory\n\ntype laboratory bench can take care\n\nnot only of the classes in biology, physics, and chemistry, but the benches\nare so designed that classes in English, mathematics, or foreign languages\ncan be accommodated in the laboratory when necessary. While visiting the\nexhibits of scientific equipment\narticles which\nwhile.\n\nmake\n\nthe science and laboratory programs\n\nIt is impossible for me\nfield of educational\n\nand apparatus, look into the many\n\nto mention\n\nsupplies and equipment,\n\nin the\n\nbut as you go thru the exhibit\n\nglobes, and in the quality and design of many\nschools.\nwhich\n\nvital and worth¬\n\nall the interesting developments\n\nyou will realize there have been notable advances\n\nAmong\n\naccessory\n\nin the design of maps\n\nand\n\nof the supplies used in the\n\nthe most interesting features of the exhibits are the developments\n\nhave taken place in visual education\n\nequipment.\n\nefficient, easy to operate, and inexpensive can now\nlibrary of films is available. You\n\nProjectors which\n\nbe secured. An\n\nare\n\nunlimited\n\nwill note as you look into this part of the\n\nexhibits that every year manufacturers\n\nshow\n\nnew\n\nand greatly improved\n\nde¬\n\nvelopments in coordinating films and sound. Along with these forward devel¬\nopments in these fields have come more economical methods of production,\nand consequently\n\nprice reductions. I am\n\nsure that it will not be long until\n\nsound and film will be an absolute necessity in every modern\n\nschool program.\n\nAnother interesting and far-reaching development so far as the educa¬\ntional program of the country is concerned is in radio and in public address\nsystems. You\nforward\n\nwill find that this phase of educational\n\nby leaps and bounds.\n\nWhat\n\nequipment\n\nis marching\n\nthe effect of the radio is going to be\n\nupon education no one can clearly foresee, but with the cooperation and study\nof educators and manufacturers\n\nthere will undoubtedly\n\ncome\n\ngreat values to\n\neducation. It will be worth your while to follow this development\nof the annual exhibits at the Department\nMany\n\nof Superintendence\n\nof us are interested in the consolidation\n\nfactor for carrying out this development\n\nby means\n\nconvention.\n\nof schools, and one great\n\nin American\n\neducation\n\nis an eco¬\n\nnomical and safe method of transporting pupils. There are a number of inter¬\nesting exhibits of school buses. Study these exhibits from the standpoint of\ninitial price and cost of operation. Take\nthese manufacturers\n\na look at the safety features which\n\nhave so carefully embodied\n\nin the modern\n\nschool buses.\n\nI am sure you will conclude that a great contribution to American\ncation is and will be made thru the medium of the school bus.\nIn the field of building materials you will find new\ning new\n\nways\n\nand linoleum\n\nof laying oak and maple flooring, new\nin many\n\nrural edu¬\n\ntypes of floors includ¬\ntypes of synthetic tile,\n\ndesigns. In this exhibit there is presented an oppor¬\n\ntunity to learn about and to evaluate many different kinds of insulating ma¬\nterials which hold the heat within the building during cold weather and keep\nthe hot weather\n\nout during the warm\n\nA most important\ntreatments.\n\nseason.\n\nand significant development\n\nMagnified\n\nnoises which\n\nare heard\n\nis in the field of acoustical\nin so many\n\nof our modern\n\n"}
{"page": 473, "printed_page": null, "text": "Department\n\nbuildings are undoubtedly\n\nof\n\nSuperintendence\n\nharmful\n\ntherefore be of great importance\n\n467\n\nto both health and education.\n\nIt must\n\nto control noise so that it does not resound\n\nand reverberate thru the classrooms, the auditorium, or the library. By acous¬\ntical treatment all parts of school buildings can be made quiet and therefore\nmore\n\neffective as environments\n\nfor the learning program.\n\nYou\n\nwill find in\n\nthis development man)^ products which not only carry properties of sound\ndeadening, but are also quite effective as heat insulators, thus serving two\npurposes\n\nwhen\n\nThere\n\napplied in the building.\n\nare many\n\nmaterials. You\n\nother interesting developments\n\nin building construction\n\nwill find in this exhibit relatively new\n\nsystems\n\nof heating,\n\nventilating, and air purification. There are on display greatly improved ma¬\nchines for heat control, better methods of lighting, and other facilities which\nadd not only to the effectiveness of the school program,\nchildren.\nNo\n\nsuperintendent\n\nbut to the health of\n\nof schools can keep pace with the advances\n\nin the mod¬\n\nern educational program without full knowledge of the materials of instruc¬\ntion. Good books, good supplies, and adequate furniture and equipment are\nnecessary if the time of teacher and pupil be not wasted. This convention\ntherefore would be incomplete if it were not for the splendid cooperation of\nthe educational\n\nexhibitors of America.\n\nWe\n\nmay have come\n\nto speak about and\n\nlisten to educational theories and practises, but let us tarry long enough to\ntake at least one look at the materials of education so well presented at this\nconvention.\n\nBUILDING\n\nTHE\n\nPROFESSION\n\nOF\n\nSCHOOL\n\nADMINISTRATION\nGEORGE\n\nD. STRAYER,\n\nPROFESSOR\n\nCOLUMBIA\n\nThe\n\nyear 1937 marks\n\nadministration.\n\nOF\n\nEDUCATION,\n\nUNIVERSITY,\n\nan important\n\nJust one hundred\n\nNEW\n\nsame\n\nyear\n\ncity superintendents\n\nYORK,\n\nanniversary\n\nyears ago Horace\n\nduties as secretary of the Massachusetts\n\nTEACHERS\nN. Y.\n\nin the history of school\nMann\n\nState Board\n\nof schools were\n\nCOLLEGE,\n\nentered upon his\n\nof Education.\n\nIn the\n\nelected in Buffalo\n\nand\n\nLouisville. By 1860 there were twenty-six city superintendents and nineteen\nstate superintendents of schools. By 1861 ten states and one territorj^ had\nestablished the office of county superintendent of schools. In 1865 at the\nmeeting of the National\nthe state and\norganization\n\nTeachers\n\ncity superintendents\nto be composed\n\nAssociation\nwho\n\ncompleted\n\nas the “National\n\nPennsylvania,\n\npresent decided\n\nexclusively of those engaged\n\nof schools. This group met in Washington\nzation was\n\nwere\n\nat Harrisburg,\n\nto form\n\nan\n\nin the supervision\n\nin 1866, at which time the organi¬\nAssociation\n\nof School Superintend¬\n\nents.” Nine states and twenty cities were represented at this meeting.\nIt is not without significance that very rapid development in the profes¬\nsional administration of schools followed upon the organization of this\nassociation of school superintendents. Within twenty-five years, or by 1890,\nthe necessity for professional supervision and administration was recognized\n\n"}
{"page": 474, "printed_page": null, "text": "468\n\nNational\n\nEducation\n\nin all of the urban communities\n\nthruout\n\nAssociation\n\nthe United\n\nprogress had been made\n\nin the professionalization\n\ncounty superintendents\n\nof schools.\n\nStates and considerable\nof the office of state and\n\nDuring the period 1890-1910 a group of able leaders consolidated the\ngains which had been made by the profession in records of their national\nmeetings\n\nand in noteworthy\n\nreports concerning\n\nthe development\n\nof public\n\neducation in the United States. It was during this period as well that uni¬\nversities first offered significant courses in the field of school administration.\nBut it is the period since 1910 which has seen the most\nment of the profession of school administration.\n\nsignificant develop¬\n\nIn the early recognition of the need for full-time service in the adminis¬\ntration of schools, there was little expectation of professional service beyond\nthat involved in a very simple type of supervision of teachers. It was pointed\nout by those who\n\nadvocated\n\nthe appointment\n\nof city superintendents\n\nof\n\nschools that the laymen^ who served on the board of education had neither\nthe time nor the qualifications necessary to visit the schools and to examine\nthe children enrolled in them. It was proposed that full-time superintendents\nof schools wTould see to it that teachers performed their duties more satis¬\nfactorily, that children would more certainly be organized in classes appro¬\npriate for their age and state of development, and that better discipline\nwould be maintained. Attention was also called to the need for someone\nwho\n\nwould\n\nlook after the purchase\n\noperation and maintenance\n\ndistribution of supplies and\n\nof school buildings. There\n\nwell of the necessity of recording\nbasis for the judgments\n\nand\n\nfacts concerning\n\nto be rendered\n\nthe support and general management\n\nby laymen\n\nwas\n\nthe\n\nrecognition\n\nthe school system\n\nas\n\nas a\n\nin the determination\n\nof\n\nof the schools. It was felt that the data\n\ncollected by the superintendent of schools would\nmembers of the school committee or schoolboard,\n\nalways be available for\nwhile under the earlier\n\nprocedure in wThich board members acted without the services of an executive\nofficer these data were often misplaced or unavailable by virtue of the fact\nthat the layman who\n\nhad collected them was no longer a member\n\nof the board.\n\nIt is interesting to contrast this earlier conception of school administration\nwith that which prevails today. It is quite common\ntoday for the schoolboard\nboard of education\n\nthruout the United\n\nto distinguish clearly between\n\nin the determination\n\nStates\n\nthe function of the\n\nof policy and the responsibility of\n\nthe superintendent of schools in carrying the policies adopted by the board\nof education into effect in the administration of the schools. The board looks\nto the superintendent\n\nof schools for proposals concerning\n\nof the school system ; the development\n\nof curriculums\n\nthe organization\n\nand courses of study ;\n\nthe provision of plant and equipment; the selection, assignment, and training\nin service of the teaching personnel ; the development of the services of\nattendance,\nthe board\n\nhealth, and guidance\nof education\n\nthe superintendent\nwhich\n\nof pupils; and the like. The\n\ngive consideration\n\nto the program\n\nmembers\n\nof\n\nas developed\n\nby\n\nof schools and are under obligation to weigh the evidence\n\nhe presents in support of his recommendations.\n\nHaving\n\nreached their\n\ndecisions, they then turn over to the executive the responsibility for carrying\nthe program into effect.\n\n"}
{"page": 475, "printed_page": null, "text": "Department\n\nof Superintendence\n\n469\n\nA competent board of education will insist from time to time upon having\nbrought before it evidence of the progress and of the efficiency of the school\nsystem. The members of the board have a right to propose that the schools,\nif adequately supported, become increasingly efficient from year to year.\nMeasures which indicate the degree in which the school is adjusted to the\nneeds and capacities of individual children, of the successful achievement\nof children in all aspects of their school work and in their later undertakings\nin higher education or in the vocations which they enter, should be presented\nto the board of education as evidence of a good system. In like manner,\nreports having to do with the development of curriculums and of courses\nof study in the light of current social needs, together with evidence showing\nthe degree to which the entire staff of the school system is at work on these\nmost important professional problems, should be considered a regular obliga¬\ntion of the school executive.\nIt is because the superintendent of schools is today able to meet the re¬\nquirement for professional service which his position imposes upon him,\nthat lay recognition of the profession has been forthcoming. As has been\nsuggested above, the most significant growth of the profession of school\nadministration has come during the past twenty-five years. This is due to\nthe fact that the members of this Department and our colleagues of the\nprofession of school administration have been engaged in the development\nof a profession.\nA profession may be defined as a calling requiring a command of an\norganized field of specialized knowledge which is applied skilfully in the\nservice of individuals or of the community.\n\nIn the first instance the pro¬\n\nfession gains recognition as the body of knowledge which it uses is scien¬\ntifically established. In the second place the profession takes on dignity and\nworth in the minds of the people in proportion to the ethical system which\ncontrols the practise of its individual members.\nThe building of our profession will require a still greater devotion of its\nmembers to scientific inquiry and to the mastery of the science of education.\nThere must be developed, as well, a sensitiveness to ethical considerations.\nIt may be that there will need to be a more certainly formalized code of\nethics for the guidance of the members of the profession.\nIt is heartening to appraise the basis in scientific inquiry for the establish¬\nment of a profession of school administration. If we inquire concerning the\npupil personnel, we have as a result of the work of the past quarter of a\ncentury fairly complete knowledge concerning the individual differences\nexisting among those who constitute the school population. Much has been\ndone by way of indicating the measures\n\nwhich must be taken to adjust the\n\nschools to the needs, capacities, and vocational outlook of the boys and girls\nwho attend them. The relationship of the school to our society, together\nwith the modifications demanded in curriculums and courses of study, has\nbeen reported upon in the yearbooks of the Department of Superintendence\nand by hundreds of students of education thruout the land. The health and\nphysical welfare of children have been made the subjects of special inquiry,\n\n"}
{"page": 476, "printed_page": null, "text": "National\n\n470\n\nand\n\nmuch\n\nsound\n\ninquiries having\n\nEducation\n\nAssociation\n\npractise can be based upon\nto do with\n\nenvironmental\n\nthese studies. Certain\nfactors and\n\nother\n\ntheir effect upon\n\nchildren have acquainted workers in education with the necessary relation¬\nship which exists in the total economic and social structure as related to\nthe work of the schools.\nThe interest of the Department of Superintendence and of the profession\nof school administration in the curriculum of the schools is evidenced by the\nfact that five out of fourteen of the yearbooks of the Department of Superin¬\ntendence have given attention to this most important consideration in the\ndevelopment of our school system. The members of our profession have not\nbeen satisfied with the traditional courses of study or curriculums, and they\nhave not been willing to continue\nof children which\nmembers\n\nmethods\n\nof instruction or of the control\n\nscientific inquiry has demonstrated\n\nof our profession have condemned\n\nmore\n\nto be ineffective. The\ncertainly than has any\n\nother group the persistence of practises in our schools out of adjustment\nwith the needs of children and the demands of society.\nJust as certain progress has been made\n\nby virtue of the inquiries having to\n\ndo with the teaching personnel, the practise of placing young\n\nchildren under\n\nthe supervision of teachers with little education has given way to the recogni¬\ntion of the necessity for broad education and sound professional training\nfor those who would accept responsibility for the guidance of younger chil¬\ndren. It may be assumed that this change in attitude has been brought about\nby our increased scientific knowledge concerning the learning process, indi¬\nvidual differences, and the social psychology of this group in the school\npopulation.\nLike recognition of the need for high professional competence\nin recruiting a better prepared\n\ngroup\n\nof young\n\nmen\n\nand young\n\nall divisions of the school service. Possibly an even more\nin the relationship of administration\nrecognition\n\nof the desirability and\n\nhas resulted\nwomen\n\nin\n\nsignificant change\n\nto teaching has come\n\nabout\n\nin the\n\nnecessity of utilizing the insight and\n\nknowledge of our teachers in the development of curriculums, in the deter¬\nmination of classroom procedures, and in the organization of schools. The\nadoption of a single salary schedule, the acceptance\ncontinue\n\nto render\n\nof tenure for those who\n\nefficient service, the provision for retirement\n\nfor those\n\nwho have served society well in the profession of teaching — all have been\nsubject to scientific inquiry upon the basis of which current administrative\nprocedure\nThe\n\nis determined.\n\nprofession of school administration\n\nbility in the determination\n\nno longer ignores its responsi¬\n\nof the provision to be made\n\nin plant and equip¬\n\nment for the conduct of the educational program. Members of our profes¬\nsion now work in cooperation with architects and engineers for the solution\nof this very important\n\neducational\n\nlonger consist of banks of uniform\n\nproblem.\n\nModern\n\nschool buildings no\n\nclassrooms, adapted\n\nto the needs of an\n\nearlier conception of education, which placed children in the role of listeners\nand not doers. No\n\nlonger may\n\nthe architect figure out how\n\ncan fasten to the floor in a given space and so determine\n\nmany\n\nseats he\n\nthe capacity of a\n\n"}
{"page": 477, "printed_page": null, "text": "Department\n\nof Superintendence\n\nschool building. In line with the changed\n\n471\n\nconception of education\n\nand in the\n\nlight of scientific inquiry, the school plant is being developed today as a\nplace where children live and work and play. The classroom has become a\nworkroom.\n\nThose\n\nother facilities which were\n\nonce thought of as of secondary\n\nimportance — the library, shop, laboratory, gymnasium,\n\nauditorium,\n\nmusic\n\nroom, and cafeteria — take a central place in the planning of school buildings.\nOut-of-door facilities requiring a minimum of five acres for elementary\nschools and of twenty acres for high schools have come to be commonly\naccepted. Even\n\nthe need for adequate work\n\nspace for the staff of the school —\n\nteachers, as well as principals, supervisors, and directors of guidance — has\ncome to be acknowledged. Surely the layman, whether he be a board member\nor an architect, will acknowledge\n\nthe competence\n\nof a member\n\nof our pro¬\n\nfession who is able to propose the type of accommodations and the arrange¬\nments necessary for the conduct of a modern program of education.\nIt is hardly necessary\n\nto stress the advance\n\nthat has been made\n\nduring\n\nthe past quarter of a century in the financing and business management\n\nof\n\nschools. In no\n\nother field has scientific inquiry more\n\nits\n\nimprint on our\n\ncurrent\n\npractise. The\n\nhas proposed\n\nfor the consideration\n\nStates sound\n\nmethods\n\ncertainly made\n\nprofession of school administration\n\nof legislative bodies thruout\n\nthe United\n\nfor the participation of the state and federal govern¬\n\nments in the financing of public education. In line with the American tradi¬\ntion which supports the proposal that education should be provided for all\nof the children of all of the people and that the burden\nbe equalized among\n\nall taxpayers, scientific methods\n\nfederal and state moneys\n\nshould\n\nfor the distribution of\n\nare available as the result of inquiries conducted\n\nduring the past fifteen years. In like manner,\nthe organization\n\nof support\n\nprocedures\n\nhaving to do with\n\nof the school budget, accounting, the purchase of insurance,\n\nthe buying of all supplies, and the maintenance\n\nand operation of buildings,\n\nhave been scientifically determined.\nSurely we\n\nmay\n\npropose\n\nthat we\n\nhave been in the process of developing\n\na profession of school administration.\n\nWe\n\nupon\n\nand women\n\nscientific inquiry. We\n\nhave men\n\nthe application of this knowledge\nthruout\n\nthe nation. These\n\nmen\n\nhave a body of knowledge\nwho\n\nshow\n\nbased\n\ngreat skill in\n\nin state, county, and city school systems\nand women\n\nethics which places service to the community,\nall other values.\n\nare actuated\n\nby a system\n\nof\n\nthe state, and the nation above\n\nWe may claim without fear of contradiction that we have in the develop¬\nment of the office of superintendent of schools the first and most important\nexample of the utilization of the service of a professional executive in\nAmerican government. The pattern established, in the administration of\nschools has been followed in the development of other services, notably\nthose of health, public welfare,\ncity manager\n\nform of government\n\nand\n\npublic works.\n\nhas followed\n\nMore\n\nrecently the\n\nin broad outline the present\n\npractise in school administration. The city council has responsibilities com¬\nparable to those of the board of education, and the city manager enjoys\nresponsibilities entirely comparable\n\nto those of the superintendent\n\nof schools.\n\n"}
{"page": 478, "printed_page": null, "text": "472\n\nWe\n\nNational\n\nEducation\n\nAssociation\n\ncite with considerable pride the contribution\n\nmade\n\nto the development\n\nof more\n\nwhich\n\nour profession has\n\nefficient government.\n\nBut much\n\nremains\n\nto be done in building the profession of school administration.\n\\\\ hen a profession has come of age, it enforces rigid requirements upon\nthose who would enter its ranks. It is in this respect that our profession\nneeds to examine\n\nitself. It is true that in the years which\n\nbeen possible to recruit members\n\nof our profession by selecting teachers for\n\nplaces as principals of schools, and in turn selecting from\nprincipals of schools those who\nresponsibility. Many\neducational\n\nmen\n\nadministration\n\nhave acquired\n\nknowledge\n\nand\n\nwere\nwomen\n\namong\n\nso recruited\n\nfor the profession of\n\nhave learned by a process of trial and error and\nhas fitted them\n\nan occasional period of\n\nin at least some\n\ndegree for their\n\nprofessional service. It is also true that in increasing measure\nseveral states make\n\nthe abler\n\nto be given general administrative\n\nthru private study and\n\nuniversity residence which\n\nare past it has\n\nrequirements\n\nfor those who\n\nwould\n\nthe laws of\n\nenter the profession\n\nof school administration. In one state one cannot become a county superin¬\ntendent without a year of graduate work with major emphasis upon the\nstudy of the administration\n\nand supervision of schools. In another\n\nstate, in\n\norder to secure a certificate in advance of that offered to secondary-school\nteachers and principals, an additional year of professional study is required.\nThis actually results in a standard\n\nof two\n\nyears of professional study for\n\nthose who would become superintendents of schools. Variations\nquirements will be found thruout the country.\nBut it is still true that in many\nposition of superintendent\nscience of education\n\nof schools without\n\nand without\n\nthe scientific knowledge\n\nof our states one may\n\nof these re¬\n\nbe selected for the\n\nany sound\n\ntraining in the\n\nany established skill in the application of\n\navailable to the field of school administration.\n\nIs\n\nit not time that the profession as represented by the Department of Superin¬\ntendence recognize the desirability of setting up qualifications for entrance\nto the profession ? Could\nminimum\n\nthere not be common\n\nagreement\n\nof professional study necessary for one who\n\nwith respect to the\n\nwould\n\nengage in the\n\npractise of our profession ? Surely no one would hesitate to require that all\nwho would engage in the profession of school administration be thoroly\ngrounded in educational psychology. How can one hope to work with teach¬\ners, in the development of curriculums, in the organization of schools and\nclasses, in the determination\n\nof the educational\n\nprogram\n\nin its relation to\n\nchildren of varying abilities, except as he is thoroly well acquainted\nscience of educational psycholog}*? Who\nprogram of guidance, in the adaptation\nchildren, if the superintendent\nnow available in these fields !\n\nwith the\n\nwill lead in the development of a\nof schools to the needs of atypical\n\nof schools does not command\n\nthe knowledge\n\nThe administration of schools must be definitely related to the other gov¬\nernmental agencies and to other social services. Surely any man or woman\nwho\n\nwould\n\nserve our profession must be thoroly grounded\n\nand appreciation of our government\nand the philosophy\n\nof education\n\nin his knowledge\n\nand our social institutions. Social theory\nmust\n\nhave\n\ntheir places in providing\n\nthe\n\n"}
{"page": 479, "printed_page": null, "text": "Department\n\nadministrator\n\nof\n\n473\n\nSuperintendence\n\nwith his scale of values. The\n\nsatisfactorily stated only by those who\n\nobjectives of education\n\nhave devoted\n\nthemselves\n\nwill be\n\nto the study\n\nof educational sociology and the philosophy of education. One who would\nlead in the development of a democratic system of education must himself\nbe thoroly acquainted\n\nwith\n\nthe philosophies which\n\nare today fighting for\n\ndominance\n\nin our society. He\n\nmust be able to interpret his social theory for\n\nhis board\n\nof education\n\nfor his community\n\nand\n\nother professional workers\n\nfor whom\n\nand\n\nfor the teachers and\n\nhe is the acknowledged\n\nleader.\n\nMany of the problems with which the school administrator must deal\nfall in the field of economics. One who would serve adequately in the field\nof school administration must have a wide knowledge of finance and taxa¬\ntion. He should be able to read critically the current discussions having to\ndo with our general economic\nwhich\n\nstructure. He\n\nmust, particularly in the years\n\nlie just ahead, be able to stimulate members\n\nof the board of education\n\nand leaders in the community to a study of the relationship of education to\nthe current economic scene. He will have to work in cooperation with\nspecialists in this field for the sake of maintaining\nAs has already been indicated above, one who\nof school administration\n\nmust\n\nhas been organized\n\nthe technics which\n\nand\n\npublic education.\nwould\n\nhave a command\nhave\n\npractise in the field\n\nof the knowledge\n\nwhich\n\nbeen developed\n\ndealing\n\nwith pupil personnel ; teacher selection, training, and leadership ; curriculum\ndevelopment ; the planning of adequate buildings and equipment ; the im¬\nprovement of methods of finance and business management ; and other phases\nof administration.\nThe\n\nscope of the service of the superintendent\n\nof insight and scholarship which\nare nowhere\n\nmay\n\nof schools and the qualities\n\nreasonably be associated with the office\n\nbetter stated than in the report of the Educational\n\nmission, entitled The\nracy.\n\nUnique\n\nFunction\n\nof Education\n\nPolicies Com¬\n\nin American\n\nDemoc¬\n\n. . . the school superintendent . . . has duties not imposed on any other administra¬\ntive officer. Records and accounts he must keep or scrutinize; estimates and reports\nhe must prepare; and other functions of administrative routine he must perform.\nIn these respects his responsibilities resemble those of administrative officers in\ngeneral ; although his statistical statements represent distinct aspects of human life\nand aspirations, as well as money,\n\nmaterials, buildings, and supplies. But the super¬\n\nintendent’s obligations are more extensive.\nThose of the health commissioner, the superintendent of public works, the director\nof public welfare, and other administrative officers are not to be underestimated; but\ntheir duties and contacts with society are limited and specialized. As head of a\nsystem in which all arts and sciences are taught, the school administrator is called\nupon to possess knowledge and intellectual interests that are broader than those of\nany one profession. Without this knowledge and these interests he cannot act\neffectively as the channel of communication between the school board and the\nteachers who organize curricula and carry on instruction, to say nothing of taking\nthe leadership expected of him in such matters. As head of the schools he is subject\nto impacts from nearly all the interests, good and bad, that operate in the community;\nnot merely to those touching health, or public works, or the relief of dependents.\nUnder his jurisdiction are children from practically all sections of the communin';\nnot merely those affected by specific regulations of a police, sanitary or industrial\n\n"}
{"page": 480, "printed_page": null, "text": "474\n\nNational\n\nEducation\n\nAssociation\n\ncharacter.\n\nLiterally nothing that goes on in the community is alien to him. The very\nnature of his office imposes peculiar duties upon him. It is not by speeches at\npolitical rallies or by public appearances that he discharges them; his work is in the\ndomain of knowledge and aspiration; and often the less that is heard about it, the\n\nbetter it is done.\n\nthe school superintendent\n\nIf, legally speaking,\n\nis one\n\nadministrator\n\namong many, the term is meaningless until the primary functions of education are\nbrought into consideration. It is then that the unique characteristics of educational\nadministration become evident and present the case for a special administrative\nrelation to the general structure of government.\n\nIt is in the light of the need for the very highest type of professional\nqualifications for the superintendent of schools that I would like to propose\nthat this body consider its obligations to the profession and to the public.\nIt is not my\nof courses\n\npurpose\n\nto propose\n\nany definite period of time or sequence\n\nas necessary for a person\n\nwho\n\nwould\n\nprepare himself\n\nto serve\n\nin the profession of school administration. It is rather my duty to propose\nthat the time has arrived for the Department of Superintendence, thru such\ncommittee\n\nor committees\n\nas it may\n\ndecide to set up, to determine\n\nthe re¬\n\nquirements for admission to the profession. Having done this, the Depart¬\nment should proceed to secure the acceptance by boards of education and\nby state legislatures of the requirements\nentrance\n\nwhich\n\nit considers a minimum\n\nto the profession. But even before such favorable\n\nfor\n\naction is taken,\n\nthe Department should be willing to set up standards for the admission\nof men and women into membership of this body. The Department should\nscrutinize each new applicant for membership and should inquire concern¬\ning his qualifications for membership, denying membership to all who do not\nmeet the minimum requirements set up by the Department. The day should\nbe past when\n\na political appointment\n\nnecessary to become\n\na member\n\nand a five dollar bill are all that are\n\nof the Department\n\nof Superintendence !\n\nIf we are to build a profession of school administration, we of the pro¬\nfession will have to set the standard, we of the profession will have to\ndetermine\namong\n\nour code of ethics, we\n\nall those who\n\nwould\n\nof the profession will have to distinguish,\n\nenter the profession, those who\n\nare qualified.\n\nAnd, finally, we shall have to accept responsibility for expelling from the\nprofession those who violate its professional code. We have rested too long\non the assumption\nlaymen.\n\nOn\n\nthat these matters\n\nthe basis of a sound\n\nwould\n\nall be taken care of for us by\n\nachievement\n\nalready made,\n\nthe time has\n\ncome to notify our public that we are competent to judge the qualifications\nof our own members. If the Department of Superintendence will take such\naction, the time will rapidly come when laymen will more certainly recog¬\nnize the place of the school executive in the administration of schools. But\nmost of all, by taking such action the Department of Superintendence may\nhasten the time when this most important public service will in every case\nbe placed only in the hands of those who\nour society.\n\nare professionally qualified to serve\n\n"}
{"page": 481, "printed_page": null, "text": "Department\n\nTHE\nA. J. STODDARD,\n\nof\n\nCOST\n\nOF\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nEDUCATIONAL\n\nPOLICIES\n\nCHAIRMAN,\n\n475\n\nSuperintendence\n\nCHANCE\nPROVIDENCE,\n\nR.\n\nI.; AND\n\nCOMMISSION\n\nThere are at least three points of view concerning that which takes place\nor happens in the world. Many people believe that there are an infinite\nnumber and kind of forces at work, some supplementing, others in conflict\nwith one another. All that occurs is but the result of the play of these forces,\nas they weave the haphazard patterns of life and things on the looms of\nchance. Even man is but one of these forces, or a capricious combination of\nthem, happening for a period of time to be lucky enough to withstand the\neternal onslaught of destruction.\nA second attitude is the antithesis of this one. The world is governed ac¬\ncording to the whim of some deity, absolute in power, who as a dictator\ndetermines the destiny of the universe, making and changing the relation\nof cause and effect according to the exigencies of divine and unrevealed will.\nUnder this concept, man lives in fear of every seeming manifestation of this\nsupreme power and spends his time and energy in frantic attempts to curry\ndivine favor and special consideration.\nThose who hold the third point of view do not deny both of these other\nphilosophies in their entirety or under all circumstances, but they consider\nthe world as a cosmos in which it is possible to reduce chance thru the dis¬\ncovery of eternal laws and obedience to them. While there are always many\nuncertainties in life, their effect can be mitigated somewhat thru the use\nof intelligence, and while a divine will may be recognized, it is one that\nleaves place and function for human choice and plan. Under this philosophy\nman may proceed according to the caprice of chance and face the heavy\nodds of those who trust their course to the goddess of luck. Or, he may chart\nhis course according to the known laws of the universe and take every pre¬\ncaution dictated by intelligence to insure the desired outcome. In either case,\nhe may win or lose, but by and large and on the whole, he wins most who\nplans best.\nThere are some areas of life in which it may be desirable to adopt the\nfirst of these three attitudes. Certainly we ought not spend our lives in me¬\nticulous precautions, worrying ourselves away in painful dilemmas over\ntrivialities. There are also times and occasions when mankind, weary and\nheavy laden, may derive profound and sustaining comfort from the oppor¬\ntunity7' to rest his cares on a divine will. Tho recognizing the play of fate\nand the power of faith in shaping the destiny of men and of nations, our\nsuccess and happiness depend in the long run on the wisdom and ingenuity\nwith which we control those many variables of life, which taken together\nwe call chance. We may never fully remove the element of chance from life.\nIn fact, it may be more interesting that we cannot do so. However, many\nof the conditions that determine outcomes are subject to our control and\ndirection. By controlling or directing these conditions, the outcomes them¬\nselves may be determined. It is thru this process that man may become the\nmaster of his fate and the captain of his soul.\n\n"}
{"page": 482, "printed_page": null, "text": "476\n\nNational\n\nEducation\n\nAssociation\n\nInnate in the make-up of every human being is his tendency to take a\nchance — and we would not have it otherwise. Progress comes from trying\nsome new course of action, and whenever the new is attempted, failure is\none of the alternatives. A sales manager writes in the February Rotarian,\n\"I believe that money is made in the same way it is lost — by taking chances.”\nThose intrepid pioneers who have been pushing back frontiers since the\nworld began have all been dare-devils to some extent. We would have no\nAmerica if someone had not been willing to take a chance. Those who made\nthat first compact in the dingy hold of a little vessel, or those who affixed\ntheir signatures to that great charter of human rights were not afraid to\ntake a chance. Man has always been willing to run a risk for a prize,\nand always will do so. In discussing the subject, “The Cost of Chance,”\nit is not contended that we should attempt to avoid taking chances. We could\nnot altogether if we would. But rather, the thesis is that we should learn\nto count the cost of failure, and that we reduce the chance of failure as far\nas possible thru careful planning.\nThe way he takes a chance is one of the supreme tests of an educated man.\nA fool or an ignorant man may stumble onto a discovery of value, and not\nknow that he has found it. He may even throw it away, and never know its\nvalue. The wise man makes his discoveries deliberately. He has a definite\nend in view. He proceeds in accordance with a carefully chosen hypothesis.\nHe toils logically and scientifically, he works patiently and tirelessly, until\nthat hypothesis is either proved true or false. If it is proved to be true, he\nknows what to do then and does it. If the hypothesis is found to be false,\nhe rejects it, selects another, and starts over again. We are willing to trust\nthe quarterback to try another play in the game of life, provided the play\nis selected judiciously from a carefully planned repertoire and not made up\non the spur of the moment by a confused leader to be executed by a sur¬\nprised and disorganized team.\nUnder some circumstances, it may be very commendable actually to be\nafraid to take a chance. In Sourdough Gold , the lonely traveler down the\nYukon says:\nFear isn’t cowardice. They aren’t at all the same. A man must know the uses and\nthe nature of right fear. Not to be scared, may mean a plain dumb-foolishness. . . .\nI got mad with myself for being scared, and so came out the better, possibly, than if\nI had not been so very anxious.\n\nOn the other hand, there are often times and conditions under which the\nindividual or society might be justified in proceeding somewhat carelessly, or\nat least in running a risk. In our earlier years we are all more radical than\nlater when time presses more heavily and responsibilities sober judgment.\nSo it has been with our country. In its younger years, the people acted as\nif they thought that the honeymoon of progress and plenty would go on\nforever. Why take thought of the morrow when today held all that heart\ncould desire, and tomorrow might never come anyhow? So they squandered\nthe richest natural resources any nation ever had in all the world’s history.\nIn a few short years, they denuded the lands of the priceless forests that\n\n"}
{"page": 483, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n477\n\nshould have been a blessing down thru the centuries; they dug the coal and\ntapped the oil and gas, with little concern for the future, wasting much of\nit, as if they thought the supply an eternal one; they skimmed the cream\nfrom the richest soil ever turned by a plow, and postponed for three hun¬\ndred years the planning of any real program of conservation. Instead of re¬\nturning the life-giving elements to the earth as they gathered their harvests,\nthey burned the remains of the crops and left the rich soil exposed to the\nwinds and the rain. The wealth of the land was gathered up by the countless\nfingers of the rivers and carried away to the sea. Why think of the future\nin a land where even gold could be washed from the sands !\nWe who live in America today are the heirs of this extravagance. We\nmay or may not understand why they did it, but have we learned the cost\nof their failure to plan, to conserve, to economize? Our staggering debt of\nugly cities, barren hills, flooding rivers, eroded soil, and exhausted natural\nresources will be amortized only thru a constant and persistent program of\nplanning as a policy of our national life. It is encouraging that the public\nhas become aroused to the situation and that the garage may be locked\nbefore the car is finally stolen. One thing that helps in the situation is that\nthe car has a flat tire, so that there is likely to be some delay in stealing it !\nJust as our country has developed on an opportunistic rather than a care¬\nfully planned basis, so has been the history of many other phases of our life.\nThe hinterland that should have been the common heritage of the people\nwas developed as our natural resources were exploited, often for the benefit\nof powerful selfish interests or the doubtful welfare of the few. No one can\nbe very proud of the haphazard manner in which our western lands were\nopened, or of the lack of careful and scientific planning that has characterized\nour treatment of the problems of rural life. Most of our cities and towns\nare even better illustrations of chance run riot. We are coming to realize\nthat vast numbers of human beings cannot be assembled in small areas on a\ntrial and error basis without the social indigestion that is bound to follow\nsuch careless gorging.\nBut it is heartening to observe the awakening interest in planning on a\nnational scale, and to witness the establishment all over the country of\nlocal and state planning boards and commissions; to know of the great in¬\ncrease in parks, playgrounds, and other recreational facilities in both our\ncity and rural areas; to note the growth of a consciousness on the part of\nour people generally that our country can be restored to its beauty, that\nour cities can be made lovely places in which to live, that we can bring\norder out of chaos and capitalize our unlimited resources for abundant liv¬\ning if we are willing to pay the price of careful planning and join hands\nwith beneficent nature.\nAltho greatly concerned with these tragic evidences of the cost of care¬\nlessness and neglect in relation to our material resources, as educators we\nare even more interested in the cost of the chances that are taken in areas\nthat lie closer to the doors of the schools. Consider, for instance, the general\nattitude of society towards training in the arts and science of homemaking.\n\n"}
{"page": 484, "printed_page": null, "text": "478\n\nNational\n\nEducation\n\nAssociation\n\nOnly in recent years has there been any serious attempt on the part of the\nschools and other institutions to provide a carefully planned program of prep¬\naration for this one most common of all human endeavors. In earlier years,\nthe simplicity of the activities of the home made it possible to give the\nnecessary training in knowledge and skills after the individual assumed his\npart in the responsibilities of life in the home. There was so much of drudgery\nin the nature and multiplicity of duties that there was little time for the\nformation of wrong attitudes. The press of the commonplace kept the mind\ntoo closely applied to afford much opportunity for nervous breakdowns, altho\nthe inadequacy of preparation even for this simpler home\nsulted in tragedy.\n\nlife often re¬\n\nToday, science has wrought many changes in the labor of the home and\nremoved much of its drudgery. Of even greater significance is the change\nin the role of the mother and the function of the home in relation to the\nchildren. Society recognized the problems of this age-old institution and de¬\nmanded that the schools include in their program plans for education in at\nleast the fundamentals of homemaking. Xo longer are some of these most\nintricate problems of life left to chance. And yet, the statistical as well as\nthe human story of the millions of homes either broken or operating on a\nbare existence level furnishes abundant evidence that our society is still\npaying an enormous price for leaving so much to chance in this area. Not only\nare the direct results on home life itself so tragic, but equally significant are\nthe resulting implications with their costly effects in numerous related fields.\nIt is not difficult for us to recall those catastrophic years from 1929 to\n1935. The history of this period will record the strange paradox of the\nhuman race staggering blindly because of its ignorance in a day of almost\nuniversal education. In a nation where the people were busily engaged in\nproducing and squandering wealth beyond the dreams of man a century\nbefore, the whole machinery of life bogged down in the morass of economic\nilliteracy. Again we had trusted to fickle chance, to the old law of supply\nand demand. We assumed that somehow people would manage to acquire\na sufficient working knowledge of economics to manage their own financial\naffairs and participate intelligently as citizens in helping to solve the economic\nproblems of society.\n\nBut we have discovered to our sorrow\n\nthat people do not just pick up\n\nenough economic education. \"We now know that illiteracy in this field, as\nin any other, can be reduced only thru a carefully planned program of edu¬\ncation, including the dissemination of knowledge as the basis for right\nconduct, the equipment of the individual with a background of facts with\nwhich to combat prejudice, and the development within him of proper atti¬\ntudes and ideals that will cause him to make his choices and decisions, not\nonly for his own interests, but also with due regard for the common good.\n\nSomething must be done to reconstruct the shattered ideals and to\nstraighten the warped attitudes of the millions of our youth, as well as\nadults, who have borne the brunt of this catastrophe. But even more im¬\nportant than these remedial measures is a positive program of prevention.\n\n"}
{"page": 485, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n479\n\nBoth those of the present and those of oncoming generations must be better\ntrained to manage their own personal economic affairs so that they can meet\nmore successfully the periods of stress and strain that probably will continue\nto come periodically. Even if society succeeds in eliminating these vast dis¬\nturbances of our economic scheme, some individuals will have to meet those\ncrises that always follow in the wake of ignorance.\nIt is not only that our careless and riotous living is so disappointing in\nitself, but even more significantly do some of the byproducts affect our happi¬\nness. Consider for a moment this problem of crime. Who would have\ndreamed a hundred years ago that the annual crime bill for our nation would\never exceed twelve billion dollars! Our forefathers bequeathed us a most\nbeneficent form of government; we established schools and colleges, libraries,\nchurches, and numerous other agencies to help people lead the good life.\nBut what do we curtail in times of stress and strain? Or, have we expanded\nour welfare and educative agencies as the conditions that foster crime have\nmultiplied ? Who could have predicted a century ago the growth of our\ngreat centers of population, the coming of the automobile, the invention\nof the machine gun, the development of the gangster psychology, and the\nperfection of the technics of the criminal lawyer? It is not suggested that\neven intelligent planning will eliminate our crime problem entirely; but it\nis proposed that it might be worth trying. And further, it may be questioned\nwhether a nation which spends five times as much for crime as it does for\nschools and welfare agencies may not be taking rather foolish chances!\nReference has been made\n\nto the coming of the automobile as a factor in\n\ncrime. Let us consider it for a moment from another angle — as a factor in\nsafety. The development of the machine itself is one of the finest examples\nin history of the effectiveness of meticulous planning and exhaustive research ;\nbut the story of its use presents a different picture of, dare we say, a hitand-miss policy on a gigantic scale! Thirty-six thousand deaths last year\nfrom automobile accidents, to say nothing of the hundreds of thousands\nof injured, are the tragic toll of turning loose on our streets and highways\ntwenty-five million powerful machines, in the hands of vast numbers of\nuneducated drivers all the way from the moron and the inebriate on the\none hand to the reckless youth and the absent-minded genius on the other.\nWhy worry about killing a few thousand people when we have so many\nmillions! Sounds like the ghost of the policy under which we developed our\nnatural resources. The hope in the situation lies, at least partially, in an\nawakening public consciousness towards the problem, and the demand that\nthe schools and other educative agencies deal with the knowledge and skill\nphases of the situation.\nAnd\n\nthen there is war! With\n\nwhat care do we plan for it. If half the\n\nthought that is expended in competitive preparations for waging war so\nefficiently could be applied to planning for the preservation of peace, it is\npossible that this greatest gamble in the history of the world could be ended.\nBut easy as it would be to do so, why multiply illustrations of the cost\nof chance when any of you can supply a host of them? However, there are\n\n"}
{"page": 486, "printed_page": null, "text": "480\n\nNational\n\nEducation\n\nAssociation\n\ntwo other areas that should be considered here because they are so specially\nfundamental for us in America, our democracy and its schools. The Educa¬\ntional Policies Commission, appointed jointly by the National Education\nAssociation and this Department a year ago, has recently issued an important\nand significant pronouncement\n\non the subject, “The\n\nUnique\n\nFunction\n\nof\n\nEducation in American Democracy.\" While this book presents a declaration\nof independence of our schools from political or partisan manipulation or con¬\ntrol, its contribution is even more far reaching. The democracy itself is\nanalyzed and the function of the schools in relation to the life of the democ¬\nracy is charted. In Chapter VI appears a paragraph so significant as to justify\nits quotation in full, because it sets forth in such clear terms the philosophy\nupon which this address is predicated :\nIn any\n\nrealistic definition\n\nof education\n\nfor the United\n\nStates, therefore,\n\nmust\n\nappear the whole philosophy and practice of democracy. Education cherishes and in¬\nculcates its moral values, disseminates knowledge necessary to its functioning,\nspreads\n\ninformation\n\nrelevant\n\nto its institutions and economy,\n\nkeeps alive the creative\n\nand sustaining spirit without which the letter is dead. The solution of specific prob¬\nlems of democracy devolves upon society. Education does not arrogate that function to\nitself. It does not claim either the competence or the sole power — legal or spiritual.\nBut education does preserve and spread knowledge appropriate to the solution of\nspecific problems, instills the disciplines essential to the acquisition of knowledge,\ndescribes\n\nthe points of view\n\nfrom\n\nwhich\n\nproblems\n\nare\n\ndiscussed,\n\nsets forth\n\nthe\n\nassumptions and imperatives on which solutions depend, and in the classroom\nillustrates the spirit and procedure in which knowledge and reason are applied in\ncoping\n\nwith\n\nthe adjustments\n\nof society. Whether\n\nthese issues are related to political\n\ninstitutions, to finance and taxation, to industry, commerce, and agriculture, to public\nhealth, to the conservation and use of natural resources, to international relations and\nnational\n\ndefense,\n\nto them.\n\nIt sets forth\n\nillustrates\narena,\n\nSuch\n\nis concerned\n\ntheories\n\nin miniature,\n\nthe processes\n\nreached.\nwhich\n\neducation\n\napart\n\nit functions\n\nand\n\nwhich\n\nthem.\n\nand\n\nvalues,\n\nthe tempers\n\nand\n\nand discussion\n\nby which\n\nimposed\nit serves.\n\non\n\nfrom\n\nIt presents\n\nfrom\n\nof enlightenment\n\nis the obligation\n\nwith\n\nwhich\n\neducation\n\nIt cannot\n\nthey\n\nknowledge\nare\n\ndistempers\n\napproached.\n\nIt\n\nof the political\n\nmatured\n\ndecisions\n\nby the democratic\n\ndo less than\n\nrelevant\n\nassume\n\nare\n\nsociety in\nthe obliga¬\n\ntion, if loyal to its commitments. In so doing it acts not as a mere branch of govern¬\nment, as one profession among many engaged by government. It stands behind,\nexemplifies, and aids in sustaining all the processes of government and society.\n\nBut it should be realized that even with the development of our democracy\nmuch has often been left to chance. Many times in its history this democracy\nhas been close to the thin edge of disaster. It seems sometimes that, believing\nours to be the ideal form of government, we have assumed that it would\nprevail forever on the noble start given to it by the forefathers who wrought\nits form so wisely and well. We took a chance that problems and differences\ncould always be composed within this framework and that our government\nwould always prevail against any storms that might assail it. The marvel is\nthat it has, with so little cherishing and care on our part. It is the result of\ngood luck, rather than any great social program designed to produce the\nresult, that the leadership upon which the democracy must depend for its\nexistence has appeared in times of national crisis. Should we take the chance\nthat it will always do so ? Should not our educational scheme make effective\nprovisions for discovering and training its citizens of unusual ability and\n\n"}
{"page": 487, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n481\n\nenlisting them in the public service? The answer is that we are consciously\nbeginning to do so.\nAnother phase of the life of our country causes even greater concern.\nIt has to do with the democratic ideal itself. Our national, state, and local\npolitical patterns are essentially democratic in form ; yet these neither make\na democracy nor will they guarantee its endurance. Our democracy will be\nsafe over the reaches of time, only as its philosophy becomes the way of\nlife for at least a majority of its people. Our homes must become centers\nof democracy; our institutions, private as well as public, must reflect its\nprinciples; man must learn to conduct his ordinary as well as his extraor¬\ndinary affairs and relationships in accordance with the democratic ideal.\nIn the long run, our form of government will reflect what we are, indi¬\nvidually as well as collectively. Either dictatorship or democracy, each a\nway of life as well as of government, will depend thru the acid test of time\non what lies within the hearts of the people themselves. The test will be the\nextent to which true tolerance, based upon mutual respect for one another’s\nrights, can become imbedded in the fabric of the character of our citizens.\nIf this be true, is not one of the most important objectives of the schools the\ninculcation of the democratic ideal ? The alternative is the chance that the\nindividual will be regimented\n\nto fit a pattern, with the attendant loss of\n\nall of those precious freedoms that make life worth the living.\nIt was natural that there should be established and fostered in this\ndemocracy, dedicated to the realization of certain inalienable rights in the\nlives of all, and not alone of any particular part of the people, a vast system\nof schools and other educational agencies thru which these rights might be\nattained in the life of every individual, each according to his ability. Those\ngreat thinkers who founded our nation did not regard education as one of\nthe incidental functions of the democracy. Time and time again they spoke\nof the schools as the primary means thru which the blessings of democracy\nwere to become the common inheritance of all.\nWe\n\nwho\n\nhave been in most intimate contact with these schools for a\n\ngeneration are well aware of the many phases of the educational program\nthat have developed thru the operation of chance. For a century or more a\nsuccession of great and inspired leaders guided the course of the schools when\nthey were passing thru the cruder pioneer stage. In the later years much\nrefinement of the program has taken place thru the addition of experimenta¬\ntion and research. But we know that much remains yet to be done. We have\nnot learned to adapt the educative process to meet individual needs; coun¬\nseling and guidance are still in their infant stages; the traditional attitude\ntoward the size of the instructional unit still prevails; school buildings are\nlargely architectural adaptations of those of a generation ago and still are\nresponsible for much of the rigidity of the school program instead of promot¬\ning its adaptability and flexibility; the curriculum still retains too much\nformality to be fully effective as a functional instrument for promoting child\ngrowth on an experimental basis ; methods still reflect the old philosophy of\neducation as a pouring into process rather than of growth from within;\n\n"}
{"page": 488, "printed_page": null, "text": "482\n\nNational\n\nEducation\n\nAssociation\n\nwhile the objectives of the educational program itself still place a dispro¬\nportionate emphasis on acquiring facts, knowledge, and skills as over against\nthe development of initiative, critical judgment, worthy habits of conduct,\ndesirable attitudes, and worthwhile appreciations.\nBut it is very likely that these phases of the educational program will\nreceive increasing attention in the years to come. There is another area where\ntoo many chances must not be taken. Along with the inculcation of the demo¬\ncratic philosophy as a motivating force in both the social and individual life,\nthe schools exist primarily to help make real in the lives of our people their\nright to the pursuit of happiness. The realization of this objective must not\nbe left to chance.\nThe ability to claim and live the abundant life is not innate in the human\nbeing but must be acquired thru long and patient study. Therefore, the\ncurriculum of the modern school gives a large place to those subjects and\nthose types of experiences that mankind has long found to include the eternal\nverities of life, to satisfy the deeper longings of the soul, and to inspire to\nnoblest achievement. Many phases of the curriculum are planned to help\nthe individual to supply his needs in relation to his physical existence ; other\nphases include the skill subjects which enable one to use his environment\nand deal with his fellow beings; still another phase has to do with the\nexpressions of human beings in one way or another that constitute the culture\nof mankind. It is the experience of the race that it is this last form of learning\nthat has most to do with true happiness. It includes our religion, art, litera¬\nture, architecture, music, games, drama, and all other forms thru which\nthe noblest thought and emotions of each generation have been added to\nthe social inheritance of the past and handed down thru the centuries as\nman’s tribute to his Creator and as his gift to posterity.\nIt is the function of the schools to give to every person, as far as it is\npracticable to do so, the key to unlock and claim the riches that are the\ncommon possession of all who are willing to pay the price. Unlike some\nother inheritances, this one can be claimed only by those who will prepare\nthemselves to be worthy of it. Merely dotting our land with buildings that\npoint their spires heavenward, or hanging the masterpieces of art on our\nwalls, or making countless books available thru a thousand libraries, or\nbringing the drama of the ages into every city, village, and hamlet, or making\nthe great music available to even the humblest man, does not mean that\nall will be able to claim the messages that these and a myriad other sources\nof happiness have for them. Only those who have acquired the technics of\ninterpreting, who have learned the meanings of the various languages thru\nwhich the messages are spoken, who have attuned their thoughts and their\nemotions to catch the messages that are all about us like the unsensed and\nuncaught radio waves which in the dead of night flood the world, only those\ncan expect to succeed in this age-old quest for happiness.\nThe future is elusive at best. The zest of life comes from attempting to\nbend it to our will and to shape it to our service. The philosophy of planning\nis as old as human\n\nintelligence. The\n\npurpose of this address has been to\n\n"}
{"page": 489, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n483\n\npopularize this philosophy, to establish it more generally and definitely as a\npart of educational procedure, all the way from the local school system to\nthe profession as a whole. The extent to which this can be done will deter¬\nmine the science of education, as well as the effectiveness of the art of its\napplication.\nWhat is planning and what are its processes? Of course, planning begins\nwith an awareness or realization of an issue to be met, a problem to be\nsolved, a situation to be changed. The great difficulty is to differentiate\nthe important from the trivial, to recognize first things. There is a danger\nlest we who administer schools may develop a professional myopia which\nprevents our seeing the fundamental in its true perspective.\nWhen the problem has been defined as one needing consideration,\nwhat is the next step? Weeping and wailing never solved any problem, im¬\nportant first steps tho they may be in the process. This second step consists\nof the testing of one or more hypotheses. We use our own experiences and\nthose of others, we assemble pertinent investigations or conduct new ones,\nwe carry on research, we apply individual and group judgment, we marshal\nhard, intelligent, persistent thinking. This is not altogether the dry, statis¬\ntical process that some would have us believe it to be. There is place here\nfor the imagination, for the long view, for the thrill that comes to those\nwho dare join hands with destiny. There can be romance in planning.\nBut, after all, the greatest and costliest chance of all is the one we take\nso often with our plans in assuming that they will implement themselves.\nTrue planning must eventuate in action. If all the studies and reports pro¬\nduced in the last generation by the educational profession were placed end\nto end they would reach only a small part of the way from theory to practise !\nTradition blinds us to our problems; complacency breeds satisfaction with\nconditions as they are; but inaction kills not only the progress that might\nhave been, but also in time destroys the spirit that inspires the desire for\nprogress.\nIn this philosophy of planning is there place also for the opportunist and\nthe dreamer? Yes, for both. The opportunist is the opposite of the arm-chair\nday-dreamer who fritters life away in endless speculation. Planning needs\nthe virility and versatility of the man of action. But no great plan was ever\nmade and carried into action unless it was first conceived by a man of vision.\nThe dreams of men are too precious to be left to chance. Planning endeavors,\nthru the application of the individual and corporate intelligence of mankind,\nto salvage the noble aspirations of human beings, so that the funded knowl¬\nedge and wisdom of the race may become increasingly the possession of all\nwho, knowing the chances to be taken on the high road, are yet willing to\nmeet the cost.\n\n"}
{"page": 490, "printed_page": null, "text": "484\n\nNational\n\nTUESDAY\n“ The\n\nEducation\n\nAssociation\n\nGENERAL\n\nSESSION\n\nMORNING,\n\nFEBRUARY\n\n23, 1937\n\nImprovement of Education : Its Interpretation\nDemocracy\nThe 1937 Yearbook\nTHE\nHARRY\n\nELMER\n\nPRESENT\nBARNES,\n\nSOCIAL\n\nEDITORIAL\n\nfor\n\nSCENE\n\nWRITER,\n\nNEW\n\nYORK,\n\nN. Y.\n\nIt is quite impossible to understand the current social scene in the United\nStates unless we view it in relation to the general pattern of contemporary\nworld history.\nWe\n\nare living in one of the four major transitional periods in the entire\n\nhistory of man on the planet. Only the so-called dawn of history, the break¬\nup of ancient society with the decline of the Roman Empire, and the rise\nof the modern age after Columbus can compare with our period in the\nsweeping and thoro transformations to which we are being subjected or\nwhich stand immediately ahead of us.\nOur age is one, moreover, in which the transition is bound to be accom¬\nplished, for better or worse, with far greater speed than was characteristic\nof any previous era of transition. The complicated and delicately articulated\ncharacter of our urban, industrial world civilization makes it necessary that\nit shall all work fairly well if it works at all. If there is any serious break¬\ndown in an indispensable part of our social machinery, the collapse of the\nwhole system is inevitable.\nWe shall probably pass on to something much better or much worse than\nconditions of 1937 within less than a quarter of a century. Further, the\nalternatives which face us are far more striking than those which existed\nin any previous transition. For the first time in the history of man, we\nactually have available economic abundance and the foundations for peace\nand justice, both at home and abroad. Utopia is veritably within our grasp.\nIf we do not seize it, if we allow our unmatched industrial machinery to\nget out of hand, and if we use our advanced technic for killing each other\noff in devastating wars, we shall revert to barbarism instead of moving on\ninto a utopian condition. Never\ntrasting possibilities.\n\nbefore has society faced such sharply con¬\n\nThe most outstanding characteristic of our present civilization is the amaz¬\ning contrast between its two major elements. On the one hand we have an\nup-to-date technology for production, transportation, and communication,\nutterly unmatched in the previous history of mankind. We already have\n1937 model automobiles, bathtubs, and radios. We demand that we shall\nbe absolutely up to date in all material things. Yet, the ideas and institu¬\ntions with which we seek to control our 1937 model material civilization\nis a strange and archaic mosaic constituted of accretions and contributions\nmade all the way from the Stone Age to about the year 1800.\nVery little in our social thinking and institutional life dates from a period\nmore\n\nrecent than the year 1800. George Washington\n\nwould\n\nbe utterly be-\n\n"}
{"page": 491, "printed_page": null, "text": "485\nDepartment\n\nof\n\nSuperintendence\n\nwildered in the New Orleans of today, but he would have no difficulty what¬\never in understanding and interpreting the debates going on under the dome\nof the Capitol in Washington. The speakers use terms he would understand.\nIndeed, he would probably be rather impatient with the conservatism of the\ndebaters, and he would certainly be astonished to find that we are still going\non under the Constitution which he helped to make one hundred and fifty\nyears ago this coming summer. The legal philosophy which governs the con¬\nservative majority of the Supreme Court comes mainly from two political\nphilosophers — one of the seventeenth and one of the eighteenth centuries.\nTo turn to economic ideas, Herbert Hoover and John W. Davis, for\nexample, mirror the economic philosophy of Adam Smith, who wrote his\nfamous book in the same year that our Declaration of Independence ap¬\npeared. Moreover, Smith was far better informed in this brand of economic\ndoctrine than either Mr. Hoover or Mr. Davis.\nNot only does this tremendous gulf exist between our material life and\nour social institutions, but we seem to pride ourselves upon its existence,\neven tho it threatens the very future of civilization and the security of us\nall. We are proud of our material equipment in proportion to its being\nthoroly up to the last minute in model and performance. But we seem to\ntake pride in our thinking and institutions in proportion to the degree to\nwhich they are out of date and inadequate to meet the emergencies of the\npresent. Many a great mogul who insists upon a de luxe 1937 model Cadillac\nV-16 motor car will cling with the utmost fervor to a Constitution, model\n1787. Only when we come to be as much ashamed of an out-of-date idea or\ninstitution as we are of an outmoded bathtub or radio will there be much\nprospect of our taking steps to build a civilized social order.\nEven further, we tend to encourage this fatal discrepancy between our\nmaterial life and our social thinking. We give every conceivable reward and\nencouragement to those who seek to invent new machines. On the other\nhand, in an age in which we are in desperate need of a new social machinery,\nwe persecute, threaten, or even cast into jail, those who would invent the\nnew social system which we must have if civilization is to be maintained.\nWe honor inventors like Edison in the material field, but laugh to scorn our\n“brain trusts” and others who\nchinery.\nAll of our contemporary\n\nseek to provide new\n\nand better social ma¬\n\nproblems are simply subordinate and secondary\n\nmanifestations of this gulf between the two aspects of our civilization. Be¬\ncause we have failed to modify our political institutions in keeping with the\nchanges in the last century, we find ourselves faced by the desperate situa¬\ntions arising out of the bellicosity of great national states and the inadequa¬\ncies of democracy in meeting the complicated problems of our industrial age.\nThe answer to this is “crisis government,” which means some form of dic¬\ntatorship.\nIn the economic field our failure to provide for a fair distribution of the\nsocial income and to check the speculative manipulations of finance have so\nundermined\n\nthe capitalistic system as to call for the intervention of force\n\n"}
{"page": 492, "printed_page": null, "text": "486\n\nNational\n\nEducation\n\nAssociation\n\nand fascism in the majority of the important states of the world. In the eco¬\nnomic field, fascism is the answer to the crisis in capitalism, as in its po¬\nlitical expression it is the answer to the crisis in democracy.\nIt is often asserted that the only solution of our economic problems is edu¬\ncation. This is probably true, but it will require a different system of educa¬\ntion from that which is now in operation. The men who made the World\nWar, who threw us into it, and those who engineered the great depression\nof 1929 were all highly educated men by conventional standards of educa¬\ntion. They were literally the best that our present educational system could\nproduce, and their works are as much as we can reasonably expect of our\nexisting educational methods.\nThe only safe and sane solution of our problems is to be found in educa¬\ntion, but it will need to be a type of education which will courageously come\nto grips with the realities of the second third of the twentieth century. It\nwill have to recognize that its major function is to lead in the building of\na new and better social order, instead of serving as the temporary buttress\nof a decadent system, the downfall of which would inevitably involve educa¬\ntion in the general ruin.\nWe are in no danger of revolution in the United States. There are too\nfew revolutionaries and they hate each other worse than they hate the re¬\nactionaries. Moreover, our modern death-dealing agencies are in the hands\nof their enemies and there is no possibility of an effective appeal to force\nby radicalism in this country.\nOur\n\nreal danger lies in the reactionaries who\n\nseem, consciously or un¬\n\nconsciously, to have adopted the “after us the deluge” policy. They appear\ndetermined to oppose such reasonable concessions to social decency as might\nenable us to steer our way between the extremes of fascism and communism.\nIf they are successful in this organized opposition to rational social change,\nfascism and subsequent collapse are inevitable within another quarter of a\ncentury at the most.\nAnd anyone who imagines that fascism could not come to the United\nStates is truly living in a fool’s paradise. Those conditions which favor the\nrise of fascism are far more prevalent and well developed in the United\nStates of America in 1937 than they were in Italy in 1920 or in Germany\nin 1925.\nTHE\nHOLLIS\n\nL. CASWELL,\n\nPRESENT\nPROFESSOR\nFOR\n\nEDUCATIONAL\n\nSCENE\n\nOF\n\nEDUCATION,\n\nGEORGE\n\nTEACHERS,\n\nNASHVILLE,\n\nTENN.\n\nPEABODY\n\nCOLLEGE\n\nSocial conditions and issues of such grave import as those described by\nDr. Barnes have led during recent years to a highly critical consideration of\nthe functions, aims, procedures, and scope of organized education in Amer¬\nican life. Voices have been raised to question the value and significance\nof almost every phase of the educational program. At the same time that\nthe questioning has been going forward, educational shortages have been\n\n"}
{"page": 493, "printed_page": null, "text": "Department\n\nbrought to the fore. Marked\n\nof\n\nSuperintendence\n\n487\n\ncurrents of thought and practise have emerged\n\nand come into conflict — conflict which upon occasion has been character¬\nized by a lack of tolerance and respect for opposed views. The result of this\nsituation has been an educational situation of unparalleled uncertainty\nand great confusion.\nGradually, however, extraneous and less important considerations arc\nfalling into proper relationships to major issues and problems, and more\nclearly defined and recognizable points of view are emerging. Out of\nthis clarification of positions arises recognition that American education\nfaces the necessity of defining more clearly than ever before a fundamental\ndirection of movement and development. An effort to arrive at such a\ndefinition is, I believe, one of the most significant characteristics of the\npresent educational scene. The work of the Educational Policies Commis¬\nsion, reports of state groups such as the Committee on Goals of Education\nin Michigan, and the activities of national committees in the preparation\nof statements such as a Charter for the Social Sciences, are indicative of\na recognition of the need to develop a more adequate basis upon which to\nproject America’s program of organized education.\nAdequate definition of the desirable direction of educational development\nin American democracy was held by the Yearbook Commission to be the\nfoundation of a sound program of educational improvement and interpreta¬\ntion. The Commission, therefore, took a position on the relation of educa¬\ntion to social change. Consideration was given to the argument that schools\nshould provide social stability by staying back from the frontier of social\ndevelopment and conserving that which has proved good and valuable.\nRecognition was given to the rising emphasis upon intellectualism in Amer¬\nican life and education, with the suggested withdrawal of organized educa¬\ntion from the current social scene. Neither of these positions was con¬\nsidered adequate in view of the inevitable dependence of democracy on\neducation.\nThere seem to be only two possible methods of social change, the one\norderly and gradual, dominated by information and directed intelligence,\nand the other violent and sudden, based upon exasperation, desperation, and\nhatred. So far, it is admitted by the Commission, the powers in control of\nsociety have rarely surrendered to change without either violence or collapse.\nBut the ideal of democracy envisions the solution of social problems, how¬\never difficult and complex they may be, by the application of intelligence and\ninformation. Thus, democracy by its very nature depends upon education\nfor guidance of social change. “If we are to have social change achieved thru\norderly and informed direction,” says the Commission, “its guidance must\nbe a function of education.” While the school is only one of many agencies\nwhich affect the education of a people, the fact that it provides the pro¬\ngram of organized education places on it the responsibility of assuming\nmajor leadership toward the accomplishment of this all important social\ngoal.\nThe\n\nfunction that any public agency is able to perform depends upon the\n\nadequacy of its personnel, the enlightenment\n\nof the public, and the condi-\n\n"}
{"page": 494, "printed_page": null, "text": "488\n\nNational\n\nEducation\n\nAssociation\n\ntions under which work must be prosecuted. These factors provide a basis\nfor the further evaluation of the current situation in education.\nIt must be admitted that the personnel of American public schools as now\ntrained is inadequate to the task which a revolutionizing technology has set\nfor education. The education of teachers, even according to traditional\nacademic standards, is woefully inadequate. One fourth of all the teachers\nin the nation must pass in review before there is seen one individual who\nhas more than two years of training beyond the high school. And this train¬\ning, sad to relate, was probably taken in piecemeal sections, lacking relation¬\nship and sequence. In all types of training programs, however extended,\nlittle concern as a rule is given to the general social education of teachers.\nPreparation is often in narrow fields of specialization suitable for training\nin research but not for developing a socially significant program of public\neducation. The result all too frequently is teachers with narrow interests;\nteachers who know little about the problems faced by the people of their\ncommunities and by the nation ; teachers who conceive their function largely\nas teaching certain prescribed subjectmatter and who remain aloof from the\ncurrent of social life about them.\nThe lack of general understanding by teachers of the social responsi¬\nbility of education frequently exerts a devastating influence on the program\nof the school. Competing interest groups often struggle for larger and larger\nportions of the time of the pupil; essential interrelationships of subjectmatter from various fields are accomplished only with great difficulty; much\nof the content of school experience is unrelated to significant aspects of life ;\nand large areas of social life in which education is greatly needed are not\ngiven consideration in the educational program.\nGloomy as this picture may appear, there are certain very encouraging\nphases of the current situation in teacher education. In a number of states\nand cities, educational leaders have recognized the need for enlarged teacher\nvision and understanding of fundamental social and educational problems,\nand are taking action to improve conditions. In at least a dozen states, under\nthe direction of state departments of education, teachers are pursuing or¬\nganized study programs which give major consideration to the responsibility\nof schools in a democracy, and new and encouraging efforts are being made\nin a number of cities to provide for continuous teacher education. The way\nin which teachers generally take advantage of these opportunities for inservice training is a most encouraging indication that teachers stand ready\nand willing to move forward.\nThe Yearbook Commission recognized that an adequate teaching per¬\nsonnel is basic to a sound program of educational improvement and inter¬\npretation. For organized education to contribute significantly to the clari¬\nfication and realization of democratic ideals, teachers must have deeply\ngrounded appreciation and understanding of those ideals, they must have an\nintimate knowledge of social conditions as they actually exist, they must see\ntheir specialized fields of competency in relation to the larger social re¬\nsponsibility of organized education, and they must have that maturity and\njudgment which make them respected leaders in community life.\n\n"}
{"page": 495, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n489\n\nNow, turning to the second basis of evaluation, a public so imbued with\nthe ideals and methods of democracy that it will insist for all institutions\nand individuals the full exercise of democratic rights and procedures is both\na means and an end for education in a democracy. Without these rights and\nprocedures, education is impeded and to the greater and greater extension\nof them, education is dedicated. One of the most alarming and disturbing\ncharacteristics of the present educational scene is found in the general\nignorance and apathy of the American people regarding the function of\neducation in democratic life.\nProposals for significant modifications in the educational program usually\nencounter the objection that the public will not tolerate change. On every\nhand, a struggle must be waged against the persistent belief that schools\nmust do only those things they have always done. Tireless efforts have been\nrequired to provide opportunities of recognized value, such as those in music\nand art. Much greater vision, determination, and fearlessness are required\nto move in the direction of a more socially significant education which under¬\ntakes directly to relate the democratic ideal and method to the conditions and\nproblems of contemporary life.\nAt the same time, the public is apathetic to the use of the schools as an\nagency of propaganda for selfish business interest and frequently condones\nthe actions of minority groups in enforcing restrictions upon freedom of\nthought and inquiry, in denying the right and obligation of teachers to\npresent all the facts on problems regardless of what the facts may show,\nand in hampering the use by the school of the fundamental democratic pro¬\ncedure of considering at all times all methods available for the solution of\nproblems. Thus, in the large, the American public is not encouraging the\nschool to assume a larger burden in providing that education which is abso¬\nlutely essential for gradual and beneficial social change; rather it is tending\nto look upon the school as a static institution of limited function, which\nshould respond largely without question to whatever influences other aspects\nof our social organization bring to bear upon it.\nIn this situation are mirrored inadequacies of the educational offering\nitself. The importance of an educational program which provides oppor¬\ntunity for the continuous study and analysis by adults of social conditions\nand needs has been realized only recently. Consequently, organized educa¬\ntion has not been used to develop public understanding and support of a\nsocially significant school program. At the same time, programs of educa¬\ntional interpretation of the advertising and selling type have been employed\nall too often to the exclusion of more fundamental types of interpretation.\nFrequently in these programs, basic problems and issues have been evaded\nor concealed, with the tendency to lull the public into complacent and\nunthinking acceptance of the educational program as it is. The inevitable\nresult in such cases has been fear of change and an unthinking tendency\nto hold to traditional practise.\nIt is the position of the Yearbook Commission that such programs of\neducational interpretation have seldom made significant gains and fre¬\nquently have been harmful to the cause of public education. Adequate edu-\n\n"}
{"page": 496, "printed_page": null, "text": "490\n\nNational\n\nEducation\n\nAssociation\n\ncational interpretation should be based upon a broad social philosophy; it\nshould encourage and guide the public in consideration of basic problems\nrelating to the place of education in democratic life and the adequacy of\ncurrent practises; it should be a continuous process rather than a sporadic\none which is concerned only with the accomplishment of immediate ends.\nAnd, we now turn to the third consideration, the third basis of evalua¬\ntion. Conditions of work in public school systems are affected by many\nfactors. Adequacy of salary, size of teaching load, quality of supervision,\navailable instructional materials and tenure are but a few of these influences.\nIn most of these matters there is almost unbelievably wide variation in schools\nthruout the nation. Administrators generally are making determined efforts\nto improve such conditions and thereby to increase the effectiveness of educa¬\ntion.\nIn the current educational scene, a factor of major significance in affect¬\ning conditions of work is the basis of teacher-administrator relationship. The\nadministration of schools many times has tended to be mechanical, inflexible,\nand authoritarian. This condition has arisen largely because industrial man¬\nagerial concepts have been carried over sometimes almost intact to school\norganization. This has contributed to efficient business management in\nschools and in that regard has been a significant development in education\nbut has, at the same time, exerted an unfortunate influence on the relation\nof administrators and teachers. Instead of developing and enlarging the col¬\nleague or cooperative concept, the executive in education, whether principal\nor superintendent, has often become in fact a manager. As a result there\nhas crept into organized education the labor-manager idea to the detriment\nof teaching. Conflicts between administration and instruction are not unusual\nand a unified professional front frequently is lacking. This repressive in¬\nfluence on teacher intelligence and initiative is most unfortunate.\nSignificant efforts are being made, however, to interpret the implications\nof democracy for school administration.\nNow, the Yearbook Commission recognized fully the significance of the\nAmerican educational system in our national life ; it was well aware of the\ndifficulties wffiich have been surmounted in organizing a program of uni¬\nversal public education ; it was cognizant of the vision and effort required to\ndevelop the present program\n\nof education. But, in evaluating the present\n\neducational program, it seemed necessary to the Commission\n\nto reach this\n\nconclusion : “The chief obstacle to the functioning of education as a means\nof directing social change lies in the fact that organized education has thus\nfar tended to inculcate information and attitudes which resist social\nchange. . .”\nThe time may well be ripe for a period of highly significant educational\nadvance. The present search for a generally acceptable direction of educa¬\ntional development, the widespread concern for enlarging the social under¬\nstanding and vision of teachers, and efforts to organize the school so as to\nliberate the intelligence of teachers, provide a stimulus that will inevitably\nlead far beyond the existing program.\n\n"}
{"page": 497, "printed_page": null, "text": "Department\n\nThe\n\nAmerican\n\nschool may\n\nof\n\nnow\n\nSuperintendence\n\n491\n\nbe confronted with possibilities such as\n\nhave never been faced before of becoming an effective instrument for inter¬\npreting, perpetuating, and improving in actual living conditions in Amer¬\nican life, the highest ideals and practises of democracy.\nTHE\nFREDERICK\n\nH. BAIR,\n\nFUTURE\n\nOF\n\nSUPERINTENDENT\n\nEDUCATION\nOF\n\nSCHOOLS,\n\nBRONXVILLE,\n\nN. Y.\n\nThe kind of education we shall have in the future depends upon the kind\nof society we shall have. The nature of the society of the future is in very\nsharp issue. Two opposed ways of life are vigorously operative upon a world\nstage, and that way to which we were born seems to be in general retreat.\nA shallow view, apparently accepted by much that is current even in our\nown press, would persuade us that the alternative lies between fascism and\ncommunism. Here is no true choice; so far as both fascism and communism\nrest on the imposition of the will of minorities by force, they are equally\nalien and abhorrent. The bedrock division ought to be plain to any man or\nwoman reared in the American tradition ; it is between the principles of\nauthoritarianism and democracy — between compulsion and liberty — as ways\nof life for mankind.\nIt must be equally plain that the whole future of education hangs upon\nwhich of these two principles shall prevail. The makers of the 1937 Yearbook\nbelieve that, on this issue, there can be no question where the people of the\nUnited States will take their stand. They will stand for raising the dignity\nand significance of human life by the exercise of responsible freedom. The\nYearbook Commission believes that it is the business of this Department, to\nthe fullest extent of its power, to dedicate and direct the processes of edu¬\ncation, as never before, to informed faith in, and effective implementation of,\na democracy that justifies itself by its works, at home and abroad. Only as\nwe succeed in this crucial task can there be any future for education. If\ndemocracy, as we know it, fails, all hope for education, as we know it, will\nfail as well.\nIf we have the will to so dedicate the processes of education, our procedure\nwould appear to be sufficiently clear. We must first of all make certain that\nwe are agreed, for working purposes, upon the essential elements of the\ndemocratic principle. We must then search out, beginning with our own\ncountry, the incidence of strength and weakness in the application of that\nprinciple to our society, and we must study how to deal with conditions as\nwe find them, practically and consistently, in the light of that principle. In\ndoing so, the Commission is persuaded that we shall become convinced, in\nour international relations, that the principle is of universal application,\nand that the only enduring basis of world peace and welfare is to treat our\nneighboring peoples (as we have not always done in the past — notably in\nthe Versailles Treaty) as we would wish to be treated as a people.\n“We\n\nmust first of all make certain that we are agreed upon the essential\n\nnature and elements of the democratic principle.” Edmund Day, the new\npresident of Cornell University, says that the essence of democracy is a broad\n\n"}
{"page": 498, "printed_page": null, "text": "492\n\nNational\n\nEducation\n\nAssociation\n\nand inclusive humanitarianism, which commits itself to the rule of the major¬\nity and to the methods of peaceful persuasion, and abjures the use of force or\nviolence except against those who would employ violence or murder to\ndestroy or subjugate it. The essence of democracy — let me repeat Dr. Day’s\nformulation — is a broad and inclusive humanitarianism which commits itself\nto the rule of the majority and the methods of peaceful persuasion, and\nabjures the use of force except in a single case — against those who\nuse force or violence to destroy.\n\nwould\n\nThe President’s Committee on Administrative Management, composed\nof Louis Brownlow, Luther Gulick, and Charles E. Merriam, in its report\ndated January 8, 1937, a report, by the way, which every superintendent of\nschools in the United States should get, defines the principle in different\nwords :\nOur\n\nAmerican\n\ngovernment\n\nrests upon\n\nthe truth that the general\n\ninterest is superior\n\nto and has priority over any special or private interest, and that the final decision in\nmatters of common interest to the Nation should be made by free choice of the\npeople of the Nation,\nprovide, and enforced\n\nexpressed in such manner as they shall from time to time\nby such agencies as they shall from time to time set up. Our\n\ngoal is the constant raising of the level of the happiness and dignity of human life,\nthe steady sharing of the gains of our Nation, whether material or spiritual, among\nthose who make the Nation what it is.\n\nThis, then, is the essential nature of the democratic principle — a principle\nwhich represents at once the highest faith of our fathers and the guarantee\nof liberty for our children and our children’s education. It is incomparably\nthe first business of education to see that this principle shall be understood —\nunderstood, incorporated, and applied with informed, considered, and relent¬\nless consistency by the whole body of our citizenship. The first business of\neducation is to look to it “that this country, under God, shall have a new\nbirth of freedom, and that government of the people, by the people, and\nfor the people shall not perish from the earth.”\n“We must then search out, beginning with our own country, the incidence\nof strength and weakness in the application of the democratic principle to\nour society, and we must study to deal with conditions as we find them by\nthe consistent application of that principle.”\nAt this point, a great many people in America raise the questions: Is this\nany business of the schools? Are school teachers equipped to deal with such\nmatters? The fact that so many persons and so many interests can raise\nthese questions in itself is immensely revealing of the lack of integrity, of\nwholeheartedness, which helps to paralyze the democratic principle in its\ncandid and consistent application. What more important business have the\nschools of a democracy than to promote, defend, and improve democracy?\nAnd if indeed teachers are ill-equipped to deal with the application of the\ndemocratic principle to our contemporary society, what shall we say of the\npatriotism, of the motives and sincerity of citizens who tolerate and cite\nwith complacency any such condition; who, arguing that the schools are\nundermanned and undermined, can propose nothing more constructive than\nthat they be mute in dealing with what, for this Republic, are the very issues\nof life ?\n\n"}
{"page": 499, "printed_page": null, "text": "Department\n\nof\n\nOn this point, the 1937 Yearbook\n\n493\n\nSuperintendence\n\nhas the following to say:\n\nMany voices oppose public education today. Especially pronounced is the opposi¬\ntion to school studies which tend to throw light upon the causes of depression and\nresulting unemployment\nbecome\n\na propaganda\n\nand\n\nlow\n\nmachine\n\nstandards\n\nof living. ...\n\nto teach the economic\n\nIf the schools\n\nare not to\n\nand political science of special\n\ninterests, it is essential that they adhere to the ideals of American democracy . . .\n[practising] the right and duty of the school to discuss community and national\naffairs fully and\n\nfrankly.\n\nThe text then quotes Dean William F. Russell of Teachers College,\nColumbia University, in his report for the year ending June 30, 1935, thus:\nIt will be necessary to change the popular attitude toward what is taught in the\nAmerican school. For many years past it has been our custom to exclude from the\npublic school\n\nany\n\nconsideration\n\nof opinion. ... In some\n\nof such questions\n\ncommunities\n\nwhere\n\nas may\n\nreflect a common\n\nthere are two\n\nor more\n\ndivision\n\npowerful\n\ncamps\n\nholding conflicting opinions about the cause of disease, the courses in hygiene are\nemasculated. This policy, carried to its logical conclusion, would reduce the course\nof study to mathematics,\n\ndead\n\nFurther, the Yearbook\nOf\n\nthe voices\n\nopposing\n\nand\n\narcheology.\n\nstates:\npublic\n\nrepudiation\n\nof the democratic\n\nspeech\n\npress. ... If we\n\nand\n\nlanguages,\n\neducation,\n\nmany\n\nare\n\nideal, especially that phase\nbelieve\n\nin democracy\n\nalmost\n\nforthright\n\nin their\n\nof it stressing freedom\n\nas our forefathers\n\nbelieved\n\nof\n\nin it,\n\nwe must take stock of the part the school must play in its regeneration and preserva¬\ntion. We do not know what the schools of the future will produce, but it is evident\nthat if democracy is to be preserved they must effect a juncture of superior knowl¬\nedge and experience in the solution of pressing economic and political problems.\nThe profound issue in America is whether the vast economic and social forces which\nthe science\n\nand\n\ntechnology\n\nof the century\n\nhave\n\nbrought\n\ninto the world\n\ncan\n\nbe\n\ndemocratically controlled in the interest of all the people, or whether that control\nmust rest in the hands of a few to serve the special interests of a few. Thus modern\nconditions create the period of crisis for democracy in America as in Europe.\nWhether our democracy will continue and whether it can effectively control the\nfar-reaching\nof American\n\neconomic and\neducation.\n\nsocial forces depend\n\nin large measure\n\nupon\n\nthe character\n\nThe public schools of the past in this country grew up in a society of\nagrarian democracy. The schools of the present are struggling in a society\nwhich has developed, within its framework of political democracy, immense\nforms of economic oligarchy so influential as to constitute a new force in\nhistory. Experience shows that these social forces, in their present juxta¬\nposition, are incompatible. Either political government must serve the ends\nof industrial organization, or industrial organization and finance must serve\nthe ends of government. If democratic government is to justify itself, if\nindeed it is to survive, it must subordinate these immense corporate forms, by\njust, reasoned, and constitutional processes, more truly to the common wel¬\nfare. We believe that this will be done.\nIn the doing, the public schools should play a conservative part, heading\noff a lurch into fascism on the one hand and a violent and wasteful revolu¬\ntion on the other. They should play this part not by preaching a particular\nutopia of which they have the inspired blueprint, but by steady and effective\nadherence to the democratic principle which depends upon the will of the\n\n"}
{"page": 500, "printed_page": null, "text": "494\n\nNational\n\nEducation\n\nAssociation\n\nmajority, expressed within the constitutional framework and consistently\npractising persuasion as against force and violence. It is the business of the\nschools to see that the will of the majority is disciplined by sound training,\nilluminated by historical and correct knowledge, and enlarged and human¬\nized by saturation in the democratic principle. The public schools were born\nof democracy; they are the best instrument and truest hope of democracy\nin the world today. We believe that the education of tomorrow must serve\na democracy, industrial, financial, political, and social, more consistent,\nbetter trained and disciplined, more generally prosperous and happy, and\nconsequently more stable and indestructible, than has yet been realized upon\nthis continent.\nWe schoolmen, if we are honest and worthy in the face of this worldcrisis for humanity, must admit that we need most of all to be born again\ninto the best of the American tradition. Education for effective democracy,\nin the face of conditions at home and abroad, is more than a job; it is more\nthan a profession; it is a crusade. It is a race against catastrophe too immi¬\nnent and too abysmal to be countenanced for the children we teach. What\nare the social weaknesses with which we have to deal? Why do we have a\nsplit philosophy, unemployment,\n\nimminent\n\nwar, industrial dictatorships,\n\nmaldistribution of wealth, child labor, industrial strife, occupational mis¬\nfits, preventable accidents, sickness and death, tragic and dependent old age?\nAre the schools doing and have they done in the past all that they can to\ncombat these diseases? We know that they are not, that they have not, and\nour task is to go out in our own communities to lead them in the great\nwork which is inescapable if we are to be worthy of the challenge that is\nupon us. “Every high-school boy and girl should be informed,” says the\nYearbook, “of the facts about business cycles, unemployment, inequalities\nin the distribution of wealth, the extent and causes of industrial strife, the\nprevalence and reasons for child labor, the disgraceful housing conditions\nof the poor, the hardships wrought by sickness and accident, the possibilities\nand actualities of protection thru insurance, and a host of allied facts which,\ntaken all together, give a complete picture of American economic life. And\njust as important, if not even more so, is the teaching of what could be.\nNot nebulous notions of a millennium so far distant in time and space as to\nfall into the never-to-be-realized category of wishful thinking, but ‘here and\nnow’ possibilities stated in terms of existing facilities and conservative esti¬\nmates of what could be practically and easily achieved by real economic\ncooperation.” And not only every high-school boy and girl, but every mature\ncitizen should, thru education, have put at his hand the means of informing\nhimself and acting accordingly in the great battle of democracy to realize\nitself in enduring terms upon the earth.\nThe education of the future, for America, must be as never before, educa¬\ntion for democracy, education in the essential faith and principle of democ¬\nracy, and education in its day-by-day operation as applied with advancingly\ntrained competence and integrity to the general welfare.\n\n"}
{"page": 501, "printed_page": null, "text": "495\n\nTHE\n\nDepartment\n\nof\n\nIMPORTANCE\n\nOF\n\nEDUCATIONAL\nJESSE\n\nH.\n\nNEWLON,\n\nWe\n\nA\n\nOF\n\nOF\n\nEDUCATION,\n\nUNIVERSITY,\n\nhave but to look around\n\nPOINT\n\nVIEW\n\nIN\n\nADMINISTRATION\n\nPROFESSOR\n\nCOLUMBIA\n\nSuperintendence\n\nNEW\n\nYORK,\n\nus to see how\n\nCOLLEGE,\n\nN. Y.\n\ncrucial is the control and\n\nadministration\n\nof education\n\nsuperintendent\n\nor a university president are influenced quite as much\n\nsocial and educational\n\nin the world\n\nTEACHERS\n\npoint of view\n\ntoday. The\n\nof the judge. If the social outlook\n\nSupreme\n\nis of vital importance\n\nthe United\n\nby his\n\nas are the decisions of a court by the\n\npoint of view\nCourt\n\ndecisions of a school\n\nof the justices of the\n\nin the development\n\nStates, the point of view of the educational\n\nof democracy\n\nadministrator\n\nin\n\nis of\n\ngreater importance, for education is the very life-giving principle of democ¬\nracy. If education is perverted, democracy is poisoned at its source.\nOne\n\nof the most important\n\nsocial facts of the modern\n\nworld\n\nnational systems of popular education created in the nineteenth\ncenturies. This\nis universal\n\nis particularly true in the United\n\nat the elementary\n\nand secondary\n\nin teaching, where\n\nlevel, where\n\nthe expenditures\n\nand twentieth\n\nStates where\n\nyouth are attending institutions of higher education, where\nare engaged\n\nis the great\neducation\n\nover\n\na million\n\na million persons\n\nfor education\n\nare nearly\n\nthree billion dollars. It wTould be difficult to exaggerate the importance\nof this system of education in molding the minds of the people. Every\nindividual is touched and influenced by these schools. In what direction\nshall this influence be exerted ? This is a question of grave national import,\nfor we can see that popular education is today employed\nsocial purposes in the countries of the Western world.\nRussia is developing\n\nfor widely different\n\na vast system of schools as one of the most\n\neffective\n\ninstruments in building Socialism. In Italy and Germany and the other\nauthoritarian states of Europe the educational systems have been bent to\nthe will of the dictators. The\n\npurposes\n\nand methods\n\nof education\n\nin these\n\nauthoritarian states differ widely from the purposes and methods of educa¬\ntion in the democratic countries. If we should examine education in the\nauthoritarian\n\nstates, we\n\nadministration\n\nis an exact corollary of the purpose\n\nmethod of administration\nand results.\n\nwould\n\nfind that in every instance the method\n\ncould not be changed\n\nof\n\nto be achieved, and that\n\nwithout\n\naffecting purpose\n\nHow should democracy’s schools be administered? What should be the\npoint of view and the methods of administration and of the administrator?\nOf education\n\nit is peculiarly true that ends and means\n\ncannot\n\nbe separated.\n\nMethod should be chosen in the light of the ends to be achieved, for out¬\ncomes are affected, often entirely controlled, by method. It is obvious that\nthe kind of education that will serve the purposes of the ruling oligarchy\nin an authoritarian state is not the kind of education that will serve the\npurposes\n\nof a democracy.\n\nblind acceptance\n\nIndeed, we\n\nwho\n\nbelieve in democracy\n\nof absolutes, the inculcation\n\nof unquestioning\n\nhold that\nobedience\n\n"}
{"page": 502, "printed_page": null, "text": "496\n\nNational\n\nEducation\n\nAssociation\n\nto authority is not, in the true sense of the word, education. We\n\nregard such\n\nteaching as only conditioning, training in the worst sense of those words.\nSuch education does not seek to develop a rational thinking individual who\nwill judge institutions and social policies solely by the extent to which they\nserve the needs of individuals. For in a democracy institutions are regarded\nas instruments, not sacred, but to be altered in accordance with human needs.\nIt cannot\n\nbe too strongly emphasized\n\nalways instrumental.\n\nIts sole purpose\n\nthat educational\n\nshould\n\nadministration\n\nis\n\nbe to facilitate the educative\n\nprocess. If administration is to facilitate the educative process, it must har¬\nmonize with the educative process which it serves. If schools are to serve\nthe purposes of democracy, they must be administered so that these purposes\nwill be served ; for it is possible so to operate a school as to defeat the\npurposes of democracy. Democracy’s school must be controlled by the people\nin the interests of the people. Its internal administration must likewise\nharmonize\n\nwith the purposes\n\nand principles of democracy.\n\nIn the critical period upon which\ndemocracv itself is on trial. Powerful\n\nthe Western world is now entering,\nvoices and influences have been raised\n\nagainst democracy. We are told that parliamentary government is not\nefficient, that it cannot function in a crisis ; and that there has been some\ntruth in these criticisms cannot be denied. Since the World War, parlia¬\nmentary government has been overthrown in a majority of the countries\nof Europe. It is the economic problem that is most critical. E-nless democracy\ncan solve this economic problem, of which the depression is only a phase,\nunless it can bring economic\n\nsecurity and justice to all the people of our\n\ncountry, its days on this continent\n\nare numbered.\n\nDesirable\n\neconomic\n\nand\n\nsocial changes can be effected with sufficient rapidity to avert violence or\nruthless oppression only if all the people have access at all times to all the\nfacts concerning\ndemocracy\n\neconomic\n\nand\n\nsocial conditions.\n\nThe\n\nonly salvation\n\nis to keep pure and undefiled the springs of knowledge\n\nof\n\nand the\n\nagencies of communication — the school, the press, the radio, the theater.\nNever was free public education so essential as today. An educational system\nthat was not intellectually free and that did not in all its practises embody\nthe ideals of democracy would be worse than useless. It would be a menace\nto the American\n\npeople.\n\nNational systems of education can be employed and are today being em¬\nployed to keep peoples in ignorance, to condition them to accept their fate\nby withholding\n\nand\n\ndistorting information,\n\nby the clever use of symbols,\n\nand by the manipulation of stereotypes. It would be dangerous to assume\nthat what has happened in some of the most advanced European countries\ncould not happen here. It must be perfectly obvious, even to the casual\nobserver, that American schools could be so controlled and administered\nas to defeat the very purposes for which\nschool so much\n\nunder the dominance\n\nthat teachers and\n\nstudents\n\nthey were\n\ncommunity.\n\nSuch\n\na\n\nof one class or group in the community\n\nare not permitted\n\naffecting the relation of this class to the whole\nwhole\n\ncreated. For example,\n\nto study objectively issues\ncommunity,\n\ncannot\n\nserve the\n\na school serves only to protect private and vested\n\ninterests. Such a school is under\n\nauthoritarian\n\ncontrol, just as much\n\nas any\n\n"}
{"page": 503, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\nschool in any fascist state. Again, a school in which\n\n497\n\nall of the fundamental\n\nthinking and planning are done by a board representing a privileged group\nor class, or by one person, whether principal, superintendent, dean, or presi¬\ndent, or by a small group surrounding the board and the chief executive\nofficer, while teachers have but little share in the formulation of policies,\ncannot serve democracy. It is fantastic to believe that teachers who have\nno share in the development of policies, who are not permitted\nthemselves, can teach others to think for themselves.\nSome\n\nto think for\n\nwill say, and some do say, that no school can be efficient where\n\nteacher is an administrator.\nadministration\n\nApparently\n\nonly in terms of a town\n\nsome\n\ncan\n\nevery\n\nthink of democracy\n\nmeeting procedure. The\n\nproblem\n\nin\nof\n\nefficiency is one that must be squarely met, but there is much confused think¬\ning about this problem. Efficiency has been a passion of the American people,\nand it is an ideal that is not lightly to be despised ; but we\nequally efficient in all departments\nno means\n\nof life. Our\n\nhave not been\n\nsocial engineering\n\nhas by\n\nattained to the level of the efficiency of our technological and in¬\n\ndustrial processes. In our passion for educational efficiency we have pat¬\nterned the administration of schools too largely after the administration\nof industry. Educational\n\nadministration\n\nundoubtedly\n\nhas much\n\nto learn\n\nfrom business. But the efficiency of an enterprise can be judged only in the\nlight of its purposes. Methods\n\nof administration\n\nin one enterprise may, in another\ndo not solve our problem\nand applying them\n\nthat make\n\nfor efficiency\n\nof different character, be disastrous. We\n\nby taking over bodily the practises of business\n\nuncritically to education. For, after all, a school is some¬\n\nthing different from a factory. This borrowing\n\nfrom\n\nbusiness no doubt ex¬\n\nplains much of the authoritarianism and opportunism that so often charac¬\nterize educational administration in this country. The administration of\nbusiness and industry has been autocratic — often to the disadvantage of\nthose concerned, it now appears. Vaguely aware of the vital issues at stake,\nwe\n\nin education\n\nhave frequently given lip service to democracy,\n\npractises have not squared with our professed ideals. More\n\nwhile our\n\noften, I think,\n\nwe have in a period of prosperity and rapid educational expansion simply\nbeen indifferent to the basic problems of educational administration.\nMore\n\nspecifically, then, what\n\nrespect to the administration\n\ndoes the democratic\n\nof education?\n\nThree\n\nideal demand\n\nwith\n\ncontrolling factors must\n\nbe briefly considered — lay control, internal administration,\n\nand the distinc¬\n\ntion between policy-making and administration.\nPublic control of American schools is exercised by lay boards\n\nusually\n\nelected at large by the community,\n\nor other\n\ngovernmental\n\nsometimes\n\nappointed\n\nauthorities. Privately endowed\n\nby mayors\n\ninstitutions are generally con¬\n\ntrolled by self-perpetuating boards of trustees. In many ways American\neducation has been fortunate in its lay boards of control. Our schools are\nin large measure\n\na monument\n\nto the unrequited\n\nservice of the host of citizens\n\nwho, thru over a century, have served so devotedly on these boards. How¬\never, as various studies have shown, the members of these boards are today\ndrawn\nThe\n\nalmost\n\nentirely from\n\nthe more\n\nfavored\n\nboards of trustees of privately endowed\n\nclasses of the community.\n\nschools are drawn\n\nlargely from\n\n"}
{"page": 504, "printed_page": null, "text": "National\n\n498\n\nthe ranks of wealth. There\n\nEducation\n\nis much\n\nAssociation\n\nto give us pause here. It is inevitable\n\nthat consciously or otherwise each of us is deeply affected by his environment,\nby his life experiences, by his own\nhis place on a board\n\ninterests; and when\n\nan individual takes\n\nof trustees of a university or of a school system, he\n\ntakes with him his way\n\nof looking at life. It is not surprising, then, in view\n\nof these facts, that many\n\nmembers\n\nof boards of control are prone\n\nto look\n\nwith distrust upon a school that attempts an objective and critical examina¬\ntion of the economic and social status quo, and an evaluation of economic\nconditions in the light of the democratic\nin considerable\n\nmeasure,\n\nideal. This state of affairs explains,\n\nthe failure of so many\n\nschools to include in their\n\ncurriculums adequate study of many of the vital problems of American\ndemocracy, the fear of teachers to enter the realm of controversial social\nissues. Teachers\n\nhave even been driven out of schools and universities be¬\n\ncause of their social views, or because their investigations led them\nin question some aspects of the social status quo.\n\nto call\n\nIf American schools are to serve the purposes of democracy, they must\nbe free, and to that end it is essential that boards of control know the value\nof freedom\ngoverning\n\nof teaching. The\n\ninterests of democracy\n\ndemand\n\nthat these lay\n\nboards be representative of the interests of the entire community,\n\nsensitive to the needs and welfare of the masses of the people and not merely\nrepresentative of the more\n\nfavored group\n\nin our society. This\n\nis the first\n\nbasic principle.\nThe\n\nsecond basic principle is that all who\n\nare concerned\n\nwith carrying\n\nout a policy or are directly affected by a policy should participate to the\nextent of their respective abilities in the formulation of that policy. This\ninvolves, of course, more\n\nthan teachers and teacher participation ; but it is\n\nprimarily with teachers that I am concerned. Why do the interests of\ndemocracy demand that teachers participate in the formulation of policies?\nFirst, because\n\nit is in the public interest that every important\n\nsource\n\nof\n\nexperience and knowledge be tapped in developing the program and pro¬\ncedures of the school. Teachers who must carry out policies have, out of\ntheir study and extensive first-hand experience, invaluable contributions\nto make to the formulation of those policies. Teacher participation results\nin better policies. Teacher\n\nparticipation also results in better teachers. Where\n\nteachers attack fundamental\nplaced upon them, they grow\nothers to intellectual activity.\nWhat\n\nproblems,\n\nwhere\n\ngenuine\n\nin understanding,\n\nresponsibilities are\n\nin capacity to stimulate\n\nare the limits of teacher participation? At the moment\n\nI can think\n\nof no function or service with which this participation should not be con¬\ncerned. Teachers have contributions to make, not only in the development\nof policies with reference to curriculums\n\nand methods,\n\nto budgets, personnel, salaries, buildings, equipment,\n\nbut with\n\nreference\n\ntypes of schools, home\n\nand community relationships, every aspect of the operation of the schools.\nIt is impossible here to go into a discussion of the machinery of participation,\nbut I would\n\ninsist that it must be genuine, and that in the future it must be\n\nregularized.\n\nIf necessary, the principles of teacher participation must\n\nwritten\n\nbe\n\ninto the statutes of the state, certainly into the rules of boards of\n\n"}
{"page": 505, "printed_page": null, "text": "Department\n\nof Superintendence\n\neducation.\n\nIt should\n\nbe impossible for any executive\n\nimportant\n\npolicies to a governing\n\n499\n\nofficer to recommend\n\nboard\n\nor to the public without\n\nwho\n\nhave any contribution\n\nfirst consulted\n\nthose in the system\n\nthe formulation\n\nof that policy, or are seriously affected by it. We\n\nhaving\n\nto make\n\nin\n\nhave been\n\ntending definitely in the direction of teacher participation for three decades\nand we have learned much\n\nabout the technics of this participation. It is sadly\n\ntrue, however, that many schools have been but little affected by this point\nof view in administration. And this state of affairs is a serious threat to\ndemocracy.\nThis\n\nbrings us to the third basic principle. It is obvious\n\nthat there is a\n\ndifference between the function of administration and the function of policy¬\nmaking and that there must be a separation of the two functions. This is the\nkey to the whole problem of efficiency. Those who say that democracy in\nadministration is anarchic and inefficient, that no school can be effective\nin. which\n\nevery teacher is an administrator,\n\nhave failed to understand\n\nthe\n\nnature of the democratic process in the formulation of policies. In the formu¬\nlation of policy, opportunity should be given to everyone to contribute. This\nprocess of participation can be planned, delegated, and even divided so that\nit will not be unduly time-consuming or burdensome. Once a policy is deter¬\nmined upon, it should be the responsibility of the administrator to carry\nout this policy, and\n\nthe authority of the administrator\n\nresponsibility imposed\n\nupon him.\n\nThe\n\nprinciple of democracy\n\nin administration,\n\nwith the responsible executive. But when\nof the administrator\n\nbecomes\n\nadministrator\n\nsomething\n\nsuperintendent\ndemocratic\nmanship.\nIt must\n\nbecomes\n\nworking\n\nunder\n\nequal the\n\nthen, does not do away\n\nthis principle is applied, the task\n\nof immeasurably\nmore\n\nshould\n\ngreater importance.\n\nthan a business manager\n\nthe orders\n\nof a board\n\nprinciple lifts the task of administration\nbe pointed out that the administrator,\n\nThe\n\nor a plant\n\nof directors. The\n\nto the plane of states¬\n\nunder\n\nthis point of view,\n\ncontinues to be a policy-maker. It is his peculiar responsibility to make\nrecommendations to governing boards and to the public. He will contribute\nto the extent of his ability in the development\n\nof these policies. If he is able,\n\nhis contribution may outweigh that of all others. But the process of develop¬\nment is, just the same, a cooperative process. It must be noted, too, that the\nteacher is also an administrator, just as the administrator is a policy-maker\nand a teacher. The teacher is charged with the administration of policies as\nthese affect the students for whose guidance he is responsible. It is impossible\nto draw a hard and fast line between administrator and teacher. But it is\npossible and essential to separate the function\nfunction of administration.\nThere\n\nis a corollary to these principles which\nprinciple of delegation\n\nof policy-making\nis so important\n\nmention\n\nhere. The\n\ncountry\n\nauthority is delegated by the people to the board\n\nby the board of control to the executive. The\n\nfrom\n\nthe\n\nas to require\n\nis also fundamental.\n\nIn this\n\nof control and\n\ninefficiency of schools can often\n\nbe traced to failure of the board to delegate to the executive authority com¬\nmensurate with his responsibility. But this delegation must also extend to\n\n"}
{"page": 506, "printed_page": null, "text": "500\n\nNational\n\nEducation\n\nAssociation\n\nother administrative and supervisory officers, and to teachers. Democracy\ncannot function where there is mutual distrust between administrators and\nteachers. It is just as important that the teacher have authority commensurate\nwith his responsibility as it is that the superintendent have such authority.\nThis means, for example, that the teacher should have wide discretion in\ndeciding what materials of instruction and what methods he is to employ.\nRigidly prescribed detailed courses of study and meticulous supervision were\nlong ago outmoded and should be banished from American public schools.\nSuch procedures make of teachers little more than robots. The teacher must\nbe set free if he is to work as a truly professional person. The teacher should\nin turn accept the responsibilities of his post wholeheartedly, recognizing\nthat while policies are to be cooperatively made, once made it is his respon¬\nsibility to carry them out wholeheartedly. At the same time, policies should\nalways be subject to revision in the light of experience and of new knowledge.\nWh at I have been saying has been concerned primarily with internal\nadministration, but there is another side of the picture. The million teachers\nof the United States have a collective social responsibility in addition to\ntheir responsibilities within the various school systems in which they work,\nfor they constitute one of the great functional groups of American society.\nThe public is looking more and more to teachers for advice and counsel with\nreference to the development of educational policies. This counsel can be\nmade effective only thru teachers organizations. Since educational policy\ncannot be separated from general social policy, this means that teachers\nhave the responsibility of sharing collectively in the development of broad\nsocial and economic policies for our country. Organized teachers have as\nmuch right and as great a responsibility to participate in the development of\nthese policies as have organized farmers, organized lawyers, organized labor,\nor organized business. All signs, including the 1936 presidential election,\nseem to indicate that the people are becoming more sensitive to the impor¬\ntance of education and that political parties and political leaders are begin¬\nning to take serious account of the views of the organized teaching profession.\nIf teachers have\n\nresponsibilities which\n\ncan be discharged only thru\norganization, it follows that administration should recognize the place and\nfunction of teachers organizations in the development of policies. Teachers\nshould be free to form their own organizations, and the individual teacher\nshould be free to affiliate with the organization of his own choice. These\norganizations have a tremendous part to play in the educational and social\nreconstruction which is impending in this country. If teachers really accept\nthe democratic ideal, they will find themselves compelled to cooperate collec¬\ntively with those groups, occupational and political, in our society that are\nstruggling to uphold and to achieve this ideal in our economic, political,\nand social life. This is a responsibility that must be squarely met by the\nNational Education Association, and by all of its great departments, and by\nevery other educational association in the country. I have said that adminis¬\ntration must recognize this collective function of the profession. The admin¬\nistrator should welcome the opportunity to work cooperatively with or¬\nganized teachers. The administrator will, of course, as teacher, participate\n\n"}
{"page": 507, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n501\nin this function. And, may I add in passing, that he will find his own greatest\nprofessional security in such constructive cooperation and leadership.\nThere is, of course, nothing sacred about the machinery which the people\nhave set up for the control of schools. There is no reason why the actual\ncontrol and administration of education should not be reposed more largely\nin the hands of the profession itself, and it is my prediction that we shall\nmove definitely in that direction. If English universities can be controlled\nand administered without lay boards of business men, is it not pertinent\nto ask, why American universities cannot be similarly controlled and ad¬\nministered? I will grant without argument that the lay board of control\nhas an important contribution to make in this country, but it must also\nbe obvious that the proper functions of a lay board are limited. The pur¬\nposes of democracy will be better served if the educational profession is\ngiven a larger share in the actual control of schools. And the teachers of\nthe country may be trusted by the public to do all in their power to preserve\nand make a reality the ideals of democracy.\nWe live at a critical time in the history of our country. That far-reaching\neconomic, political, and social changes are impending is patent to all students\nof social affairs and is, I think, rather clearly sensed by the masses of\nthe people. Will the L nited States travel the road of violence and of\ntyranny, or will those economic and political changes essential to the preserva¬\ntion and fulfilment of democracy be effected in an orderly fashion thru our\ndemocratic machinery of government? This is the problem, no less, that\nconfronts the educational administrator, for a particular kind of education\nis indispensable to orderly change in the direction of democracy. I believe\nthere is much in our recent history to give us hope that the democratic way,\nwhich is the American way, can prevail. I make bold to say that the forces\nof democracy have triumphed over the forces of reaction in these depression\nyears. But the battle has not yet been won. Education, adequate education\nfor all, old and young, can be the only guarantee of victory for the forces\nof democracy.\nThe conclusion of all this is that point of view makes all the difference in\nthe world in the administration of schools. Even* school is administered from\nsome point of view. Even* administrator operates from some point of view.\nIn an authoritarian state both policy-making and administration proceed\nfrom the top down. Obedience and submission are exalted. In a democracy\nthe procedure is reversed. In a democracy the values of the free play of\nintelligence and of cooperation are exalted.\nUpon educational administrators, then, more than upon any other group,\nrests the ultimate decision as to whether our schools will, in the uncertain\nyears ahead, actually serve the purposes for which they were established. *\nThere are many signs that educational administrators are responding to this\nchallenge. The program of this convention is evidence of this spirit. While\nthe dangers ahead are great, the outlook for American education is today\nmore encouraging than for a long time, because its leaders are more sensitive\nto these dangers and have a deeper understanding of the function of social\nintelligence in a democracy.\n\n"}
{"page": 508, "printed_page": null, "text": "National\n\n502\n\nTHE\nGEORGE\n\nPROSPECT\n\nS. COUNTS,\n\nEducation\n\nOF\n\nAMERICAN\n\nPROFESSOR\n\nCOLUMBIA\n\nAssociation\n\nOF\n\nDEMOCRACY\n\nEDUCATION,\n\nUNIVERSITY,\n\nNEW\n\nTEACHERS\n\nYORK,\n\nN.\n\nCOLLEGE,\n\nY.\n\nI selected this topic last summer. As I traveled thru Europe during these\npast six months, I had it continually in mind. I was interested in seeing\nwhether I could get any light on our problems from the European situation.\nAnyone traveling in Europe today is, of necessity, greatly impressed by the\nextreme tension of life on that continent, and that continent reaches from\nthe Atlantic to the Pacific.\nI am convinced that American democracy, as well as democracy in other\nparts of the world, faces very difficult times, a very difficult period in the\nyears ahead, and I think we are going to be forced to go back and examine\nour history and find out in our generation more clearly perhaps than we see\nit today, what democracy is, that is, what American democracy is, what its\nchances are. I do not mean to suggest that I have found a solution here or\nthat I am going to give you the answer to all the questions.\nThe New York Times for February 12 of this year, the day on which the\npresent paper was begun, carried a dispatch from its special correspondent\nin Warsaw reporting the launching of a program for the establishment of\n“an authoritarian one-party State” on the Fascist model. This program,\naccording to the correspondent, “provides for the creation of one totalitarian,\nauthoritarian, and apparently self-perpetuating political organization that\nwill ultimately supplant the political parties of the moribund Polish\ndemocracy.” Those are the words of the correspondent and they are words\nheard very often in Europe.\nReference is made to this news from Poland, not because it is important in\nitself, but rather because the reported development in that distressed country\nis symptomatic of a world tendency. Everywhere democracy seems to be on\nthe defensive or in retreat. You go to Europe and you will see that that is\nthe situation. Anyone who wants to defend democracy in Europe has a hard\ntime of it.\nDuring\n\nthe past six months\n\nSpain — and Americans\n\nthe democratically elected government\n\nought not to forget that government\n\nwas\n\nof\n\ndemo¬\n\ncratically elected — has been fighting for its life against the aggressive designs\n\nand even invading armies of two Fascist states, officially supported and\nblessed by the most powerful authoritarian ecclesiastical organization in the\ncontemporary world. That this aggression is neither known, understood, nor\nsanctioned by the vast majority of German .and Italian citizens and by\nmembers of the church, makes it the more terrifying. And the remaining\ndemocracies, torn by internal doubts and class conflicts, stand idly by watch¬\ning the rape of a heroic people by foreign adventurers and mercenaries,\nhoping against hope that the spirit of aggression will perish of overfeeding.\nOne is reminded of the paradoxical observation of H. N. Brailsford in his\nProperty or Peace that the democratic\n\ngovernments\n\nof Western\n\nthey not been democracies, “might have saved democracy\n\nEurope, had\n\nin Germany\n\nwith\n\n"}
{"page": 509, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n503\n\ncomparative ease.” And today in a guide to history teaching in German\nschools, it is categorically stated that : “The experience of history and the\nfindings of racial science teach us that democracy has always been the polit¬\nical form of the racial decline of a creative people.”\nBut the purpose of this paper is not to consider the prospect of democracy\nin the world at large. The concern here is with the situation in the United\nStates. Yet it must be remembered that America is an integral part of world\nand particularly of Western civilization. This means that the American\npeople, sheltered tho they are by the waters of the Atlantic and the Pacific,\ncannot be indifferent to undemocratic tendencies elsewhere. Sooner or later\nsuch tendencies are likely to affect them. Indeed, little discernment is re¬\nquired to detect the beginnings of an attack upon democracy in the United\nStates.\nDuring recent years, and particularly in the course of the last presidential\nelection, un-democratic forces were peculiarly blatant. Now, I am not giving\na blanket endorsement at all to Roosevelt and the Roosevelt Administration.\nI have been very critical of that Administration. But I think anyone looking\nat the record, is forced to come to that conclusion.\nThe fact that they commonly spoke about the defense of “the American\nsystem” should confuse no one. However, that they did succeed in confusing\ngreat numbers of citizens, shows how urgent is the necessity of conducting a\nnationwide and intensive program of education respecting the meaning, the\nconditions, the history, and the prospects of American democracy. I am not\ncriticizing here those who opposed the Roosevelt Administration. I am\nraising the question as to the methods that were used in that opposition.\nIt is no exaggeration to say that in all probability the generation im¬\nmediately ahead will be called upon to decide whether American democracy\nis to survive and if so, in what form. To teach blind loyalty to its traditional\nmachinery, without giving insight into its character and spirit, is doubtless\nthe surest way to destroy it.\nThe authenticity of American democracy, whatever may have been its\ndefects and limitations, cannot be successfully disputed. For generations the\nNorth American continent has been the scene of a bold and humane experi¬\nment in the field of human relationships. At any rate, such has been the\nconviction of the American people themselves and of ordinary men and\nwomen thruout the world. The fact that during the single century from\n1820 to 1920 more than thirty million persons crossed the Atlantic, often in\nthe face of great hardships, is sufficient testimony to the reality of this con¬\nviction. To be sure, the unbounded economic opportunities of the country\nplayed a most significant role in this greatest migration of history, but those\nopportunities were the product of economic and political institutions, of\nprevailing conceptions of society and of human\ngeography.\nAt the heart of American\n\ndemocracy\n\nworth, no less than of\n\nis a great ethical conception, a con¬\n\nception that can be traced back to the beginnings of recorded history (how¬\never faint those traces may be) that has grown out of the deepest experiences\n\n"}
{"page": 510, "printed_page": null, "text": "504\n\nNational\n\nEducation\n\nAssociation\n\nof common men and women ; that has found expression in the lives and\nthoughts of the greatest prophets of the race, and has constituted the central\nethical tradition of Christianity and other great religious movements; that\nhas expressed, motivated, and rendered significant innumerable struggles\nagainst tyranny and oppression ; that in fond belief distinguishes civilization\nfrom barbarism and humankind from the brute — the conception of the\nfundamental equality, fraternity, and moral worth of all men.\nThis conception, present in that culture which the emigrants of the Old\nWorld brought to the New, found conditions in America peculiarly favor¬\nable for its development and flowering. In imperishable form it was ex¬\npressed in that greatest of all American moral documents — the Declaration\nof Independence. That document was not only a political document ; it was,\nfirst of all, in my estimation a great moral and ethical document. Altho, in\nthe case of various racial and class elements in the population, the doctrine\nhas been grossly violated again and again, even those who have profaned it\nin deed have generally hesitated to denounce it in word. They have had to\npay some service to it, even tho it may be lip service, because it is so deeply\nrooted among us. Today it is one of the most deeply cherished elements in\nthe spiritual heritage of the American people.\nIt is true, of course, that the conception of human equality has been\nattacked in recent years in the name of science. Persons engaged in the\nmeasurement of human traits, impressed by the great variability within the\nrace, have contended that Thomas Jefferson did not know what he was\ntalking about and have pressed for a repeal of the Declaration. But these\ngentlemen miss the point completely. The sage of Monticello was by no\nmeans unaware of the physical and psychological differences among men. He\nwas merely asserting that the experience of the race has shown that the\nprinciple of equality in human relationships is the only safe guide to the\ndecent and civilized ordering of life — as necessary, paradoxically, to the\nfull moral development of the strong as of the weak. He was but giving\npractical expression to the imperative of Immanuel Kant: “So act as to treat\nhumanity, whether in thine own person or in that of any other, as an end\nwithal, never as a means only.” And who, glancing about the world today,\ncan take serious issue with this position? Let the principle of inequality be\naccepted and the way is wide open for the moral justification of the most\ngrievous forms of exploitation — the shooting down of strikers, the driving\nof the Jews back into the Ghetto, the showering of poison gas on the\nEthiopians, and the deification of dictators.\nAmerican democracy, however, was not merely a conception of equality.\nIf it had been no more than that, it would have had no substance; it would\nhave been a pure abstraction. To the extent that American democracy was\nreal, it was expressed in the customs, the institutions, the modes of life of\nthe American people. And for those who are concerned about the future of\ndemocracy in this country, who desire to help guide democracy thru the\ndifficult years ahead, the beginning of wisdom lies in the recognition of the\nfact that historically American democracy assumed three forms: economic,\nsocial, and political. To\n\nidentify democracy\n\nwholly with its political mani-\n\n"}
{"page": 511, "printed_page": null, "text": "Department\n\nof\n\n505\n\nSuperintendence\n\nfestation, important as that is, would be to play into the hands of those who\nwould destroy it.\nThe most fundamental form of early American democracy was economic.\nAltho an effort was made in the Colonial settlements along the Atlantic\nduring the seventeenth century to introduce feudal arrangements, the effort\nwas not successful. The impact of conditions of life on\nthe distance from the mother country, the abundance\nresources, the primitive forms of transportation and\nalmost universal necessity of manual labor, and the\n\nthe new continent —\nof land and natural\ncommunication, the\nabsence of both the\n\nmaterial and spiritual manifestations of an old and settled community —\nresulted in the development of an economy that, strictly speaking, was\nneither feudal nor capitalistic.\nIn the days of the founding fathers and until the rise of the present\nindustrial order, America, for the most part, was a land of freehold farmers\nliving a life of relative self-sufficiency and independence. In the Consti¬\ntutional Convention, Gouverneur Morris stated that nine-tenths of the\npopulation belonged to this category. There were, to be sure, slave-owners in\nthe South, money lenders in the North, land speculators everywhere, and a\nbudding commercial class in the towns. But for the period and in com¬\nparison with other countries, the American economy was characterized by\nan extraordinary measure of equality.\nJust over a hundred years ago there came to America a brilliant young\nFrenchman by the name of Alexis de Tocqueville. This young man traveled\nwidely thru the states, observed closely institutions and modes of life, and\nreturned to France to write his Democracy in America which remains, in my\njudgment, to this day the most penetrating study of civilization in the\nUnited States ever made by a foreign student. De Tocqueville begins his\ngreat work with a reference not to politics, but to economics, quoting his\ninitial paragraph, and, remember, this was a hundred years ago:\nAmongst\n\nthe novel objects that attracted my\n\nattention during\n\nmy\n\nstay in the\n\nUnited States, nothing struck me more forcibly than the general equality of condi¬\ntion among the people. I readily discovered the prodigious influence which this\nprimary fact exercises on the whole course of society; it gives a peculiar direction\nto public opinion, and a peculiar tenor to the laws; it imparts new maxims to the\ngoverning authorities, and peculiar habits to the governed.\n\nCareful studies of the economy of the period tend to support the con¬\nclusions of De Tocqueville, even tho it is conceded that he was inclined to\nview the young democracy thru somewhat romantic spectacles. A condition\nof relative economic equality, independence, and dignity, founded, to be\nsure, on hard labor and not a little privation, was the basic fact in the life\nof the country. And out of this condition the second form or expression of\nAmerican democracy naturally arose — democracy in the ordinary social re¬\nlationships. On the frontier where the past was forgotten ; on the freehold\nfarms, where all men engaged in similar activities ; in the hard struggle with\nthe raw forces of nature, where false pretensions were quickly exposed ; the\nlast vestiges of the feudal mentality were destroyed and there emerged a\n\n"}
{"page": 512, "printed_page": null, "text": "506\n\nNational\n\nEducation\n\nAssociation\n\nfeeling of social equality which has been recorded in that very characteristic\nAmerican expression, a kind of expression I think you will not find anywhere\nelse in the world:\n\n“One\n\nman\n\nis just as good as another, if not a little\n\nbetter.”\nThus did the commoner pay his respects to all who would claim superiority\nbecause of family, class, or rank. Nowhere is this sense of social equality\nexpressed more succinctly than in a letter which Benjamin Franklin gave to\nthe English press shortly after the Revolution in response to inquiries from\npersons interested in migrating to the United States. This letter, entitled\n“To Those Who Would Remove to America,” contains the following pas¬\nsage which could have been written by the citizen of no other country.\nThis is a rather long quotation but I think you will be interested in it. I\nknow of no document which expresses better the American conception of\nsocial equality:\nIt cannot be worth any\npatriate himself, in hopes\n\nman’s while, who has a means of living at home, to ex¬\nof obtaining a profitable civil office in America; and, as\n\nto military offices, they are at an end with the war, the armies being disbanded.\nMuch less is it advisable for a person to go thither, who has no other quality to\nrecommend him but his birth. In Europe it has indeed its value; but it is a com¬\nmodity that cannot be carried to a worse market than that of America, where people\ndo not inquire concerning a stranger, “What is he?” but “What can he do?” If he\nhas any useful art, he is welcome; and if he exercises it, and behaves well, he will\nbe respected by all that know him; but a mere man of quality, who on that account,\nwants to live upon the public, by some office or salary, will be despised and dis¬\nregarded. The husbandman is an honor there, and even the mechanic, because their\nemployments\n\nare useful. The\n\n[This\n\nis a saying\n\nthat God\n\nAlmighty\n\nI had\n\npeople\n\nnever\n\nis himself\n\nhave\n\nheard\n\na saying —\n\nuntil I read\n\na mechanic,\n\nBenjamin\n\nthe greatest\n\nFranklin.]\n\nin the universe;\n\nand\n\nhe is\n\nrespected and admired more for the variety, ingenuity, and utility of his handi¬\nworks, than for the antiquity of his family. They are pleased with the observa¬\ntion of a Negro, and frequently mention it,\n[This\n\nalso had\n\ndropped\n\nout of the picture when\n\nI was\n\nborn.]\n\nthat “Boccarora (meaning the white man) make de black man workee, make de\nhorse workee, make de ox workee, make eberyting workee; only de hog. He, de hog,\nno workee; he eat, he drink, he walk about, he go to sleep when he please, he live\nlike a gempleman.”\n[Franklin\n\ngoes\n\nAccording\n\nto these opinions\n\n[And\ntoday.]\n\non to say:]\n\nI just wonder\n\nwhether\n\nof the Americans,\nBenjamin\n\nFranklin\n\nwould\n\nfeel at home\n\namong\n\nus\n\none of them would think himself more obliged to a genealogist who could prove\nfor him that his ancestors and relations for ten generations had been ploughmen,\nsmiths, carpenters, turners, weavers,\nquently that they were useful members\nthey were\nmere\n\ngentlemen,\n\n“fruges\n\n[Born\n\ndoing\n\nconsumers\n\nmerely\n\nnothing\n\nnati”\n\nto eat up the corn.]\n\ntanners, or even shoemakers, and conse¬\nof society; than if he could only prove that\n\nof value, but living idly on the labor of others,\n\n"}
{"page": 513, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n507\n\nand\n\notherwise\n\nof the Negro’s\n\n“good\n\nfor nothing,”\n\ngentleman-hog,\n\ncome\n\ntill by their death\n\ntheir estates, like the carcass\n\nto be “cut up.”\n\nThere is a very authentic American document. The third manifestation\nof the principle of equality appeared in the political sphere. Thru the\ngenerations, from the da3rs of the early settlements down to the present, the\nAmerican people, building on traditions brought from the old country, have\nfought for control over the institutions of government. This struggle,\nculminating during the epoch of the Revolution and the generation or two\nimmediately following in the rise of Jeffersonian and then Jacksonian\ndemocracy, led to the adoption of the Bill of Rights, to universal white man¬\nhood suffrage, to the liberation of the Negro, to the civic enfranchisement\nof women, to the direct control over the executive and legislative branches\nof the federal government, and today to the effort to make the federal\njudiciary responsive to popular will and needs. This has been a glorious\nstruggle for human freedom, but the educational profession could render no\ngreater disservice to the American people than to continue to identify\ndemocracy exclusively with its political forms. The dependence of political\non economic democracy has been clearly stated by Professor J. Franklin\nJameson in his The American Revolution Considered as a Social Movement .\nJust two sentences from his lecture at Princeton:\nThe doctrine which underlies the present lecture is that political democracy\ncame to the United States as a result of economic democracy, that this nation came\nto be marked by political institutions of a democratic type because\ncome to be characterized in its economic life by democratic\npractices. We\nmocracy came\nstates.\n\nit had, still earlier,\narrangements and\n\ndo not look to see effects precede causes, and certainly political de¬\namong us somewhat late, certainly long after the Revolution in most\n\nWhy is it that the American people have customarily thought of democracy\nprimarily in political terms? The answer is that they had to fight long and\nbitterly for the suffrage and generally for popular control over the insti¬\ntutions of government, whereas economic and social democracy developed\nwithout conscious design in response to the conditions of the settlement and\nconquest of a fabulously rich continent. The one was the result of their own\nefforts; the other a gift from the gods.\nHow stands American democracy in its threefold aspect today? Economic\ndemocracy, according to the overwhelming testimony of scientific inquiry, is\nlargely a thing of the past. Certainly, if De Tocqueville were to return to\nthe United\n\nStates today and write a two-volume\n\nwork\n\non American\n\ninsti¬\n\ntutions, he would hardly begin his account with a discourse on “the general\nequality of conditions among the people.” The chances are rather that he\nmight start with some such statement as the following, taken from the study\nby the Brookings Institution of America's\n\nCapacity To Consume:\n\nThe 11,653,000 families with incomes of less than $1,500 received\nabout 10 billion dollars. At the other extreme, the 36,000 families having\nexcess\n\nof $75,000\n\npossessed\n\nan\n\naggregate\n\nincome\n\na total of\nincomes\nThus\n\nof 9.8 billion dollars.\n\nappears that 0.1 percent [not 1 percent but one-tenth\nat the top received practically as much as 42 percent\nof the scale.\n\nin\nit\n\nof 1 percent] of the families\nof the families at the bottom\n\n"}
{"page": 514, "printed_page": null, "text": "508\n\nNational\n\nEducation\n\nAssociation\n\nAnd, I think a student of utopia would notice that ! Economic democracy\nbegan to decline long before political democracy had fully developed. This\ndecline, moreover, was foreseen in the Constitutional Convention in 1787.\n“The time is not distant,” said Gouverneur Morris, “when this country\nwill abound with mechanics and manufacturers [using “manufacturer” there\nin the old sense] who will receive their bread from their employers.” And\nJames Madison predicted that “in future times a great majority of the\npeople will not only be without land, but any sort of property.” A gen¬\neration later De Tocqueville made the following remarkable forecast — it\nwas over a hundred years ago when he wrote as follows :\nI am of opinion, upon the whole, that the manufacturing aristocracy which is\ngrowing up under our eyes is one of the harshest which ever existed in the world;\nbut, at the same\n\ntime, it is one\n\nof the most\n\nconfined\n\nand\n\nleast dangerous.\n\nNeverthe¬\n\nless, the friends of democracy should keep their eyes anxiously fixed in this direc¬\ntion; for if ever a permanent inequality of conditions and aristocracy again penetrate\ninto the world,\n\nit may\n\nbe predicted\n\nthat this is the gate by which\n\nthey will enter.\n\nNot a bad forecast for over a hundred years ago! If economic democracy\nis largely gone, what may be said of social and political democracy? The\nformer, not being institutionalized, is an extremely tender plant and can\nscarcely be expected to long survive the disappearance of its economic foun¬\ndations. Indeed it is scarcely more than a reflection in the sphere of social\nrelationships of a widespread freehold agriculture in which the young farm¬\nhand advanced almost automatically to farm ownership. Political democracy,\non the other hand, at least in its outward forms, has continued its forward\nmarch down to the present time. It is very doubtful, however, if even this\nmanifestation of democracy can be preserved long after the disappearance of\nits economic foundations.\nThis brings the analysis to the heart of the social problem now facing the\nAmerican people. “Is it possible to employ the institutions of political\ndemocracy to rebuild the economic substructure along democratic lines?”\nThat is a big question we face and it looks pretty obvious from the other\nside of the Atlantic! Not, of course, by endeavoring to restore the simple\nrural economy of a hundred and fifty years ago, manifestly impossible, but\nby moving ahead to some form of social control of a farflung, complex, and\nmiraculously productive economic mechanism. Clearly the fate of Ameri¬\ncan democracy hangs on the answer to this question. Thus the task of the\npresent age, tho resembling that of the period of Jefferson and Jackson, is yet\nfundamentally different. Then an economic democracy conquered political\npower and placed its stamp on the institutions of government ; today a\npolitical democracy is grappling with a financial, commercial, and industrial\naristocracy and seeking to fashion the economy in its own image. Can the\nterms of the democratic equation be thus reversed? It seems highly probable\nthat the generation now in school will decide this issue.\n\nThat the struggle would be one of great intensity and difficulty was clearly\nforeseen by John Taylor of Caroline County, Virginia — officer in the\nRevolutionary armies, member of the United States Senate, friend of Jeffer-\n\n"}
{"page": 515, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n509\n\nson, and the most systematic thinker of the old agrarian democracy — a man\nwho should be studied in American schools today. It is amazing how John\nTaylor has fallen out of the historical picture!\nIn a powerful essay on aristocracy, written in the early years of the nine¬\nteenth century, he took the founding fathers to task for giving so much\nattention to the outlawing of obsolete forms of aristocracy based upon the\nsword and the oracle, and opening wide the gate to the only threat to\ndemocracy of the current epoch — “the aristocracy of paper and patronage,”\nas he styled it, the aristocracy derived from the manipulation of economic\ndevices and institutions. In pointed epigram he outlined the hazards attend¬\ning any effort to bring this modern aristocracy under control.\nLet me tell you that if you should introduce into your schools this essay on\naristocracy published by John Taylor in 1814, I imagine any of you would\nlose your jobs. It is one of the most radical documents my eyes have ever\ncome across. When he finished it, he sent it to Jefferson and Jefferson said,\n“You have certainly pulverized John Adams’\nwriting particularly for John Adams.\n\nnatural aristocracy.” He was\n\n“The aristocracies of ancient and feudal times,” he said — now, get the\nacumen of this man —\n. . . being substantially dead, their bodies may be cut up, the articulation of their\nbones exposed, and the convolution of their fibers unraveled; but whenever the\nintricate structure of the system of paper and patronage is attempted to be dis¬\nsected, we moderns surrender our intellects to yells uttered by the living monster,\nsimilar to those with which its predecessors astonished, deluded, and oppressed the\nworld\n\nfor three thousand\n\nyears. The\n\naristocracy\n\nof superstition\n\ndefended\n\nitself by\n\nexclaiming, the Gods! the temples! the sacred oracles! divine vengeance! and Elysian fields! — and that of paper and patronage exclaims, national faith! sacred char¬\nters! disorganization! and security of property!\n\nThe close relation between economics and politics was well understood by\nthe founding fathers and was debated not only in the Constitutional Con¬\nvention of 1787 but also in the state conventions of the period. Nowhere\nperhaps has the matter been put more concisely and clearly than in the\nfollowing passage from Daniel Webster’s\nconvention in 1820:\nThe\n\nfreest government,\n\nif it could\n\naddress before the Massachusetts\n\nexist, would\n\nnot be long\n\nacceptable\n\nif the\n\ntendency of the laws were to create a rapid accumulation of property in few hands,\nand to render the great mass of the population dependent and penniless. In such a\ncase, the popular power must break in upon the rights of property, or else the in¬\nfluence of property must limit and control the exercise of popular power. Universal\nsuffrage, for example, could not long exist in a community where there was great\ninequality of property. The holders of estates would be obliged in such case, either\nin some way to restrain the right of suffrage, or else such right of suffrage would\nere long divide\n\nthe property.\n\nOf course, I think Webster did not quite foresee the way in which\neconomic power can be transcribed over into instruments of propaganda. He\nshould also have said here, “by a great newspaper.”\nIn the struggle now being waged over the control of economic power, the\naristocracy of commerce,\n\nfinance, and industry will employ every device\n\n"}
{"page": 516, "printed_page": null, "text": "National\n\n510\n\nEducation\n\nAssociation\n\nknown to demagogy and political manipulation to confuse the issue, to divide\nthe forces of democracy, to set aside the expressed will of the people. And,\nit is at that point in particular that the schools and all educational agencies\nhave a particular responsibility.\nThey will appeal to and exploit every popular prejudice and sentiment.\nThey will say that the dearest possessions of the American people are in\ndanger of defilement — the Constitution, “the American system,” liberty,\ndemocracy, the home, female virtue, the church, and even God Himself !\nThey will say that the apostles of change are arousing class hatred, turning\nneighbor against neighbor. That is exactly the line they have followed. They\nwill say that all proposals for fundamental economic and political change\nare importations from abroad. (That is not a new one at all.) And since\nthru their title to economic power they will be able to exercise fairly effec¬\ntive control over the organs of news and opinion, their strength will be\nwholly out of proportion to their numbers.\nFor illumination, the American people should go back to the struggle for\npolitical democracy at the beginning of the nineteenth century, back to the\ntime of Jefferson as President. The domestic and world situation then was\nroughly similar to that of today. A great revolution had occurred in Europe,\nthe people were demanding basic reforms, a liberal President had just been\ninaugurated, and the conservative elements were badly frightened.\nTo the defense of the privileges of aristocracy came Theodore Dwight, a\nmember of the so-called “ruling family” of Connecticut and brother of\nTimothy Dwight, famous president of Yale College. Theodore Dwight was\na man of talent and learning and of unquestioned respectability. Speaking at\nNew Haven on July 7, 1801, before the Society of the Cincinnati, an\norganization open to officers of the Revolutionary armies and designed to\nform the beginnings of an American nobility — and remember he had gath¬\nered before him the crowd that was going to be the hereditary nobility of\nthe American states — he struck a note that sounds strangely familiar today.\nListen to this. This is not 1937 but 1801 :\nYes, my fellow\nthe gallows,\n[The\nhave\n\nvery\n\ncitizens, the outlaws\n\nscum\n\nundertaken\n\nof the world,\n\nto assist our\n\nyou\n\nown\n\nof Europe,\n\nradical\n\nthe pillory, and\n\nsee]\n\nabandoned\n\nstroying Connecticut. Scarcely an Aurora\nplish this desirable end. Every Republican\n[Another\n\nthe fugitives from\n\ncitizens, in the pleasing\n\nappears, without\nWatch-Tower\n\nan\n\nwork\n\nattempt\n\nof de¬\n\nto accom¬\n\npaper]\n\nbears on its profligate pages, an effort towards the downfall of Connecticut. In the\ndrunken revelings of the fourth of March, over the infuriated cup of Democratic\nintoxication, has been hiccoughed out the ruin of this devoted state.\n\nAfter developing the theme that “the great object of Jacobinism [a term\nused about as loosely then as the term Communism is used today, and merely\nas an epithet], both in its political and moral revolutions, is to destroy every\ntrace of civilization in the world and to force mankind hack into a savage\n\n"}
{"page": 517, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n511\n\nstate,” he passes from one extravagance\nfollowing picture of the future:\nWe\n\nhave\n\nnow\n\nreached\n\nthe consummation\n\ncountry governed by blockheads, and\nfelicities, are severed, and destroyed;\ninto the stews;\n[Houses\nour\n\nof democratic\n\nblessedness.\n\nhave\n\na\n\nknaves; the ties of marriage, with all its\nour wives, and our daughters are thrown\n\nare cast into the world\n\nremember\n\nthis was\n\nfrom\n\nthe breast, and\n\nforgotten ;\n\nan intelligent man,\n\neducated\n\nfilial piety is extinguished;\n\nand\n\nthe only mark\n\nfamilies, are abolished.\nside of hell ?\n\nthe imagination\n\nme\n\nWe\n\nof prostitution]\n\nchildren\n\n[And,\n\nto another and finally paints the\n\non and\n\nCan\n\nour\n\nsurnames,\n\n[Well,\n\nhe goes\n\nSome\n\nparts of the subject are, indeed\n\nat Yale\n\npaint anything\n\nCollege]\n\nof distinction\nmore\n\ndreadful\n\namong\non this\n\ndoes it.]\n\npoint out to you, the progress\n\nfit only for horrid\n\nof a being through\n\ncontemplation.\n\nthis dreadful\n\nsociety. The\n\nBut\n\nlet\n\noffer¬\n\ning of — he knows not whom; instead of feeding on the nectar of his mother’s bosom,\ncast out a vagabond among cosmopolites, with hearts harder than adamant, and\ncolder than the frosts of Greenland, to pick a miserable support in a world where\ncharity lets not a crumb fall from her table; trained up without a filial, or a frater¬\nnal, sentiment; loving, and beloved by, no human being; ignorant of himself and\nignorant of his God; in sickness friendless; in death deserted. What can such a\nstate of society breed\n\nbut vice; what\n\ncan it end in but misery?\n\nI see nothing in our own period that quite surpasses that. Today American\npolitical democracy faces its supreme test. Is it capable of effecting funda¬\nmental economic reform and thus of fulfilling the promise of American life\nin the age of industrialism? The conflicts generated by social change and\ndeep class differences in economic interest may become so bitter that men\nwill abandon democratic political processes rather than surrender their\nprivileges — privileges which they sanctify under the name of “rights” guar¬\nanteed by law charters, the order of nature, or the will of God. Their\nloyalty to their class interests may transcend their loyalty to the democracy.\nMany students of history and the contemporary world contend that this is\ninevitable and that as a consequence the processes of political democracy\nalways break down when issues of the kind now facing the American people\nare to be decided. It may be that the course of events will prove these\nstudents correct, but to assume such a conclusion in advance would make\ncertain the appeal to the sword, the establishment of a dictatorship, and the\nend of American democracy in all its forms.\nThat the teachers of the country are peculiarly loyal to democracy is\nheyond question. Their disinterested position in the social order, their free¬\ndom from the ties of large properties, their devotion to the spread of\nknowledge and their whole outlook on life, tend to identify them over¬\nwhelmingly with the guarding of the democratic process. Moreover, the\nexperience of the Old World\n\ndemonstrates\n\nto get this — that teachers are among\ndictators !\n\nconclusively — and teachers need\n\nthe greatest sufferers from the rule of\n\n"}
{"page": 518, "printed_page": null, "text": "512\n\nNational\n\nEdltcation\n\nAssociation\n\nIt is, therefore, obligatory on the profession, in their own interests as well\nas in the interests of the people as a whole, to consider in the light of the\nrecent history of Europe how the institutions of political democracy can be\nmaintained and made to function effectively in the solution of the grave\neconomic problems which confront the nation. The\nsitions would seem to be supported by the evidence.\nFirst , government\n\nmust\n\ncarry out popular\n\nfollowing five propo¬\n\nmandates\n\nquickly and\n\neffec¬\n\ntively. Since, owing to the increasing integration of American life and\neconomy, the major problems of the age are national in scope, not capable\nof being confined within state boundaries, this proportion is particularly\napplicable to the federal authority. If elections won at the polls are lost in\nthe machinery of government, if the will of the people is frustrated by checks\nand balances or by inefficiency in administration, popular faith in political\ndemocracy will be destroyed. That certainly is what happened both in Italy\nand Germany. This is one lesson that the experience of post-War Europe\nteaches unequivocally. Where democratic institutions have been forsaken,\nthey first proved themselves impotent to deal with distress and to provide\nhonest, effective, and enlightened leadership.\nSecond,\n\nthe distinction between\n\ndictatorship\n\nand\n\ndemocracy\n\nmust\n\nbe\n\nclearly understood. On this point there seems to be much confusion in the\npublic mind. At any rate, the charges of dictatorship which are being hurled\nat the President of the United States today because of his proposals to make\nthe federal government efficient and sensitive to the popular will, either\nreflect confusion or are calculated to create confusion. Whether those who\nmake the charges are lacking in political knowledge or are engaged in de¬\nliberate misrepresentation, the problem remains much the same. In either\nevent, there are doubtless vast numbers of citizens who really believe that\nthe President is pursuing the course of a European dictator. This, of\ncourse, is utter nonsense !\nOne does not have to live long in a land of autocratic rule in order to\ndetect the falsehood of these charges — charges which contain about as much\ntruth as the charges of Theodore Dwight that the ultimate object of the\nadvance of political democracy under Jefferson was “to destroy every trace\nof civilization in the world and to force mankind back into a savage state.”\nThe essence of dictatorship is the suspension of all civil liberties and rule\nby police power. Of this the President has displayed not the slightest trace.\nIn fact, he has been far less guilty than many of his predecessors.\nLet me make it clear again. I am not an apologist for Franklin D. Roose¬\nvelt, but I am interested in the social analysis.\nThird, civil liberties — the rights of free speech, press, assemblage,\n\npeti¬\n\ntion, and security of person — must be guarded as the most precious heritage\nof the democracy. Indeed these liberties, guaranteed in state and federal\nconstitutions, must be more than guarded — they must be achieved !\nUnfortunately, today there are important elements of the population to\nwhom these rights are practically denied. This is especially true in the\ncase of freedom of the press. Due to the concentration of economic power\n\n"}
{"page": 519, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n513\n\nand the direct or indirect influence of business, the American press, tho in\na sense free and admittedly superior in this respect to the press of any other\ncountry, can scarcely be said to represent the whole people. The daily news¬\npaper, in particular, has tended to become the spokesman and the apologist\nof a small but powerful minority. This was amply demonstrated in the last\npresidential election.\nAnd, one of the most frequent questions asked me in Europe\n\n(after the\n\nelection), in three or four of the capitals of Europe was, “How was it pos¬\nsible for Roosevelt to be elected when 80 or 85 percent of the papers were\nopposed to him?” And, it is a very interesting question. I told them I wished\nI might answer that question by saying that we had a great public school\nsystem in this country that had taught the American citizens how to read the\nnewspapers.\nWhere are the “Auroras” and “Republican Watch-Towers” which fought\nthe battles of political democracy in the days of Jefferson? The answer, of\ncourse, is that with honorable exceptions they have grown fat and become\nthe bulwarks of reaction.\nFourth , the police and military power\n\nmust be a monopoly\n\nof government.\n\nAnd, we must watch this point with the clearest of vision. The organization\nof private armed forces and bands (and this kind of thing has already budded\nin this country) , the employ of private police in the settlement of civil dis¬\nputes (the La Follette investigation has already disclosed some very disturb¬\ning things there), the promotion of military discipline and mentality by\npolitical parties and movements, must be nipped in the bud. 'Wherever such\ntendencies appear, dictatorship may be seen in embryo. This is certainly\nthe experience of the countries of Europe, and America should profit by their\nexample. If government cannot govern, then the forces possessing the will\nto govern will become the government. A government that permits the\npolice power (even the smallest part of it) to slip from its grasp, has already\nlost its ability to govern and its right to respect.\nFifth , the system of public education\n\nmust become\n\na more\n\neffective positive\n\nforce in the development of the democracy. It must remain loyal to the great\nethical ideal of human equality; organize its own life in harmony with this\nideal ; acquaint the rising generation with the full meaning of democracy in\nAmerican history (one of our great historians has written a volume on the\nmarch of democracy; somebody ought to write a great volume on the retreat\nof American democracy), its changing fortunes not only in politics, but also\nin economics and social relationships; explore and examine objectively and\nfearlessly an5r and all proposals for the improvement of American life and\ninstitutions; and test every such proposal by the democratic ideal. It is, of\ncourse, understood that this entire burden cannot be borne by the school.\nThere must be cooperation with many institutions of adult education which\nshould be much more fully developed.\nIn conclusion, the point should be emphasized that in dealing with the\nproblem of the democratization of economic power, the American people\npossess certain great assets. And, as I studied that European situation on this\njourney, I was more\n\nand more impressed by the differences between our so-\n\n"}
{"page": 520, "printed_page": null, "text": "National\n\n514\n\nEducation\n\nAssociation\n\nciety and any society on the other side of the Atlantic, not excluding the\nUnited Kingdom. Well, here are the great assets we have that make it pos¬\nsible to steer the course thru the years ahead without resorting to violence.\nThere will be sporadic violence yet but that is not serious.\n1. There is the democratic heritage itself which has taken form thru the gen¬\nerations and even the centuries, and which has shaped habits, dispositions, and\nloyalties.\n2. There\n\nis the comparative\n\nabsence\n\nof the feudal\n\ntradition\n\n(and\n\nI do not believe\n\nyou will find a country in Europe without that feudal tradition) with its master and\nservant relationships, its distinct and mutually exclusive orders, and its attitudes of\nservility and arrogance which, if disputes\ntremes of bitterness and hatred.\n3. There\n\nis the happy\n\ncombination\n\narise, drive\n\nof adequate\n\nthe ensuing\n\nmaterial\n\nriches\n\nconflict to ex¬\nand\n\nadvanced technology which makes easily possible a relative economic\nand the general moderation of the struggle over economic goods.\n\nthe most\nabundance\n\n4. There is the high cultural and technical level of the population which pro¬\nvides a foundation for swift and effective social action if we only care to use it.\n5. There\nfrom\n\nis the unrivaled\n\npossible\n\npeople from\nin many\n\nWhile\n\nenemies,\n\npower\n\nrenders\n\nof the nation\n\nits boundaries\n\nthat fear of aggression\n\nwhich\n\nwhich,\n\ncombined\n\npractically\n\ntends to paralyze\n\nwith\n\ninviolate\n\nits isolation\n\nand\n\ndemocratic\n\nfrees\n\nits\n\ninstitutions\n\nparts of the world.\n\nthere are numerous\n\nliabilities in the situation, liabilities which have\n\noften been enumerated, these positive assets are unquestionably of great sig¬\nnificance and give solid ground for the hope of the successful operation of\nthe democratic process on this continent. This, at any rate, is the only hypoth¬\nesis on which the American people and American teachers can work at\nthis juncture in their history.\nAnd, a final personal note. I have been charged by the head of the institu¬\ntion in which I work, a man whom I respect highly, a man who has been\nunder severe fire, and I know it, because he has had in his institution a man\nlike myself who has made some statements in public that are embarrassing.\nLet me take this opportunity to tell the heads of our great state and city\neducational systems, the persons who are responsible particularly for the\nshaping of policies of administration, I think I realize fully the difficulties of\nyour job and I know the great pressures that are brought to bear upon you,\nand I say that with respect to William F. Russell. But, I have been charged\nby the head of the institution in which I work, of building utopias. I gladly\nadmit the charge. A map of the world that does not contain the land of\nUtopia is not worthy of mankind. A world that does not contain this land —\na land which from earliest times has given men hope and energy for the\nendless struggle for life and justice — is not fit for human habitation. An\neducation that would deport the citizens of Utopia would be alien to the his¬\ntoric spirit of America — a land that thru the generations opened wide its\ngates to the oppressed and downtrodden of earth — a land which we trust\nwill in the course of time rise to the challenge of her own tradition and re¬\nmove every cause of oppression from within her borders, even for the least\namong us !\n\n"}
{"page": 521, "printed_page": null, "text": "Department\n\nWHAT\nTHOMAS\n\nH.\n\nNEW\n\nof\n\nSECONDARY\nBRIGGS,\nYORK,\n\nTEACHERS\n\nSCHOOLS\nCOLLEGE,\n\nN. Y. ; CHAIRMAN,\n\nORIENTATION\n\nOF\n\n515\n\nSuperintendence\n\nSHOULD\n\nCOLUMBIA\n\nCOMMITTEE\n\nSECONDARY\n\nDO\n\nUNIVERSITY,\nON\n\nTHE\n\nEDUCATION\n\nCriticizing secondary education is one of the commonest of indoor sports.\nAnyone can play, for the sport requires little information, and the high\nschools have been hammered so much that, conscious of their own deficien¬\ncies, they seldom fight back so as to embarrass their critics.\nOne peculiarity of this sport is that the player confines himself to criticism,\nseldom feeling an obligation to propose with any degree of practical definite¬\nness what the secondary schools ought to do. Ideals of vague generalization\n— like preparation for citizenship, the inculcation of culture, and teaching\nyouth how to think — are stated as if they were original and novel, whereas\nhigh-school teachers have from time immemorial professed those same ideals\nand have with varying degrees of skill attempted to achieve them.\nAnother peculiarity of this sport is that it is apparently enjoyed even by\nthe teachers who are indirectly criticized. They applaud the eloquence of\nthose who condemn the practises of high schools, attributing blame for con¬\nditions to the public, to requirements of state departments and of colleges,\nto the students themselves, and to other teachers. They may at times feel a\ncertain sense of personal responsibility and of resentment ; but they have\nheard the criticism many times before and they know that they do not need\nto do anything about it. Everybody criticizes, but nobody follows up the\ncriticism with insistent and effective pressure that radical changes in the\nprogram be made.\nIt is only fair to recognize that thousands of principals and teachers have\nbeen and still are continuously trying to improve the practises of really edu¬\ncating American youth. Their efforts have borne fruit, too, as anyone can\nsee who will visit modern schools and observe the work that is being done.\nThere is an immense amount, of course, that is conventionally wooden, mani¬\nfesting nowhere evidence that anyone — teacher or student — is aware even\nof the original justification of what is being presented. But this prosaic\ndrudgery is lightened in innumerable instances by skill in instruction, by\nconcreteness, and by illuminating application to current life that justifies a\nbelief that even the teaching of conventional topics is better than it was one\nor more generations ago and that progress is on the way. Secondary educa¬\ntion today may be less thoro than in the past for the few, but it has other\nvirtues that the old teaching seldom ever sought.\n\nThere are also other commendable evidences of effort to improve the effi¬\nciency of secondary education thru plans for reorganization, provisions for\nstudents of differing interests and abilities, and enrichment of the curricu¬\nlum, to say nothing of the supplementary activities that have been introduced\nwithout the lure of formal credit.\nAll of these efforts we should recognize and give generous credit. The\nmore ingenious they are, the more likely they are to contribute to progress.\nThe more numerous they are, the more readiness is evidenced to participate\n\n"}
{"page": 522, "printed_page": null, "text": "516\n\nNational\n\nin preparing the new program\npractically effective.\n\nEducation\n\nand to work\n\nAssociation\n\nintelligently toward\n\nmaking it\n\nThe weakness in the attempts to improve the practises of secondary edu¬\ncation lies in the fact that there exists no generally known and generally\napproved outline of a program that should be developed. When every man\ndoes what is right in his own sight, often skilfully overcoming the obstacles\nof tradition, he is feeling his way in a fog rather than intelligently contrib¬\nuting to the erection of a structure for which comprehensive plans have been\nmade. In Sea Lore Stanley Rogers writes: “When a ship is rolling down to\nher scuppers in a heavy gale her passengers grow nervous and begin to regret\ntheir past sins, but when the same ship is groping her way slowly thru a\nthick fog the passengers go to bed and sleep soundly. Yet, paradoxically\nenough, the greatest peril at sea is the fog. It has been the cause of more\ndisasters than all the storms that ever blew.”\n“The greatest peril at sea is the fog.” And the greatest peril in education\nis the fog of uncertainty in which we move. In it destinations cannot be seen ;\nactivities must be largely uncoordinated ; progress can be only guessed at\nrather than known. However uncomfortable it might be for administrators\nand teachers alike, far better would be a storm of criticism that blew away\nthe fog and forced every member of the crew to put forth his best efforts\ntoward developing cooperatively a comprehensive program for the care and\nthe education of youth.\nIt is a plan that is needed, based fundamentally on the soundest of prin¬\nciples of society as well as of education, and sufficiently comprehensive to\nprovide for the care of all youth as well as for their education. A program\nfor seconda^r education can never be satisfactorily developed unless it in¬\ncludes provisions for boys and girls who are outside the formal schools and\nunless it articulates harmoniously with the programs for the care and edu¬\ncation of children, on the one hand, and on the other, of the young men and\nwomen who have advanced beyond the provinces of the secondary schools.\nSuch a plan must provide for every individual. In a democrac)^ there is no\none who is not educable.\nThe main foundation stones of the new program already exist in current\nideals of education. There have been three obstacles to the effectiveness of\nour philosophy of education. One is that seldom has it been stated so simply\nthat all who are expected to apply it to practise can understand what it\nmeans. There is nothing important in education that cannot be stated in\nwords of one syllable. Turgid and mystifying language usually evidences a\nlack of clarity and completeness in thinking; it certainly evidences a failure to\nrealize an obligation to influence others. A second obstacle is that much of\nour philosophy is presented in isolated units with the result that few practi¬\ntioners acquire understanding of and devotion to a comprehensive and har¬\nmonious set of ideals that together must constitute the foundation for any\nsound building. And the third obstacle, probably the consequence of the first\ntwo, is that there has never been developed among American educators a\nconviction that they should constantly and consistently build on such foun¬\ndations as they understand and of which they have professed approval. Much\n\n"}
{"page": 523, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n517\n\nof the blame for this negative attitude must be attributed to teachers of edu¬\ncation, who have confined their efforts mainly to exposition and abstract\nevangelism and have neglected to work out cooperatively with prospective\nadministrators and teachers, ways in which the principles can be applied in\npractise.\nIt would be unfortunate if the proposed fundamental and comprehensive\nprogram were considered final and restrictive in nature. We shall never be\nready to approve a program that cannot be amended and extended so as to\nprovide for changes in civilization and also for changes in social ideals. But a\ntentative program developed in outline would indicate the directions in\nwdiich we should go and would give significance to any unit of procedure,\nwhich could then be seen in relation to the whole and thus be evaluated.\nNothing has meaning in isolation. Significance is indicated only when a pro¬\nposal is seen in relation to other means of achieving a clearly perceived ob¬\njective.\nThe Committee on the Orientation of Secondary Education of the De¬\npartment of Secondary School Principals has in its reports presented no\ncomprehensive, well-rounded, and fundamentally justified program for the\ncare and education of youth, but it has attempted to make two contributions\nof materials out of which such a program can eventually be built. A year ago\nit presented in its report, Issues of Secondary Education (Bulletin 59), the\nten unresolved conflicts between theory and theory or between theory and\npractise — a report that has been widely read and discussed. The\n\nhope is\n\nthat as a result there will be not only a greater unity of professional opin¬\nion regarding the desirable alternative of each issue but also that there will\nemerge consciousness of an obligation to develop practises that are indicated\nby the several positions taken.\nThe Committee this year is presenting in Bulletin 64 of the Department\nof Secondary School Principals another contribution. The Functions of\nSecondary\n\nEducation.\n\nBriefly stated, the ten functions are as follows:\n\n1. To continue by definite program, tho in a diminishing degree, the integration\nof students on an increasingly intellectual level until the desired common knowledge,\nappreciations,\n2. To\n\nideals, attitudes, and\n\nsatisfy the important\n\nabilities are firmly fixed.\n\nimmediate\n\nso far as adolescent\n\nmaturity\n\nincreasingly remote,\nsonal values.\n\nbut always\n\nand\n\npermits, guiding\n\nprobable\n\nfuture needs\n\nthe behavior\n\nclearly perceived\n\nand\n\nof the students\n\nof youth\n\nappreciated,\n\nin the light of\nsocial and\n\nper¬\n\n3. To reveal higher activities of an increasingly specialized type in the major\nfields of the racial heritage of experience and culture, their significant values for\nsocial living, the problems\neach person\n\nin them\n\nas an individual\n\nand\n\nof contemporary\nas a member\n\nlife, the privileges\n\nof social groups;\n\nand\n\nto make\n\nduties of\n\nthese fields\n\nsatisfying and desired by those naturally gifted for success in them, and to give in¬\nformation as to the requirements for success in these fields and information as to\nwhere further training may be secured.\n4. To\n\nexplore\n\nhigher\n\nand\n\nincreasingly\n\nspecialized\n\nlevels of interests, aptitudes,\n\nand capacities, looking toward the direction of students\nwork for which they have manifested peculiar fitness.\n5. To\n\nsystematize\n\nsuch ways\n\nas to show\n\nknowledge\n\npreviously\n\nthe significance\n\nacquired\n\ninto avenues\n\nor being\n\nboth of this knowledge\n\nacquired\nand\n\nof study or of\nin courses\n\nin\n\nespecially of laws\n\n"}
{"page": 524, "printed_page": null, "text": "National\n\n518\n\nEducation\n\nand principles, with understanding\notherwise be perceived.\n6. To\n\nestablish\n\nand\n\nto develop\n\nof wider\n\nAssociation\n\nranges\n\nof application\n\ninterests in the major\n\nfields of human\n\nmeans to happiness, to social progress, and to continued growth.\n7. To guide students on the basis of exploratory and revealing\n\nthan\n\nwould\n\nactivity as\n\ncourses\n\nand\n\nof\n\nother information gathered from personnel studies, as wisely as possible into whole¬\nsome and worthwhile social relationships, maximum personality adjustment, and\nadvanced\n8. To\nthought,\n\nstudy or vocations\nuse in all courses\ninvolve\n\nin which\n\nthey are most likely to be successful\n\nas largely as possible methods\n\nthe elementary\n\nprinciples\n\nsomewhat self-directed practise, individual\nsirable activities of the educated person.\n9. To\n\nbegin and gradually\n\nto increase\n\nof research,\nand\n\nthat demand\n\nand\n\ncooperative,\n\ndifferentiated\n\nprovide\n\nand happy.\nindependent\n\nintelligent and\n\nin the appropriate\n\neducation\n\non the evidence\n\nde¬\nof\n\ncapacities, aptitudes, and interests demonstrated in earlier years. Care must be taken\nto provide previous to and along with differentiation as balanced and extended a\ngeneral education as is possible and profitable.\n10. To\n\nretain each\n\nstudent\n\nuntil the law\n\nof diminishing\n\nreturns\n\nbegins to operate,\n\nor until he is ready for more independent study in a higher institution; and when\nit is manifest that he cannot or will not materially profit from further study of what\ncan be offered, to eliminate him promptly, if possible directing\nschool or into work for which he seems most fit.\n\nhim\n\ninto some\n\nother\n\nSome of these functions as stated will seem controversial, and others will\nseem obvious. That is quite as it should be. But it is not sufficient to say that\nthis or that stated function is open to question ; the challenge after recog¬\nnizing the need of the formulation of statements of functions of special em¬\nphasis is to decide what each function ideally ought to be. The arguments for\nthe recommendation may not convince you, but they should at least be thoroly\nconsidered. Only then will a reader be in a position to propose an amended or\na substitute statement that he thinks sound by his educational philosophy.\nNor is it sufficient to agree with the functions as presented. Merely to under¬\nstand or to restate the functions is not enough. They must be used. The\nseveral more important uses to which they may be put will now be stated.\nThese ten functions are not all peculiar to secondary education. Several\nmay in varying degrees begin in the elementary school and continue beyond\nthe junior college. Each one, however, the Committee believes, is important,\none of the most important, for the school that has responsibility for the edu¬\ncation which normally begins about the age of twelve and continues for\nsome six or eight years. Reiterating its belief that education should be “a\ngradual, continuous, unitary process,” as argued in its discussion of Issue\nTen, the Committee recognizes that for practical purposes of administration\nan educational system will be divided into units of organization, and it main¬\ntains that such units can be logically determined and effectively planned only\nwhen there is recognition of the functions that are peculiar or at least of\npeculiar emphasis in each division. Decision as to the groups that should be\ntaught together should be made in terms of the special educational respon¬\nsibilities rather than of administrative convenience. One value, then, of\nagreement on the special functions of a period of education is to enable us\nto decide logically what the administrative units ought to be.\nA second value of agreement on the functions of special emphasis in\nany administrative unit is that it makes possible the preparation of a real\n\n"}
{"page": 525, "printed_page": null, "text": "Department\n\nof Superintendence\n\n519\n\nprogram of articulation. Everyone familiar with educational practises is\naware that many inarticulations at present exist, and that the efforts to\nremove them by the various proposed devices have been only in part suc¬\ncessful. Most of the inarticulations that have caused misunderstandings,\nduplications, conflicts, and uneconomical practise have been caused chiefly\nby a failure to agree on the peculiar responsibilities of each administrative\nunit. On the one hand, secondary schools have suffered from demands that\nthey adjust themselves to the work of the elementary school below and to that\nof the college above ; and on the other, they have often been arrogant in\ndemanding that all adjustments should be made to their conventional\npractises. Obviously, both demands are bad in that they neglect con¬\nsideration of education as a gradual, continuous, unitary process toward\nwhich each administrative unit should be planned to contribute. It is\nimpossible satisfactorily to articulate units that are independent in pur¬\nposes, or indefinite and variable. Ideally a program for the whole of the\neducative process should be worked out first. But that has not yet been\ndone with any degree of practical satisfaction. Pending achievement of the\nideal and contributing to it, this report proposes the special responsibilities\nof secondary schools. Similar proposals should be made of functions for\nspecial emphasis in the lower and in the more advanced schools. Only when\nthere is agreement on the distribution of educational responsibilities can\nan articulated program for the entire educational process be presented as\nseparate administrative units.\nA\n\nthird value of the proposed functions is that they will stimulate\n\nthe profession to clarify its philosophy of secondary education. That every\nteacher, to say nothing of principals and other leaders, should have a\nphilosophy — that is, an organized and consistent body of principles funda¬\nmental to clearly formulated social ideals — is a truism. It is impossible for\nme to go far toward the development of such a philosophy without con¬\nsidering such matters as the proposed functions. The Committee in its report\nhas given some reasons why the definitions and ideals that it advocates\nshould be accepted, but it has all the time consistently recognized that\nother points of view, other ideals, and other philosophies may cogently\nlead to somewhat different conclusions. The most important professional\ndesideratum is not agreement, especially thoughtless agreement with an\n“official” recommendation, but a stimulus to each worker to recognize his\nindividual responsibility thoroly to consider these fundamental matters\nand thus to come to such conclusions as will result in a more nearly com¬\nplete and better rounded philosophy, which, in turn, should stimulate\nand direct the development of definite and justifiable programs of action.\nA fourth value of the proposed functions is that when they are understood\n\nand approved, with such modifications as may seem wise, they will furnish\ncriteria by which the practises of any secondary school may be evaluated.\nWe are altogether too prone to judge details of practise without con¬\nsideration of the entire program and of the principles underlying it.\n“How,” asks H. G. Wells in The Anatomy of Frustration , “can we know\nwhether a part of a living body is functioning properly or needs treatment\n\n"}
{"page": 526, "printed_page": null, "text": "520\n\nNational\n\nor correction until we\n\nEducation\n\nhave something\n\nAssociation\n\nlike an idea of the general physio¬\n\nlogical process?” The value of any detail of practise is found only in its\ncontribution to one or more functions of the institution. If the detail\ncannot\n\nbe justified by its direct or indirect contribution\n\nfunctions, either it should be eliminated\n\nto the proposed\n\nor the functions should be revised.\n\nThe fifth and final value of the special functions of secondary educa¬\ntion is that they will give direction to the formulation of new programs of\norganization,\n\nadministration,\n\ncurriculum\n\nreconstruction,\n\nand\n\nmethods\n\nof\n\nlearning. The important phases of the new program of secondary educa¬\ntion cannot be formulated and soundly based without reference to some such\nfunctions as we have stated as directive of the roads to desired goals. Great\nwaste and disappointing proposals have resulted from the failure to begin\nreconstruction by clarifying the special functions of the period of education\nfor which\nsound\n\na program\n\nprograms\n\nwas\n\nto be made.\n\nare probable\n\nUntold\n\neconomies\n\nonly if the functions\n\nsoundly established and convincingly\n\npopularized\n\nand more\n\nassuredly\n\nto be emphasized\n\nbefore detailed programs\n\nare attempted. If the functions stated are not satisfactory, they should\nmodified or replaced by those that seem better.\nThese\ndevoted\n\nten functions\n\nare proposed\n\nare\n\nby a representative\n\ncommittee\n\nbe\n\nwhich\n\nitself assiduously to its responsibility thru three years. In addition\n\nto attending\nmembers\n\nsix meetings\n\nhave contributed\n\nor unselfishly drawn\n\neach of approximately\nmuch\n\nfrom\n\nfrom the advice of many\n\na week\n\nin length, the\n\ntime generously granted by their employers\n\ntheir own\n\nleisure. The\n\nothers whom\n\nCommittee\n\nhas profited\n\nit has consulted, and especially from\n\ntwo expert representatives of the field of elementary education. Several\nmembers adequately represented higher education. But the Committee\nwishes to emphasize\nthat it should\n\nthat the report has no official sanction. It is not desired\n\nhave. It presents an ideal that should\n\nbe worked\n\ntoward,\n\nnot a series of proposals that should receive legislation before the pro¬\nfession first and then the laity understand and are ready to support them.\nThe\n\npurpose\n\nformulation\nemphasis,\n\nof the report is to arouse\nof statements\n\nto stimulate\n\na consciousness\n\nof the functions\n\nof the need of the\n\nthat should\n\ndiscussion that leads to agreement,\n\nreceive special\nand\n\nfinally to\n\nfurnish some degree of direction for the preparation of a more compre¬\nhensive and soundly based program of secondary education than now exists.\nYou\n\nleaders of public education\n\nare urged\n\nfirst of all to familiarize\n\nyourself with the reports on both the Issues and the Functions. The con¬\nstant pressure of problems of administration and of public relations is recog¬\nnized, but they can never be so important as to absolve you from the\nmore\n\nfundamental\n\nresponsibility of leadership\n\nin education.\n\nresponsibility not merely to take care of the machinery\nthe running\n\nbuilding on them\nfurnish you\n\nand thus to make\n\nof the schools possible, but also to lead your\n\nthe understanding\n\nand\n\napproval\n\nof soundly\n\nmaterial\n\nof fundamental\n\nbased programs\n\nfor educational\n\nIt is your\n\nsubordinates\n\nprinciples and\n\nof procedure.\n\nleadership. You\n\nThese\n\nshould\n\nto\n\nto the\nreports\n\ninitiate con¬\n\nsideration of both reports by the staffs of your secondary schools and chal¬\nlenge them first to evaluate their present practises by the conclusions reached\n\n"}
{"page": 527, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n521\n\nand then to propose a well-rounded new program that will look toward\nmaking the secondar)^ schools the effective social agency that everyone\nrecognizes\n\nthey should\n\neventually\n\ncome\n\nbe. Out\n\npressure\n\nof local discussions\n\nfor a statewide\n\nor even\n\nand\n\nproposals will\n\na national program.\n\nThe reports of the Committee on the Orientation of Secondary Edu¬\ncation are, as previously stated, only a contribution to the comprehensive\nand fundamental program that should be prepared for the care and edu¬\ncation of all youth. This program will be a part of the larger program\nfor the care and education of all individuals in our society, whatever their\nage, abilities, maturity, or environment. The formulation of such programs\nis a challenge to this most powerful organization of educators in the last\ngreat democracy.\n\nUnless you accept this challenge there is no assurance\n\nthat\n\neven this democracy will endure. The laying of foundations is not spec¬\ntacular ; it offers no opportunities for oratory ; not leading to immediate\ndirection\n\nfor detailed changes\n\nin practise, it is not popular;\n\nand\n\nit is\n\nexceedingly difficult and tedious. But what prospect for an effective edu¬\ncational structure can there be without it? Leaders are far-sighted and\nmust\n\nenvisage the whole\n\nfrom\n\nthe foundation\n\nupward.\n\nYou\n\nhave been en¬\n\ntrusted with leadership, and I have faith that sooner\nment of Superintendence will provide committees\n\nor later the Depart¬\nof its ablest minds\n\nfurnished\n\nthis most\n\nimportant\n\nresponsibility, the foundation of the outlines of a comprehensive\nmental program for education in our nation.\n\nand funda¬\n\nwith\n\nall necessary\n\nresources\n\nGENERAL\nWEDNESDAY\nTHE\nSANFORD\n\nBATES,\n\nI was introduced\n\nto undertake\n\nSESSION\n\nEVENING,\n\nOUNCE\n\nFEBRUARY\n\nVERSUS\n\nTHE\n\nPOUND\n\nEXECUTIVE\nDIRECTOR, BOYS’ CLUBS\nINCORPORATED, NEW\nYORK, N. Y.\n\nto a boys club audience\n\nexpert on crime prevention\n\nthat the world\n\nof that kind, and to prove it, the chairman\nin as director of the Federal\n\nBureau\n\n24, 1937\n\nOF\n\nAMERICA,\n\na few days ago as the greatest\nhad ever known,\n\nor something\n\nnoted the fact that when\n\nof Prisons, there were\n\nI started\n\nonly six federal\n\nprisons and when I left, there were twenty-two! Well, I do not know\nwhether it is just that kind of crime prevention it will be my privilege to\nsuggest to you tonight.\nA friend of mine\n\ncame\n\nhome\n\nthe other evening and his wife met him at\n\nthe door and you know,\n\nyou\n\npeople who\n\nhave\n\nchildren\n\nof your\n\nown\n\nto\n\nhandle, that they are much harder to handle than other people’s children\n— you know that when anybody refers to a member of your family as your\ndaughter or your son, there is trouble in the air. So, when he came home,\nhis wife said, “I have just been having a little talk with your daughter\nabout the facts of life.”\n\n“That’s good. Did you learn anything new?”\n\n"}
{"page": 528, "printed_page": null, "text": "522\n\nNational\n\nNow,\ncrime\n\nI doubt very much\n\nfrom\n\nanything\n\nare not to make\n\nEducation\n\nAssociation\n\nif you learn anything new\n\nthat I might\n\nspeeches and I am\n\nsay. These\n\ntwo\n\nabout how\n\nto prevent\n\ngentlemen\n\nbehind\n\nto be the only speaker. That\n\nme\n\nis a tremen¬\n\ndous responsibility devolving upon me — to suggest some ways in which we\nmay think out this modern and rather baffling problem about how to prevent\ncrime.\nI might tell the story of the doctor in one of the outlying provinces of\nthe United States — I think it was Vermont or one of the northern colonies.\nThis doctor ran a little private insane asylum, a “lunatic asylum,” as it\nwas called in those days. He was not much of a psychiatrist and did not know\nmuch about different tests that are so popular these days. But, he had\none test for the insane, and it was\n\nthis: He\n\nfilled up the sink with water\n\nand he left the faucet, the tap, running, and he gave to the applicant a\ncup and told the applicant to bail out the sink, and if the applicant turned\noff the faucet first, he was denied admission\n\nto the insane asylum.\n\nIt has been said over and over again that America\nnation on earth. Well, I am\nare more\n\ncruel or more\n\nvery countries\n\nfrom\n\nnot prepared\n\nvicious or more\n\nwhence\n\nthey came\n\ndifficulty? Is there something\nrush to commit. crimes when\nour mechanics\n\nwhich\n\nto admit\n\nis the most\n\ncriminal\n\nthat my fellow citizens\n\nselfish than the people of those\nto this shore. What,\n\nabout the air in America\n\nthen, is the\n\nthat makes\n\npeople\n\nthey get to this shore? Is there something\n\nabout\n\nis faultily adjusted?\n\nI think I ought to say that the most recent statistics show that the situation\nis improving\n\nbut it has a long, long way\n\nlast three or four years, most\n\nto go. The\n\nof the more\n\nfigures show\n\nimportant\n\nthat in the\n\ncrimes have decreased\n\nin intensity and frequency and to some extent the juvenile situation is not\nso bad as it was three or four years ago.\nOne\n\nof the favorite indoor sports at the present time is to take a pencil\n\nand paper, and figure out the cost of crime. I cannot\nfutile than to be told crime costs so many\nthe money\n\nbillions of dollars a year! All\n\nI steal from you and all the money\n\nall the money\n\nthe policeman\n\nthink of anything more\n\ncould have earned\n\nwe\n\npay the policeman\n\nif he were\n\nand\n\nnot a policeman\n\nand all the money the criminals could have earned, provided they could\nhave earned money, added to the money they take from one another! The\nWickersham Commission says it is a billion dollars and others say it is a\ncouple of billion. The\nof money.\n\nI warn\n\nlatest figure is $15,000,000,000.\n\nyou if you do not do something\n\nThat\n\nis quite a lot\n\nabout it this year or next\n\nyear, it is going to cost us $20,000,000,000 — and then what are you going\nto do about it? When we hear these computations made, very few follow\nwith an analysis of the crime situation. The cost of crime cannot be\nreckoned in dollars and cents, and is only a tribute to our habit of stating\neverything in dollars and cents.\n\nThen\n\nwe hear a lot about the decreasing age of criminals and somebody\n\nhas discovered, suddenly,\n\nthat half of the criminals\n\nare less than thirty\n\nyears of age and half of the boys in Sing Sing are less than twenty-five.\nWhen do you expect men to be criminals, when they are in the cradle,\nwhen\n\nthey are under\n\ntheir mother’s\n\ncontrol, or when\n\nthey are able to run\n\n"}
{"page": 529, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n523\n\naway from a policeman? What would be the time in a boy’s life when he\nwould be a criminal? If somebody said the average age of criminals was\nsixty-five, I would think it was something remarkable. From what we have\nbeen told, you would suppose the age of criminals is getting less. No such\nthing! The\nNow,\n\nmedian\n\nage of criminals has gone up slightly.\n\nthe median\n\nage of the whole\n\npopulation\n\nin 1933, I think it was,\n\nwas slightly over twenty-six. Now, I am not a statistician and I am not\nsure I know what median age is and how it differs from average but I\nthink it means there are just as many people over 26 years as under. Well,\nthe median in 1926 was 26.6 and in 1933 it was 27.1. But, after all, your\nbulletin (referring to that splendid bulletin, the September\nBulletin , which\npercent\n\nI perused\n\nvery carefully before I came\n\nof those convicted\n\nof the population\n\nunder\n\nis a serious problem\napproved\n\nhave to contend\n\nrather than\n\ndown)\n\nsays the\n\nbefore thirty is less than the percent\n\nthirty years of age. Whatever\n\nwe\n\npeople take to crime\n\nof crime\n\n1932 Research\n\nthe figures are, it\n\nwith that so many\n\nthat form\n\nof our young\n\nof activity more\n\ngenerally\n\nby us older folks.\n\nThe question of what we are going to do about it is much more difficult.\nI suppose the reason there are more people in crime is because there are more\nyoung people doing everything else than there were twenty-five, fifty, or\na hundred years ago. I have seen these swarms of young people descend on\nWashington in the last few weeks. They were not doing that twenty-five\nor fifty years ago. They were not making demands upon the government\ntwenty-five or fifty years ago. They\n\nwere\n\nnot having\n\nsit-down\n\nstrikes in\n\nthe schools twenty-five or fifty years ago. They were not saying that five\nhours is too long to keep a poor child in school.\nI almost cried the other day in Buffalo because I heard a child doctor\nin Buffalo\n\nwho\n\nfatigued because\n\nsaid we\n\nwere\n\nthey were\n\nruining our\n\nyoung\n\npeople, that they got\n\nkept in school five hours every day, that they\n\nshould be let out in the sunlight about 12 or 1 o’clock and then play for\nthe rest of the day. That may be the modern idea but the only time I ever\ngot tired in school was\nYet, we\n\nwhen\n\nI had a teacher that made\n\ncannot help but be a little bit alarmed\n\nwhen\n\nme\n\ntired.\n\nwe\n\nsee the figures.\n\nThe Howard League on Penal Reform of Great Britain told us last sum¬\nmer that we put more men in prison per hundred thousand of population\nthan any of the countries\nGreat\n\nBritain. The\n\nnumber\n\ndoubled\n\nin twenty\n\nopposed\n\nto punishment\n\nof Western\nof men\n\nyears. Now,\n\nwe\n\nEurope,\n\nand six times as many\n\nsend to prison annually has exactly\n\ndo not gather for a moment\n\nso far as it is constructive.\n\nputting men in prison when they have demonstrated\nin conformity with the laws of society outside.\nBut, here we\nmore\n\nmen\n\nare in America\n\nthe more\n\nthat I am\n\nI have no objection to\nthat they cannot\n\nfaced with this situation. We\n\nin prison every year and\n\nas\n\nthat we\n\nlive\n\nare putting\n\nput in prison, the\n\nfewer we succeed in reforming — the more we put in prison, the more we\nhave to put in prison, and the more we put in prison, the fewer we reform.\nHow\n\nmany\n\nbusinesses could stand up against that kind of trial balance?\n\nsubscribe to the doctrine that swift and sure punishment\n\nI\n\nis a cure for crime.\n\n"}
{"page": 530, "printed_page": null, "text": "524\n\nNational\n\nPerhaps if our punishment\n\nEducation\n\nwere\n\nAssociation\n\na little swifter and surer, we\n\ncould depend\n\non it more. But, when we talk about crime, wTe talk about stamping out\ncrime. Well, it is mostly children and neurotics that do the stamping,\nand they do it when they get mad, and I am patient. We talk about stamping\nout a grass fire when we should not have let it get such a start. It is quite\npossible we may be overdoing this notion of punishment and have placed\ntoo much reliance on the power of punishment to make men better.\nAfter all, there are some very peculiar things about the history of punish¬\nment in this country. There have been some constructive prisons. There\nhave been some prisons and reformatories in which intelligent, loyal people\nhave tried to turn men out better than when they went in. How can you\nprotect society by making\n\nmen\n\nworse?\n\nHow\n\ncan you keep men\n\nidle year\n\nafter year, and turn them out expecting them to do an honest day’s work?\nThere are prisons that have made an honest attempt to reform or rehabili¬\ntate the men sent there and the curious thing is that whenever punishment\nhas lost much\n\nof its value as punishment,\n\nit has succeeded\n\nas reformation.\n\nThat is why the women’s institutions of this country have made the splendid\nfigures they have, with lowered figures in recidivism. W e have about eleven\nor twelve male criminals in this country to one of the so-called more danger¬\nous species and so we find, to our great surprise, that those states which\npractise to the fullest extent the theories of probation and parole and what\nwe might call humanitarian\nrates are the lowest.\nNow,\nmen\n\nthere again let me\n\npolicies, are the states today in which\nnot be misunderstood\n\nthe crime\n\nthat if you emptied all the\n\nout of prison in a given state, that the crime\n\nrate would\n\ngo down.\n\nWhat I say is those states that have relied upon other things than punish¬\nment are, by the official records today, holding crime at a lower level than\nthose states that blindly rely upon the notion of punishment.\nSo, when\n\nwe\n\nsay our prisons have failed to check crime, we\n\nought to be\n\nvery careful to define in what\n\nrespects they have failed and what\n\nexpected of them.\n\nwonder\n\nthis country\n\nI sometimes\n\nif it is reasonable\n\nto expect a prison to succeed\n\nif you mean\n\nmen\n\nout better and stronger and nobler than when\n\nmean\n\nis they should be gotten off the street or be made\n\nat one and the same\n\ntime sorry they committed\n\nin the way\n\nwe\n\nby success turning\nin. If all you\n\nmiserable\n\nwe should make\n\nthree almost\n\ninsuperable\n\nare placing\n\nobstacles. One\n\nthe refusal of our legislatures and society to permit prisoners to work\nsupport\n\nthemselves, and keep their support\n\nSecond\n\nis the failure to teach something\n\nmen\n\nimpossible of the prisons.\n\nexpect success of a prison, we forget we\n\nof prison treatment\n\nfor a cer¬\n\nthe crime and happy while\n\nthey are in prison, I say you are asking something\nI say again when\n\nin the people of\n\nthey went\n\ntain length of time, that is very easy. But, if you mean\n\nwe have\n\nis\n\nand\n\noff the backs of the taxpayers.\nof value in future life and the\n\nsubordination of everything to discipline, control, repression, and terroriza¬\ntion. Now, how many of you could manage a school if looking thru each\nwindow\n\nthere was a machine\n\nand located all around\n\ngun, and between\n\na high school was\n\nyou and the pupils were bars,\n\na wall fifty feet high with guards\n\n"}
{"page": 531, "printed_page": null, "text": "Department\n\nof\n\n525\n\nSuperintendence\n\ntramping around. It seems impossible to carry those two ideas of punishment\nand education together.\nAnd,\n\nthe third obstacle in the success of the prisons is the necessary\n\ncor¬\n\nollary which must come from a long, continuous term in prison — the stifling\nor the suppression of normal emotional outlets in prisoners. Now, we do\nnot talk so much about that. And, it is easy to sit in court and hear a sentence\nof twenty years pronounced on a man of twenty or twenty-five years of age\nwho has all the normal emotions of man. Are there not other more prompt\nand effective types of punishment\n\nwhich will have an equally deterrent effect\n\nupon the potential lawbreaker?\nare not entitled to revenge.\n\nWe\n\nare entitled to protection, yes, but we\n\nBut, whatever our attitude is— and perhaps I have dwelt too long on this\nphase — however we feel as to the present crop of criminals, those men who\nhave so far grooved their lives in the way of crime, we can have no doubt\nwhatever\n\nas to our duty to the future generation\n\nthat will come\n\nafter us. I\n\ndo not quarrel with the G-men or the policemen of our cities in saving the\nlives of our citizens at the expense of the criminal. I do not believe there is a\nprison warden or criminologist who would back away from the present sit¬\nuation that there are certain men who have demonstrated that they are not\nfit to live in society. But, as we shoot down\nto see that in 1946 some\n\nIt is a trite and unnecessary\ncure. Why\n\nhave we waited\n\nthe medical\n\nmen\nHow\n\nsome homely\nsome\n\nwould\n\nthing to say that prevention\n\nso long to do something\n\nis better than\n\nabout it ? Where\n\nthe doctor be treating malaria?\nthat caused\n\nunless we\n\nbe blackened\n\nWith\n\ninstead of getting out into the swamps\n\nof the mosquitoes\n\nwould\n\nguns of that generation?\n\nlooked\n\nswamp\n\nthe malaria. W ould we\n\nto the future?\n\nruins if we followed\n\nAnd,\n\nthe same\n\npsychiatrist have\n\ndiscovered\n\nsome\n\nhave such a\nof our\n\nI would\n\nsay that our attitude in reaping down\n\nas futile as the farmer who\n\nattempts\n\ncities\n\npolicy in fire prevention\n\nthe practical hopelessness\n\ncure insanity but they have gone at the problem\nvention of the disease with all their power.\n\nroot or\n\nand digging out\n\nas we have with reference to crime in the last few generations. The\nand\n\nwould\n\nbe today if they had not realized the value of preventive\n\nremedy\n\nhealthy nation\n\nare we doing\n\nof these very boys we have in school today do not\n\nhave to stand up against the machine\n\nmedicine?\n\nthe Dillingers, what\n\nof mental\n\nalienist\n\nof trying to\n\nhygiene and pre¬\n\nthe major criminals is just\n\nto rid the weeds\n\nfrom his potato patch\n\nby cutting them with the sickle instead of pulling them\n\nup by the roots.\n\nOf course, when we speak of prevention, we think of two things — preven¬\ntion of repetition of crime and prevention of crime in the first instance. There\nis not much\n\nwe\n\ncan say that has any measure\n\nof hope in it about the preven¬\n\ntion of future crime. Many would feel that the parole system, the develop¬\nment of the probation policy, would have more hope in preventing the first\noffender from\n\nrepeating his crime than too great a dose of punishment\n\nthe first instance. Many\n\na warden\n\nknows\n\nis useless, that it takes altogether too much\nanywhere.\n\nto his sorrow\npounding\n\nthat a pound\n\nin\n\nof cure\n\nand then you rarely get\n\n"}
{"page": 532, "printed_page": null, "text": "National\n\n526\n\nWell, what\nbroken\n\nEducation\n\nare the causes of crime?\n\nAssociation\n\nWe\n\nmight say ignorance, poverty,\n\nhomes, legal injustice, physical or mental\n\nbreakdown,\n\nthe influence\n\nof tabloids or movies or what-not. I venture to say there is no single cause. As\na matter of fact, the Wickersham investigation, to which I referred before,\ndisposed of this matter\ncountry\nTo\n\nwhich\n\nmy\n\nwould\n\nof cause by saying they could give nothing\n\nto the\n\nbe of any value as to the cause of the crime.\n\nmind, the men\n\nwho\n\nare most\n\nconvincing\n\non this subject are the\n\nsociologists. I believe the work\n\nof Shaw\n\nin Chicago\n\nand Glueck\n\nand others is tremendously\n\nsignificant. You\n\nknow\n\nin Boston\n\nthe relation between\n\nenvir¬\n\nonmental conditions and prevention of crime. Of course, we have demon¬\nstrated over and over again that education is an antidote to crime. Our\nfederal figures prove that. The\n\nfigures in the states prove that. The\n\nprinted in your 1932 bulletin showed\ncollege men\n\nfigures\n\nthat only half as many\n\nhigh school and\n\ngot into prison as those that had not attended\n\nhigh school and\n\ncollege. Whether\n\nthat means\n\nthey are less guilty or not, I do not attempt\n\nto say. It may mean that they are just cleverer at getting away from the law.\nIf the slums in this country are predisposed to crime, why do we tolerate\nthe slums? If disease to mind\n\nand body predisposes to criminal activity, what\n\nare we setting up in communities\n\nto combat\n\nthat disease and give to the girls\n\nand boys of the country healthy bodies? If the lack of sound\n\nrecreational\n\noutlets drives bo5^s to illegal activities, if the perfectly natural desire for\nleadership leads to criminal activity, what are we doing to supply proper\nactivities ?\nThat\n\nis why\n\nI left the Bureau\n\nclub work — because\n\nI was\n\nof Federal\n\nPrisons and went\n\ninto boys\n\nsatisfied that the challenge of the great city to\n\ndo something for the underprivileged youth, to give him the normal recrea¬\ntional outlets and opportunities, was even more important than taking care\nof the adult prisoner.\nI do not share the opinion of some one or two I recall that have been be¬\nfore this audience in laying all the blame for this crime situation on the\nschools of the country. I believe that many\nextent to which\n\nof our people fail to realize the\n\nthe schools of this generation have tied themselves\n\nlife of the communities\n\nabout them. The\n\ntaught children the ordinary\n\ninto the\n\ntraditional school, I suppose, has\n\nsubjects of reading, writing, and\n\narithmetic\n\nbut the schools of today are branching out into health, mental hygiene, rec¬\nreation, social work, character formation, and vocational training for a trade.\n1 believe that I am\n\nnot exaggerating\n\nwhen\n\nI say in the lives of hundreds\n\nof\n\nthousands of young people in America today the only decent regenerating\nfluence that manifests itself in their lives is the schools of America !\n\nin¬\n\nAnd I think the time has gone by when we lay members\ncan heap the blame for the crime situation in America\n\nof the community\non the schools of\n\nAmerica. The pity of it is that so many of our young people in this day\nand generation do not have the opportunity to come in contact with these\ninfluences. I have seen these hill-billies at the Chillicothe Reformatory\n\nwho\n\nat the age of twenty-one have never been inside of a schoolhouse but the na¬\ntive intelligence is there and when offered in the reformatory the opportunity\nof schooling, our records show\n\nthey progress four times as fast as the aver-\n\n"}
{"page": 533, "printed_page": null, "text": "Department\n\nage school child. What\n\nof Superintendence\n\n527\n\na pity we had to go to the expense\n\nof sending these\n\nboys to jail in order that they might get ordinary schooling!\nI do think a little too much\ntrain men\n\nto take a job. Now,\n\nreliance is placed on the duty of the school to\nyou might be interested in a survey we\n\nmade\n\nin one of our prisons on the matter of vocational training. People think voca¬\ntional training is the answer to all of the crimes. When we had analyzed that\npopulation, we found\n\nthere were just exactly 11 percent of those criminals\n\nto whom vocational training would be of benefit. Some were\nnever would learn a trade. Some were not fitted for a trade.\n\ntoo old. Some\n\nI believe that one of the additions to school activity which\nto give some\n\nvery careful attention to in the coming\n\nwe\n\nmay have\n\nyears is the exact place\n\nand limitation of trade training in school children. I think in our own\n\nbusi¬\n\nness in the Department of Justice how difficult it was for us to take a spe¬\ncially trained person and fit him into the kind of a job that he was trained\nfor and while he was waiting for that job to appear, he very likely took some\nother job he was not trained for and possibly made just as good a success\nat it.\nWell, what is the opportunity of the schools in the program for the pre¬\nvention of crime? I frankly cannot state it any better than it was stated by\nFrank W. Hubbard in this Research Bulletin.\nFirst , thru the visiting teachers to cooperate with the home.\nSecond , for the extended\n\nuse of school buildings supplying\n\nsome\n\nof the\n\nrecreational needs of the community.\nThird, not to be afraid in your own\nto handle the maladjusted\ncourt or police officer.\n\nchild who\n\nway\n\nand the best way\n\nis referred to you from\n\nFourth, to educate the adult in the meaning\nchildren.\nFifth, this much\nalmost\n\nyou can devise\nthe juvenile\n\nof character building for his\n\nabused term of character education. I suppose that must\n\ndrive some\n\nof you\n\nmen\n\nmad\n\nfrom\n\ntime to time when\n\npeople talk\n\nabout the duty of schools in character education.\nMy\n\nlimited experience in this is you cannot\n\nand saving to bovs, “Come\nbit.”\nI feel the same\nprevention. We\n\nway\n\nreach boys by sitting down\n\non, bovs, let’s educate\n\nabout this much\n\nour\n\ndisputed problem\n\ncharacters\n\na little\n\nas I do about crime\n\nare never going to prevent crime in this community\n\nor any\n\ncommunity by saying, “Come on, let’s prevent a little crime this week.” The\ncrime prevention, when it is done, will be done by a positive approach to the\nproblem\n\nof living and that is the way\n\ncharacter\n\neducation\n\nwill be taught.\n\nThere was a delightful old fellow who used to live next to me in Chevy\nChase and he had discovered a method of character education. It was very\nsimple, had some high sounding\nI know\n\nthat some\n\nexpounding\neducation\n\nnames\n\nand wonderful\n\nboys might be respectful enough\n\nthis thing, but laugh behind\n\nattributes. You\n\nand\n\nto listen to him while\n\nhis back. The\n\nkind of character\n\nhe lacked and they will profit by is the kind you men\n\ngive off every\n\ntime you do a good example and every time you do justice among\nteachers or students or any group of people.\n\nyour\n\n"}
{"page": 534, "printed_page": null, "text": "National\n\n528\n\nEducation\n\nAssociation\n\nI feel the same way when people say, “Aren’t these boys clubs fine? They\nare crime prevention units. They are character building units. They are\nenvironment shaping influences.” I do not believe we have any right to say\nthat the boys that come into our boys clubs, altho they do come from the\nslums, are any more to be considered\ncome from the best families !\nWell, it has been said so many\nways — by the official approach\ncommunity\nselves.\n\nor unconscious\n\nI do not see how\ndo not see how\n\npotential criminals\n\ntimes that crime will be prevented\n\nto the problem\n\napproach\n\nin two\n\nand by the\n\nby the people them¬\n\nthe prisoner is ever going to solve the crime problem.\n\nI\n\nthe police and criminal law are ever going to scare people into\n\nwill do it? Well,\n\nBoston who\n\nby the government\n\nto the problem\n\ngood habits and into that kind of conduct\nfort and enjoyment to our community.\nWhat\n\nthan those that\n\nwhich\n\nI still have some\n\nwill bring peace and com¬\n\ntime left. I have a friend in\n\nsays that it does not bother him if people in the audience look at\n\ntheir watches\n\noccasionally provided\n\nthey do not shake the watch\n\nand hold\n\nit up to their ear.\nSo, I am\n\nnow\n\nabout to launch upon\n\nan explanation\n\nof what\n\na community\n\nmust give its attention to if it proposes a coordinated program for crime pre¬\nvention — call it that, if you must.\nI believe, first , that we have to have a press that is more devoted to leading\nthe people than to giving them what they want. Now, I said that a while\nago and one of the newspapers\n\nasked, “What\n\ndid you have in mind?”\n\nI\n\nsaid, “Many of the papers in this country are honestly striving to do that\nbut are being dragged down by other newspapers that have no such high\nideal and whose sole purpose is to make money, no matter what the effect\non their community.” And, even that very paper that sent the man around\nto see me, played up this statement with a headline. The newspapers in this\ntown, from what\n\nI have seen, have been doing a splendid piece of work\n\nin\n\nreporting these meetings.\nWell, what\n\nabout a tabloid that I saw in New\n\nYork\n\na little while ago?\n\nThe headline read: “Squealer testifies in court.” What incentive is that to\nhonest, decent people to assist the communities in apprehension and convic¬\ntion of criminals? These newspapers as well as the movies and other organs\nof public information\n\ndepend\n\neliminate crime or make\n\non us for support. Are they going to help us\n\nit popular?\n\nIn the second place, we have to have an educational\nstruction in character to be paramount.\nThird , we need a modernized\nmine the truth.\n\nsystem that holds in¬\n\njudicial procedure which seeks only to deter¬\n\nFourth, the community must have an organized and neighborhood move¬\nment to coordinate social betterment projects. I think unless you look into\nthe subject, you do not realize the competition, the overlapping,\nessary duplication there is in the field of social work\nacter building agencies. Why\nM.\n\nC. A., settlement\n\nand among\n\nthe unnec¬\nthe char¬\n\nis it with all the tools we have — the doctors, \\ .\n\nhouses, men’s clubs, women’s\n\nclubs, and all of these\n\n"}
{"page": 535, "printed_page": null, "text": "Department\n\nmultiform\n\nof\n\nactivities — all of them\n\nnot get somewhere\n\n? Because\n\nSuperintendence\n\nwith good purpose\n\nthere is no movement\n\n529\n\nat heart, why\n\ndo they\n\nin the community,\n\nspring¬\n\ning from the community, that brings those people together and applies com¬\nbined force at the proper point. So, over this country there are springing up,\nin one form\nin some\n\nor another, coordinating\n\nplaces the schools themselves\n\nPerhaps\n\nsome\n\nNew\n\nactivity and coordinated\nFifth , we\n\nhave stimulated\n\nof )T>u have heard of Harry\n\nschools of Madison,\nneed\n\nJersey, and how\n\ncouncils, and\n\nthat.\n\nA. Wann,\n\nsuperintendent\n\nof\n\nthe schools have taken up the\n\nall the agencies for good in that little town.\n\nan economic\n\nall but does not remove\nWhat\n\ncouncils or community\n\norder which\n\naffords equal opportunity\n\nfor\n\nincentive to work. Well, that is awfully easy to say.\n\nare we going to do with the many\n\nunemployed\n\n? What\n\nare we going\n\nto do with the 400,000 school children that are being paid for going to\nschool? I have talked with the National Youth Administration. What is\ntheir future to be? How can we get back to the situation where it was fash¬\nionable and pecessary for people to work for their daily bread?\nWell, somehow\nto work\n\nor other, it has got to be done. My\n\nand has brought\n\nto lead us? Well, we\nthese government\n\nhome\n\ndaughter has just gone\n\nher social security card. Where\n\nare in a changed\n\nage and we\n\nis it going\n\nwill have to expect that\n\nagencies that have got us into this habit will be wise\n\nenough to get us out of it and back on the road of industry and reward\nhonest effort.\n\nfor\n\nSixth , we must have a wise application of the truly altruistic attitude — not\nthe pseudo-scientific attitude, not the attitude of certain men whom we all\nknow who are simply trying to write their own theories or ride their own\nhobby, but a wise application of the truly altruistic attitude toward\n\nsocial\n\nproblems which is motivated by altruism rather than self-aggrandizement.\nWhich means merely a willingness to follow signs to the truth, wherever it\nleads us.\n\nSeventh,\n\nthere should\n\nbe a spirit of sportsmanship.\n\nSomehow\n\nor other,\n\nwith our young people, I believe that is the answer — a spirit of sportsman¬\nship which regards the game as more worthy than the prize. In a meeting I\nattended\n\nin Buffalo in one of the afternoon sessions, they had sixty young\npeople who came from different parts of the city, and they stood on their\nfeet and told us how\n\nThe\n\nfirst young\n\ncrime could be prevented and the3^ did a very good job.\nman, as I remember, said in about two minutes all I had\n\ntaken a half hour to say at the noon\n\nmeeting. But, none\n\nof them\n\nseemed\n\nto\n\ntouch upon that point. Young people can set fashions. Young people do set\nfashions. We all set fashions. At least, we all follow them. I remember one\noccasion where\nnot thumb\n\nthe youngsters\n\nof our home\n\nrides and within one week\n\nhigh school decided they would\nthey stopped it when nobody else could\n\nhave stopped it. It is a question of sportsmanship,\nwhat is done or not done.\n\nof what\n\nis fashionable, of\n\nFinally, it seems we need — and you will recognize this missing element —\na reincarnated religion which relates itself to the daily life of the people\nof this generation.\n\n"}
{"page": 536, "printed_page": null, "text": "National\n\n530\n\nEducation\n\nAssociation\n\nI hope we will not have any more surveys. I think we have an awful job\nto catch up to the surveys we have already made. We know what to do. We\nknow\n\nthat there is only one democratic\n\nand that is to make\n\nmethod\n\nwhereby\n\nwe\n\nunpopular\n\nand\n\nin their effort, a pound of formation is worth a ton of re-formation.\nWe can say that prisons have failed, the old methods have failed. We\n\nare\n\ngoing to get away\n\nlaw obedience popular and lawlessness\n\ncan stop crime\n\nfrom\n\nthe orthodox\n\nand revenge look back to what\nlook forward\n\nto what\n\nmethod\n\nof punishment.\n\nhas happened ; prevention\n\nmay happen\n\nin the future. We\n\nPunishment\n\nand reformation\n\nare going to keep our\n\nfaces to the front on this problem of the cure of crime. Swift and sure pun¬\nishment is altogether too simple a formula. The reason our prisons are\nbulging is because it has been too easy a solution to our problems.\nSome\n\nof our cities did not become\n\nbreeding places of crime overnight and\n\nwill not be cleared up overnight, and it will not be by the police or prisons\nor courts but by the united action of the people that live in and around\n\nthem.\n\nAnd so we find crime receding, partly, I am frank to admit, because of the\nexample set by some of our government departments and the demands of\nthe people but largely because our communities\nat the expense\n\nand the danger of the crime problem.\n\nto be led out of this mess\nfight. There\n\nare beginning\n\nBut, our people want\n\nand they cannot be driven out. It is a long hard\n\nis nothing easy about prevention\n\nwe have postponed\n\nto be aroused\n\nand perhaps again that is why\n\nit so long.\n\nBut, there is a rather thrilling story when\n\nyou look back at the history of\n\nso many public efforts. First we were satisfied to care for people — those peo¬\nple that are broken down, insane, or poor. At first the notion of care was\nthe only one. Then somebody said, “Why don’t we cure them?” So the\nnotion of reformation became dominant. Then sometime back people said,\n“Th is is rather silly to have to cure all these people. How\n\ndid they get that\n\nway? By all means, let us prevent insanity and sickness and poverty.”\nThere is a more constructive notion than that, however, which will be\nthe idea which will govern our future activities — so to shape our communi¬\nties, so to shape the influences which play on our fellow citizens that we will\nnot have to think of preventing\n\nbecause they will be the kind of persons in\n\nthe kind of environment that they will be immune to crime’s temptation.\nI suppose the penologist I like to quote more than any, is our old friend\nCharles Dickens. You remember when the Spirit produced the two children\nout from his robes. “When graceful youth should have filled their features\nout, and touched them with its freshest tints, a stale and shriveled hand, like\nthat of age, had pinched and twisted them, and pulled them\n\ninto shreds.”\n\nScrooge “tried to say they were\n\nchoked\n\nfine children, but the words\n\nselves, rather than be parties to a lie of such enormous\n\nmagnitude.”\n\nthem¬\n\nHe said,\n\n“Are they ours?” And, the Spirit replied, “They are man’s. And they cling\nto me, appealing from their fathers. This boy is Ignorance. This girl is\nWant. Beware them both, and all of their degree, but most of all beware\nthis boy, for on his brow\n\nI see that written which\n\nis Doom,\n\ning be erased.”\nScrooge said, “Have\n\nthey no refuge or resource?”\n\nunless the writ¬\n\n"}
{"page": 537, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n531\nAnd the Spirit, once more and for the last time turning Scrooge’s words\non himself, “Are there no prisons?”\nAnd, “the bell struck twelve.”\nAnd the bell, my friends, has just about struck twelve with us. Your great\nleader in Washington, Dr. Studebaker, came to the Prison Conference in\nChicago\n\nand I have come\n\ncalling of a conference\nput education\n\nhere representing\n\nin Washington\n\nthe prisons to you. He, by the\n\nlast June and the offer not only to\n\nin the prisons but to help educate people to stay out of prisons,\n\nhas put the schools definitely in the crime business and it is too late to with¬\ndraw. The schools are in the fight to stop crime in our communities!\nAnd, if the writing is to be erased from\n37ou\n\nare\n\nthe people\n\nnot a poem\n\nthat\n\nand I am\n\nwill\n\nhave\n\nto do\n\nthis boy’s forehead, I am\n\nit. I like this poem.\n\nentitled to one poem\n\nThe\n\nafraid\n\nother\n\nwas\n\nbefore I go.\n\nquick and courageous night\nThe keen vibration of the stars\n\nCall me\n\nfrom\n\nThe\nThe\n\nThat\n\nmorbid\n\nworld’s\n\npeace to fight\n\nforlorn and\n\ndesperate\n\nwars.\n\nair throbs like a rolling drum,\nThe brave hills and the singing sea ;\n\nUnrest and people’s faces come\nLike Battle Trumpets rousing me.\nAnd\n\nwhile Life’s lusty banner flies\nI shall assail with raging mirth\nThe scornful and tempestuous skies\nThe cold complacency of earth.\n\nAnd so, wi'th the help of the schools — and I know of no group of men\nin the world (I suppose this has been said to you a hundred times) faced by\na graver responsibility or challenged by a more\nthe schoolmen\nthe message\n\nwhich\n\nof earth!”\n\nTHURSDAY\n\nPRATT,\n\nFEBRUARY\n\nOUR\n\nWORK\n\nIN\n\nPERSPECTIVE\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nPRESIDENT,\n\nNATIONAL\n\nof the values of our\n\nthe opportunity\n\nSESSION\n\nMORNING,\n\nVIEWING\n\nOne\n\nthan\n\nwe can spread, we shall all “assail with raging mirth ....\n\nGENERAL\n\nC.\n\nopportunity\n\nof America — with your help and with your backing, and with\n\nthe cold complacency\n\nORVILLE\n\ntremendous\n\nEDUCATION\n\nnational meetings,\n\nit gives us to back away\n\nlittle while and view our work\n\nfrom\n\n25, 1937\n\nSPOKANE,\n\nWASH.;\n\nASSOCIATION\n\nperhaps\n\nthe chief one, is\n\nour immediate\n\nin perspective. The\n\nvalue would\n\ntasks for a\nbe greater\n\nif we did not have presented so many seemingly contradictory and irrec¬\noncilable points of view concerning education and its mission. Because\nof the prevailing confusion and babel of voices in education, the Depart¬\nment of Superintendence and the National Education Association jointly set\n\n"}
{"page": 538, "printed_page": null, "text": "532\n\nNational\n\nEducation\n\nAssociation\n\nup the Educational Policies Commission for the purpose of bringing unity\nand clarity into educational thinking.\nI do not, of course, presume to speak for the Commission; its members\nare amply able to do that. I speak only for myself. I selected this topic\nof ‘‘viewing our work in perspective” because it seems to me that there\nis great need for doing just that. As school executives we are constantly\nconfronted by the necessity of bringing such order as we can into our\nwork in the educational field. I have long felt that what we especially need\nin education is a reconciliation of divergent viewpoints. What we urgently\nneed is a sjmthesis which will put each educational theory into proper\nrelationship and mutual dependence with such theories.\nI was strengthened in this conviction by reading recently a new book\nby the eminent historian, Charles A. Beard. In this book, The Discussion\nof Human\n\nAffairs , it seems\n\nto me\n\nthat Dr. Beard\n\ngives a cue to the pro¬\n\ncedure which educators must utilize if conflicting conceptions of educa¬\ntion are to be reconciled. In speaking of apparent opposites in human think¬\ning, Dr. Beard asserts that there must be a “kind of synthesis of the two\nwhich treats them as things related, not as independent particulars.”\nFrom his vantage point as a historian, he says:\nThe victory of a class, an interest, or a nation, over another seldom, if ever, makes\na tabula rasa, completely extinguishes the ideas and interests of the vanquished. As a\ngeneral rule some compromises are reached, either in fundamentals or details, even\nthough one set of ideas and interests wears the label of triumph. A part of the past\nsurvives and is incorporated in the new. This adjustment, compromise, or merging\nof survivals with victories is in substance neither the one nor the other of the con¬\nflicting sets of ideas and interests. It is in some\ndictions, a synthesis embracing both.\n\nmeasure\n\na reconciliation of contra¬\n\nWhen we give consideration to this conception of Dr. Beard’s we\nobserve that an equilibrium of opposing forces seems to be God’s method\nof controlling the universe and all its parts, spiritual as well as material.\nThe earth, for instance, is held in balanced position in its orbit around\nthe sun by two opposing forces centripetal and centrifugal : the one, work¬\ning alone, would pull the earth into the sun; the other, by itself, would\nhurl it off into space. Worked on by both forces, the earth does not vary\ngreatly in distance from the sun. There are similar centripetal and centri¬\nfugal forces observable in human affairs. In government, for instance,\nthere is the centripetal trend toward centralization of power and the centri¬\nfugal trend toward its diffusion. Some place along this scale of government,\ndepending upon internal and external conditions, each nation must strive to\nfind an appropriate and balanced position. Even the tiny atom, as the\nmodern physicist describes it to us, consists of positive and negative elec¬\ntricity in equilibrium.\nWhat is true of the universe with opposing forces in balanced relation¬\nship to each other, and what Dr. Beard finds historically true, that\nopposing viewpoints eventually coalesce into a synthesis including both, is\ndoubtless true of education. In educational discussion we have alto¬\ngether too emphatic and too exclusive advocacy of some particular theory\n\n"}
{"page": 539, "printed_page": null, "text": "«\n\nDepartment\n\nof\n\nSuperintendence\n\n533\n\nwith the complete ignoring or denial of the equally important truth of its\nopposite. Every educator, from whose Jovian brow some educational\nMinerva has sprung full grown, seems impelled thenceforth to press the\nclaims of his Minerva to all wisdom and to deny that the Minervas of\nother educators have any wisdom at all. What education imperatively\nneeds now is less stress upon specific nostrums and panaceas, and more\nsearch for an all-embracing synthesis which will provide a properly sub¬\nordinated place for every worthy educational theory.\nAn article by F. S. Breed in the May, 1936, issue of Educational\nAdministration\n\nand\n\nSupervision\n\nis an\n\nillustration of the type of study\n\nwhich educators ought to be making. In this article he attempts to give a\nbalanced statement of the strength and the weakness of what is commonly\nknown as the “old” and the “new”\nfollows :\nEducation\n\neducation.\n\nHe\n\nreconciles them\n\nas\n\nmust not lose sight either of the activity of thought or of the important\n\ngeneralizations in which the activity eventuates. ... At some stage in learning lan¬\nguage offers a satisfactory substitute for perception. ... In the process of develop¬\nment, the concept is the end; in the process of later application it becomes a means.\n. . . What we need is both the conceptual type of organization of older curricula and\nthe activity type of the newer. The progressive deserves great credit for insisting on\nthe perceptual enrichment of instruction. . . . But precautions must be taken against\nthe ill-balanced reformer who, in his violent reaction from extreme formalism, dis¬\nregards an important type of conceptual development, ignores essential values in the\nregion of generalization and abstraction, neglects vital elements\ndition, and belittles indispensable instruments of thought.\n\nin the cultural tra¬\n\nHe is equally opposed to “the traditionalist who rattles the dry bones of\ngeneralizations all day long and to the radical activist who spends his time\nthroughout the day feverishly going nowhere.”\nAs practical school people who have to take some stand in our admin¬\nistration of schools, we ought to go back always to our basic philosophy of\neducation, whenever we are confronted by the necessity of appraising two\nopposing theories of education. The basic problem of education, because it\nis the basic problem of life, is to arrive as nearly as may be at a harmonious\nworking relationship with the environment. Such a relationship, if attain¬\nable at all, must be arrived at in one or both of two ways: by changing the\nenvironment better to suit the self, or by adapting the self better to fit\ninflexible aspects of the environment. In the ever recurring problem of\nadjustment, action is the imperative factor, but action with the inspira¬\ntion of the emotions and with the illumination of the intellect.\nThis illuminating function of the intellect, the giving of the informa¬\ntion and understanding essential to right reaction, is of two kinds: ex¬\ntensive, to enable the individual to see all his problems\n\nin perspective; and\n\nintensive , to enable him to arrive at the solution of the particular problem\n\nwhich must be met at the moment.\nIt is in the matter of giving perspective that general education of the type\ndescribed by R. M. Hutchins in his recent book, The Higher Education\nin America,\n\nand in several magazine\n\narticles, finds its rightful place in the\n\neducational scheme. It furnishes the cultural element which\n\nenriches life\n\n"}
{"page": 540, "printed_page": null, "text": "I\n\n534\n\nNational\n\nEducation\n\nAssociation\n\nand makes it more worthwhile. It gives a background of comparison, a\nsetting, for current happenings. It throws upon the path of the present\nthe mellow afterglow of past occurrences. It explains how things of all\nkinds came to be as they are. It tends to create breadth of comprehension.\nSuch a classical education, however, has little to do with enabling its\npossessor to solve the immediate and pressing problems of existence. This\nfact is recognized by Dr. Hutchins who says: “It may not assist him to\nmake money or to get ahead. It may not in any obvious fashion adjust him\nto his environment or fit him for the contemporary scene.” The function\nof classical education is to enrich life and give it perspective. Nothing\nmore than that should be expected of it, for more it cannot deliver.\nIntensive thinking is the desirable approach to the perplexing problems\nof everyday life. By intensive thinking I mean the scientific technic of\nthinking, or the method used in research. It is to this method that the\nunprecedented scientific discoveries and the astounding material advances of\nrecent centuries are due. To the ancient chain of thinking, devised by the\nGreeks, modern scientific thinking has added the link of experimentation\n— a link indispensable in accurate thinking. Experimentation has a technic\nall its own and there is nothing in classical education that throws any\nlight on the application of this technic. On the other hand, there is nothing\nin the scientific technic of thinking as such that enriches life beyond the\nnarrow confines of immediate problems.\nThe point I wish to make here is that neither extensive thinking nor\nintensive thinking alone constitutes thinking at its best. Each ought to he\nregarded as a complement to the other. Both are essential to a well-rounded\ndevelopment of the intellect and should be developed together. In every\nlife situation encountered, breadth of comprehension and depth of under¬\nstanding both are desirable. Thinking at its best encompasses both. Thought\nalways starts from the immediate situation in which the individual finds\nhimself and no matter how wide or intricate its range, the individual is\nalways the center of reference to which it returns. In the human mind\nis the synthesis we seek, for its thinking is both extensive and intensive.\nTake\n\nby way\n\nof illustration a very practical problem now\n\nconfronting\n\nthe teachers of Latin — the problem of what to do about the rapidly de¬\ncreasing enrolments in Latin in the secondary schools. Teachers of Latin\nhave long seen the handwriting on the wall but, as Mark Twain said\nabout the weather, nothing much has been done about it. To be sure, many\ninteresting teaching devices and much illustrative collateral material have\nbeen made available to alert teachers of Latin. However, Caesar, Cicero,\nand Virgil continue to be the sine qua non of secondary Latin instruction,\nas has been true for centuries.\nThe fundamental difficulty is that Latin as taught does not conform to\npresentday conceptions of what its real function is. Notwithstanding the\nsugar-coating which competent teachers give it, Latin as taught can be\njustified only as mental discipline. As such it is on a par with the memoriza¬\ntion of nonsense syllables. The potential value of Latin is to be realized, not\nin strengthening the mind, but in enriching it. Its function is extensive, not\n\n"}
{"page": 541, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n535\n\nintensive. Its teaching could and should have great cultural value. But\nthis value can be had only as the teaching of Latin is used to reveal the past\nstill living in the present. More than half of our English words are of Latin\norigin and the derivation of words which students use is always keenly\ninteresting to them. Many of our laws and customs go back to Rome for\ntheir explanation. Our calendar would be different from what it is except\nfor the influence of the two Caesars, Julius and Augustus. Latin has its\nreal value in the perspective which it can so amply give to modern life.\nIn one of our high schools with an enrolment of 2,400 students, only eleven\nwanted Latin beyond the second year. Unless the chief purpose for teaching\nLatin is speedily shifted from mental discipline which it cannot give, to\nculture which it might give if taught therefor, Latin is doomed to dis¬\nappear, as did Greek, from the secondary field.\nMention has previously been made that the adaptation of an individual\nto his environment could only be attained in one or both of two ways :\nby changing the environment or by changing the self. If the environment\ndoes not admit of change in any given particular, the individual must\neither adjust himself to it or suffer the consequences of non-conformity.\nSince the child cannot change them, he must conform to the language,\ncustoms, and mores of the nation into which he is born. The mechanics of\nreading, the lack of logic in spelling, and the many arithmetic combinations\nare stubborn facts to which the individual can adjust himself adequately\nonly by automatic mastery. There are almost countless unyielding and\ninflexible facts and skills which efficiency in modern living demands be\ninstantly available.\nHow is the requisite mastery of any facility with such facts and skills\nto be attained ? Again we have two answers, both partly right and partly\nwrong. One answer is: Let the learning be done incidentally in the process\nof rich current living. The other answer is: Prolonged drill is the method\nessential for requisite mastery. A proper synthesis says: Let all facts and\nskills be approached and taught, so far as conditions make practicable, thru\nrich current living; but supplement such living by highly motivated drill\nwherever necessary to assure requisite mastery.\nHere, as elsewhere, the proportion of the opposing procedures will vary\nwith individual pupils. Bright children learn with less drill while dull ones\nrequire more. The competent teacher varies his procedure in accordance\nwith the needs of particular pupils and the extent to which automatic mas¬\ntery is desirable. Instead of there being a battle between incidentalism and\ndrill, they ought to constitute the right and left sides of a scale of learning\nthe essential but unyielding phases of the environment.\nAmong the most important adjustments for youth to make is to our dis¬\ntinctively American way of life. School children should be indoctrinated\nwith democratic ideals and initiated into democratic procedures as speedily\nand completely as possible. As a form of government, our democracy means\nthe right of a majority to decide an issue under whatever constitutional\nchecks and balances there may be, and the equal right of a minority to become\na majority thru the exercise of the rights guaranteed by the Constitution' —\n\n"}
{"page": 542, "printed_page": null, "text": "536\n\nNational\n\nEducation\n\nAssociation\n\nfreedom of speech, of conscience, of press, of assemblage, and of action.\nOurs is government by law rather than government thru the exercise of\narbitrary and irresponsible power.\nBut democracy in America is far more than a form of government.\nIt is faith in the ability of the common man, thru education, to decide\nwisely the issues which shape his destiny. It depends upon the development\nof individual initiative, self-control, responsibility, and character. It means\nequality of opportunity in order that each citizen, by making the utmost\npossible of himself, may thereby be of the greatest possible service to others.\nDemocracy is not a gift handed down by the founding fathers. So far as\nit exists, it is a day-by-day attainment\n\nin the living present. As the poet,\n\nGoethe, said: “What we have inherited from our fathers, we must earn\nin order to possess.” In this situation appears the social obligation and func¬\ntion of the schools.\nAs to the social mission of education, we\n\nagain have two diametrically\n\nopposed viewpoints. The ultra-conservatives would like to see education\nexclusively used as an instrument for keeping everything just as it is in this\n— for them — “best of all possible worlds.” The radicals, impatient with\nthe snail-like pace of social change, would like to use the schools to hasten\nchange in the direction in which they think it should take place.\nBoth of these antagonistic groups are off the educational highway. It\nis not the function of the schools either to hamper or enhance social change.\nChange, of course, there will be. It is not either possible or desirable for\nsociety to stand still. Wherever there is life there is growth, development,\nadaptation, change. But, on the other hand, no person now alive has the\nwisdom or foresight to know what social problems will be most pressing in\nfifty — or even ten — years from the present.\nIt is the business of the schools to be of the utmost possible aid to children\nin solving the problems which properly belong to them now. Citizenship is\nnot primarily a matter of learning about the past in order to deal ade¬\nquately with the future. Rather it consists in bringing to bear every avail¬\nable resource in order that children may here and now be good citizens in\nall their home, neighborhood, and school relationships. The best and prac¬\ntically the only assurance we can have of future good citizenship is the high\nquality of such citizenship shown in present living.\nWe have heard much of “academic freedom” in recent years and again\nwe find here two conflicting viewpoints. On the one side are those who hold\nthat the teacher should deal only with innocuous, non-controversial topics.\nOn the other side are those who maintain that the teacher should be free\nto reveal to his charges his own unique interpretation of life and its prob¬\nlems. Again, both extremes are wrong. Matters of controversy in com¬\nmunity and nation are the growing points of social life. To omit them from\nconsideration in school would be to lose the very essence of current living.\nBut the approach to such topics should not be in the spirit of a propagandist\nintent on securing converts. It should be in the spirit of research, im¬\npartially, without any injection of personal bias, prejudice or opinion. The\nteacher is a citizen and has exactly the same rights, no less and no more,\n\n"}
{"page": 543, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n537\n\nas other citizens. But no citizen, whether teacher or not, has any right to use\nthe schools to spread his particular brand of propaganda.\nThe proper synthesis, then, is by all means to deal with controversial\nissues in school, but to deal with them as a scientific investigator approaches\na problem, with preconceived notions kept wholly in the background and\nwith only one desire — to arrive as nearly as may be at the whole truth.\nIf teachers adhered strictly to such scientific procedure, there would be no\njustification for objecting to discussing Communism or anything else. To\nteach the whole truth about Communism as it is in Russia or elsewhere,\nis to condemn it as one-sided, visionary, and impractical as compared to\nour American ideals of the good life.\nWe, of course, do not have the final answer as to how the good communal\nlife is to be attained for the very good reason that there is no final answer.\nLife has to be answered by man or nation as its problems, one by one, emerge\nabove the horizon. As conditions change and new factors appear, the answer\nmust also change. The best we\nsible under existing conditions.\n\ncan do is to make\n\nAs Walter Lippmann said in his article, “The\nthe October Atlantic Monthly :\n\nit the best answer\n\npos¬\n\nProvidential State,” in\n\nThe road whereby mankind has advanced in knowledge, in the mastery of nature,\nin unity, and in personal security, lies through progressive emancipation from the\nbondage of authority, monopoly, and special privilege. It has been through the re¬\nlease of human energy that men have lifted themselves above the primeval struggle\nfor the bare necessities of existence; it has been by the removal of constraints that\nthey have been able to adapt themselves to the life of great societies; it has been by\nthe disestablishment of privilege that men have risen from the status of slaves, serfs,\nand subjects, to that of free men inviolate in the ways of the spirit. . . . Only by in¬\ncreasing freedom to think, to argue, to debate, to make mistakes, to explore and\noccasionally to discover, to be adventurous and enterprising, can change be more\nthan the routine of a recurrent pattern.\n\nOur two basic ideals of liberty and equality, as too commonly under¬\nstood, are antithetical. Liberty does not mean freedom from any restraint\nnor does equality mean more than equality of opportunity and equality\nbefore the law. The liberty of the individual ends where infringement\nof the liberties of other people begins. Equality can fairly ask no more than\nample opportunity to develop and use native capacities. The reconciling\nsynthesis is: full opportunity to make the utmost possible of the self thru\nthe widest possible service to other people.\nI have attempted only to present the need for a harmonizing synthesis of\nopposing conceptions in education and to illustrate some possibilities in this\ndirection. On the scale extending from one extreme viewpoint to its\nopposite extreme, each teacher will have a position which is best for him to\ntake but which might not be the best position for any other teacher in the\ncorps. Moreover, in his teaching each teacher needs to shift first in one\ndirection and then in another in accordance with the needs and abilities of\nindividual pupils. For instance, in the matter of drill versus incidental\nteaching, some pupils will need little or possibly no drill; others will need\nmuch. In the whole field of education, it is not a question ordinarily of either\nthis or that. Rather the question is about the proper admixture of both.\n\n"}
{"page": 544, "printed_page": null, "text": "National\n\n538\n\nADMINISTRATIVE\n\nCARROLL\n\nR. REED,\n\nEducation\n\nAssociation\n\nOBSTACLES\nTO\nPROGRESS\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nEDUCATIONAL\n\nMINNEAPOLIS,\n\nMINN.\n\nThose of us who are responsible to the people for the teaching of thousands\nof children have cultivated a friendly skepticism and a willingness to\nscrutinize each new theory. At the same time, our honest doubts have\nbrought about a determination to weigh its possible chances of permanently\ninfluencing educational practise.\nThe real problem is to make educational theory effective in classroom\npractise. Good teaching is a fine art which cannot be effective if it is en¬\nshrouded in a haze of theoretical vaporings. Nor can it be a mechanical\nprocess by which a robot merely follows a blueprint or specification handed\ndown by authority. In spite of the advances which have been made in\neducational thinking, there are still many teachers who are teaching just\nas they did twenty-five years ago. In this confusion of theories, these teach¬\ners prefer to be old-fashioned rather than muddled. While the leaders wage\nverbal warfare upon each other, the teacher carries on in the classroom\ninfluenced only little by the newer developments in educational philosophy.\nThis gap which exists between theory and practise is probably due\nto some extent to our democratic way of life. Democracy is a way of thought\nand life which gives us the freedom for which our ancestors fought and\nwhich we hope will bring us to an era of peace and common welfare.\nBut the way of democracy is slow. Results are not achieved by decree as\nin a dictatorship. The same gulf between theory and practise in American\nlife occurs in other fields today — government, jurisprudence, medicine,\nbusiness, and even religion. The great mass of public opinion has been re¬\nluctant to support practises with which it is not familiar.\nAdministration of education is so complex that changes are serious and\nmust be brought about slowly because they often entail great expense of\ntime and money. The great task of the school administrator is to do some¬\nthing about the inconsistencies which exist in every school system. He must\nexamine critically and seek to coordinate and reconcile conflicting points\nof view relative to educational objectives; curriculums ; training, selection,\nand improvement of teachers; classification of students; methods of teach¬\ning; and the corresponding problems of school finance.\nEvery thoughtful school administrator desires to keep abreast of sound\neducational progress, but there is no short cut to a workable educational\nphilosophy. Each new development serves as a useful means of formulating\none’s own point of view. The philosophy of education must be a sort of\nclearing-house where the relative values and the soundness of different\nclaims upon the school are weighed.\nWe can all agree that the school must create in the young a more\ndynamic intelligence, a surer initiative, a broader, more social outlook, and\na well-rounded and well-disciplined character. The elementary schools have\nmade great progress in recent years in the application of a new philosophy.\nNot only are the elementary schools doing a better job in teaching children\n\n"}
{"page": 545, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n539\n\nto read, write, and do problems in arithmetic, but in addition to this they\nare acquainting children with the relationship between these skills and life\nsituations, which makes it possible for them to live and to work with other\npeople effectively.\n• For some years we have been attempting to educate all the children of\nall the people, to increase the holding power of the school, and to make the\nschool more effective in enabling each child to meet life situations and\nproblems. We have been saying that the whole child goes to school, that it\nis the job of the school to educate him socially, physically, morally, as well\nas intellectually. The attempt to achieve these aims has brought about many\npractical problems which must be solved.\nIt is apparent that we must have a broader and richer school curriculum,\nthat we must have a better system of recording facts about the individual\nchild, that we must have different standards of promotion and of reporting\npupil achievement.\nSchool\n\nMarks\n\nIn spite of these needs, most school systems are still basing promotion\non the amount of subjectmatter covered or on the degree of perfection\nwith which a child can memorize certain facts or so many pages from a\ntextbook. School records have changed very little in the last twenty-five\nyears. Parents still demand report cards which measure academic achieve¬\nment and set up keen competition for grades. The high-school principal still\ndreads the semiannual battle for valedictorian and salutatorian, which often\nis decided by a fraction of a point and becomes the basis of a neighborhood\nfeud.\nGrade\n\nLevels\n\nand Grade\n\nDesignations\n\nWe accept the theory that a child’s education should be continuous from\nthe kindergarten thru the university, with as little waste motion and as few\nbreaks as possible. And yet we base promotion from the first grade upon\nability to read. A large percent of children who thru lack of maturity have\ndifficulty in mastering this, the most difficult task they will meet in their\nlives, are failed and kept back to repeat the work. The habit of failure is\nestablished at the beginning of school life, and we agree this is the worst\nthing which can happen to any child. Studies have shown us that repeating\na grade seldom helps and the repetition of many\nment which may lead to delinquency.\n\ngrades awakens\n\na resent¬\n\nSize of Class\n\nLong ago we accepted the principle that education should be adjusted to\nmeet the needs and interests of the individual child. Nevertheless, teaching\ncontinues to be quite generally a matter of mass production. We have suc¬\nceeded in rationalizing to some extent by studies which seem to prove that\nlarge classes are just as effective in getting educational results as small classes.\nHowever, these tests were based on factual learning and proved nothing.\nWe all realize that a child can get more individual attention and better\neducational opportunity in a class of thirty than in a class of forty, but\non account of reduced school revenues we have continued to increase the\n\n"}
{"page": 546, "printed_page": null, "text": "540\n\nNational\n\nEducation\n\nAssociation\n\nsize of classes. The standard high-school building which used to have\nclassrooms accommodating twenty-five, is now built to accommodate forty\nand forty-five in order to protect the teachers’ salary schedule and keep\nthe pay roll within the bounds of the dwindling income.\nThe\n\nCurriculum\n\nWe have come to regard the curriculum as the sum total of the actual\nexperiences which children should have under the guidance of the school.\nWe consider that the fundamental aim of the school is the development of\nthe personality of the individual child. While we are saying this, our prac¬\ntise indicates that the curriculum is still regarded as so many subjects which\nare largely unrelated to the lives of the children. Less than a score of cities\nare attempting to solve this curriculum problem in the light of the newer\nphilosophy of education. In most of these cities, the greatest obstacle to\nsuccess in building a new curriculum is the old curriculum itself, with its\nrigid subjectmatter requirements. We cannot make up our minds to part\nwith the old and to turn our attention to the child.\nFor the last fifty years we have been moving away from a subjectcentered curriculum toward a society-centered program. More adequate\ninformation about how learning takes place and more scientific knowledge\nabout child development and maturation are available. All signs seem to\nindicate that we shall continue to travel toward a program based on the\nsocial and individual needs of the child. The school administrator should\ncenter his attention on moving in this direction rather than upon a smoothly\nrunning administrative machine. We need philosophers because they chal¬\nlenge and stimulate us to our best efforts, but we must invite the teachers\nto the council table for cooperative thinking concerning these problems. We\nmust give to our schools the kind of leadership which will stimulate free¬\ndom, self-confidence, and self-respect in the minds and hearts of teachers.\nKEEPING\nJAMES\n\nM.\n\nSPINNING,\n\nHUMAN\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nROCHESTER,\n\nN. Y.\n\nThe subject which I have chosen, reduced to simple terms, is: How can\nwe encourage in teachers such an attitude as will develop efficient control\nand at the same time not provide autocratic patterns for children to emulate\nas they grow up? For that matter, how can we avoid a spirit of domination\nin principals and superintendents? Let us consider it first in the teacher-pupil\nrelationship. Everyone knows that the first thing to do is to choose teachers\ncarefully. And everyone should also know that no matter how carefully they\nare chosen, time and the profession itself do things to them. What things?\nLet me stop right here to sav that I have not addressed myself to this sub¬\nject because I think the problem is particularly acute in Rochester. Any such\nimplication or inference would be unfair to Rochester teachers. I think they\nconstitute as fine a group as any in the land. They were selected by far\nwiser men than I. They are as a group loyal to all the fine things in the pro¬\nfession and I am loyal to them.\n\n"}
{"page": 547, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n541\nWhen I said time and the profession do things to teachers, I meant that on\nthe one hand their high purpose and their rich experience with growing\nchildren make teachers the most understanding and the finest people in the\nworld; and I meant that on the other, they were subject to certain limita¬\ntions produced by the narrow range of that experience and the very earnest¬\nness of their attitude toward life. Realizing that the balance is strong in their\nfavor, we should not be afraid to examine some of the inherent limitations\nwhich grow out of the teaching career and to inquire whether they are, after\nall, necessarily inherent.\nThe teaching profession is naturally attractive to those who seek securin'.\nI do not mean security of job, but security of soul. Teaching is a profession\nwhose exercise is essentially non-competitive, where the ego is relatively un¬\nchallenged, where one is surrounded by something like a family group, with\na principal for pater familias and protector, to whom one may turn for advice\nand on whom one may rely for decisions. It is a profession which provides a\ndependent group for whom one in turn makes decisions and from whom one\nmay derive the sense of importance which is lacking when one deals with his\nchronological peers. In this sense teaching is less adventurous than medicine,\nlaw, salesmanship, or newswriting. It has temptations toward the authori¬\ntarian pattern found only in minor executive positions and in politics. Within\nthe classroom one’s word is too often law; outside, too seldom.\nIn the extreme case there is produced just as definite an influence on young\npeople when in later life they are similarly placed, as is produced by the vio¬\nlent and arbitrary parent. This is not good for democracy. Control is nec¬\nessary, but that which takes overt form as autocracy can hardly produce a\ndemocratic pattern. The satisfaction of the teacher in being obeyed is less\nimportant than the growth of the child in self-discipline. His self-discipline\nmay not be so good as that which the teacher can impose and for a time he\nmust accept the teacher’s, but always the direction must be toward such\nautonomy as adults when they are truly adult can achieve.\nGood teachers have always worked in this direction. Those who come\nnow from our teacher-training institutions have been thru a selective process\nwhich has put a premium on this attitude. But they must be stout of soul if\nas the years go by they do not lean too heavily on the approbation of their\nprincipals and too exclusively set up an ideal of teacher approbation for\ntheir pupils.\nThe pressure of their duties, the necessity to be law-givers, the being\nalways on view, bring tensions which make taut nerves and the worn7 habit\nalmost an occupational disease. This tension needs release and it cannot find\nexpression in the classroom. It should find expression in after-school hours\nin walking, dancing, games, and movies. But nine times out of ten a teacher\nwill apologize for seeking relaxation, feeling that the community thinks he\nshould be above fun and high spirits.\nIf communities were wise they would prefer to have their teachers get\nlots of fun out of life in the hope that they would put more in. Teachers\nshould seek the companionship of people in other fields of endeavor — not get\nthemselves involved in all sorts of committees and causes but should learn\n\n"}
{"page": 548, "printed_page": null, "text": "542\n\nNational\n\nEducation\n\nAssociation\n\nwhat life is like to others, to discover how other people look on the world. At\nthe same\n\ntime they have great need for periods of solitude. Nothing\n\nis so\n\nwearing as a vast number of personal contacts. If not solitude, then the\nteacher should seek the company of those with whom he can relax, provided\nthat does not mean\n\ncourting dismissal by the schoolboard.\n\nThe great thing is to keep perspective on the job. Perspective never comes\nwithout\n\ngrowth,\n\nnor growth\n\nwithout\n\nperspective. Few\n\nchances of so-called\n\npromotion are open. There must be variety within the job — new study, new\napproaches. Summer courses, alertness courses are useful. Boards of educa¬\ntion should and do encourage them. But too often credit-winning becomes\nthe central motive. I am just wondering whether there is some way of\nbringing teachers to realize the dangers of their profession without\n\nscaring\n\nthem or assuming an attitude of criticism which is paralyzing to all accom¬\nplishment. The good principal or supervisor works as skilfully with teachers\nas the good teacher does with children — commending\ning responsibility, bestowing confidence, assuming\ncreating professional attitudes.\n\nachievement,\n\nincreas¬\n\nand at the same\n\ntime re¬\n\nOne of my most illuminating experiences came a few weeks ago when I\nsat in a teacher conference on a problem child. The director of the child\nstudy department, a supervisor from the visiting teacher department, the\ndirector of guidance, the director of attendance, the coordinator of these\nservices, the principal, and the faculty of elementary\ntea together; and then the kindergarten\n\nschool No.\n\n600 took\n\nteacher, the first-, second-, third-,\n\nand fourth-grade teachers, and the visiting teacher, told the story of Leo\nand his problems in the effort to draw some conclusions as to how the school\nand the home\n\nshould\n\ndeal with a highly combative\n\nsatisfaction lay in beating up Joseph or anybody\n\nyoungster\n\nelse who\n\nwhose\n\nwould\n\nchief\n\nbe as de¬\n\nfenseless against his blows as Leo was against his father’s. The satisfying\nthing was the unerring way with which the teachers sought causes, the ab¬\nsence of all feeling that when Leo misbehaved their authority had been\nimpugned\n\nor their dignity attacked. Twenty\n\ncould not have been held. It is possible now\n\nyears ago such a clinic simply\n\nbecause of a changing\n\nphilosophy\n\non the part of teachers, an objective and professional approach\n\nto problems\n\nwhich\n\nat her best.\n\nhas caught the spirit of the trained social case worker\n\nI was not so much concerned about Leo’s growth and development as I was\nimpressed by the growth and development of these teachers as they laid aside\nall egocentric thinking and widened\nformation and experiences.\n\ntheir perspective thru pooling their in¬\n\nAt another such session the head of our visiting teacher department\nsmall group\n\nof classroom\n\nteachers in reviewing some\n\nof their own\n\nled a\n\nchildhood\n\nexperiences and resentments, resentments often still burning. Out of it all\ncame a renewed appreciation of the intensity with which children feel and\nsome\n\nvery practical guideposts for teacher practise.\n\nWhat\n\nI am\n\ndriving at is the desirability of having within\n\nthe system\n\ntrained psychologists and psychiatric case workers not only for analysis and\nassistance with problem cases but as workers with teachers to foster the spirit\nwhich seeks first to understand ; which does not expect the child who\n\nhas been\n\n"}
{"page": 549, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n543\nspoiled or neglected for five years to change his whole behavior scheme in one\nweek in response to threats or punishment ; which knows the value of home\ncooperation when\ncommunity\n\nit can be secured and the part which\n\ncan play in administering\n\nThis spirit and this wisdom\nof childhood\n\ngood school adjustments.\n\nare just as important\n\nrelations with children. Sometimes\n\nother agencies of the\n\nin the elementary\n\nfor the principal in his\nschool by the tradition\n\nrather than by any threat of the teacher or any rightful repu¬\n\ntation of his own,\n\nthe principal plays the role of bogyman.\n\ncipal to a first-grader, “Do\n\nyou want\n\nto see me?”\n\n“No,”\n\nSaid one prin¬\n\nwas\n\nthe answer,\n\n“I’m a good boy.” Such reactions are growing rarer. In most schools the\nprincipal is no longer a figure to inspire awe but a friend to inspire con¬\nfidence. If he is still the repressor rather than the leader, it may be that he\nis at heart fearful for his authority. He may be seeking to justify himself in\nhis own\n\nmind\n\nas a competent\n\nperson by a great show of busyness, steering the\n\nvessel by rapid whirls of the wheel instead of by quiet controlled move¬\nments. His concern for the appearance and the order of his school may\ntempt him to keep house violently. His feeling of obligation to the central\noffice and his fear of criticism may be so strong that he inspires in his teach¬\ners the same attitude which the central office inspires in him. If this is the\ncase, his first reaction to every suggestion is apt to be no; to every slight\ncriticism, an elaborate defense.\nIf there should anywhere\n\nbe such a case, the fault lies squarely with the\n\nsuperintendent, either for his selection in the first place or for a central\noffice attitude which permits itself to be so misunderstood.\nThe\n\nprincipal is subject to many\n\nof the tensions which\n\nteacher as well as to several others. He\n\noperate on the\n\nhas great need to find security in\n\nhimself if he is to keep free of dogmatism and the power-complex. And how\nwell he does it! No other job calls for the skilful management of so many\nand varied problems\n\nin the realm\n\nof human\n\nteachers, supervisors, superintendents,\n\neach\n\nrelationships. Parents, pupils,\ndemands\n\na different technic.\n\nThe administrator must make decisions. He must take counsel up to a cer¬\ntain point and then he must act. Where is that point? Do what he will, his\ndecisions must\n\noften seem\n\narbitrary to those whom\n\nthey affect. Inevitably he\n\nwill make mistakes. Only a high batting average and the feeling of con¬\nfidence it inspires in his associates can save him. When a thing must be done,\nhe is the man\n\nto do it— for better or for worse, for praise or blame. An execu¬\n\ntive must execute — frequently on too short notice to win all the support he\nneeds. Then where shall he find the line between leadership and domination ?\nNo\n\nschool and\n\nno school system, I suppose,\n\ncan operate\n\nwithout\n\nsome\n\ncentralization of authority. But neither can it operate in any true and pro¬\ngressive sense without plenty of initiative and free motion at the periphery.\nShall we abolish centrifugal or centripetal force? Both, I take it, are neces¬\nsary for satisfactory rotation. But the problem is not solved by a metaphor.\nThe\n\ncenter must know\n\nand understand\n\nthe periphery — must indeed not think\n\nof itself as the center at all. The principal and the supervisor must have an¬\ntennae highly sensitive to all the human feelings around them. Knowing how\neasy it is to suppose one’s acts are just acts because they are accepted, he must\n\n"}
{"page": 550, "printed_page": null, "text": "544\n\nNational\n\nEducation\n\nAssociation\n\nconstantly correct for this type of error. At the same time he must not be\ndeterred because of every possible breath of criticism, or suppose that it is\neither possible or right to please everyone.\nBut human nature is of such a cast that nine times out of ten when there\nis criticism it attaches not so much to what is done as to the way in which it is\ndone. The danger and the injustice come when there is such impatience or\ndespair of having measures accepted without displeasing someone, that the\nadministrator lays aside consideration for the human feelings and weaknesses\nof others, and with their counsel surrenders also their support.\nI suspect that not even courses in administration or in any set machinery\nfor getting group judgments and group action will altogether solve a problem\nso bound up with the intricate pattern of human growth and development.\nI suspect that there is no complete answer, and that the partial ones we find\nwill include some self-analysis which employs as largely as any self-survey\ncan an objective approach. That would mean dispensing even for ourselves\nwith expectation of perfection and thoughts of crime and punishment, but\nperhaps it would mean also a little better orienting and a profounder\nspect for personality in our colleagues and our pupils.\nPROBLEMS\nWILLIS\n\nA. SUTTON,\n\nOF\n\nA\n\nre¬\n\nSUPERINTENDENT\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nATLANTA,\n\nGA.\n\nSometime ago I characterized the superintendent of a large city school as\nthe greatest diplomat of his age. I think I was not amiss. Each of us is prone\nto think of his job as being the hardest to fill; but I have had the privilege\nin my time of teaching in a one-room\n\nrural school, of being superintendent\n\nof a small town’s schools, principal of a high school, president of a college,\nand superintendent of a city school system, and I can truthfully say that\nthe qualities of a diplomat are needed in him who would successfully guide\nthe ship of education thru the tortuous streams, over the rapids, and in the\nstorm of public opinion. If I were asked to name the problems of a superin¬\ntendent my task would not be difficult, and I could fill these few minutes\nallotted to me with simply naming those problems. The memorandum book\nof the average city superintendent for a single day would give sufficient\nproblems for discussion for a period of a month, and as I recall these things\nI am sure that hundreds in my audience are saying with that cynical smile\nof the street and that upper trend of the voice, “You’re telling me!” You\nknow what these problems are and it is almost superfluous for me to mention\nthem.\nOne of the most delicate problems confronting the average superintendent\nresults from his connection and his working with his board of education.\nPeople elect the board, and people do not always make the right choice.\nIt is not the business of the superintendent to elect a board of education ; it\nis his business to deal with the board which the people have elected, and as\nfar as his professional ethics will allow, to carry out the policies which they\nset up. Here often the school superintendent is mistaken. It is his business\n\n"}
{"page": 551, "printed_page": null, "text": "Department\n\nto guide the members\n\nof\n\nSuperintendence\n\n545\n\nof the board of education ; it is his privilege to advise\n\nthem — to make the proper recommendations and if humanly possible to con¬\nvert them to his wa}^ of thinking with reference to the great educational\npublic. Often this is impossible. This problem arises sometimes from the\nprejudice of a community in favor of or against certain types of projects\nand that prejudice has been transmitted to the board member\nstituency when he is elected.\n\nby his con¬\n\nThis problem of the superintendent’s connection with his board is often\naccentuated by factionalism within the board itself, some of which he may\nbe responsible for, but much of which has arisen thru previous difficulties\nbetween board members themselves, each faction striving to gain the sup¬\nport of the superintendent in order to carry a particular point.\nThere are two remedies that I would suggest concerning the relation¬\nship of the superintendent and his board of education : First of all, is a\nlong-term remedy — a remedy that will require years to correct. He must\neducate not only the children who are within the four walls of the school¬\nroom, but their parents and their friends and the constituency in general\ntoward a better understanding of progressive education and the problems\nwhich confront a superintendent. It may take a long time, but thru parentteacher association meetings, bulletins and newspaper articles, public speeches,\neducational conferences of school leaders, open house meetings, and thru a\nthousand other ways the superintendent will be able to develop a constitu¬\nency which believes in progressive educational movements, and this constitu¬\nency, instead of becoming a serious problem, will become a veritable staff\nof support to him in dealing with his board.\nThe second remedy for this problem is that the superintendent must care¬\nfully study all of the items concerning which there is a difference of opinion\nand over which factionalism may have arisen in the board in order that he\nmight have an impartial and thoro understanding of each item and settle it\nsquarely upon its merits. He should give the results of his thought and his\naction to his board without prejudice to one or the other side, and then\nsolidly maintain his position with reference to this particular matter until\nthe problem is settled by the board. But when the problem has once been\nsettled by the board his enthusiastic support must be given to its decision\nregardless of whether or not his recommendation has been followed. He\nmust either do this or resign.\nI believe that these two answers to this problem of the superintendent with\nhis board will solve most of the difficulties with which we may become en¬\ntangled.\nPossibly the greatest problem of any superintendent of schools is the\nmatter of continuity of office and that of continuity of principles and of\nprogram. Someone has described the superintendency of schools of a large\ncity as the most treacherous position that a man could hold in the entire\nAmerican public life. This explains why there are so few superintendents\nof long continued service in the cities of the United States, but that this con¬\ntinuity may be maintained without failure of principle and without relin¬\nquishing of honor is shown by the fact that E. C. Glass of Lynchburg, Vir-\n\n"}
{"page": 552, "printed_page": null, "text": "546\n\nNational\n\nEducation\n\nAssociation\n\nginia; Lawton Evans of Augusta, Georgia; Frank Cody of Detroit; Milton\nPotter of Milwaukee ; and a half dozen other shining examples testify that\na man\n\nmay have a continuous\n\nterm\n\nas superintendent\n\nof schools, may\n\ncarry\n\nout a progressive policy, and at the same time may retain his credit and his\nhonor. But the problem of maintaining a progressive program and at the\nsame time continuing in office constitutes one of the gravest dangers that\nsurround a superintendent of schools. The displacement of men in high\npositions at the great strategic centers of our country has been the shame\nof education in the past decade. Are we as superintendents able to give an\nanswer\n\nas to how\n\nthis problem\n\nthat a superintendent\n\nmust\n\nmay\n\nbow\n\nbe faced? Certainly we\n\nwould\n\nnot say\n\nto the prejudices and the ill wills and the\n\nevils of his particular city and community\n\nand connive\n\nwith politicians in\n\norder that he may retain his job.\nI think the first answer to this problem\n\nis continued\n\nand better training\n\nfor the superintendency.\nhis job and who\narmed\n\nI believe that that man\n\nunderstands\n\nto overcome\n\nthe difficulties which\n\nthe obstacles. Continued\n\nhe may\n\nhas been trained for\nmay\n\nbeset him\n\nis best\n\ntraining while in service thru\n\nstudy, reading, college courses and attendance\ntion, and thru a hundred other ways and means\nthe enlargement\n\nwho\n\nat institutes of administra¬\nthat have been provided for\n\nof his capabilities and his powers is the surest guarantee\n\npermanently\n\nthat\n\nretain his position.\n\nAs the next remedy,\n\nI would\n\nsuggest an ever progressive program\n\nmeans\n\nof continuity in office. Revolutions\n\npower\n\ndoes not grow\n\nat the same\n\nas a\n\nalways occur because the governing\n\nrate at which\n\nthe constituency grows. One\n\nfault of a school superintendent is that he may allow himself to crystallize\nand to fossilize around some pet idea of his and to become so imbued with his\nown power and self-importance that he does not grow with his people, his\nteachers, and his principals, tn other words, the administrative office is not\ngrowing as rapidly as the teaching profession. On this account many jeal¬\nousies of his principals and his teachers are aroused in his own mind ; many\ncomparisons\nbetween\n\nare brought\n\nthe superintendent\n\nhe is discredited in his own\nwell as in the minds\nA\n\nabout in the minds\n\nsuperintendent\n\never expanding,\n\nand\nmind\n\nthose who\n\nof the members\nare working\n\nand in the minds\n\nof his board\n\nunder\n\nhim;\n\nof his board members,\n\nand\nas\n\nof his confreres in the profession itself.\nwho\n\nhas reached\n\never developing\n\nthe point where\n\nhe is ever growing,\n\nin his position has found\n\nthe best road to\n\ncontinuity in office.\nThe third answer to this all-perplexing problem of continuous term is\nthe right relationship with his teachers, in his ability to realize that they\ntoo are growing,\n\nthat they have many\n\nideas, that they should be allowed\n\nto\n\nexpress these ideas and given the freedom to carry them out if they are\nworthwhile. In this way the superintendent grows in favor with his teachers,\nand his teachers come to have a profound respect for his tolerance and his\nbroad-mindedness;\nof union.\n\nthus he and they are cemented\n\ntogether in a great bond\n\nAnother great problem is that of business management — one of the most\ndifficult things that a superintendent has to face. After all, the business in-\n\n"}
{"page": 553, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n547\n\nterests of any city have their eyes upon the school superintendent.\nthat the schools demand\nrequired to run\n\nmany\n\nthings. The\n\nnumber\n\nThey\n\nknow\n\nof articles that are\n\na progressive school system is amazing.\n\nIn the catalog of\n\narticles used in the Atlanta public schools there are more than 12,000 dif¬\nferent classifications. Business realizes this. Whether it be paint for the old\nbuilding, brick for the new, cement\nor magazines;\n\nor boilers or stokers, or books or papers\n\nwffiether it be library material, chemicals, and thousands\n\nother things used in a public school, business has its eye upon\n\nof\n\nthis particular\n\nphase of school management, and every competing firm honestly believes that\nit has the best material and each is greatly disappointed unless the contract is\ngiven thru the business office to its particular concern.\n\nIn regard to this\n\ngreat problem there is but one way and that is the strict and narrow way —\nto send out bids to all ; to have a scientific test applied to the materials by\nburning\n\nand testing the coal and by trying the paint or by getting an ex¬\n\npert’s opinion upon the furniture, and buying that which is best suited to\nthe needs even regardless of the price. If this policy is once established and\nrigidly adhered\n\nto, good business really arrives at the conclusion\n\nthat the\n\nsuperintendent and the school administration are trying honestly to do their\nbest to secure the finest service for the children of the city.\nI have found\n\nanother\n\nmeans\n\nof helping to solve this problem,\n\nand that\n\nis on every possible occasion to let business know that education is the part¬\nner of business. Some years ago I had sixty of the teachers in Atlanta to serve\nin parts; one an elementary teacher and one a high-school teacher, to sur¬\nvey the whole situation of the relation of education to business. We selected\nthe thirty main businesses upon which Atlanta depends for its trade, and\nthese two teachers made some research into the relationship of education to\nthese thirty types of business. These\nassurance\nwas\n\nto the business man\n\ntrying to promote\n\narticles we\n\nthat education\n\nhad published. They\n\nwas\n\ngave\n\nthinking of his interest,\n\ngood business.\n\nMay I suggest as the fourth problem of the superintendent his relation¬\nship with his teachers individually and with the professional organizations\nwhich\n\nrepresent them. It is hard in an organization\n\nthousand\n\npeople to be personally acquainted\n\nwith\n\nof two\n\nor three to ten\n\neach one\n\nand to recog¬\n\nnize them on sight. It is an impossibility if one does one’s other duties well.\nThere arises, therefore, in the minds of some teachers the idea that the\nsuperintendent does not know them, that he knows nothing of their prob¬\nlems, and that he does not care. It is easy for this idea to be disseminated\nto others in the group\nthe same\nterms\n\nand either there are partisan groups\n\nline or the teachers professional organization\n\nof the superintendent\n\ntheir problems.\n\nThis\n\nas someone\n\nfar away\n\ngets to thinking in\n\nand\n\ncreates a breach, and the breach\n\nthinking along\n\nnot interested in\nin time grows\n\ntrouble ensues. This, I consider one of the gravest problems\n\nand\n\nthat confronts\n\nany superintendent. How shall wTe answer that problem? In the first place\nthe superintendent should give assurance as often as possible and by actually\nproving\n\nit, of his interest in, devotion\n\nindividual employee\n\nto, and\n\nin the entire school system.\n\ncare for each and\n\nevery\n\n"}
{"page": 554, "printed_page": null, "text": "548\n\nNational\n\nEducation\n\nAssociation\n\nIn the second place, I think this problem may be overcome by meeting\nwith representatives of the teachers organization and explaining to them the\nattitude of the entire teaching staff and the staff of employees. I think it\nmay also be overcome by constantly conferring and giving the teachers\nan opportunity to participate in the affairs of the school administration.\nPractically every teacher in the Atlanta public schools has served on some\nbranch of our curriculum revision which is a continual process, because a\ncurriculum must be an ever growing thing. More than 500 of the teachers\nin Atlanta have served on the committee to help us in selecting textbooks.\nThey have been invited to participate in trying to work out economies in\nour school system. They have been consulted with reference to all the major\nproblems which confront the administration. In this way we are able, at\nleast in a fair degree, to work out the difficulties between the school ad¬\nministration and the employees of that administration.\nA fifth great problem to the superintendent may be named under the\ngeneral head of pressure groups — people who are wanting something done\nthru the public schools; people who want things sold or distributed, an¬\nnouncements made, or certain things taught. I do not believe that you could\ndeal with all of these things by some rule of thumb ; each one of these\nproblems must be taken up and properly directed. We have overcome this\ndifficulty by having what we call a “Steering Committee” of the Atlanta\npublic schools. Again, this is largely made up of teachers, while members\nof the administration, advisory, and supervisory staff work with this group.\nBut anyone who wishes to have any type of work done in the schools, such\nas the writing of an essay or presenting of some particular phase of history,\nmust get that problem before the Steering Committee at least six months\nbefore the particular occasion arises. Notice is sent to such clubs as the\nU.D.C., D.A.R., W.C.T.U., and other organizations that would like to\nhave something done in the schools, that the Steering Committee for the\nyear 1936-37 is meeting; that if their organization has any particular work\nwhich it desires the schools to do in connection with its program for the\nyear 1936-37, that work must be presented to the Steering Committee.\nThe program for 1936-37 is completed by April of 1936. This notification\ninforms these organizations that there is a given time at which their\nparticular need may be presented to the school administration and gives\nsufficient time for investigation of the merits of the request so that the\nschool calendar may be adopted a year in advance.\nIf these people are invited before the Steering Committee, the Steering\nCommittee may of itself dissuade them from the objective which they have\nin mind or may modify their request in such a way that it can be brought\ninto the program without disturbing the school work.\nIn closing, may I call attention to the great problem of personnel, and\nespecially to the matter of getting rid of weak and inefficient teachers who\nmay be fairly satisfactory. In those school systems that have tenure, this often\nconstitutes a real problem. In solving this problem we have approached\nit from several angles. In the first place, we have said that nothing is so\nimportant as the maintaining of the highest efficiency in our teaching staff.\n\n"}
{"page": 555, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n549\n\nIf teachers are weak we should let it be known far enough in advance that\nthey can correct their weaknesses, if they are capable of correction. We have\nattempted to get a unified front on the part of the head of the department,\nthe principal, the supervisor, and the superintendent in charge. We have\ncalled the Executive Committee of our teachers association together and\ninformed them of the situation and asked them in advance to see if there\nwas anything they could do to make these teachers more efficient.\nIn dealing with inefficient teachers, notice should be given them that their\nwork is not satisfactory. A period in which there is strict supervision and\ncareful cooperation should be allowed and every help afforded in order to\nmake the teacher an efficient and useful person. We have adopted the policy\nthat it is better to make a good teacher out of a poor teacher than to risk\ngetting a new teacher. When we have found that it is impossible, or seem¬\ningly impossible, to reach the desired results thru the old teacher we have\ngiven notice in time for that teacher to retire gracefully. In ninety out of\na hundred cases this has been done. When the teacher refuses to resign we\nmust steadfastly prefer the charges, and in almost every case we find that\nthe board of education will sustain the decision of the superintendent.\nThese are only a few of the great problems facing the superintendent of\nschools, and I may add that to be a successful city superintendent requires\nthe technical knowledge of Strayer, the philosophy of a judge, the under¬\nstanding of his public of Dean Russell, the wisdom of Dewey, and the\ndiplomacy of John Hay.\nEDUCATION\n\nHENDRIK\n\nIN 1937— OUR IDEALS AND\nTHE\nSENSE OF THE SITUATION\nWILLEM\n\nVAN\nNEW\n\nLOON,\n\nAUTHOR\n\nYORK,\n\nAND\n\nCOMMON\n\nJOURNALIST,\n\nN. Y.\n\nI shall, for the moment, make the experiment (if it can be done) of\ntalking to you without this tin can here. (Laughter). I have no objection\nto making radio speeches but when I have the pleasure of addressing an\naudience I can see, instead of the audience having to listen to a speaker\nthey cannot see, this always comes between us. I am going away again almost\nas soon as I deliver this speech and whether I burst my vocal cords will\nmake no difference to the porters on the train. (Laughter). I shall do the\nbest I can to make myself heard but if you cannot hear, will you wave your\nhand or throw something or say, “Rotten!” — any charming little remark\nthrown in — and I will go right back to the microphone!\nI have been asked to talk to your very tired ears for about thirty minutes.\nYou have had a long session. You know it all now. (Laughter). That is\nto say, you know just as much as when you came because that is the way it\ngoes in the world.\nPerhaps you know a little more! Waves go up and down. The waves of\ncivilization go up and down but forever they go forward, and while I was\nasked to speak before you and sort of gather things together by explaining\nto you how at least one contemplator of the contemporary scene looks at\n\n"}
{"page": 556, "printed_page": null, "text": "550\n\nNational\n\nEducation\n\nAssociation\n\nthe world around him, I think it is eminently fitting that you should import\nsomebody from the New Netherlands to come to the New Orleans to speak\nto you in the common language of the common country, and about the one\ncountry which at the present moment, ruled by minorities, dictatorship, and\nlittle fellows in big books, still maintains, and as we contend, shall continue\nto maintain, the ideal that a country still can be run, and intelligently run,\nwith respect for the integrity of the individual.\nNow, before I proceed in the language of our common country, with\nyour kind permission I deliver les remarques\n\nsuivants dans la langue orig-\n\nniale de la Louisiana pour ainsi rendre honneur\n\na la memoire\n\nqui nous\n\nont donne\n\nhas taken freshman\n\nde vos ancetres\n\nce beau pays. In other words — (Laughter) — somebody\n\nFrench!\n\nI am glad to say this because the city of New Orleans has done something\nfor us in a general way. It has added a little more of the spirit of gaiety\nand cheerfulness and, above all things, excellent restaurants, to the other¬\nwise perhaps slightly monotonousness of our country.\nBut, after these outbursts of eloquence, I shall get down to what I have\nto say. I think it was Leibnitz, the famous German philosopher (who spoke\nand could speak in a day before the world was divided between Aryans and\nhuman beings), who had the privilege of saying that no idea was any good\nunless it could be written down on one small sheet of paper; In order to\nmake you happy, that [Indicating] is all the paper I have. (Laughter).\nPublic speech making is like tipping — or rather the other way — if you give\nthe waiter five cents more than he expects, he is very happy, and if you give\nan audience five minutes less than they feared, they also are your friends\nfor life !\nI would\n\nremind you of an old French proverb: pour faire une omelette il\n\nvous faut casser des oeufs. In order to make\n\nan omelet one has got to break\n\na few eggs. I may have to break a few eggs, neatly and without dribbling\nany more than necessary over myself, but politely. But, I think the time\nmight just as well come for us who are school teachers — you teach them\ndirectly; I humbly try to teach them indirectly — to give up the meek and\nmild attitude that seems to have inspired us for so long, and when they hit\nus on the cheek, well, even tho we are true Christians, suppose before we\nturn the other cheek, we kick them on the shins !\nWe\n\nhave been taking everything so charmingly and pleasantly and saying,\n\n“Well, after all, what do you expect!” Poor little school marms! Poor little\nschool teachers! We are doing the very best we can under very adverse\ncircumstances and if you do not like it— the rest of the sentence (there being\ngentlemen present), I leave to you.\nThere is one thing — having given manifestation of rather un-Christian\nspirit, I would also like to show that sometimes I can be full of Christian\ncharity. We have heard a lot of criticism of William Hearst for the things\nhe has said of teachers and schools and universities. If I may play the role\nof avocat du diable, to be the devil’s advocate, to show the other side, I would\nlike to do what God knows I have never done before in all my life. But, as\na good Boy Scout, I should like to say a few words on behalf of Mr. Hearst.\n\n"}
{"page": 557, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n551\n1 beg your indulgence, gentlemen. You know we ought to be very fair\nto him. He has been very cruel in his condemnation of our universities. That\nwas not malice — it was sheer ignorance — because poor Willie did the best\nhe could ! He did what papa and mamma told him. He went to Harvard to\nstudy and see what the university was and if at the present time he is not\nalways very nice to us, it is not his fault ; it is the fault of Harvard University\nbecause before Willie had been there one year, they threw him out on his\near and bade him never come back. And so it is due to the ignorance enforced\non him by Harvard University and not by his own malicious intent! Now,\nhaving mentioned his name, I shall not refer to it again — because I want this\nto be a pleasant day.\nI did not see when that watch started. How much longer have I ? I think\nI can do it in about fifteen minutes. I beg your pardon if there are some¬\ntimes manifestations of sneezing or unseemingly blowings of the nose. I\ncarry part of the roadbed of the Southern\nwill come out all right.\n\nRailway in my lungs — but that\n\nAnd now, I would like to say, and if I have any sort of — what, you\ncannot hear me there? You missed all that? Well, 1 will go down here.\n[Moving toward the microphone.] Will this be any better? Lord, you have\nmissed the best part of it all ! I cannot do it again !\nI suppose I have to refer to the Constitution, too, since everybody is very\nmuch interested in it at the present time. I have been making a great deal\nof money, and being sort of between friends, I think I ought to tell you\nhow you can make a lot of money. Of course, everybody is excited about\nit but I find the number willing to be killed for it is in inverse ratio to the\nnumber of people willing to read this Constitution ! And so I, being a citizen\nby preference, felt that when I joined the organization, I ought to know\nsomething about the laws and bylaws. I believe you can buy it for fifty cents\nand they even give it away. But, if you want to make some money, get into\na debate with some of your friends who still have hope a recount will get Alf\nLandon in.\nI hasten to say, however, that if I mention the name of Mr. Landon, I\ndo so with really sincere and genuine and deep respect. Because if it be true,\nas I accept it to be true, that our system of government depends not only on\nthe way in which the winner accepts his victory but also upon the way in\nwhich the loser accepts his defeat, then I should like to say that Alfred\nLandon by his gracious and dignified acceptance of defeat has contributed\nquite as much to the continued existence of the American\nment as the victor has done !\n\nform of govern¬\n\nIf, out of all this, you have drawn the conclusion that in a time when\neverybody tells me we either have to go to the right or we have to go to the\nleft, I firmly insist on remaining right where I am, then you have the case\ncorrectly.\nI think we have accepted a sort of philosophy of defeat and I, for one,\nam getting sick and tired of it. When people come to me and cheerfully\nremark, do I want a glass of bichloride of mercury or cyanide of potassium,\n1 answer for the moment\n\nI prefer a glass of water — and I intend to stick\n\n"}
{"page": 558, "printed_page": null, "text": "552\n\nNational\n\nEducation\n\nAssociation\n\nto the water! (Laughter and applause as Mr. Van Loon poured a glass of\nwater and drank it.) And, with all this defeatist conversation going on,\nthat we will soon have to decide to go either to the right or to the left, I can\nonly answer, is there anything the matter with right where we are?\nI can say, “No.” And, at the same time — and I have only ten minutes\nmore and this is what I think I ought to tell you — we ought not accept the\nfact that we live in a land blessed beyond the resources of any other land,\nwhich we have wasted. The good Lord must love us indeed to let us go on !\nWe should not accept our blessings as something the Lord is going to give\nus forever! We have to do something about it!\nAnd now, talking to you as schoolmen, using that old and excellent word,\nlet me say what I feel we should do here in the United States in 1937 when\non all sides we see the fabric of ancient civilization going to pieces, and\nwhen we ourselves may well and soon be called upon to carry on a civiliza¬\ntion which Europe and its unutterable folly seem to be intent upon de¬\nstroying.\nWe\n\nknow\n\nthat things are not right. You\n\nhave heard that before during\n\nthe last week! (Laughter). That has been the sort of general hors d’oeuvres\nof everything people say. And, what happens? When things are not right,\nsociety comes to us and says, “It is too terrible. The schools have betrayed\nsociety.” And here, to get up in meeting and turn the other way around and\nsay, “Society has betrayed the schools, for it is not the business of the school\nto prepare people for life; it is the business of the home.”\nWhy were the schools ever founded? In order to do certain definite jobs\nwhich the home could not do. The home was there for the main purpose of\neducation, which is the education of character. But, since papa was busy\nwith the plow and mother was busy milking the cow and too much occupied\nto teach reading, writing, and arithmetic, they took somebody who was not\nso good at milking the cow and doing the plowing, and said, “You do that,\nand every year we’ll give you a new suit of clothes and fifty dollars.”\nThen, by and by, society got too busy, not with living but with making a\nliving, which is something entirely different, and society thereupon turned\naround to the school, dumped the whole kaboodle in our laps, and said,\n“You take care of it,” and then society walked away and wondered that the\nresults were not always those they had expected.\nThose of us who have ever had anything to do with the unfortunate\nchildren of the rich — I mean unfortunate because they are really very much\nhandicapped — will know that papa and mamma do something out on the\nfarm or somewhere so as to “give you a nice governess for a hundred dollars,\nand she makes ladies and gentlemen of you.” You do not make ladies and\ngentlemen for a hundred dollars !\nAnd, papa and mamma do not back you up and society does not back you\nup. I will say as a mass of people, we have darned more intelligence than\nmost of the parents whose children we get, so when society left us in the\nlurch and dumped its kids in our laps, under the circumstances we have\nindeed done by far the best we could but if we have failed, it is due to the\nfact that society has betrayed the school by refusing to accept the responsi-\n\n"}
{"page": 559, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n553\n\nbility it has towards its own children. Let George do it— and this hall is\nfilled with Georges and Georgettes!\nAnd now, what can we do about it? There is no use merely saying all\nthis is very bad and very wrong. It is like going to the station ; there is no\ntrain and nobody can tell you when the next train goes! As far as it is within\nour power, we intend to continue to do our best with those children entrusted\nto our care but here in the year of 1937 and in the agreeable month of Febru¬\nary in the lovely city of New Orleans — what has gone wrong? Now, I am\nmerely a sort of a mild philosopher, and I only know what I dont read in\nthe newspapers.\nI have to go back to history to find a solution to my problems, which are\nalso your problems. I would like to say that judging by the errors of the\npast, we have made one cardinal mistake as a people, and we did it out of\nthe kindness of our hearts — we did not understand how we can get the\ninterest of somebody, which is merely another expression of how you can\nget their love. You will never get the love of anybody for what you give\nunto them but rather for what you let the others give unto you. I repeat\nthat: you do not get a person’s interest, affection, and loyalty for what you\ngive to them but for what ymu allow them to give unto you. The fathers of\nall religions have known that. The wise men ask that you give and give and\ngive — and perhaps they will give something in return. But, it seems to be an\nelementary urge in all of us to want to have some cause outside of ours\ntoward which we can give our deepest affection and profoundest and most\ndevoted loyalty.\nLet me mention this, which all of you know better than I because you\nare dealing with those kids yourself. Those boys and girls come to you with\nthat, oh, so eager look in their eyes! You say, “What are you going to do?”\nThey want to go to Russia or they want to go to see how it works out in\nGermany or Italy. Why do they not want to stay here? Well — why! How\nmany of you have seen it? It happens every day. They want to see all that,\nand there is no use arguing because to them it has almost become a religion !\nWhy not stay here? They want to go to Russia or Italy or Germany. They\nwant to see how it works out. What is that “it” except a vague feeling that\nin those countries, millions of people can give their devotion without getting\nanything in return.\nI need not make a definite point of explaining that that is exactly what\nI do not 'want to happen. But, let me warn you that no children can live\nwithout heroes and if you give them the wrong heroes, they are very polite,\nvery long-suffering, will be very agreeable about it, but they will sneak\nright out into the back-yards and get a few heroes of their own !\nYou may remember the story, more or less appropriate, of a man who\nwanted to go swimming in the Gulf of Mexico in the neighborhood of\nFlorida and he asked a little boy if there were sharks. The little boy said\nthere were no sharks. The man went swimming and afterwards he said to\nthe little boy, “You were quite right. There are no sharks. But, how did you\nknow?” The little boy said, “Mister, where there are so many crocodiles,\nthere are never any sharks.”\n\n"}
{"page": 560, "printed_page": null, "text": "554\n\nNational\n\nEducation\n\nAssociation\n\nNow, we have sometimes reached a point of view where we did not want\nany heroes because we associate heroes with militarism, just as many foolish\npeople associate discipline with militarism. The two have nothing in com¬\nmon. Your children cannot live without heroes. They have to have a fairy\nstory. They have to follow an ideal to the vanishing point to get the right\nperspective and without that point, they are going to be unhappy. There is\nwhere we have made our mistake, not only in 1937 but for the last thirty\nyears. A perfectly normal mistake ! People had had a hard time and we had\nintended that our children should have an easier time, and, therefore, we\ndid the unkindest thing we could do because we gave them something for\nnothing. We give them something for nothing — and nobody wants it! No¬\nbody has ever cared for it. Nobody has even respected what you give them\nunder those circumstances.\nBut, once more, under the accepted criterion and principle that you have\nto make your points, I would like this understood as much as anything else,\nand let the newspapers proclaim it as far as they want. Then the complaints\ncome: “Here we build a thirty million dollar high school. What have you\ndone to our children?” I say to parents, “As long as you send us thirty cent\nchildren, even a thirty million dollar high school won’t do any good.”\nIt is society that has betrayed by teaching a doctrine of “Well, what of it\n— as long as you can get by!” The most dreary, the most defeatist philos¬\nophy ever offered to children ! “All right, kids, get thru school, no matter\nhow ! Afterwards you can sell bonds to your friends and your wife can have\na mink coat!” That philosophy has been the weakest and most pernicious\nphilosophy — the offering of privilege without responsibility! Have an easy\ntime !\nWhat are we going to do? I alone am not bright enough to solve it and\nthe collective wisdom of this hall is not enough to solve it but when we\nknow the general direction in which we are steering and moving, we may\nall of us come much closer to a fulfilment of the ideal I mentioned a while\nago — one country in a fast disappearing civilization that intends to continue\nhandling its own affairs with its own sweet will and with decent respect for\nintegrity of the individual, but we have to have a new ideal ; we have to\nhave new fairy stories; we have to have new heroes; we have to have\na new vanishing point by which those kids can draw their picture and\nget it in the true perspective. They will not be able to do it overnight or in\na day but eventually I think that we shall succeed in doing it when we once\nmore stand up on our hind legs and fight back a little.\nIf we should .go back to that society which has left us to do all its dirty\nwork, because it was indifferent and thought we could do that as long as\nwe do the rest — if we should go back to that society and teach it to teach its\nchildren perhaps a new slogan, that would not be out of place.\nThere is a monument here, if my memory serves me correctly, on which\n\na certain general whose name shall not be mentioned — by the way, he could\nhave helped himself better in those days in the store selling the spoons — ah,\nsomebody remembers it. (Laughter). Well, on that monument at a most\ninappropriate moment and in a most tactless way was written the state-\n\n"}
{"page": 561, "printed_page": null, "text": "Department\n\nof\n\n555\n\nSuperintendence\n\nment, “The union must and shall be preserved.” We fought that out bravely\nand settled it. The union is there and the union is in no danger, even if at\nthe present moment we have a little debate in society about certain articles\nof the Constitution.\nI do not despair as most people do about our future. The men who gave\nus this Constitution amid such high adventure and glamorous spirits, built\nthis Republic so well that like a well-constructed skyscraper or lighthouse,\nit can stand a lot of hurricanes — perhaps feel the wind a little — but stand.\nI think the philosophy of life we preach to our children has been entirely\nwrong. We have been telling them wherever we could in a sort of Horatio\nAlger spirit what fortunate creatures they were because they were born in\nthe land of opportunity. If I had my way and could write just a very few\nwords upon one of your statues where they might be noticed for the rest of\nthe time, I would say unto our children and preach this to them — approach¬\ning it from an entirely different angle: “My children, blessed are you be¬\ncause you were privileged to be born in a land of responsibility!”\nCLOSING\nPresident\n\nThrelkeld:\n\nJust\n\nCEREMONIES\nfor your\n\ninformation\n\nand\n\nnot\n\nfor\n\nany\n\nother purpose, I might supplement the report of the Board of Tellers. There\nwere 410 votes cast on the matter of changing the constitution and bylaws,\nand two votes more than the two-thirds required for its adoption. I mention\nthat only for information. That is not a very large percentage of the number\nin attendance at our meeting. That does not mean it does not reflect the\nsentiment. Too often we have a small vote even when there is a spirited\ncontest.\nBen\n\nG.\n\nGraham\n\n(Superintendent\n\nof Schools,\n\nPittsburgh,\n\nPa.) : Mr.\n\nPresident and members of the Department, the highest honor which can be\nbestowed upon anyone in the Department of Superintendence is the honor\nof being president of this organization, an honor accorded to Superintendent\nThrelkeld.\nI believe we have reason to be proud of what he has accomplished in\ndemonstrating our confidence and faith in his ability. It is no easy matter to\nprepare the program of this convention. He has withstood the gunfire of\npressure organizations and prepared a program that is interesting, educa¬\ntional, and entertaining.\nHe prepared for this meeting under most difficult circumstances. There\nis one thing he did for which I think he deserves particular credit. A few\nweeks ago when the waters were pouring forth on the mid continent, the\ngreat question arose whether this meeting should be held but he went ahead\nwith the plans to hold this meeting at this time. Had he deferred, it would\nhave been fatal to the success of this meeting.\nI think our president deserves much credit. He has presided with im¬\npartiality. One thing we like about him is his constant good humor. And,\nbefore presenting him with this token of our appreciation of his good work,\nI would like to say that we from the effete East and the far West express\n\n"}
{"page": 562, "printed_page": null, "text": "556\n\nNational\n\nEducation\n\nAssociation\n\nour appreciation of the fact that this superintendent who has made a great\nreputation in the far West, where men are men, is now coming to the effete\nEast. There is one thing he will find there and that is that at least the super¬\nintendents do not suffer from any inferiority complex.\nPresident Threlkeld, I would like to present you with this token which I\nhope you will wear as an expression of our high regard for the excellent work\nyou have accomplished. It is a past president’s key.\nPresident\n\nThrelkeld:\n\nMr.\n\nGraham,\n\nmembers\n\nof the Executive\n\nCom¬\n\nmittee, and members of the Department, I can assure you I shall wear this\nkey with pride as well as pleasure. It has been a great experience to serve\nas your president during the past year. It was not so time-consuming or\nenergy-consuming as I thought it would be. Perhaps it was because I could\nnot see the things that were to be done. But, I know this to be sure that two\nthings seemed to make the work easy.\nFirst was the efficiency of the staff at Washington, headed by Mr. Shankland. If you could but realize the way that office is organized to handle\nhundreds of letters and arrange all the details of this meeting, you would\nhave more in mind what I am trying to say. But, time is short this morning\nand I shall not go into a detailed exposition. I want to express my apprecia¬\ntion of the efficiency of Mr. Shankland and his staff in arranging for our\nmeeting.\nThe second is not only the disposition of cooperation of the members\n\nof\n\nour Department but their competency as administrators. It was not neces¬\nsary for me to give any time to the afternoon sessions after the general chair¬\nmen for them were selected. They were given a free hand and you know the\nresults of their work.\nSo, it is not a hard job at all but one which affords a person a great deal\nof pleasure, and it is with pleasure I look back upon it. I especially appre¬\nciate being president of the Department during this historic meeting in New\nOrleans. I feel personally that just coming to New Orleans itself in such\nnumbers justifies the meeting we have had here. Before we leave that\nthought, may I again present to you our peerless host, Nicholas Bauer, and\nask him if he does not want to say a word of farewell to us. (Applause.)\nMr.\n\nBauer:\n\nThank\n\nyou, President\n\nThrelkeld,\n\nfor this great opportunity\n\nto express our joy untold that we have had in entertaining you and making\nyour stay pleasant. I say that so positively because we believe that you have\nbeen glad that you came to New Orleans.\nWe, in turn, are extremely happy that you came because in addition to\nthe pleasure that has been ours in entertaining you, you have repaid us in a\nway that means much for this section of our country and, in addition, means\nmuch to New Orleans because of those exaggerations concerning flood con¬\nditions that have been made about our city. We know you are informed and,\nbeing informed, you will scatter the truth about the wonderful\n\nengineering\n\nachievement which controls “Old Man River.”\nOur only request in bidding you goodbye is that you keep in mind\n\nthe\n\nfact that it took fifty-two years to bring you back because that is the time\n\n"}
{"page": 563, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n557\n\nPresident\n\nA. L. Threlkeld hands the gavel to President-Elect\nCharles B. Glenn\n\nthat has elapsed between this meeting and the meeting that was held during\nour centennial fifty-two years ago in New Orleans.\nWe hope in bidding you goodbye that you will return very soon and give\nus the chance of strengthening the weaknesses in our plan of entertainment.\n(Applause. )\nPresident\n\nThrelkeld:\n\nI neglected\n\nto say on\n\nthe first morning\n\nsome¬\n\nthing I intended to say by way of information about Mr. Bauer. Mr. Bauer\nis a native of New Orleans. He was born in the French Quarter, grew up\nin the school system, and his entire professional experience has been here.\nCertainly, he is not only to the manor born; he is to New Orleans born.\nNow I should like to have the new president, Superintendent Charles B.\nGlenn of Birmingham,\n\nAlabama,\n\n(President-Elect Glenn\nPresident\n\nThrelkeld\n\nstep forward.\n\ncame forward.)\n(continuing)\n\n: Superintendent\n\nGlenn,\n\nas I said\n\nthe other morning, I have served with you in various capacities in the work\nof the Department and I have come to know you. It gives me a great deal of\npersonal pleasure to turn this gavel over to you and to express my deep appre¬\nciation for what you have meant to the Department in the past. I predict\nfor the coming year the greatest year in the history of the Department.\n\n"}
{"page": 564, "printed_page": null, "text": "558\n\nNational\n\nPresident-Elect\n\nEducation\n\nCharles\n\nB.\n\nAssociation\n\nGlenn\n\n(Superintendent\n\nof\n\nSchools,\n\nBirmingham, Ala.) : Thank you, President Threlkeld. In this new era of\nthe Association, under the new constitution, as I understand it, I really do\nnot become president until March 15.\nMany things have already transpired that are exceptional. First, down\nhere in the Deep South, I was afraid to accept the congratulations of friends,\neven tho I was the only nominee, until after the ballot was counted. I have\nunderstood that down in Louisiana sometimes no matter what goes into the\nballot box, you are not sure what is going to come out.\nAt this moment, I am very much relieved that at last this thing is con¬\nfirmed altho I must wait until March 15 actually to assume the office of\npresident. May I in advance of that ask for one personal privilege at this\ntime. The rather organized applause which I thought I detected over at the\nright — I remember\n\nsome years ago an educator was invited to make a series\n\nof talks thru Willis Sutton’s state of Georgia, and he took the precaution of\ntaking with him his daughter in order that she might start the applause —\nthe applause over to your right today which you may have detected came\nfrom an organized group. I recognize them; they are my own official family.\n(Laughter and applause.)\nThe Birmingham Board of Education by resolution paid the expenses of\nall principals and supervisors of our system to attend this meeting. When\nthat was mentioned in the board meeting, it was explained that these prin¬\ncipals and supervisors had no vote. One member of the board, well versed\nin political history of the Deep South, said, “Well, what in the hell are we\nsending them down there for?” (Laughter.)\nI am going to ask the privilege at this time to have my associates stand and\nlet’s give them a hand. (Applause).\n(The Birmingham delegation arose and acknowledged\nPresident-Elect\n\nGlenn\n\n(continuing)\n\n: Now,\n\nthe applause).\n\nI could say much\n\nbut not\n\nat this late hour. The first impression is that this job has had a distinguished\nline of presidents. I have glanced over their names. I wonder if you would\nnot want me to mention them : A. L. Threlkeld, A. J. Stoddard, E. E. Oberholtzer, Paul C. Stetson, Milton C. Potter, Edwin C. Broome, Norman R.\nCrozier, Frank Cody, Frank D. Boynton, Joseph M. Gwinn, Randall J.\nCondon, Frank W. Ballou, William McAndrew, Payson Smith, John H.\nBeveridge, Robinson G. Jones — and fifty-odd others before them.\nI appreciate highly your confidence in classing me in that group of fine\nmen who have helped make a reputation for this Department which has fixed\nfor it so firm a place in education in our country. (Applause).\nPresident\n\nThrelkeld:\n\nI also wish\n\nto express\n\nmy\n\nappreciation\n\nof the\n\nfine work of the Executive Committee. It has been a very competent commit¬\ntee and one that has given me a free hand. I thank them for their cordial\ncooperation.\nIf there is nothing further, we will be adjourned.\n\n"}
{"page": 565, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n559\n\nRESOLUTIONS\nReport\n\nof the\n\nCommittee\n\nAdopted\n\nFebruary\n\non Resolutions\n\n25, 1937\n\nPreamble\n\nEducation is the greatest necessity to living suitable lives, saving our de¬\nmocracy, and providing for the progress of our nation.\nIt provides for the span of generations and outlasts the changes which arise\nfrom emergency and short term programs.\nEducation\n\nis the result of many\n\nagencies and forces of which the school\n\nis a very important one. It is concerned with human interests, the most impor¬\ntant of which is the government and the complete happiness of every citizen.\nIt enables people to govern themselves, to make unbiased decisions on policies\nand programs, and to change the order of society as conditions may require.\nEducation will survive the efforts of the partisan and the opportunist when\nit is truly serving the best interests of a democratic society and protecting its\nvalued institutions. It brings the greatest culture and training possible in\nour economic, social, civic, and moral living.\nEducation has the purpose of advancing wisdom, knowledge, ideals, and\nattitudes which will enable one to live with and for people in an unselfish\nmanner. It will function in and from the home, the church, the school, and\nin every experience we may have thru our lives. In order that public educa¬\ntion may continue to hold its unique place in American life, we propose the\nfollowing program :\nFederal\n\nAid\n\nWe feel that the public schools should be free and open to every child and\nthat in the United States equality of opportunity is the right of every citizen ;\nthat to guarantee these rights as such it is the obligation of the federal govern¬\nment to aid the states and the local subdivisions thereof in the equalization\nof opportunity with the positive assurance of sufficient funds to maintain a\nsuitable program for all.\nThe federal contribution to the states for the support of public education\nshould be extended without any federal control and should be administered\nthru the state department of education within the states receiving such funds.\nWe respectfully request the Congress and the President of the United States\nto provide for the passage of the Harrison-Black-Fletcher Bill at the very\nearliest possible time. We positively recommend that additional aid be given\nunder the above conditions of control for the advancement of vocational,\nindustrial, adult, youth, and pre-school educational programs. There is a\nvery grave necessity for national support of public education and for united\naction against the enemies of our society which include the selfish partisan,\nthe racketeer, the communist, the fascist, the opportunist, the war lord, and\nsimilar influences tending to destroy popular government.\n\n"}
{"page": 566, "printed_page": null, "text": "560\n\nNational\n\nEducation\n\nAssociation\n\nMindful of the increasing demands upon our schools for new services, we\nask that more consideration be given to the place of public education in the\npresent reorganization of the federal government.\n\nThe\n\nProgram\n\nWe realize the need of clearing out the dead wood from the curriculum,\nat the same time recognizing the necessity for its continuous change and\nenrichment. We urge an expansion of the school program to include early\nchildhood and adult levels and to make more adequate provision for the needs\nof youth.\nWe recommend the restoration of services suspended during the economic\ncrisis, with an improved instructional program supported by a more liberal\nuse of research, guidance, library, modern equipment, and materials.\nWe point to the need of more vital relationships between the public schools\nand all other educational agencies which deal with community activities\nand services.\nWe emphasize a wider use of such current instruments and agencies of\neducation as sound pictures, radio, and press.\nWe endorse all legislation for the proper protection of childhood in mat¬\nters of safety, care of health, physical development, and freedom from ex¬\nploitation and the burdens of continuous labor.\nWe regard as basic to the success of our educational program the improve¬\nment of teaching and of the administrative force in charge. This can be\naccomplished not only thru better intellectual, social, and personal equip¬\nment, but also thru advancement on merit, economic security, and protection\nagainst personal and partisan politics, and thru freedom to teach the truth.\nHorace\n\nMann\n\nThis year marks a notable milestone in the history of American education.\nOne hundred years ago Horace Mann became secretary of the Board of\nEducation in the State of Massachusetts. Because of his outstanding ability,\nbroad vision, and inspired leadership, America for the first time realized\nthe essential relationship between free public education and a successful\ndemocracy.\nHorace Mann may, without question, be accorded a leading place among\nthe great statesmen who have demonstrated to a skeptical world that a\ngovernment by a free people is possible of definite accomplishment.\nThe Department of Superintendence recommends that an appropriate\nobservance of this important anniversary be held in every school in the land\nto the end that we may more fully realize the fundamental necessity of\nfree public education in the building and perpetuation of an enlightened\ndemocracy.\nIn view of his distinguished service to public education in this country,\nwe request Congress to authorize a postage stamp in commemoration of\nthis, his one hundredth anniversary.\n\n"}
{"page": 567, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n561\nAppreciation\n\nWe desire to express our commendation\nof President A. L. Threlkeld.\n\nof, and our faith in, the leadership\n\nWe wish also to express our appreciation of the gracious hospitality pro¬\nvided for the Department of Superintendence by the New Orleans schools\nunder the guidance of Superintendent Nicholas Bauer and by the entire\ncity of New Orleans.\nWe give sincere thanks to the local and national press, and to radio and\nother publicity agencies for their intelligent and generous cooperation.\nThe true value of this hospitality and cooperation will be brought about\nonly when it is woven into a continuously improving program of education\nin the United States.\nF. L. Schlagle,\n\nChairman\nC. R. Maxwell\n\nMerle J. Abbett\nLouis P. Benezet\n\nJ. Merriam\nN. Neulen\n\nE. B. Cauthorn\n\nBurr\nLeon\n\nWilliam\n\nBertram\n\nT.\n\nDarling\n\nE. A. Elliott\nW.\n\nKarl\n\nSue\n\nHopkins\n\nHarry\n\nW.\n\nM.\n\nAgnes\nLangworthy\n\nPowers\n\nRamsey\n\nJ. W.\n\nH. H. Kirk\n\nE. Packard\n\nSamuelson\n\nJ. B. Sears\n\nJ. A. Lindsay\n\nRESOLUTION\n\nADDITIONAL\n\nRESOLUTIONS\n\npresented\n\nthe\n\nfrom\n\nSUPERINTENDENT\n\nOF\n\nAdopted\nResolved, That\n\nthe incoming\n\nfloor\n\nSCHOOLS,\n\nFebruary\n\nby\n\nANN\n\notto\n\nARBOR,\n\nw.\n\nhaisley,\n\nMICH.\n\n25, 1937\n\npresident of this Department\n\nshall be author¬\n\nized to appoint a committee of seven members who shall study the problem\nof the qualifications of future incoming members of this Department and\nshall inquire concerning desirable qualifications for admission to the profes¬\nsion of school administration and shall make a report, embodying their\nrecommendations, to this Department at its meeting a year hence.\nRESOLUTION\n\nPRESENTED\n\nFROM\n\nSUPERINTENDENT\n\nOF\n\nAdopted\nResolved, That\n\nTHE\n\nFLOOR\n\nSCHOOLS,\n\nFebruary\n\nthe Department\n\nBY\n\nNEW\n\nERNEST\nULM,\n\nM.\n\nHANSON,\n\nMINN.\n\n25, 1937\n\nof Superintendence\n\nof the National\n\nEdu¬\n\ncation Association go on record as favoring the immediate passage of a uni¬\nversal draft act which will draft all the resources of the United States in\ncase of war.\nBe it Further\n\nResolved,\n\nof war be supported.\n\nThat\n\nlegislation which\n\nwill take the profits out\n\n"}
{"page": 568, "printed_page": null, "text": "562\n\nNational\n\nRESOLUTION\n\nPRESENTED\n\nEducation\n\nFROM\n\nSUPERINTENDENT\n\nAdopted\n\nTHE\n\nOF\n\nAssociation\n\nFLOOR\n\nSCHOOLS,\n\nFebruary\n\nBY\n\nJOHN\n\nW.\n\nWAUKEGAN,\n\nILL.\n\nTHALMAN,\n\n25, 1937\n\nResolved, That we congratulate those members\n\nof the United\n\nStates Senate\n\nand House of Representatives who have voted for outright repeal of the socalled “Red Rider” attached to the District of Columbia Appropriation Act\nfor the fiscal year ending June 30, 1936, and that we express the hope that\nin the very near future this un-American\nfrom the statute books of the nation.\nREPORT\n\nOF\nNEW\n\nTHE\n\nlegislation will be wiped completely\n\nBOARD\n\nORLEANS\n\nOF\n\nTELLERS\n\nCONVENTION\n\nFebruary\nTo the President, Executive Committee,\nDepartment of Superintendence :\n\nand Members\n\n24, 1937.\n\nof the\n\nWe hereby certify that the election of officers of the Department of\nSuperintendence of the National Education Association was held this day\nand conducted in accordance with the provisions of the constitution and\nbylaws.\nThe following received a majority of the votes cast and were elected:\nPresident for one year :\n\nCharles B. Glenn, superintendent of schools, Birmingham,\nSecond\n\nJ. W.\nMember\n\nAla.\n\nvicepresident for one year :\n\nRamsey, superintendent of schools, Fort Smith, Ark.\nof the Executive\n\nJesse H. Mason,\n\nCojnmittee\n\nfor four years:\n\nsuperintendent of schools, Canton, Ohio.\n\nThe retiring president, A. L. Threlkeld, superintendent of schools,\nDenver, Colorado, by provision of the constitution automatically becomes\nfirst vicepresident for the ensuing year.\nOn the question of the adoption of the proposed new constitution and\nbylaws of the Department of Superintendence, the results were as follows:\nTotal number of votes cast .\nNumber of votes necessary for adoption .\nNumber of votes cast for adoption .\n\n410\n274\n276\n\nRespectfully submitted,\nW.\n\nW.\n\nHarvey\nIra\n\nBorden,\nO.\n\nChairman\n\nHutchinson\n\nS. Brinser\n\nB. Frank\n\nBrown\n\nR. E. Balliette\nEdmund\n\nL. Tink\n\n"}
{"page": 569, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\nSECRETARY’S\nNew\n\nOrleans\n\n563\n\nMINUTES\nConvention\n\nFebruary\n\n20\n\nThe sixty-seventh annual meeting of the Department of Superintendence\nof the National Education Association was held in the Municipal Audi¬\ntorium, New Orleans, Louisiana. Registration and exhibits opened Saturday\nmorning, February 20. All available space on the two exhibit floors was\noccupied, and about 50 applications for space had to be rejected. In all, 222\nfirms and organizations participated in the exhibit, which was visited by\nover 14,000 people.\nFebruary\n\n21\n\nThe opening Vesper Service was held in the main arena of the Municipal\nAuditorium on Sunday afternoon, February 21. Inspiring music for the\noccasion was furnished by the massed church choirs and choral groups of\nNew Orleans. President Albert W. Palmer of Chicago Theological Semi¬\nnary summoned those in the vast audience to high endeavor, as he spoke\non the theme, “Walking with God Today.”\nA pageant by pupils of the public schools of New Orleans attracted a\ncapacity audience on Sunday evening. Every seat was occupied, and hundreds\nstood in the aisles and nearby corridors. “The Glory of Dixie” was the\nwell-chosen topic of the pageant. In four episodes, presented by over a\nthousand participants, the audience was given glimpses of the social life\nof the Old South, division and reunion, Dixie’s renaissance after the War\nwas over, and charming echoes of the colorful Mardi Gras fiesta.\nFebruary\n«\n\nAt the opening of the Monday\n\n22\n\nmorning session, 10,000 gorgeously colored\n\ncamellias, furnished by parish superintendents of Louisiana, were dis¬\ntributed to members of the audience by gay-costumed girls from the paro¬\nchial, private, and public high schools of New Orleans. The symphony\norchestra of Louisiana State University, led by Dr. H. W. Stopher, rendered\na musical program in connection with the distribution of the camellias.\nSuperintendent Nicholas Bauer of New Orleans, in well-chosen words,\nbrought greetings to the convention and presented to President A. L.\nThrelkeld a gavel, fashioned in the fleur-de-lis design of France, and made\nfrom a piece of cypress from a rafter in the old Spanish Cabildo. The gavel\nwas made by pupils in the manual training department of the New Orleans\npublic schools. Superintendent Bauer also gave to President Threlkeld a\nfour-volume history of Louisiana.\nOn Monday afternoon, twelve group meetings of the Department of\nSuperintendence were held for the discussion of current educational\nproblems. These\nWednesday.\n\ngroups\n\nmet\n\nagain on the afternoons\n\nof Tuesday\n\nand\n\n"}
{"page": 570, "printed_page": null, "text": "564\n\nNational\n\nAt the Monday\n\nEducation\n\nAssociation\n\nevening session, an honorary\n\nDepartment was presented to Dr. John Dewey\ntinguished service to American education.\nFebruary\n\nlife membership\n\nin the\n\nin recognition of his dis¬\n\n23\n\nThe morning session was taken up with a discussion of the 1937 Year¬\nbook, entitled The Improvement of EdncatioJi — Its Interpretation for\nDemocracy.\n\nAt the conclusion\n\nS. Elsbree of the Yearbook\n\nof the discussion, Acting Chairman\n\nCommission\n\nWillard\n\nreferred to the untimely death of\n\nthe Commission’s chairman, Frank G. Pickell, and paid fitting tribute to\nhis devotion to the cause of education. Following his remarks, Dr. Elsbree\npresented a specially bound volume of the yearbook to Mrs. Pickell who\nhad a place on the platform as the guest of the Department\ntendence.\n\nof Superin¬\n\nAt the business meeting which followed, nominations for officers were\npresented: For president, Charles B. Glenn, superintendent of schools,\nBirmingham, Alabama; for second vicepresident, J. W. Ramsey, superin¬\ntendent of schools, Fort Smith, Arkansas; for member of the executive\ncommittee for four years, Everett W. Ireland, superintendent of schools,\nSomerville, Massachusetts, and Jesse H. Mason, superintendent of schools,\nCanton, Ohio.\nSuperintendent Worcester Warren of Bridgeport, Connecticut, pre¬\nsented the report of the Audit Committee, which was adopted and ordered\nprinted in the Official Report.\nSuperintendent Paul C. Stetson of Indianapolis, Ind., presented the final\nreport of the Committee on a Longer Planned Program for the Department\nof Superintendence. On motion of Superintendent William A. Walls of\nKent, Ohio, the report was received and the committee discharged.\nSuperintendent Leon N. Neulen of Camden, New Jersey, presented the\nreport of the Committee on Financing Educational Research, which was\nreceived and ordered printed.\nOn motion of Superintendent Leonard C. Murray of Aitkin, Minnesota,\nit was voted that consideration be given to plans for bringing the Depart¬\nment of Superintendence closer to those who cannot afford to attend the\nnational conventions, by encouraging regional meetings and organizations.\nAt the discretion of the incoming president, this problem is to be studied\neither by the Commission on the Smaller School System or by a special com¬\nmittee appointed for the purpose.\nFebruary\n\n24\n\nSix thousand\n\npeople were early astir on Wednesday morning, when\nthey were the guests of Superintendent Nicholas Bauer and the educational\ngroups of New Orleans at a Creole breakfast under the famous Old Dueling\nOaks in City Park. Conveyances of every sort were requisitioned to carry\nthe visitors to the appointed spot, where they are promptly served with a\nbreakfast consisting of orange juice, yellow grits, grillards, hot rolls, and\nCreole coffee. Make-believe\n\nduels, negro spirituals, barn dancing, organ\n\n"}
{"page": 571, "printed_page": null, "text": "Department\n\nof\n\n565\n\nSuperintendence\n\ngrinders with their monkeys, and other characters typical of the Old French\nQuarter made this breakfast a most colorful affair.\nAt the morning session in the Municipal Auditorium, the past presidents\nof the Department of Superintendence presented an especially molded watch\ncharm and a hand-tooled humidor to Executive Secretary S. D. Shankland.\nThe presentation was made by Superintendent Milton C. Potter of Mil¬\nwaukee, a past president of the Department of Superintendence.\nAssistant Superintendent A. S. Sonntag of New Orleans was called to\nthe platform by President Threlkeld and given a certificate of 100 percent\nenrolment in the National Education Association for the New Orleans\npublic schools. This is the largest city in the United\ndistinction.\n\nStates to have this\n\nIn the afternoon, the Louisiana State University Concert Band, under\nthe direction of Castro Carazo, gave a splendid concert on the plaza of\nthe Municipal Auditorium.\nIn the evening, 300 pupils of the elementary, high, and normal colored\npublic schools of New Orleans presented an unusual program of negro\nspirituals. Their singing was of a high order of excellence and the applause\nof the audience was loud and long.\nFollowing the Wednesday evening session, the Krewe of Les Savantes,\nmembers of the New Orleans Public School Teachers Association, staged\na carnival ball in the Concert Hall of the Municipal Auditorium. President\nA. L. Threlkeld was chosen to reign as king of the ball, and eight wellknown members of the Department of Superintendence served as his grand\ndukes.\nFebruary\n\n25\n\nThe report of the Committee on Resolutions was presented by Chairman\nF. L. Schlagle, superintendent of schools, Kansas City, Kansas. After some\ndiscussion, it was adopted without amendment, after which three additional\nresolutions, presented from the floor, were also adopted. These resolutions\nare printed in full elsewhere in this report.\nSuperintendent Ben G. Graham of Pittsburgh, Pennsylvania, presented\nto President A. L. Threlkeld a past president’s key similar to those awarded\nto other former presidents of the Department of Superintendence.\nAfter the Board of Tellers had reported, the newly elected officers were\nintroduced, and the convention adjourned.\nIn the afternoon, as the closing convention feature, the school children’s\norganization of the celebrated Mardi Gras, known as the Krewe of NOR\n— New Orleans Romance — repeated its carnival parade along the streets\nof New Orleans. Fifty-eight bands, with as many variegated floats, marched\nthru the streets of the city and passed in review before masses of visitors\nand citizens who gathered to see the spectacle.\nSherwood\n\nD. Shankland,\n\nExecutive\n\nSecretary.\n\n"}
{"page": 572, "printed_page": null, "text": "■\n\n.\n\n"}
{"page": 573, "printed_page": null, "text": "DEPARTMENT\nUPERVISORS\n\nAND\n\nOF\n‘DIRECTORS\n\nO F J NS TR UC TIO N\n\n"}
{"page": 574, "printed_page": null, "text": "HISTORICAL\nThe\n\ndepartment\n\nof\n\nsupervisors\n\nand\n\nNOTE\ndirectors\n\nof\n\ninstruction\n\nin its\n\ninception was an independent society called the National Conference on\nEducational Method, organized at Atlantic City in February 1921. The\nfirst number of its publication , the journal of educational method,\nwas published in September of the same year. At the Boston meeting , in\nFebruary 1928, the name of the society was changed to the National\nConference of Supervisors and Directors of Instruction, and the Execu¬\ntive Committee was instructed to prepare a petition asking for acceptance\nas a department by the National Education Association. This petition was\nacted upon favorably at the Minneapolis meeting of the N. E. A. in\nJuly 1929 and a regular department zvas thus created. The Department\npublishes a yearbook and a journal, now called educational method.\nAnnual dues, $4, are payable to the Executive Secretary. Meetings are\nheld tzvice a year, in connection with the conventions of the AC E. A.\nand of the American Association of School Administrators.\nThe officers for the year 1937-38 are: president, Edith M. Bader,\nAssistant Superintendent of Schools, Ann Arbor, Mich.; first vicepresident,\n\nHollis\n\nGeorge Peabody\npresident,\n\nL.\n\nCaswell,\n\nDirector\n\nof Surveys\n\nand\n\nField\n\nStudies,\n\nCollege for Teachers, Nashville, Tenn.; second\n\nLucille\n\nNicol , Assistant\n\nSuperintendent\n\nof\n\nSchools,\n\nviceNew\n\nYork, N. Y .; field secretary, James E. Hosic, Professor Emeritus of\nEducation , 50 Rockland Ave., Yonkers, N. Y .; executive secretary,\nMary\n\nF. Hascll, 1201 Sixteenth\n\necutive\n\ncommittee:\n\nMildred\n\nStreet, AC W ., Washington,\n\nEnglish,\n\nSuperintendent,\n\nD. C.; ex¬\n\nPeabody\n\nTrain¬\n\ning School, Georgia State College for Women, Milledgeville, Ga. (term\nexpires 1938) ; Paul T. Rankin, Supervising Director of Curriculum and\nResearch, Detroit, Mich, (term expires 1939) ; Rudolph D. Lindquist,\nDirector, The University School, Ohio State University, Columbus, Ohio\n(term expires 1940) ; the officers of the Department, ex officio.\nFacts relating to the establishment of this Department and the record\nof its meetings may be found in earlier volumes of proceedings as\nfollows:\n1 928 \\831-832\n1929 -.803-825\n1930 -.773-800\n\n1 93 1 -.801-824\n1932 -.679-693\n19 33:681-695\n\nr 568 1\n\n1 934 -.673-692\n1 935 -.627-644\n1936:523-541\n\n"}
{"page": 575, "printed_page": null, "text": "PLANNING\nPAUL\n\nT. RANKIN,\n\nFOR\n\nCURRICULUM\n\nSUPERVISING\nPUBLIC\n\nDIRECTOR\n\nSCHOOLS,\n\nOF\n\nDEVELOPMENT\n\nCURRICULUM\n\nDETROIT,\n\nAND\n\nRESEARCH,\n\nMICH.\n\nThe necessity for careful planning is generally accepted and needs no\ndiscussion. There may be, however, several questions which merit con¬\nsideration. Among them are: What is the ideal toward which the planning\nshould be directed? What are the criteria of good planning in curriculum\nwork? What are the elements in effective planning?\n\nPlanning implies inevitably a purpose to be achieved, an ideal to be at¬\ntained. We do not just plan; we plan toward something. What is this some¬\nthing? What is the utopia toward which those who plan activities in cur¬\nriculum development are seeking to move? Evidently the ideal in curriculum\ndevelopment, like ideal goals in education generally or in government, will\ndiffer for different people and will reflect their distinctive philosophies. The\nattempt here is to describe the characteristics of a program of curriculum\ndevelopment which seems to the committee desirable for adoption as a general\nideal.\nCurriculum development, ideally, is carried on democratically. There is\nwidespread participation in the process by teachers, principals, supervisors,\nother specialists, and the superintendent. Major decisions as to basic prin¬\nciples, objectives, scope, and organization are made cooperatively. Curricu¬\nlum development, ideally, is based on scientific study of world life and of\nthe child as two major determiners of the educational process and objec¬\ntives, and on careful analysis of the relative value of alternative experiences\nfor promoting child growth. In short, research into all aspects of the program\nis essential to thorogoing curriculum development.\nCurriculum development, ideally, is well articulated as regards the agencies\nconcerned : state school systems, county school systems, city school systems,\nindividual schools, professional organizations, lay groups. Curriculum de¬\nvelopment, ideally, is a continuous process. As long as change remains the\nmost constant characteristic of the social order, there should be no fixed cur¬\nriculum, because a static curriculum cannot aid children to understand and\nmeet intelligently the issues of a changing order. The curriculum must al¬\nways he in the process of becoming. Curriculum development, ideally, is\nmarked by periodic compilations of the best that has been attained up to a\nparticular time. Teachers should have available for their use reports of the\npupil experiences found to be most valuable in promoting pupil growth.\nCurriculum development, ideally, yields products that are flexible and\nadaptable to the needs of the many different individuals who will use these\nproducts. There must be freedom and encouragement to each teacher to\nadapt the products of group thought and experimentation to the distinctive\nneeds and characteristics of his particular group of pupils. Curriculum de¬\nvelopment, ideally, is accompanied by continuous appraisal. It provides\n\n[ 569 ]\n\n"}
{"page": 576, "printed_page": null, "text": "570\n\nNational\n\nEducation\n\nAssociation\n\nperiodically for evaluation of the curriculum as developed to that point in\nterms of the effects on pupils, teachers, and the community as a whole.\nPlans differ greatly in merit. It is desirable that plans be judged as to\nprobable value before they are put into execution. But on what bases should\nplanning for curriculum development be appraised ? Several of the more\nimportant criteria are suggested.\nGood planning implies a rather clearly defined concept of the nature of\nthe result sought. The planners need to have in mind an ideal of the kind\nof program of curriculum development toward which they are working.\nGood planning is based on the facts in the situation. The level of educa¬\ntional thinking of the community, the philosophy of the teachers, the nature\nof the professional leadership available, the existing educational program,\nand the adequacy of financial support are illustrations of the types of facts\nwhich a workable plan cannot disregard.\nGood planning involves at every stage perception of varied possibilities\nand reasoned choice among them in terms of their probable contribution to\nthe general purpose adopted. Good planning for curriculum development\ntakes into consideration the other plans and activities under way that affect\nthe same pupil or teacher personnel, the same\ntives.\n\nequipment, the same\n\nobjec¬\n\nGood planning is done in such a way that the plan is accepted under¬\nstanding^ and wholeheartedly by all those who are to share in working it\nout. People work best when they believe in the basic purpose and plan.\nOrdinarily, such acceptance and belief result from participation in choice of\nthe purpose and in the construction of the plan. Good planning provides\nboth for the long-range program and for the immediate, transitional activi¬\nties. The program in broad outlines needs to cover a relatively long period\nof time. Similarly, the plan should give in much more detail the activities\nfor the period immediately ahead and outline the steps in the direction of\nthe type of curriculum sought ultimately. The long-range plan gives per¬\nspective; the transitional plan promotes immediate progress.\nGood planning is flexible. The planning group cannot anticipate in ad¬\nvance the full program of curriculum development in any particular situa¬\ntion any more than a teacher can predict precisely what activities will prove\nto be most appropriate and most educative for a particular class of pupils.\nThe distinction should be made between those aspects that can be planned\nin advance and those that cannot. Amendment\ncomed.\nGood\n\nplanning for curriculum\n\ndevelopment\n\nis to be expected and wel¬\nis adapted to the financial\n\nresources available. Some program is possible in every school system, but\nits magnitude and character will depend largely on the amount of money\nthat can be used. Curriculum planners need to be realistic in facing the\nproblem of financial limitations on plans.\nThe final test of good planning is that it shall be workable. The work¬\nability of a plan cannot be foretold with complete assurance and can be\ndemonstrated only after the plan is in effect. Yet much trouble may be\n\n"}
{"page": 577, "printed_page": null, "text": "Department\n\nof\n\nSupervisors\n\nand\n\nDirectors\n\nof\n\nInstruction\n\n571\n\navoided if plans are reviewed by experienced, sympathetic experts before\nthey are put into operation, and modifications made in the light of the\nsuggestions received. It is much\n\nless costly in time and money\n\nto make cor¬\n\nrections at the planning stage than at the stage of execution.1\nA\n\nCASE\nEDITH\n\nSTUDY\nM.\n\nBADER,\n\nIN\n\nCURRICULUM\n\nASSISTANT\nANN\n\nDEVELOPMENT\n\nSUPERINTENDENT\n\nARBOR,\n\nOF\n\nSCHOOLS,\n\nMICH.\n\nI have chosen as case study material the description of the Parker School\nDistrict curriculum as found in the recent book of James Tippett entitled\nSchools for a Growing\n\nDemocracy . I have chosen this material because while\n\nit deals with the curriculum process in an entire school district, it devotes\nitself for the most part to exhaustive and vivid descriptions of classroom\nsituations. It thus, more adequately than many available printed sources,\ngives a rather comprehensive view of how the curriculum looks in action ;\nnamely, in the day-by-day living of the child in school.\nIn the foreword and in Chapter I the purpose and basic philosophy are\nclearly stated: “The district was launching a determined effort to make\nthe work of the schools contribute more effectively to the development of\nall the possibilities in each child and to the harmonizing of school life with\nthe demands of society.”\nThe nature of the reorganized curriculum\nlowing statement:\n\nis best described in the fol¬\n\nIn general, the elementary-school curriculum in the Parker School is built upon\nthe assumption that the educational growth of a child is best served if the program\nin the content field is organized around important centers of interest of varying\ntypes, selected from the environment and from experiences of the children, and en¬\nriched by organized knowledge. From the field of social science comes most of the\ncenters of interest which form the core of the elementary curriculum.\n\nThe science implications growing out of the various problems studied are\nalso given much stress. In both of these fields much emphasis is placed upon\nthe development of usable generalizations, and it is on this thread, the\nauthor believes, that continuity and orderly development of social under¬\nstanding are built. Excursions, industrial activities, dramatics, and creative\narts bulk large in the program. A camp located in the mountains some six\nmiles away is an important part of the school plant. Many of the tools and\nskills are learned functionally. However, definite periods are reserved for\nformal reading instruction and for arithmetic.\nThe organization of the curriculum at the junior and senior high-school\nlevel is still departmental and the content follows in general the subjectmatter organization. Some effort, however, has been made thru fusion of\nmaterials in geography, civics, health, and science to develop at least a part\nof the experiences of children around the center of interest.\n1 Dr. Rankin’s complete statement will appear as Chapter V\n\nCurriculum.\n\nin the yearbook, The\n\nChanging\n\n"}
{"page": 578, "printed_page": null, "text": "572\n\nNational\n\nSo-called\n\nEducation\n\nAssociation\n\ncollateral activities of the high school, including\n\nassemblies,\n\nclubs, hobbies, and journalism, are recognized as legitimate curriculum\ntent and are provided for in the regular schedule each day.\n\ncon¬\n\nAn Appraisal\nThe\n\nultimate test of a curriculum\n\nof pupils and\n\nteachers\n\nprinted statement\n\nlikewise\n\ncan adequately\n\nattitudes. Furthermore,\nmeasure,\n\nand\n\nplan is found\n\nwhat\n\nin changed\n\ndescribe what\n\nis at any one\n\nin the changed\ncommunity\n\ntime is likewise no\n\nthat living is tending is also important.\n\nof present living, therefore, in terms\n\nliving. No\n\ntakes place in thoughts and\n\nbecause while quality of the living at each moment\n\nthe direction in which\n\nconduct\n\nadequate\n\nis important,\nImplications\n\nof direction and ultimate goals must\n\nbe a part of the appraisal. In this appraisal I shall accept at their face value\nstatements of ideals and descriptions of activities and outcomes.\nBy explicit statement\nschool. The\n\nthis curriculum\n\nsocial pattern with which\n\naccepts the social direction of the\n\nit is concerned\n\nis that of democracy.\n\nTo quote, “The end is rich and effective membership in a democratic state.”\nThe social direction is apparent also in the nature of the experiences pro¬\nvided within the school. In the first place, the curriculum is interpreted\nbroadly to include the total life of the school. In addition, the out-of-school\nlife of the child is taken into account in the program which is provided.\nThe\n\ncommunity\n\nis constantly explored in order to make\n\nThis is done by means\nattempt\n\nto reproduce\n\nof the home\ndown\n\nof the extensive excursion program\nin the school in simpler form\n\nand the community.\n\nby the use of a mountain\n\nfor group\n\nlearning meaningful.\n\nThe\ncamp\n\nand also by the\n\nthe industrial processes\n\nwalls of the school are further broken\nwhich provides a more\n\nrealistic setting\n\nliving. Finally, the social direction is apparent\n\nin certain com¬\n\nmunity serviceable activities which are described. The most striking ex¬\nample of this is the development of the museum. This enterprise drew into\none cooperative group\ncommunity,\n\nand\n\nchildren, teachers, parents, and other citizens of the\n\nthe end product\n\nbecame\n\nnot only a permanent\n\nrealistic living for the children\n\nbut also a channel\n\neducation. Such experiences make\n\ncontemporary\n\nsource\n\nfor community\n\nof\n\nadult\n\nsocial situations meaningful\n\nby relating into one integrated whole, civic, social, and economic\n\nphases of\n\ncommunity life. In other words, not only does the child use the community\nto help him understand what the school is offering, but he also finds the\nmeans\n\nof making\n\nhis own\n\nliving of the community\nWhile\n\npurposes\n\nand\n\nneeds contribute\n\nto the enriched\n\nas a whole.\n\nthe social purpose\n\nof the school is dominant,\n\nthe responsibility to\n\nthe individual is also recognized in the statement of purpose, “To make the\nwork of the school contribute more effectively to the development of all the\npossibilities in each child.”\nSo far as this curriculum recognizes the social objective of the school and\nalso recognizes that the fulness of life for the individual is found in the\ndemocratic\nbook.\n\nprocess, it is in harmony\n\nwith the basic assumptions\n\nof the year¬\n\n"}
{"page": 579, "printed_page": null, "text": "Department\n\nHowever,\n\nof Supervisors\n\namong\n\nthe 29 outcomes\n\none deals with basic contributions\nto the comfort\ncommunity\n\nand\n\nDirectors\n\nlisted under\n\nwhich\n\nshow\n\nof the industrial processes. One\n\n573\n\nscience, for example,\n\nnot\n\nscience and invention\n\nand happiness of the worker\n\nlife. All of them\n\nof Instruction\n\nmight make\n\nand to the enrichment\n\nonly how\n\nscience improves\n\nof the\n\nthe efficiency\n\nsearches in vain both in social science courses\n\nand in vocational courses for any indications that the basic causes for malad¬\njustment in the home and community are discussed with frankness. There\nare no evidences that the area of family relations is explored as a basic need\nof adolescent youth.\nMore fundamentally still, one is forced to conclude that while the orien¬\ntation of this course is social, in that democracy is accepted as the cultural\npattern to be desired, yet the acceptance\nthe assumption\n\nthat democracy\n\nmust\n\nof this purpose\n\nseems\n\nto rest upon\n\nbe accepted because it is and that the\n\nschools should fit the child into the pattern as it is, even tho it includes the\nprevailing industrial pattern, which\n\nis in reality far from\n\nposition of the writers of this yearbook\nas a goal of education, not because\n\ndemocratic.\n\nis that democracy\n\nit is now\n\ncultural group, but because the democratic\n\nThe\n\nis to be accepted\n\nthe pattern accepted by our\n\nprocess is most\n\nconsistent with\n\nthe ultimate good of each individual and of the group. This position would\nimply that the school should\nappraisal of the democratic\n\nbe concerned\n\nat all levels with\n\nprocess, and with a concern\n\nand extension to all realms of living. In other words\nthe school will be attained only when\nown\n\nmaturation,\n\nled to extend\n\nof social conflicts and when\nexperimentally\nThis\n\nthe critical\n\nfor its improvement\n\nthe social function\n\nthe child is, within\n\nthe range\n\nof\n\nof his\n\nthe range of his experiences into the realms\n\nhe is increasingly helped to think critically and\n\nabout them.\n\ncurriculum\n\nlearning in terms\n\nattempts\n\nto discover\n\nof individual\n\na new\n\nliving. This\n\nbasis of organization\n\nis apparent\n\nfor\n\nin the use of the\n\nterm “center of interest.” Within the limits of these centers of interest much\norganized information and many skills are taught functionally. Flexibility\nof the daily schedule and the elimination of fixed standards for promotion\nand classification are other evidences of the effort of the Parker School to\nfind a sound psychological\n\nbasis for the organization\n\nof curriculum.\n\nIt is at this point, however, that the transitional character of this curricu¬\nlum becomes apparent. Henry Harap has taken the position in his discussion\nthat all present\n\ncurriculum\n\npractises represent\n\nmerely\n\ntransitional stages\n\ntoward the type of curriculum which the philosophy of this yearbook en¬\nvisions. The new curriculum will, according to this philosophy, be organized\nin terms of broad areas of social living and not in terms of subjects or areas\nof organized\n\nknowledge.\n\nWhile\n\nthe Parker\n\nSchool curriculum\n\nprovides for\n\norganization in terms of “centers of interest,” the very categories in which\nthese units are described places them for the most part in the school-subject\nclass.\nThe\n\neffectiveness of the curriculum\n\nappraisal devices that are used. The\nFor instruments\n\nprocess is further revealed thru the\n\nauthors devote a short chapter to this.\n\nof appraisal they have depended\n\ntests of tool subjects. The\n\nentirely upon\n\nso-called intangibles, by which\n\nstandardized\n\nthey mean\n\nthe\n\n"}
{"page": 580, "printed_page": null, "text": "574\n\nNational\n\nEducation\n\nAssociation\n\nsocial values, are left to the ordinary process of subjective appraisal. At this\npoint the new\n\ncurriculum\n\noffers another\n\nchallenge. New\n\ninstruments\n\nof\n\nappraisal must he devised to measure new values, and the appraisal activi¬\nties must themselves become an integral part of the curriculum process.\nIt has been suggested that this curriculum\nwhen\n\nmeasured\n\nfor the Parker\n\nrepresents a transitional stage\n\nagainst the values of the yearbook. Whether\nSchool District a transitional stage depends\n\nit is actually\n\nupon\n\nthe degree\n\nto which the implications of the democratic philosophy are accepted basically.\nThere seem to be indications that unwarranted faith is put in method as\nthe guarantee\n\nof achievement\n\nbe that if the pattern\ndemocratic\nwould\nupon\n\nof the social goal. The\n\nof democratic\n\nwhich\n\na more\n\nvigorous\n\nseems\n\nto\n\nin the school the\n\nphilosophy of this yearbook\n\nsocial direction as the basic assumption\n\nto build a curriculum.\n\nCRITERIA\n\nTO\n\nBE\n\nUSED\n\nIN\n\nEVALUATING\n\nCURRICULUM\nCHARLES\n\nliving is followed\n\nprocess will he achieved in life. The\n\ndemand\n\nassumption\n\nW.\n\nKNUDSEN,\n\nOF\n\nDEVELOPMENT\n\nGRADUATE\n\nUNIVERSITY,\n\nPROGRAMS\n\nSCHOOL\n\nOF\n\nCAMBRIDGE,\n\nEDUCATION,\n\nHARVARD\n\nMASS.\n\nA criterion for use in appraising any school practise is a concise statement\nsetting forth a point of view or belief, or a concise description of a practise\nthat follows from accepting a particular point of view. To\ncriteria have the nature\n\nof assumptions.\n\nappraising curriculum\n\nprograms\n\nThe\n\na striking degree,\n\nproposal of a list of criteria for\n\nis itself based on the assumption\n\na list may be used successfully for the purpose indicated. The\nimply beliefs or assumptions\n\nto be tested by examining\n\nthat such\n\nseveral criteria\n\nthe consequences\n\nthat\n\nfollow their use. Frequently the test made is clearly a process of reflection —\nwe examine the consequences that follow logically, as we say. In other\ncases the test of a given assumption\nThere\n\nis a wealth\n\nor belief is made\n\nthru experimentation.\n\nof historical evidence to indicate that man\n\nfailed to test a belief adequately\nof thinking divorced\n\nfrom\n\nbecause of complete\n\nhas frequently\n\nreliance on a method\n\nthe necessity of experimental\n\ntrial.\n\nThe facts indicated in the foregoing paragraph have a bearing on an ex¬\namination of the list of criteria proposed by the Yearbook Committee.\nCritical examination\nunderlying\nwhich\n\na consideration\n\nof the educational\n\nthe criteria, and in addition, a consideration\n\nit is proposed\n\nviewpoint\n\ninvolves\n\nof the manner\n\nin\n\ntheory should be applied. Because\n\nthe\n\nis definitely that of the experimentalist,\n\nthe\n\nthat educational\n\nof the Committee\n\ntentative, hypothetical\n\ntheory\n\nnature\n\nof the criteria should\n\nbe borne\n\nin mind.\n\nPersons with yearnings for the fixed, the absolute, and the certain will view\nthe criteria with misgiving. The\nas entirely theoretical. The\nprograms\n\nof curriculum\n\nseveral criteria were\n\ncriteria should\n\nnot, however,\n\nfact that the Committee\n\ndevelopment\n\nin which\n\npresent to a pronounced\n\nbe regarded\n\nexamined\n\nnumerous\n\nthe qualities implied in the\nextent lends credence\n\nto the\n\n"}
{"page": 581, "printed_page": null, "text": "Department\n\nstatement\n\nof Supervisors\n\nand\n\nDirectors\n\nthat the criteria and the suggested\n\nwholly impractical.\nChecklists relating to the proposed\n\nof\n\nmethod\n\ncriteria were\n\nInstruction\n\n575\n\nof their use are not\nprepared\n\nto facilitate\n\nevaluation of three important and complementary phases of curriculum de¬\nvelopment : ( 1 ) formulation of the basic beliefs underlying the program ;\n(2) organizing and planning for curriculum\ning learning units in classrooms.\nThe\n\ndevelopment;\n\nand (3) develop¬\n\nimplications of the criteria for supervisors point to the need for a\n\ncontinuing\n\nshift of emphasis\n\nthis shift has been away\n\nfrom\n\nin supervisory\n\nwork.\n\nWithin\n\nthe last decade\n\na consideration\n\nof the technics of teaching as\n\na main consideration of the supervisor to a consideration of more funda¬\nmental issues. These more fundamental issues affect the establishment of\nconditions by which pupils more effectively acquire the abilities and dispo¬\nsitions necessary for a more intelligent social participation in the affairs of\nmankind.\nUse\n\nof the checklists will emphasize\n\nquality in a program\n\nof curriculum\n\none important\n\ndevelopment\n\nfact, viz., that the\n\nto which\n\na given criterion\n\nrefers is not to be considered on an all-or-none basis. Many\n\ndifferent attempts\n\nto formulate revised curriculum programs possess merit. It should be pos¬\nsible to indicate those programs which possess more merit than others. At\nthe very least, use of the proposed\nenabled\n\nthe Committee\n\nchecklists in the manner\n\nto indicate with some\n\ndefiniteness the programs\n\nconsiders meritorious, as well as the bases on which\n\nPANEL\nNew\n\nOrleans,\n\nsuggested has\n\nits judgments\n\nwere\n\nit\n\nmade.\n\nDISCUSSIONS\n\nLouisiana,\n\nFebruary\n\n22, 1937\n\nThe program of the Department of Supervisors and Directors of Instruc¬\ntion at New Orleans included six group meetings for panel discussion. Two\nof these meetings\n\nwere\n\njoint sessions with\n\nas panel discussions cannot\nincluded\n\nalways be successfully summarized,\n\nChairman:\nThe\n\nInasmuch\n\nthe material\n\nin this report is necessarily incomplete.\nGROUP\n\nWayne\n\nother organizations.\n\nI — Art Education\n\nJane Betsey Welling,\n\nAssociate\n\nProfessor\n\nof Art Education,\n\nUniversity, Detroit, Mich.\n\nPanel\n\nBlanche\n\nCahoon,\n\nTampa,\nG. Robert\n\nDirector\n\nEducation,\n\nTampa\n\nCounty\n\nSchools,\n\nFla.\nKoopman,\n\nDepartment\n\nAssociate\n\nState Department\n\nS. Defenbacker,\n\nWashington,\n\nDirector\n\nof Curriculum\n\nof Public Instruction, Lansing,\n\nJuanita McDougald,\nN. C.\nDaniel\n\nof Art\n\nD. C.\n\nAssistant\n\nResearch,\n\nState\n\nMich.\n\nof Public Instruction, Raleigh,\n\nto Director\n\nof Federal\n\nArt\n\nProjects,\n\n"}
{"page": 582, "printed_page": null, "text": "576\n\nNational\n\nElizabeth\nIll.\n\nRobertson,\n\nEducation\n\nAssociation\n\nDirector of Art Education,\n\nPublic Schools, Chicago,\n\nRalph W. Tyler, Professor of Education,\nbus, Ohio\n\nOhio\n\nMiss\n\nin that\n\nof view\n\nWelling:\n\nThis\n\ngroup\n\nof general educators\n\nis unusual\n\nState University, Colum¬\n\nit represents\n\nas well as art educators\n\ngether here from a widely distributed geographical\nentiated experiences in education.\n\nwho\n\nthe points\n\nhave come\n\nto¬\n\narea with sharply differ¬\n\nArt education at present is at a fork in the road. It is faced with the prob¬\nlem either of going on as it has in the past to meet the needs of a specially\ntalented group, small in number, or of expanding its objectives and pro¬\ncedures to meet the needs of everyone who has use for art expression.\nArt education\n\ntoday could function\n\nopportunities\n\nfor growth\n\nworking\n\nall ages, from\n\nwith\n\non a wide\n\nand development\n\nfront. Its activities and\n\nare being realized by educators\n\nthe preschool up the line of development\n\nto\n\nadult education. Its possibilities are being explored and adjusted to meet\nnew demands. Art educators are in the thick of the educational reevaluation.\nAre\n\nthey meeting\n\nThe\nfrom\n\nwide\n\nthe challenge?\n\nfront evident today spreads not only all along the age line,\n\nthe very young\n\nside to encompass\n\nchild to his grandparents,\n\npossibilities for growth\n\nand appreciation for everyone,\n\nwhatever\n\nbut also extends\n\non each\n\nin art sensitivity and expression\nhis interests and abilities may\n\nbe.\n\nPsychologists are talking of the “whole child’’ and his development, and are\nlooking toward creative expression and its emotional as well as material\nsatisfactions with renewed\ninnumerable\n\ncommunity\n\nexpectancy. Adult\n\neducation\n\nagencies and the Federal\n\nArt\n\nin art, sponsored by\nProjects, is finding\n\nthat the creative and imaginative phases of each individual’s development\nhave been almost entirely overlooked in our educational programs in spite\nof the obvious fact that every individual has potentialities along these lines.\nEducators\n\nare beginning\n\nto realize that if art expression is so valuable\n\nthe physically handicapped,\n\nthe emotionally\n\nunstable, and the mentally\n\nfor\nre¬\n\ntarded, it may likewise have as yet unknown values for the so-called normal,\naverage, and balanced child and adult in our society.\nDr.\n\nKoopman — Question\n\nart education\n\n1 : To\n\nbe differentiated from\n\nwhat\n\nextent\n\nshould\n\nthe program\n\nthe other phases of education?\n\nArt specialists are not yet alert to the great contributions\nwhich\n\ntheir field may\n\nmake.\n\nThe\n\nmore\n\nto education\n\nspecialized art specialists have\n\nbecome, the less they believe in the wide values of their contributions;\nmore\n\nthey narrow\n\ndown\n\nwith general education\n\nin\n\nthe\n\nto the few, the less they are willing to cooperate\nand the curriculum\n\nas a whole. There\n\nis need right\n\nnow for the artist-teacher and his peculiar slant on personality and educa¬\ntional growth. Everyone needs opportunity to see life and to express it, and\nart expression is one of the most\ncommitted\n\nnatural forms of expression. Educators\n\nto a realistic integrated\n\ninterpretation\n\nof the new\n\nare\n\neducational\n\nprogram. Xo one subject offers more opportunity for a realistic and inte¬\ngrated view of life than does art. The former graded school with sharply\n\n"}
{"page": 583, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nDirectors\n\nof\n\nInstruction\n\n577\n\ndefined and unrelated areas of learning must give way to new concepts of\nlearning and doing in a cooperative society. Art has its place. Art educators\nshould make that place.\nMr. Defenbacker — Question 2: To what extent are we using avail¬\nable community contacts, materials, and equipment for art education in the\nschools of this country to the best advantage?\nTwo years ago the PWA Art Projects were faced with the problem of\nspending a large sum of money to revive the cultural and artistic life of\nvarious United States communities. Thru surveys of existing agencies,\nmuseums, and schools it was soon evident that creative work in the arts was\nscarcely being emphasized at all. Trained artists were starving. In thirty\nstates there was not even a nucleus about which to center this federal pro¬\ngram as a permanent enterprise. There were whole communities in which\nthe art teachers had never seen an original work of art. So the art projects\nbegan specifically with the purpose of showing art and artists and artistteachers at work. It began by putting artists to work in public places, in cir¬\nculating exhibits of original work, in starting classes in art expression for\nchildren and adults. The response has been phenomenal.\nican Design is an example. Tho\n\nThe Index of Amer¬\n\nno one realizes it, every community\n\nhas a long\n\ntradition of creative activity. The Index of American Design is a compila¬\ntion of the work of American craftsmen and designers of the past by artists\nof the present. There is so much fine material that it cannot readily be put\nbetween the covers of a portable book or portfolio.\n\nMiss Robertson — Question 3: What\n\nconstitute adequate qualifications\n\nfor the so-called special teacher of art ?\nThe tendency has been to overemphasize the highly trained teacher of art,\nand to ignore art where there has been no highly trained teacher. This is\na stifling procedure. Art should be a part of every teacher’s equipment, a\npart of every activity in school. Teachers of art and of other subjects must\nrecognize creative art expression, child-like art experience and expression,\nand must work to get them. The new emphasis on a creative approach to\neducation is healthy, but it makes a strenuous demand on the old-tvpe isolated\nart teacher. She must learn to teach children as well as art.\n\nMiss\n\nMcDougald — Question 4: How\n\nteacher-training programs\nliving :\n\ncan we direct our in-service\n\nso that art education is recognized as “a way\n\nof\n\nTeachers must enjoy teaching. Teaching must become fun. Personalities\nmust be cultivated. Art is a way of living. It is expressive, satisfying, and\nenlivening. Every teacher needs these qualities, these experiences, if she is\nnot to become a dull rubber stamp. Courses of study must be changed and\nof organization. North Carolina is ex¬\nperimenting with teacher and child contributions toward curriculum build¬\ning. The old-type, carefully planned-in-advance course of study is becoming\na record of lively experiences which teachers have developed with children.\nCommunity resources are drawn in. Conferences are prevalent. General\neducators are learning to accept art educators and vice versa. Cooperative\nactivity is basic.\n\nsubordinated to more creative means\n\n"}
{"page": 584, "printed_page": null, "text": "578\n\nNational\n\nProfessor\n\nEducation\n\nTyler — Question\n\n5 : How\n\nAssociation\n\ncan we\n\nconvince\n\ncollege and uni¬\n\nversity authorities of the need for art education and show\nevaluate its contributions?\n\nthem how\n\nto\n\nArt educators need to present to general educators and administrative\nauthorities actual evidence of the significance of art experiences in education.\nThey need to state in clear and forceful and common language what the\npurposes and benefits of their field are. They need to do away with the\njargon of the specialist and come down to earth in common terms; evaluation\nwould then be an easy task. If art educators could agree on four or five\nobvious and comprehensive objectives for their work, appraisal would be\neffective. And these objectives must be stated in terms of actual changes in\nboys and girls. The very real pressure of time in schools makes this necessary\nif time is to be found for proper emphasis on the creative activities of the\nschool program. Time schedules and size of classes are very real problems\nto art educators just now. If they are to be controlled, art educators must\napproach the problem in a realistic way with specific statements of objectives\nand values. Words are at present the most commonly comprehended medium\nof expression. Art educators must learn to state their values in these terms.\nMiss Cahoon — Question 6: How can a community know when it is\ngiving adequate and justifiable support to the art education program of its\nschools ?\nFlorida educators are trying to break down the tradition which over¬\nemphasizes drill or repetition in education and to find time, place, and\nenthusiasm for the creative phases of the educative process. There is need\nfor all rural teachers to comprehend the values of creative expression. If\nthey did, its inclusion in rural education would be easy. Teacher training\nis at fault. The teachers must start with a feeling for and experiences in\ncreative work if they are to recognize and foster it in their experiences\nwith children.\nSummary — Art\n\neducation,\n\nif it is to be creative and\n\nfunctional, must\n\nbecome a part of the general educational process of the schools and the com¬\nmunity. It must show up in the school and in the community. If it does\nnot, it is failing to meet the demands of the present and its exponents are\nnot living up to its potentialities.\nGROUP\n\nII — The\n\nChairman : James\n\nCollege, Columbia\nThe\n\nCooperative\n\nGroup\n\nF. Hosic, Professor\n\nUniversity, New\n\nPlan and Supervision\n\nEmeritus\n\nof Education,\n\nTeachers\n\nYork, N. Y.\n\nPanel\n\nDanylu Belser, Professor of Elementary Education, University of\nAlabama, University, Ala.\nLawrence S. Chase, Superintendent, Essex County Schools, Newark,\n\nN. J.\n\nS. A. Courtis, Professor of Education, University of Michigan, Ann\nArbor, Mich.\nNancy O. Devers, State Department of Public Instruction, Raleigh,\nN. C.\n\n"}
{"page": 585, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nDirectors\n\nof Instruction\n\n579\n\nArthur\n\nS. Gist, President, Humboldt State College, Areata, Calif.\nH. S. Hemenway, Superintendent, Shorewood Public Schools, Mil¬\nwaukee, Wis.\n\nLucille Nicol, Assistant Superintendent of Schools, New York, N. Y.\nF. M. Underwood, Assistant Superintendent of Schools, St. Louis, Mo.\nQuestions : Do you favor a new\n\nand modern\n\nconcept of supervision? If so,\n\nwhat and why? Is the traditional organization of the teachers in a school\nbest fitted to the purposes of a modern school? If not, what newer form of\norganization do you favor? How is this newer form of organization related\nto a modern practise of supervision? Should not cooperation as an ideal and\nas a definite method dominate both organization and supervision?\nIn his opening statement the chairman challenged both the traditional\nconcept of supervision and the ordinary form of school organization as un¬\nsuited to present needs. Both imply isolation for the teacher. But democratic\nideals demand group cooperation. At the same time there must be the expert¬\nness possible only to the specialist. Hence the necessity of shifting the\nemphasis in supervision from the technic of the recitation to the program\nof curriculum development and of substituting for the one-teacher-to-a-class\npattern of organization not mere departmentalism, but the Cooperative\nGroup Plan.\nDiscussion : Supervision should be democratic\n\n(that is, cooperative), scien¬\n\ntific, and creative rather than inspectorial (Underwood). Agreed, but gen¬\neral supervisors do not all by any means wish to change (Chase). Super¬\nvision is not an office, it is an educational movement. Teachers, principals,\nsuperintendents, consultants, are all in it together (Belser). We want self¬\nadministration and self-supervision, not a military system. The profession\nitself should recognize limitations and strive to remove them. Not domi¬\nnance nor guidance, but freedom. Purpose and plans should be cooperatively\ndetermined but militarily carried out (Courtis). Add self-appraisal (Belser).\nIt is not so simple as it sounds. Not all are equally competent. Leaders must\nbe had; objectives, established (Underwood). There are two schools of\nthought: one stresses inheritance, the other, experimentation (Hemenway).\nProceed upon a scientific basis, if one exists; otherwise, allow freedom and\nprovide for research. We should study children more, try experimental\nmethods, organize our subject groups into larger units with appraisal and\nrefinement, pool our findings, cooperate with other social institutions, and\nrecognize that all education is experimental.\nThe Cooperative Group Plan furthers such efforts. It consists in placing\na few groups of children in the hands of a committee of teachers. This\nenables some specialization, better use of materials and equipment, and\nmuch self-supervision. Technicians going from room to room on a regular\nschedule of visits can be dispensed with (Hosic). At first teachers expect\nthe supervisor to plan, but later teachers and even pupils learn to take the\ninitiative (Nicol). Both teachers and children react favorably. There is\nbetter provision for integration and for solving the problems of individual\nchildren (Hemenway). The Plan works well in primary grades with two\n\n"}
{"page": 586, "printed_page": null, "text": "580\n\nNational\n\nEducation\n\nAssociation\n\nor four teachers in a group. Psychiatrists approve it (Chase). It lessens\nfailure in these grades — in fact, grade lines may be ignored (Belser).\nNewer ideals are easier to state than to put into practise. We have been\nbrought up under a rigid system and we are ignorant of the methods of\ncooperation. It seems easier and more immediately effective, moreover, for\nsomeone to decide and give orders than to consult. We must learn to approxi¬\nmate and advance toward the ideal step by step (Courtis). In any event,\norganization and supervision must both be brought into harmony with the\nway of life that we are trying to have the children find (Hosic).\nGROUP\n\nIII — Evaluation\n\nChairman:\n\nCharles\n\nUniversity, Columbus,\nThe\n\nof the Secondary-School\n\nC. Weidemann,\n\nProfessor\n\nLearner’s\n\nDevelopment\n\nof Education,\n\nOhio\n\nState\n\nOhio\n\nPanel\n\nFrederick Archer, Professor of Education,\nUniversitjq Ala.\n\nUniversity of Alabama,\n\nGeorge Axtell, Associate Professor of Education, Northwestern Uni¬\nversity, Evanston, Ill.\nW. P. Dyer, Teachers College of Connecticut, New Britain, Conn.\nCharles W. Knudsen, Graduate School of Education, Harvard Univer¬\nsity, Cambridge, Mass.\nHarlan C. Koch, Assistant Director, Bureau of Cooperation with Edu¬\ncational Institutions, University of Michigan, Ann Arbor, Mich.\nA. K. Loomis, Superintendent, Shaker Heights School District, Cleve¬\nland, Ohio\nW. H. Morton, Professor of Secondary Education and Director of\nTeacher Training, University of Nebraska, Lincoln, Nebr.\nC. A. Phillips, Professor of Education, University of Missouri, Colum¬\nbia, Mo.\nJohn A. Sexson, Superintendent of Schools, Pasadena, Calif.\nFlorence B. Stratemeyer, Associate Professor of Education, Teachers\nCollege, Columbia University, New York, N. Y.\nWillis L. Uhl, Dean, School of Education, University of Washington,\nSeattle, Wash.\nBen D. Wood, Director, Bureau of Collegiate Research, Columbia\nUniversity, New York, N. Y.\nClifford Woody, Professor of Education, University of Michigan,\nAnn Arbor, Mich.\nJ. Ralph McGaughy, Professor of Education, Teachers College, Colum¬\nbia University, New York, N. Y.\nThe discussion was focused around the following questions:\n1. In what respects should evaluation procedures in the junior high school\ndiffer from those in the senior high school?\n2. How evaluate the learner’s powrer to integrate the results of learning\nactivities in the various areas of study?\n\n"}
{"page": 587, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nDirectors\n\nof\n\nInstruction\n\n581\n\n3. How evaluate the degree to which the teacher’s subjectmatter objec¬\ntives are both comprehensive and validly representative of the learner’s pur¬\nposes developing from his valued choices with which to guide his activity?\n4. How validly evaluate the learner’s power to do such as apply principles\nto situations, draw inferences, cooperate with others by using pencil and\npaper test materials ? What better ways are available ?\n5. Who should evaluate the learner’s development — the teacher, the\nlearner, another teacher, an outside agency, or combinations of these? Which\nare preferable?\n6. How evaluate the exceedingly complex process of development within\nthe learner without defining the dynamic factors which influence that devel¬\nopment ?\n7. How formulate valid instruments to evaluate directly the actual nature,\nfunction, and value of the learning activity process within the learner which\ncannot be inferred from overt action ?\n8. To what extent does a valid measurement of overt action represent the\ntotal activity within the learner which leads to that overt action as an end\npoint response?\nEach question assumes that: (a) each learner differs from each other\nlearner; (b) the habitat of the learning process is within the learner; (c) a\nprocess of continual change and development functions within the learner;\n(d) the learner learns thru activity; (e) habits, knowledges, appreciations,\ninterests, values, purposes, conflicting preferences, choices, and the like be¬\ncome social in quality when commonly experienced by other learners of the\ngroup.\nGROUP\n\nIV — Studies\n\nChairman:\n\nof Growth and Development\ntory Schools\n\nA. R. Mead,\n\nDirector, Bureau\n\nversity of Florida, Gainesville, Fla.\nThe\n\nof Children\n\nof Educational\n\nin Labora¬\n\nResearch, Uni-’\n\nPanel\n\nGeorge H. Colebank, Principal, Demonstration High School, West\nVirginia University, Morgantown, W. Va.\nK. J. Hoke, Dean, College of William and Mary, Williamsburg, Va.\nHarry A. Little, Head, Department of Education, Georgia State Col¬\nlege, Milledgeville, Ga.\nL. A. Sharp, Director, Demonstration School, North Texas State\nTeachers College, Denton, Texas\nPaul W. Sloan, Assistant Professor of Education, Eastern Illinois State\nTeachers College, Charleston, Ill.\nM. R. Trabue, Director, Division of Education, University of North\nCarolina, Chapel Hill, N. C.\nThe chairman opened the program by stating the theme and making some\nexplanatory remarks. The major questions at issue were:\n\n"}
{"page": 588, "printed_page": null, "text": "582\n\nNational\n\nEducation\n\nAssociation\n\n1. Why are such studies needed?\n2. Which are needed — long-time studies of the same children, or recurrent studies\nof different children? Why?\n3. What has already been accomplished in this field of study?\n4. Which phases of growth should be studied ?\n5. How are the data to be secured, especially those data referring to growth in\nsocial behavior, personality traits, inventiveness, creativeness?\n6. What types of personnel are needed to gather the data?\n7. What can the present personnel of such schools do in gathering data?\n8. How will different types of programs affect such studies — such as child-cen¬\ntered programs, subjectmatter centered, and others?\n9. If such studies are made, what will their value be?\n\nMr. Little said that modifications of school programs were needed, that\nevaluation of teaching procedures and learning activities were needed, and\nthat checking and evaluation of results of programs were needed. He claimed\nthat apparent results may not be the same as actual results, and such studies\ncan help in ascertaining real changes. If such information becomes available,\nthe theory of education and its teaching will take on new life and zest. Now\nwe spend most of the time teaching information, and tho we desire other\nthings we know but little about other phases of growth. One special result\nwould be sought, viz., the facts about the effects of experimentation upon\nchildren in such schools. If any schools are to do such work, the experimental\nschools are the ones to begin it, and it should be done soon.\nMr. Hoke called attention to the fact that, with few exceptions, studies\nhave been in terms of subjectmatter mastery, usually learned from a single\ntextbook; that the needs of children are for achievement\n\nin other types of\n\ngrowth ; that the best way to ascertain what is achieved is by the long-time\nstudy of the same children. Such studies will make possible more careful\ngathering of data about personality traits and social behavior and give the\nopportunity to develop new technics of securing data about such changes.\nAll phases of change should be considered as parts of education and as such\nwould be relevant to such investigations. The program of investigation should\nbe made in terms of the whole school, not just a part of it. The speaker\nstated that he was not decided as to the specific phases which should be\nstudied. He called attention to the rather prevalent practise of schools in\nattempting to show status of achievement\n\nin terms of comparative status of\n\ndifferent children rather than the child's own change in terms of his capacity\nto change, and emphasized the urgent need of eliminating the practise of\n“failing” children at the end of a school term who had been reported a short\ntime before as satisfactory. In such studies, the gathering of large masses of\nirrelevant data should be avoided. The types of records to be used will\nbe very important and will have to differ from ordinary school records.\nThe following questions were presented to Mr. Hoke:\n1. Is not the use of standardized objective test data often in error? Should the\nmisuse of such a tool be the cause of rejecting the tool for valid uses?\n2. How do we know, in advance of making such a study, just which data will be\nrelevant and which will be irrelevant?\n\n"}
{"page": 589, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nDirectors\n\nof Instruction\n\n583\n\nThe speaker admitted that he did not know the answer to the second question,\nbut insisted that the standardized objective test had very little value at\npresent in the studies contemplated.\nMr. Trabue objected to the collection of large masses of irrelevant data,\nand the usual emphasis in school programs to make all children alike.\nThere is a need to discover strong points and to use these as the phases of\ngrowth to be furthered in our schools rather than be persistent in driving\nchildren to overcome weaknesses in some other lines of growth. Children\nlearn or grow under favorable conditions. Emphasis upon weaknesses is not\na favorable condition.\nThe tools which are now available are, first, standardized tests of many\nvarieties. Such of these as fit the needs should be used, particularly those\nconcerned with attitudes. Second, evidences of growth in interests are much\nneeded and can be analyzed by interest tests and informal records. Third,\ncumulative records of observed data about curiosity and ability to find in¬\nformation can be kept in the form of anecdotal records. Letter grades such\nas A, B, C, etc., are quite useless. A fourth means of obtaining data is thru\nthe staff conference of teachers for the serious study of children, the data\nbeing derived from the teachers’ knowledge\nTwo questions were proposed:\n\nof the pupils.\n\n1. Is it possible to guide children to overcome weaknesses and at the same time\nretain the factor of satisfaction in learning?\n2. Is it possible to develop a scale, or series of scales, like those made by Thorndike\nfor handwriting, for study of changes in such a trait as initiative?\n\nTo these questions, the speaker replied that both were possible. Sometimes\nthe overcoming of weaknesses is a necessary part of growth, but the em¬\nphasis should be upon the phases that are strong. Scales like those referred\nto, he said, were possible and would constitute very valuable tools if they\nwere developed from a wide sampling of cases.\nMr. Sloan discussed the relations of the different types of school programs\nto such studies. He defined several different types of programs\n\nsuch as child-\n\ncentered, a program dominated by a particular “ism,” one dominated by\ntextbooks. He said that the evaluation made by a teacher would be deter¬\nmined largely by the teacher’s conception of what a school is and what it\nshould do for the children. Such factors in the total situation make necessary\nthe determination of (a) the goals of the school, and (b) the goals of such\nstudies. A questioner referred to the school which analyzes issues of a con¬\ntroversial nature but reaches no decision, and the speaker was asked how\nthat type of a program would affect such a study. He replied that since the\npurpose of the school would differ from some other schools, the means of\nevaluation would have to be different.\nMr. Sharp spoke on the values which should be derived from such studies.\nSuch problems as the following would be better understood :\n1. Diagnoses of children and use of such diagnoses\n2. Conditions under which children develop appropriate\n3. Growth\n\nin problem-solving\n\nabilities\n\nattitudes\n\n"}
{"page": 590, "printed_page": null, "text": "584\n\nNational\n\nEducation\n\nAssociation\n\n4. Growth in enriched understandings\n5. Growth in creative ability\n6. Whether all children can develop creative ability\n7. New data about the effects of racial and national group differences\n8. Artistic and esthetic development\n9. Differences of effects of the one-teacher per group\ngroup\n10. Effects of different pupil grouping upon learning\n\nversus\n\nseveral teachers per\n\n11. The causal factors in growth — the conditions most favorable to growth\nhow they operate\n12. Improvements in measuring tools and methods of collecting data.\n\nand\n\nAs one result, the speaker stated that it might be possible to distinguish\nbetween the effectiveness of different types of school programs, altho that\nwas a complicated problem. As a general result, many factors would operate\nto improve teaching and we would become more interested in securing better\nteachers.\nMany questions were raised by members of the audience, of which no\nrecord was kept. The chairman closed the discussion by giving a summary\nof the main points mentioned above and added the following:\n1. If such studies are to be made, the different schools should be described suffi¬\nciently that their important differences are well known.\n2. Those cooperating will find it necessary to agree upon certain goals for the\nstudy, and methods to be used in it.\n3. Limitations will have to be established for the scope of the study.\n4. Ways and means will have to be considered in terms of objectives of the\nschools and objectives of the study.\n5. The nature of necessary records will depend upon aims sought and data to be\nrecorded.\n6. The discussion has failed to bring to light information about existing or past\nstudies, their methods and results.\n7. Interpretation of data will have to be made upon some accepted criteria. Values\nwill have to be interpreted, purposes defined, limits set, technics selected and applied,\ndata collected, organized, recorded, and interpreted.\n8. No valuable information was given as to the types of records needed.\n\nGeorge H. Colebank, a member\nGROUP\n\nV — Foreign\n\nJoint Meeting\n\nChairman:\n\nLanguage\n\nof the panel, was unable to be present.\nStudy in the High\n\nSchool\n\nwith National Federation of Modcr?i Language\nAmerican Classical League\n\nLilly Lindquist,\n\nSupervisor\n\nof Foreign\n\nof the Future\nTeachers\n\nLanguages,\n\nand\n\nthe\n\nPublic\n\nSchools, Detroit, Mich.\nThe meeting opened with the reading of three papers which presented the\ncase for each era on the central topic, ‘‘Foreign Language Study in the High\nSchool of the Future.” Since these papers are published elsewhere, only\nbrief headlines need be given here. “The General Language Course in Junior\nand Senior High School” by Miss Lindquist, described the type of work done,\nsome problems of organization, and some pupil results from the point of\nview of the author of a textbook that has seen a decade of success in citvwide use.\n\n"}
{"page": 591, "printed_page": null, "text": "Department\n\n“The\n\nof Supervisors\n\nAdaptation\n\nand\n\nDirectors\n\nof\n\nInstruction\n\nof Objectives in Ancient Language\n\nTeaching\n\n585\n\nto Pre¬\n\nsent Educational Practises,” by A. Pelzer Wagener, College of William and\nM ary, found ample source in recent writings of distinguished men, both lay\nand professional, for the belief that Latin will gradually find its proper place\nin school life. Looking both backward and forward, the paper is at once a\nbrilliant defense of past glories and an intelligent response to changing school\nneeds in a democratic society. Proof of the pudding is in the successful set-up\nin the schools of Virginia, which Mr. W agener has helped to evolve.\nWalter V. Kaulfers, who tilted as the champion for modern foreign lan¬\nguage from his post in teacher training at the School of Education of Stan¬\nford University, entitled his paper, “The Need for a Broader Concept of\nthe Foreign Language Curriculum.” Beginning allegorically, he told how\ntwo decades ago only one solid straight highway connected Palo Alto with\nSan Francisco. Now there are three: good old Route 101 ; the Scenic Route;\nand, for those who have more time, the Sky-Line Route. On all these routes,\nas circumstances permit, Lincolns, Chevrolets, or Model-T’s purr, buzz, or\nchug their way to town. The parable, if such it is, tells the whole of his\nmessage (with its well-documented references), and teachers, curriculum\ncommittees, and administrators with their consequent influence on authors\nand textbook publishers had better get their best road machinery into oper¬\nation for the construction of more varied and better graded routes before\nall travel by land gives way to a higher, quicker, safer, surer type of\ntransportation.\n(In summarizing the panel discussion that followed, the author has used\ndialog as a reporting device. The words ascribed to each speaker present\nthe gist of his talk, not necessarily actual quotations.)\n“If we continue to teach foreign languages, we must achieve a persistency\nin their use which will function in everyday life,” said T. H. Briggs, a cur¬\nriculum “expert” (term defined by the chairman as “a plain man 1000 miles\nfrom home”) from Teachers College, Columbia University. “After all, why\nstop at French, German, Spanish, and Latin ? Why not offer also Portuguese,\nJapanese, and the languages of other dominant peoples of the world?”\n“We still offer foreign languages in high schools which operate under the\nbanner of progressive education,” said Lester Dix, director of Lincoln School,\nNew York City, “but it gives an administrator a headache to find room in\nthe clamor of other things to be studied. If Latin remains it will be on its\nown merits and not from force of tradition. Moreover, why not have a\nrenaissance of Greek, which for contribution to world culture can be justi¬\nfied before Latin? If pressed I should be willing to reserve all foreign lan¬\nguage study for an intelligently balanced, superiorly staffed adult education.”\n“If you decide what outcomes you want, the psychologist will try to help\nyou isolate the factors which affect learning habits in the types of response\nneeded,” promised M. R. Trabue of the College of Education, University\nof North Carolina. “But,” warned Ralph W. Tyler, research director of\nEvaluation in the Eight- Year Study, Commission on the Relation of School\nand College, “the kind of appraisal of an achievement affects its original\npurpose. Foreign language teachers, testing for skills only and shying away\n\n"}
{"page": 592, "printed_page": null, "text": "586\n\nNational\n\nEducation\n\nAssociation\n\nfrom attitudes and appreciations which they shortsightedly label ‘intangibles,’\nare like bad philosophers seeking a good reason for their bad ideas. Avoid\nthe best-seller or box-office urge; find desirable objectives and the proper\nexperiences to achieve them, then institute an intelligent basis of appraisal\nin those terms. Emulate book publishers who find and publish for a variety\nof publics.”\n“We language teachers can cite purposes, at least a score of them, ranging\nfrom the traditional classical conceptions of a liberal education to the vital\nneed for an energetic participation in world-citizenship,” rejoined W. L.\nCarr, who trains Latin teachers at Teachers College, Columbia University.\n“We could maintain — and with some reason — along with mathematics\nand the sciences, the educative discipline of a hard job pursued to fruition ;\nor we could point to our highly valid extension to the outcomes of the social\nstudies ; or we could say we operate as inexpensively as any study in the cur¬\nriculum. Right proudly might we boast of a teaching staff that is highly\nrespected for its scholarship and general culture.” “And,” continued R. O.\nRoseler, who trains modern language teachers at the University of Wiscon¬\nsin, “we have studied the needs of language teachers and are rapidly provid¬\ning adequate means to equip them with professional training to a standard\nas high as any other area affords.”\n“Well,” said Chairman H. B. Alberty, the “expert” in Secondary Edu¬\ncation, from Ohio State University, who, after having dodged all the panel\nbrick-bats, had not lost his gift for a bon mot in the right spot and his keen\nsense of analysis, “as usual the panel has managed to keep fairly well off the\ncentral topic, but having a telepathic mind, I am able to tell you what the\nspeakers really meant :\n“They want to suggest that foreign language teachers have largely mis¬\ntaken means for ends and have confused vehicles for destinations. If testing\nprograms could be reexamined and actual contributions identified, we should\nprobably find that such study has helped many children to a sound personal\nadjustment, to an increased social sensitivity, to an increased ability to co¬\noperate effectively, to an increased ability to deal reflectively with situations,\nto an evaluation of foreign language as a tool of appreciation that operates\nin some way in life.”\nGROUP\n\nVI — The\n\nProgress\n\nJoint Meeting\n\nChairman : Elmer\n\nof Manuscript\nGrades\n\nwith\n\nNational\n\nWriting\n\nHandwriting\n\nG. Miller, Director\n\nin First and\n\nSecond\n\nCouncil\n\nof Commercial\n\nEducation,\n\nPublic\n\nSchools, Pittsburgh, Pa.\nSpeaker:\n\nEdith\n\nU. Conard,\n\ngarten-First Grade\nNew York, N. Y.\n\nEducation,\n\nInstructor\n\nTeachers\n\nin Nursery\n\nSchool\n\nCollege, Columbia\n\nAn abstract of Miss Conard’s address follows:\n\nand\n\nKinder¬\n\nUniversity,\n\n"}
{"page": 593, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nDirectors\n\nof\n\nInstruction\n\n587\n\nManuscript writing, frequently known and called by other names, such\nas print writing, print script, etc., was adopted by schools in England in\n1912. It has been taught in some schools in the United States since about\n1920. A recent survey points to the fact that it is now used extensively in\nthe first and second grades in many sections of this country.\nHistory shows that the basic letter forms of all writing have evolved from\nthe old Roman alphabet. Time, culture, and customs have influenced the\nwritten form of letters. Materials and tools have also affected the results of\nwritten form. But in all the periods people were making a practical use of\nthe materials at hand in order to communicate with others or to keep records\nof their thoughts.\nAt the present time, with the changes in living, in communicating, and in\nrecording, it is considered important to teach children those writing skills\nwhich they can learn easily and well, which they can use and apply to their\nimmediate needs. Coincident with this is the fact that specialists in child\ndevelopment now consider that teachers should base their guidance and\nteaching of children on the needs noted at each age level. Manuscript writing\nhas been adopted by many schools because of this need of a suitable type of\nhandwriting to meet the child’s desire for expression — one easy to learn,\neasy to teach, practical in use, legible in form, quickly and satisfactorily\nperformed.\nChildren’s muscles are immature and lack coordination. It has been found\nthat manuscript writing calls for less tension and strain than other types of\nwriting. The letter forms, based on straight lines and circles, with each\nletter made separately, can be produced more readily by all children, with\nlegible and satisfactory results. Since the strokes are made from the top down,\neliminating extra strokes and joinings, children- can write more quickly,\nand do not need to drill on movement before writing. Because of the shape\nof the letters, there is less strain on immature eyes, both in reading and in\nwriting manuscript. Reading and writing may be learned at the same time,\nsince the alphabet is so similar; one learning coincides with and stimulates\nanother.\n\nActivities in writing, as well as goals, should relate to children’s abilities,\ninterests, and needs for written expression. Manuscript writing is suitable\nfor many of these needs, as titles for books, notices in the classroom, labels\nand directions for the class, etc. The goals to strive for should include legible,\nattractive, readable, distinct, and characteristic strokes in writing. Other\nfactors, such as correct technic, rhythmic movement, and attitude conducive\nto good writing, influence the result.\nResearch, carried on chiefly in this country, has given valid reasons as to\nthe value of teaching manuscript writing. It also substantiates the opinion\n\nand experience of teachers that manuscript writing is wholesome and favor¬\nable to children’s physical, mental, and social-emotional development.\n\n"}
{"page": 594, "printed_page": null, "text": "588\n\nNational\n\nEducation\n\nSECRETARY’S\nNew\n\nOrleans,\n\nAssociation\n\nMINUTES\nLouisiana\n\nSaturday, February\nTwo\n\njoint meetings\n\nwith\n\n20, 1937\n\nthe Society for Curriculum\n\nStudy\n\nmorning and evening in the Auditorium of the Public Library.\nticipated in a discussion of the 1937 yearbook, The Changing\nin preparation\n\nby\n\na committee\n\nrepresenting\n\nboth\n\nwere\n\nheld\n\nSaturday\n\nSeveral speakers par¬\nCurriculum , which is\n\norganizations.\n\nAmong the points emphasized were: Newr and better materials in the hands of the\npupils are needed (Horn). Science must sav what as well as how (Zirbes quoting\nDewey).\n\nPhilosophy,\n\nDefinite criteria must\nas the nature\nchoose,\n\nnot science, however,\nbe set up to guide\n\nmust\n\nhave\n\nthe last word\n\n(Kilpatrick).\n\nin the planning\n\nof curriculum\n\nrevision, such\n\nof the existing situation, the possibilities, alternatives\n\nflexibility, and\n\nworkability\n\n(Rankin).\n\nHarmonize\n\nthe ideal\n\nfrom\n\nwhich\n\nto\n\nand\n\nthe prac¬\n\ntical, design “units” consistently, have both faith and enthusiasm (Hall). There are\ntwo centers of confusion, our social philosophy and our psychology of learning\n(French). Another center of confusion is the relation of curriculum making to the\nstate (Counts).\n(Melby).\n\nCurriculum\n\nExperimentation\n\nmaking\n\nmust\n\nbe understood\n\nto be a communitywfide\n\nto be tried out in the classroom,\n\nmust\n\nbe provided\n\njob\nfor\n\n(Knudsen). Evaluation of results must harmonize with the purposes set up (Cush¬\nman). Examples of curriculum making reveal a wide range, from conventional to\niconoclastic\n\n(Cutright).\n\nChildren\n\nshould\n\nhelp to plan\n\nand\n\nshould\n\nuse\n\nthe curricu¬\n\nlum (Hahn). Tippett’s Schools for a Growing Democracy is indicative of w'hat we\nshould seek (Bader). Children should be helped to take right attitudes toward the\nlarger social problems, but not attempt to solve them w'hile still children (Simpson).\nSome of these papers, in abridged form, appear in the preceding pages of this\nvolume. The yearbook itself will be published in the fall.\n\nMonday,\nSix panel discussion groups\nare reported elsewhere.\n\nmet\n\nFebruary\non Monday.\n\nTuesday,\nAt\n\nthe third general\n\n22, 1937\n\nFebruary\n\nThe\n\nsummaries\n\nof their programs\n\n23, 1937\n\nsession of the Department,\n\nDr.\n\nHerbert\n\nR. Stolz, Assistant\n\nSuperintendent of Schools in Oakland, California, gave an illustrated talk on “Ado¬\nlescent Maturation — Its Implications for Education,” which was highly informative\nand interesting. The Oakland school system is far in advance of most systems in\nstudying the physical history of each pupil in order to understand\nhim wisely in all phases of his growth, both mental and physical.\n\nand\n\ndeal with\n\nUnder the supervision of Wilma Leslie Garnett, chairman of the Department’s\nPromotion Committee, and Josephine Thomas, principal of the Howard School in\nNew\n\nOrleans,\n\nthe annual\n\nluncheon\n\nwras most\n\nenjoyable.\n\nIowa State University w^as the speaker, his theme\nagination in Learning,” with emphasis on reading.\n\nBusiness\nThe\n\nMeetings\n\nmembers\n\nof the Board\n\nof the Board\n\nof Directors\n\nof Directors\n\nand\n\nbeing\n\nProfessor\n“The\n\nErnest\n\nImportance\n\nand Executive\n\nExecutive\n\nCommittee\n\nHorn\n\nof\n\nof Im¬\n\nCommittee\nof the Depart¬\n\nment of Supervisors and Directors of Instruction met at luncheon on Sunday, Febru¬\nary 21, at the Hotel Monteleone in New Orleans. The following were present: Direc¬\ntors Rudolph D. Lindquist, James F. Hosic, Hollis L. Caswell, Prudence Cutright,\nJulia Hahn, William T. Melchior, J. Cayce Morrison, Lucille Nicol, Mabel C. O’Don¬\nnell, Leonard Power, Paul T. Rankin, and Franklin M. Underwood; also Edith\nBader representing Mrs. Dudley of Michigan, Eliza K. Stickley representing Mrs.\nDavis of Virginia, Nancy O. Devers of the State Department of Public Instruction,\n\n"}
{"page": 595, "printed_page": null, "text": "Department\n\nof\n\nSupervisors\n\nand\n\nDirectors\n\nof\n\nInstruction\n\n589\n\nRaleigh, North Carolina, Wilma Leslie Garnett, chairman of the Promotion Com¬\nmittee, and Mary F. Hazell, executive secretary of the Department.\nPresident Lindquist presided at the business session which followed the luncheon.\nAfter\n\nintroducing\n\nMiss Garnett and Miss Hazell, he called on Secretary Hosic for\nthe minutes of the St. Louis meeting. These were read and approved as printed in\nEducational Method for April 1936.\nMr. Hosic then outlined certain proposed changes in the constitution of the Depart¬\nment made necessary by the transfer of the business office from Teachers College in\nNew York to the headquarters building of the National Education Association in\nWashington, D. C. These changes are:\n\nArticle\n\nIV, Sections 1, 2, and\n\n3: For\n\n“Secretary-Treasurer”\n\nsubstitute “Field\n\nSecretary.”\n\nArticle\nand\n\nIV, Section 4: Add\n\n“such as the appointment\n\nof an Executive\n\nSecretary,\n\nlike matters.”\n\nBylaws — Credentials:\n\nFor “president atid secretary” read\n\ntary.”\n\nBylaws — Publications:\ntary-Treasurer\n\n“president\n\nor secre¬\n\nStrike out “All publications shall be edited by the Secre¬\n\nof the Department.”\n\nBylaws — Expenditures:\n\nFor “Secretary-Treasurer”\n\nsubstitute “Executive\n\nSecre¬\n\ntary.”\nIt was voted to present these suggested amendments to the members of the Depart¬\nment at the business meeting on Tuesday, February 23, for approval.\nThe\n\nExecutive\n\nperiod\n\nfrom\n\nSecretary\n\nFebruary\n\ninclusive, explaining\nThis report was\naccepted.\n\npresented\n\n21, 1936\n\nelected for a term\n\nof the Department\n\nthe financial report will cover\n\nas read. A budget\n\nThe Nominating Committee appointed\ntors Hahn (chairman), Morrison, and\nwere\n\nreport\n\n(the date of the last report), to December\n\nthat hereafter\n\naccepted\n\nthe financial\n\nfor the year 1937 was\n\nfor the\n31, 1936,\n\nthe calendar\n\nyear.\n\nalso presented\n\nand\n\nby President Lindquist, consisting of Direc¬\nRankin, made its report and new officers\n\nof one year, beginning\n\nMarch\n\n1, 1937\n\n(See Historical\n\nNote,\n\np. 568.).\nNominations to fill vacancies on the Board of Directors were also read, as fol¬\nlows: for reelection, Mary Browning and Franklin M. Underwood; to succeed Elma\nNeal, Leonard Power, and Paul T. Rankin: Hattie Parrott, Associate, Division of\nInstructional Service, State Department of Public Instruction, Raleigh, North Caro¬\nlina ; John A. Hockett, Lecturer in Education, University of California, Berkeley;\nEdith Bader, Assistant Superintendent of Schools, Ann Arbor, Michigan. These\nnominations were approved by the Board for presentation at the business meeting\nof the Department on Tuesday.\nIt was\n\nvoted\n\nthat\n\nthe group\n\nknown\n\nas Directors\n\nof Supervised\n\nTeaching\n\nbe\n\ninvited, in response to their request, to affiliate with the national Department of Su¬\npervisors and Directors of Instruction as a section. It is understood that the Depart¬\nment assumes no financial responsibility for this group, but agrees merely to provide\na meeting place and to include an announcement of the section meeting in our annual\nconvention program. All members of the section are expected to be members of\nthe national Department.\nPresident\nCurriculum\n\nLindquist\nthru\n\npresented\n\nthe plan of publication\n\nD. Appleton-Century\n\nCompany.\n\nAfter\n\nof the Joint Yearbook\ndiscussion,\n\nit was\n\non the\n\nvoted\n\nto\n\nproceed with the production of this volume in accordance with the terms of the con¬\ntract signed by Henry Harap for the Society for Curriculum Study and by Rudolph\nD. Lindquist for the Department of Supervisors and Directors of Instruction. It was\nmade clear that acceptance of this contract in no way obligates the Department to\npublish\n\nfuture yearbooks\n\nin this same\n\nmanner.\n\nMr. Lindquist, as chairman of the subcommittee on relations between the Depart¬\nment of Supervisors and Directors of Instruction and the Society for Curriculum\nStudy,\n\nreported\n\nthe findings\n\nof the committee\n\nand\n\nrecommended\n\nthat cooperative\n\n"}
{"page": 596, "printed_page": null, "text": "590\n\nNational\n\nEducation\n\nAssociation\n\nrelations in such matters as programs and publications be continued, but that no\nformal action regarding affiliation of the two organizations be taken at present.\nAfter discussion, this recommendation was approved by the Board.\nThree meetings of the Executive Committee wrere held on February 21, 22, and\n23. Discussion of future yearbooks brought out the fact that no definite action had\nbeen taken in the matter of the proposed volume on science for 1938, and the advis¬\nability of publishing another yearbook devoted to a special phase of the curriculum\nso soon after the 1936 yearbook on English was questioned. It was suggested that\nsmall, inexpensive\n\npamphlets\n\non topics of particular\n\ninterest to supervisors\n\nmight\n\nbe\n\nprepared, with the help of the Research Division of the National Education Associ¬\nation, and sold at a nominal price.\nOf the various topics suggested for a yearbook to be issued in 1938, the one which\nmet with unanimous and most enthusiastic approval was “The Technic of Coopera¬\ntion.” Such a yearbook would consider the problems of supervisors, superintendents,\nprincipals, and teachers who are seeking to master the technic of group thinking and\nof teaching in cooperative groups, and would deal with the most effective procedures\nto the end of improving instruction. This book would extend the discussion that was\ntouched\n\nupon\n\nin the Sixth Yearbook,\n\nEffective Instructional\n\nLeadership,\n\nand\n\nin the\n\nchapter on “Organization” in the Ninth Yearbook, Development of a Modern Pro¬\ngram in English. It was agreed that a small steering committee should be formed\nimmediately to begin planning this yearbook. A questionnaire addressed to the mem¬\nbers of the Department and a panel discussion on the topic of the yearbook at the\nsummer meeting in Detroit wTere proposed.\nAnother yearbook topic suggested fof early treatment,\n\npossibly in 1939, was\n\ngeneral problem of a unified program from the supervisory\npoint rather than from the administrative viewpoint.\n\nAnnual\nThe\n\nannual\n\nimmediately\namendments\n\nbusiness\n\nsession\n\nBusiness\n\nand\n\ncurriculum\n\nthe\n\nview¬\n\nMeeting\n\nof the Department\n\nwas\n\nheld\n\nTuesday afternoon,\nfollowing the luncheon. Upon motion duly made and seconded, the\nto the constitution and bylaws recommended by the Board of Directors\n\nwere approved; likewise the report\nmembers of the Board of Directors.\n\nof the\n\nNominating\n\nCommittee\n\nnaming\n\nfive\n\n"}
{"page": 597, "printed_page": null, "text": "DEPARTMENT\n\nOP\n\nSupervisors and Teachers\n3Tome Economics\n\nof\n\n"}
{"page": 598, "printed_page": null, "text": "HISTORICAL\nAt\n\nthe\n\nAtlanta\n\nmeeting\n\nNOTE\n\nof the Association\n\nin 1929\n\nthe necessary\n\npeti¬\n\ntion for the formulation of a Department of Supervisors amt Teachers\nof Home Economics zoos presented to the Representative Assembly and\nto the Executive Committee. This petition zvas presented by the R ational\nConference of Supervisors and Teachers of Home Economics. In 1930\nat the Columbus, Ohio, meeting the Department zvas created by formal\nvote. The former home economics organization has had a history rich in\naccomplishments. Its good work will continue as a department of the\nAssociation.\nThe officers of the Department for the year 1937-38 are: president,\nFreda G. Winning, New York University, Nezv York, N. Y\nvicepresident,\n\nLola\n\nA.\n\nTomlinson,\n\nState\n\nDepartment\n\nof Education,\n\nBaton\n\nRouge, La.; secretary, Mrs. Natalie S. Diermier, Woodrow Wilson\nHigh School, Washington, D. C.; treasurer, Clara Lee Cone, 1041 W.\nPeachtree Street, Atlanta, Ga.\nThe Department publishes an occasional Bulletin. The annual dues,\n$1, are payable to the Treasurer. Facts relating to the establishment of\nthis Department and the record of its meetings may be found i)i earlier\nvolumes of proceedings as follozvs:\n1931 :825-844\n1 932 : 695-712\n\n19 33:691-408\n1 934 :693-704\n\n[ 592 1\n\n1935:645-658\n1 936 :543-553\n\n"}
{"page": 599, "printed_page": null, "text": "A\n\nPHILOSOPHY\nLESTER\n\nK. ADE,\n\nOF\n\nSTATE\n\nEDUCATION\n\nIN\n\nSUPERINTENDENT\nHARRISBURG,\n\nOF\n\nMODERN\n\nPUBLIC\n\nTIMES\n\nINSTRUCTION,\n\nPA.\n\nThe aim of education is to produce a man who is the master of him¬\n\nself, who is capable of initiating his own acts, and who is able to discern\nand assimilate the ideas which he accepts and professes so that whatever he\n\nsays, thinks, or does, really comes from him. This calls for action plus reflec¬\ntion which constitutes true education. Consequently, the modern trend of\neducation is to assist in enlarging and refining the physical, mental, and\nspiritual equipment of students, and to create in them a curiosity or appetite\nfor lofty ideals or artistic appreciations.\nIn formulating a working philosophy of education in modern times it\nseems to me that the general welfare of our American democratic society\ninvolves a corporate society in which each member thru cooperative effort\nbuilds a social structure in which the following individual objectives may\nbe most adequately realized :\n\nphysically and mentally in a life when he must make con¬\nmaintain his equilibri\num\nThis objective calls for a vigorous physical and mental health\nstant adjustmen\nt.\nprogram.\n\nthe respect\nDefinite\n\nand\n\naffection\n\nprovisio\n\nof his associate\n\nfor refined\n\nn\n\nests of society and\n\nto hold\n\nplaces\n\na high value\n\non\n\na more\n\nrational\n\nThis\n\ncalls for an\n\nto work\n\norder\n\nand\n\nand\n\nhuman\n\nvalues\n\napprecia\n\ntions,\n\nabove\n\nattitudes\n\nappreci\n\nation\n\nand\n\nhis family\n\nanding\n\nindustr\n\nial\n\nthru the pursuit\n\nof some\n\nrecreat\nso that zest for living may\nion\nome\nfor freedo\nfrom unnece\ndrudge\nry.\nssary\nm\n\nter\n\nbuildi\n\nng\n\nand\n\nas the highes\n\nt\n\nemotiona\n\nThis\n\nultima\n\nte\n\naim\n\nobjective\n\nreactions\n\n.\n\nl\n\nin coopera\ntive\nation\nof organiz\nsociety.\ned\n\norder.\n\nwholes\n\ncharac\n\nvalues.\n\nparticip\n\nunderst\n\nof a better\n\nmaterial\n\nand\n\n,\n\nof civic life thru\n\nfor the growth\n\nof himself\n\nand family because of his personal worth.\ns\ngentle manners is a part of this objective\n.\n\nenterpri\n\nses.\n\n•\n\ngainful\n\noccupat\n\nion.\n\nbe enhanc\n\nThis\n\ned.\n\nobjecti\n\nve\n\ncalls\n\nof all educat\n\nion.\n\nNo matter how rapidly we develop in the fields of biology, psychology,\nand sociology, these things will be of doubtful value unless we keep up an\nequal spiritual development. We\n\nwho\n\nrepre¬\n\nsents the ideal for all mankind, the perfect spiritual personality — “Man\nnot live by bread alone.”\n\ncan¬\n\n1\nTh.\ne develo\npment in\neach\n\ngo back 1900 years to the man\n\n[ 593 ]\nindividua\n\nl\n\nof the ab\nility and\n\nthe poise\nnecessary\n\nto\n\n"}
{"page": 600, "printed_page": null, "text": "594\n\nNational\n\nEducation\n\nINTERRELATIONSHIPS\nAND\n\nOTHER\n\nAssociation\n\nBETWEEN\n\nAREAS\n\nIN\n\nHOME\n\nTHE\n\nECONOMICS\n\nEDUCATIONAL\n\nPROGRAM\nJAMES\n\nM.\n\nSMITH,\n\nPRESIDENT,\nBATON\n\nLOUISIANA\nROUGE,\n\nSTATE\n\nUNIVERSITY,\n\nLA.\n\nThe interrelationships of home economics with other areas of the educa¬\ntional program may be illustrated by a brief consideration of the food prob¬\nlem. There is a great opportunity for the enrichment of the home economics\ncurriculum thru the study of the history of cookery, the production of food,\nthe manufacturing or refinement processes calling for a study of the chemistry\nof foods, food adulteration, packing, cleanliness, purity, and many other\nphases of the subject. The areas related to the preparation of food for table\nuse and the problem of table service entails a knowledge of the technics and\npractises in various countries.\nThe subjectmatter of home economics is divided into two groups: that\nphase dealing with the fundamental knowledge, technics, and skills involved\nin the more practical aspects of the subject; and second, the basic underlying\nfactors drawn from a wide variety of subjects providing rich intellectual\ncontent and a sound scientific background. The latter phase may be so\norganized as to form the basic core subject for women\nschool, the hrgh-school, and the college curriculum.\nNEW\nMARIE\n\nDRISCOLL,\n\nVENTURES\nACTING\n\nIN\n\nADVISER,\n\nHOME\nHOME\n\nWASHINGTON,\n\nin the elementary-\n\nECONOMICS\n\nECONOMICS\n\nPROJECTS,\n\nWPA,\n\nD. C.\n\nThree types of programs operating in the Division of Women’s and Pro¬\nfessional Projects of the WPA extend directly into the field of home ecoomics. These are the school lunch, the housekeeping aid, and the household\nworker’s training program.\nOn November 15, 1936, approximately 468 school lunch projects were\nin operation. The menus were all planned by competent dietitians. The\npurpose of this project is to provide hot lunches to public schools for needy\nchildren. Such a project may be sponsored by a board of education, a depart¬\nment of welfare, or other public agencies. The supervisor must be qualified\nby training and experience. She is generally chosen by the sponsor while the\ncooks and assistants who prepare and serve the lunches are selected by the\nWPA. As a rule, the WPA pays only the wages while the sponsor furnishes\nfood, equipment, and other supplies.\nThe purpose of the housekeeping project is to employ needy women, who\nare good homemakers but who have no professional skills, to give assistance\nin housework and care for children in the homes of underprivileged families.\nThis project is sponsored by public welfare agencies in cooperation with\npublic health agencies. A supervisor trained in home economics or nursing is\n\n"}
{"page": 601, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nTeachers\n\nof Home\n\nEconomics\n\n595\n\nselected by the sponsor, in cooperation with the Director of the Division of\nWomen’s and Professional Projects and the public health agency.\nUnder the household worker’s training program, which has been in opera¬\ntion for a year, thousands of needy young women have been trained for the\noccupation of household employees. The young people who have taken these\ncourses have filled a real need in a field in which the demand for competent\nworkers far exceeds the available supply. Under the WPA program, courses\nhave been given during the past year for the general household employee,\ncook, child’s nurse, and second cook.\nDuring this year more than 4200 young women who have indicated their\nwillingness to abide by the standards worked out by the local committee have\nbeen certified and placed in positions. The services of a home economics con¬\nsultant who examines carefully all applications for projects pertaining to\nher field are provided. She will give service in connection with the actual\norganization operation of the project.\nHOME\nMRS.\n\nAND\n\nB. F. LANGWORTHY,\n\nSCHOOL\n\nRELATIONSHIPS\n\nPRESIDENT,\n\nNATIONAL\n\nTEACHERS,\n\nCHICAGO,\n\nCONGRESS\n\nOF\n\nPARENTS\n\nAND\n\nILL.\n\nThere has probably been no entirely understanding relationship between\nteachers and parents since the day when, in lieu of an adequate salary, the\nteacher received a major portion of his stipend in room and board in the\nvarious homes of the school district. As time advanced and there became a\nseparation of social interests, we both have become so self-conscious in our\nrelations that whatever we do to bridge the gap has a certain artificiality\nabout it which offers difficulties in perfect understanding.\nIn the latest issue of the Parent-T eacher Magazine there are six articles\non various phases of home economics while in the latest issue of your Journal ,\nof course, all the articles are related to that subject. You and I have a perfect\nunderstanding of what each other is trying to do, but out among the parents\nwe hear of an occasional lack of sympathy. It seems to me that the cause is\na very natural one in that we are both doing essentially the same kind of\nteaching. In other words, you are doing scientifically that which we have\nbeen doing pragmatically ever since homes were established. This is not true\nof mathematics or language or history, but homemaking, has been our job\nfor countless years and we have felt more or less confident of our own ability\nin it. When our daughters come home filled with the excitement of new and\nscientific methods of doing what we have done by tradition and experience,\nand exclaim, not too tactfully, that our ways of doing are all wrong because\nM rs. Blank says so, we are likely to resent the charge unless we think it\nthru carefully.\nYou are, I know, transferring the curriculum emphasis from the old cook¬\ning and sewing regime to consumer education, home budgeting, care of the\nsick, home furnishings, and family relations. The longer this is maintained\nthe more understanding our position will be, for we know that we need more\n\n"}
{"page": 602, "printed_page": null, "text": "National\n\n596\n\nEducation\n\neducation in these branches\ntreatment of them.\n\nand\n\nwe\n\nAssociation\n\nhave\n\ndeep respect for your\n\nscientific\n\nl'he custom which you have adopted in some places of inviting the mothers\nof your home economics pupils for conferences, is a happy one, conducive to\ngreater interest.\nOPPORTUNITIES\nIN\nMABLE\n\nToday\n\nFOR\n\nTHE\n\nMCBAIN,\n\nin the most\n\nPROGRESSIVE\n\nHOME\n\nELEMENTARY\n\nSUPERVISOR,\n\nHOME\n\nECONOMICS\n\nSCHOOLS\n\nECONOMICS,\n\nprogressive schools we\n\nHOUSTON,\n\nTEXAS\n\nfind such objectives as these:\n\n( 1 ) to provide opportunities for enriching child experiences and guiding\nthem in the interpretation of these in such a way that happy, wholesome,\nuseful members\n\nof a society may\n\nresult; (2) to help children to see their\n\npersonal home and family activities in relation to the general social environ¬\nment under which they are now living; and (3) to provide enough practise,\nunder guidance, to enable children to acquire those skills which\nfor carrying on effectively the activities of home\nTo the home\nseemed\n\neconomist\n\nof twenty\n\ntoo visionary for attainment.\n\nhave the full burden\n\nthey need\n\nand family life.\n\nyears ago, these broad aims would\nBut today we\n\nrealize that we\n\nof responsibility; that by working\ncurriculum\n\nhave\n\nno longer\n\nwith the curriculum\n\ncommittees,\n\nby helping to choose\n\nmaterials, and\n\nby planning\n\nworthwhile\n\nactivities, we can, in cooperation with other departments,\n\nattain\n\nthese very desirable objectives.\nVery generally, thruout the country, we find that the work in the elemen¬\ntary schools is set up around problems of home and family life in units which,\nif well taught, offer many\n\nopportunities\n\nfor instilling the values we\n\nthink\n\nare important.\nIn most\n\nof these schools, in the primary\n\ngrades, there are units on home\n\nand family life. Thru dramatic play, discussion, and other concrete experi¬\nences, the children learn of the family and its members, their duties and\nresponsibilities; the property\n\nrights of individuals; the sharing of duties and\n\npleasures; the necessity for cooperation,\nother factors that contribute\nChildren\n\nand\n\ncourtesy;\n\nand\n\nto happy family life.\n\nnaturally imitate and live the experiences of the adults of their\n\nfamily. Such\n\nexperiences\n\nexperiences and ideas. To\nprimary\n\nconsideration,\n\nare of value in helping them\n\ndefine their own\n\nprovide for imitative experiences, children in the\n\ngrades are encouraged\n\nto build a house, considering health, beauty,\n\nand utility. In their house, they carry on home\n\nactivities such as taking care\n\nof the house, sweeping, dusting, learning how\n\nto use a dust pan, where\n\nshould be emptied, and what\nuse. In their improvised\nclear away\n\nto do with the brooms\n\nhome,\n\nwhen\n\ndirt\n\nthey are not in\n\nthey set the table and serve a simple meal,\n\nthe food, and put it in an ice box.\n\nIn clothing units an almost unlimited\nextending knowledge\nIn the intermediate\n\nnumber\n\nof activities for getting or\n\nis offered.\ngrades, units of work\n\nto enable children to get an understanding\n\nare organized\nof the way\n\nin such a way\n\nin which\n\nas\n\npeople in\n\n"}
{"page": 603, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nTeachers\n\nof Home\n\nEconomics\n\n597\n\nother countries secure their food, shelter, clothing, recreation, and manage\ntheir communication and transportation problems. In the upper elementary\ngrades, where greater emphasis is placed upon history, there are units in\nwhich children learn of the ways people lived in the Middle Ages, com¬\nparing and contrasting these with our own civilization and learning how\nman has used science to raise his standard of living.\nThe materials that help us solve these problems are the ones for which\nwe as home economics specialists are responsible. We must cooperate with\nother departments in securing these materials. The home economist also\nneeds courses in elementary instruction in order to be of most value to the\nelementary teacher.\nThere is a tendency toward integrating the work of the elementary school\nby using broad social problems rather than by setting it up in terms of\nsubject to be taught. To the extent that this is done, the opportunity for\ncontribution from the home economist is increased.\n\nOPPORTUNITIES\nFOR PROGRESSIVE\nHOME\nECONOMICS\nEDUCATION\nIN SECONDARY\nSCHOOLS\nFLORENCE\n\nFALGATTER,\n\nCHIEF,\n\nOFFICE\n\nOF\n\nHOME\n\nECONOMICS\n\nEDUCATION,\n\nEDUCATION\n\nWASHINGTON,\n\nSERVICE,\n\nU. S.\n\nD. C.\n\nHome economics is progressive to the extent that it is moving in the direc¬\ntion of all education toward the goals that are increasingly important in\nAmerican life.\nSince family living is a significant experience for nearly every individual\nand the family is the foundational unit in society, home economics which\nfocuses its attention on education for family life faces a tremendous challenge\nin planning its program to make maximum contribution to the development\nof individual family members and, thru them and their family groups, to\nthe general welfare of the larger social group. We know that without good\nfamily members we cannot have good families, and that without good\nfamilies society cannot be good. We need to be more conscious of our work,\nof the interrelationships\n\nbetween\n\nindividual\n\ndevelopment,\n\nfamily life, and\n\ngeneral welfare.\n\nThe teacher must have a sound philosophy of education for home and\nfamily life, and a vision of what can be accomplished thru it. She sees the\ndemocratic home essential to a democratic society. She understands young\npeople, their drives and dominant interests. She knows the homes and their\nparticular needs in her school community. She recognizes pupils as active\ndynamic individuals. She guides them in setting up their own goals and in\nmeasuring their own progress. She recognizes that homemaking education to\nboys and girls is for best home life. She realizes the need for more adequate\npreparation of young men and women for marriage. She herself becomes a\npart of the community, sharing its activities, gaining the cooperation of\nparents in her educational program, and providing leadership in various\nways. The work of such a teacher is dependent to a great extent upon the\n\n"}
{"page": 604, "printed_page": null, "text": "598\n\nNational\n\nEducation\n\nsupport of the school administrators\n\nAssociation\n\nand the conditions under which she must\n\ndevelop her program.\n\nIf home\n\neconomics\n\neducation\n\nis meeting\n\nits opportunities\n\nto bring about\n\ndesirable changes in the way individuals live, and in the way communities\nlive, it can be said that we are moving in the right general direction.\n\nTHE\n\nFREDA\n\nJoint Meeting\n\nwith Department\n\nFUNCTION\n\nOF EXTRACURRICULUM\nIN HOME\nECONOMICS\n\nG. WINNING,\nYORK,\n\nSCHOOL\n\nN. Y. ; AND\n\nOF\n\nof Secondary\n\nEDUCATION,\n\nPRESIDENT\n\nOF\n\nTHE\n\nNEW\n\nEducation\n\nYORK\n\nACTIVITIES\n\nUNIVERSITY,\n\nDEPARTMENT,\n\nNEW\n\nPresiding\n\nParticipants :\nHelen\n\nBrause, High\n\nM rs. Roxanna\nKatharine\n\nSchool, Ann\n\nBrannan,\n\nHudson\n\nKiser, Sandusky\n\nHigh\n\nArbor, Mich.\nTownship\n\nSchool, Sandusky,\n\nVelma Phillips, Director, School of Home\nAthens, Ohio\nJessie Walton,\nCharlotte\nMiss\n\nSupervisor of Home\n\nKeen, Southeastern\n\nBrause\n\nHigh\n\nHigh\n\nSchool, Hudson,\nOhio\n\nEconomics,\n\nEconomics,\n\nKalamazoo,\n\nUniversity,\nMich.\n\nactivities can be used as valuable\n\nteaching problems\n\nand as a means\n\neconomics.\n\nteachers are afraid of exploitation. This\n\nimposed\n\nOhio\n\nSchool, Detroit, Mich.\n\nsaid that extracurriculum\n\nMany\n\nOhio\n\nto increase interest in the field of home\nfeeling of being\n\nupon has been the result of failure to realize the very aims of home\n\neconomics. (For a fuller abstract of Miss Brause’s address see page 394.)\nMrs. Brannan said that in her school the extracurriculum activities are\nplanned a year in advance.\neconomics\n\ndepartment\n\nShe listed several activities with which\n\nthe home\n\ncooperates, including the school circus which\n\nis used in\n\nthe first unit of clothing, the school operettas, the junior and senior class\nplays, Girl Reserve activities, the activities of the local chapter of the Na¬\ntional Honor Societv, and the athletics association.\nM iss Kiser described in detail the work of the home economics club in\nSandusky High School including their style show, food show, and guest\ndinners. Then she briefly discussed the value of each of these activities to the\ngirl in improving\nMiss\n\nherself, her home, and her social life.\n\nPhillips in a decisive way\n\ndeclared that the term “extracurriculum\n\nactivities” is an outmoded one. The curriculum consists of all the experiences\nof pupils under the influence of the school. Formerly, extracurriculum activi¬\nties vitalized the school ; today the new curriculum is organized in a broad\nfield of experience to interpret to all students the culture in which they live.\nWhen extracurriculum activities are made a part of the school curriculum\nthere is the unification of pupil and teacher effort for attaining desired objec¬\ntives. In home economics, extracurriculum activities often mean interrupted\nprograms, disorganized work, and little pupil growth. If these extracurricu¬\nlum activities are incorporated into the new curriculum of home economics,\n\n"}
{"page": 605, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nTeachers\n\nof Home\n\nEconomics\n\n599\n\nteacher and administrator should formulate a school calendar showing when\nthese activities occur so that they can be planned, organized, and developed\ninto worthwhile educational projects. These activities as a part of the school\nprogram would mean a more flexible curriculum, integration of various sub¬\njects, and greater emphasis on the social aspects, of course, and on manners,\nconduct, expression, speech, and orientation of students.\nMiss Keen said that she believed in spreading the activities and not allow¬\ning a few students to carry the burden.\nMiss Walton said that she was very receptive to having the term “extra¬\ncurriculum activities” go into disrepute. She said that her teachers find them¬\nselves bewildered with service requests. She read a summarized statement\nfrom Dr. Fritwell stating that “extracurriculum activities should grow\nof the curriculum and return to them to enrich them.”\nPROMOTING\n\nH. W.\n\nNISONGER,\n\nDEMOCRACY\nTHRU\nEDUCATION\nPROFESSOR\n\nOF ADULT\n\nHOME\n\nEDUCATION,\n\nCOLUMBUS,\n\nOHIO\n\nout\n\nECONOMICS\n\nSTATE\n\nUNIVERSITY,\n\nOHIO\n\nIt is significant that the home economics group has asked someone outside\nthis field to discuss this topic. It shows a tendency to see education as a\nwhole and not as a separate field.\nThe social scene today is one of confusion. Modern life is complex and we\nseem to have lost our sense of direction. For example, examine the change\nin our homes. We no longer live and work together the way we used to do.\nToday one out of five marriages ends in divorce. Crime in youth is increasing.\nEconomics and social activities baffle us. We have confusion in spite of the\nfact that our mechanical means have gone so far. We have lost most of our\ntraditional standards of values of the past and we have little to put in their\nplace. We must put our intelligence to work and set up a new standard of\nvalues.\nThe most serious charge against education is that it is not concerned with\nthe problems of real life. I am not indicting education, but it is not as effective\nas it should be.\nStudents should be given some privilege to elect and set up their plans.\nThey should be given the opportunity to set up a standard of values to use\nin judging what they do.\nThe degree to which we can help young\n\npeople to think their way\n\nthru\n\nand get some basis for action on such problems as career, marriage, and family\nlife — to that extent we are promoting citizenship in a democracy. Home eco¬\nnomics is a fertile field and right at the heart of the problem. It touches a\nvariety of areas of living: family budget, nutrition and health, personality\ndevelopment, care of children, relation of family to community institutions.\nThe whole responsibility does not fall on home economics — there are other\nareas. We should coordinate the work of these various areas.\n\n"}
{"page": 606, "printed_page": null, "text": "600\n\nNational\n\nTEACHING\n\nEducation\n\nHOUSING\n\nIN\n\nAssociation\n\nTHE\n\nHOME\n\nECONOMICS\n\nPROGRAM\nMARION\n\nB. WOODWARD,\n\nSTATE\n\nDEPARTMENT\n\nCOLUMBUS,\n\nWe\n\nOF\n\nEDUCATION,\n\nOHIO\n\nhave too long pushed aside the question of housing and its relation to\n\nhomemaking\n\nin home\n\neconomics\n\neducation, when\n\nit is really the “woof\n\nand\n\nwarp” of the situation. Altho the housing problem has always been with us,\nfor different reasons we have failed to incorporate it in home economics.\nTeachers\n\nhave felt unprepared\n\nhave dealt mainly with home\ninadequate\n\nto meet\n\nbecause of lack of background.\n\nCollege courses\n\nfurnishings and decorations, which\n\nthe needs of many\n\nare wholly\n\ngirls. It is often easier to introduce\n\na class hour by saying, “Girls get your boxes ; we shall continue to sew,” than\nit is to plan and execute a unit on housing, family relationships, consumer\neducation, etc.\nLast year in Ohio, in the teacher-training service division, we realized what\nan important part housing is playing the country over and what a direct rela¬\ntion it bears to homemaking education. We also realized that teachers were\nslow in presenting it because of lack of background\nresult, an outline on the teaching of housing was\n\nand experience. As a\n\nprepared\n\nplaced in the hands of vocational education teachers. We\nthe results of some\n\nas a guide and\n\nare just now\n\nof the instruction carried on this year. There\n\ngetting\n\nis no better\n\nplace to start and to motivate\n\nthe teaching of housing than right in your\n\nown\n\ndepartment.\n\nschool, and\n\nin your\n\nlook more homelike?\n\nown\n\nThere\n\nWhy\n\ndo our departments\n\nare infinite ways of improving\n\nnot\n\nhousing conditions\n\nin your own\n\nschool which\n\nown\n\nIn order to do effective teaching the instructor must be thoroly\n\nhomes.\n\ncognizant\n\nwill help students realize the possibilities in their\n\nof the needs of her community\n\nentirely familiar with the home\nThe\n\nfollowing\n\nare some\n\nand more\n\nthan that she must\n\nbe\n\nconditions of each individual pupil.\n\nof the things which\n\nare being done\n\nin Ohio :\n\nTeachers are using current magazines and newspaper articles which em¬\nphasize the causes and effects of poor housing on individuals and families\nas a basis for class discussion and to put on bulletin-boards; studies are being\nmade of the effects of poor housing on social conditions such as crime, juvenile\ndelinquency,\nmade\n\nhealth, accidents, and fire; and tours of inspection are being\n\nto observe good and poor housing. Several teachers report that they\n\nare making\n\nspecial studies of home\n\nconditions with a view to using their find¬\n\nings as a basis for teaching and stimulating home\n\nimprovement.\n\nSpecial atten¬\n\ntion has been given to the housing problems of rural girls, e.g., lack of pri¬\nvacy, insufficient storage space, no water supply in the house, no bathroom,\npoorly lighted and ventilated rooms, inconvenient kitchen, and no electricity.\nAll teachers can build up the attitude that the right spirit of home\nthe reach of all and that it is to be desired far more\nture and furnishings without\n\nthe spirit.\n\nis within\n\nthan the material struc¬\n\n"}
{"page": 607, "printed_page": null, "text": "Department\n\nTRENDS\n\nof Supervisors\n\nIN\n\nHOME\n\nMEETING\n\nHOME\nw.\n\nTeachers\n\nECONOMICS\n\nANNUAL\n\nHELEN\n\nand\n\nOF\n\nEDITOR,\n\nEconomics\n\n601\n\nAT\n\n1937\n\nINDICATED\n\nECONOMICS\n\nATWATER,\n\nof Home\n\nTHE\n\nTHE\n\nAMERICAN\n\nASSOCIATION\n\nJournal\n\nWASHINGTON,\n\nof Horjie\n\nEconomics ,\n\nD. C.\n\nLYdoubtedly the most common underlying idea in all the individual pro¬\ngrams is what is commonly spoken of (perhaps a bit loosely) as integration\nof the different fields of home\n\neconomics\n\none with another, integration of\n\nhome economics subjectmatter with actual experience and needs of the stu¬\ndents. The members of the home economics profession need to demonstrate\nthat they are neither so departmentalized in their organization nor so com¬\npartmentalized in their thinking that they cannot integrate their essential\ncontributions\n\ninto the whole program\n\nThis general idea is expressed\nKansas\n\nof education.\n\nin some\n\nCity meeting of the American\n\nof the resolutions passed at the\n\nHome\n\nEconomics\n\nAssociation :\n\nWhereas, All home economics is directed toward a common goal, namely, the im¬\nprovement of personal and family living and activities growing out of them,\nBe It Resolved, That the chairmen of departments devote a portion of their pro¬\ngrams to the presentation of the common purpose and to a consideration of the social\nsignificance of their particular field of work to the ultimate objective of home\neconomics.\nWhereas, Health education in the schools is rightly a cooperative program,\nBe It Resolved, That school administrators be urged to provide for participation\nof home economics teachers in those phases of health education in which they are\nbest qualified to give instruction.\n\nOther\n\ntrends discussed at the 1937 annual meeting of the Association\nwere : increasing connection between home economics and social welfare\nand public health ; continued growth of interest in the house and housing\nand the decision of the Association to participate in the proposed Consumer\nRetail Relations Council — the first consumer\n\nTHE\n\nTEACHER\n\nOF\nOF\n\nO. R. YODER,\n\nASSISTANT\n\nHOME\n\nHOSPITAL,\n\nThe problem\n\nECONOMICS\n\nMENTAL\nMEDICAL\n\ngroup\n\nto take such action.\n\nAND\n\nA\n\nPROGRAM\n\nHYGIENE\n\nSUPERINTENDENT,\nYPSILANTI,\n\nYPSILANTI\n\nSTATE\n\nMICH.\n\nof mental\n\ndisease is sufficiently serious to justify the specific\nand decisive steps to stop the development of such a condition before it is\nacute. More\n\nhospital beds are devoted to these patients than to those suffering\nfrom physical ailments.\n\nW e are now\n\ninterested in the development\n\nof personality thru some process\n\nwhich\n\nwill enable the individual to become an effective social being. To de¬\nvelop such a personality it is important that students have some form of\ncreative experience within\n\nthemselves\n\nwhich\n\nwill permit them\n\nto assume\n\na\n\n"}
{"page": 608, "printed_page": null, "text": "602\n\nNational\n\nEducation\n\nAssociation\n\nproper social attitude toward their fellowmen. I know of no better place than\nin home economics to present an opportunity for such creative experience.\nIn mental hygiene we are definitely interested in how an individual re¬\nsponds to his social group or to a situation. What he thinks, his habits of\nfood and dress and moral conduct, are determined by what we might term\na proper behavior pattern ; and I know of no better place to stimulate a\nproper behavior pattern in our children than in the department of home\neconomics. The very nature of the subject itself is one in which there must\nbe cooperation between teachers and parents and physicians and social\nagencies, and everyone interested in human welfare. Children must first be\nsocial individuals. Our educational programs must be a socialization process.\nWe look to you as teachers of home economics to aid society in teaching the\nchildren the rules of the game. You have a splendid opportunity to enable\nthe child to adjust himself to his ability. Life presents hardships to all, and a\nhardening against punishment should start in childhood. Let us give our\nchildren the stimulation of success.\nAwaken the personality with vital difficulties and then act as a guide and\ncounselor in helping them to overcome these difficulties. Life presents many\nproblems for each individual. These must be met and solved according to\nthe individual’s own decisions and judgment. You as teachers of home\neconomics, by presenting some of these problems in the schoolroom, can be\nan important factor in the prevention of crime and mental disease in this\ncountry.\nAN\n\nEXPERIMENT\n\nWITH\n\nHOME\n\nFUNCTIONAL\nKENNETH\nSTATE\n\nL.\n\nHEATON,\n\nDEPARTMENT\n\nDIRECTOR,\nOF\n\nECONOMICS\n\nIN\n\nA\n\nCURRICULUM\nDIVISION\n\nPUBLIC\n\nOF\n\nCURRICULUM\n\nINSTRUCTION,\n\nLANSING,\n\nRESEARCH,\nMICH.\n\nSome three years ago the faculty of Central State Teachers College at\nMt. Pleasant, Michigan, started a study of the general and professional\ncurriculum for college students. An attempt has been made to set up a pro¬\ngram of instruction based on the needs of individual students and planned\nto help students live more effectively in the personal, social, family, and\nvocational relationships of life.\nAs the members of the faculty began to study the common needs of stu¬\ndents they became conscious of a wide variety of essential understandings\nand abilities which are important to life, but which are not usually recog¬\nnized in the curriculum of the average student. It was discovered, for exam¬\nple, that only a few students were benefiting from the contributions of the\nhome economics instructor with her knowledge of nutrition and health, the\nselection and care of clothing, the budgeting and handling of money, the\nimportance of the home as a cause and a preventive of modern social ills, and\nof the many problems of home management and child care. Problems in these\nareas are of importance to all students and do not alone concern the student\nwho is preparing for a vocation in the field of home economics.\n\n"}
{"page": 609, "printed_page": null, "text": "Department\n\nAn\n\nof Supervisors\n\neffort has been made\n\nto make\n\nand\n\nSuch\n\nneed them\n\nwere\n\nEconomics\n\nState Teachers\n\n603\n\nCollege\n\nthe services of the various college\n\ninstructors as those in this field of home\n\nlonger teach courses to only those who\nThe\n\nof Home\n\nby the faculty of Central\n\navailable to all who\n\ndepartments.\n\nTeachers\n\neconomics\n\nno\n\nspecialize in their particular field.\n\nexploration of student needs led not only to the conclusion that there\n\nmany\n\naverage\n\nimportant\n\nfactors which\n\nwere\n\nneglected in the curriculum\n\nstudent, but also to the conclusion\n\ncould not be made\n\nmerely by adding\n\nthat the needed\n\na few new\n\nof the\n\nadjustments\n\ncourses in the usual field\n\nof learning. One reason for this conclusion is pertinent to the present dis¬\ncussion. Many of the problems of students are of such a nature that several\ninstructors from\n\ndifferent fields are more\n\nsingle instructor. The\n\nhome\n\neconomics\n\nhelpful to the student\n\nthan any\n\ninstructor, the chemist, the health\n\nspecialist, and the biologist all contribute\n\nto the understanding\n\nof problems\n\nof health and nutrition. Problems of family relationship demand the guid¬\nance not only of home economics but of psychology and often in other fields\nof learning. All departments\nquestion: “How\n\nhave been involved in an attempt\n\ncan the curriculum\n\nbe organized\n\nto answer\n\nthe\n\nto utilize effectively the\n\nservices of an expert in a specialized field?”\nOut of this experience there is gradually evolving a plan by which\n\nit is\n\nhoped thru integrated courses, conferences with individuals and groups, and\nassistance to students in the study of individual problems to find a way by\nwhich\n\neach student may\n\nprofit from\n\nthe leadership of a specialized faculty\n\nin the meeting of a wide variety of life’s functional needs.\nREPORT\nFREDA\n\nG. WINNING,\n\nSCHOOL\nNEW\n\nOn\n\nthe whole\n\n1936, when\n\nmy\n\nOF\n\nwork\n\nOF\n\nYORK,\n\nTHE\n\nPRESIDENT\n\nEDUCATION,\nN.\n\nNEW\n\nYORK\n\nUNIVERSITY,\n\nmonths\n\nsince October\n\nY., President\n\nduring the intervening\n\n1,\n\nI officially began my first term of office, has continually suggested\n\nto me the great opportunity which is ours “to promote the growth and pro¬\ngressive development of home economics education in the public school pro¬\ngram,” as stated in our constitution. I cannot help speaking of the splendid\ncooperation which officers, committee chairmen, and members at large have\nshown, and I know\nMuch\n\ntime was\n\nthe Department.\nmy work. Some\nOrleans\n\nthat only with such cooperation as this can we succeed.\nspent in planning for the winter and summer\n\nConsiderable\ntime was\n\ncorrespondence\n\nhas been a necessary\n\nTwo\n\nhundred\n\ncurrent\n\nbudget.\n\npart of\n\nspent in the preparation of material from our New\n\nmeeting for the Bulletin. It has been my\n\non the Educational\nciation.\n\nmeetings of\n\nPolicies Commission\n\nprivilege to represent you\n\nof the National\n\nEducation\n\ndollars has been secured from national headquarters\n\nAsso¬\nfor our\n\nThe American Home Economics Association, thru the Journal, has con¬\ntributed its cooperation with this organization in requesting your president\nto serve on the board of advisers for the Journal. Announcement\nings appeared\n\nin this periodical.\n\nof our meet¬\n\n"}
{"page": 610, "printed_page": null, "text": "604\n\nWith\n\nNational\n\nEducation\n\nAssociation\n\nour plans for the next year getting under\n\nonly with the support\n\nway\n\nand help of officers and members\n\ncan succeed in carrying out your wishes. May\n\nI know\n\nthat it is\n\nthat your president\n\nI urge you all to continue your\n\nhelpful cooperation with our executive committee and continue making sug¬\ngestions for the good of the group. Lose no opportunity to keep the general\npublic aware\n\nof home\n\neconomics\n\neducation\n\nand we\n\nshall go far !\n\n"}
{"page": 611, "printed_page": null, "text": "DEPARTMENT\nTeachers\n\nOF\n\nColleges\n\n"}
{"page": 612, "printed_page": null, "text": "NOTE\n\nThe department of teachers colleges takes the place of the Depart¬\nment of Normal Schools, which was formed at the Cleveland meeting,\n\n3\n\nAugust 19, 1870, by a reorganization of the American Normal School As¬\nsociation which had been organized in 1858. See proceedings, 1870:176 ;\n1906:524. In 1924 it was voted to appoint a committee to discuss the\npossibility of combining with the American Association of Teachers\nColleges. See proceedings, 1924:614. In 1925 the combination was\neffected. It was arranged that the National Education Association take\nover the publications of the American Association of Teachers Colleges,\nincluding its yearbook, in 1926.\n1\n\n9\n\n1\n\nHISTORICAL\n\nThe officers of the Department for the year 1937-38 are: president,\nL. A. Pittenger, President, Ball State Teachers College, Muncie, Ind.;\nvicepresident, F. E. Engleman, Principal, State Normal School, New\nHaven, Conn.; secretary-treasurer, Charles W. Hunt, Principal, State\nNormal School, Oneonta, N. Y.; executive committee, C. E. Rarick,\nPresident, Fort Hays State College, Hays, Kans. (term expires 1938) ;\nE. J . Ashbaugh, Dean, School of Education, Miami University , Oxford,\nOhio (term expires 1939) ; Marvin S. Pittman, President, South Georgia\nTeachers College, Collegeboro, Ga. (term expires 1940).\nThe Department publishes a Yearbook. The annual dues, $15, are pay¬\nable to the Secretary-Treasurer. Facts relating to the establishment of\nthis Department and the record of meetings are found in earlier volumes\nof proceedings as follows:\n188 7:465-508\n1888 :463-512\n1889 :555-609\n1890 -.715-755\n1891 -.709-740\n189 2:407-433\n1894 -.819-870\n1895 -.672-717\n189 6:642-665\n189 7:709-735\n1898 -.728-756\n1899 -.835-903\n1900 -.480-490\n\n1901 -.635-645\n1902 -.529-643\n1903 -.539-593\n1904 -.567-591\n1905 -.517-555\n1906 -.707-711\n190 7:739-758\n1908 -.703-738\n1909 -.547-596\n1910 -.563-593\n1911 -.695-707\n1912 -.809-896\n\ni 606 1\n\n4 3 0 6 4 7 2\n3 5\n56 81 46 41 23 25 26\n74 63\n4\n08\n-1- 7- 3- 1- 3- 9- 1- 7-5\n6337 13\n49 76 44 38 20 22 2351\n107 6\n:\n:\n: -.\n: 52 :\n: : :\n: :\n14-515 16 17 18 19 2021 22 23 24\n192319 19 19 19 19 1919 19 19 19\n:5\n\n1870: 1- 88\n1873 :164-199\n1874 :214-254\n1875 -.138-153\n1876:157-211\n1877:139-174\n1879:113-135\n1880 :176-192\n1881 -.199-218\n18 82:173-180\n1884 -.236-258\n1885 -.223-247\n1886 -.387-420\n\n1925 -.863\n1926 :839-947\n1927:873-950\n1928 -.833-948\n1929 -.827-936\n1930:801-910\n1931 -.845-945\n1932 -.713-785\n1933 :709-777\n1934:705-776\n1935 :659-718\n19 36:555-618\n\n"}
{"page": 613, "printed_page": null, "text": "EDUCATION\n\nNEGLECTS\n\nW.\n\nPROFESSOR\n\nW.\n\nCHARTERS,\n\nOF\n\nITS\n\nFUNDAMENTAL\n\nEDUCATION,\n\nCOLUMBUS,\n\nOHIO\n\nSTATE\n\nBASES\n\nUNIVERSITY,\n\nOHIO\n\nHistorical movements have a way of growing regularly for long\nperiods of time and then with the injection of a new\n\nof rapid growth and broad expansion\npiring in the training of teachers.\n\nsets in. This\n\nconcept a period\n\nis what\n\nis now\n\ntrans¬\n\nTo clarify the concept we may go back to the beginnings of teacher training\nin America and define the factors which were noticed at that time. In 1829\nwhen\n\nSamuel\n\nR. Hall wrote his Lectures\n\non School-Keeping , the first Amer¬\n\nican textbook on pedagogy, we find a number of the elements of sound educa¬\ntion in very low and raw condition. Public support of education, which is an\nessential factor in a healthy educational\n\nsystem, was\n\nfeeble infancy. And\n\nthis factor has steadily developed\n\nuntil now\n\nduring this century\n\nit can be validly claimed that education\n\nSupport has steadily grown\n\n100 years ago in its\n\nis the religion of America.\n\nin regular historical sequence\n\nwithout\n\nmore\n\nthan\n\noccasional eruptions of opposition.\nWe\n\ndiscover also that in 1829 the teacher, who\n\nis another essential factor\n\nin education, was “imperfectly qualified.” Many teachers had no education\nbeyond the common schools, and the earliest normal courses consisted of\nspelling, reading, writing, and\nphysiology, geometry,\n\narithmetic;\n\ndrawing,\n\ngeography,\n\nalgebra,\n\nphilosophy, music, and composition ; a single omnibus\n\ncourse in theory and practise of teaching and another in observation\n\nall com¬\n\npleted in a year’s course of elementary- or low secondary-school level. In 100\nyears we have increased the education curriculum to scores of courses, the\nsubject courses to majors of 30 or 40 semester hours, and the whole\n\ncurricu¬\n\nlum to four or five years. Thus, emphasis upon subjects has developed natu¬\nrally, courses in theory and practise have evolved and in general the lines\nlaid down\n\nin 1829 have been adhered\n\nto, perfected, expanded,\n\nand improved\n\nin regular historical sequence. None of these factors, nor all of them com¬\nbined, is evolving in such fashion as to introduce a new era. They are merely\ngrowing into the golden age of an ancient era, better support, better scholar¬\nship, better technics, better administration, better buildings, and in general\nmore\n\nsmoothly\n\nchanged\nThe\n\nrunning\n\nschools with\n\nessential characteristics not radically\n\nsince 1829.\nnew\n\nfactor that is now\n\nushering in the new\n\nteachers has in its turn an adventurous\n\nera in the education\n\nof\n\nhistory of nearly 200 years. Accepted\n\nimplicitly since schooling began, it was first enunciated by Jean Jacques\nRousseau in 1762 in his Emile. Prior to the time of that erratic philosopher,\nit was\n\nassumed\n\nchildren. He\nwas\n\nthat the aim of education\n\nintroduced\n\nthe development\n\nthe revolutionary\n\nwas\n\nthe mastery\n\nof subjects by\n\nconcept that the aim of education\n\nof children and in his naive way he claimed\n\ndren developed best when they were\nedge, and disciplines of civilization.\n\nisolated from\n\n[ 607 ]\n\nthat chil¬\n\nthe conventions,\n\nknowl¬\n\n"}
{"page": 614, "printed_page": null, "text": "608\n\nNational\n\nThis concept\n\nEducation\n\nof a child-centered\n\nevolution. Specifically, Pestalozzi\n\nAssociation\n\neducation\nmade\n\nhas had its natural historical\n\nhis contribution\n\nof concrete learn¬\n\ning, Froebel added his refinements, and lesser men and women educators car¬\nried on the idea and applied it in new situations. Later Dewey in his\n\nSchool and Society , his demonstration\n\nschool, and his voluminous\n\nwritings,\n\nhas given the concept its current vogue. His followers, who number most of\nthe teachers of America, are now in thousands of centers carrying on studies,\nresearch, and\ngrowth\n\ninvestigations into the implications of what\n\nof children means\n\nto the structure of American\n\nthe concept\n\nof\n\neducation.\n\nIn my judgment the development of this concept is unsettling the orderly\nhistorical development of education on the road to fundamental changes.\nThis new factor — the thoro understanding of children — has been accepted\nas a paper objective in the training of teachers from the beginning, but its\nemergence\n\nas a technic of education slipped into the literature of education\n\nnoticeable fashion when\npublished its yearbook\n\nthe National\n\nin\n\nSociety for the Study of Education\n\non diagnosis in 1935.\n\nDiagnosis has a medical origin. It connotes intimate knowledge\n\nof anatomy\n\nand physiology, diseases, conditions, tests, all the mysterious regions of med¬\nical investigation and practise. And in education it implies a necessity for a\nsimilar acquaintance with the functions and structures of the minds\ndren, their mental pathologies, their urges, drives, and complexes.\n\nof chil¬\n\nA reading of the yearbook on diagnosis leaves one major impression —\nthe vast amount of data that teachers must have if they are to effectively\nunderstand\n\nthe children with whom\n\nthey deal. Much\n\nare known\n\nbut a depressing amount\n\nis known\n\ngame for educational\nto come.\n\nand psychological\n\nIt is inevitable that with the evolution\nand development,\n\nof these necessary data\n\nby nobody\n\nand is therefore fair\n\nresearch for decades\n\nand centuries\n\nof the idea of diagnosis, growth,\n\nwe must have a new body of subjectmatter\n\nintroduced\n\ninto\n\nteacher-training curriculums — not better courses in the traditionally recog¬\nnized fields but a constellation of new fields. With these additions a new\nera will begin.\nI agree in part with those teachers of subjects in colleges of liberal arts\nwho\n\nmaintain\n\nthat the mastery\n\nof subjectmatter\n\nteachers and that courses in education\nof instruction and administration\n\nis a sufficient training for\n\nare chiefly thin collections of methods\n\nwhich\n\ncan normally\n\nbe picked up on the\n\njob by an average teacher. I agree in part. But the point at which I part\ncompany is that this need be the case. If courses in education are bodies of\nsuperficial method\nEducation\n\nit is the error of educators but not the fault of education.\n\nhas its unique\n\nprofessions have. Medicine\n\nand basic body of materials just as the other\nspecializes in a knowledge\n\nof the human\n\nbody\n\nand engineering in the field of the structure of materials. Education’s unique\nfield is a knowledge of the human mind and particularly the minds of chil¬\ndren. It is unfortunate that while a doctor in training spends 75 to 125\nsemester\n\nhours in his four-year course on the anatomy, physiology, and\npathology of the human body, a teacher in training devotes only six to ten\n\nhours on psychology\n\nand educational psychology\n\nwhich\n\ndeal with the anat-\n\n"}
{"page": 615, "printed_page": null, "text": "Department\n\nomy,\n\nof\n\nphysiology, and pathology\n\neducators\n\nof the human\n\nconsider an understanding\n\nimportance.\n\nTeachers\n\n609\n\nColleges\n\nmind.\n\nof the human\n\nIt is unfortunate\n\nmind\n\nto be of such slight\n\nBut assuredly it is not the fault of education\n\nnot yet alive to the importance\n\nof this understanding.\n\nthat\n\nthat educators\n\nThe\n\nare\n\nneed is vital, but\n\nthey have not yet recognized it. Conditioned by 100 years of laudable atten¬\ntion to improvement of scholarship and the theory and principles of teaching,\nan organization\ncombination\n\nof one million members\n\nof factors calling for new\n\nBut however\n\ncharitable one may\n\ncannot\n\nrespond instantly to a new\n\nprocedures\n\nand points of view.\n\nbe to the deficiencies of his brethren-in-\n\nthe-craft it yet remains that education is neglecting its fundamental bases.\nThere is available today a huge body of materials in contributory fields\nwhich\n\ncan be easily assembled\n\nfor the required use of teachers, and without\n\nthis knowledge teachers are less w^ell equipped than nurses in the medical\nprofession. They cannot by any stretch of imagination compare with the\ndoctor, in spite of the fact that human\nneeds more\n\nartistry than human\n\npsychology\n\ncomplicated\n\nand\n\nphysiology.\n\nTurn now to illustrations of the bases which\nI shall mention three.\nThe\n\nis more\n\nfirst is the field of clinical psychology. The\n\neducation\n\nis neglecting.\n\ncurrently required courses\n\nin psychology and educational psychology with credit content of six to ten\nsemester hours are respectable descriptions of the classified analysis of the\nhuman\n\nmind\n\ninto the processes of sensation, perception, and memory\n\na slim chapter on the emotions, the abstract rules of habit formation,\n\nwith\nand\n\nthe principles of the learning process. But when\n\none compares\n\nanalyses of the human\n\nlaughing, crying children\n\nmind\n\nwith the squirming,\n\nthese pallid\n\nthat face the teacher the verbal descriptions of the textbooks are unrecog¬\nnizable and futile. The approximate equivalent of nothing is said in the\ntexts about conflicts, complexes, inferiority, prestige, phantasies, maladjust¬\nments, ambitions, rivalries, repressions, inhibitions, friendships, submission,\nascendancy, and the scores of phases of psychological experience which drive\nthe child and influence his behavior with irresistible power. The expanding\nwealth\n\nof data in the fields of clinical psychology\n\npletely closed book\nconcerned.\n\nand psychiatry are a com¬\n\nto teachers so far as teacher-training\n\ninstitutions are\n\nA teacher may learn a bit about these subtle elements thru experi¬\n\nence in teaching, by desultory and often dangerous reading, and in an occa¬\nsional elective course when he has the time to take it after he has covered the\nrequired courses in theory and practise. But at best the bright teacher thruout\nhis life gains only an empirical and amateurish\nof understanding,\n\nacquaintance\n\nand the typical teacher remains\n\nA second base which\nand nutrition. Reference\n\nwe\n\nwith this base\n\nin ignorance\n\nneglected is the contributory\n\nis not directed to the human\n\nto his death.\n\nfield of physiology\nphysiology which\n\nis\n\nlearned in the junior high school and freshman\n\nhygiene courses, or to the\n\nneurology\n\npsychology\n\nthat is included\n\nin the conventional\n\ncourse. Rather\n\nwe point to the data of physiology and nutrition that have extensive influence\nupon the mental behavior of children. The\npsychology\n\nconventional\n\ncourse in educational\n\nusually contains a chapter of ten pages or so upon\n\nvision and\n\nhearing and the physical basis of habit — and this in the face of the enormous\n\n"}
{"page": 616, "printed_page": null, "text": "610\n\nNational\n\nEducation\n\nAssociation\n\nstrides that bio-chemistry, glandular therapy, nutrition, and physiology have\nbeen making in the last quarter of a century. Lazy boys may be changed to\nmodel\n\npupils by taking iodine pills or thyroid extracts, excitable girls may\n\nbecome\n\ncontrolled\n\nextermination\n\nby change\n\nof diet; while communities\n\nof hook worms,\n\ndull children may become\n\npituitary extracts. The relations between\ncauses are multitudinous.\nAs a matter\n\nmental\n\nof routine, every maladjusted\n\nare raised by the\n\nbright by the use of\n\nbehavior\n\nand physiological\n\nchild should be given, first, a\n\nthoro physical examination with the expectation that a substantial proportion\nof his difficulties would be controlled by physical remedies.\nYet\n\nthis enormous\n\nmass\n\nof materials, so fertile in data for the under¬\n\nstanding of children, might just as well be non-existent\n\nso far as teacher¬\n\ntraining institutions are concerned. Teachers graduate by the tens of thou¬\nsands completely ignorant of these matters. They are too busy mastering\nsubjects and learning the theory and practise of teaching to become\nquainted with the basis in which effective methods must be grounded.\nNot only should educational\n\nmethod\n\nbe based upon\n\npsychology\n\nac¬\n\nand physi¬\n\nology — it has a third base in sociology. To be sure, we treat the sociological\nbase of education somewhere in our education courses in abstract fashion\nwhen\n\nwe\n\nrefer to the school as an agency of society, responsive to community\n\nmores\n\nand activities, and when\n\nclass and extracurriculum\n\nwe analyze the elements of group behavior in\n\nactivities. And\n\nthis is good as far as it goes. But I\n\nam referring to the extended use of sociology in two directions — the social\ncase work field and the technics for understanding a community.\nClosely related to clinical psychology, sociology explains much about the\nchildren before the teacher. The troubles and strength of children are not\ncompletely understood without a knowledge of their homes. Parental con¬\nflicts, untidiness, disruption in the home, poverty, malnutrition, quarrels with\nbrothers and sisters, lack of prestige in the neighborhood,\n\ngangs, pool halls,\n\nstreets, all infect the sensitive fibers of children’s egos and when understood\nexplain some of their buried troubles in school. Parental happiness, wellordered homes, harmony, good food, good standing, wholesome associates,\nlikewise explain the superiority of many\n\nchildren.\n\nAgain, teachers who graduate and teach in communities\nfrom those in which\n\nthey were\n\nreared are conditioned\n\npeculiar and as such to be treated without\ntreats the Japanese\n\nsympathetic\n\nor the Fiji Islanders. They\n\ndifferent in mores\n\nto look upon\nunderstanding\n\nthem\n\nas\n\nas one\n\nhave not been taught that\n\ncommunities have histories, that their so-called peculiarities spring from\ncauses that are entirely logical. If they have the technics for understanding\nthe mores\n\nand patterns of the community\n\nin which\n\ntheir children are conditioned, they immediately\nand poise that come from knowledge.\nYet, again, this social basis of education\nand in many institutions is ignored.\nTo\n\nthese three illustrations of neglected\n\nfamiliar and broadened\n\nunderstanding\n\nto integrate and supplement\n\nthey live and by which\n\ndevelop the understanding\n\nis slighted in required courses,\nbases I could\n\nof American\n\nadd\n\nothers: a\n\nculture and civilization\n\nthe teacher’s knowledge\n\nof subjects and frag-\n\n"}
{"page": 617, "printed_page": null, "text": "Department\n\nments\n\nof subjects which\n\nof\n\nTeachers\n\nhe has mastered\n\nColleges\n\n611\n\nin the high school and\n\ncollege;\n\nanthropology, to explain the evolution of the institutions, mores, and con¬\nventions which dominate the cultures in which children and teachers live ;\nand comparative psychology and biology to illuminate the fundamental, hardmouthed drives of human experience, such as hunger and reproduction.\nBut enough\nhowever,\n\nhas been said to make\n\nanswer\n\nSomeone\n\nmay\n\nthe thesis of this paper clear. I must,\n\ntwo objections to my position. Both are practical criticisms.\nsay that our courses are now\n\novercrowded\n\nand there is no\n\ntime for this material. The answer is either of two or both. First, I am con¬\nvinced that if we had the courage to functionalize our subjects (mathematics,\nFrench, or botany) and build courses which would be focused upon com¬\npetency in teaching rather than upon majors and academic respectability in\ncolleges of arts and sciences, we\n\ncould save enough\n\ntime to care for these\n\nadditions reasonably well in a four-year course for the present at least.\nSecond, if it takes more time properly to train teachers, a fifth year could\neasily be added. It is coming very rapidly. When a boy outgrows his clothes\nhis mother orders more cloth because he must not go naked and shock the\nneighbors.\nOthers\n\nobject that such a program\n\nassumes\n\nthat we\n\nshould make\n\npsychologists, and sociologists out of our teachers. But\n\ndoctors,\n\ndoctors study bio¬\n\nchemistry and use it without becoming bio-chemists ; they study anatomy\nwithout becoming anatomists, and acquire bacteriology without becoming\nexperts. That\nThe\n\nobjection is trivial.\n\npragmatic\n\nmembers\n\nof this audience\n\nwill immediately\n\nbe done about the situation if the thesis is accepted. Many\n\nask what\n\ncan\n\nthings can be done\n\nbut in general they all follow one simple pattern. First, in each of the con¬\ntributory areas a collecting agency can be formed. It can be composed of\nthree or four experts in the field who know enough about education to select\nthe facts, principles, and sources\n\nof significance in understanding\n\nand an expert in education\n\nknows\n\nwho\n\nenough\n\nchildren,\n\nabout the contributory\n\nfield\n\nto check the selections. Second, this raw material can be organized and treated\nby teachers for a period long enough to make it usable in textbooks for sepa¬\nrate courses or as absorbed material in existing courses. Whether new courses\nare added\n\nor old courses expanded,\n\nan essential first step is to collect mate¬\n\nrials from these basic fields and make them easily available for use. The\nlection and organization are relatively simple matters.\nThat\n\nis a very simple and quite adequate\n\nbeginning\n\ncol¬\n\ntersely expressed in\n\nprinciple with the details to be worked out by those engaged in the enter¬\nprise. There is no doubt that textbooks could be on the market in five years.\nIndeed some more or less adequate texts are now available. The task is neither\nexpensive nor difficult.\nIn conclusion, I hope that I have presented a case for the neglected bases\nwith fairness as with frankness. It is clear to me that the currents of pro¬\nfessional training that have moved with regularity for the last century are\nnow\n\nbeing impacted\n\nRousseau\n\nby this other current\n\nto carry us on into a new\n\nspringing\n\nterrain. When\n\nfrom\n\nthe concept\n\nwe have become\n\nof\n\nthoroly\n\nestablished there, we shall be able to claim by right of cultivation the posses-\n\n"}
{"page": 618, "printed_page": null, "text": "612\n\nNational\n\nEducation\n\nAssociation\n\nsion of our distinctive professional area — an understanding\n\nof children bas/ed\n\nupon all the established information\ntory held.\n\nor any contribu¬\n\nTEACHER\nGEORGE\n\nF. ZOOK,\n\nthat exists in our own\n\nEDUCATION\n\nPRESIDENT,\n\nAMERICAN\n\nWASHINGTON,\n\nThis year we\n\nAS\n\nI SEE\n\nCOUNCIL\n\nON\n\nIT\nEDUCATION,\n\nD. C.\n\ncelebrate the 100th anniversary\n\nof the election of Horace\n\nMann\n\nto the newly\n\ncreated office of secretary of the Massachusetts\n\nBoard\n\nof Education.\n\nThe\n\nState\n\noccasion is of great significance not only because\n\nit ultimately resulted in the provision for a chief state school officer in every\nstate in the Union\n\nbut because it was\n\nfor the improvement\n\nthe beginning\n\nof a glorious campaign\n\nof schools and the development\n\nopinion as to the significance of education\n\nof an informed\n\nin a democratic\n\npublic\n\nsociety.\n\nHorace Mann was a very discerning individual of great cosmopolitan\ninterests. His interests comprehended the importance of schoolhouses and\ntextbooks, indeed every mechanical\n\nand physical aid to learning then known\n\nto the world, but he realized that all of these things combined\nimportance\nFrom\n\ncompared\n\nwere\n\nsmall in\n\nin this country\n\na great\n\nto the place occupied by capable teachers.\n\nthose early beginnings\n\nthere has developed\n\nsystem for the education of teachers which includes several hundred pub¬\nlicly controlled teachers colleges and normal schools, major divisions in every\nstate and endowed university, and considerable attention to this field of\nwork\n\nin almost\n\nevery college of liberal arts. There\n\nhigher institutions in this country\ndrawn\nI am\n\ninto the program\n\nso specialized in character\ndevelopment\n\nStates. I yield to no one in admiration\n\nas not to be\n\nof teacher education\nfor what\n\nbefore. But any review of that splendid record will, I am\nspirit of complacency.\n\nvery few\n\nof teacher education.\n\nquite conscious of the remarkable\n\nin the United\n\nare indeed\n\nhas gone on\n\nsure, not induce a\n\nIt reveals our deficiencies all the more\n\nsharply and\n\ninspires us to renewed energy for even greater improvements in the teacher¬\ntraining situation. Hence, if during the brief time at my disposal I dwell\nseriatim on what\n\nought to be done rather than what\n\nit will be only out of devotion\nfession.\n\nhas been accomplished,\n\nto a cause shared by all members\n\nof the pro¬\n\nFirst of all, there should be developed in this country a concise but com¬\nprehensive statement of objectives for the education of teachers. What serves\nfor their purposes today in the minds of a great majority of the new teachers\nwho each year invade the classroom is slavish adherence to tradition in which\nthe textbook, with all of its implications, plays a very prominent\n\nrole. Apart\n\nfrom teaching wrhat is in the textbook, very few prospective teachers have\nany well-defined idea of what they should attempt to accomplish in school,\nfor the simple reason that institutions for the education of teachers themselves\nhave no code of defined purposes and hence no program of desirable outcomes\nwhich they teach their students to work for in the classroom.\n\n"}
{"page": 619, "printed_page": null, "text": "Department\n\nI believe that it is a solemn\nin the education\nwhich\n\nof\n\nTeachers\n\n613\n\nColleges\n\nobligation, long neglected, of those engaged\n\nof prospective teachers to formulate\n\nthey are seeking to attain. The\n\nand announce\n\nthe goals\n\nlack of any clear-cut statement\n\nof\n\nfundamental purposes on the part of our teacher-training institutions has\noften resulted in loss of contact with the realities of the society in which they\nexist, in indecision as to institutional programs,\n\nin waste\n\nand\n\nduplication of effort, and in the loss of public confidence. A\nreaches New\n\nOrleans\n\nhas in mind\n\narrives some\n\nplace needs to decide in what\n\nexpensive\n\ntraveler who\n\na definite goal. A teachers college which\ndirection it is going.\n\nThe first plank in the platform of teacher education should be the devel¬\nopment of ways and means for prospective teachers to know children. It is\na curious fact, not often commented on, that whereas the prospective doctor\nspends a large part of two\n\nyears in intensive study of the anatomy\n\nand\n\nphysiology of the physical body the prospective teacher devotes himself to\nthe infinitely more difficult mental and emotional characteristics of children\nin a weak, short course in so-called educational psychology. I am convinced\nthat we are turning out teachers today who know comparatively little about\nthe changing\n\ninterests and\n\ncharacteristics of children\n\ndevelopment\n\nto another, who\n\ncannot\n\nidentify individual\n\nand assign responsibilities accordingly, who\nachievement\n\nfrom\n\nin terms of native ability, who\n\ndifferences readily\n\ndo not know\ndo not know\n\none period of\n\nhow\n\nwhat\n\nto measure\nthe effects of\n\nphysical characteristics are upon mental growth, who indeed are not suffi¬\nciently acquainted with children as to know whether they really like them.\nThere\n\nare many\n\nimplications growing\n\nout of an emphasis on a knowledge\n\nof the child. Here\n\nagain a comparison\n\nwith\n\nthe medical\n\nprofession is in\n\npoint. With his extended information concerning the way in which indi¬\nviduals react to the same diseases the doctor diagnoses each case according to\nthe stage of its development,\n\nthe age of the individual concerned,\n\nfactors in the physical condition of the patient. Upon\ninformation\n\nand other\n\nthe basis of extended\n\nrelative to each individual case he prescribes a particular remedy.\n\nIn other words, there are very few general cure-alls and panaceas in a modern\ndoctor’s practise.\nIn the teaching\nnamely,\n\nprofession we\n\nthat each child was\n\nlong ago\n\nreached\n\ndifferent in important\n\na similar conclusion,\nrespects from\n\nall his\n\nplaymates. Children differ from one another in ability, interests, background,\nemotional temperament, and specific attitudes. We know, therefore, that\ninstruction should\ngeneral methods\nindividual\nproper\n\nbe individualized\n\nbut we\n\ngo on emphasizing\n\ncourses in\n\nof teaching as if they really provided universal remedies\n\nsituations. Here\n\napproach\n\neven\n\nis an individual\n\nmore\n\nthan\n\nin physical development\n\nprescription on\n\nfor\nthe\n\nthe basis of individual\n\ndiagnosis.\nNo teacher can know whether he is attaining the outcomes of his instruc¬\ntion until he is able first to measure the capacities of his students, and second\ntheir achievements\n\nin terms of their respective abilities. What\n\nmay\n\nreasonably\n\nbe expected of one child is quite beyond the capacity of another. Measure¬\nment of results is therefore as necessary to the success of the teacher as it is to\nthe scientist. A prospective teacher should therefore enter the classroom\n\nwith\n\n"}
{"page": 620, "printed_page": null, "text": "614\n\nNational\n\nEducation\n\nAssociation\n\nfull knowledge of how to use those measures of native ability and achieve¬\nment which are at his disposal and further how to construct others suited\nto the particular course of study which\n\nhe is following. I need not tell you\n\nthat few new teachers graduated from our teacher-training institutions meas¬\nure up to this level of knowing children. Yet where shall we look for adequate\ninstruction in tests and measurements\ntutions?\nI believe, therefore, that we\ngeneral methods\n\nif not to our teacher-training\n\nare far beyond\n\nthe stage where\n\nof teaching are useful and that we\n\nquestion as to how\n\nwe may\n\nprovide that amount\n\ninsti¬\n\ncourses in\n\nshould face frankly the\n\nof education\n\nfor prospective\n\nteachers relative to the child as will make\n\nof them diagnosticians before they\n\nbecome\n\nwe get to that level of performance\n\npractitioners in education. When\n\nwe may well leave off using the term “teacher training” and substitute for it\nthe term “teacher education.”\n\nThe faculty — What\nfor the education\n\nmore\n\ncan one say about the faculty of institutions\n\nof teachers that has not already been said repeatedly? Very\n\nlittle, if anything, I am\n\nsure. But the matter\n\nassociation has expended\n\nmuch\n\nrecent years and with\n\na marked\n\nno one who\n\nwould\n\nis extremely\n\nof its energy in promoting\n\nnot now\n\nmeasure\n\nexchange\n\nfor a permanent\n\nthat I am\n\nsuggesting in other parts of this paper cannot\n\nwithout\n\nimproved\n\npersonnel.\n\nthere is\n\nthat he has in buildings and\n\nequipment\n\nteaching\n\nThis\n\nthis good cause in\n\nof success. Nevertheless\n\nmuch\n\nimprovement\n\nimportant.\n\nin the level of his faculty. Much\nThe\n\nproper\n\npossibly be attained\n\ninstruction\n\nof young\n\npeople who will later go out to teach the children of this country is a respon¬\nsibility worthy of the best talent in the land. It is not a talent necessarily\nidentical with that of the specialist in educational research but it is com¬\nparable in importance. Such an individual is not accurately identified by the\ndegree which\nwhich\n\nhas been conferred\n\nupon\n\nhim\n\nhe has published, but by the extent\n\nstarting, self-generating,\n\nand\n\nor by the number\nto which\n\nself-reliant future\n\nof volumes\n\nhe can develop self¬\n\nschool\n\nteachers. Such\n\na\n\nprocess calls for creative ability of the first magnitude. Notwithstanding sub¬\nstantial progress we are yet a considerable distance from the desired goal.\nNow\n\nI shall turn to the subject of demonstration\n\nand practise teaching.\n\nI do not see how anyone in this day and age of vocational and professional\neducation can doubt the value and the necessity of this aspect of teacher\neducation.\n\nWhether\n\nit be in medicine, on the farm, in the shop, or in the\n\nclassroom, we learn to do by doing. As individuals we yearn to participate\nin an actual life situation. The\non meaning.\n\nrelation between\n\ntheory and practise takes\n\nA sobering sense of responsibility settles down\n\non the student\n\nand puts him in tune with his whole environment. To me there are no sub¬\nstitutes for the educative value of a work experience. It is to the great credit\nof the teacher-training movement in this country that it has long emphasized\nthe fundamental importance of practise teaching.\nWith\n\nso much\n\nagreement\n\non the importance\n\nthat there is as yet so little agreement\ndemonstration\n\nof the field it is surprising\n\non the extent and the organization\n\nand practise teaching. A\n\nfundamental\n\nthat in almost every instance the elementary\n\nof\n\ndifficulty is the fact\n\nand secondary\n\nschools in the\n\n"}
{"page": 621, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\n615\n\nColleges\n\ncommunity are under a totally different jurisdiction from the teacher-train¬\ning institution, whether it be state teachers college or privately controlled\nliberal arts college. Because of numerous difficulties in the past the teachers\ncolleges have usually insisted on building demonstration\non their campuses,\n\nit amounts\n\nto providing, at the expense of the\n\nstate, free instruction for a large number\n\nof children. To me there has always\n\nbeen an element\n\nof unfairness\n\nlocal contributions\nnatural conditions.\nEven\n\nif one\n\ncircumstances\n\neven when\n\nand practise schools\n\nin this situation. Even\n\nthe school is necessarily conducted\n\nagrees that demonstration\n\nunder\n\nteaching should\n\ncorrected\nsomewhat\n\nbe done\n\nas near ideal as possible, it can be maintained\n\nteaching should be carried on under normal\ncase school administrators\n\nmay\n\nhow\n\nsome\n\nteachers following graduation\n\nform\n\nmay\n\nplan would\n\nto the state and it would\n\nthat practise\n\nquestion may\n\nof careful supervision\n\nwell be\n\nfor beginning\n\nnot be substituted, at least in part, for the\n\nhave\n\nteacher in contact with normal\n\nunder\n\nbe it is ordinarily insufficient to\n\npresent period of practise teaching undertaken\nsatisfactory. The\n\nun¬\n\neffective the period of\n\nout of a novice a seasoned effective teacher. The\n\nraised, therefore, whether\n\nby\n\nconditions of school life. In any\n\nagree that no matter\n\npractise teaching prior to graduation\nmake\n\nwhen\n\nunder\n\nconditions not wholly\n\nthe virtue of bringing\n\nthe beginning\n\nschool conditions, it should be less expensive\n\nhave the advantage\n\nof bringing the teachers college\n\ninto closer contact with the life of the community.\nAny\n\nsocial institution tends inevitably to detachment\n\nfrom\n\nits constitu¬\n\nency, to self-protection against the cross currents of public opinion, to selfdetermination, and to stagnation. To this general statement the colleges and\nuniversities are no exception. The\nmodern\n\nlife, but so, too, may\n\nSupreme\n\nCourt\n\nmay\n\nbe the teacher-training\n\nbe out of tune with\n\ninstitutions. In almost\n\nall instances the teachers colleges are located away from the centers of popula¬\ntion. They draw their students largely from the rural -areas. The faculty is\nattracted by the opportunity to escape from the hurly-burly of competitive\neconomic life. The institution has no official connection with or responsibility\nfor the school system round about. Hence without realizing it a teacher¬\ntraining institution may easily be cut off from its constituency so effectively\nand so completely that a large proportion of the faculty never even observes\nthe actual conditions of school life.\nI believe that one of the best ways for an institution devoted to the edu¬\ncation of teachers to escape the subtle disease of complacency is to cultivate\nthe acquaintance\n\nof schools within its area, help them to supervise beginning\n\nteachers, hold conferences\nadministrators,\n\nand\n\nfor the teachers, make\n\nin general to cooperate\n\nvariety of enterprises. The\n\nspecial studies for school\n\nwith\n\nthe schools on\n\na great\n\nclose contact should be good for the schools but it\n\nis just as essential to the vitalizing of the teachers colleges.\nFurther, the schools are only one of a number of social institutions oper¬\nating within a community which deal with children. There are the hospitals,\nthe recreation\n\nsystem,\n\nthe health department,\n\ncourt, the police department,\nWhere\n\nthe churches,\n\nthe juvenile\n\nthe social service agencies, and\n\nthe home.\n\nthe interest or jurisdiction of one leaves off and the other begins is\n\n"}
{"page": 622, "printed_page": null, "text": "National\n\n616\n\noften a matter\nbetween\n\nEducation\n\nAssociation\n\nof dispute and adjustment.\n\nThe\n\npossibilities of cooperation\n\nthe schools on the one hand and all the other social service agencies\n\non the other have been relatively unexplored\n\nfor the simple reason, among\n\nothers, that the teachers of today have little knowledge\nthey perform\n\nor can perform.\n\nno longer withdraw\nagencies which\nwithin\n\nof the services which\n\nIt is my firm conviction that the schools can\n\nin splendid isolation from\n\nthe many\n\npublic and private\n\nshare responsibility for the best development\n\na given community.\n\nIf, however,\n\nthe teachers cooperate\n\nof children\nwith these\n\nother social service agencies it will first be necessary for the teachers colleges\nto learn about them\nthe importance\n\nin order that they may\n\nof and in ways\n\nand means\n\nthat the institutions for educating\nthemselves\nAnd\n\ninstruct prospective teachers in\n\nof cooperating with them. I believe\n\nteachers should lose no time in availing\n\nof this opportunity.\n\nnow\n\nlet us deal briefly with teacher certification. There\n\nabout which\n\nthere is so much\n\ncontroversy\n\nis no subject\n\ntoday as that of certification. Dean\n\nGildersleeve of Barnard College is convinced that instead of providing safe¬\nguards the present system of certification is actually preventing educated\npersons from\n\nentering the teaching profession. This\n\nis a serious challenge\n\nand it is echoed in many quarters thruout the country. The\nour most serious consideration.\nBefore\n\none can get a true perspective it should\n\nchallenge deserves\n\nbe remembered\n\npresent system of teacher certification and the present method\nhigher institutions grew\n\nup contemporaneously.\n\nthey should be confused\n\nwith one another. As a matter\n\nsystem of teacher certification worthy\n\nthat the\n\nof accrediting\n\nIt is perhaps natural that\n\nof the name.\n\nWe\n\nof fact, we have no\nhave only a system\n\nof accrediting higher institutions for teacher-training purposes. We simply\naccept within the states the products of these approved institutions. In the\ncertification of teachers there is nothing\n\ncomparable\n\nto the licensure of\n\ndoctors, dentists, and lawyers only after they have passed professional exam¬\ninations. Today within our institutions we talk eloquently about individu¬\nalizing instruction and measuring achievement in terms of what a student\nknows\n\nor can do rather than in terms\n\nof time spent, variously described as\n\nunits, credits, and semester hours. What\npersons for certification as teachers is some\nwhat\n\nthe prospective teacher knows\n\ncan and should throw\n\nwe need in identifying desirable\ncomparable system of ascertaining\n\nand can do. When\n\nthat day arrives we\n\nover the entire present system of certifying teachers\n\non the basis of time spent in prescribed courses both in subjectmatter\nprofessional content, and substitute for it a modern\nfessional examinations.\nLest I may be misunderstood\n\nand\n\neffective system of pro¬\n\nlet me hasten to add that the licensure exam¬\n\nination I am thinking of is one which amply provides for estimates or meas¬\nures of personality traits and demonstrations of ability to teach as well as\nknowledge\n\nof subjectmatter\n\nand\n\nprofessional content.\n\nIt ought\n\nto be a\n\nsearching and dependable measure of the candidate’s ability to teach com¬\nparable to that now so successfully used in several of our large cities. Such\na system would be in great contrast to the medieval system of teacher certi¬\nfication now in use thruout the various states in the Union.\n\n"}
{"page": 623, "printed_page": null, "text": "Department\n\nIn the comprehensive\n\nof\n\nTeachers\n\nsurvey of teacher education\n\nStates Office of Education\n\ncompleted\n\na few years ago, Dr. Evenden\n\nshould be given to subjectmatter\n\nby the United\n\npointed out the fact\n\nthat the teachers colleges and the liberal arts colleges, which\nbeen carrying on a vigorous debate concerning\n\n617\n\nColleges\n\nfor years had\n\nthe relative emphasis which\n\nand professional content, are steadily grow¬\n\ning more alike. The liberal arts college has consented to the value of pro¬\nfessional courses and practise teaching. The teachers college is bringing up\nits scholarship. In the program\n\nwhich\n\ngreater possibilities of agreement\ncollege should welcome\n\non fundamental\n\nan extended\n\nsubstitute for general methods\n\nI have discussed, there should be even\n\nknowledge\n\npolicies. The\n\nliberal arts\n\nof children as a very desirable\n\nof teaching; the teachers colleges cannot object\n\nto the substitution of comprehensive\n\nprofessional examinations\n\nfor teacher\n\ncertification instead of the time-serving credits in subjectmatter and profes¬\nsional content now commonly required everywhere; both can agree that\npractise teaching should be carried on under as near normal conditions as\npossible. I foresee approaching,\n\ntherefore, a period not free from\n\ndiscussion, to be sure, but one where\n\nthere is far greater agreement\n\nthese two types of institutions on fundamental\ntained relative to the education of teachers.\nFor\n\nmany\n\nsomebody’s\n\ncenturies all educational\n\nopinion. Usually\n\nit was\n\nrigorous\nbetween\n\npolicies than has so far ob¬\n\npolicy was\n\nsettled on the basis of\n\ndignified as educational\n\nphilosophy\n\nbut\n\nit was, nevertheless, somebody’s opinion entirely unsupported by any evidence\nexcept that which came from more or less casual observation and experience.\nHow\nwhich\n\ndifferent is the age in which\nis emphasizing\n\nwe live. We\n\nthe scientific approach\n\nare in the midst of an era\n\nto the solution of educational\n\nproblems. It is our belief that by bringing together great collections of facts\nwhich seem to have a bearing on particular situations w~e shall be able to\nresolve all our issues in education. Hence for a number of decades we have\nbeen busily engaged in piling up the results of innumerable researches, most\nof which have no relation to one another or to any hypothesis. What we need\ntoday in American education is not more fact-finders but more interpreters,\nmore Horace Manns rather than more research students in education, more\nbasic statements of educational philosophy rather than more doctor’s theses.\nParticularly in the field of teacher education there are needed today great\nleaders and interpreters who can think thru and express a consistent philos¬\nophy of teacher education suited to the demands of American democracy, and\nwho\n\nat the same\n\ntempted\n\ntime have\n\nto emphasize\n\nMany\n\nthe ephemeral\n\nof our improvements\n\norganization\n\nthe power\n\nand adequate\n\nto evangelize\n\na people constantly\n\nthings in life.\n\nin modern\n\nsocial life seem to depend on proper\n\nfinancial support. What\n\ngreat things we\n\ncould\n\ndo in teacher education, we say, if only we had money and the right set-up.\nPerhaps the assertion is true, but it is to be remembered that vision is more\nimportant\n\nthan money.\n\nAn\n\nartist must\n\nsee a picture before he can paint it,\n\nan engineer must build a bridge in his mind\n\nbefore he erects it in steel, a man\n\nmust see visions before he can prophesy. The best way for us to secure ade¬\nquate facilities in teacher education is the old way used by Horace Mann and\nall his noble successors, namely, a farseeing, dynamic\n\nconception of our task.\n\n"}
{"page": 624, "printed_page": null, "text": "618\n\nNational\n\nTHE\nEDGAR\n\nG. DOUDNA,\n\nEducation\n\nDEFENSE\n\nSECRETARY,\n\nANSWERS\n\nBOARD\n\nOF\n\nMADISON,\n\nThose\n\nwho\n\nadminister\n\ncolleges sometimes\nnormal\n\nAssociation\n\nREGENTS\n\nOF\n\nNORMAL\n\nWIS.\n\nand those who\n\nteach in normal\n\nschools and teachers\n\ndevelop a mild inferiority complex. And\n\nschool, from which\n\nwith reason. The\n\nthe teachers college developed, was\n\nstraight line of the educational\n\nSCHOOLS,\n\nladder about which\n\nteachers college has had a history which\n\nto some\n\nnever in the\n\nwe love to declaim. The\nof the orthodox\n\nseems\n\nirregular that they hesitate to recognize it as a legitimate member\ncollege family. One\na benevolently\n\noften notes a lifting of the eyebrow,\n\npatronizing\n\nnod when\n\nare discussed by the educational\n\nnormal\n\nso\n\nof the\n\na tolerant smile, or\n\nschools and teachers colleges\n\nvested interests. Probably\n\nthe fact that such\n\nattitudes are noticed causes the psychiatrist to smile indulgently and suggest\nthat a neurosis is indicated.\nStill when\n\none reads that the Dean\n\nof Barnard\n\nCollege, Columbia\n\nUni¬\n\nversity, regrets that “the general tendency seems to be to discourage educated\npersons from teaching in our public schools,” or when a distinguished pro¬\nfessor of education asserts that “education as now administered in teacher¬\ntraining institutions does not stimulate those who attend these institutions\nto independent,\n\nintellectual activity of a vigorous type in their professional\n\ncareers,” one has a fair notion that their conception of “educated person”\nis not one who graduated from a teachers college. Well, such comments from\nleaders, and you can duplicate them\ngalled jade wince.”\nBut laymen contribute\nofficial positions give them\n\nby the hundred,\n\ncertainly make\n\n“the\n\nto the barrage of shrapnel, especially those whose\nan opportunity\n\nto exercise what\n\nChesterton\n\nde¬\n\nscribes as “the never-ending audacity of elected persons.” This winter in\nmany of our state legislatures the time-worn stereotypes will be dug up as\nimportant discoveries of educational follies and futilities.\nSome\n\ntime ago I sat in the balcony of a legislative body and listened to a\n\ndebate on a normal school appropriation bill which carried with other recom¬\nmendations a specific increase for a department for training teachers of art.\nThe\n\nspeakers opposing the bill were\n\nthe normal\n\nschools in particular and all modern\n\nnotes of the principal arguments\nIn brief they were :\n1. We\n2. We\n3. We\n\npositive and dogmatic. They\neducation\n\ndenounced\n\nin general. I made\n\nurged in opposition to the appropriation.\n\nhave too many normal schools.\nare training teachers for other states.\nwere sent here to reduce taxes, not to increase\n\nthem.\n\nIf we\n\nmust\n\nmoney it can better be used for asylums and reformatory institutions.\n4. This year we had several hundred more normal school graduates\nneeded ; they went to other states and we paid the bills.\n5. Our education is costing too much now, and a school of arts does\n\nspend\n\nthan\n\nwe\n\nnot appeal\n\nto the people who are crying aloud for relief from the tremendous burden of tax¬\nation. Why should we be taxed for industrial art? Let industry pay for it. Did\nHenry\n\nFord\n\nhave\n\nto go to art school to learn to improve\n\nhis car?\n\n"}
{"page": 625, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n619\n\n6. It is time we returned to the essentials of education set up by our fathers. We\nhave wandered after false gods. Our pupils do not measure up. They fail in colleges\nand universities. We should improve the lower and not the higher schools.\n\nThe proponents of this bill said little or nothing and when the vote was\ntaken it showed 119 for and 81 against. Where? In the Legislature of\nMassachusetts under the sacred codfish about one hundred years after the\nfirst normal school in America had opened its doors in that state !\nIn much the same form and certainly in the same spirit we listen to\nidentical indictments in the Middlewest. Generally here we add two more\ncriticisms :\n1. Our normal schools — now teachers colleges — are overemphasizing the training\nof high-school teachers and neglecting their elementary courses.\n2. Teachers colleges have gone degree mad, and are trying to become liberal arts\ncolleges and graduate schools.\n\nI think I have indicated fully enough the professional and lay indictments\nof the institutions which we represent. Outside of these we seem to be all\nright. As one of my friends puts it, “They are as luckless as good girls with\na bad reputation.” It is quite apparent that many are rhetorical exaggera¬\ntions and others the results of uncritical acceptance of academic and popular\nbanalities. Those that have any validity , and some have, should be corrected ;\nthe others, exploded.\nI doubt if we want to defend or justify, to explain or rationalize, to\nattack or retreat; we want merely to submit along with our plea of “Not\nguilty” something of a positive defense. Above all we do not want to develop\na mart}T-complex or become victims of self-pity.\nThe teachers colleges accept their field as that of the education and\ntraining of teachers for all grades of the public schools. In spite of many\napparent deviations from this function they are always concerned with\ntheir principal problem — that of helping young men and women to become\nbetter teachers than they could have been without their help. They are jealous\nof this reputation.\nA second principle that teachers colleges are insisting upon is that all\nof their work must be of collegiate grade. In a very few years they have\nmoved from the secondary-school to the college level. Perhaps we should\nbe somewhat tolerant of administrative zeal which tells the world that\ncomplete transformation has actually occurred. But anyone familiar with\nwhat has been accomplished in the last decade must regard the changes as\nsomething akin to an educational revolution. These changes and shifts of\nemphasis have probably produced here and there some undesirable situations,\nbut basically the teachers colleges have remained loyal and devoted to their\nvery difficult and specialized objectives.\nThere have come with this shift from the secondary to college level some\nextremely difficult problems of harmonizing the purely academic viewpoint\nwith the teacher-training program. Much greater emphasis is now being\nplaced upon adequate and realistic knowledge ; but because this is so evident\nin the new teachers college set-up it is unfair indeed to conclude that the other\nproblem is being neglected or that the adjective has been eliminated from\n\n"}
{"page": 626, "printed_page": null, "text": "620\n\nNational\n\nthe name.\n\nEducation\n\nAssociation\n\nBut we have not yet found all of the answers\n\nto the old question :\n\n“What should a teacher in a teachers college do or not do that he would or\nwould not do if he were in an institution of the same rank not preparing\nteachers?”\nDuring the period that teachers colleges were emerging from the normal\nschool status there has also been developing a science of education which\nhas carried us far beyond\nphilosophy of education\n\nthe days when\n\nand some\n\ncollege of education\n\nof teaching which\n\nuninviting\n\nanswered\n\nand devices\n\ncourses and practise classes.\n\ntoday is as far from\n\nthe chair of theory and art\nadequate\n\nas teachers colleges\n\nschool which prepared teachers for temporary\n\nfield. Yet\n\nthese departments\n\nhave\n\nhad\n\nteachers colleges they could\n\nposition of leadership. And\n\nnot have\n\nachieved\n\nnormal\n\ntheir present\n\nthey, too, have to take from academic\n\nexactly the same professional patronizing\n\nwork\n\nto fight for\n\nrecognition, and but for the support of public school administrators,\nschools, and\n\nfor a\n\nof methods\n\nthe universities once found\n\nare from the old normal\nin a most\n\nmetaphysics\n\nempirically contrived methods\n\ncould be passed on thru the medium\nThe\n\nsome\n\nBrahmans\n\nand basic misunderstanding\n\nwhich\n\nthe teachers colleges have had to endure in their difficult and dangerous\n\nyears.\n\nIn the colleges of education\neducation\n\nresearch work\n\nwhich\n\nis being steadily pushed ahead. Today\n\nof useful scientific knowledge\n\nwhich makes\n\nis making\n\na science of\n\nwe have a fairly large body\n\nfor better schools. The\n\nadaptation\n\nof the results of this research and the relating of it to subjectmatter\nspecific purpose\n\nof teaching become\n\nIt is grossly unfair to make\n\ninvidious comparisons\n\ncolleges of lack of experimentation\ndepartments\n\nof education\n\nof the teachers college.\naccusing the teachers\n\nand publication, or of the university\n\nfor being devoted\n\nIn fact, if educators generally would\nof each other we\n\nthe basic work\n\nfor the\n\nto research instead of training.\n\ndeclare a moratorium\n\non public attacks\n\nshould all be happier and wiser.\n\nPerhaps we had better “look at the record,” or at least at the problems\nof educating teachers. I think this group knows better than any others the\nadvances\n\nthat have been made\n\nare altogether too modest\n\nin teacher education.\n\nSometimes\n\nabout yourselves. Whenever\n\nI fear you\n\nI have\n\nattended\n\nconferences I have heard much about better selection of candidates ; func¬\ntional curriculums; collegiate methods of presentation; general education;\nprofessionalized\n\nsubjectmatter;\n\nmore\n\nadequate\n\nobservation,\n\ndemonstration,\n\nand practise teaching facilities; follow-up of apprentice teachers; and the\nmultitudinous problems arising from these central ones. This indicates an\nawareness\n\nof the needs of the institutions which\n\ncan only result in better\n\npractise. Perhaps there has been too ready an acceptance\nand graduate\n\nof surveys, studies,\n\nschool pressures, with results not always1 as anticipated. But\n\nby and large the record merits a mark of “excellent.”\nThere are, it seems to me, two or three difficulties that teachers colleges\nface which\n\nthey cannot\n\novercome\n\nconfusing, unsettled, and\n\noverthrown,\n\nand terrifying dictatorships. And\n\nof them as more\n\nare living in one of the most\n\ndisillusioned periods of history. Old\n\nbeing questioned, old standards\nby new\n\nalone. We\n\nnecessary, more\n\nvalues are\n\nand old governments\n\nwith education\n\nfundamental,\n\nmore\n\nsucceeded\n\nrecognized\n\ntightly woven\n\nby all\n\ninto the\n\n"}
{"page": 627, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nsocial fabric than ever before, we have to work\nhave ever known.\n\nColleges\n\n621\n\nwith less certainty than we\n\nIn the totalitarian states of Russia, Italy, and Germany\n\nthe schools have been organized into vast and perfectly functioning propa¬\nganda agencies set upon indoctrinating youth with the political philosophy\nof the dictator. This determines organization, curriculums, textbooks, teach¬\ning personnel, and even classroom method. Literally education in these\ncountries is definitely and specifically training for complete subordination\nof the individual to the state as represented by its dictator. But this is not\nnew. When Horace Mann visited the schools of Prussia in 1843 he was\nalmost ecstatic in his admiration\nseem much\n\nconcerned\n\nof the schools. He\n\ndid not\n\nwith their underlying philosophy, altho he did recognize\n\nthe aristocratic and authoritarian\nlimitations of the common\nrecognized\n\nof the conduct\n\ncharacter of the secondary\n\nschool which\n\nthen that the masses\n\nschools and the\n\nfitted only for subservience.\n\nHe\n\nleft school too early, that the means\n\nof\n\nacquiring political information were negligible since “the Prussians have\npolitical newspapers, but these are under rigorous censorship. There are\nbut few of them, and their size is very small. One\n\nof our mammoth\n\nsheets\n\nwould nearly supply a Prussian editor for a year.” And finally after they\nleave school their lives are so ordered that they have no need for those\nresponsibilities of citizenship which democratic countries demand. “There\ngovernment steps in to take care of the subject almost as much as the subject\ntakes care of his cattle. The\nthe character\n\nsubject has no officers to choose, no inquiry into\n\nor eligibility of candidates\n\nto make, no vote to give. He\n\nhas\n\nno questions about peace or war, finance, taxes, tariffs, postoffice, or inter¬\nnal improvements to decide or discuss. . . . His sovereign is born to him.\nThe\n\nlaws are made\n\nfor him. In war, his part is not to declare it or end it,\n\nbut to fight and be shot in it, and to pay for it.” And so on. And if Horace\nMann were to go back today he would find the subject more completely\nsubordinated\nHe\n\nwould\n\nand more\n\npositively identified as atoms in a political compound.\n\nbe nothing;\n\nthe state would\n\nbe everything. He\n\nwould\n\nalso find\n\nthat his prophecy that “no one who witnesses that quiet noiseless develop¬\nment of the mind which is now going forward through the agency of educa¬\ntional institutions can hesitate to predict, that the time is not far distant\nwhen\n\nthe people will assert their right to a participation in their own\n\ngovern¬\n\nment” had failed totally to come true. Yes, he would be amazed to find that\na dictatorship more complete than any that he knew had grown up in that\nsame\n\ncountry\n\nfrom\n\nItaly, and many\n\nwhich\n\nminor\n\ncountries democracy\n\nIn such governments\nrelatively easy. The\n\nhe expected so much.\neducation\n\nanswers\n\nand\n\nAnd\n\nso in Japan, Russia,\n\nhas disappeared\n\nas an ideal.\n\nthe training of teachers\n\nbecome\n\nare all in the back of the book. As one of their\n\nleaders says: “To find the truth is the work of the great political thinkers.\nWe must not ask the people what they think; we must tell the people what\nthey should think.” Power comes from above; confidence and obedience,\nfrom below. To two-thirds of the population of the world that is basic\neducation today.\nOn\n\nthe other hand\n\neducation,\n\nwhich\n\nwe\n\nare grappling with the problem\n\nincludes\n\na teacher\n\neducation\n\nof developing\n\nprogram,\n\nfor making\n\nan\na\n\n"}
{"page": 628, "printed_page": null, "text": "622\n\nNational\n\nEducation\n\nAssociation\n\ndemocratic society in which each can achieve his own destiny under a gov¬\nernment of and by and for all of the people. And since we do not know all\nof the answers,\n\nand\n\nsince at best democracy\n\nfumbles\n\nand\n\nblunders\n\nmuddles along we have to recognize that progress is slow, the pathway\ning, but the destination certain.\nNow\n\nthis very priceless freedom\n\nis challenged. Without\n\nand\n\nwind¬\n\nrecognizing\n\nthe\n\nimplications there are voices calling for swift and complete centralization —\nthe subordination of education and the schools to social reorganization and\nregimentation,\n\nthe essence\n\nof fascism. And\n\nclose to the people, close to the common\n\nbecause\n\nteachers colleges are\n\nschool, close to the needs of the\n\ncommon man, they may be and probably are at the very center of the struggle\nto maintain and improve our democratic way of life. I doubt if we have\nunderstood\nbecome\nWhy\n\nthis as well as we\n\nshould. Why\n\na part of the unconscious\n\nshould you be concerned\n\nforces making\n\nfor social stratification?\n\nshould you be led always by the specialist who\n\nin the world, but not as a democratic\nwhich\n\nis education;\n\nto the common\n\nhe can never\n\nlife. His achievements\n\nplace\n\nthe synthesis\n\nthe relationship of his work\n\nin science, in art, in every field are\n\nmagnificent, but he can never bring his work\nthe others. But\n\nhas an important\n\nguide? He can never make\nunderstand\n\nto\n\ninto proper\n\nrelationships with\n\nback of the specialists the great masses\n\nslowly assimilate\n\ntheir work and move ahead, tho sometimes with glacier-like deliberation.\nAnd this job of synthesis is supremely that of the public school system with\nteachers who\nweaknesses,\n\nunderstand\n\nthe implications of democracy,\n\nits failures, and its need of reform, but who\n\nits superiority to any imposed\nexists for the common\n\nman,\n\nteach it. That\n\nto me\n\nit seems\n\ngovernment,\nwho\n\nwho\n\nwho\n\nrecognize\n\nunderstand\n\nits\n\nequally\n\nsee in it the only hope that\n\nare willing to study it, to live it, and to\n\nis at the heart of every educational\n\nthe point of the spear of every educational\n\nadvance.\n\nAnd\n\nproblem,\n\nthis means\n\na great\n\ndeal more in our teachers colleges of what we are now calling general educa¬\ntion, breadth and depth of learning, plus all that the science of education\ncan give, to make\nWhy\n\nthe student a teacher and the teacher a student.\n\nthen the hesitation, why\n\nthe apologetic attitude, why\n\nthe necessity\n\nfor the defendant to answer? With a reasonable understanding of the ulti¬\nmate goals of a democratic society built and maintained by a democratic\nschool system, with a clear appreciation that the teachers colleges are at the\nvery heart of this society, and with an equal certainty that not for them\nthe glory of great and distinguished scholars, not for them\n\nis\n\nare magnificent\n\nphysical plants, not for them the aura of collegiate aristocracy, not for them\nhuge endowments\nto him who\n\nand noble monuments.\n\nwalks with the masses\n\npersonality of post-War Europe,\nlittle country of Czechoslovakia:\nWe\n\nshall always\n\nplishes something\nceptional\n\nThus\n\nTheir\n\nand who\n\nPresident\n\nreward\n\nis that which\n\ncomes\n\nfollows the greatest European\nMasaryk,\n\nwho\n\nsays of his own\n\nbe a small minority\n\nin the world, but when\n\na small nation\n\naccom¬\n\nwith\n\nwhat\n\nan\n\nand\n\nlimited\n\nmeans,\n\nvalue, like the widow’s\n\nthe defendant\n\nanswers.\n\nmite.\n\nit achieves\n\nhas\n\nimmense\n\nex¬\n\n"}
{"page": 629, "printed_page": null, "text": "Department\n\nof\n\nTEACHER-EDUCATING\nSIONAL\nJOY\n\nELMER\n\nTeachers\n\nINSTITUTIONS\n\nASSOCIATIONS\n\nMORGAN,\n\nEDITOR,\n\nJournal\n\nTeachers\n\nColleges. These\n\nPROFES¬\n\nTOGETHER\n\nof the National\n\nEducation\n\nAssociation ,\n\nD. C.\n\nto address the American\n\ncolleges have\n\ntradition of the pioneer normal\n\nAND\n\nWORKING\n\nWASHINGTON,\n\nIt is a peculiar privilege to me\n\n623\n\nColleges\n\ncarried on\n\nschools. It was\n\nAssociation\n\nthe purpose\n\nand\n\nof\nthe\n\nto one of those schools — at\n\nthat time the only state normal school in Nebraska — that I went thirty years\nago to prepare myself for a career in education under one of the ablest normal\nschool presidents this country has known,\nyears since entering the normal\n\nJ. W.\n\nCrabtree.\n\nschool at Peru\n\nDuring\n\nit has been my\n\nwitness the second phase of the great American\n\neducational\n\nfirst phase is associated with\n\nMann,\n\nwhose\n\nsecretaryship we\n\nthe life of Horace\n\nthe thirty\n\nprivilege to\n\nrevival whose\n\nthe centennial\n\nof\n\nthis year celebrate.\n\nDuring these thirty years high-school enrolment has risen from threefourths of a million to more than seven million. Tax-supported adult educa¬\ntion has come to the fore and the CCC has been born. Normal schools have\nbecome\n\nteachers colleges and have grown\n\nin scope until today tens of thou¬\n\nsands of college graduates go forth each year to the classrooms of our Amer¬\nican schools. It is one of the major achievements of all history to have started\nwith an untrained\ntraining that now\nThe\n\nstaff and to have reached\n\nwithin\n\na century\n\nthe level of\n\nobtains for the teachers of our thirty million young\n\nteachers colleges represented\n\nin this Association\n\nduring the past ten years than any other group\n\nmade\n\nmore\n\npeople.\nprogress\n\nof colleges in America\n\nand\n\nthe times call for equal progress during the next ten years. It is no longer\nnecessary to point out that democracy needs at this time to be made as effec¬\ntive as possible. All the arguments that have been advanced on behalf of free\npublic education apply with\nconditions as they are today.\nTwo\n\ndouble\n\nagencies have done most\n\ncentury: first, the normal\n\nforce in the light of social-economic\n\nto strengthen the teaching staff during this\n\nschools and teachers colleges with their devotion\n\nto the ideals of great teachers, with their intensive study of the needs and\npurposes\n\nof education ; and\n\nsecond, our\n\nprofessional\n\norganizations.\n\nThe\n\ngrowth of the normal schools was fostered thru organization, and their devel¬\nopment into teachers colleges was in accordance with standards set up by the\nNational\nThe\n\nEducation\n\nAssociation\n\nmost casual examination\n\nnational organizations\n\nand its Department\n\nof educational\n\nof Teachers\n\nColleges.\n\nhistory shows that our state and\n\nhave been the central fact in our educational progress.\n\nIt is these organizations which have developed leadership, which have fos¬\ntered legislation, which have improved the curriculum, and which have kept\nthe cause of education before the general public thru such projects as Amer¬\nican Education Week and the Horace Mann Centennial.\n\nFrom\nmeans\n\nthe very beginning\nfor promoting\n\norganization\n\nteacher growth.\n\nhas been recognized\n\nYoung\n\nas a powerful\n\npeople aspiring to be teachers\n\n"}
{"page": 630, "printed_page": null, "text": "624\n\nNational\n\nEducation\n\nAssociation\n\nlook to the teachers college for their special preparation as practising teachers.\nThey\n\nlook to the association for continued\n\ngrowth\n\nbiggest thing that can be done for any young\n\nand advancement.\n\nThe\n\nteacher is to set him upon\n\nthe\n\npath of lifelong personal and professional growth. We do not make enough\nuse of the motivating power of a lifelong goal. There is one standard by which\nevery teachers college must\n\nand will be measured : that is, the success of its\n\ngraduates. The school which does not follow up its graduates and take a life¬\nlong interest in their careers is missing one of its best opportunities. The school\nwhich does emphasize the motive of a lifelong career, which does seek to\nestablish enduring\nmen\n\nand women\n\nhabits of personal and professional growth\n\nof power\n\nwho\n\nwill add to its fame and good name.\n\nIn an effort to bring about close cooperation between\nand professional organization,\n\nwill develop\n\nthe National\n\nthe teachers colleges\n\nEducation\n\nAssociation\n\nthree\n\nyears ago began its plan of student membership. Under this plan members\nof the senior class become members of the Association in January of their\nsenior )^ear. From\n\nJanuary\n\nto May\n\nthey receive the Journal\n\nalong with\n\noutlines for regular class study. The following fall they become active mem¬\nbers and pay their dues for the current school year. They thus receive eighteen\nmonths’ service in return for the first year’s dues. Students who do not obtain\npositions are under no obligation to pay dues or become active members.\nThe student membership plan was first put into operation in 1935 with\ntwenty-five schools and some 2000 student members. In 1936, eighty teachereducating institutions participated, and in 1937 there were more than ninety\nschools with over 6000 student members.\nThe plan is clearly outlined in a little 16-page leaflet entitled Your Pro¬\nfession in the Making , published in the January 1937 Journal. This leaflet\nanswers\n\nsuch questions as “What\n\nis meant\n\nby a profession ?” “How\n\ndid teach¬\n\ning become a profession?” “What is the National Education Association?”\n“What is N. E. A. Student Membership?” “How do I become an active\nmember ?”\nThe student membership\nthe American\n\nAssociation\n\nplan has received the wholehearted\nof Teachers\n\nColleges. Its Committee\n\nsupport\n\nof\n\non Profes¬\n\nsional Ethics “commends the plan of the National Education Association\nin offering student memberships to seniors in teachers colleges so that they\nmay receive the Journal from January of their senior year.”\nThe Committee further recommends that “in a course given late in the\ncurriculum, usually following the student-teaching experience . . . there\nshould be a synthesis of theoretical material previously studied with practical\nexperiences. Codes\nshould\n\nof ethics should be critically studied. Particular attention\n\nbe paid to teacher’s organizations,\n\ntheir services to teachers, the\n\nobligation of teachers to them, etc.”\nIn the February 1937 Journal, a four-page unit on “Teaching Professional\nOrganization” was published to meet this and similar demands for definite\nstudy material covering professional organizations. Additional lesson out¬\nlines and references will appear in later issues of the Journal.\nThe\namong\n\nresponse to the student membership\nschool people that one\n\nplan shows increasing recognition\n\nof the most\n\nimportant\n\nthings the teachers\n\n"}
{"page": 631, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\ncollege can do for its students is to make\n\n625\n\nColleges\n\nsure that they understand\n\nthe sig¬\n\nnificance of the all-inclusive system of professional organizations which is\nbrought together in the National Education Association, with its component\nstate and local associations. The\n\nNational\n\nEducation\n\nAssociation\n\nthing apart. It is the teachers of the nation working\n\nis not some¬\n\ntogether at their prob¬\n\nlems. It is “dedicated to the upbuilding of democratic civilization and sup¬\nported by the loyal cooperation of the teachers of the United States to advance\nthe interests of the teaching profession, promote\nfoster the education of all the people.”\nThere are two kinds of services which\nextends to its members:\nand\n\nThese promote\nprofession.\n\npersonal growth\n\nEducation\n\nreach the member\n\nother publications, conventions,\n\nSecond, there are many\nwelfare, which\n\nthe National\n\nFirst, those which\n\nas the Journal\n\nthe welfare of children, and\n\nover\n\nand\n\nand\n\nAssociation\n\ndirectly, such\n\ncorrespondence.\n\nbuild up the common\n\nmind\n\nindirect services, such as the work\n\na period of years have tremendous\n\nof the\n\nfor teacher\n\nimportance.\n\nThe\n\nAssociation’s research in all fields of teacher welfare is outstanding. Its inter¬\npretation of education to the public thru American Education Week, radio\nprograms,\nThe\n\nand news\n\nmember\n\nmay\n\nreleases, strengthens the hands\n\nnot be aware\n\nof teachers everywhere.\n\nof the relation between\n\norganization\n\nand his\n\ntenure, his salary, or his retirement; and yet advances at all these points have\nbeen won thru the sustained work of state and national associations.\nJust now\n\nthe Association\n\nis concentrating\n\nespecially on the program\n\nof\n\nfederal aid which would bring money into the states to increase school sup¬\nport. Federal financing has drawn so heavily on the reservoirs from which\nstate and local taxes come\nTeachers\n\ntenure, freedom\n\ncampaign\n\nSalaries in many\n\ntoo low to permit a reasonable standard\n\nthat schools may\n\nschools, high schools,\n\nfor teacher welfare also includes salaries,\n\nof teaching, and retirement.\n\nauspicious time to push forward\nThe\n\nfor schools is imperative.\n\ncolleges share this need along with elementary\n\nand all other levels. The\nare now\n\nthat federal support\n\nof living. The\n\ncommunities\npresent is an\n\nin each of these fields of teacher welfare so\n\nshare in the gains of any general recovery.\n\npart which\n\norganization\n\nhas played in the improvement\n\nfor the preparation\n\nof teachers is a chapter by itself. The\n\nAssociation\n\nin 1870\n\nbegan\n\nto take a prominent\n\nof schools\n\nNormal\n\nSchool\n\npart in the work\n\nof the\n\nNational Education Association. Some of the Association’s ablest presidents\nand much of its finest inspiration came from the normal schools. Its first full¬\ntime secretary, J. W. Crabtree, had a long service as president and builder\nin two normal schools and is a genuine product of the folk movement in edu¬\ncation. It was logical, therefore, that following the World War when the\nneed for better prepared\nAssociation\n\nshould\n\nteachers became\n\ntake the lead.\nof Teachers\n\nThis\n\napparent,\n\nthe National\n\nEducation\n\nleadership came\n\ntogether in the\n\nColleges, a department\n\nof the National\n\nAmerican\n\nAssociation\n\nEducation\nproblems;\n\nAssociation, and what a farsighted leadership it was! It defined\nset standards for faculties and libraries; revised curriculums;\n\nvisited thru its committees\nweak\n\nand reenforced\n\nall the state teachers colleges; encouraged\n\nthe strong. Within\n\nfifteen years it has brought\n\nthe\n\nabout\n\n"}
{"page": 632, "printed_page": null, "text": "626\n\nNational\n\nEducation\n\na revolution in the education\n\nAssociation\n\nof teachers that must have a profound\n\ntance to the future of democracy.\n\nIt has lifted the two-year\n\nfour- and five-year colleges. Where\n\nnormal\n\nimpor¬\n\nschool to\n\ncould one turn in any profession or in any\n\ncountry for another example of such a record of self-improvement ! Because\nof it every teacher can stand straighter, hold his head higher, and walk with\nfirmer and surer step.\nHow\n\ncan the teachers colleges in their turn contribute\n\nof professional organization ? There\ninstitutions can do to advance\nthe members\n\nare four things which\n\nto the upbuilding\nteacher educating\n\nthe cause of organization : ( 1 ) they can enrol\n\nof their faculties, thus setting a worthy\n\nexample\n\nto the student\n\nbody; (2) they can teach the history of organization and acquaint the stu¬\ndents with its program of service; (3) they can enrol their students in the\norganization; and (4) they can take part and thus help to make\nfessional organizations more effective.\nACADEMIC\nFRANK\n\nE. BAKER,\n\nPRESIDENT,\n\nFREEDOM\nSTATE\n\nMILWAUKEE,\n\nTo\n\nthe American\n\nmind\n\nperpetuity of democracy\n\nTEACHERS\n\nCOLLEGE,\n\nWIS.\n\nliberty and democracy\n\nare closely related. If the\n\ndepends on the preservation of liberty and if human\n\nliberty is largely a matter\nvital issue. Pursuing\n\nour pro¬\n\nof self-expression, then academic\n\nfreedom\n\nis a\n\nthe hypothetical proposition still further, if the preser¬\n\nvation of academic freedom is in the hands of the teachers, then the educa¬\ntion of teachers in the principles and technics of academic freedom is ex¬\ntremely important.\n\nIn spite of all the attempts to becloud the issue, the problem\nschools on educational freedom is, after all, rather a simple one.\nOne\n\nthing is entirely certain. The\n\nfree public school system\n\nfacing the\nof America\n\nwas founded primarily to promote and preserve democracy. Whatever may\nbe the multifarious aims of public education today, there can be no doubt\nwhat the founding\nsystem. Whenever\nAdams\n\nfathers had in mind\nWashington,\n\nurged the establishment\n\nground that if democracy was\nuniversal public education.\nThe\n\nwhen\n\nthey established the free school\n\nor Jefferson, or Franklin, or Madison, or\nof a system of free schools, it was on the\n\nto be perpetuated\n\nquestion that faces education\n\nit could be done only thru\n\ntoday is this: Was\n\nthe vision of the\n\nfounding fathers wrong, or has education failed to realize the vision? To my\nmind, the vision was right, but the schools have failed. Time will not permit\nthe marshaling of evidence that public education has failed the trust of\ndemocracy.\n\nIt probably is not necessary. Most thoughtful people have become\napprehensive that American democracy is not secure.\n\nIf the schools have failed American democracy to any degree or in any\nway, then we must face this further question : Why have they failed ?\nI o my mind, the answer to this question is not difficult. They have failed,\nfirst, because they have not taught the truth about the realities of democracy;\n\n"}
{"page": 633, "printed_page": null, "text": "Department\n\nsecond, because\n\nof\n\nTeachers\n\ndemocratic\n\nnot kept the fires of fundamental\n\nthey have\n\ntheir own\n\norganiza¬\n\nschools have taught the utopian perfections of democracy,\n\nbut have\n\nidealism alive ; third, because they have not developed\ntions and processes on democratic principles.\nI shall discuss these three causes of failure in order.\nThe\n\n627\n\nColleges\n\nconcealed\n\ntheir realistic failures. They\n\nof American\n\ngovernment,\n\nhave taught the idealistic machinery\n\nbut have failed to point out how\n\noften that machin¬\n\nery jams and refuses to work in the hands of ignorant and greedy oper¬\natives. The schools have traced the sovereign power of our democratic gov¬\nernment back to the consent of the governed, but they have failed to assess the\nparalysis of that power\n\nto the same\n\nsource. They\n\nhave glorified government\n\nby law, but have not pictured the reign of lawlessness.\nThe teachers of New York City have taught the children to sing “Amer¬\nica,” to reverence the Statue of Liberty, and to salute the flag, but they have\nnot dared to describe the degradation of democracy, the corruption of the\ncourts, and the debauching\n\nof the civil service in the hands of venal political\n\nparties.\nThe teachers of Chicago have taught the glories of the Century of Prog¬\nress, but have failed to point out the countless victims of the juggernaut of\neconomic\nThe\n\nexpansion.\n\nteachers of Wisconsin\n\nstate, but have covered\n\nhave taught the natural resources of that great\n\nup the rape of the common\n\nriches by a selfish few.\n\nSome years ago Richard Welling of the Student Self-Government League\nwas called upon to address a convocation of one of the large high schools of\nNew\n\nYork\n\nCity. It was at the time of the investigations of the Seabury Com¬\n\nmission. A few days before the convocation,\n\nMr.\n\nWelling’s\n\nand a dialog about as follows ensued:\n\n“Mr.\n\nour convocation\n\nI ask what your subject is to be?”\n\nnext Wednesday.\n\nMay\n\nWelling,\n\nyou\n\ntelephone rang\nare to address\n\n“I propose to speak,” said Mr. Welling, “on the revelations of the Seabury\nCommission.” The telephone clicked the close of the conversation. A few\nhours later, Mr.\n\nWelling’s\n\ntelephone rang again. This time a district super¬\n\nintendent was speaking. “Mr. Welling,” he said, “you are to address a high\nschool convocation on Wednesday, and I am informed that you propose to\nspeak on the revelations of the Seabury\nhereby cancelled.”\nThe school authorities of New\n\nYork\n\nCommission.\n\nThe\n\nengagement\n\nis\n\nCity did not dare to let Mr. Welling\n\ntell the truth about the utter corruption of the processes of democratic gov¬\nernment in New York City in the hands of the dominant political power.\nH ow\n\ncan the schools develop in children the responsibilities and capacities\n\nfor democracy\n\nunless they teach the truth about the realities of democracy?\n\nOne of the prime responsibilities, then, of teacher-educating institutions\nis to develop in the minds of prospective teachers a sacred regard for the truth,\nin the social as well as in the natural sciences, and the courage\n\nto follow in\n\nthe path of social truth regardless of professional pitfalls that are sure to be\nencountered.\n\nThe\n\nteachers colleges must\n\nabout all phases of human\nenvironment.\n\nthemselves\n\nexperience, whether\n\ndare to teach the truth\n\nin the natural or in the social\n\n"}
{"page": 634, "printed_page": null, "text": "628\n\nNational\n\nEducation\n\nAssociation\n\nHave the schools failed to keep alive the fundamental ideals of America?\nAn ideal has been defined as an idea so touched with emotion that it has\nbecome\nThe\n\nan effective goal of conduct.\nfounding\n\nfathers had some\n\nvery definite ideals which\n\ndemocracy.\n\nof these was the ideal of personality as the\n\ngoals of American\n\nOne\n\nmost precious thing in the world.\nand is a comparatively\n\nnew\n\nThis\n\nis a cardinal concept\n\none in the history of human\n\nwere\n\neffective\n\nof democracy\n\nculture. There\n\nlittle place for individual personality in primitive society. Except\n\nis\n\nin the\n\nrealm of the purely vegetative functions, the expression of individuality is\nrigidly suppressed under the might of the mass mores. With increased ca¬\npacity to produce, with the accompanying accumulation of property and the\nextension of leisure, personality asserts its rights with increasing power. But\neven in the ancient Oriental monarchies, personality continued\nmerged in the splendor of the ruling monarch.\nIn the pages of Herodotus\nSumeria,\n\nBabylon,\n\nwe\n\nare told how\n\nPersia, and Egypt\n\nruthlessly destroyed\n\nfell helplessly into their paths, whether\n\nGreeks\n\nfree man\nUnder\n\ndeveloped\n\nany person\n\nthat\n\nthe insects that fall unknowing\n\na fine concept of the value of the personality of the\n\nand so they built a democracy,\nthe teachings of Thomas\n\nand Benjamin\n\nof Akkadia,\n\nfather, mother, wife, son, daughter,\n\nor closest friend, as we today tread upon\nand unknown beneath our feet.\nThe\n\nthe monarchs\n\nto be sub¬\n\ndefinitely biased against the slave.\n\nPaine, Thomas\n\nFranklin, the founding\n\nJefferson, Samuel\n\nfathers developed\n\nAdams,\n\na lofty concept\n\nof\n\nthe individual personality of all men. “We hold these truths to be self-evi¬\ndent, that all men are created equal, that they are endowed by their Creator\nwith certain unalienable\n\nrights, that among\n\nthese are life, liberty, and the\n\npursuit of happiness.”\nI shall not discuss the looseness of the statement, “All men\n\nare created\n\nequal.'’ I am concerned here only with its loftiness. Human personality and\nits welfare were placed first in the Declaration of Independence. And so the\nfathers founded\n\na system of universal education\n\nto hold aloft this torch, to\n\ndevelop in the hearts of American youth an intense love for the human\nsonality and a burning desire to promote its welfare.\nHow\n\nwell has education\n\naccomplished\n\nper¬\n\nthat function ? A candid appraisal\n\ncompels a none too favorable answer. American\n\neducation\n\nhas held property\n\nabove personality. It has placed the emphasis on material rather than spiritual\nvalues. It has measured\nthe well-known\nForty-eight\n\nits own\n\nand much\n\nprocesses by external standards, as witness\n\nquoted report, Index\n\nStates , by Leonard\n\nof Educational\n\nAyres. In this report an attempt\n\nSystems\nwas\n\nin\n\nmade\n\nto evaluate relatively the school systems of the forty-eight states on the basis\nof standards set up for that purpose, every one of which was material. Not\na single spiritual standard\nin terms\n\nwas\n\neven attempted. The\n\nschools were\n\nmeasured\n\nof buildings, dollars spent, days attended, and noses counted.\n\nAmerican education has made wealth the chief goal of the good life. Wit¬\nness the much quoted report of the Office of Education, The Money I alue\nof an Education.\n\n"}
{"page": 635, "printed_page": null, "text": "Department\n\nThat\n\nof\n\nTeachers\n\nthe schools have not perpetuated\n\nyouth is evident in their product. While\nmay\n\n629\n\nColleges\n\nthis ideal in the hearts of American\nthe members\n\nnot be the highest output of our educational\n\nof our legislative bodies\n\nsystem, they are an output\n\nand yet a very large proportion of the laws passed by them pertain to property\nrather than to personality.\nOur\n\njudiciary is not only a product, it would\n\nof the products of our educational\nmore\n\nregardful\n\nof property\n\nbe rated among\n\nthe highest\n\nsystem, and yet our courts have been much\n\nthan of personality. The\n\nfamous\n\ndue process\n\nclause “nor (shall he) be deprived of life, liberty or property, without\n\ndue\n\nprocess of law” has been invoked often to protect property, seldom to protect\nlife. It is being invoked now to protect the sacred right of profit; it is not\nbeing invoked\nwas\n\nto protect the higher right of the individual to a good life. It\n\nnot invoked\n\nin the Sacco-Vanzetti\n\ncase, it is not being invoked\n\nMooney-Billings case, it was invoked seldom if at all in the 2224\nthat occurred between the years 1889 and 1923.\nAnother\nwas\n\nideal of the founding\n\nin the\n\nlynchings\n\nfathers was that of liberty. To them, liberty\n\na very precious thing. For it they pledged their lives, their fortunes, and\n\ntheir sacred honor. But the liberty coveted by the founding\n\nfathers was\n\nan\n\ninner and spiritual thing, the liberty to be, to think, to express oneself, to\nworship God according to the dictates of conscience — in short, to do every¬\nthing necessary to develop a full and rich personality.\nBefore we\n\ngo further, we\n\nneed to point out two\n\norders of rights clearly\n\ndistinguished by the founding fathers. First, there were the rights of the in¬\ndividual necessary to become a fine personality; second, the rights of the\nindividual as a social being. These two orders were clearly distinguished in\nthe First and Fifth Amendments. The First Amendment states:\nCongress shall make no law respecting an establishment of religion, or prohibiting\nthe free exercise thereof; or abridging the freedom of speech, or of the press; or\nthe right of the people peaceably to assemble, and to petition the government for a\nredress of grievances.\n\nThese\n\nare rights over which\n\nthe government\n\nhas no control. Congress\n\npass no law respecting them. Of these rights, government\nnot the master.\n\nIt should be mentioned\n\ncan\n\nis the servant and\n\nthat the legislatures do pass criminal libel laws.\n\nThe personality has a right to develop but not to the detriment\npersonality.\n\nOn\n\nthe other hand, the Fifth Amendment\n\nThe\n\npoint we\n\nof any other\n\nstates “nor (shall he) be de¬\nprived of life, liberty or property without due process of law.” The govern¬\nment under the Constitution cannot control the right to think or to speak\nor to worship; it can control life, liberty, or property, but it must do it\naccording to law.\nare concerned\n\nwith today is not the logical distinction of\nthese two orders of rights except so far as is necessary to a discussion of the\nefficiency of education in perpetuating the democratic conception of them.\nAnd\n\nagain to the question, “How\n\nwell has education\n\nsucceeded?”\n\nI am\n\ncom¬\n\npelled to say to a candid world, “Not too well.” Certainly the liberty coveted\nby the average American is not inner freedom to be, so much as the external\n\n"}
{"page": 636, "printed_page": null, "text": "630\n\nNational\n\nfreedom\n\nEducation\n\nto do and to have. The\n\nfreedom\n\nrecent years has been the freedom\nto develop the self. During\n\nAssociation\n\nthat has been most\n\nemphasized\n\nin\n\nto exploit others rather than the freedom\n\nthe period of rapidly expanding\n\ncapital wealth\n\nfrom 1920-29 any attempt by local or state governments to control the use of\nproperty was met by a storm of protest. On the other hand, hundreds of\ngovernmental interferences with freedom\nunnoticed by the majority of citizens.\nThe\n\nteachers colleges must\n\nwill develop in the minds\n\nof speech and assembly were passed\n\noffer courses and must\n\ncreate experiences that\n\nand hearts of the candidates\n\nfor the profession of\n\nteaching a concept of the value of personality, and must create an atmosphere\nof freedom\n\nand opportunity\n\nthat will enable and compel students to do those\n\nthings necessary to develop within themselves\n\nfine personalities. The\n\nteachers\n\ncolleges must\n\ncreate in the students a desire so strong that they, the students,\n\nwill demand\n\nthe privilege of so acting and living and expressing themselves\n\nthat they will develop their own personalities to the highest perfection.\nCourses must be offered and experiences developed that will inculcate in the\nminds\n\nof the students the spiritual ideals of the founding\n\nfathers, the ideals\n\nof inner liberty and external equality.\nThe\n\nthird reason for the failure of public education\n\nto realize the vision\n\nof the founding fathers is to be found in the failure to develop its organi¬\nzations and processes on democratic principles. The public schools of America\nhave been organized\n\nand conducted\n\ncratic lines. Controlled\n\non authoritarian\n\nby employer-minded\n\nrather than on demo¬\n\nboards, administered\n\nby em¬\n\nployer-minded superintendents, and taught by regimented teachers, they have\ndeveloped neither the atmosphere nor practises of democracy.\nEducation\n\nis growth\n\nand children in the public schools and students\n\nthe teachers colleges cannot grow\nfor democracy\n\nin\n\nin the responsibilities of and the capacities\n\nexcept thru experiences in democratic\n\nsituations. And\n\nso I say\n\nto you that the vision of the founding fathers of the American public schools\nas the foundation of the temple of democracy will not be realized until every\nclassroom, every school, every college, and particularly every teachers college,\nbecomes\n\na laboratory of democracy\n\nhave the opportunity\ndemocracy.\nIf every schoolroom\n\nin which\n\nAmerican\n\nyouth of all ages shall\n\nto grow in the capacities for democracy\nmust become\n\na laboratory of democracy,\n\nby experiencing\nthe obligation\n\nthat every teachers college should do so is doubly great, for the teachers col¬\nleges prepare the men and women who are to create the democratic situations\nin the children’s laboratories.\nThis means that the teachers colleges must\non democratic\n\nbe organized\n\nand conducted\n\nprinciples from top to bottom. First of all the board of control\n\nmust be democratically chosen, must be socially-minded, must believe in and\nexemplify social and democratic principles in the control of the teachers\ncollege.\nIn the second place, the president must be, above all, a teacher. He\n\nis in\n\nno sense an employer ; he is only a teacher with vision and poise selected to\nlead a group of socially-minded teachers in a democratic enterprise. He must\nrealize that true education is a process that can only occur in an atmosphere\n\n"}
{"page": 637, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nof complete freedom, an atmosphere in which\nfessional fear cannot live for a single moment.\n\n631\n\nthe bacteria of social and pro¬\n\nIn the third place, the faculty, including\naccording to democratic\n\nColleges\n\nthe president, must\n\nprinciples, in an atmosphere\n\norganize\n\nthat encourages\n\nfreedom\n\nof initiative and permits free rein of the critical attitude.\nIn the fourth place, the faculty must\natmosphere\n\nof freedom,\n\nthey demand\n\nfrom the administration.\n\nit must\n\nconsciously\n\ndevoid\n\ncreate\n\ndevelop for the students the same\n\nof fear and\n\nfree from\n\nall repression, that\n\nBut the faculty must go much\n\nexperiences\n\nfurther ;\n\nthat will exercise the democratic\n\ncapacities of the students, to the end that the students shall have the oppor¬\ntunities of growth\n\nthru democratic\n\nself-expression.\n\nUpon the teacher-educating institutions depends, it may be, more than\nupon any other institutions, the perpetuation of the ideals and practises of\nAmerican democracy. They must build organizations and develop environ¬\nments that will make them laboratories of democratic experiences, to the\nend that they will be centers of democratic\n\nlife, which\n\nwill send out constant\n\nstreams of young men and women imbued with the ideals of American democ¬\nracy and equipped with the technics of carrying those ideals into the halls\nand classrooms.\n\nREPORT\n\nOF\n\nTHE\n\nCOMMITTEE\n\nON\n\nACCREDITING\n\nAfter five years as a member of the Accrediting Committee of the American As¬\nsociation of Teachers Colleges, it is a pleasure to submit this brief report, altho\nconscious of my inability during these years to measure up in service to the Associa¬\ntion in a way which would have greatly increased my satisfaction.\nDuring the past year the general routine of the Committee has been carried forward\nfor the most, at least, under the leadership of the tireless and efficient efforts of our\nsplendid executive secretary, Charles W. Hunt. The chairman has cooperated, and\nin small\n\nway\n\nonly, made\n\ncontribution.\n\nEach passing year brings additional satisfaction to your Accrediting Committee\nas it observes pronounced and continual progress in all fields of work on the part\nof our member institutions.\nThe\n\nAccrediting\n\nas a committee,\n\nCommittee\n\noccupies\n\na rather\n\nto interpret, to apply, and\n\nadvantageous\n\nto enforce\n\nposition. It is theirs,\n\nthe standards\n\npassed\n\nto them\n\nby the Committee on Standards and approved by our Association. In so doing it is both\nprivileged and compelled to note the character of our standards, both with respect to\ntheir weaknesses\ntutions.\n\nand\n\ntheir strength,\n\nas affecting their application\n\nto member\n\ninsti¬\n\nWhile our standards, as you know thru the years, have been largely quantita¬\ntive, and as we believe necessarily so, there has been, and now is, a pronounced and\ngrowing feeling that in the near future they should become more and more qualitative\nin character from year to year. In this feeling the members\nmittee have shared, and do share, most fully.\nWith\n\nlittle, practically\n\nno, financial\n\nresources\n\nbut with\n\nof the Accrediting\nthe aid of a few\n\nCom¬\nwilling\n\nand efficient men from a small number of institutions on the accredited list, the secre¬\ntary has brought about the collection of certain data, and charted the same in such\nfashion as to make the information not only interesting, but by way of comparison,\nmost illuminating, suggestive, and helpful. When you have received copies for your\nrespective institutions covering this work you will fully agree with this statement.\nWhatever progress we have made, as an Association, in the matter of standardizing\nis due to the splendid work of our officers, together with the fine quality of cooperation\non the part of each member institution. Your Accrediting Committee firmly believes\n\n"}
{"page": 638, "printed_page": null, "text": "632\n\nNational\n\nthat the American\n\nAssociation\n\nEducation\n\nof Teachers\n\nColleges\n\nin setting up and standardizing its own work.\ntinue as a standardizing, or policy procedure\ninstitutions, and for other institutions which\ntion, provided\n\nsuch institutions\n\nAssociation\n\na splendid\n\njob thus far\n\nWe firmly believe that it should con¬\nmaking agency, for its own member\n\nwish\n\nare ambitious\n\nhas done\n\nto become\n\nmembers\n\nof the Associa¬\n\nto do a first-class job of teacher\n\nedu¬\n\ncating. We justify our position in this because of a well-founded conviction that the\nstandardizing of both the academic and the professional part of teacher education\ncan and will be done ultimately, more efficiently by those who are in sympathy with\nand who understand more clearly the educational preparation of teachers.\nTwo\n\nmeetings\n\nof the Accrediting\n\nCommittee\n\nhave\n\nbeen\n\nheld during\n\nAt the December meeting, in Washington, D. C., the Committee\ntentative examination of all institutional reports. In keeping\n\nthe past year.\n\nmade preliminary or\nwith the established\n\npolicy of the Committee, this meeting was held for the purpose of discovering condi¬\ntions on the different standards, and also to determine what warnings seemed neces¬\nsary in order that member institutions might have opportunity to recheck reports for\npossible discrepancies.\nIn 1936 there was a total of 51 conditions\nAssociation.\n\nIn addition\n\nto this, 55 warnings\n\nlodged\nwere\n\nagainst the accredited\n\nlist of our\n\nissued. In 1937, as the list stands\n\ntoday, the number of conditions has decreased from 55 to 33. Your Accrediting Com¬\nmittee is much pleased with the large percentage of decrease in conditions, and is\nhopeful that most of the warnings will not result in conditions one year hence. Two\nnew inspections were made during the past year. Two reinspections have been made,\nand two inspections requested were not made.\nOne standard which has given the Accrediting Committee great concern, and one\nwhich has been more or less unfavorably criticised by member institutions, is the\nstandard relating to practise teaching — Standard VI. We have recommended to your\nCommittee on Standards that careful consideration be given to the revising of this\nstandard — a revision embodying more of flexibility, and, due to the greatly diversified\npractise teaching programs in member institutions, a standard more qualitative in\ncharacter. We feel sure that this can be done without violence to well-established\nfessional procedure, and probably with increased fairness to all concerned.\nWhile\n\nit may\n\nbe somewhat\n\ndifficult to set up a standard\n\nper se, which\n\npro¬\n\nwill protect\n\nan institution against inefficiency due to political interference, it is sincerely hoped\nthat at least some declaration of policy will be brought forward and approved by our\nAssociation which will make clear the Association’s attitude on this point; to the end\nthat academic freedom will be conserved, and stability of tenure made more secure.\nWe\n\nbelieve\n\nthis to be necessary\n\nin order\n\nto serve\n\nthe best interests of education.\n\nYour Committee has observed with great satisfaction the fine progress made in the\nhealth standard. From year to year increasing provisions for the carrying out of a\nbetter health program, and for the greater protection and promotion of the health and\ngeneral welfare of faculty and students of our member institutions, have been made.\nNo\n\nobservation\n\nwould\n\nbe just which\n\ndoes not note the wonderful\n\nimprovement\n\nin\n\nscholastic equipment of the respective faculties of our member institutions. Certainly\nimprovement on this standard has been so pronounced and so gratifying as to deserve\nmodest mention at least. Across the years of the last decade improvement in this re¬\nspect is little short of phenomenal. It is certainly significant of a most sincere and\ngenuine professional attitude on the part of the men\nseveral faculties. While we make the statement without\n\nand women\ncomparative\n\nto verify, we feel reasonably sure that no group of institutions\nnation has witnessed such increase in faculty efficiency.\n\nconstituting our\ndata with which\n\nin any\n\npart of our\n\nAs you are well aware, our institutions approach in 1938 a sort of “dead line,”\nor shall we call it the beginning of a new epoch. So great has been the improvement\nof our institutions\napproach\n\n1938\n\nalong all lines that the Accrediting\n\nwith\n\nno feeling of fear; that we\n\nmay\n\nCommittee\n\nfeels that we\n\nsafely go forward\n\nmay\n\nwith\n\nthe\n\npresent plan — that of allowing no conditions with respect to the applying of our\npresent standards, or such other standards as may be added. In short, the institutions\nof our Association are amply able to stand alone. While your Accrediting Committee\nhas attempted\n\nto be reasonable\n\nand\n\nfair in the interpretation\n\nand\n\napplication\n\nof the\n\n"}
{"page": 639, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\n633\n\nColleges\n\nstandards approved by our Association, we have also felt as individuals, and as a\ncommittee, that a courageous stand must be taken in each and every instance in the\nmaintaining of standards. To the best of its judgment the Committee has followed\nthis policy without fear or favor. But at the same time let me say that thru it all, we\nhave not been unmindful of the fact that professional courtesy and helpfulness have\nbeen, and still are, cardinal virtues of our Association since its beginning.\nAs you know, we have two lists in the American Association of Teachers\n\nColleges.\n\nOne list is made up of those institutions which are not only members of the Associa¬\ntion, but are accredited members; the other list is composed of institutions which hold\nmembership in the Association but are not accredited. The Accrediting Committee has\ndiscovered that frequent confusion arises in the mind of the public regarding the rela¬\ntive status of these two lists. Not infrequently an institution, holding only membership,\nis thought of by the public as an accredited institution. This ought not so to be. Your\nAccrediting Committee is also confronted with the condition where occasionally in¬\nstitutions have been carried on the membership list thru a period of years without\napparently making anything like satisfactory improvement or progress toward meet¬\ning the legitimate standards of an accredited college. Your Committee can see no rea¬\nson why\n\nit should\n\ncontinue\n\nto carry\n\non its list indefinitely, even\n\nas members,\n\nsuch in¬\n\nstitutions. We therefore recommend that the Accrediting Committee be given authority'\nto drop from our unaccredited list, from time to time, institutions which do not show\nevidence of satisfactory educational improvement and progress.\nPermit me in closing this report to express both my personal and official apprecia¬\ntion of the outstanding work of our efficient, courageous, and genial secretary whose\nleadership has bulked so large in w'hatever progress we have made. Also it has been\nnothing short of a real education, and a stimulating pleasure, to have been associated\nwith the splendid men\nout these five years.\n\nwho\n\nhave\n\nconstituted\n\nthe membership\n\nAlonzo F. Myers\nGeorge A. Selke\n\nOF\n\nTHE\n\nAt the 1936 meeting\n\nCOMMITTEE\nof the Association\n\nON\n\nthru-\n\nC. C. Sherrod\nA. Linscheid\nW.\n\nREPORT\n\nof our committees\n\nA.\n\nBrandenburg,\n\nSTANDARDS\n\nit was\n\nvoted\n\nAND\n\nChairman\n\nSURVEYS\n\nthat a research\n\ncommittee\n\nof\n\nthree be appointed to prepare and distribute comparative data. During the year the\npresident of the Association requested the Committee on Standards and Surveys to\nassume\n\nthe functions\n\nof this special committee\n\non\n\nresearch\n\nfor the current\n\nyear. In\n\naddition, therefore, to the work concerning the standards for the accreditment of in¬\nstitutions, the Committee has prepared two studies which are being distributed at this\nmeeting. One of these, entitled “The Evolution of Teachers College Standards,” was\nsponsored by Professor Crabb of George Peabody Teachers College. The second,\nentitled “An\n\nInvestigation\n\nof Factors\n\nAffecting\n\nthe Stability of Tenure\n\nof Presidents\n\nand Faculties of State Teachers Colleges,” was sponsored by the chairman of the\nCommittee. The fundamental thesis underlying the investigation of stability' of tenure\nwas that altho public educational institutions must be subject to the ultimate control\nof a structure of administration responsible to the people, this structure should be of a\nnature to promote decisions on a professional basis and prevent political interference.\nNo administrative machinery can be guaranteed to be 100 percent perfect in this prob¬\nlem, but certainly the experience in certain states recently shows how the lack of pro¬\ntective provisions can be taken advantage of.\nIn the section of the study listing practises “dangerous to stability” it is not meant\nto infer that wrong practises have been common where certain types exist but simply\nthat a given\n\nitem\n\nmay\n\ngive the opportunity\n\nfor undesirable\n\ninterference.\n\nNeither\n\nshould one assume that states that possess the “practises making for stability'” have\nnot committed errors. A state may have certain good provisions in its code and have\nthese nullified by other sections. The\ncies towards bad or good practises.\n\ntwo\n\nsummaries\n\nare intended\n\nto indicate tenden¬\n\n"}
{"page": 640, "printed_page": null, "text": "634\n\nNational\n\nEducation\n\nAssociation\n\nIn view of the importance of this matter in promoting the efficiency of an in¬\nstitution the Committee recommends that the following standard be added to the\npresent\n\nlist as Standard\n\nXII.\nXII. A dministrative\n\nStability\n\nThe appointment of administrative officers and of faculty members\nmination of educational policies should be governed by professional\n\nand the deter¬\nconsiderations.\n\nPolitical factors should not be permitted to interfere with the efficiency of an in¬\nstitution. The spirit of these principles should also be demonstrated in the internal\nadministration of the college for the development and maintenance of the best type\nof faculty service and\n\nof student growth.\n\nThe major work of the Committee during the year has centered around the recom¬\nmendation of the report of the Standards Committee in 1936 to the effect that special\nattention be given “to the development of qualitative standards and that the Commit¬\ntee be authorized to prepare a plan of study that can be presented to some suitable\nsource for financial support in order to accelerate the kind of modifications heretofore\nsuggested as desirable.”\nThe Committee met in Washington\n\nwith the secretary\n\nof the Association\n\nfor a preliminary discussion of the entire problem. Representatives\nCouncil on Education and the National Education Association were\n\nof the American\nasked to listen to\n\nthe discussions\n\nin October\n\nand give us the benefit of their advice\n\nand experience.\n\nA second\n\nmeet¬\n\ning was held in December in combination with the meetings of the Accrediting, Ex¬\necutive, and Special Policies Committees. The result of this meeting was a vote by\nthe combined committees authorizing the chairman of the Committee on Standards to\nappoint\n\na special committee\n\nto support\n\nto assist him\n\na request by the Association\n\nin collecting data and preparing\n\nfor funds\n\nfor a complete\n\nrevision\n\na statement\nof the stand¬\n\nards and for studies leading towards new types of accrediting. The chairman ap¬\npointed Presidents Hunt, Baker, and Sprague to assist in this undertaking.\nThe results of these deliberations and the work of the Committee on Standards with\nthe assistance of the secretary and the two other presidents mentioned are embodied in\na memorandum which has been sent to all member institutions. This memorandum\npresents the historical development of our Association, the story of the development\nof its standards and of its accrediting, a few items illustrating the improvement of\ninstitutions which has come about during the last few years, a summary of the present\nsratus of the Association, its accrediting procedures, and our desire for improvement\nof standards and these procedures. The memorandum also presents a list of questions\nand problems not answered by the present standards as written. A plan is then pro¬\nposed for a commission to be appointed by the Executive Committee of the Association\nto have charge of studies and investigations to bring about the objectives as stated in\nthe memorandum. It is recommended that this commission be empowered to ask for\nfunds\n\nnecessary\n\nfor their program\n\nand to set up the required\n\nstaff. It would\n\nseem\n\nthat\n\na plan of at least three years’ duration in special studies is desirable in order that the\nplans recommended by such a commission can be put into operation. The plan pro¬\nposes that studies already made, such as the National Survey of the Education of\nTeachers, data from the North Central Association studies, be utilized but that new\nmaterial be gathered\nand experimentation.\nneeded\n\nby means of questionnaires, visitation, committee conferences,\nIt is the belief of the Committee that at least $50,000 will be\n\nfor these studies, probably\n\nto be divided\n\nas follows:\n\nfirst year, $25,000 ; second\n\nyear, $15,000; third year, $10,000.\nIt is not our purpose in this report to repeat\n\nthe material\n\nwhich\n\nis contained\n\nin the\n\nmemorandum or to present elaborate arguments for the justification of such a pro¬\ngram. We believe that the experience of the North Central Association has already\ndemonstrated that the accreditment of institutions has far more important values than\nmere classification. Setting up optimum as well as minimum practises and encourage¬\nment of institutions to improve their programs are of far greater importance to the\nfuture of the education of teachers than mere classification. No one can deny that the\ndevelopment\n\nin the field of teacher\n\neducation\n\nin the past fifteen years has been phe-\n\n"}
{"page": 641, "printed_page": null, "text": "Department\n\nnomenal.\n\nIt seems\n\nof\n\nTeachers\n\nfair to state that the work\n\n635\n\nColleges\n\nof the American\n\nAssociation\n\nof Teachers\n\nColleges has contributed greatly to the total improvement. As stated in the memoran¬\ndum, the Committee believes that all institutions educating teachers will benefit from\nsuch comprehensive studies as are here proposed and that the ultimate values should\ncome in a larger and more abundant education for the children of America.\nA. L. Crabb\n\nFrank\n\nR. W.\n\nE. S. Evenden\n\nFairchild\n\nW.\n\nThomas\n\nR. L. West,\nAN\n\nINVESTIGATION\nTENURE\n\nOF\n\nOF\n\nFACTORS\n\nPRESIDENTS\n\nAND\n\nTEACHERS\nMade\n\nby the Committee\n\nEducational\n\nAFFECTING\n\nFACULTIES\n\nsupported\n\nSTABILITY\n\nOF\n\nOF\n\nSTATE\n\nCOLLEGES\n\non Standards and Surveys\nTeachers Colleges\n\ninstitutions\n\nTHE\n\nChairman\n\nwholly\n\nof the American\n\nor in part by public\n\nA ssociation\n\nmoney\n\nmust\n\nof\n\nbe\n\nsubject to the ultimate control of a structure of administration responsible to the peo¬\nple. This fundamental principle should be recognized by state teachers colleges and\nthey must expect to determine their general program in accordance with what is\napproved by the duly selected representatives of the electorate.\nOn the other hand, it would seem that good public policy will be served best by\nsetting up administrative machinery which will tend to eliminate the possibility of\nactions on a political and personal basis. Educational and professional standards\nshould constitute the criteria for decisions affecting the educational welfare of the\npeople and their children. This applies particularly to the appointment of the presi¬\ndent and the faculty. Unless stability of administration and security of faculty are\nassured, state teachers colleges cannot progress in an orderly, systematic fashion.\nLong-time planning, development of faculty morale, achievement of academic free¬\ndom, maintenance of high educational standards are impossible without stability and\nsecurity.\nThis does not mean that the administration of a teachers college should not be sub¬\nject to continuous examination by a board of control to keep it active and in tune with\nthe general purposes of the people, or does it mean that inefficient faculty members\nshould be protected from scrutiny. Such evaluations, however, should be made on the\nbasis of demonstrable educational policies and criteria. The relationship of a board of\ncontrol to the general structure of government should be such that it becomes difficult\nto inject political considerations, and yet possible, within a reasonable\nto correct deadening and undesirable practises in an institution.\n\nspace\n\nof time,\n\nFurthermore, the structure of control should also protect the members\nin their relationships to the president of the institution so that they may\n\nof the faculty\nbe assured of\n\nbeing treated in a professional manner and not according to dictatorial or personal\nmethods. It is just as important for the faculty members to have a method of appeal\nwhen they feel that they are being unjustly treated by the president as it is for the\npresident to be assured of having his own position free from political pressure.\nIt is common knowledge that security of administration and faculty has recently\nbeen violated in a number of states. It is not the purpose of this study to examine these\nviolations in detail, to analyze the causes, or to attempt to connect them with the\ngovernmental structure in vogue in connection with these situations. Before such\nevaluations\n\ncould\n\nbe made,\n\nspecific situations. A\n\nit would\n\nbe necessary\n\nfirst step seems\n\nto make\n\nto be to discover\n\nwhat\n\ndetailed\n\nstructures\n\ntermine what types offer the greatest likelihood of non-political\nwhat provisions make political interference easy.\nThe specific purposes of this study were:\n1. To\n\ndiscover\n\nthe different\n\nkinds\n\nteachers colleges operate.\n2. To determine the likenesses\n\nand\n\nof governmental\ndifferences\n\ninvestigations\n\nstructure\n\nof the various\n\nof\n\nare used, de¬\n\nadministration,\n\nunder\n\nwhich\n\nmethods\n\nused.\n\nand\n\nstate\n\n"}
{"page": 642, "printed_page": null, "text": "636\n\nNational\n\n3. To\n\nmake\n\nclear which\n\nEducation\n\nstructure\n\nseems\n\nAssociation\n\nto make\n\nmost\n\ndifficult the application\n\npolitical and personal considerations.\n4. To show in detail different methods of appointment\n5. To\n\ndetermine\n\ntenure\n\nprovisions\n\nof president\n\nand\n\nof\n\nfaculty.\n\naffecting faculty members.\n\nThe method of investigation consisted of sending to teachers colleges in thirty-six\nstates a statement giving the method of appointment of president and faculty in the\nstate of New Jersey with the factors affecting these items in connection with any\nofficer or board which could have any effect upon the appointment. The same letter\nand sample description were sent to the commissioner of education or state superin¬\ntendent of schools in each state in order that there could be a check on the reply of\nthe president of the teachers college. Replies were received from thirty-four states,\nas follows: Alabama, Arizona, Arkansas, California, Colorado, Illinois, Indiana,\nIowa,\n\nKansas,\n\nKentucky,\n\nMaryland,\n\nMassachusetts,\n\nMichigan,\n\nMinnesota,\n\nMissis¬\n\nsippi, Missouri, Montana, Newr Hampshire, New Jersey, New Mexico, New York,\nNorth Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, South Da¬\nkota, Tennessee, Texas, Virginia, Washington, West Virginia, and Wisconsin.\nHow\n\nPresidents\n\nof Teachers\n\nColleges\n\nAre\n\nAppointed\n\nState board of education — 13 states: Alabama, Iowa, Kansas, Maryland, Michigan,\nMississippi, Montana, North Dakota, Oklahoma, South Dakota, Tennessee, Virginia,\nand West Virginia.\nBoard\nIndiana,\n\nof trustees for teachers colleges — 7 states: Arkansas,\nMinnesota, Texas, and Wisconsin.\n\nBoard of trustees for each college — 6 states: Kentucky,\nNorth Carolina, Ohio, and Washington.\nCommissioner\n\nof education\n\nor director\n\nof education\n\nwith\n\nColorado,\n\nIllinois,\n\nMissouri,\n\nNew\n\napproval\n\nof state board\n\nof education — \\ states: California, New Hampshire, New Jersey, and New\nState board of education with recommendation of state superintendent:\n\nMexico,\n\nYork.\nArizona.\n\nBoard of trustees for each college with approval of governor: Pennsylvania.\nState board of education with recommendation of chancellor of state system\nhigher education: Oregon.\nCommissioner of education: Massachusetts.\nTerm\nThe\n\nof Office of Teachers\n\nusual practise regarding\n\nthe making\n\nof appointments\n\nterm\n\nwithout\n\nCollege\n\nPresidents\n\nof office of presidents\nspecifying\n\nof\n\nof teachers\n\ncolleges is\n\nany definite term. Of the thirty-four\n\nstates, twenty-five hire their presidents for an indefinite term, and seven rehire every\nyear. Only two states have definite terms. Montana Teachers College presidents have\ntenure after three years of successful service. Washington Teachers College presi¬\ndents may not be appointed for a period to exceed four years. The practise is to\nappoint for a period of three years.\nThe names of the states with and without specification of term of office of teachers\ncollege presidents\nLocations\n\nare as follows:\n\nof teachers\n\ncolleges where\n\nterm\n\nof office of presidents\n\nis not specified:\n\nAlabama, Arizona, Arkansas, Colorado, Illinois, Indiana, Iowa, Kansas, Kentucky,\nMaryland, Massachusetts, Michigan, Missouri, New Hampshire, New Jersey, New\nMexico, New York, North Dakota,\nnessee, Virginia, and Wisconsin.\n\nOhio,\n\nOklahoma,\n\nOregon,\n\nPennsylvania,\n\nTen¬\n\nLocations of teachers colleges where term of office is one year: California, Min¬\nnesota, Mississippi, North Carolina, South Dakota, Texas, and West Virginia.\nConstitution\nThe\n\nconstitution\n\nof boards\n\nof Boards\n\nvaries greatly. There\n\nup in exactly the same way.\nThe number of members on the boards\n\nranges\n\nare no two\n\nfrom\n\nboards\n\nthree to twelve.\n\nthat are made\nThe\n\naverage\n\nnumber is eight. There are ten states with boards of ten or more members. In con¬\ntrast to this there are nine states with boards of three to five members. Some states\n\n"}
{"page": 643, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\n637\n\nColleges\n\nhaving a large number of board members are: New York, North Carolina, Missis¬\nsippi, Tennessee, Illinois, Montana, Wisconsin, New Jersey, and California. Some\nstates having very small boards are Washington,\ntion in size is shown in the frequency table.\nNumber\nBoard\n\nArizona,\n\nand Michigan.\n\nThe\n\nvaria¬\n\nof\nFrequency\n\nMembers\n\n12\n\n4\n4\n\n11\n10\n9\n\n2\n6\n\n8\n\n1\n\n7\n\n7\n\n6\n\n0\n\n5\n4\n\n6\n1\n\n3\n\n2\n\nTotal 33\nMedian 8\nThere\n\nare two\n\ngovernor\n\nand\n\nmain\n\nmethods\n\nused for appointing\n\nboard\n\nelection by legislature. Or a combination\n\nmembers:\n\nof methods\n\nappointment\n\nby\n\nis used, especially\n\nwhen there are ex-officio members on the board. In a few cases the state superintend¬\nent of schools, elected by the people, is a member of the board. The governor, elected\nby the people, is in a few cases, a member\nThe usual practise of selecting members\n\nof the board.\nof the boards\n\nis the appointment\n\nby the\n\ngovernor with the consent of the senate. Twenty-three of the thirty-three boards are\nselected in this way. The states not following the general procedure are listed below:\nSix boards\n\nare appointed\n\nsix states using this method\nand Wisconsin.\nOther methods used are:\nElected\n\nby the governor\nare: Arizona,\n\nwithout\n\nKansas,\n\nthe consent\n\nKentucky,\n\nof the senate. The\n\nMaryland,\n\nTennessee,\n\nby people — Michigan\n\nAppointed by governor with consent of governor’s council — New Hampshire\nElected by legislature — New York\nAppointed by governor with consent of general assembly by joint vote of both\nhouses — Virginia.\nThe number\nsixteen having\n\nof boards having and not having ex-officio members\nthem and seventeen not having them.\n\nis about\n\nequal,\n\nThe states whose boards have ex-officio members are: Alabama, Arizona, Arkansas,\nColorado, Illinois, Indiana, Kentucky, Michigan, Minnesota, Missouri, Montana,\nNorth Carolina, Oklahoma, Tennessee, West Virginia, and Wisconsin.\nThe states having boards with the state superintendent or commissioner of educa¬\ntion as members and acting as chairman or secretary of the board are: Alabama, Ari¬\nzona, Arkansas, California, Illinois, Kentucky, Michigan, Minnesota, North Carolina,\nOklahoma, Pennsylvania, Tennessee, and West Virginia.\nThe boards having\nand Tennessee.\n\nthe governor\n\nas an ex-officio member\n\nare: Alabama,\n\nMontana,\n\nOther ex-officio members different from the usual practise are:\nNorth Dakota — commissioner of agriculture and labor as member\nArkansas — state treasurer and state auditors as members\nMontana — attorney-general on its governing board.\nThe usual terms of office for the board members are from\nschools\n\nnot following\n\nthe usual\n\nyears; Oregon, 9 years;\nArizona, 2 years.\n\nNew\n\npractise are: New\nJersey, 8 years;\n\nfour to six years. The\n\nYork,\n\n12 years;\n\nMississippi,\n\nMaryland,\n\n7 years;\n\nOhio,\n\n12\n\n5 years;\n\nStates specifying geographical location of board members: Alabama, Minne¬\nsota, Mississippi, Missouri, New Jersey, New York, Oregon, and South Dakota.\n\n"}
{"page": 644, "printed_page": null, "text": "638\n\nNational\n\nEducation\n\nNo mention of staggering appointment\nTennessee, Texas, and West Virginia.\nStates having\nsouri, Montana,\nVirginia.\n\nAssociation\n\nof members:\n\nArizona,\n\nMinnesota,\n\nMontana,\n\npolitical restrictions in selection of board members: Iowa, Mis¬\nNew Jersey, New Mexico, South Dakota, Tennessee, and West\n\nState specifying that both men and women shall be board\nUnusual features in the constitution of boards:\nIndiana — Governor\ncares to do so.\nIowa — Iowa’s\nthree schools.\n\nof Indiana\n\nstate board\n\nhas power\n\nmay\n\nnot have\n\nto remove\nmore\n\nthan\n\nmembers:\n\nand\none\n\nappoint\nalumnus\n\nNew\n\nJersey.\n\nwhenever\n\nhe\n\nfrom\n\nof\n\neach\n\nMaryland — Specifies that a board member must be a citizen of the state. No\nperson may be a member who is subject to its authority; for example, a faculty\nmember or an executive officer of the school.\nNew Hampshire — Board members must not be technical educators nor profes¬\nsionally engaged in school work. Two board members shall be trustees of the\nUniversity\n\nof New\n\nHampshire.\n\nNew Jersey — At least two board members\nin state five years previous to appointment.\n\nmust\n\nbe women.\n\nNorth Carolina — One college in the state has twelve\nwhile two other colleges have nine members each.\n\nMust\n\nmembers\n\nhave\non\n\nresided\n\nthe board,\n\nAlabama, Montana, and Tennessee — Governor is on the board.\nMassachusetts — No board of education in control. There is an advisory\nthat has no power.\nNorth Dakota — Commissioner\nstate board.\n\nof agriculture\n\nand\n\nboard\n\nlabor is ex-officio member\n\nof\n\nOregon — No more than three members shall be alumni of three institutions. No\nmore than one member shall be an alumnus of any one institution.\nSouth Dakota — Even tho the number of members on\nfive, the legislature is empowered to increase the number\nOklahoma — Two\npractical educator.\n\nmembers\n\nmust\n\nStates\n\nmembers\n\ndraw\n\nwhose\n\nboard\n\nhave\n\nhad\n\nat least four years’ experience\n\nVirginia — $1000\n\nper year\n\nand\n\nexpenses\n\nSouth\n\nDakota — $1000\n\nper year\n\nand\n\nexpenses.\n\nThe\n\nof State\n\nusual method\n\npeople. Twenty-two\n\nis\n\nas a\n\nsalaries:\n\nWest\n\nSelection\n\nthe board of regents\nto nine at any time.\n\nSuperintendent\n\nof selecting the head\nof the thirty-four\n\nor\n\nCommissioner\n\nof Education\n\nof the state school system\n\nstates use\n\nthis method:\n\nis election by the\n\nAlabama,\n\nArizona,\n\nCalifornia, Colorado, Indiana, Iowa, Kansas, Michigan, Mississippi, Missouri, Mon¬\ntana, New Mexico, North Carolina, North Dakota, Oklahoma, Oregon, South Dakota,\nTexas, Washington, West Virginia, and Wisconsin.\nOther methods used by some states are:\nAppointment\n\nof the commissioner\n\nof education\n\nby the governor:\n\nPennsylvania, Tennessee, and Virginia.\nAppointment of the commissioner of education\nMaryland,\n\nArkansas,\n\nMinnesota,\n\nElection of one commissioner\nnor: Illinois.\nAppointment\nNew York.\nAppointment\n\nand\n\nof education\n\nwith the consent\nSelection\n\nThe\n\nby the state board\n\nof education:\n\na director\n\nappointed\n\nby regents\n\nof the governor’s\n\nby the gover¬\n\nof a state university:\n\ncouncil.\n\nof Faculty\n\nused in selecting faculty members in state teachers colleges is the\nby the president of the college to the board of education for election.\n\nusual method\n\nrecommendation\n\nJersey, Ohio,\n\nHampshire.\n\nby the people with\n\nof the commissioner\n\nby governor\n\nNew\n\nNew\n\n"}
{"page": 645, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\n639\n\nColleges\n\nTwenty-one of the thirty-one states and two cities reporting on this question used the\nabove method: Arkansas, Colorado, Illinois, Iowa, Kentucky, Maryland, Michigan,\nMississippi,\n\nMissouri,\n\nPennsylvania,\nWisconsin.\nOther\n\nNew\n\nSouth\n\nmethods\n\nDakota,\n\nused\n\nRecommendation\n\nMexico,\n\nNorth\n\nTexas,\n\nin a smaller\n\nCarolina,\n\nVirginia,\n\nnumber\n\nby the president\n\nNorth\n\nDakota,\n\nWashington,\n\nof cases\n\nOhio, Oklahoma,\n\nWest\n\nVirginia,\n\nand\n\nare:\n\nof the college, nomination\n\nby the state director,\n\nor commissioner of education, and elected by the board of education: Alabama, Cali¬\nfornia, New Hampshire, New York, Oregon, and Tennessee.\nRecommendation by the head of the department, nomination by the president of the\ncollege, and election by the state board: Indiana, Kansas.\n\nRecommendation by the president of the college, nomination by a “committee on\nteachers” from state board and election by board: Minnesota.\nRecommendation by the president and election by state board of education (to the\nchancellor when in office) : Montana.\nRecommendation by the president and approval by the commissioner of education\n(the appointment\n\nis reported\n\nto the state board of education) : New\nby the commissioner of education: Massachusetts.\n\nAppointment\n\nTerm\nThe\nwith\n\nusual\n\nterm\n\nof Office of Faculty\n\nof office for faculty members\n\nre-appointment\n\nJersey.\n\neach year. The\n\nexceptions\n\nis either indefinite or for one\nto the rule are\n\nas follows:\n\nyear\n\nterm\n\nof\n\nfour years — Kentucky and Washington; dismissal\nbe removed after hearing — Oklahoma and Oregon;\n\nmust be for cause and can only\ntenure of office after satisfactory\n\nservice — Colorado,\n\nNew\n\nMontana,\n\nTypical\n\nPractises\nand\n\n1. President\n2. The term\n3. The\n\nOregon\n\n(generally),\n\nRegarding\n\nFaculties\n\nof\n\nAppointments\nTeachers\n\nnumber\n\nof board\n\nmembers\n\n4. The usual method of selection of board\nwith the consent of the senate\n\nof\n\nand\n\nWisconsin.\n\nPresidents\n\nColleges\n\nis appointed by the board governing\nof office is indefinite with no tenure\n\naverage\n\nMexico,\n\nthe teachers\n\ncollege\n\nis eight\n\nmembers\n\nis by appointment\n\nby governor\n\n5. The usual term of office of board members is from four to six years\n6. Geographical location of board members usually not specified\n7. The\n\nterms\n\n8. There\nmembers\n\nare\n\nof office of the board\nusually\n\nno\n\nmembers\n\nrestrictions\n\nusually expire\n\nregarding\n\n9. State superintendent is elected by the people\n10. The control of the teachers colleges is vested\n\nat different times\n\npolitical affiliation of\n\nin a board\n\n11. The usual method of selecting faculty members is the recommendation\npresident of the college and election by the board of education in control\n12. Term of office of faculty members is indefinite.\nPractises\n\nDangerous\n\n1. A small number\nMichigan.\n2. Expiration\n\nof members\n\nof terms\n\non the boards\n\nof office of board\n\nof education:\n\nmembers\n\nof office of presi¬\n\nWashington,\n\nat the same\n\nappointed\n\nby governor\n\nwithout\n\nmajority\n\nthe check of any other group:\n\nKansas, Kentucky, Maryland, Tennessee, and Wisconsin.\n6. Appointments of presidents and faculty by one person\n\nArizona,\n\ntime.\n\n3. Short terms of office of board members: Arizona — two years.\n4. The state superintendent of schools elected by the people. The\nstates.\n•\n5. A board\n\nby the\n\nto Stability\n\nPractises that would seem to work against stability in the tenure\ndents and faculties of teachers colleges are as follows:\n\nand\n\nboard\n\nof the\n\nArizona,\n\nonly: Massachusetts.\n\n"}
{"page": 646, "printed_page": null, "text": "7.\n\nS.\n\n9.\n\n640\n\nNational\n\nEducation\n\nAssociation\n\nCarolina,\n\nOhio, Pennsylvania,\n\nTennessee.\nand\n\nArkansas,\n\nMontana.\n\nNorth\n\nMexico,\n\nNew\n\ntucky, Missouri,\n\nWashington.\n\nand\n\n10. Members of board may be removed at pleasure of the governor: Pennsylvania.\n11. The\nNo board\nto approve appointments and dismissals of presidents\ngovernof\nor education\nas a member\nof board of education: Ala\nbama, Montana, and\nand faculty members: Massachusetts.\nPractises\n\nflaking\n\nfor Stability\n\nOther gov\nernprinciples\nmental off\nSafeguards\nand\nused\nsomethesituations which make for stability in the\nicialsin on\nboard of education:\nNorth Dakota,\ntenure of office of presidents and faculties of teachers colleges include:\n\n1. A large number of members on the boards of education. Ten of the thirty-two\nstates have ten to twelve members.\nSeparate governing\nboa\nforofthe\ndiffer\nent teacheat\n2. Expiration of terms ofrds\noffice\nboard\nmembers\nTwenty-six\nrs different\ncolleges times.\nin a sta\nte: Ken¬\nof the thirty-two states studied.\n3. Long terms of office of board members: New York, Mississippi, Oregon, New\nJersey, and Maryland.\n4. An educator, such\nnomination\nNew York,\n5. An\n\nas commissioner\n\nand approval\nand Oregon.\n\neducator\n\n6. A board\nhalf and half.\n\nof presidents:\n\nappointed\n\nthat has\n\nby a board\n\nof education,\nCalifornia,\n\nwho\n\nis responsible\n\nNew\n\nHampshire,\n\nas commissioner\n\nof education.\n\nfor the\n\nNew\n\nJersey,\n\nrestrictions\n\nregarding\n\npolitical affiliation of its members —\n\n7. A board that has restrictions\nfrom different sections of a state.\n\nthat would\n\nrequire\n\nthe board\n\n8. Board members having a degree\n9. Tenure of office a state law.\n\nof professional\n\n10. Recommendation\n\nfor appointment\n\nmembers\n\nby heads\n\nterms\n\n13. The\n\nconsent\n\nnomination\n\nof departments\n\nrequired.\n11. The governor\nnot have the power\n12. The\nservice.\n\nand\n\nand president\n\nof the senate\n\nand\n\n15. An equal distribution\ntrols several colleges.\n16. The\n\ngovernor\n\nof a board\nvania.\n\nof faculty\n\nof the college. Approval\n\nof a board\n\nfrom\n\nnot have\n\nin: Alabama,\n\nshould\n\nas he has\n\nare political appointees,\n\nof board\n\nin the same\n\nof alumni\n\nand\n\nability.\n\nfaculty indefinite — based\n\nif appointment\n\n14. All members of board appointed\nexcept the commissioner of education.\n\ninterest and\n\nto come\n\ndismissal\n\nor superintendent of schools, who\nof a board member. .\n\nof office of president\n\nmembers\n\nmembers\n\nmanner.\n\nNo\n\non\n\nshould\n\nsatisfactory\n\nis by governor.\nex-officio members\n\ndifferent colleges if the same\n\nboard\n\ncon¬\n\nthe power\n\nto control or affect the majority\n\nvote\n\nArizona,\n\nIndiana,\n\nNew\n\nMexico,\n\nand\n\nPennsyl¬\n\n17. The necessity of having approval of appointments and dismissals by a govern¬\ning body, such as a board of education.\n18. One board of education for all of the teachers colleges in a state instead of\nseparate\n\ngoverning\n\nbodies\n\nfor each\n\ninstitution.\n\nThe significant conclusion from this study is to be found in the great variety of\nmethods and combinations of practises that are legal in the United States. There are\nprinciples, however, that are running thru\ntrends as indicated in the typical practises.\nE. S. Evenden,\n\nTeachers\n\nF. W.\n\nState\n\nThomas,\n\nthe practises\n\nCollege, Columbia\n\nTeachers\n\nCollege,\n\nthat lead to very\n\nUniversity,\n\nFresno,\n\nState Teachers\n\nCollege, Trenton,\n\nYork,\n\nN. Y.\n\nCalif.\n\nR. W. Fairchild, State Normal University, Normal,\nA. L. Crabb, George Peabody College for Teachers,\nR. L. West,\n\nNew\n\ndefinite\n\nIll.\nNashville,\n\nN. J., Chairman.\n\nTenn.\n\n"}
{"page": 647, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n641\nA\n\nPRELIMINARY\nCONSIDER\n\nAND\n\nTO\n\nREPORT\n\nOF\n\nTHE\n\nTHE PLACE\nAND\nASSOCIATION\nOF\n\nDEFINE\n\nTHE\n\nSCOPE\n\nOF\n\nCOMMITTEE\n\nFUNCTION\nTEACHERS\n\nof the great numbers\n\nMEMBERSHIP\n\nengaged\n\nTO\n\nOF THE AMERICAN\nCOLLEGES\nIN\n\n1. That well-defined and well-established professions\nmoted by professional associations national in scope.\n2. That, because\n\nAPPOINTED\n\nTHE\n\nhave\n\nASSOCIATION\n\nbeen\n\nin teaching,\n\nunified and pro¬\n\nand the importance\n\nof\n\nteaching as a public service, it should be one of the greatest professions in our country.\n3. That there are numerous agencies and departments which should be working\ntogether\n\nand\n\ncontributing\n\nmore\n\neffectively to teaching\n\nas a profession.\n\n4. That the American Association of Teachers Colleges should work in close co¬\noperation with other educational associations and the state and national offices of\neducation in order to insure adequate preparation for all teachers,\ngeneral standard of teaching service to a higher level of efficiency.\n\nand\n\nto raise the\n\n5. That the American Association of Teachers Colleges is the only national ac¬\ncrediting agency organized solely for the promotion of teaching as a profession, and\nthat this fact tends to indicate that the Association must assume added responsibilities\ntowrard teaching as a profession.\n6. That the American Association of Teachers Colleges should not continue pri¬\nmarily as an association of teachers colleges, but rather as an association of the\ndepartments, schools, and colleges organized for the education of teachers.\n7. That the name, American Association of Teachers Colleges, as designated\nArticle I of the Constitution, should be changed to the American Association\nSchools\n\nand\n\nColleges\n\nfor the Education\n\nin\nof\n\nof Teachers.\n\n8. That this association for the advancement of teaching should revise its stand¬\nards in accordance with resolutions previously adopted, and with such standards\nshould be of greater assistance to associations now accrediting institutions for the\neducation of teachers.\n9. That\n\nthis association\n\nshould\n\nprovide\n\nfor individual\n\nmemberships\n\nfrom\n\nthe\n\nU. S. Office of Education, the state departments of education, and representation\nfrom educational associations and agencies which are interested primarily in the\neducation of teachers.\naffiliated\n\n,\nfor study\n\nand\nand\n\nprofessio\n\nforces coordina\nand unified\nted\nnal\ndiscussio\nby the cooperat\nagencies.\ning\nn\n\nbe consider\ne\n\nas matters\n\nd\n\nThe above is a presentation of general policies. The majority of the above state¬\nments or recommendations have been approved by the joint committee of the Amer¬\nican Association of Teachers Colleges at its meeting in December 1936.\nCommittee\n\nmembers:\nFrank\nSam\n\nE.\nH.\n\nH. A.\nREPORT\nYour\n\nCommittee\n\nplaced before\nciation :\n\nOF\n\nTHE\n\non Resolutions\n\nit, and\n\nnow\n\nRESOLUTIONS\nhas given\n\ncareful\n\nBaker\nWhitley\n\nSprague\n\nCOMMITTEE\nconsideration\n\nbegs leave to report the following\n\nto the suggestions\n\nresolutions\n\nto the Asso¬\n\n1. That the Association express its appreciation to its officers for their excellent\nservice in the preparation of the program and to the committees which have labored\nso efficiently in carrying forward the professional studies reported today.\n2. That we hold in affectionate memory the names and services of three\ncolleagues\n\nwho\n\nNebraska\n\nState Teachers\n\nhave\n\npassed\n\non since our last meeting:\n\nCollege, Kearney,\n\nNebr.;\n\nPresident\n\nPresident\n\nGeorge\n\nHoyt\n\nMexico State Teachers College, Silver City, N. Mex. ; and President\nState Teachers College, Mansfield, Pa.\n\nE. Martin,\n\nC. Graham,\nW.\n\nof our\nNew\n\nR. Straughn,\n\n"}
{"page": 648, "printed_page": null, "text": "642\n\nNational\n\nEducation\n\nAssociation\n\n3. That we express our particular esteem for Dwight B. Waldo, whose resigna¬\ntion has deprived this Association of one of its most faithful and beloved participants.\nPresident Waldo has contributed so richly to the development of this Association, not\nonly thru his guidance as one of its presidents but also thru his constant labors and\ncounsels from its earliest organization, that we shall always feel a debt of especial\ngratitude\n4. That\n\nto him.\nwe\n\nrecommend\n\nto the officers and\n\nExecutive\n\nCommittee\n\nthe early formula¬\n\ntion of plans for an appropriate observance by this Association and its member insti¬\ntutions of the centennial anniversary of the founding of the first state-supported\nteacher-training institution in 1839.\n5. That this Association commend the federal government for its emergency aid\nto the schools; for its support of the National Youth Administration; and for its\ngeneious and timely services thru the Public Works Administration; and, further,\nthat this Association request the continuance of these federal agencies.\n6. That\n\nthis Association\n\ngo on\n\nBill, which has for its purpose\neral control).\n\nrecord\n\nas endorsing\n\npermanent\n\nfederal\n\nthe Harrison-Black-Fletcher\n\naid to the schools\n\n(free from\n\nfed¬\n\n7. That this Association especially commend the work of the Committee on Stand¬\nards and Research, looking toward a comprehensive study of factors vital to the\nestablishment of qualitative standards, and that our hearty endorsement be given to\nplans for securing a grant of funds essential for such study.\n8. That this Association officially express appreciation to the American Council\non Education for its interest in, and activities on behalf of, the improvement of\nteacher training, and recommend institutional affiliation with the American Council\non the part of its eligible members.\n9. That\n\nthe Association,\n\nspecial committees\n\nworking\n\nin recognition\nduring\n\nof Our Professional Services and\ngible for Membership, authorize\nthru another year.\n\nof the valuable\n\nservices\n\ninaugurated\n\nthe past year on a consideration\n\nof the Expansion\n\non the question of the Scope of Organizations Eli¬\nthe continuation of the work of these committees\nLida\n\n,\n\nLee\n\nTall\n\nKate\n\nGalt\n\nH.\n\nCherry\n\nH.\n\nZaneis\n(absent)\n\nJ. W. Brister\nFrank W. Thomas,\n\nSECRETARY’S\nCharles\n\nW.\n\nChairman\n\nREPORT\nHunt\n\nDuring the past year the committees have been unusually active. The\nCommittee has been vigorously at work on the revision of the standards,\nseen by the report of this committee.\nRelationships\n\nmet\n\nby the\n\nThe\n\nCommittee\n\nat St. Louis in the fall and\n\non General\n\nafter canvassing\n\nStandards\nas will be\n\nPolicy or Institutional\nthe available\n\ninforma¬\n\ntion is presenting a very interesting set of suggestions to the Association for con¬\nsideration. In December a combined meeting of the Standards, Accrediting, Policy,\nand Executive Committees was held in Washington to review the suggestions made\nby the Policy Committee. A special subsidy was required\nan unusually large expenditure for committee expense.\n\nfor these meetings,\n\nmaking\n\nDespite this expense and the outlay for research on the records in the Secretary’s\noffice, the year closed with an excess of cash receipts over disbursements of about\n$850. This was due, of course, to the increase in fees. Altho the fees have been thus\nincreased, the membership of the Association has suffered a loss of only two out of\na total of 201.\nThis increase in funds has made possible a consideration of the Association prob¬\nlems which will be very significant in the development of future policy. The difficulty\nin the past has been that the Association officers have changed in too many instances\nfrom year to year, making the development of policy disconnected. It is not desirable\nfor the policies of the Association\n\nto be controlled\n\nby the Secretary’s\n\noffice, as is too\n\n"}
{"page": 649, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\n643\n\nColleges\n\nlikely to be the case without a continuous working group which establishes the policy\nof the Association. The new constitution, organized in 1933, was intended to supply\nthis deficiency and is beginning to do so. The Committee on Nominations for the\ngeneral officers should bear in mind the desirability of continuing members on the\nExecutive Committee for their terms of office so that they may\nuseful in the guidance of the Association affairs.\n\nbecome\n\ninformed\n\nand\n\nThe Secretary has for some years foreseen the necessity of a revision of the stand¬\nards and is greatly pleased with the progress which has been made in planning this\nchange. The Association, like other organizations in these days, cannot stand still.\nThe accredited list will be significant only as it represents the best practise. The\nNorth Central study has indicated some directions in which our future, practise\nshould be guided. To be a stimulating educational process, which is the most valuable\nside of the accrediting in the Secretary’s opinion, a much larger number of items and\nnew fields not now covered by the standards should be represented in the annual\nreports filed by institutions with the Accrediting Committee. The circulation of in¬\nformation in regard to experimentation and general current practise is possible with\nthe filing of a more complete report and the provision of funds for the analysis of\nthese reports.\nThe general work of the Association increases from year to year. This reflects\nitself especially in the Secretary’s office. Some change and enlargement of the pro¬\ngram will be necessary, and the Secretary is referring these matters for discussion to\nthe Executive Committee, so that ample time may be given for the important decisions\nnecessary.\nThe\n\nSecretary\n\nsubmits\n\nherewith\n\ntables which\n\nhave\n\nbeen\n\na feature\n\nof the reports\n\nfor some years, in regard to inventory, membership, and accrediting and classifica¬\ntion. In this connection it should be noted that no institution may remain upon the\naccredited list after the 1938 meeting unless it has met all standards. It is important\nto call the attention of all institutions especially to this date. It is furthermore of the\nutmost\n\nimportance\n\nthat the Association\n\nlive up to the plan which\n\nhas been\n\nmade\n\nfor\n\nsome years, to publish a clear list in 1938. It is entirely possible that under our present\npractise some institutions which have in general a good program may be excluded\nfrom\n\nthe accredited\n\nlist because\n\nof their failure to meet\n\none\n\nstandard,\n\nbut the Secre¬\n\ntary is very strongly of the opinion that no changes should be made from the stand¬\nards of the Accrediting Committee for the past few years, until some more adequate\n—189\n-187\nplan is made.\n-1\n-192\n-147\n61\n\nINVENTORY\n\n58\n172\n127\n247\n232\n\n1928\n1929\n1930\n1931\n1932\n\nDecember\nYearbooks\nYearbooks\nYearbooks\nYearbooks\nYearbooks\n\n31, 1936\n142\n1933 Yearbooks\n86\n1934 Yearbooks\n213\n1935 Yearbooks\n1936 Yearbooks\n240\n185\nStandards\n\nACCREDITING\n\nAND\n\n-175\nMEMBERSHIP\n\n1927— 185\n1930—180\n1928—\n1929—\n\nCLASSIFICATION\n\nNumber\n\nof Institutions Classified\n\nViolations of Standards\nDefinition .\nRequirements for admission. . .\nStandards for graduation .\nSize of faculty .\nPreparation of faculty .\nTeaching load .\nTraining school .\nOrganization of curriculum . . .\nHealth and living conditions. .\nLibrary, laboratory .\nBuildings .\nLimits of registration .\nFinancial support .\nGeneral requirements .\n\n116\n0\n\n1930\n\n1931\n\n126\n\n140\n\n1\n\n0\n1\n140\n\n4\n\n3\n\n1\n12\n10\n104\n\n1\n13\n44\n14\n11\n\n13\n\n3\n\n142\n0\n428\n\n33\n\n5\n4\n7\n\n69\n11\n0\n\n3\n263\n\n0\n36\n2\n\n1933\n\n1935\n\n142\n\n146\n\n150\n\n153\n\n0\n0\n0\n11\n\n0\n0\n1\n\n0\n0\n0\n\n0\n1\n1\n\n4\n0\n0\n132\n\n1932\n\n5\n\n0\n106\n\n—\n56\n13\n5\n0\n2\n\n12\n0\n0\n1\n0\n\n0\n11\n—\n1\n0\n\n0\n—11\n1\n0\n\n0\n—12\n2\n0\n\n53\n\n61\n\n88\n\n116\n\n5\n\n—\n\n7\n25\n\n0\n\n3\n1\n0\n98\n\n193319321934193519361934\n\n1931—\n1929\n\n-201\n-199\n\n2\n17\n0\n\n—\n\n10\n488\n1\n33\n\n"}
{"page": 650, "printed_page": null, "text": "644\n\nNational\n\nNumber\n\nEducation\n\nAssociation\n\n1937\n\n1936\n156\n\nof Institutions Classified .\n\nWarnings\n\nConditions\n\nViolation of Standards\n\n0\n0\n0\n22\n3\n5\n1\n11\n7\n0\n2\n0\n\nDefinition .\nRequirements for admission .\nStandards of graduation .\nPreparation of faculty .\nTeaching load .\nTraining school .\nOrganization of curriculum .\nHealth and living conditions .\nLibrary, laboratory .\nBuildings .\nFinancial support .\nGeneral requirements .\n\n(Tentative)\n155\nWarnings\nConditions\n\n0\n0\n0\n4\n12\n23\n0\n10\n6\n0\n0\n0\n\n0\n130\n0\n\n55\n\n34\n\n0\n0\n0\n5\n14\n22\n0\n\n2\n4\n1\n8\n4\n0\n2\n0\n\n2\n380\n0\n0\n\n51\n81\nNew inspections, 1937 .\nReinspections .\nInspections requested\n\n, . 2\n2\n\nbut not made .\n\n' .\n\n2\n\nApplication for membership has been made by Chico State College, Chico, Cali¬\nfornia ; and the resignation of the College of Education of Ohio University, Athens,\nOhio, has been received.\nThe Secretary wishes to submit the results of the analysis of data reported by 143\nteachers college libraries in October 1935, as follows:\nLIST\n\nOF\n\nTHE\n\n200\n\nMAGAZINES\n\nMOST\n\nFREQUENTLY\n\nLIBRARIES\n\n2300 different periodicals were\n143 National\n140\n139\n139\n138\n137\n136\n136\n136\n135\n\nIN\n\n118\n117\n117\n117\n117\n115\n\n135 Scribner’s Magazine\n133 Journal of Geography\n131 Review of Reviews\n\n126\n126\n126\n126\n125\n\nSupervision\nJournal of Educational\nLibrary Journal\nN.E.A. Journal\nScientific American\nSurvey\n\n123 Progressive\n121 Instructor\n121 Journal\n121 American\nlist\n\nTEACHERS\n\nand\n\nPsychology\n\nbut once.\n\nSaturday Review of Literature\nGood Housekeeping\nEducational Method\nSchool Science and Mathematics\nYale Review\nChildhood Education\n\n112 Journal of Health and Physical Edu¬\ncation\n112 Time\n111 Asia\n111 American Childhood\n111 Congressional\n111 Recreation\n\nDigest\n\n110 Foreign Affairs\n110 North American\n107 Survey\nResearch\n\nLibrary Association\n\nCOLLEGE\n\n115 Theatre Arts Monthly\n113 Elementary English Review\n113 English Journal\n\nEducation\n\nof Educational\n\n143\n\n120 School Life\n120 Social Studies\n119 Nation\n119 New Republic\n118 Education\n\nHarper’s Magazine\nAtlantic Monthly\nLiterary Digest\nCurrent History\nSchool and Society\nHygeia\nSchool Arts Magazine\nElementary School Journal\nForum\n\nTeachers College Record\nSchool Review\nGrade Teacher\nEducational Administration\n\nIN\n\n1935\n\nreported in this study, 1013 appearing\n\nGeographic\n\n131\n130\n128\n127\n\nFOUND\n\nOCTOBER\n\nBook¬\n\nReview\n\nGraphic\n\n106 Wilson Bulletin*\n106 Mathematics Teacher\n106 Nature Magazine*\n105 Parents’ Magazine\n\n"}
{"page": 651, "printed_page": null, "text": "Department\n\nof\n\n105 Annals of American Academy\nPolitical and Social Science\n104 Living\n\nTeachers\n\nof\n\nAge\n\n103 American\n\n103 Poetry\n103 N.E.A.\n\nBoard\n\nResearch\n\n102 American\n102 Christian\n\nJournal\n\nof Sociology\n\n67 Occupations\n66 Music Educators\n\n100 Scientific Monthly\n\n99 Reader’s\n99 Travel\n98 Etude\n\nReview\n\nDigest\n\n97 Popular Science Monthly\n96 Bulletin of the Pan-American\n95 Subscription Books Bulletin\n\nUnion\n\nof Chemical\n\n90 Musical\n\nReview\n\n89 Peabody\n\nJournal\n\n88 Industrial\n88 Mental\n\nEducation\n\nEducation\n\nof Speech\n\n87 American\n\nJournal\n\nof Public\n\nof Higher\n\nEducation\n\nHealth\n\nof Art\n\n84 Design\n84 St. Nicholas\n\n(College\n\n82 Journal of Educational\n82 House Beautiful\n\nEdition)\n\nSociology\n\nHome\n\n80 Educational\n\nReview\n\nIndex\n\n55 Journal of Heredity\n54 American Issue\nand\n\nBody\n\nBusiness\n\n54 Mississippi\n\nValley Historical\n\nCollier’s\n53 American\n\nCity\n\n52 Business\n\nWeek\n\n52 Junior-Senior\n\nReview\n\nHistory\n\nClearing\n\nHouse\n\nof Political\n51 Academy\nceedings\n\nScience\n\nPro¬\n\n51 Classical Journal\n\nRecord\n\n51 Country\n51 Country\n\n80 Athletic Journal\n79 Golden Book & Fiction Parade\n78 Book\n\nof Psychology\n\nMusic\n\n52 Journal of Modern\n52 Library Quarterly\n\nReview\n\nJournal\n\n81 American\n\n63 School\n\n54 Nation’s\n\nof Education\n\n85 American Magazine\n85 Science News Letter\n\n83 English\n\nCookery\nLiterature\n\n54 Mind\n\nMercury\n\n84 Geographical\n\n64 American\n64 American\n\n55 Education\n\nJournal\n\n86 Journal\n\nJournal\n\n57 Journal of Political Economy\n56 World Order\n\nMagazine\n\nHygiene\n\n86 American\n\n65 American\n65 Scholastic\n\n57 Delineator\nof Education\n\n88 Quarterly\n87 Journal\n\nJournal\n\n61 Woman’s Home Companion\n60 Psychological Review\n59 Bulletin of Association of American\nColleges\n\nMagazine\n\nAmerica\n\n89 American\n\nAsso¬\n\n62 North Central Association Quarterly\n62 Social Frontier\n61 Practical Home Economics\n\n93 Journal of Home Economics\n92 Arts and Decoration\n91 Popular Mechanics\n91 Bird Lore\n\nMagazine\n\n64 Monthly Labor Review\n63 Musical Quarterly\n63 House & Garden\n\n98 Science\n\n91 Journal\n\nParent-Teacher\n\n67 Bulletin of American Library\nciation\n67 American Economic Review\n\n102 Economic Geography\n101 Child Life\n100 Nation’s Schools\n99 American Historical\n\nJournal\n\n69 American Boy\n69 Child Study\n69 National\n68 Vogue\n\nBulletin\n\nJournal\nCentury\n\n73 Political Science Quarterly\n72 Science Education\n72 Modern Language\n71 Horn Book\n\nMagazine\n\n103 American School\n103 New Outlook\n\n645\n\nColleges\n\nDigest\n\n75 Industrial\ncation\n\nArts\n\nand Vocational\n\n75 Publishers\n\nWeekly\n\nEdu¬\n\n51 Journal of Applied Psychology\n50 American Political Science Review\n50 American Girl\n48 Art\n\n75 Teachers College\n74 Cumulative Book\n\nJournal\nIndex\n\n74 School\n\nMagazine\n\nExecutives\n\nGentleman\nLife\n\nDigest\n\n48 News-Week\n47 International\n\nStudent\n\n47 Quarterly\n\nReview\n\n47 Sociology\n\nand\n\nof Biology\n\nSocial Research\n\n"}
{"page": 652, "printed_page": null, "text": "646\n\nNational\n\nEducation\n\nAssociation\n\n37 Stage\n\n46 Educational Screen\n46 International Conciliation\n44 Fortune\n\n36 Christian\n\nScience\n\n36 Fortnightly\n36 Journal\n\n43 American\n\n36 Publications\nof\nMcCall’s\nAssociation\n\n43 Boy’s Life\n43 Journal of Adult\n\nof Economics\n\n35 Journal\n\nand\n\nLanguage\n\nJournal\nReform\n\nEngineering\n\nChemis¬\n\ntry, Industrial Edition\n35 Journal\nof Abnormal and\nPsychology\n\nResearch\n\nSocial\n\n35 Musician\n\nMagazine\n\n35 Rotarian\n\n39 International Labor Review\n38 Business Education World\nSportswoman\nJournal of Business\nGregg Writer\nForecast\n\n34 Breeder’s Gazette\nTribune\n34 Congressional\n34 Contemporary\nmary\n\nEducation\n\nand\n\nDairy\n\nRecord\nReview\n\n34 Harper’s Bazaar\n34 League of Nations\n\nQuarterly\n\nPhysical\n\nof Calendar\n\n35 Industrial\n\n40 Specialty Salesman\n39 Connoisseur\n\n37 Research\n\nModern\n\n36 Scientific Temperance\n\n40 Musical Courier\n40 Review of Educational\n\n38\n38\n37\n37\n\nof Nutrition\n\nEducation\n\n43 Quarterly Journal\n41 Natural History\n40 Books\n\nMagazine\n\nReview\n\n44 Pictorial Review\n44 Social Forces\nForests\n\nMonitor\n\nMonthly\n\nSum¬\n\nof American\n\nEducation\n\nAssociation\n\n34 Reader’s\n\nGuide*\n\n* Position on list uncertain because of confusion with periodical of similar name.\n\nThe\n\nSecretary\n\nasked\n\nthe Executive\n\nof reports in the files. About\n\nCommittee\n\nfor a subsidy of $600 for the analysis\n\n$400 of this subsidy\n\nwas\n\nspent. In this connection\n\nthe\n\nguidance of C. E. Jackson of the State Teachers College at Montclair, N. J., is grate¬\nfully acknowledged. The statistical work was performed by Jacob Orenstein and\nJohn H. Hindle, Jr., graduate students of the New Jersey State Teachers College at\nMontclair. Two purposes governed the accumulation of this data: (1) the analysis\nof the available data for the current year for all institutions with the presentation of\ntrends in particular fields where these were available; and (2) a presentation of this\nmaterial\n\nin a form\n\nwhich\n\nwould\n\nindicate\n\nthe possibilities under\n\na revised\n\nsystem\n\nof\n\nstandards and reports, for revising institutional policy in accordance with optimum\npractise. The results of this statistical study have enabled us to present the following\ncharts :\nChart\n\nI, Percentile\n\nStandings,\n\n1935-36,\n\nwhich\n\nimmediately\n\nfollows,\n\noffers\n\na\n\ngraph of an individual institution’s standing with reference to the items noted on the\nsheet. To each institution which reports to the Accrediting Committee this graph is\nsent with its own situation graphically displayed. The line on this graph represents\nan actual situation in one of our institutions. The items are not presented as of equal\nworth\n\nbut because\n\nthe data was\n\navailable\n\nand because\n\nit seemed\n\nworthwhile\n\nto indi¬\n\ncate in this way what a more extensive collection of data would give to each institu¬\ntion as a guide to institutional policy. In general, a position in the upper part of the\ngraph indicates a favorable situation. With the possible exception of III (a), a per¬\ncentile standing of over 50 is more to be desired than one below 50. With items I,\nIII (a), IV, VI, VIII, IX, XI (a), XI(c), XI(d), and XI(e), a high objective value\nimplies a high percentile standing. With items II, III (b ), V(a), V(b), and XI(b), a\n\nlow objective value implies a high percentile standing. Lower\nthese items obviously\nII. Since\n\nindicate\n\n89 schools\n\nquently tie for the rank\ncentile score is 71.\n\nhave\n\na better condition.\n0 percent\n\nof non-high\n\nof 1, their average\n\nIll (b) . Since 67 schools\ncentile score is 78.\n\nobjective values on\n\nhave\n\nrank\n\nschool\n\nis 45, and\n\ngraduates,\n\nand\n\nconse¬\n\nthe highest possible per¬\n\na ratio of 0 on this item, the highest\n\npossible per¬\n\n"}
{"page": 653, "printed_page": null, "text": "Department\n\nVIII. Since 68 schools\ncentile score is 78.\nThe\n\nactual values\n\nII presents\n\nTeachers\n\n100 percent\n\nof the percentile\n\nThe percentile standing\ninstitutions.\nChart\n\nhave\n\nof\n\non\n\nthis item, the highest\n\nlines on this graph\n\nof each school on this general\n\nthe trends\n\nin the student-teacher\n\nreports from 1932-33 to 1935-36.\nChart III represents the teaching\n\n647\n\nColleges\n\nload in hours\n\npossible\n\nare presented\n\nper¬\n\nin Table\n\nI.\n\nchart is sent to all accredited\nratio as\n\nper week,\n\nrepresented\n\nfrom\n\n1929\n\nin the\n\non.\n\nChart IV represents the changes in faculty preparation from 1926 to 1936. The\nmethod and figures originally used in 1925 by Dean Minnich and in 1931 by Stopher\nwere used in this study. The data for 1933, 1934, and 1935 were not analyzed. This\nchart represents changes of great importance in the staffs of the teachers colleges.\nChart V represents the trends in expenditure for library books and periodicals\nduring the past years. This chart is particularly interesting because it shows the\nresults of diminishing budgets upon essential expenditures in connection with the\nlibrary.\nThe\n\ndata on salaries furnished\n\nTABLE\n\non a special questionnaire\n\nare analyzed\n\nI— OBJECTIVE INFORMATION\nTO ACCOMPANY\nOF PERCENTILE STANDINGS, 1935-36\n\n(See chart of percentile standings,\n\n1935-36, for explanation\n\nof the Roman\n\non Chart\n\nVI.\n\nCHART\n0%\n\nnumerals.)\n\n0%\nValues\nItem\n\nof percentiles on chart for\n0% 1935-36\nMedian\n75th percentile\n25th percentile\n\nI\nII\nII 1(a)\nIII (b)\nIV\nV(a)\nV(b)\nVI\nVIII\nIX\nXI (a)\nXI(b)\nXI(c)\nXI(d)\nXI (e)\n\n# Data\n\nfor Chart\n\n•.259\n26%\n124\n\n.014S\n5.23\n13.97\n25.09\n67%\n90 hrs.\n\n$2.66\n$202 .81\n$92.74\n$.51\n$.84\n$11.07\nI.\n\n.365\n128\n.002\n5.45\n83%\n13.32\n19.69\n100 hrs.\n$3.61\n$258.30\n$46.38\n$4.02\n$2.64\n$13.96\n\n.555\n128\n0\n5.61\n12.76\n117.30\n00%\n\n# Objective data for\nindividual schools\nItem\nIIII (a)\nIII\nII (b)\n\n12483%\n0\nIV(a)\n(b)\n\n135 hrs.\n\n$5.45\n$336.71\n$26.16\n$10.30\n$6.59\n$15.80\n\nValue\n.912\n\nVI (a)\nXI\nVIII\nXI(b)\nIX\nXI (c)\nXI (d)\nXI (e)\n\n5.61\n13.45\n21 .53\n90\nhrs.\n\n$256.31\n$3 . 77\n$43 . 46\n$22.43\n$.93\n$16.87\n\n"}
{"page": 654, "printed_page": null, "text": "648\n\nNational\n\nEducation\n\nCHART\n\nI. Ratios\n\nof enrolments\n\nII. Percentage\n\nAssociation\n\nI\n\nPERCENT/LE\n\nSTANDINGS, 1935-56.\n\nof final and\n\nfirst years.\n\nof non-high\n\nschool graduates\n\nin total enrolment.\n\nIll (a). Number of semester hours required for bachelor’s degree.\nIll (b ) . Ratio of number of students carrying more than eighteen semester\ntotal enrolment.\nIV. Weighted\nV(a).\n\nAverage\n\nhours\n\nto\n\nscore for faculty preparation.\nteaching\n\nload of college faculty in hours\n\nper week.\n\nV(b). Student-teacher ratio.\nVI. Minimum amount of student teaching required in four-year course.\nVIII. Percent of following health facilities available: (a) provision for medical\nexamination, (b) medical examination each year, (c) correction of defects,\n(d) hospitalization, (e) doctor\nquired of all students.\n\nand/or\n\nnurse,\n\nIX. Expenditure for library books and periodicals,\nXI(a). Expenditure for operation, per capita.\nXI (b). Student fees, per capita.\nXI (c). Loans\n\navailable,\n\nper capita.\n\nXI (d). Loans and scholarships granted,\nXI (e). Federal grants, per capita.\n\nper\n\ncapita.\n\nand\n\n(f) health\n\nper capita.\n\ncourses\n\nre¬\n\n"}
{"page": 655, "printed_page": null, "text": "Department\n\nof Teachers\n\nCHART\n\nII\n\nStudent-Teacher\n\nRatio\n\n-\n\nisV percentiles\nMEDIANS\n\n.\n\n2Sr-h PERCENTILES\n\n-\n\nONE INSTITUTION\n\nColleges\n\n649\n\n"}
{"page": 656, "printed_page": null, "text": "650\n\nNational\n\nEducation\n\nCHART\nTeacher\n\n-\n\nLoad\n\nIII\n\nin Hours\n\n75 1* percentiles\n\n-\n\nMED/ A /VS\n\n.\n-\n\n25 & PEDC E/ZT/L £ S\nO/VE //vsr/rc/T/o/v\n\nAssociation\n\nper\n\nWeek\n\n"}
{"page": 657, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nCHART\nFaculty\n\n-\n\n.\n-\n\nColleges\n\n651\n\nIV\n\nPreparation\n\nMINIMUM N£OU//?£M£NT\n75 f-h P£NC£NTIL£S\nMEDIANS\n2S'-P£DCENT/LES\nONE JNSr/TL/T/ON\nValues\n\nUsed\n\nin Determination\n\nW eighted\nDoctors\n\n.\n\n7\n\n60 Hours of graduate\ncredit .\n6\n\nof\n\nScores\nMasters\n\nBachelors\nNo degree\n\n.\n\n5\n\n.\n.\n\n4\n2\n\n"}
{"page": 658, "printed_page": null, "text": "652\n\nNational\n\nEducation\n\nCHART\nExpenditures\n\nfor\n\nPeriodicals,\n\nAssociation\n\nV\n\nLibrary\nPer\n\n-\n\nMEDIANS\n\n.\n\nZS tt> PERCENTILES\n\n-\n\nONE\n\nINSTITUTION\n\nBooks\n\nCapita\n\nand\n\n"}
{"page": 659, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nCHART\n\nCr-or-\n\no^\n\nAverage\n\nVI\nSalary\n\nColleges\n\n653\n\n"}
{"page": 660, "printed_page": null, "text": "654\n\nNational\n\nAMERICAN\n\nEducation\n\nASSOCIATION\n\nAssociation\n\nOF\n\nLIST OF ACCREDITED\n\nTEACHERS\n\nCOLLEGES\n\nINSTITUTIONS— 1937-38\n\nLongest curriculum which has been approved indicated in number of years before\neach institution. The Association does not attempt to accredit graduate work.\nThe\n\nRoman\n\nnumerals\n\nrefer to standards\n\nnot fully met\n\nby the institution.\n\nInstitution\n\nLocation\n\nPresident\n\nAlabama\nFlorence\n\n.\n\nJacksonville . . . .\nLivingston .\nTroy\n\n.\n\n4/State\n4/State\n\nTeachers\nTeachers\n\nCollege .\nCollege .\n\n4/State\n4/State\n\nTeachers\nTeachers\n\nCollege .\nCollege .\n\nH. J. Willingham\nC. W. Daugette\nN. F. Greenhill\nM. D. Pace\n\nArizona\n4/Arizona\n4/Arizona\n\nFlagstaff .\nTempe\n.\n\nState Teachers\nState Teachers\n\nCollege. .\nCollege, V.\n\nT. J. Tormey\nGrady Gammage\n\n4/Henderson State Teachers College. .\n4/Arkansas State Teachers College.\n\nJ. P. Womack\nH. L. McAlister\n\n4/Fresno\n\nFrank\n\nArkansas\nArkadelphia\nConway\n.\nCalifornia\nFresno .\nSan\nSan\n\nDiego .\nFrancisco . .\n\nSanta\n\nBarbara\n\n.\n\nState\n\nCollege .\n\nW.\n\nThomas\n\n4/San Diego State College .\n4/San Francisco State College .\n4/Santa Barbara State College .\n\nWalter R. Hepner\nA. C. Roberts\nC. L. Phelps\n\n4/Colorado\n4/Western\n\nGeorge W. Frasier\nC. C. Casey\n\nColorado\nGreeley .\nGunnison .\n\nState College of Education\nState College .\n\nConnecticut\nNew\n\nHaven\n\nDistrict\n\n3/Teachers College of Connecticut,\nNew Haven Unit, VIII\n\nof\n\nF. E. Engleman,\n\nPrin\n\ncipal\n\nColumbia\nWashington\nWashington\n\n. . . .\n. .\n\n4/Miner Teachers College .\n4/Wilson Teachers College .\n\nE. A. Clark\nE. C. Higbie\n\n4/South\n\nMarvin\n\nS. Pittman\n\nGuy\n\nWells\n\nGeorgia\nCollegeboro . . .\nMilledgeville . .\n\nTeachers\n\nCollege, IX\n\n4/Georgia State College\nIV .\n\nGeorgia\n\nfor Women,\n\nIllinois\n\nCarbondale\n\n. . . .\n\nCharleston\n\n.\n\nChicago\nDeKalb\n\n.\n.\n\n4/Southern\nversity\n\nIllinois State Normal\n.\n\nUni-\n\n4/Eastern\n\nIllinois State Teachers\n\nCol-\n\nlege .\n3/Chicago Normal College,\n.\n\n4/Northern\n\nIV .\n\nIllinois State Teachers\n\nMacomb\n\n.\n\nlege .\n4/Western Illinois State Teachers\n\nNormal\n\n.\n\nlege .\n4/Illinois State Normal University.\n\nH.\n\nRoscoe\n\nPulliam\n\nRobert\n\nG. Buzzard\n\nVerne\n\n0. Graham\n\nColKarl\n\nL. Adams\n\nW.\n\nP. Morgan\n\nCol. . .\n\nR. W.\n\nFairchild\n\n"}
{"page": 661, "printed_page": null, "text": "Department\n\nLocation\n\nof\n\nTeachers\n\n655\n\nColleges\n\nPresident\n\nInstitution\n\nIndiana\n\nIndianapolis\n\n. . .\n\nMuncie .\nTerre Haute . . .\n\n4/College of Education, Butler Univer¬\nsity .\n4/Ball State Teachers College .\n4/Indiana State Teachers College. ..\n\nW.\n\nL. Richardson,\n\nDean\nL. A. Pittenger\nRalph N. Tirey\n\nIowa\n\nCedar\n\nFalls\n\n4/Iowa\n\nState Teachers\n\nO. R. Latham\n\nCollege\n\nKansas\n\nEmporia\n\n4/Kansas\n\n.\n\nHays .\nPittsburg .\nWichita .\n\nState\n\nTeachers\n\nCollege....\n\nThomas\n\nW.\n\nButcher\n\n4/Fort Hays Kansas State College. . . .\n4/Kansas State Teachers College..\n\nC. E. Rarick\nW. A. Brandenburg\n\n4/College of Education, University\nWichita .\n\nLeslie B. Sipple, Dean\n\nof\n\nKentucky\n\nBowling\n\nGreen . .\n\n4/Bowling Green College of Commerce,\nXI .\n\nBowling\n\nGreen . .\n\n4/Western Kentucky State Teachers\nCollege .\n.\n\nMorehead\n\n.\n\nMurray .\nRichmond .\n\n4/Morehead\n4/Murray\n\nState Teachers\n\nState Teachers\n\nCollege..\n\nCollege.\n\n4/Eastern Kentucky State\nCollege .\n\n. . .\n\nJ. L. Harman\nH. H.\n\nCherry\n\nHarvey\nJames\n\nA. Babb\nH. Richmond\n\nTeachers\nH. L. Donovan\n\nLouisiana\n\nLafayette\n\n4/College of Education, Southwestern\nLouisiana Institute .\n\n.\n\nNatchitoches\n\n. . .\n\n4/Louisiana\n\nState Normal\n\nCollege.\n\n. .\n\nW. S. Dearmont, Dean\nA. A. Fredericks\n\nMaryland\n\nTowson\n\n.\n\n4/State\n\nTeachers\n\nLida\n\nCollege, IV\n\nLee\n\nTall\n\nMichigan\n\nDetroit .\nKalamazoo\n\n4/Teachers College, Wayne University\n4/Western State Teachers College .\n\nMarquette .\nMt. Pleasant . . .\n\n4/Northern State Teachers College\n4/Central State Teachers College.\n4/Michigan State Normal School\n\nYpsilanti\n\n.\n\n. .\n..\n\nW. E. Lessenger, Dean\nPaul V. Sangren\nW. H. Pearce\nE. C. Warriner\nJ. M. Munson\n\nMinnesota\n\nBemidji .\nDuluth .\nMankato .\nMoorhead\n.\n\n4/State\n\nTeachers\n\nCollege,\n\n4/State\n4/State\n\nTeachers\nTeachers\n\nCollege\nCollege.\n\n. .\n\n4/State\n\nTeachers\n\nCollege\n\n. . .\n\nSt. Cloud .\nWinona\n.\n\n4/State\n4/State\n\nTeachers\nTeachers\n\nCollege. . . .\nCollege .\n\nM.\n\nIX\n\nW.\n\nE. W.\nFrank\n\nDeputy\nBohannon\nD. McElroy\n\nR. B. MacLean\nGeo. A. Selke\nG. E. Maxwell\n\nMississippi\n\nCleveland\n\n.\n\nHattiesburg\n\n4/Delta State Teachers College\n4/State Teachers College .\n\nW.\n\nM.\n\nKethley\n\nJ. B. George\n\nMissouri\n\nCape\n\nGirardeau .\n\nKansas City .\nKirksville .\n\n4/Southeast\n\nMissouri\n\nState\n\nTeachers\n\nCollege .\n4/Teachers College of Kansas City. . .\n4/Northeast Missouri State Teachers\nCollege\n\n.\n\nW. W. Parker\nG. W. Diemer\n\nEugene\n\nFair\n\n"}
{"page": 662, "printed_page": null, "text": "656\n\nNational\n\nLocation\nM aryville\n\n.\n\nEducation\n\nAssociation\n\nPresident\n\nInstitution\n\n4 Northwest Missouri State Teachers\nCollege .\n\nSt. Louis .\n\n4 Harris\n\nTeachers\n\nCollege .\n\nSt. Louis .\n\n4 Stowe\n\nTeachers\n\nCollege, IV .\n\nSpringfield\n\n....\n\nWarrensburg\n\n4 Southwest\nCollege\n\nMissouri State\n.\n\nLamkin\nPrinci¬\n\nJ. Arthur Turner,\nChairman in Charge\n\nTeachers\n.\n\n. . 4 Central Missouri State Teachers\nlege, VIII .\n\n.\n\nW.\n\nC. G. Vannest,\n\nCol¬\n\nRoy\n\nEllis\n\nE. L. Hendricks\npal\n\nMontana\n\nDillon\n\nUel\n\nCollege....\n\nSheldon\n\nState Teachers\n\nCollege. . .\n\n4 Nebraska\n4 Nebraska\n\nState Teachers\nState Teachers\n\nCollege...\nCollege...\n\nRobert I. Elliott\nHerbert L. Cushing\n\n4 Nebraska\n\nState Teachers\n\nCollege.\n\n4/Montana\n\nState\n\n.\n\n4 Nebraska\n\nKearney .\nPeru .\nWayne\n\nNormal\n\nE. Davis\n\nNebraska\n\nChadron\n\nNew\n\n.\n\nNew\n\n4 State\n\n.\n\nPlymouth\n\n.\n\nCity\n\nNewark\nTrenton\nL'pper\n\n....\n\n.\n.\n\nMontclair\n\n4 State\n\nNormal\nNormal\n\nSchool, IV\nSchool ....\n\n4/State\n\nNormal\n\nSchool,\n\n4 State\n\nNormal\n\nSchool .\n\n4 State\n4 State\n\nTeachers\nTeachers\n\nCollege .\nCollege .\n\n4 New\n\nMexico Normal University...\nMexico State Teachers College\n\nH.\n\nA.\n\nWallace E. Mason\nErnest L. Silver\n\nIX .\n\nRoy\n\nL. Shaffer, Princi¬\n\nM. Ernest Townsend\nRoscoe L. West\nH. A. Sprague\n\nMexico\n\nLas Vegas .\nSilver City ....\n\n4/New\n\nC. Gossard\npal\nH. W. James\n\nYork\n\nAlbany\n\n.\n.\n\n4/State\n4 ' State\n\nFredonia\n\n.\n\n3/State\n\nCollege for Teachers .\nTeachers College .\nNormal School .\n\nGeneseo\n\n.\n\n3 /State\n\nNormal\n\nSchool .\n\nNormal\n\nSchool, VIII .\n\nBuffalo\n\nNew\n\nPaltz\n\n.\n\n3 ./State\n\nNew\n\nYork\n\n.\n\n4. School\n\nOneonta\n\n.\n\nof Education,\n\nCollege\n\n3 State Normal\n\nSchool\n\nPotsdam\n\n3 State Normal\n\nSchool, IV\n\n.\n\nCullowhee\n\n.\n\nGreenville\n\n.\n\nHarry\n\nW.\n\nRockwell\n\nL. R. Gregory,\n\nPrinci¬\n\nJames B. Welles, Prin¬\ncipal\nL. H. van den Berg,\nPrincipal\nPaul Klapper, Dean\npal W. Hunt,\nCharles\nPrincipal\nR. W. SwTetman,\ncipal\nR. T. Congdon,\n\nPrin¬\nPrin¬\n\ncipal\n\nCarolina\n\nAsheville\n\nR. Brubacher\n\nof the\n\nCity of New York .\n3/State Normal School, IV .\n\nOswego\n\nNorth\n\nJ. T. Anderson\n\nJersey\n\nJersey\n\nNew\n\nR. Pate\n\nHampshire\n\nKeene\n\nNew\n\n. .\n\nW.\n\n4/Asheville Normal and Teachers Col¬\nlege .\n.\n4 Western Carolina Teachers College,\nIX .\n4/East\n\nCarolina\n\nTeachers\n\nCollege....\n\nJohn\n\nE. Calfee\n\nH. T. Hunter\nLeon R. Meadows\n\n"}
{"page": 663, "printed_page": null, "text": "Department\n\nLocation\nNorth\n\nof\n\nTeachers\n\n657\n\nColleges\n\nInstitution\n\nPresident\n\nDakota\n\nDickinson\nEllendale\n\n.\n.\n\n+/State Teachers College .\n4/State Normal and Industrial School\n\nH. O. Pippin\n\nMayville .\nMinot .\n\n4/State\n4/State\n\nTeachers\nTeachers\n\nCollege .\nCollege .\n\nJ. C. McMillan\nC. C. Swain\nG. A. McFarland\n\nValley\n\n4/State\n\nTeachers\n\nCollege .\n\nJ. Frederick\n\nState\n\nH.\n\nCity .\n\nWeltzin\n\nOhio\n\nBowling\n\nGreen . . 4/Bowling\n\nCleveland\n\n.\n\nCleveland\nKent\n\n.\n\n3/Sisters\n4/Kent\n\n.\n\nWilmington\n\nUniversity\n\n4/School of Education, Western\nserve University .\n\n.\n\nOxford\n\nGreen\n\n....\n\nCollege,\nState\n\nB. Williams\n\nRe¬\nH. N. Irwin,\n\nDean\n\nVII .\n\nJohn R. Hagan,\ntor\n\nUniversity .\n\nJ. O. Engleman\n\n4/School of Education, Miami Univer¬\nsity .\n4/Wilmington College, XI .\n\nDirec¬\n\nE. J. Ashbaugh, Dean\nWalter L. Collins\n\nOklahoma\n\nAda\nAlva\n\n.\n.\n\nDurant\n\n.\n\nEdmond\n\n.\n\nTahlequah\n\n4/East Central State Teachers College\n4/Northwestern State Teachers Col¬\n\nA. Linscheid\n\nlege, VI, VII .\n4/Southeastern State Teachers\nVI .\n\nE. E. Brown\n\n4/Central\n\n.\n\nWeatherford\n\nState Teachers\n\nCollege,\n\nCollege .\n\n4/Northeastern\n\nState Teachers\n\nCollege\n\n. . . 4/Southwestern\n\nState Teachers\n\nCollege\n\nKate\n\nGalt\n\nZaneis\n\nJohn\n\nO. Moseley\n\nJohn Vaughan\nW. W. Isle\n\nOregon\n\nLa\n\nGrande\n\n.\n\n2/Eastern\n\nOregon\n\nNormal\n\nSchool....\n\nMonmouth\n\n.\n\n2/Oregon\n\nNormal\n\nSchool, IV .\n\nJ. A. Churchill\n\nFrancis B. Haas\nRobert M. Steele\n\nH. E. Inlow\n\nPennsylvania\n\nBloomsburg ....\nCalifornia .\nClarion .\n\n4/State\n4/State\n4/State\n\nTeachers\nTeachers\nTeachers\n\nCollege .\nCollege .\nCollege .\n\nEast Stroudsburg\nEdinboro .\nIndiana .\n\n4/State\n4/State\n4/State\n\nTeachers\nTeachers\nTeachers\n\nCollege .\nCollege .\nCollege .\n\nKutztown .\nLock Haven ...\n\n4/State\n4/State\n\nTeachers\nTeachers\n\nCollege .\nCollege .\n\nMansfield\n\n4/State\n\nTeachers\n\nCollege .\n\n. 4/State\n\nTeachers\n\nCollege .\n\nM. J. Walsh, Acting\nQ. A. W. Rohrbach\nDallas W. Armstrong\nA. T. Belknap, Acting\nLandis Tanger\n\nShippensburg ... 4/State\nSlippery Rock .. 4/State\nWestChester ... 4/State\n\nTeachers\nTeachers\nTeachers\n\nCollege .\nCollege .\nCollege .\n\nA. L. Rowland\nCharles S. Miller\nCharles S. Swope\n\n.\n\nMillersville\n\nSouth\n\n.\n\nG. C. L. Riemer\nT. T. Allen\nCarmon Ross\n\nDakota\n\nAberdeen .\nMadison .\nSpearfish .\n\n4/Northern State Teachers College\n2/Eastern State Normal School, IV. . .\n2/State Normal School .\n\n^Springfield\n\n2/Southern\n\n.\n\nState Normal\n\nSchool .\n\nC. G. Lawrence\nV. A. Lowrv\nE. C. Woodburn\nW.\n\nA. Thompson\n\nTennessee\n\nJohnson\n\nCity\n\n...\n\n4/State\n\n* Subject to reinspection.\n\nTeachers\n\nCollege\n\nC. C. Sherrod\n\n"}
{"page": 664, "printed_page": null, "text": "658\n\nNational\n\nEducation\n\nAssociation\n\nInstitution\n\nLocation\nMemphis .\nMurfreesboro . .\n\n4/State\n4/State\n\nNashville\n\n4/Tennessee Agricultural & Industrial\nState Teachers College .\n\n.\n\nTeachers\nTeachers\n\nPresident\n\nCollege .\nCollege .\n\nJ.\nBrister\nP. W.\nA. Lyon\n\nTexas\n\nDenton .\nHuntsville .\n\n4/Sul Ross State Teachers College . .\n4/West Texas State Teachers College\n4/East Texas State Teachers College\n4/North Texas State Teachers College\n4/Sam Houston State Teachers College\n\nNacogdoches\n\n. . .\n\n4/Stephen\n\n....\n\nCollege, VIII .\n4/Southwest Texas State Teachers\n\nAlpine .\nCanyon .\nCommerce .\n\nSan\n\nMarcos\n\nF.\n\nAustin\n\nState\n\nW.\n\nJ. Hale\n\nH.\n\nW.\n\nMorelock\n\nJ.\nS. A.\nH. Hill\nWhitley\nW. J. McConnell\nH. F. Estill\n\nTeachers\nA. W.\n\nBirdwell\n\nColC. E. Evans\n\nlege, VIII .\nUtah\nSalt Lake\n\n4/School of Education, University\nUtah .\n\nCity..\n\nof\nMilton\n\nBennion,\n\nDean\n\nVirginia\nEast Radford . . .\nFarmville .\n\n4/State\n4/State\n\nTeachers\nTeachers\n\nCollege .\nCollege .\n\nFredericksburg\n\n.\n\nHarrisonburg\n\n. .\n\n4/State\n4/State\n\nTeachers\nTeachers\n\nCollege .\nCollege .\n\nJ. P. McConnell\nJ. L. Jarman\nM. L. Combs\nS. P. Duke\n\nWashington\nBellingham\n\nCheney\n\n....\n\n.\n\nEllensburg\n\n.\n\nHuntington\n\nC. H. Fisher\n\n4/Eastern Washington\ncation\n\nR. T.\n\nHargreaves\n\nR.\n\nMcConnell\n\nCollege\n\n4/Central Washington College\ncation, IV .\n\nWest Virginia\nAthens .\nFairmont\nGlenville\n\n4/Western Washington College of Education .\n\n.\n.\n....\n\nof Edu-\n\n4/Concord State Teachers College . .\n4/Fairmont State Teachers College .\n4/Glenville State Teachers College. . .\n4/Marshall College .\n4/Shepherd\n\nShepherdstown\n\nof Edu-\n\nState Teachers\n\nCollege. . .\n\nE.\n\nJ. F. Marsh\nJoseph\nRosier\nE. G. Rohrbough\nJ.\nW. E.H.Allen\nS. White\n\nWisconsin\nEau Claire .\nLa Crosse .\nMenomonie ....\nMilwaukee .\nOshkosh .\nPlatteville .\nRiver Falls ....\nStevens\n\nPoint\n\n. .\n\nSuperior .\nWhitewater ....\n\n4/State\n\nTeachers\n\nCollege .\n\nH.\n\n4/State Teachers College .\n4/The Stout Institute .\n4/State\n\nTeachers\n\nCollege,\n\n4/State\n4/State\n\nTeachers\nTeachers\n\nCollege .\nCollege, IV .\n\n4/State\n4/State\n\nTeachers\nTeachers\n\nCollege, IV, VIII\nCollege, IV, VIII\n\nSchofield\n\nG. M. Snodgrass\nB. E. Nelson\nFrank E. Baker\n\nIV .\n\n4/State Teachers College .\n4/Central State Teachers College\n\nA.\n\nForrest R. Polk\nA. M. Royce\n..\n\nJ.\nAmes\nF. H.\nS. Hyer\n\n. .\nJ.\nC. D.\nM. Hill\nYoder\n\n"}
{"page": 665, "printed_page": null, "text": "Department of\nVisual Instruction\n\n"}
{"page": 666, "printed_page": null, "text": "1\n\n9\nHISTORICAL\nThe\n\ndepartment\n\nof visual\n\nNOTE\n\ninstruction\n\nwas\n\norganized\n\nat the Oakland\n\nSan Francisco\nmeeting in July 1923.\n3\nThe officers of the Department for the year 1937-38 are: president,\nRupert Peters , Director of Visual Instruction , Public Schools, Kansas\nCity, Mo.; first vicepresident, Edgar Dale, College of Education, Ohio\nState U niversity, Columbus. Ohio; second vicepresident, Rita Hoch5\n\nhc'imcr, Acting Director of Visual Instruction, Public Schools, New\nYork. X. Y .; executive committee, Robert Collier, South High\nSchool. Dower, Colo.; Marian Evans, Director, Visual Instruction,\nPublic Schools, San Diego, Calif.; William H. Dudley, Director, Dudley\nVisual Education Service, 746 South Wabash Avenue, Chicago, III.;\nJ. E. Hanson, Director, Bureau of Visual Instruction, University of\nWisconsin, Madison, JVis.; H. A. Henderson, Butler University, Indian¬\napolis, Ind.\nThis Department meets once each year, in July. Facts relating to the\nestablishment of this Department and the record of meetings are found in\nearlier volumes of proceedings as follozos:\n1923 : 85- A\n1924 :963-985\n1925 -.864-871\n19 26:949-963\n\n1927 \\951-970\n1928 -.949-970\n1929:937-944\n1930:911-930\n\n1931 :947-963\n1932 ‘.787-800\n1933 -.779-795\n1934 -.777-788\n\n19-.3716\n9:-61\n729\n6-\n\n62\n\n0\n\n"}
{"page": 667, "printed_page": null, "text": "OVERVIEW\nMANLEY\n\nE. IRWIN,\n\nOF\n\nDETROIT’S\n\nDIRECTOR,\n\nVISUAL\n\nDIVISION\n\nOF\n\nDETROIT,\n\nMICH.\n\nPROGRAM\n\nINSTRUCTION,\n\nPUBLIC\n\nSCHOOLS,\n\nThe department of Visual Education of the Detroit public schools was\n\norganized in 1918, with approximately 7000 slides and two schools using\nfilms. The policy of purchasing films and equipment was soon established,\nand the training of teachers was begun. Today we have one of the largest\nslide and film libraries in the nation. The Department has expanded and\nchanged its name to the Department of Visual and Auditory Education.\nDetroit has engaged in a number of experimental studies within the\nschool system, and has followed closely the research findings of others in\ndetermining the subjectmatter and methods to be employed in its visual edu¬\ncation program. Definite standards have been set up and adhered to in\nselecting pictures, films, equipment, charts, models, etc.\nThe Detroit teachers believe that instruction by visual aids can be used\nin five ways: (1) as a means of stimulation; (2) as a means of integration;\n(3) as a means of disseminating information; (4) as a means of summarizing\nother classroom experiences; and (5) as a means of evaluating motion\npictures and talkies and of appreciating the great historical films which are\npresented to the public.\nIn carrying out this program, practically every phase of the school cur¬\nriculum has been reenforced by visual aids. No course of study is prepared\nwhich does not list with each of its units the visual aids supplied by the\nDepartment of Visual and Auditory Education, the Children’s Museum,\nand other cooperating agencies. These, with textbooks and supplementary\nmaterials, are a part of our references.\nThe radio is closely allied with the program\n\nof visual education. There are\n\n254 radios in the schools. A number of programs are prepared by the Depart¬\nment of Radio Education and are broadcast directly into the schools. The\nradio programs are as carefully and accurately prepared as the motion picture\nprograms and any others which include visual and sensory aids.\n\nTHE\nF. DEAN\n\nNo\n\nIMMEDIATE\n\nMCCLUSKY,\n\nNEEDS\n\nDIRECTOR,\n\neducational movement\n\nIN\n\nVISUAL\n\nSCARBOROUGH\n\nSCHOOL,\n\nEDUCATION\nSCARBOROUGH,\n\nN. Y.\n\nin recent years has been characterized by so\n\nmuch experimentation as has visual instruction. We have made enough re¬\nsearch to prove its value. It is apparent that the greatest need is to shift the\nemphasis in visual education from the experimental basis to that of practical\napplication. Such a change presents five problems of pressing need if visual\neducation is to fulfil its important mission.\n1 661 1\n\n"}
{"page": 668, "printed_page": null, "text": "662\n\nNational\n\nEducation\n\nAssociation\n\nIn the first place, a number of demonstration schools or centers should be\ncreated in public and private schools of the country in which a thorogoing,\ncontinuous demonstration of visual instruction in daily classroom use could\nbe exhibited. Each of these demonstration schools should fully equip every\nclassroom with all of the recognized visual-sensory materials which are\nnecessary for a systematic instructional program. The demonstration centers\nshould be geographically located so that teachers, principals, and schoolboards could benefit by visiting the centers and seeing the work close at hand.\nA second step which should be taken is the blue-printing by educators of\nthe areas in the school subjects which can best be taught by the use of visual\nmaterials. This should be undertaken by a foundation which would finance\nthe bringing together of educators to accomplish this task. If this Depart¬\nment were to do no other thing than to make it possible for such a group to\nfunction, it would be making a real contribution which, alone, would justify\nits existence.\nA third immediate\n\nneed in visual instruction is that of the establishment\n\nof an unbiased and independent clearing-house of information such as would\nbe regarded as authentic and reliable by teachers and commercial interests\nalike. Here again is a job for a foundation.\nA fourth pressing need is the recognition, on the part of those in the com¬\nmercial field of visual instruction, that large sums of money and profits are\nnot to be made at the expense of American education thru the making and\nselling of visual materials to the schools of the nation.\nThe fifth and last immediate need in visual instruction is the development\nof a spirit of cooperation between commercial and educational interests. If by\nsome medium this cooperation could be secured and the now scattered efforts\nunified, visual instruction would come into its own and would become a\nmajor force in American education.\nCOMPLETE\n\nLEARNING\n\nO. S. ANDERSON,\n\nThe\n\nTHRU\n\nCENTRAL\n\nVISUAL\n\nHIGH\n\nSCHOOL,\n\nAIDS\n\nIN\n\nPHYSICS\n\nFARGO,\n\nN. DAK.\n\ndiscussion given herewith will not pertain entirely to the subject of\n\nphysics, for we know without question that physics is not the only subject\nfor which there is need of more complete learning. Today many gaps are\nleft in our presentation of subjectmatter. The\n\nindividual student is left to\n\nconjecture for himself. This is not the fault of educators or of any one par¬\nticular group. Rather is it true because there is more to be learned than a\ndecade ago and because society demands more of the learner. There is one\nsolution to this problem — the use of visual aids to cover more thoroly a\ngreater amount of work and make for greater efficiency. There are some\nthings which can be taught in a few minutes with the use of pictures which\nmight take a week by the regular classroom procedure. The advantages to\nbe gained thru the use of visual-sensory aids cannot be denied much\nif we are to keep up with the changing world.\n\nlonger\n\n"}
{"page": 669, "printed_page": null, "text": "Department\n\nof\n\nVisual\n\n663\n\nInstruction\n\nWe must first recognize some general outline of approach to the subject.\nThe value and use of visual aids in physics as well as in any other subject\ncan be guided by six essential points as follows: (1) resourcefulness of the\nteacher; (2) knowledge\n\nof the use of visual-sensory aids; (3) systematic\n\nplanning of each semester’s work; (4) knowledge of contents of visualsensory aids to be used; (5) classroom situation set-up; and (6) application\nof contents of visual-sensory aids to subjectmatter.\nLANTERN\n\nVILLA\n\nB. SMITH,\n\nSLIDE TECHNIC\nIN\nINSTRUCTION\n\nLECTURER\n\nIN\n\nGEOGRAPHY,\n\nCLEVELAND,\n\nGEOGRAPHY\n\nWESTERN\n\nRESERVE\n\nUNIVERSITY,\n\nOHIO\n\nPictures and maps in lantern slide form are essential tools in geography\ninstruction. Since they have contributions to make\n\nthat are as essential as\n\nthose of the printed page, there is great need to practise a technic which will\nmake them function effectively.\nUnder\n\nguidance, the child should find and recognize the facts of the map\n\nor picture and should acquire skill in using these facts in geographic thinking.\nHe should not only recognize map symbols but should interpret and translate\nthem into actual landscapes. He should find the picture a substitute for reality\nand thru it he should experience, vicariously, many of the things met in\nactual travel. Such directions as “study the picture” or “look at the picture”\nare out of place in modern class procedure. These directions assume that the\nchild instinctively knows what to look for in a picture and how to use the\ninformation found. The ability to read a picture is acquired only under care¬\nful guidance.\nIn pictures of high geographic quality there are two types of studies to be\nrecognized: (1) those that pertain to man\n\nand his activities, and (2) those\n\nthat pertain to nature. The recognition step must be followed by that of in¬\nterpretation, which calls for the finding of the relationships that exist between\nman and his natural environment. In the elementary school, interpretation\nconsists largely in finding the simple reasons that help explain what man\ndoing.\n\nis\n\nLantern slide technic does not differ radically from that of other picture\nor map technics. The slide places the map or picture before the entire group.\nIt brings the entire group to the same place at the same time, and easily\nfocuses attention upon specific things. It introduces new ideas. It provides\nopportunity for recognition and interpretation of map and picture facts.\nWith proper technic, it gives all pupils definite concepts. It provides means\nfor effective guidance. By building vocabulary\n\nand developing ideas, it\npoints the way to more purposeful reading and a clearer understanding of the\nprinted page. The low cost, convenience, and flexibility of the lantern slide\ncommend it as a geographic tool worthy of more careful consideration.\n\n"}
{"page": 670, "printed_page": null, "text": "664\n\nNational\n\nTHE\n\nEducation\n\nAssociation\n\nTEACHING\n\nOF\n\nLIFE\n\nFRANK\n\nHIGH\n\nS. GEHR,\n\nWILD\n\nSCHOOL,\n\nNEAR\n\nYONKERS,\n\nHOME\n\nN. Y.\n\nIn my travels with camera and flashlight in the woods and fields near home\nI have found that Mother Nature has been kind and that all of her little\nsubjects found there have been more than willing to pose for me. Night is\nthe most interesting time for nature photographs if one wishes to have thrills\nand pictures that are considered by most people as impossible to obtain.\nAll girls and boys of school age have a vast store of the hunting instinct.\nWith a little coaching this can be of great help in the schoolroom. On their\nhikes during summer vacations the children may learn much of the great\noutdoors, and with a little patience they may secure interesting and helpful\npictures that can later be used in the classroom.\nWhen a child, while on some trip, is able to secure a nature picture of\na little wild friend he is always ready and willing to show it and to tell how\nand where it was procured. After making a study of the subject he is able\nto explain the value which he and others may derive from it.\nFour phases of hunting must be employed in the photographing and\nstudying of any outdoor subject: (1) where and how to find the subject;\n(2) how to photograph it; (3) what value it is to man; and (4) its natural\nhabits. The last two may be explained in the form of composition and thus,\nby combining English and science, may aid us in advancing our modern\nintegrated program.\nA camera club can develop methods of taking nature pictures. The com¬\nbination of the camera and nature work is a medium for gaining helpful\ninformation, and is an incentive for health-giving hikes. It is very easy to\ntalk about what a club can do with nature study but it is not easy to start\none. However, it is possible to start such a club and work around a small\nnucleus until plans are formulated which will meet the demands and de¬\nsires of presentday education. In other words, the members of the group may\nbe allowed to get some plans of their own under way and then be guided\nto build upon them in the direction the instructor wishes. There is no limit\nto what the work can be made to produce in data, pictures, and objective\nmaterial for many school subjects.\n\nSEEKING\n\nEDGAR\n\nNEW\n\nDALE,\n\nEDUCATIONAL\nOBJECTIVES\nUSE OF FILMS\nCOLLEGE\n\nOF\n\nEDUCATION,\n\nCOLUMBUS,\n\nOHIO\n\nSTATE\n\nTHRU\n\nTHE\n\nUNIVERSITY,\n\nOHIO\n\nWriters and educators have pointed out the gap that exists between our\nbest scientific knowledge and our ability to apply it. There are several reasons\nwhy education has not solved this problem of cultural lag:\n1. The unprecedented increase in school enrolment\nrather than educational problems.\n\nhas emphasized\n\nadministrative\n\n"}
{"page": 671, "printed_page": null, "text": "Department\n\n2. Much\n\nof presentday\n\neducation\n\nof\n\nVisual\n\n665\n\nInstruction\n\nis verbalistic\n\nand\n\nquickly\n\nforgotten.\n\n3. We have stressed passivity in learning rather than an active grappling with\nmodern problems.\n4. We have depended upon a cold intellectualism and have failed to humanize\ncurrent\n\nproblems.\n\n5. The educational theory persists that to pass on a portion of the accumulated\nknowledge of the past is sufficient, in spite of the fact that we have no consistent\nstandard\n\nfor\n\nselecting\n\nthat portion;\n\nemphasis\n\nchanging future; and the theory is based upon\nstorage product to be used when needed.\n\nupon\n\nthe past is no\n\na conception\n\nguide\n\nof education\n\nfor\n\na\n\nas a cold-\n\nTo close the gap between our scientific knowledge and its application we\nshould show our young people graphically how that application can be made ;\nwe should not only present modern problems but should interpret them ; we\nshould humanize our information and make it functional in the lives of\nour students. These ends may be accomplished better by means of the motion\npicture than in any other way, because, thru the motion picture it is possible\nto reconstruct significant past experience, to record present experience, and\nto develop sensitivity to modern social and economic problems.\nOur educational films have, to date, been inadequate. In our film program\nwe have followed typical school standards, dispensing facts without integrat¬\ning them with the social scene. Our objectives have been too largely informa¬\ntional. A film on automobiles will show every technical process, but not the\neffect of mass production on the worker ; a film on electricity will demon¬\nstrate electrical equipment and fail to point out how few homes are equipped\nwith electric lights. We need films to picture the social significance of these\nmodern devices and the problems they involve. We need to vitalize such\nsubjects as the application of the scientific method ; the continuity of the\nlaboring process; public health and socialized medicine; taxation — national,\nstate, and local ; the resources, human and material, of the different states.\nIn our attempts to use films we have merely tried to improve established\neducational practise. This may be commendable when our efforts in the past\nhave been in the right direction ; but we should not try to do better with\nfilms what ought not to be done at all. Let us not use films for the purpose of\nsecuring unrelated, unintegrated increments of knowledge.\nA constructive film program could be paid for in a number of ways.\nOhio raises $60,000 a year thru a tax on censored films ; ten cents from every\nschool child in the country would bring in more than two and one-half\nmillion dollars ; a library of excellent films could be collected if organizations\nsuch as the League of Women Voters, service clubs, trade unions, and\nreligious groups made but one excellent film each. From a social point of\nview, a good film program, even if it were\nrecting social abuses, would pay for itself.\n\nonly 5 percent efficient in cor¬\n\n"}
{"page": 672, "printed_page": null, "text": "666\n\nNational\n\nTEACHER\n\nCHARLES\n\nEducation\n\nAssociation\n\nPARTICIPATION\nIN EDUCATIONAL\nPRODUCTION\n\nA. GRAMET,\nFRANKLIN\n\nCHAIRMAN\n\nOF\n\nK. LANE\n\nHIGH\n\nBIOLOGY\n\nAND\n\nSCHOOL,\n\nGENERAL\n\nBROOKLYN,\n\nFILM\n\nSCIENCE,\nN. Y.\n\nTeaching films differ from educational films as popularly defined in that\nthey must be applicable to situations that are provided in the curriculums\nof the schools and they must contribute in a definite way to educational ob¬\njectives. While there is considerable incidental and supplementary learning\nfrom all motion pictures, those that are designed for classroom use must make\na specific contribution.\nTeachers stand in a unique relationship between the ultimate consumer\nof the teaching film — the school child — and the producer. Society has\ncharged teachers with the responsibility of guiding the learning and the de¬\nvelopment of desirable attitudes, interests, appreciations, and loyalties of\nchildren. Teachers should, therefore, be consulted as to the educational needs\nof schools with respect to picture materials.\nThe knowledge, technics and skills necessary for film production are prob¬\nably possessed by few teachers today. There are some who have learned them\nat their own expense and effort. The abilities of these teachers may be utilized\nin two ways for the improvement of teaching films. Commercial producers\nmay use them as consultants and advisers. Schools may provide them with\nfacilities for producing pictures that are needed but which commercial\nducers may not find it profitable to produce.\n\npro¬\n\nRESOLUTIONS\nResolved, That\nAssociation hereby\n\nthe Visual Instruction Department of the National Education\nexpresses its appreciation and gratitude to the Convention Bureau\n\nfor the exceedingly satisfactory, pleasant, and convenient headquarters and meeting\nplaces provided; to the Detroit News for the courtesies extended thru the use of the\nWWJ\ndered\n\nBroadcasting Studio for its meetings and for the notably efficient service ren¬\nby its entire staff; to the Detroit schools for the gracious courtesies extended\n\nthru its system, the inspiration given by Superintendent\ningly efficient services rendered by W. W. Whittingill\n\nFrank Cody, and the exceed¬\nand his staff in handling all\n\ndetails of local arrangements; and to the generosity of those individuals and organi¬\nzations who so kindly provided and operated projection equipment at our meetings.\nWhereas,\n\ngenerously\n\nNelson\n\nhis time\n\nthis Department\n\nand\n\nGreene\n\nand\n\nhas\n\nenergy\n\nhas, during\n\nfor many\n\nyears\n\nto the cause\nthe past two\n\ndevoted\n\nof visual\nyears,\n\nuntiring\n\nefforts\n\ninstruction\n\nand\n\nserved\n\nand\n\ngiven\n\nthe work\n\nas the president\n\nof\n\nof the\n\nDepartment and in that capacity' has worked without stint and given the utmost of\nhis outstanding ability to the growth and welfare and accomplishment of the Depart¬\nment, therefore,\nBe It Resolved, That we extend to him our sincere gratitude and deep appreciation\nfor the most efficient performance of the duties of his office, the excellent work he has\naccomplished, and the outstanding results which have been attained under his\nleadership.\nResolved, That the Department of Visual Instruction hereby extends to the Educa¬\ntional Screen, its editor, Nelson Greene, Evelyn Baker, and other members of its\nstaff, its sincere thanks for their efficient and helpful services to the work of the\nDepartment\n\nand\n\nin aiding\n\nin the success\n\nof the meetings\n\nof the year.\n\n"}
{"page": 673, "printed_page": null, "text": "Department\n\nWhereas,\n\nof\n\nVisual\n\nEconomy,\n\nsimplicity,\n\navailability\n\nhazards justify the use\nuse, therefore,\n\nof 16 mm.\n\nmotion\n\nBe It Resolved, That the use of 16 mm.\nfor educational purposes.\nWhereas,\n\nThere\n\nis urgent\n\nneed\n\nof\n\nmaterials,\n\npictures\nmotion\n\nin the Visual\n\n667\n\nInstruction\n\nand\n\nsafety\n\nas a standard\n\nfire\n\nfor instructional\n\npictures be considered\nInstruction\n\nfrom\n\nas standard\n\nfield for standard\n\ntermi¬\n\nnology, therefore,\nBe It Resolved, That a committee of three members of this Department be ap¬\npointed by the Executive Committee to prepare and submit to the Executive Commit¬\ntee a list of terms generally used in this field that may comprise a standard glossary\nof visual instruction terms.\nResolved,\n\nThat\n\nof education\nauditory\ngaged\n\nthe Department\n\nprovide\n\nequipment,\n\nin the work\n\nWhereas,\n\nto the New\n\nThe\n\nYork\n\nin their annual\nmaterials,\n\nand\n\nSafety\n\nCommittee\n\nmetropolitan\n\nWhereas,\n\nThe\n\nbudgets\n\nstrongly advocates\n\nadequate\n\nappropriation\n\nfor the salaries\n\nthat boards\nfor visual-\n\nof personnel\n\nen¬\n\ninstruction.\n\nof the\n\nbranch\n\nExecutive\n\nAutomotive\n\nof the Department\n\nIndustry\n\nhas\n\nof Visual\n\nmade\n\na grant\n\nInstruction\n\nof the\n\nfor the production of a silent motion picture on child\ngrades and its national distribution, free of cost to\n\nCommittee\n\nof the production\n\nInstruction\n\nsupplies, and\n\nof visual-auditory\n\nNational Education Association\nsafety in traffic for elementary\nthe users, and\napproved\n\nof Visual\n\nand\n\nof\n\nnational\n\nthe\n\nVisual\n\ndistribution,\n\nInstruction\n\nDepartment\n\nhas\n\nfree to schools, of said film\n\non child safety in traffic, for elementary grades, as a presentation of this Department,\nunder the supervision of the New York metropolitan branch, and\nWhereas,\n\nThe\n\nfilm produced\nand\nWhereas,\n\napproval,\n\nNew\n\nunder\nThe\n\nYork\n\nmetropolitan\n\nits supervision\n\nsaid\n\nfilm has\n\nand\n\nbeen\n\nbranch\n\narranged\n\ncompleted\n\nhas,\n\nunder\n\nsaid\n\ngrant,\n\nfor its free national\n\nand\n\nhad\n\nthe\n\ndistribution,\n\nsubmitted\n\nto this Department\n\nfor\n\nof the grant\n\nfor the production\n\nand\n\nand\n\nWhereas,\n\ndistribution\n\nA\n\nfull accounting\n\nof the expenditure\n\nof this picture has been\n\nmade,\n\ntherefore,\n\nBe It Resolved, That the Department hereby compliment the New York metropoli¬\ntan branch for its excellent work and approve of the film as a presentation of this\nDepartment,\n\nand\n\nBe It Further Resolved,\nmittee of the Automotive\n\nThat the Department hereby expresses to the Safety Com¬\nIndustry its appreciation for the grant which has made\n\npossible the accomplishment\n\nof this project, and\n\nBe It Further Resolved, That copies of these resolutions be sent to the Safety Com¬\nmittee of the Automotive Industry and to the New York metropolitan branch of this\nDepartment.\nResolved,\n\nThat\n\na committee\n\nof this Department\n\nbe appointed\n\nby the president\n\nto\n\nset up and submit to the Executive Committee standards and requisites for the ap¬\nproval by the Department of any educational motion picture production or production\nproject hereafter submitted to it for approval, said standards and requirements, when\naccepted by the Executive Committee, to become the policy of the Department\nreference to the approval of such production or production project.\nResolved,\n\nThat\n\nthe Department\n\nof Visual\n\nInstruction\n\nurges\n\nthe wider\n\nwith\n\ndissemina¬\n\ntion of accurate information concerning the proper educational use of visual-auditory\nmaterials and that teacher-training institutions, in particular, give greater attention\nto the problem of training prospective teachers and teachers in service in the skilful\nuse of these materials.\nWhereas,\n\nof motion\n\nThe\n\nVisual\n\nInstruction\n\nDepartment\n\ndeplores\n\nthe\n\nindiscriminate\n\nuse\n\npictures in the school, therefore,\n\nBe It Resolved, That it urges greater attention be given by the schools toward\nsecuring and using only those motion pictures which are suited to the mental and\nmaturity\nBe\ntaken\n\nlevels of pupils, and\n\nIt Further\n\nResolved,\n\nto distinguish\n\nmore\n\nThat\n\nthe Department\n\nclearly between\n\nmotion\n\nrecommends\n\nthat greater\n\ncare\n\nbe\n\npictures used for specific classroom\n\n"}
{"page": 674, "printed_page": null, "text": "668\n\nNational\n\npurposes and\nactivities.\nResolved,\n\nthose more\nThat\n\ngeneral\n\nEducation\n\nmotion\n\nthe Department\n\nAssociation\n\npictures useful for auditorium\n\nof Visual\n\nInstruction\n\nsuggests\n\nor assembly\n\nthat greater\n\natten¬\n\ntion be given by its members to the functions of the Department as a clearing-house\nof information on visual-auditory materials and instructional methods, and\nBe It Further Resolved, That the Department recommends that its members survey\nthe possibilities of developing\n\nlocal, state, and\n\nthe purposes of this organization,\nExecutive Committee, and\n\nand\n\nregional\n\nthat they make\n\ngroups\n\nfor better achieving\n\ntheir findings available\n\nto the\n\nBe It Further Resolved, That the Executive Committee explore the possibility of\ngiving additional services and benefits to members in order to increase the size and\neffectiveness of the organization.\nWhereas,\n\npossess\n\nThe\n\nDepartment\n\nthe following\n\nto factual\n\ncontent;\n\nof Visual\n\ncharacteristics:\n\n(2) they should\n\nInstruction\n\nconsiders\n\n(1) they should\n\nbe pedagogically\n\nthat visual\n\nbe accurate\n\nand\n\naids\n\nshould\n\nauthentic\n\nsuited to the groups\n\nas\n\nor grade\n\nlevels for which they are designed; and (3) they should be technically and artis¬\ntically of a high order; therefore,\nBe It Resolved, That this Department urge upon all producers of visual aids the\nnecessity for effective collaboration of subjectmatter specialists, of practical class¬\nroom teachers or supervisors, and of competent production technicians, and\nBe It Further Resolved, That a standing committee, to be known as the Committee\non Standards\n\nof Visual\n\nMaterials,\n\nbe appointed\n\nby the Executive\n\nits first duties shall be the setting up of standards\n\nCommittee\n\nof instructional\n\nmotion\n\nand that\npictures.\n\n"}
{"page": 675, "printed_page": null, "text": "DEPARTMENT\nVocational\n\nOF\n\nEducation\n\n"}
{"page": 676, "printed_page": null, "text": "9\n\nHISTORICAL\nThe\n\ndepartment\n\nof vocational\n\nNOTE\n\neducation\n\ndustrial section at Minneapolis , Minnesota,\n\nwas\n\norganized as the in¬\n\n1875. See proceedings,\n\nname zoos changed to the Department\nings, 1899:556.\n\nIn 1914\n\nthe name\n\nof Manual\n\nTraining. See proceed¬\n\nzuas changed\n\nto the Department\n\nof\n\nVocational Training and Practical Arts. Since 1919 it has been knozvn as\n0\n\n2\n\n1875:100. The name zoos changed in 1890 to the Department of Indus¬\ntrial and Manual Training. See proceedings, 1890:758. In 1899 the\n\nthe Department of J'ocational Education. This Department cooperates\nwith the National J'ocational Guidance Association and zi Itli the National\nSociety for Vocational Education.\nThe officers of the Department for the year 1937-38 are: president.\nEarl Bedell , Director of JNcational Education, Public Schools , Detroit,\nMich.: secretary, Irene Hickey, Director, Home Economics, Detroit\nCity Gas Company, Detroit, Mich.\nFacts relating to the establishment of this Department and the record\nof meetings are to be found in earlier volumes of proceedings as\nfollozvs:\n\n85\n\n85\n:\n\n1\n192 -270\n69\n\n8\n\n1922 -.1465-1483\n1923 -.1025-1043\n1924: 987-1015\n1925: 872- 912\n\n1-\n\n:2\n\n1914 :565-624\n1915 :815-846\n1916 -.461-516\n1917 -.431-473\n1918 -.249-269\n1919 -.271-279\n\n[ 670 ]\n\n19 26:964- 996\n19 27 -.971-1006\n19 28:971-1003\n1929:945- 972\n1930:931- 954\n1931 :965- 994\n\n1932:801-815\n1933 -.797-806\n1934 -.789-798\n1935 -.727-734\n1936 -.621-628\n\n"}
{"page": 677, "printed_page": null, "text": "BUSINESS\n\nBEHAVIOR— CHARACTER\nTRAINING\nDIRECT METHODS\n\nRAY\n\nPRINCIPAL,\n\nABRAMS,\n\nJOSEPH\nNEW\n\nA. MAYBIN\n\nORLEANS,\n\nSCHOOL\n\nFOR\n\nTHRU\n\nGRADUATES,\n\nLA.\n\nIN A study made in 1932 on “Success Factors of Leaders of Business in\nNew Orleans,” answers were given which showed the functioning of char¬\nacter traits in business relationships. Not only did business leaders of that\ncity acknowledge that the moralities when applied in their business lives\nbrought with them a measure of success but they also placed emphasis on the\nfact that their employees must possess certain standards and traits which\nwould function favorably in their business contacts.\n\nThe 1927 study made by John M. Brewer, “Causes for Discharge,”\nshows clearly that under lack of skill or technical knowledge, the greatest\nsingle reason for discharge is incompetencv, yet the total number of dis¬\ncharges due to lack of skill is 34.2 percent while lack of social understanding\n(lack of character traits functioning) accounts for 62.4 percent. A study\nmade in 1935 by H. Chandler Hunt shows that a lack of definite character\ntraits is responsible for discharges and failures to win promotion to an even\nhigher degree than does the Brewer study.\nWith these tests as bases, we are justified in believing that in preparing\nstudents for business activities, in addition to stressing efficiency of per¬\nformance and the development of business intelligence, we must include in\nour objectives the cultivation of agreeable habits of personal behavior, of\nacceptable attitudes, and of approved business outlooks. It is not enough\nthat such training should be given indirectly or incidentally. The results we\nhope to achieve have been clearly indicated by the demands business makes on\nemployees. The goal is definite — the approach must be definite also.\nIn the direct approach to character training thru business behavior, it will\nbe necessary to find : the typical business situation, involving personal rela¬\ntionship problems, which confront the employee in store or office work; the\ntypes of behavior which are acceptable in these contacts; and the code of\nethics which business demands of its employees. With such knowledge accum¬\nulated, the following become the student’s objectives : to acquire the ability to\njudge for himself whether his own behavior habits are agreeable and ac¬\nceptable; to change his unacceptable behavior patterns to conform to ac¬\nceptable standards; to employ the attitudes, traits, and outlooks which he\nneeds that his character may function, develop, and integrate as he serves\nhonestly, loyally and enthusiastically.\nTo accomplish such results calls for the introducing into the classroom of\nvicarious experiences of the business world. It calls for student contacts with\nthe business world, and the accumulation of a fund of information from\nfirst-hand sources about how business operates. It calls for the discussion\ni' 671opinions\n1\nof case-conference problems where the\nof the individual may be in¬\n\n"}
{"page": 678, "printed_page": null, "text": "672\n\nNational\n\nEducation\n\nAssociation\n\nfluenced by the best thinking of the group. It calls for character function¬\ning in facilitating the way of life.\nIn actual business contacts our students will find a driving force, a com¬\npelling influence challenging them to live according to the plan which real\nbusiness with its watchword of ‘‘Service” has set for them to follow. They\nwill find the need for personal adjustment, for individual conformity, but, if\nthey are strong, they need never find the necessity for the sacrificing of prin¬\nciple. They will then know the satisfaction of contributing their share to\nthe welfare of humanity.\n\nTHE\n\nJACKSONVILLE\nPLAN OF COOPERATIVE\nVOCATIONAL\nEDUCATION\n\nR. C. MARSHALL,\n\nSUPERINTENDENT\nSCHOOLS,\n\nOF\n\nJACKSONVILLE\n\nJACKSONVILLE,\n\nAND\n\nDUVAL\n\nCOUNTY\n\nFLA.\n\nWhen we, as educators, think of the countless numbers of lives that are'\ntouched thru our daily association, can anything be more gratifying than to\nfeel that we have had a part in assisting boys and girls to receive high-school\ntraining, and upon the day of graduation see them go forth with assurance\nbecause of having been most fittingly prepared to take their places in the\nbusiness world ? Surely, no greater satisfaction, no richer reward, can be\nrealized !\nVocational guidance in our senior high schools owes its existence to the\nconception of education as a cooperative enterprise, incumbent upon both the\ngeneral public and the school authorities.\nOur community as a training center and faculty group, both vocational\nand academic, regards its particular contributions as integral parts of an arti¬\nculate whole. The conception of education as a mediating and coordinating\nagency involves the idea of personnel work, permeating the entire educational\nsystem rather than crystallization in a specific department or office.\nAn arrangement has been made with employees, parents, and school\nauthorities which permits students from the three senior high schools to enter\nthe various training agencies cooperating with the schools. There such stu¬\ndents receive training in the occupation of their choice, under real conditions\nand without interference with the regular academic course required for highschool graduation. The objectives of the Jacksonville Plan are carefully\nlaid out, and the result is that students who graduate under this program are\nable to enter the business world as experienced men and women. Or, if it is\ndesired, they may enter college or other institutions of higher learning.\nA great deal of the success of this Plan is attributed to the splendid co¬\noperation accorded it by many agencies in our city. Also, the services ren¬\ndered by the coordinator, who is ably assisted by an adviser from each of\nthe high schools, have been invaluable.\nThe program has expanded gradually and successfully during the past\nthree years, and the educational leaders are gratified to see a number of\nbusiness establishments become\n\nequipped with employees who\n\nare more\n\nef-\n\n"}
{"page": 679, "printed_page": null, "text": "Department\n\nof\n\nVocational\n\n673\n\nEducation\n\nficient because of the high standards to which the cooperative students have\nadhered under the well-known Jacksonville Plan.\nFacts and figures show that this feature of education, from the standpoint\nof finances, has proved to be an asset rather than a liability to the Board of\nPublic Instruction.\nRECENT\n\nWILLIAM\n\nDEVELOPMENTS\nIN APPRENTICESHIP\nTRAINING\n\nF. PATTERSON,\n\nEXECUTIVE\n\nAPPRENTICE\n\nSECRETARY,\n\nTRAINING,\n\nFEDERAL\n\nWASHINGTON,\n\nCOMMITTEE\n\nON\n\nD. C.\n\nI wish to state that there never has been a uniform national apprenticeship\nsystem. I do not mean to say that there have not been individual apprentice¬\nship set-ups. Those of us in vocational work are familiar with such systems,\ncarried on by employers or by labor unions. A sound type of apprenticeship\nwas maintained in most of these systems, for which their sponsors deserve\nmuch praise. When the depresssion came many of them were abandoned,\nhowever, since employers could not be expected to indenture new apprentices\nwhen conditions required that many or all of their skilled workers be laid off.\nI should like to set forth certain causes for the present situation of appren¬\nticeship. Those who more clearly appreciate these causes recognize the\ntremendous importance of apprenticeship and consequently have taken vigor¬\nous steps to secure the development and application of accepted standards.\nIt has been stated that the automatic machine is making the skilled work¬\nman unnecessary. The inaccuracy of that statement can be shown at once\nby figures of the United States Office of Education, demonstrating that in\nthe past two or three decades the need for skilled workers, both in numbers\nand in relation to the total number of all workers, has steadily risen.\nAnother important factor contributing to the neglect of apprenticeship is\nthe fact that in previous years an abundant supply of skilled workers came\nin from Europe, and, therefore, made unnecessary any large scale design for\nbuilding skilled workers. Figures of the United States Immigration Bureau\nfor the period 1912 to 1936 show that a predominant number of skilled work¬\nmen entered our country compared to those who left our shores. For the\nperiod mentioned there were 1,566,876 skilled workmen who entered\nwhereas there were only 352,385 who emigrated, leaving a net increase in\nthe skilled worker population over this period from immigration of 1,214,291. May I point out the significance of that figure in connection with the\nskilled worker situation? More than a million skilled workers from abroad\nwere added to our working population ! American youth was deprived to\nthis extent of the opportunity to prepare for the skilled trades. The situation\npractically made unnecessary the development of our own skilled workers.\nIt is small wonder then, that little attention was given to apprenticeship.\nBut the Immigration Laws of 1924 virtually put a stop to the influx of\nforeign skilled workers. I am sure that you will be surprised to know that,\naltho approximately 470,000 skilled workmen entered the United States\n\n"}
{"page": 680, "printed_page": null, "text": "674\n\nNational\n\nEducation\n\nAssociation\n\nfrom 1924 to 1931, from that time on skilled workers were actually leaving\nthe United States in rather large numbers. During the last four years the\nnumbers returning to foreign countries exceeded those entering by 25,831.\nIn a word then, in addition to the fact that in the last four years there has\nbeen practically no apprentice training in the United States, we have actually\nlost more than 25,000 skilled workers thru emigration. It has been estimated\nthat each year 4 percent of the total number of skilled workers (approxi¬\nmately 6,000,000) die, become too old to work, or go into other employment.\nThat figure would amount to approximately 1,200,000 men during the last\nfive years.\nThe job is now ours and ours alone. America must either look ahead to the\ntraining of adequate numbers of apprentices, or industry will be badly\ncrippled for lack of skilled manpower.\n\nRECENT\nGEORGE\n\nDEVELOPMENTS\n\nIN INDUSTRIAL\n\nE. MYERS,\n\nOF\n\nUNIVERSITY\n\nMICHIGAN,\n\nANN\n\nEDUCATION\nARBOR,\n\nMICH.\n\nAmong the most important factors that are influencing developments in\nindustrial education today are later entrance into employment by youth\nand the consequent extension of schooling. Twenty years ago 59,000 employ¬\nment permits for boys and girls under sixteen years of age were in effect in\nNew York City alone. Today, few youth find employment under eighteen\nyears of age. Other factors are the shortage of skilled labor in many of the\ntrades; such New Deal agencies as the CCC, WPA, and NYA; and a\ngrooving popular approval of vocational education.\nAs a result of these influences we find, first, that attendance at compulsory\ncontinuation schools has declined rapidly, the youth remaining in full-time\nschools. A new emphasis has been placed on apprenticeship, beginning later\nin the youth’s life than it did a generation ago and supervised by the school\nsystem. This apprenticeship is less formal and applies to a greater variety\nof occupations than in years past. It takes advantage of the best features of\nthe “cooperative” form of vocational education which began nearly thirty\nyears ago.\nSecond, young people are now beginning their industrial education after\na more extensive general education. For example, 60 percent of the 2000\nstudents in the Frank Wiggins Trade\ngraduates.\n\nSchool in Los Angeles are high-school\n\nThird, supervised correspondence study, started fifteen years ago by Super¬\nintendent Mitchell of Benton Harbor, Michigan, has come to play an im¬\nportant part in industrial education not only in the United States but also\nin Canada and Australia. It promises to be very useful in connection with\nsupervised apprenticeship.\nFourth, there is a growing recognition that vocational guidance is basic\nto industrial education, that it is wasteful to prepare young people for\nparticular occupations without first making reasonably sure that they are\nsuited to these occupations.\n\n"}
{"page": 681, "printed_page": null, "text": "Department\n\nof\n\nVocational\n\n675\n\nEducation\n\nAnd, fifth, is the fact that the doubling of federal aid for industrial edu¬\ncation, which seems assured under the George-Deen Act, is in itself a very\nsignificant recent development.\nRESOLUTIONS\n1. Whereas,\n\nThe major attendance at the sessions of the Department\n\nof Vocational\n\nEducation of the National Education Association is made up largely of those in the\nlocal community who cannot attend meetings at long distances from home, and ;\n\n2. Whereas,\n\nMeetings of the American\n\nVocational Association, National Educa¬\n\ntion Association, and Association of American School Administrators and Adminis¬\ntrative Service (Department of Superintendence) come to given cities only at long\nintervals of time, and;\n\n3. Whereas,\n\nThe inspirational values of conventions may be spread over wider\n\nterritory to reach those who\n\n4. Whereas,\ninformed\n\nattend several such meetings, and;\n\nGeneral classroom teachers and school administrators are not well\n\nconcerning\n\n5. Whereas,\n\ncannot\n\nprograms\n\nof vocational\n\neducation, and ;\n\nThere is great danger inherent to the education of our citizens in the\n\ngrowing tendency to separate general education from vocational education, and desir¬\ning to prevent the divorce of these two phases of the total education program, and;\n\n6. Whereas,\n\nIt would be most unfortunate to divide the leadership of vocational\n\neducation between the American Vocational Association and those who\nto develop an independent group in the National Education Association;\n\nmay\n\naspire\n\nBe It Resolved:\n1. That the American Vocational Association shall recognize its opportunity and\nresponsibility to the Department of Vocational Education of the National Education\nAssociation since those attending are largely dues paying members of the American\nVocational Association, and ;\n\n2. That the American\nship in the formation\n\nVocational Association shall provide assistance and leader¬\n\nof the program\n\nof the Department\n\nof Vocational\n\nEducation\n\nthe conventions of the National Education Association, and the Association\nican School Administrators and Administrative Service, and;\n\n3. That the American\n\nat\n\nof Amer¬\n\nVocational Association shall provide official representatives\n\nwhose duty' it shall be to look after and promote vocational education at the National\nEducation Association convention and Association of American School Administra¬\ntors and Administrative Service.\nCommittee on Resolutions:\nW.\n\nC. Geyer,\n\nUpper\n\nDarby, Pa.\n\nRaymond W. Hayes, Mt. Vernon, N. Y.\nGerald Baysinger, Detroit, Mich.\nFrederick G. Leasure, Portland, Ore.\nAlbert F. Siepert, Peoria, Ill.\nEarl L. Bedell, Detroit, Mich.\n\n"}
{"page": 682, "printed_page": null, "text": "♦\n\n•\n\n"}
{"page": 683, "printed_page": null, "text": "World\n\nFederation\n\nof Sducation\n\nAssociations\n\n"}
{"page": 684, "printed_page": null, "text": "HISTORICAL\nThe\n\nworld\n\nfederation\n\nof education\n\nNO\n\nT E\n\nassociations\n\nwas the outgrowth\n\nof a IV orld Conference on Education which zvas called by the Committee\non Foreign Relations of the National Education Association to meet at\nSan Francisco in July 1923. The first biennial meeting of the W orld\nFederation of Education Associations was held in Edinburgh, Scotland,\nin July 1925. The second biennial conference zvas held in Toronto,\nCanada, in August 1927. The third conference was held in Geneva,\nSwitzerland, August 1929 ; the fourth conference took place in August\n1931, at Denver, Colorado; the fifth conference took place in August\n1933, in Dublin, Ireland ; the sixth conference took place in August 1935,\nat Oxford, England; and the seventh conference took place in August\n1937 , at Tokyo, Japan.\nThe officers for the years 1937-39 are: president, Paid Monroe,\nTeachers College, Columbia University, New York, N. Y .; secretarygeneral,\n\nUcl\n\nIV. Lamkin,\n\nPresident,\n\nNorthwest\n\nMissouri\n\nState\n\nTeachers\n\nCollege, Maryville, Mo.\nFacts relating to the establishment of the World Federation of Edu¬\ncation Associations and the record of meetings are found in earlier\nvolumes of proceedings as follozcs:\n1921:176-182\n\n1926 : 996-1003\n\n1933:807-814\n\n1922 :312-317\n\n192 7:1007-1016\n\n1935:735-742\n\n1923 :106, 402-424\n\n1928 :1005-1012\n\n1936 :629-630\n\n1924:272-274\n1925:913-927\n\n1929 : 975- 988\n1931: 985- 994\n\nI 67 S I\n\n"}
{"page": 685, "printed_page": null, "text": "-.Association al\nAND\nInformation\n\ncords\n\n"}
{"page": 686, "printed_page": null, "text": "*\n\n'\n\n"}
{"page": 687, "printed_page": null, "text": "Associational\n\nRecords\n\nand Information\n\n1857—1870\nThe\n\nNational\n\nTeachers\n\nOrganized\n\nAugust\n\nPurpose —\n\nTo\n\nAssociation\n\n26, 1857, at Philadelphia, Pennsylvania.\n\nelevate\n\nthe character\n\nfession of teaching and to promote\nUnited States.\nThe name\n\nand\n\nadvance\n\nthe\n\ninterests\n\nof the pro¬\n\nthe cause of popular education in the\n\nof the Association was changed at Cleveland, Ohio, on August\n\n15, 1870, to the “National\n\nEducational Association.”\n\n1870—1907\nNational\n\nEducational\n\nAssociation\n\nIncorporated under the laws of the District of Columbia,\n\nFebruary 24,\n\n1886, under the name, “National Education Association,” which was\nchanged to “National Educational Association,” by certificate filed\nNovember 6, 1886.\n\nNational\n\nEducation\n\n1907of- the\n\nAssociation\n\nUnited\n\nStates\n\nIncorporated under a special act of Congress, approved June 30, 1906,\nto succeed the “National Educational Association.” The charter was\naccepted and bylaws were adopted at the Fiftieth Anniversary Conven¬\ntion held July 10, 1907, at Los Angeles, California.\n\nAN\n\nACT\n\nTO\n\nACT\n\nOF\n\nINCORPORATE\n\nTHE\n\nINCORPORATION\nNATIONAL\nUNITED\n\nEDUCATION\n\nASSOCIATION\n\nOF\n\nTHE\n\nSTATES\n\nBe it enacted by the Senate and House of Representatives of the United States of\nAmerica in Congress assembled:\nSection 1. That the following-named\ntors and trustees of the National\n\npersons, who\n\nEducational\n\nare now\n\nofficers and direc¬\n\nAssociation, a corporation\n\norganized\n\nin the year eighteen hundred and eighty-six, under the Act of General Incorpora¬\ntion of the Revised Statutes of the District of Columbia, viz.:\nNathan C. Schaeffer, Eliphalet Oram Lyte, John W. Lansinger, of\nList of\nPennsylvania; Isaac W. Hill, of Alabama; Arthur J. Matthews, Incorporators\nof Arizona; John H. Hinemon, George B. Cook, of Arkansas;\n\nJoseph O’Connor, Josiah L. Pickard, Arthur H. Chamberlain, of California; Aaron\nGove, Ezekiel H. Cook, Lewis C. Greenlee, of Colorado; Charles H. Keyes, of\nConnecticut; George W. Twitmyer, of Delaware; J. Ormond Wilson, William T.\nHarris, Alexander T. Stuart, of the District of Columbia; Clem Hampton, of\nFlorida; William M. Slaton, of Georgia; Frances Mann, of Idaho; J. Stanley\nBrown, Albert G. Lane, Charles I. Parker, John W. Cook, Joshua Pike, Albert R.\nTaylor, Joseph A. Mercer, of Illinois; Nebraska Cropsey, Thomas A. Mott, of\nIndiana; John D. Benedict, of Indian Territory; John F. Riggs, Ashley V. Storm,\nof Iowa; John W. Spindler, Jasper N. Wilkinson, A. V. Jewett, Luther D. Whittemore, of Kansas; William Henry Bartholomew, of Kentucky; Warren Easton, of\n\nI 681 ]\n\n"}
{"page": 688, "printed_page": null, "text": "682\n\nNational\n\nEducation\n\nAssociation\n\nLouisiana; John S. Locke, of Maine; M. Bates Stephens, of Maryland; Charles W.\nEliot, Mary H. Hunt, Henry T. Bailey, of Massachusetts; Hugh A. Graham,\nCharles G. White, William H. Elson, of Michigan; William F. Phelps, Invin\nShepard, John A. Cranston, of Minnesota; Robert B. Fulton, of Mississippi; F.\nLouis Soldan, James M. Greenwood, William J. Hawkins, of Missouri; Oscar\nJ. Craig, of Montana; George L. Towne, of Nebraska; Joseph E. Stubbs, of Ne¬\nvada; James E. Klock, of New Hampshire; James M. Green, John Enright, of New\nJersey; Charles M. Light, of New Mexico; James H. Canfield, Nicholas Murray\nButler, William H. Maxwell, Charles R. Skinner, Albert P. Marble, James C.\nByrnes, of New York; James Y. Joyner, Julius Isaac Foust, of North Carolina;\nPitt Gordon Knowlton, of North Dakota; Oscar T. Corson, Jacob A. Shawan,\nWells L. Griswold, of Ohio; Edgar S. Vaught, Andrew R. Hickham, of Oklahoma;\nCharles Carroll Stratton, Edwin D. Ressler, of Oregon; Thomas W. Bicknell,\nWalter Ballou Jacobs, of Rhode Island; David B. Johnson, Robert P. Pell, of\nSouth Carolina; Moritz Adelbert Langer, of South Dakota; Eugene F. Turner, of\nTennessee; Lloyd E. Wolf, of Texas; David H. Christensen, of Utah; Henry O.\nWheeler, Isaac Thomas, of Vermont; Joseph L. Jarman, of Virginia; Edward T.\nMathes, of Washington; T. Marcellus Marshall, Lucy Robinson, of West Virginia;\nLorenzo D. Harvey, of Wisconsin; Thomas T. Tynan, of Wyoming; Cassia Patton,\nof Alaska; Frank H. Ball, of Porto Rico; Arthur F. Griffiths, of Hawaii; C. H.\nMaxson, of the Philippine Islands; and such other persons as now are or may\nhereafter be associated with them as officers or members of said Association, are\nhereby incorporated\n\nand\n\ndeclared\n\nto be a body\n\ncorporate\n\nof the District of Co¬\n\nlumbia by the name of the “National Education Association of the United States,”\nand by that name shall be known and have a perpetual succession with the powers,\nlimitations, and restrictions herein contained.\nSec.\n\n2.\n\nThat\n\nthe purpose\n\nand\n\nobjects\n\nof the said\n\ncorporation\n\nshall\n\nbe to elevate\n\nthe character and advance the interests of the profession of teaching and to pro¬\nmote the cause of education in the United States. This corporation shall include\nthe National Council of Education and the following departPurpose and\nments, and such others as may hereafter be created by organiDepartments\nzation or consolidation, to wit: The Departments, first, of Su¬\nperintendence; second, of Normal Schools; third, of Elemen¬\ntary Education; fourth, of Higher Education; fifth, of Manual Training; sixth, of\nArt Education; seventh, of Kindergarten Education; eighth, of Music Education;\nninth, of Secondary Education; tenth, of Business Education; eleventh, of Child\nStudy; twelfth, of Physical Education; thirteenth, of Natural Science Instruction;\nfourteenth, of School Administration; fifteenth, the Library Department; sixteenth,\nof Special Education; seventeenth, of Indian Education; the powers and duties\nand the numbers and names of these departments and of the National Council\nof Education may be changed or abolished at the pleasure of the corporation, as\nprovided in its bylaws.\nSec.\n\n3. That\n\nthe said\n\ncorporation\n\nshall\n\nfurther\n\nhave\n\npower\n\nto have\n\nand\n\nto use\n\na common seal, and to alter and change the same at its pleasure; to sue or to be\nsued in any court of the United States, or other court of competent jurisdiction;\nto make bylaws not inconsistent with the provisions of this act\nPowers of\nor of the Constitution of the United States; to take or receive,\nCorporation\nwhether by gift, grant, devise, bequest, or purchase, any real\nor personal estate, and to hold, grant, convey, hire, or lease\nthe same for the purpose of its incorporation; and to accept and administer\nany trust of real or personal estate for any educational purpose within the objects\nof the corporation.\nSec,\n\nwhich\n\n4.\n\nThat\n\nall real property\n\nof the corporation\n\nwithin\n\nshall be used by the corporation for the educational\n\ncorporation\n\nas aforesaid other than the purposes\n\nthe District\n\nof Columbia\n\nor other purposes\n\nof producing\n\nincome\n\nof the\n\nand all per-\n\n"}
{"page": 689, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\nsonal property and funds of the corporation held, used, or\ninvested for educational purposes aforesaid, or to produce\n\n683\n\nProperty\n\nto be\n\nincome to be used for such purposes, shall be exempt from\nTax-Exempt\ntaxation; provided, However, that this exemption shall not\napply to any property of the corporation which shall not be used for, or the\nincome of which shall not be applied to, the educational purposes of the corpora¬\ntion; and, provided further, That the corporation shall annually file, with the\nCommissioner of Education of the United States, a report in writing, stating in\ndetail the property7, real and personal, held by the corporation, and the expenditure\nor other use or disposition of the same, or the income thereof, during the preceding\nyear.\nSec. 5. The qualifications, classifications, rights, and obliga¬\ntions of members of said corporation shall be prescribed in the\nbylaws\n\nMembers\n\nof the corporation.\n\nSec. 6. (a)\n\nThe\n\nofficers of the corporation\n\nshall be\n\na President,\n\none\n\nor more\n\nVicepresidents, a Secretary, a Treasurer, a Board of Directors,\nan Executive Committee, a Board of Trustees and such boards,\ncouncils, committees, and other officers as shall be prescribed\nin the bylaws.\n(b) Except as limited by this Act, as amended, the bylaws\nof the corporation shall prescribe the powers, duties, terms of\noffice, and the manner of election or appointment of the said\n\nOfficers\n\nAdditional\nBoards,\n\nofficers, boards, councils, and committees; and the said corpora¬\ntion may by its bylaws make other and different provisions as\nto the numbers and names of the officers, boards, councils, and\ncommittees.\nSec. 7. (a)\n\nThe\n\nBoard\n\nof Trustees\n\nshall consist of four members\n\nCoun¬\n\ncils, tees,\nCommit¬\nand\nOfficers\n\nelected by the\n\nBoard of Directors for the term of four years, and the President of the Association,\nwho shall be a member ex officio during his term of office. At the first meeting of\nthe Board of Directors, held during the annual meeting of the\nAssociation at which they were elected, they shall elect one\nBoard of\ntrustee for the term of four years. All vacancies occurring in\nTrustees\nsaid Board of Trustees, whether by resignation or otherwise,\nshall be filled by the Board of Directors for the unexpired term; and the absence\nof a trustee from two successive annual meetings of the board shall forfeit his\nmembership.\n(b) The invested fund now known as the “Permanent Fund of the National\nEducation Association,” when transferred to the corporation hereby created shall\nbe held in such corporation as a Permanent Fund and shall be in charge of the\nBoard of Trustees, who shall provide for the safekeeping and\ninvestment of such fund, and of all other funds which the corPermanent\nporation may receive by donation, bequest, or devise. No part\nFund\nof the principal of such Permanent Fund or its accretions shall\nbe expended, except by a two-thirds vote of the Representative Assembly, after the\nproposed expenditure has been approved by the Board of Trustees and the Board\nof Directors, and after printed notice of the proposed expenditure has been printed\nin the Journal of the National Education Association at least two months prior to\nthe meeting of the Representative Assembly.\n(c) The income of the Permanent Fund shall be used only to meet the cost of\nmaintaining the organization of the Association and of publishing its annual volume\nof Proceedings, unless the terms of the donation, bequest, or devise shall otherwise\nspecify, or the bylaws\n\nof the corporation\n\nshall otherwise\n\nprovide.\n\n"}
{"page": 690, "printed_page": null, "text": "684\n\nNational\n\n(d)\n\nElection of\nSecretary\n\nThe\n\nEducation\n\nBoard\n\nof Trustees\n\n8.\n\nThat\n\nthe principal\n\n9.\n\nsaid\n\nThat\n\ncorporation\n\nD. C. ; provided, That\n\nshall\n\nbe\n\nin the city of\n\nthe meetings of the corpora-\n\ntion, its officers, committees, and departments, may be held, and\nthat its business may be transacted, and an office or offices may\n\nbe maintained, elsewhere,\nin accordance with the bylaws.\n\nbe determined\nSec.\n\nfour years.\n\noffice of the\n\nWashington,\n\nOffice of\nCorporation\n\nshall elect the Secretary of the\n\nAssociation, who shall be Secretary of the Executive Committee,\nand shall fix the compensation and the term of his office for a\nperiod not to exceed\n\nSec.\n\nAssociation\n\nthe\n\ncharter,\n\nconstitution,\n\nand\n\nwithin\n\nthe United\n\nbylaws\n\nof the\n\nStates, as may\n\nNational\n\nEducational\n\nAssociation shall continue in full force and effect until the charter granted by\nthis act shall be accepted by such Association at the next annual meeting of the\nAssociation, and until new bylaws shall be adopted; and\n\nAcceptance of\nThis Charter\n\nthat the present officers, directors, and trustees of said Association shall continue to hold office and perform their respective\n\nduties as such until the expiration of terms for which they\nwere severally elected or appointed, and until their successors are elected. That at\nsuch annual meeting the active members of the National Educational Association,\nthen present, may organize and proceed to accept the charter granted by this act\nand adopt bylaws, to elect officers to succeed those whose terms have expired or\nare about to expire, and generally to organize the “National Education Associa¬\ntion of the United States”; and that the Board of Trustees of the corporation\nhereby incorporated shall thereupon, if the charter granted by this act be accepted,\nreceive, take over, and enter into possession, custody, and management of all\nproperty, real and personal, of the corporation heretofore known as the National\nEducational Association incorporated as aforesaid, under the Revised Statutes of\nthe District of Columbia, and all its rights, contracts, claims, and property of every\nkind and nature whatsoever, and the several officers, directors, and trustees of such\nlast-named Association, or any other person having charge of any of the securities,\nfunds, books, or property thereof, real or personal, shall on demand deliver the same\nto the proper\n\nofficers, directors, or trustees of the corporation\n\nhereby created. Pro¬\n\nvided, That a verified certificate executed by the presiding officer and secretary of\n\nsuch annual meeting, showing the acceptance of the charter granted by this act by\nthe National Educational Association, shall be legal evidence of the fact, when filed\nwith the Recorder of Deeds of the District of Columbia ; and, provided further,\nThat in the event of the failure of the Association to accept the charter granted by\nthis act at said annual meeting then the charter of the National Educational Asso¬\nciation and its incorporate existence shall be and are hereby extended until the\nthirty-first day of July, nineteen hundred and eight, and at any time before said\ndate its charter may be extended in the manner and form provided by the general\ncorporation of the District of Columbia.\nSec.\n\n10.\n\nThat\n\nthe\n\nrights\n\nof creditors\n\nof\n\nthe\n\nsaid\n\nexisting\n\ncorporation,\n\nknown\n\nas the National Educational Association, shall not in any manner be impaired by\nthe passage of this act, or the transfer of the property heretofore mentioned, nor\nshall any liability or obligation, or payment of any sum due or\n\nRights of\nCreditors\n\nto become due, or any claim or demand, in any manner, or for\nany cause existing against the said existing corporation, be\nreleased or impaired;\n\nand the corporation hereby incorporated\nis declared to succeed to the obligations and liabilities, and to be held liable to\npay and discharge all of its debts, liabilities, and contracts of the said corporation\nso existing, to the same effect as if such new corporation had itself incurred the\nobligation or liability to pay such debts or damages, and no action or proceeding\nbefore any court or tribunal shall be deemed to have abated or been discontinued\nby reason of this act.\n\n"}
{"page": 691, "printed_page": null, "text": "Associational\n\nSec. 11.\n\nThat\n\nCongress\n\nmay\n\nRecords\n\nfrom\n\ntime\n\nand\n\nInformation\n\nto time\n\nalter, repeal,\n\nor modify this act of incorporation, but no contract or individual\nright made or acquired shall thereby be divested or impaired.\nSec. 12.\n\nThat\n\nsaid corporation\n\nmay\n\nprovide,\n\nby amendment\n\nthe powers of the active members exercised at the annual meet¬\ning in the election of officers and the transaction of business\nshall be vested\ncomposed\n\nin and\n\nof delegates\n\naccordance with\ncorporation.\n\nexercised\n\nby a representative\n\napportioned,\n\nthe provisions\n\nelected,\n\nof the bylaws\n\nand\n\nassembly\n\ngoverned\n\nadopted\n\nin\n\n685\n\nAmendments\nto Charter\nto its bylaws,\n\nCreation\n\nthat\n\nof\n\nRepresentative\nAssembly\n\nby said\n\nSections 1-11 were passed by Congress and approved by the President, June 30,\n1906. They were accepted and adopted as the constitution of the National Educa¬\ntion Association of the United States by the active members of the National Educa¬\ntional Association in annual session at Los Angeles, California, July 10, 1907.\nSection 12 was passed by Congress and approved by the President of the United\nStates, May 13, 1920, as an amendment to the original act of incorporation. It was\naccepted and adopted as an amendment to the constitution of the National Education\nAssociation of the United States by the active members thereof in annual session at\nSalt Lake City, Utah, July 9, 1920.\nSections 5-8 were amended by Congress and approved by the President of the\nUnited States, June 14, 1937. These amendments were accepted and adopted by the\nRepresentative Assembly of the National Education Association of the United States\nin annual session at Detroit, Michigan, June 29, 1937.\n\n"}
{"page": 692, "printed_page": null, "text": "686\n\nNational\n\nBYLAWS\n\nEducation\n\nAS AMENDED\nING\n\nOF\n\nTHE\n\nAT\n\nTHE\n\nMICHIGAN,\n\nARTICLE\nSection\n\nSec. 2.\n\nSec. 3.\n\n1.\n\nBUSINESS\n\nMEET¬\n\nASSEMBLY,\n\nJULY\n\n1937\n\nI— MEMBERSHIP\n\nThe\n\nmembership\n\nof the National\n\nEducation\n\nAsso¬\n\nciation shall consist of four classes: Active, Associate, Corre¬\nsponding, and Institutional, whose qualifications, rights, and\nobligations shall be as hereinafter prescribed.\n\nActive\n\nthe profession\n\nANNUAL\n\nREPRESENTATIVE\n\nDETROIT,\n\nMembership\nDefined\n\nAssociation\n\nmembers\n\nof the Association\n\nof teaching\n\nor other\n\ndues\n\nactive member\n\nThe\n\nof an\n\nshall be those\n\neducational\n\nactively\n\nengaged\n\nin\n\nwork.\n\nshall be $2 or $5 annually\n\nor $100 for a\n\nLife Membership.\n\nActive members shall be entitled to attend all meetings of the\nAssociation and its several Departments, to vote for delegates\n\nObligations\nand\nPrivileges\n\nto the Representative Assembly, and to hold office. Those who\npay annual dues of $2 shall be entitled to receive the Journal.\nThose who pay annual dues of $5 shall be entitled to receive,\n\nin addition to the Journal, the Research Bulletins and the volume\nof Proceedings. Those who pay $100 become members for life without payment of\nadditional dues and are entitled to receive the Journal, the Research Bulletins, and\nthe volume of Proceedings.\nSec. 4.\n\nLife\nDirectors\n\nSec. 5.\n\nshall have\n\nall the rights and privi-\n\nlications of the Association.\n\nAssociate\n\nAssociate\nMembers\n\nAll Life Directors\n\nleges of active members without the payment of annual dues,\nand shall receive free without application or condition the pub¬\n\nmembers\n\nof the Association\n\ntively engaged\n\nshall be persons\n\nin the profession\n\nwho\n\nof teaching\n\nor other educa-\n\nas the dues of an active member\n\nand he shall have\n\nthe same rights and privileges, except the right to vote, to serve\nin the Representative Assembly, and to hold office.\nSec. 6.\n\nEminent\n\nin normal\n\neducators\n\nnot\n\nresiding\n\nas a delegate\n\nin America\n\nmay\n\nbe\n\nelected by the Board of Directors as corresponding members.\nThe number of corresponding members shall not at any time\n\n,\nexceed fifty. They\nthe publications of the Association.\nSec. 7.\n\nac¬\n\ntional work, but who are otherwise interested in the promotion\nof education. The annual dues of an associate member shall\nbe the same\n\nCorresponding\nMembers\n\nare not\n\nInstitutional\n\nMembership\n\nshall pay\n\nno dues\n\nin the Association\n\nmay\n\nand\n\nmay\n\nreceive\n\nfree\n\nbe held only by libraries\n\nschools, teachers colleges, liberal arts colleges, and universities, and by\npublic libraries. The annual dues for the regular Institutional\n\nInstitutional\nMembers\n\nMembership shall be $5, which shall entitle the institution to\nreceive the Journal, the Research Bulletins, and the volume of\n\nProceedings. A special Institutional Membership\n\nshall be avail¬\n\nable to the above-named institutions for a fee of $2. This shall entitle the institution\nto receive the Journal only. Institutional Membership shall have no rights other\nthan to receive the publications named.\n\nMembership\nYear\n\nSec. 8.\n\nThe\n\nmembership\n\nyear\n\nshall be from\n\nSeptember\n\n1 to\n\nAugust 31. All membership dues shall be credited to the current\nmembership year unless otherwise requested.\n\n"}
{"page": 693, "printed_page": null, "text": "Associational\n\nSec. 9.\n\nThe\n\nannual\n\ndues\n\nRecords\n\nof members\n\nand\n\n687\n\nInformation\n\nshall be sent to the Executive\n\non or before December 31. An active member failing to pay\ndues as herein provided shall forfeit the privileges of membership and be dropped from the list of members.\nSec. 10.\n\nThe\n\nExecutive\n\nSecretary\n\nof the Association\n\nshall furnish\n\nSecretary\n\nPayment\nof Dues\neach\n\nmember\n\nof the Association a membership card, declaring him to be a member of the Na¬\ntional Education Association for the year for which his dues\nare paid, and as such entitled to all the rights and privileges Membership\ngranted by the charter and bylaws of the Association. ArrangeCard\nments may be made with Local and State Affiliated Associations\nfor the issuance of a coinclusive membership card, or insignia, or both on a volun¬\ntary basis.\nSec. 11.\n\nThe\n\nright to vote, to serve\n\nas\n\na delegate\n\nin the Representative\n\nAs¬\n\nsembly, and to hold office in the Association or in any Depart¬\nment thereof, shall be limited to active members whose dues\nare paid. The right to vote and to hold office in the Council\nshall be limited to members of the Council whose dues are paid.\nSec. 12.\n\nThe\n\nRepresentative\n\nAssembly\n\nshall be composed\n\nto Vote\n\nof the President,\n\ntwelve\n\nVicepresidents, the Executive Secretary, and Treasurer of the\nNational Education Association, the United States Commissioner Representative\nof Education, and the delegates elected from the various Affiliated\nAssembly\nState and Local Associations as provided in the bylaws.\nARTICLE\n\nSection\n\n1. (a)\n\nII— OFFICERS, REPRESENTATIVE\nASSEMBLY,\nAND AFFILIATED ASSOCIATIONS\nThe\n\nofficers\n\nof\n\nsaid\n\ncorporation\n\nshall\n\nbe\n\na\n\nPresident,\n\ntwelve\n\nVicepresidents, an Executive Secretary, a Treasurer, a Board of Directors, an\nExecutive Committee, a Board of Trustees, and such boards, councils, or other offi¬\ncers as shall be prescribed in the bylaws. (See Act of Incorporation, section 6, first\nparagraph.)\n(b) The Board of Directors shall consist of the President, the First Vicepresi¬\ndent, the Executive Secretary, the Treasurer, the Chairman of\nthe Board of Trustees, and one additional member from each Officers, Direcstate, territory, or district to be elected by the Representative tors, Trustees,\nAssembly for the term of three years or until their successors and Committees\nare chosen, and of all Life Directors\ntional Association.\n\nof the National\n\nEduca¬\n\n(c) The terms of the members of the Board of Directors elected from the states,\nthe District of Columbia, and the territorial possessions shall be for three years,\nthe terms of one-third of the members expiring each year. All members of the\nBoard of Directors representing the states, the District of Columbia, and the terri¬\ntorial possessions shall be nominated by the said states, the District of Columbia,\nand the territorial possessions to the Representative Assembly for election by that\nbody. All members so elected to take office at the close of the annual meeting in\n1937 shall draw lots to determine who shall serve one, two, or three years. There¬\nafter all terms of office for such members shall be for a three-year period.\n(d) The Executive Committee shall consist of nine members as follows: The\nPresident of the Association, the First Vicepresident, the Treasurer, the Chairman\nof the Board of Trustees, two members elected by the Board of Directors for the\nterm of one year, and three members elected by the Representative Assembly for the\nterm of one year. A director elected to the Executive Committee shall continue as a\nmember of the Board of Directors. The election of the members of the Executive\nCommittee\n\nby the Representative\n\nAssembly\n\nshall be by the Hare\n\nSystem\n\nof Pro-\n\n"}
{"page": 694, "printed_page": null, "text": "688\n\nNational\n\nEducation\n\nAssociation\n\nportional Representation. The provisions of this Section shall become effective in\nthe selection of the Executive Committee for the Association year beginning with\nthe close of the convention in 1937.\n(e) The Board of Trustees shall consist of four members elected by the Board\nof Directors for a term of four years and the President of the Association who shall\nbe a member ex officio during his term of office. (See Act of Incorporation, section 7,\nfirst paragraph, first sentence.)\n(f) The election of officers and transaction of business at the annual business\nmeeting shall be by a Representative Assembly composed of delegates apportioned,\nelected, and governed as hereinafter provided.\nSec.\n\n2.\n\nAt\n\nthe\n\nfirst business\n\nmeeting\n\nof\n\nthe\n\nRepresentative\n\nAssembly\n\non\n\nthe\n\nsecond day of the annual meeting of the Association, nominations for the follow¬\ning offices shall be made: President, Vicepresident, and Treasurer. Candidates\nfor said offices shall be nominated from the floor upon roll call of the states. On\nthe first day of the annual meeting of the Association the delegates of each state,\nterritory, and district of the United States in which the term of office expires shall\nnominate one person for member of the Board of Directors and the name of such\nperson shall be reported to the Representative Assembly at the first business meeting\nupon roll call of the states. Any person to qualify to serve as\nElection of\nDirector shall have been an active member with dues paid in\nOfficers and\nthe National Education Association and in a State, or District,\n\nQualifications\nof Directors\n\nor Territory, and a Local Association, if organized, for a fiveyear period immediately preceding the election. Only delegates\nwho are active members of the N. E. A. and whose dues have\n\nbeen paid in a State, or District, or Territory, and a Local Association, if organized,\nrespectively, shall have the right to vote for such directors. On the fourth day of the\nannual meeting officers shall be elected from the candidates by the delegates to the\nRepresentative Assembly by ballot. Said ballots shall be printed and shall contain\nthe names of all nominees as provided above. Polls for voting shall be open from\n8 a. m. to 6 p. m., at such place or places as the President of the Association shall\ndesignate. The candidates for President, Treasurer, member of Board of Directors\nfrom each state, territory, or district, respectively, in which the term of office ex¬\npires and the eleven candidates for the office of Vicepresident receiving the\nhighest number of votes shall be declared elected. The President of the Asso¬\nciation shall appoint tellers and complete all arrangements for carrying out\nthe election. The results of the election herein provided shall be announced at\nthe final business session of the Representative Assembly. The officers thus chosen\nshall continue in office until the close of the annual meeting subsequent to their\nelection, and until their successors are chosen, except as herein provided. The\nExecutive Secretary and the Treasurer shall enter upon their duties at a date which\nshall be determined by the Board of Trustees and which shall not be later than the\nfirst of October and shall continue in office during the term for which they are\nseparately chosen and until their successors are duly elected.\nSec.\n\n3. The\n\nState\n\nTeachers\n\nAssociation\n\nor\n\nEducational\n\nAssociation\n\nof\n\na\n\nstate,\n\nterritory, or district, may become affiliated with the National Education Associa¬\ntion and shall be designated an Affiliated State Association. Each Affiliated State\nAssociation shall be a state unit in the organization of the\n\nAffiliated State\n\nNational Education\n\nAssociation and as such shall be entitled\n\nAssociations\n\nto representation in the Representative\n\nAssembly\n\nas herein¬\n\nafter provided. The annual dues of an Affiliated State Asso¬\nciation shall be $10. Said Association shall receive without application, or other\ncondition, all regular publications of the National Education Association, includ¬\ning the volume of Proceedings, reports of committees, and all special bulletins and\nannouncements when issued.\n\n"}
{"page": 695, "printed_page": null, "text": "Associational\n\nSec. 4.\n\nA Local\n\nEducational\n\nterritory, or district, may\n\nRecords\n\nAssociation\n\naffiliate with\n\nand\n\n689\n\nInformation\n\nor Teachers\n\nOrganization\n\nthe National\n\nEducation\n\nwithin\n\na state,\n\nAssociation\n\nshall be designated an Affiliated Local Association. Each Affiliated Local\nciation shall be a local unit in the organizaton of the National\n\nand\nAsso¬\n\nEducation Association and as such shall be entitled to rep- Affiliated Local\nresentation in the Representative Assembly as hereinafter proAssociations\nvided. The annual dues of an Affiliated Local Association shall\nbe $10, except that the fee of Affiliated Local Associations of less than two hundred\nN. E. A. members shall be $5, which shall entitle said Association to receive without\napplication, or other condition, all regular publications of the National Education\nAssociation, including the volume of Proceedings, reports of committees, and all\nbulletins and announcements when issued.\n\nSec. 5.\n\nEach\n\nAffiliated\n\nAssociation,\n\nboth\n\nstate\n\nand\n\nlocal, shall\n\nbe\n\nfurnished\n\na certificate of membership and shall be entitled to the active assistance and sup¬\nport of the National Education Association in promoting the interest of such\nAffiliated Association and its members insofar as such interest\ncomes within the purpose and object of the National EducaRelationship:\ntion Association as set forth in its charter. The Executive Secre- National, State,\ntary of the National Education Association shall, with the advice\nand Local\nand approval of the Executive Committee, make such arrange¬\nments for mutual cooperation between the National Education Association and the\nState and Local Affiliated Associations as will promote the welfare of all and\nadvance the interests of the teaching profession.\nEach\n\nSec. 6.\n\nand\n\none\n\nState Association\n\nAffiliated\n\nalternate to the Representative\n\nshall be entitled to elect one\n\nAssembly\n\ndelegate\n\none hundred\n\nfor each\n\nof its\n\nmembers, or major fraction thereof, who are active members of the National Edu¬\ncation Association, up to five hundred such active members, and\nthereafter one delegate and one alternate for each five hundred State Delegates\nof its members, or major fraction thereof, who are active mem¬\nbers of the National Education Association. Such delegates shall be designated\nState Delegates.\n\nSec. 7.\n\nEach\n\nAffiliated\n\nLocal\n\nAssociation\n\nshall be\n\nentitled\n\ndele¬\n\nto elect one\n\ngate and one alternate to the Representative Assembly for\nLocal\neach one hundred of its members, or major fraction thereof,\nDelegates\nwho are active members of the National Education Association.\nSuch delegates shall be designated Local Delegates.\nSec. 8.\n\nOnly\n\nactive\n\nmembers\n\nof the\n\nNational\n\nEducation\n\nAssociation\n\nshall be\n\neligible to be delegates to the Representative Assembly, and to vote in the elec¬\ntion of delegates in a State or Local Affiliated Association. An active member\nshall be permitted to vote for the election of delegates in but\nSelection of\none Affiliated Local Association. For determining the apporDelegates\ntwo\nin\ncounted\nbe\nmay\ntionment of delegates, an active member\nAffiliated Associations, and no more; and that one of these shall\nbe the State Association.\nSec. 9. The\n\nTreasurer\n\nPresident,\n\nof the National\n\nthe Twelve\n\nEducation\n\nVicepresidents,\n\nthe Executive\n\nAssociation\n\nDelegates\n\nshall file their credentials\n\non blanks furnished\n\nand\n\nAssociation, and the United\n\nStates Commissioner of Education, shall be ex-officio delegates to\nthe Representative Assembly.\nSec. 10.\n\nSecretary,\n\nwith\n\nthe Executive\n\nby him for that purpose\n\nEx-Officio\nDelegates\nSecretary\n\nof the\n\nnot later than ten days be-\n\n"}
{"page": 696, "printed_page": null, "text": "690\n\nNational\n\nfore the beginning\n\nDelegates ;\nCredentials ;\nVoting ;\nFreedom of\nFloor\n\nEducation\n\nAssociation\n\nof the annual meeting. The Executive Secretary shall turn over\nsuch credentials to the Credentials Committee, when appointed,\nwith such information thereon as may be obtained from the\nrecords of the Association. The Representative Assembly shall be\nthe final judge of the qualifications of delegates. The delegates\nshall have equal rights and each shall have one vote. Meet¬\nings of the Representative Assembly shall be open to the active\nmembers of the Association who shall be privileged to address\n\nthe Assembly on subjects pertaining to the Association. The Representative As¬\nsembly shall adopt rules of procedure which shall not conflict with the charter\nand bylaws of the Association. It shall recommend an equitable plan for pay¬\ning the expenses of delegates to the annual business meeting of the Association.\n\nARTICLE\nSection\n\n1.\n\nThe\n\nPresident\n\nIII— DUTIES\nshall preside\n\nOF\n\nOFFICERS\n\nat all meetings\n\nof the Association\n\nand\n\nshall perform the duties prescribed by the Act of Incorporation and these bylaws,\nand in addition such duties as usually devolve upon the Chief Executive of such\nan Association. In the absence of the President, the ranking\nDuties of the\nPresident\n\nVicepresident, who is present, shall preside and in the absence\nof the President and all Vicepresidents a Chairman pro tempore\nshall be elected under the direction of the Executive Secretary of\nthe Association. The President shall prepare the program for the general sessions\nof the annual meeting of the Association and shall have power to confer with\nthe President of the Council and the heads of the several Departments and to\nmake such recommendations in regard to the program of the Council and the\nseveral Departments as will, in his opinion, promote the interest of the annual\nmeeting. The President shall be a member ex officio of the Board of Trustees and\nChairman of the Board of Directors and of the Executive Committee. He shall\nsign all bills approved for payment by the Board of Directors and all bills ap¬\nproved or authorized by the Executive Committee acting for and under the in¬\nstruction of the Board of Directors. On the expiration of his term of office as\nPresident, he shall become First Vicepresident for the ensuing year.\nSec. 2. The\n\nExecutive\n\nSecretary\n\nshall keep a full and\n\nceedings of the general meetings of the Association\nDirectors\n\nand\n\naccurate\n\nrecord\n\nof the pro¬\n\nand all meetings of the Board\n\nof\n\nof the Executive Committee, shall conduct the business of the As¬\nsociation as provided in the Act of Incorporation and these\n\nDuties of the\nExecutive\nSecretary\n\nbylaws and, in all matters not definitely prescribed therein,\nshall be under the direction of the Board of Directors or of the\nExecutive Committee acting for the Board of Directors, and,\nin the absence of instructions from the Board\n\nof Directors or the\n\nExecutive Committee, shall be under the direction of the President. He shall receive\nor collect all moneys due the Association and pay the same each month to the\nTreasurer. He shall countersign all bills approved for payment by the Board of\nDirectors, or by the Executive Committee acting under the authority of the Board\nof Directors or by the President acting under authority of the Board of Directors or\nof the Executive Committee. The Executive Secretary shall have his records present\nat all meetings of the Association, of the Board of Directors, and of the Executive\nCommittee. He shall keep a list of members and shall revise said list annually. He\nshall be Secretary of the Board of Directors. He shall be the custodian of all\nthe property of the Association not in charge of the Treasurer and the Board\nof Trustees. He shall give such bond for the faithful performance of his duties\nas may be required by the Board of Trustees. He shall submit his annual report\nto the Executive Committee not later than fifteen days before the annual meeting\nof the Association, which report shall be transmitted to the Board of Directors\nat its annual meeting. At the expiration of his term of office, he shall transfer\n\n"}
{"page": 697, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n691\n\nto his successor all money, books, and other property in his possession belonging\nto the Association. The Executive Secretary shall not print, publish, or distribute\nany official report or other document without the approval of the Board of Direc¬\ntors or of the Executive Committee acting under the general instruction of the\nBoard of Directors.\nSec. 3.\n\nThe\n\nTreasurer\n\nshall perform\n\nthe duties\n\nprescribed\n\nby the Act\n\nof In¬\n\ncorporation and these bylaws. He shall receive from the Executive Secretary\nand, under the direction of the Board of Trustees, shall hold in safekeeping all\nmoneys paid to the Association; shall pay the same only upon the\norder of the Board of Trustees; shall notify the President of\nDuties of the\nthe Association and the Chairman of the Board of Trustees\nTreasurer\nwhenever the surplus funds in his possession exceed $500 ; shall\nkeep an exact account of his receipts and expenditures with vouchers\n\nfor the latter,\n\nand said accounts, ending on the thirty-first day of May each year, he shall\nrender to the Executive Committee not later than ten days before the annual\nmeeting of the Association, and when approved by said Committee, these ac¬\ncounts shall be transmitted by this Committee to the Board of Directors at its\nmeeting held in connection with the annual meeting of the Association and a copy\nof the report shall be transmitted to the Representative Assembly for its informa¬\ntion. The Treasurer shall give such bond for the faithful performance of his\nduties as may be required by the Board of Trustees. At the expiration of his\nterm of office, he shall transfer to his successor all moneys, books, and other\nproperty in his possession belonging to the Association.\nSec. 4.\n\n(a) The\n\nBoard\n\nof Directors\n\nwhen\n\nin session shall have\n\npower\n\nto fill all\n\nvacancies in their own body and shall have in charge the general interests of the\ncorporation, excepting those entrusted to the Board of Trustees. (See paragraph (e)\nof this section.)\n(b) At the first meeting of the Board of Directors, held during the annual\nmeeting of the Association at which they were elected, they shall elect one Trustee\nfor the term of four years. All vacancies occurring in said Board of Trustees,\nwhether by resignation or otherwise, shall be filled by the Board of Directors for\nthe unexpired term; and the absence of a Trustee from two successive annual meet¬\nings of the Board shall forfeit his membership. Only members who have the qualifi¬\ncations required of Directors shall be elected Trustees. (See Act of Incorporation,\nsection 7, first paragraph, last two sentences.)\n(c) The Board of Directors shall take such action with respect to the Per¬\nmanent Fund of the Association, its accretions and income, as is authorized by the\nAct of Incorporation or these bylaws. (See Act of Incorporation, section 7, second\nparagraph, part of second sentence.)\n(d) The Board of Directors may determine what office or offices of the Associa¬\ntion may be maintained in the United States other than its principal place of\nbusiness in Washington, D. C., and where the meetings of the corporation, its\nofficers, committees, and departments may be held, and what business other than\nprovided by the Act of Incorporation and these bylaws may be transacted at such\noffice or offices and meetings. (See Act of Incorporation, section 8.)\n\nprescri\nby the Act of Incorp\nand by these bylaws\nshall elect corres\npon\noratio\n;\nbed\nn\ning member\nas prescr\nin Section 6 of Article I of these bylaws\nshall eldec¬t\nibed\n;\ns\nmember\nof the Nation\nCounci\nof Educat\nas provid\nin\nDuties of the\nl\nal\ned\nion\ns\nSection 3 of Article IV of these bylaws\nThe Board of Directo\nBoard of\n.\nrs\nshall approv\nall bills incurr\nby itself or by the Execut\nDirectors\nive\ned\ne\nCommit\nor the Presid\nor the Execut\nSecret\nacting\nary\nent\nive\ntee,\nunder the authori\nof the Board of Direct\nshall approp\nfrom the current\nors;\nriate\nty\nfunds of the year the amount\nof money ordere\nby the Repres\nAssemb\nat\nd\nentati\ns\nly\nv\ne\nthe annual busines\nmeetin\nof the same for the work of all special commit\nof\ng\ntees\ns\n\n"}
{"page": 698, "printed_page": null, "text": "692\n\nNational\n\nEducation\n\nAssociation\n\nresearch and investigation authorized and provided for at the annual business\nmeeting, and for all other needs of the Association; shall make a full report of\nthe financial condition of the Association including the reports of the Executive\nSecretary, the Treasurer, and the Board of Trustees to the Representative As¬\nsembly at its annual business meeting, and shall do all in its power to make the\nAssociation a useful and honorable institution.\n(f) The Board of Directors shall appoint at its annual meeting a Budget Com¬\nmittee for the ensuing year, whose duty it shall be to prepare and present a budget to\nthe Board of Directors at its next meeting. The Budget Committee shall have\nauthority to secure the support of the Auditing Committee in preparing this budget.\n(g) The\n\nBoard\n\nof Directors shall meet in connection\n\nwith the annual\n\nmeeting\n\nof\n\nthe Representative Assembly, and may meet in connection with the annual meet¬\ning of the Department of Superintendence and at such other times and places as\nmay be determined by the President or requested in writing by a majority of the\nelective members of the Board of Directors.\nSec. 5. (a) The\n\nExecutive\n\nCommittee\n\nshall have\n\nauthority to represent\n\nand to act\n\nfor the Board of Directors in the intervals between the meetings of that body,\nto the extent of carrying out the legislation adopted by the Board of Directors under\ngeneral directions as may be given by said Board.\n(b) The Executive Committee may recommend to the Representative Assembly\nat the annual business meeting the appointment of special committees for investi¬\ngation or research, the subjects for which may have been suggested by the National\nCouncil or by the active members of the National Education\nDuties of\nAssociation or by any of its Departments; it shall recommend\nExecutive\nthe amount of money to be appropriated for such investigations.\nCommittee\nWhen such special committees are provided for and duly au¬\nthorized by the Representative Assembly and appropriations for them have been\nauthorized by the Board of Directors, the Executive Committee shall, under the\ninstructions of the Board of Directors, have general supervision of them. The Ex¬\necutive Committee shall receive and consider all reports made by the special\ncommittees and shall print these reports and present them, together with the\nreports of the Executive Secretary, the Treasurer, and the Board of Trustees, and\nthe recommendations of the Executive Committee thereon, to the Board of Direc¬\ntors, which shall transmit the same with recommendations to the Representative As¬\nsembly at its annual business meeting. All such special committees shall be ap¬\npointed by the President of the Association.\n(c) The\n\nExecutive\n\nCommittee\n\nshall fill all vacancies\n\nofficers of the Association, except as otherwise provided\ntion or in these bylaws.\nSec. 6.\n\n(a) The\n\nBoard\n\nof Trustees\n\nshall have\n\noccurring\n\nin the body of\n\nfor in the Act of Incorpora¬\n\nsuch powers\n\nand\n\nperform\n\nsuch\n\nduties as are prescribed by the Act of Incorporation; shall require of the Executive\nSecretary and Treasurer bonds in such amounts as may be determined by said Board\nfor the faithful performance of their duties; shall make a full\n\nFurther Duties\nof Trustees\n\nreport of the finances of the Association to the Executive Committee not later than ten days prior to the annual meeting of the\n\nAssociation, which report shall be transmitted by the Executive\nCommittee to the Board of Directors at the first regular meeting of the Board\nheld in connection with the annual meeting of the Association. It shall annually\nchoose its own chairman and secretary.\n(b) The Board of Trustees shall have charge of the Permanent Fund and shall\nprovide for the safekeeping and investing of such Fund and of all other funds\nwhich the corporation may receive by donation, bequest, or devise. It shall also\nbe the duty of the Board of Trustees to issue orders on the Treasurer for the pay¬\nment of all bills approved by the Board of Directors, or by the President and\nExecutive Secretary of the Association acting under the authority of the Board of\n\n"}
{"page": 699, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n693\n\nInformation\n\nDirectors. When practicable, the Board of Trustees shall invest, as part of the\nPermanent Fund, all surplus funds exceeding $500 that shall remain in the hands\nof the Treasurer after paying the expenses of the Association for the previous\nyear, and providing for the fixed expenses and for all appropriations made by the\nBoard of Directors for the ensuing year. (See Act of Incorporation, section 7.)\n(c) The Board of Trustees shall elect the Executive Secretary of the Association,\nwho shall be Secretary of the Executive Committee, and shall fix the compensation\nand the term of his office for a period not to exceed four years. (See Act of\nIncorporation, section 7.)\nARTICLE\nSection\n\n1.\n\nThe\n\nIV— THE\n\nNATIONAL\n\nNational\n\nCouncil\n\nCOUNCIL\n\nof Education\n\nOF\n\nEDUCATION\n\nshall discuss\n\neducational\n\ntions of public and professional interest; propose to the Executive\nfrom time to time, suitable subjects for investigation and re¬\n\nques¬\n\nCommittee,\n\nFunction of\nsearch; have a report made at its annual meeting on “EduNational\ncational Progress during the Past Year”; and in other ways\nuse its best efforts to further the objects of the Association and\nCouncil\nto promote the cause of education in general.\nSec. 2.\n\nThe\n\nNational\n\nless than 120, nor more\nvided by its bylaws.\nSec. 3.\n\nThe\n\ning the week\n\nCouncil\n\nthan 200, members\n\nannual\n\nmeeting\n\nof the annual\n\nSec. 4. The\n\nabsence\n\nof the Council\n\nof Education\n\nshall consist of not\n\nto be selected as pro-\n\nof the Council\n\nmeeting\n\nMeeting\nTime of -\n\nshall be held dur¬\n\nof the Association.\n\nof a regular\n\nshall be considered\n\nMembership\n\nmember\n\nfrom\n\nequivalent\n\ntwo\n\nsuccessive\n\nannual\n\nto his resignation\n\nmeetings\n\nof membership.\n\nPersons whose regular membership in the Council has expired shall be denomi¬\nnated honorary members of the Council during the time of\ntheir active membership in the Association with the privilege\nLoss of\nof attending the regular sessions of the Council and partici- Membership\npating in its discussions. A member who discontinues or forfeits\nhis active membership in the Association forfeits his membership in the Council.\nSec. 5.\n\nThe\n\nofficers of the Council\n\nshall consist of a President,\n\na Vicepresident,\n\na Secretary, and such standing committees as may be prescribed by its bylaws, all\nof whom shall be regular members of the Council. The Secre¬\nCouncil\ntary of the Council shall, in addition to performing the duties\nOfficers\npertaining to his office, furnish the Executive Secretary of the\nAssociation a copy of the proceedings of the Council for\npublication.\nSec. 6. The\n\nNational\n\nCouncil\n\nof Education\n\nis hereby\n\nauthorized\n\nlaws for its government not inconsistent with the act of incor¬\nporation or the bylaws of the Association; provided, That such\nbylaws be submitted to, and approved by the Board of Directors\nof the Association before they shall become operative.\nSec. 7. The\n\npowers\n\nand\n\nduties of the Council\n\nmay\n\nbe changed\n\nto adopt by-\n\nBylaws and\nPowers of\nCouncil\nor the Council\n\nabolished upon a two-thirds vote of the Representative Assembly taken at the\nannual meeting of the Association; provided, That notice of the proposed action\nhas been given at the preceding annual business meeting of the Association.\nARTICLE\nSection\n\n1. The\n\nDepartments,\nVocational\n\nfollowing\n\nDepartments\n\nfirst, of American\n\nEducation;\n\nV— DEPARTMENTS\nare now\n\nAssociation\n\n(1937)\n\nin existence, to wit: The\n\nof School Administrators;\n\nthird, of Kindergarten-Primary\n\nEducation;\n\nsecond, of\n\nfourth, of Music\n\n"}
{"page": 700, "printed_page": null, "text": "694\nEducation;\n\nNational\n\nfifth, of Secondary\n\nEducation\n\nEducation;\n\nAssociation\n\nsixth, of Business Education;\n\nseventh, of\n\nAmerican Association for Health and Physical Education; eighth, of Science Instruc¬\ntion; ninth, of Rural Education; tenth, of Classroom Teachers; eleventh, of Deans\nof Women; twelfth, of Adult Education; thirteenth, of Elementary School Prin¬\ncipals; fourteenth, of Visual Instruction; fifteenth, of Social Studies; sixteenth, of\nTeachers Colleges; seventeenth, of Lip Reading; eighteenth, of Secondary School\nPrincipals; nineteenth, of Supervisors and Directors of Instruction; twentieth, of\nEducational Research; twenty-first, of Special Education; twenty-second, of Super¬\nvisors and Teachers of Home Economics; twenty-third, of Administrative Women\nin Education; twenty-fourth, of Art Education. There is also the National Council\nof Education.\nSec. 2. Each Department shall have the right to fix the qualifications of its\nmembers for the purpose of electing officers and transacting the other business\nMembers\n\nof the Department; provided, Active members of the Associa¬\ntion, and no others shall be eligible to such Department mem¬\nbership; and provided also, That all active members of the\n\nof\n\nDepartments\n\nAssociation shall be permitted to attend the professional pro¬\ngrams and discussions of any Department.\nSec. 3. Each\nDepartment\nMeetings\n\nSec. 4. The\n\nDepartment shall hold an annual meeting at the time and place\nof the meeting of the Association except as otherwise provided\nin these bylaws or as directed by the Board of Directors, or\nby the Executive\ntions of the Board\nobject of the meetings\n\nCommittee acting under\nof Directors.\nof the Departments\n\nthe general\n\ninstruc¬\n\nshall be the discussion\n\nof questions pertaining to their respective fields of educational work. The pro¬\ngrams of these meetings shall be prepared by the respective\npresidents under the general direction of the President of the\nAssociation. Each Department shall be limited to two sessions,\nObject of\nwith formal programs, unless otherwise ordered by the President\nDepartment\nMeetings\nof the Association, except that a third session of business or in¬\nformal round table conference\nthe Department officers.\n\nmay\n\nbe held at the discretion of\n\nSec. 5. The officers of each Department shall consist of a President, a Vicepresident, a Secretary, and such other officers as may be deemed necessary by the\nDepartment, who shall be elected at the last formal session of the Department\nto serve for the term of office specified in the regulations of the\nOfficers of\nDepartment and until their successors are duly elected; and who\nDepartments\n\nshall at the time of their election, be active members of the Asso¬\nciation. Each Department shall provide for the creation of an\nExecutive Committee, and assign to it any duties consistent with the purposes of the\nDepartment and the Act of Incorporation and bylaws of the Association. In case\nthere is a vacancy in the office of President of any Department, it shall be filled by\nappointment made by the Executive Committee of the Department. Any other\nDepartmental vacancy shall be filled by appointment made by the President of the\nDepartment.\nSec. 6. The Secretary of each Department shall, in addition to performing the\nduties usually pertaining to his office, furnish to the Executive Secretary of the\nAssociation a copy of the proceedings of the meetings of the\nDepartment\nHeadquarters\nSec. 7. All\nRights of\nDepartments\n\nDepartment for publication. No Department shall establish an\noffice outside of the general headquarters of the Association with¬\nout the consent of the Board of Directors.\n\nDepartments shall have equal rights and privileges, with the ex¬\nception stated in section 3 of this Article. They shall be named in\nsection 1 of this Article in the order of their establishment and\nshall be dropped from the list when discontinued.\n\n"}
{"page": 701, "printed_page": null, "text": "Associational\n\nSec.\n\n8.\n\nUpon\n\nRecords\n\nthe recommendation\n\nand\n\nof the Board\n\n695\n\nInformation\n\nof Directors\n\na new\n\nDepartment\n\nmay be established by vote of two-thirds of the delegates to the Representative\nAssembly present at any annual meeting; provided, That a written application for\nsaid Department with title and purpose of the same shall have\nbeen made at the regular meeting of the Assembly next preHow\nceding the one at which action is taken by at least 250 memEstablished\nbers engaged or interested in the field in the interest of which\nthe Department is proposed to be established; provided, That no group shall be\nadmitted to Departmental status until it shall have\nfor at least three successive years.\n\nheld constructive\n\nmeetings\n\nA Department already established may be discontinued upon a two-thirds vote\nof the Representative Assembly, at any business meeting; provided, That announce¬\nment\n\nof the purpose to discontinue has been made at the preceding annual busi¬\nness meeting. The Board of Directors may recommend to the Representative As¬\nsembly the discontinuance of any Department. Upon the recommendation of the\nBoard of Directors a Department which has failed to hold a regular meeting for\n\ntwo successive years may be discontinued by a vote of two-thirds\nto the Representative Assembly present at any annual meeting.\n\nSec.\n\n9.\n\nAny\n\nDepartment,\n\nby\n\na\n\ntwo-thirds\n\nvote\n\nof those\n\nvoting\n\nof the delegates\n\nat\n\nany\n\nregular\n\nbusiness meeting, may levy a membership fee to supplement its allowance from\nthe Association. Such membership fees shall be paid to the Secretary of the De¬\npartment who shall transmit them monthly to the Executive Sec¬\nFees for\nretary of the Association. Such funds shall be added to the De¬\n\nDepartment\nMembers\n\npartment’s allowance from the Association and shall be used for\nthe work of said Department only, and shall be disbursed upon\nthe recommendation of the executive officers of the Department\nin the same manner as other funds of the Association are\ndisbursed.\n\nSec.\n\n10. Each\n\nDepartment\n\nis hereby\n\nauthorized\n\nment not inconsistent with the Act of Incorporation\n\nto adopt\n\nSection\n\n1. Not\n\nlater\n\nthan\n\nfor\n\nits govern¬\n\nor the bylaws of the Association;\n\nprovided, That such bylaw's be submitted to, and approved\nof the Association before they shall become operative.\n\nARTICLE\n\nbylaws\n\nby, the Board\n\nof Directors\n\nVI— COMMITTEES\n\nfive months\n\nbefore\n\nthe end\n\nof the fiscal year,\n\nthe Presi¬\n\ndent shall appoint an Auditing Committee, consisting of three active members of\nthe Association, no one of whom shall be either a Trustee or a Director; to this\nCommittee shall be referred the report and audit of the expert\naccountant or accountants, together with the communication of\nAuditing\nthe President transmitting the same as provided in section 5 of\nCommittee\nthis Article; and the Committee shall report its findings to the\nBoard of Directors.\n\nSec.\n\n2.\n\nOn\n\nthe first day\n\nof the\n\nannual\n\nmeeting\n\nof the Association,\n\nat such\n\ntime\n\nand place as shall be designated on the annual program by the President of the\nAssociation, the accredited delegates to the Representative Assembly from each\nstate shall elect one member and one alternate who are active\nmembers of the Association for each of the following commit- Delegates Meet\ntees, to serve for the ensuing year: Credentials, Resolutions, -and\nby States\nNecrology. The Committee on Credentials shall receive the\nofficial list of delegates from the Executive\nsentative Assembly.\n\nSecretary and report thereon to the Repre¬\n\n"}
{"page": 702, "printed_page": null, "text": "696\n\nSec.\n\nNational\n\n3. The\n\nCommittee\n\nEducation\n\non Resolutions\n\nAssociation\n\nshall report\n\nat the annual\n\nbusiness\n\nmeeting\n\nof the Representative Assembly, and except by unanimous consent or by a two-thirds\nvote, all resolutions shall be referred to said Committee without discussion. This\nCommittee shall receive and consider all resolutions proposed by\nResolutions\nactive members, or referred to it by the President; some time\nduring the second day of the annual meeting of the Association\nthe Committee shall hold a meeting, at a place and time to be announced in the\nprinted program, for the purpose of receiving proposed resolutions and hearing\nthose who may wish to advocate them.\nSec.\n\nNecrology\n\n4. The\n\nCommittee\n\non\n\nNecrology\n\npublished Proceedings brief memorial\n\nmay\n\nprepare\n\nfor\n\ntributes to members\n\nthe\n\nwho\n\nhave died during the year.\nSec.\n\n5. Within\n\nthirty\n\n(30)\n\ndays\n\nprior\n\nto the time\n\nof the\n\nannual\n\nmeeting\n\nof the\n\nAssociation, the President shall appoint a competent person, firm, or corporation,\nlicensed to do business as expert accountants; the accountant or accountants so\nappointed shall examine the accounts, papers, and vouchers of\nExamination\n\nthe Executive\n\nof Accounts\n\ntees, and compare\n\nSecretary, the Treasurer,\n\nand the Board\n\nof Trus-\n\nof said accountant\n\nthe Permanent Fund held by the Board of Trustees. The report\nor accountants shall be filed with the President not less than\n\nthe same; shall also examine the securities of\n\nten days before the opening day of the annual meeting of the Association, and\nshall be by him submitted to the Auditing Committee with such comments as he\nmay think proper.\nSec.\n\n6. There\n\nshall\n\nbe\n\na Committee\n\non\n\nBylaws\n\nand\n\nRules\n\nwhich\n\nshall\n\nserve\n\nas\n\nan advisory and interpreting committee. The Committee shall consist of five mem¬\nbers appointed by the President as follows: In July 1935, the retiring president\nshall appoint two members, one to serve for three years and one to serve for four\nyears. The incoming president shall appoint three members of this Committee: one\nto serve for one year; one to serve for two years; and one to\n\nBylaws and\nRules\n\nserve for five years. In July 1936, and in each July thereafter,\nthe President shall appoint one member to serve for five years.\n\nAll proposed amendments to the charter and to the bylaws shall\nbe referred to this Committee for comment. This Committee shall be responsible for\nrecommending and presenting rules of procedure to the Representative Assembly\nfrom year to year. This Committee may render decisions on any points referred\nto it by the Executive Committee, the Executive Secretary, or the President of the\nAssociation.\n\nAdditional\nSec. 7. The Representative Assembly may\nCommittees\ntional committees as it may deem wise.\nSec.\n\n8. In\n\nall committees,\n\nboards,\n\nor\n\ncouncils\n\nin which\n\nthe\n\nprovide such addi-\n\nentire\n\npersonnel\n\nnamed that year by the President, the President shall appoint the chairmen.\nother cases, the committee, board, or council shall elect its own chairman.\nSec. 9. There\n\nshall be a Publishing\n\nCommittee\n\nconsisting\n\nof five members\n\nis\n\nIn all\n\nelected\n\nby the Representative Assembly by the method known as the Hare System of Propor¬\ntional Representation. Nominations shall be made by petitions signed by ten delegates\nand presented to the Executive Secretary on the second day of\n\nPublishing\nCommittee\n\nthe annual meeting. The election in 1936 shall be held on Thursday, by printed ballot. Provision shall be made by the Rules Com¬\n\nmittee for the nomination\n\nthe first day upon which the Representative\n\nand\n\nAssembly\n\nelection in 1937 to be held on\nmeets. This Committee\n\nshall be\n\nresponsible for editing and preparing that portion of the minutes of the Representa¬\ntive Assembly which shall be published in the printed Proceedings.\n\n"}
{"page": 703, "printed_page": null, "text": "Associational\n\nRecords\n\nARTICLE\n\nand\n\n697\n\nInformation\n\nVII— MEETINGS\n\nSection 1. Stated meeting of the Association, of the National\nCouncil of Education, and of all Departments, except as other- Meetings\nwise provided, shall be held at such time and place as shall be\ndetermined by the Board of Directors or by the Executive Committee acting under the instructions of the Board of Directors.\n\nto be\nHeld\n\nAnnually\n\nSec. 2. The annual business meeting of the Representative Assembly\n\nshall begin\n\nat 9 a. m., on the second day of the annual meeting of the Association. A regular\nmeeting of the Board of Directors shall be held in connection with the annual\nmeeting of the Association. The time and place of such meeting\nMeetings of\nshall be designated in the program. The Executive Secretary\nAssembly\nshall notify the members of the Board of Directors of the time\nDirectors, and\nand place of meeting, not less than thirty (30) days before the\nTrustees\nmeeting.\nThe\n\nfirst regular meeting of the new\n\nBoard\n\nof Directors shall\n\nbe held as soon as practicable and within twenty-four hours after the close of\nthe last session of the annual meeting. The place and time of this meeting shall\nbe announced in the printed program.\nThe Board of Trustees shall hold its annual meeting at some convenient time\nand immediately following the meeting of the new Board of Directors. Special\nmeetings of the Trustees may be called by the Chairman and shall be called\non request of a majority of the Board of Trustees. Due notice of all meetings\nof the Board of Trustees\nSecretary thereof.\n\nshall be given to every\n\nARTICLE\n\nSection 1. The\n\nmember\n\nof the Board\n\nby the\n\nVIII— PROCEEDINGS\n\nProceedings of the Association, of the Council, of the Depart¬\n\nments, and of all commissions and committees, shall be published\nat the discretion of and under the direction of the Executive\nCommittee; provided, That such publication has been approved\nand the money therefor appropriated by the Board of Directors.\n\nPublication\n\nof\n\nProceedings\n\nSec. 2. No paper, lecture, or address shall be read before the Association or any\nof the Departments\n\nin the absence\n\nof the author, without\n\nthe approval\n\nPresident of the Association, or of the President of the Depart¬\nment interested ; nor shall any such paper, lecture, or address be\npublished in the Proceedings\ntive Committee.\n\nARTICLE\n\nwithout the approval\n\nIX— QUORUM\n\nAND\n\nOF\n\nof the Board\n\nof Directors. A\n\nmajority\n\nof\n\nAuthor\n\nORDER\n\nSection 1. Elected directors from twenty-five states shall con¬\nstitute a quorum\n\nAbsence\n\nof the Execu-\n\nRULES\n\nof the\n\nof all\n\nthe accredited delegates, representatives of not less than twentyfive states, shall constitute a quorum of the Representative Assembly.\n\nFormation\n\nof\n\nQuorum\n\nSec. 2. Robert’s Rules of Order Revised shall be the authority governing all matters\nof procedure not otherwise covered in the Act of Incorporation and in these bylaws\nand in the rules of procedure adopted by the Representative Assembly.\n\n"}
{"page": 704, "printed_page": null, "text": "698\n\nNational\n\nEducation\n\nARTICLE\nSection\n\n1. These\n\nbylaws\n\nmay\n\nAssociation\n\nX— AMENDMENTS\n\nbe altered or amended\n\nat the annual\n\nmeeting\n\nof the\n\nRepresentative Assembly by unanimous vote, or by a two-thirds vote of the Repre¬\nsentative Assembly if the alteration or amendment shall have been proposed in\nwriting at the annual business meeting next preceding the one at which action is\ntaken, and due announcement of the proposed action shall have been made in the\nofficial publication of the Association; provided, that these bylaws may be amended\nat the annual meeting of the Representative Assembly in 1937 and 1938 by a twothirds vote if such amendment has been printed in the May Journal of the National\nEducation Association.\nSec. 2. In all voting\n\non\n\nproposed\n\namendments\n\nto the charter\n\nand\n\non\n\nproposed\n\namendments to the constitution or the bylaws, written ballots shall be used when\never 200 members of the Representative Assembly by petition or by standing vote\nshall indicate that ballot voting is desired. In case a petition for secret ballot is\nsigned by at least 200 members of the Representative Assembly and filed with the\nExecutive Secretary he shall arrange for written ballots in accordance with the\npetition. State delegations may vote by ballot. The results shall be announced by the\nchairman of each delegation as the roll of states is called; such vote to be deter¬\nmined by the actual number of delegates present at such meeting and voting. Upon\nthe request of three delegates any state delegation must vote by ballot.\n\nARTICLE\nSection\n\n1. The\n\ninvested\n\nfund\n\nXI— PERMANENT\nnow\n\nknown\n\nFUND\n\nas the “Permanent\n\nEducational Association,” when transferred to the corporation\nbe held by such corporation as a Permanent Fund.\nSec. 2. The\n\nPermanent\n\nFund\n\nshall be in charge\n\nFund\n\nof the National\n\nhereby created, shall\n\nof the Board\n\nof Trustees,\n\nwho\n\nshall provide for the safekeeping and investment of such fund, and of all other funds\nwhich the corporation may receive by donation, bequest, or devise. (Article III,\nsection 6, second paragraph, first sentence.)\nSec. 3. No part of the principal\n\nof such Permanent\n\nFund\n\nor its accretions\n\nshall be\n\nexpended, except by a two-thirds vote of the Representative Assembly upon the\nrecommendation of the Board of Trustees, after such recommendation has been\napproved by vote of the Board of Directors and after printed notice of the proposed\nexpenditure has been mailed to all active members of the Association, and after all\nother requirements of the bylaws and the Act of Incorporation have been fulfilled.\nSec. 4. The\n\nincome\n\nof the Permanent\n\nFund\n\nshall be used\n\nonly to meet\n\nthe cost of\n\nmaintaining the organization of the Association and of publishing its annual volume\nof Proceedings , unless the terms of the donation, bequest, or devise shall otherwise\nspecify, or the board of Directors shall otherwise order.\n\n"}
{"page": 705, "printed_page": null, "text": "Associational\n\nNATIONAL\n\nRecords\n\nKNOWN\n\nEDUCATION\n\nASSOCIATION\n\nAS THE\n\nASSOCIATION\n\nUNITED\n\n699\n\nInformation\n\nEDUCATIONAL\nNOW\n\nNATIONAL\n\nand\n\nOF\n\nTHE\n\nSTATES\n\nCERTIFICATE\nof Acceptance of Charter\napproved June 30, 1906.\n\nand\n\nAdoption\n\nof Bylaws\n\nunder\n\nthe Act\n\nof Congress\n\nWe, the undersigned, Nathan C. Schaeffer, the presiding officer, and Irwin\nShepard, the Secretary of the meeting of the National Educational Association\nheld at Los Angeles, California, on the 10th day of July, 1907, said meeting being\nthe annual meeting of the Association held next after the passage of an act of\nCongress entitled “An\nthe United States,”\n\nAct To\n\nIncorporate\n\nthe National\n\nEducation\n\nAssociation\n\nof\n\nDo hereby certify, that at said meeting held pursuant to due notice, a quorum\nbeing present, the said Association adopted resolutions of which true copies are\nhereto attached, and accepted the charter of the National Education Association\n\nof the United States, granted by said act of Congress, and adopted bylaws\nprovided in said act and\nresolutions,\n\nselected officers; and\n\nthe undersigned\n\nDo hereby certify that the National Education\n\npursuant\n\nAssociation of the United States\n\nhas duly accepted said charter granted by said act of Congress, and adopted\nlaws, and is the lawful successor to the National Educational Association.\nIn witness whereof,\n1907.\n\nwe have\n\nhereunto\n\nsigned our names\nNathan\nIrwin\n\nas\n\nto said\n\nby¬\n\nthis 20th day of August,\n\nC. Schaeffer,\n\nPresiding\n\nShepard,\n\nSecretary\n\nMEMBERS,\n\nJULY\n\nOfficer\n\nVERIFICATION\nRESOLUTIONS\n\n1. Resolved, That\n\nADOPTED\n\nBY THE\n\nthe National\n\nACTIVE\n\nEducational\n\nAssociation\n\n10, 1907\n\nhereby\n\naccepts the char¬\n\nter granted by an act of Congress entitled “An Act To Incorporate the National\nEducation Association of the United States,” passed June 30, 1906, and that the\nPresident and Secretary of this meeting be authorized and directed to execute\nand file with the Recorder of Deeds of the District of Columbia a verified certifi¬\ncate showing the acceptance by the Association of the charter granted by said act.\n2. Resolved, That the proposed bylaws of which notice was given at the annual\nmeeting of the Association held on July 6, 1905, which are printed in full in the\nJournal of said meeting, be and the same are hereby adopted to take effect im¬\nmediately.\n3. Resolved, That\nthe title “National\n“1857-1907.”\n\nthe Association\nEducation\n\nadopt as its corporate\n\nAssociation\n\nof the United\n\nseal a circle containing\nStates,” and\n\nthe dates\n\n4. Resolved, That the Association do now proceed to elect officers, and to or¬\nganize under the charter granted by the act of Congress.\nFiled in the office of the Recorder\nber 4, 1907.\n\nof Deeds\n\nof the District of Columbia,\n\nSeptem¬\n\n"}
{"page": 706, "printed_page": null, "text": "—\n\n1\n\n700\n\nNational\n\nEducation\n\nAssociation\n\n1\n1\n1\n\n8\n6\n\n8\n8\n8\n\n—\n\n6\n\n8\n8\n\nCALENDAR\n\n5\n\nTEACHERS\n\nS. S. Greene, President\nW. E. Sheldon, Secretary\nHAR Z. Richards, Treasurer\nRIS\nBUR\nG,\nJ. P. Wickersham,\nPresident\nPA\nS. LI. White,. Secretary\nS. P. Bates, Treasurer\n\nJames L. Enos, Chairman\nW. E. Sheldon,\nSecretary\n—\n\n—\n\n7\n\n8\n\n—\n—\n—\n—\n—\n—\n\nNATIONAL\n\nIND\n\n186\n\n7\n\nIAN\n\nAPO\nLIS\nJ.\nGregory,\nPresident\n, I\nses L. M.\nVan\nBokkelen,\nSecretary\nND.\nsio\nn\n\nNo\n\nJames\n\nHancock,\n\nJohn\n\nBU\n\nHancock,\n\nVI L. Van Bokkelen, President\nLW.\nLE E. Crosby, Secretary\nA. ,L.T Barber, Treasurer\nEN\nN.\nTR\nEN\nDaniel\nB. Hagar, President\nTO\nN,A. P. Marble, Secretary\nW.N. E.\nJ. Crosby, Treasurer\nCL\n\nEV\n\nE\n\nLA\n,\nASSOCIATION\nN\n\nEDUCATIONAL\n\nJohn\n\nHancock,\n\nN. A. Calkins, President\nW. E. Sheldon, Secretary\nE. C. Hewett, Treasurer\n\nTreasurer\n\nTO\n\nPE\n\nSA\n\nTO\n\nGA\n\n,K\nA\n\n.\n\nRI\n\n.\n\nSA\n\nW. F. Phelps, President\nW. D. Henkle, Secretary\nA. P. Marble, Treasurer\n\nN\n\nssion\n\n.\nNN\nN.\nT.\nTEE,\nIN\nON,\nLL L,M\nNT\nVI PAU\nRO\nSH ST.\nTO\n\nCI\n\nSC\n\nOC,\nAL\n\nIF\n\nPresident\n\nW. D. Henkle, Secretary\nJ. Ormond Wilson, Treasurer\n\nE,\n\nTreasurer\nPresident\n\nThomas\n\nW.\n\nBicknell,\n\n.\nLO\n,\n.OY.,\nCRO\nY.\nL\nE\nN\n.\nN,. NV .J. FFA\nSE\nWKIE\nGS DE\nKN, BU\nAU\nAR\nIN\nLW\nRPY\nPR\nMI\nBU\nGSA\nAS\n\nE. T. Tappan, President\nW. E. Sheldon, Secretary\nN. A. Calkins, Treasurer\n\nTO\n\nA,\nAGNA.T\n\nG. J. Orr, President\nW. E. Sheldon, Secretary\nH. S. Tarbell, Treasurer\n\nRA\n\nW. D. Henkle, Secretary\nE. T. Tappan, Treasurer\n\nSA\n\nH. Smart,\n\nL,.\nGIOL\n\n,\n\nJames\n\nA\nIC\nCH\n\nJ. Ormond Wilson, President\nW. D. Henkle, Secretary\nE. T. Tappan,\n\nAaron\n\nTreasurer\n\nGove, President\n\nJ. H. Canfield, Secretary\nS, E. C. Hewett, Treasurer\nN.\nY.\nAlbert P. Marble, President\n\nPresident\n\nH. S. Tarbell, Secretary\nN. A. Calkins, Treasurer\n\nJ. H. Canfield, President\nW. R. Garrett, Secretary\nE. C. Hewett, Treasurer\n\nFR\n\nAN\n\nM. A. Newall, President\nW. D. Henkle, Secretary\nJ. Ormond Wilson, Treasurer\nHancock,\n\nSecretary\n\nJ. H. Canfield, Secretary\nE. C. Hewett, Treasurer\n\nNA\n\ne\n187N8os\n\n—\n\nW. T. Harris, President\nM. R. Abbott, Secretary\nA. P. Marble, Treasurer\n\nJohn\n\nPresident\n\nJ. H. Canfield,\n\nNG\n\nLL\nOI.\n\nTreasurer\n\nW. E. Sheldon,\nE. C. Hewett,\n\nNS\n\nSP\n\nAG\n\nIC\n\nHancock,\n\nKA\n\nRA\n\nTreasurer\n\nS. H. White, President\nA. P. Marble, Secretary\nJohn\n\n1871-1907\n\nD.\nOH\nO\nF. ILouis\nSoldan, President\nW. E. Sheldon, Secretary\nN. A. Calkins, Treasurer\n\nTreasurer\n\nB. G. Northrup, President\nS. H. White, Secretary\n\nY.\n\nTreasurer\n\nSH\n\nE. E. White, President\nS. H. White, Secretary\n\nNS\n\nCruickshank,\n\nNA\n\nCH\n\n2\n\n—\nL.\n3\n1\nI,L\n0\nGO\n9\nA5\n6\n—\nIC\n.\nCH\nSM,O\n.\nUI\nSS\n.\n,\nA\n,\nY\n7\nLO\nN\nM\n.\nA\n.\nST\nTO\nIRN\n.\nS\nM\n4\nCH\n,\nEL\nBO\nIMTI\nRO\n\n9\n\n9\n\nJohn\n\nDE\n\n1857-1870\n\n6\n\nJ. L. Pickard, President\nW. E. Crosby, Secretary\n—\n\nOG\n\nRG\nN,.\n\nMEETINGS\n\nASSOCIATION,\n\n8\n9\nZ. Richards, President\n8\nJ. W. Buckley,\nSecretary\n—\nA. J. Rickoff, Treasurer\n0 —\n8\nA. J. Rickoff, President\nJ. W. Buckley, Secretary\n8 —\nC. S. Pennell, Treasurer\n5\n7\n—6 —\nPHIL J. W. Buckley, President\nCI\nADEL\nNC\nZ. Richards,\nSecretary\nPHIA\n9\nIN\n, PA\n—\nNA\n.Treasurer\nO. C. Wight,\n(Organ\n8\nTI\nized)\n—\n, O— No session\n1861, 1862\nHI\nO\n8\nJohn\nD. Philbrick, President\n—\nJames\nCruickshank, Secretary\nWA\nSH\nO. C. Wight, Treasurer\n5\nIN\nBU\nGT\nFF\nON\nH. Wells, President\nAL\n, D W.\n. David N. Camp, Secretary\nO,\nN.\n8\nZ.C. Richards, Treasurer\nY.\n—\n7\n\n9\n9\n9\n8\n9\n9\n\n8\n8\n8\n\n8\n\n6\n6\n\nNATIONAL\n\nOF\n\n.\n\nW. R. Garrett, President\nE. H. Cook, Secretary\nJ. M. Greenwood, Treasurer\nE. H. Cook, President\nR. W. Stevenson, Secretary\nJ. M. Greenwood, Treasurer\n(International\nEducation) Congress of\nAlbert G. Lane, President\nIrwin Shepard, Secretary\n\nJ. M. Greenwood,\n\nTreasurer\n\nAlbert G. Lane, President\nIrwin Shepard, Secretary\n\nJ. M. Greenwood,\n\nTreasurer\n\nNicholas Murray Butler,\nIrwin Shepard, Secretary\n\nI. C. McNeill,\n\nPresident.\n\nTreasurer\n\nNewton C. Dougherty, President\nIrwin Shepard, Secretary\n\nI. C. McNeill,\n\nTreasurer\n\nCharles R. Skinner, President\nIrwin Shepard, Secretary\n\nI. C. McNeill,\n\nTreasurer\n\n"}
{"page": 707, "printed_page": null, "text": "—\n1\n1 9\n\nAssociational\n\nRecords\n\n0\n\n9\n\nand\n\n3\n\n0\n\n—\n\n4\nJ. M.\nIrwin\n\nGreenwood,\nPresident\nShepard, Secretary\n—\n\nI. C. McNeill,\n\n1\n\nE. Oram\n\n9\n\n701\n\nInformation\n\nIrwin\n\nT\nON,M. Davidson,\nW.\nMASS\n.\n\nTreasurer\n\nLyte, President\n\nShepard,\n\nJames\n\nM.\n\nGreen,\n\n2\n\nH.\n\nST.\n\nPresident\nSecretary\n\nRhodes,\n\nTreasurer\n\nN. J.\n\nWilliam\nH. Maxwell,\nPresident\nIrwin Shepard, Secretary\nJames\n\nPresident\n\nKeyes,\n\nMcHenry\n\nLOU\n\nIS,\nGROVE,\nMO.\n\nW.\n\nCrabtree,\n\nTreasurer\n\n19\n\n06 ASB\nURYNathan C. Schaeffer, President\nNo\nPAR\nIrwin\nse\nK Shepard, Secretary\nss\nand\nioJ. N. Wilkinson,\nOCE Treasurer\nn\nAN\n\nPresident\n\nTreasurer\n\n0\n\nOL\n\nIS\n\n,\n\n—\n\nAP\n\nArthur\n\nH.\n\nChamberlain,\n\nCornelia\n\nTreas.\n\nJames Y. Joyner, President\nIrwin Shepard, Secretary\nArthur\nH. Chamberlain,\nTreas.\n\n—\n—\n—\n\n—\nNE\n\n—\n—\n—\n9\n—\n—\n3\n—\n0\n5\n\n5\n—\n3 NATIONAL\nEDUCATION\nASSOCIATION\nOF THE\nCH\nAR\n6\nL\nOS\nLE\nST\n—\nUNITED\nSTATES,\nAN 1908 —\nON\nGE\n,\nS. —\nLE\nC\nS,\n.\nWilliam\nB. Owen,\nPresident\nEdwin\nG. Cooley, President\nCA\n—\nTR\nIrwin Shepard, Secretary\nJ. W. LCrabtree,\nSecretary\nI\nF\nOI\nCornelia . S. Adair, Treasurer\nArthur\nH. Chamberlain,\nTreas.\nT,\n—\nMI\nCH\nOlive M. Jones, President\nLorenzo\nD. Harvey, President\n.\nIrwin Shepard, Secretary\nJ. W. Crabtree, Secretary\n\n8 6\n7\n\n3\n1\n4\n3\n3\n2\n\nCharles\n\nTreasurer\n\nJohn W. Cook,\nIrwin Shepard,\n\nSecretary\n\n9\n0\nI. C. McNeill, Treasurer\n98\n—\nWASH Oscar 5\nINGT T. Corson, President\n0\nONShepard,\n, D\nIrwin\nSecretary\n. C. —\nCarroll G. Pearse,\nTreasurer\n7\n\nIrwin Shepard, Secretary\n2\n9\n—\nL. C. Greenlee,\nTreasurer\n9\n—\nLOS\n2\nA\nN\n2\nGWilliam\nELE\nM. Beardshear,\nS,\n2\nCALI\nIrwin Shepard,\nSecretary\nF.\n4\n\nCharles\nW. Eliot, President\nIrwin Shepard, Secretary\n\nBOS\n\nOA\nWA\n\n.\n\nDurand\n\nW.\n\nSpringer,\n\nCarroll\n\nG.\n\nPearse,\n\nIrwin\n\nShepard,\n\nKatherine\n\nD.\n\nDurand\n\nW.\n\nAP\n\nOL\n\nP\n\nTreasurer\n\nIS\nI,N\nD\n\nH\n\nSecretary\n\nSwain,\n\nDurand\n\nW.\n\nA\n\nE\n\nL\n\nP\n\nH\n\nIP\nAA\n,.\n\nPresident\nSecretary\nTreasurer\n\nStarr\n\nJordan,\n\nW.\n\nSpringer,\n\nDavid\n\nB.\n\nJohnson,\n\nGrace\n\nW.\nM.\n\nPresident\n\nSpringer,\n\nSecretary\n\nShepherd,\n\nTreasurer\n\nDurand\n\nW.\n\nSpringer,\n\nThomas\n\nE.\n\nFinegan,\n\nBradford,\n\nStrayer,\n\nJ. W. Crabtree,\nA. J. Matthews,\n\nM.\n\nSecretary\nTreasurer\n\nCorliss\n\nJ. W. Crabtree,\nA. J. Matthews,\n\nPresident\n\nPreston,\n\nSecretary\nTreasurer\n\nHunter,\n\nPresident\n\nCrabtree,\n\nSecretary\n\nCornelia\n\nS. Adair,\n\nCharl\n\nOrmond\n\nJ. W.\n\nCrabtree,\n\nCornelia\n\nI\nSH\nWA\n\nJosephine\n\nSecretary\nTreasurer\n\nNT\n\nD.\n\nPresident\n\nLA\nAT\n\nJ. W. Crabtree,\nA. J. Matthews,\nGeorge\n\nTreasurer\n\nTreasurer\n\nWilliams,\n\nPres.\n\nPres.\n\nSecretary\n\nS. Adair,\n\n.\nL,\n.LO\n.\nAFIG\nO\nOL,\nR\nICI\n,\nC\n.\nE\nD\nAL\nH.\nE\nCH,\n,\nC,\nJ.\nT\nNV\nORN\nA\nESC\nL\nC.N\nOMII\n,N.\nDE\nDT.O\nTR\nRT\nEL\nTY\nDE\nPO\nNG\nCIC\nI\n\nC.\n\nSecretary\n\nNG\nSA\n\nC.\n\nPresident\n\nLO\n\nJ. Aley,\n\nMary\n\nSecretary\nTreasurer\n\nRobert\n\nTreasurer\n\nPresident\n\nSecretary\n\nS. Adair,\n\nTreasurer\n\nG.\n\nBlair,\n\nJ. W.\n\nCrabtree,\n\nHenry\n\nLester\n\nCornelia\n\nSmith,\n\nS. Adair,\n\nJ. W.\n\nCrabtree,\n\nHenry\n\nLester\n\nUel\n\nW.\n\nPresident\n\nSecretary\nTreasurer\n\nPresident\n\nSecretary\n\nSmith,\n\nTreasurer\n\nLamkin,\n\nPresident\n\nJ. W.\n\nCrabtree,\n\nSecretary\n\nHenry\n\nLester\n\nSmith,\n\nE. Ruth Pyrtle,\nJ. W. Crabtree,\nHenry\n\nLester\n\nWillis\n\nA.\n\nTreasurer\n\nPresident\nSecretary\n\nSmith,\n\nTreasurer\n\nP\n\nShepherd,\n\nCO\n\nM.\n\nA\nE\nN\n\nGrace\n\nDurand\n\nN\n\nPresident\n\nN.\n,.\nGAA\n,N\nO\nMSI\nNT\nH,I\nI\nL\nLA\nUOS\nO\nMB\nLU\n\nDavid\n\nI\nM\n\nM.\n\nAT\n\nSpringer,\nShepherd,\n\nGrace\n\nDurand\n\n.\n\nD\n\nPresident\nTreasurer\n\nJoseph\n\nFred\n\nFrancis\n\nAN\n\nSecretary\n\nSpringer,\n\nM.\n\nJ. W.\n\nDI\n\nShepherd,\n\nGrace\n\nNewlon,.\n\nN F Mary McSkimmon, President\nRJ.\nAN W. Crabtree, Secretary\nON\nCI\nHenry\nLester Smith, Treasurer\n,D.\nSC\n192 7— SEATTLE,\nWASH.\nO\nC.\n\nIN\n\nPresident\n\nFairchild,\n\nCrabtree,\n\nGT\n\nL\n\nT.\n\nH.\n\nJ. W.\n\nTreasurer\n\nSA\n\nI\n\nEdward\n\nJesse\n\nCornelia\n\nD-\n\nIN\n\nTreasurer\n\nBlake,\n\nAN\n\nSH\n\nElla Flagg Young, President\nNN Irwin Shepard, Secretary\n\nMI\n\nKL\n\nS. Adair,\n\nSutton,\n\nPresident\n\nJ. W. Crabtree, Secretary\nHenry\nLester Smith, Treasurer\nFlorence\n\nHale,\n\nPresident\n\nJ. W.\n\nCrabtree,\n\nHenry\n\nLester\n\nSmith,\n\nPresident\n\nJoseph\n\nRosier,\n\nJ. W.\n\nCrabtree,\n\nHenry\n\nLester\n\nSecretary\n\nSecretary\n\nSmith,\n\nJessie\n\nGray,\n\nJ. W.\n\nCrabtree,\n\nHenry\n\nLester\n\nTreasurer\n\nTreasurer\n\nPresident\n\nSecretary\n\nSmith,\n\nTreasurer\n\nHenry\nLester Smith, President\nWillard\nE. Givens, Secretary\n\nJ. W. Crabtree, Secretary Emeritus\nR. E. Offenhauer, Treasurer\nAgnes Samuelson,\nPresident\nWillard\nE. Givens, Secretary\n\nJ. W. Crabtree, Secretary Emeritus\nR. E. Offenhauer, Treasurer\nOrville\nWillard\n\nJ. W.\n\nC. Pratt, President\nE. Givens, Secretary\n\nCrabtree,\n\nSecretary Emeritus\n\nR. E. Offenhauer,\n\nTreasurer\n\n"}
{"page": 708, "printed_page": null, "text": "702\n\nNational\n\nNATIONAL\n\nEducation\n\nEDUCATION\nUNITED\n\nAssociation\n\nASSOCIATION\nSTATES\n\nOF\n\nTHE\n\nOFFICERS— 1936-37\nOrville\nWillard\n\nC.\nE.\n\nPratt .\nGivens .\n\nPresident .\nSuperintendent\nExecutive Secretary .\n\nJ. W. Crabtree .\nR. E. Offenhauer .\n\nSchools, Spokane,\nWashington,\n\nSecretary Emeritus .\nTreasurer .\nSuperintendent\n\nHonorary\nJohn\nMrs.\n\nof\n\nWashington, D. C.\nof Schools, Lima, Ohio\n\nPresidents\n\nDewey .\nSusan M. Dorsey .\n\nExecutive\nOrville\n\nC.\n\nPratt .\n\nAgnes\n\nSamuelson\n\nJoseph\n\nH.\n\n.\n.\n\nCommittee\n\nPresident .\n\nSuperintendent\nState\n\nSuperintendent\n\nof\n\nPublic\n\nTrustees,\n\nSuperintendent\n\nof\n\nSchools,\n\nVicepresident .\n\nChairman,\n\nBoard\n\nof\n\nR. E. Offenhauer .\nCaroline\n\nMember\n\n.\n\nby\n\nof Schools,\n\nSpokane,\n\nWash.\n\nInstruction,\n\nIowa\n\nNews, Va.\nTreasurer .\n\nS. Woodruff\n\nNew\nYork, N. Y.\nLos Angeles, Calif.\n\nFirst\n\nDes Moines,\nSaunders\n\nWash.\nD. C.\n\nSuperintendent\n\nElection,\n\nPrincipal,\n\nState\n\nNormal\n\nNewport\n\nof Schools, Lima,\nSchool,\n\nOhio\n\nCastleton,\n\nVt.\n\nBoard of Trustees\nJoseph H. Saunders .\nOrville C. Pratt .\n\nChairman .\nPresident .\n\n...Newport\nSpokane,\n\nNews,\nWash.\n\nVa.\n\nEdgar G. Doudna .\nJoseph Marr\nGwinn .\n\nSecretary, Board of Normal School Regents, Madison, Wis.\nProfessor of Education, San Jose State College, San Jose,\n\nA. L. Whittenberg .\n\n2002 South\n\nCalif.\n\nFifth Street, Springfield, Ill.\n\nVicepresidents\nCounty Superintendent of Schools, Bainbridge, Ga.\nPresident .\nOklahoma Education Association, Bristow, Okla.\nTeacher .\nKansas City, Kans.\nState Commissioner of Education, Hartford, Conn.\nPresident .\nOakland Teachers Association, Oakland, Calif.\nPrincipal .\nHigh School, Jeanerette, La.\nTeacher .\nPaterson, N. J.\nState Superintendent of Schools, Phoenix, Ariz.\nSecretary .\nArkansas Education Association, Little Rock, Ark\nExecutive Secretary. . . .Montana Education Association, Helena, .Mont.\nSecretary .\nWisconsin Education Association, Madison, Wis.\nFirst Vicepresident .\nState Superintendent of Public Instruction,\nDes Moines, Iowa\n\nAndrew\nAvery\n.\nErnest\nH. Black .\nMarie\nBrotherson\n....\nE. W. Butterfield .\nEvlyn\nChasteen\n.\nW. L. Colvin .\nMattie\nS. Doremus\n....\nHerman\nE. Hendrix. . . .\nMiss Willie A. Lawson\nM. P. Moe .\nO. H. Plenzke .\nAgnes\nSamuelson\n.\n\nBoard of Directors\nDirectors\n\nEx\n\nOfficio\n\nOrville C. Pratt,\nAgnes\nSamuelson,\n\nPresident .\nVicepresident .\n\nR. E. Offenhauer,\n\nTreasurer .\n\nJoseph H. Saunders, Chairman, Board of Trustees .\nWillard\nE. Givens, Executive Secretary .\n\nSpokane, Wash.\nDes Moines, Iowa\n\nLima,\n\nOhio\n\nNewport News, Va.\nWashington, D. C.\n\nLife Directors\nCornelia\n\nS. Adair,\n\n3208\n\nHawthorne\n\nAvenue\n\n.\n\nFrancis G. Blair, 440 Canedy Street .\nBoard of Education .\nMrs. Mary\nC. C. Bradford, 1201 East Sixteenth Avenue\n.\nNicholas\nMurray\nButler, President, Columbia University .\n\nP. P. Claxton,\nHugh\n\nA.\n\nJessie\n\nGray,\n\nPresident, Austin Peay Normal\n\nGraham,\n\nSouth\n\nStevens\n\nMain\n\nSchool\n\nof\n\nStreet\n\nSchool .\n\n.\n\nPractice .\n\nRichmond,\n\nVa.\n\nSpringfield, Ill.\nNashville, Tenn.\nDenver, Colo.\nNew\nYork, N. Y.\n\nClarksville, Tenn.\nMount\n\nPleasant,\n\nMich.\n\nPhiladelphia,\n\nPa.\n\n"}
{"page": 709, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n703\n\nFlorence Hale, Hotel Davenport .\nStamford, Conn.\nFrederick M. Hunter, Chancellor, University of Oregon .\nEugene, Ore.\nIllinois State Teachers Association .\nSpringfield, Ill.\nOlive M. Jones, Calvary House .\nNew York, N. Y.\nJames Y. Joyner .\nLa Grange, N. C.\nUel W. Lamkin, President, Northwest Missouri State Teachers College .\nMaryville, Mo.\nMary McSkimmon, 205 Tappan Street .\n.\nBrookline, Mass.\nJesse H. Newlon, Lincoln School, Teachers College, Columbia University .\nNew York, N. Y.\nCarroll G. Pearse, 1721 Ludington Avenue .\nMilwaukee, Wis.\nMrs. Josephine Corliss Preston .\nBurton, King County, Wash.\nE. Ruth Pyrtle, Principal, Bancroft School .\nLincoln, Nebr.\nJoseph Rosier, President, Fairmont State Teachers College .\nFairmont, W. Va.\nAgnes Samuelson, State Superintendent of Public Instruction .\nDes Moines, Iowa\nHenry Lester Smith, Dean, School of Education, Indiana University .\nBloomington, Ind.\nGeorge D. Strayer, Teachers College, Columbia University .\nNew York, N. Y.\nJ. W. Studebaker, U. S. Commissioner of Education .\nWashington, D. C.\nWillis A. Sutton, Superintendent of Schools .\n. . Atlanta, Ga.\nTeachers Institute .\nPhiladelphia, Pa.\nJohn J. Tigert, President, University of Florida .\nGainesville, Fla.\nCharl Ormond Williams, Director, Division of Field Service, N.E.A .\nWashington, D. C.\nGeorge F. Zook, President, American Council on Education .\nWashington, D. C.\n\nState Directors\nAlabama .\nAlaska .\n\n.\n.\n\nArizona .\nArkansas .\nCalifornia .\nColorado .\n\n.\n.\n.\n.\n\nConnecticut .\nDelaware .\nDistrict of Columbia\nFlorida . . * .\n\n.\n.\n.\n.\n\nGeorgia\nHawaii\n\n.\n.\n\n.\n.\n\nIdaho .\nIllinois .\n\n.\n.\n\nIndiana\n\n.\n\n.\n\n.\n\n.\n\nIowa\n\n.\n.\n.\n.\n\nJ. D. Williams, Principal, Avondale School .\nBirmingham\nEverett R. Erickson, Head, Department of English,\nAlaska Public Schools .\nJuneau\nT. G. Grieder, Superintendent of Schools .\nWinslow\nW. E. Phipps, State Commissioner of Education .\nLittle Rock\nF. A. Henderson, Superintendent of Schools .\nSanta Ana\nW. B. Mooney, Executive Secretary, Colorado Edu¬\ncation Association . . .\nDenver\nHelen T. Collins, Principal. Lovell School .\nNew Haven\nH. V. Holloway, State Superintendent of Public Instruction.. Dover\nEdgar C. Higbie, President, Wilson Teachers College ....Washington\nJames S. Rickards, Executive Secretary, Florida Edu¬\ncation Association .\nTallahassee\nM. D. Collins, State Superintendent of Schools .\nAtlanta\nEarl L. McTaggart, Secretary, Hawaii Education\nAssociation .\nHonolulu\nW. D. Vincent, Superintendent of Schools .\nBoise\nJohn W. Thalman, Superintendent, Waukegan Town¬\nship Secondary Schools .\nWaukegan\nCharles O. Williams, Secretary-Treasurer, Indiana\nState Teachers Association .\nIndianapolis\nFred D. Cram, Associate Professor of Education, Iowa\nState Teachers College .\nCedar Falls\nF. L. Schlagle, Superintendent of Schools .\nKansas City\nW. S. Taylor, Dean, College of Education, University\nof Kentucky .\nLexington\nJ. N. Poche, Supervisor, St. Charles Parish Schools .\nHahnville\nWilliam B. Jack, Superintendent of Schools .\nPortland\nEugene W. Pruitt, County Superintendent of Schools .\nFrederick\nAnnie C. Woodward, High School Teacher .\nSomerville\nGrover Stout, Principal, 1851 West Grand Blvd .\nDetroit\nDaisy Brown, Teacher, 407 South Sixth St .\nStillwater\nH. V. Cooper. Superintendent of Schools .\nVicksburg\nThomas J. Walker, Associate Secretary, Missouri State\nTeachers Association .\nColumbia\nM. P. Moe, Executive Secretary, Montana Education\nAssociation .\nHelena\nGeorge F. Knipprath, Technical High School .\n.\nOmaha\nJ. R. Warren, Teacher, Billinghurst Junior High School .\nReno\nLyle Wilson Ewing, Head of English Department .\nClaremont\nRaymond B. Gurley. Principal, Barringer High School .\nNewark\n\n.\n\nD.\n\nKansas .\nKentucky .\n\n.\n.\n\nLouisiana .\nMaine\n.\nMaryland .\nMassachusetts .\nMichigan .\nMinnesota .\nMississippi .\nMissouri .\n\n.\n.\n.\n.\n.\n.\n.\n.\n\nMontana\n\n.\n\n.\n\nNebraska .\nNevada .\nNew Hampshire ....\nNewr Jersey .\nNew Mexico .\nNew\nNorth\n\nYork\n\n.\n\nCarolina\n\n.\n\n.\n.\n\nNorth Dakota .\nOhio .\nOklahoma .\nOregon .\nPennsylvania .\n\n.\n.\n. . .\n.\n.\n\nRhode Island .\nSouth Carolina .\nSouth Dakota .\n\n.\n.\n.\n\nTennessee\n\n.\n\n.........\n\nN.\n\nPope,\n\nActing\n\nSecretary,\n\nNew\n\nMexico\n\nEducational\n\nAssociation .\n.\nSanta Fe\nFrederick Houk Law, Chairman, Department of Eng¬\nlish, Stuyvesant High School .\nNew York\nGuy B. Phillips. Professor of Secondary Education,\nUniversity of North Carolina .\nChapel Hill\nL. A. White, Superintendent of Schools .\nMinot\nB. F. Stanton, Superintendent of Schools .\nAlliance\nM. E. Hurst, Physics Instructor, Central High School .\nTulsa\nAustin Landreth, Superintendent of Schools.... .\nPendleton\nJ. Herbert Kelley, Executive Secretary, Pennsylvania\nState Education Association .\nHarrisburg\nJames F. Rockett, State Director of Education .\nProvidence\nA. C. Flora, Superintendent of Schools .\nColumbia\nN. E. Steele, Executive Secretary, South Dakota Edu¬\ncation Association .\nSioux Falls\nS, L. Ragsdale, Principal, Hume High School .\nMemphis\n\n"}
{"page": 710, "printed_page": null, "text": "704\n\nNational\n\nTexas .\nUtah .\nVermont . . .\nVirginia ....\n\nRush\n\nEducation\n\nM.\n\nCaldwell,\n\nN. Howard\nJoseph\nMrs.\n\nWashington\nWest Virginia\nWisconsin\n\nEdith\n\nSchools\n\nWilson\n\nHigh\n\nCampbell,\n\nOffice of Superintendent\n\nTrent,\n\nHigh\n\nSchool ... Dallas\n\nDirector\n\nBrattleboro\n\nWashington-Gatewood\n\nBerkeley,\n\nState Superintendent\n\nSchuette,\n\nof Schools.\n\nof Free Schools\n\nof Commercial\n\n.\n\nEduca¬\n\ntion, 220 South Van Buren St .\nH. H. Moyer, Principal, High School .\n\nWyoming\n\nHEADQUARTERS\n\nE. Givens,\n\nJ. W.\n\nCrabtree,\n\nNorfolk\n\n. . .Seattle\n\nCharleston\nGreen Bay\nRawlins\n\nSTAFF\n\n1201 Sixteenth Street, Northwest,\nWillard\n\nTooele\n\nSchool .\n\nPrincipal,\n\nW.\n\nH.\n\nPrincipal,\n\n.\n\nW.\n\nW.\n\nWoodrow\n\nPrincipal, Central School .\n\nB. Joynes,\n\nErnest\nAmanda\n\nTeacher,\n\nJensen,\n\nA. Wiggin,\n\nAssociation\n\nWashington,\n\nExecutive\nSecretary\n\nD. C.\n\nSecretary\nEmeritus\n\nDirectors of Divisions\nAccounts and Records\n.\nBusiness\n. . . . Classroom Service\n.\nField Service\n.\nMembership\n.\nPublications\n.\nResearch\n. . . .Associate Director\n.\nRural Service\n\nMary J. Winfree .\nHarold A. Allan .\nAgnes Winn .\nCharl Ormond Williams\n\nT. D. Martin .\n\nJoy Elmer Morgan .\nWilliam G. Carr .\nFrank W. Hubbard.\nHoward A. Dawson .\nHarriett M. Chase .\n\n.\n\nSecretary’s Office\n\nSecretaries of Departments\nS. D. Shankland .\n\nAmerican\n\nAssociation of School Administrators\n\nKathryn G. Heath .\nEva G. Pinkston .\nMary F. Hazell .\n\nNATIONAL\n\nand Administrative\n\nService\n\nDeans of Women\nElementary School Principals\nSupervisors and Directors of Instruction\n\nCOUNCIL\n\nOF\n\nEDUCATION\n\nPresident — William C. Bagley, Professor of Education, Teachers College, Columbia University, New\nYork, N. Y. (Term expires 1937).Vicepresident — Lida Lee Tall, President, State Teachers College, Towson, Md. (Term expires 1937).\nSecretary — Charl Ormond Williams, Field Secretary, National Education Association, 1201 16th\nSt., N. W., Washington, D. C. (Term expires 1937).\nExecutive Committee — Anna Laura Force, Principal, Lake Junior High School, Denver, Colo. (Term\nexpires 1937); Margaret Kiely, Principal, Bridgeport City Normal School, Bridgeport, Conn.\n(Term expires 1937); A. L. Threliceld, Superintendent of Schools, Denver, Colo. (Term\nexpires 1938).\n\nOFFICERS\nDepartment\n\nOF\n\nDEPARTMENTS\n\nof Administrative\n\nWomen\n\nin Education\n\nPresident — Mrs. Inez Johnson Lewis, State Superintendent of Public Instruction, Denver, Colo.\nVicepresident — Mrs. Edith B. Joynes, Principal, Washington-Gatewood Schools, Norfolk, Va.\nSecretary — Mrs. Margaret Mendenhall Smith, Principal, Ebert School, Denver, Colo.\nTreasurer — Margaret C. Mackintosh, Principal, Public School No. 140, Brooklyn, N. Y.\nAuditor — Ruth West, Head, History Department, Lewis and Clark High School, Spokane, Wash.\nDirectors — Elizabeth Wells Robertson, Director, Art Education, Chicago Public Schools, Chicago,\nIll.; Sue M. Powers, Superintendent, Shelby County Schools, Memphis, Tenn.; Agnes Samuelson, State Superintendent\n\n158 Highland\nCastleton, Vt.\n\nof Public\n\nSt., Taunton,\n\nInstruction,\n\nMass.;\n\nDes\n\nCaroline\n\nMoines,\n\nIowa;\n\nWoodruff,\n\nMary\n\nElizabeth\n\nPrincipal, State\n\nO’Connor,\n\nNormal\n\nSchool,\n\n"}
{"page": 711, "printed_page": null, "text": "Association al\n\nRecords\n\nDepartment\n\nand\n\nof Adult\n\nInformation\n\n705\n\nEducation\n\nPresident — Maude E. Aiton, Principal, Webster School, Tenth and H Sts., Washington, D. C.\nVicepresident — George C. Mann, Chief, Division of Adult and Continuation Education, State De¬\npartment of Public Instruction, Los Angeles, Calif.\nSecretary — Frances K. Wetmore. Director, Adult Education, Board of Education, Chicago, Ill.\nEditor, Bulletin— >Caroline A. Whipple, State Department of Public Instruction, Albany, N. Y.\nTreasurer — Jessie M. Robbins, 1201 Sixteenth St., N. W., Washington, D. C.\nExecutive Committee — L. R. Alderman, Director, Education Division. WPA, 1340 G St., N. W..\nWashington, D. C.; Marguerite H. Burnett, State Director of Adult Education, Eleventh and\nWashington Sts., Wilmington, Del.\n\nAmerican\n\nAssociation\n\n(Formerly\n\nof School\n\nDepartment\n\nAdministrators\n\nof Superintendence)\n\nPresident — C. B. Glenn, Superintendent of Schools. Birmingham, Ala.\nFirst Vicepresident — A. L. Threlkeld. Superintendent of Schools, Denver. Colo.\nSecond Vicepresident — J. W. Ramsey, Superintendent of Schools, Fort Smith, Ark.\nExecutive Secretary — Sherwood D. Shankland, 1201 Sixteenth St., N. W., Washington. D. C.\nExecutive Committee — George C. Bush, Superintendent of Schools, South Pasadena, Calif. (Term\nexpires 1938) ; Ben G. Graham. Superintendent of Schools, Pittsburgh, Pa. (Term expires\n1939); J. C. Cochran, Superintendent of Schools, San Antonio, Texas (Term expires 1940);\nJesse\n\nH.\n\nMason,\n\nSuperintendent\n\nof Schools,\n\nCanton,\n\nOhio\n\n(Term\n\nexpires\n\n1941);\n\nthe president,\n\nfirst vicepresident, and second vicepresident, ex officio.\n\nAmerican\n\nAssociation\n(A\n\nDepartment\n\nof Teachers\nof the\n\nN.\n\nColleges\n\nE. A.)\n\nPresident — L. A. Pittenger, President, Ball State Teachers College. Muncie, Ind.\nVicepresident — F. E. Engleman. Principal. State Normal School, New Haven, Conn.\nSecretary-Treasurer — Charles W. Hunt, Principal, State Normal School, Oneonta, N. Y.\nExecutive Committee — C. E. Rarick, President. Fort Hays State College, Raj's, Kans. (Term expires\n1938); E. J. Ashbaugh, Dean. School of Education. Miami University, Oxford. Ohio (Term\nexpires 1939); Marvin S. Pittman, President, South Georgia Teachers College, Collegeboro, Ga.\n(Term expires 1940).\n\nAmerican\n\nEducational\n(A\n\nPresident — David H. Sutton,\nColumbus, Ohio.\n\nDepartment\n\nResearch\nof the N.\n\nAssociation\n\nE. A.)\n\nDirector, Division of School Finance, State Department\n\nof Education,\n\nVicepresident — W. A. Brownell. Professor of Educational Psj'chologj'. Duke Universitj', Durham,\nN. C.\nSecretary-Treasurer — Wllllam G. Carr. Director. Research Division, National Education Association,\n1201 Sixteenth St., N. W., Washington, D. C.\nExecutive Committee — Philip A. Boyer. Director, Division of Educational Research, Board of Educa¬\ntion, Philadelphia, Pa.; H. A. Greene, Director, Bureau of Educational Research and Service,\nState University of Iowa, Iowa Citj% Iowa; the officers of the Department, ex officio.\n\nDepartment\n\nof Art Education\n\nPresident — Grace M. Baker. Head, Division of Arts, Colorado State College of Education. Greelej’,\nColo.\nVicepresident — Muriel V. Sibell. Head. Art Department. University of Colorado. Boulder, Colo.\nSecretary-Treasurer — Mrs. Dora B. Hatfield, David Hill High School, Akron, Ohio.\n\nDepartment\n\nof Business\n\nEducation\n\nPresident — Ernest A. Zelliot, Associate Professor of Education. Universitj' of Denver, Denver. Colo.\nFirst Vicepresident — Lola Maclean, Educational Director, Detroit Commercial College, Detroit, Mich.\nSecond Vicepresident — Ida Granberg, Kelso High School. Kelso, Wash.\nSecretary-Treasurer — Mrs. Frances D. North. Western High School. Baltimore, Md.\nEditor, National Business Education Quarterly — Herbert A. Tonne. Assistant Professor of Education.\nNew York University, New York. N. Y.\nExecutive Committee — Joseph L. Kochka. Woodrow Wilson High School. Washington. D. C. (Term\nexpires 1937); Mary Stuart, Brighton High School. Brighton. Mass. (Term expires 1937);\nC. D. Cocanower. Head. Department of Commerce. Phoenix Junior College. Phoenix, Ariz.\n(Term expires 1937); Benjamin R. Haynes, University of Southern California. Los .Angeles.\nCalif. (.Term expires 1937); Jessie Graham. Associate Professor of Commerce, State Teachers\nCollege, San Jose, Calif. (Term expires 1938): Ruby Perry. Allen High School of Commerce.\nNew Orleans. La. (Term expires 1939); Elmer E. Spann abel. Public Schools, Pittsburgh, Pa.\n(Term expires 1939).\n\n"}
{"page": 712, "printed_page": null, "text": "706\n\nNational\n\nEducation\n\nDepartment\n\nAssociation\n\nof Classroom\n\nTeachers\n\nPresident — Albert M. Shaw, Box 885. Arcade Annex, Los Angeles, Calif.\nVicepresident — Mrs. Mary D. Barnes, 223 Summit Road, Elizabeth, N. J.\nSecretary — Frances Jelinek, Room 150, Hotel Wisconsin, Milwaukee, Wis.\nDirector Ex Officio— Mary C. Ralls, 6529 Jefferson St., Kansas City, Mo.\nRegional Directors — Eastern, Emily Tarbell, 235 Glenwood Ave., Syracuse, N. Y. (Term expires\n1937); Midwestern, Mrs. Myrtle Hooper Dahl, 312 South Eighth St., Minneapolis, Minn.\n(Term expires 1938); Western, Elphe K. Smith, Box 22, R. D. 1, Tigard, Ore. (Term expires\n1939).\n\nDepartment\n\nof Deans\n\nof Women\n\nPresident — Harriett M. Allyn, Academic Dean, Mt. Holyoke College, South Hadley, Mass.\nVicepresident — Alice C. Lloyd, Dean of Women, University of Michigan, Ann Arbor, Mich.\nTreasurer — Gladys C. Bell, Dean of Women, University of Denver, Denver, Colo.\nSecretary — Helen Pritchard, Dean of Girls, Hartford Public High School, Hartford, Conn.\nHeadquarters Secretary — Kathryn G. Heath, 1201 Sixteenth St., N. W., Washington, D. C.\n\nDepartment\n\nof Elementary\n\nSchool\n\nPrincipals\n\nPresident — Edy'the J. Brown, Principal, Kaley-Marquette Schools, South Bend, Ind.\nFirst Vicepresident — Harley W. Lyon, Principal, Longfellow-Cleveland Schools, Pasadena, Calif.\nSecond Vicepresident — Maude A. Rhodes, Principal, Whitefoord School, 185 Westminster Drive,\nN. E., Atlanta, Ga.\nThird Vicepresident — Irvin A. Wilson, Principal, Delano School, Chicago, Ill.\nFourth Vicepresident — Clifford E. Perry% Principal, Lents School, 4263 S. E. Belmont St., Portland,\nOre.\nFifth Vicepresident — Isabel\nLouis, Mo.\n\nTucker,\n\nPrincipal, Festus Wade\n\nSchool, 2030\n\nS. Vandeventer\n\nSt., St.\n\nExecutive Secretary — Eva G. Pinkston, 1201 Sixteenth St., N. W., Washington, D. C.\nExecutive Committee — Earl R. Laing, Principal, Burt School, Detroit, Mich. (Term expires 1937);\nMason A. Stratton, Principal, Brighton Avenue School, Atlantic City, N. J. (Term expires\n1938); Mrs. Edith B. Joynes, Principal, Washington-Gatewood Schools, Norfolk, Va. (Term\nexpires 1939); Ira M. Kline, Principal, Greenburgh #8 Schools, White Plains, N. Y. (Term\nexpires 1940).\nCertification Division — Cassie F. Roys, Principal, Walnut Plill Schools, 2609 Bristol St., Omaha,\nNebr.\nLife Membership Division — Herbert C. Hansen, 1045 North Lockwood Ave., Chicago, Ill. (Term\nexpires 1937).\nRetirement Division — M. Emma Brookes, Principal, Miles-Cranwood Schools, Cleveland, Ohio.\n\nDepartment\n\nof Kindergarten-Primary\n\nEducation\n\nPresident — Mrs. Ada J. Farmer, 1623 Southeast Ladd Ave., Portland, Ore.\nVicepresident — Evlyn Bird. 22 East Shadowlawn, Atlanta, Ga.\nSecretary-Treasurer— Anne O’Neill, Supervisor, Oregon Normal School, Monmouth, Ore.\nRegional Directors — Dodie Hooe, Supervisor, Kindergarten-Primary Education, Board of Education,\nDallas. Texas (Term expires 1937); Helen L. Johnson, Supervisor, Central Teachers College,\nMt. Pleasant, Mich. (Term expires 1938); Ethel Massengale, Supervisor, KindergartenPrimary Education, Board of Education. Atlanta, Ga. (Term expires 1939); A. Maud Sproat,\nSupervisor, Kindergarten-Primary Education, City and County Building, Salt Lake City, Utah\n(Term expires 1940).\n\nDepartment\n\nof Lip Reading\n\nPresident — Eliza C. Hannegan. Lip Reading Teacher, Public School Adult Classes, Portland, Maine.\nVicepresident — Mary E. Van Horn, 360 East Fiftieth St., New York, N. Y.\nSecretary-Treasurer — Marie K. Mason, Professor, Phonetics Laboratories, Ohio State University,\nColumbus, Ohio.\n\nDepartment\n\nof Music\n\nEducation\n\nPresident — Robert B. Walsh, Music Department, Franklin High School, Portland, Ore.\nSecretary — Lena Belle Tartar, Music Department, Salem High School, Salem, Ore.\n\nDepartment\n\nof Rural\n\nEducation\n\nPresident — Fred C. Fischer, Superintendent, Wayne County Schools, Detroit, Mich.\nVicepresident — I. Jewel Simpson, Assistant State Superintendent in charge of Elementary\nBaltimore, Md.\n\nInstruction,\n\nSecretary — Mrs. Katherine M. Cook, Chief, Division of Special Problems, U. S. Office of Education,\nWashington, D. C.\nExecutive Committee — Francis L. Bailey, State Commissioner of Education, State House, Montpelier,\nYt. (Term expires 1938); O. H. Bennett, Superintendent, Hamilton County Schools, Cincinnati,\nOhio (Term expires 1938); Chloe C. Baldridge, Director of Rural Education, State Department\nof Public Instruction. Lincoln, Nebr. (Term expires 1940); R. D. Baldwin, Professor of Educa¬\ntion. West Virginia University, Morgantown, W. Va. (Term expires 1941); S. T. Burns, State\nDirector of Music, Baton Rouge, La. (Term expires 1942); president and vicepresident, ex\nofficio members of Executive Committee.\n\n"}
{"page": 713, "printed_page": null, "text": "Associational\n\nDepartment\n\nRecords\n\nof School\n\nand\n\nHealth\n\n707\n\nInformation\n\nand Physical\n\nEducation\n\nPresident — Mrs. Edna W. Bailey, Professor of Education, University of California, Berkeley, Calif.\nVicepresident — A. G. Ireland, State Director of Health, Safety, and Physical Education, Trenton,\nN. J.\nSecretary-Treasurer — James E. Rogers, Director, National Physical Education Service, National\nRecreation Association, New York, N. Y.\nExecutive Committee — F. W. Maroney, Professor of Physical Education, Teachers College, Columbia\nUniversity, New York, N. Y. (Term expires 1937); Lulu V. Cline, Supervisor, Health and\nPhysical Education, South Bend, Ind. (Term expires 1938); M. P. Isaminger, Professor of\nHygiene, Oregon State Agricultural College, Corvallis, Ore. (Term expires 1939); Jessie R.\nGarrison,\n\ngomery,\n\nSupervisor,\n\nAla. (Term\n\nHealth\n\nand\n\nPhysical\n\nexpires 1940).\n\nDepartment\n\nEducation,\n\nof Science\n\nState\n\nDepartment\n\nof\n\nEducation,\n\nMont¬\n\nInstruction\n\nPresident — Ira C. Davis, Assistant Professor, University High School, Madison, Wis.\nEastern Vicepresident — Mildred M. Fahy, Principal, Peirce Elementary School, Chicago, Ill.\nWestern Vicepresident— Charles L. Hampton, Science Instructor, Piedmont Public Schools, Oakland,\nCalif.\nSecretary — Lillian\n\nC. Compton,\n\nTreasurer — Esther\nD. C.\n\nW.\n\nMd.\n\nAssistant Superintendent,\n\nScott, Supervisor, Elementary\n\nDepartment\nPresident — Ernest D. Lewis,\nNew York, N. Y.\n\nChairman,\n\nAlleghany\n\nCounty\n\nScience, James\n\nof Secondary\nDepartment\n\nSchools, Cumberland,\n\nF. Oyster School, Washington,\n\nEducation\n\nof Social Studies, Evander\n\nChilds High\n\nSchool,\n\nVicepresident — George R. Rankin, Boys Technical High School, Milwaukee, Wis.\nSecretary — Nettie R. Bolland, High School of Commerce, Portland, Ore.\nTreasurer — L. D. Keigley, Chester S. Morey Junior High School, Denver, Colo.\n\nDepartment\n\nof Secondary\n\nSchool\n\nPrincipals\n\nPresident — McClellan G. Jones, Principal, Union High School, Huntington Beach, Calif.\nFirst Vicepresident — Paul E. Elicker, Principal, Newton High School, Newtonville, Mass.\nSecond Vicepresident — H. V. Kepner, Principal, West Side High School, Denver, Colo.\nExecutive Secretary — H. V. Church, 5835 Kimbark Ave., Chicago, Ill.\nExecutive Committee — Willard N. Van Slyck, Topeka, Kans. (Term expires 1938); K. J. Clark,\nPrincipal, Murphy High School, Mobile, Ala. (Term expires 1938); John E. Wellwood, Prin¬\ncipal, Central High School, Flint, Mich. (Term expires 1939); V. M. Hardin, Principal Reed\nJunior High School, Springfield, Mo. (Term expires 1940).\n\nDepartment\n\nof Social Studies\n\nPresident — Elmer Ellis, Department of History, University of Missouri, Columbia, Mo.\nFirst Vicepresident — C. C. Barnes, Head, Social Science Department, Detroit Public Schools, Detroit,\nMich.\nSecond\n\nVicepresident — Ruth\n\nWest,\n\nLewis\n\nand Clark High\n\nSchool, Spokane,\n\nWash.\n\nSecretary-Treasurer — Howard E. Wtilson, Graduate School of Education, Harvard University, Cam¬\nbridge, Mass.\nExecutive Committee — Fremont P. Wirth, George Peabody College for Teachers, Nashville, Tenn.;\nNelle\n\nE. Bowman,\n\nCentral\n\nHigh\n\nSchool,\n\nDepartment\n\nTulsa,\n\nOkla. ; ex-presidents\n\nand\n\nofficers.\n\nof Special Education\n\nPresident — Lettisha E. Henderson, Supervisor, Special Education, Public Schools, St. Paul, Minn.\nVicepresident — Georgia B. Howe, 1748 S. E. Yamhill St., Portland, Ore.\nSecretary-Treasurer — Mrs. Nellie C. MacDonald, Franklin Junior High School, Minneapolis, Minn.\n\nDepartment\n(See American\n\nDepartment\n\nof Superintendence\n\nAssociation\n\nof Supervisors\n\nof School\n\nAdministrators)\n\nand Directors\n\nof Instruction\n\nPresident — Edith Bader, Assistant Superintendent of Schools, Ann Arbor, Mich.\nFirst Vicepresident — Hollis L. Caswell, Director, Division of Surveys and Field Studies, George\nPeabody College, Nashville, Tenn.\nSecond Vicepresident — Lucille Nicol, Assistant Superintendent of Schools. Jamaica. L. I.. N. Y.\nField Secretary — James F. Hosic, Professor Emeritus of Education, Teachers College, Columbia LTniversity, New York, N. Y.\nExecutive Secretary — Mary F. Hazell, 1201 Sixteenth St., N. W., Washington, D. C.\nExecutive Committee — Mildred English, Director of Training School, Georgia State College for\nWomen, Milledgeville, Ga. (Term expires 1938); Paul T. Rankin, Supervising Director of\nCurriculum and Research, Board of Education, Detroit, Mich. (Term expires 1939); Rudolph\nD. Lindquist, Director, The University School, Columbus, Ohio (Term expires 1940); the\nofficers of the Department, ex officio.\n\n"}
{"page": 714, "printed_page": null, "text": "708\n\nNational\n\nDepartment\n\nEducation\n\nof Supervisors\n\nPresident — Freda G. Winning,\nVicepresident — Mrs. Dorotha\nOhio.\nSecretary — Mrs. Erma\nM untie, Ind.\nTreasurer — Clara Lee\n\nand Teachers\n\nof Home\n\nEconomics\n\nTeacher, New York University, New York, N. Y.\nF. Marlow, Teacher, Shaker Heights High School, Shaker\n\nB. Christy,\nCone,\n\nAssociation\n\nSupervisor, Home\n\nTeacher,\n\n1041 West\n\nDepartment\n\nEconomics,\n\nPeachtree\n\nof Visual\n\n103 Central High\n\nHeights,\n\nSchool Building,\n\nSt., Atlanta, Ga.\n\nInstruction\n\nPresident — Nelson L. Greene. Editor, Educational Screen, 64 East Lake St., Chicago, Ill.\nFirst Vicepresident — Wilber Emmert, Director, Visual Education, State Teachers College, Indiana, Pa.\nSecond Vicepresident — Annette Glick. Director, Visual Education, Board of Education, Los Angeles,\nCalif.\n\nSecretary-Treasurer — E. C. Waggoner. 64 East Lake St., Chicago, Ill.\nExecutive Committee — Daniel C. Knowlton, Professor of History, New York University, New York,\nX. Y. (Term expires 1937); John A. Hollinger. Director of Nature Study and Visualization,\nBoard of Education, Pittsburgh. Pa. (Term expires 1937); William H. Dudley, Director,\nDudley Visual Education Service, 736 South Wabash Ave., Chicago, Ill. (Term expires 1938);\nMrs.\n\nGrace\n\nF.\n\nRamsey,\n\nAssistant\n\nCurator\n\nof Education,\n\nAmerican\n\nMuseum\n\nof\n\nNatural\n\nHistory,\n\nNew York. X. Y. (Term expires 1939); Robert F. Collier, Jr., Science Teacher, South High\nSchool. Denver, Colo. (Term expires 1940): Cline M. Koon, Senior Specialist, Radio and\nVisual Education, U. S. Office of Education, Washington, D. C. (Term expires 1941).\n\nDepartment\n\nof Vocational\n\n^Education\n\nPresident — Frederick G. Leasure, City Director of Vocational\nBuilding, Portland, Ore.\nSecretary — Albert F. Siepert. Bradley Institute, Peoria, Ill.\n\nNATIONAL\n\nEducation,\n\nSchool\n\nEDUCATION\nASSOCIATION\nUNITED STATES\n\nOF\n\nAdministration\n\nTHE\n\nOFFICERS— 1937-38\nCaroline S. Woodruff .\nWillard\nE. Gwens .\nJ. W. Crabtree .\n\nPresident .\nPrincipal, State Normal\nSchool, Castleton, Vt.\nExecutive Secretary .\n1201 16th St., N. W., Washington, D.\nSecretary Emeritus .\n1201 16th St., N. W., Washington, D.\n\nR. E. Offenhauer .\n\nTreasurer .\n\nSuperintendent\n\nof Schools, Lima,\n\nC.\nC.\n\nOhio\n\nHonorary\nJohn\n\nDewey\n\n.\n\nProfessor\n\nNew\nMrs.\n\nSusan\n\nM.\n\nDorsey\n\n.\n\n1506\n\nEmeritus\n\nof Philosophy .\n\nArapahoe\n\nSt., Los\n\nExecutive\nCaroline\n\nS. Woodruff\n\n.\n\nColumbia\n\nPresident .\n\nAngeles,\n\nCalif.\n\nCommittee\nPrincipal,\n\nState\n\nNormal\n\nSchool,\n\nOrville C. Pratt .\nJoseph H. Saunders .\n\nFirst Vicepresident .\nSuperintendent\nChairman, Board of Trustees... .\n\nR. E. Offenhauer .\n\nNewport News. Va.\nTreasurer .\nSuperintendent\n\nAmy\nH. Hinrichs .\nFred D. Cram .\nMrs. Myrtle\nHooper\nDahl.\nReuben\nT. Shaw .\n\nPrincipal. Audubon School, New Orleans, La.\nIowa State Teachers College, Cedar Falls, Iowa\n. R. F. D. 2, Mound. Minn.\n1327 Real Estate Trust Bldg., Philadelphia, Pa.\n\nDavid\n\nA. Van\n\nBuskirk\n\n.\n\nUniversity,\n\nYork, N. Y.\n\nSuperintendent\n\nof Schools,\n\nCastleton,\n\nVt.\n\nof Schools, Spokane, Wash.\nSuperintendent of Schools,\n\nof Schools, Lima, Ohio\n\nHastings,\n\nMich.\n\nBoard of Trustees\nJoseph H. Saunders .\nCaroline S. Woodruff .\nEdgar G. Doudna .\n\nChairman .\nPresident .\nSecretary .\n\nSuperintendent of Schools. Newport News. Va.\nPrincipal, State Normal School, Castleton, Vt.\nBoard of Normal School Regents, Madison, Wis.\n\nA. L. Whittenberg .\n\n2002 South 5th St., Springfield, Ill.\n\nFlorence\n\nHotel\n\nHale\n\n.\n\nDavenport,\n\nStamford,\n\nConn.\n\nVicepresidents\nOrville\n\nC.\n\nAndrew\n\nAvery\n\nPratt\n\nEvlyn\n\nChasteen\n\n.\n\n.\n\n.\n.\n\nJ. J. Guenther .\nH. Claude Hardy .\n\nFirst\n\nVicepresident\n\nCounty\nTeacher,\n\n.\n\nSuperintendent\n536\n\n32nd\n\nSuperintendent\n\nof Schools.\n\nSt.. Oakland,\n\nof Schools,\n\nBainbridge,\n\nCalif.\n\nTeacher, Technical High School. Omaha, Nebr.\nSuperintendent of Schools, White Plains, N. Y.\n\nGa.\n\nSpokane,\n\nWash.\n\n"}
{"page": 715, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n709\nHarley\n\nSuperintendent\n\nof Schools,\n\nR. L. Hunt .\n\nW.\n\nSuperintendent\n\nof Schools, Madison,\n\nFrank\n\nA. Jensen .\n\nSuperintendent,\n\nDaisy\n\nLord\n\nRaymond\n\nH.\n\nHolmes .\n\n.\n\nLaSalle, Ill.\n102 7 West Main\n\nSnyder .\n\nPresident,\n\nB. C. Tighe .\nN. Elliot Willis .\n\nMarshall,\n\nLaSalle-Peru\n\nTwp.,\n\nMich.\n\nS. Dak.\nHigh\n\nSt., Waterbury,\n\nConn.\n\nSchool,\n\nIdaho\n\nNormal\n\nAlbion,\n\nSchool\n\nand\n\nJunior\n\nPrincipal, Senior High School, 1021 8th St., Fargo, N. Dak.\nPrincipal, Junior High School, 171 Woodside Ave., Winthrop,\n\nCollege,\n\nMass.\n\nBoard of Directors\n.\nCastleton, Vt.\n. . .Spokane, Wash.\n.\nLima, Ohio\nNewport News, Va.\nWashington, D. C.\n\nCaroline S. Woodruff, President .\nOrville C. Pratt, Vicepresident .\n\nR. E. Offenhauer,\n\nTreasurer .\n\nJoseph H. Saunders, Chairman\nWillard E. Givens, Executive\n\nBoard of Trustees\nSecretary .\n\nLife Directors\nBoard of Education .\nIllinois State Teachers Association, Robert C. Moore,\nTeachers Institute .\n\nSecretary .\n\nNashville, Tenn.\nSpringfield, Ill.\nPhiladelphia, Pa.\n\nState Directors\nAlabama .\nAlaska .\nArizona .\nArkansas .\nCalifornia .\nColorado .\n\n.\n.\n.\n.\n.\n.\n\nConnecticut .\nDelaware .\n\n.\n.\n\nDistrict of Columbia .\nFlorida .\n.\nGeorgia\nHawaii\n\n.\n.\n\n.\n.\n\nIdaho .\nIllinois .\n\n.\n.\n\nIndiana\n\n.\n\nIowa\n\n....\n\n.\n\n.\n\nKansas .\nKentucky\nLouisiana . .\nMaine .\nMaryland . .\nMassachusetts\nMichigan\nMinnesota\nMississippi .\nMissouri\n\n.\n.\n.\n.\n.\n.\n.\n.\n.\n.\n\nMontana\n\n.\n\n.\n\nNebraska .\nNevada .\nNew Hampshire\nNew Jersey .\nNew Mexico .\n\n.\n.\n.\n.\n.\n\nNew\n\n.\n\nYork\n\n.\n\nNorth Carolina .\nNorth Dakota .\nOhio .\nOklahoma .\nOregon .\nPennsylvania .\n\n.\n.\n.\n.\n.\n.\n\nRhode Island .\nSouth Carolina\nSouth Dakota .\nTennessee .\nTexas .\nUtah .\n\n.\n.\n.\n.\n.\n.\n\nL. Frazer Banks, Assistant Superintendent of Schools. . . .Birmingham\nEverett R. Erickson, University of Alaska .\nCollege\nHarold W. Smith, Superintendent of Schools .\nGlendale\nW. E. Phipps, State Commissioner of Education .\nLittle Rock\nHelen Holt, Teacher, 1543-B Santa Clara Ave .\nAlameda\nW. B. Mooney, Executive Secretary, Colorado Education\nAssociation .\nDenver\nHelen T. Collins, Principal, Lovell School .\nNew Haven\nH. V. Holloway, State Superintendent of Public\nInstruction .\nDover\nHugh Smith, Principal, Jefferson Junior High School .\nWashington\nJames S. Rickards, Executive Secretary, Florida\nEducation Association .\nTallahassee\nM. D. Collins, State Superintendent of Schools .\nAtlanta\nEarl L. McTaggart, Executive Secretary, Hawaii\nEducation Association .\nHonolulu\nW. D. Vincent, Superintendent of Schools .\nBoise\nJohn W. Thalman, Superintendent, Township Secondary\nSchools .\nWaukegan\nCharles O. Williams, Secretary, State Teachers\nAssociation .\nIndianapolis\nFred D. Cram, Associate Professor of Education, Iowa\nState Teachers College .\nCedar Falls\nF. L. Schlagle, Superintendent of Schools .\nKansas City\nD. Y. Dunn, Superintendent, Fayette County Schools .... Lexington\nJ. N. Poche, Supervisor, St. Charles Parish Schools .\nHahnville\nWilliam B. Jack, Superintendent of Schools .\nPortland\nEugene W. Pruitt, County Superintendent of Schools .... Frederick\nAnnie C. Woodward, High-School Teacher .\nSomerville\nGrover Stout, Principal, Wingert School .\nDetroit\nDaisy Brown, Teacher, 407 South 6th St .\nStillwater\nH. V. Cooper, Superintendent of Schools .\nVicksburg\nThomas J. Walker, Associate Secretary, State Teachers\nAssociation\n... Columbia\nM. P. Moe, Executive Secretary, Montana Education\nAssociation .\n.\nHelena\nAlice Robinson, Dean of Women, State Teachers College . . Kearney\nC. Layton Galbraith, Superintendent of Schools .\nMcGill\nLyle Wilson Ewing, Head, English Department .\nClaremont\nLester A. Rodes, Supervising Principal of Schools .\nSouth River\nD. N. Pope, Executive Secretary, New Mexico Educa¬\ntional Association\n.\n.\nSanta Fe\nFrederick H. Law, Chairman, Department of English,\nStuyvesant High School\n.... New York\nElmer H. Garinger, Principal, Central High School .\nCharlotte\nL. A. White, Superintendent of Schools .\nMinot\nB. F. Stanton, Superintendent of Schools .\nAlliance\nKate Frank, Teacher, Central High School .\nMuskogee\nC. R. Bowman, County Superintendent of Schools .\nMedford\nJ. Herbert Kelley, Executive Secretary, State Educa¬\ntion Association .\n.\nHarrisburg\nJames F. Rockett, State Director of Education .\nProvidence\nA. C. Flora, Superintendent of Schools .\nColumbia\nS. B. Nissen, Editor, S.D.E.A. Journal .\nSioux Falls\nS. L. Ragsdale, Principal, Humes High School .\nMemphis\nRush M. Caldwell, Teacher, Woodrow Wilson High School . . Dallas\nN. Howard Jensen, Principal, Central Fligh School .\nTooele\n\n"}
{"page": 716, "printed_page": null, "text": "710\n\nNational\n\nVermont .\nVirginia .\n\nAssociation\n\nJoseph A. Wiggin, Principal, High School .\nMrs. Edith B. Joynes, Principal, Washington-Gatewood\nSchools .\n.\nCora Oleson, Teacher, Ridpath Hotel .\nW. W. Trent, State Superintendent of Free Schools .\nAmanda H. Schuette, Director of Commercial Education,\n220 South Van Buren St .\nH. H. Moyer, Principal, High School .\n\nWashington .\nWest Virginia .\nWisconsin .\nWyoming\n\nEducation\n\n.\n\nNATIONAL\n\nCOUNCIL\n\nOF\n\nBrattleboro\nNorfolk\nSpokane\nCharleston\nGreen Bay\nRawlins\n\nEDUCATION\n\nPresident — L. A. Pechstein, Professor of Education, University of Cincinnati, Cincinnati, Ohio (1940).\nVicepresident — Edgar G. Doudna, Secretary, Board of Normal School Regents, Madison, Wis. (1938).\nSecretary — Margaret Kiely, Principal, Bridgeport City Normal School, Bridgeport, Conn. (1939).\nExecutive Committee — A. L. Threlkeld, Superintendent of Schools, Montclair, N. J. (1938); Mrs.\nEdith B. Joynes, Principal, Washington-Gatewood Schools. Norfolk, Va., (1939);\nway, State Superintendent of Public Instruction, Dover, Del. (1940).\n\nOFFICERS\nDepartment\n\nOF\n\nH.\n\nV. Hollo¬\n\nDEPARTMENTS\n\nof Administrative\n\nWomen\n\nin Education\n\nPresident — Mrs. Inez Johnson Lewis, State Superintendent of Public Instruction, Denver, Colo.\nVicepresident- -Mrs. Edith B. Joynes, Principal, Washington-Gatewood Schools, Norfolk, Va.\nSecretary — Mrs. Margaret Mendenhall Smith, Principal. Ebert School, Denver, Colo.\nTreasurer — Margaret C. Mackintosh, Principal, Public School No. 140, Brooklyn, N. Y.\nAuditor — Ruth West, Lewis and Clark High School, Spokane, Wash.\nDirectors — Elizabeth Wells Robertson, Director, Art Education, Public Schools, Chicago, Ill.; Sue\nM. Powers, Superintendent, Shelby County Schools, Memphis, Tenn.; Agnes Samuelson, State\nSuperintendent of Public Instruction, Des Moines, Iowa; Mary Elizabeth\nland St., Taunton, Mass.; Caroline Woodruff, President. State Normal\n\nDepartment\n\nof Adult\n\nO’Connor, 158 High¬\nSchool, Castleton, Vt.\n\nEducation\n\nPresident — Maude E. Aiton, Principal, Webster School, Washington, D. C.\nVicepresident — George C. Mann, Chief, Division, Adult and Continuation\nment of Public Instruction, Los Angeles, Calif.\n\nEducation,\n\nState Depart¬\n\nSecretary — Frances K. W'etmore, Director, Adult Education, Board of Education, Chicago, Ill.\nEditor, Bulletin — Caroline A. Whipple, State Department of Public Instruction, Albany, N. Y.\nExecutive Committee — L. R. Alderman, Director, Education Division, WPA, Washington, D. C.;\nMarguerite\n\nH.\n\nWilmington,\n\nDel.\n\nBurnett,\n\nAmerican\n\nState\n\nDirector\n\nAssociation\n\nof Adult\n\nfor Health\n\n(A Department\n\nEducation,\n\nEleventh\n\nand Physical\n\nand\n\nWashington\n\nSts.,\n\nEducation\n\nof the N. E. A.)\n\nPresident -C. H. McCloy, Research Professor of Anthropometry and Physical Education, University\nof Iowa, Iowa City, Iowa.\nPresident-Elect — N. P. Neilson, Associate Professor of Physical Education and Hygiene, Stanford Uni¬\nversity, Stanford, Calif.\nViceprcsident — Margaret Bell, Director, Department of Physical Education, University of Michigan,\nAnn Arbor, Mich.\nPast-President — W. G. Moorhead, Board of Education, Wichita, Kans.\nSecretary-Editor — E. D. Mitchell, Associate Professor of Physical Education, University of Michigan,\nAnn Arbor, Mich.\nGoverning Board — A. O. Anderson, Public Schools, St. Louis, Mo.; Percy Clapp, University of\nIdaho, Moscow, Idaho; Laurentine B. Collins, Public Schools, Detroit. Mich.; F. W. Cozens,\nUniversity of California, Los Angeles, Calif.; C. W. Davis, Public Schools, Berkeley, Calif.;\nH. A. Jones, State Department of Education, Albany, N. Y. ; Alfreda Mosscrop, Alabama\nCollege, Montevallo, Ala.; Gertrude E. Moulton, Oberlin College, Oberlin, Ohio; Jay B. Nash,\nNew York University, New York, N. Y.\n\nAmerican\n\nAssociation\n\nof School\n\n(A Department\n\nAdministrators\n\nof the N. E. A.)\n\nPresident — Charles B. Glenn, Superintendent of Schools, Birmingham, Ala.\nFirst Vicepresident — A. L. Threlkeld, Superintendent of Schools, Montclair, N. J.\nSecond Vicepresident — J. W. Ramsey, Superintendent of Schools, Fort Smith, Ark.\nExecutive Secretary — Sherwood D. Shankland, 1201 Sixteenth St., N. W., Washington. D. C.\nExecutive Committee — George C. Bush, Superintendent of Schools, South Pasadena, Calif. (1938);\nBf.n\n\nG.\n\nGraham,\n\nSuperintendent\n\nof Schools,\n\nPittsburgh,\n\nPa.\n\n(1939);\n\nJ. C.\n\nCochran,\n\nSuperin¬\n\ntendent of Schools, San Antonio, Texas (1940); Jesse H. Mason, Superintendent of Schools,\nCanton, Ohio (1941); the president, first vicepresident and second vicepresident, ex officio.\n\n"}
{"page": 717, "printed_page": null, "text": "Associational\n\nAmerican\n\nRecords\n\nand\n\nInformation\n\nAssociation\n\nof Teachers\n\n(A Department\n\nof the N. E. A.)\n\n711\n\nColleges\n\nPresident — L. A. Pittenger, President, Ball State Teachers College, Muncie, Ind.\nVicepresident — F. E. Engleman, Principal, State Normal School, New Haven, Conn.\nSecretary-Treasurer — Charles W. Hunt, Principal, State Normal School, Oneonta, N. Y.\nExecutive Committee — C. E. Rarick, President, Fort Hays State College, Hays, Kans. (19.18); E. J.\nAshbaugh, Dean, School of Education, Miami University, Oxford, Ohio (1939);\nPittman, President, South Georgia Teachers College, Collegeboro, Ga. (1940).\n\nAmerican\n\nPresident — David H. Sutton,\nColumbus, Ohio.\nVicepresident — W.\nN. C.\n\nEducational\n\nResearch\n\n(A Department\n\nof the N. E. A.)\n\nDirector, Division\n\nA. Brownell,\n\nProfessor\n\nof School\n\nS.\n\nAssociation\n\nFinance,\n\nof Educational\n\nMarvin\n\nState Department\n\nPsychology,\n\nDuke\n\nof Education,\n\nUniversity,\n\nDurham,\n\nSecretary-Treasurer — William G. Carr, Director, Research Division, National Education Association,\nWashington. D. C.\nExecutive Committee- Philip A. Boyer, Director, Division of Educational Research, Board of Educa¬\ntion, Philadelphia, Pa. (1938); H. A. Greene, Director, Bureau of Educational Research and\nService, State University of Iowa, Iowa City, Iowa (1938); and the officers of the Department\nex officio.\n\nPresident - Grace\nColo.\n\nM.\n\nDepartment\n\nof Art Education\n\nHead,\n\nof Arts, Colorado\n\nBaker,\n\nDivision\n\nState College of Education,\n\nGreeley,\n\nVicepresident — Muriel V. Sibell, Head, Art Department, University of Colorado, Boulder, Colo.\nSecretary — Mrs. Annabel J. Nathans, Director, Art Education, Public Schools, New Orleans, La.\nTreasurer and Chairman of Membership Committee — Mrs. Dora B. Hatfield, David Hill High\nSchool, Akron, Ohio.\n\nDepartment\n\nof Business\n\nEducation\n\nPresident-- Lola Maclean, Detroit Commercial College, Detroit, Mich.\nFirst Vicepresident Joseph DeBrum, Sequoia Union High School, Redwood City, Calif.\nSecond Vicepresident — Frederick Riecke, South Side High School. Newark, N. J.\nSecretary-Treasurer — Mrs. Frances D. North, Western High School, Baltimore, Md.\nEditor, Quarterly — Herbert A. Tonne, Assistant Professor of Education, New York University, New\nYork, N. Y.\nExecutive Committee — Jessie Graham, Associate Professor of Commerce, State Teachers College,\nSan Jose. Calif. (1938); Ruby Perry, Allen High School of Commerce, New Orleans, La. (1939);\nElmer\n\nE. Sp Annabel,\n\nPublic\n\nSchools,\n\nPittsburgh,\n\nPa.\n\n(1939);\n\nMary\n\nStuart,\n\nBrighton\n\nHigh\n\nSchool. Brighton, Mass. (1940): Vernal H. Carmichael, Ball State Teachers College, Muncie,\nInd. (1940); Herbert A. Tonne, Assistant Professor of Education, New York University, New\nYork, N. Y. (1940).\n\nDepartment\n\nof Classroom\n\nTeachers\n\nPresident — Emily A. Tarbell, 235 Glenwood Ave., Syracuse, N. Y.\nVicepresident-- -David E. Temple, Room 215, Masonic Temple Bldg., Tulsa, Okla.\nSecretary — Frances Jelinek, Room 150, Hotel Wisconsin, Milwaukee, Wis.\nDirector Ex Officio —Albert M. Shaw, Box 885, Arcade Annex, Los Angeles, Calif.\nRegional Directors — Midwestern, Mrs. Myrtle Hooper Dahl, R. F. I). 2, Mound, Minn. (1938);\nWestern, Elphe K. Smith, Box 22, R. F. D. 1, Tigard, Ore. (1939); Eastern, Mrs. Mary D.\nBarnes,\n\nPresident\n\n223\n\nSummit\n\nHarriett\n\nM.\n\nRoad,\n\nElizabeth,\n\nN. J. (1940).\n\nDepartment\n\nof Deans\n\nAllan,\n\nAcademic\n\nDean,\n\nMt.\n\nof Women\n\nHolyoke,\n\nSouth\n\nHadley,\n\nMass.\n\nVice president ‘ Alice C. Lloyd, Dean of Women, LTniversity of Michigan, Ann Arbor, Mich.\nTreasurer- Gladys C. Bell, Dean of Women, University of Denver, Denver, Colo.\nSecretary — Helen Pritchard. Dean of Girls, Hartford Public High School, Hartford. Conn.\nHeadquarters Secretary — Kathryn G. Heath, 1201 Sixteenth St., N. W., Washington, D. C.\n\nDepartment\n\nof Elementary\n\nSchool\n\nPrincipals\n\nPresident — Mason A. Stratton, Principal. Brighton Avenue School, Atlantic City, N. J.\nFirst Vicepresident — Edythe J. Brown, Principal, Kaley-Marquette Schools, South Bend, Ind.\nSecond Vicepresident — Isabel Tucker, Principal. Festus Wade School, St. Louis, Mo.\nThird Vicepresident — H. B. Norton, Principal, Robinson School, Birmingham, Ala.\nFourth Vicepresident — Arnold Gregory, Principal, Raupp School, Lincoln Park, Mich.\nFifth Vicepresident— Harry H. Haw, Principal. Alice Birney School, San Diego, Calif.\nExecutive Secretary— Eva G. Pinkston, 1201 Sixteenth St., N. W., Washington, D. C.\nExecutive Committee — Maude A. Rhodes, Principal, Whitefoord School, Atlanta, Ga. (1938);\nEdith\n\nB. Joynes,\n\nPrincipal.\n\nWashington-Gatewood\n\nSchools,\n\nNorfolk,\n\nVa.\n\n(1939);\n\nTra M.\n\nMrs.\n\nKt.ine,\n\n177 Gibson Ave., White Plains, N. Y. (1940); Irvin A. Wilson, Principal, Delano School,\nChicago. Ill. (1941).\nCertification Division Cassie F. Roys, Principal, Walnut Hill Schools, Omahn. Nebr.\nFife Membership Division Herbert C. Hansen, 1045 No. Lockwood Ave., Ch'cago, Ill.\nRetirement Division — M. Emma Brookes, Principal, Miles-Cranwood Schools, Cleveland, Ohio.\n\n"}
{"page": 718, "printed_page": null, "text": "712\n\nNational\n\nDepartment\n\nEducation\n\nAssociation\n\nof Kindergarten-Primary\n\nEducation\n\nPresident — Mrs. Ada J. Farmer. 1623 Southeast Ladd Ave., Portland, Ore.\nVicepresident — Evlyn Bird. 22 East Shadowlawn, Atlanta. Ga.\nSecretary-Treasurer Anne O'Neill. Supervisor, Oregon Normal School. Monmouth. Ore.\nRegional Directors — Helen L. Johnson. 206 South College St., Mt. Pleasant, Mich. (1938);\nMassexgale,\n\nSupervisor.\n\nKindergarten-Primary\n\nEducation,\n\nBoard\n\nof\n\nEducation.\n\n(1939); A. Maud Sproat. Supervisor. Kindergarten-Primary Education, Salt Lake\n(1940); Ethelyx L. Mitchell. 5535 Kenmore Ave., Chicago, Ill. (1941).\n\nDepartment\nPresident — Eliza C. Hannegan,\nAve.. Portland. Maine.\n\nEthel\n\nAtlanta,\n\nGa.\n\nCity, LTtah\n\nof Lip Reading\n\nLip Reading\n\nTeacher,\n\nPublic\n\nSchool\n\nAdult\n\nClasses, 25 Washburn\n\n]' ice president— -Mary E. Van Horn. 360 East Fiftieth St.. New York. N. Y.\nSecretary-Treasurer — Elsie O. Bexsing. 932-38th St., Des Moines. Iowa.\n\nDepartment\n\nof Music\n\nEducation\n\nNo officers were elected for 1937-38.\n\nPresident — Fred\nMich.\n\nC. Fischer.\n\nDepartment\n\nof Rural Education\n\nSuperintendent,\n\nWavne\n\nCountv\n\nSchools, 2615\n\nBarium\n\nTower,\n\nDetroit.\n\nVicepresident — I. Jewel Simpson. Assistant State Superintendent in charge of Elementary Instruction,\nBaltimore, Md.\nSecretary — Mrs. Katherine M. Cook, Chief, Division of Special Problems, U. S. Office of Education,\nWashington. D. C.\nExecutive Committee — O. H. Bennett. Superintendent. Hamilton County Schools, Cincinnati, Ohio\n(1938): Francis L.\nBaldridge. Director\n(1940);\n(1941):\n\nR. D.\nS. T.\n\nBailey. State Commissioner of Education, Montpelier, Vt. (1938); Chloe C.\nof Rural Education. State Department of Public Instruction. Lincoln. Nebr.\n\nBaldwin. Professor of Education.\nBurns. State Director of Music,\n\nWest Virginia\nBaton Rouge.\n\nUniversity, Morgantown, W. Va.\nLa. (1942); and the president,\n\nand vicepresident, ex-officio.\n\nDepartment\n\nof Science\n\nInstruction\n\nPresident — Mildred Fahy. Principal. Peirce Elementarj- School, Chicago, Ill.\nEastern Vicepresident — Philip G. Johnson, Professor of Secondary Education,\nIthaca. N. Y.\n\nCornell\n\nWestern Vicepresident -Charles\nThomas St.. Oakland. Calif.\n\nL.\n\nHigh\n\nSecretary — Lillian\nland. Md.\n\nC.\n\nAssistant\n\nTreasurer — Harold\n\nE. Wise,\n\nCompton.\n\nHampton.\n\nInstructor.\n\nSuperintendent\n\nSchool of Education.\n\nDepartment\n\nPhysics\n\nPiedmont\n\nof Allegany\n\nUniversity of Nebraska.\n\nof Secondary\n\nCounty\n\nUniversity,\n\nSchool,\n\n5536\n\nSchools, Cumber¬\n\nLincoln. Nebr.\n\nEducation\n\nPresident — George R. Rankin. Boys Technical High School. Milwaukee. Wis.\nVicepresident — Ralph S. Christen. Wilbur Wright Junior High School. Detroit. Mich.\nSecretary — Mrs. Nettie R. Bolland. High School of Commerce. Portland, Ore.\nExecutive Secretary — Ernest D. Lewis, Evander Childs High School, New York, N. Y.\nTreasurer — Allegra Nesbit. Lew Wallace High School, Gary, Ind.\n\nDepartment\n\nof Secondary\n\nSchool\n\nPrincipals\n\nPresident — McClellan G. Jones. Principal. Union High School. Huntington Beach. Calif.\nFirst Vicepresident— Paul E. Elicker. Principal. Newton High School. Newtonville. Mass.\nSecond Vicepresident — H. V. Kepner. Principal. West Side High School. Denver. Colo.\nExecutive Secretary — H. V. Church. 5835 Kimbark Ave., Chicago. Ill.\nExecutive Committee — Willard N. Van Slyck. Topeka, Kans. (1938): K. J. Clark. Principal.\nMurphy High School. Mobile. Ala. (1938); John E. Wellwood. Principal. Central High\nSchool. Flint. Mich. (1939); V. M. Hardin, Principal, Reed Junior High School, Springfield,\nMo. (1940).\n\nDepartment\n\nof Social Studies\n\nPresident— Elmer Ellis. Department of History, University of Missouri, Columbia, Mo.\nFirst Viccpresident — C. C. Barnes, Head. Social Science Department, Public Schools, Detroit, Mich.\nSecond Vicepresident — Ruth West. Lewis and Clark High School. Spokane. Wash.\nSecretary-Treasurer — Howard E. Wilson. Graduate School of Education. Harvard University, Cam¬\nbridge. Mass.\nExecutive Committee — Fremont P. Wirth. George Peabody College for Teachers. Nashville. Tenn.\nNelle\n\nE.\n\nBowman.\n\nCentral\n\nHigh\n\nSchool.\n\nTulsa.\n\nOkla.:\n\nand\n\nex-presidents\n\nand\n\nofficers.\n\n"}
{"page": 719, "printed_page": null, "text": "Associational\n\nRecords\n\nDepartment\n\nand\n\n713\n\nInformation\n\nof Special Education\n\nPresident — Lettisha E. Henderson, Director, Special Education, Public Schools, St. Paul, Minn.\nVicepresident — Mrs. Nellie C. MacDonald, 1104 24th Ave., N. E., Minneapolis, Minn.\nSecretary-Treasurer — Rosemarie Dacey, Oakman Crippled School, Detroit, Mich.\n\nDepartment\n\nof Supervisors\n\nand Directors\n\nof Instruction\n\nPresident — Edith Bader, Assistant Superintendent of Schools, Ann Arbor, Mich.\nFirst Vicepresident — Hollis L. Caswell, Director, Division of Surveys and Field Studies, George\nPeabody College for Teachers, Nashville, Tenn.\nSecond Vicepresident — Lucille Nicol, Assistant Superintendent of Schools, Jamaica, L. I., N. Y.\nField Secretary — James F. Hosic, Professor Emeritus of Education, Teachers College, Columbia Uni¬\nversity, 1201 Sixteenth St., N. W., Washington, D. C.\nExecutive Secretary — Mary' F. H.azell, 1201 Sixteenth St., N. W., Washington, D. C.\nExecutive Committee — Mildred English, Director of Training School, Georgia State College for\nWomen, Milledgeville, Ga. (1938); Paul T. Rankin, Supervising Director of Curriculum and\nResearch, Board of Education, Detroit, Mich. (1939); Rudolph D. Lindquist, Director, The\nL’niversity School, Columbus,\n\nDepartment\n\nOhio\n\n(1940);\n\nof Supervisors\n\nthe officers of the Department,\n\nand Teachers\n\nof Home\n\nex officio.\n\nEconomics\n\nPresident — Freda G. Winning, School of Education. New York University, New York, N. Y.\nVicepresident — Lela Tomlinson, State Department of Public Instruction, Baton Rouge, La.\nSecretary — Mrs. Natalie S. Diermier, Woodrow Wilson High School, Washington, D. C.\nTreasurer — Clara Lee Cone, Supervisor of Home Economics, 1041 W. Peachtree St., Atlanta, Ga.\n\nDepartment\n\nof Visual Instruction\n\nPresident — Rupert Peters, Director, Visual Instruction, Public Schools, Kansas City, Mo.\nFirst Vicepresident— Edgar Dale, College of Education, Ohio State University, Columbus, Ohio.\nSecond Vicepresident — Rita Hochheimer, Acting Director of Visual Education, Public Schools, New\nYork, N. Y.\nExecutive Committee — William H. Dudley, Director, Dudley Visual Education Service, 746 South\nWabash Ave., Chicago, Ill. (1938); Marian Evans, Director, Visual Instruction, Public Schools,\nSan Diego, Calif. (1939); Robert F. Collier, Jr., Science Department, South High School,\nDenver, Colo. (1940); J. E. Hansen, Director, Bureau of Visual Instruction, University of\nWisconsin, Madison, Wis. (1941); H. A. Henderson, Butler University, Indianapolis, Ind.\n(1942).\n\nDepartment\nPresident — Earl\nMich.\n\nL. Bedell.\n\nSecretary — Irene\n\nHickey,\n\nof Vocational\n\nDirector. Department\n\nEducation\n\nof Vocational\n\nDetroit City Gas Company,\n\nEducation.\n\nDetroit, Mich.\n\nPublic Schools, Detroit,\n\n"}
{"page": 720, "printed_page": null, "text": "714\n\nNational\n\nCOMMITTEES\n\nOF\n\nEducation\n\nTHE\n\nAssociation\n\nNATIONAL\n\nASSOCIATION,\nCOMMITTEE\n(Authorized\n\nON\nby\n\nRepresentative\n\nON\n\n(Authorized\nShaw, Reuben\nEstate Trust\n\nRepresentative\n\nCram, Fred D., Extension Division, Iowa\nState Teachers College, Cedar Falls,\nIowa\n\nON\n\nBYLAWS\n\n(Authorized\nAdair, Cornelia S.. 3208 Hawthorne\nRichmond, Va. (3 years)\n\nby\n\nAve.,\n\nDeamer, Arthur, Superintendent, Independ¬\nent School District, Cedar Rapids, Iowa\n(1 year)\nHendrix, H. E., State Superintendent of\nPublic Instruction, Phoenix, Ariz. (4\nyears)\n\nCOMMITTEE\n\nON\n\nColton, Albert S., Chairman; 5936 Chabolyn\nTerrace, Oakland, Calif.\nBarrows, Max, Superintendent of Schools,\nBarton, Vt.\nBenedict, Claude B., Oakhurst Circle, Brecksville, Ohio\nBerto, Thomas J., 3336 North Oakland, Mil¬\nwaukee, Wis.\nBriggs, Pearl A., 1718 Seneca St., Buffalo,\nN. Y.\nBryan, P. D., 1628 Colorado Blvd., Denver,\nColo.\nCarroll. Agnes, Principal, Elementary School,\nCumberland, Md.\nClark, J. J., Superintendent of Schools, Phoe¬\nnix, Ariz.\nClark, Robert Wayne, President, Philadel¬\nphia Teachers Association, Philadelphia,\nPa.\nConnors, Julia A., Junior High School, Woon¬\nsocket, R. I.\nCooper, H. V.. Superintendent of Schools,\nVicksburg. Miss.\nDolph, A. H.. Superintendent of Schools,\nLander, Wyo.\nEngle, C. H., Assistant Superintendent of\nSchools, Springfield, Ill.\nFitzgerald, J. E., Principal, Hopkins School,\nSioux City, Iowa\nFowler, B. A., Executive Secretary, Utah\nEducation Association, Salt Lake City,\nUtah\nGordon, Eugene B., Principal, High School,\nBrewer, Maine\nGreer, Mrs. Lucille, Ponca City, Okla.\nGrier, B. M., Superintendent of Schools,\nAthens, Ga.\n\nSyra¬\nHigh\n\nTHE\n\nCHARTER\n\nAssembly)\n\nDahl, Mrs. Myrtle Hooper, R. F. D. 2.\nMound, Minn.\nEwing, Sara C., 5461 Pleasant Run Park¬\nway, Indianapolis, Ind.\nHardy, H.\nClaude, Superintendent of\nSchools, White Plains, N. Y.\n\nT., Chairman; 1327 Real\nBldg., Philadelphia, Pa.\n\nCOMMITTEE\n\nAssembly)\n\nWest, Ruth, Head, Department of Social\nStudies, Lewis and Clark High School,\nSpokane, Wash.\n\nAMENDING\nby\n\nFREEDOM\n\nTarbell, Emily, 235 Glenwood Ave.,\ncuse, N. Y. (Blodgett Vocational\nSchool).\n\nBabcock, Mildred D., 99 South Grove St.,\nValley Stream, Long Island, N. Y.\nKilpatrick, William H., Teachers College,\nColumbia University, New York, N. Y.\n\nCOMMITTEE\n\n1936-37\n\nACADEMIC\n\nSmith, Henry Lester, Chairman; Dean,\nSchool of Education, Indiana University,\nBloomington, Ind.\n\nEDUCATION\n\nAND\n\nRULES\n\nthe Bylaws)\nMarsh, Arthur\nWashington\nSeattle, Wash.\n\nL., Executive Secretary,\nEducation\nAssociation.\n(5 years)\n\nShaw, Reuben T., 1327 Real Estate\nBldg., Philadelphia, Pa. (2 years)\n\nTrust\n\nCREDENTIALS\nHawfield, S. G., Superintendent, Cabarrus\nCounty Schools. Concord. N. C.\nHoover, Theo. W., 6402 Dudley, Lincoln,\nNebr.\nHunter, Eula, Stripling High School, Ft.\nWorth, Texas\nJackson, C. W., Principal, Beaver High\nSchool, Bluefield, W. Va.\nJahnke, Clara L., West 1930 Eighth Ave.,\nSpokane, Wash.\nJulian, Roy, Superintendent of Schools, Val¬\nparaiso. Ind.\nKeesee, T. O., 132 Maple Ave., Newport\nNews. Va.\nKelly, O. D., Jr., County Superintendent of\nSchools, Darlington. S. C.\nLandreth, Austin, Superintendent of Schools,\nPendleton, Ore.\nLangston, Mrs. Margaret, 6809 Wellington\nSt., Tampa, Fla.\nLawson, Miss Willie A., Executive Sec¬\nretary, Arkansas Education Association.\nLittle Rock, Ark.\nLougarre, T. L.. Principal, High School,\nChurch Point. La.\nLund, C. B., Teachers College, St. Cloud,\nMinn.\nMcMahan, Herbert E., Supervisor. Commer¬\ncial Education, Wilmington High School,\nWilmington, Del.\nMacLean. Daniel W., Headmaster, Berlin\nHigh School. Berlin. N. H.\nMalik. Frances M., 1725 Bay St., Saginaw.\nMich.\nMiller,\nKans.\n\nPeggy,\n\n621\n\nS. Lafayette,\n\nChanute,\n\n"}
{"page": 721, "printed_page": null, "text": "Association al\n\nRecords\n\nPoelstra, Julia, Public School No. 15, Pater¬\nson, N. J.\nRingsrud, Olive A., Elk Point, S. Dak.\nRoth, George, President, Bridgeport Teach¬\ners Association, Bridgeport, Conn.\nSams. Mrs. Moylin M., Eastern High School,\nWashington, D. C.\nScantlin, Roy, County Superintendent of\nSchools, Neosho, Mo.\nSchroeder, Elroy H., Superintendent of\nSchools, Grand Forks, N. Dak.\nSmyth, W. G., Principal, Park Junior High\nSchool, Knoxville, Tenn.\nSpencer, G. R., Superintendent, Eddy County\nSchools, Carlsbad, N. Mex.\n\nCOMMITTEE\nTO COOPERATE\nTION OF TEACHERS\n(Authorized\nNewbold, N. C., Chairman;\nof Negro Education, State\nEducation, Raleigh, N. C.\n\nby\n\nState Director\nDepartment of\n\nDavis, Jackson, Associate Director of Edu¬\ncation, General Education Board. 807\nGrace-American Bldg., Richmond, Va.\nDuckrey. Tanner G.. Principal. Paul Lau¬\nrence Dunbar Public School. Philadelphia,\nPa.\nDuke, E. A., Rural School Supervisor,\nState Department of Public Instruction,\nOklahoma City, Okla.\nEdwards, Margaret M., Director. Depart¬\nment of Home Economics. Woman’s Col¬\nlege, University of North Carolina,\nGreensboro, N. C.\nEleazer, R. B.. Secretary, Conference on\nEducation and Race Relations, 703 Stand¬\nard Bldg., Atlanta, Ga.\nFavrot, Leo M., General Field Agent, Gen¬\neral Education Board, 916 Louisiana Na¬\ntional Bank Bldg., Baton Rouge, La.\nFelton, J. B., State Agent of Negro Schools,\nState Department of Public Instruction,\nColumbia, S. C.\nGrossley, R. S., President. State College for\nColored Students, Dover, Del.\nHale. W. J.. President, Tennessee Agricul¬\ntural and Industrial State College, Nash¬\nville, Tenn.\n\nON\n\nExecutive\nRobinson,\n\nWilliam\n\nby\n\nCorinne,\n\nChairman;\n\nDepartment of Rural Education, Western\nState Teachers College, Kalamazoo,\nMich.\n\nHigh\n\nSchool,\n\nAnniston,\n\nWong, Maria K., 1294-A Akoko Lane,\nlulu, Hawaii\nWoodbury, Mrs. Grace I., 4 Lakecroft\nMelrose, Mass.\nWyly, Minnie J., Longwood\nSchool, Kodiak, Alaska\n\nHono¬\nCourt,\n\nTerritorial\n\nWITH THE NATIONAL\nASSOCIA¬\nIN COLORED\nSCHOOLS\nAssembly)\n\nHuffington, J. Walter, Supervisor of Col¬\nored Schools. State Department of Edu¬\ncation, Baltimore, Md.\nJohnson, Charles S., Director, Department\nof Social Science, Fisk University, Nash¬\nville, Tenn.\nKlein, Arthur J., Department of Education,\nOhio State University, Columbus, Ohio\nLeavell, U. W., Professor of Education,\nGeorge Peabody College for Teachers,\nNashville, Tenn.\nLee, J. R. E.. President, Florida Agricul¬\ntural and Mechanical College, Tallahas¬\nsee, Fla.\nMorton-Finney, J.. State Inspector of\nSchools for Indiana, Crispus Attucks\nHigh School, Indianapolis, Ind.\nOberholtzer, E. E„\nSuperintendent of\nSchools, Houston, Texas\nPayne, A. C., Head, Department of Edu¬\ncation. Indiana State Teachers College,\nTerre Haute. Ind.\nPhillips, H. T., Chairman, Department of\nEducation, Northwest Missouri State\nTeachers College, Maryville, Mo.\nSeabrook, J. W., President, State Normal\nSchool, Fayetteville. N. C.\nSmith. S. L.. Director for Southern Office,\nJulius Rosenwald Fund, Nashville, Tenn.\nWilkinson,\nintendent\nD. C.\n\nGarnet. First Assistant Super¬\nof Public Schools, Washington,\n\nWilliams, C. R., Superintendent\nWaterman, Ill.\n\nof Schools,\n\nWilliams, Fannie C., Principal. Valena C.\nJones Normal and Practice School, New\nOrleans, La.\nWilliams, W. T. B., Vicepresident, Tuskegee Normal and Industrial Institute,\nTuskegee Institute, Ala.\nWright, Arthur D., President, John F.\nSlater Fund, 726 Jackson Place, N. W.,\nWashington, D. C.\n\nRepresentative\n\nCommittee\nMcKinley,\n\nWeaver,\nAla.\n\nSTATUS\nECONOMIC\nTEACHER\n\n(Authorized\n\n715\n\nInformation\n\nSwope, D. C., Principal, Northside Junior\nHigh School, Reno, Nev.\nTobias, Edna M., Hardin, Mont.\nWalker, Morton, Southern Junior High\nSchool, Louisville, Ky.\n\nRepresentative\n\nBanks, W.\nR., Principal, Prairie View\nState Normal and Industrial College,\nPrairie View, Texas\nBrawley, James P., Dean, Clark University,\nAtlanta, Ga.\nCaliver, Ambrose, Senior Soecialist in the\nEducation of Negroes, U. S. Office of\nEducation, Washington, D. C.\nCarney, Mabel, Associate Professor of Edu¬\ncation, Teachers College. Columbia Uni¬\nversity, New York, N. Y.\nClement, R. E., Dean, Municipal College for\nNegroes. Louisville. Ky.\nCousins, Robert L.. Assistant Supervisor of\nNegro Education, State Department of\nEducation, Atlanta. Ga.\n\nCOMMITTEE\n\nand\n\nOF\n\nTHE\n\nRURAL\n\nAssembly)\n\nCavins, L. V., American Youth Commis¬\nsion of the American Council on Edu¬\ncation, Maryland Study, 744 Jackson\nPlace, Washington, D. C.\nCyr. Frank W., Assistant Professor of\nEducation, Teachers College, Columbia\nUniversity, New York, N. Y.\n\n"}
{"page": 722, "printed_page": null, "text": "716\n\nNational\n\nEducation\n\nAssociation\n\nGaumnitz, W. H., Senior Specialist in Rural\nEducation Problems, U. S. Office of Edu¬\ncation, Washington, D. C.\nMead, A. R.. Director of Educational Re¬\nsearch, University of Florida, Gaines¬\nville, Fla.\nTerrebonne, L. P., Sur>erintendent, Iber¬\nville Parish Schools, Plaquemine, La.\nWofford, Kate V.. Director of Rural Edu¬\ncation, State Teachers College, Buffalo,\nN. Y.\n\nJackson, W. A., Benton, Ark.\nJones, J. B., Superintendent, Transylvania\nCounty Schools, Brevard, N. C.\nKilian, Raymond, Deputy State Superin¬\ntendent of Schools, Reno, Nev.\n\nBaldwin, R. D., West Virginia University,\nMorgantown, W. Va.\nBirdwell, A. W., President, State Teachers\nCollege. Nacogdoches, Texas\nBrown, Zeta I., Field Agent for Rural Edu¬\ncation, State Department of Education,\nAugusta, Maine\nCalhoun, J. T„ Director of Teacher Place¬\nment Service. State Department of Edu¬\ncation. Jackson, Miss.\nChute, Mrs. Emma R., Prescott, Wash.\nDoudna, Edgar G., Secretary, Board of\nNormal School Regents, Madison, Wis.\n\nMarkley, R. L., Commissioner of Educa¬\ntion, Cheyenne. Wyo.\nMoore. Harry W., County Superintendent\nof Schools, Flemington, N. J.\nMorgan. L. V., County Superintendent of\nSchools. Wheaton, Ill.\nMorris, Retson A., County Superintendent\nof Schools, Jefferson, Iowa\nMyers, C. E., State Supervisor of Research\nand Finance, State Department of Edu¬\ncation, Richmond, Va.\nNelson, Lowry. Extension Division, Utah\nState Agricultural College, Logan, Utah\nNordwick, Myrtle, County Superintendent\nof Schools, Wolf Point, Mont.\nPartridge, H. R., Superintendent of Schools,\nAlliance. Nebr.\nPeterson, Francis E., Supervising Principal.\nWest Hawaii Schools, Kamuela, T. H.\nPittman. M. S., President, State Teachers\nCollege, Collegeboro, Ga.\nRosenlof, G. W., Professor of Secondary\nEducation, University of Nebraska, Lin¬\ncoln. Nebr.\nRussell, Charles, Principal, State Teachers\nCollege, Westfield. Mass.\nStonecipher, E. E., Director of Rural Edu¬\ncation and Extension, Kansas State Teach¬\ners College, Pittsburg, Kans.\n\nDriver, Lee L., State Department\ncation, Harrisburg. Pa.\n\nof Edu¬\n\nEasterday, Margaret, Superintendent, Ber¬\nnalillo County Schools, Albuquerque, N.\nMex.\nFoster, J. Carlisle, Superintendent of\nSchools, Bethune, S. C.\nFree, Mrs. Juel, Spencer, Ind.\nFreeman, Eleanor, Rural School Supervisor.\nOffice of the County Superintendent of\nSchools, Redwood City, Calif.\nFrost, Norman, George Peabody College\nfor Teachers. Nashville, Tenn.\nFulkerson, Mrs. Mary L., County Superin¬\ntendent of Schools. Salem, Ore.\nHarerove, William Henry, State Teachers\nCollege. Greeley, Colo.\nHerring, W. C., State Teachers College,\nAda, Okla.\nHeyl, Helen Hay, State Supervisor of Rural\nEducation, State Department of Educa¬\ntion, Albany. N. Y.\nHolden, A. John. Jr., Superintendent of\nSchools, Danville, Vt.\nIrvine. Paul. Professor of Education, Ala¬\nbama Polytechnic Institute. Auburn, Ala.\nJackson, Frank W..\nSuperintendent of\nSchools. Madison, N. H.\n\nEDUCATIONAL\n(A Joint Commission\n\nSutton, D. H., State Department of Edu¬\ncation, Columbus, Ohio\nSwain, C. C., President, State Teachers\nCollege, Mayville, N. Dak.\nSwenson. Anna, Director of Teacher Train¬\ning Departments, State Department of\nEducation, St. Paul, Minn.\nWarner, Mrs. Ida M., County Superintend¬\nent of Schools, 419 Idaho Bldg., Boise,\nIdaho\nWeeks,\nSouth\n\nPOLICIES\n\nI. D.,\nDakota.\n\nMembers\n\nCornelia S. Adair, 3208 Hawthorne Ave.,\nRichmond, Va.\nLotus D. Coffman, President, University\nof Minnesota, Minneapolis, Minn.\nGeorge S. Counts, Teachers College. Co¬\nlumbia University. New York, N. Y.\nJ. B. Edmonson, University of Michigan,\nAnn Arbor. Mich.\nFrederick M. Hunter, Chancellor, Oregon\nState System of Higher Education, Eu¬\ngene, Ore.\nCharles H. Judd, University of Chicago,\nChicago, Ill.\nJohn K. Norton, Teachers College, Colum¬\nbia University, New York, N. Y.\n\nPresident,\nVermillion,\n\nUniversity\nS. Dak.\n\nof\n\nCOMMISSION\n\nof the National Education Association\nof School Administrators)\n\nA. J. Stoddard. Chairman; Superintendent\nof Schools, Providence, R. I.\nWilliam G. Carr, Secretary; 1201 Sixteenth\nSt.. N. W., Washington, D. C.\n\nAppointed\n\nKing. H. B., Assistant State Superintend¬\nent in Charge of Elementary Education,\nDover, Del.\nKnehans. Lillian, State Teachers College,\nCape Girardeau, Mo.\nMcMurtry, H. M., State Teachers College,\nBowling Green, Ky.\n\nand\n\nthe American\n\nAssociation\n\nAgnes Samuelson, State Superintendent of\nPublic Instruction, Des Moines. Iowa\nJohn A. Sexson, Superintendent of Schools,\nPasadena, Calif.\nPayson Smith, Harvard University, Cam¬\nbridge, Mass.\nA. J. Stoddard, Superintendent of Schools,\nProvidence, R. I.\nGeorge D. Strayer, Teachers College. Co¬\nlumbia University, New York, N. Y.\nWillis A. Sutton, Superintendent of Schools.\nAtlanta, Ga.\n\nEx-Officio\n\nMembers\n\nWillard E. Givens, Executive Secretary,\nNational Education Association, 1201 Six¬\nteenth St., N. W., Washington, D. C.\nCharles B. Glenn, President, American As¬\nsociation of School Administrators; and\nSuperintendent of Schools, Birmingham,\nAla.\n\n"}
{"page": 723, "printed_page": null, "text": "717\nAssociational\n\nRecords\n\nOrville C. Pratt, President, National Edu¬\ncation Association; and Superintendent\nof Schools, Spokane, Wash.\nS. D. Shankland, Executive Secretary,\nAmerican Association of School Adminis¬\ntrators, 1201 Sixteenth St., N. W., Wash¬\nington, D. C.\nAlbert M. Shaw, President, Department of\nClassroom Teachers, Box 885, Arcade\nAnnex, Los Angeles, Calif.\n\nCOMMITTEE\n(Authorized\n\nExecutive\n\nand\n\nAdvisory\n\nGeorge F. Zook, President, American\ncil on Education, 744 Jackson\nWashington, D. C.\n\nEQUAL\n\nby\n\nRepresentative\n\nMallory, Gertrude, Chairman; 1518 Ardendale Ave., San Gabriel, Calif.\nBradley, Helen, Vice Chairman; 2349 Ash¬\nland Ave., Cincinnati, Ohio\nDavenport, Mrs. Minnie, Superintendent,\nCanyon County Schools, Caldwell, Idaho\nDoremus, Mattie S., 365 Twelfth Ave.,\nPaterson, N. J.\nOlson, Mrs. Clara M.. P. K. Yonge Labora¬\ntory School, University of Florida,\nGainesville, Fla.\nWahlert, Jennie, 2918 Harper St., St. Louis,\nMo.\nAdams, F. R. Superintendent of Schools,\nMarshall, Minn.\nBamberger, Florence E., College for Teach¬\ners, Johns Hopkins University, Balti¬\nmore, Md.\nBergquist, E. B., Superintendent of Schools,\nRapid City, S. Dak.\nBurts, R. C.. Superintendent of Schools,\nRock Hill, S. C.\nBrowne, A. T., Superintendent, Acadia Par¬\nish Schools. Crowley, La.\nBuker, Lou M., Supervising Principal of\nSchools. Augusta, Maine\nCorrell, J. J., Superintendent, Lancaster\nCounty Schools, Lincoln, Nebr.\nDeaton, Paul H., Principal, Senior High\nSchool, Roswell N. Mex.\nDoherty. Helen, Portsmouth, N. H.\nDoyle, Nell, Dillon, Mont.\nEarly, J. J., Superintendent of Schools,\nSheridan, Wyo.\nEasom, P. H., State Agent, State Depart¬\nment of Education, Jackson, Miss.\nEdmiston, Leon R., 110 Olive Ave., DuBois,\nPa.\nGordon, Jeannette M., Central High School,\nOklahoma City, Okla.\nGraves, Elizabeth H., Box 193, Mason City,\nIowa\nHanley, James L., Assistant Superintendent\nof Schools, Providence. R. I.\nHenry, Beryl, SuDerintendent of Schools,\nHope. Ark.\nHolland, Mary, Principal, Trombly School,\nDetroit, Mich.\nHorn, Carl M.. Superintendent of Schools,\nDowagiac, Mich.\nHurst, James. Division Superintendent.\nNorfolk County Public Schools, Norfolk,\nVa.\n\nMembers\n\nJ. W. Studebaker, U. S. Commissioner\nEducation, Washington, D. C.\n\nON\n\nCommittee\n\nInformation\n\nof\n\nCoun¬\nPlace,\n\nOPPORTUNITY\nAssembly)\n\nKenney, Don E., Richfield, Utah\nMacLennan, Mrs. Myrtle C., Stewart Junior\nHigh School, Tacoma, Wash.\nMcTaggart, Earl L., Executive Secretary.\nHawaii Education Association, 1049 Likelike St., Honolulu, T. H.\nMarsh, J. F.. President, Concord State\nTeachers College, Athens, W. Va.\nMorris, Mary E., Principal, Gove Junior\nHigh School, Denver, Colo.\nMurnhy, Rita, 213 Avenue A, West, Bis¬\nmarck, N. Dak.\nParks, Lillian\nlotte, N. C.\n\nL., 619\n\nClement\n\nAve.,\n\nChar¬\n\nPerry, L. L., State School Supervisor, State\nDepartment of Education, Atlanta, Ga.\nPittenger, L. A., President. Ball State\nTeachers College, Muncie, Ind.\nPowers, G. W., Superintendent, Windham\nCentral District Schools, Athens, Vt.\nPulliam, N. D., Principal, Madison School.\nPhoenix, Ariz.\nRarick, C. E., President. Fort Hays Kansas\nState College, Hays, Kans.\nRomig, Mrs. Maybelle, County Superin¬\ntendent of Schools, Baker, Ore.\nSmith, S. L., Director for Southern Office.\nJulius Rosenwald Fund, Cotton States\nBldg., Nashville, Tenn.\nSmith, Elphe K., Box 22, R. D. 1, Tigard,\nOre.\nStroh, M. Margaret, Professor of English.\nWilson Teachers College, Washington.\nD. C.\nSwan, Jessie, 521 Hubbard St., Green Bay.\nWis.\nThompson, Roger M., Supervisor, Office of\nResearch and Finance, State Department\nof Education, Hartford, Conn.\nTidwell, R. E., Director of Extension, Uni¬\nversity of Alabama. University, Ala.\nWallin. J. E. W., Director, Division of\nSpecial Education, State Department of\nPublic Instruction, Wilmington, Del.\nWilliams, C. R.. Superintendent of Schools,\nW’aterman, Ill.\nWillis, N. Elliot, Principal, Winthrop\nJunior High School, Winthrop. Mass.\nWilson, S. C., Director, Department of\nTeacher Training, Sam Houston State\nTeachers College. Huntsville. Texas\nWinkler, Mrs. Lucy Rice, 927 South Ogden\nDrive, Los Angeles, Calif.\n\nIN\n\nEDUCATION\n\nWood, Thomas\nD., Chairman; Teachers\nCollege, Columbia University, New York,\nN. Y.\n\nBrown, Maud, Director\ntion, State Department\nMont.\n\nof Health Educa¬\nof Health, Helena,\n\nWilson, Charles C., Vice Chairman; Di¬\nrector of Physical and Health Education,\nHartford Public Schools, Hartford, Conn.\n\nBurnham. William\nWorcester, Mass.\n\nJOINT\n\nCOMMITTEE\n\nON\n\n(Authorized\n\nHEALTH\nby\n\nPROBLEMS\n\nRepresentative\n\nAssembly)\n\nH.,\n\nBancroft\n\nHotel,\n\n"}
{"page": 724, "printed_page": null, "text": "718\n\nNational\n\nEducation\n\nBurns, H. B., Director of Hygiene, Pitts¬\nburgh Public Schools, Pittsburgh, Pa.\nChayer, Mary Ella, Department of Nursing\nEducation, Teachers College, Columbia\nUniversity, New York, N. Y.\nCornell, Walter S., Director, Medical In¬\nspection, Philadelphia Public Schools,\nPhiladelphia, Pa.\nFirestone, Mrs. Myrtle Bevan, Supervising\nPrincipal, University Elementary School,\nUniversity of Michigan, Ann Arbor, Mich.\nHarris, Cara L., Associate Professor of\nHealth Education. University of Ten¬\nnessee, Knoxville, Tenn.\nHolt, Lucy Mason, Principal, Ocean View\nSchool, Norfolk, Va.\nLangworthy, Mrs. B. F., Immediate PastPresident, National Congress of Parents\nand Teachers, 6 North Michigan Ave.,\nChicago, Ill.\nMcWilliams, Mrs. Marion Lerrigo,\nlow Ave., Larchmont, N. Y.\n\n99 Wil¬\n\nMorris, Earl, Director of Health and Phys¬\nical Education, Fort Hays Kansas State\nCollege, Hays, Kans.\nMorris, Henrietta, Associate Professor of\nHygiene, Oregon State Agricultural Col¬\nlege, Corvallis, Ore.\nMurphy, Mary E., Director, Elizabeth Mc¬\nCormick Memorial Fund, 848 North Dear¬\nborn St., Chicago, Ill.\n\nCOMMITTEE\n\nON\n\nNeilson, N. P., Associate Professor of\nPhysical Education and Hygiene, Leland\nStanford University, Stanford University,\nCalif.\nPhelan, Anette M., Staff Associate in Edu¬\ncation, National Society for Prevention\nof Blindness, 50 West Fiftieth St., New\nYork, N. Y.\nPinckney, Jeanie, Department of Nutrition\nand Health, University of Texas, Austin,\nTexas\nShaw, Fannie B., Secretary, School Health\nEducation. National Tuberculosis Asso¬\nciation, 50 West Fiftieth St., New York,\nN. Y.\nStarn, Bertha, Director of School Health,\nBoard of Education, Beatrice, Nebr.\nStoddard, A. J., Superintendent of Schools,\nProvidence, R. I.\nStoddard, George D., Director, Iowa Child\nWelfare Research Station, State Univer¬\nsity of Iowa, Iowa City, Iowa\nSutton, Willis A.. Superintendent of\nSchools, Atlanta, Ga.\nTall, Lida Lee, President, State Teachers\nCollege, Towson, Md.\nThrelkeld, A. L., Superintendent of Schools,\nDenver, Colo.\nWalker, Herbert F., Director of Health and\nPhysical Education, Evansville Public\nSchools, Evansville, Ind.\nWhitney, Anne, Director, School Health\nEducation Service, 1201 Sixteenth St.,\nN. W., Washington, D. C.\n\nHIGHER\n\n(Special\n\nExecutive\n\nAssociation\n\nCommittee\n\nCrane, A. G., Chairman; President, Uni¬\nversity of Wyoming, Laramie, Wyo.\nBenner, Thomas E., Dean, School of Edu¬\ncation, University of Illinois, Urbana, Ill.\nKelly, Frederick J., Chief, Division of\nHigher Education, U. S. Office of Edu¬\ncation, Washington. D. C.\nKnode, J. C., Dean of Men, University of\nNew Mexico, Albuquerque, N. Mex.\nRosier, Joseph, President, Fairmont State\nTeachers College, Fairmont, W. Va.\nSmith, Henry Lester, Dean, School of Edu¬\ncation, Indiana University, Bloomington,\nInd.\nZook, George F., President, American\nCouncil on Education, 744 Jackson Place,\nWashington, D. C.\nAnderson, Elam, Linfield College, McMinn¬\nville, Ore.\nBenjamin, Harold, Dean. College of Edu¬\ncation, University of Minnesota, Minne¬\napolis, Minn.\nBrooks, T. D.. A. and M. College, College\nStation. Texas\nClark, Robert, State Normal\nCollege,\nDillon, Mont.\nCondon, Thomas\nJ., Superintendent of\nSchools, Waterbury, Conn.\nDuke, S. P., President, State Teachers\nCollege, Harrisonburg, Va.\nElliott, Edward C., President, Purdue Uni¬\nversity, Lafayette, Ind.\nFrasier, G. W., President, Colorado State\nCollege of Education, Greeley, Colo.\nGarrison, S. C., Dean. Graduate School of\nEducation, George Peabody College for\nTeachers, Nashville, Tenn.\nGoetch, E. W., Director of Placement Bu¬\nreau, Iowa State Teachers College, Cedar\nFalls, Iowa\nHarman, A. F., President, Alabama College,\nMontevallo, Ala.\n\nEDUCATION\n\nCommittee)\n\nHauck, Arthur A.. President, University of\nMaine, Orono, Maine\nHenry, David D., Assistant to Executive\nVicepresident, Wayne\nUniversity, De¬\ntroit, Mich.\nHolmes, Henry W., Dean, Harvard Gradu¬\nate\nMass. School of Education, Cambridge,\nHolt, Frank O.. Dean, Extension Division,\nUniversity of Wisconsin, Madison, Wis.\nHolton, E. L., Dean, School of Education,\nKansas State College. Manhattan, Kans.\nHotz, H. G., Dean, College of Education.\nArk.\nUniversity of Arkansas, Fayetteville,\nHullihen, Walter, President, University of\nDelaware, Newark, Del.\nLarson, Emil L., Professor of Education,\nUniversity of Arizona, Tucson, Ariz.\nLee. Charles E., Professor of Education,\nWashington University, St. Louis, Mo.\nLudeman, W.\nW., Dean, State Normal\nSchool, Springfield, S. Dak.\nMcFarland, George A., President, State\nTeachers College, Minot. N. Dak.\nMacQuarrie, T.\nW.,\nPresident. State\nTeachers College. San Jose, Calif.\nMeadows, Leon, President, East Carolina\nTeachers College, Greenville, N. C.\nMorton, W. H., Director of Teacher Train¬\ning,\nNebr. University of Nebraska, Lincoln,\nNeale, M. G., President,\nIdaho, Moscow, Idaho\n\nUniversity\n\nof\n\nNelson, D. M., President, Mississippi Col¬\nlege, Clinton, Miss.\nNuttall, L. John, Jr., Superintendent of\nSchools, Salt Lake City, Utah\nPipkin, Charles W., Dean, Graduate School,\nLouisiana State University, Baton\nRouge, La.\nRamsey,\ncation\n\nRalph L., Secretary, Georgia\nAssociation, Macon, Ga.\n\nEdu¬\n\n"}
{"page": 725, "printed_page": null, "text": "719\nAssociation al\n\nRecords\n\nReinhardt, Aurelia, President, Mills Col¬\nlege, Mills College, Calif.\nRicksecker, C. W., Principal, Chaney High\nSchool, Youngstown, Ohio\nRoss, Carmon, President, State Teachers\nCollege, Edinboro, Pa.\nSayers, E. Vern, University of Hawaii,\nHonolulu, T. H.\nSilver, Ernest L., President, State Normal\nSchool, Plymouth, N. H.\nSmall, W. S., Dean, College of Education,\nUniversity of Maryland, College Park,\nMd.\nStoddard, J. A., Professor of Secondary\nEducation, University of South Carolina,\nColumbia, S. C.\n\nCOMMITTEE\n\nON\n\nand\n\nInformation\n\nStrayer, George D., Director, Institute of\nEducational Research, Teachers College,\nColumbia University, New York, N. Y.\nTaylor, W. S., Dean, School of Education,\nUniversity of Kentucky, Lexington, Ky.\nTigert, John J., President, University of\nFlorida, Gainesville, Fla.\nTraner, F. W., Professor of Education,\nUniversity of Nevada, Reno, Nev.\nUhl, Willis L., Dean, College of Education,\nUniversity of Washington, Seattle, Wash.\nvon KleinSmid, R. B., President, Uni¬\nversity of Southern California, Los An¬\ngeles, Calif.\nWightman, Mr. Clair S., Head, Practice\nDepartment,\nState Normal School, Pater¬\nson,\nN. J.\n\nMANN\nHORACE\nCELEBRATION\n\nCENTENNIAL\n\n(Special Committee)\nHoward, C. A., State Superintendent of\nSmith, Payson, Chairman ; Lawrence Hall,\nPublic Instruction, Salem, Ore.\nMass.\nge,\nCambrid\nty,\nUniversi\nHarvard\nKeller, J. A., State Superintendent of Edu¬\ncation, Montgomery, Ala.\nAde, Lester K„ State Superintendent of\nKing,\nLloyd W., State Superintendent of\nPublic Instruction, Harrisburg, Pa.\nPublic Schools, Jefferson City, Mo.\nendent\nAtwood, Stanley F.. State Superint\nKirn, G. W., Principal, Abraham Lincoln\nof Public Instruction, Olympia, Wash.\nHigh School. Council Bluffs, Iowa\nBailey, Francis L., State Commissioner of\nLewis, Mrs. Inez Johnson, State Superin¬\nEducation, Montpelier, Vt.\ntendent of Public Instruction, Denver,\nColo.\nSuperintendent of\nBallou, Frank W.,\nSchools, Washington, D. C.\nLong, Oren E., Superintendent of Public\nInstruction. Honolulu. T. H.\nBass, W. A., State Commissioner of Edu¬\ne,\nTenn.\ncation, Nashvill\nMcMurray, Floyd I.. State Superintendent\nof Public Instruction, Indianapolis, Ind.\nBowsher, E. Leslie, State Director of Edu¬\ncation, Columbus, Ohio\nMarkham, W. T., State Superintendent of\nButterfield, Ernest W., Commissioner of\nPublic Instruction, Topeka, Kans.\nEducation, Hartford, Conn.\nMitchell, J. C., Director of Secondary Edu¬\nCallahan, John, State Superintendent of\ncation, State Department of Public In¬\nPublic Instruction, Madison, Wis.\nstruction, Lincoln, Nebr.\nCollins, M. D.. State Superintendent of\nNixon, Hugh,\nSecretary, Massachusetts\nSchools. Atlanta, Ga.\nTeachers Federation, 15 Ashburton Place,\nBoston, Mass.\nCondie, John W., State Superintendent of\nPublic Instruction, Boise, Idaho\nOutsen, Robert R., Deputy State Superin¬\ntendent, State Department of Education,\nCook. Albert S., State Superintendent of\nCheyenne, Wyo.\nSchools. 2014 Lexington Building, Balti¬\nPackard, Bertram E., State Commissioner\nmore, Md.\nof Education, Augusta, Maine\nCook, Paul M., Secretary, Phi Delta Kappa,\nPearse, Carroll G., 1721 Ludington Ave.,\n1180 E. 63rd St., Chicago, Ill.\nWauwatosa Branch, Milwaukee, Wis.\nCrable, A. L., State Superintendent of Pub¬\nPeters. Harry W., State Superintendent of\nlic Instruction. Oklahoma City, Okla.\nPublic Instruction, Frankfort, Ky.\nDexter, Walter F., State Superintendent of\nPublic Instruction, Sacramento, Calif.\nPhipps, W. E., State Commissioner of Edu¬\ncation, Little Rock. Ark.\nEldred, Arvie, Secretary, New York State\nTeachers Association, 152 Washington\nPringle, James N., Commissioner of Edu¬\ncation, Concord. N. H.\nAve., Albany, N. Y.\nElliott, Charles H., State Commissioner of\nRockett, James F., State Director of Edu¬\ncation, Providence, R. I.\nEducation, Trenton, N. J.\nRockwell,\nJohn G., State Commissioner of\nElliott, Eugene B., State Superintendent of\nEducation, St. Paul, Minn.\nPublic Instruction, Lansing, Mich.\nRodgers, H. R., State Superintendent of\nEnglish, Colin, State Superintendent of\nPublic Instruction, Santa Fe, N. Mex.\nPublic Instruction, Tallahassee, Fla.\nSamuelson. Agnes, State Superintendent of\nErwin. Clyde A., State Superintendent of\nPublic Instruction, Des Moines, Iowa\nPublic Instruction, Raleigh, N. C.\nSkidmore, Charles H., State Superintendent\nGraham, Ben G., Superintendent of Schools,\nof Public Instruction, Salt Lake City,\nPittsburgh, Pa.\nUtah\nGraves, Frank P., State Commissioner of\nSmith,\nChauncey W.. State Superintendent\nEducation, Albany, N. Y.\nof Public Instruction, Carson City, Nev.\nHall, Sidney B., State Superintendent of\nTaylor, Charles W.. State Superintendent\nPublic Instruction, Richmond, Va.\nof Public Instruction, Lincoln, Nebr.\nHarris, T. H., State Superintendent of\nThompson. A. E.. State Superintendent of\nPublic Education, Baton Rouge, La.\nPublic Instruction, Bismarck, N. Dak.\nHenderson, A. D., President, Antioch Col¬\nTrent, W. W., State Superintendent of\nlege, Yellow Springs, Ohio\nFree Schools. Charleston, W. Va.\nHendrix, H. E., State Superintendent of\nVandiver. J. S.. State Superintendent of\nPublic Instruction, Phoenix, Ariz.\nEducation, Jackson, Miss.\nHines, J. F., State Superintendent of Pub¬\nWieland, John A., State Superintendent of\nlic Instruction, Pierre, S. Dak.\nPublic Instruction, Springfield, Ill.\nHolloway. H. V., State Superintendent of\nWilliams, E. I. F., Director of Education,\nPublic Instruction. Dover, Del.\nHeidelberg College. Tiffin, Ohio\nHope, James H., State Superintendent of\nWoods, L. A.. State Superintendent of Pub¬\nlic Instruction, Austin, Texas\nEducation, Columbia, S. C.\n\n"}
{"page": 726, "printed_page": null, "text": "720\n\nNational\n\nCOMMITTEE\n\nON\n\n(Authorized\n\nExecutive\n\nEducation\n\nAssociation\n\nINTERNATIONAL\nby\n\nRepresentative\n\nCommittee\n\nWoodward, Annie Carleton, Chairman; 78\nHighland Ave., Somerville, Mass.\nKing, W.\nP., Secretary; and Executive\nSecretary, Kentucky Education Associa¬\ntion, 1422-23 Heyburn Bldg., Louisville,\nKy.\n\nRELATIONS\n\nAssembly)\n\nEdwards, Elbert B.,\nLas Vegas, Nev.\n\n215\n\nBonnerville\n\nSt.,\n\nGoodrich, Bessie Bacon, Director, Cur¬\nriculum Revision, Des Moines Public\nSchools, Des Moines, Iowa\nHolmes, W. H., Superintendent of Schools,\nMount Vernon, N. Y.\nHoward, Margarette E., Principal, Lincoln\nSchool, Summit, N. J.\nPyrtle, E. Ruth, Principal, Bancroft School,\nLincoln, Nebr.\n\nEisner, Miriam D.. Vice-Principal, Frank¬\nlin School, San Francisco, Calif.\nEldred, Arvie, Secretary, New York State\nTeachers Association, 152 Washington\nAve., Albany, N. Y.\nFahey, Sara H., Girls Commercial High\nSchool, Brooklyn, N. Y.\nFair, Jessie Frances, 125 West First St.,\nDayton, Ohio\nFarrin, Leon M., Superintendent of Schools,\nWoonsocket, R. I.\nFell, E. E., Superintendent of Schools,\nHolland, Mich.\nFicke, Alice, Roosevelt High School, Hono¬\nlulu, T. H.\n\nAiken, Georgia Whelan, Hotel Alms, Wal¬\nnut Hills, Cincinnati, Ohio\nBell, Maude R., 4147 Starr St., Lincoln,\nNebr.\n\nFinley, John H., New York Times, New\nYork, N. Y.\nFoster, Blanche. Tilden Junior High\nSchool, Philadelphia, Pa.\n\nBennion. Milton, Dean, School of Educa¬\ntion, University of Utah, Salt Lake City,\nUtah\nBerman, Samuel, Principal, James R. Lud¬\nlow School, Philadelphia, Pa.\nBlack, E. H., Superintendent of Schools,\nBristow, Okla.\nBlair, Francis G., 440 E. Canedy St.,\nSpringfield, Ill.\nBlake, Katherine D., The A. W. A. Club¬\nhouse, 353 W. 57th St., New York, N. Y.\nBoehm, Charles H., Assistant Superintend¬\nent, Bucks County Schools, Morrisville,\nPa.\nBradford, Mrs. Mary D., 6028 Third Ave.,\nKenosha, Wis.\nBrooks, L. W., Principal, Wichita High\nSchool North, Wichita, Kans.\nBrown, Eugenie J., Euclid-Logan Hotel,\nCleveland, Ohio\nBurkholder, E. Paul, Supervisor, State De¬\npartment of Education, Georgetown, Del.\nBurns, R. A., Professor of Education,\nDartmouth College, Hanover, N. H.\nCadman, Bernice M., Chairman, History\nDepartment, High\nSchool, Janesville,\nWis.\nCasey, William V., Superintendent Emer¬\nitus of Schools, Boulder, Colo.\nClark, Mrs. Frances E., Director Emeritus,\nEducational Activities, RCA-Victor Com¬\npany, Camden, N. J.\nClaxton, P. P., President, Austin Peay\nNormal School, Clarksville, Tenn.\nClemons, Clarice, Head, Normal Training\nDepartment, Campbell County\nHigh\nSchool, Gillette, Wyo.\nCogil, Annie\nM., Principal, Hayward\nSchool, Lincoln, Nebr.\nCoyne, Marie, South 210 Adams\nSt.,\nSpokane, Wash.\nCrawford, Mary\nMajor. Nebraska State\nTeachers College, Kearney, Nebr.\nDaniel, Roland B., Superintendent of\nSchools. Columbus, Ga.\nde Francesco, Italo L., Art Instructor, State\nTeachers College, Kutztown, Pa.\nDonovan, H. L., President, Eastern Ken¬\ntucky State Teachers College, Richmond,\nKy.\nDowling. Evaline, Board of Education,\n1101 W. 109th St., Los Angeles, Calif.\nDowling, H. G., County Superintendent of\nSchools, Tuscaloosa, Ala.\nDuke, Florence E., 2224 West Grace St.,\nRichmond, Va.\n\nGardner, Ethel M., Principal, Andrew Jackson School, 420 N. Jackson St., Milwau¬\nkee, Wis.\nGilland, Mrs. Erna Grassmuck, Consultant\nin Geographic Education, 327 Wood St.,\nCalifornia, Pa.\nGlenn, Charles B., Superintendent of\nSchools, Birmingham, Ala.\nGosling, Thomas W., Director, American\nJunior Red Cross, Washington, D. C.\nGray, Clifton D., President, Bates College,\nLewiston, Maine\nGuhin, M. M., Northern State Teachers\nCollege, Aberdeen, S. Dak.\nGyger, John T., Superintendent, Falmouth\nPublic Schools, R. F. D. No. 4, Portland,\nMaine\nHaggard, Patience, Dean of Women, State\nNormal School, Potsdam, N. Y.\nHale, M. S., Dean, University of Tampa,\nTampa, Fla.\nHall, Royal C., Professor of History, Al¬\nbion College, Albion, Mich.\nHaller, Helene, Social Director, Hays Hall,\nUniversity of Idaho, Moscow, Idaho\nHeacock, A. B., Principal, Los Feliz School,\nLos Angeles, Calif.\nHendrie, William E., Principal. Public\nSchool No. 109, Queens Village, New\nYork. N. Y.\nHolt, Lucy Mason, Principal, Ocean View\nSchool, Norfolk, Va.\nHood. Edna E., Supervisor, Household and\nFine Arts, Kenosha Public Schools,\nKenosha, Wis.\nHood, Elisabeth, Supervisor, Department\nof Household Arts, Racine, Wis.\nHoward, Daniel, Superintendent Emeritus,\nWindsor Public Schools, Windsor, Conn.\nJacobsen, Christine A., 1320 West Fortyfirst Place, Los Angeles, Calif.\nJames, William Alonzo. Principal, Ball\nHigh School, Galveston, Texas\nJohnson. M. Irene, Director, Student Teach¬\ning, Manchester College, North Man¬\nchester, Ind.\nKinsey, Juanita, Wichita Falls Public\nSchools, 1105 Holliday St., Wichita Falls,\nTexas\nLaing, Earl R.,\nDetroit, Mich.\n\nPrincipal,\n\nBurt\n\nSchool,\n\nLamkin, Uel W., President, Northwest Mis¬\nMo.\nsouri\nState Teachers College, Maryville,\nLommen,\nGeorgina, Director, Training\nSchool, State Teachers College, Moor¬\nhead, Minn.\n\n"}
{"page": 727, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n721\n\nLongshore, W. T., Principal, Greenwood\nSchool, Kansas City, Mo.\nMcCollum, R. E., Principal, Washington\nSchool. Tulsa, Okla.\nMcCormick, Elizabeth, Principal, Timothy\nO, Howe School, Superior, Wis.\nMacCracken, John H., 9 East 83rd St., New\nYork, N. Y.\nMann,\nMrs.\nMargaret, Superintendent,\nO’Brien County Schools. Primghar, Iowa\nMansfield, Mrs. Katharine M., Principal,\nCedar School, Canton, Ohio\nMarsh, Daniel L., President, Boston Uni¬\nversity, Boston, Mass.\n‘ Monroe, Paul, Director, International In¬\nstitute, Teachers College, Columbia Uni¬\nversity, New York, N. Y.\nMull, Cora E., Assistant Principal, Ele¬\nmentary School, Chicago, Ill.\nNielson, Minnie J., 901 Fifth Ave., Valley\nCity, N. Dak.\nNisbett, Mary Leila, 4419 Gilbert St.,\nDallas, Texas\nNorman, J. W., Dean of Education, Uni¬\nversity of Florida, Gainesville, Fla.\nNorton, H. B., Principal, Robinson School,\nBirmingham, Ala.\nO’Connor, Mary Elizabeth, 158 Highland\nSt., Taunton, Mass.\nPatt, Hermann G., Principal, John Clarke\nSchool, Newport, R. I.\nPitman, J. Asbury, President, Salem State\nTeachers College, Salem, Mass.\nRalls, Mary C., 6529 Jefferson St., Kansas\nCity, Mo.\nReeder, Mrs. Fannie Scoville, 2017 Giddings St., Chicago, Ill.\nRhodes, Maude A.. Principal, Whitefoord\nSchool, Atlanta, Ga.\nRichter, Leilet, George W. Brackenridge\nHigh School, San Antonio, Texas\nRiddle, Anna, 2 Summit Place, St. Joseph,\nMo.\nRoach, Mary Margaret, Principal, Roach\nSchool, Decatur, Ill.\nRoberts, Cecil W., 165 Freeman St., Woodbridge, N. J.\nRoberts, Edward\nD., Superintendent of\nSchools, Cincinnati, Ohio\nRueben, Mrs. Helen M., 4817 N. Sawyer\nAve., Chicago, Ill.\nSexton, J. W., Superintendent of Schools,\nLansing, Mich.\nShepherd, Grace M., Professor of Educa¬\ntion, State Teachers College, Maryville,\nMo.\n\nShinn, Alida Visscher, Mills College, Mills\nCollege, Calif.\nSigler, Mrs. Lou I., Assistant Principal,\nOttawa Hills High School, Grand Rapids,\nMich.\nSimpson,\nFlorence,Janet\nAla. C., State\n\nTeachers\n\nCollege,\n\nSmith, Jessica. Head, Social Studies De¬\npartment, Wichita High School North,\nWichita, Kans.\nSmith, Mrs. Margaret Mendenhall, Prin¬\ncipal, Ebert School, Denver, Colo.\nSteele, N. E., Secretary, South Dakota Edu¬\ncation Association, 221*4 N. Phillips\nAve., Sioux Falls, S. Dak.\nStephens, E. L., President, Southwestern\nLouisiana Institute of Liberal and Tech¬\nnical Learning, Lafayette, La.\nStratton, Mason A., Principal, Brighton\nAvenue School, Atlantic City, N. J.\nStiles, Mrs. Marieta Shibles, 39 Primrose\nAve., Mount Vernon, N. Y.\nStrong, Vera, Board of Education, Houston,\nTexas\nSykes, Mrs. Dorothy Eidson, Superintend¬\nent, Gila County Schools, Globe, Ariz.\nThompson,\nAnna\nM., Northeast High\nSchool, Kansas City, Mo.\nTrent, Adelaide R., 4306 N. Larcom Lane,\nArlington, Va.\nVaughan, J. P., Superintendent, Independent\nSchool District Number Forty, Chisholm,\nMinn.\nvon KleinSmid, Rufus B., President, Uni¬\nversity of Southern California, Los An¬\ngeles, Calif.\nWalton, George A., Principal, George\nSchool, George School, Pa.\nWellemeyer, J. Fletcher, Dean, Junior Col¬\nlege, Ninth and Minnesota Ave., Kansas\nCity, Kans.\nWhite, W. H. S., President, Shepherd State\nTeachers College, Shepherdstown, W. Va.\nWilson, Mrs. Alice, George Washington\nHigh School, San Francisco, Calif.\nWirt, Lula E., Nebraska State Teachers\nCollege, Kearney, Nebr.\nWithers, John W., Dean, School of Educa¬\ntion, New York University, New York,\nN. Y.\nWoodruff, Caroline S., Principal, State Nor¬\nmal School, Castleton, Vt.\nWynn, W.\nT., Department of English,\nGeorgia State College for Women, Milledgeville, Ga,\n\nJOINT COMMITTEE\nOF THE NATIONAL\nEDUCATION\nASSO¬\nCIATION AND THE AMERICAN\nLIBRARY ASSOCIATION\n(Special\nGreer, Margaret R., Chairman; Central Li¬\nbrary, Board of Education, 315 City Hall.\nMinneapolis, Minn.\nBaldridge, Chloe C., Director, Rural Edu¬\ncation, State Department of Education,\nLincoln, Nebr.\nBatchelder, Mildred, School and Children’s\nLibrary Division, American Library Asso¬\nciation, 520 North Michigan Ave., Chi¬\ncago, Ill.\nGustafson, Myrtle, Isaac Young Junior High\nSchool, New Rochelle, N. Y.\n\nCommittee)\nLathrop, Edith A., Associate Specialist in\nSchool Libraries, U. S. Office of Educa¬\ntion, Washington, D. C.\nLayton, Esther Irene, William Chrisman\nHigh School, Independence, Mo.\nMcPherson, Oscar H., John Dixon Library,\nLawrenceville School, Lawrenceville, N. J.\nParks, Martha Manier, State Department of\nEducation, Nashville, Tenn.\nRoss, Mrs. Margaret M., Department of\nSchool Libraries, State Department of\nEducation, Wilmington, Del.\nRugg, Earle U., State College of Education\nLibrary, Greeley, Colo.\n\n"}
{"page": 728, "printed_page": null, "text": "722\n\nJOINT\nAND\n\nNational\n\nEducation\n\nAssociation\n\nCOMMITTEE\nOF NATIONAL\nEDUCATION\nASSOCIATION\nNATIONAL\nCONGRESS\nOF PARENTS\nAND TEACHERS\n(Authorized\n\nby\n\nRepresentative\n\nAssembly)\n\nLangworthy, Mrs. B. F., Chairman; Im¬\nmediate Past-President, National Con¬\ngress of Parents and Teachers, 6 North\nMichigan Ave., Chicago, Ill.\n\nMinor, Lillian, Supervisor, Norfolk County\nPublic Schools, Norfolk, Va.\nPettengill, Mrs. J. K., President, National\nCongress of Parents and Teachers, De¬\ntroit, Mich.\n\nBristow, W. H., Secretary, National Con¬\ngress of Parents and Teachers, 1201 Six¬\nteenth St., N. W., Washington, D. C.\nBrown. Frank. Superintendent of Schools,\nGulfport. Miss.\nCalvert, Mrs. George E., President, Okla¬\nhoma Congress of Parents and Teachers,\n1101 East Eleventh St., Oklahoma City,\nOkla.\nDiemer. G. W.. President, Teachers College\nof Kansas City, Kansas City, Mo.\nDorsey, Mrs. Frank. President, Kansas Con¬\ngress of Parents and Teachers, 293 Plaza\nTheater Bldg., Kansas City, Mo.\nEisner, Miriam D.. Vice-Principal, Franklin\nSchool, San Francisco, Calif.\nHoward. Mrs. Daisy. Commissioner, Genesee\nCounty Schools, Flint, Mich.\nLangworthy. Harry W., Superintendent of\nSchools, Gloversville, N. Y.\n\nPye, Mrs. Charles F., President, Iowa Con¬\ngress of Parents and Teachers, 415 Shops\nBldg., Des Moines, Iowa\nRead, Faye, 131 Vernon Ave., Pueblo, Colo. ,\nRosenbaum, Mrs. I. A., President, Missis¬\nsippi Congress of Parents and Teachers,\n2100 Twenty-third Ave., Meridian, Miss.\nSamuelson, Agnes, State Superintendent of\nPublic Instruction, Des Moines, Iowa\nShaffer, Mrs. Hamilton, 37 Gerlaugh Ave.,\nDayton, Ohio\nShuttleworth, Mrs. A. B., 321 State Museum\nBldg., Denver, Colo.\nSmith, Mrs. Albert L., President, Louisiana\nCongress of Parents and Teachers, Box\n665, Winnfield, La.\nStopher, Mrs. Emmet C., President, Ohio\nCongress of Parents and Teachers, 138\nNorth Lincoln St., Kent, Ohio\nTerrebonne, L. P., Superintendent, Iberville\nParish Schools, Plaquemine, La.\n\nLEGISLATIVE\n(Authorized\n\nExecutive\n\nby\n\nCOMMISSION\n\nRepresentative\n\nCommittee\n\nHall, Sidney B., Chairman; State Superin¬\ntendent of Public Instruction, Richmond,\nVa.\nCallahan. John, State Superintendent of\nPublic Instruction, Madison, Wis.\nGraham, Ben G., Superintendent of Schools,\nPittsburgh, Pa.\nGrove, Frank L.. Secretary, Alabama Edu¬\ncation Association, 21 Adams Ave., Mont¬\ngomery, Ala.\nPackard, Bertram E.. State Commissioner\nof Education, Augusta, Maine\nStrayer. George D., Teachers College. Co¬\nlumbia University, New York, N. Y.\nWeglein, David E., Superintendent of\nSchools, Baltimore, Md.\nAlford. T. H., Superintendent of Schools,\nNorth Little Rock. Ark.\nAnderson, Walter W.. Principal. School of\nMines. P. O. Box 827, Ely, Nev.\nAnspaugh, George, Principal, Bryant School,\nChicago. Ill.\nAtwood. Stanley F.. State Superintendent\nof Public Instruction, Olympia, Wash.\nBailey. Francis L., Commissioner of Edu¬\ncation, Montpelier, Vt.\nBaldwin, R. D.. Professor of Education,\nWest Virginia University, Morgantown,\nW. Va.\nBallou, Frank W..\nSuperintendent of\nSchools, Washington, D. C.\nBass, W. A.. State Commissioner of Edu¬\ncation, Nashville, Tenn.\nBeasley, N. C.. Dean-Registrar, Middle Ten¬\nnessee State Teachers College, Murfrees¬\nboro, Tenn.\nBenner. Thomas E., Dean. School of Edu¬\ncation, University of Illinois, Urbana,\nIll.\nBiester. Fred L., Principal, Glenbard Town¬\nship High School, Glen Ellyn, Ill.\nBlackwell, J. D.. President, State Teachers\nCollege, Salisbury, Md.\n\nAssembly)\n\nBowers, Charles A. Secretary, Nebraska\nState Teachers Association, 605 South\nFourteenth St., Lincoln, Nebr.\nBowsher, E. Leslie, State Director of Edu¬\ncation. Columbus, Ohio\nBradford, Mrs. Mary C. C., 1547 Gaylord\nSt., Denver, Colo.\nBreckner, Elmer L.. Superintendent of\nSchools, Tacoma, Wash.\nBroderick, Lillian, 216 Park Ave., Yonkers,\nN. Y.\nBrown, B, Frank, Superintendent of Schools,\nGulfport. Miss.\nBrown. Daisy, 407 South Sixth St., Still¬\nwater, Minn.\nBryan, J. E., Superintendent, Jefferson\nCounty Schools, Birmingham, Ala.\nButler, Leslie A., Professor of Educational\nAdministration, Michigan State Normal\nCollege, Ypsilanti, Mich.\nButterfield. Ernest W., Commissioner of\nEducation, Hartford, Conn.\nCaldwell, Rush M., 2527 Ross Ave., Dallas,\nTexas\nCampbell. Arthur, Superintendent of Schools,\nAnderson, Ind.\nCampbell, Ernest W., Administrative As¬\nsistant, Seattle Public Schools, Seattle,\nWash.\nClark, Harry. Superintendent of Schools,\nKnoxville, Tenn.\nClarke, M. J., Superintendent of Schools,\nEly, Nev.\nCocking. Walter D., Woodmont Blvd., Nash¬\nville, Tenn.\nCollins, Helen T., Principal, Lovell School,\nNew Haven, Conn.\nCollins, M. D., State Superintendent of\nSchools, Atlanta, Ga.\nColvin, W.\nL., Jeanerette High School,\nJeanerette, La.\nCondie, John A., State Superintendent of\nPublic Instruction, Boise, Idaho\nCooper, H. V.. Superintendent of Schools,\nVicksburg, Miss.\nCrable, A. L., State Superintendent of Pub¬\nlic Instruction, Oklahoma City, Okla.\n\n"}
{"page": 729, "printed_page": null, "text": "Associational\n\nRecords\n\nCram, Fred D.. Extension Department, State\nTeachers College, Cedar Falls, Iowa\nDietrich, H. O., Superintendent of Schools,\nNorristown, Pa.\nDexter, Walter F., State Superintendent of\nPublic Instruction, Sacramento, Calif.\nDunn, D.\nY., Superintendent, Fayette\nCounty Schools, Lexington, Ky.\nEckles, Isabel Lancaster, Box 927, Santa\nFe, N. Mex.\nEdmonson, J. B., Dean, School of Educa¬\ntion, University of Michigan, Ann Arbor,\nMich.\nElliott, Charles H., State Commissioner of\nEducation, Trenton, N. J.\nElliott, Eugene B., State Superintendent of\nPublic Instruction, Lansing, Mich.\nEly, Selden M., 2918 Cortland Place, N. W.,\nWashington, D. C.\nEnglish, Colin, State Superintendent of Pub¬\nlic Instruction, Tallahassee, Fla.\nEnglund, Walter E., Secretary, Minnesota\nEducation Association, 2642 University\nAve., St. Paul, Minn.\nErickson, Everett R., Head, Department of\nEnglish, Alaska Public Schools, Juneau,\nAlaska\nErwin. Clyde A., State Superintendent of\nPublic Instruction, Raleigh. N. C.\nEwing, Lyle Wilson, Bible Hill, Claremont,\nN. H.\nFife, Ray, President. New Mexico College\nof Agriculture and Mechanical Arts, State\nCollege, N. Mex.\nFillers, H. D.. Superintendent of Schools,\nWichita Falls, Texas\nFischer, Fred C., Superintendent, Wayne\nCounty Schools, 2615 Barium Tower, De¬\ntroit, Mich.\nFisher, E. C., Superintendent of Schools,\nPeoria, Ill.\nFlora, A. C., Superintendent of Schools, Co¬\nlumbia, S. C.\nFowlkes, John Guy, Professor of Education,\nUniversity of Wisconsin, Madison, Wis.\nFrench, Will, Columbia University, New\nYork N. Y.\nGage, Jack R., State Superintendent of Pub¬\nlic Instruction. Cheyenne, Wyo.\nGates, C. Ray, Superintendent of Schools,\nGrand Island, Nebr.\nGibson, Joseph E., Professor of Education,\nTulane University. New Orleans, La.\nGoodall. Elizabeth, 524 Nancy St., Charles¬\nton. W. Va.\nGordon, A. W.. Secretary, Maine Teachers\nAssociation, 185 State St., Augusta, Maine\nGregory, J. H.. Superintendent of Schools,\nMcAllen, Texas\nGrieder. T. G.. Superintendent of Schools.\nWinslow, Ariz.\nGrier, B. M., Superintendent of Schools,\nAthens, Ga.\nGriffey. Annie G., Assistant Superintendent\nof Schools, Eighth and Louisiana Sts.,\nLittle Rock, Ark.\nGriffith, P. H.. Director of General Exten¬\nsion, Louisiana State University, Baton\nRouge, La.\nGrosvenor. Edith Louise, The Iowa Apart¬\nments, Washington, D. C.\nGuenther, J. J., Technical High School,\nOmaha, Nebr.\nGunn, Thomas T„ Principal, Eastern High\nSchool, 770 East Grand Blvd., Detroit,\nMich.\n\nGurley, Raymond\nB., Barringer High\nSchool, Newark. N. J.\nGyger, John T., Superintendent of Schools,\nRoute No. 4, Portland. Maine\nHarman, A. F., President, Alabama College\nfor Women, Montevallo, Ala.\nHarris. T. H., State Superintendent of Pub¬\nlic Education, Baton Rouge, La.\n\nand\n\n723\n\nInformation\n\nHelms, W.\nT., City Superintendent\nSchools, Richmond, Calif.\nHendrix, H. E., State Superintendent\nPublic Instruction, Phoenix, Ariz.\nHenderson, Frank A., Superintendent\nSchools. Santa Ana, Calif.\n\nof\nof\nof\n\nHickey, P. J., Secretary-Treasurer, Board\nof Education, St. Louis, Mo.\nHigbie, Edgar C., President, Wilson Teach¬\ners College, Washington, D. C.\nHines, J. F., State Superintendent of Public\nInstruction, Pierre, S. Dak.\nHoller, J. C., Superintendent, Anderson\nCounty Schools, Anderson, S. C.\nHolliday, Leonore, 2805 Stratford Ave., Cin¬\ncinnati, Ohio\nHollis, L. C., Superintendent, Parker School\nDistrict, Greenville, S. C.\nHolloway, Harry V., State Superintendent\nof Public Instruction, Dover, Del.\nHope, James H., State Superintendent of\nEducation, Columbia, S. C.\nHoward, C. A.. State Superintendent of\nPublic Instruction, Salem, Ore.\nHowell, C. M.. Secretary. Oklahoma Edu¬\ncation Association, 326 Key Bldg., Okla¬\nhoma City, Okla.\nHughey, A. H., Superintendent of Schools,\nEl Paso, Texas\nHunt, Lyman C.. Superintendent of Schools.\nBurlington, Vt.\nHurst, M. E., Central High School, Tulsa,\nOkla.\nIreland. Elizabeth, Helena, Mont.\nIvy. H. M.. Superintendent of Schools,\nMeridian. Miss.\nJack, William\nB., Superintendent of\nSchools. Portland, Maine\nJacob. Walter. Principal, Emerson School.\nPlainfield, N. J.\nJames, W. A., Principal,\nGalveston, Texas\n\nBall\n\nHigh\n\nSchool,\n\nJeffords. H. Morton. Superintendent of\nSchools. Wallingford, Conn.\nJensen, N. Howard, Principal, Central\nSchool, Tooele, Utah\nJohnson, Homer L.. Superintendent, Pike\nCounty Schools, Pittsfield, III.\nJoynes, Mrs. Edith B. Principal, Washington-Gatewood Schools, Berkeley, Nor¬\nfolk, Va.\nKarnes, Anthony E.. Commissioner of Edu¬\ncation. Juneau, Alaska\nKeller, J. A., State Superintendent of Edu¬\ncation, Montgomery, Ala.\nKelley, J. Herbert, Executive Secretary,\nPennsylvania State Education Associa¬\ntion, 400 North Third St., Harrisburg, Pa.\nKersey, Vierling, Superintendent of Schools.\nLos Angeles, Calif.\nKidder, G. E., Superintendent\nRonan, Mont.\n\nof\n\nSchools,\n\nKing, Lloyd _W., State Superintendent of\nSchools, Jefferson City, Mo.\nKirkpatrick,\nParis, Ky. Lee, Superintendent of Schools.\nLaing, Earl R.,\nDetroit, Mich.\n\nPrincipal,\n\nBurt\n\nSchool.\n\nLafargue, W.\nS., Superintendent. LaFourche Parish Schools, Thibodaux, La.\nLamkin. Uel W.. President, Northwest Mis¬\nsouri\nState Teachers College, Maryville,\nMo.\nLamb, L. H.,\nFlint. Mich.\n\nSuperintendent\n\nof\n\nSchools.\n\nLandreth, Austin, Superintendent of Schools.\nPendleton, Ore.\nLaw. Frederick Houk. Stuyvesant High\nSchool, 345 East 15th St., New York.\nN. Y.\nLawson, Miss Willie, Secretary, Arkansas\nEducation Association, Little Rock, Ark.\n\n"}
{"page": 730, "printed_page": null, "text": "724\n\nNational\n\nEducation\n\nLee, Charles A., Professor of Education.\nWashington University, St. Louis, Mo.\nLefler, Millard E., Superintendent of\nSchools, Lincoln, Nebr.\nLewis, Mrs. Inez Johnson, State Superin¬\ntendent of Public Instruction, Denver,\nColo.\n\nLindsey, John C., Superintendent\nMitchell, S. Dak.\n\nof Schools,\n\nLogan, Jack, Superintendent, East Inde¬\npendent School District, Waterloo, Iowa\nLong, Oren E., Superintendent of Public\nInstruction, Honolulu, T. H.\nLoper, John D., Superintendent of Schools,\nPhoenix, Ariz.\nLord, Charles E., Superintendent, School\nUnion #69, Camden, Maine\nMcAndrew, Mary, Superintendent of Schools,\nCarbondale, Pa.\nMcClure, Worth, Superintendent of Schools,\nSeattle, Wash.\nMcCombs, N. D., Superintendent of Schools,\nMuscatine, Iowa\nMcFarland, E. W., Department of Eco¬\nnomics. Wayne University, Detroit, Mich.\nMcMurray, Floyd I., State Superintendent\nof Public Instruction, Indianapolis, Ind.\nMacGregor, Effie, Principal, John Burroughs\nSchool, 2003 Aldrich Ave., South, Minne¬\napolis, Minn.\nMacKay, Donald, President, Eastern New\nMexico Junior College, Portales, N. Mex.\nMallory, Gertrude, Franklin High School,\nLos Angeles, Calif.\nManning, C. G., Superintendent of Schools,\nDistrict #1, Junior High Building, Lewis¬\nton, Mont.\nMarkham, W. T., State Superintendent of\nPublic Instruction, Topeka, Kans.\nMartin, John E., Superintendent of Schools.\nSuffolk, Va.\nMelcher, George, Superintendent of Schools,\nKansas City, Mo.\nMetcalf, J. L., Superintendent of Schools,\nAfton, Wyo.\nMoe, Martin P.. Executive Secretary, Mon¬\ntana Education Association, 7 Kohrs\nBlock, Helena, Mont.\nMooney, W. B., Executive Secretary, Colo¬\nrado Education Association, 230 Coronado\nBldg., Denver, Colo.\nMoore, C. H., Superintendent of Schools,\nClarksville, Tenn.\nMorrison, Ed, President, Panhandle Agri¬\ncultural and Mechanical College, Goodwell, Okla.\nMoyer, H. H., Secretary, Wyoming Educa¬\ntion Association, High School, Rawlins,\nWyo.\nMunro, P. M., Superintendent of Schools,\nSelma, Ala.\nMurdock. Hon. John R., House Office Build¬\ning, Washington, D. C.\nNixon, Hugh,\nSecretary, Massachusetts\nTeachers Federation, 15 Ashburton Place,\nBoston. Mass.\nNorton, John K., Teachers College, Colum¬\nbia University, New York, N. Y.\nPatrick, W.\nBurton, Superintendent of\nSchools, Orange, N. J.\nPeters, Harry W., State Superintendent of\nPublic Instruction, Frankfort, Ky.\nPhillips, A. J., Executive Secretary, Mich¬\nigan Education Association, 935 Wash¬\nington Ave., Lansing, Mich.\nPhillips, Guy B., Professor of Secondary\nEducation, University of North Carolina,\nChapel Hill, N. C.\nPhipps, W. E., State Commissioner of Edu¬\ncation, Little Rock, Ark.\nPillsbury, W. H., Superintendent of Schools,\nSchenectady, N. Y.\n\nAssociation\n\nPinet, F. L., Secretary. Kansas State Teach¬\ners Association, 315 West Tenth St,\nTopeka, Kans.\nPlenzke, O. H., Secretary, Wisconsin Edu¬\ncation Association, 404 Insurance Bldg.,\nMadison, Wis.\nPoche, J. N., Supervisor, St. Charles\nSchools, Hahnville, La.\n\nParish\n\nPope, D. N., Acting Secretary, New Mexico\nEducational Association, P. O. Drawer\n1538, Santa Fe, N. Mex.\nPowers, Sue M, Superintendent, Shelby\nCounty Schools, Memphis, Tenn.\nPriest, Charles H., Superintendent of\nSchools, Carson City, Nev.\nPringle, James N., Commissioner of Edu¬\ncation, Concord, N. H.\nPruitt, E. W., Superintendent, Frederick\nCounty Schools, Frederick, Md.\nPrunty, Merle, Director of Personnel and\nExtra-Curricular Division, Stephens Col¬\nlege, Columbia, Mo.\nPutnam, Rex, Superintendent of Schools,\nAlbany, Ore.\nPye, Charles F., Secretary, Iowa State\nTeachers Association, 415 Shops Bldg.,\nDes Moines, Iowa\nRagsdale, S. L., L. C. Humes High School,\nMemphis, Tenn.\nRanson, Mrs. R. E., Principal, Junior High\nSchool, High Point, N. C.\nReeves, J. A., Superintendent, Union High\nSchool, District #1, Mt. Vernon, Wash.\nRice, D. F. R., Superintendent of Schools,\nBeloit, Wis.\nRichardson, E. S., President,\nInstitute, Ruston, La.\n\nPolytechnic\n\nRichmond, James H., President, Murray\nState Teachers College, Murray, Ky.\nRickards, James S., Executive Secretary,\nFlorida Education Association, 33 Cen¬\ntennial Bldg., Tallahassee, Fla.\nRisley, James H., Superintendent of Schools,\nDistrict #1, Pueblo, Colo.\nRockett, James F., State Director of Edu¬\ncation, Providence, R. I.\nRockwell. John G., State Commissioner of\nEducation, St. Paul, Minn.\nRodgers, H. R., State Superintendent of\nPublic Instruction, Santa Fe, N. Mex.\nRoe, Warren A., Principal, Alexander Street\nSchool, Newark, N. J.\nRose, C. E., Superintendent\nTucson. Ariz.\nRowell, Virginia, 200 West\nAngeles, Calif.\nRule, James N., Principal,\nSchool, Pittsburgh, Pa.\n\nof\n\nSchools,\n\n107th\n\nSt., Los\n\nLangley\n\nHigh\n\nRussell, Charlotte, 448 West Sixty-second\nSt., Chicago, Ill.\nRyder, H. E., Superintendent, Sandusky\nCounty Schools. Fremont, Ohio\nSt. John, C. E., Superintendent of Schools,\nArkansas City, Kans.\nSamuel, Helen E., Gordon Junior High\nSchool. Washington, D. C.\nSamuelson, Agnes, State Superintendent of\nPublic Instruction. Des Moines, Iowa\nSaunders, Joseph H., Superintendent of\nSchools, Newport News, Va.\nSaxvik, H. O., Superintendent of Schools,\nBismarck. N. Dak.\nSchlagle,\nKansas\n\nF. L., Superintendent\nCitv, Kans.\n\nSchuette, Amanda, 220 South\nGreen Bay. Wis.\n\nVan\n\nof Schools,\nBuren\n\nSt.,\n\nShaver, C. N., Huntsville, Texas\nSherrod, C. C.. President, East Tennessee\nState Teachers College, Johnson City,\nTenn.\nShowalter,\n\nN.\n\nD., Olympia,\n\nWash.\n\n"}
{"page": 731, "printed_page": null, "text": "Associational\n\nRecords\n\n(Formed\n\nby the merging\n\nAllen,\nPa.\n\nCouncil\n\nof Pennsylvania, 1505 Race St., Phila¬\ndelphia. Pa.\nWells, Guy H.. President, Georgia State\nCollege for Women, Milledgeville, Ga.\nWhite, L. A., Superintendent of Schools,\nMinot, N. Dak.\nWieland, J. A., State Superintendent of\nPublic Instruction, Springfield, Ill.\nWiggin, Joseph A., Brattleboro High School,\nBrattleboro, Vt.\nWilliams, Charles O., Secretary, Indiana\nState Teachers Association, Hotel Lin¬\ncoln, Indianapolis, Ind.\nWilliams, J. D., Principal, Avondale School,\nBirmingham, Ala.\nWilliamson, Pearl, Superintendent of\nSchools, DeQueen, Ark.\nWoodbury, Mrs. Grace I., 4 Lakecroft Court,\nMelrose, Mass.\n\nT. T., Chairman;\n\nEast\n\nLaura,\n\n1807\n\nEast\n\nStroudsburg,\n\nAve.,\n\non\n\nRETIREMENT\n\nRetirement\n\nAllowances\n\nRetirement\n\nAllen, Catherine,\nbus, Ga.\n\nPogue, George M., Vice Chairman; Assist¬\nant Secretary, Ohio State Teachers Re¬\ntirement System, Columbus, Ohio\nRoch, Jennie, Secretary; Assistant Secre¬\ntary, Orleans Parish School Board, New\nOrleans, La.\nAllison,\nTexas\n\nWoods, L. A., State Superintendent of Pub¬\nlic Instruction, Austin, Texas\nWoodward, H. M., 1824 S. Tenth St., Salt\nLake City, Utah\nYount, M. E., Superintendent, Alamance\nCounty Public Schools, Graham, N. C.\n\nof Teachers’\n\nCommittee\n\nAustin,\n\nBrookes, M. Emma, Principal, Miles-Cranwood Schools, Cleveland, Ohio\nDavis, Mrs. Jane, 1013 Horatio St., Tampa,\nFla.\nGibson, C. S., Roosevelt School, Syracuse,\nN. Y.\nAdams, Mrs. A. Virginia. Principal,\nAvenue School. Vineland, N. J.\n\nEast\n\nSchool,\n\nWarren, T. R., Principal, Billinghurst Junior\nHigh School, Reno, Nev.\nWatson, Bruce M., Managing Director, Pub¬\nlic Education and Child Labor Association\n\nTEACHER\nN. E. A.\n\nof the Committee\n\nthe National\n\nExecutive\n\nON\n\nWashington\n\nTurnbull, L. W., Superintendent of Schools,\nNorth Bend, Ore.\nTurner, H. L., Director, Department of\nLaboratory Schools, Michigan State Nor¬\nmal College, Ypsilanti, Mich.\nUnderwood, Frank M., Assistant Superin¬\ntendent of Schools, St. Louis, Mo.\nUpham, Mrs. Margaret S., 211 Washington\nSt., Cumberland, Md.\nVandiver, J. S., State Superintendent of\nEducation, Jackson, Miss.\nVaughan, John, President, Northeastern\nState Teachers College, Tahlequah, Okla.\nVincent, W. D., Superintendent of Schools,\nBoise, Idaho\nWalker, Thomas J., Editor, School and\nCommunity, Columbia, Mo.\nWarren, J. B., Secretary, North Carolina\nEducation Association, Box 274, Raleigh,\nN. C.\n\nThalman, John W., Superintendent, Wau¬\nkegan Township Secondary Schools, Wau¬\nkegan, Ill.\nThompson, Arthur E., State Superintendent\nof Public Instruction, Bismarck, N. Dak.\nThompson, Elizabeth, President, New Hamp¬\nshire State Teachers Association, Colebrook, N. H.\nTodd, G. W., Superintendent of Schools,\nLewiston, Idaho\nTownsend, W. B., Butler University, In¬\ndianapolis, Ind.\nTrent, W. W., State Superintendent of Free\nSchools, Charleston, W. Va.\n\nCOUNCIL\n\n725\n\nInformation\n\nTroy, Ann A., Principal,\nNutley, N. J.\n\nSimpson, Mabel E., 74 Marlborough Road,\nRochester, N. Y.\nSkidmore, Charles H., State Superintendent\nof Public Instruction, Salt Lake City,\nUtah\nSmith, Mr. Beba B., Superintendent of\nSchools, Connellsville, Pa.\nSmith, Chauncey W., State Superintendent\nof Public Instruction, Carson City, Nev.\nSmith, Harry P., Director of Research,\nBoard of Education, Syracuse, N. Y.\nSmith, J. R., 1833 South Fifteenth St., East,\nSalt Lake City, Utah\nSnodgrass, G. M., President, State Teachers\nCollege, La Crosse, Wis.\nSnyder, Raymond\nH., President, Albion\nState Normal School, Albion, Idaho\nStahl, H. E., Superintendent of Schools,\nClaymont, Del.\nStanton, B. F., Superintendent of Schools,\nAlliance, Ohio\nSteele, N. E., Executive Secretary, South\nDakota\nEducation Association, 221^2\nNorth Phillips Ave., Sioux Falls, S. Dak.\nStilwell, H. W., Superintendent of Schools,\nTexarkana, Texas\nStoddard, A. J., Superintendent of Schools,\nProvidence, R. I.\nStout, Grover, Principal, Wingert School,\nDetroit, Mich.\nSutton, Willis A., Superintendent of Schools,\nAtlanta, Ga.\nTaylor, Charles W., State Superintendent of\nPublic Instruction, Lincoln, Nebr.\nTaylor, William S., Dean, School of Educa¬\ntion, University of Kentucky, Lexington,\nKy.\n\nNATIONAL\n\nand\n\nOF\n\nof the N.\n\nTHE\nE. A. and\n\nSystems)\n1532\n\nFourth\n\nAve.,\n\nColum¬\n\nBaish, H. H., Secretary, Pennsylvania State\nSchool Employees Retirement Board,\nHarrisburg, Pa.\nBrotherson,\nMarie, 644 Ohio, Kansas City,\nKans.\nBrown, Daisy, 407 South Sixth St., Still¬\nwater, Minn.\nBrown, Mrs. Nina, 311 North D St., Indianola, Iowa\nClifford, J. M., Secretary, Michigan Teach¬\ners Retirement Fund, Lansing, Mich.\nCole, Elva E., Executive Secretary, Wash¬\nington Teachers Retirement Fund, Olym¬\npia, Wash.\nCowles, Leroy, Dean of Education, Univer¬\nsity of Utah, Salt Lake City, Utah\nCrawford, Will\nC., Superintendent of\nSchools, San Diego, Calif.\nDutton, Mary E., Recording Secretary, Chi¬\ncago Public School Teachers Pension and\nRetirement Fund, Chicago, Ill.\n\n"}
{"page": 732, "printed_page": null, "text": "726\n\nNational\n\nEmerson, Ethel, 1200 Linwood\nsas City, Mo.\nFlora, A. C., Superintendent\nColumbia, S. C.\n\nEducation\n\nBlvd.,\nof\n\nRead. Faye, 131 Vernon Ave., Pueblo, Colo.\nReynolds, Florence B.. 6820 North 24th\nSt., Omaha, Nebr.\nRichards, R. H., Principal, Lincoln School,\nHuntington. W. Va.\nRichmond, J. H., President, Murray State\nTeachers College, Murray. Ky.\n\nKan¬\n\nSchools,\n\nFrank, Kate. Central High School, Mus¬\nkogee, Okla.\nGray. M. P.. Woodlawn High School, Bir¬\nmingham, Ala.\nHickman, Alma, Station A, Hattiesburg.\nMiss.\nHolley. Ella J., Rural Supervisor for New\nCastle County Schools. Wilmington. Del.\nHougham, Robert B., Executive Secretary,\nIndiana State Teachers Retirement Fund\nBoard, Indianapolis, Ind.\nKarraker, O. M., Secretary, Illinois Teach¬\ners Pension and Retirement Fund, Springfield, Ill.\nKershner, W. E.. Secretary, Ohio State\nTeachers Retirement System, Columbus,\nOhio\nKnutson, K. J., Secretary, Seattle Teachers\nRetirement Fund, Seattle. Wash.\nLafferty, Oma\nC.. Central High School,\nCharlotte. N. C.\nLantman, Edgar G., Secretary, New York\nState Teachers Retirement Board, Albany,\nN. Y.\nLoining. Carl, Secretary, Duluth Teachers\nRetirement Fund Association, Duluth,\nMinn.\n\nRogers. P. C., Secretary, Louisiana Teach¬\ners Retirement System, Baton Rouge, La.\nRuiz,\nIdahoFred, 908 Sixteenth Ave., S., Nampa,\nSchmidt. Arthur W.. Lead. S. Dak.\nShanley, Dorothy M., Secretary, Connecti¬\ncut State Teachers Retirement Board.\nHartford, Conn.\nSlade. A. A.. Superintendent of Schools.\nLaramie, Wyo.\nSmith, Dee, Secretary. Minneapolis Retire¬\nment Fund, Minneapolis, Minn.\nSmith, Elphe K.. Route 1, Box 22, Tigard,\nOre.\nStretcher, E. T., Treasurer. Portland Teach¬\ners Retirement Fund Association, Port¬\nland, Ore.\nTaylor. Louis. Secretary, New York City\nTeachers Retirement System, New York.\nN. Y.\nTete, A. J.. Secretary-Treasurer. New Or¬\nleans Retirement Fund, New Orleans, La.\nThompson, Elizabeth, Colebrook. N. H.\nTrathen, Albert. Director of Investments,\nWisconsin State Retirement System,\nMadison, Wis.\n\nMaybry, W. L.. President, Memphis Teach¬\ners Association, 1893 Crump, Memphis,\nTenn.\nMedinger, Mildred, Secretary, Maryland\nState Teachers Retirement System, Balti¬\nmore, Md.\nMorse, Marguerite, 1615 Maple St., Clear¬\nwater, Fla.\n\nCOMMITTEE\n\nWhite, H. E., Executive Secretary, Minne¬\nsota State Teachers Retirement Fund,\nSt. Paul, Minn.\nWood, John A., 3rd. Secretary, New Jersey\nState Teachers Pension and Annuity\nFund, Trenton, N. J.\n\nON\n\n(Authorized\nH.\n\nV. Tempel, Chairman; Principal. Henry\nClay High School, Shelbyville, Ky.\n\nAbernethy, R. R., Superintendent of Schools,\nHarrisburg, Pa.\nAdams, Mrs. A. Virginia. Principal, East\nAvenue Elementary School, Vineland,\nN. J.\nAiton, Maude E., Principal, Webster School,\n10th and H Sts., N. W., Washington,\nD. C.\nAnthony, Kate V., 1903 Hanover Ave.,\nRichmond, Va.\nBaskervill, Elizabeth, Public Schools.\nOrangeburg, S. C.\nBriggs, Pearl A., President, Teachers Fed¬\neration of Buffalo, 1837 Hotel Statler,\nBuffalo, N. Y.\nBurgoon, A. L., Superintendent of City\nSchools, Diamondville. Wyo.\nChappelle, E. H., Superintendent of Schools,\nYpsilanti, Mich.\nCusack, Loretto, Public Schools, Creston,\nIowa\nDavis. J. P.. Principal, Trout-Good Pine\nHigh School. Jena. La.\nDenman,\nGeorge E., Superintendent of\nSchools, Burley, Idaho\nDoe, Chester W., Superintendent of Schools.\nNorthwood, N. H.\nDrexler, Mrs. Charles, Public Schools, Port\nGibson, Miss.\nErickson. Albert, Assistant Secretary, Mon¬\ntana Education Association, Helena. Mont.\nFreeman, Helen. Head, English Department,\nPublic Schools. Waterville. Maine\nGraston. H. S.. Head. History Department,\nWoodlawn High School. Birmingham, Ala.\n\nAssociation\n\nNECROLOGY\n\nby\n\nBylaws)\n\nGunoe, Otway, Assistant County Superin¬\ntendent of Schools, Fayetteville, W. Va.\nHelm, Charles. Superintendent of Schools,\nLaurel. Del.\nHenry, Beryl, Superintendent of Schools,\nHope. Ark.\nHougham,\nRobert B., Secretary, State\nTeachers Retirement Fund, State House,\nIndianapolis, Ind.\nJones. Mrs. Ola, County Superintendent of\nSchools, Carrizozo, N. Mex.\nJorgensen, Henry C.. Elementary Principal,\nJordan Public School District, Sandy,\nUtah\nKelly. Margaret, State Helping Teacher,\nDerby. Vt.\nKemp, Rae, Elementary Teacher, Public\nSchools, Kansas City. Kans.\nLockhart, A. V.. Principal, Thornton Frac¬\ntional Township High School, Calumet\nCity, Ill.\nLowe,\nWash. Gladys, Audubon School, Spokane.\nMcCurdy. M. E., Secretary, North Dakota\nEducation Association, Fargo, N. Dak.\nMoffitt, L. C., County Superintendent of\nSchools, Eugene. Ore.\nMorse. C. Marguerite, President, Depart¬\nment of Classroom Teachers. Florida\nEducation Association Clearwater, Fla.\nPilcher, Daisy, Public Schools, West Willineton. Conn.\nRiddle,\nAnna E., Public Schools, St. Joseph.\nMo.\nRobbins. Alice V., Teachers College, Man¬\nkato. Minn.\nSalesses, Margaret M., 30 Dart St., Provi¬\ndence. R. I.\n\n"}
{"page": 733, "printed_page": null, "text": "Associational\n\nRecords\n\nSandsmark, L., Superintendent of Schools,\nEmerson, Nebr.\nSaxon, J. Harold, Superintendent of Schools,\nQuitman, Ga.\nSchmidt, A. W., Public Schools, Lead,\nS. Dak.\nSledge, L. W., Deputy Superintendent of\nSchools, Fifth District, Las Vegas, Nev.\nSmith, Edgar B., Principal, Greenfield High\nSchool, Greenfield, Mass.\nSteel, Nettie, Principal, State Public\nSchool, Sparta, Wis.\nTemple, D. E., Public Schools, Tulsa, Okla.\nThompson, Nellie V., Public Schools, Colo¬\nrado Springs, Colo.\n\nPUBLISHING\n(Authorized\n\nand\n\n727\n\nInformation\n\nVineyard, Margaret, Elementary Teacher,\nPublic Schools, Oakland, Calif.\nWare, C. S., 618 West Craig St., San An¬\ntonio, Texas\nWay, J. E., County Superintendent of\nSchools, Waverly, Ohio\nWilliams, Marguerite K., Public Schools.\nPhoenix, Ariz.\nWilson, Viola, Holston Heights School\nBristol, Tenn.\nYim, Tillie, Public Schools, Honolulu,\nT. H.\n\nCOMMITTEE\nby\n\nBylaws)\n\nPortland Convention\nBroderick,\nN. Y.\n\nLillian, 216 Park\n\nAve.,\n\nYonkers,\n\nCloud, Roy W., Secretary, California Teach¬\ners Association, 155 Sansome St., San\nFrancisco, Calif.\nPreble, Mrs. F. Blanche, 10855 Vernon Ave.,\nChicago, Ill.\n\nReese, L. W., Superintendent of Schools,\nWashington Court House, Ohio\nSmith, Henry Lester, Dean, School of Edu¬\ncation, Indiana University, Bloomington,\nInd.\n\nDetroit Convention\nRice, Charles A., Superintendent of Schools,\nPortland, Ore.\nSmith, C. B., Superintendent of Schools,\nPekin. Ill.\nSmith, John Allan, Classroom Teacher, Los\nAngeles, Calif.\n\nCOMMITTEE\n\nON\n\nTemple,\nOkla.\n\nD.\n\nby\n\nRepresentative\n\nTaylor, William S., Chairman; Dean, School\nof Education, University of Kentucky,\nLexington, Ky.\nAdair, Cornelia S., 3208 Hawthorne Ave.,\nRichmond, Va.\nLord, Daisy, 1027 West Main St., Waterbury, Conn.\n\nCOMMITTEE\n\nON\n\n(Authorized\n\nTeacher,\n\nWenner, W. E., Superintendent\nAshtabula Harbor, Ohio\n\nREORGANIZATION\n\n(Authorized\n\nE., Classroom\n\nMerrill,\nOre.\n\nOF\n\nTHE\n\nTulsa,\n\nof Schools,\n\nN. E. A.\n\nAssembly)\nBirdine,\n\nShattuck\n\nSchool,\n\nPortland,\n\nMoore, Robert C., Secretary, Illinois State\nTeachers Association, 100 East Edwards\nSt., Springfield, Ill.\nShaw, Reuben T., 1327 Real\nBldg., Philadelphia, Pa.\n\nEstate\n\nTrust\n\nRESOLUTIONS\nby\n\nBylaws)\n\nHunt, R. L., Chairman; Superintendent of\nSchools, Madison, S. Dak.\nHinrichs, Amy H., Vice Chairman; Prin¬\ncipal, Audubon School, 428 Broadway,\nNew Orleans, La.\nPowers, J. Orin, Secretary; 822 Emerson\nSt., N. W., Washington, D. C.\n\nDacey, Cecile, High School Teacher, 9374\nWildemere Ave., Detroit, Mich.\nDeamer, Arthur, Superintendent of Schools,\nCedar Rapids, Iowa\nEllis, D. B., 1200 Newport, Denver, Colo.\nErickson, Everett R., Juneau, Alaska\nFlynn, Alice S., 133 Fourth Ave., Woon¬\nsocket. R. I.\n\nAdair, Cornelia S., 3208 Hawthorne Ave.,\nRichmond, Va.\nBradley, Helen, Assistant Principal, Ken¬\nnedy School, Cincinnati, Ohio.\nBreckner, Elmer L.. Superintendent of\nSchools, Tacoma, Wash.\nCarlson, Philip, Elementary Principal,\nMinneapolis, Minn.\nClark, Harry, Superintendent of City\nSchools, Knoxville, Tenn.\nClarke, M. J., Superintendent of City\nSchools, Ely, Nev.\nCoates, J. P., Secretary, South Carolina\nEducation Association, Columbia, S. C.\nCondie, John W.. State Superintendent of\nPublic Instruction, Boise. Idaho\nCurtis, William E., Assistant Principal,\nGrafton Street Junior High\nSchool,\nWorcester, Mass.\n\nFrick, Mary, President, High School Teach¬\ners Association, Los Angeles. Calif.\nGoslin, Willard E., Superintendent of\nSchools. Webster Groves, Mo.\nGreene, Victor N., Principal, High School,\nSearsport, Maine\nGrove, Frank L., Secretary, Alabama Edu¬\ncation Association, Montgomery, Ala.\nHall, W. F.. State Supervisor of Elemen¬\ntary Schools, Department of Education,\nLittle Rock. Ark.\nHaller, Ralph, President, High\nSchool\nTeachers Association of New York City,\n211 Egmont Ave., Mount Vernon, N. Y.\nHenderson, Leon, President, Hillsborough\nCounty Teachers Federation, 3602 San\nPedro St.. Tampa, Fla.\nHolliday, Della, Newport High School,\nNewport, Ky.\n\n"}
{"page": 734, "printed_page": null, "text": "728\n\nNational\n\nEducation\n\nHolton, E. L., Dean, Department of Edu¬\ncation, Kansas State College, Manhattan,\nKans.\nHunt, Lyman C., Superintendent of Schools,\nBurlington, Vt.\nKeenan, Robert C. Principal, Drake Public\nSchool, 2641 Calumet Ave., Chicago, Ill.\nKitchin, Dorothy D.. Peshine Avenue\nSchool. Newark, N. Y.\nLearned. Welthea, South High School, Salt\nLake City, Utah\nLee, Nancy, 211 East Peace St., Raleigh,\nN. C.\nMcKay. Donald, President, Eastern New\nMexico Junior College, Portales, N. Mex.\nMartin, Rosalie. Assistant High School\nPrincipal, Georgetown, Del.\nMay, Ernest A., 1615 East Locust St., Mil¬\nwaukee, Wis.\nMerrill, Birdine, Shattuck School, Portland,\nOre.\nMichael, L. E.,\nCloverdale, Ind.\n\nHigh\n\nSchool\n\nPrincipal,\n\nMiller, Charles S., President, State\ners College, Slippery Rock, Pa.\n\nTeach¬\n\nCOMMITTEE\n(Authorized\n\nExecutive\n\nby\n\nMoyer, H. H., Principal,\nSchool, Rawlins, Wyo.\nPatterson,\nThomas,\n\nJ. H.,\nW. Va.\n\nHigh\n\nRawlins\n\nSchool\n\n•\n\nDahl, Mrs. Myrtle Hooper, 312 South Eighth\nSt., Minneapolis. Minn.\nIrizarry, Oscar B., Central High School,\nTulsa, Okla.\nJelinek, Frances, Room\n150, Wisconsin\nHotel, Milwaukee, Wis.\nKeenan, Robert C., Principal, Drake Public\nSchool, Chicago, Ill.\nKingan, J. Constance, High School, Royal\nOak, Mich.\nof\n\nAllison, Elizabeth, Public Schools, Bis¬\nmarck, N. Dak.\nAnderson, Homer W., Superintendent of\nSchools, Omaha, Nebr.\nAndrews, Mrs. Flora J., 2110 East Lead\nAve., Albuquerque, N. Mex.\nBanting. C. O., Superintendent of Schools,\nWaukesha, Wis.\nBaskervill, Elizabeth, Public Schools,\nOrangeburg, S. C.\nBatchelder, Carl J., Deputy Commissioner\nof Education, Montpelier, Vt.\nBechtold, R. H., Principal. Longfellow\nElementary and Junior High School,\nFlint. Mich.\nBloom, W. H., Superintendent of Schools,\nFairbanks, Alaska\nBlunk, Ella, Senior High School, Grand\nIsland. Nebr.\nBooth, C. L., Superintendent of Schools,\nPasco, Wash.\nBooth, Jonathan L., 522 East Second St.,\nTucson, Ariz.\nBowden, A. O., Department of Anthro¬\npology. University of Southern California,\nLos Angeles, Calif.\nBoyum, Louise V., Principal, Wailuku Ele¬\nmentary School, Wailuku, Maui, T. H.\nCameron, E. T., Business Representative,\nMichigan Education Association, Lansing,\nMich.\nCarr. A. T., Principal, Nathan Hale Junior\nHigh School, Cleveland, Ohio\n\nPrincipal,\n\nSkewes, George, Professor of Science, Mayville, N. Dak.\nStevenson, H. G., Superintendent of Schools,\nGlobe, Ariz.\nStrong, Vera, 1922 Blodgett, Houston, Texas\nSutton, Willis A., Superintendent of Schools,\nAtlanta. Ga.\nTaylor, W. N., Secretary, Mississippi Edu¬\ncation Association, Jackson, Miss.\nThompson, Elizabeth M., Public Schools,\nColebrook, N. H.\nWilliams, D. S., Superintendent of City\nSchools, Bozeman, Mont.\nZaneis, Kate Galt, President, Southeastern\nState Teachers College, Durant, Okla.\n\nON\n\nTENURE\nAssembly)\n\nCody, Frank, Superintendent\nDetroit, Mich.\n\nDuShane, Donald, Chairman; Superintend¬\nent of Schools, Columbus, Ind.\n\nHigh\n\nPruitt, Eugene W., Superintendent, Fred¬\nerick County Schools, Frederick, Md.\nRock, Margaret, Teacher Training School,\n118 Lenox Ave., Bridgeport, Conn.\nRost, Grover F., 912 North Wheeler, Grand\nIsland, Nebr.\n\nRepresentative\n\nCommittee\n\nO’Connor, Mary Elizabeth, Supervisor\nElementary Schools, Natick, Mass.\n\nAssociation\n\nof\n\nSchools,\n\nCook, Katherine, 912 West Twenty-third\nSt., Austin, Texas\nCouch, E. B., Chairman, Committee on\nTenure, California Teachers Association,\n1133 North Everett St., Glendale, Calif.\nDann, George J., Superintendent of Schools,\nOneonta, N. Y.\nDeCamp,\nJohn\nA., Superintendent of\nSchools, Utica, N. Y.\nDick, L. C., Superintendent, Madison\nCounty Schools, London, Ohio\nDickinson, Florence M., Assistant Principal,\nBonsall School, Camden, N. J.\nDrake, Flora E., 2230 Brookside Ave., In¬\ndianapolis, Ind.\nEakin, Miss Myrl I., 518 Shady Ave., East\nLiberty, Pittsburgh, Pa.\nEarly, John T.. Superintendent of Schools,\nSheridan, Wyo.\nEgbert. Freda D., 7529 Alaska Ave., N. W.,\nWashington, D. C.\nEubank, L. A., Dean, State Teachers Col¬\nlege, Kirksville, Mo.\nEvans. C. Ray, Principal. North Summit\nHigh School, Coalville, Utah\nEverett, Ralph W., Sacramento Junior Col¬\nlege, Sacramento, Calif.\nGayman, H. E., Assistant Executive Secre¬\ntary, Pennsylvania State Education As¬\nsociation, 400 North Third St., Harrisburg,\nPa.\nGerber, R. A., Superintendent of Schools,\nSidney. Mont.\nGreer, H.\nG., Superintendent, Monroe\nCounty Schools, Monroeville, Ala.\nGrieder, Theodore G., Superintendent of\nSchools, Winslow, Ariz.\nHale, Mrs. Gertrude, 58 Lewis St., Athol,\nMass.\nHart, Harry T., Principal, Stevens School,\nStamford, Conn.\nHassell, B. L., Principal, Clarksville High\nSchool, Clarksville, Tenn.\nHavens, Kathryn C., 129 Allen Place, Hart¬\nford, Conn.\nHendricks, Lorene, 110 East Eleventh St.,\nWahoo, Nebr.\nHier, Ruth, Assistant Principal, James Ford\nRhodes High School, Cleveland, Ohio\n\n"}
{"page": 735, "printed_page": null, "text": "Associational\n\nRecords\n\nHinman, Harriett L., Supervisor of Re¬\nsearch and Instruction, Board of Educa¬\ntion, Toledo, Ohio\nHolley, Ella J., Rural Supervisor, New\nCastle County Schools, Wilmington, Del.\nHolt, Miss Terrell, 728 Napier Ave., Macon,\nGa.\nHoward, Homer, P. K. Yonge Laboratory\nSchool, University of Florida, Gaines¬\nville, Fla.\nHumphreys, Pauline A., Head, Department\nof Education, State Teachers College,\nWarrensburg, Mo.\nIreland, E. W., Superintendent of Schools,\nStratford, Conn.\nJacobs, Clara M., Department of Educational\nResearch, District #1, Pueblo City\nSchools, Pueblo, Colo.\nJenkins, F. F., Division Superintendent,\nSouthampton County Schools, Franklin,\nVa.\nJohnson, Leslie W., Garfield High School,\nSeattle, Wash.\nKeller, Lester E., Principal, Sudlow Inter¬\nmediate School, Davenport, Iowa\nKittrell, Charles A., Superintendent, Inde¬\npendent School District, Waterloo, Iowa\nLively, Mrs. Emery, 2900 Prytania St., New\nOrleans, La.\nLongmire, Mrs. L. T., Alexandria, La.\nLord, Mary A., North Junior High School,\nSioux City, Iowa\nLoser, Paul. Superintendent of Schools,\nTrenton, N. J.\nLozo, John P., R. F. D. 4, Lancaster, Pa.\nMcConnell, John Preston, President, State\nTeachers College, East Radford, Va.\nMoore, Mrs. Clarence, High School Prin¬\ncipal, Osceola, Ark.\nMoreau, Cecilia M., 334 North Main St.,\nPresque Isle, Maine\nMuller, Edgar, Principal, Westlake Junior\nHigh School, Oakland, Calif.\nNicely, O. W., President, Teachers Retire¬\nment Fund Board, 310 State House, In¬\ndianapolis, Ind.\n\nand\n\nInformation\n\n729\n\nNissen, S. B., Editor, South Dakota Educa¬\ntion Association Journal, Perry Bldg.,\nSioux Falls, S. Dak.\nOlson, Mrs. Clara M., College of Education,\nUniversity of Florida, Gainesville, Fla.\nO’Rourke, Catherine, 3057 W.\nJackson\nBlvd., Chicago, Ill.\nOwens, A. D., Superintendent of Schools,\nNewport, Ky.\nPlenzke, O. H., Executive Secretary, Wis¬\nconsin Education Association, Madison,\nWis.\nReed, Truman G.. Principal, Wichita High\nSchool, East, Wichita, Kans.\nRoland, H. M., Superintendent of Schools,\nBurlington, N. C.\nShawkey, M. P., Morris Harvey College,\nKanawha County Public Library Bldg.,\nCharleston, W. Va.\nSheehan, Marv A., Vice-Principal, Wash¬\nington High School, Rochester, N. Y.\nShepherd, Grace M., Department of Educa¬\ntion, Northwest Missouri State Teachers\nCollege, Maryville, Mo.\nSmith, Stanton E., 201 Ferger Bldg., Chat¬\ntanooga, Tenn.\nSnyder, Mrs. Barbara B., Arcadia Hotel,\nSt. Helens, Ore.\nStiles, Chester D., Superintendent of\nSchools, Westfield, Mass.\nStrickland, Rose, Principal, Powell School.\nBirmingham, Ala.\nSullivan, Jack, 224 Lexington St., Jackson,\nMiss.\nTieert, John J., President, University of\nFlorida, Gainesville, Fla.\nVance, Mrs. Una E., 2223 Routt St., Pueblo,\nColo.\nWeeks, Zoraida, 506 Main St., Oneida, N. Y.\nWilson, Mrs. A. R., Principal, Lakewood\nSchool, Durham, N. C.\nWinslow, Howard\nL., Superintendent of\nSchools, Somersworth, N. H.\nWolaver, Florence E., 407 Liberty St., Dun¬\ndee, Ill.\n\n"}
{"page": 736, "printed_page": null, "text": "730\n\nNational\n\nMINUTES\n\nOF THE\n\nEducation\n\nAssociation\n\nSEVENTEENTH\nASSEMBLY\n\nDetroit, Michigan,\n\nREPRESENTATIVE\n\nJune 28-July 1, 1937\n\nFirst Business Session, Tuesday\n\nMorning, June 29, 1937\n\nThe first business session of the Representative Assembly of the National Educa¬\ntion Association was held in the Masonic Temple Auditorium, Detroit. The meeting\nconvened at 9:30 a.m., with President Pratt presiding.\nA basket of flowers\nSpokane teachers.\nPresident\n\nOrville\n\nwas\n\npresented\n\nC. Pratt:\n\nto President\n\nIt is very\n\nthat size to wear this morning.\naltho we are 2500 miles away\n\nPratt by the representative\n\nnice indeed\n\nto have\n\na buttonhole\n\nIt is certainly gratifying to me\nfrom home, the teachers have\n\nof the\n\nbouquet\n\nof\n\npersonally to find that\nsent this fine bouquet.\n\nI want to thank them personally — each and every one!\nThis, as you know, is the first business session. It has been suggested that it might\nbe better to have, first, the report of the Committee on Bylaws and Rules, of which\nMiss Adair is chairman.\nMiss Cornelia S. Adair (Virginia) : I will ask you to take your manual and turn to\npage 6 while the Rules Committee reports.\nRules of Procedure for Conduct of Business in the Representative Assembly\n1. Each\n\nstate delegation\n\nshall elect a chairman.\n\nIn the absence\n\nof a delegate,\n\nonly an alternate shall take his place, and when there is more than one alternate\nof a state or local affiliated association the delegates of that association shall\nselect the alternate to act.\nThis pertains to the organization of each\neach delegation shall elect a chairman.\n2. There\nspeeches\n\nshall be not\n\nfor any\n\none\n\nmore\n\nthan\n\ncandidate.\n\none\n\nstate delegation,\nnominating\n\nNominating\n\nthe first step being that\n\nspeech\n\nspeeches\n\nand\n\nshall be\n\ntwo\n\nseconding\n\nlimited\n\nto five\n\nminutes and seconding speeches to two minutes each. There may be any number\nof seconds to nominations so long as there are only two seconding speeches.\n3. No member shall speak in debate more than twice during the same day to\nthe same\n\nquestion,\n\nnor longer\n\nis granted by a majority\n4. All resolutions and\n\nthan\n\nat one\n\ntime, unless permission\n\nvote of the Representative Assembly at that session.\nall motions submitted for consideration in the reports\n\nof officers, boards, or committees\nmaker and the seconder.\n5. Resolutions\n\nfive minutes\n\nshall be in writing\n\nfor the Committee\n\non Resolutions\n\nand\n\nshall be signed\n\nby the\n\nmust\n\nbe in the hands\n\nof the\n\nCommittee not later than noon of the second day of the convention, and such\nnotice shall appear in the Manual for Delegates and announcement be made by\nthe executive secretary on the first and second mornings of the convention.\n6. T he printed copies of the report of the Committee on Resolutions shall be in\nthe hands of the delegates twenty-four hours before they are voted upon.\n7. All morning sessions of the Assembly shall be exclusively business meetings.\n8. In all voting on amendments to the charter and on all amendments to the\nbylaws,\n\nexcept where\n\nunanimous\n\nconsent\n\nis given by the Representative\n\nstate delegations may vote by ballot. The result shall be announced\nman of each delegation as the roll of states is called. (See Article\nof the bylaws.)\n9. There shall be an official parliamentarian\nthru the presiding officer only.\n\nto whom\n\nAssembly,\n\nby the chair¬\nX, Section 2,\n\nquestions may\n\nbe directed\n\nMr. Chairman, I move the adoption of this report as the rules for the convention.\nPresident Pratt: You have heard the motion. Is there a second?\nMr. E. M. JV hitesides (Utah) : Seconded.\nPresident Pratt: It has been moved and seconded\non Bylaws and Rules be adopted. Are there any\ninformation, we shall proceed to vote.\n\nthat the report of the Committee\n\nquestions?\n\nHearing\n\nno requests\n\nfor\n\n"}
{"page": 737, "printed_page": null, "text": "Associational\n\nThe motion\nadopted.\nWe\n\nis carried\n\nshall pause\n\nStephens\n\nA.M.E.\n\nand\n\nRecords\n\nthe report\n\nfor just a moment\nChurch,\n\nAlbert\n\nInformation\n\nof the Committee\n\nnow\n\nwhile\n\n731\n\non Bylaws\n\nthe Reverend\n\nJohn\n\nand\n\nRules\n\nis\n\nD. Howell,\n\nSt.\n\ngives the invocation.\n\n(The invocation was given.)\nPresident Pratt: We shall now have\nof which Albert S. Colton is chairman.\nMr.\n\nand\n\nS. Colton\n\n(California)\n\nthe report\n\n: The\n\nof the Committee\n\nCommittee\n\non\n\non Credentials\n\nCredentials\n\nmet\n\nin the\n\nMasonic Temple at 2 p.m., on Monday, June 28 , with twenty-seven members present.\nThe secretary of credentials reported that there were more than 1143 delegates\nregistered\n\nand\n\nexpected\n\nabout\n\n200 more.\n\nThe\n\nCommittee\n\nrecommended\n\nthat all dele¬\n\ngates properly certified be seated, provided they satisfy the Secretary’s Office that the\nmembers of the organizations they represent have paid their 1936-37 dues by Decem¬\nber 31, 1936. The Committee recommended that the registration of delegates close\nby 8:30 A.M., Wednesday, June 30. The Committee further recommended that all\ndelegates certified by state or local organizations must be members of the organiza¬\ntion they are certified to represent. The Committee appointed a subcommittee to pass\nupon\n\nany\n\nappointed:\n\nquestions\n\npertaining\n\nto the certification\n\nEugene\n\nB. Gordon,\n\nMaine;\n\nAlaska; Coririne Weaver,\ntion of this report.\n\nAlabama;\n\nFrances\n\nJ. E. Fitzgerald\n\n(Iowa)\n\nM. Malik,\n\nThe\n\nMichigan;\n\nand A. S. Colton, California.\n\nPresident Pratt: You have heard the motion\nCommittee on Credentials. Is there a second?\nMr.\n\nof delegates.\n\nfor the adoption\n\nfollowing\nMinnie\nI move\n\nwere\n\nJ. JVyly,\nthe adop¬\n\nof the report of the\n\n: Seconded.\n\nPresident Pratt: It has been moved and seconded that the report of the Committee\non Credentials be adopted. Is there any discussion or questions?\nThe\n\nreport is adopted.\n\nNext\n\nis the matter\n\nof the adoption\n\nof the Order\n\nof Business,\n\nto be followed by the minutes of the Portland meeting. There are two necessary\nchanges to be made. The first of these is to have the report of the Committee on\nAmending\n\nthe Charter\n\ncome\n\nfirst and the report of the Committee\n\non Reorganization\n\ncome second in the order of procedure. Then, following the report of the Committee\non Academic Freedom, it is necessary to arrange for the election of the Publishing\nCommittee\n\nand we\n\nshould\n\nlike to insert that item at that place. Is there any objection\n\nto the Order of Business as just now outlined? Hearing\nmous consent, that becomes the Order of Business.\n\nno objection, by your\n\nunani¬\n\n(The minutes of the Portland meeting were adopted as published and distributed.)\nPresident Pratt: We are ready now for the report of the Committee on Amending\nthe Charter. Mr. Shaw, chairman of that Committee, will make the report.\nMr. Reuben T. Shaw (Pennsylvania): Many of you are aware of the adoption\nof certain proposals to amend the charter one year ago. I feel it would be a waste\nof time and would be an annoyance to you to go into the details of all that has\noccurred\nThe\n\nsince then, but I wish\nCommittee\n\nCommittee,\n\nto read very briefly the following\n\non Amending\n\nthe executive\n\nthe Charter\n\nsecretary,\n\nand\n\nreport:\n\nwith the cooperation\n\nthe attorney\n\nof the Executive\n\nof the Association\n\nprepared\n\na bill for introduction into Congress in accordance with the action taken by the\nRepresentative Assembly, at Portland, in 1936. The bill was introduced by Senator\nWill iam H. King of Utah. It was passed by the Senate, February* 11, 1937 ; passed\nby the House of Representatives, June 7, 1937. It was signed by the President,\nJune 14, 1937.\nThe passage\n\nof this bill transfers\n\nfrom\n\nthe charter\n\nto the bylaws\n\nmany\n\nof the\n\nprovisions which more properly belong in the bylaws. Certain provisions in re¬\ngard to the Board of Trustees and the Permanent Fund remain in the charter,\nand cannot\n\nbe changed\n\nwithout\n\nanother\n\nact of Congress.\n\nIn all other respects\n\nAssociation is now free to revise the set-up of its Executive\nBoard of Directors, or its Representative Assembly in whatever\nand without going to Congress.\n\nthe\n\nCommittee, or its\nway it may desire\n\nIt may rearrange the assignment of powers and duties among its officers, boards,\ncouncils, and committees, except as limited by the act as amended.\n\n"}
{"page": 738, "printed_page": null, "text": "732\n\nNational\n\nEducation\n\nAssociation\n\nI submit this report on behalf of the Committee, and offer this motion: I move that\nthe amendments to the Act of Incorporation of the National Education Association\nmade by the passage of S. 709 by Congress and approved by the President of the\nUnited States on June 14, 1937, be accepted as amendments to the charter and adopted\nas amendments to the constitution of the National Education Association of the United\nStates.\nThis motion is moved by myself as chairman\nman of the Committee on Reorganization.\n\nand\n\nseconded\n\nby Mr.\n\nPresident Pratt: The motion is now before you for action. Are\nquestion? (The motion was put to vote.)\nPresident Pratt: The “ayes,” I believe, have it. Unless\nshall declare the motion carried. The motion is carried.\n\nyou\n\na division\n\nTaylor,\n\nchair¬\n\nready\n\nfor the\n\nis called for, I\n\nMr. Shaw: On behalf of the Committee and of all committees and all people that\nhave helped to put this across, I have the honor to present to the Association thru\nyou a photostatic\nexistence.\nPresident\n\nPratt:\n\ncopy\n\nof Act\n\nI wish\n\n146 which\n\nbrings\n\nto take this occasion\n\nthe amendment\n\nto thank\n\nMr.\n\nof the charter\n\nShaw\n\nand\n\ninto\n\nthe members\n\nof his Committee for following thru on this matter of the new charter, and being able\nto present it as something finished before our annual meeting.\nI am calling on the secretary now to make an announcement about elections.\n(Secretary Givens explained the duties and work of the Publishing Committee,\nconsisting of five members, and asked the state delegations to nominate at least ten\ncandidates. In accordance\nnating petitions of each\nSystem\n\nof Proportional\n\nto nominate a member\nPresident Pratt: We\nmatter\n\nwith the bylaws\ncandidate. The\n\nRepresentation.\n\nten signatures were required on the nomi¬\nelection was conducted under the Hare\n\nIn addition,\n\neach\n\nstate delegate\n\nto serve on the Elections Committee.)\nshall have now a recess of two or three minutes\n\nwas\n\nasked\n\nwhile\n\nthis\n\nis being arranged.\n\nMrs. Johanna Lindlof (New York) : Mr. Chairman, before\nwould like to ask a question about this Publishing Committee.\n\nyou\n\nhave\n\na recess, I\n\nAs I understand it, this Publishing Committee will be a sort of censorship commit¬\ntee. I believe that the proceedings of the convention should be an accurate account of\neverything that is said and done at the convention, and I believe that anything else\nis censorship. I think the only possible use for a Publishing Committee is correction\nof perhaps\n\nincorrect\n\nEnglish,\n\nand\n\nnothing\n\nelse.\n\nSecretary Givens: May I say, according to the action taken at the Portland con¬\nvention, the Publishing Committee is to determine what is to go into the Proceedings.\nMrs. Lindlof: That is the very thing I object to, that the Publishing Committee\nwill decide whether a thing shall go in or not. I think that everything that occurs\nshould go in, so that the teachers back home,\nknow exactly what this convention does.\n\nwho\n\ncannot\n\nattend\n\nthe convention,\n\nmay\n\nSecretary Givens: The official record is kept here, and the Publishing Committee\nis supposed to put in everything that takes place in the Representative Assembly, and\nI think you should elect on the Publishing Committee the kind of people that you are\nsure will do that.\nPresident Pratt: Questions\nnow.\n«\nMr.\n\nFred\n\nD. Cram\n\n(Iowa)\n\ncan be asked, if you desire, but no motions\n: If this action that was\n\ntaken\n\ncan be made\n\nlast year is irrevocable\n\nso far as this year’s meeting is concerned, what I want to know is, How can it be\nchanged? I am certain that this organization wants everything that is heard here\nedited carefully, but we want to know all that occurs. The question that I am asking\nis, How can it be changed so that we will not make another mistake such as we seem\nto be making this year? That is the question.\nPresident\nnow. .\n\nPratt:\n\nWe\n\nare hearing\n\nquestions,\n\nbut we\n\nare\n\nnot giving\n\nany\n\nanswers\n\nMiss Emily Tarhcll (New York) : A good many questions have been asked as to\nwhy the reports of the investigation of the cases of the Tenure Committee were not\nincluded\n\nin the Proceedings\n\npublished\n\nfor this last year.\n\n"}
{"page": 739, "printed_page": null, "text": "Associattonal\n\nPresident\n\nPratt: I am\n\nfor the Publishing\nsent up.\nSecretary\ncorrect:\n\ngoing\n\nand\n\nGivens\n\nto see that we\n\nI will also check\n\nC. T. Coleman,\n\nCarolina;\n\nto ask Mr.\n\nCommittee\n\nGivens:\n\nRecords\n\nIndiana;\n\nH. A. Moerschel,\n\non\n\nto read the list of names\n\nhave\n\nreceived\n\nthe names,\nIVilliam\n\nall names\n\nto make\n\nLillian Broderick , New\n\nWisconsin;\n\n733\n\nInformation\n\nsure\n\nYork;\n\nJ. Laramy,\n\nsubmitted\n\nthat you have\nwe\n\nhave\n\nthem\n\n0. D. Kelley, South\n\nPennsylvania;\n\nM.\n\nE.\n\nMcCurdy, North Dakota; D. E. Temple, Oklahoma; Otis Crosby, Michigan; C. B.\nSmith, Illinois; IV. E. JVenner, Ohio; Mrs. A Hie M. Hammond, Florida; John\nRusinko,\n\nMinnesota;\n\nH. J. Paul,\n\nCalifornia;\n\nCharles\n\nA.\n\nRice, Oregon;\n\nClaussen, Washington; John Allan Smith, California; Sarah\nCarroll Convuay, New Mexico; IV. D. Asfahl, Colorado.\n(Cornelia\n\nS. Adair\n\nexplained\n\nthat ten names\n\nwere\n\nnecessary\n\nT. Muir,\n\nChristina\nNebraska;\n\non the nominations\n\nof\n\ncandidates for the Publishing Committee in order to comply with the bylaws.)\nPresident Pratt: We are ready now, I believe, for the report of the Committee\non Reorganization.\nthat Committee.\n\nDean\n\nTaylor,\n\nof the University\n\nof Kentucky,\n\nis 'the chairman\n\nof\n\nMr. fVilliam S. Taylor (Kentucky) : Mr. President and members of the Represen¬\ntative Assembly, may I have unanimous consent to make a brief preliminary state¬\nment before presenting the recommendations of the Committee?\nPresident\n\nPratt:\n\nAre\n\nyou\n\nwilling\n\nto have\n\nDean\n\nTaylor\n\nmake\n\nsuch\n\na statement?\n\n(Consent granted.)\nMr. Taylor: In 1934 the president of the National Education Association appointed\nthe Reorganization Committee. This Committee made its first report at Denver in\n1935. The same Committee was reappointed by the incoming president at Denver,\nirt 1935, and\n\nmade\n\nits report\n\nat Portland\n\nin 1936. The\n\nby Dr. Pratt at Portland, and this is the third, and\nreport of the Reorganization Committee.\n\nCommittee\n\nwhat\n\nwe\n\nwas\n\nhope\n\nreappointed\n\nwill be the final,\n\nThis report was presented yesterday to the Board of Directors of the National\nEducation Association. The Board of Directors must have all reports of this nature\npresented\n\nto it before\n\nthey can be presented\n\nto the Representative\n\nAssembly.\n\nThe Board of Directors approved yesterday certain recommendations of the Com¬\nmittee for presentation to you this morning. Certain recommendations were made\nby the Board of Directors yesterday,\nmittee to be presented to you today.\nCertain\n\nrecommendations\n\nand\n\nincorporated\n\nof the Committee\n\nwere\n\ninto the report\n\nnot approved\n\nof the Com¬\n\nby the Board\n\nof\n\nDirectors yesterday, but were rejected. These, as you know, must be presented to you\ntoday in the form of the Report of the Reorganization Committee. The members of\nthe Board of Directors who desire to present amendments\nwill do so at such time as they feel it desirable.\nNow,\n\nif you\n\nwill turn\n\nto the report\n\nyou\n\nto these recommendations\n\nwill find recommended\n\nchanges\n\nin the\n\nbylaws: “The amendments marked with an asterisk * have been submitted in sub¬\nstance at some previous convention. All materials in brackets [ ] in this report are\nmaterials recommended for omission. All materials printed in italics will be new\nmaterial,\nI move\nreport\n\npresented to you at this time.”\nthat Article X, Section 1 (a) of the bylaws,\n\nof the Committee\n\non Reorganization,\n\nout “1936” and inserting “1937\n(Seconded by R. T. Shaw.)\nPresident\n\nPratt:\n\nYou\n\nhave\n\nand\nheard\n\n1938”\n\nDetroit,\n\nbe amended\n\nas set forth in the\n\n1937, Chapter\n\nin place thereof.\n\nthe motion.\n\nAre\n\nyou\n\nready\n\nfor the question?\n\nThose favoring the motion will please indicate by saying “aye.”\n(The motion was put to a vote, and was carried, but there were\nfrom certain parts of the floor that it was impossible to hear.)\nPresident\n\nPratt: We\n\nwill now\n\nhave\n\nII, by striking\n\nDean\n\nTaylor\n\nsome\n\nobjections\n\nrepeat the motion.\n\nMrs. Lindlof: May I suggest that the speaker each time speak slowly, allow\nword to be said without running it into the next one? Then we will understand.\n\neach\n\nMr. Taylor: That is a very happy, suggestion. Now, Mr. C hair man, may I repeat?\nI move that Article X, Section 1 (a) of the bylaws, be amended as set forth in the\nreport\n\nof the Committee\n\non Reorganization,\n\nDetroit,\n\n1937, Chapter\n\nII, by striking\n\n"}
{"page": 740, "printed_page": null, "text": "734\n\nNational\n\nout “1936\" and inserting\nread as follows:\nprovided,\n\nThat\n\nEducation\n\nAssociation\n\n“1937\n\nand\n\n1938”\n\nin place thereof, to make\n\nthese bylaws\n\nmay\n\nbe amended\n\nat the annual\n\nthe amendment\n\nmeeting\n\nof the Rep¬\n\nresentative Assembly in 1937 and 1938 by a two-thirds vote if such amendment\nhas been printed in the May Journal of the National Education Association.\n(Seconded\n\nby R. T. Shan.)\n\nPresident\n\nPratt:\n\nAre\n\nyou\n\nready\n\nto vote?\n\nThose\n\nindicate by saying “aye.” (Motion carried.)\nMr. Taylor: I move that Article X, Section\nset forth in the report\n\nof the Committee\n\nfavoring\n\nthe motion\n\n1 (b) of the bylaws,\n\non Reorganization,\n\namendments\n\nto the bylaws\n\nproposed\n\nbe amended\n\nas\n\nDetroit, 1937, Chapter\n\nII, by striking out “1936” and inserting “1937” in place thereof\nwording the paragraph so that it shall read as follows:\nThat\n\nwill please\n\nand\n\nby the Committee\n\nby further\n\nre¬\n\non Reorganization\n\nmay be adopted with or without amendment at the annual meeting of the Repre¬\nsentative Assembly in 1937 by a two-thirds vote without previous notice.\n(Seconded\n\nby R. T. Shan.)\n\nPresident Pratt: IT. S. Taylor moves and R. T. Shan seconds this motion that you\nhave just heard. Is there discussion? Are you ready for the question?\nMr. Taylor: Mr. President, I wonder if we might have unanimous consent for the\npassage of this?\nPresident Pratt: Are you willing to give unanimous consent for the passage\nmotion? Hearing no objection, the motion is carried by unanimous consent.\n\nof this\n\nMr. Taylor: I move that Article I, Section 1, of the bylaws, as set forth in Chapter\nIII, of the report of the Committee on Reorganization, Detroit, 1937, be amended to\nread as follows:\nThe\n\nmembership\n\nof the National\n\nclasses: Active, Associate,\nrights, and\n\nobligations\n\nEducation\n\nCorresponding,\n\nand\n\nshall be as hereinafter\n\nAssociation\n\nInstitutional, wffiose qualifications,\nprescribed.\n\nMoved by myself, seconded by Mr. Shan.\nPresident Pratt: May we have unanimous consent\nmade and\nconsent.\n\nseconded?\n\nHearing\n\nno\n\nobjection,\n\nshall consist of four\n\nto adopt this motion\n\nthe motion\n\nis adopted\n\nas just now\n\nby unanimous\n\nMr. Taylor: I move that the word “free” in the fifth line of Section 3, page 5, of\nthe report of the Committee on Reorganization, Detroit, 1937, be stricken out. Moved\nby myself, seconded by E. E. Oberholtzer.\nPresident Pratt: You have heard the motion\nby Mr. Oberholtzer.\nDelegate: Where\n\nas made\n\nMay we have unanimous consent\nis the statement in the report?\n\nby Mr.\n\nTaylor\n\nfor the adoption\n\nand\n\nseconded\n\nof this motion?\n\nMr. Taylor: On page 5, line 5, in Section 3.\nPresident Pratt: Hearing no objection, the motion is adopted by unanimous consent.\nMr. Taylor: I move that Article I, Section 3, of the bylaws, as set forth in Chapter\nIII, of the report of the Committee\nand reworded to read as follows:\nThe\n\ndues\n\nof an\n\nactive member\n\non Reorganization,\n\nDetroit, 1937, be amended\n\nshall be $2 or $5 annually\n\nor $100 for a Life\n\nMembership. Active members shall be entitled to attend all meetings of the Asso¬\nciation and its several departments, to vote for delegates to the Representative\nAssembly, and to hold office. Those who pay annual dues of $2 shall be entitled to\nreceive the Journal. Those who pay annual dues of $5 shall be entitled to receive,\nin addition to the Journal, the Research Bulletins and the volume of Proceedings .\nThose who pay $100 become members for life without payment of additional dues\nand are entitled to receive the Journal, the Research Bulletins, and the volume of\nProceedings.\nMoved\nconsent?\n\nby myself\n\nPresident\nTaylor, and\nadopted.\n\nPratt:\n\nand\n\nseconded\n\nUnanimous\n\nseconded\n\nby Mr,\n\nby E. E. Oberholtzer.\n\napproval\n\nis asked\n\nOberholtzer,\n\nMay\n\nfor this motion\n\nHearing\n\nno\n\nwe\n\nhave\n\nunanimous\n\njust made\n\nobjection,\n\nby Dean\n\nthe motion\n\nis\n\n"}
{"page": 741, "printed_page": null, "text": "Associational\n\nMr.\n\nTaylor:\n\nin Chapter\n\nI move\n\nRecords\n\nand\n\nthat Article I, Section 4, of the bylaws\n\nIII of the report\n\nstriking out the words\nas follows:\n\nof the Committee\n\n“life members\n\n735\n\nInformation\n\nbe amended\n\non Reorganization,\n\nand,” so that the Section\n\nas set forth\n\nDetroit, 1937, by\n\nas amended,\n\nwill read\n\nAll Life Directors shall have all the rights and privileges of active members\nwithout the payment of annual dues, and shall receive free without application or\ncondition the publications of the Association.\nMoved by myself and seconded by Mr. Oberholtzer.\nMr. Chairman, I ask unanimous consent to the approval\nPresident\nread.\n\nPratt:\n\nMrs.\n\nLindlof:\n\nMr.\n\nTaylor:\n\nUnanimous\n\nI would\nWe\n\nmust\n\nconsent\n\nlike to know\n\nis asked\nwho\n\nof this motion.\n\nfor this motion\n\nyou have\n\njust heard\n\nare the life directors.\n\nretain the words,\n\nlife directors, in this section, Mrs.\n\nLindlof,\n\nbecause there are three such directors whose status cannot be changed by vote of\nthis Association. The Board of Education, Memphis, Tennessee, purchased a life\ndirectorship many years ago. The Illinois State Teachers Association purchased one,\nand the Teachers Institute in Philadelphia purchased one, and these three, this\norganization\nthis section.\nMiss\n\ncan do nothing\n\nFlorence\n\nHale\n\n(New\n\nabout, so the words,\nYork)\n\n: Mr.\n\nit, that that is correct. I think until we\nare they not?\nMr.\n\nTaylor:\n\nMiss\n\nHale,\n\nlife directors, must\n\nChairman,\nproceed\n\nbe included\n\nin\n\nI do not think, as I understand\n\nfurther, they are still life directors,\n\nthat is entirely correct\n\nso far as this Committee\n\nknows.\n\nMrs. Lindlof: May I ask another question? I was absent from the last convention —\nheld in Portland — perhaps that is why I do not know, but it seems to me that a few\nmeetings ago, we adopted an amendment which took out these privileges for these\nspecial classes.\nIt seems to me that we voted by ballot and we won by more than two-thirds\nmajority to take from all these who held positions, the right to vote in the Delegate\nAssembly because at some time in the past they had\nI would like to know what it means.\nMr.\n\nTaylor:\n\nMrs.\n\nLindlof, that will come\n\nreport.\nMrs.\n\nLindlof:\n\nI want\n\nadopted that amendment\nI was there, and I know\nMr. Taylor: The\nfor discussion later.\nPresident\n\nPratt:\n\nto know\n\nwhat\n\nparliamentarian\nThe\n\ncertain positions. Now,\n\nup for amendment\n\nhappened\n\nby ballot by more\nwe did.\n\noccupied\n\nthan\n\na little later in this\n\nto that amendment\na two-thirds\n\nwe\n\nvote. We\n\nasks that I say that that problem\n\nparliamentarian\n\nrules that this matter\n\nadopted.\n\nWe\n\ncertainly did.\nwill come\n\nwill come\n\nup\n\nup later.\n\nMr. Clyde Miller (New York) : Mr. Chairman, is it possible to lay this motion\non the table until it comes up later, until the delegates know more about it?\nPresident\nthis motion\n\nPratt:\n\nThe\n\nparliamentarian\n\nat this time, and\n\nthen if you\n\nworks out, when this other matter\nnection with the other.\n\ntells us that it would\n\nbe better to pass\n\nshould\n\nin which\n\ndoes come\n\nMrs. Lindlof: I understand that a motion\nThere was a motion made.\nMr. Miller: I so make a motion to table.\nPresident\na second ?\n\nPratt:\n\nClyde Miller\n\nof New\n\nnot like the way\n\non\n\nthe matter\n\nup, it can be reconsidered\n\nthen in con¬\n\nto table has to be put without\n\ndiscussion.\n\nYork, moves\n\n(The motion was seconded by Charles P. Malloy,\nPresident Pratt: This question is not debatable.\n\nto table this motion.\n\nWas\n\nthere\n\nPennsylvania.)\n\nMr. Joseph H. Saunders (Virginia) : A question of parliamentary inquiry. Would\nnot a motion to table carry with it this original motion, also, and that you could not\nact upon Section 4 if the motion to table is adopted?\nMrs. Lindlof: That is the very thing we want tabled.\nPresident Pratt: The parliamentarian rules that if this motion\nmotion stands.\n\nis tabled, the other\n\n"}
{"page": 742, "printed_page": null, "text": "736\n\nNational\n\nNew York Delegate:\nPresident Pratt: The\nMr.\n\nFred\n\nlady from\n\nD. Cram\nNew\n\nplatform.\nPresident\nmotion\nMrs.\n\nI am\n\nPratt: Mr.\n\non.\n\n: I believe that I can\nrather\n\nCram,\n\nsurprised\n\nthe motion\n\nto table. (The\n\nmotion\n\nwas\n\nMyrtle\n\nDahl\n\n(Minnesota)\n\nHooper\n\nAssociation\n\nWhich motion?\none previously passed\n\n(Iowa)\n\nYork.\n\nEducation\n\nanswer\n\nthe question\n\nthat it has not been\n\nnow\n\nbefore\n\nput to a vote and\n: May\n\nus cannot\nwas\n\nraised by the\n\nanswered\n\nfrom\n\nthe\n\nbe debated.\n\nThis\n\nis a\n\nlost.)\n\nI ask Mr.\n\nShaw\n\na question?\n\nIs not\n\nthe matter that Mrs. Lindlof refers to — that motion that was passed in Washington —\na motion to just eliminate life delegates from the Representative Assembly, and not\nlife directors?\nMr.\n\nShaw:\n\nI am\n\nsurprised\n\nthat the question\n\nshould\n\nbe directed\n\nto me, but I am\n\nglad to answer it; that is, that the action taken at Washington, first eliminated them\nfrom the Representative Assembly; the other action recommended that the charter\nbe changed so that they would be eliminated from the Board of Directors.\nNow, if I may have the floor, Mr. Chairman, for just a moment: it seems to me\nthat the legislation before you is being much misunderstood. The motion is to take\nout the words “life directors.” The other is already in there. We are making\nrecommendation at this time, and we do have three life directors that cannot\neliminated in any way.\nMrs.\n\nDahl:\n\nI misstated\n\nmyself. The\n\nmotion\n\nwas\n\nto eliminate\n\nlife delegates\n\nRepresentative Assembly, not life directors but ex-officio delegates\nI think that is the motion to which Mrs. Lindlof refers.\nPresident\n\nPratt:\n\nThose\n\nfavoring\n\nthe motion\n\nas made\n\nby Dean\n\nno\nbe\n\nin this\n\nin this Assembly.\n\nTaylor\n\nand seconded\n\nby Mr. Oherholtzcr, will please signify by saying “aye.” (Motion carried.)\nMr. Taylor: I move that Article I of the bylaws be amended by adding the new\nsection, to be known as Section 7, as set forth in Chapter III, of the report of the\nCommittee on Reorganization, Detroit, 1937, and which shall read as follows:\nInstitutional\n\nMembership\n\nin the Association\n\nmay\n\nbe held only by libraries in\n\nnormal schools, teachers colleges, liberal arts colleges, and universities, and by\npublic libraries. The annual dues for the regular Institutional Membership shall\nbe $5, which shall entitle the institution to receive the Journal, the Research Bul¬\nletins, and the volume of Proceedings. A special Institutional Membership shall\nbe available to the above-named institutions for a fee of $2. This shall entitle\nthe institution to receive the Journal only. Institutional Membership shall have\nno rights other than to receive the publications named.\nMoved by Mr. Taylor and seconded\nfor the approval of this motion.\nPresident\nHearing\n\nPratt: Unanimous\n\nconsent\n\nby Birdine\n\nMerrill.\n\nI ask unanimous\n\nhas been asked for the approval\n\nconsent\n\nof this motion.\n\nno objection, it is approved.\n\nMr. Taylor: I move that Article I, Section 8, as set forth in the report of the Com¬\nmittee on Reorganization, Detroit, 1937, Chapter III, shall be amended to read as\nfollows :\nThe membership year shall be from September 1 to August 31. All membership\ndues shall be credited to the current membership year unless otherwise requested.\nMoved by Mr. Taylor and seconded by Miss Merrill. Mr. Chairman, may we have\nthe unanimous consent for the approval of the motion?\nPresident Pratt: Unanimous consent is asked for the approval of this motion.\nHearing\n\nno objection, the motion\n\nis approved.\n\nMr. Taylor: I move that Article I, Section 8 of the bylaws, as set forth in the\nreport of the Committee on Reorganization, Detroit, 1937, Chapter III, be amended\nby changing the number to Section 9, and by striking out the words “November 1”\nand by inserting in lieu thereof the words “December 31”; and further, by striking\nout the words “after being in arrears one-half year” so that the Section as amended\nshall read as follows:\nSection\n\n9.\n\nThe\n\ntary on or before\n\nannual\n\ndues\n\nDecember\n\nof members\n\n31. An\n\nshall be sent to the Executive\n\nactive member\n\nfailing to pay dues\n\nSecre¬\n\nas herein\n\n"}
{"page": 743, "printed_page": null, "text": "Associational\n\nRecords\n\nprovided shall forfeit the privileges\nlist of members.\nMoved by Mr. Taylor and\nthe approval of this motion.\n\nseconded\n\nand\n\nof membership\n\nby Miss\n\n737\n\nInformation\n\nMerrill.\n\nand\n\nbe dropped\n\nI ask unanimous\n\nfrom\n\nthe\n\nconsent\n\nfor\n\nPresident Pratt: Unanimous consent is asked for the approval of this motion.\nHearing no objection, the motion is approved.\nMr. Taylor: I move that Article I, Section 9, of the bylaws, as set forth in the\nreport\n\nof the Committee\n\non Reorganization,\n\nDetroit, 1937, Chapter\n\nIII, be amended\n\nby changing the number to Section 10, and by adding the following sentence: “Ar¬\nrangements may be made with Local and State Affiliated Associations for the issu¬\nance of a coinclusive membership card, or insignia, or both on\nso that the Section as amended shall read as follows:\n\na voluntary\n\nbasis,”\n\nSection 10. The Executive Secretary of the Association shall furnish each\nmember of the Association a Membership Card, declaring him to be a member\nof the National Education Association for the year for which his dues are paid,\nand as such entitled to all rights and privileges granted by the charter and bylaws\nof the Association. Arrangements may be made with Local and State Affiliated\nAssociations for the issuance\nboth on a voluntary basis.\n(Seconded\nMr.\n\nby Daisy\n\nTaylor:\n\nPresident\nHearing\n\nof a coinclusive\n\ncard, or insignia, or\n\nLord.)\n\nI ask the unanimous\n\nPratt:\n\nmembership\n\nUnanimous\n\nconsent\n\nconsent\n\nno objections, the motion\n\nfor the passage\n\nhas been\n\nasked\n\nof this motion.\n\nfor the adoption\n\nof this motion.\n\nis adopted.\n\nMr. Taylor: I move that Article II — Officers — as set forth in the report of the\nCommittee on Reorganization, Detroit, 1937, Chapter III, Section I, paragraphs\n(a), (b), (c), and (d), be referred to the Executive Committee for further study\nand for report at the annual meeting of the Association in 1938.\nMr.\n\nChairman,\n\nI ask unanimous\n\nconsent\n\nfor the adoption\n\nby Mr. Taylor and seconded by R. T. Shaw.\nPresident Pratt: You have heard the request\nobjection, the motion\n\nof this motion.\n\nfor unanimous\n\nconsent.\n\nobjection, this motion\n1937, Chapter\nArticle\n\nno\n\nplease turn to Article III, Duties of Officers, Sec¬\nconsent to refer to the Board of Directors because\n\nit is vitally tied up with Section 1 of Article II.\nPresident Pratt: You have heard the motion for unanimous\nTaylor:\n\nHearing\n\nis adopted.\n\nMr. Taylor: Will the delegates\ntions 2, 3, and 4? I ask unanimous\n\nMr.\n\nMoved\n\nconsent.\n\nHearing\n\nno\n\nis adopted.\n\nI move\n\nthat the report\n\nIII, be amended\nX, Section\n\n2.\n\nof the Committee\n\nto read\n\non Reorganization,\n\nDetroit,\n\nas follows:\n\nIn all voting\n\non\n\nproposed\n\namendments\n\nto the charter\n\nand on proposed amendments to the constitution or the bylaws, written ballots\nshall be used whenever 200 members of the Representative Assembly by petition\nor by standing vote shall indicate that ballot voting is desired. In case\nfor secret ballot is signed by at least 200 members of the Representative\n\na petition\nAssembly\n\nand\n\nballots in\n\nfiled with\n\naccordance\n\nthe Executive\n\nwith\n\nSecretary\n\nthe petition. State\n\nshall be announced\n\nhe shall arrange\n\ndelegations\n\nby the chairman\n\nof each\n\nmay\n\nfor written\n\nvote by ballot. The\n\ndelegation\n\nresult\n\nas the roll of states is\n\ncalled; such vote to be determined by the actual number of delegates present at\nsuch meeting and voting. Upon the request of three delegates any state delegation\nmust\nMr.\n\nvote by ballot.\nChairman,\n\nI ask unanimous\n\nconsent\n\nfor the approval\n\nof the motion.\n\nby Mr. Taylor and seconded by Miss Lord.\nPresident Pratt: You have heard the request for unanimous\nobjection, the motion\nMrs.\n\nLindlof:\n\nconsent.\n\nMoved\n\nHearing\n\nno\n\nis approved.\n\nI do not understand\n\nwhy\n\nit should\n\nbe necessary\n\nto have\n\n200 people\n\nrequest a vote by ballot on amendments. I think we have had enough experience\nin the past to show that it is absolutely essential that we have voting on amendments\n\n"}
{"page": 744, "printed_page": null, "text": "738\n\nNational\n\nEducation\n\nAssociation\n\nby ballots on every occasion in order that there shall be no possible kind of coercion\nexerted, and the only way to do that is by secret ballot.\nPresident Pratt: The motion has already been adopted. There is, of course, the\npossibility of reconsideration — not right away, however.\nMr. Taylor: I move that the proposed amendment to Article III, Section 6 (b) of\nthe bylaws as printed at the bottom of page 8, 1937 report of the Committee on\nReorganization, be referred to the Committee on ByLaws and Rules for consideration\nand report at the 1938 convention.\nMoved by Mr. Taylor and seconded by Miss Merrill.\nMr. fl . A. Walls (Ohio) : Will the chairman of the Committee\nmotion is made?\n\nstate why\n\nthis\n\nMr. Taylor: The report of the Reorganization Committee will take too long as\nit is. The reason for making this request is that a question has arisen as to the powers\nand duties of the Board of Trustees, whether or not the Committee has a right to take\nthis out of the bylaws\n\nof the Association\n\nat the present\n\ntime. It will take a year\n\nto\n\nget a legal ruling on whether or not it should be brought back to the organization.\nThe Committee believes in the recommendation but the Committee was not able to\nanswer the legal point, Mr. Walls.\nPresident Pratt: Mr. Taylor has asked for unanimous consent\nof this motion. Hearing no objection, the motion is adopted.\nMr.\n\nTaylor:\n\nI move\n\nset forth in the report\nIII, which\nThe\n\nthat a new\n\nof the Committee\n\nshall be known\nterms\n\nparagraph\n\nas Section\n\nof the members\n\nthe District of Columbia,\n\nto Article\n\non Reorganization,\n\n1 (f) and\n\nof the Board\n\nand\n\nbe added\nwhich\n\nfor the approval\n\nthe territorial possessions\n\n1, as\n\nDetroit, 1937, Chapter\n\nshall read\n\nof Directors\n\nII, Section\n\nas follows:\n\nelected from\n\nthe states,\n\nshall be for three years,\n\nthe terms of one-third of the members expiring each year. All members of the\nBoard of Directors representing the states, the District of Columbia, and the\nterritorial possessions shall be nominated by the said states, the District of\nColumbia, and territorial possessions to the Representative Assembly for election\nby that body. All members so elected to take office at the close of the annual\nmeeting in 1937 shall draw lots to determine who shall serve one, two, or three\nyears. Thereafter\n\nall terms\n\nof office for such members\n\nshall be for a three-year\n\nperiod.\nMoved by Mr. Taylor and seconded by Miss Lord. I ask unanimous consent for\nthe approval of this motion.\nPresident Pratt: Unanimous consent has been asked for approval of this motion.\nHearing\n\nno objection, the motion\n\nMr. Martin\nthree years?\n\nWilson\n\n(New\n\nis approved.\n\nYork)\n\n: Will\n\nthe directors\n\nelected next year\n\nserve for\n\nPresident Pratt: Those elected next year will serve for a term of three years.\nMr. Taylor: I move that the report of the Committee on Reorganization, Detroit,\n1937, Chapter\n\nIII, be amended\n\nto read\n\nas follows:\n\nSection 7 (a) The Board of Directors, when in session, shall have powTer to\nfill all vacancies in its own body and shall have in charge the general interests\nof the corporation, excepting those intrusted to the Board of Trustees.\nMoved by Mr. Taylor and\nthe approval of this motion.\n\nseconded\n\nPresident Pratt: Unanimous consent\nobjection, the motion is adopted.\nMr.\n\nTaylor:\n\nI move\n\nthat Article\n\nby Miss\n\nMerrill.\n\nhas been\n\nasked\n\nII, Section\n\nI ask unanimous\n\nconsent\n\nfor\n\nby Dean\n\nHearing\n\nno\n\n8 of the bylaws\n\nTaylor.\n\nas set forth in the\n\nreport of the Committee on Reorganization, Detroit, 1937, Chapter III, be amended\nby striking out the first sentence and substituting in lieu thereof the following:\nTo be eligible to election as a delegate to the Representative Assembly, the\ncandidate must have been for two years immediately preceding the election an\nactive member of the National Education Association and a member of a State,\nDistrict, or Territorial\n\nAssociation;\n\nAffiliated\n\nthen\n\nAssociation,\n\ntwo\n\nand\n\nif the delegate\n\nyears’ membership\n\nis to represent\n\nin such\n\nAssociation\n\na Local\nimme-\n\n"}
{"page": 745, "printed_page": null, "text": "Associational\n\ndiately preceding\n\nRecords\n\nand\n\nthe election shall be added\n\nprovided that the two-year\nAssociations.\n\nrestriction\n\nMr.\n\nJoseph\n\nH. Saunders\n\n(Virginia):\n\nto the above-named\n\nshall not apply\n\nMoved by Mr. Taylor and seconded by Miss\nmous consent to the approval of this motion.\n\n739\n\nInformation\n\nAdair.\n\nto newly\n\nMr.\n\nqualifications,\norganized\n\nChairman,\n\nI object to the unanimous\n\nlocal\n\nI ask unani¬\n\nconsent.\n\nI should\n\nlike to be recorded as voting “no.”\nPresident Pratt: Just a moment. This motion has been made by Dean Taylor and\nseconded by Miss Adair. Refusal has been made for unanimous consent and so it\nis necessary\nMr.\nwould\nMr.\n\nto place the motion\n\nbefore you for vote. We\n\nare ready now\n\nfor discussion.\n\nTaylor: Mr. Saunders, may I ask a question? If we substituted “a” for “such,”\nthat satisfy your problem?\nSaunders: No, Dean Taylor, because I believe that the proposition of making\n\nit two years’ service in the local association\ndelegate would be detrimental to the welfare\n\nbefore a delegate can come here as a\nof the National Education Association.\n\nI know that you have sitting here now before you many delegates who would be\ndisqualified to serve this Association if this motion is adopted. I believe we want to\nincrease the interest of the young people coming into the profession and build up a\ngreat unified Association. I believe this motion would be detrimental to that objective.\nPresident Pratt: Is there further discussion?\nMrs. Lindlof: I rise to ask a question. I would like to know whether this paragraph\nmeans that in order to be a delegate to the convention of the National Education\nAssociation,\n\nyou\n\nmust\n\nbut also a member\n\nnot only be a member\n\nof your\n\nof the National\n\nEducation\n\nAssociation\n\nstate association.\n\nMr. Taylor: It does mean that.\nMrs. Lindlof: May I then state that I object on behalf\n\nof a large number\n\nof New\n\nYork City teachers whom we are anxious to enrol as members of the National\nEducation Association and whom I am sure, we cannot induce also to join the state\nassociation.\nthe New\n\nNow,\n\nYork\n\nit is a question\n\nCity teachers\n\nthat has arisen before\n\ndo not belong\n\nin a very small number. You would\nI believe that should be changed\nstate association.\nwould\n\nIn New\n\nlike to get them\n\nYork\n\nto the New\n\nand\n\nYork\n\nI know\n\nfor a fact that\n\nState Association\n\nexcept\n\nbe keeping them out of the Association.\nand we should not be required to belong\n\nCity we\n\nhave\n\nto join the National\n\neighty teachers\nEducation\n\nassociations.\n\nAssociation.\n\nto a\n\nNow,\n\nwe\n\nare\n\nalso\n\nIf you\n\ngoing to insist that they belong to the state association, I think you are going to\nlose out. The New York City teachers cannot attend meetings thruout the state. We\nare glad and\n\nanxious\n\nto have\n\nthem\n\nthey are doing quite a good deal.\nPresident Pratt: Mr. Oberholtzer\n\nattend\n\nmeetings\n\nhas been\n\nin the city and\n\nif they do that,\n\nrecognized.\n\nMr. E. E. Oberholtzer (Texas) : The Committee has the same interest in the Asso¬\nciation that Mr. Saunders referred to. However, we also had in mind the protection\nof the National Education Association from those that might come from centers\nwhere\n\nthey might\n\njoin just that year to become\n\ndelegates. Most\n\norganizations\n\nbelieve\n\ntheir members should be active for a short time at least before they become legis¬\nlators of policy. I do not agree with Mr. Saunders that it will discourage them. We\nhave said it takes experience in this Representative Assembly to act in the best way\nand we have recommended that delegates be given a term of service longer than\none year. I think it is a safeguard.\nmembership.\n\nIt also stimulates, I believe, active and continued\n\nMr. Saunders: Will the Committee\nThen I will be glad to withdraw my\nLindlof is incorrect.\nPresident Pratt: Mr.\n\nSaunders,\n\nagree to change the word “two” to “one”?\nobjection. I think the answer given to Mrs.\n\ndo you\n\nwish\n\nto offer that as an\n\namendment?\n\nMr. Saunders: I move to amend by striking out “two” and inserting in lieu thereof\n“one.”\nPresident Pratt: Is there a second? There being no second, I recognize Mr. Muller\nof California.\nMr.\n\nEdgar\n\nE. Muller\n\n(California):\n\nI believe\n\neverything\n\nin that amendment\n\ncan\n\n"}
{"page": 746, "printed_page": null, "text": "740\n\nNational\n\nEducation\n\nAssociation\n\nbe accomplished by the local organization’s taking care of that themselves and I\ndo not believe it should go into the bylaws of the National Education Association.\nPresident\n\nPratt:\n\nAre\n\nyou\n\nready\n\nfor the motion?\n\nindicate by saying “aye”; those opposed\n(Division was called for.)\nMr. Lyle Wilson Ewing\nhouse as to just exactly how\n\n“no.” The\n\nThose\n\nfavoring\n\n“noes”\n\nseem\n\nthe motion\n\nto have\n\nwill\n\nit.\n\n(New Hampshire) : There is a little confusion in the\nthe motion reads at this moment. Will you read it again,\n\nplease ?\n(The motion was reread.)\nPresident Pratt: We shall now\n\nhave\n\na roll call.\n\nMiss Sara H. Fahey (New' York) : I have a question. I wonder if you realize that\nin various areas of the country there is a belief that nothing has harmed the National\nEducation\n\nAssociation\n\nquite so much\n\nas the feeling that memberships\n\nwere\n\nobtained\n\nby a machinery that is established from state organizations thru superintendents\nto the members of the teachers organization without the active work of the teachers.\nWe want an active association. We want teachers\ntion stands for and what it does for them.\nPresident\n\nPratt:\n\nThis\n\ndiscussion\n\nis out of order\n\nto understand\n\nwhat\n\nas the motion\n\nthe house. Dean Taylor, however, will be called on now.\nMr. Taylor: The Committee asks permission to withdraw\n\nis already\n\nthis. The\n\nhouse was almost equal and since there is so much question in your\nwe should like to withdraw it and refer it to the Executive Committee\nnext year if the Executive Committee thinks it advisable.\nPresident Pratt: You have heard this request for unanimous\nDelegate (New\nbe withdrawn?\n\nYork)\n\n: I understand\n\nthat this motion\n\nwas\n\nthis organiza¬\n\nvote\n\nbefore\nin the\n\nminds about it,\nto be presented\n\nconsent.\n\ndefeated.\n\nHow\n\ncan\n\nit\n\nPresident Pratt: I said I thought the motion was defeated and then a division was\nasked and that division, of course, has not been determined. The Committee now\nwishes to withdraw the motion. Do we have unanimous consent to the withdrawal?\n(Unanimous\n\nconsent\n\ngranted.)\n\nMr. Taylor: I move that any\nparagraphs in the bylaws made\nRepresentative\n\nAssembly\n\nrenumbering or relettering of articles, sections, or\nnecessary or desirable by the action taken by this\n\nshall be delegated\n\nto the executive\n\nsecretary.\n\nMoved by Mr. Taylor and seconded by Miss Adair. Mr. Chairman, I ask unani¬\nmous consent to the approval of this motion.\nPresident Pratt: You have heard the request for unanimous consent.\nA Delegate: Is that in the printed record?\nMr. Taylor: This is not in the printed record. It is simply a request because some\nof the things you have done will necessitate renumbering and relettering. This is in\nthe form of a motion\nrepeated.)\nThe\n\nquestion\n\nrecord\n\nwas\n\nto give authority\nasked\n\nas a suggestion.\n\nMr. Taylor: Mr.\nPresident Pratt:\nthe motion\n\nwhether\n\nI am\n\nmaking\n\nto the executive\n\nsecretary.\n\nthat is in the printed\nthe motion\n\nto make\n\nrecord.\n\nby unanimous\n\nmotion\n\nwas\n\nIt is in the printed\n\nit valid.\n\nChairman, I ask for unanimous consent.\nUnanimous consent has been requested.\n\nis adopted\n\n(The\n\nHearing\n\nno\n\nobjection,\n\nconsent.\n\nMr. Taylor: I ask unanimous consent to delete the words “the second vicepresident” from the report of the Committee on Reorganization, Detroit, 1937, Chapter\nIII, because there is no second vicepresident. I should like, first, to get unanimous\nconsent to leave that out.\nPresident Pratt: Unanimous consent is asked to omit “the second vicepresident”\nwho, by your previous action, does not exist, anyw'ay. Hearing no objection, this\nomission is made.\nMr. Taylor: I move that Article II, Section 1 (b) (e ) as set forth in the report\nof the Committee on Reorganization, Detroit, 1937, Chapter III, be amended so\nthat it shall read as follows:\nThe\n\nBoard\n\nthe Treasurer,\n\nof Directors\n\nshall consist of the President,\n\nthe Chairman\n\nof the Board\n\nof Trustees,\n\nthe First Vicepresident,\nand\n\none\n\nadditional\n\nmem-\n\n"}
{"page": 747, "printed_page": null, "text": "Associational\n\nber from\n\neach\n\nState, Territory,\n\nRecords\n\nand\n\nInformation\n\nor District to be elected by the Representative\n\nAssembly for the term of three years or until their successors\nall Life Directors of the National Education Association.\n(Motion seconded.)\nMr. Chairman, I ask unanimous\n\n741\n\nconsent\n\nfor the adoption\n\nare chosen, and\n\nof\n\nof this motion.\n\nMr. Fred D. Cram (Iowa) : At the meeting of the Board of Directors yesterday,\nthere was an addition made to that section. That has not been presented.\nMr.\nMr.\n“and\n\nTaylor : I am assuming Mr. Saunders will present that now.\nSaunders: I should like to amend the pending motion by adding\nof all past\n\npresidents\n\nof the N.\n\nto July 3, 1937.” This is seconded\ndiscuss the amendment.\nPresident\nis now\n\nopen\n\nPratt:\n\nThe\n\namendment\n\nE. A.\n\nw'hose\n\nby IV. H. Holmes\nby Mr.\n\nSaunders\n\nterm\n\nthe words\n\nof office expires\n\nof New\n\nYork.\n\nI should\n\nis before you. The\n\nprior\nlike to\n\namendment\n\nfor discussion.\n\nMr. JV . H. Holmes (New York) : In seconding that amendment, I would like to\nsay I seconded it in the interest of harmony in this Association. There is no good\nreason why this matter should be made retroactive and I think in the interests of\nharmony and goodwill, we should allow the past presidents\nof Directors. I hope the amendment will prevail.\n\nto serve\n\non the Board\n\nMr. Saunders: I want to say that in making this motion, I believe the great\nNational Education Association not only believes in adhering to all the legalities\ninvolved in its organization but also in adhering to all of its moral obligations. I am\nsatisfied in my mind that we have both a legal and a moral\npresidents of this organization who have served up to and\n\nobligation to the past\nincluding the present\n\npresident who soon becomes a past president of this organization. That is, the orig¬\ninal charter of the National Education Association said that each past president\nshould\n\nbecome\n\na director\n\nfor life and\n\nthe charter\n\nfurther\n\nstates — and\n\nthis is still\n\nin the charter — that any amendments to the charter shall not deprive anyone\nrights acquired under the charter.\nI know my opponents will claim that that refers only to legal rights such\n\nof the\nas the\n\nthree life members who purchased their directorship and who are life members by\ncontract. But I believe this Association owes a greater debt of gratitude to these\npast presidents for the wonderful service they have given to the association than to\nthe three people who paid $100 and secured life membership thereby in the Board\nof Directors.\nI have no objection and my motion does not contemplate that any president who\nserves in the future shall be added to the Board of Directors. My motion only keeps\nit from being retroactive and striking off those presidents to whom we have issued\na certificate and stated, “You are hereby created a life member and life director of\nthis Association,” signed our names and put the great seal of this organization. Are\nwe going to repudiate that now?\nAnd, furthermore, there are only a few of them left. They are dying off year by\nyear. Sad as that may be, it is true, I am sorry to say, because I am as old as\nmany of them. It is a fact. And, in a few years these life directors will have passed\naway and there will then be no more life directors except those three previously\nmentioned. They will not die because at least two are institutions and they will go\non forever having a life membership here. But the past president after this year\nwill pass out of the picture and I do not believe that we want to repudiate a legal\nobligation — a moral\n\nobligation — and make\n\nthis action of ours\n\nat this time retroactive.\n\nFor that reason I offered you the suggested addition to the Committee’s\nPresident Pratt: Are you ready for action on the amendment?\n\nreport.\n\nMrs. Lindlof: We talk a great deal about democracy. We heard some very fine\nspeeches last night. This organization, by democratic action taken at a convention\na few years ago, adopted an amendment which I understood took the right of voting\nin the Representative Assembly from these people. Now we are attempting to put\nthese past presidents perpetually on the Board of Directors. I believe that that is\nno more democratic than if we should say that every President of the United States\nshould continue as a member of the Supreme Court after his term expires.\n\n"}
{"page": 748, "printed_page": null, "text": "742\n\nNational\n\nEducation\n\nI think the action taken in the adoption\n\nAssociation\n\nof the amendment\n\nsome\n\nyears\n\nago indicated\n\nthey were supported by the constituency back home who elected them and sent them\nhere and paid for their expenses and were willing to have them represent them.\nI am sure that any individual who has had the signal honor of being elected to the\npresidency of this Association can most assuredly receive the support of his own\nconstituency and come here as a bona fide delegate from his own constituency and as\nsuch I should be very glad on all occasions to shake his hand and welcome him as\na mere classroom teacher.\nNow, Mr. Chairman, I hope this amendment\nthe welfare of this Association.\nMiss\n\nFlorence\n\nHale\n\n(New\n\nYork)\n\n: I wish\n\nwill be defeated\n\nto speak\n\nin the interests of\n\nin the interests\n\nof a moral\n\nprinciple and make the following statement to this Association.\nI have in my possession a certificate issued publicly stating that I am\n\nto be a\n\nlife director of this Association.\n\nIt is sealed;\n\nciation, and I have no reason\nchange our minds or until we\n\nto believe there was a footnote saying “until we\nhave some different use for you or until you are\n\nsuperannuated.” I do not believe\nI want to tell you that I know\n\nit is signed by the officers of this Asso¬\n\nI am going to pass away right off.\nthat you may say I am not doing a modest\n\nthing.\n\nSome people have said that. I do not care. A principle is at stake. Does the word\nof this Association mean anything or does it not? When you applauded Orville Pratt\nlast night when\n\nhe received\n\nmean a thing!”\nNow, let me tell you, if we\n\nhis certificate, should\nrepudiate\n\nthe word\n\nyou have\n\nadded,\n\n“But\n\nit does not\n\nof this Association — let alone\n\nthe\n\nlegal phase; I am not saying a thing about that — if we repudiate the promises every\ntime there is a change of heart or ruling powers, then the word of the Association\nis worth\n\nnothing.\n\nThe\n\nnext thing may\n\nyou\n\nwill change\n\nthe name\n\nman\n\nsaid to me, “Then\n\nbe the life membership.\n\nof the Association\n\nthat life membership\n\nslightly and\n\nYou\n\nget another\n\nwill be yours. You\n\nwill be a life membership in a defunct organization.”\nNow, I would like to see the word of the National Education\nas its bond. If we\n\nare going to be the greatest\n\nprofessional\n\nmay\n\ndecide\n\ncharter.\n\nthat\nAs\n\na\n\npaid for it. But it\nAssociation\n\nas good\n\norganization\n\nin the world,\n\nwhen we sign a certificate, when we put the seal of the organization\ntificate, are we to say that we changed our minds?\n\non that cer¬\n\nNow, you say, “Oh, that won’t occur about the life memberships” — but if you\ntold me five years ago when you applauded me and gave me that certificate and\nI took it home and had it framed, if I had met one of you as I walked out and you\nsaid, “Don’t be so proud. That is nothing but a scrap of paper. It is a pretty gesture\nbut it means nothing!” I would have said that that could not happen.\nWhen the National Education Association goes back on its written word with\nits sign and seal, it is establishing what we call in business “a sharp practise.”\nOn behalf of what I believe to be a moral principle, I want to state that I feel\nI have a claim, a place, and whether others think so or not, I am going to do a Jim\nBraddock. I am not going to be licked until I am unconscious! The moral obligation\nof the Association is at stake.\nMiss Frances Harden (Illinois) : Mr. Saunders stated a few minutes ago that there\nwere only a few of these life directors and most of them were getting along in\nyears, and\n\nthey will not be here long! I would\n\nlike to state there are now\n\ntwenty-one\n\nex-presidents and at the close of this meeting there will be twenty-two. Many of\nthese, like Miss Hale just now said, have many years ahead of them. The number\nof life directors would be enough to create a balance of power in the Board of\nDirectors. Now, these life directors are not sent to the National Education Association\nby any group of people. They are not responsible to any group of people. Every\nelected delegate sent by a group is responsible to that group and can be withdrawn\nby the group if the work is not satisfactory. That is not true of this small group\nwhich holds and will continue to hold the balance of power on the Board of Directors.\nThat certainly does not make for democracy in a great national\nhope very much that this amendment will be defeated.\nMr.\n\nF. E. Norton\n\n(Texas)\n\n: I wTish to offer a substitute\n\norganization\n\nand\n\nI\n\nto the amendment — that\n\n"}
{"page": 749, "printed_page": null, "text": "Associational\n\nand\n\nInformation\n\nin any case the expenses of these life directors\nDirectors be not paid by the National Education\n\nto the meetings\nAssociation.\n\nPresident\ncome\n\nPratt:\n\nThis\n\nRecords\n\nproposal\n\nthe parliamentarian\n\n743\n\nof the Board\n\nsays is out of order.\n\nof\n\nIt can\n\nout later, however.\n\nMr.\n\nW.\n\nA.\n\nWalls\n\n(Ohio)\n\n: I would\n\nlike to speak\n\nto this. We\n\nhave\n\nquite a lot of\n\nextraneous material introduced into this discussion. These past presidents are class¬\nroom teachers, superintendents, and college presidents. There is no more danger\nof them agreeing in this Board of Directors than there is that the rest will agree.\nAnybody that knows\nstatement.\n\nanything\n\nabout\n\nthe meetings\n\nof the Board\n\nwill agree\n\nwith\n\nthat\n\nNow, we do have a moral obligation which it seems to me transcends any obliga¬\ntion involved in this and I hope that this amendment will prevail. There is no\nquestion\n\nhere\n\nat all of any\n\ngroup\n\nbeing\n\nable to control\n\nthis Board\n\nof Directors.\n\nThere are forty-eight on it just from the forty-eight states and there is no possi¬\nbility of control being lodged in any group. It is a pretty poor business and as a\nmember of the N. E. A., I hope I will not be forced to go back into the community and\nsay that the national body of our organization has repudiated a solemn agreement\nwhich it has made with these individuals.\nPresident\n\nPratt:\n\nAre you\n\nready\n\nfor the motion?\n\nMr. Walter J. Rideout (Maine): I want to say a good hearty “Amen” to this\ngentleman from Ohio. We do not want to go home with our plighted word dis¬\nregarded.\nMrs. F. Blanche Preble (Illinois) : I would like to ask how we may proceed to take\na ballot vote on this question.\nMr. Clyde R. Miller (New York) : Air. C hair man, our interest must not be in a\npretty seal but whether or not we repudiate democracy in this organization.\nPresident Pratt: The motion\nment to the original motion.\nMrs.\n\nPreble:\n\nhas been called for. We\n\nAir. Chairman,\n\nI am\n\nasking how\n\nwe\n\nare voting now\n\nmay\n\non the amend¬\n\nget a ballot on this question.\n\nPresident Pratt: By action taken a little while ago, by petition with 200 votes or\nby standing vote of 200.\nMrs. Preble: Air. Chairman, does that mean that the amendments we adopted a\nfew moments ago went into immediate effect?\nPresident Pratt: It does.\nAirs. Preble: May I ask then how we may proceed to get those 200 signatures?\nPresident Pratt: A standing vote of 200 will do the same thing.\nAirs. Preble: Will a motion at this time to proceed to secure a ballot vote be in\norder ?\nPresident Pratt: If Airs. Preble wishes to ask for a rising vote so that we\nascertain if there are 200 delegates who wish such action taken, it will be done.\nAirs. Preble: Air. Chairman, may\nhow those 200 votes are secured?\n\nwe\n\nhave\n\nAir. Taylor: May I answer that without\nvoting for it will compel the ballot.\n\nthat amendment\n\nreading\n\nmay\n\nread\n\nso we\n\nmay\n\nsee\n\nthe amendment?\n\nTwo\n\nhundred\n\nAirs. R. B. Huxtable (California) : Would it not be possible to delay this amend¬\nment and. give the life directors a chance to make a move themselves? These people\nmight want to take a voluntary step.\nAir. W. W. Trent (West\nread Section 2. That request\n\nVirginia) : The request\nwas not granted.\n\nI rise to state as far as I am\n\nconcerned,\n\nwas\n\nmade\n\nthat the secretary\n\nI do not quite understand\n\nfully what\n\nthe\n\ninterpretation is — that on 200 votes there shall be a printed ballot and in any state\ndelegation there may be a vote by ballot on request of three delegates as we have it\nhere, but we do not have the revised version.\nAir. Taylor:\n\nI shall read\n\nthe amendment\n\nIn all voting on proposed amendments\nments to the constitution or the bylaws,\n\nagain:\nto the charter and on proposed amend¬\nwritten ballots shall be used whenever\n\n200 members of the Representative Assembly by petition or by standing vote shall\nindicate that ballot voting is desired. In case a petition for secret ballot is signed\n\n"}
{"page": 750, "printed_page": null, "text": "744\n\nNational\n\nEducation\n\nAssociation\n\nby at least 200 members of the Representative Assembly and filed with\nexecutive secretary he shall arrange for written ballots in accordance with\n\nthe\nthe\n\npetition. State delegations may vote by ballot. The result shall be announced by\nthe chairman of each delegation as the roll of states is called; such vote to be\ndetermined by the actual number of delegates present at such meeting and voting.\nUpon the request of three delegates any state delegation must vote by ballot.\nMr.\n\nTrent:\n\nobjection\n\nThe\n\nfrom\n\nlast statement\n\nsome\n\nanswers\n\nmy\n\nof the representatives\n\nquestion\n\nor\n\nand\n\nrather\n\nit seems\n\nthe request\n\nto answer\n\nthat there\n\nthe\nbe\n\na\n\nvote by ballot. Any delegation may vote by ballot on the request of three delegates.\nMiss Frances Jelinek (Wisconsin) : I move that the amendment be voted on by\nwritten ballot.\nMrs. Preble: Seconded.\nPresident Pratt: Miss Jelinek moves\nbe voted\n\non by written\n\nballot. This\n\nand\n\nrequires\n\nthose favoring the motion please stand.\nThere are more than the required 200. The\nballot tomorrow.\n\nMrs.\n\nPreble\n\nseconds\n\nthat 200 or more\n\nthat the amendment\nfavor\n\nthe motion.\n\nAll\n\nvote on the amendment\n\nwill be made\n\nby\n\nMr. Taylor: I move that the proposed amendment to Article II, Section 1 (c)\nas set forth in the report of the Committee on Reorganization, Detroit, 1937, Chapter\nIII, be amended\nThe\n\nto read\n\nExecutive\n\nas follows:\n\nCommittee\n\nshall consist\n\nof seven\n\nmembers\n\nas follows:\n\nThe\n\nPresident of the Association, the First Vicepresident, the Treasurer, the Chairman\nof the Board of Trustees, a member of the Association to be chosen annually by\nthe Board of Directors to serve one year, and two members elected by the Repre¬\nsentative Assembly for the term of one year. A director elected to the Executive\nCommittee shall continue as a member of the Board of Directors.\nMr.\n\nChairman,\n\nMr.\n\nLeon\n\nI move\n\nNeulen\n\n(New\n\nthe adoption\n\nof this motion\n\nJersey) : I move\n\nto amend\n\nand\n\nMr.\n\nthe motion\n\nout the word “seven” and substituting in lieu thereof “nine”\nout the words “a member elected by the Board of Directors”\n\nShaw\n\nseconds\n\njust made,\n\nit.\n\nstriking\n\nand further by striking\nand substituting in lieu\n\nthereof “two members elected by the Board of Directors”; and further by striking\nout the words “two members elected by the Representative Assembly” and substitut¬\ning in lieu thereof “three members elected by the Representative\nPresident Pratt: Is there a second ?\nMr.\n\nM.\n\nD. Collins (Georgia)\n\n: Seconded.\n\nPresident Pratt: Mr. Collins of Georgia\namendment is now before you for action.\nMr.\n\nNeulen:\n\nMr.\n\nChairman,\n\nAssembly.”\n\nmay\n\nI speak\n\nseconds\n\nthe proposed\n\nto the motion?\n\nI made\n\namendment.\nthis motion\n\nThe\nfor\n\nthis reason, that the wider circles we can have for wider participation, the more\ninterest we are going to create for the National Education Association. In the second\nplace, if we have a larger Executive Committee\nresentation thruout the United States.\n\nthan the seven, it permits\n\nbetter rep¬\n\nIn the next place, our funds indicate perfectly good ability to support a nine-mem¬\nber Executive Committee rather than a seven-member. Only two additional members\nwould\n\nmean\n\nonly slight expense — probably\n\nnot more\n\nthan $900. And,\n\nif you\n\npeople\n\nare going to be perfectly willing to take in twenty-two life members as directors, you\ncertainly should be willing to concede an additional two members for the Executive\nCommittee.\nFurthermore, we have only a 200,000 membership in the N. E. A. out of a possible\nmillion membership. Now, if a larger Executive Committee can stimulate greater\nmembership then I say that it certainly pays to increase our Executive Committee\nfrom seven to nine members.\nAnother\n\nreason, if we\n\nhave\n\nlarge committees\n\nrunning\n\nour\n\nstate teachers\n\nassocia¬\n\ntions affairs — and I know some committees run up to nineteen — then certainly we\nneed at least nine members of the Executive Committee to run the affairs of the\nUnited States.\n\n"}
{"page": 751, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n745\n\nInformation\n\nLast and most important of all, we need a nine-member Executive Committee to\nmake for greater democratic participation on the part of our Delegate Assembly,\nand I am here to tell you the delegation from the state of New Jersey is unanimously\nagreed that a nine-member Executive Committee is not too many.\nPresident Pratt: The motion is to amend the motion made by Dean Taylor and\nseconded by Mr. Shaw. It is on the question of the amendment of the original motion.\nMr.\n\nCram:\n\nI do not want\n\nthis affair to go thru without\n\ncalling your\n\nattention to the\n\nfact that the Board of Directors yesterday by a very large majority, as I remember\nit, turned down this whole proposition proposing to leave the Executive Committee\nas it now exists so far as size is concerned. The addition of four members to our\npresent Executive Committee, as proposed by the last speaker, would add $2600 a\nyear to the expense of the organization. Now, there might be some compensating\nfactors there. But, our Budget Committee is put to it at the present time to find funds\nenough to support the organization. We need the money. I suspect it would be good\npolicy to devise some way of securing\nrather the Executive Committee.\nNow, it has been my experience\nand over again when I have been\n\nthe money\n\nbefore\n\nwe\n\nenlarge\n\nthe Board,\n\nor\n\nfor a good many years (and I have said this over\nasked to appoint committees as presiding officer of\n\nvarious organizations), “Do you really want this thing done?” And when they\nsay they do, I say: “I’ll appoint a one-man committee. Do you think maybe it would\nbe all right to do it but you don’t care much? Then I’ll appoint a three-man commit¬\ntee. Do you want it to die a natural death? I’ll appoint a committee of five members\nor more!” The larger the committee, the less you have done. That has been my\nexperience. It will add to our expense, as I have said. But, my principal purpose in\ncoming\n\nto this platform\n\nwas\n\nto call your\n\nattention\n\nto the omission\n\nand\n\nI am\n\nnot chal¬\n\nlenging anyone’s motives in making that omission, nor do I have any reference what¬\never to the action of the Board of Directors. I simply want you to know that by a large\nvote yesterday it was voted to leave the Executive Committee as it is at present.\nPresident Pratt: Is there anybody else who desires to be heard?\nMr. Holmes: I do not believe this Association could invest $2600 in any better way\nthan to make the Executive Committee more democratic, and I hope that this amended\nmotion\n\nwill prevail.\n\nMr. Taylor: I should merely like to answer Mr. Cram on the fact that the chair¬\nman of the Committee omitted any reference to the action of the Board of Directors.\nIn the Board of Directors’ meeting yesterday, the entire discussion centered around\nthe omission on our part of the vicepresident. If he has made an error, he made it\nunintentionally.\nMiss\n\nAdalinc\n\nHe\n\nthought\n\nVan\n\nKirk\n\nhe was\n\ndoing what\n\n(Pennsylvania)\n\n: Mr.\n\nthe Board\n\nof Directors\n\nChairman,\n\nmay\n\nwanted\n\nI suggest\n\ndone.\n\nthat a one-\n\nman committee may get done what that one man wants. A nine-man committee will\nbring to the discussions the opinions of many different people and, therefore, will be\nmore democratic.\nAir. Thomas\nAccording\ngentleman\n\nJ. IValker\n\n(Missouri)\n\n: I want\n\nto ask for information,\n\nAir. C hair man.\n\nto the resolution presented, there were four ex-officio members. Then the\nproposed an amendment to make six elective, so what we are considering\n\nis a ten-member Board instead of nine. Is that not right?\nPresident Pratt: No, it is not right.\nAir. IValker:\n\nWhat\n\nwas\n\nthe original\n\npresident, first vicepresident, treasurer,\nPresident Pratt: That is right.\nAir. IValker:\n\nThen\n\nmotion?\n\nDid\n\nnot the original\n\nand\n\nchairman\n\nof the Board?\n\ndid not the amendment\n\ninclude\n\nthree members\n\ninclude\n\nthe\n\nelected by the\n\nassembled delegates and three by the Board of Directors?\nPresident Pratt: I will ask that the amendment be read again.\nMr. Neulen: The motion made by Mr. Taylor on behalf of the Reorganization\nCommittee consisted of four members ex officio, one member from the Board of\nDirectors,\nmembers.\n\nand\n\ntwo\n\nmembers\n\nfrom\n\nthe Delegate\n\nAssembly,\n\nmaking\n\na total of seven\n\nMy motion was to amend the motion by striking out the word “seven” and sub¬\nstituting in lieu thereof the word “nine”; and further by striking out the words “a\n\n"}
{"page": 752, "printed_page": null, "text": "746\n\nNational\n\nEducation\n\nAssociation\n\nmember elected by the Board of Directors” and substituting in lieu thereof “two\nmembers elected by the Board of Directors”; and further by striking out the words\n“two members elected by the Representative Assembly” and substituting in lieu\nthereof “three members elected by the Representative Assembly.”\nMr. Charles O. Williams (Indiana) : I am a member of the Board of Directors;\nalso on the Budget Committee, so I know what they are talking about. I have been a\nmember of the N. E. A. for years and years and I have tried to find out for the last\ntwenty years wTho is running it and when I was on the Board, they told me it was\nthe boys on the Budget Committee. I have come to my own conclusion that the wffiole\nN. E. A. between meetings is run by the Executive Committee, and as a member\nof the Board of Directors and of the Budget Committee, I see no reason why this\nshould not be increased to nine or ten. I suggest that the number of nine makes\nit more\ntion.\nMr.\nwho\n\ndemocratic,\nNeulen:\n\nbrought\n\ngives you\n\nI would\n\nmore\n\nchance\n\njust like to ask this one question of Mr.\n\nit up. According\n\nto our reports, we\n\nI am going to ask what we are going\nafford to have nine members.\nPresident\n\nto get right up in front as an organiza¬\n\nPratt: The\n\nmotion\n\nhave\n\nCram\n\n$85,000 and\n\nThose\n\nthe others\n\nassets of a million.\n\nto do wTith all this money.\n\nis on the amendment.\n\nand\n\nCertainly\n\nfavoring\n\nwe\n\ncan\n\nthe amendment\n\nwill please indicate by saying “aye”; those opposed, “no.” The amendment is carried.\nPresident Pratt: The motion before you now is the original one, as amended. Those\nfavoring the motion as amended, will please indicate by saying “aye”; those op¬\nposed, “no.” The motion is carried.\nMr. Taylor: I move that Article II, Section 1 (c) as set forth in the report of the\nCommittee on Reorganization, Detroit, 1937, Chapter III, be amended by adding the\nfollowing sentence:\nThe\n\nelection of the members\n\nAssembly\nSeconded\nPresident\n\nof the Executive\n\nshall be by the Hare\n\nSystem\n\nCommittee\n\nof Proportional\n\nby the Representative\n\nRepresentation.\n\nby R. T. Shaw. I ask unanimous consent.\nPratt: Unanimous consent is asked for the approval\n\n(“No,” from the audience.)\nObjection is made to unanimous\n\nconsent.\n\nThe\n\nsecretary\n\nof this motion.\n\nwill call the roll. The\n\nvote\n\nwill be by state delegations.\nMr.\n\nW.\n\nA. Walls\n\nform, if anybody\ntion is?\nwe\n\n(Ohio) : A question\n\nknows,\n\nexplain\n\nwhat\n\nPresident Pratt: There is nothing\nwill ask Mr. Shaw to answer it.\n\nof information?\n\nthe Hare\n\nWill\n\nProportional\n\nto be accomplished\n\nsomebody\nSystem\n\non the plat¬\n\nof Representa¬\n\nby that just now,\n\nbut briefly\n\nMr. Shaw: Last year we adopted the Hare System of Proportional Representation\nfor the election of the Publishing Committee, and I am sure most of you are familiar\nwith the method used. The gentleman who made the request will remember how he\nvoted, using numbers to indicate his preference of candidate. When the vote was\ncompleted,\n\nit seemed\n\nto me\n\nthat from\n\nevery\n\none from\n\nwhom\n\nI heard\n\nanything\n\nat all,\n\nthere came a hearty endorsement of the method. If you remember, the people elected\nwere Mr. Roy W. Cloud, state secretary, of California; Mrs. F. Blanche Preble, past\npresident of the N. E. A. Department of Classroom Teachers, of Chicago; Miss\nLillian Broderick of New York;\nLester Smith, past president.\n\nSuperintendent\n\nL. W.\n\nReese\n\nof Ohio;\n\nDr.\n\nHenry\n\nIt seems to me it is sufficient to call attention to the results you saw there, and to\ncall attention that we are going to use it again this morning in this election. I want\nto assure you that I would be the first one to drop the system if it did not make\nmore democracy, and more good of the National Education Association.\nMr.\n\nCram:\n\nI should\n\norder of business\nnation speeches.\nPresident\nparticular\n\na request for unanimous\n\nto that of election of officers, in order\n\nPratt:\nvote.\n\nlike to make\n\nUnanimous\n\nHearing\n\nno\n\nconsent\nobjections\n\nhas been\n\nasked\n\nconsent\n\nthat we\n\nto turn from\n\nmay\n\nhave\n\nconsent\n\ndenied.)\n\nthis\n\nthe nomi¬\n\nfor the postponement\n\n. . . (unanimous\n\nfor\n\nof this\n\n"}
{"page": 753, "printed_page": null, "text": "Associational\n\nPresident\n\nPratt: The\n\nSecretary\n\nGivens:\n\nRecords\n\nroll will now\n\nRoll is being called by the state delegations.\n\nrecess\n\nwas\n\n747\n\nInformation\n\nbe called.\n\nstate delegation will report, so many votes\nstate is called. Are you ready to vote?\n(A three-minute\ntheir delegations.)\n\nand\n\ntaken\n\nfor and\n\nThe\n\nchairman\n\nof the\n\nvotes\n\nagainst,\n\nas the\n\nthe state chairmen\n\npolled\n\nso many\n\nat this time, while\n\nPresident Pratt: Will the assembly please be in order now? We are ready now to\nproceed with the roll call. Let us be sure that we know what is before us. I will ask\nthe secretary\nSecretary\n\nto explain.\nGivens:\n\nYou\n\nall understand,\n\nI think, that we\n\nare voting\n\neither for or\n\nagainst the use of the Hare System in the Representative Assembly for electing these\nthree members to the Executive Committee and not to the Board of Directors. The\nBoard\n\nof Directors\n\nis not in the picture at all. It is whether\n\nor not we\n\nthe three members from this body to the Executive Committee\nof voting, the Hare System of Proportional Representation.\nI will now\n\nwant\n\nto elect\n\nby the Hare\n\nSystem\n\ncall the roll. Alabama — 10 yes, 0 no; Arizona — 9 yes, 0 no; Arkansas —\n\n4 yes, 0 no; California — 73 yes, 0 no; Colorado — 23 yes, 0 no; Connecticut — 14 yes,\n0 no; Delaware — 4 yes, 0 no; Florida — 7 yes, 0 no; Georgia — 7 yes, 0 no; Idaho —\n7 yes, 0 no; Illinois — 32 yes, 27 no; Indiana — 19 yes, 9 no; Iowa — 20 yes, 0 no;\nKansas — 16 yes, 0 no; Kentucky — 7 yes, 0 no; Louisiana — 17 yes, 0 no; Maine — 6\nyes, 4 no; Maryland — 11 yes, 0 no; Massachusetts — 11 yes, 1 no; Michigan — 11 yes,\n34 no; Minnesota — 37 yes, 0 no; Mississippi — 6 yes, 0 no; Missouri — 29 yes, 0 no;\nMontana — 5 yes, 0 no; Nebraska — 6 yes, 0 no; Nevada — 6 yes, 0 no; New Hamp¬\nshire — 2 yes, 0 no; New Jersey — 31 yes, 0 no; New Mexico — 6 yes, 0 no; New York —\n31 yes, 1 no; North Carolina — (no reply) ; North Dakota — 6 yes, 0 no; Ohio — 73 yes,\n0 no; Oklahoma — 21 yes, 0 no; Oregon — 17 yes, 0 no; Pennsylvania — 37 yes, 6 no;\nRhode Island — (no reply) ; South Carolina — 0 yes, 5 no; South Dakota — 6 yes, 0 no;\nTennessee — 2 yes, 0 no; Texas — 23 yes, 0 no; Utah — 1 yes, 0 no; Vermont — 8 yes,\n0 no; Virginia — 15 yes, 0 no; Washington — 21 yes, 0 no; West Virginia — 11 yes,\n0 no; Wisconsin — 31 yes, 3 no; Wyoming — (no reply) ; Alaska — 3 yes, 0 no; District\nof Columbia — 10 yes, 0 no;\n\nHawaii — 7 yes, 0 no; Philippine\n\nIslands — (no reply);\n\nPuerto Rico — (no reply). Those voting “yes,” 757; those voting “no,” 90.\nPresident Pratt: The motion is carried. We have two other items which\n\nmay\n\nbe\n\nbrief, if you wish to make them so.\nMr. Taylor: I move that Article II, Section 1 (c), as set forth in the report of the\nCommittee on Reorganization, Detroit, 1937, Chapter III, be further amended by\nadding the following sentence:\nThe\n\nprovisions\n\nof this Section\n\necutive Committee\ntion in 1937.\n\nshall become\n\nfor the Association\n\neffective in the selection of the Ex¬\n\nyear beginning\n\nwith the close of the conven¬\n\nMoved by Mr. Taylor, seconded by R. T. Shave.\nMr. Chairman, may we have unanimous consent?\nPresident Pratt: Unanimous consent is asked for. Hearing\n\nno objection, this motion\n\nis approved.\nMr. Taylor: I move that the recodification of the constitution and bylaws be re¬\nferred to the Committee on Bylaws and Rules with the instruction that in consulta¬\ntion with the parliamentarian and attorney of the Association, it formulate its recom¬\nmendations in regard to the matter and publish the recodification in the May 1938\nissue of the N. E. A. Journal.\nMoved by Mr. Taylor, seconded by Mr. Oberholtzer. I ask unanimous consent.\nPresident Pratt: Unanimous consent has been asked; hearing no objections, this\nmotion\nMr.\n\nis approved.\nTaylor:\n\nMr.\n\nChairman,\n\nvery great appreciation\nprinted in the report\nsideration.\nPresident\ngroup\n\nPratt:\n\nthe Committee\n\nfor your\nto you\n\nand\n\nIt is desired\n\nconsideration,\n\nat this time wishes\nand wishes\n\nto the Representative\nto get the matter\n\nat this time, if you will give unanimous\n\nto express\n\nto you its\n\nto refer all other material\nAssembly\n\nfor further\n\nof election of officers before\n\nconsent\n\nfor us to vary\n\nfrom\n\ncon¬\nthe\n\nthe items\n\n"}
{"page": 754, "printed_page": null, "text": "748\n\nNational\n\nEducation\n\nAssociation\n\nof procedure as adopted the first thing this forenoon.\nconsent to take the other matter up now?\n\nMay\n\nwe\n\nhave\n\nunanimous\n\nMr. L. Frazer Banks (Alabama) : I may have gotten a little confused in the par¬\nliamentary tangle there, but it seems to me that this proposal by the Committee at\nthe bottom of Page 7 was never adopted, as amended. We adopted the amendments\nto it, but I do not believe we adopted the whole motion.\nMr. Taylor: Mr. Chairman, I was under the impression that it had passed. If not,\nI move that Section G at the bottom of page 7 be adopted as amended.\nPresident Pratt: Request is made for the unanimous consent\nthis section as amended. Hearing no objection, it is adopted.\n\nfor the adoption\n\nof\n\nWe are ready now to proceed in the matter of election of officers.\nThe secretary will call the roll of the states, for nominations for president.\nSecretary\n\nGivens\n\n(calling roll of states) : Alabama.\n\nAlabama: Alabama yields to South Dakota.\nMr. R. L. Hunt (South Dakota) : I deem it a great privilege\nto you\n\na candidate\n\nfor the president\n\nof this Association\n\nand honor\n\nto present\n\nfor next year. I am\n\nnot\n\nintroducing to you this lady, because I am sure that she is well known to the people\nof this group. She is one who has had broad training and experience, a life member\nof our organization; graduate of the University of Tulane, with master’s degree\nfrom Boston University, and further graduate study at Tulane University, of Vir¬\nginia, Boston, Harvard, and Columbia University. Therefore, I say that her training\nhas been broad and she knows about the great work of our organization and of\neducation in our United States.\nHer experience includes that of elementary- and high-school teacher and principal.\nShe has been president of her own state association. She is the president of the Amer¬\nican Association of University Women of her city. She has served this organization\nas secretary,\n\nvicechairman,\n\nand\n\nchairman\n\nof the Resolutions\n\nCommittee,\n\nand\n\nit is in\n\nthis connection in the past years that I have learned to know' and appreciate the\nworth and ability of this leader in our group. In addition to that, she has also been\none of the vicepresidents of the Association.\nI feel that I can\n\npresent\n\nto you\n\npeople\n\na lady who\n\nis capable\n\nof fulfilling the\n\nresponsibility, a tireless worker, a vigorous worker, and a courageous\ngive her platform, to say what she stands for, I think could be summed\n\nleader. To\nup best by\n\nthis simple, short statement: She has been the guiding hand in forming the resolu¬\ntions of this organization for the past several years, so that she is the one who\nhas formed the policies for which you and I stand, for which\nand for the things for which we expect to continue to fight.\nTherefore,\nOrleans,\n\nMr.\n\nin presenting\n\nthe name\n\nof Amy\n\nhave\n\nbeen\n\nfighting,\n\nH. Hinrichs\n\nof New\n\nfor president.\n\nSecretary\nAlaska:\n\nI take pleasure\n\nwe\n\nGivens\nAlaska\n\nFrancis\n\n(continuing\n\nthe roll call) : Alaska.\n\nyields to Vermont.\n\nL. Bailey\n\n(Vermont)\n\n: This\n\nis an\n\nimportant\n\nyear\n\nfor the National\n\nEducation Association. Plans are being made for enlarging its activities and in¬\ncreasing its effectiveness. Many vital problems such as state and federal support\nof education, academic freedom, teacher tenure, the status of the teacher, and an\nenlarged educational program are being considered. A vast amount of work is being\ndone in all the departments of our national organization. Great progress has been\nmade\n\nin our Association\n\nduring\n\nrecent years. With\n\nincreased\n\nmembership\n\nand\n\nmore\n\ndefinite objectives have come greater influence as well as increased pride in the pro¬\nfession. If education is to gain and hold its rightful place in this country, its leaders\nmust take the initiative and fearlessly face its problems. We must work together\nfor larger objectives and avoid factions and sectional rivalry. There must be no\nNorth, South, East, or West when it comes to the consideration of our problems and\nthe welfare of the larger group we are serving. The presidency of our Association\nrequires leadership ability of a high order. It is our hope that only the ablest of our\nleaders will be selected. In order to be successful, a candidate must have a vast\namount of plain common sense and intelligence. Along\na thoro preparation and a wide experience.\n\nwith native\n\nability are needed\n\n"}
{"page": 755, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n749\n\nInformation\n\nThe woman whose credentials I wish to present is worthy in every respect and is\nwell qualified. Those who are acquainted with her believe she measures up to the\nhighest standards in every way. Her academic preparation is adequate. She is a\nwoman with a dynamic personality, gracious and friendly; courageous in the face\nof many\n\nodds ; hopeful\n\nboundless\n\nenergy\n\nand\n\nand\n\nwith\n\nendurance;\n\nability to inspire others\nis filled with\n\nwith\n\nher hope ; possesses\n\nzeal for her profession;\n\nhas clear,\n\nfar-reaching vision and is fair and loyal in all her dealings. She has an unfailing\nzest in living. To her, life never loses its thrills or its challenge. Every day is a new\nbeginning. Those with whom she comes in contact are aware of this spirit and catch\nsome\n\nof its fervor.\n\nShe refuses\n\nto be daunted\n\neven seeming failure. It makes\nappear to be or how inevitable\ndetermination never lag.\n\nby disappointment,\n\ndiscouragement,\n\nor\n\nno difference how unfortunate circumstances may\nfrustration of hopes may seem, her optimism and\n\nShe is an inspiring leader whom groups of people naturally follow. She has a\nwonderful gift of looking ahead toward the big ultimate goal of any enterprise\nand not being daunted or fretted by small obstacles in the way. She presides over all\nsituations to which she is called with good sense and ease. She is alert to the demands\nof changing\n\nsituations and quick to make\n\nneeded\n\nadjustments.\n\nShe is a woman\n\nof rare\n\nvision, courage, and power. She loves life, people, activity, and to a very high degree\nher profession. All people admire her and her students trust her. She has served for\nmore than twenty years as a classroom teacher. Has served as elementary principal,\nsuperintendent of schools, and during the last seventeen years she has been engaged\nin the professional education of teachers and is at the head of a state teachers college.\nAt the president time she is president\nciation. She has been a vicepresident\n\nof the New England Teacher Training Asso¬\nand state director of the N.E.A. and an able\n\npresident of the National Council of Administrative Women in Education.\nShe was a delegate to the World Federation of Education Associations. She is a\nmember of the International Relations Committee, the Legislative Commission and\nothers. She is a consultant of the Educational Policies Commission. She is a life\nmember of the National Education Association. She is a member of the Executive\nCommittee of the National Education Association. You will find copies of her plat¬\nform in your state headquarters. She thinks straight, works hard, plays fair, loves\nmuch. She interprets life in terms of truth, beauty, reality, freedom, and efficiency.\nIt gives me great pleasure to present to this Delegate Assembly as a candidate for\nthe presidency\n\nCaroline\n\nS.\n\nto second\n\nthe\n\nSecretary Givens: Illinois — Indiana — Iowa — Kansas — Kentucky — Louisiana.\nLouisiana: Louisiana seconds, and wishes to thank sincerely South Dakota\n\nfor\n\nWoodruff\n\nof the\n\nNational\n\nEducation\n\nAssociation\n\nthe\n\nname\n\nof\n\nof Vermont.\n\nSecretary Givens (continuing roll call) : Arizona — Arkansas.\nArkansas : Arkansas seconds the nomination of Amy H. Hinrichs.\nSecretary Givens: California — Colorado.\nColorado: Colorado seconds the nomination\nSecretary Givens: Connecticut.\nConnecticut: Connecticut votes unanimously\nnomination of Caroline S. Woodruff.\n\nof Caroline\n\nS. Woodruff.\n\nto endorse\n\nand\n\nSecretary Givens: Delaware — District of Columbia.\nDistrict of Columbia: Seconds the nomination of Amy\nSecretary Givens: Florida.\nFlorida: Florida seconds the nomination\n\nof Amy\n\nSecretary Givens: Georgia — Hawaii — Idaho.\nIdaho: Idaho seconds the nomination of Miss\n\nwishes\n\nH. Hinrichs.\n\nH. Hinrichs.\n\nHinrichs.\n\nthe nomination of Miss Hinrichs. In the state of Louisiana the name of Amy Hin¬\nrichs is a symbol of education. We in Louisiana hold her in the highest esteem. She\nis one of our noted educators. She has fostered many causes for education in our\nstate thru the Legislature,\n\nand thru her high ideals which\n\nshe has stood for. I believe\n\nthat if there is anyone in the state of Louisiana that deserves any promotion, it is\nMiss Hinrichs. We have given to her in the state of Louisiana every honor possible\nto our\n\nteachers\n\nof that state. She has been\n\naccorded\n\nthat honor,\n\nand\n\nI hope\n\nin pre-\n\n"}
{"page": 756, "printed_page": null, "text": "750\n\nNational\n\nEducation\n\nAssociation\n\nsenting her case that the National Education Association, where she is well known,\nwhere she has worked so hard, will accord her the same honor that we have.\nWe\n\nthank\n\nyou.\n\nSecretary Givens: Maine.\nMaine: Maine seconds the nomination\n\nof Caroline\n\nS. W oodruff.\n\nSecretary Givens: Maryland — Massachusetts.\nMassachusetts : Massachusetts heartily seconds\n\nthe nomination\n\nSecretary Givens: Michigan — Minnesota.\nMinnesota: Minnesota seconds the nomination\n\nof Amy\n\nSecretary Givens: Mississippi.\nMississippi: Mississippi seconds\nSecretary\nMontana:\n\nthe nomination\n\nGivens: Missouri — Montana.\nMontana seconds the nomination\n\nof Miss\n\nSecretary Givens: New Hampshire.\nNew Hampshire: New Hampshire seconds\n\nthe nomination\n\nOklahoma:\n\nGivens:\n\nNew\n\nOklahoma\n\nYork — North\n\nseconds\n\nHinrichs.\nof Miss\n\nand pride in seconding\n\nSecretary Givens: New Mexico.\nNew Mexico: New Mexico takes pleasure\nHinrichs.\nSecretary\nhoma.\n\nHinrichs.\n\nIVoodruff.\n\nSecretary Givens: Nebraska — Nevada.\nNevada: Nevada seconds the nomination\n\nSecretary Givens: New Jersey.\nNew Jersey: New Jersey takes pleasure\nMiss fV oodruff .\n\nin seconding\n\nIV oodruff.\n\nthe nomination\n\nthe nomination\n\nCarolina — North\n\nthe nomination\n\nWoodruff.\n\nHinrichs.\n\nof Amy\n\nof Miss\n\nof Miss\n\nof\n\nof Miss\n\nDakota — Ohio — Okla¬\n\nof the candidate\n\nfrom\n\nthe South.\n\niSecretary Givens: Oregon — Pennsylvania — Philippine Islands — Puerto Rico —\nRhode Island — South Carolina.\nSouth Carolina: South Carolina takes pleasure in seconding the nomination of\nMiss Hinrichs.\nSecretary Givens: South Dakota — Tennessee — Texas.\nTexas: Texas has no special choice as a delegation in this 1937\n\nelection.\n\nSecretary Givens: Utah — Vermont — Virginia — Washington — West Virginia —\nWisconsin — Wyoming.\nPresident Pratt: We will now have the roll call of states for 11 vicepresidents.\nSecretary\n\nGivens:\n\nRoll is now\n\nbeing\n\ncalled\n\nfor the nomination\n\nof 11 or more\n\nvicep residents. Alabama — Alaska — Arizona — Arkansas.\nArkansas: Arkansas nominates Miss Willie Lawson.\nSecretary Givens: California.\nCalifornia: California nominates\n\nEvlyn\n\nChasteen.\n\nSecretary Givens: Colorado — Connecticut.\nConnecticut: Connecticut presents Daisy Lord,\nof Classroom Teachers.\n\npast president\n\nSecretary Givens: Delaware — District of Columbia.\nDistrict of Columbia: District of Columbia nominates\n\nof the Department\n\nR. L. Hunt\n\nof South\n\nDakota.\n\nSecretary Givens: Florida — Georgia.\nMr. M. D. Collins (Georgia) : I take great pleasure in placing before you the\nname of a man for the vicepresidency of the National Education Association, who\ndoes not know any better than to take his responsibilities seriously, and deliver the\ngoods, express charges prepaid. This young man has held this responsible position\nduring the past year. He has responded to every call which came to him. He did\nnot wait for the call. He has paid his expenses to Washington several times, in behalf\nof legislation furthering the educational opportunities of the children and teachers\nthruout this nation. He is a young man, one of our county superintendents of schools,\nable, efficient, alert, always doing the right thing, in the right way, and at the right\ntime. He is a member of the Georgia Association of School Superintendents; he is a\nmember of the Georgia Education Association. He is a member of the Department\nof Superintendence of the National Education Association. He is a member of the\n\n"}
{"page": 757, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n751\n\nElementary School Principals Association; he is a live member of the National\nEducation Association; he is tremendously interested in every phase of education,\nand I take great pleasure in nominating or presenting to you the name of Superin¬\ntendent Andrew Avery of Georgia, for one of the places of vicepresident of the\nNational Education Association.\nSecretary Givens: Hawaii — Idaho.\nIdaho: Idaho nominates Raymond Snyder.\nSecretary Givens: Illinois.\nIllinois: Illinois nominates\n\nFrank\n\nSecretary\n\n—\n\nGivens:\n\nIndiana\n\nIowa\n\nMaryland — Massachusetts.\nMassachusetts : Massachusetts\nlife member\n\nJensen.\n—\n\nKansas\n\n—\n\nKentucky\n\nplaces in nomination\n\nof N. E. A. and president\n\nSecretary Givens: Michigan.\nMichigan: Michigan nominates\n\nLouisiana — Maine —\n\nthe name\n\nof the state teachers\n\nHarley\n\n—\n\nof N. Eliot IVillis,\n\nassociation.\n\nHolmes.\n\nSecretary Givens: Minnesota — Mississippi — Missouri — Montana — Nebraska.\nNebraska: Nebraska places in nomination the name of J. J. Guenther.\nSecretary Givens: Nevada — New Hampshire.\nNew Hampshire : New Hampshire nominates E. IV. Butterfield.\nSecretary Givens: New Jersey — New Mexico.\nNew Mexico: As a gesture from the South, we\ntion of Mr. IVillis of Massachusetts.\nSecretary\nNew\n\nGivens:\n\nYork:\n\nNew\n\nNew\n\nYork.\n\nYork\n\nplaces in nomination\n\nstanding superintendents\nH. Hardy.\n\nin this country,\n\nwould\n\none\n\nlike to second\n\nof her favorite\n\na loyal worker\n\nthe nomina¬\n\nsons\n\nand\n\nout¬\n\nfor the N. E. A. — Claude\n\nSecretary Givens: North Carolina — North Dakota.\nNorth Dakota: North Dakota nominates E. C. Tighe.\nSecretary Givens: Ohio — Oklahoma — Oregon — Pennsylvania — Philippine\nPuerto Rico — Rhode Island — South Carolina.\nSouth Carolina: South Carolina nominates Mrs. Louise Carson.\n\nIslands —\n\nSecretary Givens: South Dakota — Tennessee — Texas — Utah — Vermont.\nVermont: Vermont is glad to second the nomination of Mr. IVillis of Massachusetts.\nSecretary Givens: Virginia — Washington — West\nVirginia — Wisconsin — Wy¬\noming.\nPresident Pratt: We will now have the roll call of states for the office of treasurer.\nSecretary Givens: This is the roll call for treasurer. Alabama — Alaska — Arizona —\nArkansas — California — Colorado — Connecticut — Delaware — District of\nColumbia\n\n—\n\nFlorida\n\n—\n\nGeorgia\n\n—\n\nHawaii\n\n—\n\nIdaho\n\n—\n\nIllinois —\n\nIndiana\n\n—\n\nIowa —\n\nKansas — Kentucky — Louisiana — Maine —\nMichigan — Minnesota — Mississippi — Missouri\n\nMaryland — Massachusetts —\n— Montana — Nebraska — Ne¬\n\nvada — New Hampshire — New Jersey\nCarolina — North Dakota — Ohio.\n\nMexico\n\n—\n\nNew\n\nMr. B. F. Stanton (Ohio) : I am sure no speech\nination that I do at this time. It is my pleasure and\nagain the man\n\nwho\n\n—\n\nNew\n\nYork\n\n—\n\nNorth\n\nis necessary in making the nom¬\nI am sure yours, too, that I name\n\nhas served you so well for a period of three years in this capacity.\n\nI refer to R. E. Offenhauer of Lima,\nhauer, as candidate for this office.\n\nOhio.\n\nI take pleasure\n\nin presenting\n\nMr.\n\nOffen-\n\nSecretary Givens: Oklahoma — Oregon — Pennsylvania — Philippine Islands — Puerto\nRico — Rhode Island — South Carolina — South Dakota — Tennessee — Texas — Utah —\nVermont — Washington — West Virginia — Virginia — Wisconsin — Wyoming.\nPresident Pratt: May I ask your indulgence for a minute or two longer. We will\nhave next the list of the state directors as already nominated by states. The secretary\nwill read the list.\nSecretary Givens: Mr. Chairman, unless they want to hear the list, I would suggest\nthat it is submitted to the Representative Assembly as given to me by the respective\nstates, on regular forms, yesterday. There is the list.\nPresident Pratt: Any desire to have the list read?\n\n"}
{"page": 758, "printed_page": null, "text": "752\n\nThe\n\nNational\n\nlist was\n\nEducation\n\nnot read, but the names\n\nAssociation\n\nare as follows:\n\nAlabama — L. Frazer\n\nBanks,\n\nAssistant Superintendent of Schools, Birmingham; Alaska — Everett R. Erickson,\nAssistant Professor in Education, University of Alaska, College; Arizona — Harold\nIV. Smith, Superintendent of Schools, Glendale ; Arkansas — W. E. Phipps, State\nCommissioner of Education, Little Rock; California — Helen F. Holt, Teacher, 1543\nSanta Clara Avenue, Alameda; Colorado — IV. B. Mooney,\nColorado Education Association, Denver; Connecticut — Helen\n41 Fifth Street, New\nPublic\n\nInstruction,\n\nHaven;\n\nDover;\n\nDelaware — H.\n\nV. Holloway,\n\nDistrict of Columbia — Hugh\n\nExecutive Secretary,\nT. Collins, Principal,\n\nState Superintendent\n\nSmith,\n\nPrincipal,\n\nof\n\nJefferson\n\nJunior High School, Washington, D. C.; Florida — James S. Rickards, Executive\nSecretary, Florida Education Association, Tallahassee; Georgia — M. D. Collins,\nState Superintendent of Schools, Atlanta; Hawaii — Earl L. McT aggart, Executive\nSecretary, Hawaii Education Association, Honolulu; Idaho — W. D. Vincent, Super¬\nintendent of Schools, Boise; Illinois — John IV. Thalman, Superintendent, Township\nSecondary Schools, Waukegan; Indiana — Charles O. Williams, Secretary-Treasurer,\nIndiana State Teachers Association, Indianapolis; Iowa — Fred D. Cram, Associate\nProfessor\n\nof Education,\n\nSuperintendent\n\nIowa\n\nof Schools,\n\nTeachers\nKansas\n\nCollege, Cedar\n\nCity;\n\nFalls; Kansas — F. L. Schlagle,\n\nKentucky — D.\n\nY. Dunn,\n\nSuperintendent,\n\nFayette County Schools, Lexington; Louisiana — J. N. Poche, Supervisor, St. Charles\nParish Schools, Hahnville; Maine — W. B. Jack, Superintendent of Schools, Port¬\nland; Maryland — Eugene W. Pruitt, County Superintendent of Schools, Frederick;\nMassachusetts — Annie C. W oodward, Teacher, High School, Somerville; Michigan —\nGrover Stout, Principal, Winegert School, Detroit; Minnesota — Daisy Brown,\nTeacher, 407 South Sixth Street, Stillwater; Mississippi — H. V. Cooper, Superin¬\ntendent of Schools, Vicksburg; Missouri — Thomas J. Walker, Editor and Associate\nSecretary, Missouri State Teachers Association, Columbia; Montana — M. P. Moe,\nExecutive Secretary, Montana Education Association, Helena; Nebraska — Alice\nRobinson, Dean of Women, Kearney Teachers College, Kearney; Nevada — C. Layton Galbraith, Superintendent of Schools, McGill; New Hampshire — Lyle Wilson\nEwing, Head, English Department, Claremont; New Jersey — Lester A. Rodes, Super¬\nvising Principal of Schools, South River; New Mexico — D. N. Pope, Executive Sec¬\nretary, New Mexico Educational Association, Santa Fe; New York — Frederick Houk\nLaw, Department of English, Stuyvesant High School, New York; North Carolina —\nElmer H. Garinger, Principal, Central High School, Charlotte; North Dakota —\nL. A. White,\n\nSuperintendent\n\nof Schools, Minot;\n\nOhio — B. F. Stanton,\n\nSuperintendent\n\nof Schools, Alliance; Oklahoma — Kate Frank, Teacher, Central High School, Mus¬\nkogee; Oregon — C. R. Bowman, Superintendent, Jackson County Schools, Medford;\nPennsylvania — J. Herbert Kelley, Executive Secretary, Pennsylvania State Educa¬\ntion Association, Harrisburg; Rhode Island — James F. Rockett, Director of Educa¬\ntion, State House, Providence; South Carolina — A. C. Flora, Superintendent of\nSchools, Columbia; South Dakota — S. B. Nissen, Editor, South Dakota Education\nA ssociation Journal, Sioux Falls; Tennessee — S. L. Ragsdale, Principal, Humes High\nSchool, Memphis; Texas — Rush Caldwell, Teacher, Woodrow Wilson High School,\nDallas; Utah — N. Howard Jensen, Principal, Central School, Tooele; Vermont —\nJoseph Wiggin, Principal, High School, Brattleboro; Virginia — Mrs. Edith B. Joynes,\nPrincipal, Washington-Gatewood Schools, Norfolk; Washington — Cora Oleson,\nteacher, Ridpath Hotel, Spokane; West Virginia — W. W. Trent, State Superintend¬\nent of Schools, Charleston; Wisconsin — Amanda H. Schuette, Director, Commercial\nEducation, Green Bay; Wyoming—//. H. Moyer, Principal, High School, Rawlins.\nPresident Pratt: The three members of the Executive Committee will now be\nnominated in accordance with action taken previously this forenoon. We will have\nthe roll call for nominations for three members of the Executive Committee.\nSecretary\nCalifornia —\n\nGivens (Calling the roll) : Alabama — Alaska — Arizona — Arkansas —\nColorado — Connecticut — Delaware — District of Columbia — Florida —\n\nGeorgia — Hawaii — Idaho — Illinois — Indiana.\nIndiana: Indiana nominates W. W. Wright.\nSecretary\n\nGivens:\n\nMr.\n\nD.\n\nFred\n\nCram\n\nIowa.\n(Iowa)\n\n: As\n\na member\n\nof the Committee\n\non Amending\n\nthe\n\n"}
{"page": 759, "printed_page": null, "text": "Associational\n\nCharter,\n\nI have\n\nworked\n\nRecords\n\nand played\n\nand\n\nwith the man\n\n753\n\nInformation\n\nwho\n\nhas carried\n\nthe great burden.\n\nI have come out of three years of this campaign with the very greatest respect\nfor him as a leader, as a man who can adjust himself to circumstances, and now\nas a man who deserves the recognition which\ninating Reuben T. Shaw, of Philadelphia.\nSecretary Givens:\nchusetts — Michigan.\nMr. Grover Stout\n\nI propose.\n\nI have\n\npleasure\n\nin nom¬\n\nKansas — Kentucky — Louisiana — Maine — Maryland — Massa¬\n(Michigan)\n\n: Michigan\n\ncapable man, the type we are looking\nSecretary Givens: Minnesota.\n\nnominates\n\nDavid\n\nA.\n\nVan\n\nBuskirk,\n\na\n\nfor.\n\nMiss Daisy Brown (Minnesota) : Mr. Chairman, if the 22,000 teachers of Minne¬\nsota were here, every one would say we in Minnesota have given to the president of\nour Minnesota Education Association every honor of which we are capable. Now,\nin our great unselfishness, we are asking that you, too, present an honor to our\ncandidate. I speak of Mrs. Myrtle Hooper Dahl, classroom teacher of Minnesota,\npresident of the Minnesota Education Association.\nSecretary\n\nGivens:\n\nHampshire — New\nkota — Ohio.\n\nMississippi — Missouri — Montana — Nebraska — Nevada — New\n\nJersey — New\n\nMr. Ralph Ii. W aterhouse\nBowman of Akron.\n\nMexico — New\n\n(Ohio)\n\n: I would\n\nYork — North\n\nCarolina — North\n\nlike to present\n\nthe name\n\nDa¬\n\nof Eleanore\n\nSecretary Givens: Oklahoma.\nOklahoma: We present M. E. Hurst.\nSecretary Givens: Oregon — Pennsylvania — Philippine Islands — Puerto Rico —\nRhode Island — South Carolina — South Dakota — Tennessee — Texas — Utah — Vermont\n— Virginia — Washington — West Virginia — Wisconsin — Wyoming.\nW yoming : Wyoming nominates Frances Harden of Illinois.\nPresident Pratt: This concludes the nomination of officers. Is it your\nadjourn at this time or to continue with the items of business?\nJust a moment, please. There\nremains to be called.\nSecretary Givens: May\nadjourn, or we have no\n\nis one\n\nother\n\nitem. The\n\nI remind you that we\nPublishing Committee\n\nPublishing\n\ndesire\n\nCommittee\n\nto\n\nstill\n\ndecided to vote on it before we\nto go over the minutes of this\n\nmorning’s meeting, tonight. Our ballots are all ready, we are going to pass them\nout to the state chairmen and have them voted on by the state delegations. They\nwill be immediately collected.\nAny\n\nquestions\n\non that?\n\nIf not, if you\n\nwill have\n\nfront, we will give you the blanks.\nPresident Pratt: Each candidate should\nto meet\n\nin the corridor\n\nname\n\nat Aisle 4, immediately\n\nyour\n\nstate chairman\n\na teller, and\n\ncome\n\nto the\n\nthe tellers are\n\nasked\n\nafter the ballots are collected.\n\nSecretary Givens: May I say a word about this election for those that have any\nquestions in their minds? You have listed all the candidates. In voting by the Hare\nSystem, you put the figure 1 for the first choice; figure 2 for the second one; figure 3\nfor the third; figure 4 for the fourth; figure 5 for the fifth choice, and so on. That\nis all there is to it.\nPresident Pratt: If there is no objection, this nomination shall be in order.\nMiss Adair: I would like to place in nomination as a member of the Executive\nCommittee the name of Mrs. Inez J. Lewis, state superintendent of schools of\nColorado.\n(There was objection to the nomination.)\nPresident Pratt: In that case, it cannot be done. It is too late.\n(It was\n\nmoved,\n\nand\n\nduly seconded,\n\nthat the meeting\n\nadjourn\n\nat 12:50 p. m.)\n\nWillard E. Givens, Executive\nOrville C. Pratt, President\n\nSecretary\n\n"}
{"page": 760, "printed_page": null, "text": "754\n\nNational\n\nSecond\n\nBusiness\n\nEducation\n\nAssociation\n\nSession, Wednesday\n\nMorning,\n\nThe Second Business Session of the Representative\ncation Association was held in the Masonic Temple\nvened at 9:30 a. m., with President Pratt presiding.\nPresident\n\nPratt:\n\nThe\n\ndelegates\n\nthis morning with the invocation\nCoadjutor, Protestant Episcopal\n(The\n\ninvocation\n\nPresident\n\nPratt:\n\nby the Right Reverend\nDiocese of Michigan.\n\ngiven.)\n\nOur\n\nlast item of business\n\n30, 1937\n\nAssembly of the National Edu¬\nAuditorium. The meeting con¬\n\nwill please be seated. We\n\nwas\n\nJune\n\nyesterday\n\nshall open\n\nthe program\n\nFrank\n\nW.\n\nCreighton,\n\nBishop\n\nrelated\n\nto election, and\n\nsome\n\nballots were prepared. However, because so many have not as yet arrived, it seems\nwise to postpone the issuance of these ballots until later in the forenoon. So we shall\ntake up first today the items of business\nfor yesterday.\n\nunfinished\n\nat yesterday’s\n\nsession, but scheduled\n\nFirst of these is the report of the Committee on the Horace Mann Centennial Cele¬\nbration. It was to have been given by Payson Smith of Harvard University, but in\nhis absence he has asked that Mr. Morgan present this report.\nMr. Joy Elmer Morgan (Secretary of the Commission on the Horace Mann Cen¬\ntennial) : Dr. Smith was here yesterday, but was unable to stay over until today and\nhe has asked me to present his report.\nJust one hundred years ago today, Horace Mann accepted the secretaryship of the\nMassachusetts Board of Education. There have been four addresses at this conven¬\ntion on the life of Horace\n\nMann,\n\nand\n\non tomorrow,\n\nwhich\n\nis the hundredth\n\nanni¬\n\nversary of the day when he took office, there will be another address by his suc¬\ncessor, the President of Antioch College, and a play which will be presented in this\nhall.\nHorace\n\nMann\n\nis one of the unique\n\nof all history. The\n\ncharacters,\n\nother day I heard\n\nWilliam\n\nnot only of all American\n\nC. Bagley,\n\nthe author\n\nhistory but\n\nof that excellent\n\nbook, A Century of the Universal School, remark that this centennial was not only\none of the most important celebrations in the history of America, but one of the\nmost important celebrations in all history, because of the work which Horace Marin\ndid to dramatize to our young Republic, not yet established, the importance between\neducation and democracy. He lives on in the hearts of succeeding generations, and\nplaces upon\n\nour people a debt which\n\nThere\n\nby the State House\n\nHe\n\nwas\n\nstands\n\nthe first American\n\nstands\n\non the campus\n\npioneer\n\nwork\n\nin the field of higher\n\nBut he has something\n\nmore\n\nnever\n\npay.\n\nin Massachusetts,\n\neducator\n\nof Antioch\n\nthey can\n\na bronze\n\nstatue in his memory.\n\nto be elected to the great hall of fame.\n\nCollege\n\na bronze\n\nThere\n\nstatue in commemoration\n\nof his\n\neducation.\n\nthan fame.\n\nthese high schools; there are 750,000\n\nToday\n\nwho\n\nthere are 30,000,000\n\ngraduated\n\nfrom\n\nthem\n\nyoung\n\npeople in\n\nthis year. We\n\nhave\n\nin our own ranks a million teachers which recalls the day, ninety-eight years ago,\nwhen Horace Mann in one of the hardest battles of his life, founded and maintained\nthe first normal\ngathered\n\nschool\n\nin the United\n\nat the opening\n\nStates. It is a far cry from\n\nthose\n\nthree\n\nwho\n\nof that school, to the 70,000 college students\n\nwho\n\nhave\n\ngrad¬\n\nuated into teaching this year, and with a million\nscendants of this great American, Horace Mann.\nHe\n\nsaid when\n\nclient.” More\n\nthan one generation\n\nfor the children\nLet us see what\nThere\n\nhas passed\n\nwho\n\nare\n\nsince Horace\n\nexercises\n\na commencement,\n\nhigh schools, and\n\nin honor\n\nand\n\nmore,\n\nMann\n\nthis year\n\nof this great leader.\n\nat that commencement,\n\nof the senior class of that city. I want\n\nto read\n\nworked\n\none\n\nbe my\n\nthat have\n\nthat poem\n\nwas\n\nread\n\nbe my\n\nand labored\nclient.”\n\ngiven\n\nIn Massachusetts\n\na poem\n\nindication of wThat the next generation thinks of Horace\nremember, as I read it, that it is not by a professional\nof the great senior classes of America,\n\nthe lineal de¬\n\n“Let the next generation\n\nof America, since he said, “Let the next generation\nthe next generation thinks of Horace Mann.\n\nare three thousand\n\ncommencement\nsuch\n\nhe took his office in Massachusetts,\n\nteachers\n\ntheir\n\nthey had\n\nby a member\n\nto you this morning,\n\nas an\n\nMann, and I wish you would\npoet, but by a student in one\n\nof the 750,000 graduates\n\nof this year.\n\n"}
{"page": 761, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n755\n\nInformation\n\nTO\n\nA\n\nGENTLE\n\nWARRIOR\n\nA Centennial\n\nOde\n\nto Horace\n\nMann\n\nby Mary\n\nBodell\n\nThere was a time, a restless, change-rocked time,\nA time of strife when Learning stood forlorn,\nSeeking a knight to raise her up sublime.\nInto that time, her champion was born.\nNo\n\niron-hearted\n\nconqueror\n\nwas\n\nhe,\n\nTo fight ’mid smoke and clanging clash of steel,\nAvid for power, ruler of earth to be!\nHis wras a greater\nHe\n\nbattered\n\ngoal, a nobler\n\nat the mighty\n\nzeal.\n\noaken\n\ngates\n\nOf minds fast-closed — besieged writh force the wall\nOf ignorance and prejudice and hate,\nBesieged\nFor\n\nit— till at last he saw\n\nmillions\n\nstill to come,\n\nHe glorified the common\n\nit fall.\n\nhe paved\n\nthe road.\n\nschool and\n\nshowed\n\nWherein a nation’s powrer and greatness lay —\nHer wealth of youth, its growth from day to day.\nHis visionary soul saw far ahead\nClear vistas of the dream that might\n\ncome\n\ntrue;\n\nYet visions did not dim his eyes — instead\nHe clearly saw the present labors, too.\nThen\n\nset him\n\nup with\n\nconquerors\n\nand\n\nkings\n\nHe’ll glow above their glitter and their show!\nTheir deeds live now in books, in temporal things;\nHis deeds\n\nlive in men’s\n\nSo let us honor\nWe\n\ncome\n\nhim\n\nsons; they thrive and grow7.\n\ntoday. As pilgrims\n\nto praise the masterpiece\n\nhe wrought,\n\nA glorious one, since “we who did not know\nAre moving to the measure of his thought.”\nThe\n\nformal\n\nreport\n\nof the Committee\n\nof the Committee\n\nduring\n\ncontains\n\ncertain\n\nhim\n\nstatements\n\nthe year, as well as the recommendations\n\nIf there is no objection, I will not read\n\nthe report. I want\n\nabout\n\nthe work\n\nof the Committee.\n\nto call attention\n\nto three\n\nphases of it: (1) the great day of American Education Week, November 9, when\nthe celebration comes to a climax; (2) the celebration of the Centennial of the\nTeachers\n\nColleges,\n\nw7hich\n\nwTill come\n\nin 1939 ; and\n\n(3) the recommendation\n\nthat\n\nHorace Mann’s birthday on May 4 shall become an annual event in the public schools.\nI move the adoption of the report.\n(Mr. Morgan was not a delegate, so Miss Adair is recorded as the maker of the\nmotion to adopt the report. See page 767.)\nSeconded\nPresident\nthe Horace\n\nby Miss Woodward.\nPratt: You have heard the motion that the report of the Committee on\nMann Centennial Celebration be adopted. Those favoring this motion\n\nwill please say “aye.” (Motion carried.)\n(The report is printed on page 858 of this volume.)\nPresident\n\nPratt:\n\nWe\n\nFreedom. The chairman\nto leave for Tokyo, and\n\nshall have\n\nnow\n\nthe report\n\nof the Committee\n\non Academic\n\nof the Committee, Henry Lester Smith, found it necessary\nRuth West, of Spokane, a member of the Committee, will\n\ngive the report in his place.\nMiss\n\nRuth\n\nprinciples\n\nWest\n\n(Washington)\n\nof academic\n\nfreedom\n\n: The\non\n\nprinted\n\nwhich\n\nour\n\nreport\n\ncontains\n\nCommittee\n\nhas\n\na statement\nbeen\n\nwmrking\n\nof the\nvery\n\n"}
{"page": 762, "printed_page": null, "text": "756\n\nNational\n\nsteadily and\n\nEducation\n\nvery faithfully thruout\n\nAssociation\n\nthe year. Our\n\nCommittee\n\nhas felt that the term\n\n“academic freedom” has frequently been misused and misunderstood. For that\nreason, it has given much time and careful thought to the preparation of a statement\nof principles which, the Committee hopes, will clear away some of the prevailing\nmisconceptions. Each member of the Committee submitted an initial statement.\nDr. Kilpatrick has had the difficult task of drawing up the statement of principles\nin the form in which you receive it in the printed report. At various stages it has\nbeen submitted widely to educators and laymen thruout the country. Most of the\nreplies received were favorable; some were mildly critical. All suggestions and\ncriticisms were considered carefully by the Committee and several of them were\nincorporated\n\ninto the statement.\n\nDr. Kilpatrick\n\nfor his work\n\nThe\n\nmembers\n\nin integrating\n\nand\n\nof the Committee\nclarifying\n\nowe\n\na great debt to\n\nboth their own\n\nideas\n\nand\n\nsuggestions and those submitted by others. They also owe it to him to explain that\nhe is hoping further to perfect this statement of principles, which still fails to\nsatisfy him.\nThe second briefer statement should be accompanied by a brief explanation. It\nwas felt that the first statement of principles was too long, and perhaps too technical,\nto be of service\n\noutside\n\nthe profession\n\nitself. The\n\nsecond\n\nstatement\n\nwas\n\nan\n\nattempt\n\nto make a briefer, simpler, and less technical statement to be used for publicity pur¬\nposes. It was not really the intention of the Committee that it should be included in\nthe report; it was intended for laymen rather than for the profession.\nThe Tenure Committee and the Academic Freedom Committee have\n\nfound\n\nthat\n\ntheir duties frequently overlap. Whenever tenure has been involved it has seemed\nbest to allot the case to the Tenure Committee for investigation. Altho several other\ncases have\nfreedom,\n\nbeen\n\nsubmitted\n\ninvestigation\n\nwhich\n\nhas shown\n\nat first sight seemed\nthe violation\n\nto be violations\n\nto be more\n\napparent\n\nof academic\n\nthan\n\nreal. Two\n\ncases which seem to be real violations of academic freedom are now under investiga¬\ntion. However, this Committee feels convinced that there are many such cases which\nnever\n\nreach them. They\n\nare working\n\nnow\n\non a plan for closer cooperation\n\nwith local\n\nunits of the N. E. A., which they hope will result in more effective work by the Com¬\nmittee in the future. Meantime, if each delegate to this Assembly could act as a con¬\nnecting link between the local unit he represents and this national Committee, much\ngood would be accomplished.\nAt this time, too, the Committee\nstaff for their fine cooperation\n\nwishes\n\nin research\n\nto thank\n\nthe members\n\non teachers’\n\noaths\n\ntheir work in helping to secure the repeal of the little “Red\nlent broadcasts and leaflets on academic freedom.\n\nof the headquarters\n\nin the various\n\nRider”;\n\nand\n\nstates;\n\ntheir excel¬\n\nThe Committee regrets that it has nothing dramatic to report — not because it\nwants to see academic freedom violated but because it fears it has not done its part\nin preventing\n\nsuch violation.\n\nIt feels, however,\n\nthat the very fact that the N. E. A.\n\nhas such a Committee helps to set in motion invisible forces for good. The Commit¬\ntee wish to go on record as recommending that both the Committee on Academic\nFreedom and the Committee on Tenure be continued, as the principles which they\nrepresent\nMr.\n\nare essential to the welfare\n\nChairman,\n\nI move\n\nthe adoption\n\nof the teachers\n\nand\n\nthe pupils of the nation.\n\nof the report.\n\n(Miss West was not a delegate, so Miss Adair is recorded as the maker\nmotion to adopt the report. See page 767. The report appears on page 843.)\nMr. W. P. Rayner (Michigan) : Seconded. (Motion carried.)\nPresident Pratt: We shall have next the report of the Legislative\n\nof the\n\nCommission.\n\nSidney B. Hall, state superintendent of public instruction, Richmond, Virginia, is\nchairman of the Commission. He is unable to be present and Mr. Dawson will make\nthe report.\n{Mr.\nMr.\n\nDawson\nHoward\n\nread the report which\n\nis printed on page\n\nA. Dawson\n\nof N. E. A. headquarters\n\n(Member\n\n866 of this volume.)\nstaff) : I would\n\nlike\n\nto say that the Legislature of Montana also passed a resolution memorializing Con¬\ngress to enact the Harrison-Black-Fletcher Bill and that information was not handed\nto the Commission at the time the report was written. I move the adoption of the\nreport.\n\n"}
{"page": 763, "printed_page": null, "text": "Associational\n\nPresident\nM.\n\nPratt:\n\nP. Moe\n\nYou\n\nhave\n\n(Montana)\n\nRecords\n\nheard\n\nand\n\nthe motion.\n\n757\n\nInformation\n\nIs there a second?\n\n: Seconded.\n\nPresident Pratt: The motion has been made and seconded for the adoption\nreport of the legislative Commission. (Motion carried.)\n{Mr. Dawson was not a delegate, so Miss Adair is recorded as the maker\nmotion\n\nto adopt\n\nPresident\nments.\n\nthe report. See page\n\nof the\nof the\n\n767.)\n\nPratt: At this time Secretary\n\nGivens\n\nwill make\n\nsome\n\nnecessary\n\nannounce¬\n\nSecretary Givens: First, I want to announce some appointments by President Pratt\nin connection with the Representative Assembly. The Committee on Drafting the\nBallot for this morning’s election consists of Joseph H. Saunders and Frances Harden.\nPresident Pratt has also appointed Elizabeth Gregor, an elementary teacher, as\nchairman in charge of all voting by the Hare System of Proportional Representation.\nThat system was used yesterday for the election of a Publishing Committee. The fol¬\nlowing candidates were elected by the Hare System of Proportional Representation\nto be members of the Publishing Committee of the N. E. A. Detroit convention:\nCharles A. Rice of Oregon; C. B. Smith of Illinois; John\nD. E. Temple of Oklahoma; IV. E. fV enner of Ohio.\nThat\n\nCommittee\n\nmet\n\nlast night at 8 o’clock and\n\nAllan\n\nSmith\n\nof California;\n\nat 1:15 o’clock it had\n\ncompleted\n\nthe minutes of yesterday’s business. Those minutes are now in my briefcase, ready\nto be printed. Tonight at 8 o’clock they will meet in the same room and go over the\nproceedings of this morning’s session.\nThe World Federation of Education Associations came into existence fourteen\nyears\n\nago in San\n\nfive hundred\nthis great\n\nFrancisco\n\ndelegates\n\ncountry\n\nunder\n\nfrom\n\nthe leadership\n\nthe National\n\nof ours, are going\n\nof the N. E. A. Between\n\nEducation\n\nto represent\n\nAssociation,\n\nthe United\n\nfour and\n\nscattered\n\nStates\n\nthruout\n\nat the confer¬\n\nence at Tokyo, August 2-7. It is not too late to join the group for this summer.\nLiterature and information concerning the various tours planned may be obtained\nfrom J. IV. Crabtree, my predecessor, now giving his time to the World Federation\nin Washington, who is staying at the Statler Hotel, or from Reuben T. Shaw, who is\nleaving immediately\nCadillac.\n\nafter this convention\n\nand\n\nwho\n\nis now\n\nstaying\n\nat the Book-\n\nPresident Pratt: I believe at this time it would be advisable, now that we have a\nfull attendance of delegates, to proceed with the matter of election left over from\nyesterday. Mr. Givens will make the necessary announcements in that connection.\nSecretary Givens: We\nread the ballot to you.\nShall the amendment\nworded as follows:\n\nhave\n\ncopies of the ballot here\n\nto the bylaws\n\nproposed\n\non the platform.\n\nby the Committee\n\nI want\n\nto\n\non Reorganization\n\n(b) (e) The Board of Directors shall consist of the President, the First Vicepresident (the Executive Secretary), the Treasurer, the Chairman of the Board\nof Trustees,\n\nand\n\none\n\nadditional\n\nmember\n\nto be elected by (the active members\n\nfrom\n\neach\n\nfor the term\n\nState, Territory,\n\nof one year)\n\nAssembly for the term of three years or until their successors\nof all Life Directors of the National Educational Association.\nbe amended\n\nas moved\n\nwhich proposes\nfollowing:\nand\n\nby Joseph\n\nto add,\n\nof all presidents\n\nexpired\n\nafter\n\nH. Saunders\n\nthe words\n\nof the National\n\nand\n\nseconded\n\n“National\n\nEducation\n\nare chosen,\n\nby William\n\nEducational\n\nAssociation\n\nor District\n\nthe Representative\nand\n\nH. Holmes,\n\nAssociation”\n\nwhose\n\nterm\n\nthe\n\nof office\n\nprior to July 3, 1937.\n\nThen there are two squares — a place to mark “yes” and another one to mark “no.”\nIn order to facilitate action in this matter, the president has asked me to appoint\ntellers from the group\nAlabama and Alaska\n\nto help carry on the election. I took the first two\non two\n\nseparate\n\nlet Mr.\n\nPratt select one to see where\n\npicked\n\nout Alaska.\n\nI, therefore,\n\nwe\n\nstates — wrote\n\npieces of paper, shook them up thoroly and\nwould start picking out these tellers, and he\n\nstarted\n\nwith\n\nAlaska\n\nand\n\ntook\n\nevery\n\nother\n\nstate.\n\n"}
{"page": 764, "printed_page": null, "text": "National\n\n758\n\nThey\n\nwill name\n\nEducation\n\nthe tellers and\n\nhave\n\nAssociation\n\nthose tellers come\n\nup here immediately\n\njust as\n\nthey are selected. We will then proceed.\nNow, the first five are Alaska, Arkansas, Colorado, Delaware, and Florida. Will\nthose states name a teller and send that teller down here? I am going to ask the\nfirst one\n\non the list, and\n\nfive. And,\n\nthis happens\n\nif they will serve\n\nto be Alaska,\n\nin passing\n\nto be chairman\n\nout the ballots and\n\nof that group\n\ncollecting them\n\nback\n\nof\nof\n\nthe brass rail — I guess that is a good term now — back of the brass rail and around\nto Colorado, but not including Colorado. Those five tellers will see that one ballot\nis handed to each delegate and collected.\nThe\n\nnext group\n\nbegins\n\nwith\n\nColorado.\n\nHawaii\n\nwill select one\n\nas chairman;\n\nthis\n\ngroup is Illinois, Iowa, Kentucky, Maine, Massachusetts, Minnesota, Missouri,\nNebraska, and New Hampshire. They will all come down in front as soon as they\nare selected.\nNew Mexico with North Carolina and Ohio will take this corner back of the brass\nrail. Oregon\n\nwill select one\n\nIsland, South Dakota,\nin front of the rail.\n\nVermont,\n\nIf the tellers will come\nimmediately.\nPresident\ntaken.\n\nPratt:\n\nas chairman\n\nWe\n\ndown\n\nwho\n\nWashington,\n\nwill be helped\n\nby Puerto\n\nand\n\nin handling\n\nto the front, we\n\nshall have\n\na recess\n\nWisconsin\n\nPratt:\n\nMay\n\nwe\n\nnow\n\nthis body\n\nwill pass out the ballots and proceed\n\nof five minutes\n\nwhile\n\n(Recess.)\nSecretary Givens: Will the tellers collect the ballots? Then\nto their room where they will immediately count the ballots.\nPresident\n\nRico, Rhode\n\nbe in order, please?\n\nnot collected, please bring them to Mr. Givens.\nWe shall now have the report of the Committee\n\nthe vote is being\n\nthe tellers will go out\n\nIf there are any\n\non International\n\nreport to be given by the chairman, Miss W oodvuard.\nMiss Annie C. IVoodward (Massachusetts) : I am very happy\n\nmore\n\nballots\n\nRelations,\n\nthis\n\nto bring to you the\n\nreport of the proceedings this year of the International Relations Committee. This\nCommittee has been working thruout our country to educate the pupils and the\npublic to a better international understanding. The type of work accomplished\nvaried because of the wide range of difference in our Committee members.\n\nhas\nWe\n\nhave a general cross-section of the entire educational profession. Our Committee is\ncomposed of one hundred and seventeen members, which is a credit to our president.\nThere is a small core committee of five with a secretary.\nOur Committee has had two board meetings, one at the mid-winter meeting of\nthis organization when the superintendents met and one at this summer meeting, and\ntwo general committee\nat this session.\nWe\n\nhave: had\n\none\n\nmeetings,\nWorld\n\nwhich\n\nlikewise\n\nFriendship\n\ntook place one in the winter\n\nDinner\n\nwhich\n\ntook place in New\n\nand one\nOrleans\n\nlast February. It was the most representative of world affairs that we have ever\nhad. Twelve foreign consuls cooperated. It was colorful and impressive, and the\nmessages given were outstanding. The president of the World Federation, Paul\nMonroe, was present and he reviewed the work that has been accomplished. He\ntold us of the World Conference, which Mr. Givens spoke of this morning. In every\nway possible we stirred interest at that time to increase the numbers that might be\nable to go. One of our members was so impressed with the need to have more go\nand more cooperate, that she went back to Wisconsin and took Tokyo as her thought,\nand this is what she wrote. We have had copies made and sent out as our contribu¬\ntion to create interest in the World Conference. With your indulgence, I would like\nyou\n\nto hear\n\nthe thoughts\n\nshe has expressed:\nTokyo\nAcross\n\nthe broad\n\nPacific\n\nUnder the skies so bright\nThere dwells a charming people\nWho\n\nare seeking\n\nfor the right.\n\n"}
{"page": 765, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n759\n\nInformation\n\nYou’ll find a world of beauty\nAmong these people fair,\n\nYou’ll\n\nfind the flowers\n\ngorgeous,\n\nFeel the freshness of the air.\n\nAnd isn’t it splendid, my people,\nTo have one Father so dear —\nThis makes us brothers and sisters\nIn countries both far and near.\nIt makes\n\nno difference\n\nwhatever —\n\nIf your eyes are black or blue —\nIf your hair is straight or curly\nIf only your heart is true.\nIf you\nAnd\n\nwould know these people\nsee this beauty spot\n\nJust take the boat for Tokyo\nYou’ll\n\nenjoy\n\nit quite a lot.\n\nThat was written by Edna E. Hood.\nAt our meeting in Detroit, we had over fifty in attendance. There was a great\ninterest in the numbers that were to be at the summer conference, and because the\nchairman\n\nfinds it utterly impossible\n\nwould act as chairman and\nStates Delegation in Tokyo.\nAt\n\nthis meeting\n\nthere\n\nto attend, it was\n\nthat IV. P. King\n\nwas\n\nstressed\n\nvoted\n\nwrould\n\nthat Henry\n\nact as secretary\n\nthe tremendous\n\nneed\n\nLester\n\nSmith\n\nto the United\n\nfor the fullest possible\n\ninformation regarding world conditions in order that youth might have put into\ntheir hands the type of information that may broaden, strengthen, and create a\nbetter understanding.\nCivilization\nThe\n\nhas produced\n\nCommittee\n\nAssociation\n\ndemocracy\n\nrecommends\n\nto this Committee\n\ncollect, formulate,\n\nand\n\nwhich\n\npreserves\n\nthe rights of the individual.\n\nthat $1000 be appropriated\nfor the following\n\nprint suggestive\n\nby the National\n\ndefinite piece of work:\n\nprograms\n\nand\n\nprojects,\n\nEducation\n\nTo\n\ndevelop,\n\nbearing\n\non\n\nthe\n\ndevelopment of goodwill and world understanding, which could be sent to superin¬\ntendents and teacher education institutions for practical use in elementary, junior\nand senior high schools.\nAir. Chairman,\nPresident\n\nI move\n\nPratt:\n\nThe\n\nthe adoption\nreport\n\nas made\n\nof this report\nincludes\n\nas a report\n\nof progress.\n\na recommendation\n\nfor the assign¬\n\nment of $1000 for the use of the Committee. It seems to me that so far as the assign¬\nment of $1000 is concerned, that that is a matter which ought to go to the Budget\nCommittee for report back to the Representative Assembly. The chairman consents\nto that interpretation. A motion is, therefore, in order\nexcept for the recommendation as to the $1000.\nMiss Woodward: I so move.\nAir. H. V. Cooper\n\n(Mississippi)\n\nfor the adoption\n\nof the report\n\n: Seconded.\n\nMr. L. E. Frazar (Louisiana) : I also wish to second\nPresident Pratt: The report is adopted. I will now\nmake a statement for the Board of Directors.\n\nthe motion. (Motion carried.)\ncall on Air. Cram of Iowa to\n\nMr. Fred D. Cram (Iowra) : Due to the fact that we have had some misunder¬\nstanding as to the contacts between the Board of Directors and the Representative\nAssembly, the Board yesterday voted that hereafter a member of the Board will\nbe appointed secretary at each session and that the person appointed will act in\nthe Representative\ntaken by the Board\n\nAssembly to bring\nof Directors.\n\nto the Representative\n\nAssembly\n\nany\n\naction\n\nThe reason for my appearance on the platform this morning is that I was the\none selected to be the contact man for this session. Now, if I make no suggestions\nin regard to any of these reports, it means they were accepted by the Board and\nrecommended to favorable action by you or any action you care to take. There\ntwo reports in which the Board will have more remarks to make.\n\nare\nare\n\n"}
{"page": 766, "printed_page": null, "text": "760\n\nMr.\n\nNational\n\nChairman,\n\nI should\n\nEducation\n\nlike to present\n\nAssociation\n\ntwo\n\nmatters\n\nfrom\n\nthe Board\n\nat this time\n\nwith your consent and each will involve the making of a motion. At yesterday’s\nmeeting, the Board of Directors voted to recommend to the Representative Assembly\nthat state delegations in addition to the meeting held on Monday noon, hold a second\nmeeting at 5 p.m. on Tuesday of each convention week.\nSuperintendent Stanton of Ohio. I move, Mr. Chairman,\n\nThis motion was made by\nthat there be placed in the\n\nnext publication of the program of the National Education Association\nthat state delegations will meet at 5 p.m. on Tuesday.\nPresident Pratt: You have heard the motion. Is there a second?\nMr.\n\nRush\n\nM.\n\nCaldwell\n\n(Texas)\n\na statement\n\n: Seconded.\n\nMr. E. E. Oberholtzer (Texas) : May we have a statement from Mr. Cram as to\nthe purpose of the second meeting? I understand the first meeting is for nominations.\nI would like to know the purpose of the second one.\nMr. Cram: A number of state directors\ntheir delegation the action of the Board\nAssembly. Of course, it will be\nnoon to carry to our delegations\nmeasures come up on Tuesday\nBoard of Directors on Monday\n\nhave been very anxious to carry back to\nof Directors and of the Representative\n\nimpossible by holding a meeting on Tuesday after¬\nanything that happens after that time but important\nmorning. Important measures are presented by the\nand sometimes at the meeting before that. No state\n\ndelegation need meet at 5 o’clock if there is nothing to be taken care of. But, these\nmeetings will be placed on the calendar and will be taken advantage of by those\nwho care to do so. We believe it is a step in the right direction.\n(The motion was put to vote, and was carried.)\nMr. Cram: The Executive Committee recommends\n\nthat hereafter\n\ncommittee\n\nchair¬\n\nmen be appointed for the life of the committee up to a limit of three years, after\nwhich a new chairman must be appointed if the committee is continued. Further,\nthe Executive Committee recommends that one-third of the membership of each\ncommittee be changed each year, the retiring members being those of longest service\non the Committee.\nOne\n\nquestion\n\nimmediately\n\ncomes\n\nto your\n\nmind\n\nperhaps\n\nfor the committee\n\njust been appointed. How are we to know who are the oldest one-third?\ncan leave that to the discretion of the appointing president.\n\nthat has\n\nI think we\n\nThe Board of Directors voted favorably on the suggestion and now refers it to the\nRepresentative Assembly with the recommendation that the Assembly adopt the\nrecommended procedure to date from adjournment of this meeting.\nMr. Chairman, I so move.\nPresident Pratt: You\nMr. Moe: Seconded.\n\nhave\n\nPresident\n\nmotion\n\nMrs.\n\nPratt:\n\nPreble:\n\nMr.\n\nThe\n\nheard\n\nChairman,\n\nthe motion\n\nis now\n\nbefore\n\nmay\n\nhave\n\nwe\n\nmade\n\nby Mr.\n\nCram.\n\nIs there a second?\n\nthe Assembly\n\nfor discussion.\n\nthe motion\n\nagain?\n\nread\n\nMr. Cram: I move that beginning with the close of this convention that the chair¬\nmen of future committees be appointed for a term of three years to be succeeded by\na new chairman at the end of the three-year term; and further, that one-third of\nthe members of the committees be retired each year, those retired being the oldest\nmembers of the committees in point of service.\nMrs. Preble: Does that mean, Mr. Chairman, that if we have a committee now on\nwhich\n\na chairman\n\nhas served\n\nfor three years, that he may\n\nthis coming year for a three-year term?\nPresident Pratt: As I understand it, it would\nevent.\n\nnot be reappointed\n\nnot be for a three-year\n\nterm\n\nfor\n\nin any\n\nPossibly a statement by me might clarify the situation, inasmuch as I made the\nrecommendation. And, I am not going to argue about it, of course, one way or the\nother — just try to answer the question you have asked.\nThe committees and the personnel of the committees have, in the course\n\nof years,\n\nbecome fixed, static, relatively unchanged. It seemed to me that a certain amount\nof injection of new blood would be desirable. There would be nothing in a change\nof chairman to prevent the chairman continuing on a committee but out of 200,000\nteachers, it seemed to me that it might be in the interest of more active committees\nto have changes made from time to time.\n\n"}
{"page": 767, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n761\n\n' Mrs. Preble: My question is not quite answered, I think, from what you have said.\nLet me put it this way: A certain chairman of a certain committee serves as chair¬\nman for three years up to now. Is he eligible to be returned to that committee if\nthis motion is passed?\nPresident\neach year.\n\nPratt:\n\nThe\n\nsuggestion\n\nis that one-third\n\nof the chairmen\n\nbe changed\n\nMrs. Preble: The motion, I believe, in using the fraction “one-third” referred\nto the whole committee, not one-third of the chairmen of all committees. Am I right?\nPresident Pratt: It referred to both, Mrs. Preble. There are fifteen committees\nand that would affect five committees of the fifteen.\nMrs. Preble: Then, may I say this? I am particularly interested and all teachers\nare particularly interested at this time in the Tenure Committee. We want to know\nwhether the chairman of the present Tenure Committee who, if I am correct, has\nserved in that position for three years, is eligible to reappointment on that committee\nif this motion passes. May he be reappointed as chairman?\nPresident Pratt: I am unable to answer that question because I have not gone over\n\nthe list of committees\n\nand\n\nwhich\n\ndo not know\n\nof the fifteen has served\n\none\n\nlongest.\n\nI recall that Mr. Wood, for instance, has served for twenty-five or twenty-six years.\nI do not know just how that would work out. I would like to have Miss Adair make\na statement at this time.\nMiss\n\nAdair:\n\nAs chairman\n\nto the fact that the motion\nempowered\n\nto appoint\n\nof the Committee\n\non Rules\n\nunder\n\nwould\n\ndiscussion\n\nall committees.\n\nThis\n\nwould\n\nI would\n\nlike to call attention\npresident\n\nis\n\nbe a restriction on the powers\n\nnot be legal. The\n\nof\n\nthe president. It seems to me that it could not come up in any way except as an\namendment to the bylaws, which set forth the powers and duties of the president.\nAs\n\na past\n\npresident\n\nof the National\n\nEducation\n\nAssociation,\n\nit seems\n\nto me\n\nthat\n\nthose duties, the appointment of committees, are entirely in the hands of the president.\nWhile it may at times be a somewhat disagreeable duty to make changes in the\ncommittees, nevertheless it is a responsibility and when we accept responsibilities\nwe have to carry them out, and the appointment of committees is the responsibility\nof the president, except in some instances, such as in the appointment of the Rules\nCommittee, and then the president must appoint the chairman.\nSo, I would suggest that the parliamentarian,\nthis motion is in order or not.\nPresident\n\nPratt:\n\nThe\n\nparliamentarian\n\nthe ruling, there is nothing\n\nreally before\n\nif you\n\nso desire, might\n\nrules the motion\n\nout of order.\n\nrule whether\nThat\n\nbeing\n\nus at this time.\n\nMr. Joseph H. Saunders (Virginia) : I move that it is recommended to the incom¬\ning president that this action be taken.\nPresident Pratt: The parliamentarian rules that this motion is out of order because\nyesterday the motion was made for recodification of the rules and this matter can\nbe taken up at the next convention a year from now.\nMr. Everett R. Erickson of Juneau, Alaska, chairman of the Tellers Committee,\nis ready to report for that Committee.\nAir. Erickson: The Committee of Tellers\namendment\nin counting\n\nwhich\n\ncounted\n\nthe ballot concerning\n\nthe\n\nproposed by the Committee on Reorganization, used the following process\nthe votes. There were three persons assigned to a group. First of all, the\n\nballots marked “yes” were stacked. The ballots marked “no” were placed in a\nseparate stack. After that work was done, one person of the committee of three\nserved as a checker, one as a caller, and one as a recorder. There were some five\nor six committees, the work of which was recording the ballots.\nThe results of the election are as follows: yes, 653; no, 422. Nine ballots were dis¬\nqualified. A grand total of 1084 votes was cast.\nPresident Pratt: The amendment has been passed.\nMrs. Preble: Mr. Chairman, I have a motion to present. I move that the vote on\nthe adoption of Section (b) (e) Article II, as printed in Chapter III of the report\nof the Committee on Reorganization, Detroit, 1937, as amended, be taken by written\nballot.\nPresident\nMrs.\n\nPratt:\n\nIs there a second\n\nEthel R. A schenbach\n\n(New\n\nto the motion\nYork)\n\njust made?\n\n: Seconded.\n\n"}
{"page": 768, "printed_page": null, "text": "762\n\nNational\n\nEducation\n\nAssociation\n\nPresident Pratt: In order for the vote to be taken by written ballot, it will be’\nnecessary now to have a rising vote on the motion. Those favoring the motion —\nA California Delegate: Mr. Chairman, we have not heard the motion.\nMrs. Preble: I move that the vote on the adoption of Section (b) (e) Article II as\nprinted in Chapter III in the report of the Committee on Reorganization, Detroit,\n1937, as amended, be taken by written ballot.\n(President Pratt called for an explanation from the parliamentarian.)\nMr. C. A. Bottolfsen (parliamentarian) : You have adopted an amendment to the\noriginal motion\n\nwhich\n\nwas\n\ncarried\n\nby a majority.\n\nThe\n\nmotion\n\nnow\n\nis that you decide\n\nthe main question by printed ballot and the Chair rules that it will require a twothirds vote of those cast to adopt the amendment to the bylaws. It will require at\nleast two\n\nhundred\n\nby standing\n\nvote to demand\n\nthe printed\n\nMrs. Preble: May I speak to my motion?\nMrs. Lindlof: A point of information! Did\nsay just now that it required a two-thirds\nMr. Bottolfsen: Yes, I so ruled.\n\nballot.\n\nI understand\n\nvote to adopt\n\nthe parliamentarian\n\nto\n\nan amendment?\n\nMrs. Lindlof: Was the amendment carried by a two-thirds vote?\nMr. Bottolfsen: I ruled the amendment to the amendment could be adopted by a\nmajority vote. It was adopted by a majority vote.\nMrs. Lindlof: Mr. Chairman, I do not understand why an amendment to the\namendment\n\nis not as important\n\nas the amendment\n\na two-thirds\n\nvote to adopt the amendment\n\nitself and\n\nwhy\n\nit does not require\n\nto the amendment.\n\nMr. Bottolfsen: I am being guided by Robert’s Rules of Order.\nMrs. Preble: My only interest in appearing before you just now\neveryone\n\nknows\n\njust the purpose\n\nof my\n\nmotion\n\nand\n\nis to be sure that\n\nits effect if adopted.\n\nYou\n\nhave\n\njust voted by ballot to retain twenty-two past presidents on the Board of Directors\nof the National Education Association. Now, if that vote is sustained by a two-thirds\nvote, on the whole section which you have just amended in that way, then the past\npresidents will remain as life directors on the Board of Directors of the National\nEducation Association.\nI believe\n\nthat is a question\n\nimportant\n\nenough\n\nto deserve\n\na written\n\nballot. This\n\nwritten ballot will give us a chance to say again, perhaps in a more orderly way\nthan we said it this morning, whether or not we want the past presidents to remain\nas life directors on the Board of Directors of the National Education Association.\nMr.\n\nMartin\n\nMiller\n\n(Washington)\n\n: May\n\nI ask what\n\nthe status\n\nof the Board\n\nof\n\nDirectors will be if this, by any chance, fails to pass by a two-thirds majority?\nIf I understand it correctly, the failure of this amendment to pass would then make\nit possible not only for the twenty-two past presidents but would continue the present\norganization of the Board and all those elected in the future. Is that correct or not?\nMr. Oberholtzer: Mr. Chairman, may we have the original motion read before\nwe take the vote ?\nPresident Pratt: What we are attempting to decide\nto have a written ballot for determining this motion.\nMr.\n\nSaunders:\n\nMr.\n\nChairman,\n\nwhile\n\nI have\n\nno\n\nnow\n\nis whether\n\nobjection\n\nor not we\n\nto the written\n\nare\n\nballot,\n\nit simply seems to delay procedure. But, I want to correct one statement made by\nMrs. Preble. She said all presidents would be on the Board of Directors. According to\nthe motion, only those who have served up to and including the present\nwould be on the Board of Directors. It does not mean future presidents.\n\npresident\n\nPresident Pratt: The parliamentarian rules that we are out of order in debating\nthe merits of the motion. The motion is to determine whether or not we shall decide\nthis matter\nMr.\n\nby written\n\nTrent:\n\nA\n\nquestion\n\ndirectors both under\nnot amended ?\nThe\nattorney\n\nballot.\nof information,\n\nthe former\n\nParliamentarian:\n\nThat\n\nfor the Association\n\nand\n\nbylaws\n\nand\n\nis a matter\n\nplease!\n\nAre\n\nall former\n\ncharter\n\nand\n\nthat has\n\nbeen\n\nunder\n\npresidents\n\nthe present\n\ndecided\n\nalready\n\nI do not believe that it is a parliamentary\n\nlife\n\nbylaws\nby the\n\nquestion.\n\nMr. Trent: I shall state my understanding of it, if I may be permitted, Mr. Chair¬\nman. Under the old bylaws, under the old charter, past presidents are and shall be\n\n"}
{"page": 769, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\nlife directors. If no amendment is made, they will continue\nMr. Saunders: No. No! That is not true.\nMr. Trent:\nstatement.\nPresident\n\nLet me\n\nPratt:\n\nstate my\n\nposition. I may\n\nA statement\n\nbe wrong,\n\nor a question?\n\nanswer your question if you have one.\nMr. Trent: I want to ask a question. The\n\n763\n\nto be life directors.\n\nbut I want\n\nto make\n\nDebate\n\nis out of order. We\n\nproposed\n\nvote is on the amendment\n\nSection (e) as amended for adoption or disapproval, yes or no?\nMiss Adair: The question right now is whether or not we should\nballot.\nMr. Trent: I thank\nprove the amendment\nbe life directors ?\nMiss\n\nAdair:\n\nthat right. The\n\nThere\n\none other\nwill try to\nof\n\nput that on the\n\nyou. The other question, Miss Adair, is if we vote not to ap¬\nand to adopt Section (e), former presidents will continue to\nwill be a legal action necessary,\n\nformer\n\npresidents\n\nhave\n\na contract\n\nwith\n\nI think, in order\n\nto establish\n\nthe Association\n\nstating that\n\nthey are life directors. It may be that it will be necessary to have legal action\nestablish that right. Nevertheless, that is the present status of the life directors.\nMrs. Myrtle Hooper\ncussing this motion?\n\nDahl\n\nPresident Pratt:\nwritten ballot.\n\nare discussing\n\nMrs.\n\nDahl:\n\nWe\n\nThen\n\n(Minnesota)\n\n: I rise to a point of order?\n\nwhether\n\nor not the determination\n\nAre\n\nwe\n\nto\n\ndis¬\n\nshall be by\n\nI think they are out of order!\n\nPresident Pratt: What we are trying to determine here is whether or not this\nmatter shall be determined by written ballot. Your vote now does not have anything\nto do with the final action on this motion. If 200 wish\nwill be decided that way.\nDelegates: Question! Question! Question!\n\nit to be by written\n\nPresident Pratt: My belief is that debate is out of order.\nMr. Saunders : Are we not entitled to know where we stand\n\non\n\nballot, it\n\na proposition!\n\nMiss Jessie Gray (Pennsylvania) : I have a question. The parliamentarian\na statement when he was asked if there was a legal opinion, that that was\nquestion for the parliamentarian to answer.\nMay I ask the president of this Association\nto the point whether\nNational Education\nPresident\nMiss\n\nPratt:\n\nGray:\n\nlife directors\nAssociation?\nI have\n\nI have\n\nwhat\n\nlegal opinion\n\nhas been given\n\nshall be members\n\nof the Board\n\nof Directors\n\nof the\n\nof there being a ruling on the matter\n\nat all.\n\nno knowledge\n\nheard\n\nmade\nnot a\n\nthat there\n\nis such\n\nmade a decision that the past presidents\nBoard of Directors.\n\na ruling that the legal adviser\n\nthe\n\nI do not have\n\nthe\n\nMr. Roscoe V. Cramer (Missouri): A point of order! I believe the motion\namended has not been stated and should be read according to the rules.\n\nas\n\nPresident\n\nPratt:\n\nPratt:\n\nI am\n\nunable\n\nI shall read\n\nto answer\n\nagain\n\nthe question\n\nthe motion\n\nhave\n\nhas\n\nno place on\n\nPresident\nknowledge.\n\nof this Association\n\nas\n\nbecause\n\nthat is now\n\nbefore\n\nthe Assembly.\n\nIt was moved by Mrs. Preble as follows: “I move that the vote on the adoption of\nSection (b) (e) Article II, as printed in Chapter III in the report of the Committee\non Reorganization, Detroit, 1937, as amended, be taken by written ballot.”\nThe motion is on whether or not it shall be determined by written ballot. Those\nfavoring\n\nits determination\n\nPresident\n\nPratt:\n\nYou\n\nby written\n\nballot, will please stand.\n\nwill be seated. There\n\nare more\n\nthan\n\nthe necessary\n\n200.\n\nMr. Shaw: Mr. Chairman, there are two things that this body should know at\nthis time. I should like first to ask unanimous consent to have the parliamentarian\nread to you our governing authority, Robert's Rules of Order, in reference\nrights of this Association in regard to changing or abolishing officers.\nPresident\n\nPratt:\n\nIs there\n\nobjection, the parliamentarian\n\nunanimous\n\nconsent\n\nfor this information?\n\nto the\n\nHearing\n\nno\n\nwill do that.\n\nMr. Bottolfsen (Reading) : “A society can amend its constitution and bylaws so as\nto affect the emoluments and duties of officers already elected, or even to do away\n\n"}
{"page": 770, "printed_page": null, "text": "764\n\nNational\n\nEducation\n\nwith the office altogether. If it is desired\n\nAssociation\n\nthat the amendment\n\nshould\n\nnot affect officers\n\nalready elected, a motion to that effect should be adopted before voting on the amend¬\nment; or the motion to amend could have added to it the proviso that it should not\naffect officers already\na society and\n\nelected. There\n\nits officers which\n\nis something\n\neither one\n\ncan\n\nin the nature\n\nmodify\n\nto some\n\nof a contract\n\nbetween\n\nextent, or even\n\ntermi¬\n\nnate, but it must be done with reasonable consideration for the other party. A secre¬\ntary, for instance, has no right to refuse to perform his duties on the ground that\nhe has handed in his resignation. On the other hand, the society cannot compel him\nto continue in office beyond a reasonable time to allow for choosing his successor.”\nMr. Shaw: Now, Mr. Chairman, I wish to comment upon that. It was carefully\nstudied by the Charter Committee, it was carefully studied by the attorney, not in\nany brief or quick decision but thruout the past two or three years.\nIn the report submitted by our Committee a year ago, the specific question was\nraised as to vested rights, and the attorney gave a written opinion which was pub¬\nlished in that report that there were no vested rights in the usually accepted idea of\ncontract, except where that had been paid for. That is the reason\ntinued in there the case of a life director of the National Education\n\nthat we have con¬\nAssociation. After\n\nthe president had signed the bill on June 14, I understand that the secretary of the\nAssociation asked the attorney for an opinion on the status of life directors, and\nreceived one, and I ask that it be read to you at this time. May we have unanimous\nconsent that it be read to you at this time?\nPresident Pratt: If there is no objection, the matter will be read at this time.\nMr. Saunders: Mr. Chairman, I should like to know whether those who are favor¬\nable to this motion have a right to discuss it on this floor. A motion presented here\nis debatable, and to put this on the ballot without giving us an opportunity to express\nour views for or against it, shuts off debate. You have allowed the chairman of this\nCommittee\n\nto speak on it; I should\n\nlike to speak\n\non it.\n\nPresident Pratt: The parliamentarian says that tomorrow we will have the oppor¬\ntunity before the ballots are passed. What we have before us now is a point of\npersonal privilege by Mr. Shaw. The secretary will read the communication.\nSecretary Givens: May I say that this letter to our attorney was written by myself\nto him, because I had to answer a request from a state director which I could not\nanswer without the legal advice.\nJune\n\n9, 1937\n\nMr. Ralph D. Quinter\n815 Fifteenth Street, N. W.\nWashington,\nDear\n\nMr.\n\nThe\n\nD. C.\n\nQuinter:\n\nbill to amend\n\nthe charter\n\nof the N. E. A. passed\n\nthe House\n\nof Represen¬\n\ntatives on Monday, June 7, 1937. It now awaits the President’s signature,\nrealize that it does not become a law until signed by the President.\nSection\n\n6 of the amended\n\n(a) The\n\ncharter\n\nand\n\nI\n\nreads:\n\nofficers of the corporation\n\nshall be a President,\n\none\n\nor more\n\nVice-\n\npresidents, a Secretary, a Treasurer, a Board of Directors, an Executive Com¬\nmittee, a Board of Trustees, and such boards, councils, committees, and other\nofficers as shall be prescribed in the bylaws.\n(b) Except as limited by this Act as amended, the bylaws of the corpora¬\ntion shall prescribe the powers, duties, terms of office, and the method of elec¬\ntion or appointment of said officers, boards, councils, and committees; and\nthe said corporation may by its bylaws make other and different provisions\nas to the number and names of the officers, boards, councils, and committees.\nThis\n\nSection\n\n. . . The\n\nformerly\nBoard\n\nprovided\n\nof Directors\n\npresident, the Secretary,\ntees, and one additional\n\nthat:\nshall consist of the President,\n\nthe First Vice-\n\nthe Treasurer, the Chairman of the Board of Trus¬\nmember from each state, territory, or district, to be\n\nelected by the active members\n\nfor the term\n\nof one year, or until their succes-\n\n"}
{"page": 771, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n765\n\nInformation\n\nsors are chosen, and of all Life Directors of the National Educational Associa¬\ntion. The United States Commissioner of Education, and all former presidents\nof the said Association now living, and all future presidents of the Associa¬\ntion hereby incorporated, at the close of their respective terms of office, shall\nbe members of the Board of Directors for life. . . .\nSeveral\nthem.\n\nquestions\n\nnow\n\narise, and\n\nI am\n\nasking\n\nyou\n\nto write\n\nme\n\nyour\n\nopinion\n\n1. Will past presidents of the N. E. A. have a legal right to participate\nvote in the Board of Directors at the Detroit convention?\n\non\nand\n\n2. Can those who have served as past presidents be legally voted out of the\nBoard of Directors? In other words, do they, by virtue of their having served as\npresidents of the Association with the understanding that they wrnuld become life\ndirectors\n\non expiration\n\nrights ?\n3. The\n\nBoard\n\nannual\n\nof their terms\n\nof Directors\n\nconvention.\n\nof past presidents\n\nCan\n\nof office as presidents,\n\nvotes the payment\n\nthe Board\n\nof expenses\n\nof Directors\n\nto this convention?\n\nI have\n\nhave\n\ncertain\n\nvested\n\nof each member\n\nto the\n\nlegally vote\n\nto pay\n\na letter to answer\n\nthe expenses\n\nnow\n\nwhich\n\nin¬\n\nvolves this specific item. Quoting from the letter: “I understand that as a life\nmember of the Board of Directors, the expenses of (name of past president) will\nbe paid to the Detroit meeting. We shall greatly appreciate it if you can advance\nthe necessary fund to (name\nI wish further to have your\n\nof past president).”\nopinion on two questions\n\n1. Is there anything in the constitution\nsecret ballot on any and every issue?\n\nand\n\n2. Is there anything\ntion by secret ballot?\n\nof Order\n\nIn other words,\n\nin Robert’s\n\nif the group\n\nRules\n\nor body\n\nwashes\n\nbylaw's of the N.E.A.\n\ncordially\n\nto prevent\n\nto prevent\n\nques¬\n\na secret ballot, is there any\n\nstate¬\n\nat your\n\ndeciding\n\nearly convenience.\n\nyours,\n(Signed)\n\nWillard\n\nE. Givens\n\nJune\nDr. Willard\n\nE. Givens,\n\nExecutive\n\n14, 1937\n\nSecretary\n\nNational Education Ass’n of the United\n1201 Sixteenth Street, N. W.\nWashington, D. C.\nDear\n\na\n\nany\n\nment in Robert’s Rules of Order to prevent it?\nI shall appreciate your opinion on these questions\nVery\n\nrelative to a secret ballot:\n\nStates\n\nDr. Givens:\n\nIn reply to your letter of the 9th instant, I beg to state that as soon as the Presi¬\ndent of the United States signs the bill amending the charter of the Association\nas passed by Congress, the past presidents of the Association, as such, will have\nno legal right to participate and vote in the meetings of the board of directors\nof the Association. It will not be necessary to vote them out.\nUnless\n\nthe Representative\n\nAssembly\n\nhas appropriated\n\nmoney\n\nfor the payment\n\nof expenses of past presidents as such, and other than as directors, I am of the\nopinion that a vote of the board of directors to pay the expenses of past presidents\nto a convention would be unauthorized.\nThe amendment to Section 6 of the charter provides: “The bylaws of the corpo¬\nration shall prescribe the powers, duties, terms of office, and the manner of elec¬\ntion or appointment of said officers, boards, councils, and committees,” etc. The\npresent bylaws provide that “The Board of Directors shall consist of the Presi¬\ndent, the First Vicepresident, the Executive Secretary, the Treasurer, the Chair¬\nman of the Board of Trustees, and one additional member from each state, terri¬\ntory, or district to be elected by the active members for the term of one year or\nuntil their successors\n\nare chosen,\n\nand\n\nof all Life Directors\n\nof the National\n\nEdu-\n\n"}
{"page": 772, "printed_page": null, "text": "766\n\nNational\n\nEducation\n\nAssociation\n\ncational Association.” The life directors of the National Educational Associa¬\ntion are those of the former corporation of that name which was incorporated\nunder the laws of the District of Columbia, and not of the present corporation,\nwhose name is National Education Association of the United States.\nIt is undoubtedly within the power of a corporation to make bylaws prescribing\nthe qualifications of its directors and other officers, provided that the bylaws are\nnot inconsistent with the charter or general statutes.\nThe present bylaws of the Association\namended or any general statute.\nPast presidents\n\nhave\n\nno vested\n\nare not inconsistent\n\nwith\n\nthe charter\n\nright in the office of director. “The\n\nterm\n\nas\n\n‘vested\n\nrights’ relates to property rights only, and does not apply to personal rights.”\n12 C. J. 956 (Constitutional Law, Section 485). The courts in deciding questions\ninvolving amendments to charters have based their decisions on property rights,\nnot personal rights. Most of the cases have arisen where it has been contended\nthat a state statute amending the charter of a private corporation impaired the\nobligation of a contract, in violation of the constitutional provision that no state\nshall pass any “law impairing the obligation of a contract.” But the prohibition\nof the federal Constitution against laws impairing the obligations of contracts\ndoes not apply to the United\nby way\n\nof an amendment\n\nStates. Congress\n\nto one\n\nmay\n\nof its charters\n\ntherefore\nwhich\n\nenact\n\ndoes\n\nany legislation\n\nnot violate\n\nthe rule\n\nthat property acquired under operation of the charter cannot be taken away.\nThe plan of eliminating life directors from the Association by the proposed\namendment to the charter does not in any way affect the ownership of property.\nFurther answering your letter, I beg to state that there is nothing in the con¬\nstitution or bylaws of the Association to prevent a secret ballot on any and every\nissue, nor is there anything\nquestion by secret ballot.\n\nin Robert's\n\nRules\n\nof Order\n\nto prevent\n\ndeciding\n\nany\n\nSection 46 of Article 8 of Robert’s Rules of Order covers the subject of voting,\nand therein it is stated that “where the bylaws do not require the vote to be by\nballot, it can be so ordered by a majority vote or by general consent. . . . The\nmain\n\nobject of this form\n\nof voting\n\n(voting\n\nby ballot) is secrecy.”\nVery truly yours,\n(Signed)\n\nMrs.\n\nPreble:\n\nI move\n\nat the time and\n\nthat the written\n\nplace of the balloting\n\n(Seconded by Frances Jelinek\nPresident Pratt: It has been\n\nballot just ordered\n\nRalph\n\nD. Quinter\n\nby standing\n\nvote be cast\n\nfor officers.\n\nof Wisconsin.)\nmoved and seconded\n\nthat the written\n\nballot just\n\nordered by a standing vote be cast at the time and place of the balloting for officers.\nMr. W alls: I want to ask a question that has to do with this motion. Does this\nmean\n\nthat we\n\nare now\n\nshutting\n\noff debate\n\nPresident Pratt: We are not debating\nis on the time and method of balloting.\n\non this question?\n\nthis question\n\nat this time. The\n\nquestion\n\nnow\n\nMr. W alls: I would like to ask that question that is not answered. Are you going\nto hand us the ballots and make us deposit them in the box without further debate?\nIf so, this is a motion to shut off debate, and we ought to know it.\nThe Parliamentarian: I shall rule this motion out of order for the reason\ndoes deprive\nMrs.\n\nthe convention\n\nPreble:\n\nMr.\n\nof that right to debate\n\nChairman,\n\nI appeal\n\nfrom\n\nthat it\n\nthe question.\n\nthe decision\n\nof the parliamentarian.\n\nMy purpose in proposing this motion was not to shut off debate. If you sustain my\nmotion, Mr. Chairman, I believe I am right in saying that we can still continue to\ndebate this question today, and cast our votes tomorrow, at the time that we vote\nfor the officers.\nPresident\n\nPratt:\n\nIs there a second\n\nto the appeal\n\nfrom\n\nthe ruling?\n\n(Seconded by Nell Donovan, Spokane, Washington.)\nPresident Pratt: Shall the decision of the parliamentarian\nAssembly?\n“no.” The\nsustained.\n\nThose favorable\nmotion has been\n\nbe the judgment\n\nof the\n\nto the decision will please say “aye”; those opposed,\napproved and the decision of the parliamentarian is\n\n"}
{"page": 773, "printed_page": null, "text": "Associational\n\nRecords\n\nMrs. Preble: Mr. Chairman, do we\nthe voting tomorrow for the officers?\nPresident\n\nPratt:\n\nNo. You\n\nhave\n\nand\n\n767\n\nInformation\n\na vote by ballot at the time and place of\n\nhave\n\nalready arranged to vote by ballot tomorrow. At\nthat time you will have full opportunity for discussion. Any further discussion now\nis out of order. We shall proceed with the business of this convention.\nMr. Shaw: I rise to a point of personal\nPresident Pratt: Granted.\n\nMr.\n\nShaw:\n\nThe\n\nParliamentarian:\n\nMr.\n\nShaw:\n\nprivilege.\n\nI should like to ask this question of the parliamentarian: Is it proper\nat this time for a motion to be adopted as to what shall be done with the opinion\nof the attorney of the Association?\nI am\n\nsorry, Mr. Shaw, that I have no legal training, and\nI would suggest that the matter be referred to a committee with authority for that\ncommittee to act, so that if the directors wish to make a test case out of this that they\nmay have that right.\nPresident\nMr. Shaw.\n\nI ask unanimous\nPratt:\n\nconsent\n\nIs unanimous\n\nconsent\n\nThere is another matter now\nMiss Adair will now speak.\nMiss\n\nCornelia\n\nS. Adair\n\nto speak for just two\ngiven\n\nto Mr.\n\nrelating to business\n\n(Virginia)\n\n: The\n\nRules\n\nminutes\n\nShaw?\n\non this question.\n\nThere\n\nis objection,\n\nof this Association,\n\nCommittee\n\nnoted\n\non\n\nwhich\n\nin three instances\n\nreports were given by substitutes. These substitutes were not delegates to this body.\nTherefore, in the interest of pure legality, I would like to ask unanimous consent to\nmove\n\nthe adoption\n\nby a delegate. The\n\nof those\n\nthree\n\nfirst report\n\nwas\n\nreports, in order\n\nthat the motion\n\nthat of the Committee\n\nmay\n\non the Horace\n\nbe made\n\nMann\n\nCen¬\n\ntennial Celebration. I would like to be recorded as the person who moved the adop¬\ntion of that report. The second report was that of the Committee on Academic Free¬\ndom. I would like to be put in the record as the person who moved the adoption\nof that report. The third is the matter of the Legislative Commission. I would like\nto be the mover of the motions to adopt those reports, which you adopted by unani¬\nmous consent. I would like to have the privilege of doing this, by unanimous consent.\nPresident Pratt: Is there unanimous consent for Miss Adair to substitute for the\nthree who made motions, and\nAdair will thus substitute.\nMr.\n\nA. C. Flora\n\n(South\n\nwho\n\nwere\n\nCarolina):\n\nnot delegates?\n\nJust a word\n\nHearing\n\nin regard\n\nno objection, Miss\n\nto voting\n\ntomorrow.\n\nPlease take note as follows: voting will take place tomorrow from 8 a.m. — tomorrow,\nThursday — until 6 p.m. The place will be in the vicinity of the registration desk.\nPresident Pratt: We are now ready for the report of the Committee on Tenure, of\nwhich Mr. DuShane is chairman.\nMr. Donald DuShane (Indiana) : The report of the Tenure Committee has been\nin the hands of the delegates to this convention for several days. I shall, therefore,\nnot read it in full, but will discuss important points. This\nof the chairman but of the Tenure Committee as a whole.\nIn the first of the report you will find some\n\nreport is not the work\n\nrecommendations\n\nwhich\n\nthe Committee\n\nis making, and which it asks to be adopted by this body.\nThe printed report also contains a statement of the Committee on Tenure. There\nis no vital principle involved. There is also included the Principles and Purposes\nof Tenure. This is a restatement of the N.E.A.’s idea of the principles and purposes\nof tenure. In the report you will find an attitude toward the recertification movement\nby the Tenure Committee. It is the feeling of this Committee that where tenure\nexisted, five-year recertification\ntenure interests of such states.\nThere\n\nis a section devoted\n\nshould\n\nperhaps\n\nbe continued,\n\nto teacher\n\nwelfare.\n\nVery\n\nas protecting\n\nbriefly, the Tenure\n\nthe best\n\nCommittee,\n\nafter several years of study as well as continued research and study by the N.E.A.\nResearch Division, has concluded that there are three or four types of protective\nlegislation\n\nneeded\n\nin addition\n\nto tenure,\n\nsuch\n\nas retirement\n\nlaws, minimum\n\nwage\n\nlaws, and uniform contract laws. Our Committee has published a report on con¬\ntracts which shows gross abuses of contract rights by employing officials.\nThere is summarized the advice of the Committee on the question of securing\ntenure\n\nlegislation\n\nand\n\nprotecting\n\nsuch\n\nlegislation\n\nafter securing\n\nit. You\n\nwill find\n\n"}
{"page": 774, "printed_page": null, "text": "768\n\nNational\n\nEducation\n\nAssociation\n\na digest of the tenure legislation secured during the past year. There were more\ntenure bills introduced and more tenure laws passed than in any other one year in\nthe history of the United States.\nIn the latter part of the report we find a statement as to unjust treatment of\nteachers. The Committee has selected from its files twelve cases of such unjust\ntreatment.\n\nIt is not\n\ngiven as examples\ncountry.\n\nreporting\nof what\n\nthese\n\ncases\n\nis happening\n\nby name\n\nor\n\nstate or city, but they\n\nall too frequently\n\nFollowing this begins a definite detailed\nTenure Committee made during the year.\n\nin many\n\nreport of the four case\n\nThat, in brief, is the summary of our report, Mr. Chairman.\nthe adoption of the report of the Tenure Committee.\n\nare\n\nsections of the\n\nstudies which\n\nthe\n\nI wish\n\nto recommend\n\n(The report is printed on page 910 of this volume.)\nPresident Pratt: It has been moved and seconded that the report\n\nof the Tenure\n\n(Seconded\n\nCommittee\n\nby Mr.\n\nIF alls of Ohio.)\n\nbe adopted.\n\nMr. Charles 0. If'illiams (Indiana) : I want to know if the $10,000\nthis report should not be included in the Budget Committee report.\n\nmentioned\n\nin\n\nPresident Pratt: Since it is an item in the budget, I would take it that it is imma¬\nterial. Are you ready for the motion? Those favoring the motion, please indicate\nby saying “aye.”\nMr. Cram: I am\nthem.\n\nThe\n\nBoard\n\nspeaking\n\nnow\n\nfor the Board\n\ncommended\n\nvery\n\nhighly the work\n\nsuggestion was made, however Mrs. Lindlof: A point of order, Mr.\n\nChairman.\n\nis this: The vote had been called for and\nno right to interrupt the taking of a vote\n\nof Directors,\n\nand\n\nof the Tenure\n\nThe\n\nas directed\nCommittee.\n\npoint of order\n\nI wish\n\nby\nThe\n\nto make\n\nthe “ayes” taken, and I believe we have\nto allow a person to speak on a motion.\n\nPresident Pratt: The parliamentarian says that as the result of the vote has not\nbeen announced, it is in order for Mr. Cram to have the floor.\nMr. Cram: The Board of Directors suggest to the Committee on Tenure that here¬\nafter there should not be so much publicity given in printed form to these case\ninvestigations. We are not suggesting that the Committee discontinue these investi¬\ngations, altho there is some feeling running in that direction, but the Board feels\nthat whenever\n\nwe\n\ngo into so much\n\ndetail in regard\n\nendanger the future work of the Committee.\nment of the Board of Directors.\n\nI am\n\nto these cases, we\n\nsimply\n\npassing\n\nvery\n\ngreatly\n\non to you the judg¬\n\nPresident Pratt: Those favoring the motion will please say “aye”; those opposed\n“no.” (Report adopted.)\nPresident Pratt: Just a word of explanation. The process of balloting tomorrow\non the bylaw amendment will be precisely the same as that of today.\nMrs. Lindlof: Mr. Chairman, I would like to move a vote of deep gratitude\nappreciation to the Tenure\nrendered here to us today.\nMr.\n\nFrederick\n\nPresident\n\nSchultz\n\nPratt:\n\nand appreciation\n\nCommittee\n\n(New\n\nYork)\n\nIt has been moved\n\nto the Tenure\n\nfor the very\n\n: I second\n\nwhich\n\nthey have\n\nthe motion.\n\nand seconded\n\nCommittee\n\nfine report\n\nand\n\nthat we\n\nextend\n\nfor their very fine work.\n\na vote of gratitude\n(Motion\n\ncarried.)\n\nPresident Pratt: I will now call on A. G. Crane, president of the University\nWyoming, chairman of the Committee on Higher Education, for his report.\nMr.\non\n\nA. G. Crane\n\nthis program\n\n(Wyoming)\n\n: I wish\n\nfor the privilege\n\nto thank\n\naccorded\n\ntime. Unfortunately for myself, it is necessary\nment tomorrow morning in Wyoming.\nI represent\n\nthe Committee\n\non Higher\n\nthe president\n\nme\n\nof bringing\n\nfor me\n\nEducation.\n\nThis\n\nto meet\n\nof\n\nand the other members\nmy\n\nreport\n\nin at this\n\nan important\n\nCommittee\n\nwas\n\nengage¬\n\nformed\n\nsome\n\nyears ago, and was given the commission of endeavoring to revive, if possible, the\ninterest of college teachers in the National Education Association and its problems.\nIt is a difficult commission.\n\nFor\n\nmany\n\nyears, in this Association\n\nthere\n\nhave\n\nbeen\n\nevident disintegrating forces, working towards the formation of specialized depart¬\nments and interests. In reality the Committee is formed to work against these forces,\n\n"}
{"page": 775, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n769\n\nInformation\n\nto endeavor to counteract them. Historically, higher education people were much\ninterested in the N.E.A. and in the problems of this Association. They are now absent\nfrom many of the conventions.\nYour Committee was given the job, if you please, of going out and compelling\nthem to come in. The sheep have wTandered from the fold. You may ask why should\nthis Association, thru its officers, appoint a Committee of some fifty-one members\nlepresenting each state in the Union, and ask them to try to revive the interest of\ncollege faculties in the National Education Association.\nFirst, I think, because of the need of mutual understanding, it is well that you and\nI understand each other’s problems. For mutual counsel, it would be advisable for\nthis Association to have participating in its programs and in its deliberations the\ncollege group in higher education. It is also desirable because of the need now and\nin the future for concerted action by the profession. There are battles ahead for a\nprofession of teaching in America. In these battles it is going to be valuable, if\nnot absolutely essential, that the profession of teaching shall have somewhere a\nspokesman that shall speak for all of American education; not a babble of voices,\nsome from one department, some from another department, some from another\ngroup, possibly conflicting in their utterances.\nYour Committee, briefly, recommends:\n1. A continuance of the Committee (not necessarily the same personnel) which\nwill have for its commission the effort to revive interest and participation by\ncollege faculties in the National Education Association and its deliberations.\n2. It recommends that topics of general interest be placed on the programs of\nthis Association, and of the American Association of School Administrators and\nthat on these programs, these matters of general educational professional interest\nbe called to the attention of college faculties.\n\n3. Your\n\nCommittee\n\nrecommends\n\nan aggressive, vigorous, concerted, and or¬\n\nganized campaign to aw’aken the interest of college faculties.\n4. Your Committee recommends a small budget for the expenses\nmittee.\n\nof the Com¬\n\nPresident Pratt: You have heard the report. What is your pleasure?\n(Miss Adair moved the adoption of the report. Seconded by a delegate from\nFlorida.)\nPresident Pratt: It has been moved and seconded that the report of this Committee\nbe adopted. Those in favor wrill indicate by saying “aye”; those opposed\nport unanimously adopted. It is printed on page 857 of this volume.)\n\n“no.” (Re¬\n\nMr. John R. Rushing (Washington) : Mr. Chairman, I want to move that this con¬\nvention go on record as favoring the full participation of our higher education\nteachers in the deliberations of this organization, the full cooperation of college\nteachers in the National Education Association.\n(The motion was seconded by Agnes\nThe meeting was adjourned.\n\nSamuelson.\n\nMotion\n\ncarried.)\n\nWillard E. Givens, Executive Secretary\nOrville C. Pratt, President\nThird\n\nBusiness\n\nSession, Thursday\n\nMorning,\n\nJuly 1, 1937\n\nThe third business session of the Representative Assembly of the National Educa¬\ntion Association, held in the Masonic Temple Auditorium, Detroit, convened at 9:30\n\nA.M., with President Pratt presiding.\nPresident\n\nPratt: The\n\ngiven this morning\nsalist Church.\n\nAssembly\n\nwill please be in order. The\n\nby the Reverend\n\nAugustus\n\nP. Reccord\n\ninvocation\n\nwill be\n\nof the Unitarian-Univer-\n\n(The invocation wras given.)\nPresident Pratt: We have a number of items of business left over from yesterday\nand we shall start with reports of committees. First, the report of the Committee on\nHealth Problems in Education. Dr. Thomas D. Wood, the chairman, cannot be here\nand the report will be given by Miss Whitney.\n\n"}
{"page": 776, "printed_page": null, "text": "770\n\nNational\n\nEducation\n\nAssociation\n\nMiss Anne Whitney (Director, School Health Education Service) : Mr. Chairman,\nthe Committee on Health Problems in Education was created by the National Council\nof Education at San Francisco in July 1911. In the same year a cooperating commit¬\ntee of the American Medical Association was appointed. These two committees were\nsoon fused into the Joint Committee on Health Problems in Education. Dr. Thomas\nD. JTood has been chairman of the Joint Health Committee since its organization\nin 1911. At the annual meeting in Des Moines, in July 1921, the Health Committee\nof the National Council of Education was formally adopted by the National Educa¬\ntion Association and, in cooperation with the corresponding committee of the Amer¬\nican Medical Association, became the Joint Committee on Health Problems in Edu¬\ncation of the National Education Association and the American Medical Association.\nEducation and health officials, child health organizations, and many other organ¬\nizations and individuals in our own and other countries have turned to this Com¬\nmittee for information, advice, and leadership relating to literature and standards\ndealing with many phases of the health conditions and health programs of schools.\nThe Committee has been a very active committee for twenty-six years. You have\nin your printed report a list of the publications of this Committee. It has published\nsixteen since 1911 and of these, ten are in use at the present time, being constantly\ndistributed.\nI will not list these but I would like to call your attention to the fact that the Com¬\nmittee has issued two new reports this year: the report on open air classrooms — ex¬\ntending their benefits to all; and the report on home and school cooperation for the\nhealth of school children.\nThe\n\nJoint Committee\n\non Health\n\nProblems\n\nin Education\n\nis striving earnestly to\n\ngive constructive service in proposing optimum essentials, in clarifying health pro¬\ncedures, in conducting special studies, preparing reports, and disseminating knowl¬\nedge for conserving and improving the health of school children and of teachers.\nCooperation of national groups and organizations has been, and continues to be,\nindispensable to progress in our Joint Committee program. Such constructive and sub¬\nstantial cooperation is being given to our Joint Committee in generous measure. For\nall of this splendid help our Joint Committee is deeply grateful.\nTo continue the work of the Committee, and to provide for carrying thru and com¬\npleting the projects which have been approved by the Committee after careful de¬\nliberation, the Committee expresses the hope that an appropriation of $500 for the\nwork of the Committee during the coming year, 1937-38, will be approved and\ngranted by the National Education Association, with the expectation that, as has\nbeen the custom for many years, an equal sum will be made available by the Amer¬\nican Medical Association for the expenses of the Joint Health Committee.\nMiss Adair: Mr. Chairman, I move the adoption of the report.\nPresident Pratt: The motion is made for the adoption of the report. Is there a\nsecond ?\nA. C. Olson (Oregon) : Seconded.\nPresident Pratt: It has been moved and seconded that the report of the Committee\non Health Problems in Education be adopted. Are you ready for the question?\n(Motion carried.)\n(The report is printed on page 854 of this volume.)\nPresident Pratt: Next we shall have the report of the Committee on the Economic\nStatus of the Rural Teacher, the report to be given by Kate V. Wofford, of the State\nTeachers College, Buffalo, New York. Miss Wofford does not seem to be here.\nNext will be the report of the Committee To Cooperate with the National Asso¬\nciation of Teachers in Colored Schools, Mr. Wilkinson presenting the report, in the\nabsence of Mr. Neivbold, the chairman.\nMr. Garnet C. Wilkinson (District of Columbia) : N. C. Newbold, director of the\ndivision of Negro education, Raleigh, North Carolina, chairman of the Committee\nTo Cooperate wTith the National Association of Teachers in Colored Schools, sub¬\nmits the report of the Committee. This Committee, for reasons for which time need\nnot now be taken to explain, has not been able to hold a satisfactory meeting this\nyear; but we desire to offer the report as one of progress.\n\n"}
{"page": 777, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n771\n\n(Mr. W ilkirison read the report which is printed on page 846 of this volume.)\nMr. Nevubold submits further the action of his Committee at a meeting February\n12, 1937:\nResolved,\n\nThat\n\nthe Executive\n\nCommittee\n\nof the Department\n\nof Superintendence\n\nof the N. E. A. be requested to adopt as a fixed policy of that body, that future\nmeetings of the Department of Superintendence of the N. E. A. be held only in\ncities where all members of the N. E. A. and the Department of Superintendence\nmay\n\nattend\n\nall meetings\n\nof the Department\n\nof Superintendence\n\nand\n\nits various\n\nsubdivisions without any restriction or reservation whatsoever.\nResolved, Further, That these resolutions be communicated to the proper officers\nand committees of the N. E. A. and the Department of Superintendence, and that\nthe Executive\n\nCommittee\n\nbe requested\n\nto present\n\nthis resolution\n\non\n\nthe floor of\n\nthe Department of Superintendence meeting at the appropriate time, in case the\nExecutive Committee finds itself unable to give the assurances requested.\nMr.\n\nChairman,\n\nI move\n\nthe adoption\n\nof this report.\n\n(Seconded by Mrs. Ethel Harris Grubbs, of the District of Columbia.)\nPresident Pratt: A motion to adopt the report of the Committee To Cooperate with\nthe National Association of Teachers in Colored Schools has been made and seconded.\nAre you\n\nready\n\nfor the question?\n\nThose\n\nfavoring\n\nthe adoption\n\nof the report, indicate\n\nby saying “aye”; those opposed, “no.” (Motion carried and the report adopted.)\nWe shall take up next the report of the Educational Policies Commission, this\nreport to be made\n\nby Mr.\n\nSutton, of Georgia.\n\nMr. Willis A. Sutton (Georgia) : Mr. Chairman, the Educational Policies Com¬\nmission is very happy to report to the National Education Association some, and as\nmany as possible, of its activities. It will be impossible, within the time limit, to\ngive you a complete survey of this Commission’s activities.\nThis Commission was appointed by the National Education\nthen Department of Superintendence. It is composed of those\n\nAssociation and the\nwhom the executive\n\ncommittees of these organizations designated. Its personnel is as follows: Appointed\nmembers: Cornelia S. Adair, Lotus D. Coffman, George S. Counts, J. C. Edmonson,\nFrederick M. Hunter, Charles H. Judd, John K. Norton, Agnes Samuelson, John A.\nSexson, Payson Smith, A. J. Stoddard, George D. Strayer, Willis A. Sutton; ex-officio\nmembers: Willard E. Givens, Charles B. Glenn, Orville C. Pratt, S. D. Shankland,\nAlbert\n(Mr.\n\nM.\n\nShavu;\n\nSutton\n\nPresident\nEducational\n\nadvisory\n\nread\n\nmembers:\n\nthe report\n\nwhich\n\nJ. W.\n\nStudebaker\n\nappears\n\nand\n\non page\n\nGeorge\n\nF. Zook.\n\n849 of this volume.)\n\nPratt: This, I think, we will accept as a report\nPolicies Commission, without formal adoption.\n\nof progress\n\nby the\n\nWe shall have next the report of the Committee on Equal Opportunity, the report\nto be given by Miss Mallory, chairman of the Committee.\nMiss Gertrude Mallory (California) : Mr. Chairman, the report is in printed form.\nI shall make some very brief statements and read a paragraph or two which do\nnot appear in the published copy.\nThe\n\nCommittee\n\nof the National\n\nwas\n\norganized\n\nEducation\n\nin 1935. The\n\nAssociation\n\nreport brought\n\nto the attention\n\nthat there is a distinct and\n\n1936\n\nserious problem\n\nto be solved — that of equal opportunity. Experience of the first year convinced the\nCommittee that a program of education was necessarily its first work. The question\nof equal opportunity,\n\nof discrimination,\n\nRights Amendment,\nattention.\n\nand\n\nWe\n\nhave\n\nnow\n\ntried to suggest\n\nof women’s\n\nthe Women’s\n\nrights, not to mention\n\nCharter,\n\nhas\n\napparently\n\nthe scope of the Committee\n\nand\n\nto formulate\n\nthe Equal\n\nreceived\n\nlittle\n\na definition.\n\nWe believe that democracy is a way of living that will permit individuals equal\nopportunity for experience which will develop their varying abilities. Accordingly,\ndemocracy itself means that each individual shall have the right to enjoy political,\neconomic, and social equality limited only by his abilities and capacities.\nHow\n\nare we\n\nto arrive\n\nat the goal of equal opportunity\n\nfor all? To\n\nsome\n\nthe Equal\n\nRights Amendment is the answer: “Section 1. Men and women shall have equal\nrights thruout the United States and every place subject to its jurisdiction. Section 2.\n\n"}
{"page": 778, "printed_page": null, "text": "772\n\nNational\n\nEducation\n\nAssociation\n\nCongress shall have the power to enforce this article by appropriate legislation.”\nThe argument for it is contained in the statement itself — that men and women shall\nhave equal rights in our country.\nWhat are some of the inequalities? One city not far away pays its women teachers\n$40 less per month\n\nthan\n\nmarriage\n\nagainst\n\na barrier\n\nits men\n\nteachers.\n\nwomen\n\nStates and\n\nworking\n\ncities can be named\n\nfor wTages. Witness\n\nthat make\n\nthe appointment\n\nof\n\na man as president of a woman’s college that has always had women for presidents.\nNote that few teachers, men or women, are ever members of commissions or boards\nthat have to do with community affairs.\nWe have tried to follow the advice of the Educational Policies Commission in its\nrecommendations\n\nas to how\n\nto proceed\n\nfor the protection\n\nof members.\n\nWe\n\ndo not\n\nexpect to become an investigating committee but rather to stress the education of\nthe public to the rights of the teacher and to show that the recognition of these rights\nis in the interest of public welfare and effective education. And then we have sum¬\nmarized, and asked for a small budget appropriation.\nOne further addition: the program recommended for next year is to be one of\nintensive study; to publish a bulletin that will answer the question, “What is equal\nopportunity? and how shall it be accomplished?” The second statement I wish to\nmake is that at the Portland Convention several of the delegates asked the California\ndelegation if they would\nis now being distributed\nI move\nvolume.)\n\nthe adoption\n\nPresident\nMr.\n\nof this report. (The\n\nPratt: Miss\n\nGeorge\n\nSkewes\n\nMallory\n(North\n\n(The motion carried.)\nPresident Pratt: Next\nTeacher\nby Mr.\n\nRetirement\n\nsend them some information. The pamphlet on justice that\nis the work of a committee of Los Angeles women.\n\nwe\n\nmoves\n\nthe adoption\n\nDakota)\n\n: Seconded.\n\nEducation\n\non\n\npage\n\n852 of this\n\nof the report. Is there a second?\n\nshall call for the report\n\nof the National\n\nAllen, the chairman\n\nreport is printed\n\nof the National\n\nAssociation,\n\nthis report\n\nCouncil\n\non\n\nto be given\n\nof the Committee.\n\nMr. T. T. Allen (Pennsylvania) : Mr. Chairman,\nthe establishment and successful operation of sound\n\nbecause of the importance\nteacher retirement systems\n\nof\nin\n\nthe United States, as emphasized so forcefully on Monday by the president and the\nsecretary of this Association, it is a real pleasure and a privilege for me to report\nregarding the activities of the new National Council on Teacher Retirement, which,\ntho it may seem paradoxical, is the infant department of the National Education\nAssociation, the National Council on Teacher Retirement having actually come into\nexistence\n\non Wednesday,\n\nFebruary\n\n24, 1937.\n\nAs you know, the National Education Association had for several years supported\na Committee on Retirement Allowances, sometimes called the Committee of One\nHundred. Under direction of this Committee, the Research Division from time to\ntime published pamphlets to keep the profession informed as to the progress of retire¬\nment matters thruout the United States. Meetings of the Committee were held at\nthe time of the annual meeting\nment of Superintendence.\n\nand\n\nat the time of the meeting\n\nof the then\n\nDepart¬\n\nIn 1924 a meeting of officers of going retirement systems was held in Chicago\nwas decided to make the organization a permanent one, thereafter to be known\nNational Council of Teachers’ Retirement Systems. This body has met\never since and beginning with 1926 has published reports of its meetings.\nas 1927\ncombine\nand\n\nsuggestion wras made that this body\ntheir efforts and annually thereafter\n\nworked\n\ntogether\n\n1936, a motion\nbodies\n\nand\n\nwas\n\nin the most\n\nadopted\n\na committee\n\nwas\n\nfriendly\n\nlooking\n\ntoward\n\nappointed\n\nand it\nas the\n\nannually\nAs early\n\nand the Committee of One Hundred\nthe two bodies have met at luncheon\n\nspirit. At\n\na meeting\n\nthe permanent\n\nheld in St. Louis\n\nconsolidation\n\nto effect the arrangements,\n\nand\n\nin\n\nof the two\n\nan agreement\n\nfor the purpose of uniting the National Education Association’s Committee on Retire¬\nment Allowances (the so-called Committee of One Hundred) and the National Coun¬\ncil of Teachers’ Retirement Systems was formulated. This agreement was formally\napproved by the Executive Committee of the National Education Association on\nSaturday,\n\nDecember\n\n12, 1936, and\n\nwas\n\nalso approved\n\nby the National\n\nCouncil\n\nof\n\n"}
{"page": 779, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n773\n\nInformation\n\nTeachers’ Retirement Systems on Tuesday, February 23, 1937. The reorganization\ncombining the two groups was finally effected on Wednesday, February 24, 1937, and\nnow constitutes the new National Council on Teacher Retirement of the National\nEducation Association.\nThe purposes of the new Council may be stated briefly as an attempt to continue\nthe work of the old National Council and also the work of the old Committee of One\nHundred. Officials of going retirement systems have met year after year to discuss\nthe problems of administering their various systems. The new Council will become\na clearing-house for all retirement information. Requests for help and assistance\ncan be addressed to the Council at the headquarters of the National Education\nAssociation and these requests will always be relayed to the proper parties.\nI want to call your attention to the Research Bulletin of the National Education\nAssociation, issued under date of May 1937, the subject of which is “Teacher Retire¬\nment Systems and Social Security.” We would comment briefly upon the influence of\nthe Social Security Act as it affects the development of sound teacher retirement sys¬\ntems in those states in which there are none. Fear has been expressed that some may\nreduce their efforts toward the establishment of such systems. However, it would\nseem that the opposite should be true. However, it does seem that the existence of the\nSocial Security Act means that we no longer have to fight alone in trying to bring\nabout the better understanding on the part of the public.\nOfficials of the Social Security Board have expressed the opinion that among the\nmost likely and most immediate results of the development of interest in problems\nof Social Security will be a rapid growth in the number of teacher retirement systems.\nOnly about 65 percent of all of the teachers of the nation are included in such systems.\nIt is toward this end that all the efforts of your National Council wfill be aggressively\ndirected this coming year.\nMiss\n\nAdair:\n\nI move\n\nDaisy\n\nBrown\n\n(Minnesota)\n\n(The motion\nPresident\n\nthe adoption\n\nof tke report.\n\n: Seconded.\n\ncarried.)\n\nPratt:\n\nNext\n\nis the report of the Joint Committee\n\nof the National\n\nEduca¬\n\ntion Association and the National Congress of Parents and Teachers. In the absence\nof Mrs. Langworthy, the chairman, this report will be given by Mr. Bristow, general\nsecretary, N. C. P. T.\nMr.\n\nWilliam\n\nH. Bristow\n\n(Washington,\n\nD. C.) : This\n\nreport is made\n\nas the result\n\nof two committee meetings on the part of the Joint Committee of the National\ntion Association and the National Congress of Parents and Teachers.\n\nEduca¬\n\nThe Committee, wrhich is composed of representatives of both organizations, has\ngiven much consideration to the problem of relationships between parents and teach¬\ners, parent-teacher associations, and education. The Committee has given particular\nconsideration this year to the need of parents to understand education, their need to\nunderstand and appreciate the problems of teachers and problems of education.\nIn behalf of the Committee, this report is being submitted by the chairman, Mrs.\nLangworthy , with the hope that the report may\n\ntions.\n\nserve\n\nas a basis for future\n\ndelibera¬\n\nPresident Pratt: May we have a motion on this report?\nMiss Annie C. Woodward (Massachusetts) : I move its adoption.\nMiss Agnes Samuelson (Iowa): Seconded.\n\n(The motion was\n\ncarried. The\n\nreport is printed on page 864 of this volume.)\n\nPresident\n\nWe\n\nnow\n\nPratt:\n\nare\n\nready\n\nto take up the matter\n\nfrom yesterday, and in the interest of economy\n\nof balloting\n\nof time, I ask the unanimous\n\nleft over\n\nconsent\n\nthat the debate on the question be limited to twro speakers, one presenting the one\npoint of view and the other presenting the other. If this should be done, Mr. Shaw\nwill open the debate for seven minutes and Mr. Saunders will have a period of ten\nminutes and then Mr. Shaw will close wdth three minutes.\nMay\n\nwe have\n\nobjection -\n\nunanimous\n\nThe\n\nNew\n\nYork\n\nMr.\n\nW.\n\nA. Walls\n\nbeen worked\n\nout.\n\nconsent to present the matter in this way?\n\nD elegation:\n(Ohio)\n\nHearing\n\nno\n\nNo.\n\n: I move\n\nthat we\n\naccept\n\nthis recommendation\n\nthat has\n\n"}
{"page": 780, "printed_page": null, "text": "774\nMr.\n\nNational\n\nM.\n\nD. Collins (Georgia)\n\nEducation\n\nAssociation\n\n: Seconded.\n\nPresident Pratt: It has been moved and seconded that we accept this recommenda¬\ntion that has been worked out. I am told by the parliamentarian that this can be\ndone by a two-thirds vote.\nDelegates: No!\nPresident Pratt: Call the roll, Mr.\nMrs.\nmotion\n\nSecretary.\n\nJohanna M. Lindlof (New York): A point of procedure! I believe that any\nput before the house is entitled to discussion before the vote is called for.\n\nPresident\n\nPratt:\n\nIf you wish\n\nthe plan to be carried\n\nout, as explained\n\ntwice already,\n\nyou vote “yes”; if you do not wish it to be carried out. you note “no.” We are voting\nnow simply on the plan. We are not debating the merits of the proposition. It re¬\nquires a two-thirds vote to carry.\nMrs. Bridget C. Peixotto (New York) : May I ask what will happen if a state\ndelegation is not unanimous?\nPresident Pratt: The same thing happens\nfavor and how many not in favor.\nMrs.\n\nPeixotto:\n\nDo\n\nwe\n\nmerely\n\nreport\n\nthat always\n\nnumbers\n\nand\n\nhappens — how\n\nnot “yeses”\n\nand\n\nmany\n\nin\n\n“noes.”\n\nPresident Pratt: You report numbers, and “yeses” and “noes.”\nSecretary Givens: You understand that on this roll call you are voting “yes” or\n“no” and voting by state delegations and voting only those present. Alabama?\n(Alabama announced its vote: yes, 11; no, 0.)\nPresident Pratt: Mrs. Lindlof.\nlilrs. Lindlof: May we have time to canvass our state delegations?\nPresident Pratt: We shall be glad to give a recess for that purpose.\n(Recess.)\nPresident\n\nPratt:\n\nThe\n\nroll call will now\n\nproceed.\n\nSecretary Givens: I will now call the rolL Alabama — 11 yes, 0 no; Alaska — 3 yes,\n0 no; Arizona — 10 yes, 0 no; Arkansas — 1 yes, 0 no; California — 100 yes, 4 no; Colo¬\nrado — 27 yes, 0 no; Connecticut — 14 yes, 0 no; Delaware — 2 yes, 0 no; District of\nColumbia — 9 yes, 0 no; Florida — 1 yes, 0 no; Georgia — 7 yes, 0 no; Hawaii — 21 yes,\n0 no; Idaho — 5 yes, 0 no; Illinois — 57 yes, 0 no; Indiana — 10 yes, 0 no; Iowa — 25\nyes, 0 no; Kansas — 12 yes, 0 no; Kentucky — 6 yes, 0 no; Louisiana — 7 yes, 0 no;\nMaine — 13 yes, 0 no; Maryland — 1 yes, 0 no; Massachusetts — 18 yes, 1 no; Michi¬\ngan — 57 yes, 0 no; Minnesota — 35 yes, 0 no; Mississippi — 5 yes, 0 no; Missouri — 27\nyes, 0 no; Montana — 5 yes, 0 no; Nebraska — 7 yes, 0 no; Nevada — 0 yes, 5 no; New\nHampshire — 1 yes, 0 no; New Jersey — 33 yes, 0 no; New Mexico — 3 yes, 0 no;\nNew York — 11 yes, 27 no; North Carolina — 2 yes, 0 no; North Dakota — 1 yes, 0 no;\nOhio — 74 yes, 0 no; Oklahoma — 17 yes, 0 no; Oregon — 22 yes, 0 no; Pennsylvania —\n62 yes, 0 no; Rhode Island — 2 yes, 0 no; South Carolina — 0 yes, 2 no; South Dakota\n— 6 yes, 0 no;Tennessee — 5 yes; 0 no;\n\nTexas — 22 yes, 0 no;\n\nUtah — 14 yes, 0 no;\n\nVermont — 7 yes, 0 no; Virginia — 16 yes, 0 no; Washington — 29 yes, 3 no; West Vir¬\nginia — 13 yes, 0 no; Wisconsin — 32 yes, 3 no; Wyoming — 2 yes, 0 no.\nPresident Pratt: The vote was 915, yes; 45, no. Two-thirds of the votes having\nbeen in the affirmative, the plan is adopted. In carrying out the plan, Mr. Shaw\nspeaks first for seven minutes.\nMr. Shaw: The issue before you is whether or not we shall amend Article II, Sec¬\ntion 1 (b). The Committee on Reorganization recommended certain changes in that\nsection or paragraph which deals with the set-up of the Board of Directors. The pro¬\nposal was made to amend the report of the Committee on Reorganization by adding\na provision\n\nwhich\n\nwas\n\nadopted\n\nyesterday\n\nby the Representative\n\nAssembly.\n\nNow, in presenting the matter, to clarify exactly what is before us, I should like\nto call your attention to the fact that since 1906 we have had a charter, a constitution,\nand a set of bylaws. The charter and the constitution, however, were identical when\nthe amendment passed in 1920. It became necessary for the Association to consider\nhow it would handle that amendment to the charter and it was accepted as an\namendment to the charter and adopted as an amendment to the Constitution, so\nagain the two were identical. When we came to this year, on June 14, the President\nof the United States signed the bill providing for amendments to the charter, thereby\nmaking them effective at once as amendments to the charter.\n\n"}
{"page": 781, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n775\n\nInformation\n\nmorning of this week of those amendments to the con¬\nthem as amendments to the charter, make them effective\nas a part of our constitution. At the present time the interpretation of the attorney,\nof the parliamentarian, and by the action yesterday of this house itself, recognizes\nthat the provisions for life directors of the National Education Association — please\nThe adoption on Tuesday\nstitution as well as accepting\n\nnote I have left off the syllable “al” — are not provided for in either charter or con¬\nstitution and bylaws, and, therefore, so far as those three articles or groups of\narticles are concerned, they are non-existent. The very fact that a motion was pre¬\nsented to the report that our past presidents should be made life directors is an indi¬\ncation of recognition of that situation.\nThe issue, then, that you have before you is, what you wish to do with that par¬\nticular resolution. When I was first called into this particular work in 1934-, I was\npresent at Washington where the Representative Assembly, by an overwhelming vote,\nvoted to remove from the Representative Assembly as delegates a large number of\nex officios including\n\nlife directors. By a special and\n\nseparate\n\nmotion\n\nthey moved\n\nthat\n\nsteps be taken as far as legally possible to amend the charter so that the ex-officio\nlife directors, including past presidents and past United States Commissioners of\nEducation, be eliminated from our Board of Directors.\nThis was approved in substance at the Denver convention by the Representative\nAssembly\n\nand\n\nagain\n\nby the Portland\n\nconvention\n\nRepresentative\n\nAssembly.\n\nI believe,\n\ntherefore, that anything in the way of a motion of this character is a step in oppo¬\nsition to the action taken by those three Representative Assemblies and, in effect,\nyour action taken here the first morning.\nI do not believe it is necessary for me\n\nto reread\n\nread\n\nthe quotation\n\nyesterday\n\nfrom\n\nthe attorney\n\nand\n\ninto the record\nread\n\ntoday the opinion\n\ninto the\n\nrecord\n\nfrom\n\nRobert’s Rules of Order, and yet there is one sentence which I believe I should read\nin at this time : “A society can amend its constitution and bylaws so as to affect\nthe emoluments and duties of officers already elected, or even to do away with the\noffice altogether.” And\nthe old constitution.\n\nlife directors\n\nare listed as directors\n\nin the old charter\n\nand\n\nin\n\n“If it is desired that the amendment should not affect officers already elected, a\nmotion to that effect should be adopted before voting on the amendment; or the\nmotion to amend could have added to it the proviso that it should not affect officers\nalready elected.”\nPlease note the next: “There is something in the nature of a contract between a\nsociety and its officers which either one can modify to some extent, or even termi¬\nnate. . . .” Now, it seems to me that in all the talk I heard at those various Repre¬\nsentative Assemblies in favor of this proposal, there was one big issue in mind,\nnamely, the good of the Association and how we could bring in the 800,000 who were\nnot members. I should like you, in considering this matter, to imagine yourselves as\nmembers of a membership committee facing a group and having someone in that\ngroup\n\nask, “How\n\ndo you\n\nexplain\n\na set-up where\n\na large number\n\nof ex officios have\n\nsuch a prominent place in an organization as they will if you say ‘yes’ to this amend¬\nment?” I, therefore, feel that much as I love and admire our past presidents as such,\nI feel the best good of the Association will be met when you vote “no” on this pro¬\nposal and thereby help to enable us to satisfy such inquiries from prospective mem¬\nbers.\nPresident\n\nMr.\ntwo\n\nPratt:\n\nSaunders:\n\nto rehearse\n\nMr.\n\nSaunders\n\nIn order\n\nwill now\n\nhave\n\nto see exactly what\n\nthe history\n\nwe\n\nten minutes.\n\nare doing, I shall take a minute\n\nor\n\nwhich\n\nhas partially been given to you and in order\nthat you may prove everything I say to you, I would like you to refer to your\nDelegates Manual on the first proposition where the charter adopted in 1907 by\nthis Representative Assembly as its constitution, set up a Board of Directors, and in\nthat charter, it is stated that “The United States Commissioner of Education, and\nall former presidents of the said Association now living, and all future presidents\nof the Association hereby incorporated, at the close of their respective terms of\noffice, shall be members of the Board of Directors for life.”\nThen, if you will look at the point where we have amendments\nwill find this statement:\n\n“That\n\nCongress\n\nmay\n\nfrom\n\ntime\n\nto the charter, you\n\nto time\n\nalter, repeal, or\n\n"}
{"page": 782, "printed_page": null, "text": "776\n\nNational\n\nEducation\n\nAssociation\n\nmodify this act of incorporation, but no contract or individual right made\n\nor acquired\n\nshall thereby be divested or impaired.” I want you to remember that as I go along.\nIn Washington three years ago we removed from this Representative Assembly\nall of these past presidents and a great many other ex-officio delegates and all the\ngood done, as far as I can see, is that we deprived some states of one vote and many\nof more than one vote. And then we amended this charter the other day, accepted\nthe amended charter which left out these life directors from the charter.\nNow, formerly, they were not in the bylaws because they were in the charter. In\norder then to maintain this provision of Section 11 of the old charter guaranteeing\nthis right, we must now incorporate them in the bylaws and your vote yesterday of\nsome six hundred to some four hundred, shows you intend that right once granted\nby this Association to be maintained. Formerly they were in the charter. Now they\nare out of the charter. Formerly they were not in the bylaws. Now we shall vote\nthem back into the bylaws so we shall keep faith with the promises we have made.\nIt affects only twenty-two individuals. It cannot affect anybody in the future. It\naffects twenty-two who have given a year of their life without any compensation.\nYou are willing to concede three people who paid $100 the privilege of remaining\non the Board of Directors but these men and women who have given a year of their\ntime, which service is worth $10,000, are not equal to those three who have paid $100.\nYou heard the opinion of the attorney. May I say that is the opinion of the attorney\nand is not a court decision. His opinion was on vested rights, a question I raised at\nthe Denver convention — life members and not life directors. Life members have not\nany vested right but have an individual guarantee to them by the section of the\ncharter I read to you. And, outside of all legal right, the moral right still remains.\nIs this great National Education Association willing to repudiate its moral obli¬\ngations even tho it has the legal right? I do not believe as teachers and as leaders\nof the moral life of this nation that you are willing to put yourselves in any such\nposition. What I say to you is let us settle this question now and for all ! Let us get\naway from this bickering and devote our time to improvement of education for the\nbenefit of our children. And so, this morning I appeal to you to put in the bylaws\nthis provision which will keep faith with these people and with ourselves and when\nthis ballot is handed to you, I hope you will vote “yes.” It will take a two-thirds’ vote\nto carry. If you believe we have a moral obligation, regardless of the legal obliga¬\ntion, put a check in the corner where\nPresident\nMr.\n\nShaw:\n\nPratt: Mr.\nMr.\n\nShaw\n\nChairman,\n\nit says “yes.”\n\nwill close the debate\nI should\n\nwithin\n\nthe three-minute\n\nperiod.\n\nlike to clear first the question of what\n\nwe\n\ncon¬\n\ncede. We concede that the matter of the charter is a matter of law and that an at¬\ntorney, selected by the Executive Committee, who advises the Association should be\nfollowed so far as advice is concerned. He has advised that the three who paid $100\neach must be retained as life directors and he has advised that the Association may\nthru its bylaws\nsee fit.\n\nrevise its set-up of the Board\n\nof Directors in whatever\n\nway\n\nit may\n\nOn the question of moral obligation, I heartily join in feeling and asking you to\njoin in feeling they are most respected and we are indebted to our past presidents as\npast presidents, and I ask you also in the moral obligation to the teaching profession\nof America to face this issue and decide which is best for the upbuilding of our\nAssociation in getting additional members, in solidifying the profession of the coun¬\ntry and eliminating one of the issues in our set-up which opens us to the attacks of\nour rivals — if I may put that specifically and openly! And, I feel just one additional\nthing should be said, as a repetition of what I said before, and that is that three\nRepresentative Assemblies, not one, have passed upon this thing and have indicated\ntheir belief as to the ultimate outcome of what it should be.\nThere remains for you to exercise your judgment as to what is best for this Asso¬\nciation and I can only conclude with my own personal belief, with all due respect\nto my friends, the past presidents, that the vote should be “no.”\nMiss\n\nFrances\n\nJelinek\n\n(Wisconsin)\n\n: Mr.\n\nChairman,\n\nI request\n\nthe attorney be read to us so that we\n\nmay\n\nrefresh our memories.\n\nthat the opinion\n\nof\n\n"}
{"page": 783, "printed_page": null, "text": "Associational\n\nPresident\n\nRecords\n\nPratt: A request has been\n\nmade\n\nand\n\n777\n\nInformation\n\nthat the opinion\n\nof the attorney\n\nreferred\n\nto be read. Will the secretary read that opinion?\nMr.\n\nWalls:\n\nTo\n\nsave\n\ntime, may\n\nwe\n\nhave\n\nthe part of the opinion\n\nthat has to do with\n\nthis question and not the entire thing again?\nPresident\n\nhas some\n\nPratt:\n\nThe\n\nonly part that would\n\nneed\n\nto be read\n\nhere\n\nis the part that\n\nof the Association\n\nare\n\nnot inconsistent\n\napplication here.\n\nSecretary\n\nGivens:\n\n“The\n\nwith the charter as amended\n\npresent\n\nbylaws\n\nor any general statute.\n\n“Past presidents have no vested right in the office of director. ‘The term “vested\nrights” relates to property rights only, and does not apply to personal rights.’ 12\nC. J. 956 (Constitutional Law, Section 485). The courts in deciding questions involv¬\ning amendments to charters have based their decisions on property rights, not per¬\nsonal rights. Most of the cases have arisen where it has been contended that a state\nstatute amending the charter of a private corporation impaired the obligation of a\ncontract, in violation of the constitutional provision that no state shall pass any ‘law\nimpairing the obligation of a contract.’ But the prohibition of the federal Constitu¬\ntion against laws impairing the obligations of contracts does not apply to the United\nStates. Congress may therefore enact any legislation by way of an amendment to\none of its charters which does not violate the rule that property acquired under\noperation of the charter cannot be taken away. The plan of eliminating life directors\nfrom the Association by the proposed amendment to the charter does not in any way\naffect the ownership\n\nof property.”\n\nMiss Florence Hale (New\nGivens thru you ?\nPresident Pratt: Yes.\nMiss\n\nHale:\n\nReferring\n\nthat letter see my\n\nYork)\n\n: Mr.\n\nto the letter Mr.\n\nChairman,\n\nGivens\n\nmay\n\nI ask a question\n\nread, did the attorney\n\nof Mr.\n\nwho\n\nwrote\n\ncertificate?\n\nSecretary Givens: He did not.\nMiss Hale: To your knowledge,\n\nwas\n\nthat attorney\n\never\n\naware\n\nof the existence\n\nof such document?\nSecretary Givens: No.\nMiss Hale: Then that opinion was\nDelegates:\n\nOut\n\nPresident\n\nPratt:\n\nbased\n\non incomplete\n\nand insufficient knowledge\n\n1\n\nof order!\nWe\n\nwill now\n\nproceed\n\nwith\n\nthe balloting. The\n\nsecretary\n\nwill ex¬\n\nplain the procedure.\nSecretary\n\nGivens:\n\nIn order\n\nthat we\n\nmay\n\nsave\n\ntime in this balloting, I am\n\ngoing\n\nto\n\nask the same people who served as tellers yesterday, to please serve again today. If\nthey are not present, will the state delegations whom I call, name somebody in their\nplace ?\nAlso, we will take the same layouts by divisions we took yesterday, but ask that\nthe tellers who pass out these ballots give no vote to anyone unless that individual\nhas his delegate ribbon.\nDelegate:\n\nInstead\n\nof the delegate\n\nribbon, may\n\na delegate\n\nSecretary Givens: Yes.\nPresident Pratt: We are asking that the directors\n\ncard\n\nbe presented?\n\nsee that no one except those who\n\nare known to be delegates, with a card or a badge, vote. We\nminute recess.\n\nwill now\n\nhave\n\na ten-\n\n(Recess.)\nSecretary\n\nGivens:\n\nIn addition\n\nto the official committee\n\nof five, the president\n\nhas\n\nasked the states that have candidates for offices on the Executive Committee, to give\nme the name now, if they will, of the one they wish to have serve as teller on that\nspecial committee.\nI will read the states that have candidates for the Executive Committee: Ohio —\nEarl\n\nF.\n\nman;\n\nPennsylvania — William\n\nBopp;\n\nMinnesota — Walter\n\nHartley; Illinois — Susan Scully.\nPresident Pratt: We will now have\n\nvania delegation.\n\nM.\n\nEnglund;\n\nOklahoma — Elizabeth\n\nTraut-\n\nLaramy ; Michigan — Jesse McCallum ; Indiana — Paul\na five-minute\n\nstunt, to be put on by the Pennsyl¬\n\n"}
{"page": 784, "printed_page": null, "text": "778\nMr.\n\nNational\n\nCharles\n\nF. Maxwell\n\nEducation\n\n(Pennsylvania)\n\nAssociation\n\n: I have\n\nthe privilege\n\nand\n\nthe honor\n\nto\n\npresent to you Mary B. McAndrew, of Carbondale, vicepresident of the Pennsylvania\nState Education Association, who will present this program.\nMiss\n\nMary\n\nB. McAndrew\n\n(Pennsylvania):\n\nPennsylvania\n\nhas\n\ndelegated\n\nme\n\nto\n\ncome to the platform this morning and extend to you a cordial invitation to be our\nguests in Pennsylvania for this annual convention next year. We feel there are many\nreasons why you should come to Pennsylvania. The National Education Association\nwas organized in Pennsylvania in 1857. The Department of Superintendence of that\norganization was organized there in 1865. Pennsylvania has the largest state organ¬\nization of teachers in the United States of America, over 63,000 of us. Pennsylvania\nhas the largest enrolment in the National Education Association — 20,000 of us.\nPennsylvania has enacted into law more legislation that means something to the\nsocial welfare of teachers than has any other state in the Union. Many of you know\nabout our retirement law, and you know about our minimum salary law, but in the\nlast session of the legislature, under the leadership of the Governor of Pennsylvania,\nand our very capable superintendent of public instruction, who worked with our\nstate organization, we have succeeded in having now enacted into law the greatest\ntenure law, perhaps, that has ever been enacted in the United States. In addition to\nthat we did not like the minimum salary for the teachers in the small boroughs and\nin the rural districts, so we enacted into law something that would give them a\ngreater minimum salary and annual increments like the other teachers of Pennsyl¬\nvania have. We have just enacted into law a sabbatical leave, so we feel now that\nthere is every reason for us to rejoice, and we would love to have you come to\nPennsylvania and rejoice with us next year.\nThe city that wishes you to be their guests is Pittsburgh. Have you ever been to\nPittsburgh? If you have not, then you have missed one of the great opportunities\nof a lifetime. When you go there, they say it with orchids. I know — I have been there\nduring 1936 on several occasions, and when they were so generous with these rare\nand beautiful and refined flowers, I have said to myself and to them that these orchids\nremind me of the culture and the beauty that is Pittsburgh’s.\nThat cathedral of learning, reaching to the skies, that city, the only city where\nthe annual art exhibit of the world takes place; that city — why, I could go on and\ntalk about that city for the next hour, but time forbids. Now, I am not from Pitts¬\nburgh. I am farther away from Pittsburgh than you who live in West Virginia and\nOhio. I live in the northeast section of Pennsylvania, four hundred miles away, but\nI have been to Pittsburgh, and I have caught their spirit as others have, and it has\nbeen that spirit that has helped us in Pennsylvania to step forward in a way of which\nwe are so proud.\nI want to say, too, that Pittsburgh has just dedicated to the great Stephen Collins\nFoster\n\na memorial\n\nthat cost almost\n\na million\n\ndollars. It is the greatest\n\nmemorial\n\nto\n\na musician in America, Stephen Collins Foster, who was born there and who lies\nburied there, he who wrote, not for Pittsburgh, nor for Pennsylvania nor for\nAmerica, but for the world! We have asked the Foster Quartette to come this morning\nand give to you two songs, “My Old Kentucky Home,” and “Swanee River,” to put\nyou in mind of that warmth and sentiment and beauty that is Pittsburgh’s. Won’t\nyou come to Pittsburgh next year?\n(Songs by Foster Quartette.)\nMiss\n\nThank\n\nMcAndrew:\n\nyou. We\n\nPresident\n\nThat\n\ntypifies the warmth\n\nand\n\nsentiment\n\nhope to meet you in Pittsburgh next year.\n\nPratt: We\n\nwish\n\nto thank\n\nPittsburgh\n\nfor this welcome\n\nthat is Pittsburgh’s.\nintermission\n\nwhich\n\nhas relieved the tension a little.\nWe will proceed now with the matter of reports. I am going to suggest something\nwhich may or may not meet with your approval. That is what we want to find out.\nThese reports are in printed form and available. I should like to ask for unanimous\nconsent to dispense with the formal reading of the reports, leaving it to the chairman\nto present such highlights as the chairman may wish to present orally. Do I have\nunanimous consent for that procedure? Hearing no objection, you have given unani¬\nmous consent and we will proceed in that way.\n\n"}
{"page": 785, "printed_page": null, "text": "Associational\n\nMiss\n\nBatchelder,\n\nof the National\n\nof Chicago,\n\nEducation\n\nRecords\n\nand\n\nwill comment\n\nAssociation\n\nand\n\n779\n\nInformation\n\non the report\n\nthe American\n\nof the Joint Committee\n\nLibrary\n\nAssociation.\n\nMiss Mildred Batchelder (Illinois) : This Committee, made up of five members of\nthe National Education Association and of five members of the American Library\nAssociation, has endeavored by various methods to interpret the activities of each\nAssociation\n\nto the other. The\n\ninterpretation\n\nhas been\n\nespecially concerned\n\nthis past\n\nyear with a better understanding of school libraries — of their contribution to the\neducational program, and of factors essential to their satisfactory functioning. The\nCommittee\n\ninvites you to our booth\n\nto see the evidence\n\nof some\n\nof its work\n\nthis year.\n\nSince you hold the printed report, I merely present the report to you as printed.\nThis I do in the name of the chairman, Margaret R. Greer , of the Joint Committee.\n{Mr. Williams,\nRushing.)\nPresident\n\nof Indianapolis,\n\nmoved\n\nPratt: It has been moved\n\nthe report be adopted.\n\nand seconded\n\nSeconded\n\nby Mr.\n\nthat the report be adopted.\n\nThose\n\nfavoring the adoption of the report, signify by saying “aye.” (Motion carried.)\n(The report is printed on page 862 of this volume.)\nMr. Erickson: As chairman of the Tellers Committee, I want to report that the\nmethod\n\nof counting\n\nthe ballots was\n\nthe same\n\nCommittee wishes to announce the following\nvotes, 5. A total of 1049 votes was cast.\nPresident Pratt: The motion is lost.\nMr.\n\nShaw:\n\nmade\n\nAir. Chairman,\n\nyesterday\n\nwhere\n\nthere\n\nas that used yesterday.\nresults: yes, 467;\n\nI ask unanimous\n\nconsent\n\nThe\n\nTellers\n\nno, 585 ; disqualified\n\nat this time to bring out a point\n\nis a little inconsistency\n\nbetween\n\ntwo\n\nsections\n\n(“No,” from the audience.)\nPresident Pratt: Are you willing to give unanimous\n\nconsent?\n\nI have\n\nof the\n\nbylaws.\n\nexpressions of “no.”\nMr. Shaw: I rise to a point of personal\n\nprivilege. There\n\nthat can be stated very\n\nwill bring the withdrawal\n\nquickly\n\nand\n\nI hope\n\nheard\n\nsome\n\nis a serious point here\nof those who\n\nsaid “no.” Yesterday you adopted a bylaw that provided for a three-year term for\nthe Board of Directors. Your rejection of this amendment this morning reads back\ninto that section that they are elected for one year. I wish to make the proposal\nask the unanimous adoption which will make the two parts consistent.\nMay I have unanimous consent?\nPresident Pratt: Is there unanimous\n\nconsent\n\nto remove\n\nthis inconsistency?\n\nHearing no objection, unanimous consent is given.\nMr. Shaw: Then I move that Article II, Section 1 (b) of the bylaws\nby striking out the words “the active members\nin lieu thereof the words “the Representative\nso that the paragraph will read as follows:\nThe\n\nBoard\n\nof Directors\n\nand\n\nbe amended\n\nfor the term of one year” and inserting\nAssembly for the term of three years”\n\nshall consist of the President,\n\nthe First Yicepresident,\n\nthe Executive Secretary, the Treasurer, the Chairman of the Board of Trustees;\nand one additional member from each State, Territory, or District to be elected\nby the Representative Assembly for the term of three years or until their succes¬\nsors are chosen, and of all Life Directors of the National Education Association.\nMoved by myself, and seconded by Dr. Taylor.\nPresident Pratt: May we have unanimous consent\n\nto adopt\n\nthis motion?\n\nno objection, the motion is adopted by unanimous consent.\nAir. John R. Rushing (Washington) : In the interest of harmony\nI want\n\nto offer a motion\n\nat this time, that we\n\nthe one now retiring, as honorary directors\nI offer that as a motion, Mr. Chairman.\n(Seconded\n\nby L. D. Golson,\n\nof South\n\ndesignate\n\nand good\n\nthe past presidents,\n\nof this organization,\n\nHearing\nfeeling.\n\nincluding\n\nof course, inactive.\n\nCarolina.)\n\nPresident Pratt: The motion is that the past presidents be named as honorary direc¬\ntors of the Association but inactive. It will require a majority vote for this to be\ndone. Is there any discussion?\n\nAs many\n\nas favor\n\nthe motion\n\nplease signify by saying\n\n"}
{"page": 786, "printed_page": null, "text": "780\n\nNational\n\nEducation\n\nMr. Walls: We have indicated\nthe motion be laid on the table.\n\nAssociation\n\nby our vote that we\n\nare thoroly against\n\n(The motion was seconded by Miss Jelinck.)\nMr. Rushing: Mr. Chairman, I would like, with\n\nthe consent\n\nit. I move\n\nof the one\n\nwho\n\nseconded my motion, to withdraw it since there is opposition.\nPresident Pratt: If there is no objection, the motion is withdrawn.\n(Mr. Golson, the seconder of the motion, agreed.)\nPresident Pratt: The next Committee is the Committee\nof Kentucky,\n\non Necrology,\n\nH. V. T empel,\n\nchairman.\n\n(Mr. T empel read the report of the Necrology Committee, after which the audi¬\nence stood in silence for one minute. The report is printed on page 881 of this volume.)\nMr. T empel: Mr. Chairman, I move that the report be adopted.\n(Seconded by Mr. Cram.)\nPresident Pratt: All in favor\n\nof adopting\n\nthe report just read\n\nsignify by saying “aye.” (Report adopted.)\nPresident Pratt: Next is the report of the Committee\n\nby Mr.\n\non Resolutions,\n\nT empel,\n\nwhich\n\nwill be\n\ngiven by Mr. Hunt, the Chairman.\nMr. R. L. Hunt (South Dakota) : I am not going to refer to any particular parts\nof this report except to call your attention to one grammatical error in the printed\nreport: “s” should be omitted from “stands,” in paragraph 7, and under “Red Rider,”\nit should be “the National Education Association,” instead of “Education#/.” Mr.\nChairman, I move the adoption of this report.\n(Seconded by Robert C. Keenan, of Illinois.)\nPresident Pratt: Those favoring the adoption of the report just presented\nHunt, signify by saying “aye.” (Report adopted.)\n(The report is printed on page 890 of this volume.)\nPresident Pratt: We will now have the report of the Board\nMr.\n\nJoseph\n\nthe Permanent\n\nH. Saunders\nFund,\n\n(Virginia)\n\n: The\n\nFinancial\n\nReport\n\nwhich, you will note, consists of Cash\n\nby Mr.\n\nof Trustees.\n\ncontains\n\non Hand,\n\nan analysis of\nsomething\n\nover\n\n$4000; of Securities, stocks, and bonds, etc., $110,000, book value. That $110,000\nworth of bonds is necessary for us to keep as a liquid asset because frequently when\nthe money stops coming in in the spring in order to keep our staff operating, it is\nnecessary to borrow from that, and this $110,000 enables us to borrow that money\nby hypothecating these securities.\nNext is Life Membership Notes, amounting\n\nto $175,000. That\n\nyou\n\ncannot\n\ncount\n\non\n\nbecause, very frequently, the people die or lose their jobs and fail to pay. In this\nsession of the Assembly we have had to write off more than $4000 worth of this asset.\nIn the next asset, Real Estate, is $624,000 worth of real estate on which we owe\n$115,000, which leaves us $509,474.17, as that asset. That is on our headquarters\nproperty\n\nin Washington.\n\nWe\n\njust made\n\nhave\n\nan\n\nadditional\n\npurchase\n\nthere of $63,000, which\n\ngives us the\n\nwhole plot, and on that there are two debts, one of $50,000 drawing 6 percent in¬\nterest, and another of $65,000 on the main building, drawing 5 percent at present.\nSince we have been here in session, we have negotiated with the Penn Mutual of\nPhiladelphia a new loan on that $115,000 which after it is reduced to $100,000 will\ndraw only 4J4 percent.\nIn addition to these assets, which total $850,952.85, we own an equity in our retire¬\nment fund, amounting to $51,085.81, which we do not set up as a permanent asset.\nOur\n\npresent\n\nbuilding\n\nis now\n\nentirely filled with\n\nour\n\nactivities. We\n\nneed\n\nfurther\n\nspace so we have bought next door to us, a two-story brick garage building\nprice of $63,167.50. This was offered to us before the depression at $110,000.\n\nat a\n\nThe operating fund, which is not controlled by the Board of Trustees, except to\nsafeguard it in the banks, is set up in the report also. I will call your attention to\nthe fact that the $25,000 profit in the operating fund is not a balance that we can\nuse, because it took $9000 of that to pay off last year’s loss. The\nof that is hypothecated for other activities.\n\nremaining\n\n$16,000\n\nIf you will notice in the report where it is set up in detail as to our earnings, the\nBoard of Trustees collects from the Association to whom we rent the building, as\n\n"}
{"page": 787, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n781\n\nthat is a part of the Permanent Fund, $43,000 for rent. But we turn our profits back\nto the Association, and we turned back to the Association $42,763.69, as profit on the\nPermanent Fund, and then the Association rented part of the building for over\n$8000, so they got $50,000\n\nback\n\nfor the $43,000\n\nrent which\n\nthey paid us.\n\nAll thru the depression we have failed to set aside any depreciation on our build¬\ning. Good business men will tell you that a building of that type would ordinarily\nlast satisfactorily about fifty years,\nset aside for depreciation.\nWe\n\nhave\n\nand, therefore,\n\nonly set aside in the whole\n\n2 percent\n\nhistory of the building\n\nannually\n\nthe sum\n\nshould\n\nbe\n\nof $8000, less\n\nthan 1 percent depreciation, and our auditors have called our attention to that, and\nwhile the depression was on they made no great point of it. Now that we are coming\nout of the depression they make a very strong plea that we should begin to be\nbusinesslike, and from now on set up this reserve.\nI move the adoption of this report.\n(Seconded by Miss Helen T. Collins, of Connecticut.)\nPresident Pratt: Those favoring the adoption of this report,\nsaying “aye.” (Report adopted.)\n(The report is printed on page 812 of this volume.)\nPresident Pratt: We have one report left over from\n\nplease\n\nindicate\n\nby\n\nThe\n\nchairman\n\nis\n\nyesterday.\n\nnot present. It is the report of the Committee on the Economic Status of the Rural\nTeacher. There is nothing controversial in the report. I think I should like to have\na motion for its adoption.\nMr. IV alls: I so move.\n(Seconded by Mr. Collins.)\nPresident Pratt: Those favoring\n\nthe adoption\n\nof the report,\n\nplease\n\nsaying “aye.” (Report adopted.)\n(The report is printed on page 847 of this volume.)\nPresident Pratt: We will now have the report of the treasurer,\n\nindicate\n\nMr.\n\nby\n\nOffenhauer.\n\nMr. R. E. Offenhauer (Ohio) : This is a cash report, and I want to call your at¬\ntention to just a few items, some of which Mr. Saunders has already mentioned.\nWe received last year $366,306.94 for memberships. This is the big item of income,\nan\n\nitem\n\nthat\n\n$46,334.68,\n\nwe\n\nshould\n\ngive\n\nquite a considerable\n\nevery\n\nattention\n\nto. We\n\nreceived\n\noffset to the cost of the Journal.\n\nfor\n\nadvertising,\n\nWe\n\nreceived\n\nfor\n\nexhibits, $30,218.76. As Mr. Saunders has pointed out, we received from the Perma¬\nnent Fund, $42,763.69.\nThe next item, I think, is not generally understood. When field workers go out\nfrom\n\nthe headquarters\n\nstaff, they receive\n\nno honorarium\n\nfor their work,\n\nfrom\n\nthe\n\nheadquarters staff. Their expenses are paid, and their services are free. If, thru\nthe goodness of your heart you pay them, they turn the check in to the treasury\nat headquarters, and during the last year checks to the amount of $3431.69 were\nturned in as honorariums earned by the headquarters staff.\nLastly, the Association does not use all the building,\nrented by the Association to the extent of $8710.08.\nMr.\n\nChairman,\n\nI move\n\nthe adoption\n\nand\n\nthe building\n\nis sub¬\n\nof this report.\n\n(Seconded by Charles O. Williams.)\nPresident Pratt: Those favoring the adoption\n\nof this report,\n\nsaying “aye.” (Report adopted.)\n(The report is printed on page 832 of this volume.)\nPresident Pratt: Miss Lawson, chairman of the Audit\n\nplease\n\nCommittee,\n\nindicate\n\nby\n\nwill give the\n\nreport of that Committee.\nMiss Willie Lawson (Arkansas) : For the first time, a woman turns back\nfour and a half minutes of the five minutes allotted to her to make a report.\nThe\n\nAudit\n\nAssociation\n\nCommittee\n\nhas examined\n\nfor the fiscal year\n\nended\n\nthe financial report of the National\nMay\n\n31, 1937, including\n\nwillingly\nEducation\n\n(1) general\n\naccounts\n\nof the Association; (2) Permanent Funds; and (3) cash report of treasurer as certi¬\nfied to by the auditing firm of Wayne, Kendrick & Company, and is satisfied that it\nis an exact statement of the financial condition of the Association. The Audit Commit¬\ntee urges\n\nyou to examine\n\nthe financial\n\nstatement.\n\nFor\n\nthose of us on the rim of thi*\n\n"}
{"page": 788, "printed_page": null, "text": "782\n\nNational\n\nEducation\n\nAssociation\n\nfaith in the hub — our N. E. A. I move\n\ngreat educational wheel, it gives an expanding\nthe adoption of the report.\n\nPresident Pratt: You have heard the report. Is there a second to the motion? (Re¬\nport adopted.)\nPresident Pratt: The report of the Budget Committee, Miss Collins, chairman.\nMiss\n\nHelen\n\nT. Collins (Connecticut)\n\n: In presenting\n\nthe report of the Budget\n\nCom¬\n\nmittee, I am presenting the result of many hours of conscientious work of the Com¬\nmittee and I should like to pay this tribute to them. Nobody is more conscious of the\nlimitations of the budget than is the Budget Committee. We are also conscious of the\nfact that no budget\n\nis infallible. We\n\nwill meet\n\napproval.\n\nOn\n\nwith your\n\nthe first page,\n1. Budget\n\nmay\n\npresent\n\nI call to your\n\nappropriations\n\nare recommended\n\ndo not anticipate\n\nactivities beyond those of normal growth.\n3. Appropriations for Divisions are based\nsalary\n1937.\n\ndeduction\n\nand\n\nrestoration\n\nour best thought,\n\nand\n\nhope\n\nit\n\nattention:\n\nfor 1937-38\n\nexceeding income for 1936-37.\n2. Appropriations recommended\n\nthis with\n\nof normal\n\n4. Budget data in full detail was studied\nCommittee in Washington, June 12.\n\nfor a total amount\n\nenlargement\n\nnot\n\nof Association\n\non elimination\n\nof present\n\nsalary\n\nas of September\n\nand\n\nschedule\n\ndiscussed\n\nat meeting\n\n5 percent\n1,\n\nof Budget\n\nBefore proceeding now to the budget report, may I report that our Committee\nconsidered the exigencies which exist and which Mr. Saunders called attention to\non this platform. We must have an adequate reserve for depreciation on the head¬\nquarters building and emergencies which will arise. However, in the last budget,\nno provision was made, and in discussing this matter with the Board of Directors,\nthey came back with this recommendation which I think Mr. Cram is here to\nexplain to you.\nMr. Cram: Mr. Chairman, you have already had the explanation as given by\nMr. Saunders and Miss Collins, either one of whom will be glad to answer ques¬\ntions if you have any. You have read item five. Therefore, I wish to move for the\nBoard of Directors that as early as possible the budget shall provide (1) for a\nsurplus to meet possible emergencies forced upon the Association, such as the recent\ndepression; and (2) that an adequate reserve for depreciation on the headquarters\nbuilding be set up from year to year.\nMiss Collins : I second the motion. (Motion carried.)\nMiss Collins: Proceeding with the budget, we shall follow the procedure of the\nlast several budgets and I shall ask the secretary\nwe shall then be glad to answer any questions.\n\nto give you\n\n(Secretary Givens explained the report as requested.\nreport on page 834 of this volume.)\nMiss Collins: I move the adoption of the budget.\n\na detailed\n\nFor\n\nDelegate from Delaware: Seconded. (Motion carried.)\nPresident Pratt: We have now only one item of business\n\nreport, and\n\nfull text, see printed\n\nas far as I know,\n\nand\n\nthat is under the head of New Business, and I wish to bring up one matter there\nwhich is of importance. We had this year a goal of 10 percent increase. This goal\nwas undoubtedly of value in raising memberships. Do you not think it advisable\nthat we again have a 10 percent goal, an increase for this coming year over the\ncurrent year, the year just closing? If so, I would like to entertain a motion to that\neffect.\nMiss\n\nBirdine\n\nMerrill\n\n(Oregon)\n\n: I make\n\na motion\n\nto that effect.\n\nMr. L. E. Frazar (Louisiana) : Seconded.\n(Motion carried.)\nPresident Pratt: Are there any other items of New\nMr.\n\nFred\n\nBailey\n\n(Michigan)\n\n: I think we\n\nAssociation for a committee on\nunions have grown tremendously\n\nhave\n\nBusiness?\n\na need\n\nin the National\n\ncredit unions and cooperatives. We\nand I think in the N. E. A. we should\n\nEducation\n\nknow credit\nbe interested\n\n"}
{"page": 789, "printed_page": null, "text": "Associational\n\nin them\n\nand\n\nassemble\n\nRecords\n\nmaterial\n\nand\n\nfor this purpose.\n\n783\n\nInformation\n\nTherefore,\n\nI want\n\nmotion that the Board of Directors or the Executive Committee\ntoward the establishing of credit unions and cooperatives, and\nbe taken to appoint such a committee this year.\nPresident Pratt: You have heard the motion that we\noperatives and credit unions.\nAir. Tern pel: Seconded.\nPresident Pratt: Are you ready for the question?\n\nappoint\n\nto make\n\nthis\n\ntake proper\nthat proper\n\nsteps\nsteps\n\na committee\n\non co¬\n\nMr. IV alls: Mr. Chairman, does that make it incumbent on the Executive\nmittee to organize this year when there is no provision in the budget?\n\nCom¬\n\nPresident Pratt: The committee, I should think, might be organized\nthe Executive Committee can allot them some small amount.\nMr.\n\nKeenan:\n\nMr.\n\nBailey: The\n\ntake proper\n\nMr.\n\nChairman,\nmotion\n\nsteps toward\n\nproper steps be taken\n(Motion carried.)\n\nmay\n\nwe\n\nhave\n\nis that the Board\nthe establishing\n\nto appoint\n\nthe motion\n\nof Directors\n\nread\nand\n\nperhaps\n\nagain?\n\nor the Executive\n\nof credit unions\n\nsuch a committee\n\nand\n\nCommittee\n\ncooperatives\n\nand\n\nthat\n\nthis year.\n\nAir. Clyde R. Aliller (New York) : May I ask your permission to read\nreceived this morning, and to make a brief motion? The telegram is:\n\na telegram\n\nWorks Progress Administration has just discharged 30 percent of all workers\non educational projects New York and I believe thru the nation. Dismissals\ndestroy teaching and research projects of great value to millions of American\nschool children. Also deprive thousands of jobless teachers of their positions.\nIt is my suggestion — and I so move — that we send a communication\nof the United States, approving the educational projects under WPA\nthe hope that these projects will be restored.\nPresident Pratt: You have heard the motion. Is there a second?\nAirs. Lindlof: Seconded.\nPresident Pratt: The motion\napproval\n\nof WPA\n\napproval Airs. Lindlof:\nPresident\n\nprojects\n\nAnd\n\nPratt\n\nhoping\n\nhas\n\nand\n\nbeen\n\nsend\n\nmade\n\na message\n\nfor continuance\n\n(Continuing)\n\n: And\n\nand\n\nhoping\n\nseconded\n\nto the President\nand expressing\n\nthat we\n\nto the President\n\nexpress\n\nour\n\nembodying\n\nthat\n\nof the work.\nfor continuance\n\nof the work.\n\nAre\n\nyou\n\nready for the question? Those favoring the motion, please indicate my saying “aye”;\nthose opposed, “no.” I am unable to determine the vote. May we have, a division?\nThose favoring the motion, please stand. Be seated. Those opposed, please stand.\n(The motion was carried.)\nPresident Pratt: Miss Jelinek has an item to bring before us, I understand.\nMiss Jelinek: Yesterday the Board of Directors, thru its spokesman, Mr. Cram,\nadvised the Committee on Tenure not to give so much publicity to the question of\ncases and\nBrowning\n\ntenure.\nsaid,\n\nNow,\n\nwe\n\ndo not know\n\njust how\n\nmuch\n\n“so much”\n\nis. You\n\nknow,\n\nOh, the little more, and how much it is\nAnd the little less, and how far away!\nIf you do not approve\n\nof so much\n\ntenure\n\npublicity, do not applaud.\n\nBut, if you\n\ndo approve, let me hear it. Yesterday morning the tenure bill was passed in\nWisconsin. (Applause.)\nPresident Pratt: Thank you, Miss Jelinek, for an item of interesting information\nof progress made.\nMiss Adair has an item to present.\nMiss Adair: Yesterday you adopted two amendments to facilitate the passage\nof the report of the Committee on Reorganization. One of these amendments dies with\nthis Assembly\n\nbut it is necessary\n\nto have\n\nunanimous\n\nconsent\n\nto take\n\nit out of the\n\nbylaws: “That amendments to the bylaws proposed by the Committee on Reorganiza¬\ntion may be adopted with or without amendment at the annual meeting of the Repre¬\nsentative Assembly in 1937 by a two-thirds’ vote without previous notice.”\nunanimous consent to strike it out of the bylaws since it is no longer operative.\n\nI ask\n\n"}
{"page": 790, "printed_page": null, "text": "784\n\nNational\n\nEducation\n\nPresident Pratt:' Do we have unanimous\nobjection, unanimous consent is given.\n\nAssociation\n\nconsent\n\n(Announcements.)\nPresident Pratt: Is there any other item of new\nus? If not, we are now adjourned.\n\nFourth\n\nBusiness\n\nto clarify the record?\n\nHearing\n\nbusiness\n\nthat should\n\ncome\n\nExecutive\n\nSecretary\n\nWillard\n\nE. Givens,\n\nOrville\n\nC. Pratt,\n\nSession, Thursday\n\nno\n\nbefore\n\nPresident\n\nEvening,\n\nJuly 1, 1937\n\nThe fourth business session of the Representative Assembly convened in the\nM asonic Temple Auditorium following the general session of that evening.\nPresident Pratt: We shall now have the report of the Elections Committee by the\nchairman, Mr. Flora, who is also the N. E. A. state director for South Carolina.\nMr.\n\nA. C. Flora\n\n(South\n\nCarolina)\n\nyour courtesy at the voting\nappreciation to the members\n\n: I want\n\nto express\n\nmy\n\nappreciation\n\nto you for\n\ntoday when crowds were there and also my extreme\nof this Committee for the work which they have done\n\nsince 8 o’clock this morning.\nI shall not name the state directors because there was no contest, as you know, in\nthe election and the list is too long to read. I shall name now the three members\nelected by you\n\nto the Executive\n\nCommittee:\n\nReuben\n\nT. Shaw\n\nof Pennsylvania,\n\nMrs.\n\nMyrtle Hooper Dahl of Minnesota, and David A. Van Buskirk of Michigan. Treas¬\nurer — R. E. Offenhauer. No contest. Vicepresidents: Andrew Avery of Georgia,\nEvlyn Chasteen of California, J. J. Guenther of Nebraska, H. Claude Hardy of New\nYork, Harley W . Holmes of Michigan, R. L. Hunt of South Dakota, Frank A. Jensen\nof Illinois, Daisy Lord of Connecticut, Raymond H. Snyder\nNorth Dakota, and N. Eliot Willis of Massachusetts.\nFor president — Caroline S. Woodruff.\nPresident Pratt: It now becomes my\npresident, Caroline S. Woodruff.\nMr. L. E. Frazar (Louisiana) : We\nsplendid\nfrom\n\nperson\n\nLouisiana,\n\nto head\nwe\n\nhappy\n\nduty to introduce\n\nyou\n\nmost\n\nto you\n\nfeel that the N. E. A. convention\n\nit for the 1938 session. To\n\nthank\n\nof Idaho, B. C. Tiff he of\n\nheartily. To\n\nthose who\n\nsupported\n\nthose who\n\nsaw\n\nyour\n\nnew\n\nhas elected a\nour candidate\n\nfit to support\n\nMiss\n\nJf'oodruff, we congratulate you on your selection.\nMiss Woodruff, on behalf of Miss Hinrichs, the charming lady from Louisiana\nwhom we sSw fit to run, we present this little token with our sincere congratulations,\nand\n\nwe\n\npledge\n\nour full cooperation\n\nand\n\nsupport\n\nin your\n\ncoming\n\nadministration.\n\n(The convention arose and applauded as Mr. Frazar presented\nwith a bouquet of flowers on behalf of the Louisiana delegation.)\nPresident\nyou\n\nprobably\n\nPratt:\n\nThis\n\ngavel, Miss\n\nwill not need to use very\n\nWoodruff,\n\nwhich\n\noften but none\n\nI am\n\nnow\n\nMiss\n\nWoodruff\n\nto present\n\nto you,\n\nthe less it is the symbol\n\nof your\n\nauthority. I rather think that some of the most knotty questions came up this year —\nI am sure I feel that way about it now — and I trust that with the aid of this gavel\nyou will be able to keep control of the situation thruout the coming year. I know you\nhave had experience on the Executive Committee and that you are not a stranger\nto the N. E. A., and I extend to you my very best wishes for a successful year as its\npresident.\nPresident Caroline S. Woodruff (Vermont) : It is a solemn moment in the experi¬\nence of any person assuming the leadership of this great organization, the largest\nnational body of educators on earth and the most significant group in many respects.\nI am deeply conscious of the signal honor you have bestowed upon me and the\nconfidence you have reposed in me in choosing me as your representative for the\ncoming year. The president of this great organization has no party constituency.\nHe is the recognized choice of the group. It does not mean that he is the one person\nin this great body better fitted than any other to assume this position. Far from it.\nThere are countless others who could occupy the position as well. It only signifies\nthat circumstances have so shaped themselves that he is brought forward by his\nfellow\n\nworkers\n\nas one in whom\n\nthey place their confidence.\n\n"}
{"page": 791, "printed_page": null, "text": "Associational\n\nMy\n\nconception\n\nRecords\n\nof the function\n\nand\n\n785\n\nInformation\n\nof the president\n\nof this Association\n\nmay\n\ndiffer\n\nfrom yours. As I interpret the bylaws, he is not a police-maker or even a policydirector. Such a program, were it so construed, would be utterly impossible and in¬\neffectual in one short year. The president may suggest and promote procedures, but\nhe is the executive of the program promulgated by the organization thru the decisions\nand resolutions of its authorized organs — the directorate and the Representative\nAssembly. He is, in short, your representative on occasion.\nI come from that little state in a remote corner of America, one of the smallest in\narea and population but one that has played no mean part in the nation’s history.\nThe state of Ethan Allen and the Green Mountain boys; of Justin S. Morrill, father\nof the land grant\n\ncollege; of Samuel\n\nReed\n\nHall, founder\n\nof the first normal\n\nschool in\n\nAmerica in 1823; of John Dewey, greatest living educational philosopher; and from\nthe state of Calvin Coolidge. And I come from that section of the United States known\nas New England, cradle of the public school system of America; with\nwhose life educational America has been celebrating, and which was\n\nHorace Mann,\nso graphically\n\nportrayed this afternoon; the land of Charles IV. Eliot; of Mary Lyon; and of\nFrancis Parker. But I am here as a representative of no commonwealth, of no section\nof this country.\n\nI come\n\nas a representative\n\nof the public school. To\n\nthis position I\n\nshall give my highest thought and effort during this coming year. California, Minne¬\nsota, and Florida are as much the center of my thought and interest as Vermont. I\nI shall strive to be no unworthy representative of you who have placed me here.\nThe National Education Association is facing a new day and I believe with all my\nheart, a better day, along with the social and industrial world. New conditions con¬\nfront us, commanding the best thought and judgment of every member. Questions are\nalready arising that call for consummate wisdom on the part of its leaders.\nIn this new day, the National Education Association must assume its part, a big\npart, in shaping\n\nthe New\n\nAmerica.\n\nIn any\n\norganization\n\nof this magnitude\n\nthere are,\n\nthere will always be, widely differing opinions on many subjects. It should be so.\nThat makes for democracy. But if we hold firm and unsullied the great objective of\nus all — the highest welfare of all the children in America, out of whom shall come\na finer citizenry in this coming generation — our work will constitute a harmonious\nyear of action, however widely we differ in procedures.\nmy\n\nAnd, may I here publicly express appreciation of the high professional attitude of\nopponent, Miss Hinrichs of Louisiana, a strong woman whom I have come to\n\nknow\n\nand\n\nwith\n\nwhom\n\nI have\n\nshared\n\nmany\n\ncourtesies\n\nthese last few\n\ndays.\n\nMr. Pratt, you of the far West, and I, of the far East, have worked together side\nby side in the various committees of the N. E. A., and our relations have always\nbeen friendly. We turn to you tonight in appreciation of your constructive service this\npast year. The way will be easier for your successor because of your steadying hand.\nAgain let me say, this is not an hour of triumph to the one on whom this leader¬\nship rests, but an hour of great solemnity, an hour of consecration to the interests of\nthe highest educational position in the hands of the teachers of America\nGod give us wisdom and a balanced judgment in all our actions.\n\nto bestow.\n\nMiss Elizabeth Murphy (Michigan) : Miss IV oodruff , these flowers are an ex¬\npression of the congratulations and best wishes of the Detroit Teachers Association.\nMay you have every success as president of the National Education Association.\nMiss Amy Hinrichs (Louisiana) : I want to express to Miss Woodruff, as I have\nalready\nwork\n\ndone\n\nwith\n\nprivately,\n\nher and\n\nmy\n\nall of our\n\ngreatest service, the greatest\nAssociation.\nChairman\n\nPratt:\n\nNow,\n\nand hearty appreciation\nthruout this year.\nThe gavel\nAssociation.\n\nnow\n\nmay\n\nhearty\n\nand\n\nofficers and\ngrowth\n\nsincere\n\nof the children\n\nto each and every\n\nfor the cooperation\n\nfalls upon\n\nand\n\nall of you for the greatest\n\nin the name\n\nI extend\n\ncongratulations\n\nand\n\nof America,\n\nWillard\n\nE. Givens,\nC. Pratt,\n\nvery\n\nyou have\n\nanniversary\n\nOrville\n\npledge\n\nupbuilding,\n\none of you my\n\nthe help which\n\nthe end of the seventy-fifth\n\nmy\n\nExecutive\nPresident\n\nto\nthe\n\nof this\nsincere\n\ngiven\n\nme\n\nsession of this\nSecretary\n\n"}
{"page": 792, "printed_page": null, "text": "786\n\nMINUTES\n\nNational\n\nEducation\n\nAssociation\n\nOF THE\n\nMEETINGS OF THE\nDIRECTORS\n\nOF\n\nBOARD\n\nDetroit, Michigan\nMonday\n\nAfternoon,\n\nJune 28, 1937\n\nThe meeting of the Board of Directors of the National Education Association con¬\nvened at 2 p.m. in the Chapter Room of the Masonic Temple. The meeting was called\nto order by President Orville C. Pratt. Secretary Givens called the roll which showed\nthe following present:\nState\n\nDirectors:\n\nAlabama — J. D.\n\nzona — T. G. Grieder,\n\nWilliams,\n\nAlaska — Everett\n\nArkansas — JV. E. Phipps,\n\nR. Erickson,\n\nAri¬\n\nCalifornia — F. A. Henderson,\n\nColo¬\n\nrado — IF. B. Mooney, Connecticut — Helen T. Collins, Delaware — H. V. Holloway,\nDistrict of Columbia — E. C. Higbie, Florida — absent, Georgia — M. D. Collins,\nHawaii — absent, Idaho — JV. D. Vincent, Illinois — John JV . Thalman, Indiana —\nCharles\n\nO.\n\nJVilliams,\n\nJVilliam\n\nS. Taylor,\n\nIowa — Fred\n\nD.\n\nCram,\n\nLouisiana — J. N. Poche,\n\nKansas — F. L. Schlagle,\nMaine — JVilliam\n\nKentucky —\n\nB. Jack, Maryland —\n\nEugene JV . Pruitt, Massachusetts — Annie C. JV oodward, Michigan — Grover Stout,\nMinnesota — Daisy Broken, Mississippi — H. V. Cooper, Missouri — Thomas J. JValker,\nNebraska — George F. Knipprath, Nevada — J. R. JVarren, New Hampshire — Lyle\nJV. Ewing, New Jersey — Raymond B. Gurley, New York — H. Claude Hardy, North\nCarolina — absent, North Dakota — L. A. JVhite, Ohio — B. F. Stanton, Oklahoma —\nM. E. Hurst, Oregon — Austin Landreth, Pennsylvania — J. Herbert Kelley, Rhode\nIsland — absent, South Carolina — A. C. Flora, South Dakota — N. E. Steele, Tennessee\n— iS. L. Ragsdale,\nJoseph\n\nTexas — Rush\n\nM.\n\nJViggin, Virginia — Mrs.\n\nWest Virginia — JV. JV.\nMoyer.\nPast\n\npresidents:\n\nRosier, Henry\nDirectors\n\nEdith\n\nTrent,\n\nCornelia\n\nLester Smith,\n\nCaldwell,\n\nUtah — N. Howard\n\nJensen,\n\nB. Joynes, Washington — Ernest\n\nWisconsin — Amanda\n\nS. Adair,\n\nFlorence\n\nVermont —\n\nJV. Campbell,\n\nSchuette,\n\nWyoming — H.\n\nHale,\n\nCarroll\n\nG.\n\nAgnes\n\nSamuelson,\n\nPearse,\n\nH.\n\nJoseph\n\nJVillis A. Sutton.\n\nex officio: Orville\n\nC. Pratt, president;\n\nfirst vicepresi¬\n\ndent; Joseph H. Saunders, chairman, Board of Trustees; JVillard E. Givens, execu¬\ntive secretary; R. E. Offcnhauer, treasurer; Samuel Parry, representing the Teachers\nInstitute of Philadelphia.\nThe\n\nquestion\n\nwas\n\nraised\n\nas to the legality of past presidents\n\nmeeting\n\nBoard of Directors. President Pratt ruled that so far as this particular\nwas concerned, these people had the right to vote.\n\nwith\n\nthe\n\nafternoon\n\nR. T. Shaw, chairman of the Committee on Amending the Charter, gave his re¬\nport, stating that the bill to amend the charter had passed the Senate on February\n11 and the House on June 7 and was signed by the President on June 14.\nJVilliam S. Taylor, chairman, presented the report of the Committee\nzation of the N. E. A. He read thru the report and offered explanations\n\non Reorgani¬\nbefore actual\n\nmotions\n\nII, Mr.\n\nwere\n\nconsidered.\n\nIn Article X, “Amendments”\n\nunder\n\nChapter\n\nCram\n\nsuggested changing the word “these” to the word “the,” which would make that part\nof Section 1 (b) read: “provided, however, the bylaws. . . .” President Pratt asked\nfor unanimous consent to accept Section 1 as it was altered together with the\nmaterial\n\ndealing\n\nwith\n\nArticle\n\nI on “Membership.”\n\nIt was\n\nso approved.\n\nMr. Taylor moved the approval of Section 1, Article II, “Officers. ”Mr. Moe\nseconded the motion. Discussion followed on the advisability of a division of the\nUnited States into 12 districts for the election of vicepresidents. A vote on the ques¬\ntion resulted in 22 affirmative votes and 24 negative votes. The motion was lost,\nthus deleting this section from the report.\nSection 3 under Board\nSeconded by Mr. Stanton.\n\nof Directors was moved for adoption by Mr. Taylor.\nMr. Saunders amended the motion to include the clause\n\n“and of all past presidents whose term of office expires beyond\nJV oodward seconded the amendment. Carried.\nMr. Taylor\nCarried.\n\nmoved\n\nthe approval\n\nof Section\n\n(f). Mr.\n\nVincent\n\nJuly 3, 1937.” Miss\nseconded\n\nthe motion.\n\n"}
{"page": 793, "printed_page": null, "text": "Associatioxal\n\nRecords\n\nand\n\n787\n\nInformation\n\nMr. Taylor moved the approval of Section (g). The motion\nconsiderable discussion the motion was voted upon and lost.\n\nwas\n\nseconded.\n\nAfter\n\nMr. Taylor moved that Section 8, Article II, under “Qualifications of Delegates”\nbe approved. Seconded by Mr. Stanton. Carried.\nThen followed unanimous disapproval of Sections 2, 3, and 4 under Article II,\n“Duties of Officers.”\nMotion was made\n\nby Mr.\n\nTaylor\n\nto approve\n\nSection\n\n7 (a), Article\n\nIII. Seconded\n\nby Mr. Moe. Mr. Saunders amended the section to include the phrase “when in ses¬\nsion.” By unanimous consent the section was approved as amended.\nMotion was made by Mr. Taylor to approve Section 9 (b), Article III. Seconded\nby Mr. Walker. The motion was lost by a negative vote of 22, affirmative, 3.\nMr. Taylor moved the approval of Section 2, Article X, as amended by Mr. Shaw.\nSeconded by Mr. Collins. Carried.\nPayson Smith, chairman, presented the report of the Committee on the Horace\nMann Centennial Celebration.\nHarold\n\nA. Allan, business\n\nmanager,\n\ntors at this point in the meeting — one\n\npresented\noutlining\n\ntwo\n\nblanks\n\nproposals\n\nto the Board\n\nfor the 1938\n\nvention and the other the directors’ expense blanks.\nHenry Lester Smith, chairman, presented the report of the Committee\nFreedom.\nCornelia\nAnnie\nnational\n\nS. Adair,\n\nchairman,\n\nC. Woodward,\nRelations.\n\npresented\n\nchairman,\n\nthe report\n\npresented\n\non Bylaws\n\nthe report\n\nsummer\n\nGivens\n\ndiscussed\n\nwith\n\nthe Board\n\nand\n\nRules.\n\nof the Committee\n\nof Directors\n\ncon¬\n\non Academic\n\nAnne Whitney gave the report of the Joint Committee on Health\nEducation for the chairman, Thomas D. Wood, who was not present.\nSecretary\n\nof Direc¬\n\non Inter¬\n\nProblems\n\nin\n\nthe policy involved\n\nin\n\nduties, responsibilities, and obligations of the Department of Secondary School\nPrincipals and the Department of Secondary Education, calling on Ernest D. Lewis,\npresident\n\nof the Department\n\nof Secondary\n\nEducation,\n\nand\n\nMr.\n\nBacon,\n\nwho\n\nspoke\n\nfor M. G. Jones, president of the Department of Secondary School Principals, to\nstate their views on the proposed changes. Mr. Law and Mr. Kelley voiced opinions\nregarding the matter. Mr. Mooney made a motion that the two departments con¬\ncerned consult further with Secretary Givens and that the Board of Directors dis¬\npense with discussion on this matter. Seconded by Mr. Williams. Carried.\nThe meeting adjourned at 4:45 p.m.\n\nTuesday\nThe\nOrville\n\nsecond\n\nmeeting\n\nState Directors:\n— T. G. Grieder,\n\nThe\n\nE. Givens,\n\nOrville\n\nC. Pratt,\n\nAfternoon,\n\nof the Board\n\nC. Pratt presiding.\n\nWillard\n\nPresident\n\nconvened\n\nresponded\n\nAlabama — J. D. Williams,\nArkansas — W . E. Phipps,\n\nSecretary\n\nJune 29, 1937\n\nof Directors\n\nfollowing\n\nExecutive\n\nat 2:10\n\np.m., President\n\nto roll call:\n\nAlaska — Everett\n\nR. Erickson,\n\nCalifornia — F. A. Henderson,\n\nArizona\nColorado\n\n— W . B. Mooney, Connecticut — Helen T. Collins, Delaware — H. V. Holloway, Dis¬\ntrict of Columbia — E. C. Higbie, Florida — absent, Georgia — M. D. Collins, Hawaii —\nabsent, Idaho — W. D. Vincent, Illinois, John W. T halman, Indiana — Charles 0.\nWilliams,\n\nIowa — Fred\n\nD.\n\nCram,\n\nKansas — F. L. Schlagle,\n\nKentucky — William\n\nS.\n\nTaylor, Louisiana — J. K. Poche, Maine — William B. Jack, Maryland — Eugene W.\nPruitt, Massachusetts — Annie C. W oodward, Michigan — Grover Stout, Minnesota —\nDaisy Brown, Mississippi — H. V. Cooper, Missouri — Thomas J. Walker, Nebraska —\nGeorge\n\nF. Knipprath,\n\nNevada — J. R. Warren,\n\nNew\n\nHampshire — Lyle\n\nW.\n\nEwing,\n\nNew Jersey — Raymond B. Gurley, New York — H. Claude Hardy, North Carolina —\nabsent, North Dakota — L. A. White, Ohio — B. F. Stanton, Oklahoma — M. E. Hurst,\nOregon — Austin Landreth, Pennsylvania — J. Herbert Kelley, Rhode Island — absent,\nSouth Carolina — A. C. Flora, South Dakota — N. E. Steele, Tennessee — S. L. Rags¬\ndale, Texas — Rush\ngin, Virginia — Mrs.\nginia — W.\n\nW.\n\nM.\n\nCaldwell,\n\nEdith\n\nTrent,\n\nUtah — N. Howard\n\nB. Joynes,\n\nJensen,\n\nWashington — Ernest\n\nWisconsin — Amanda\n\nSchuette,\n\nVermont — Joseph\nW.\n\nCampbell,\n\nWyoming — H.\n\nWest\n\nH. Moyer.\n\nWigVir¬\n\n"}
{"page": 794, "printed_page": null, "text": "788\n\nNational\n\nEducation\n\nAssociation\n\nDirectors ex officio: Orville C. Pratt, president; Joseph H. Saunders, chairman,\nBoard of Trustees; JVillard E. Givens, executive secretary; R. E. Offenhauer,\ntreasurer; Samuel Parry, representing the Teachers Institute of Philadelphia.\nMr. Cram moved that a secretary be appointed by the Board of Directors to pre¬\nsent the point of view of the Board to the Representative Assembly. Mr. Jensen\nseconded the motion. Carried. A motion was passed to have Mr. Cram act in this\ncapacity.\nMr. Saunders discussed the Financial Report for the fiscal year ended May 31,\n1937, and then moved the adoption of this report. Mr. Taylor seconded the motion.\nCarried.\nMr.\n\nSutton\n\nnext\n\nattention was\nDemocracy.\n\nreported\n\ngiven\n\non\n\nthe Beard\n\nthe Educational\n\nPolicies\n\nCommission.\n\nConsiderable\n\nreport, Unique\n\nFunction\n\nof Education\n\nin American\n\nIn the absence of the chairman of the Joint Committee\nA. L. A., Miss Batchelder presented the report.\nThe\nsented\n\nof the N. E. A. and\n\nthe\n\nReport of the Joint Committee of the N. E. A. and the N. C. P. T. was pre¬\nby Mrs. B. F. Langworthy , chairman. President Pratt, at the request of Mrs.\n\nLangworthy , gave the N. C. P. T. permission to print this report. Mr. Collins moved\nthe adoption of this report. Mr. Stanton seconded the motion. Carried.\nAt this point, Mr. Allan made another request for expense accounts of directors.\nHelen T. Collins , chairman of the Budget Committee, asked Secretary Givens to\ndiscuss the budget with the Board of Directors, which he did. Mr. Law pointed out\nthe need for a larger appropriation for the Department of Secondary Education.\nThere was strong feeling that a depreciation fund should be set up at once. Mr.\nSaunders explained that this was to be done from money still on deposit in the Com¬\nmercial National Bank. Mr. Mooney made a motion that the secretary make a state¬\nment regarding this depreciation and contingent fund in the final report of the Com¬\nmittee. Seconded by Mr. Collins. Mr. Mooney accepted an amendment that this be\npresented\n\norally to the Representative\n\nAssembly\n\nby Secretary\n\nGivens.\n\nThe\n\nwas seconded and carried. Mr. Saunders moved that the report of the Budget\nmittee be accepted. Seconded by Mr. Law. Carried.\nMr.\n\nMooney\n\nintroduced\n\ndiscussion\n\nof the action of the Board\n\nof Directors\n\nmotion\nCom¬\nin the\n\nmeetings of the Representative Assembly. He said: “I believe, if thru the Journal\nthe N. E. A., a chart showing the function of each body of the N. E. A. were\nthe hands of members before the convention, there would not be any question\nduties.”\nGertrude\n\nMallory,\n\nchairman,\n\nOpportunity.\nT. T. Allen, chairman,\nof the N. E. A.\nDonald\n\nDuShane,\n\nEnsuing discussion\nthereon. Mr. Cram\n\npresented\n\nreported\n\nchairman,\n\nthe report\n\nfor the National\n\npresented\n\nthe\n\nof the Committee\n\nCouncil\n\nreport\n\nof\n\non Teacher\nthe\n\nstressed the Jerome Davis case and the\nrecommended that the Board of Directors\n\nTenure\n\non\n\nof\nin\nof\n\nEqual\n\nRetirement\nCommittee.\n\nCommittee’s action\nadvise the Tenure\n\nCommittee not to give these studies the type of publicity as shown\nMiss Brown commended the Committee for the accuracy with which\n\nin this report.\nthe Minnesota\n\ncase was reported but suggested that the details not be reported to the Representa¬\ntive Assembly. Mr. Mooney moved that the Committee keep up its good work but not\nreport so much orally. The motion was seconded and carried. Mr. Trent moved that\nthe report of the Tenure Committee be received and filed. Seconded. Carried.\nSince discussion was resumed, Mr. Mooney moved that this case be left in the hands\nof Mr.\n\nCram\n\nand previous\n\nA. G. Crane,\ntion.\n\nchairman,\n\norder\n\nof business\n\npresented\n\nbe resumed.\n\nSeconded\n\nthe report of the Committee\n\nand\n\ncarried.\n\non Higher\n\nEduca¬\n\nIn the absence of William McKinley Robinson, chairman, Kate V. IV offord pre¬\nsented the report of the Committee on Economic Status of the Rural Teacher.\nIn the absence\n\nof N. C. Newbold,\n\nreport for the Committee\nof Colored Schools.\n\nTo\n\nchairman,\n\nCooperate\n\nwith\n\nGarnet\n\nC. Wilkinson\n\nthe National\n\nAssociation\n\npresented\n\nthe\n\nof Teachers\n\n"}
{"page": 795, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n789\n\nInformation\n\nThe recommendation of the Executive Committee regarding changing member¬\nship of committees was presented by Secretary Givens. The recommendation is that\nhereafter committee chairmen be appointed for the life of the committee up to three\nyears, after which\n\na new\n\nchairman\n\nmust\n\nbe appointed\n\nif the committee\n\nand that one-third of the membership of each committee be changed\nretiring members being those of longest service on the committee.\nCharles O. Williams moved that this recommendation\ntative Assembly. Seconded and carried.\nB. F. Stanton made a motion\nsentative Assembly that there\n\nbe passed\n\nis continued;\neach year, the\n\nto the Represen¬\n\nthat the Board of Directors recommend to the Repre¬\nbe two stated meetings of state delegations, one on\n\nMonday noon and one at 5 o’clock on Tuesday\nCarried. The meeting adjourned at 6:25 p.m.\n\nFriday\n\nafternoon.\n\nWillard\n\nE.\n\nOrville\n\nC.\n\nMorning,\n\nSeconded\n\nGivens,\nPratt,\n\nby Miss\n\nExecutive\n\nCollins.\n\nSecretary\n\nPresident\n\nJuly 2, 1937\n\nThe newly elected Board of Directors held a breakfast meeting in the Henri II\nRoom of the Statler Hotel at 7 :40 a.m. The meeting was called to order by the newly\nelected\nshowed\n\npresident, Caroline S. W oodruff.\nthe following in attendance:\n\nState Directors:\n— Harold\n\nAlabama — L. Frazer\n\nSecretary\n\nBanks,\n\nGivens\n\ncalled\n\nAlaska — Everett\n\nthe roll which\n\nH. Erickson,\n\nW. Smith, Arkansas — W . E. Phipps, California — Helen\n\nArizona\n\nF. Holt, Colorado —\n\nW. B. Mooney, Connecticut — Helen T. Collins, Delaware — H. V. Holloway, District\nof Columbia — Annie Keliher (substituting for Plugh S. Smith), Florida — absent,\nGeorgia — M. D. Collins, Hawaii — Earl L. McT aggart, Idaho — absent, Illinois —\nJohn W. T halman, Indiana — Charles O. Williams, Iowa — Fred D. Cram, Kansas —\nF. L. Schlagle, Kentucky — absent, Louisiana — J. N. Poche, Maine — William B. Jack,\nMaryland — Eugene W. Pruitt, Massachusetts — Annie C. W oodward, Michigan —\nGrover\n\nStout, Minnesota — Daisy\n\nBrown,\n\nMississippi — H.\n\nV.\n\nCooper,\n\nMissouri —\n\nThomas J. Walker, Montana — M. P. Moe, Nebraska — Sarah Muir (substituting for\nAlice Robinson) , Nevada — absent, New Hampshire — Lyle W. Ewing, New Jersey —\nLester A. Rodes, New Mexico — D. N. Pope, New York — Frederick Houk Law, North\nCarolina — Elmer H. Garinger, North Dakota — L. A. White, Ohio — B. F. Stanton,\nOklahoma — Kate Frank, Oregon — Austin Landreth (substituting for C. R. Bowman) ,\nPennsylvania — J. Herbert Kelley, Rhode Island — absent, South Carolina — A. C.\nFlora, South Dakota — Olive Ringsrud (substituting for S. B. Nissen ), Tennessee —\nS. L. Ragsdale, Texas — Rush M. Caldwell, Utah — N. Howard Jensen, Vermont —\nJoseph A. Wig gin, Virginia — Mrs. Edith B. Joynes, Washington — Harriett Carmody\n(substituting for Cora Oleson ), West Virginia — W. W. Trent, Wisconsin — Amanda\nIJ. Schuette, Wyoming — H. H. Moyer.\nLife Directors and Director ex officio: Teachers Institute of Philadelphia — Samuel\nParry ; president — Caroline W oodruff ; first vicepresident — Orville C. Pratt; treas¬\nurer — R. E. Offenhauer; chairman, Board of Trustees — Joseph Saunders ; executive\nsecretary — Willard E. Givens.\nMr. Saunders made a motion that the resignations of members of the Board of\nDirectors be accepted\nand carried.\nThe\nCharles\n\ninvitations\n\nfrom\n\nO. Williams\n\ntheir invitation\n\nand\n\nsubstitutes\n\nbe elected as members\n\ncities for the 1938\n\nread\n\na letter from\n\nto the N. E. A. because\n\nsummer\n\nof the Board.\n\nconvention\n\nthe teachers\n\nof the death\n\nwere\n\nSeconded\n\nnext considered.\n\nof Indianapolis\n\nwithdrawing\n\nof their city superintendent,\n\nPaul\n\nStetson. Robert C. Keenan presented Chicago’s invitation. Frances Jelinek presented\nMilwaukee’s invitation to the convention, introducing John Callahan, state superin¬\ntendent, Amanda Schuette, state director, and Edgar G. Doudna, member of the\nBoard of Trustees, to enlarge upon her remarks. Frederick Houk Law extended the\ninvitation\n\nfrom\n\nNew\n\nYork\n\nCity and\n\nNicol, assistant superintendent\n\nClyde\n\nof schools, and\n\nMiller\nMr.\n\nof Columbia\nNichols,\n\nUniversity,\n\ndirector\n\nMiss\n\nof the Conven¬\n\ntion and Visitor’s Bureau, stressed the facilities of the city. Superintendent Ben G.\nGraham of Pittsburgh introduced Helen Wilson, president of the Pittsburgh Teach-\n\n"}
{"page": 796, "printed_page": null, "text": "790\n\nNational\n\ners Association,\n\nwho\n\nextended\n\nEducation\n\nan invitation\n\nAssociation\n\nfrom\n\nher city. Superintendent\n\nHenry\n\nJ.\n\nGerling of St. Louis invited the N. E. A. to his city. Since no representative was\npresent from Toronto, Secretary Givens read the invitation from that city. B. F.\nStanton presented an invitation from Columbus, Ohio.\nInvitations for the 1939 summer convention were then received\nSan Francisco;\nsota.\nThe\n\nLester A. Rodes,\n\npresident\n\nthen appointed\n\nAtlantic\n\nCity; and\n\nan Elections\n\nDaisy\n\nCommittee\n\nfrom\n\nBrovin,\n\nwith\n\nHelen\n\nF. Holt,\n\nSt. Paul, Minne¬\n\nHarold\n\nIV. Smith,\n\nas\n\nchairman. Secretary Givens explained the voting procedure. The first report of the\nCommittee gave the three following cities the highest votes, New York, Milwaukee,\nand Pittsburgh. Pittsburgh was eliminated on the second ballot, leaving New York\nCity and Milwaukee. The third ballot gave New York City the preferential vote.\nPresident Woodruff explained that the selection of the convention city would go to\nthe Executive Committee for final action.\nThe next order of business was the election of one member for the Board of Trus¬\ntees to replace Joseph M. Gwinn whose term has expired. Charles O. Williams\nopened nominations with the name of Florence Hale. Helen Holt nominated Mr.\nGwinn. Mr. Saunders moved that nominations be closed. Mr. Collins seconded the\nmotion. Carried. By vote of the Board of Directors, Florence Hale was elected a\nmember of the Board of Trustees.\nNominations were then in order for two members to the Executive Committee.\nThe following nominations were made: Joseph A. Wig gin nominated\nviard; B. F. Stanton nominated Fred D. Cram; Frederick Houk\n\nAnnie C. WoodLaw nominated\n\nAmy H. Hinrichs; and Mrs. Edith B. Joynes nominated W. A. Wall. Secretary\nGivens explained that the vote was for the two highest and asked the members to\nput two names on the same ballot. Mr. Saunders made a motion that the person\nreceiving the lowest number of votes be dropped and a second vote be taken with\nthe persons\n\nreceiving\n\nthe two\n\nhighest votes\n\nbeing\n\ndeclared\n\nelected to the Executive\n\nCommittee. Seconded and carried. The first report resulted in Mr. Wall’s name being\ndropped and a second ballot being taken with the names of Miss Woodward, Miss\nHinrichs, and Mr. Cram. The final vote resulted in the election of Mr. Cram and Miss\nHinrichs\nUnder\n\nas newly\nnew\n\nelected members\n\nbusiness\n\nD. N. Pope\n\nhaving state hotel headquarters\nSeconded and carried.\nMr.\n\nSaunders\n\nmoved\n\non the Executive\nmade\n\na motion\n\nfor all states on\n\nthat the Board\n\nCommittee.\nthat the same\n\none\n\nof Directors\n\narrangements\n\nfloor be made\n\nappropriate\n\nfor\n\nfor next year.\n\nfor the coming\n\nyear\n\nthe sums of money as set up in the budget and as adopted by the Representative\nAssembly on Thursday afternoon. Seconded by Mr. Collins. Carried.\nThe next point to be decided was the number of years each member of the Board\nof Directors\n\nwill serve. Mr.\n\nMooney\n\nmade\n\na motion\n\nthat the secretary\n\ndraw\n\nthe slips\n\nfrom a hat — 17 each having been numbered 1, 2, and 3 respectively — and read the\nnumber after the name of the member. Seconded and carried. The drawing resulted\nas follows:\nDirectors\n\nfor one\n\nyear:\n\nHugh\n\nS. Smith — District of Columbia;\n\nM.\n\nD.\n\nCollins —\n\nGeorgia; John W. Thalman — Illinois; Charles O. Williams — Indiana; F. L. Schlagle\n— Kansas; D. Y. Dunn — Kentucky; H. V. Cooper — Mississippi; Thomas J. Walker —\nMissouri; C. Layton Galbraith — Nevada; Lester A. Rodes — New Jersey; Frederick\nHouk Law — New York; L. A. White — North Dakota; B. F. Stanton — Ohio; J.\nHerbert Kelley — Pennsylvania; A. C. Flora — South Carolina;\nDakota; N. Howard Jensen — Utah. Directors for two years:\n\nS. B. Nissen — South\nLlarold W. Smith —\n\nArizona; W. E. Phipps — Arkansas; Helen F. Holt — California; Helen T. Collins —\nConnecticut; James S. Rickards — Florida; Earl L. McTaggart — Hawaii; Fred D.\nCram — Iowa;\n\nWilliam\n\nB.\n\nEwing — New\n\nHampshire;\n\nJack — Maine;\nD.\n\nN.\n\nM.\n\nPope — New\n\nP.\n\nMoe — Montana;\n\nMexico;\n\nKate\n\nLyle\n\nWilson\n\nFrank — Oklahoma;\n\nC. R. Bowman — Oregon; S. L. Ragsdale — Tennessee; Cora Oleson — Washington;\nW. W. Trent — West Virginia; H. H. Moyer — Wyoming. Directors for three years:\nL. Frazer\n\nBanks — Alabama;\n\nEverett\n\nrado; H. V. Holloway — Delaware;\n\nW.\n\nR. Erickson — Alaska;\nD. Vincent — Idaho;\n\nW.\n\nB. Mooney — Colo¬\n\nJ. N. Poche — Louisiana;\n\n"}
{"page": 797, "printed_page": null, "text": "Associational\n\nEugene\n\nJV . Pruitt — Maryland;\n\nRecords\n\nand\n\nAnnie\n\nWoodward — Massachusetts;\n\nC.\n\nInformation\n\n791\nGrover\n\nStout — Michigan; Daisy Brown — Minnesota; Alice Robinson — Nebraska; Elmer\nH. Garinger — North Carolina; James F. Rockett — Rhode Island; Rush M. Cald¬\nwell — Texas; Joseph A. Wiggin — Vermont; Mrs. Edith B. Joynes — Virginia;\nAmanda H. Schuette — Wisconsin.\nElection of two members of the Budget Committee was then considered. John W.\nThalman nominated Thomas J. Walker and Mr. Wiggin nominated Miss Wood¬\nward. Mr. Mooney moved that the nominations be closed and that the secretary be\ninstructed to cast the vote for the candidates named. Seconded and carried.\nMr.\n\nSaunders\n\nmoved\n\nto accept\n\nthe\n\nresignations\n\nof members\n\nof the Board\n\nDirectors who had substituted for this meeting and to accept elections\nresentative Assembly. Seconded and carried.\nA motion to adjourn was seconded and unanimously carried.\n\nMINUTES\n\nOF\n\nTHE\n\nWillard\n\nE. Givens,\n\nCaroline\n\nS. Woodruff,\n\nMEETINGS\nOF\nCOMMITTEE\n\nCrawford\nFriday\n\nHouse, New\nMorning,\n\nExecutive\n\nTHE\n\nof\n\nof the Rep¬\n\nSecretary\n\nPresident\n\nEXECUTIVE\n\nHampshire\n\nAugust\n\n21, 1936\n\n(In Brief)\nThe\n\nExecutive\n\nfollowing\n\nCommittee\n\nmembers\n\npresent:\n\nmet\n\nat Crawford\n\nOrville\n\nHouse,\n\nAugust\n\nC. Pratt, president,\n\nAgnes\n\n21, 1936, with\nSamuelson,\n\nthe\n\nR. E.\n\nOffenhauer, and Willard E. Givens, executive secretary. Caroline\njoined the Committee later in the morning. Joseph H. Saunders was\n\nS. W oodruff\nunable to be\n\npresent because\nThe minutes\ncorrections.\n\nwith\n\nof duties incident to the opening of schools.\nof the Portland meeting were read and approved\n\ncertain\n\nThe Representative Assembly of the Portland convention appropriated $14,750\nfor the use of N. E. A. committees. From this amount the Representative Assembly\nappropriated $500 for the Legislative Commission, $100 for the Committee on\nResolutions, and $10,000 for the Committee on Tenure, leaving a balance of $4,150\navailable\n\nfor\n\n“other\n\nCommittee.”\nThe following\n\ncommittees\n\nrecommendations\n\nwere unanimously\nuelson:\n\naccepted\n\non\n\nin\n\namounts\n\nas\n\ndetermined\n\nfor N. E. A. committee\n\nmotion\n\nof Mr.\n\nby\n\nthe\n\nappropriations\n\nOffenhauer,\n\nseconded\n\nExecutive\nfor 1936-37\n\nby Miss\n\nSam¬\n\nCommittee\nCommittee\n\non Academic\non Amending\n\nFreedom .\nthe Charter .\n\n$500\n750\n\nCommittee\n\non Economic\n\nStatus of the Rural\n\nTeacher .\n\n1,200\n\n($400 to be transferred from Secretary’s Contingent Fund)\nCommittee on Equal Opportunity .\nJoint Committee on Health Problems in Education .\n\n100\n200\n\n(An equal amount\nciation)\nJoint Committee\nCommittee\n\nto be appropriated\n\nby the American\n\nof Juvenile\n\nDelinquency\n\nand\n\n50\nCrime .\n\n(New committee. Appropriation to be transferred\nContingent Fund)\nCommittee on Reorganization .\nCommittee on Retirement .\non Social-Economic\n\n(For printing\n\nAsso¬\n\nof N. E. A. and A. L. A. .\n\non Prevention\n\n,\n\nCommittee\n\nMedical\n\nfrom\n\nTotal .\n\ncompletes\n\nCommittee’s\n\nSecretary’s\n750\n400\n\nGoals .\n\nthe report which\n\n200\n\n600\nwork)\n$4,750\n\n"}
{"page": 798, "printed_page": null, "text": "National\n\n792\n\nIt was\nLife\n\nbe\n\nrecommended\nabsorbed\n\nDepartment\n\nEducation\n\nthat the National\n\nby the Department\n\nin order\n\nto coordinate\n\nAssociation\n\nCommission\n\nof Adult\n\nthe work\n\non\n\nthe Enrichment\n\nEducation\n\nas\n\nof Adult\n\na committee\n\nof the\n\nin this field.\n\nThe Representative Assembly of the Portland convention appropriated $13,650\nfor the use of N. E. A. departments. From this amount the Representative Assembly\nappropriated\n\n$10,100\n\nfor the Department\n\nof Classroom\n\nTeachers\n\nand\n\n$3,550\n\nfor\n\n“Secondary Education and other departments, in amounts as determined by the\nExecutive Committee.”\nThe following recommendations for N. E. A. department appropriations for\n1936-37 were\nSatnuelson:\n\nunanimously\n\naccepted\n\non motion\n\nof Mr.\n\nOffenhauer,\n\nseconded\n\nby Miss\n\nAdult Education .\nArt Education .\n\n$400\n250\n\nKindergarten-Primary Education .\nNational Council of Education .\n\n200\n100\n\nSecondary Education .\nSupervisors and Teachers of Home Economics .\n\n1,500\n200\n\nTotal .\nAvailable\n\nfor emergency\n\n$2,650\n\ndepartment\n\nneeds .\n\n$900\n\nAfter consideration of the relationship of departments to the National Educa¬\ntion Association, Miss Samuelson moved that appropriations to departments be made\ncontingent upon the willingness of the department to have its funds handled accord¬\ning to the bylaws thru the N. E. A. offices. Seconded by Mr. Offenhauer. Carried\nunanimously.\nThe following departments are now on self-supporting basis and do not need an\nappropriation: American Educational Research Association, Business Education,\nRural, and Science Instruction.\nIn connection with the Department of Secondary Education, Secretary Givens\nstated that Ralph fV. Haller of the High School Teachers Association of New York\nCity had\n\nasked\n\nto be present\n\nat the meeting\n\nof the Executive\n\nCommittee\n\nin order\n\nthat he might present a plan whereby the National Education Association\nassume the responsibility of financing the bulletin of the Department which\n\nwould\nwould\n\nbe distributed to all high-school teachers who are members of the National Educa¬\ntion Association. For this consideration the Department would conduct a member¬\nship campaign which would add many members to the National Education Associa¬\ntion from this group. Under this arrangement the present Department membership\nfee would be discontinued.\nA letter was\nEducation.\n\nread from\n\nErnest\n\nD. Lewis, president\n\nof the Department\n\nof Secondary\n\nRalph IV. Haller made a proposal concerning the Department of Secondary Educa¬\ntion. Secretary Givens outlined to Mr. Haller the suggestion of the Executive Com¬\nmittee for an all-inclusive Department of Classroom Teachers. After some discussion\nit was decided to present the idea to leaders of the groups involved, before the\nNew Orleans meeting, and to have a conference at New Orleans to see if some logical\nplan could be evolved.\nhe could to cooperate.\nPresident\n\nPratt\n\nMr.\n\nthanked\n\nhim that the Department\ning year.\n\nHaller\nMr.\n\nstated that he would\n\nHaller\n\nof Secondary\n\nfor appearing\nEducation\n\nbe glad to do anything\nat the meeting\n\nwould\n\nreceive $1500\n\nand\n\nthat\n\nadvised\n\nfor the com¬\n\nApropos of this discussion, a plan for an all-inclusive Department of Class¬\nroom Teachers was discussed. This Department would be composed of four sections:\n(1) young children from nursery school age to eight years; (2) elementary; (3)\nhigh school; and (4) higher education. The appropriation to the Department would\nbe distributed to these various sections on the basis of membership in the National\nEducation\n\nAssociation.\n\nVicepresident\n\nSamuelson\n\nand\n\nSecretary\n\nGivens\n\nwere\n\nasked\n\n"}
{"page": 799, "printed_page": null, "text": "Associational\n\nto study this matter and\nExecutive Committee.\n\nreport\n\nRecords\n\nfurther\n\nand\n\nupon\n\n793\n\nInformation\n\nit at the December\n\nmeeting\n\nof the\n\nSecretary Givens read a letter from Superintendent Ben G. Graham, Pittsburgh,\nPennsylvania, in which he asked if the section of the report of the Committee on\nTenure dealing with the Lock Haven case could be deleted. Since the report of the\nTenure\n\nCommittee\n\nwas\n\napproved\n\nby the Representative\n\nAssembly\n\nat the Portland\n\nconvention, the Executive Committee had no authority to make any change.\nSecretary Givens also read a letter from Frances Jelinek in which she transmitted\na request from the members\ntion of the 1935-36 Tenure\nPortland.\nThe\n\nExecutive\n\nJournal.\n\nof the Tenure Committee for the printing and distribu¬\nreport to delegates of the Representative Assembly at\n\nCommittee\n\nIn this way\n\nbut all members\n\ndecided\n\nit will reach\n\nto have\n\na summary\n\nnot only members\n\nof the Association.\n\nIt was\n\nof the report printed in the\n\nof the Representative\n\nalso decided\n\ngraphed and made available to those who might\nstructed to inform Miss Jelinek to this effect.\n\nAssembly\n\nthat the report be mimeo¬\n\nrequest\n\nit. The\n\nsecretary\n\nwas\n\nin¬\n\nA proposal was discussed for a Division of Teacher Welfare at N. E. A. head¬\nquarters which would intensify the work of the following committees: Academic\nFreedom, Equal\nSamuelson made\n\nOpportunity, Retirement, and Tenure. In this connection Miss\na motion that a Division of Teacher Welfare be established at\n\nN. E. A. headquarters\n\nto be staffed by Secretary\n\nGivens\n\nfrom\n\nthe present\n\npersonnel.\n\nSeconded by Miss Woodruff. Carried unanimously.\nA rider attached to the Appropriation Bill in the last session of Congress\n\nmakes\n\nit\n\nno longer necessary for the National Education Association to pay the unemploy¬\nment insurance tax of the District of Columbia. The secretary therefore recommended\nthat the amount of $720.23 used to pay this tax during the past four months be\nreimbursed to the Life Annuity Fund from which it was borrowed and that the\nremaining\n\n$2334.18\n\nappropriated\n\nfor this item\n\nfor the coming\n\nyear\n\nbe transferred\n\nto the Secretary’s Contingent Fund. Miss Samuelson made a motion, seconded by\nMr. Offenhauer, and unanimously carried, that this recommendation be approved.\nSecretary Givens read letters from Nelson L. Greene, president of the Department\nof Visual Instruction, and Grace M. Baker, president of the Department of Art\nEducation,\n\nrequesting\n\nthat these departments\n\nbe permitted\n\nto hold meetings\n\nin New\n\nOrleans in connection with the meeting of the Department of Superintendence. Inas¬\nmuch as S. D. Shankland, secretary of the Department of Superintendence, advised\nthat facilities are not available to take care of these departments, the secretary was\ninstructed to write these officers to that effect and to suggest that they meet in some\ncity near New Orleans in order that they may attend some of the sessions of the\nDepartment\nSecretary\n\nof Superintendence.\nGivens\n\nread\n\na memorandum\n\nfrom\n\nH. A. Allan\n\nin which\n\nhe recommended\n\nthat the bill of the National Association of Student Editors to the Washington Mis¬\nsionary College, amounting to $437.34, be paid by the N. E. A. since the activities of\nthe Association have been discontinued and the bill left unpaid and that the amounts\ndue the N. E. A., totalling $141.99, be charged off. A motion was made by Mr.\nOffenhauer that the recommendation be approved. Seconded by Miss Samuelson.\nCarried\nThe\n\nunanimously.\nmeeting\n\nplace.\nPresident\n\nadjourned\n\nPratt\n\nfor lunch\n\ncalled the meeting\n\nat noon,\n\nreconvening\n\nof the Executive\n\nat 2:15 p.m., at the same\n\nCommittee\n\nto order.\n\nFollowing a discussion of committee appointments for the coming year, Miss\nWoodruff made a motion that N. E. A. members serve on only one committee and in\nno case be assigned to more\nCarried unanimously.\n\nthan\n\ntwo\n\ncommittees.\n\nSeconded\n\nby Mr.\n\nOffenhauer.\n\nIt was suggested that the following plan for the appointment of committee chair¬\nmen and committee members be presented to the Detroit meeting of the Board of\nDirectors: that chairmen be appointed for the life of committees, provided that the\ncommittees complete work within three years;\nand one-third of the membership of committees\n\nand that one-third of the chairmen\nbe changed each year, beginning in\n\n"}
{"page": 800, "printed_page": null, "text": "794\n\nNational\n\nEducation\n\nAssociation\n\n1937 — the replacement of chairmen and committee members to be on the basis of\nlength of service.\nA letter to Secretary Givens from a representative of the Industrial Arts group\nwas read concerning the possibility of affiliation with the National Education Asso¬\nciation as a department. The Executive Committee was favorable to this suggestion\nand felt that the affiliation of this and kindred groups should be encouraged.\nA report prepared by Joy Elmer Morgan concerning plans and policies for the\nJournal was read by Secretary Givens. After some discussion the following sug¬\ngestions on Journal policy were unanimously adopted on motion of Mr. Offenhauer,\nseconded by Miss IV oodruff:\nUse the Journal\n\nto interpret and implement\n\nHovu\n\nTo Do\n\nthe purposes\n\nof the N. E. A.\n\nIt — General\n\n1. Serve as official organ of N. E. A., present its ideals, policies, program.\n2. Look to program of the year, committee work, resolutions, and platform for\nbasis of leading articles and materials.\n3. Program of emphasis for 1936\na. Equalization articles to reenforce the federal aid program.\nb. Teacher welfare material to show increased effort along this line.\n.\n4. Use direct, simple, clear language. Keep rank and file of profession and the\npublic in mind rather than the educational seminar.\n5. Do not include promotional material for other organizations or groups when\nTo\n.\npro said material is not a part of our accepted program. Use Journal for our own\nmot\ne\nT\nhe\no purposes.\nI\nadvta\ncweelftahthe series on civic education and “Plain Talk.” Substitute in lieu\n6. Eliminate\nree in\n.\nre ts\nthereof a seriesofteon\nof educational opportunity and material on teacher\nof\nchislequality\ndren the teachi\nTo\nwelfare.\nng pr\nfoste\nofessi\nr th\non statement or message.\ne ed\n7. Encourage\nthe\npresident\nto\ngive\nan\noccasional\nucat\nion\nof al\nl the\npHovo\neople To Do It — Specific\n.\nI. Advance the interests of the teaching profession by:\n1. Develop professional consciousness in new ways all the time. Show\nwhat other professions are doing to improve their performance and to\nraise their standards and to eliminate the incompetent and the unfit.\n2. Continue to give ideas for improved faculty meetings, outlines for profes¬\nsional study, including booklists and new items, such as the duties of dele¬\ngates to the N. E. A., both before and after the convention.\n3. Seek to get the profession to improve its own efficiency thru drives on\ngiven subjects, such as certification standards, for example.\n4. Do more along the line of teacher welfare.\n5. Have carefully planned statements on such subjects as the following:\na. Tenure\nb. Retirement\nc. Academic freedom\nd. Equal opportunity\ne. Adequate compensation.\nPrepare short, terse statements in simple, clear, direct language and\npublish them in the Journal. Committee chairmen suggested as authors.\nStatements should be most carefully prepared, worded, and approved by\nthe editor and president and the secretary before they are published. When\nthey are so published, they become the record for ourselves and for the\nworld.\n6. Present\n\nthe picture of what\n\nconstitutes a competent\n\nteacher.\n\n"}
{"page": 801, "printed_page": null, "text": "Associational\n\nII. Promote\n\nthe welfare\n\nRecords\n\nand\n\n795\n\nInformation\n\nof children.\n\nof educational opportunity for the purpose of reenforcing the federal aid\nlegislative program. See that this is interesting reading which is useful to\nlaymen.\n\nIII. Foster\n\nthe education\n\nof all the people.\n\n1. For 1936-37 concentrate\nMann Centennial.\n\non\n\nglorifying\n\nthe core\n\n2. Interest the public in the schools thru American\n\n1.\n\nschool\n\nthru\n\nEducation\n\nthe Horace\n\nWeek\n\nmaterial.\n\n3. Build a stronger foundation thru emphasizing the equality of opportunity\nFor\n6-37 byrun\nfacts.\npresenting\nideal193and\na series actual\nof articl\nes or materials bearing\non\n4. Turn attention to teacher welfare in an enlarged program. the equality\n5. Center\nample,\n\nupon the improvement of performance\ncertification or the reading program.\n\nA statement prepared\nread by Mr. Givens:\n\nby Mr.\n\nAllan\n\nin a given\n\non the advertising\n\nline — for ex¬\n\npolicy of the Journal\n\nwas\n\nA complete statement covering advertising policy for the Journal of the Na¬\ntional Education A ssociation necessarily would cover many details. The follow¬\ning statement reviews briefly the general policies that have applied, and touches\non variations from some of these policies that might\nmitted with the thought that the Executive Committee\naction that will be constructively helpful.\nThe\n\nresponsibility\n\nDivision\n\nfor Journal\n\nof the Association\n\nand\n\nbe considered. It is sub¬\nmay offer advice or take\n\nadvertising\n\nhas\n\nbeen\n\nplaced\n\nthe Director\n\nof that Division,\n\nin the Business\nsubject\n\nto the\n\nadvice and approval of the executive secretary, is responsible for acceptance\nor rejection of advertising, methods of solicitation, accounting, relationships with\nadvertisers and relationships\narise regarding advertising.\nThe\n\nadvertising\n\nwith\n\nmember-subscribers\n\npolicy necessarily\n\nhas\n\nbeen\n\non\n\nconservative.\n\nquestions\n\nthat\n\nmay\n\nThis, to a certain\n\nextent, has reduced the extent of aggressiveness in solicitation. Association rela¬\ntionships wuth other educational publications, and especially with those of the\nstate education\n\nassociations,\n\nmust\n\nbe kept on\n\na friendly\n\nand\n\ncooperative\n\nbasis.\n\nCare has been\nby advertising\n\nexercised to avoid any risk of loss of such friendly relationships\nprocedures which may be interpreted as overaggressive. Income\n\nfrom advertising is important in the cases of all educational publications, and\nany interpretation of advertising efforts for the Journal as being so conducted as\nto reduce income of other publications may easily result in a feeling on the\npart of those responsible for those publications that the Association is a factor\nin reducing their income.\nAnother\nkeen\n\nelement\n\ninterest\n\nand\n\naffecting\n\nadvertising\n\nfeeling of ownership\n\npolicy\non\n\nin the Journal\n\nthe part\n\nis that\n\nof the\n\nof its member-subscribers.\n\nThis element does not obtain in the cases of the privately-owned educational\npublications with which the Journal competes principally in the advertising field.\nSuch publications may accept advertising within a wide range with slight con¬\nsideration of criticism that may come from subscribers. In the case of the Journal,\nhowever, criticisms from\ntional leaders accept as\nprivately-owned\nthe Journal.\n\nAssociation members must be avoided. Many educa¬\na matter of course certain advertising published in\n\nmagazines,\n\nbut would\n\nobject if such\n\nadvertising\n\nappeared\n\nThe principal advertising competitors of the Journal — i. e., The Instructor\nThe Grade Teacher in the elementary field, and The School Board Journal\n\nin\nand\nand\n\nNation’s Schools in the administrative field — are privately-owned publications.\nAll of these have highly organized advertising staffs maintaining offices in both\nNew\n\nYork\n\nand\n\nChicago\n\nand\n\nemploying\n\nsectional\n\nrepresentatives.\n\nUntil last year,\n\nwhen a trial part-time arrangement was made with Frederic A. Moulton, all\nadvertising effort for the Journal was confined to that given by the Director\nof the Business Division assisted by one clerk. Other Association duties of the\n\n"}
{"page": 802, "printed_page": null, "text": "796\n\nNational\n\nEducation\n\nDirector distinctly limit the amount\nto advertising promotion.\nThru\n\nsteady\n\nrates, Journal\n\nincreases\n\nin amounts\n\nadvertising\n\nincome\n\nAssociation\n\nof time\n\nand\n\nof space\n\nsold and\n\nreached\n\neffort that\n\nits peak\n\nmay\n\nbe\n\ndevoted\n\noccasional\n\nincreases\n\nin\n\nfigure of over\n\n$87,000\n\nfor\n\nthe year 1930-31. Advertising suffered perhaps as much in the school field as in\nany other field during the depression years, with the result that the low\nfigure of slightly more than $32,000 was reached in 1933-34. The two following\nyears showed gains, with income for 1935-36 slightly more than $42,300. As far\nas can be determined the Journal suffered no more than other educational maga¬\nzines ; probably its net loss in advertising income was proportionally less than\nthat of publications whose advertising promotional expense is so much higher.\nThe general field covered in soliciting advertising has been that of publications,\nclassroom tools, equipment, and activities related to the professional interest of\nthe teacher or school administrator, including summer schools and travel. The\nmany\n\nmaterials\n\nand\n\nactivities related\n\nto the above\n\nprovide\n\na reasonably\n\nfield for solicitation. From the major lines in this field there diverge\nof minor lines in which efforts are made to obtain advertising.\n\nbroad\n\na variety\n\nComparatively little has been accomplished in the field of the teacher’s per¬\nsonal needs. Occasional advertising of this type appears in competing magazines,\nbut some of this is so personal that it is objectionable. Approaches made to na¬\ntional advertisers indicate that they desire to reach the teacher as a woman,\nso far as her clothing and similar needs are concerned, thru the columns of\nwomen’s magazines of general circulation. This is a field, however, which might\nhave some slight development.\nOccasional advertising is carried in the interests of food manufacturers,\ncanners, and soup producers. Advertising campaigns in this group have had a\ntendency to violate the standards set by our Association committee on the use\nof propaganda in schools. Solicitation and acceptance of advertising in this\nfield, therefore, is contingent on its type and its avoidance of too apparent efforts\nof promoting sales in the homes thru the teacher and the children in the schools.\nThe National Parent-Teacher Magazine, the advertising of which\nindependently of the National Congress of Parents and Teachers,\n\nis now handled\nis having some\n\nsuccess in the field of foods and medicines of the “build-up” type, but it has the\nadvantage of permitting its advertisers to direct their messages directly to the\nparents\n\nof the children.\n\nConsistent\n\nshall make\n\nefforts will be made\n\nin the insurance\nat one\n\nWe\n\ntime\n\nfield. We\n\nthere\n\nwere\n\nlife insurance\n\ncompanies\n\nthis, however.\n\nOur\n\nhave\n\nefforts to develop\n\nto enlist interests on\n\nhad\n\na limited\n\namount\n\nfavorable\n\nindications\n\nthat two\n\nwould\n\nspace. A\n\nuse\n\nclose relationships\n\nwith\n\nhave provided opportunity for reaching\noptimistic as to final developments.\nAdvertising\n\nsometimes\n\nis tendered\n\nin the hotel field. Magazines\nadvertising\n\non\n\nfrom\n\nbills in exchange\n\nthat there are\nSome\n\ncould\n\ndepart\n\ncondition\n\nor\n\nmagazines\n\ntherein\n\nof the large\n\ndeveloped\n\nto discourage\n\nof rate card\n\nthat policy and\n\nand\n\nthree\n\nthe Metropolitan\n\nfor advertising.\n\nreal complications\n\neducational\n\nof patronage\n\nwith the highest advertising\n\nwe\n\nwhen\n\nof advertisers\n\nand\n\nand\n\nthe Equitable\n\nwe\n\nare\n\non the basis of trade or exchange,\n\nthe payment\n\nhotel due\n\nthe part\n\nthe key persons\n\nany basis except\n\noccasions\n\nthis field.\n\nstandards\n\nparticularly\ndo not accept\n\ncosts. There\n\nobtain\n\nExperience\n\nalways\n\nmight\n\nbe\n\noffice equipment\n\nor\n\nof others\n\nhas\n\nshown\n\nin this.\naccept\n\nfinancial\n\nadvertisements,\n\nthose of small loan organizations. Unless we are equipped\nvestigation of financial proposals advertised, we risk being\n\nparticularly\n\nto make careful in¬\ninvolved in dubious\n\nfinancial schemes. Should we accept advertising from reliable brokerage or in¬\nvestment concerns, our difficulties are increased in rejecting proposals from those\nof which we are uncertain. Such well-known organizations as Household\n.Finance Corporation use space in some state publications, but we have not felt it\nwise to accept\n\nsuch advertising\n\nin the Journal.\n\nIn the “Help Wanted” field there are risks that we have sought to avoid by\nrefusing all such advertising except from reliable publishers seeking vacation\n\n"}
{"page": 803, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n797\n\nInformation\n\nworkers. Some educational magazines publish advertising encouraging qualifying\nfor government positions, for canvassing or other undescribed positions of the\n“blind ad type.” These we have strictly avoided. Advertisements for individuals\nseeking positions are not carried.\nNeedless to say, the Journal has not solicited or accepted advertising for\npatent medicines, personal hygienic devices or material, tobacco, or liquor.\nIt is also obvious that all advertising submitted within a general legitimate\nfield cannot\n\nbe accepted\n\nas the matter\n\nof the reliability and\n\nthe credit\n\nof the\n\nadvertiser must be considered. It is probable that we have satisfactorily pro¬\ntected our readers from unreliable advertising and certainly our record of\nuncollected\nThe\n\nadvertising\n\nrejection\n\nof advertising\n\nis a delicate matter,\nany\n\nor\n\naccounts\n\nwill stand close inspection.\nin a field in which\n\nto say the least. Our\n\nall advertisements”\n\nand\n\nthere\n\nis general\n\nacceptance\n\nrate card gives us the right to “reject\n\nthe courts,\n\ngenerally,\n\nhave\n\nupheld\n\nthis as\n\na\n\npublisher’s right. Every piece of advertising submitted is scrutinized. Not in¬\nfrequently requests are made that the advertiser amend the copy submitted. Ef¬\nforts are made to eliminate overstatements, implications of “endorsement” by\nthe Association or its officers, and many other items which may be misleading.\nNo\n\nadvertising\n\nis solicited, and\n\nprobably\n\nnone\n\nis proffered\n\nto the Journal,\n\npurely as a gesture of goodwill to the Association. All of our advertisers fully\nexpect to view the results of their expenditure with the Journal with the same\ncritical eye as that for any other publication. Text and advertising interests are\nindependent. No concessions in the form of special articles or reviews are\ngranted to any advertiser. Special reader\nis the case with some other publications.\nThe\n\nJournal\n\nadvertising\n\nrates, when\n\nlists or mailings\n\nreduced\n\nare\n\nnot provided\n\nto the cost per thousand\n\nas\n\nreaders\n\nper unit of advertising space, are relatively low when compared with those of\nsome other educational publications. Such is likely to be the case, however, with\nany publication of large circulation when compared with those having lesser\ncirculation. Any immediate revision of rates upwards, however, is not desirable.\nThese rates were increased at the time when our income was greatest and the\nincrease then provided remained unchanged thruout the depression period. It\nmay be understood also that actual circulation of the Journal is not quite as large\nas it was at the time when rates were increased. Rates as carried on the rate card\nare\n\nstrictly followed.\n\nlarger\n\nusers\n\nspecial\n\ndiscounts\n\nor\n\nof space, however,\n\nfavorable\n\nplacements,\n\nare provided.\nAccording to some\neducational\n\nNo\n\nmanufacturers\n\nequipment\n\nand\n\nfield is lagging\n\nreductions\n\ndistributors\n\nbehind\n\nare\n\nallowed.\n\nof their own\n\nactive\n\nthe general\n\nin both\n\nTo\n\nthe\n\nselection,\nfields, the\n\nequipment\n\nfield in\n\nrecovery. Prospects for immediate improvement are not overbright altho our\nrecent experience at convention exhibits indicates a tremendous improvement\nin optimism and effort. We are hopeful that thru groundwork already laid\nand increased cooperative effort with Mr. Moulton we shall make substantial\ngains in advertising\n\nvolume\n\nand\n\nincome\n\nfor 1936-37.\n\nOn recommendation of Secretary Givens a motion was made by Mr. Offenhauer\nthat Mrs. Louise B. Sease, research assistant in the Research Division, be transferred\nfrom\n\nher present\n\nclassification of 2B to 2A\n\nsince she has reached\n\nthe maximum\n\nof her\n\npresent classification — the classification of 2A to be tentative pending a study of\nthe classification plan during the year. It was understood that the classification of\nMrs. Sease under the new plan would be the same as all other research assistants.\nSeconded by Miss Woodruff and carried unanimously.\nSecretary Givens read a letter from C. S. Marsh\n\nof the\n\nAmerican\n\nCouncil\n\non Education, announcing the First National Conference on Educational Broadcast¬\ning, December 10-12, 1936, in Washington, D. C.\nThe next meeting of the Executive Committee was set for Wednesday, December\n9, 1936, at 10 o’clock at N. E. A. headquarters,\nThe meeting adjourned at 4:45 p. m.\n\nWashington,\n\nD. C.\n\nWillard E. Givens, Executive\nOrville C. Pratt, President\n\nSecretary\n\n"}
{"page": 804, "printed_page": null, "text": "798\n\nNational\n\nEducation\n\nAssociation\n\nWashington,\nSaturday,\nThe\n\nExecutive\n\nmembers\n\nCommittee\n\nmet\n\nD. C.\n\nDecember\n\n12, 1936\n\nat 2:05 p. m., at N. E. A. headquarters,\n\npresent: Orville C. Pratt, president;\n\nAgnes\n\nSamuelson ; Joseph\n\nwith\n\nall\n\nH. Saunders ;\n\nR. E. Offenhauer ; and Caroline S. W oodruff . Willard E. Givens, executive secre¬\ntary; Harold A. Allan, business manager; and Harriett M. Chase, chief assistant\nto the secretary, were also present.\nThe\ntion.\n\nminutes\n\nThe\n\nof the meeting\n\ntentative\n\ndrafts\n\nat Crawford\n\nof the three\n\nHouse\n\nteacher\n\nwTere\n\nwelfare\n\napproved\n\nleaflets on\n\nwith\n\none\n\ncorrec¬\n\nretirement,\n\ntenure,\n\nand salaries were approved and Secretary Givens stated that these would be printed\nat once. He discussed and received general approval of the leaflet on local teachers\nassociations.\n\nThe\n\nsecretary\n\nalso explained\n\nthat leaflets are being\n\nprepared\n\nin the\n\nfields of academic freedom and equal opportunity, which will soon be ready to sub¬\nmit to the Executive Committee for approval.\nAfter some discussion on the suggested bill to amend the charter, Mr. Offenhauer\nmade\n\na motion\n\nthe cooperation\n\nthat this bill be approved\nof the Committee\n\nand\n\non Amending\n\nthat the executive\n\nthe Charter,\n\nCongress. Seconded by Miss IV oodruff. Carried.\nThe next item of business was the proposed\n\nplan\n\nproceed\n\nfor uniting\n\nsecretary,\n\nwith\n\nwith this bill in\nthe work\n\nof the\n\nNational Council of Teachers’ Retirement Systems and the N. E. A. Retirement\nCommittee. Miss IV oodruff moved that the name or title of the organization be\nchanged from National Commission on Teacher Retirement of the N. E. A. to\nNational\n\nCouncil\n\nMotion\n\ncarried. Mr.\n\non Teacher\n\nRetirement\n\nOffenhauer\n\nof the N. E. A. Seconded\n\nmade\n\na motion\n\nSeconded by Miss IV oodruff. Carried.\nH. A. Allen, business manager, discussed\n30, 1936,\n\nwhich\n\nshowed\n\nan\n\nencouraging\n\nmemberships. The Committee voted\nters staff for the fine showing.\nSecretary\n\nGivens\n\nthen read\n\nby Miss\n\nthat the proposed\n\nthe financial\n\nincrease\n\nan expression\n\nthe membership\n\nreport\n\nin income,\n\nwhich\n\nwas\n\nas of November\nparticularly\n\nof appreciation\n\nreport\n\nSamuelson.\n\nplan be approved.\n\nfrom\n\nto the headquar¬\napproved.\n\nThe secretary read a letter from Dean Henry Lester Smith, chairman of the Com¬\nmittee on Academic Freedom, and a letter from Dean William S. Taylor, chairman\nof the Committee on Reorganization,\nenable these two committees to hold\nSaunders made the following motion:\n\nin which\nmeetings\n\nthey requested additional funds to\nat New Orleans in February. Mr.\n\nI move that we appropriate out of expenditures for committees $500 for the\nCommittee on Reorganization and $600 for the Committee on Academic Freedom.\nSeconded\n\nby Miss\n\nW oodruff . Motion\n\ncarried.\n\nThe request next discussed was that of Albert M. Shaw, president of the Depart¬\nment of Classroom Teachers, for reimbursement of a substitute in his teaching\nposition in the amount\n\nof $170.40\n\nwhile\n\nDepartment\n\nof Classroom\n\nTeachers.\n\nDepartment\n\nof Classroom\n\nTeachers\n\nMr.\n\nSince\nwhich\n\nShaw\nthere\n\nwas\n\non\n\nofficial business\n\nis an\n\nitem\n\nin the budget\n\nis for the use of the president,\n\nfor the\nof the\n\na motion\n\nwas made by Miss Samuelson, amended by Mr. Saunders, to allow this reimburse¬\nment from that fund, provided the amount allowed in the budget is not exceeded.\nSeconded\nA\n\nby Miss\n\nletter was\n\nreimbursement\n\nW oodruff . Carried.\n\nalso read\n\nfrom\n\nin the amount\n\nmeeting\n\nof the core\n\ncommittee\n\nmotion\n\nthat this expenditure\n\nRobert\n\nof $17.85\n\nC. Keenan\n\nfor a substitute\n\nof the Tenure\nbe allowed\n\nof Chicago,\n\nand\n\nwhile\n\nCommittee.\nthat Mr.\n\nMiss\n\nKeenan\n\nIllinois, requesting\nhe was\n\nattending\n\nSamuelson\n\nmade\n\na\na\n\nbe notified that no\n\nfurther substitute pay will be given unless approved beforehand by the Executive\nCommittee. Seconded by Mr. Offenhauer. Carried. It was suggested that Donald\nDuShane,\n\nchairman\n\nof the Tenure\n\nCommittee,\n\nbe notified of this action.\n\n"}
{"page": 805, "printed_page": null, "text": "A proposal\ntribute funds\n\nAssociational\n\nRecords\n\nand\n\nInformation\n\nof the Department\n(tentative estimate,\n\nof Science Instruction that the N. E. A. con¬\n$5000) to enable the Department to set up a\n\n799\n\nnational committee to write a plan of philosophy of science teaching for the ele¬\nmentary, junior, and senior high schools and possibly junior colleges was felt to be\nunwise at the present since no such item was included in this year’s budget. It was\nthe consensus that the project has merit but that the Department should be en¬\ncouraged to carry most of the costs of such an undertaking. It was suggested that\nthe Department further study the proposal to see how it might help in financing it.\nBecause of the serious situation in Ohio resulting from inability of the majority\nof cities to pass their levies, Secretary Givens spoke of plans to prepare a radio\nbroadcast bringing out the underlying factors. Mr. Offenhauer explained the\nsituation\n\nfurther\n\nand\n\nexpressed\n\nthe opinion\n\nthat the fundamental\n\nthings\n\nto stress\n\nare the removal of the present 10-mill limit from the state constitution and to cite\nexamples of the folly of attempting to meet school needs, if dependent on a property\ntax. The Committee felt that such a nationwide broadcast would be very helpful.\nIt was discussed whether or not the Association should have a committee on guid¬\nance which would include the question of prevention of juvenile delinquency and\ncrime or whether the latter should be set up as a separate committee. The Executive\nCommittee favored the idea of having one committee on guidance — the personnel to\ninclude those working in the fields of mental hygiene, juvenile delinquency and\ncrime, vocational guidance, and kindred subjects. The secretary was instructed to\nprepare and bring to the New Orleans meeting a list of people who would ade¬\nquately cover the guidance field to submit for the consideration of the Executive\nCommittee.\nMiss Samuelson made\ntional Conference Board\n\na motion\non Rural\n\nthat J. E. Buttervoorth be reappointed to the Na¬\nEducation. Seconded by Mr. Offenhauer. Carried.\n\nMr. Offenhauer made a motion that Mr. Buttervjorth be supported by the Executive\nCommittee in any action taken by the National Conference Board to request President\nRoosevelt to call a conference on rural education. Seconded by Miss Samuelson.\nCarried.\nThe\n\nmatter\n\nof department\n\npublications\n\ncarrying\n\nadvertising\n\nwas\n\nnext\n\ndiscussed.\n\nAll departments having very close relationships with the N. E. A., with the ex¬\nception of the Department of Secondary Education, have refrained from carrying\nadvertising on the theory that Association advertising activities should be confined\nto the Journal. The\ning. Miss IVoodruff\nis to receive\n\nan\n\nDepartment of Secondary Education does carry paid advertis¬\nmade a motion that if the Department of Secondary Education\n\nappropriation\n\nadvertising — this to become\nMotion carried.\nIn regard\n\nto the School\n\nfrom\n\nthe N. E. A., its publication\n\neffective June\nHealth\n\n1, 1937.\n\nEducation\n\nSeconded\n\nService,\n\nshould\n\nby Mr.\n\nthe previous\n\nnot carry\n\nOffenhauer.\n\naction\n\nin this\n\nconnection was sustained — that the N. E. A. is very glad to cooperate and house\nthis project until School Health Education Service has been able to complete its\nprogram, but it will be impossible to take over the budget when it has exhausted\nits funds.\nThe\n\nsecretary\n\nstated that the Committee\n\non Economic\n\nStatus of the Rural\n\nTeacher\n\nneeds $1500 to carry on a certain phase of its work in addition to the appropriation\nof $1200 received from the N. E. A. The secretary was instructed to draft a letter\nto be sent to the General Education Board asking for $1500 to be used by this\nCommittee.\nThe Harrison-FIetcher Bill was discussed. The Committee expressed general\napproval of the bill as drafted but expressed the hope that it would be clearly\nstated that the funds would be for public schools only.\nThe possibility of a federal Department of Education and Welfare was discussed.\nIt was\n\nthe consensus\n\nthe past action\na department\nThe\n\nmeeting\n\nPresident\n\nthat the Association\n\nof the Representative\n\nhas only one\n\nAssembly\n\nwhich\n\ncourse,\n\nwhich\n\nfavored\n\nis to stand\n\neducation\n\nby itself.\nrecessed\n\nat 6 P.M., reconvening\n\nPratt called the meeting\n\nat 8 p.m. at the same\n\nof the Executive\n\nCommittee\n\nplace.\n\nto order.\n\nbeing\n\nfor\nin\n\n"}
{"page": 806, "printed_page": null, "text": "800\n\nNational\n\nEducation\n\nAssociation\n\nIn regard to the National Conference of Jews and Christians, it was felt that\nthe N. E. A. should not be officially represented on this Conference, due to the fact\nthat education and religion are naturally separated by laws and statutes. Miss\nSamuelson\n\nmade\n\na motion\n\nthat a letter be sent to the director\n\nof the National\n\nCon¬\n\nference of Jews and Christians, stating that the N. E. A. would be glad to co¬\noperate and would be very glad to be represented informally if a Conference is\ncalled, but that the Association does not feel that it is within its jurisdiction to go\nfurther in such matters. Seconded by Miss W oodruff. Carried.\nMr.\n\nOff enhauer\n\nmade\n\na motion\n\nthat all life memberships\n\nreceived\n\nduring\n\n1937\n\nshould be designated “Horace Mann Life Memberships.” Seconded by Miss Samuclson. Carried. The suggestion was approved that Horace Mann be used as the cen¬\ntral theme for the Life Membership Dinner at the Detroit convention.\nSecretary\nDepartment\n\nGivens gave a brief report on the proposed plan for an all-inclusive\nof Classroom Teachers to include four sections: (a) early childhood\n\neducation;\n\n(b) elementary;\n\n(c) high school;\n\nand\n\n(d) higher\n\neducation.\n\nMiss\n\nSam¬\n\nuelson stated that Mr. Givens’ report summed up what she had in mind in regard to\nthis plan. Certain leaders in these fields will be called together for a conference\nat the New Orleans meeting.\nWillis A. Sutton, superintendent\nrepresent the National Education\ncation by Radio during 1937.\n\nof schools, Atlanta,\nAssociation\n\non\n\nGeorgia,\n\nthe National\n\nwas\n\nreappointed\n\nCommittee\n\nto\n\non Edu¬\n\nThe matter of the establishment of an N. E. A. committee on radio was postponed\nfor discussion at the New Orleans meeting, since material sent for consideration to\nN. E. A. headquarters by Boyd F. Baldwin, chairman, State Radio\nMontana, arrived too late to be gone over before the opening\nthe Executive Committee.\n\nCommittee, Terry,\nof the meeting of\n\nSecretary Givens was instructed by the Executive Committee to gather material\nagain in regard to the dates of the summer convention, in an effort to see if it\nmight be possible to open future conventions a week later. Complaints have been\nreceived because the dates for the Detroit convention will conflict with the closing\ndate of some western schools.\nIt was\n\ndecided\n\nthat all N. E. A. members\n\nwho\n\nsend in their names\n\nBiennial Conference of the World Federation of Education\nare to be named as delegates of the National Education\n\nAssociation has only fifty votes, it seems best to have the chairman\ncall a meeting of all the delegates after reaching Tokyo and have\nwho will cast official votes.\nU el W. Lamkin and Paul Monroe\nat its next meeting in New Orleans\n\nas going to the\n\nAssociations\nAssociation.\n\nin Tokyo\nSince the\n\nof the delegation\nthem choose fifty\n\nwill be asked to join the Executive\nto discuss the future of the World\n\nCommittee\nFederation\n\nof Education Associations. Mr. Saunders made a motion that the executive secretary\nof the N. E. A. be appointed a delegate of the National Education Association to the\nWorld Federation of Education Associations in Tokyo next summer. Seconded by\nMiss W oodruff . Carried.\nA motion was also made, seconded, and carried that the retiring president of the\nN. E. A. should be appointed as an official delegate to the Biennial Conference.\nMiss\n\nSamuelson\n\nmade\n\na motion\n\nthat the incoming\n\ndelegate to the meeting of the World Federation\nSeconded by Mr. Saunders. Carried.\n\npresident\n\nof Education\n\nbe appointed\n\nAssociations\n\nas a\n\nin Tokyo.\n\nThe secretary was instructed to notify those interested in the Golden Gate Inter¬\nnational Exposition to the effect that the National Education Association will be\nunable\nin every\n\nto participate\nway\n\nIn regard\n\nactively in this project, but will be interested\n\npossible for the furtherance\nto the chairman\n\nin cooperating\n\nof the Exposition.\n\nof the Committee\n\non Bylaws\n\nand\n\nRules, it was\n\ndecided\n\nthat this Committee should hold a meeting prior to the opening of the Detroit con¬\nvention and elect its own chairman, since there will be very little work for this\nCommittee to do before the time of the convention.\nSecretary\nheadquarters\n\nGivens\n\ndiscussed\n\nstaff in attending\n\nbriefly the outside\nconferences,\n\nactivities of the members\n\nconventions,\n\nsectional\n\nmeetings,\n\nof the\npanel\n\n"}
{"page": 807, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n801\n\ndiscussions, etc. The Executive Committee expressed the opinion that this is a very\nimportant line of endeavor and should be continued and enlarged.\nPresident Pratt outlined briefly the tentative set-up of the program for the Detroit\nconvention. Mr. Saunders made a motion that the Executive Committee extend an\nofficial invitation to the teachers of Canada to attend the Detroit convention. Seconded\nand carried.\nThe next meeting of the Executive Committee\n1937, at 10 a.m. in New Orleans, Louisiana.\nThe meeting adjourned at 10 p.m.\n\nwas\n\nset for Saturday,\n\nWillard\n\nE.\n\nGivens,\n\nOrville\n\nNew\n\nC. Pratt,\n\nFebruary\n\nExecutive\n\n20,\n\nSecretary\n\nPresident\n\nOrleans, Louisiana\n\nSaturday,\n\nFebruary\n\n20, 1937\n\nThe Executive Committee met at 10 A.M. in President Pratt’s suite in the Jung\nHotel writh all members present: Orville C. Pratt, president; Agnes Samuelson;\nJoseph H. Saunders ; R. E. Offenhauer ; and Caroline S. Woodruff. The following\nmembers\nJ. M.\n\nof the Board\n\nGvuinn,\n\nHarriett\n\nM.\n\nand\n\nof Trustees\n\nwere\n\nA. L. Whittenberg.\n\nChase,\n\npresent\n\nWillard\n\non invitation:\n\nE. Givens,\n\nchief assistant to the secretary,\n\nThe minutes of the meeting\nSecretary Givens reviewed\n\nwere\n\nEdgar\n\nexecutive\n\nG. Doudna,\n\nsecretary,\n\nand\n\nalso present.\n\nheld in Washington, D. C., wrere approved.\nthe financial part which the N. E. A. has had\n\nin the\n\nW. F. E. A. w'hich includes: (a) $1000 annual membership fee; (b) time of Mr. Crab¬\ntree; (c) office space and equipment.\nIt was reported that the bill to Amend the Charter had passed the Senate on\nFebruary 11 and that there was\non the Consent Calendar.\nIn discussing\nMiss\n\nhow\n\nSamuelson\n\nmuch\n\nmade\n\nevery\n\nreason\n\nto believe that it would\n\nspace in the Journal\n\na motion\n\nthe material supplement and\nMr. Offenhauer. Carried.\n\nthat not more\n\ntie in with\n\nshould\nthan\n\nbe devoted\n\nsixteen pages\n\nAmerican\n\nEducation\n\npass the House\n\nto Horace\nbe used\n\nWeek.\n\nMann,\n\nand\n\nthat\n\nSeconded\n\nby\n\nThe question of the use of so-called propoganda features in the Journal, which\nwas discussed at the meeting at Crawford House, New Hampshire, in August, was\nagain brought up. It was the sense of the Committee that a definite policy should be\nconsidered in this field at the Detroit meeting.\nThe\nGivens\npages\n\nquestion\n\nof increasing\n\nthe size of the Journal\n\nstated that the cost of an increase\nof text would\n\nbe\n\napproximately\n\nof from\n\n$2800\n\nwas\n\nnext discussed.\n\nthirty-two\n\nfor one\n\npages\n\nSecretary\n\nto forty-eight\n\nissue. Following\n\nsome\n\ndis¬\n\ncussion, Mr. Offenhauer made a motion that the text be limited to thirty-two pages\nunless there was a very decided need for an increase to forty-eight pages for some\nparticular issue and unless sufficient additional advertising could be secured to cover\nthe added cost. Seconded by Miss Woodruff. Carried.\nThe\n\nrequest\n\nto adjust\n\nthe budget\n\nin the Division\n\nthe allowance\n\nfor American\n\nEducation\n\nWeek\n\nby increasing\n\nthe allowance\n\nfor American\n\nEducation\n\nto $4250 was approved.\nThe request of the State Normal\n\nand\n\npermit\n\nin the Student\n\nall its students\n\nto participate\n\nof Publications\n\npromotion\n\nTraining\n\nfrom\n\nWeek\n\nby decreasing\n\n$2250\n\nto $1000\n\nmaterial\n\nfrom\n\nSchool, Cortland,\nMembership\n\nNew\n\nPlan\n\nand\n\n$3000\n\nYork,\n\nto\n\nby paying\n\na\n\nmembership fee of one dollar wras discussed. The present plan of giving a sixmonth membership to senior students would be continued. Mr. Saunders made a\nmotion that the one-dollar student membership fee be approved and extended\nsuch schools as desired to benefit by it. Seconded by Mr. Offenhauer. Carried.\nSecretary\n\nGivens\n\nstated\n\nthat\n\nafter\n\nconsidering\n\nall angles\n\nit seemed\n\nto\n\nthe wise\n\npolicy to continue opening the annual convention on the last Sunday in June. This\nplan is the least conflicting with the close of public schools and the opening of\n\n"}
{"page": 808, "printed_page": null, "text": "802\n\nNational\n\nEducation\n\nAssociation\n\nsummer schools, with the exception of the last week in August\nimpractical from the standpoint of the attendance of teachers.\non\n\nwhich\n\nwould\n\nbe\n\nThe next item for discussion was the proposal for the appointment of a Committee\nGuidance which would cover the entire field. Miss Samuelson made a motion\n\nthat a Committee on Guidance be appointed\nSeconded by Miss Woodruff. Carried.\n\nat the discretion\n\nof the president.\n\nAt this point, Paul Monroe, president-general of the World Federation of Educa¬\ntion Associations, Henry Lester Smith, and Annie C. Woodward, directors of the\nWorld Federation, joined the Committee. Uel W. Lamkin, secretary-general, came\nin later. Mr. Monroe called attention to the fact that the World Federation was\ncreated by the N. E. A. and he urged continued interest and support by the Asso¬\nciation. He pointed out that the World Federation is almost entirely dependent upon\nthe National Education Association of the United States and the National Union\nof Teachers of England for its financial support. One aim of the World Federation\nis to arrange for personal contacts with the teachers of the various countries. Our\nown country is the only one allowing propaganda in the schools to any extent, so\nthat personal contact is necessary in order to receive fullest benefit from the trip.\nAs one means of bringing this about, the W. F. E. A. is considering the establishment\nof a travel bureau which would also provide a source of income for the Federation.\nUnder this plan a teacher from one country would be given contact with a teacher in\nanother country into whose home she would go as a “paying guest.” She would learn\nfirst-hand, methods and proceedures of education in that country.\nIn arranging for the Tokyo conference, the various steamship lines on the Pacific\nCoast were contacted and booking arrangements made. The cost of the trip booked\nthru the W. F. E. A. is cheaper than thru any other agency. If the plan proves profit¬\nable, the Federation plans to arrange world tours and others for the summer vacation\nperiod.\nIn adding\n\nto the remarks\n\nis clear of indebtedness\n\nof Mr.\n\nwith\n\nMonroe,\n\nMr.\n\nthe exception\n\nLamkiji\n\nof two\n\nstated that the Federation\n\nunsettled\n\naccounts.\n\nAll four\n\nof\n\nthe representatives of the W. F. E. A. urged that the N. E. A. be represented at\nthe Conference in Tokyo by responsible administrators and expressed the hope that\nthe executive secretary and the outgoing and incoming presidents be sent.\nThe\n\nquestion\n\nwas\n\nraised by Miss\n\nin the field of advertising\nLamkin\n\nwas\n\nThe\n\nrequest\n\nresulting\n\nconfident\n\nfrom\n\nnext\n\nshould\n\nSamuelson\n\nthat there would\ndiscussed\n\nwas\n\nthe First National\n\nthat of George\nConference\n\nhad\n\nthere would\n\nbe no financial\n\nobligation\n\ndeficit. Mr.\n\nSaunders\n\na motion\n\nto cover\n\nthis and\n\nthe Association\nA\n\nletter was\n\nInstruction,\n\nbecause\n\ncannot\nread\n\nmake\nfrom\n\noutlining\n\nit was\n\nwith\n\nthat because\n\na contribution.\nC. Davis,\n\nF. Zook\n\nbut Mr.\n\nregarding\n\nBroadcasting.\n\nIt was\n\nwe\n\nto help in wiping\nhave\n\nto make\n\nSeconded\n\npresident\n\nthe deficit\n\na definite understanding\n\nnot wise\n\nare endeavoring\n\nIra\n\nnot arise\n\nmaterialize,\n\non Educational\n\nparticipated\n\na plan for a yearbook\n\nfinancial support from\ndid not feel that funds\nin the Department\n\nwe\n\nconflicts might\n\nbe no such difficulty.\n\nfelt that since the N. E. A.\nmade\n\nas to whether\n\nthe plan for a travel bureau\n\nno item\n\nfurther\nby Mr.\n\nout this\n\nin our\n\nbudget\n\neconomies\n\nthis year\n\nOffenhauer.\n\nCarried.\n\nof the Department\n\nin this field and\n\nthat\n\nasking\n\nof Science\n\nfor substantial\n\nthe Association. The Committee was greatly interested, but\ncould be advanced to do it. It was also the feeling that dues\n\nshould\n\nbe raised. Mr.\n\nOffenhauer\n\nmade\n\na motion\n\nthat the Depart¬\n\nment be urged to take steps for an increase in the membership fee from twenty-five\ncents to one dollar and to advise Mr. Davis that the N. E. A. would then give\ncareful\n\nconsideration\n\nto a budget\n\nallowance.\n\nSeconded\n\nby Miss\n\nW oodruff. Carried.\n\nSecretary Givens explained the retirement of Mrs. Harriet Thatcher a year pre¬\nvious to the retirement age of sixty. Airs. W oodruff made a motion that the action of\nSecretary\n\nGivens\n\nAfter\n\nconsidering\n\nfour years\n\nand\n\nbe confirmed.\nwho\n\nthe request\nhas\n\nSeconded\n\nby Air. Offenhauer.\n\nof Mrs.\n\nBertha\n\nRobbins,\n\nwho\n\nincrease\n\non\n\nretirement,\n\nreceived\n\none\n\nher\n\nCarried.\nhas been\n\nmade by Air. Offenhauer, seconded by Air. Saunders , that it was\nCommittee that nothing could be done. Carried.\n\nretired for\n\na motion\n\nthe sense\n\nwas\n\nof the\n\ni\n\n"}
{"page": 809, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n803\n\nInformation\n\nA letter was read from the Collector of Internal Revenue, Baltimore, Maryland,\nadvising that the N. E. A. is exempt from the payment of Social Security Taxes.\nThe Committee adjourned for lunch at 12 o’clock reconvening at 2 p. m.\nDiscussion followed on the confusion resulting from the similarity of names\nthe Department\n\nof Secondary\n\nEducation\n\nand\n\nthe Department\n\nof Secondary\n\nof\n\nSchool\n\nPrincipals. There was an understanding that before the re-establishment of the\nDepartment of Secondary Education that no new department should be formed.\nBecause\n\nof this understanding,\n\nDepartment of Secondary\naction was taken.\nSecretary\n\nGivens\n\nthe Executive\n\nEducation\n\nreported\n\nshould\n\nCommittee\n\nbe changed\n\nfelt that the name\n\nto a term\n\nthat the Harrison-Black-Fletcher\n\nof the\n\nless confusing.\n\nBill has\n\nbeen\n\nNo\n\nintro¬\n\nduced into the Senate, that hearings have been held\nand that it is now before the Senate Committee where\nreported\n\nout with slight changes.\n\nJurisdiction\n\nMention\n\nof Scottish Rite Masons\n\nwas\n\nwhich\n\nfor three and one-half days,\nit will probably be favorably\nof the opposition of the Southern\n\nmade\n\nwant\n\nthe words\n\n“tax-supported\n\nfree” to\n\nprecede the words “public schools” and of the National Association for the Advance¬\nment of the Colored Race which asks that provision be made for a proportionate\ndivision\n\nof the funds.\n\nThe\n\ndefinition\n\nfor a “public\n\nschool”\n\nin most\n\nlegal cases\n\nis\n\nthat a public school is “a publicly-supported and publicly-administered elementary\nor secondary school.”\nA letter was read from Helen Bauman, secretary of the Minneapolis Board of\nEducation,\n\nasking\n\nthat the N. E. A. withdraw\n\nits support\n\nof the Harrison-Black-\n\nFletcher Bill and join them in the support of the Ryan-Lundeen Bill which is also a\nbill for federal aid but which asks for a much larger sum of money, the funds to\nbe apportioned on a basis of average daily attendance. Mr. Saunders made a\nmotion that receipt of the letter be acknowledged and that Miss Bauman be advised\nthat in view\n\nof all the circumstances\n\nthe N. E. A. cannot\n\nwithdraw\n\nits support\n\nthe Harrison-Black-Fletcher Bill. Seconded by Miss JV oodruff. Carried.\nSecretary Givens reported that the Senate has twice voted for straight\n\nof\n\nrepeal\n\nof the “Red Rider” which is a clause in the District of Columbia Appropriation Bill\nrequiring that all teachers in the District sign a statement each month before receiv¬\ning their salary that they have neither taught nor advocated communism. The House\noffered\n\nan\n\namendment\n\nwhich\n\nwould\n\neliminate\n\nonly part of the clause. This\n\namend¬\n\nment was not accepted by the Senate. The N. E. A. has been active in contacting\nators and Representatives, urging them to vote for straight repeal.\nIt was\n\nannounced\n\nRetirement\nconvention.\n\nand\n\nthat plans\n\nthe National\n\nare\n\nwell\n\nCouncil\n\nunder\n\nway\n\nof Teachers’\n\nfor uniting\nRetirement\n\nSen¬\n\nthe Committee\nSystems\n\nduring\n\non\nthe\n\nIt was announced that the request for $1500 from the General Education Board\nfor the use of the Committee on the Economic Status of the Rural Teacher had been\ngranted.\nThe\n\nmembership\n\ncount\n\na gain of 14,170. The\nIn discussing\n\nfor December\n\npaid membership\n\nN. E. A. committees,\n\n31 shows\n\na total membership\n\nof 205,114,\n\nis 156,192, a gain of 14,243.\n\nSecretary\n\nGivens\n\nexplained\n\nthat at present\n\nall\n\ncommittees come under three headings: (a) creative, (b) cooperative, and (c) or¬\nganization. If the committees are to be useful, there must be a staff member at\nheadquarters\nman\n\nwhen\n\nwho\n\nis entirely familiar\nexample\n\nhelp,\n\nagain\n\nreasonable change in committee\nAction was deferred.\n\nwas\n\nto the need\nchairmen\n\nand\n\npointed\n\ncan help the chair¬\n\nmittee. The chairman, who has a full-time job, cannot possibly answer, without\nall demands made upon him. The Executive Committee approved the plan.\nreferred\n\nof the need\n\nwho\n\nCom¬\n\nPratt\n\nAn\n\nthe subject and\n\nout in the Tenure\n\nPresident\n\nnecessary.\n\nwith\n\nfor a plan\n\nwhich\n\nin committee\n\nwould\n\npersonnel\n\npermit\neach\n\na\n\nyear.\n\nThe survey made by Boyd F. Baldwin, state chairman of radio in Montana, indi¬\ncated a favorable reaction to the appointment of a radio committee, but no action\nwas taken at this time.\nSecretary\n\nGivens\n\nreported\n\nhaving\n\nhad\n\na conference\n\nat which\n\nMiss\n\nSamuelson,\n\n"}
{"page": 810, "printed_page": null, "text": "804\n\nNational\n\nEducation\n\nAssociation\n\nMrs. Edna W. Bailey, and President Pratt, representing the N. E. A., and Dr. McCloy, representing the American Physical Education Association, participated.\nThe Executive Committee agreed, without motion, that the report of the Educa¬\ntional Policies Commission, The Unique Function of Education in American Democ¬\nracy, should be given necessar\\r space in the Journal.\nThe skeleton outline of the Detroit program was presented.\nThe\n\nmeeting\n\nadjourned\n\nat 5 o’clock, subject to the call of President\n\nTuesday,\nThe\n\nExecutive\n\npresent\n\nCommittee\n\nwith the exception\n\nmet\n\nGveinn\n\nwere\n\nHarriett\n\nM.\n\npresent\nChase,\n\nrepresentatives\n\nLave;\n\nand\n\nC. Pratt,\n\nFebruary\n\n23, 1937\n\np.m. with\n\nH. Saunders:\n\ninvitation.\n\nE.\n\nFrances\nWilson.\n\nof Classroom\n\nwere\n\nEducation,\n\nD.\n\nof Kindergarten-Primary\nDepartment.\n\nK. Smith\n\nEducation\n\nwas\n\nwere\n\nG. Doudna\n\nexecutive\nwere\n\npresent:\n\npresent,\n\nAda\n\nJ. M.\nand\n\nfollowing\nAlbert\n\nM.\n\nrepresenting\n\nthe\n\nFrederick\n\nrepresenting\nJ. Farmer,\n\nand\n\nAgnes\n\nsecretary,\n\nLevels, president;\n\npresent\n\nfor Mrs.\n\nof the Committee\n\nalso present. The\n\nTeachers\n\nThere\n\nElphe\n\nEdgar\n\nGivens,\n\nJelinek, secretary.\nErnest\n\nSecretary\n\nPresident\n\nall members\n\nS. Woodruff.\n\nWillard\n\nExecutive\n\nOrville C. Pratt, president;\n\nchief assistant to the secretary,\n\nof Secondary\n•Martin\n\nOrville\n\nCaroline\n\nof the Department\n\nShave, president;\nDepartment\n\non\n\nE. Givens,\n\nat 10:35\n\nof Joseph\n\nSamuelson ; R. E. Offcnhauer;\n\nWillard\n\nPratt.\n\nHouk\n\nthe Department\npresident\n\nof the\n\nWilliam S. Taylor, chairman of the Committee on Reorganization, was present\nand stated that it is the plan of the Committee to make its final report at the Detroit\nconvention. He requested that funds for the expenses of the Committee to the meeting\nin New Orleans and also expenses for the Detroit meeting be allowed. Dean Taylor\nalso stated that there would probably be a meeting of two or three members of the\nCommittee in Washington during the spring. He estimated that $1+50 would cover\nthe expenses\ndrew.\nThe\n\nfor all of the meetings.\n\nExecutive\n\nCommittee\n\nAfter\n\nthen discussed\n\nmaking\nwith\n\nthis request, Dean\n\nthe representatives\n\nTaylor\n\nwith¬\n\nof the depart¬\n\nments present — namely, Classroom Teachers, Secondary Education, and Kinder¬\ngarten-Primary Education — the best organization for a Classroom Teacher Depart¬\nment. The question was also raised concerning the confusion resulting from the\nsimilarity in the names of the Department of Secondary School Principals and the\nDepartment of Secondary Education.\nThe officers of the Department of Classroom\n\nTeachers\n\nbelieve\n\nthat the interests\n\nof all groups would best be served if their efforts were united, pointing out that there\nis a weakening effect when an organization is broken down into too many parts.\nMiss\n\nSmith\n\nstated that she had\n\nbeen\n\nadvised\n\nby Mrs.\n\nFarmer\n\nthat the Kinder¬\n\ngarten-Primary Department would be willing to become a section of the Department\nof Classroom Teachers whenever such a move would seem best.\nThe representatives of the Department of Secondary Education felt that their pro¬\ngram would be greatly weakened if they were to go in as a section of the Department\nof Classroom Teachers, pointing out that the Department of Secondary Education\nincludes many who are not classroom teachers, such as principals and supervisors.\nIt was\n\nfelt by this group\n\nthat there\n\nshould\n\nbe a place for all persons\n\nengaged\n\nin\n\nsecondary-school work where their ideas might be pooled.\nAfter much discussion, the representatives of these three groups withdrew.\nThe next item of business considered by the Executive Committee was the matter\nof material for the teacher welfare leaflets on academic freedom and equal oppor¬\ntunity. It was agreed that copy of the final draft of the material for these leaflets,\nparticularly the one on academic freedom, should be mailed to each member of the\nCommittee. Miss Woodruff made a motion that the Committee give general approval\nof the material with the opportunity to see the leaflets in final form before printing.\nSeconded by Mr. Offenhauer. Carried.\n\n"}
{"page": 811, "printed_page": null, "text": "805\nAssociation al\n\nSecretary\n\nHealth\n\nGivens\n\nannounced\n\nRecords\n\nand\n\nInformation\n\nthat the representatives\n\nand Physical Education\n\nand\n\nthe American\n\nof the Department\n\nPhysical Education\n\nof School\n\nAssociation\n\nhave proposed a five-year merger with the understanding that the new department\nwould hold meetings every other year as the A. P. E. A. has been doing and that a\nregistration fee of one dollar would be charged all who attend the meetings. The\nExecutive Committee gave unanimous consent to this proposal without formal action.\nThe executive secretary was authorized to send telegrams in the name of the\nExecutive Committee to Representative Norton, Air. Kennedy, and Senator Wheeler,\nexpressing approval for the work they have done and urging complete repeal of the\n“Red Rider.”\nA motion was made by Aliss Woodruff that a statement be prepared before the\nDetroit convention and which would be presented to the Board of Directors to the\neffect that one-third of the chairmen of committees and one-third of the personnel\nbe changed each year. Seconded by Air. Offenhauer, and carried.\nIn considering the request of William S. Taylor, chairman of the Committee on\nReorganization,\nprove whatever\n\nAir. Offenhauer made a motion that the Executive Committee ap¬\nfunds are necessary to complete the work of the Committee by the\n\ntime of the Detroit convention, these funds to be taken out of committee appropria¬\ntions. Seconded by Aliss W oodruff. Carried.\nIt was announced that the Retirement Committee of the N. E. A. and the National\nCouncil on Teachers’ Retirement Systems have merged\nCouncil on Teacher Retirement of the N. E. A.\nThe\n\nmeeting\n\nadjourned\n\nand\n\nare now\n\nthe National\n\nExecutive\n\nSecretary\n\nat 12:15 a.m.\nWillard\n\nE.\n\nGivens,\n\nOrville\n\nC.\n\nPratt,\n\nPresident\n\nDetroit, Michigan\nFriday, June\n\n25, 1937\n\nThe Executive Committee met at 10 a.m. in President Pratt’s suite in the Statler\nHotel with all members present: Orville C. Pratt, president; Agnes Samuelson;\nJoseph\n\nH. Saunders ; R. E. Offenhauer ; and Caroline\n\nS. W oodruff . Edgar\n\nG. Doudna,\n\nmember of the Board of Trustees, was present on invitation. Willard E. Givens,\nexecutive secretary, and Harriett AI. Chase, chief assistant to the secretary, were\nalso present.\nThe minutes of the meetings held in New Orleans, Louisiana, were approved.\nH. A. Allan, business\n\nmanager,\n\ngave\n\na report of progress\n\nin the field of advertising,\n\nshowing that the income from this source is encouraging. He recommended the con¬\ntinuance of part-time service and assistance by Frederic A. Aloulton. The policy of\nsoliciting and accepting ads was outlined. The report was given general approval\nby the Executive Committee.\nJoy Elmer\n\nAI organ,\n\neditor of the Journal\n\nof the National\n\nEducation\n\nA ssociation,\n\ngave a report on Journal plans for 1937-38 with suggestions for further growth.\nThere was much discussion on the tentative monthly schedule of Journal content.\nAliss Samuelson\nUnique Function\n\nsuggested a concise, readable article on the Beard report, The\nof Education in American Democracy. President Pratt suggested\n\na simplification of language\nAir. Saunders\n\nsuggested\n\nused in the Journal.\nthat each\n\nissue of the Journal\n\ncarry\n\non its page\n\nof con¬\n\ntents the following statement — “The articles herein printed are the expressions of\nthe writers and not a statement of policy of the N. E. A. unless set by resolution.”\nAll members concurred.\nThe\n\nprinting of 100 percent\n\nSecretary\n\nGivens\n\npointed\n\nschools each month\n\nout that the publishing\n\nin the Journal\n\nwas\n\ndiscussed.\n\nof this list is a great incentive\n\nfor\n\n100 percent membership. Miss Samuelson asked if a committee might not be ap¬\npointed to work on the advisibility of having an editorial policy commission. Secre¬\ntary Givens\n\nsuggested\n\nthat either a committee\n\nof Executive\n\nCommittee\n\nmembers,\n\nthe\n\nentire Executive Committee, or a committee appointed for a year made up of some\npeople who are acquainted with the N. E. A. and some acquainted with journalism\n\n"}
{"page": 812, "printed_page": null, "text": "806\n\nNational\n\nEducation\n\nAssociation\n\nmight compose the aforementioned editorial committee. Miss Samuelson moved that\na committee of this board consult with other people. Miss Woodruff seconded the\nmotion. Carried.\nAt the conclusion of his report, Mr. Morgan distributed a statement\nGeneral Relationship of the Press to Democracy.”\nThe meeting adjourned at 11:40 A.M., reconvening at 1:30 p.m.\nSecretary\n\nGivens\n\nannounced\n\nthat the bill to amend\n\nby the Senate on February 11, 1937, and by the House\nthe President on June 14.\nThe Report of the Committee\ndations were made.\n\non Reorganization\n\nthe charter\n\nhad\n\non “The\n\nbeen\n\non June 7, and was\n\nsigned\n\nsigned by\n\nwas discussed, but no recommen¬\n\nAt this point, Mrs. Edna W . Bailey, president of the Department of School Health\nand Physical Education, joined the meeting to discuss with committee members the\nmerging of the American Physical Education Association with the aforementioned\norganization. Mrs. Bailey outlined all that had taken place during the past year to\nbring about the merger. After a motion to the effect that this proposal, agreed upon\nby the Legislative Council of the A. P. E. A. and the Executive Committee of the\nDepartment, be accepted together with a statement of appreciation to Mrs. Bailey\nand colleagues was made by Miss Samuelson, seconded by Miss Woodruff and\ncarried. Mrs. Bailey stated that an announcement of its acceptance by the Executive\nCommittee of the N. E. A. wTould be made at the Tuesday morning meeting of the\ngroup.\nThe next point under discussion was the report of the Tenure Committee. This\nreport was partially read and reviewed by Secretary Givens. Specific mention was\nmade of the recommendation that the Tenure Committee be given authority to in¬\nvestigate tenure cases in federal courts and to engage counsel as seemed necessary.\nIt was agreed that such a recommendation should not be made since federal court\ncases involve too much money. Miss Samuelson felt that the N. E. A. should not take\nsides in specific cases. All members were in concurrence.\nSecretary\n\nGivens\n\nproceeded\n\nwith\n\nthe report\n\nof the Legislative\n\nCommission.\n\nHe\n\nannounced that the Harrison-Black-Fletcher Bill for federal aid to education is on\nthe calendar of the Senate for either this session or the next.\nThe basis for calculation of delegates to the Representative Assembly from local\nand state associations was next discussed. It was moved, seconded, and carried\nunanimously that this should be on the basis of paid membership.\nIn discussing the Division of Teacher Welfare at headquarters it was the general\nopinion that this service in the field of salaries, tenure, retirement, and taxation\nshould be worked out by the executive secretary in the best possible way.\nSecretary\n\nGivens\n\npresented\n\ntwo\n\nsolutions\n\nto the problem\n\nof the conflict between\n\nthe Department of Secondary School Principals and the Department of Secondary\nEducation because of a similarity in names. The first proposal would be to abolish\nthe Department of Secondary Education but to assign the same amount of the time\nof Mr. Ashby to the field of secondary education as he has given to Mr. Lewis. The\nsecond suggestion would be to handle secondary education the same as KindergartenPrimary, i.e., no dues and no journal, just a convention organization with the\nnecessary appropriation made for convention program. Miss Samuelson felt that\nsolution No. 1 was the better of the two; however, action was deferred until later\nin the meeting.\nMiss\nMr.\n\nCollins, chairman\n\nOffenhauer\n\nasked\n\nof the Budget\n\nCommittee,\n\nentered\n\nif the first recommendation\n\nthe meeting\n\nregarding\n\nat this time.\n\nappropriation\n\nof a\n\ntotal amount for 1937-38 not to exceed the income for 1936-37 were adopted, would\nthere be danger of embarrassment. Mr. Saunders gave a detailed explanation of the\nproper construction of a budget, stressing the importance of appropriating for the\noncoming year a sum considerably less than the revenue for the past year. Mr.\nAllan\n\nfelt that the budget\n\nshould\n\ninclude\n\nan item\n\nfor depreciation\n\nwhich\n\nneed\n\nnot\n\nbe invested until the end of the year.\nSecretary\n\nGivens\n\nexplained\n\nthat the majority\n\nof increases\n\nin divisional\n\nwas due to the 5 percent pay increase and restoration of back salaries.\n\nsections\n\n"}
{"page": 813, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n807\n\nIn discussing the payment of dues to the World Federation of Education\ntions, it was agreed that this was not the time to drop membership.\nMiss\n\nCollins then read\n\nof Classroom\n\na letter from\n\nTeachers,\n\nregarding\n\nAlbert\n\nM. Shaw,\n\na budget allowance\n\npresident\n\nof a sum\n\nAssocia¬\n\nof the Department\n\nto cover payment\n\nof\n\none year’s salary to the president of the Department while he devotes all of his time\nto membership promotion and conferences. She then read his requested budget figure\nof $15,500, a net increase of $5400 over the sum\nSamuelson\n\nvoiced\n\nthe opinion\n\nthat\n\nstipulated for 1937-38, $10,100. Miss\n\nmembership\n\npromotion\n\nduty\n\nof the\n\nN. E. A. state director. Miss Samuelson made the suggestion that Air. Shaw\nvited to meet with the Executive Committee to discuss this matter.\n\nbe in¬\n\nThereupon President Pratt called a meeting\nSaturday evening, June 26, at 7:30 P.M., in Room\nShaw\nMiss\n\nwould\n\nbe invited. Miss\n\nCollins was\n\nCollins then explained\n\nfor 1937-38. Mr.\n\nSaunders\n\nOffenhaucr\n\nseconded\n\nthe motion\n\nand\n\nthe\n\nof the Executive Committee for\n1236, Statler Hotel, to which Mr.\n\nalso invited to be present.\n\nthe reason\n\nmoved\n\nwas\n\nfor the additional\n\nthat this amount\n\nit was\n\n$4000\n\nasked\n\nfor tenure\n\nfor tenure be approved.\n\ncarried.\n\nA motion wras carried that if any money is restored from the Commercial\nBank that it be put in a Restoration Fund.\nThe meeting adjourned at 5:45 P.M.\n\nSaturday,\nThe\n\nsecond meeting\n\nof the Executive\n\nWillard\n\nE.\n\nGivens,\n\nOrville\n\nC.\n\nPratt,\n\nJune\n\nExecutive\n\nMr.\n\nNational\n\nSecretary\n\nPresident\n\n26, 1937\n\nCommittee\n\nwras held at 7:30 P.M., in Presi¬\n\ndent Pratt’s suite in the Hotel Statler. The following members were present: Orville\nC. Pratt, Agnes Samuelson, Caroline S. Woodruff, Joseph H. Saunders, and R. E.\nOffenhauer. Edgar G. Doudna and A. L. Whittenberg , members of the Board of\n\nTrustees, and Helen Collins, chairman of the Budget Committee,\ninvitation. Willard E. Givens, executive secretary, and Harriett\nassistant to the secretary, were also present.\nSecretary\n\nGivens\n\ndiscussed\n\nticipate on their committees.\n\nletters from\n\nThese\n\nfive organizations\n\norganizations\n\nwere:\n\nwere present on\nAI. Chase, chief\n\nwanting\n\nNational\n\nhim\n\nCouncil\n\nto par¬\n\non\n\nthe\n\nSocial Problems of Youth, Advisory Committee on Motion Pictures, National Com¬\nmittee for Adult Civic Education, National Social Work Council, and the Committee\non Highway Education. Miss Samuelson moved that either Secretary Givens himself\nor someone on his staff cooperate with these organizations. Aliss W oodruff seconded\nthe motion. Carried.\nThe\n\nnext item under discussion was\n\nthe annual convention\n\ndate. Secretary Givens\n\nsuggested writing letters to summer schools asking those that can to plan the open¬\ning of summer sessions immediately following the week after the last Sunday in June\nat the close of the convention. Miss Samuelson made a motion that the 1938 summer\nconvention open on Sunday, June 26. Seconded by Air. Saunders. Carried.\nThe membership situation was next discussed by Secretary Givens. He stated that\nmembership plans for the fall include sending out different letters to county and city\nsuperintendents. Mr. Givens made the recommendation that the Executive Committee\npass on the suggestion to the Board of Directors to adopt a goal of at least a 10 per¬\ncent increase in membership in each state. Aliss Samuelson put this suggestion in\nthe form of a motion which was seconded by Aliss W oodruff. Carried.\nSecretary\n\nGivens\n\ngave\n\na report to showr the inconsistency\n\nof the policy of payment\n\nof expenses of committee chairmen to committee meetings during the year and to the\nsummer meeting.\nIn discussing the Detroit program Secretary Givens stated that there were 498\nspeakers and 565 speeches scheduled.\nPersonnel and salary classification for the headquarters staff was next presented.\nAir. Offenhaucr\n\nmoved\n\nmotion. Air. Saunders\n\nthe adoption\n\nmade\n\nof the schedule\n\nand Miss\n\na motion that the maximum\n\nWoodruff\n\nseconded\n\nthe\n\nfor item BB under section II\n\n“Good Stenographic or Clerical Work” to read $1600\ncarried. The following is the schedule adopted:\n\ninstead of $1700. Motion\n\n"}
{"page": 814, "printed_page": null, "text": "808\n\nPersonnel\n\n.\n\nAA.\n\nNational\n\nEducation\n\nNATIONAL\n\nEDUCATION\n\nand\n\nSalary\n\nAdministrative\n\nClassification\n\nand Creative\n\nAssociation\n\nASSOCIATION\nfor the Headquarters\n\nDivisions\n\nBasic\n\nMaximum\n\n4500\n$5000\n3500\n2500\n\n7000\n$7500\n5500\n\n1800\n1600\n\n3000\n2500\n\n4500\n\nect\n\nors\n\nof\nivi\nA. DOutstanding\nDirective or Creative Work\nsio\nns Directive or Creative Work\nBB. Excellent\nB. Outstanding Directive and\nWork .\n\nSecretarial\n\nWork .\nSecre\nAA. Outst\ntaria\nandin\nl\ng\nA. Excellent Stenographic Work .\nBB. Good Stenographic or Clerical Work. . .\nB. Satisfactory Stenographic or Clerical\nWork .\n\nI\n\nIncrement\n\n.\n\nA. Associate Director, Research .\nBB. Assistant Directors, Creative Divisions\nB. Other Divisions .\n\nDir\n\nStaff\nAnnual\n\n1500\n\n1400\n1300\n1200\n1200\n\n250\n200\n200\n$250\n120\n120\n120\n\n2250\n2000\n1800\n\n60\n60\n\n1700\n1500\n\n.\n\n60\n60\n\nHead\n\nAssis\ntanClerks,\nA.\nStenographers, Typists .\n$16 weekly and above\nts a\nnd R\nB. Messengers,\n$12 weekly and above\nesearMailers, Building Service, etc .\nch A\ns\ns\nNote: Before receiving consideration\nfor appointment to permanent list one year\nistan\nts\nof service on temporary list is required in Section II and two years in\nSection III.\n\nMiss\n\nWoodruff\n\nmoved\n\nthat the recommendations\n\nsalary classification for 1937-38 be approved.\nCarried.\n\nMr.\n\nof the executive\n\nSaunders\n\nAt this point Albert M. Shaw, president of the Department\n\nI\n\nsecretary\n\nfor\n\nseconded\n\nthe motion.\n\nof Classroom\n\nTeachers,\n\nentered the group meeting and was introduced by President Pratt. Mr. Shaw pre¬\nsented the following proposed budget:\n.\nClerk\ns, St\nDEPARTMENT\nOF CLASSROOM\nTEACHERS\nenogr\napher\ns, a\nBUDGET\nFOR 1937-38\nnd T\nechni\nAllowed\nItems\ncal\nProposed\nProposed increase\nWorke\nbudget\nrsthis year\nfor next year\n1.\nFull time for president\n2\nConference and field work .\n$1,000\nUnc\n3.\n$2,600\nlas\n$1,600\nConvention\n.\n1,700\nsif\n4,350\n2,650\n300\nied\n4. Clerical assistance\n300\n2,200\n,T\n2,500\n300\nem\n600\npo 5. Yearbook committees\n600 (decrease)\nra\nPrinting\nr\n6.y\n1,200\nEm\npl\noy Bulletin (5 issues)\n1News\ne\ns\nNinth eYearbook\n.\n$1,800\n1,800\nFolders, miscellaneous\n200\n7.\n100\n2,500\nN. E. A. Office Expense. .\n3,800\n1,300\n8.\n1,100\n100\nRural teacher at summer meeting\n1,100\n150\n150\nnone\n9. Committee expenses . . .\n\nI\n\nTotals\n\n.\n\n_\n\n$10,100\n\n$15,500\n\n$5,400 (net\nincrease)\n\n1 No yearbook has been published for three years, but one probably will be ready nest year so pro¬\n\nvision in the budget for publishing it should be made.\n\n"}
{"page": 815, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n809\n\nInformation\n\nDiscussion followed with numerous suggestions offered by committee members,\nparticularly that Secretary Givens assign a worker in this field from his staff.\nSecretary\n\nbe worked\nMr.\n\nGivens\n\nsuggested\n\nthat he meet\n\nout by 4 o’clock Monday\n\nSaunders\n\nmade\n\na motion\n\nwith Mr.\n\nafternoon\n\nthat should\n\nShave\n\nto see if something\n\nfor the Budget\n\nany\n\nmoney\n\ncould\n\nCommittee.\n\nbe received\n\nin this budget\n\nyear from the funds now on deposit in the Commercial National Bank that they be\napplied to the depreciation fund. Seconded by Miss Samuelson. Carried.\nMiss\n\nSamuelson\n\nmoved\n\nthat the executive\n\nsecretary\n\nbe instructed\n\nto look over\n\nthe\n\nbudget with the chairman of the Budget Committee to see if there are any other\navailable funds which might be transferred to a depreciation fund. Seconded by\nMr. Offenhauer. Carried.\nMr. Saunders moved that the Executive\n\nCommittee\n\nBudget Committee as submitted with whatever\nthat the limit of $515,000 is not exceeded.\n\nchanges\n\napprove\n\nmay\n\nthe\n\nreport\n\nof the\n\nbe necessary, provided\n\nFollowing action on the budget, Donald DuShane, chairman of the Tenure Com¬\nmittee, joined the committee on invitation. Attention of Mr. DuShane was called\nparticularly to the recommendation in the tenure report regarding participation of\nthe committee in court cases. Mr. DuShane explained the purpose of this recommen¬\ndation, but agreed that it was not well worded. Mr. Saunders suggested that the\nTenure Committee recommend to the Delegate Assembly that every possible step be\ntaken compatible to its interest to sustain tenure laws. The recommendation that an\nappropriation of $10,000 be given the committee again this year was also discussed.\nThe Budget Committee had allotted $4000 to the committee and $3000 to the Legis¬\nlative Commission leaving an unappropriated balance of $8500 for all other com¬\nmittees and commissions. Chairman DuShane agreed to the appropriation as set up\nin the budget report provided some of the unappropriated funds would be made\navailable if needed.\nSecretary\n\nGivens\n\nstated that the Music\n\nEducators\n\nNational\n\nConference\n\nis anxious\n\nto come in as a Department, somewhat as the A. P. E. A. has done. He asked for\napproval to work with the American Association for Vocational Education to tie\nthem in more closely, with the possibility of this Association becoming a Department\nof the N. E. A. Unanimous approval was given.\nThe meeting adjourned at 11:30 p.m.\nWillard\n\nE.\n\nGivens,\n\nOrville\n\nC.\n\nPratt,\n\nExecutive\n\nSecretary\n\nPresident\n\nFriday, July 2, 1937\nThe\n\nmeeting\n\nof the new\n\nExecutive\n\nCommittee\n\nwas\n\ncalled to order at 11 a.m. in\n\nMr. Pratt’s suite in the Hotel Statler. Members present were: Caroline S. IVoodruff,\nOrville C. Pratt, Joseph H. Saunders , R. E. Offenhauer, Mrs. Myrtle Hooper Dahl,\nFred D. Cram, D. A. Van Buskirk, Amy H. Hinrichs,\nGivens and Harriett M. Chase were also present.\nSecretary\n\nGivens\n\ndiscussed\n\nwith\n\nthe Committee\n\nand\n\nR. T. Shave.\n\nthe problems\n\ninvolved\n\nSecretary\nin holding\n\nthe N. E. A. convention in New York City in 1938. Mr. Pratt made the suggestion\nthat negotiations be carried on with both New York City and Milwaukee so that\nwhen a decision is finally reached, every detail will be in hand. Mr. Offenhauer made\na motion that the Committee reserve confirmation of the action taken by the Board\nof Directors until such a time as the president, executive secretary, and business\nmanager, after thoro investigation, feel that conditions are satisfactory in New York\nCity. Seconded by Mr. Cram and carried.\nThe president then announced that appointment of committees would be made\nduring July and lists of proposed names would be gratefully received.\nAt this point in the meeting Miss Adair, representing the Rules Committee, joined\nthe group and asked permission to have C. A. Bottolfsen act as parliamentarian for\nthem in preparing a recodification of the charter and bylaws as authorized by the\nRepresentative Assembly. President IVoodruff is to consider this matter and advise\nlater.\n\n"}
{"page": 816, "printed_page": null, "text": "810\n\nNational\n\nEducation\n\nAssociation\n\nSecretary Givens then advised the Committee of the possibility of cooperation\nwith the Columbia Broadcasting Company in having weekly programs during the\ncoming year. Mr. Cram moved that this matter be left to the discretion of the execu¬\ntive secretary with full power to act. Seconded by Mr. Saunders. Carried.\nAfter\n\nsome\n\ndiscussion,\n\nit was\n\ndecided\n\nto set the tentative\n\ndate for the next\n\nmeet¬\n\ning of the Executive Committee for October 2 at N. E. A. headquarters in Wash¬\nington.\nMr. Shavo made a motion that expenses of past presidents be paid for this year\nsince they were not advised before leaving home regarding\ncharter. Mr. Saurtders seconded the motion. Carried.\nThe\n\nmeeting\n\nwas\n\nMINUTES\n\nadjourned\n\nOF THE\n\nSaturday\nBoard\n\nof Trustees\n\non\n\nthe\n\nnew\n\nat 11:50 a.m.\n\nNew\n\nThe\n\naction\n\nWillard\n\nE. Givens,\n\nCaroline\n\nS. Woodruff,\n\nMEETINGS\nTRUSTEES\n\nExecutive\n\nSecretary\n\nPresident\n\nOF THE\n\nBOARD\n\nOF\n\nOrleans, Louisiana\n\nAfternoon,\n\nFebruary\n\n20, 1937\n\nof the National\n\nEducation\n\nAssociation\n\nmet\n\nin President\n\nPratt’s suite in the Jung Hotel at 5:10 P.M., pursuant to the call of the chairman of\nthe Board. Members present: Joseph H. Saunders, chairman; Edgar G. Doudna,\nsecretary; J. M. Gvoinn; A. L. Whittenberg ; and Orville C. Pratt.\nThe meeting was called to order by the chairman of the Board who first gave a\nreport on the Permanent Fund of the Association, showing a balance in the savings\naccount of $12,404.87, total assets of $841,380.02. All bonds have paid interest\npromptly\n\nwith the exception\n\nof the St. Louis\n\nare in litigation. The chairman\nments on which there is a good\n\nand\n\nmotion\n\nof Mr.\n\nRailway\n\nBonds,\n\nwhich\n\npointed out the present difficulty of making invest¬\nreturn. The Washington Clearinghouse Association\n\nis reducing the interest rate beginning March\nor less and 1 percent on accounts above $2500.\nOn\n\nSan Francisco\n\nGvoinn,\n\nseconded\n\nby Mr.\n\nJoseph\n\nH. Saunders,\n\n1 to 2 percent\nDoudna,\n\non\n\naccounts\n\nthe following\n\nof $2500\n\nresolution\n\nwas\n\npassed.\nResolved,\n\nThat\n\nchairman,\n\nand Willard\n\nE. Givens,\n\nexecutive\n\nsecretary, be, and they are hereby authorized, to borrow from the National Metro¬\npolitan Bank of Washington, or from any other bank or banker, the sum of\n$40,000, or as much thereof as may be needed,\ntution, when and as such needs occur.\nIt was\n\npointed\n\nout that the owner\n\nfor current\n\nof the property\n\nobligations\n\nadjacent\n\nof the insti¬\n\nto the headquarters\n\nbuilding on M Street is willing to sell. This property has a 42' frontage on M Street\nwith a depth of 167.8' and includes a two-story reenforced concrete brick wall, fire\nproof garage, and salesroom. It is under lease until 1938 at $400 per month and\nfrom 1938-40 at $425 per month, the lessees being under contract to maintain repairs\non the property. The total assessed valuation of the land and building is $60,788.\nThe taxes at current rate amount to $1,077.12 per year.\nAir. Doudna made a motion that the proper officers be instructed to buy the ad¬\njoining property on M Street to the alley at a price not to exceed $67,000. Seconded\nby Mr. Gvoinn. A roll call of the Board resulted as follows: President Pratt, aye;\nEdgar G. Doudna, aye; A. L. Whittenberg, aye; J. M. Gvoinn, aye; Joseph H.\nSaunders, aye.\nOn\n\nmotion\n\nof Mr.\n\nDoudna\n\nthe meeting\n\nadjourned.\nJoseph H. Saunders, Chairman\nEdgar G. Doudna, Secretary\n\n"}
{"page": 817, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n811\n\nInformation\n\nDetroit, Michigan\nFriday Afternoon,\n\nJune 25, 1937\n\nThe\nHotel.\n\nBoard of Trustees met at 4:45 p.m. in President Pratt’s suite in the Statler\nMembers present were: Joseph Ii. Saunders, chairman; Orville C. Pratt;\n\nEdgar\n\nG. Doudna,\n\nChairman\n\nand A. L. W hittcnh er g ; absent, J. M.\n\nSaunders\n\npresented\n\nGvcinn.\n\nthe printed report of the Permanent\n\nFund\n\nand other\n\nfinances of the Association for the fiscal year 1936-37. It was moved, seconded, and\nadopted that the Report on Finance as printed be approved. (See page 813 of this\nvolume for copy of the report.)\nThe chairman reported the purchase of the M Street property in accord with the\nresolution adopted at New Orleans. The purchase price was $63,050. By unanimous\nvote the purchase was ratified. The chairman reported that he and Mr. Allan had\nnegotiated\n\nwith\n\nthe Penn\n\nMutual\n\nCompany\n\nof Philadelphia\n\na refinancing\n\nof the\n\nloans of $65,000 on the 16th Street property and $50,000 on the M Street property.\nThe New Loan of $115,000 to bear 5 percent interest until the debt is reduced to\n$100,000\n\nand\n\nthereafter\n\nbe paid semiannually\none year. Mr.\n\nPratt\n\nthe rate of interest to be 4^4 percent, $5000\n\nwith\n\nthe privilege\n\noffered\n\nof curtailing\n\nthe following\n\n20 percent\n\non the debt to\n\nof the loan in any\n\nresolution:\n\nResolved, That for the necessary uses and purposes of this Corporation, a loan\nof one hundred and fifteen thousand dollars ($115,000) be obtained and, in the\nnegotiation of said loan, such notes for such amounts payable at such time or times\nand with such rate of interest and upon such terms and conditions as may be\nagreed upon shall be issued by and in the name of this Corporation, under\nsignature\nto secure\n\nof its president, attested by its secretary and its corporate seal; and\nthe payment of the principal of and interest on said notes, the said\n\npresident is hereby authorized to execute and deliver in the name of this Cor¬\nporation a deed of trust in the usual form upon the following described property\nowned by this corporation and situated in the City of Washington, D. C., namely:\nNo.\n\n1201\n\nknown\nHundred\n\nSixteenth\n\nas Lots\n\nStreet, N. W., and\n\nThirty-two\n\nThirteen\n\nNos.\n\n(32), Eight\n\n(813) in Square\n\nOne\n\n1533-43\n\nHundred\nHundred\n\nand\n\n1529 M\n\nStreet, N. W.,\n\nTwelve\n\n(812)\n\nNinety-six\n\n(196).\n\nand\n\nEight\n\nAnd the said president and secretary of the Corporation are also hereby author¬\nized and directed to do and perform all acts necessary to effect the purpose of\nthis resolution.\nSeconded\n\nby Mr.\n\nDoudna\n\nand\n\nadopted\n\nby the following\n\nIV hitt either g , Saunders; “noes,” none.\nSecretary Givens presented the report\nnew\n\nform\n\nof life membership\n\nvote: “Ayes,”\n\non life memberships.\n\ncard and certificate. Mr.\n\nDoudna\n\nHe\n\nPratt, Doudna,\nrecommended\n\nmoved\n\nthat the neces¬\n\nsary changes to carry out the secretary’s idea in the form of life membership\nand certificate be made. Mr. Pratt seconded the motion. Carried.\nThe executive secretary recommended that the form\nchanged to a negotiable instrument. Mr. Pratt moved\n\na\n\ncard\n\nof life membership notes be\nthat recommendation of the\n\nsecretary be approved. Mr. Doudna seconded the motion. Carried.\nOn the recommendation of the secretary, Mr. Doudna moved and Mr. Pratt\nseconded that new life members shall not be listed until they have made a cash\npayment of ten dollars. Carried.\nMr. Pratt moved that the delinquent\n\nmembers\n\nJournals,\n\nResearch\nDoudna\n\nSecretary Givens read letters from\nand list of amounts paid. Mr. Doudna\n\nlife members delinquent in their payments,\nmoved that the life membership as reported\n\nby the executive\n\nSeconded\n\nbe canceled.\n\nthe payments\n\nmade.\n\nannum\n\nsecretary\n\non\n\nbe furnished\n\nBulletins, etc., up to five dollars per\nseconded the motion. Carried.\n\nby Mr.\n\nMr.\n\nPratt. Carried.\n\nIt was moved by Mr. Pratt that eighty-six life membership notes, amounting to\n$2836, be canceled on account of the deaths of the makers. Mr. Doudna seconded the\nmotion. Carried.\n\n"}
{"page": 818, "printed_page": null, "text": "812\n\nNational\n\nEducation\n\nAssociation\n\nSecretary Givens gave a report on the campaign to get money in from delinquent\nmembers. Of 1277 letters written, 465 were answered, 251 paid, and 11 were deceased.\nThe\n\nreport\n\nof Mr.\n\nAllan\n\nThis included painting\nField Division.\nThe\n\nmeeting\n\non building\n\nof the entrances,\n\nof the Board\n\nrepairs\n\nand\n\nimprovements\n\nwas\n\napproved.\n\nporticoes, and vestibule, and the office of the\n\nof Trustees\n\nadjourned\n\nat 6 P.M.\n\nJoseph H. Saunders, Chairman\nEdgar G. Doudna, Secretary\n\nFriday\nThe\n\nmeeting\n\nwas\n\nMorning,\n\ncalled to order\n\nJuly 2, 1937\n\nby the chairman,\n\nMr.\n\nSaunders,\n\nat 10:40\n\nA.M.,\n\nin Mr. Pratt’s suite in the Hotel Statler. Those present were: President Woodruff,\nEdgar G. Doudna, A. L. W hittenherg , Florence Hale, and Joseph H. Saunders.\nMr. Doudna nominated Joseph H. Saunders as chairman of the Board of Trustees\nfor the ensuing year. Hiss Hale seconded the motion. Carried.\nMiss Hale nominated Mr. Doudna as secretary of the Board\nMr. IV hittenherg seconded tlie motion. Carried.\nOn\n\nmotion\n\nof Mr.\n\nDoudna,\n\nseconded\n\nby Miss\n\nJoseph\n\nH. Saunders,\n\nHale,\n\nfor the ensuing\n\nthe following\n\nyear.\n\nresolution\n\nwas\n\nof Trustees,\n\nand\n\npassed :\nResolved,\n\nThat\n\nchairman\n\nof the Board\n\nWillard E. Givens, executive secretary, shall be and they are hereby authorized\nto borrow from the National Metropolitan Bank of Washington, D. C., or from any\nother bank or banker, the sum of $40,000, or as much thereof as may be needed,\nfor current obligations of the institution when and as such needs occur.\nThe\n\nmeeting\n\nadjourned\n\nat 11 A.m.\nJoseph H. Saunders, Chairman\nEdgar G. Doudna, Secretary\n\nFINANCIAL\nSubmitted\n\nherewith\n\nis a complete\n\nREPORT\nfinancial\n\n1936-37\n\nstatement\n\nfor the fiscal year\n\nMay 31, 1937. It is prepared for the information of the Representative\nthe Board of Directors, and the Officers of the Association.\nIncluded\nthe Report\n\nin the Financial Report is the Report\nof Auditors, in the form submitted\n\nended\n\nAssembly,\n\nof the Board of Trustees (financial),\nby Wayne Kendrick and Company,\n\nPublic Accountants, and covering completely the financial records of the Secretary’s\nOffice and the Permanent Funds in the custody of the Board of Trustees, and the\nReport of the Treasurer.\nWillard\n\nE. Givens,\n\nExecutive\n\nSecretary\n\n"}
{"page": 819, "printed_page": null, "text": "Associational\n\nRecords\n\nReport of Board\n\nand\n\n813\n\nInformation\n\nof Trustees — Financial\n\nYour Board of Trustees submits for your consideration the following\nyour finances and properties for the fiscal year ending May 31, 1937.\n\nThe\n\nPermanent\n\nreport of\n\nFund\n\nCash on Hand .\nSecurities .\nLife Membership Notes .\nReal Estate, Less Mortgages ($115,000.00) .\nElementary Principals Fund .\nSuperintendents Research Fund .\nTeachers Welfare Fund .\nEquipment .\n\n$ 4,744.85\n110,704.66\n175,508.20\n509,747.17\n8,070.86\n22,215.07\n6,818.03\n13,144.01\n$850,952.85\n\nThe corresponding total in 1935 was $827,124.30, a net gain for the year of\n$23,828.54.\nIn May we purchased the property at 1529 M Street, adjoining our headquarters\nbuilding, at a cost of $63,167.50 including title guarantee fee of $117.50. This property\nis a two-story reenforced concrete building with brick facing and is used as a garage\nand showroom. It has a ground area of 7416 sq. ft. and a floor area of 14,100 sq. ft.\nThe building is under lease until March 15, 1940. The lease requires tenant to repair\nand maintain the building and the rental is more than sufficient to pay the interest and\ntaxes. The property is assessed for tax purposes at $60,788 and is mortgaged for\n$50,000.00. Our investment in this property gives us possession of the entire M Street\nfrontage from 16th Street to the intersecting alley and provides the necessary office\nspace for the future expansion of our activities.\nIn addition to $12,434.17 paid on this M Street property we paid $15,000 during\nthe current year on the mortgage on the headquarters building reducing this debt\nfrom $80,000 to $65,000.\nOur headquarters building is in excellent condition and the expense of operation is\nkept at a minimum.\nInterest on our securities has been promptly paid with the exception of the\nbonds of the Manhattan Railway and of the St. Louis and San Francisco Railway;\nthe latter has been in default since 1933. The average yield is in excess of four and\none-half percent. The income of the Permanent Fund was $48,377.42. The disburse¬\nments covered interest on the mortgage $3,750.00, repairs and improvements to the\nbuilding $1,179.97, attorney fees and deposit box rental $538.50, leaving a net income\nof $42,763.69 paid into our operating account. This is an increase of $1,600.61. The\nnet income from the Permanent Fund paid into the operating fund for the past six\nyears is as follows:\n\nIn our operating account there was an increase of income for year ended May 31,\n1937, over that of last year of $38,993.65. Increase of expenses for current year over\nlast year is $3,440.90. Excess of income over expenditures, $26,004.40, which, after\nadjustment for provision for bad debts and protested checks, becomes a net operating\nprofit for the year of $25,494.24.\nDuring the past five years we have made no increase in our fund reserved for\ndepreciation. Our auditors recommend that any excess of income over disbursements\nduring the next year be transferred to the Depreciation Fund.\nNot set up in the above assets is an equity in our Retirement Insurance amounting\nto $51,085.81.\nThe itemized statement follows:\n\n"}
{"page": 820, "printed_page": null, "text": "814\n\nNational\n\nEducation\n\nPermanent\n\nFund — Principal Account\n\nCash\n\nReport — May\nGeneral\n\nAssociation\n\n31, 1937\n\nFunds\n\nCash on hand, May 31, 1936 .\nReceipts from Life Members .\nRefund on Paving Tax .\n\n$6,033.23\n25,959.36\n425.43\n\n32,418.02\n\nDisbursements :\nReduction\n\non Mortgage,\n\n1201\n\n16th St., N. W.,\n\nWashington, D. C., held by Penn. Mutual\nLife Insurance Company,\nPhiladelphia,\nPennsylvania\n\n.\n\n15,000.00\n\nPurchase of New Property — 1529 M\nStreet,\nN. W., Washington, D. C .\nPurchase from Income Account of State of\nArkansas Bonds received in lieu of cash .\nAdjustment\nCash\n\nof Life\n\non hand, May\n\n12,434.17\n210.00\n\nMemberships .\n\n29.00\n\n27,673.17\n\n31, 1937\n$4,744.85\nElementary\n\nCash on hand, May\nReceipts:\nLife Membership\n\nSchool\n\nPrincipals\n\n31, 1936 .\n\nFund\n\n$1,259.37\n\n.\n\n758.00\n\n2,017.37\n\nDisbursements :\nPurchase of Two\nU. S. Treasury\n$1,500.00 .\nCash\n\non hand, May\n\nbonds —\n1,546.14\n\n31, 1937\n$471.23\n\nD epartment\nCash on hand,\nReceipts :\nMemberships\n\nMay\n\nof Supcrinteyidcnce — Educational\n\n31, 1936 .\n\nResearch\n\nFund\n\n$735.92\n\n.\n\n2,356.36\n\n$3,092.28\n\nDisbursements :\nPurchase of Three U. S. Treasury\n$3,000.00 .\n\nTeachers\nCash on hand, May\nReceipts :\nRedemption\nPayment\n\nand\n\n3,092.28\n\nIV el fare Fund\n\nof Pacific Gas\n\nand\n\n$1,667.32\n\nElectric Bond\n\nof Principal — Guettrich-PIisgen\n\non hand, May\n\nPrincipal\n\n31, 1936 .\n\nPremium — Pacific Gas\nCash\n\nHome\n\nbonds —\n\nNote\n\nand Electric Bond .\n\n$1,000.00\n600.00\n49.25\n\n1,649.25\n\n31, 1937\n$3,316.57\n\n"}
{"page": 821, "printed_page": null, "text": "Association al\n\nRecords\n\nTeachers\n\nand\n\nHome\n\nand\n\nWelfare\n\nCash on hand, May 31, 1936 .\nReceipts:\nInterest .\n\nTOTAL\n\nMay\n\nCASH,\n\nFund\n\n815\n\nIncome\n\n$1,007.00\n275.38\n\nDisbursements :\nTaxes Paid on Real Estate held in Assets\nEstate of Manila Z. Parker .\nCash on Hand,\n\nInformation\n\n1,282.38\n\nof\n89.26\n\n31, 1937 .\n\n1,193.12\n\nMAY\n\n$9,725.77\n\n31, 1937 .\n\nDeposited in American Security and Trust Company:\nChecking Account .\n$9,706.53\nSavings Account .\n19.2+\n\nPermanent\n\nFund — Income\n\nAccount — May\n\nReceipts :\nInterest on Bonds .\nInterest on Bank Deposits .\nRent for Headquarters Building for Year\nended May 31, 1937 .\nRent for New Property for Month ended June\n15, 1937 .\nState of Arkansas Bonds received\nCash .\n\n$9,725.77\n\n31, 1937\n\n$4,320.32\n447.10\n43,000.00\n400.00\n\n48,167.42\n\nin lieu of\n210.00\n\n$+8,377.42\n\nDisbursements :\nInterest for One Year on Mortgage of Head¬\nquarters Building to Penn. Mutual Life In¬\nsurance Company, Philadelphia, Pa .\nAlterations and Repairs on Building .\n\n$3,750.00\n1,179.97\n\nRalph D. Quinter — Retainer Fee — 1936-37 .\nRental of Safe Deposit Box .\n\n500.00\n38.50\n\nInsurance and Taxes on New Property —\n1529 M Street, N. W., Washington, D. C .\nTo Treasurer of National Education Associa¬\n\n145.26\n\ntion for Income — 1936-37 .\n\n42,763.69\n\n$48,377.42\n\nA full statement of the Permanent Fund is shown in Exhibit “D,” page 17. The\nlist of securities owned by the Permanent Fund is shown in Exhibit “E,” pages\n18 and 19. The Parker Estate properties are shown in Exhibit “F,” page 20.\nJoseph\n\nBoard\nof\n.\nTrustees\n\nSaunders,\n\nChairman\n\nE. G. Doudna, Secretary\nJ. M. Gwinn\nA. L. Whittenberg\nOrville\n\nJune 16, 1937.\n\nH.\n\nC. Pratt,\n\nPresident\n\n"}
{"page": 822, "printed_page": null, "text": "National\n\n816\n\nEducation\n\nAssociation\n\nReport of Auditors\nWAYNE\n\nKENDRICK\n\n& COMPANY\n\nCERTIFIED\n\nPUBLIC\n\nACCOUNTANTS\n\nRUST\n\nBUILDING,\n\nWASHINGTON,\n\nD. C.\nJune 14, 1937.\n\nDr. Orville C. Pratt, President,\nNational Education Association\n1201 Sixteenth Street, N. W.,\nWashington, D. C.\nDear\nWe\n\nof the United\n\nStates,\n\nSir:\nhave\n\nexamined\n\nthe books and records of account\n\nof the National\n\nEducation\n\nAssociation of the United States for the fiscal year ended May 31, 1937, and submit\nherewith our report consisting of the following exhibits and comments:\nExhibit “A” — Statement of Assets and Liabilities as at May 31, 1937.\nExhibit “B” — Condensed Comparative Statement of Income and Expense\nthe Fiscal Years ended May 31, 1936 and 1937.\nExhibit “C” — Income and expenses for the Fiscal Year ended May\nExhibit “D” — Assets of Permanent Funds as at May 31, 1937.\n\nfor\n\n31, 1937.\n\nExhibit “E” — Investments in Securities — Permanent Funds Bonds as at May\n31, 1937.\nExhibit “F” — Properties held for the credit of the Teachers Home and Wel¬\nfare Fund as at May 31, 1937.\n\nComments\nOur examination consisted principally of the verification of assets and liabilities\nof the Association as at May 31, 1937, but we made sufficient tests of income and\nexpense accounts to substantially determine the accuracy thereof.\nCash in banks was verified by a comparison of all checks paid by the banks with\nthe amounts entered in the books of account. We also inspected the checks as to\npayees and endorsements. All bank accounts were verified by direct correspondence\nwith the depositories, and where statements were furnished by the banks, the balances\nshown thereon were reconciled to the amounts shown by the books. Cash on hand\nwas verified by actual count. Permanent Fund Income Checks were\nspection of the checks showing payments to the Regular Account.\n\nverified by in¬\n\nAccounts Receivable amounting to $11,178.09 w7ere verified by inspection of the\nindividual accounts in the ledger. The greater part of these accounts are for current\nexhibit space and advertising, and were verified through inquiries in the Business\nManager’s Office.\nProtested Checks, $1,056.37, were examined by us so far as possible. The majority\nof checks returned unpaid prior to February 1932, however, had been sent to the\nmakers, and the only evidence available for our inspection was\nmittal to the makers of such checks.\n\nthe letter of trans¬\n\nPostdated and Foreign Checks Receivable (Time Checks), $489.11, were verified\nby inspection of the time checks and by inspection of bank pass books for foreign\nchecks entered for collection. Such checks as were returned by the books unpaid at\nmaturity date are included in “Protested Checks.” After a careful check of these\naccounts, we increased the Reserve for Doubtful Accounts by $510.16, to $902.40,\nwhich we believe to be sufficient to take care of any loss from this source.\n\n"}
{"page": 823, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n817\n\nCommercial National Bank Receiver’s Certificates were verified by inspection of\nthe certificates. The amount received is 60 percent of $74,111.42, the total amount\non deposit in the General Fund at the time the bank was closed in 1933, leaving a\nbalance of $29,644.57 still held by the Receiver.\nState, County, and Municipal Warrants were verified by inspection of such\nwarrants.\nStamped Envelopes and Cards, $1,219.37, and Office Supplies, $578.78, were in¬\nventoried by your staff, and an inspection was subsequently made by us to determine\nthe reasonableness as to quantities and prices thereof. We also checked calculations\nand extensions. We\nventories on hand.\n\nhave\n\nadjusted the books to agree with the actual physical in¬\n\nOffice Furniture and Fixtures, $24,063.94, is the net value shown by the records\nafter deducting the Reserve for Depreciation amounting to $31,237.17. We verified\nthe additions made during the year to this account by inspection of purchase\ninvoices. A physical inventory was made by your employees, which we examined\nand compared with a similar inventory at May 31, 1936. It is our opinion that where\nan absolute physical inventory can be made of furniture and fixtures, this is the best\nmethod of determining the value thereof. Your present physical inventory which\nhas been taken on a similar basis in prior years, is greater than the present book\nvalue and we have not, therefore, made a deduction against income for depreciation\nfor the year 1936-1937. It is our recommendation that this procedure be followed\nin future years, and that depreciation be taken on furniture and fixtures only in a\nsufficient amount to reduce the book value to the physical value placed thereon at\nthe close of each fiscal year.\nWhile depreciation on the building is recognized, if such a deduction were made,\nit would be necessary to set aside cash from income accounts to increase the “De¬\npreciation Fund.” Depreciation has not been deducted for the past five years due\nto the fact that the income has been insufficient. If in the ensuing year the income\nshould exceed the requirements of the Association, it is recommended that any such\nexcess be withheld from transfer to the Operating Account from the Permanent Fund\nIncome and invested in securities for the Reserve for Depreciation.\nNotes Receivable — Life Members, $175,508.20, as shown on Exhibit “D” were\nexamined and found to be in agreement with the books. These are non-negotiable\ninstallment notes given in payment of Life Memberships. After deducting curtails\non the original amounts of the notes, the above amount consists of notes on which\nthe last payments were made during the fiscal years ended as follows:\n\n1936-1937 . .\n1935-1936 . .\n1934-1935 . .\nPrior to 1934\n\n$77,6 97.68\n18,939.00\n6,717.52\n72,154.00\n$175,508.20\n\nAn active campaign has been in progress during the past year in an effort to\ncollect as much as possible on such notes, and to determine whether any such life\nmembers should be dropped from the rolls. So far as has been determined to the\npresent time there are very few who do not desire to retain their membership.\nInvestments in Securities were verified by actual inspection. It will be noted from\nExhibit “E” that no interest was received on the St. Louis and San Francisco Rail¬\nroad bonds during the year, which are in default on interest due January 1, 1933,\nand subsequent thereto. Interest on Manhattan Railway Co. bonds due April 1,\n1937 is also in default.\nIt will be noted from Exhibit “A” that the total net equity value of the Permanent\n\n"}
{"page": 824, "printed_page": null, "text": "National\n\n818\n\nEducation\n\nAssociation\n\nFund Assets was $850,952.85 at May 31, 1937, as compared\n1936. The increase is accounted for as follows:\nGross Value at May 31, 1936, as shown\nReport .\n\nto $827,124.30 at May\n\nby Prior Audit\n$907,124.30\n\nLess: First Trust Payable — May\n\n31, 1936 .\n\n80,000.00\n\nNet Equity shown\n\n31, 1936 .\n\n$827,124.30\n\nTo Which\n\nabove at May\n\nAdd:\n\nIncrease in Life Memberships .\nRefund of Paving Tax .\n\n19,453.39\n425.43\n\nIncrease in Elementary School Principals Account — Net. . . .\nDepartment of Superintendence — Transferred from Na¬\ntional Education Association .\nTeachers Welfare Fund .\n\nNET\n\n31.\n\nEQUITY\n\nMAY\n\n758.00\n2,356.36\n835.37\n\n31, 1937— As shown by Exhibit A . . $850,952.85\n\nNote that the first trust shown above is of the beginning of the fiscal year and\nthat it has been reduced within the year to $65,000 as stated elsewhere in this report.\nVouchers Payable, $28,995.74, were verified by inspection of invoices and state¬\nments from creditors and examination of the accounts in the voucher register. We\nalso ascertained from the cash book that none of these liabilities had previously been\npaid. Inquiry was made of the Business Division to determine that no purchases\nhad been made that were not recorded on the books.\nWe checked the amounts due to the Elementary School Principals and Department\nof Superintendence (hereafter to be known as the American Association of School\nAdministrators), with records kept by these Departments. Amounts\nciated Departments were accepted as shown by the books. The\nExhibit “A” consists of amounts\nSuperintendence\nRural Education\n\ndue Departments\n\ndue other Asso¬\ntotal shown on\n\nas follows:\n\n.\n.\n\n$19,548.56\n886.67\n\nLip Reading .\nElementary School Principals .\nAdult Education .\n\n158.10\n2,144.29\n311.20\n\nAmerican Education Research .\nSupervisors and Teachers of Home Economics .\nSupervisors and Directors of Instruction .\nScience .\n\n8,615.98\n1,004.30\n5,052.03\n205.73\n\nKindergarten — Primary Education .\nArt Education .\nNational Council for Teachers Ret. of N. E. A .\n\n198.18\n208.20\n458.75\n\nLess: Secondary\n\nEducation\n\nOverdrawn .\n\nIncluded in the liabilities of the Association are the amounts\nbalances of funds received for the support of the following:\nEducational Policies Commission .\nSchool Health Education Service .\nHorace Mann Centennial Fund .\nGrant for Study of Economic Status of Rural Teachers .\n\n435.02\n$38,791.99\n\n$38,356.97\nof unexpended\n\n$1,698.34\n3,535.09\n1,916.63\n750.00\n\nThe first trust note payable $65,000, against the real estate and building at 16th\nand M Streets, was verified by direct correspondence with the holder of the note.\n\n"}
{"page": 825, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n819\n\nThis note was curtailed $15,000 during the year reducing it from $80,000 to $65,000\nas shown above.\nThe investment in Real Estate made in May, 1937, at a total cost of $63,167.50,\nagainst which there is a first trust of $50,000 wras verified by inspection of the\nsettlement sheet prepared by the District Title Insurance Company.\nYour Association owns certain personal and real property received from the\nEstate of Manila Z. Parker, as shown in Exhibit “F” of this report. These assets have\nnot yet been entered on the books, due to the uncertain value of some of the secu¬\nrities. As values are established by exchange or otherwise they are being recorded\non the books as an increase to the Teachers Home and Welfare Fund. This fund\nwas increased during the current fiscal year by a payment of $600 on the note of\nGuettrich-Hisgan.\nA comparative summary of budgeted and actual expenditures showing the\namounts under or over the budget figures is shown below:\nOver or\nActual\nBudget\nUnder\nExpenditures Allowance Budget\nBoard of Trustees .\n$907.70\nBoard of Directors .\n$157.70\n$750.00\n11,187.66\n1,537.66\n9,650.00\n232.97\nExecutive Committee .\n2,567.03\n110.92\n500.00\n2,800.00\n389.08\nPresident’s Contingent Fund .\n431.04\nGeneral Office — Operating Expense .\n9,125.00\n8,693.96\n635.51\nPhysical Plant .\n56,235.00\n56,870.51\n579.96\nAnnual Conventions .\n5,079.9\n6\n4,500.00\nJournal of The National Education\nAssociation .\n81,041.76\n11,241.76\n69,800.00\n27.42\nOther Publications .\n21,277.42\n21,250.00\nExpenses of Delegates .\n2,052.00\n9,000.00\n6,948.00\nAssociation Membership Fees .\n1,100.00\n1,100.00\nRetirement Annuities and Insurance .\n1,116.71\n11,116.71\n10,000.00\n915.82\n875.50\n40.32\nUnemployment Insurance Tax .\nDepartments .\n12,366.62\n13,650.00\n1,283.38\nCommittees and Commissions .\n11,338.67\n14,750.00\n3,411.33\n953.56\nExecutive Secretary’s Office .\n32,894.44\n33,848.00\nDivision of Accounts and Records .\n31,114.00\n34,542.59\n199.63\n3,428.59\nField Division — Legislative .\n11,894.63\n11,695.00\n704.03\nDivision of Business .\n22,318.00\n23,022.03\nDivision of Publications .\n19.15\n31,956.85\n31,976.00\nDivision of Research .\n56,489.00\n55,155.28\n1,333.72\n49.97\nDivision of Classroom Service .\n7,709.97\n7,660.00\nDivision of Administrative Service .\n10.86\n115.07\n9,286.00\n9,275.14\nDivision of Membership .\n12,410.00\n12,525.07\nPromotion and Maintenance of Membership\n20,587.64\n431.52\n15,000.00\n5,587.64\nDivision of Rural Service .\n8,444.52\n8,013.00\n211.44\nPublicity Section .\n10,122.00\n10,333.44\n477.44\nSecretary’s Contingent Fund .\n2,856.74\n3,334.18\n$490,301.46\n\n$477,291.00\n\n$13,010.46\nIt is noted that no cash value for the Retirement Annuities Insurance Policies\nowned by the Association on the lives of its employees is carried on the books. The\nCash surrender value of all policies issued under this Insurance plan at May 31, 1937,\naggregates $140,941.53 of which, under the operation of the plan, $89,855.72 belongs\nto employees and $51,085.81 belongs to your Association.\nPrepaid subscriptions and memberships have been treated as income at the time\nreceived. Likewise such items as costs of unprinted journals, prepaid insurance, pre¬\npaid commission on renewal of first trust note payable, etc., have been treated as\nexpenses at the time the invoices were received.\n\n"}
{"page": 826, "printed_page": null, "text": "National\n\n820\n\nThe following\nCurrent year:\n\nis a summary\n\nEducation\n\nAssociation\n\nof the Permanent\n\nFund\n\nIncome\n\nAccount\n\nfor the\n\nIncome:\nInterest on Deposits .\nInterest on Bonds .\nRent at Headquarters Building .\n\n$447.10\n4,530.32\n43,400.00\n\n$48,377.42\n\nDeduct:\nExpenses:\nAttorney’s Retainer .\nInterest on First Trust Note Payable .\nInsurance and Taxes .\n\n$500.00\n3,750.00\n145.26\n\nRent Safe Deposit Box .\nBuilding Repairs .\n\n38.50\n1,179.97\n\nBalance\n\nTransferred\n\nNational\n\nto Treasurer\n\nEducation\n\nSubject to the foregoing\n\nof\n\nAssociation .\ncomments,\n\n5,631.73\n\nwe\n\nhereby\n\n$42,763.69\ncertify that in our\n\nopinion, the\n\nattached Statement of Assets and Liabilities, marked Exhibit “A,” reflects the true\nfinancial position of the National Education Association as at May 31, 1937.\nRespectfully submitted,\nWAYNE\nKENDRICK\n& COMPANY,\nBy T. DELOS PAXMAN, Certified Public Accountant.\n\n"}
{"page": 827, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n821\nStatement\n\nof Assets and Liabilities as at May\n\n31\n, 1937\n\nAssets\nGENERAL\n\nEXHIBIT\n\nACCOUNTS\n\n“A ”\n\nCash\nSpecial Account — On Deposit and On Hand .\nRegular Account\nOn Deposit, In Transit and On Hand .\nPetty Cash .\n\n$ 15,820.02\n69,167.30\n554.49\n\nAccounts Receivable\nAdvertisers, Publications, Exhibits, etc .\nPostdated and Foreign Checks .\nProtested Checks .\n\n$ 12,723.57\n902.40\n\nCommercial National Bank Receiver’s Certificates .\nLess: Reserve for Unpresented Checks .\n\n$ 29,644.57\n185.00\n\nState, County and Municipal Warrants .\nInventories\nStamped Envelopes and Cards .\nOffice Supplies .\nVolumes of Proceedings and Publications .\n\n$\n\nTravel Advances .\nOffice Furniture and Fixtures .\nLess: Reserve for Depreciation .\nGENERAL\n\nPERMANENT\nTOTAL\n\nACCOUNTS\n\nFUNDS\n\nExhibit “D”\n\n11,821.17\n\n29,459.57\n6,084.34\n\n1,219.37\n578.78\n500.00\n\n2,298.15\n760.00\n\n$ 55,301.11\n31,237.17\n\nASSETS .\n\nASSETS— From\n\n85,541.81\n\n$ 11,178.09\n489.11\n1,056.37\n\nLess: Reserve for Doubtful Accounts .\n\nTOTAL\n\n$\n\n24,063.94\n$\n\n(Net)\n\nASSETS .\n\n160,028.98\n850,952.85\n\n$1,010,981.83\n\nLiabilities and Net Worth\nLIABILITIES:\nVouchers Payable .\n$ 28,995.74\nDue Associated Departments .\n38,356.97\nEducational Policies Commission .\n1,698.34\nSchool Health Education Service .\n3,535.09\nHorace Mann Centennial Fund .\n1,916.63\nGrant for Study of Economic Status of Rural Teachers. . . .\n750.00\nReal\n\nEstate\n\nTrust\n\nNotes\n\nPayable\n\n($115,000.00\n\nWORTH— REPRESENTED\n\n75,252.77\n\nContra\n\nDeducted from Assets on Exhibit “D”) .\nSuspense .\nNET\n\n$\n\n32.78\n\nBY:\n\nPermanent Funds — From Exhibit “D ’\nGeneral Fund .\nElementary School Principals Fund .\nDepartment of Superintendence — National Educational\nResearch Fund .\nTeachers Home and Welfare Fund .\nSurplus\nBalance June 1, 1936 .\nAdd:\nNet Profit for the Fiscal Year ended May 31, 1937 —\nFrom Exhibit “ B ” .\nAdjustment for Reimbursement of 1935—36 D. C. Unem¬\nployment Tax .\nCancellation of Check No. 356 .\n\n$813,848.89\n8,070.86\n22,215.07\n6,818.03\n\n850,952.85\n\n$ 58,503.96\n\n25,494.24\n720.23\n25.00\n84,743.43\n\nTOTAL\n\nLIABILITIES\n\nAND\n\nNET\n\nWORTH\n$1,010,981.83\n\n"}
{"page": 828, "printed_page": null, "text": "National\n\n822\n\nCondensed\n\nComparative\n\nEducation\n\nStatement\n\nthe Fiscal Years Ended\n\nAssociation\n\nof Income\n\nMay\n\nand Expenses\n\nfor\n\n31, 1936 and 1937\ni)\n\nEXHIBIT\n“B\n1937\nINCOME\nMembership from Secretary’s Office .\nN. E. A. Journal — Subscriptions and Advertising...\nCommercial Exhibits (Net) .\nResearch Bulletins .\nHonorariums .\nRentals .\nSales of Reports, Pamphlets, etc .\nPermanent Fund — Net Income .\nSundry Income .\nAdjustment of Stationery and Postage Inventories. .\nContributions — Legislative Commission for Federal\nEmergency Aid .\nTOTAL\n\nIncrease or\nMav 31, Decrease\n1937\nOver 1936\n\nFiscal Year Ended\n1936\n$173,246.08\n201,412.64\n25,195.57\n\n$186,911. .00\n221,937\n30,218. .73\n.76\n89\n3,792. 69\n3,431.\n8,710.\n17,174\n.08\n42,763 .42\n.68\n517. .69\n847\n.92\n\n3,562.29\n2,438.78\n9,380.47\n19,247.06\n41,163.08\n864.58\n\n$13,664.\n20,525.\n230. 92\n19\n60\n09\n5,023.\n992.\n91\n670.\n90\n2,072.\n847.\n346. ,64\n1,600.\n61\n39\n66\n92\n\n801.66\n801.\n\nINCOME .\n\n$477,312.21\n\n$516,305\n.86\n\n$38,993. .65\n\n1937\n\n”\nBIT “B\nEXHIncrease\nor\nEXPENSES\nBoard of Trustees .\nBoard of Directors .\nExecutive Committee .\nGeneral Headquarters .\nPhysical Plant .\nInstitutional Expense .\nSpecial Appropriations .\nAssociation Membership Fees .\nFinancing of Delegates .\nLife Annuities and Insurance .\nExecutive\nOffice\n..\nDivision ofSecretary’s\nAccounts and\nRecords\nDivision of Legislation .\nDivision of Business .\nDivision of Publications .\nDivision of Research .\nDivision of Classroom Service .\nDivision of Administrative Service .\nDivision of Membership .\nPromotion and Maintenance of Membership .\nDivision of Rural Service .\nPublicity Section .\nExecutive Secretary’s Contingent Fund.\nTOTAL\n\nOPERATING\n\nEXPENSES .\n\nFiscal Year Ended\nSchedule\n1936\n556\n\n$\n\n15\n25\n21\n44\n. . “B. . “B92\n. . “B24\n3\n6\n2\n,\n114\n23\n33\n4\n6\n. . ““BB5\n,\n4”\n50\n. .\n1 ,635 00\n. . “B6 ,702\n1””40\n. . “ B-6”\n10 ,164 91\n,156\n. . “B-6” -1\n22\n2”\n. “B\n,100\n-3”\n11 ,610 88\n. . “B43\n21\n,602 31\n. “B-5”\n32\n. . “B938 75\n,\n. . “B61\n40\n7 ,502\n. . “B”\n. . “B-6-”6 8 ,332 18\n. . “B,734\n. . “B- -10” 8-”7”\n,150\n11”- 57 ,330 55\n. . “B- -17 -”j\n-9”\n,560\n. . “B- -12”\n”\n3\n1\n. . “B- -14”\n,955\n. . “B- -15”\n8\n3\n578\n\n. . “B. “B-\n\n56\n-15”\n”\n-16 $486\nNet Loss or Profit before provision for Bad Debts,\nProtested Checks, and Depreciation .\n-18” $ 9,548.35\n,860\nDeduct:\nProvision for Bad Debts .\n.\nDepreciation on Office Furniture and Fixtures ....\n5,144.82\n\nNET LOSS OR PROFIT FROM\nOPERATIONS\nFOR THE FISCAL YEARS ENDED\nMAY 31,\n1936 AND 1937 .\n\n$ 14,693.17\n\nMay 31,\n1937\n\nDecrease\nOver 1936\n\n351 26\n907 70 $\n66\n2\n41\n11,187 95\n55\n2,677 96\n886\n51\n832 46\n56,870\n8,693\n6 58 52\n107,399 14\n1\n24,580\n41\n,924\n00\n80\n71\n10\n79\n78\n00\n50\n1,100 44\n513\n4,765\n11,116\n4337\n6,948\nj\n8\n32,894\n34\n59\n,424\n34,542\n11 391 75\n11,894 63\n59\n1\n23,022 03\n31,956 85\n,043\n5\n12\n72\n55,155\n97\n379 22\n47\n28 > 6 714\n,54296\n7,709 14\n9,275 07\n12,525\n,689\n,995\n20,587 64\n\n$\n\n46\n8,444 52\n477\n10,333\n$490,301\n\n44\n\n,777\n88\n477 44\n,064\n90\n\n$ 26,004.40\n\n$35,552.75\n$ 3\n510.16\n510.16\n,440\n.\n5,144.82\n\n$ 25,494.24\n\n$40,187.41\n\n"}
{"page": 829, "printed_page": null, "text": "Associational\n\nIncome\n\nand Expenses\n\nRecords\n\nand\n\nfor the Fiscal Year Ended\n\nINCOME\nMemberships from Secretary’s Office .\nN. E. A. Journal\nSubscriptions (Part of Membership Dues) .\nAdvertising .\nCommercial\n\nExhibits\n\n823\n\nInformation\n\nMay\n\nEXHIBIT\n\nINCOME\n\n$175,603.05\n46,334.68\n-\n\n.\n\nSchedule\nExecutive Committee Expense\nPresident 1936-1937 .\n\n3,792.89\n3,431.69\n8,710.08\n17,174.42\n42,763.69\n517.68\n847.92\n$516,305.86\n\n“B-l”\n$907.70\n11,187.66\n-\n\nPresident’s Contingent Fund 1935-1936 .\nFirst Vicepresident 1936-1937 .\nFirst Vicepresident 1935-1936 .\nTreasurer .\nChairman Board of Trustees .\nby Election .\n\nGeneral Headquarters Expense Schedule “B-3”\nAuditing Association Accounts .\nExpress and Freight .\nGeneral Expense .\nInsurance .\nInterest and Discount Allowed .\nRepairs — Office Furniture and Fixtures .\nSurety Bonds .\nTelephone Service .\nOperators and Information .\n\nSchedule\nPhysical Plant\nRents .\nLight and Power .\nHeat .\nJanitor Service .\nMaintenance .\n\n$12,095.36\n\n“B-2”\n\nPresident’s Contingent Fund 1936-1937 .\nPresident 1935-1936 .\n\nMember\n\n221,937.73\n30,218.76\n\n.\n\nEXPENSES\nSchedule\nBoard of Trustees .\nBoard of Directors .\n\n“C”\n\n$186,911.00\n\nResearch Bulletins — Subscriptions .\nHonorariums .\n■.\nRentals .\nSales of Reports, Pamphlets, etc .\nPermanent Fund Net Income... .\nSundry Income .\nAdjustment of Stationery and Postage Inventories .\nTOTAL\n\n31, 1937\n\n84.27\n$458.55\n158.53\n26.65\n317.50\n208.40\n439.41\n474.08\n510.56\n-\n\n2,677.95\n\n213.33\n$500.00\n177.52\n592.14\n1,137.53\n403.66\n293.55\n1.603.61\n3.772.62\n\n8,693.96\n\n“B-4”\n$43,000.00\n1,985.37\n1,275.26\n8,332.12\n2,277.76\n56,870.51\n\n"}
{"page": 830, "printed_page": null, "text": "$24\n\nNational\n\nInstitutional Expense\nAnnual Convention\n\nEducation\n\nAssociation\n\nEXHIBIT\n\nSchedule “B-5”\n\nRegistration Bureau .\nStenographers and Typists .\nPublicity .\nPrinting .\nExpress and Freight .\nTelephone and Telegraph .\nGeneral Program .\nBadges .\nRepresentative Assembly Expense .\nPrinting and Distribution\nN. E. A. Journal .\nVolume of Proceedings .\nPublications and Reports .\nResearch Bulletin .\nAmerican Education Week .\n\n“C”\n\n$351.21\n475.90\n300.97\n1,225.14\n895.19\n3.25\n475.23\n225.62\n1,127.45\n$5,077.96\n$81,041.76\n7,699.16\n3,145.00\n5,209.82\n5,223.44\n\n102,319.18\n\n$107,399.14\n\n6”\n\nSchedule “BSpecial Appropriations\nCommittee on Economic Status of the Rural Teachers\nCommittee on Retirement .\n\n$1,038.58\n64.10\n\nCommittee on Social-Economic Objectives of America\n43.19\nCommittee on Tenure .\n3,728.09\nHealth Education\nDepartment of School Health\ntion .\nJoint Committee\n\nand Physical Educa¬\n\non Health Problems\n\n49.52\nin Education.\n\n.\n\n7.85\n\nDepartment of Kindergarten — Primary Education\nLegislative Commission .\nDepartment of Adult Education .\nDepartment of Classroom Teachers .\nDepartment of Secondary Education .\nNational Council on Education .\nCommittee on Resolutions .\n\n..\n\n200.00\n3,049.50\n400.00\n9,635.70\n1,500.00\n27.66\n141.71\n\nDepartment of Art Education .\nCommittee on Amending Charter of N. E. A. .\nEmergency Needs of Other Departments .\nDepartment of Supervisors and Teachers of Home\nEconomics .\nCommittee on Reorganization .\nCommittee on Academic Freedom .\nCommittee on Equal Opportunity .\nDistrict of Columbia Unemployment Insurance\nLibrary Committee .\n\nTax.\n\n250.00\n929.55\n103.74\n200.00\n1,198.85\n1,059.23\n11.48\n875.50\n82.24\n\n$24,580.79\nAssociation Membership Fees\nAmerican Council on Education .\n$100.00\nWorld Federation of Education Asso¬\nciations .\n1,000.00 1,100.00\nFinancing of Delegates .\n6,948.00\nRetirement Annuities and Insurance .\n11,116.71\n\n43,745.50\n\n"}
{"page": 831, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\nSchedule “ B-7 ”\nExecutive Secretary’s Office\nSalaries and Clerical Services .\nTravel Expense .\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\nTelegrams .\n\nDivision of Accounts and RecordsSchedule “B-8”\nSalaries and Clerical Services .\nTravel Expense .\nStationery and Supplies .\nPostage and Stamped Envelopes .\nTelegrams .\nGraphotype Supplies .\n\nDivision of Field (Legislative) Schedule “B-9”\nSalaries and Clerical Services .\nTravel Expense .\nStationery and Supplies .\nPostage and Stamped Envelopes .\nTelegrams .\n\nSchedule “B-10”\nDivision of Business\nSalaries and Clerical Services .\nTravel Expense .\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\nTelegrams .\nAdvertising Expense .\nMailing Section — Postage, Supplies, and Wages\nMultigraph Section .\nAddressograph Operation .\n\nSchedule “ B-ll \"\nDivision of Publications\nSalaries and Clerical Services .\n'.\nTravel Expense .\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\nTelegrams .\nCuts, Leaflets, and Packets .\nAmerican Education Week .\n\n825\n\nEXHIBIT\n\n“C”\n\n$30,371.97\n1,517.61\n317.98\n528.84\n158.04\n-\n\n$32,894.44\n\n$31,763.98\n344.03\n701.76\n841.25\n4.00\n887.57\n-\n\n34,542.59\n\n$10,631.30\n1,071.85\n91.36\n76.07\n\n-\n\n24.05\n\n11,894.63\n\n$19,381.65\n1,041.66\n335.61\n495.08\n18.92\n290.19\n1,428.61\n8.70\n21.61\n-\n\n23,022.03\n\n$27,826.32\n1,139.18\n374.16\n644.83\n56.99\n1,116.9 6\n-798.41\n\n31,956.85\n\nSchedule “B-12”\nDivision of Research\nSalaries and Clerical Services .\n\nTravel Expense .\nStationery and Supplies .\nPostage and Stamped Envelopes .\nTelegrams .\nSpecial Charts, Tables, and Legislative Reference\nService .\nBooks\n\nand Pamphlets — Library .\n\n$50,325.59\n855.32\n932.14\n1,204.49\n62.11\n1,252.07\n523.56\n55,155.28\n\n"}
{"page": 832, "printed_page": null, "text": "National\n\n826\n\nEducation\n\nAssociation\n\nEXHIBIT\n\nDivision of Classroom Service Schedule “B-13”\nSalaries and Clerical Services .\nTravel Expense .\nStationery and Supplies .\nPostage and Stamped Envelopes .\nTelegrams .\n\n“C\"\n\n379.71\n$7, 095.9S\nS7.68\n144.53\n2.07\n-\n\n$7,709.97\n\n8,961.53\n226.67\n86.94\n-\n\n9,275.14\n\nSchedule “B-14”\nDivision of Administrative Service\nSalaries and Clerical Services .\nTravel Expense .\nStationery and Supplies .\n\nSchedule “B-15”\nDivision of Memberships\nSalaries and Clerical Services .\n$11,335.42\nTravel Expense .\n682.60\nStationery and Supplies .\n154.88\nPostage and Stamped Envelopes .\n337.80\nTelegrams .\n14.37\n-\n\nPromotion\n\nDivision\n\nand Maintenance\n\nof Rural\n\nService\n\nof Membership .\n\nSchedule\n\nSchedule “B-17”\nPublicity Section\nSalaries and Wages .\nTravel Expense .\nStationery and Supplies .\nPostage and Stamped Envelopes .\nTelegrams .\nPhotos and Prints. .\nRadio Broadcast .\n\nTOTAL\n\n20,587.64\n-\n\n33,112.71\n\n$6,963.15\n1,114.89\n110.53\n193.34\n62.61\n-\n\n8,444.52\n\n$8,398.64\n1,097.19\n158.19\n201.65\n100.47\n264.08\n113.22\n-\n\n10,333.44\n\n“ B-16 ”\n\nSalaries and Wages .\nTravel Expense .\nStationery and Supplies .\nPostage and Stamped Envelopes .\nTelegrams .\n\nExecutive\n\n$12,525.07\n\nSchedule “B-18”\nSecretary’s Contingent Fund .\n\n447.44\n\nEXPENSES\n\nNET PROFIT BEFORE PROVISION FOR BAD DEBTS,\nTESTED\nCHECKS, AND DEPRECIATION .\n\n$490,301.46\nPRO¬\n$26,004.40\n\n"}
{"page": 833, "printed_page": null, "text": "Associational\n\nRecords\n\nAssets of Permanent\nGENERAL\nFUND\nCash .\nNotes\n\nand\n\nFunds\n\nas at May\n\n.\n\nReceivable — Life Members .\n\n,\n\nInvestments in Securities (Book Value) Exhibit “E”. . .\nEquipment .\nGeneral Office Real Estate, Building and Improvements\nLess: Reserve for Depreciation .\n$8,000.00\nFirst Trust Payable .\n65,000.00\nGarage Real Estate and Building .\nLess: First Trust Payable .\n$50,000.00\nLiability for Interest Accrued at\nTime of Purchase .\n733.33\nTOTAL\n\nGENERAL\n\nFUND\n\nin Securities (Book Value)\n\nDEPARTMENT\nEDUCATIONAL\n\n“D\"\n\n$4,744.85\n175,508.20\n110,704.66\n13,144.01\n\n$570,313.00\n73,000.00\n\n497,313.00\n\n$63,167.50\n\n50,733.33\n\n12,434.17\n\nFUND\n$471.23\nExhibit “E” . . .\n\n7,599.63\n\n8,070.86\n\nOF SUPERINTENDENCE\nRESEARCH\nFUND\n“E” .\n\n.\n\nInvestments\n\n.\n.\n.\n.\n\nEXHIBIT\n\n$813,848.89\n\nInvestments in Securities (Book Value) Exhibit\nTEACHERS\nHOME\nAND WELFARE\nFUND\nCash\n\n31, 1937\n\n.\n\nELEMENTARY\nSCHOOL PRINCIPALS\nCash .\nInvestments\n\n827\n\nInformation\n\n$4,509.69\n\nin Securities (Book Value)\n\nTOTAL\n\nPERMANENT\n\nNOTE:\n\nTeachers Welfare\nment of this fund.\n\n22,215.07\n\nFUND\nFund\n\nExhibit <lE” . . .\n\nASSETS— To\n\n2,308.34\n\nExhibit “A” .\n\nincludes $1,193.12 income\n\n6,818.03\n\n$850,952.85\n\nreceived since establish¬\n\n"}
{"page": 834, "printed_page": null, "text": "National\n\n828\n\nInvestments\n\nEducation\n\nAssociation\n\nin Securities — Permanent\nMay\n\nFunds\n\nBonds\n\nas at\n\n31, 1937\nInterest\n“E”\nCollected\nFor Fiscal\nYear\n\nEXHIBIT\n\nGENERAL\n\nFUND\n\nCity of Monessen, Pennsylvania 4 34%\n8-1-51 .\nState of Arkansas Toll Bridge 5%\n10-1-60 .\nState of Arkansas Toll Bridge 5%\n10-1-54 .\n\nPar Value\n\nBook Value\n\n1936-1937\n\n$5,000.00\n\n$5,206.39\n\n$225.00\n\n5,000.00\n\n5,166.51\n\n1,085.32\n\n23,000.00\n\n23,558.90\n\n1,085.32\n\n3,021.48\n5,000.00\n\n3,021.48\n5,470.75\n5,064.38\n892.50\n\nDue\nDue\nDue\n\nState of Arkansas Toll Bridge Series B 3*4%\nDue 10-1-53 .\nCounty of Columbus, N. C. 5% Due 1-1-54. .\nCounty of Aiken, S. C. 434% Due 2-1-39. . .\nCity of Newport News, Va. 434% Due 6-1-48\nSt. Louis and San Francisco R. R. Co. Prior\n\n5,000.00\n1,000.00\n\nLien 434% Due 7-1-50 Certificate of De¬\nposit .\nAtlantic Coast Line R. R. Co. 1st Consoli¬\n\n5,250.00\n\n4,331.25\n\ndated Mortgage 4 % Due 7-1-52 .\nManhattan Railway Co. Consolidated Mort¬\ngage 4% Due 4-1-90 .\nBaltimore and Ohio R. R. Co. (Pittsburgh,\nLake Erie and W. Va. System) Refunding\n\n10,000.00\n\n9,600.00\n\nMortgage 4% Due 11-1-41 .\nChicago, Indiana and Southern Ry Co. 4%\nDue 1-1-56 .\nTerminal Railroad Association of St. Louis,\n\n20,000.00\n\nGeneral\nTOTAL\n\nTO\n\nMortgage\nEXHIBIT\n\n4%\n\nDue\n\n1-1-53 .\n\n“D” .\n\n* April 1937 interest not paid.\n\n45.00\n\n400.00\n80.00\n\n4,000.00\n\n10,000.00\n\n420.00\n250.00\n225.00\n\n3,900.00*\n19,942.50\n\n800.00\n400.00\n\n9,500.00\n\n15,000.00\n\n15,050.00\n\n$111,271.48\n\n$110,704.66\n\n600.00\n$4,530.32\n\n"}
{"page": 835, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n829\n\nT “E”\nEXHIBInterest\nCollected\nFor Fiscal\nELEMENTARY\nNewport\n\nNews\n\nSCHOOL\n\nPRINCIPALS\n\nFUND\nPar Value\nBook Value\n\nCity Street Improvement\n\nYear\n1936-1937\n\nand\n\nSewerage Construction 5j4% Due 12-1-50\nCity of Portsmouth, Va., Waterworks 5%\nDue 12-1-48 .\n\n$5,000.00\n\n$5,000.00\n\n1,000.00\n1,500.00\n\n1,053.49\n1,546.14\n\n$7,500.00\n\n$7,599.63\n\nand\n\n$2,000.00\n\n$2,077.28\n\nSewerage Construction 5\nDue 12-1-50\nCity of Portsmouth, Va., Waterworks 5%\nDue 12-1-48 .\nU. S. Treasury Savings Bonds .\n\n11,000.00\n\n11,285.00\n\n3,000.00\n3,000.00\n150.00\n50.00\n150.00\n\n3,160.51\n2,250.00\n200.00\n200.00\n150.00\n\n3,000.00\n\n3,092.28\n\n$22,350.00\n\n$22,215.07\n\nU. S. Treasury\n\nTOTAL\n\nTO\n\n2J^%\n\nEXHIBIT\n\nDue\n\n1956-59 .\n\n“D” .\n\n$275.00\n50.00\n20.62\n\n$345.62\n\nDEPARTMENT\nOF SUPERINTENDENCEEDUCATIONAL\nRESEARCH FUND\nSouth Carolina Certificates of Indebtedness\n\n4 %% Due 12-1-46 .\nNewport News City Street Improvement\n\nU.\nU.\nU.\nU.\n\nS. Treasurer 3 V\\% Due 1944-46 .\nS. Treasury 3%% Due 1943-45 .\nS. Treasury 2^% Due 1955-60 .\nS. Treasury 2J4% Due 1956-59 .\n\nTOTAL\n\nTO\n\nEXHIBIT\n\n“D” .\n\n$95.00\n605.00\n150.00\n6.52\n6.52\n4.31\n41.25\n\n$902.08\n\nIn addition to the Securities shown in the General Fund above, there is in process\nof issuance $210.00 State of Arkansas Toll Bridge Bonds, representing the difference\nin 3\nand 5% interest on $28,000.00 par value. As these bonds have not actually\nbeen received and paid for from the Permanent Fund Assets, they are carried in\n“Transit” Account.\nTEACHERS\nHome\n\nHOME\n\nOwners\n\n2Ya%\n\nDue\n\nAND\n\nLoan\n\nWELFARE\n\nCorporation\n\n8-1-49 .\n\nFUND\nSeries\n\nB\n\nHome Owners Loan Corporation\nf 4y\n3%\nDue\n2%\n5-1-44 .\nPacific Gas and Electric Co. Series\nDue\n\nTOTAL\n\n6-1-60\n\nTO\n\n$1,550.00\n758.34\n\n.\n\nEXHIBIT\n\n* Bond Redeemed\n\n$1,550.00\n750.00\n\n“D” .\n\nJune 6, 1936.\n\n$42.62\n22.50\n22.50\n\n1,000.00*\n$3,300.00\n\n$2,308.34\n\n$87.62\n\n"}
{"page": 836, "printed_page": null, "text": "National\n\n830\n\nEducation\n\nAssociation\n\nProperties Held for the Credit of the Teachers\nFund as at May 31, 1937\n\n(The properties listed below were\n\nHome\n\nand Welfare\n\nsecured thru settlement of the Estate\nT “F”\nEXHIofBIManila\n\nZ. Parker. On account of unascertainable or doubtful values of some of these prop¬\nerties, they are not carried on the books of the Association as assets of Permanent\nFunds.)\nBONDS\n$1,000.00 (a)\n1,000.00 (b)\n250.00\n\nCharles B. Burkhardt, 6% First Mortgage Note, No. 39, Due 1-9-32\nJohn J. Duffin, 3% First Mortgage Note, No. 30, Due 2-28-37\nCity of Park Ridge Improvement Bond, No. M-180, Balance Due\n12-15-31\n\n1,000.00\n1,000.00 (a)\n\nAllie M. Anderson, 6% First Mortgage Note, No. 32, Due 5-20-36\nAlbert Hokanson, Note Holders Agreement on 6% Mortgage Note,\nDue\n\n6-16-32\nSTOCKS\n\n20 Shares\n5 Shares\n10 Shares\n\nInternational Textbook Company Stock (No Par Value)\nInternational Educational Publishing Company Common Stock @ $50.00\n(Slight Market Value)\nInternational Educational Publishing Company Preferred Stock 7%\n\n10 Shares\n\n@ $50.00 (Slight Market Value)\nCommon Stock 4000 Drexel Boulevard Corporation (Issued in lieu\n$1,000.00 First Mortgage 6% Note, No. 28, of Richard and Gisela\n\n10 Shares\n\nRosenheim, Due 10-20-32)\nCommon Stock 208 South LaSalle\n$1,000.00 5\n\nStreet Corporation\n\nFirst Mortgage\n\nBond, M-1834,\n\n(Issued in lieu of\n\nDue\n\n11-1-58)\n\nLAND\nOne-half Ownership of 192-8/10 Acres of Land, Burleigh County, North Dakota\nOne-half Ownership of Contract of Purchase for 320 Acres Land, Blaine County,\nMontana\n\n(a) Deposited at Drexel State Bank of Chicago for Collection.\n(b) Deposited with Foster A. Parker, Attorney, Chicago, pending\nagreement for settlement.\n\nacceptance\n\nof\n\n"}
{"page": 837, "printed_page": null, "text": "Associational\n\nAuditor’s\n\nRecords\n\nand\n\nInformation\n\nCertificate on Report\n\n831\n\nof Treasurer\n\nWAYNE\nKENDRICK\n& COMPANY,\nCertified Public Accountants\nWashington,\n\nD. C.\nJune 16, 1937\n\nDr. Orville C. Pratt, President,\nNational Education Association\nWashington,\nDear\n\nof the United\n\nStates\n\nD. C.\n\nSir:\n\nWe have examined the records of the Secretary of your Association for the fiscal\nyear ended May 31, 1937, and have checked the cash transactions shown therein to\nthe cash records of the Association, and have found them in agreement. We hereby\ncertify that the attached Treasurer’s Report correctly reflects the cash transactions for\nthe fiscal year ended, and the cash balance at the close of business May 31, 1937. The\nattached statement does not include a claim in the form of receiver’s certificates\nagainst the Commercial National Bank, Washington, D. C., in the amount of\n$29,644.57, representing 40 percent of the balance of the Regular and Special Accounts\non deposit at the time the bank was closed in March, 1933.\nRespectfully submitted,\nWAYNE\nKENDRICK\n& COMPANY,\nBy T. DEI. OS PAXMAN, Certified Public Accountant.\n\n"}
{"page": 838, "printed_page": null, "text": "National\n\n832\n\nReport of Treasurer\n\nEducation\n\nAssociation\n\nfor the Fiscal Year\n\nR. E. OFFEN HATTER,\nCASH ON HAND\nRECEIPTS\n\nJUNE\n\nMiscellaneous\n\nMay\n\n31, 1937\n\nTreasurer\n\n1, 1936 .\n\nThru Secretary’s Office\nMemberships .\nAdvertising .\n.\nExhibits — Net\n\nEnded\n\n$77,828.75\n\n$366,306.94\n46,334.68\n\n.\n\n30,218.76\n-\n\n$442,860.38\n\nIncome\n\nPermanent Fund Income 1936-1937 .\n$42,763.69\nHonorariums — Field Work .\n3,431.69\nRentals .\n8,710.08\nSale of Reports and Publications .\n17,174.42\nSundry Exchanges .\n517.68\nReimbursement D. C. Unemployment Tax\n720.23\nPayment Stopped on Check\n1935-1936 .\n\nNo. 356 —\n25.00\n\n73,342.79\nBalance\n\nBalance\nOther Sources\nIncreases in Amounts\n\nMay\n\n31, 1936\n\nNational Council on Teacher\ntirement Systems .\n\n31, 1937\n\nin Miscellaneous\n\n$37,898.22\n3,535.09\n750.00\n1,916.63\n\nRe¬\n\n458.75\n$36,821.16\n\n$44,558.69\n$7,737.53\n\nAssets\n\nProtested Checks .\nTime Checks .\n\nCollection of Account\n\nMay\n\nDue\n\nAssociated Departments .\n$34,944.37\nSchool Health Education Service 1,876.79\nGrant for Study of Economic\nStatus of Rural Teachers .\nHorace Mann Centennial Fund. .\n\nDecrease\n\n516,203.17\n\nCharged\n\n$1,084.88\n$9,784.61\n\n$1,056.37\n$6,573.45\n\n$10,869.49\n\n$7,629.82\n\nOff in Prior Year\n\n.49\n3,239.67\n10,977.69\n\nTOTAL\n\nCASH\n\nACCOUNTABILITY\n\n(Forwarded)\n$605,009.61\n\n"}
{"page": 839, "printed_page": null, "text": "Associational\n\nRecords\n\nTOTAL CASH ACCOUNTABILITY\nFROM WHICH\nDEDUCT:\n\nand\n\n(Brought\n\nInformation\n\nForward)\n\n833\n\n$605,009.61\n\nDISBURSEMENTS\nBoard of Trustees, Directors, and Executive\nCommittee .\n$14,773.31\nDivisions .\n238,231.40\nGeneral Headquarters .\n8,963.96\nPhysical Plant .\n56,870.51\nInstitution Expense .\n107,399.14\nSpecial Appropriations .\n24,580.79\nAssociation Membership Dues .\n1,100.00\nFinancing of Delegates .\n6,948.00\nLife Annuities and Insurance .\n11,116.71\nPromotion and Maintenance of Membership 20,587.64\n$490,301.46\nLess: Adjustment for Inventory\ntionery and Supplies .\n\nof Sta¬\n847.92\n-\n\nPurchase\n\nof Furniture\n\nand Fixtures .\nBalances\n\nOther Disbursements\nIncrease in Asset Accounts\nAccounts Receivable .\n\nMay\n\nStamped Envelopes and Cards\nStationery and Supplies .\nTravel Advances .\n\n31,1936\n\n$7,699.84\n504.33\n332.96\n525.00\n\n$9,062.13\nDecreases in Liability Accounts\nVouchers Payable .\nSuspense .\n\nEducational Policies Commission .\nTOTAL\nCASH\n\nDISBURSEMENTS\nBALANCE\n\nMAY\n\n$489,453.54\n$1,396.90\n\n31, 1937\n\nBalances\nMay\n\n31, 1937\n\n$10,988.46\n1,219.37\n578.78\n760.00\n$13,546.61\n4,484.48\n\n$45,542.47\n40.83\n\n$28,995.74\n32.78\n\n$45,583.30\n\n$29,028.52\n\n16,554.78\n\n9,276.44\n\n1,698.34\n\n7,578.10\n519,467.80\n$85,541.81\n\n"}
{"page": 840, "printed_page": null, "text": "834\n\nNational\n\nEducation\n\nBUDGET\nBUDGET\n\nDATA\n\nAPPROVED\n\nAND\n\nBY\n\nADOPTED\n\nOF\n\nDIRECTORS,\n\nREPRESENTATIVE\nJULY\n\nSummary\n\nREPORT\n\nRECOMMENDATIONS\n\nBOARD\nBY\n\nAssociation\n\nof Budget\n\nFOR\nJUNE\n\n1937-38\n29, 1937\n\nASSEMBLY,\n\n1, 1937\nRecommendations\n\n1. Budget appropriations for 1937-38 are recommended\nceeding income for 1936-37.\n\nfor a total amount\n\n2. Appropriations recommended do not anticipate enlargement\nities beyond those of normal growth.\n\nof Association\n\nnot ex¬\nactiv¬\n\n3. Appropriations for Divisions are based on elimination of present 5 percent salary\ndeduction and restoration of normal salary schedule as of September 1, 1937.\n4. Budget data in full detail was studied and discussed at meeting\nmittee in Washington, June 12.\n\nof Budget\n\nCom¬\n\n5. It is recommended by the Board of Directors that as early as possible the budget\nshall provide (1) for a surplus to meet possible emergencies forced upon the\nAssociation, such as the recent depression, and (2) that an adequate reserve for\ndepreciation on the headquarters building be set up from year to year.\nHelen T. Collins, New Haven, Connecticut, Chairman\nA. C. Flora, Columbia, South Carolina\nThomas J. Walker, Columbia, Missouri\nMartin P. Moe, Helena, Montana\nCharles O. Williams, Indianapolis, Indiana\nBudget Committee of the Board of Directors\n\n"}
{"page": 841, "printed_page": null, "text": "Association al\n\nRecords\n\nRecommendations\n1. Board\n\nand\n\nInformation\n\n835\n\nfor Appropriations\n\nof Trustees:\n\nActual\n\nexpenses\n\nfor last five years:\n\nAmount\n\nrecommended\n\nfor 1937-38\n\n4\n6\n7\n3\n4\n5\n3\n. 4\n74\n3\n6\n7\n3\n3\n3\n5\n73\n3\n3\n5\n6\n\n2. Executive Committee:\n\n32\n3\n3\n-\n\n34\n\n$750\n\nActual expenses for last five years:\n33\n.\n3\n.\n4\n\n-\n\n$784\n\n5\n\n.\n.\n.\n.\n.\n\n35\n.\n3\n6\n6\n.\nAmount\nrecommended\n3\n.\n3. Board 7\nof Directors:\nActual\n\nexpenses\n\n601\nfor 1937-38. . .\n1,492\n\n$3,246\n2,382\n3,112\n3,100\n2,567\n$2,600\n\nfor last five years: 556\n908\n\n$9,822\n7,249\n9,704\n\n.\n.\n.\n.\n.\n.\n.\n. .\n.\n.\n.\n.\n.. . .\n\n11,188\n8,263\nAmount\n\nrecommended\n\nfor 1937-38...\n$12,000\n\n4. Office Expense for President:\nActual\n\nexpenses\n\nfor last five years:\n$1,636\n319\n\n1,200\n464\n111\nAmount\n\n5. Executive\nActual\n\nAmount\n\nrecommended\n\nfor 1937-38...\n\nSecretary’s Office:\nexpenses\n\n$500\n\nfor last five years:\n\nrecommended\n\nfor 1937-38:\n\nSalaries and wages .\nTravel expense .\nStationery and office supplies. .\nPostage .\nTelegrams .\n\n$30,439*\n29,985*\n32,894\n36,235*\n40,938*\n\n$30,060\n400\n1,450\n500\n175\n\nTotal\n* Includes expense for accounts now included in Division of Accounts and Records.\n\n$32,585\n\n"}
{"page": 842, "printed_page": null, "text": "836\n\nNational\n\n6. Division\n\nof Accounts\n\nActual\n\n-\n\nand\n\nAssociation\n\nRecords:\n\nexpenses for last year:\n\n1936-37 .\nAmount\n\nrecommended\n\n$34,543\nfor 1937-38:\n\nSalaries and wages .\nTravel expense .\nStationery and office supplies .\nPostage .\nTelegrams .\nAddressograph supplies .\nTotal\n7. Division\nActual\n\nexpenses\n\nAmount\n\nrecommended\n\n$35,680\n\n:\n\nfor last live years:\n\nfor 1937-38:\n\nSalaries and wages .\nTravel expense .\nStationery and office supplies .\nPostage .\nTelegrams .\nTotal\n\n$33,200\n200\n675\n800\n5\n800\n\n.\n\nof Membership\n\n-\n\n-\n\nEducation\n\n$11,825\n625\n165\n300\n10\n\n.\n\n$12,925\n\n38. Promotion and Maintenance of Membership:\n3\n3\n.\nActual expenses for last live years:\n.\n4\n3\n3 5\n3 .\n6\n.\n7\n.\n\n3\n\n3\n3\n4\n.\n.\n5\n\n.\n6\n.\n7\n.\n\n$27\n25,\n\n,09\n\n4*\n\n977\n*\nAmount recommended for 1937-38 .\n28,\n968\n*\n9. Division of Field (Legislative)\n:\n35,\n8\n62* five years:\n12, last\nActual expenses for\n525\n\nAmount\n\nrecommended\n\nfor 1937-38:\n\nSalaries and wages .\nTravel expense .\nStationery and office supplies .\nPostage .\nTelegrams .\nTotal\n\n$17,500\n\n.\n\n$11,600\n1,200\n100\n150\n25\n$13,075\n\n* Includes expense for membership records now included in Division of Accounts and Records.\n\n$\n25 27,5\n,7 00\n03\n\n"}
{"page": 843, "printed_page": null, "text": "Associational\n\n2\n3--\n\nRecords\n\nand\n\n837\n\nInformation\n\n10. Division of Business:\nActual\n\nexpenses\n\nfor last five years:\n\n3\n\n-\n\n3\n33\n54\n3\n\n3\n\n6\n\n7\n\n.\n\n.\n.\nAmount recommended for 1937-38:\n.\nSalaries and wages .\n.\nTravel expense .\nStationery and office supplies .\n\n$16,158\n16,308\n17,890\n21,332\n23,022\n\n$20,275\n800\n300\n\nPostage .\n-.\nTelegrams .\nAdvertising .\nMailing and multigraph sections and addressograph\nservice .\n\n400\n50\n250\n2,000\n\n11. Division of Classroom\n4\n\n3\n5\n6\n7\n3\n\nTotal\n\nActual\n\nexpenses\n\n$24,075\n\nService:\n\nfor last five years:\n$7,306\n7,314\n7,308\n\n4\n6\n7\n\n.\n.\n.\n.\n.\n\nAmount\n\nrecommended\n\nfor 1937-38:\n\n7,331\n7,710\n\nSalaries and wages .\nTravel expense .\nStationery and office supplies .\nPostage .\nTelegrams .\nTotal\n\n320\n$7,455\n90\n150\n5\n\n.\n$8,020\n\n12. Division of Publications:\nActual\n\n.\n.\n.\n.\n.\n\nAmount\n\nexpenses\n\nfor last five years:\n\nrecommended\n\nfor 1937-38:\n\nSalaries and wages .\nTravel expense .\nStationery and office supplies ...\nPostage .\nTelegrams .\nReprints, leaflets and packets .\nAmerican\n\nEducation\n\nWeek — promotion\n\nTotal\n* Includes expense for Publicity Section.\n\n$39,659*\n42,325*\n31,956\n45,120*\n43,734*\n$30,060\n355\n1,000\n650\n60\n1,000\n1,000\n$34,125\n\n"}
{"page": 844, "printed_page": null, "text": "838\n\nNational\n\n3\n\nActual\n\n.\n\nexpense\n\nEducation\n\nAssociation\n\nfor last year:\n\n1936-37 .\n$10,333\n\nPubl\n\n$8,960\n1,000\n170\n215\n100\n250\n900\n\nTravel expense .\nStationery and office supplies .\nPostage .\nTelegrams .\nPhotographs and cuts .\nRadio broadcast incidentals .\nTotal\n\n$11,595\n\nActual\n\n.\n.\n.\n.\n.\n’\n.\n\n4\n6\n7\n\n5\n\n3\n\n3\n3\n3\n3\n\n3\n\n3\n5\n6\n\niciAmount\nrecommended for 1937-38:\nty S\necti\non: and wages .\nSalaries\n\nexpenses\n\nfor last five years:\n\n$8,631\n8,545\n9,163\n8,560\n9,275\n\nAmount\n\nrecommended\n\nfor 1937-38:\n\nSalaries and wages .\nTravel expense .\nStationery and office supplies .\n\n125\n$8,365\n85\n\nTotal\n$8,575\n\n.\n\n4\n.\n.\n\nDivi\n\nsion\n\nof A\n\nActual\n\ndmin\n\nistr\n\nexpenses\n\nativ\n\nAmount\n\ne Se\n\nfor last five years:\n\nrvic\n\ne:\n\nrecommended\n\nfor 1937-38:\n\nSalaries and wages .\n$57,360\nTravel expense .\n700\nStationery and office supplies .\n950\nPostage .\n1,000\nTelegrams .\n60\nBooks and pamphlets (Library) .\n640\nSpecial charts, tables and legislative ref. studies. . . .\n1,900\nTotal\n$62,610\n* Includes expense for Division of Rural Service.\n\n"}
{"page": 845, "printed_page": null, "text": "-\n\n-\n\n-\n\nRecords\n\nand\n\nInformation\n\n839\n\n16. Division of Rural Service:\nActual\n\nexpense\n\nfor last year:\n\n1936-37 .\nAmount\n\nrecommended\n\n$8,445\nfor 1937-38:\n\nSalaries and wages .\nTravel expense .\nStationery and office supplies .\nPostage .\nTelegrams .\nTotal\n\n$9,810\n1,000\n120\n200\n65\n\n.\n\n$11,195\n\n17. Physical Plant:\nActual\n\nexpenses\n\nfor last five years:\n\nAmount\n\nrecommended\n\nfor 1937-38:\n\nRent .\nLight and power .\nHeat .\nJanitor service .\nMaintenance .\nTotal\n\n18. General\n\n$43,000\n1,950\n1,350\n8,650\n: . . . . 2,400\n\n.\n$57,350\n\nOffice Expenses:\n\nActual expenses for last five years:\n3\n.\n3\n3\n.\n4\n3\n.\n5\n$54,\n529\n.\n3\n6recommended for 541937-38:\n,498\nAmount\n.\n3\nAuditing Association accounts.\n7\n56,0\n32\nExpress and freight .\n5\n7,70\nGeneral expense .\n3\nInsurance .\n56,8\nInterest and discount 71allowed\n.\n.\n.\n.\n.\n\n4\n6\n7\n4\n7\n5\n3\n6\n3\n3\n\n3\n5\n3\n3\n3\n3\n3\n\n-\n\nAssociational\n\n$7,170\n6,591\n7,666\n8,635\n8,694\n225\n150\n$500\n800\n300\n1,100\n265\n\nRepairs — Office furniture ....\nSurety bonds .\nTelephone service .\nOperators and information...\n\n1,600\n3,500\n\nTotal\n\n19. Annual\n\nConventions:\n\n$8,440\n\nActual expenses for last five years:\n\n.\n.\n.\n.\n.\n\n$4,560\n3,948\n5,724\n5,043\nAmount\n\nrecommended\n\nfor 1937-38\n\n5,080\n$6,000\n\n"}
{"page": 846, "printed_page": null, "text": "840\n\n9\n9\n3\n32\n3\n3\n3\n34\n5\n6 -\n\nNational\n\nEducation\n\n20. Journal of the National Education\nActual\n\nexpenses\n\nAssociation\n\nAssociation:\n\nfor last five years:\n\n3\n$74,845\n69,183\n\n.\n\n.\nAmount\nrecommended for 1937-38 .\n.\n21. Other .\nPublications:\n.\nActual expenses for last five years:\n\n72,271\n85,941\n81,042\n.\n\n$81,000\n\n$13,671\n12,007\n21.276\n\n.\n.\n.\n.\n.\n\n23,180\n21.277\n\nAmount\n\n4\n\nrecommended\n\nfor 1937-38:\n\nVolume of Proceedings .\nPublications and reports .\nAmerican Education Week material\nResearch Bulletin .\nTotal\n\n.\n\n.\n.\n.\n.\n\n$8,000\n3,000\n5,000\n5,800\n\n.\n\n$21,800\n\n22. Expenses of Delegates:\nActual\n\n.\n.\n.\n.\n..\n.\n.\n.\n.\n\n4\n+\n+\n3\n5\n6\n7\n3\n5\n6\n3\n7\n3\n6\n5\n7\n3\n3\n3\n3\n3\n3\n3\n3\n3\n3 3\n3\n3\n3\n\n-\n\n4\n7\n3\n5\n36\n3\n3\n3\n3\n\n- 3\n2\n6\n4\n\n3\n33\n3\n+\n3 5\n6\n7\n\nexpenses\n\nfor last five years:\n\n$7,102\n9,352\n6,489\n\nAmount\n\nrecommended\n\nfor 1937-38 .\n\n23. Association Membership\nActual\n\nexpenses\n\n6,611\n.\n6,948\n\n$9,000\n\nFees:\n\nfor last five years:\n\n1,200\n$700\n1,100\n1,100\n1,100\nAmount\n\nrecommended\n\nfor 1937-38:\n\nWorld Federation of Education Associations .\nAmerican Council on Education .\n.\nTotal\n\n24. Retirement\nActual\n\n.\n.\n.\n.\n.\n\nAmount\n\n.\n\nAnnuities\n\nexpenses\n\nand\n\n$1,000\n100\n\n.\n\n$1,100\n\n$9,220\n8,914\n9,468\n10,603\n11,117\n.\n\n$11,000\n\nInsurance :\n\nfor last five years:\n\nrecommended\n\nfor 1937-38 .\n\n"}
{"page": 847, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n841\n\n3\n\n3\n3\n2\n3\n-\n\n4\n5\n6\n\n3\n\nActual\n\nexpenses\n\nfor last\n\n.\n\n3\n3\n\n.\n.\n.\n.\n.\n\n5\n6\n7\n3\n3\n3\n\n+\n\nDep\n\nart\n\n.\nts:.\n\nmen\n\n.\n.\n.\n\nAmount\n\nfive years:\n\nrecommended\n\n$11,288\n11,309\n12,17+\n12,469\n12,367\n\nfor 1937-38:\n\nClassroom teachers .\nSecondary education and other departments and\nAssociation purposes in amounts as determined\nby Executive Committee .\n\n$11,000\n\n2,500\n\n+\n6\n7\n3\n5\n3\n3\n3\n3\n3\n\nTotal\n$13,500\n\nActual\n\nexpenses\n\nfor last five years:\n$2,58+\n16,208\n15,556\n10,687\n\n.\n.\n.\n.\n.\n\n11,339\nAmount\n\nrecommended\n\nfor 1937-38:\n\nLegislative Commission .\nCommittee on Tenure .\nOther committees and commissions and Associa¬\ntion purposes in amounts as determined by\nExecutive Committee .\n\n$500\n10,000\n\n5,000\n\nTotal\n$15,500\n\n.\n\nmit\n\ntee\n\nActual expenses for last year:\n\ns a\n\nnd\n\nCom 1936-37 .\nmis\nAmount\nsio recommended for 1937-38 .\nns:\nGRAND\n\nTOTAL\n\n$+77\n\n$2,500\n$515,000\n\n"}
{"page": 848, "printed_page": null, "text": "842\n\nNational\n\nEducation\n\nComparison\n\nAssociation\n\nof Expenditures\n\n1933-34 to 1936-37\n\nAnd\n\nRecommended\n\nAppropriations\n\nfor 1937-38\nmended\n\nAPPROPRIATION\nBoard of Trustees .\nExecutive Committee .\nBoard of Directors .\nOffice Expense\n\nExpended\n\nExpended\n\nExpended\n\n1933-34\n\n1934-35\n\n1935-36\n\n1936-37\n\nAppropri1937-38\n\n$\n\n$\n\n$\n\n$\n\n$\n\n601\n2,382\n7,249\n319\n\nfor President .\n\nExecutive Secretarv’s Office .\nDivision of Accounts and Records .\n\n29,985 *\n\nDivision of Membership .\nPromotion and Maintenance of membership\nDivision of Field (Legislative) .\nDivision of Business .\nDivision of Classroom Service .\nDivision of Publications .\n\nIS, 911\n25,703\n12,020\n16,308\n.\nt\n42,325\n7,314\n\nPublicity Section .\nDivision of Administrative Service .\nDivision of Research .\n\n1,492\n3,112\n9,704\n36,235\n1,200 *\n28,968\n26,065\n12,888\n\n17,889\n.\nt\n7,308\n45,120\n\n8,545\n54,900\n\n9,163\n63,116\n\n54,498\n\n56,033\n\n6,591\n\n7,666\n\nJournal of the N. E. A .\n\n3,948\n69,183\n\nOther publications .\nExpenses of delegates .\nAssociation membership fees .\nRetirement annuities and insurance .\n\n12,007\n\nDivision\n\nof Rural\n\nService .\n\nPhysical Plant .\nGeneral Office expenses .\nAnnual Conventions .\n\nUnemployment\n\ninsurance\n\n9,352\n1,200\n8,914\n\ntax .\n\nDepartments .\nCommittees and Commissions .\nSecretary’s Contingent\n\n* Expense\nt Expense\nt Expense\n\nRecom¬\nation\n\nExpended\n\n556\n\n750\n\n40,938 *\n\n908\n2,567\n11,188\n111\n32,894\n\n35,863\n22,093\n11,503\n\n34,543\n12,525\n20,588\n11,895\n\n21,332\n.\nt\n\n23,022\n\n7,331\n43,734\n\n31,956\n7,710\n10,333\n\n34,125\n8,020\n11,595\n\n9,275\n55,155\n\n8,575\n57*350\n62,610\n11,195\n\n464\n3,100\n8,263\n\n.\n\n8,560\n61,151\n\nx\n\n2,600\n12,000\n500\n32,585\n35,680\n12,925\n17,500\n13,075\n24,075\n\n8,445\n56 ^87 1\n8,635\n\n8,694\n\n72,271\n5,724\n21,277\n\n5,043\n85,941\n23,180\n\n81,042\n5,080\n21,277\n\n8,440\n81,000\n6,000\n21,800\n\n6,489\n1,100\n\n6,611\n6,948\n875\n1,100\n11,117\n1,100\n10,603\n’\n3\n0\n7\n57,\n\n9,000\n11,000\n1,100\n\n9,468\n\n11,309\n16,208\n\n12,174\n15,556\n\n12,469\n10,687\n\n12,367\n477\n11,339\n\n$426,838\n\n$470,018\n\n$486,860\n\n$490,301\n\n13,500\n15,500\n\nFund .\n\nincluded in Executive Secretary’s Office and Division\nincluded in Division of Publications,\nincluded in Division of Research.\n\nINCOME\n\nof Membership,\n\nSTATEMENT\n\n1934-35\n\n1935-36\n\n1936-37\n\n$318,174\n38,171\n10,980\n\n$335,932\n42,289\n25,196\n\n$366,307\n46,335\n\n2,243\n9,177\n23,228\n41,393\n\n2,439\n\n3,431\n8,711\n17,174\n42,764\n\nMembership Dues .\nTournal Advertising .\nExhibits (net) .\nHonorariums .\nRentals .\n\n.\n.\n.\n\n1933-34\n$314,328\n32,090\n14,599\n\n.\n.\n\n2,489\n8,980\n\nSales of Reports\n\nPermanent Fund — Net Income .\nContributions .\n\n.\n.\n.\n\n19,061\n36,165\n5,895\n\nSundry\n\n.\n\n307\n\n3,047\n354\n\n$433,914\n\n$446,767\n\nand Pamphlets .\n\nIncome .\n\n2,500\n$515,000\n\n19,247\n9,380\n41,163\n802\n864\n\n$477,312\n\n30,219\n\n517\n\n$515,458\n\n"}
{"page": 849, "printed_page": null, "text": "Associational\n\nREPORT\nHENRY\n\nOF\n\nLESTER\n\nRecords\n\nCOMMITTEE\n\nSMITH,\n\nDEAN,\n\nSCHOOL\n\nBLOOMINGTON,\n\nand\n\nON\nOF\n\nInformation\n\nACADEMIC\nEDUCATION,\n\nIND.,\n\n843\n\nFREEDOM\n\nINDIANA\n\n1\n\nUNIVERSITY,\n\nChairman\n\nThe Committee on Academic Freedom of the National Education As¬\nThe\n\nbasic -purpose\n\nHove\n\nacademic\n\nof principles upon\n\nthe following statement\n\nsociation makes\nproposes to work :\n\nof academic\n\nfreedom — The\n\ncause\n\nof academic\n\nthe cause of free speech in general, is the cause of effective democracy.\nexist to promote the rule of intelligence in our democratic affairs.\nfreedom\n\nserves — Academic\n\nfreedom\n\nis at bottom\n\nwhich\n\nfreedom,\n\nit\n\nlike\n\nBoth freedoms\n\nthe freedom — and\n\nobligation — to study and learn, and to share what is learned. It means actual oppor¬\ntunity to study and conclude on the basis of intelligence rather than of any alterna¬\ntive. This holds as truly of student activities as of classrooms and lecture halls.\nFreedom of teaching exists to promote such intelligent study and learning.\nThis practise of intelligent study is necessary to the proper working of democracy\nas of no other type of society. The pupils and students of today as the active citizens\nof tomorrow must learn to think about vital problems independently, as we say,\neach for himself, for anything less is not thinking. Academic freedom means, then,\nthe freedom of each teacher in a democratic society to work without interference\nfor the fair-minded study of all pertinent problems by the young citizens under his\ncare. On no other basis can human individuality be well built or democratic affairs\nbe well conducted.\nThe\n\nneed\n\nfor such intelligent study is peculiarly urgent\n\ntoday. In a changing\n\nwTorld, with new situations continually arising, the citizens must be continually dis¬\ncriminating between wrhat still remains good and what is now outworn, betwreen\nwhat is accordingly to be retained and what has to be remade or discarded. Our\nyoung people as citizens-in-the-making must accordingly be learning to appraise the\nstrengths and limitations of our historic traditions and institutions so that, as later\nneed may arise, they can do their part to keep these abreast of the changing need.\nNo custom or institution, however cherished, can in advance claim exemption from\nthis study and criticism. We never know beforehand wThere conditions may call for\nremaking. Academic freedom of study, suited to be sure to the age of the pupil or\nstudent, becomes in this way an absolute essential for democratic education in a\nchanging society.\nAcademic freedom serves still further. At the very heart of the democratic process\nlies the factor of intellectual integrity, for without it democratic discussion becomes a\nsham, and social cooperation a fraud. A democratic education must then foster intel¬\nlectual integrity as crucial both to its own very essence and to that of democracy\nitself. The teacher must accordingly embody and express this integrity, for only thus\ncan its growth and acceptance be promoted in others. Any suspicion therefore that\nthe teacher is externally controlled or influenced in reaching his opinions or in\nexpressing them freely must call in question his intellectual integrity and so wrnrk\nagainst the desired integrity in all whom he influences.\nIn these and other wTays academic freedom of teaching becomes essential to the\nproper guidance of the young by the old. Without it, neither effectual social intelli¬\ngence nor essential intellectual integrity is probable of realization. In this w'ay does\nacademic freedom lie at the very heart of any proper teaching.\nTeachers’\n\ncorrelative\n\nobligations — The\n\njustification of academic\n\nfreedom\n\nas set\n\nout above lies in the kind of study it tends to promote. If a teacher wrilfully or\ncarelessly permits some bias or prejudice of his own, or even his carefully reached\nconvictions by the wray he teaches them, persistently to mar the process of fair-minded\nstudy on the part of his pupils or students, then in like degree may that teacher’s\nfitness to teach be questioned. The principle thus invoked furnishes no basis for the\n1 Accepted\n\nby Board\n\nof Directors, June 28, 1937.\n\n"}
{"page": 850, "printed_page": null, "text": "844\n\nNational\n\nEducation\n\nexclusion of any topic or problem\nits fair-minded consideration.\n\nfrom\n\nAssociation\n\nstudy, but relates wholly* to the question\n\nof\n\nAcademic freedom and tenure — If teachers are to be free from improper outside\npressures and so live above suspicion in the integrity of their teaching, they must\nfeel secure of tenure so long as they maintain proper professional standards. Threats\nto tenure, even when indirect, may put an improper pressure upon teachers to decide\ntheir teaching on other than professional considerations. Whether the school shall\nmake its just contribution to our democratic process becomes thus conditioned upon\nadequately safeguarded tenure. Apart from such tenure, academic freedom can have\nno assured outlook.\nAcademic freedom and community opinio?i — In many communities there are\nparents and citizens who for various reasons oppose the teaching of controversial\nissues. Prudence and a just consideration for the feelings of others might therefore\nconflict with the teacher’s positive duty to teach adequately the youth under his care.\nWhat to do will vary with conditions. As a rule, intelligent tact will serve better\nthan downright conflict; but there are times when a resolute stand must be taken\nagainst\n\nunwarranted\n\ninterference,\n\neven\n\nat the expense\n\nof personal\n\nsacrifice.\n\nLay censorship of teaching materials — Adequate teaching, especially in the social\narea, will involve the use of suitable reading materials. Any external restriction\nplaced upon the choice of such suitable books or other reading materials is clearly an\ninterference with proper study and teaching. When therefore schoolboards or other\nlay authorities censor or prescribe what reading materials schools or teachers shall\nor shall not use with their classes, they violate the principles of academic freedom\nand interfere with the presumptively best preparation for democratic citizenship.\nExisting laws often grant to lay bodies the legal right thus to interfere. It is the\nmoral and social propriety of exercising this legal privilege that is here called in\nquestion.\nTeachers’ rights and correlative duties as citizens — Teachers are citizens and have\nthe full legal rights of all citizens. This includes the right to freedom of speech and\nthe right to live their own\nthese considerations\n\nlives within\n\nteachers\n\nhave\n\nthe law\n\nthe same\n\nas to them\n\nshall seem\n\nwise. From\n\nlegal right as other citizens to express\n\npublicly any opinion they may hold, to ally themselves with organizations of their\nown choosing, and otherwise to take part in political campaigns and the like. But\nteachers have duties as well as rights. In fact, rights are never absolute, but are\nalways to be exercised with due regard to all their consequences. In particular, the\nexercise of a teacher’s rights as citizen should not interfere with the proper discharge\nof his duties to his school. What constitutes interference will differ from community\nto community. No one rule can be laid down. The general test will be the actual\neducative effects, upon the pupils and others, that follow from the conduct of the\nteacher outside of school hours. The good teacher will be sensitive that these effects\nbe not bad.\nSchool officials and academic freedom — The out-of-school rights of school officials\nstand on much the same footing as those of teachers discussed above. School officials\nhave all the rights of other citizens, but like teachers they, too, should not allow the\nexercise of their rights to interfere with their school duties reasonably considered.\nIt may happen that public pressure, in tendency or fact, will force school officials\nto refrain unduly from exercising their citizenship rights; or that such pressure may\nforce them as officials to put improper restraints upon the teachers in their schools.\nIn either such case academic freedom is in a true sense threatened, and the principles\nformulated\n\nabove\n\nfor teachers\n\ncome\n\ntherein\n\nto apply also to school officials.\n\nTrials on academic freedom and other related charges — The foregoing principles\nof tenure and academic freedom are not intended to afford protection to a teacher\nor other\n\neducator\n\nagainst\n\nany\n\nlegitimate\n\ncharge\n\nof professional\n\nincompetency\n\nor\n\nunprofessional conduct. The educational profession should be sensitive to the obliga¬\ntions herein imposed to help root out such incompetency or unprofessional conduct.\nHowever,\nunder\n\nso great\n\ncharges\n\nto discount\n\nare\n\nthe dangers\n\nof incompetency\n\nthe need for academic\n\nto academic\n\nor unprofessional\nfreedom,\n\nfreedom\nconduct,\n\nthat may\nand\n\nbe concealed\n\nso prone\n\nthat all trials or hearings\n\nare laymen\n\nwhere\n\nacademic\n\n"}
{"page": 851, "printed_page": null, "text": "Associational\n\nfreedom\n\nRecords\n\nand\n\nis a possible factor should, if the accused\n\n845\n\nInformation\n\nso wishes, be publicly conducted.\n\nDue notice should always be given, with charges precisely formulated. And legal\nprovision should always be made for the professional peers of the accused to share\nin the actual decision.\n\nDemocratic education stands or falls by how it serves. It can and should\nserve both old and young. Only an education to help people to think, each\none independently, can serve democracy.\nPopular discussion affords a democratic education for citizens. The press,\nthe radio, public addresses, friendly meetings of neighbors — these in the\naggregate allow opposed views to be voiced and their merits weighed. There\nare those who would prefer to forbid the advocacy of views which they them¬\nselves dislike. But the Constitution prevents this suppression of unpopular\nviews by guaranteeing freedom of speech and of press — all to the end that\nthe people may think and decide more intelligently. This is the democratic\nway of safeguarding to citizens their right to freedom in learning.\nThe schools need in the same way to have freedom of study and learning\nsafeguarded for the young. Unfortunately there are many — some mistaken\nparents and citizens, others more knowing and selfish — who wish children\nto grow up accepting only what their elders have hitherto thought.\nBut this kind of learning is indoctrination, not true education. It cannot\nserve democracy. What is learned in such a way is fixed in habit, not based\non thinking. One so trained is left, in tendency at least, helpless before new\nand strange situations. In particular, this kind of learning affords no ade¬\nquate preparation for facing a changing world with its ever emerging new\ndifficulties and problems.\nSo that even if their elders — mistakenly — wish otherwise, our young peo¬\nple should as they grow older learn ever better to think, each independently.\nThe schools must then with the advancing years introduce more and more\nof material that may be classed as controversial. In the end, few if any prob¬\nlems that concern youth can safely be withheld. Only thus can youth grow\ninto adequate citizenship. These considerations give no teacher a right to\nindoctrinate his peculiar or partisan views. It is education, not indoctrination\non either side, that is here upheld. But teachers need to be protected in their\nrights to give young people this needed freedom in learning and to communi¬\ncate the results of their study to the world. Only in such ways is a demo¬\ncratic education itself safeguarded.\nREPORT\nREUBEN\n\nOF\nT.\n\nCOMMITTEE\n\nSHAW,\n\nHEAD\n\nSCHOOL,\n\nOF\n\nON\n\nAMENDING\n\nSCIENCE\n\nPHILADELPHIA,\n\nCertain proposals to amend\n\nDEPARTMENT,\n\nTHE\n\nCHARTER\n\nNORTHEAST\n\nHIGH\n\nPA., Chairman\n\nthe charter were passed by the Representative\n\nAssembly at the Denver convention, and others were approved by the Repre¬\nsentative Assembly at the Portland convention. A bill embodying these\nchanges was drawn up in September 1936 by the chairman and submitted\nto Secretary Givens and Attorney Quinter for approval.\n\n"}
{"page": 852, "printed_page": null, "text": "8+6\n\nNational\n\nThis bill was\n\npassed by the United\n\nand by the United\nREPORT\nCORNELIA\n\nEducation\n\nStates House\n\nOF\n\nS. ADAIR,\n\nAssociation\n\nStates Senate on February\n\nof Representatives\n\nCOMMITTEE\n\nON\n\n3208\n\nSTREET,\n\nHAWTHORNE\n\n11, 1937,\n\non June 7, 1937.\n\nBYLAWS\n\nAND\n\nRICHMOND,\n\nRULES\nVA., Chairman\n\nThe report of the Committee on Bylaws and Rules will be found in full\nin the minutes of the First Business Session of the Representative Assembly,\nTuesday\n\nmorning,\n\nREPORT\n\nOF\n\nJune 29, 1937.\n\nCOMMITTEE\n\nNATIONAL\n\nCOLORED\n\nDIRECTOR,\n\nMENT\n\nOF\n\nCOOPERATE\n\nASSOCIATION\n\nIN\nN. C. NEWBOLD,\n\nTO\n\nDIVISION\n\nEDUCATION,\n\nOF\n\nSCHOOLS\n\nOF\n\nNEGRO\n\nRALEIGH,\n\nWITH\n\nTHE\n\nTEACHERS\n1\n\nEDUCATION,\n\nSTATE\n\nDEPART¬\n\nN. c., Chairman\n\nThis Committee, for various reasons, has not been able to hold a satisfac¬\ntory meeting this year, but we desire to offer the following as a report of\nprogress :\n1. Section 4 of the Committee\n\nreport in Minneapolis\n\n(see N.E.A.\n\nPro¬\n\nceedings, 1928, pages 217-18) was, along with the remainder of the report,\nunanimously approved by the Board of Directors and the Representative\nAssembly. The section reads as follows:\nThat the National Education Association give its sympathetic interest and encour¬\nagement to the preparation of a motion picture which will describe on a factual\nbasis the history of Negroes\n\nin America,\n\ntheir struggles, their accomplishments\n\nin\n\neducation, literature, art, music, and in the accumulation of wealth, their contribu¬\ntions to America in industry, agriculture, and in the arts and sciences, and in peace\nand war.\nThe purpose of such a serious effort to describe the Negroes’ part in our history\nis self-evident, viz.: To inform the mass of our American people that Negroes form\na component part of our population, that they desire to share in the privileges of\nour great government, and that they are eager\nbilities of other American citizens.\n\nto bear their full part of the responsi¬\n\nAlmost every meeting of the Committee since 1928 has reaffirmed and\nreemphasized this recommendation. Full fruition of this proposal has not\ndefinitely been achieved. However, helpful contacts have been established\nwith some of the most important leaders in the motion picture industry : a\nnumber of “shorts” have been made describing Negro life and progress; an\noutstanding Negro artist, who the Committee hoped would participate in\nthe making\n\nof a motion\n\npicture of national scope, has since made\n\na distin¬\n\nguished reputation for himself, his race, and his country in commercial pic¬\ntures; a great educational foundation is now making a motion picture for use\nin connection with its program in the field of Negro education.\nThe\n\nCommittee\n\nenumerated,\n\ndoes not, and cannot, claim credit for the activities just\n\nbut it is gratifying to the members\n\n1 Accepted by Board of Directors, June 29, 1937.\n\nof the Committee\n\nthat definite\n\n"}
{"page": 853, "printed_page": null, "text": "Association\n\nal\n\nRecords\n\nand\n\n847\n\nInformation\n\nprogress is being made in the field of race relations on which they made a\nrecommendation to the National Education Association nine years ago in\nMinneapolis.\n2. Another matter of significance and real importance which has engaged\nthe serious and continued consideration of the Committee is the treatment\nof Negroes in textbooks. Fairly comprehensive reports on this subject will be\nfound in the Proceedings of the National Education Association for 1934,\npages 200-02; 1935, pages 157-58; 1936, pages 856-58.\nOne of the major results in connection with this project so far, has been\ncontacts\n\nestablished with great publishing houses and authors\n\nof books for\n\nuse in public schools. One writer has prepared and published a series of eight\nbasal readers in which he has introduced material on race relations. These\nbooks have been adopted\nor two states.\nOne\n\nas basal reading texts in the public schools in one\n\nof the leading publishing houses with headquarters\n\nAtlanta\n\nhas announced\n\nits intention\n\nauthors will be distinguished\n\nYork\n\nand\n\nof issuing a series of readers whose\n\nNegroes.\n\nIt appears that the activities of this Committee\nwriters and publishers that there is now\nthe whole\n\nin New\n\nhave so impressed textbook\n\na wholesome\n\ninterest developing\n\nmatter\n\nof producing\n\ntextbooks\n\nother fields which\n\nwill attempt\n\nto be fair and just in all matters\n\nin\n\nin reading, history, civics, and in\nwhich\n\naffect\n\nNegroes in the life and growth of America.\nOther matters of value have claimed the attention of the Committee,\n\nbut\n\nthe two briefly outlined above, because of their far-reaching significance and\nimportance, are the ones upon which the most serious study and emphasis\nhave been placed. It is believed that intelligent, persistent effort by the Com¬\nmittee upon these two subjects will produce happy and gratifying results to\nNegroes\n\nand to our entire population.\n\nREPORT\n\nOF\n\nCOMMITTEE\nOF\n\nWILLIAM\n\nMCKINLEY\nSTATE\n\nIn submitting\n\nTHE\n\nROBINSON,\n\nTEACHERS\n\nON\n\nRURAL\nDIRECTOR\n\nCOLLEGE,\n\nthe second annual\n\nTHE\n\nECONOMIC\n\nSTATUS\n\nTEACHER1\nOF\n\nRURAL\n\nKALAMAZOO,\n\nEDUCATION,\n\nMICH.,\n\nWESTERN\n\nChairman\n\nreport of the Committee\n\non the Economic\n\nStatus of the Rural Teacher, it is gratifying to know that rural teachers’2\nincomes are sharing more or less in the present general upward trend of\nwages\n\nand salaries. The\n\nlevel which\n\nhas been reached\n\nduring\n\nthe current\n\nyear — June 1, 1936, to May 31, 1937 — is being determined by a question¬\nnaire sent thru county superintendents to 38,000 rural teachers. More im¬\nportant than the information to be gained on actual salaries and their uses\nis that of the purchasing\nstandard\n\nof living which\n\npower\n\nof the salaries in terms\n\nprofessional people expect\n\nof adequacy\nand\n\nfor the\n\nare expected\n\nto\n\nmaintain for themselves and their dependents during a period of years. In\nplanning the questionnaires thought was given to the matter of the relation\n1 Accepted by Board of Directors, June 29, 1937.\n2 Thruout the work of this Committee the term “rural teachers” has been interpreted to include all\nteachers, both elementary and secondary, in the open country and centers of less than 2500 population.\n\n"}
{"page": 854, "printed_page": null, "text": "848\n\nNational\n\nof the reward\n\nEducation\n\nto the investment\n\nAssociation\n\nin professional preparation\n\nas well as to\n\nattitudes of teachers toward their work and living conditions generally.\nThe questionnaires have been distributed to rural teachers in the follow¬\nselected states :\n\ning twenty\n\nConnecticut\nFlorida\nGeorgia\n\nThese\n\nIndiana\nIowa\nKansas\nKentucky\n\nNew Mexico\nNorth Carolina\n\nstates represent a wide geographic\n\nin the predominant\n\nNorth\n\nLouisiana\nMaine\nMichigan\n\nIdaho\n\nCalifornia\nColorado\n\nOregon\nPennsylvania\nSouth Carolina\nTexas\n\ndistribution, also a wide variation\n\nagricultural products. They\n\nof state support and in total income\n\nDakota\n\nrange widely in the percent\n\nper school child. They\n\ninclude varying\n\ntypes of local administrative units and represent different practises concern¬\ning minimum salary, tenure, and retirement laws. Recommendations from\nthe state superintendents of education were enlisted in selecting twelve\ncounties for cooperation\n\nin each except the seven\n\nsouthern\n\nstates in which\n\ntwenty were selected for purposes of the study.\nA study of rural education in the southern states would\n\nnot be complete\n\nwithout the inclusion of data for Negro teachers. About one-third of the\ntotal number of questionnaires were sent to Negro teachers in order that\nthere might be sufficient data to tabulate and report separately from that of\nthe white\n\nteachers in the same\n\nand secured from the General\n\ncounties. A grant of $1500\nEducation\n\nBoard\n\nwas\n\nto supplement\n\nrequested\n\nthe Commit¬\n\ntee’s budget and thus make possible a more\nThe state superintendents of education,\n\nadequate study in this respect.\nthe members of the Advisory\n\nCommittee\n\neach state), and the executive\n\n(which\n\nhas representation\n\nfrom\n\nsecretaries of the state teachers associations, both white\n\nand Negro,\n\nin the\n\ntwenty states included have cooperated in encouraging the county, parish,\nor district superintendents and teachers in prompt and adequate attention to\nthe replies. The\nOne\n\nresponse from the teachers to date has been gratifying.\n\nhundred\n\nand fifty trial questionnaires\n\nwere\n\nsent out by members\n\nof\n\nthe Committee during the year. ETpon the basis of the replies and reactions\nto these, the Committee, in November at Washington, D. C. (incidentally\nthe only Committee meeting at the expense of the Association), spent two\ndays revising the forms and making further plans.\nIn attendance were all members of the core or executive committee who\nin addition to the chairman\nof the American\n\nCouncil\n\nare: L. V. Cavins, American\non Education,\n\nMaryland\n\nYouth\n\nCommission\n\nStudy, Baltimore,\n\nMd. ;\n\nFrank W. Cyr, Assistant Professor of Education, Teachers College, Colum¬\nbia University, New York, N. Y. ; Walter H. Gaumnitz, Senior Specialist in\nRural\n\nEducation\n\nA. R. Mead,\nGainesville,\n\nProblems,\n\nof Educational\n\nResearch,\n\nFla. ; L.\n\nP. Terrebonne,\n\nSuperintendent,\n\nState Teachers\nRichard\n\nWashington,\n\nDirector\n\nSchools, Plaquemine,\nThruout\n\nU. S. Office of Education,\n\nLa.; Kate V. Wofford,\n\nUniversity\n\nDirector\n\nof Florida,\n\nIberville\n\nof Rural\n\nD. C. ;\nParish\n\nEducation,\n\nCollege, Buffalo, N. Y.\n\nthe year, the Committee\n\nhas been grateful for the services of\n\nR. Foster, assistant director of the Research\n\nDivision of the Asso-\n\n"}
{"page": 855, "printed_page": null, "text": "Associational\n\nciation, who\n\nRecords\n\nand\n\nhas been assigned the primary\n\nfor the study. Other\n\nmembers\n\nresponsibility of that Division\n\nof the N.E.A.\n\nheadquarters\n\nparticipated helpfully, and have sat with the Committee\nof its sessions, are: Executive\n\n849\n\nInformation\n\nSecretary Willard\n\nstaff who\n\nhave\n\nduring one or more\n\nE. Givens;\n\nWilliam\n\nG.\n\nCarr, director, and Frank W. Hubbard, associate director, Research Divi¬\nsion; and Howard A. Dawson, director of Rural Service. During the New\nOrleans\n\nmeeting\n\na half-day session was held in which\n\nthe Committee\n\nwas\n\njoined by three members of its Advisory Committee: Norman Frost, pro¬\nfessor of Rural Education, George Peabody College for Teachers, Nashville,\nTenn. ; E. E. Stonecipher,\nKansas\n\nState Teachers\n\ndirector of Rural\n\nEducation\n\nand\n\nExtension,\n\nCollege, Pittsburg, Kans. ; and C. C. Swain, presi¬\n\ndent, State Teachers College, Mayville, N. Dak. The resulting six-page,\nstandard size, printed questionnaire represents many hours of study and\ndiscussion in an attempt\nwould\n\nto make\n\nobtain data upon\n\nas brief and simple as possible a form which\n\nthe adequacy\n\nAnother meeting of the Committee\nin Detroit.\nThe\nwhich\n\nCommittee\nmay\n\nrather than the amount\n\nis scheduled\n\nof salaries.\n\nduring the summer\n\nmeeting\n\nhas kept constantly before itself the need to obtain data\n\nbe presented in such form\n\nas to attract and inform\n\nthe public —\n\nboth lay and professional, both rural and urban — schoolboard members, and\nlegislators, as to the need for salaries for rural teachers which will enable\nthem to live well enough\n\nthat the rural schools may\n\nequal to the significance of their task. The\n\nattract and hold teachers\n\nfindings of the study will be\n\npublished in both research and popular forms.\nAs a background to stimulate interest in these reports, the graphic twentypage bulletin, Rural and Urban Schools (June 1937), has been prepared by\nthe Research\n\nDivision\n\nreading and wide\n\nREPORT\nWILLIS\n\nOF\n\nand issued as the first bulletin by the Committee.\n\nIts\n\ndistribution in the states is commended.\n\nTHE\n\nA. SUTTON,\n\nEDUCATIONAL\nSUPERINTENDENT\n\nAPPOINTED\n\nMEMBER\n\nOF\n\nPOLICIES\nOF\n\nSCHOOLS,\n\nTHE\n\nCOMMISSION1\n\nATLANTA,\n\nGA., AND\n\nCOMMISSION\n\nIn presenting this report I wish to inform you briefly as to the progress of\nthe Educational Policies Commission during its year and a half of steward¬\nship, and further, to acquaint you with certain of the plans which the Com¬\nmission has made for continuing its services to education.\nDuring the last month of 1935 some twenty educators representative of\npublic school teaching, school administration, teacher preparation institu¬\ntions, and other institutions of higher education as well as the professional\neducational associations, were appointed to membership on this Commission.\nThese twenty educators were charged with a twofold task: ( 1 ) to bring\ntogether the findings of research and the results of educational inquiries, and\nfrom\nwould\n\nof largely unassimilated data, to crystallize policies which\nbe useful in guiding educational reconstruction; (2) they were\n\nthis mass\n\n1 Accepted by Board of Directors, June 29, 1937.\n\n"}
{"page": 856, "printed_page": null, "text": "National\n\n850\n\nEducation\n\nAssociation\n\ncharged with publicizing among the profession and thus making effective\nin educational practise the policies which had thus been defined. It is with\nrespect to this second function of implementing\nCommission\n\ndiffers from\n\nmany\n\nseems to feel that its work\nemphasize\n\nthat we\n\nits pronouncements\n\nothers; the typical commission\n\nis done when\n\nare seeking, by direct action within\n\nimportant\n\nof inquiry\n\nits reports are published. I want\n\nput into practise the results of the Educational\ndeliberations.\nAnother\n\nthat this\n\naspect of our work\n\nto\n\nthe profession, to\n\nPolicies Commission’s\n\nconsists of developing\n\nmutually\n\nhelpful cooperative relationships with other private as well as governmental\nofficial bodies. Of\n\nsome\n\nprominence\n\nin this regard is our cordial working\n\nrelationship with the American Council on Education and its affiliate, the\nAmerican Youth Commission. A conference committee of the Council and\nour Commission\nof coordination\n\nalready has taken under\nof effort in two\n\nstudies in which\n\nWe\n\nhave already completed\n\nwith\n\nthe Social Science Research\n\nunder\n\nthe title, Research\n\nAlso, on two\n\nadvisement\n\nthe preparation\n\nboth groups\n\nare interested.\n\nof a document,\n\nin conjunction\n\nCouncil, which\n\nMemorandum\n\noccasions, the Commission\n\nthe possible methods\n\nis now\n\nbeing published\n\non Education\n\nin the Depression.\n\nhas met\n\nrepresentatives\n\nwith\n\nof\n\nPresident Roosevelt’s Advisory Committee on Education, under the chair¬\nmanship of Floyd W. Reeves, to discuss possible means of cooperation.\nPerhaps it can justifiably be said, judging from these and other opportunities\nto coordinate\n\neducational\n\neffort, that agencies in other social sciences as\n\nwell as in education are coming to look upon the Educational Policies Com¬\nmission as a group that is representative of all education rather than of any\nsingle aspect. Because of this representativeness, the Commission’s usefulness\nto other agencies, who wish to address themselves to education as a whole,\nis greatly enhanced.\nImmediately\n\nafter it had organized\n\nset out to define the major\n\nproblems\n\nthen to determine\n\nhow\n\nfrom\n\nthat we\n\nthe beginning\n\nstatement\ndemocratic\ndevoted\n\nAmerican\n\nto the preparation\nUnique\n\nmust be assumed\nAccordingly\n\nof a document\nFunction\n\nwhich\n\nwas\n\nof Education\n\nunder\n\na\n\neffort was\n\npublished last winter,\n\nin American\n\nDemocracy.\n\nwas\n\nprepared\n\nreport contains an interpretation of the nature\n\nand\n\nobligations of\n\nin terms of the historical background\n\nall levels. The\n\nfreedom\n\nto education\n\ncontrol of school policy and school budgets\n\npolitical officers is questioned.\n\nCompetence\n\nnecessitate protection against minority\n\nand\n\nwith\n\nof public schools in America.\n\nreport favors a high degree of administrative\n\nhappen\n\na clear\n\nwhich\n\neducation\nThe\n\nimperative\n\nby education\n\nour first major\n\nMany of you are familiar with this little book\nthe assistance of Charles A. Beard.\nThe\n\neducation, and\n\nhave as the basis for our deliberations\n\nof government.\n\nunder the title The\n\nconfronting\n\nthey could best be attacked. It seemed\n\nas to the functions which\nform\n\nand selected a staff, our Commission\n\nand\n\nby temporary\n\ncontinuity\n\nmajority\n\nat\n\npressures\n\nin education\nwhich\n\nmay\n\nto control executive and legislative bodies at particular moments.\n\nSchool\n\nauthorities, the report points out, do not object to democratic\n\ncontrol. They\n\ndo object to inquisitions by temporary\n\npoliticians; to having\n\n"}
{"page": 857, "printed_page": null, "text": "Associational\n\nteaching positions turned\n\nRecords\n\nand\n\nInformation\n\n851\n\ninto the spoils of office ; to lay interference in the\n\ntechnical aspects of the professional educational service ; and to the disar¬\nrangement of carefully prepared curriculums for petty and partisan reasons.\nEducation\n\nproperly\n\nspirit designed\n\ninsists upon\n\nmeasures\n\nto insure an autonomy\n\nof law\n\nin which\n\nand\n\nsafeguards\n\nof the\n\nit can best discharge\n\nits\n\nobviously necessary in view\n\nof\n\nobligations.\nA\n\nsecond\n\nimportant\n\nstudy which\n\nseemed\n\nthe changing 'social scene is a re-thinking of the purposes of education. To\nadvance this project the Commission has added to its staff Edgar W. Knight\nof the University\n\nof North\n\nyears of experience\n\nCarolina.\n\nwith the “Seven\n\nWe\n\nrecognize, after nearly twenty\n\nCardinal\n\nPrinciples,” that merely\n\nto\n\nidentify “health” or “vocation” or “worthy home membership” as desirable\ngoals of education, is not enough. While these goals themselves will probably\nremain\n\nvalid for many\n\nthe complementary\n\nyears, we\n\nneed to have them\n\ninterpreted in terms\n\nfunctions of home, school, and community.\n\nI, as school people, need to know\n\nwhere\n\nAnd\n\nof\n\nyou and\n\nwe should place emphasis in planning\n\nthe school program today. It is that type of interpretation which the educa¬\ntional leaders, employed by the Commission to carry on this project, are\nseeking to provide.\nAlso the Commission\nconcerned\n\nhas now\n\nwith the economic\n\nin preparation a third major pronouncement\n\nfoundations\n\ncarried on for the Commission\n\nof education. This study is being\n\nby a leader in educational\n\nF. Clark, assisted by a staff of research workers.\nproblem\n\nwe\n\nHarold\n\nIn the approach\n\nto this\n\nare giving first emphasis, not to the amount\n\nto provide what\n\nwe\n\nthe question of how\n\nthink is a desirable educational\nmuch\n\neducation\n\norder to bring the greatest economic\nsubordinate\n\neconomics,\n\nstudies, two\n\nof which\n\nmust\n\nof funds necessary\n\nprogram\n\nbut rather to\n\nbe supplied each individual\n\nin\n\nreturn to the nation. This involves three\nare already under\n\nway;\n\nnamely,\n\n(1) the\n\neconomic effects of education, (2) the economic resources available for educa¬\ntional support, and (3) taxation for education in relation to other public\nfunctions which\n\nare competing\n\nfor public monies.\n\nAnother part of this educational structure which the Commission is build¬\ning is concerned with the nature and characteristics of the population with\nwhich\n\nthe schools must deal. We\n\nare faced not only with a changing\n\nschool-\n\nage population, but also with a marked increase in the number of out-of¬\nschool youth and adults whom the schools must serve. We are reconsidering\nthe entire educational\n\nstructure from nursery\n\nthe school district to the state department\n\nschool to university, and from\n\nof education.\n\nThis\n\nfield of vocational education\n\narea, as you\n\ncan see, encompasses\n\nthe whole\n\nto general education\n\nas well as the offering of the secondary\n\njunior college and their places among\n\nand its relation\nschool and\n\nthe other units of the educational\n\nsys¬\n\ntem. In this project we are working hand in hand with the President’s\nAdvisory Committee on Education under the direction of Dr. Reeves.\nWe\n\nlook upon\n\nthe economic\n\nthe four major studies, namely\n\nfoundations\n\nand the structure\n\nof education, the nature\n\nof the educational\n\nthe purposes\n\nof education,\n\nof the school population,\n\nsystem, as being the four cornerstones\n\n"}
{"page": 858, "printed_page": null, "text": "852\n\nNational\n\nEducation\n\nAssociation\n\nof an edifice which will be built by the concerted efforts of the profession over\na period of years.\nFrom time to time, other studies of somewhat narrower scope occupy the\nattention of the Commission. At the request of the Department of Superin¬\ntendence (now the American Association of School Administrators) we\nprepared and published a document, entitled A National Organization for\nEducation.\n\nThis\n\nreport deals with seven basic issues in the establishment\n\nof a program\n\nwhich in its objectives, activities, and structure shall represent\n\nthe full scope of public education in this country. The most important decla¬\nration of the report is that the proper purpose of a national professional\norganization in education is the maintenance and improvement of educational\nservice. This purpose does not rule out activities in the field of teacher wel¬\nfare, for the importance of the teacher in the work of the school is such that\nincreases in the attractiveness of the teaching profession by virtue of such\ninducements, will, within reasonable limits at least, increase the quality of\nthe educational service.\nWith this broad statement of purposes as a starting point, the report goes\non to discuss the degree to which membership in professional organizations\nshould be voluntary; the socio-economic activities appropriate for such\norganizations ; and the way in which such organizations may protect their\nmembers’ civic and professional rights. The report also discusses the rela¬\ntionship of the branches of educational service to the total organization ; the\nrelationship of local, state, and national organizations ; and the question of\naffiliation with lay groups.\nAt the present time our staff is busy with studies on the preparation of\nteachers and also on the community relationships of the schools. When a\ndocument is completed and published it is given extensive free distribution\namong professional educators and others who are likely to be concerned, such\nas lecturers, legislators, labor leaders, etc. During the present summer we\nare reaching out to some twenty-five universities scattered thruout the\ncountry. Each of these institutions is devoting a one- or two-dav conference\nto the work of the Educational Policies Commission.\nI want to leave with you the thought that the Educational Policies Com¬\nmission stands ready at all times to receive memorandums and suggestions\nregarding its work from all sources, and we will, just as far as possible,\nextend the hand of cooperation to other agencies whose aims are in accord\nwith our own.\nREPORT\nGERTRUDE\n\nOF\n\nCOMMITTEE\n\nMALLORY,\n\nLIBRARIAN,\n\nON\n\nFRANKLIN\n\nCALIF.,\n\nThis Committee\n\nwas\n\nEQUAL\nHIGH\n\nOPPORTUNITY1\nSCHOOL,\n\nLOS\n\nANGELES,\n\nChairman\n\norganized shortly after the Denver\n\nconvention\n\nin\n\n1935. The report given at the Portland convention in 1936 shows the atti¬\ntude of the National Education Association on equal opportunity as stated\nin its platform and various sets of resolutions. The activity of the first year\n1 Accepted by Board of Directors, June 29, 1937.\n\n"}
{"page": 859, "printed_page": null, "text": "Associational\n\nmay\n\nRecords\n\nbe said to be foundational\n\nthe platform\nproblem\n\nmade\n\nEducation\n\nAssociation\n\nof policy contained\n\nwas\n\nreport brought\n\nto the attention of\n\nthat there is a distinct and serious prob¬\n\nnecessarily its first work.\n\nof discrimination,\n\nof women’s\n\nThe\n\nthat a program\n\nof\n\nquestion of equal opportunity,\n\nrights — not to mention\n\nAmendment, and now the Women’s\nattention from a great many.\n\nin\n\nespecially for those of the\n\nlem to be solved — that of equal opportunity.\nExperience of the first year convinced the Committee\neducation\n\n853\n\nthe basis for the study of the\n\nfor all, but more\n\nteaching profession. In short, the 1936\nthe National\n\nInformation\n\nsince the statements\n\nand the resolutions were\n\nof equal opportunity\n\nand\n\nthe Equal\n\nRights\n\nCharter — has apparently received little\n\nA wide difference of opinion exists as to the scope of the work of the Com¬\nmittee, varying from those who believe that our study should be confined to\nequal opportunity\n\nfor teachers only, to those who\n\nequal opportunity\ntunity for all.\n\nshould be studied from\n\nA definition of equal opportunity\n\nbelieve that the question of\n\nthe broad\n\nangle of equal oppor¬\n\nis, perhaps, now\n\nnecessary. Democracy\n\nitself means that each individual shall have the right to enjoy political, eco¬\nnomic, and social equality limited only by his abilities and capacities.\nHow\n\nare we\n\nthe Equal\n\nto arrive at the goal of equal opportunity\n\nRights Amendment\n\nstate campaign\n\nshould\n\nis the answer.\n\nlaws and hours for women,\nOthers\n\nargue that if the amendment\n\npasses there will be many\n\nthinks a compromise\n\nof the inequalities that exist ? One\nthan its men\n\nnamed\n\na barrier against women\n\nNote\n\nmarriage\n\nthat few teachers, men\n\nor women,\n\nboards that have to do with community\nworld\n\ncity pays its women\n\nteachers. States and cities can be\nworking\n\nare ever members\n\nfor wages.\n\nof commissions\n\nor\n\naffairs. Parallel these cases in the\n\noutside of the teaching profession where\n\ncases far greater. Shall we\n\nmeasure\n\nequal opportunity.\n\nteachers $40 less per month\nthat make\n\nwage\n\ninstead of basing such laws on the type of work\n\nshould be the next step toward\nare some\n\nthink that a state by\n\nlegislation, such as minimum\n\nconflicts with state laws. Still another group\nWhat\n\nsome\n\nbe used first. Still others are not in favor of equal\n\nrights, since they believe in discriminatory\nperformed.\n\nOthers\n\nfor all? To\n\nselfishly fight our own\n\nthe injustices are in many\nbattles, or do we have an\n\nobligation to society in general? At the least, the business of the National\nEducation Association is to educate all.\nThe position of the National Education Association in regard to this mat¬\nter is shown in a report of the Educational Policies Commission, entitled\nA National\n\nOrganization\n\nMembers.”\n\nThe\n\nfor Education , under\n\nfollowing recommendation\n\nthe heading\n\n“Protection\n\nof\n\nis made:\n\nThe national professional organization should define and publicize the civic\nand professional rights and obligations of teachers. It should also, in certain\nimportant selected cases, investigate\ngating apparent infringements and\ndefense of these rights. . . .\n\nor assist state and local associations in investi¬\nengage in efforts to secure judicial rulings in\n\nIn the selection of cases, the following criteria are suggested by the Edu¬\ncational Policies Commission:\n\n"}
{"page": 860, "printed_page": null, "text": "854\n\nNational\n\n1. No\nand\n\nmore\n\ncases\n\nshould\n\nEducation\n\nbe defended\n\nthan\n\nAssociation\n\ncan be done\n\nwith\n\nthe best educational\n\nlegal advice.\n\n2. No case should be defended in which there has not been a clear-cut impairment\nof civic or professional rights. The investigation and defense should resolutely avoid\npersonal entanglements.\ninvolved.\n3. No\n\ncase\n\nshould\n\nby a committee\n\nThey\n\nshould\n\nbe defended\n\nexcept\n\nfirst and\n\nafter a careful\n\nexclusively\n\ninvestigation\n\nwith\n\nthe teaching\n\nprofession,\n\npublic.\n4. The rights of administrative officers should\nthe same terms as those of teachers.\n\nbe protected,\n\nwhen\n\ncase\n\nshould\n\nbe defended\n\nwithout\n\nthe support\n\nissues\n\nof all the facts\n\nthe legal profession,\n\n5. No\n\nrepresenting\n\nbe concerned\n\nand\n\nthe\n\ninfringed,\n\non\n\nof the appropriate\n\nstate and\n\nlocal education associations. If these associations are not properly sensitive to the\nsituation, the reform should come from within, rather than be imposed by a national\nbody.\n6. The purpose of the defense should be to educate the public to the rights of the\nteacher and to show that the recognition of these rights is in the interest of public\nwelfare and effective education.\n\nIn summary:\n\nA committee\n\nhas been formed;\n\nthe problem\n\nhas presented\n\nitself; a foundation has been laid,' and a program of education has been\nstarted ; various subjects for study and plans of procedure have been sug¬\ngested by the members of the Committee, as well as by others, for the solu¬\ntion of the problem ; a definition and the scope of the work have been stated ;\nthe recommendations of the National Education Association have been set\nforth. What\nThe\n\nis the next step?\n\nCommittee\n\non Equal Opportunity\n\nalong the lines outlined\n\nin the above\n\nrecommends\n\nthat the work proceed\n\nrecommendations\n\nwith\n\nreference\n\nto\n\n“Protection of Members”; that such necessary machinery and agencies be\nset up ; and that the sum of $5000 be appropriated for the work of the\nCommittee.\nREPORT\n\nOF\n\nJOINT\n\nCOMMITTEE\nIN\n\nTHOMAS\n\nD. WOOD,\n\nTEACHERS\n\nON\n\nEDUCATION\nCOLLEGE,\n\nHEALTH\n\nPROBLEMS\n\n1\n\nCOLUMBIA\n\nUNIVERSITY,\n\nNEW\n\nYORK,\n\ncreated\n\nby the\n\nN. Y., Chairman\n\nThe\n\nCommittee\n\nNational\n\nCouncil\n\non Health\nof Education\n\nProblems\n\nin Education\n\nat San Francisco\n\nwas\n\nin July 1911. In the same\n\nyear a cooperating committee of the American Medical Association was ap¬\npointed. These two committees were soon fused into the Joint Committee\non Health\n\nProblems\n\nin Education.\n\nThe\n\npresent chairman\n\nhas held this posi¬\n\ntion since the Committee’s organization in 1911. At the annual meeting in\nDes Moines, in July 1921, the Health Committee of the National Council\nof Education was formally adopted by the National Education Association,\nand, in cooperation with the corresponding\n\ncommittee\n\nof the American\n\nMedi¬\n\ncal Association, became the Joint Committee on Health Problems in Educa¬\ntion of the National Education Association and the American Medical\nAssociation.\n1 Accepted by Board of Directors. June 28, 1937.\n\n"}
{"page": 861, "printed_page": null, "text": "Associational\n\nEducation\norganizations\n\nRecords\n\nand\n\nInformation\n\n855\n\nand health officials, child health organizations, and many\nand individuals\n\nin our own\n\nother\n\nand other countries have turned\n\nto this Committee for information, advice, and leadership relating to litera¬\nture and standards dealing with many phases of the health conditions and\nhealth programs\n\nof schools.\n\nSince 1912 the following reports have been published:\n1. Country Schoolhouses\n2. The Health Chart Set\n3. Minimum Health Requirements for Rural Schools\n4. Health Essentials for Rural School Children\n5. The Teacher’s Part in Social Hygiene\n6. Daylight in the Schoolroom\n7. Health Improvement in Rural Schools\n8. Health Service in City Schools of the United\n9. Ventilation of School Buildings\n10. Conserving the Sight of School\n11. The Deafened School Child\n12. Health Education\n13. Health Inspection of School\n14. School Health Policies\n15. Open\n\nStates\n\nChildren\n\nChildren\n\nAir Classrooms — Extending\n\nTheir\n\nBenefits to All.\n\nThe following studies, reports, and projects, approved\nmittee, are now in process of construction :\n1. Nevu\n\nSeries of Health\n\nby the Joint Com¬\n\nPosters\n\n2. Home and School Cooperation for the Health\n3. Mental Health in the Classroom\n\nof School\n\nChildren\n\n4. Mouth Health for School Children\n5. T emperance Education or Education for Self Control\n6. Orthopedic Problems of School Children\n7. The\n\nNurse\n\nin the School\n\n(In preparation).\n\nThe School Health Education Service, transferred to the National Educa¬\ntion Association by the American Child Health Association when the latter\norganization dissolved in October 1935, is being conducted by Anne Whit¬\nney in the National Education Association building, for a limited period of\ntime, under the supervision of the Joint Health Committee, represented in a\nspecial advisory committee.\n\nFunds\n\nfor this temporary,\n\nprovided by the unexpended\nAssociation.\n\nbalance of funds of the American\n\nThe primary and major purpose of this program\n\nlimited service are\nChild Health\n\nhas been to carry forward,\n\nas far as circumstances permit, the spirit and helpfulness of the Health Edu¬\ncation Division of the American Child Health Association, which had been\ndirected by Miss\n\nWhitney.\n\nJoint Committee\n\nwhich\n\nis the organization\n\nThe\n\nis a member\n\nin the program\n\nis provided by the School Health\n\nEducation\n\nand direction of the revision of the Health\n\nReport. This is being conducted\nwho\n\none piece of work\n\nunder\n\nthe chairmanship\n\nof the\nService\n\nEducation\n\nof Miss Whitney,\n\nof the Joint Committee.\n\nAt the twenty-sixth annual meeting of the Joint Committee on February\n23, 1937, in New Orleans, the following resolutions were adopted:\n1. A resolution relating to medical\n\nand dental services in schools.\n\n"}
{"page": 862, "printed_page": null, "text": "856\n\nNational\n\nEducation\n\nAssociation\n\nResolved, That the chairman of the Joint Committee is hereby authorized and\ndirected to appoint a committee to prepare a report and recommendations with\nrelation to policies to define the proper scope and sphere of preventive or curative\nmedical or dental services undertaken by schools, and to present the said report and\nrecommendations in writing to all members of the Joint Committee on or before\nNovember 1, 1938, in order that the same\nof the Joint Committee in 1938.\n\n2. A resolution to authorize\nResolved,\n\nThat\n\nan\n\nadditional\n\nmay\n\na midyear\n\nmeeting\n\nbe ready\n\nmeeting\n\nfor a vote\n\nat the meeting\n\nof the Joint Committee.\n\nof the Joint Committee\n\nbe called\n\nduring\n\nthe week of June 6-12 at Atlantic City during the meeting of the American Medical\nAssociation, and that the chairman of the Joint Committee and the chairman of\nthe American Medical Association contingent of the Joint Committee arrange such\na meeting if approved\nMedical Association.\n\nby the National\n\n3. A resolution supporting\n\nEducation\n\nAssociation\n\nthe recommendation\n\neducation as a part of the official program\nof the National Education Association.\n\nand\n\nthe American\n\nof a symposium\n\nin a winter\n\non health\n\nand summer\n\nmeeting\n\nResolved, That the Joint Committee on Health Problems in Education of the\nNational Education Association and the American Medical Association, in meeting\nassembled at New Orleans, February 23, 1937, declares its conviction that arrange¬\nments should be made when practicable, to provide for a discussion or symposium\non health education as a part of the official program of the annual meetings of the\nNational Education Association and the Department of Superintendence [now called\nthe American Association of School Administrators], and the Joint Committee hereby\ntenders its cooperation in the furtherance of such arrangements.\n\n4. A resolution relating to medical\nResolved,\n\nThat\n\nthe Joint Committee\n\nand dental services in schools.\n\non Health\n\nProblems\n\nin Education\n\nin session\n\nassembled at New Orleans, February 23, 1937, instruct the secretary to cause the\nsaid article by Dr. Smiley [article published in the February 6, 1937, issue of the\nJournal of the American Medical Association regarding medical and dental services\nin schools] to be reproduced\n\nand\n\na copy\n\ntogether\n\nwith\n\na rate sheet to be returned\n\nthe chairman of the Joint Committee, Thomas D. Wood, with\nopinion of the member relative to the said article by Dr. Smiley.\n\n5. A\n\nresolution relating to recommendation\n\nfor testing, examination,\nchildren.\n\nand treatment\n\nthe expression\n\nand approval\n\nto\nof\n\nof procedures\n\nof the eyes and eyesight of school\n\nResolved, That it is the sense of the Joint Committee on Health Problems in\nEducation of the National Education Association and the American Medical Associa¬\ntion in meeting assembled at New Orleans, February 23, 1937, that the safety of the\neyes of school children, the adequate diagnosis of disease, and the correct fitting of\nglasses require examination of children’s eyes (beyond rough visual tests performed\nby teachers or nurses) by a licensed doctor of medicine, and, upon his recommenda¬\ntion, by a medical specialist in diseases of the eye, properly known as an oculist or\nophthalmologist.\n\nThe\n\nJoint Committee\n\non Health\n\nProblems\n\nin Education\n\nis striving earn¬\n\nestly to give constructive' service in proposing optimum essentials, clarifying\nhealth procedures, conducting special studies, preparing reports, and dis¬\nseminating knowledge for conserving and improving the health of school\nchildren and of teachers. Cooperation\n\nof national groups\n\nand organizations\n\n"}
{"page": 863, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n857\n\nhas been, and continues to be, indispensable to progress in our Joint Com¬\nmittee program. Such constructive and substantial cooperation is being given\nto our Joint Committee\nour Joint Committee\nTo\n\ncontinue\n\nin generous\n\nFor all of this splendid help\n\nis deeply grateful.\n\nthe work\n\nof the Joint Health\n\nfor carrying thru and completing\nby the Committee\n\nmeasure.\n\nCommittee,\n\nto provide\n\nhave\n\nbeen approved\n\nafter careful deliberation, the Committee\n\nexpresses the\n\nhope that an appropriation\n\nthe projects which\n\nand\n\nof $500\n\nfor its work\n\nduring\n\nthe coming\n\nyear,\n\n1937-38, will be approved and granted by the National Education Associa¬\ntion, with the expectation that, as has been the custom for many years, an\nequal sum\n\nwill be made\n\nthe expenses\n\navailable by the American\n\nof the Joint Health\n\nREPORT\n\nOF\n\nA. G. CRANE,\n\nAssociation\n\nfor\n\nCommittee.\n\nCOMMITTEE\n\nPRESIDENT,\n\nMedical\n\nON\n\nUNIVERSITY\n\nHIGHER\nOF\n\nEDUCATION1\n\nWYOMING,\n\nLARAMIE,\n\nWYO.,\n\nChairman\nNew\n\nappointments — President\n\nCommittee\n\nin order to make\n\nPratt has made\n\nextensive additions to the\n\nthe representation more\n\nnationwide.\n\nThe\n\nCom¬\n\nmittee now consists of fifty-one members representing each state in the Union.\nPresident Pratt, in order to avoid the unwieldiness that might result from\nsuch a large committee\n\nwhen\n\nit attempted\n\nto perform\n\nexecutive\n\nfunctions,\n\nappointed a central or “core” committee consisting of Thomas E. Benner,\ndean, School of Education, University of Illinois, Urbana, Ill.; Frederick\nJ. Kelly, chief, Division of Higher Education, United States Office of Edu¬\ncation, Washington, D. C. ; J. C. Knode, dean of men, University of New\nMexico,\n\nAlbuquerque,\n\nTeachers\n\nCollege, Fairmont,\n\nof Education,\n\nN. Mex. ; Joseph Rosier, president, Fairmont\n\nIndiana\n\npresident, American\n\nW.\n\nVa. ; Henry\n\nUniversity,\n\nCouncil\n\nLester Smith, dean, School\n\nBloomington,\n\non Education,\n\nInd. ; George\n\nin New\n\nOrleans\n\nmeeting — A\n\nOrleans, February\n\ntwo-day\n\nmeeting\n\n20 and 21. The\n\ncussion, agreed to recommend\nciation the following:\n\nLaramie, Wvo.,\n\nof the Committee\n\nCommittee,\n\nwas\n\nheld\n\nafter prolonged\n\ndis¬\n\nto the officers of the National\n\n1. The\n\ncontinuance\n\nof the Committee\n\n2. To\n\nseek a part in the next program\n\nF. Zook,\n\n744 Jackson Place, Washington,\n\nD. C. ; and A. G. Crane, president, University of Wyoming,\nchairman.\nNew\n\nState\n\nEducation\n\nAsso¬\n\nand its activities.\nof the American\n\nAssociation\n\nof\n\nSchool Administrators (formerly the Department of Superintendence), pref¬\nerably one general session for the presentation by competent and prominent\nspeakers on questions of common interest to higher education\nary education. The following topics were suggested :\na. The\nstudents.\n\nnecessary\n\nb. Financial\nschools.\n\nadjustment\n\nsupport\n\nin high school and\n\nfor elementary,\n\nsecondary,\n\n1 Accepted by Board of Directors, June 29, 1937.\n\nand to second¬\n\ncollege to fit a widened\n\nrange\n\nand\n\nin public\n\nhigher\n\neducation\n\nof\n\n"}
{"page": 864, "printed_page": null, "text": "858\n\nNational\n\nEducation\n\nAssociation\n\nThe chairman was authorized to approach the new incoming president\nof the American Association of School Administrators for this place on the\nDepartment’s general program.\n3. The preparation of a prospectus setting forth the aims of the Commit¬\ntee, the need for a more active interest in the problems of the National Edu¬\ncation Association bv the higher education group. The prospectus will also\ncontain announcements of the 1938 program.\n4. A\n\nvigorous\n\ncampaign\n\nsecure the cooperation\nin secondary\nprospectus\n5. The\n\nchairman\n\nOF\n\nin the common\n\nproblems\n\nbe valuable as a campaign\n\nNational Education\nof the Committee.\n\nREPORT\n\nof the Committee\n\nand\n\nothers to\n\nof groups in higher education, in administration,\n\neducation\n\nwould\n\nby members\n\nbe authorized\nAssociation\n\nTHE\n\nand in the program.\n\nThe\n\nhandbook.\n\nto request\n\nan\n\nappropriation\n\nto carry the necessary\n\nCOMMITTEE\n\nand\n\nON\n\nTHE\n\nfrom\n\noperating\n\nHORACE\n\nthe\n\nexpenses\n\nMANN\n\nCENTENNIAL1\nPAYSON\n\nThe\n\nSMITH,\n\nHorace\n\nGRADUATE\n\nMann\n\nSCHOOL\n\nOF\n\nEDUCATION,\n\nHARVARD\n\nUNIVERSITY,\n\nCAMBRIDGE,\n\nMASS.,\n\nCentennial\n\nhas been called the greatest educational\n\ncelebration in the history of the United\nthe lives of the people. The\n\ntremendous\n\nChairman\n\nStates. It has reached\n\nfarther into\n\nresponse thruout the nation indicates\n\nthe devotion of the people to their schools, their appreciation of Horace\n\nMann\n\nas one of the greatest builders of the nation, their realization that democracy\nitself is at stake in the welfare of the schools.\nThe Centennial\n\nCommittee,\n\nappointed\n\nby the National\n\nEducation\n\nAsso¬\n\nciation, includes representatives in forty-eight states. A number of states,\ncities, and civic groups have special committees of their own. As announced\nin the September 1936 N.E.A. Journal , the official organ of the Centennial,\nthe Calendar of Events includes:\nOctober 16-17, 1936 — Horace Mann Conference at Antioch College, Ohio\nNovember 9-15, 1936 — Addresses and announcements during American Education\nWeek\n\nFebruary 20-25, 1937 — Special events at the convention of the American\n\ntion of School\n\nAdministrators\n\nMay\n\ni, 1937 — Observance\n\nMay\n\nand June, 1937 — Emphasis\n\nties thruout\n\nthe nation\n\nAssocia¬\n\nof Horace Mann’s birthday in all schools and communi¬\n\ncommencements\n\non Mann’s\n\nlife and service in school and college\n\nJune 27-July 1, 1937 — Special events at the National Education Association con¬\n\nvention\n\nNovember\n\n7-13, 1937 — Climax of the Centennial during American\n\nEducation Week\n\nBeginning with the Horace Mann Conference at Antioch College, and\nwith special events at Brown University, at the Central Synagogue of New\nYork\n\nCity, and in thousands\n\nof communities,\n\n1 Accepted by Board of Directors, June 28, 1937.\n\ninterest in the Centennial\n\nhas\n\n"}
{"page": 865, "printed_page": null, "text": "Associational\n\ngrown\n\nsteadily. During\n\ncelebration, November\nThe\n\nCentennial\n\nwas\n\nRecords\n\nAmerican\n\nand\n\nEducation\n\nInformation\n\nWeek\n\n1937, the climax of the\n\n9 has been set aside as Horace\npresented\n\n859\n\nMann\n\nbefore various group\n\nDay.\n\nand in the Official\n\nProgram of the Department of Superintendence at the New Orleans con¬\nvention in February 1937. The Department recommended in its resolutions\n“that an appropriate observance of this important anniversary be held in\nevery school in the land to the end that we may more fully realize the funda¬\nmental necessity of free public education in the building and perpetuation\nof an enlightened democracy.”\nThe National Education Association\n\nhas arranged\n\nthat all life member¬\n\nships during 1937 commemorate the Centennial, and that the Life Member¬\nship Dinner at the Detroit convention in June pay tribute to Horace Mann.\nThe Antioch drama, “Testament\nfeature of the Detroit meeting.\nIn the schools the observance\n\nof Faith,” based on his life, will be another\nhas been unique: more\n\nthan three thousand\n\nhigh schools have built their 1937 commencement programs around the Cen¬\ntennial ; the birthday observance on May 4 was featured in thousands of\ncommunities, including special events in Mann’s native town of Franklin,\nMassachusetts. Many schools have introduced study units on the life and\nideals of Horace Mann. School buildings, including the administration build¬\ning at Fresno, California, have been named for him. Publishers and artists\nhave honored\n\nhis memory.\n\nEspecially notable is the Horace\n\nMann\n\nRelief by\n\nAmerica’s great sculptor, the late Lorado Taft. A Horace Mann Poster has\nbeen added to the series of broadsides for schools and libraries by Norman\nT. A. Munder\n\nof the Enoch\n\nPratt Library, Baltimore.\n\nAn important outcome of the Centennial has been to encourage com¬\nmunities and states to pay tribute to the founders of their school systems,\nas in South Dakota and North Carolina.\nA feature of the Centennial\n\nhas been to reprint in popular form as many\n\nas possible of the writings of Horace Mann and to encourage the publica¬\ntion of books and periodical articles about his life. With practically nothing\nin print when the Centennial\nable, including:\n\nbegan, there is now\n\nThe Centennial volume, Horace Mann: His Ideas\na hundred thousand copies have been distributee.\nThe 600-page\nCommittee.\n\nLife of Horace\n\nHorace Mann’s Letter to School\nto tens of thousands of children.\n\nMann\n\na wealth\n\nand\n\nIdeals, of which\n\nby his wife, reprinted\n\nChildren,\n\npublished\n\nof material avail¬\n\nin facsimile\n\nin leaflet form\n\nA souvenir edition of the Chautauqua Textbook on Horace Mann\nLife Membership Dinner of the National Education Association.\nThe proceedings\nfor D emocracy.\n\nof the Antioch\n\nConference,\n\npublished\n\nunder\n\nmore\n\nthan\n\nby the\n\nand distributed\npresented\n\nat the\n\nthe title Educating\n\nB. A. Hinsdale’s biography, Horace Mann and the Common School Revival in the\nUnited States, which has been long out-of-print, republished for the Centennial\n(Scribner’s) .\nA new biography, Horace\npublished by Macmillan Co.\n\nMann,\n\nEducational\n\nStatesman,\n\nby E. I. F. Williams,\n\n"}
{"page": 866, "printed_page": null, "text": "860\n\nNational\n\nThousands\n\nEducation\n\nAssociation\n\nof copies of plays and pageants, and suggestions for commence¬\n\nment, birthday, and community programs have been distributed by the Com¬\nmittee in cooperation with the Division of Publications of the National\nEducation\n\nAssociation. Hundreds\n\nof articles have appeared in lay and educa¬\n\ntional magazines. Several state education associations, including Massachu¬\nsetts and West Virginia, have devoted entire issues of their journals to\nHorace Mann and the Centennial.\nCongressman Dudley A. White of Ohio has introduced a resolution pro¬\nviding for the issuance of a special Horace Mann memorial stamp. There\nis hope of early action toward\nThe\n\nHorace\n\nwill continue\n\nMann\n\nthat end.\n\nCentennial\n\nmarks\n\nthe beginning\n\nof a celebration that\n\nduring the next twelve years, paralleling the years of Horace\n\nMann’s secretaryship — 1837-1848 — including the centennial of the normal\nschool in 1939. In view of the tremendous appeal of Horace Mann to both\neducators\n\nand laymen,\n\nthe Committee\n\nFirst, that the Committee\nand\n\nthat it he instructed\n\ngo forward\n\nto make\n\nfirst public normal school.\nSecond, that the N.E.A.\nThird,\n\nwith its work\n\ncontinue\n\nthat there be special events\n\nbe instructed\n\nMann,\n\nsummer\n\nCentennial\n\nin 1939 of the\n\nof the Centennial.\n\nto go forward\n\nincluding\n\nin all 1937\n\nMann\n\ncelebration\n\nas the official organ\n\nof the Committee\n\npublication of materials relating to Horace\nAmerican Education Week 1937.\nFourth,\n\non the Horace\n\nplans for the Centennial\n\nJournal\n\nthat the secretary\n\nrecommends:\n\nwith\n\nthe\n\nspecial suggestions\n\nfor\n\nschools\n\nto commemorate\n\nHorace Mann’s pioneer service in the education of teachers.\nFifth, that on November 9 of American Education Week, which has been desig¬\nnated as Horace Mann Day, there be in every community a public dinner with\nsuitable addresses honoring Horace Mann.\nSixth, that the various\n\nstates and\n\nto pay tribute to both educators\nschools.\nSeventh,\n\nthat\n\nas\n\nand\n\na continuation\n\ncommunities\n\ntake advantage\n\nof the Centennial\n\nlaymen\n\nhelped\n\nand\n\nwho\n\nof Horace\n\nMann’s\n\nto found\nwork\n\nbuild up their\n\nin the selection\n\nand\n\npreparation of teachers, there be established in each community “Future Teachers\nof America” groups which will seek to interest the most promising young people\nin teaching as a career.\nEighth, that there be widespread circulation of material relating to the life and\nservice of Horace Mann reaching especially members of boards of education and of\nlegislatures, and civic leaders.\nNinth, that provision be made\ncontinuing study of the school\nbuilders of the nation.\n\nin the school\n\ncurriculum\n\nas a social institution, and\n\nat various\n\nlevels for a\n\nof educational\n\nTenth, that in the naming of new schools, first consideration be given\nMann as the founder of the free public school system in America.\nEleventh, that all libraries be urged to maintain\non the life and writings of Horace Mann.\n\ncomplete\n\ncollections\n\nleaders\n\nas\n\nto Horace\nof material\n\nTwelfth, that Horace Mann’s birthday on May 4 be celebrated each year in order\nthat every child may learn to honor him as the father of our free schools even as we\nhonor Washington as the father of the nation.\n\n"}
{"page": 867, "printed_page": null, "text": "Association al\n\nRecords\n\nand\n\nInformation\n\n861\nREPORT\n\nOF\n\nCOMMITTEE\n\nON\n\nINTERNATIONAL\n\nRELATIONS1\nANNIE\n\nOur\n\nCommittee\n\neducate\nThe\n\nC. WOODWARD,\n\nHIGH\n\nmembers\n\nSCHOOL,\n\nhave\n\nbeen working\n\nMASS.,\n\nthruout\n\naccomplished\n\nhas varied because\n\ndifference in our Committee members.\nthe entire educational profession.\nOur\n\nCommittee\n\nis composed\n\nis a small core committee\n\nWe\n\nChairman\n\nour\n\nthe pupils and the public to a better international\n\ntype of work\n\nThere\n\nSOMERVILLE,\n\ncountry\n\nto\n\nunderstanding.\n\nof the wide\n\nrange\n\nof\n\nhave a general cross-section of\n\nof one hundred\n\nand\n\nseventeen\n\nof five members:\n\nW.\n\nmembers.\n\nP. King, executive\n\nsecretary, Kentucky Education Association, Louisville, Ky. ; Bessie Bacon\nGoodrich, director, Curriculum Revision, Des Moines Public Schools, Des\nMoines,\n\nIowa; W.\n\nH. Holmes,\n\nsuperintendent\n\nof schools, Mount\n\nN. Y. ; Margarette\n\nE. Howard,\n\nprincipal, Lincoln\n\nVernon,\n\nSchool, Summit,\n\nN. J. ;\n\nE. Ruth Pyrtle, principal, Bancroft School, Lincoln, Nebr. The Commit¬\ntee also has Paul Monroe, LTel W. Lamkin, Henry Lester Smith, and J. W.\nCrabtree acting as advisers.\nEvery member\ninternational\n\nhas proved to be a valuable worker;\n\nunderstanding\n\nby active work\n\nsome\n\nhave advanced\n\nas organizer,\n\ndirector, leader\n\nof a club, editorial writer, lecturer, executive, or teacher. The\n\neducators\n\nhave the power to promote curriculum revision, to offer valuable sugges¬\ntions, and even to draft units of work in international studies at different\nlevels in the school system.\nFollowing\nIn our\n\nare interesting and valuable quotations:\n\nschools\n\nthe Paris\n\nPact\n\nis given\n\nPact is the basis of United States\nsocial studies in our high schools.\n\nthe first place of importance\n\nforeign\n\npolicy. It is placed\n\nbecause\n\nthe\n\nin the program\n\nof\n\nCourses on international relations are quite general in the teacher-training centers\nof our state. A conference for teachers and community leaders was held with the\ngeneral topic, “The Economic Bases of Peace.”\nThe International Clubs of our high schools\nactivity than ever before. The\n\nare planning\n\nclubs of the state are to adopt\n\nfor a year\n\nof greater\n\na state pin. It is hoped\n\nthat this year’s conference may be broadened to include our smaller neighboring\nschools and thus become a regional conference. Our topic this year is, “A General\nSurvey of World Conditions.”\nOur state board of education recommended that every high school in the state\ninclude in its curriculum a half-year course of study on international relations,\nand an outline has been prepared and printed for the use of our teachers.\nOur school system published an International Goodwill Day Bulletin as a help\nto teachers. We offered classroom units of work for elementary and junior high\nschools as well as references of books, pamphlets, periodicals, and exhibits.\nThere has been an International Association of Retired Teachers organized in\nour state. It has at present 137 charter members. Everything indicates a very active\nand progressive program for the good of education. At one of its recent meetings\nan address was given on “Retirement as a New Frontier.”\nWe are encouraging our teachers to become an exchange\ncountry. Everyone who has had\nand material which causes new\nfrom\n\nthe experience\n\nteacher\n\nin some\n\nforeign\n\nthat experience brings back a fund of information\nunits of work to become established. Many benefit\n\nof a few.\n\n1 Accepted by Board of Directors, June 28, 1937.\n\n"}
{"page": 868, "printed_page": null, "text": "862\n\nNational\n\nEducation\n\nAssociation\n\nWe are encouraging a wider distribution of Junior Red Cross\nties in our schools. It seems to us that there is no better way\nspirit of world friendliness.\n\neducational activi¬\nof developing the\n\nSeveral states have included international relations as a unit in the course\nof either civics, problems\n\nin democracy,\n\nor social problems. One\n\nstate makes\n\nit a part of the syllabus in history.\nOur\n\nCommittee\n\nSuperintendence\n\nheld a meeting in New\n\nin February, during the\nof the interesting features was a World\n\nOne\n\nconvention.\n\nOrleans\n\nFriendship Dinner. 'It was the most representative of world affairs that\nwe have ever had. Twelve foreign consuls cooperated with the superintend¬\nent and local chairman in helping the Committee to make it a success. The\nH onorable Yuki Sato presented at this meeting a beautiful encased invita¬\ntion from Tokyo to the February convention, to have all of its members\nattend the World Federation of Education Associations Seventh Conference\nto be held in their city, August\n\n1937. An\n\nalso one from\n\nhelped to create more\n\nUel W.\n\nLamkin\n\naddress from\n\ngreat cause.\nAnother meeting is to be held on Monday,\nof the National\n\nEducation\n\nAssociation\n\nCivilization has produced\nof government\n\nknown.\n\nPaul\n\nMonroe\n\nand\n\nactive interest in our\n\nJune 28, during the convention\n\nin Detroit, Michigan.\n\ndemocracy,\n\nwhich\n\nseems to be the highest form\n\nIt preserves the right of the individual despite waste\n\nand human dishonesty and error. All this has been built over the myriad\nlives of thinkers and workers and builders for three long and arduous\nmillenniums.\n\nIt is now\n\nactually and honestly being threatened.\n\nHow\n\nlong\n\nmust we be threatened by war? It will probably go on until reason over¬\nthrows passion, until kindliness displaces hate, until the concern for the\nwelfare\n\nof all men\n\ndrives out narrow\n\nso tightly closed can be opened\ninternational understanding\nthis generation\n\na chance\n\nselfishness and the eyes of man\n\nto the vision of a new\n\nis most important\n\nday. The\n\nnow\n\nteaching of\n\ntoday, to give the children of\n\nto build a better civilization than we\n\nourselves\n\nhave been able to produce.\nREPORT\nOF JOINT COMMITTEE\nOF THE NATIONAL\nCATION\nASSOCIATION\nAND\nTHE\nAMERICAN\n\nMARGARET\n\nR. GREER,\n\nLIBRARY\n\nASSOCIATION1\n\nDIRECTOR\n\nSCHOOL\n\nOF\n\nMINNEAPOLIS,\n\nSince the authorization\n\nMINN,\n\nLIBRARIES,\n\nBOARD\n\nOF\n\nEDUCATION,\n\nChairman\n\nof this Committee\n\nin 1929\n\nand its active work\n\nsince 1931, there have been certain recurring aims or goals which\nstated as policies and looked upon\nthe Committee.\n\nTwo\n\nEDU¬\n\nhave been\n\nas desirable activities to be promoted\n\nby\n\nof these have reached their fulfilment during this year.\n\nThe first is the work of Eleanor M. Witmer of Teachers College, Colum¬\nbia University. The October 1936 issue of the Library Quarterly contained\nher article, “School Library Studies and Research.” The purpose of the\narticle is to indicate areas and problems of research in the school library field\n1 Accepted by Board of Directors, June 29, 1937.\n\n"}
{"page": 869, "printed_page": null, "text": "Associational\n\nwhich\n\nRecords\n\nhave either been undertaken\n\nsponsorship\nA.L.A.,\n\nof the Joint Committee\n\nwho\n\neach contributed\n\nand\n\nInformation\n\n863\n\nor are in need of investigation. Thru\n\nthe\n\nand the generosity of the N.E.A.\n\nand\n\n$60, a reprint of this article was\n\n1200 copies were distributed as follows: normal\n313; library schools, 42; state departments\n\nmade\n\nand\n\nschools and teachers colleges,\n\nof education, 48; state and pro¬\n\nvincial library extension agencies, 52 ; school library supervisors and super¬\nvisors of work with schools, 74; superintendents of large city systems, 34;\neducational\nA.L.A.\n\nassociations and individuals, 90; N.E.A.\n\nfor distribution, 250 ; miscellaneous,\n\nfor distribution, 250;\n\n47.\n\nThe Committee is indebted to the A.L.A. School and Children’s Library\nDivision for handling the distribution and to Everett O. Fontaine of A.L.A.\nfor handling\nThe\n\nthe business of getting the reprint published.\n\nsecond ambition\n\nwhich\n\ncame\n\nto fulfilment during this year was\n\nthe\n\nconference on “Relationship of the Library to the Educational Program” set\nup as one of the discussion groups on the program of the New Orleans meet¬\ning of the Department of Superintendence of the N.E.A. For a number of\nyears the Committee\n\nhas desired that an opportunity\n\nschool superintendents,\n\nsupervisors, principals, teachers, and librarians might\n\nsit down\n\ntogether and discuss their common\n\nproblems;\n\nmight\n\nopen\n\nso that\n\nthis opportunity\n\ncame\n\nlast February. A number of the members expressed the hope that such con¬\nferences might be continued another year and indicated that only thru mutual\nunderstandings which come from such discussions can more effective school\nlibrary service be stimulated.\nAt the New\n\nOrleans\n\nmeeting, further opportunity\n\nfor cooperative work\n\nwas offered the Committee in a jointly sponsored dinner with the Depart¬\nment of Secondary Education at which Edith A. Lathrop, a member of the\nCommittee,\n\nwas\n\ninvited to talk on “Library\n\nService for the High\n\nof Today.”\nThe A.L.A.\n\nalso graciously extended\n\nthe Committee,\n\nand an exhibit was planned to typify what\n\nthe courtesy of its exhibit booth to\n\nmight do to supply the needs of teachers working\nspecial subjects. Four\n\nunits were\n\nSchool\n\nupon\n\na school librarian\n\nunits or activities for\n\ndesigned for this exhibit to meet four dif¬\n\nferent grade levels of interest — for the primary grades, the clothes we wear ;\nfor the intermediate grades, the stars; for the junior high school, the pioneer;\nand for the senior high school, the consumer.\nThe\nWhile\n\nCommittee\n\nhas started its plans for the N.E.A.\n\nthe entire program\n\nDetroit convention.\n\nis not as yet completed, we have the assurance\n\ntalks will be given by Walter\n\nC. Eells, a member\n\ncooperative study of the secondary\n\nof the group\n\nschool, and Dorotha\n\nmaking\n\nDawson,\n\nthat\nthe\n\nassistant\n\nsupervisor of school libraries in Detroit. It is thru such jointly sponsored\nprograms\n\nthat the Committee\n\nfeels its most\n\neffective work\n\ncan be accom¬\n\nplished since such meetings mean an exchange of ideas between school ad¬\nministrator, teacher, and librarian, and not just between librarian and\nlibrarian.\nAt the annual meeting of the Committee\nbut six guests contributed\n\nonly four members\n\ngreatly to the open discussion which\n\nwere\n\npresent,\n\nwas devoted\n\nto the subject of the effectiveness of school library service to the instructional\n\n"}
{"page": 870, "printed_page": null, "text": "864\n\nNational\n\nEducation\n\nAssociation\n\nprogram and to a subject which is closely related to this, the non-professional\nlibrary instruction of teachers and school administrators. No conclusions\nwere\n\nreached\n\nbut a recommendation\n\nwas\n\nmade\n\ncertain studies related to these subjects which\nstarted by other organizations\nCommittee.\nIt is hoped\n\nto wait upon\n\nthe release of\n\nare under way\n\nor about to be\n\nbefore further study is given to them\n\nthat the article, “Underlying\n\nPrinciples Governing\n\nLibraries,” by Anna Clark Kennedy, a former chairman\nwill be ready for publication in the near future.\nTwo\n\nstudies which\n\nCommittee\n\nhave been contemplated\n\nhave been at least temporarily\n\nbetter equipped\n\nby this\n\nof the Committee,\n\nfor a number\n\nabandoned\n\nto carry on such studies are at work\n\nSchool\n\nof years by the\n\nsince other agencies\non them. These\n\nare a\n\nstudy of the relationship of public and school libraries and a study of certifi¬\ncation of school librarians. The Office of Education has made a start toward\ngathering information\nimmediate\nA.L.A.\n\non public and school libraries but offers little hope for\n\npublication. The\n\nhas completed\n\nBoard\n\nof Education\n\nfor Librarianship\n\nof the\n\na study on certification of librarians. Feeling, how¬\n\never, that there is need to publicize this publication with school administra¬\ntors, the Committee will shortly issue a brochure showing by brief questions\nand answers\n\nthe desirability of certification for school librarians and calling\n\nattention to this study which\n\nis available at A.L.A.\n\nThe following recommendations\nconsideration :\n1. That\n\nthe\n\nmembership\n\nof the\n\nare submitted\n\nCommittee\n\nrun\n\nheadquarters.\n\nto the two associations for\n\nfrom\n\nSeptember\n\n1 to August\n\n31\n\nof each year and that appointments be made as early as possible. (The A. L. A.\nappointments already follow this plan.)\n2. That the standing subcommittee to contact the American Association of School\nAdministrators as recommended by last year’s committee be abandoned. If committee\nappointments are made to run from September thru August, this gives ample time\nfor the Committee as a whole to develop the necessary contacts.\n3. That the appointment of school librarians to committees of both organizations\nwhich\n\nare concerned\n\nwith problems\n\nin the educational\n\nfield at large be encouraged.\n\nSchool\ntaking\n\nlibrarians are well equipped to give valuable service to committees under¬\nresearch studies, yearbooks, or other studies pertaining to the instructional\n\nprogram.\n4. The\n\nCommittee\n\nN.E.A.\n\nand\n\nallowed\n\nfor the work\n\ngratefully\n\n$40 allowed\n\nacknowledges\n\nby the A.L.A.,\n\nand\n\nthe\n\nbudget\n\nrecommends\n\nCONGRESS\n\nOF\n\nB. F. LANGWORTHY,\nAVENUE,\n\nWINNETKA,\n\nPARENTS\n\nEDITOR,\nILL.;\n\nAND\n\nNational\nAND\n\nN.C.P.T.,\n\nIn compliance\n\nallowed\n\nthat a similar\n\nby\n\nthe\n\nbudget\n\nbe\n\nof next year’s committee.\n\nREPORT\nOF JOINT\nCOMMITTEE\nEDUCATION\nASSOCIATION\nAND\n\nMRS.\n\nof $50\n\nOF THE\nNATIONAL\nTHE NATIONAL\nTEACHERS1\n\nParent-Teacher , 832\n\nIMMEDIATE\n\nBRYANT\n\nPAST-PRESIDENT,\n\nChairman\n\nwith the interesting plan of President\n\nPratt for committee\n\nprocedure, the chairman of this Committee appointed as the “core” com¬\nmittee the following members of the Joint Committee: Agnes Samuelson,\n1 Accepted by Board of Directors,, June 29, 1937.\n\n"}
{"page": 871, "printed_page": null, "text": "Association al\n\nMrs. J. K. Pettengill, Mrs.\nBristow. We\n\nRecords\n\nHamilton\n\nand\n\nInformation\n\nShaffer, G. W.\n\n865\n\nDiemer,\n\nand W.\n\nH.\n\ndecided to take as our principal objective for the year a state¬\n\nment of principles, which might be used as a platform for cooperative rela¬\ntions between the home and school. After this platform was formulated by\nthe core committee\nwhich\n\nwas\n\nit was\n\nsubmitted\n\nheld in New\n\nOrleans\n\nto the meeting of the Joint Committee\n\non February\n\nto fit the views of all the members.\nadoption or rejection:\n1. Understanding,\n\nThe\n\narriving at solutions which\n2. Working\n\nplatform\n\nfrankness, and sympathy\n\nare essential in studying the common\n\n22, where\n\nfor\n\nparents and teachers\n\nof home\n\ntake into consideration\n\nadjusted\n\nis hereby submitted\n\nbetween\n\nproblems\n\nit was\n\nand school and in\n\nboth parents and teachers.\n\nalone, neither parents nor teachers are able to develop con¬\n\nditions in home, school, and community which make for satisfactory educa¬\ntion. It is essential therefore, that parents and teachers unite in their efforts.\n3. Parents\n\nhave a twofold\n\nresponsibility in education:\n\ndirecting the activities of children\nhome;\n\nand youth toward\n\nworthy\n\n(b) keeping in close touch with the school program\n\nsupport\n\neducational\n\nenterprises which\n\n(a) guiding and\nends in the\n\nso that they may\n\nvitally affect children\n\nand\n\nyouth.\n\nIndividually and thru parent-teacher associations they are able to give this\nsupport and to interpret the ideals, achievements, and needs of the school\nto the community\n\ngenerally.\n\n4. The chief purpose of the parent-teacher association is the education of\nparents. Recognition of this by both parents and teachers will prevent the\ndissipation of the energies of the organization\nin other activities which\nits real work.\n\nprevent\n\nin money-raising\n\nthe parent-teacher\n\n5. It is the function of boards of education\nequipment\n\nfor the school program.\n\nactivities or\n\nassociation from\n\ndoing\n\nto provide the materials and\n\nParent-teacher\n\nassociations should create\n\nan attitude in the community which will make it possible for boards of educa¬\ntion to secure the support needed to place the schools on a satisfactory basis.\nPublic opinion toward\n\na cheerful paying of school taxes should\n\nbe an im¬\n\nportant function of the parent-teacher association.\n6. The management and administration of schools is the responsibility of\nduly selected or appointed\n\nschool officials. Any\n\ninterference\n\nin the profes¬\n\nsional administration should be avoided by parent-teacher associations. A\nsincere and critical attitude toward the schools and the bringing to the schools\nof the best thought of individual parents and groups\nbe confused\n\nof parents should not\n\nwith interference. Full and frank discussion, coupled with the\n\nstudy of educational matters, is a necessary first step in improving\ntending the educational program.\n7. Boards\nand make\n\nof education, superintendents,\n\nknown\n\nalleged problems\n\nand teachers should\n\nto parents the channels\n\nby which\n\nmay\n\nestablishment\n\nbe achieved. The\n\nwill eliminate any tendency to use the parent-teacher\nairing personal or group grievances.\n8. Parent-teacher\nparent-teacher\n\nofficials should\n\nand ex¬\n\nformulate\n\nthe solution of real and\nof proper\n\nchannels\n\nmeetings as a place for\n\nlikewise utilize the channels\n\nassociation to bring before parents important\n\nof the\n\nproblems\n\nin\n\n"}
{"page": 872, "printed_page": null, "text": "866\n\nNational\n\neducation.\n\nIt should\n\nEducation\n\nAssociation\n\nalso be used as a means\n\nwhereby\n\nparents may\n\nexpress\n\nthemselves with reference to the larger issues of education. Thru such activi¬\nties it will be possible for educational authorities to learn of the desires and\nneeds of the community with reference to education,\nunderstand the point of view of school officials.\n9. State and local units of the National\n\neach other for the purpose\n\nstudy programs\nthe education\n\nSIDNEY\n\nand\n\nfor the consideration\n\nand welfare\n\nof education\n\nof developing\nof mutual\n\nshould keep\n\nand carrying out\n\nproblems\n\nREPORT\n\nOF\n\nLEGISLATIVE\n\nCOMMISSION\n\nB. HALL,\n\nSTATE\n\nSUPERINTENDENT\n\nOF\n\nPUBLIC\n\nto the states in the financial\n\nthe Harrison-Black-Fletcher\nof the “Red\n\n3. Continuance\nthe National\n\nof the legislative reference\nEducation Association.\n\nsupport\n\nhas been actively\n\nof public schools\n\nRider”\n\nto the 1935\n\nappropriation\n\nservice\n\nthru\n\nthru\n\nfor the District\n\nthe Research\n\n4. Maintenance of contacts with the President of the United\nmittee on Administrative Management in the Government\nand his Committee on Vocational Education.\n\nDivision\n\nof\nof\n\nStates and his Com¬\nof the United States\n\nwith the guiding principles presented in the 1936 report of\n\nthis Commission,\nto assist them\n\nINSTRUCTION,\n\nBill.\n\n2. The repeal\nColumbia.\n\nIn accordance\n\nrelating to\n\nVA., Chairman\n\nThe Legislative Commission during the year 1936-37\nengaged in promoting the following legislative services:\nassistance\n\nto\n\nof children and youth and their parents.\n\nRICHMOND,\n\n1. Federal\n\nfor parents\n\nCongress of Parents and Teachers,\n\nof the teachers associations, and of the departments\nin touch with\n\nand\n\na bill to provide for federal appropriations\n\nin the improvement\n\nto the states\n\nof their public schools was\n\ndrafted and\n\nintroduced during the closing days of the Seventy-fourth Congress, Second\nSession, in the Senate by Senator Pat Harrison of Mississippi, chairman of\nthe Senate Finance\n\nCommittee,\n\nFletcher of the Eighth\non Education.\n\nThe\n\nOhio\n\nand in the House\n\nDistrict, a member\n\nbill became\n\nknown\n\nreferred to as the Harrison-Fletcher\n\nby Congressman\nof the House\n\nas S. 4793\n\nBill.\n\nthe bill acted upon in the Seventy-fourth\n\nNo\n\nand\n\nattempt\n\nof the bill — The\n\nwas\n\n2. Funds\nof persons\n3. The\nmanner\n\nare\n\nappropriated\n\nfive to twenty\nfunds\n\nreceived\n\ndesignated\n\npublic schools.”\n\nand\n\nto the states and\n\nyears\n\nby their respective\n\nto have\n\nan increase\nterritories\n\nof $50,000,000\n\na\n\nannually\n\naccording\n\nto the number\n\nby the United\n\nStates Census.\n\nterritories are to be used\n\nlegislatures\n\nand to make\n\nBill contains the following\n\nold in each, as shown\n\nby the states and\n\nmade\n\nCongress. It was decided, however,\n\nHarrison-Fletcher\n\n1. An initial appropriation of $100,000,000\nuntil $300,000,000 annually is provided.\n\nCommittee\n\nH. R. 13021, and\n\nto have the bill reintroduced in the Seventy-fifth Congress,\ndefinite effort to get it enacted by the Congress.\nProvisions\nprovisions :\n\nBrooks\n\nby them\n\nfor “the improvement\n\nin the\n\nof their\n\n"}
{"page": 873, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n4. In order to qualify for receiving the federal\nmust meet the following requirements:\n(a) After the first apportionment\n\nmaintain\n\nallotments,\na system\n\neach\n\n867\nstate or territory\n\nof public schools available\n\nthruout such state or territory for at least 160 days each year, closing of schools\ndue to epidemics, fires, and acts of God being excepted.\n(b) During the year preceding the year for which any apportionment is made,\neach state or territory shall have spent from its combined state or territorial\nand\n\nlocal revenues\n\nthan\n\nwas\n\nyears\n\nold.\n\nfor public elementary\n\nspent in the school year\n\nending\n\nand\n\nsecondary\n\nschools\n\na sum\n\nin 1936 for each person\n\nnot less\n\nfive to twenty\n\n(c) The legislature of each state or territory shall designate its chief educa¬\ntional authority as its representative in the administration of this Act, and shall\nby legislative enactment provide for the distribution and administration of the\nfunds\n\nreceived\n\nunder\n\nthis Act.\n\n(In order\n\nnot\n\nto delay\n\nthe use\n\nof the funds\n\navailable, the governor of the state or territory, until six months after the\nadjournment of the first regular session of the legislature following the enactment\nof this Act, is authorized\ntive enactment.)\n5. The\nannual\n\nUnited\n\namounts\n\nStates\ndue\n\nto take such action as is required\n\nCommissioner\n\nto each\n\nof Education\n\nstate or territory, and\n\nto be taken\n\nis authorized\n\nby legisla¬\n\nto compute\n\nto certify the apportionments\n\nthe\nto\n\nthe Secretary of the Treasury; to determine whether each state or territory has sub¬\nstantially complied with the provisions (1) for a school term of 160 days, and (2)\nfor the expenditures of state or territorial and local funds for schools not less than\nthe expenditures\neducational\nterritory\n\nfor 1936 ; and\n\nauthority\n\nfails or\n\nof any\n\nrefuses\n\nto notify the governor\n\nviolations\n\nto comply\n\nnotified by the Commissioner\n\nof these\n\nwith\n\nof Education,\n\nquired to report the facts to the Secretary\nthe report to the Congress.\n\nand\n\nchief state or territorial\n\nrequirements.\n\nthe provisions\n\nIn case\n\nof this Act\n\nthe Commissioner\n\na state or\nafter being\n\nof Education\n\nis re¬\n\nof the Interior, wTho, in turn, transmits\n\n6. All control, administration, and supervision of schools and educational programs\nare reserved\n\nstrictly to the states and\n\nforbidden\n\nto all federal\n\nofficers and\n\nagencies.\n\nCampaign for support of the bill — After the adjournment of the Seventyfourth Congress, the Legislative Commission had published and disseminated\n20,000 copies of the Harrison-Fletcher Bill; 10,000 copies of an address by\nSenator Harrison, entitled Equal Opportunity for Children ; and 10,000\ncopies of an address by Congressman Fletcher, entitled Can We Afford Edu¬\ncated Children? The Commission also had printed and disseminated 119,000\ncopies of a leaflet entitled Federal\ncarries in brief form\nabout it.\n\nSupport\n\nfor Public\n\nEducation,\n\nthe provisions of the Harrison-Fletcher\n\nwhich\n\nBill and facts\n\nDuring the months preceding the general election, 1936, the Executive\nCommittee encouraged the secretaries of state education associations and the\nchairmen of the state groups of the Legislative Commission to contact all\ncandidates for the United States Senate, candidates for the House of\nRepresentatives in the Congress, and candidates for governor of the respec¬\ntive states to acquaint them with the Harrison-Fletcher Bill, and to solicit\ntheir support. In a majority of the states the members of the state committees\nof the various political parties were\npledges of support\nstates.\nLetters were\n\nwere\n\nwritten\n\nalso contacted.\n\nreceived from\n\nIn this way\n\nnumerous\n\nthe political leaders in the various\n\nto the presidents and secretaries of fifty national\n\norganizations, and to the presidents and secretaries of state education\n\nassocia-\n\n"}
{"page": 874, "printed_page": null, "text": "868\n\nNational\n\nEducation\n\nAssociation\n\ntions, requesting that, if compatible with their respective policies, resolutions\nendorsing the Harrison-Fletcher Bill be passed and copies sent to the chair¬\nman of the Legislative Commission, to the authors of the bill, and to the\nchairmen of the House and Senate Education Committees. There was an\nexcellent response to this request. For some of the organizations the adoptions\nof such resolutions are contrary to established policy. No adverse resolutions\nwere received. The bill was endorsed and is actively supported by 47 of the\n48 state education associations, and by the education associations of all\nthe territories and insular possessions, especially enthusiastic support coming\nfrom Hawaii and Puerto Rico.\nRequests were made by presidents and secretaries of state education associa¬\ntions and state superintendents and commissioners of education that resolu¬\ntions and memorials from their legislatures be obtained requesting Congress\nto enact the Harrison-Fletcher Bill. Such resolutions or memorials were\npassed by the legislatures of the following states and signed by their respective\ngovernors: Arizona, Arkansas, California, Nebraska, New Mexico, North\nDakota, Oklahoma, Oregon, Tennessee, and Wisconsin. The House of\nRepresentatives of the Delaware Legislature also passed such a resolution.\nAction in the Seventy-fifth Congress — At the opening of the Seventy-fifth\n\nCongress the bill was reintroduced. Senator Hugo L. Black of Alabama, the\nnew chairman of the Senate Committee on Education and Labor, became\njoint author of the bill with Senator Harrison. In the House, Congressman\nFletcher again introduced the bill. The bill, S. 419 and H. R. 2288, became\nknown as the Harrison-Black-Fletcher Bill.\nPreceding the convening of Congress a careful canvass of the new member¬\nship of the Senate and House was made with a view to getting new members\ninterested in education to request appointment to vacancies on the Senate\nCommittee on Education and Labor, and on the House Committee on\nEducation.\nExtensive hearings have been held before both the Senate and House Com¬\nmittees. Strong cases were made for the bill before both committees. The\nhearings, which have been published, are educational documents that will be\namong the most useful published in the fields of educational finance and\nadministration during recent years. These documents are available from the\nSuperintendent of Documents, Government Printing Office, Washington,\nD. C., at 25 cents per copy.\nTestimony\n\nEducation\n\nbefore the Senate\n\nhearing — Before\n\nthe Senate Committee\n\non\n\nand Labor the following testimony was presented :\nExpert\n\nTestimony\n\n1. “A Comprehensive Statement of the Arguments for Federal Aid to Education,”\nHoward A. Dawson, Director\ntion, Washington, D. C.\n\nof Rural\n\nService,\n\nNational\n\nEducation\n\nAssocia¬\n\n2. “Distribution and Characteristics of the Population Reflecting the Need for\nFederal Aid to Education,” Newton D. Edwards, Professor of Education, Uni¬\nversity of Chicago, Chicago, Ill.\n3. “Mobility of Population as It Affects the Need for Federal Aid to Education,”\nWalter C. Eells, Professor of Education, Leland Stanford Junior University,\nCalif.\n\n"}
{"page": 875, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n869\n4. “Social and Economic Interest of the Federal Government in Education,” George\nD. Strayer, Director, Division of Field Studies, Institute of Educational Research,\nand Professor of Education, Teachers College, Columbia University, New\nYork, N. Y.\n5. “Relative Financial Ability and Effort of the States To Support Public Schools,”\nPaul R. Mort, Director of Advanced School of Education, and Professor of\nEducation, Teachers College, Columbia University, New York, N. Y.\n6. “National Characteristics of Economic Development\nFederal Aid to Education,” Robert H. Montgomery,\nUniversity of Texas, Austin, Texas.\n\nReflecting the Need for\nProfessor of Economics,\n\n7. “Relative Contributions of the Several States to the Federal Revenue,” Harold\nJ. Goldthorpe, Professor of Education, University of Rochester, Rochester, N. Y.\n8. “Relative Efficiency of State Taxation\nCommissioner, Frankfort, Ky.\n\nSystems,” James W. Martin, State Revenue\n\n9. “Social and Economic Effects of Deficiencies in Educational Opportunity,”\nWilliam G. Carr, Director of Research, National Education Association, Wash¬\nington, D. C.\nLeland\n\nof Education,\n\nRepresentatives\n\nStanford Junior University, Calif.\n\nof State Education\n\nA ssociations and State D epartments\n\nof Education\n\nAlabama\nEdgar\n\nL. Morphet,\n\nrepresenting the State Superintendent\n\nof Public Instruction\n\nConnecticut\nE. W. Ireland, Superintendent\nState Teachers Association\n\nof Schools, Stratford, representing\n\nthe Connecticut\n\nFlorida\nJ. Colin English, State Superintendent\n\nof Public Instruction, Tallahassee\n\nKentucky\nJames H. Richmond, President, Murray\nKentucky Education Association\n\nState Teachers\n\nCollege, representing\n\nthe\n\nLouisiana\nSpencer\n\nPhillips, Secretary, Louisiana\n\nL. E. Frazar, President, Louisiana\n\nTeachers\n\nJ. N. Poche, Supervisor, St. Charles\nW.\n\nTeachers\nParish\n\nL. Colvin, Principal, Jeanerette High\n\nAssociation, Baton\n\nRouge\n\nAssociation, Merryville\nSchools, Hahnville\n\nSchool, Jeanerette\n\n10\n“Effects of th.\nMichigan\ne Depression on\nthe Fina ing\nSchools,” J. the\nEarl R. Laing, Principal, Burt School, nc\nDetroit,of representing\nMichigan\nB. Se\nars, ProfEducation\nessor\nAssociation\n\nD. A. VanBuskirk,\n\nPresident, Michigan\n\nEducation\n\nAssociation\n\nGeorge B. Weitzel, Director of Pupil Personnel, Public Schools, Detroit, representing\nthe Michigan Education Association\nMississippi\nJ. S. Vandiver,\n\nState Superintendent\n\nof Public Instruction, Jackson\n\nH. M. Ivy, Superintendent of Schools, Meridian,\nmittee of the Mississippi Education Association\n\nrepresenting\n\nthe Legislative Com¬\n\nB. Frank Brown, Superintendent of Schools, Gulfport, representing\nCommittee of the Mississippi Education Association\n\nthe Legislative\n\n"}
{"page": 876, "printed_page": null, "text": "870\n\nNational\n\nNorth\n\nAssociation\n\nCarolina\n\nJule B. Warren,\nNew\n\nEducation\n\nSecretary, North\n\nCarolina\n\nEducation\n\nAssociation, Raleigh\n\nYork\n\nArvid\n\nJ. Burke, Research\n\nDirector, New\n\nYork\n\nState Teachers\n\nAssociation, Albany\n\nof Schools, Alliance, representing\n\nthe Ohio Education\n\nOhio\nB. F. Stanton, Superintendent\nAssociation\nPennsylvania\nCharles F. Maxwell, President, Pennsylvania State Education\nSuperintendent of Schools, Westmoreland County, Greensburg\n\nAssociation,\n\nand\n\nT exas\nC. M. Elwell, Director of Equalization, State Department\nrepresenting the State Superintendent of Public Instruction\nWest\nW.\n\nof Education,\n\nAustin,\n\nVirginia\n\nW.\n\nTrent, State Superintendent\n\nof Free Schools, Charleston\n\nWisconsin\nJohn Callahan, State Superintendent\n\nof Public Instruction, Madison\n\nVirginia\nA. G. Richardson, Assistant\nEducation, Richmond\n\nSupervisor\n\nRepresentatives\n\nof Negro\n\nof National\n\nEducation,\n\nW.\n\nH. Houston,\n\nC. Hueston, The\n\nNational\nColored\n\nAssociation\nBenevolent\n\nand\n\nProfessional\n\nfor the Advancement\n\nProtective Order\n\nWomen’s\n\nof Colored\n\nPeople\n\nof Elks\n\nBenjamin C. Marsh, The People’s Lobby\nElmer E. Rogers, Supreme Council of the Scottish Rite Masons,\n\nSouthern Jurisdiction\n\nTestimony before the House hearing — Before the House\nEducation the following testimony was offered :\nExpert\n\nof\n\nOrganizations\n\nMrs. Opal D. David, National Federation of Business\nClubs •\nChester H. Gray, American Farm Bureau Federation\nCharles\n\nState Department\n\nCommittee\n\non\n\nTestimony\n\n1. “A Comprehensive Statement of the Arguments for Federal Aid to Education,”\nHoward A. Dawson, Director of Rural Service, National Education Association,\nWashington, D. C.\n2. “Historical, Legal, and Social Interests of the Federal Government in Public\nEducation,” James H. Richmond, President, Murray State Teachers College, Ken¬\ntucky, and formerly State Superintendent of Public Instruction for Kentucky\n3. “Federal versus State Taxation for the Support of Public Schools,” Robert\nMontgomery, Professor of Economics, University of Texas, Austin, Texas\n\nH.\n\n4. “State Taxation Systems and the Need for Federal Funds to the States for Public\nEducation,” James W. Martin, State Commissioner of Revenue, Frankfort, Ky.\n5. “Financial, Educational, and Administrative Issues in Federal Aid for Educa¬\ntion,” Paul R. Mort, Director of Advanced School of Education, and Professor of\nEducation, Teachers College, Columbia University, New York, N. Y.\n\n"}
{"page": 877, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n871\n\n6. “Distribution and Characteristics of the Population Reflecting the Need for Fed¬\neral Aid to Education,” Walter C. Eells, Professor of Education, Leland Stanford\nJunior University, Calif.\n7. “Education\n\nas a Factor in the Economic\n\nRedistribution\n\nof National\n\nOpportunity,” J. R. Mahoney, Professor of Economics, University\nLake City, and President of the Utah Education Association\n\nIncome\n\nand\n\nof Utah, Salt\n\n8. “The Social and Economic Effects of the Deficiencies in Educational Opportunity\nand the Differences in Financial Ability To Support Schools,” William G. Carr,\nDirector of Research, National Education Association, Washington, D. C.\n9. “The Need of Negroes for Federal Assistance to Public Schools,” Charles H.\nThompson, Professor of Education, Howard University, Washington, D. C.,\nrepresenting the National Association for the Advancement of Colored People\nand the National Coordinating Committee.\nRepresentatives\n\nof State Education\n\nAssociations\n\nand State D epartments\n\nof Education\n\nAlabama\nFrank\n\nL. Grove,\n\nSecretary, Alabama\n\nJ. A. Keller, State Superintendent\n\nAssociation, Montgomery\n\nof Education,\n\nA. F. Harman,\n\nPresident, Alabama\n\nPaul M. Munro,\n\nSuperintendent\n\nJ. E. Bryan, Superintendent,\n\nEducation\n\nMontgomery\n\nCollege, Montevallo\n\nof Schools, Selma\n\nJefferson County\n\nSchools, Birmingham\n\nArizona\nCongressman\n\nJohn R. Murdock,\n\nTempe,\n\nrepresenting Arizona\n\nEducation\n\nAssociation\n\nArkansas\nW. E. Phipps, Commissioner\nJ. J. Doyne,\n\nChairman,\n\nof Education, Little Rock\n\nBoard\n\nof Trustees, Arkansas\n\nEducation\n\nAssociation, Lonoke\n\nCalifornia\nWalter\n\nC. Eells, Professor\n\nof Education,\n\nLeland\n\nStanford Junior University\n\nColorado\nJ. H. Risley, Superintendent\n\nof Schools, District No. 1, Pueblo\n\nConnecticut\nE. W.\n\nIreland, Superintendent\n\nof Schools, Stratford\n\nH. Morton Jeffords, President, Connecticut\nintendent of Schools, Wallingford\n\nState Teachers\n\nAssociation, and Super¬\n\nDelaware\nE. Paul Burkholder,\n\nSupervisor\n\nH. E. Stahl, Superintendent,\n\nof Schools, Sussex County\n\nClaymont\n\nCourt House, Georgetown\n\nPublic Schools, Claymont\n\nFlorida\nMrs. Clinton\nManatee\n\nF. Parvin,\n\nD. E. Williams,\nTallahassee\n\nPresident,\n\nFlorida\n\nState Agent for Negro\n\nCongress\n\nEducation,\n\nof Parents\n\nDepartment\n\nand\n\nTeachers,\n\nof Public Instruction,\n\nGeorgia\nAndrew\n\nAvery,\n\nDecatur\n\nCounty\n\nSuperintendent\n\nof Schools, Bainbridge\n\nM. D. Collins, State Superintendent\n\nof Schools, Atlanta\n\nB. T. Harvey,\n\nof Colleges and Secondary\n\nGeorgia\n\nAssociation\n\nSchools, Atlanta\n\n"}
{"page": 878, "printed_page": null, "text": "872\n\nNational\n\nIdaho\n\n(representatives\n\nW.\n\nfiled)\n\nSecretary, Idaho Education\n\nD. Vincent, Superintendent\n\nWilliam\n\nAssociation\n\nnot present — statements\n\nJohn I. Hillman, Executive\ning, Boise\nW.\n\nEducation\n\nAssociation, 331 Sonna\n\nBuild¬\n\nof Schools, Boise\n\nGartin, Assistant State Superintendent,\n\nDepartment\n\nof Education,\n\nBoise\n\nIllinois\nJohn A. Wieland,\nR. C. Moore,\n\nSuperintendent\n\nExecutive\n\npresent — statement\n\nof Public Instruction, Springfield\n\nSecretary, Illinois Education\n\nAssociation, Springfield\n\n(not\n\nfiled)\n\nW. L. Coberly, Director of Research\n\nand Statistics, Department\n\nof Public Instruction,\n\nSpringfield\nIndiana\nArthur\n\nCampbell,\n\nSuperintendent\n\nof Schools, Anderson\n\nIowa (representative not present — statement filed)\nFred D. Cram, State N. E. A. Director, Iowa State Teachers\n\nCollege, Cedar\n\nFalls\n\nKansas\nW.\n\nT. Markham,\n\nG. H. Marshall,\n\nState Superintendent\nSuperintendent\n\nF. L. Schlagle, Superintendent\n\nof Schools, Topeka\n\nof Schools, Ottawa\nof Schools, Kansas\n\nCity\n\nKentucky\nHenry\n\nH. Hill, Superintendent\n\nof Schools, Lexington\n\nR. E. Jaggers, State Department\nW.\n\nof Education,\n\nP. King, Secretary, Kentucky\n\nJames\n\nW.\n\nMartin, Commissioner\n\nJames\n\nH. Richmond,\n\nEducation\n\nFrankfort\nAssociation, Louisville\n\nof Department\n\nPresident, Murray\n\nof Revenue,\n\nState Teachers\n\nFrankfort\n\nCollege, Murray\n\nLouisiana\nSpencer Phillips, Executive\nW.\n\nSecretary, State Education\n\nAssociation, Baton Rouge\n\nL. Colvin, Principal, Jeanerette High School, Jeanerette\n\nL. E. Frazar, President, Louisiana\nRex McCollough,\n\nCarencro\n\nTeachers\n\nAssociation, Merryville\n\nHigh School, Carencro\n\nJ. N. Poche, Supervisor, St. Charles Parish Schools, Hahnville\nMaine (representative not present — statement filed)\nB. E. Packard, Commissioner of Education, Augusta\nMaryland\nR. Floyd Cromwell,\nDelegation\n\nPrincipal, Cambridge\n\nHigh School, Cambridge\n\nof 23 School Leaders\n\nMichigan\nEarl R. Laing, Principal, Burt School, Detroit\nFred C. Fischer, Superintendent,\nD. A. VanBuskirk,\nSchools, Hastings\nGeorge\n\nWayne\n\nPresident, Michigan\n\nCounty\nEducation\n\nSchools, Barium\n\nTower,\n\nDetroit\n\nAssociation, and Superintendent\n\nB. Weitzel, Director of Pupil Personnel, Public Schools, Detroit\n\nof\n\n"}
{"page": 879, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n873\n\nInformation\n\nMinnesota (representative not present — statement filed)\nDaisy Brown, 407 South Sixth Street, Stillwater\nMississippi\nB. Frank\n\nBrown,\n\nSuperintendent\n\nH. M. Ivy, Superintendent\nJ. S. Vandiver,\n\nof Schools, Gulfport\n\nof Schools, Meridian\n\nState Superintendent\n\nof Education, Jackson\n\nMissouri\nE. M. Carter, Secretary, Missouri\nRoscoe V. Cramer,\n\nState Teachers\n\nPresident, Missouri\n\nAssociation, Columbia\n\nState Teachers\n\nAssociation, Kansas\n\nCity\n\nMontana\nC. G. Manning,\n\nSuperintendent\n\nof Schools, Lewiston\n\nNevada (representative not present — statement filed)\nChauncey W. Smith, Superintendent of Public Instruction, Carson\nNew\n\nCity\n\nJersey\n\nLaurence\nNewark\n\nB. Johnson,\n\nW.\n\nPatrick, Superintendent\n\nBurton\n\nWilliam\n\nR. Ward,\n\nField Secretary,\n\nAssemblyman,\n\nMrs. Mary D. Barnes, Member\nAssociation, Elizabeth\n\nNew\n\nJersey\n\nState Teachers\n\nAssociation,\n\nof Schools, Orange\nMercer\n\nCounty, Trenton\n\nof Executive\n\nCommittee,\n\nNew\n\nJersey State Teachers\n\nNew Mexico (representative not present — statement filed)\nH. R. Rodgers, State Superintendent of Public Instruction, Santa Fe\nNew\n\nYork\n\nArvie\n\nEldred, Secretary, New\n\nYork\n\nState Teachers\n\nAssociation, Albany\n\nClaude Kulp, President, New\nof Schools, Ithaca\n\nYork\n\nState Teachers\n\nAssociation, and Superintendent\n\nPaul R. Mort, Professor\nYork\nNorth\n\nof Education,\n\nTeachers\n\nCollege, Columbia\n\nCarolina\n\nClyde A. Erwin, Superintendent\n\nof Public Instruction, Raleigh\n\nHorace\n\nCleveland\n\nGrigg, Superintendent,\n\nJule B. Warren,\nNorth\n\nUniversity, New\n\nSecretary, North\n\nCounty\n\nCarolina\n\nSchools, Shelby\n\nEducation\n\nAssociation, Raleigh\n\nDakota\n\nB. C. B. Tighe, President,\nHigh School, Fargo\n\nNorth\n\nDakota\n\nEducation\n\nAssociation,\n\nand\n\nPrincipal,\n\nOhio\nE. N. Dietrich, Assistant\nColumbus\n\nDirector\n\nB. F. Stanton, Superintendent\n\nof Education,\n\nState Department\n\nof Education,\n\nof Schools, Alliance\n\nOklahoma\nPaul Bryant, State Department\n\nof Education,\n\nOklahoma\n\nCity\n\nC. M. Howrell, Secretary, Oklahoma Education Association, Oklahoma\nGuy B. Massey, Superintendent of Schools, Broken Bow\nG. W. Pearson, Tulsa City Schools, Tulsa\n\nCity\n\n"}
{"page": 880, "printed_page": null, "text": "874\n\nNational\n\nEducation\n\nAssociation\n\nOregon (representatives not present — statements filed)\nC. A. Howard, State Superintendent of Public Instruction, Salem\nE. F. Carleton, Secretary, Oregon\n\nState Teachers\n\nAssociation, Portland\n\nPennsylvania\nCharles F. Maxwell, President, Pennsylvania Education\ntendent, Westmoreland County Schools, Greensburg\nRhode\n\nIsland\n\nJames\n\nL. Hanley, Assistant Superintendent\n\nAssociation, and\n\nSuperin¬\n\nof Schools, Providence\n\nSouth Carolina\nJames\n\nH. Hope, State Superintendent\n\nof Education, Columbia\n\nJ. P. Coates, Secretary-Treasurer, South Carolina Education\nMyron E. Brockman, Superintendent of Schools, Chester\nE. R. Crow, Member\nColumbia\n\nof Executive\n\nCommittee,\n\nAssociation, Columbia\n\nSouth Carolina Education\n\nAssociation,\n\nSouth Dakota\nN. E. Steele, Secretary, South Dakota\n\nEducation\n\nAssociation, Sioux Falls\n\nT ennessee\nA. D. Holt, Secretary, Tennessee\n\nEducation\n\nA. L. Rankin, President, Tennessee\nCounty Schools, Chattanooga\nQ. M. Smith, President, Tennessee\n\nAssociation, Nashville\n\nEducation\n\nAssociation,\n\nand\n\nSuperintendent\n\nof\n\nPolytechnic Institute, Cookeville\n\nT exas\nH. W.\n\nStilwell, Superintendent\n\nRobert H. Montgomery,\n\nof Schools, Texarkana\n\nProfessor of Economics,\n\nM. A. Harlan, Mayor-Elect\n\nUniversity of Texas, Austin\n\nof El Paso\n\nUtah\nN. Howard\n\nJensen, Principal, Central School, Tooele\n\nJ. R. Mahoney,\nLake City\n\nPresident, Utah\n\nEducation\n\nAssociation,\n\nUniversity\n\nof Utah, Salt\n\nVirginia\nMoss\n\nPlunkett, President, Roanoke\n\nCounty\n\nSidney B. Hall, State Superintendent\nRoland\n\nE. Cook, Superintendent,\n\nSchoolboard,\n\nRoanoke\n\nof Public Instruction, Richmond\n\nRoanoke\n\nCounty\n\nSchools, Salem\n\nW est Virginia\n\nElizabeth\n\nGoodall,\n\nRay Power,\n\nW.\n\nChairman,\n\nN. E. A. State Legislative Commission,\n\nAssistant State Superintendent\n\nH. S. White, President, Shepherd\n\nWashington\n\n(representative\n\nState Teachers\n\nCollege, Shepherdstown\nfiled)\n\nSecretary, Washington\n\nEducation\n\nL. Marsh,\n\nE. W.\n\nCampbell,\n\nElmer\n\nL. Breckner, Superintendent\n\nExecutive\n\nof Schools, Charleston\n\nnot present — statements\n\nArthur\n\nCharleston\n\nAssociation, Seattle\n\nN. E. A. State Director, Seattle\nof Schools, Tacoma\n\nWillard J. Matters, President, Washington\nHigh School, Olympia\n\nEducation\n\nAssociation, and\n\nPrincipal,\n\n"}
{"page": 881, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n875\n\nInformation\n\nWisconsin\nJohn Callahan,\n\nState Superintendent\n\nO. H. Plenzke, Secretary, Wisconsin\n\nof Public Instruction, Madison\nEducation\n\nAssociation, Madison\n\nW yoming\nKarl\n\nF. Winchell,\n\nPresident, Wyoming\nRepresentatives\n\nMrs. Opal\nClubs\n\nD. David,\n\nNational\n\nState Teachers\n\nof National\n\nAssociation, Rock\n\nOrganizations\n\nFederation\n\nof Business\n\nand\n\nBenjamin C. Marsh, The People’s Lobby\nCharles H. Thompson, National Association\n\nof Teachers\n\nin Colored\n\nProfessional\n\nCharles H. Houston, National Association for the Advancement\nD. A. Wilkerson, American Federation of Teachers\nW. E. B. DuBois,\n\nNational\n\nCoordinating\n\nColonel John L. Taylor, American\nMary Foley Grossman,\nof Labor\n\nSenate\n\nCommittee\n\nAmerican\n\nSprings\n\nWomen’s\n\nSchools\n\nof Colored\n\nPeople\n\nCommittee\n\nLegion\nFederation\n\nof Teachers,\n\nacts favorably — The\n\nand American\n\nSenate Committee\n\nFederation\n\non Education\n\nand Labor reported the bill favorably to the Senate in an amended\n\nform by\n\na unanimous vote. Most of the changes in the bill were of a minor char¬\nacter, and were merely for simplification and clarification. The only new\nprovisions to which attention should be directed, are reflected in the italicized\npart of the following quotations :\n1. Section 3, paragraph 2 — The legislative enactments shall provide for the\ndistribution, expenditure and administration of such funds as shall be apportioned\nto said States and Territories; and for a just and equitable distribution and expendi¬\nture of said funds among the several public schools of that State or Territory.\n2. Section 7 — After the first apportionment is made to any State or Territory\nunder this Act, such State or Territory shall not receive any part of any subsequent\napportionment unless during the school year next preceding the year for which such\napportionment is made, there has been maintained a system of public schools avail¬\nable throughout such State or Territory, wherein each public school maintained in\nsaid system shall be held in session for a term not less than one hundred and sixty\ndays, the closing of school due to epidemics, fires, and acts of God being excepted.\n3. Section 8 — No State or Territory shall receive any funds under this Act unless,\nduring the school year next preceding the year for which such apportionment is\nmade, it has expended from its combined State or Territorial and local revenues\nfor public elementary and secondary schools a sum not less than was spent in said\nState or Territory in the school year ended in 1936, for each person aged five to\ntwenty years, inclusive, taking into consideration the total population and each\npopulation group for which schools are specifically maintained therein.\n4. Part of Section 5 — . . . and if the United States Commissioner of Education\nshall find that a State or Territory has not complied with Section 7 or 8 (same as 2\nand 3 above) of this Act the United States Commissioner of Education shall not\ncertify any further apportionment to the State or Territory affected until said State\nor Territory has complied with said provisions.\n5. Section 6 — The chief educational authority designated to represent a State or\nTerritory receiving any of the apportionments made under the provisions of this\nAct shall annually submit to the United States Commissioner of Education in such\n\n"}
{"page": 882, "printed_page": null, "text": "876\n\nNational\n\nEducation\n\nAssociation\n\nform as the Commissioner may prescribe a report showing the manner of distributing\nwithin the State or Territory the funds apportioned under this Act and the work\nand improvements accomplished thereby. The United States Commissioner of\nEducation shall annually compile, publish, and make available a similar report for\nthe United States showing separate data for each State and Territory.\n6. Section 9 — From funds appropriated to carry out this Act an amount not to ex¬\nceed one-tenth of 1 per centum of the total amount appropriated annually is hereby\nmade available to the United States Office of Education for the administration of\nthis Act and for conducting such research as may be requested by State or Terri¬\ntorial school officials and as may be of assistance to the States and Territories in the\nimprovement of their systems of public education.\n\nChanges\n\nin House\n\nbill — Prior to the hearings before the House\n\nCommit¬\n\ntee on Education, Congressman Fletcher introduced H. R. 5962 to take\nthe place of H. R. 2288, the purpose being to have substantially the same\nbill before the House Committee as had been reported by the Senate Com¬\nmittee. The respects in which the House bill differs from the Senate bill\nare as follows :\n1. An additional phrase was added to Section 3 as amended by the Senate Com¬\nmittee (see subhead above entitled Senate Committee Acts Favorably, paragraph\n“1”). The phrase added is as follows: “taking into consideration the total population\nand each population group for which schools are specifically maintained therein.”\nIt will be noted that this same phrase is found in Section 8 of the amended Senate\nBill.\n2. That part of Section 5 of S. 419 which forbids the United States Commissioner\nof Education to certify apportionments to states that do not comply with Sections 7\nand 8 was made somewhat broader in the House Bill as is shown by the following\nquotation that should be compared\n\nwith that part of Section 5 quoted under the sub¬\n\nhead above entitled Senate Committee Acts Favorably, paragraph “4”: “If after\nbeing so notified, a State or Territory does not comply with said provisions (Sec¬\ntions 3, 7 and 8), and/or does not expend its apportionment for educational pur¬\nposes, the United States Commissioner of Education shall report thereon at once to\nthe Secretary of the Interior who shall transmit said report to the Congress, and the\nUnited States Commissioner of Education shall not certify any further apportion¬\nment to the State or Territory affected until said State or Territory has complied\nwith said provisions or until directed and authorized by Congress to do so.” The\nissue involved here is whether the United States Commissioner of Education shall\nnot certify apportionments to states that he finds have not complied with Section 3\nwhich requires a legislative enactment providing for distribution and expenditure\nof the funds. It is held by the Senate Committee that such authority granted to the\nCommissioner of Education would confer power upon him to pass judgment upon\nthe statute enacted by state legislature, and that such powrer would be undesirable.\nOn the other hand it is held by some authorities that the Commissioner would not\nthus be granted power to pass judgment upon the qualities of the enactment of the\nlegislature, but would merely have the ministerial authority to determine whether\na statute purporting to provide for a just and equitable distribution of the funds\nhad been enacted, the definition of just and equitable being a matter entirely in the\nhands of the state legislature.\n3. One change was\n\nmade\n\nin Section 11, the first part of the second sentence:\n\nThe Senate Bill — “No provision of this Act shall be construed to delimit the\nStates and Territories in the appropriation of funds for the support of schools re¬\nceived through the benefits of this Act; nor to restrict or define the kind of schools\nor the character of the educational program to be supported by the respective States\nand Territories; . . .”\n\n"}
{"page": 883, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n877\n\nInformation\n\nThe House Bill — “No provision of this Act shall be construed to delimit the States\nand Territories in determining the character of the educational program in the\npublic schools to be supported\n\nLegislative\n\nby the respective States and Territories;\n\nhistory of the bill (to May\n\n15 , 1937) — A\n\nlegislative history of the Harrison-Black-Fletcher\nfifth Congress is presented as follows :\n\n. . .”\n\nresume\n\nof the\n\nBill in the the Seventy-\n\nIn the Senate\nJanuary 8, 1937 — S. 419 introduced by Senator Pat Harrison of Mississippi for him¬\nself and Senator Hugo L. Black of Alabama: A bill to promote the general wel¬\nfare thru appropriation of funds to assist the states and territories in providing\nmore effective programs of public education. Referred to the Committee on Edu¬\ncation and Labor. (Senator Harrison is chairman of the Senate Finance Com¬\nmittee, and Senator Black is chairman of the Senate Committee on Education\nand Labor.)\nFebruary 9, 10, 11, 15, 1937 — Hearings\nEducation and Labor.\n\nwere\n\nheld before the Senate\n\nCommittee\n\non\n\nMarch 19, 1937 — Senator Black reported S. 419 favorably with an amendment. Re¬\nport No. 217 Bill placed on the Calendar. Calendar No. 224. (Reported favor¬\nably by unanimous vote of the Committee.)\nApril 12, 1937 — Bill first discussed on floor of the Senate. Senator Harrison requested\nunanimous consent to call the bill up on Thursday. Senator Robinson, Majority\nLeader, objected. Upon the suggestion of Senator McNary, Minority Leader,\nSenator Harrison gave notice that he would make a motion to consider S. 419\non the following Thursday, or sooner if Senator Black should return to the floor.\nSenator Robinson’s statement was significant. He stated that he opposed the\nbill on the grounds of the federal deficit and gave as his opinion that financial\naid for schools is “the one last field into which federal activity is to be ex¬\ntended.”\nSenator Borah stated that notwithstanding the fact that the bill has merit,\nhe wanted to know\nthis session.”\nMay\n\nfirst “where\n\nwe\n\nare going with reference\n\n15, 1937 — Bill remains on the Calendar\nHarrison at the first opportune time.\n\nto expenditures\n\nto be called up by Senators\n\nBlack and\n\nIn the House\nJanuary 8, 1937 — H. R. 2288 introduced by Congressman Brooks Fletcher of Ohio.\nIdentical to S. 419. (Congressman Fletcher is a Democrat member of the House\nCommittee on Education.)\nMarch 29, 1937 — H. R. 5962 introduced by Congressman Brooks Fletcher. This bill\nis the same as H. R. 2288, except that it contains certain amendments to make\nit correspond to S. 419 as that bill was reported out of the Senate Committee\non Education and Labor.\nMarch 30, April 1, 2, 6, 8, 13, 1937 — Hearings on H. R. 5962 before the House Com¬\nmittee on Education. (Official delegations from 40 states appeared in behalf of\nthe bill. The only opponents of the bill appearing before the Committee were\nthe Reverend George Johnson, secretary of the National Catholic Welfare\nsociation; and a representative of the Sentinels of America.)\n\nAs¬\n\nApril 27, 1937 — House Committee on Education met in Executive Session and voted\nnot to report the bill out on that day. Bill remains in Committee and can be\nvoted out by the Committee at any future meeting by a majority of a quorum\npresent.\n\n"}
{"page": 884, "printed_page": null, "text": "878\n\nNational\n\nEducation\n\nAssociation\n\nEffect of President' s budget message — It is generally recognized\n\nthat the\n\nHarrison-Black-Fletcher Bill has gained wide and enthusiastic support. If\nthe bill could be brought up in Congress on its merits, separated from other\ncurrent issues, it is widely conceded that it would pass both Houses of\nCongress by substantial majorities. The chief obstacle at this time is the\nissue of balancing the federal budget.\nOn April 20 the President of the United States submitted a message to the\nCongress on the status of the federal budget. He reported that tax receipts\nof the federal government had fallen so far short of the estimates that the\ndeficit for 1938 would be $418,000,000 greater than he had reported in his\nmessage of January 5, 1937. He urged that the budget be balanced at the\nearliest possible date. As one means of accomplishing that purpose he urged\nthat all new authorizations for appropriations be defeated by Congress.\nWhile the Harrison-Black-Fletcher\n\nBill, as such, is not specifically mentioned\n\nin the President’s message to Congress on balancing the federal budget, the\nfact that the message contained a statement that new authorizations for\nappropriations should carry their source of revenue or be defeated, makes it\nextremely difficult to get any action on the bill on the floor of either House\nof the Congress.\nFuture\n\nplans for action on bill — For\n\nthe present\n\nthe sponsors\n\nof the\n\nHarrison-Black-Fletcher Bill are awaiting the most opportune time to call\nthe bill up for a vote. If necessary the bill can keep its present place in the\nSenate and House\nPublicity\n\nwork\n\nduring the Second Session of the Seventy-fifth Congress.\nfor Harrison-Black-Fletcher\n\nBill — In carrying\n\non\n\nthe\n\ncampaign for the Harrison-Black-Fletcher Bill there have gone out from\nthe headquarters of the National Education Association over 1,877,000\ncopies of printed matter, and approximately 27,000 letters have been sent to\neducational and political leaders. The following is a list of the publications\ndisseminated:\nFederal Support for Public Education (folder) .\n\nCopies\n119,000\n\nHarrison-Black-Fletcher Bill .\nSpeeches by Senator Harrison and Congressman\n\n24,000\n12,000\n\nFletcher .\n\nEqual Opportunity for Children — Willard E. Givens\nIn Journal of N. E. A. — September 1936 .\nReprints .\nFederal Support — Journal of N. E. A., October 1936 .\nOrganization Takes Hold — Editorial, Journal of N. E. A., November\nThe Harrison-Fletcher Bill — Willard E. Givens\n\n200,000\n93,000\n200,000\n1936. . 200,000\n\nIn Journal of N. E. A. — November 1937 .\nReprints .\nThe Harrison-Fletcher Bill — Howard A. Dawson\n\n200,000\n300\n\nIn Journal of N. E. A. — January 1937 .\nThe Harrison-Black-Fletcher Bill: Federal Participation in Financing\nSchools — Lyle W. Ashby and Howard A. Dawson\nIn Journal of N. E. A., 8-page feature article, February 1937 .\nReprints .\n\n200,000\n\nthe School Bells Ringing — Senator Josh Lee\nIn Journal of N. E. A. — March 1937 .\nThe Harrison-Black-Fletcher Bill — Willard E. Givens\n\n200,000\n4,000\n\nKeep\n\nIn Journal of N. E. A. — May 1937 .\nEqualization of Opportunities through the Harrison-Black-Fletcher\nHoward A. Dawson (mimeographed) .\n\n200,000\n200,000\nBill —\n\n1,500\n\n"}
{"page": 885, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\nExcellent publicity for the Harrison-Black-Fletcher\n\n879\n\nBill has been carried\n\non thru the N. E. A. broadcast of “Our American Schools” over the Red\nNetwork of the National Broadcasting Company. Seven programs on\nfederal aid for education were broadcast :\nJanuary\nJanuary\nFebruary\nFebruary\nM arch\nMarch\nMarch\n\n20,\n27,3, 1937 — The\n\nGhosts\n\nof Parades\n\nPast — Federal\n\nAid\n\n1937 — A Tour thru the Capitol — Federal Aid\n1937 — A Tour thru the Capitol — Federal Aid\n10,\nSenator Henry F. Ashurst and Senator Clarence\n3,1937 — Harrison-Black-Fletcher Bill — Federal Aid\nWillard E. Givens and Howard A. Dawson\n\nDill\n\n1937 — Federal Aid to Schools\nCongressman Brooks Fletcher and Senator Allen J. Ellender\n17,\n1937 — Federal Aid to Education\nSenator Hugo L. Black\n31,\n1937 — Federal Aid Hearings before Education Committee of the\nHouse of Representatives\nSidney B. Hall, Howard A. Dawson, James H. Richmond,\nter C. Eells, Spencer Phillips, William G. Carr.\n\nThe\n\nThe\n\nRepeal\n\nLegislative Commission\n\nWal¬\n\nRider”\n\nof the “Red\n\nhas advocated\n\nthe repeal of the so-called\n\n“Red Rider” to the 1935 Appropriation Bill for the District of Columbia.\nThis rider forbids any salary to be paid to any employee of the District of\nColumbia public schools who teaches or advocates communism, and a ruling\nof the Comptroller General of the United States requires each employee of\nthe school system to sign a statement before receiving his salary that he has\nnot taught or advocated communism during the period for which the salary\nis paid.\nBills to repeal the “Red Rider” were introduced in the Senate by Senator\nBurton K. Wheeler of Moritana, and in the House by Congressman Ambrose\nJ. Kennedy of Maryland. The bill has been twice passed by unanimous vote\nof the Senate. The House, however, on February 8 approved the McCormack\nAmendment to the Repeal Bill. That amendment provides that the advocacy\nof communism is forbidden in the schools, but teaching the facts about\ncommunism is not forbidden and school employees are not to be required\nto take oaths on the subject. The conference committee of the House and\nSenate agreed to repeal of the “Red Rider” with the proviso “That nothing\nherein shall be construed as permitting the advocating of communism.” The\nrepeal in that form was passed by the Senate on May 20 and by the House\non May 24, and was signed by the President on May 28.\nMuch of the direct work on the repeal of the “Red Rider” has been done\nby T. D. Martin and other members of the N. E. A. headquarters staff.\nLegislative\n\nReference\n\nService\n\nThe legislative reference service inaugurated in 1933 by the Legislative\nCommission has been continued thru the Research Division of the head¬\nquarters staff. During the past year the following publications have been\nissued :\nTeachers’ Contracts: With Special Reference to Adverse\nReport of the Committee on Tenure, 1936. 32 p.\n\nConditions\n\nof Employment.\n\n"}
{"page": 886, "printed_page": null, "text": "880\n\nNational\n\n“State-Adopted Contract\n19 p. June 1936.\n\nEducation\n\nForms\n\nAssociation\n\nfor the Employment\n\nof Teachers.”\n\n“Proposed Legislative Program of the Nebraska\n(mimeographed) 2 p. October 1936.\n“Teachers’\n\nOaths.” (mimeographed)\n\n31 p. October\n\n•\n\nState\n\n(mimeographed)\n\nTeachers\n\nAssociation.”\n\n1936.\n\n“State Legislative Programs — 1937.” (mimeographed)\n\n18 p. November\n\n1936.\n\n“School Legislation — Part I: A Guide to Recent Publications of the National Educa¬\ntion Association.” (mimeographed) 9 p. November 1936.\n“School Legislation — Part II: A Guide to Recent Publications of the United States\nOffice of Education.” (mimeographed) 6 p. November 1936.\n“High Spots in 1936 School Legislation.” (mimeographed) S p. January 11, 1937.\n“Statewide Legislative Provisions for Teacher Welfare (Tenure, Retirement, Mini¬\nmum Salary, Uniform Contracts, and Control of Certification).” Preprint from\nFebruary issue of N. E. A. Journal. 2 p. February 1937.\nMinimum-Salary Laws\nJanuary 1937.\n\nfor Teachers.\n\nReport\n\nof the Committee\n\non Tenure.\n\n40 p.\n\n“State Aid to Private and Sectarian Schools.” (mimeographed) 36 p. March 1937.\nCourt Decisions on Teacher Tenure Reported in 1936. Report of the Committee on\nTenure. 36 p. April 1937.\n\nOther\n\nThe\n\nExecutive\n\nCommittee\n\nLegislative\n\nContacts\n\nof the Legislative Commission,\n\nthru the\n\nchairman, has maintained close contacts with the President's Committee on\nAdministrative Management in the Government of the United States. The\nCommission is especially interested in what dispositions may be made of\neducational functions and especially of the Office of Education. While no\nspecific recommendations are in order at this time, the Commission intends\nto keep in touch with developments and to use its influence in protecting the\nbest interests of public education.\nContacts have also been maintained with the President’s Committee on\nVocational Education. At this time there are no specific recommendations\nto be made in this field.\nAcknowledgments\n\nMost of the work of the Commission\n\nhas been carried on in Washington\n\nthru Howard A. Dawson, Director of Rural Service in the N. E. A. head¬\nquarters. The Commission has had splendid cooperation from the executive\nsecretary of the National Education Association, Willard E. Givens, and\nfrom the other members of his entire staff\".\nThe chairman wishes to express his appreciation for the loyal support\nand efficient work of the members of the Legislative Commission, members\nof the Coordinating Committee, the presidents and secretaries of state\nassociations, the state N. E. A. directors, the state superintendents and\ncommissioners of education, and the thousands of local superintendents,\nteachers, and laymen interested in the cause of federal aid for education.\nThe Executive Committee of the Legislative Commission of the National\nEducation Association consists of the following persons: Sidney B. Hall,\nChairman , State Superintendent\n\nof Public\n\nInstruction,\n\nRichmond,\n\nVa. ;\n\nJohn Callahan, Vice-Chairman, State Superintendent of Public Instruction,\nMadison, Wis. ; Ben G. Graham, Superintendent of Schools, Pittsburgh,\nPa.; Frank L. Grove, Secretary of Alabama\n\nEducation\n\nAssociation, Mont-\n\n"}
{"page": 887, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n881\n\ngomery, Ala. ; George D. Strayer, Director of Institute of Educational\nResearch, Teachers College, Columbia University, New York, N. Y. ;\nDavid E. Weglein, Superintendent of Schools, Baltimore, Md.; B. E.\nPackard, Commissioner of Education, Augusta, Maine. The Committee is\nrepresented in Washington, D. C., by Howard A. Dawson, Director of\nRural Service, National Education Association.\n\nHAROLD\n\nREPORT\n\nOF\n\nCOMMITTEE\n\nV. TEMPEL,\n\nPRINCIPAL,\n\nHENRY\n\nCLAY\n\nON\n\nNECROLOGY\n\nHIGH\n\nSCHOOL,\n\nSHELBYVILLE,\n\nKY., Chairman\n\nIt is fitting and proper that we take time in our deliberations to pause\nbriefly while we pay tribute to the memory of those who within the past\nyear have given themselves as sacrifice for a great cause — a cause which we\nbelieve is God’s cause.\nAgain the Grim Reaper has approached our ranks and the toll of lives\nis many. Let us honor all these, our fellow workers. Some went alone, as\nSara Juve, that brave soul who suffered the tragic death of freezing in a\nNorth Dakota blizzard. Some “fell in action” as that group of Texas\nteachers for whom Disaster and Death lurked at the end of a day’s work.\nSome were distinguished leaders of the National Education Association,\nwhose loss will be keenly felt. What they were and what they did, however,\nin a sense remain, for their lives will continue to be a source of inspiration\nto us. Some were the older ones of our profession, who after long lives of\nfaithful service reluctantly laid their burdens down. Let us not forget that\nthe growth and progress of many phases of our educational program has\nbeen due to the untiring efforts of these teachers.\nIn the necrology report for this year our records will show that nineteen\nhundred and seventy-nine persons have given their lives in the service of\neducation. In appreciation of the great service of these teachers, we hereby\nsubmit their names to be published in the 1937 N. E. A. Proceedings as a\nfitting memorial.\nALABAMA\nBoyd, Alice\nBratton, Cora F.\nCollins, Mamie\nCowart, Bernice\nCraig, Mary Margaret\nDuvall, Rufus A.\nEarnest, Agnes\nElrod, Lucille Maples\nGreen, Mary M.\nHankins, Mary\nHolstum, Eva Britt\nJernigar, Ida S.\nLee, Rosa H.\nLogan, Lillie\nOgle, Mary E.\nReynolds, Alvana\nSingleton, Francis\nSomerville, Hermieone\nSox, Jeff\nSparks, J. W.\nStrickland, Millard C.\nTarrent, John\nThornton, Iva\n\nWhite, Kate\nWilhelm, Bessie\nWright, E. M.\nALASKA\nShern, Helma M.\nWagner, Ruth D.\nARIZONA\nAnderson, Frances Edith\nDe Mary, Dorothy\nDerrick, George\nLindenfeld, Hortense\nOlson, Mary\nPersons, Glen W.\nPinney, Charles\nPlatt, Frances\nScudder, Benjamin H.\nStong, Fred Earnest\nTanner, A. C.\nWhite, Eloise\nWright, Helen\n\nARKANSAS\nBrown, Edgar O.\nBurleson, David Jasper\nCocker, Mrs. Charles P.\nCollins, Effie\nCollins, Lucille\nCondray, Ben F., Jr.\nCowan, William J.\nCrim, Casper R.\nDraper, Maybelle\nDroke, George Wesley\nFlourney, Mrs. Chester\nForrest, Ida B.\nGoodwin, Lloyd\nGraham, Hoyt C.\nHamil, Mrs. Lester\nHammond, Lillian\nHarrelson, Robert T.\nHenderson, Belle\nHicks, M. L.\nHuie, John R.\nIrby, Mrs. H. W.\nJones,\nElliottD. H.F.\nMcLauren,\n\n"}
{"page": 888, "printed_page": null, "text": "882\n\nNational\n\nNorwood, T. N.\nPennington, Euna Lou\nSettle, Mary K.\nTibbits, J. J.\nTidwell, Clyde J.\nWaldran, Ida B.\nWilkerson, Ida H.\nWillis, Betty Brown\nWilson, W. O.\n\nCALIFORNIA\nAdams, Frances E.\nAmes, Charles C.\nAnderson, Sarah Romeigh\nArcher, Nina M.\nAugust, Helen Beam\nAustin, Andrew\nBell, Bernice Grace\nBeard, Ruth\nBenton, Webster\nBernhards, Martha Clark\nBisbee, Hazel Butzerin\nBonnell, Geraldine\nBovard, William S.\nBrandon, Herbert\nBriggs, Nellie\nBroad, Azalia H. Westcott\nBronson, Fannie\nBuchler, Fannie\nBullock, Katherine\nBurrows, John Robert\nCalhoun, Iva\nCampbell, Mary L.\nCarey, H. B.\nChaffee, Franklin E.\nCheney, M. Berenice\nColmore, Charles A.\nConger, Lana M.\nCox, H. E.\nCummings, Melvin E.\nDanielson, Josephine\nDarling, Mary E.\nDavis, Cleo G.\nDeBell, William H.\nDeMoulin, William Stanlus\nDietrick, Laurabelle\nDowney, Thomas\nDoyle, Frank B.\nDunn, Willis A.\nEdwards, Anna F.\nEichelberger, Charles\nEmigh, Nina M.\nFickes, George A.\nFielding, Theodore Arthur\nFisher, Hazel M.\nFowler, Matilda M.\nFranklin, Edward Curtis\nFreyschlag, Bertha Olga\nGarvin, Kathryn C.\nGarwood, Isabel\nGeney, August\nGill, John\nGill, Josephine\nGlidden, Mira J.\nGraham, John Dexter\nGray, Alice M.\nGray, Clara L.\nGray, Marian Reine\nGriggs, Iris Vivyenne\nHaaf, Ruth M.\nHancock, Joseph E.\nHarden, Lulu\nHarrington, Lucy A.\nHemken, Louise\nHUe, Harry M.\nHillebrand, William A.\nHoffman, Ruth C.\nHolliday, Carl\nHolly, Ernest D.\nHughes, Marion\nJackson, Eloise Chancellor\nJibaja, Pedro Flavio\nJones, Alfred H.\nJones, Harriet Isbister\nJones, Nellie Goode\nJordan, Alice M.\n\nEducation\n\nAssociation\n\nJosselyn, Chester E.\nKelham, George W.\nKennedy, Irene\nKohler, Florence\nLaMoreaux, Anna\nLane, Frank M.\nLewis, Elsie S.\nL’Hommedieu, Alice W.\nLitwack, J. D.\nLong, Louise Arnold\nLoyacano, Domenica\nLucy, Cecile J.\nLynch, Julia Ellen\nMcAuliffe, Margaret\nMcCarthy, E. C.\nMcColly, Charlotte\nMcCourt, Robert\nMcDonald, A. C.\nMcGregor, Richard C.\nMcNeill, Grace H. Miller\nMarch, C. W.\nMarriot, William McKim\nMartin, George J.\nMehl, Susan B.\nMella.nder, May Constance\nMeyer, Kathryn Miller\nMillard, Elizabeth Mills\nMillard, J. B.\nMiller, Josephine\nMixer, Eva\nMoran, Mary\n\nG.\n\nMorris, C. E.\nMoses, Mildred Leader\nNance, Mrs. R. C.\nNeal, Finley F.\nNelson, Mary Elizabeth\nNewson, Willis John\nNida, William L.\nNorth, A. M.\nOneto, Kate\nOsterhoudt, Elmer H.\nPaul, Mary Ellen\nPeck, Kate\nPhleger, Mary McCrory\nPike, Milton\nPlummer, Annie\nPryor, Sarah J.\nPullman, Margaret S.\nRankin, Mr.\nRay, Camille N.\nRicher, William\nRisdon, Amelia Mary\nRoad, Helen S.\nRoss, Isabel Bumgarner\nRudsill, Elizabeth\nRuffino, Louis C.\nRyan, Mary Ogden\nSchafer, Mildred Vorndam\nShea, Gertrude\nShepherd, Shirley\nShoemaker, J. Pearl\nSime, Mary Louise\nSinclair, James M.\nSmith, Ethel B.\nSmith, Lottie M.\nSnider, Elizabeth\nSorensen, Millie G. Peters\nSpinner, Mabel M.\nSpnngall, R. J.\nSpringer, Kathryn\nSprung, Edith Edmunds\nSpurlock, Sue\nStafford, Edith\nStauf, Ida\nStevens, Philip A.\nStocking, Minerva\nStone, Essie F.\nSullins, Merle Shelby\nSummerville, Sadie\nTaber, Rose\nTanner, William Roy\nThomas, Charlotte\nThomas, E. E.\nThornton, J. K.\nToutin, Frank C.\nTownes, George\nTuttle, Edgar Allen\n\nUtley, Irene\nVogt,\nLouiseArthur\nB.\nWaidelicli,\nGeorge\nWanee, Edith Elgeva\nWells, Alice\nWells, Bertha E.\nWesterberg, Grace Mae\nWilliamson, Albert St. John\nWhipple,\nWhistler, Isabel\nJ. E. Louise\nWhite, Edna Anita\nWilson,\nMay\nWhite, Margaret\nNilan\nWirt, Charlotte\nWollin, Andrew A.\nWright, Mae E.\nWurzbach, Genevieve\nWygant, Sarah A.\nYarmol, Hazel M. Emmert\n\nCOLORADO\nAllen, Henry\n\nV.\n\nBell, Lida\nBlake,\nChase, Marian\nInez J.\nClereril, Susan\nDawes, Anna\nEdgerton, Harriet B.\nGrafton, Lyman B.\nHammond, Maud C.\nHarbaugh, Ellstine\nJacques, Edna May\nJohnson, Earl Lind\nJohnson, Laurel\nJohnson, Mae\nJulian,\nKeever, Miss\nJ. C.\nKennedy, Elizabeth\nKirch, Mrs.\nKnost, Beryl L.\nLeonard, Mary L.\nLynch, Ethel\nMcCammon, Mabel\nMcElhinney, Faith\nMcFarland, A. J.\nMurray, Lydia\nNeedham, Mae Claire\nPalmer, Nirma\nPotter, Linnie Stone\nRages, John D.\nReilly, Annie\nRoberts, Charles N.\nRoy, George T.\nScobey, Leonora\nSheehan, Ella\nSkinner, Isabelle\nSmith, Beulah\nThomas, Marguerite\nWald, Margaret\nWheeler, Madge\n\nCONNECTICUT\nBargfrede, Marie H.\nBradstreet, Howard W.\nClark, Ridgley C.\nClarkin, Mary E.\nCunningham, Frances\nDalton, Mary F.\nDavis, William\nFilmer, Nettie S.\nGreen, Elizabeth\nGulliver, Eunice H.\nHills, Marion\nHines, Marie E.\nHubbard, Rose A.\nJerolman, Laura\nKilbride, Eleanor M.\nKingsbury, Mabel\nMcCarthy, John\nMitchell, Mary J.\nRoberts, Isabel\nRudd,\nSmith, Katherine\nMary M.\nSperry, Burton\n\nM.\n\n"}
{"page": 889, "printed_page": null, "text": "Associational\n\nDELAWARE\nCrossan, Ella\nHarris, Robert L.\nHenricks, George F.\nMcGee, Mary\nMclntire, Mary\nMann, Mary\nPurnell, Ethel M.\nSayers, Matilda L.\nSchantz, C. W. W.\nSemple, Ella D. B.\nSlowe, Charlotte, E.\nSpicer, Blanche\nWheeler, Mary J.\nWhitehead, John E.\nDISTRICT\n\nOF\n\nCOLUMBIA\n\nWilkinson, Lucille W.\nWilliamson, L. C.\nFLORIDA\nBrockman, Ethel Wetherbee\nBrooks, Mrs. Ralph P.\nBushong, J. T.\nClark, Charles L.\nFulghum, Hadassa\nGoodman, Lorena\nHartsfield, Frank S.\nJones, Floyd Q.\nKennard, Charlotte L.\nMcDaniel, Oscar\n,\nMcDonald, Effie Kay\nPage, Velma\nPeck, Sarah\nRichard, Maud\nRiley, A. E.\nSimons, Fred\nTreadwell, T. A.\nWhite, Flora\nWilliams, David\nWilliams, Gladys Morris\nHAWAII\nChing, Amy Fookyau\nChung, Elsie Nin\nCox, Isaac M.\nHaney, Walter M.\nKamaka, May A.\nKawainui, Lydia\nKekoa, Joseph Keawe\nKuon, John J.\nRobinson, Gertrude B.\nSteltz, Rachel Y.\nWaldron, Margaret P.\nIDAHO\nBurnside, Leah M.\nCook, E. O.\nDifferdaffer, Verline\nDrake, Elizabeth\nHarding, Zella\nHouk, Esther\nKruger, Edith A.\nMasoner, Manford\nRudd, Ida\nTracy, S. C.\nWatson, Alice\nILLINOIS\nBlake, Anna M.\nBogan, William J.\nClarida, R. O.\nCox, Ernest Nowland\nDille, C. A.\nFoster, Ellen E.\nLowry, William J.\nMurphy, Sanford\nNeely, Charles N.\nSchaeffer, Medora\nStrong, John A.\nWhite, William E.\nWhitmore, E. D.\n\nRecords\n\nand\n\nINDIANA\nAlexander, Eva C.\nBailey, Bertha\nBailey, Cleveland\nBehrens, Anna E.\nBenge, A. E.\nBennett, Eleanor Moore\nBierbower, Julia\nBocock, Mary J. Clark\nBoesen, Clara J.\nBoyd, Martha P.\nBurke, Doris\nCalvin, Florence\nCameron, Virginia\nCampbell, Edith G.\nCampbell, William E.\nCase, Lula J.\nChildress, Leslie A.\nClark, Jennie\nClaybaugh, Anna M.\nConn, B. E.\nCourtney, Catherine\nCovault, Anna\nCushman, Marie\nDark, Rosa\nDarrough, Nell Glenn\nDeSutter, Mertha A.\nDonahue, Mildred G.\nDonnan, Emma\nDoody, Alice G. C.\nDriver, Levi\nEkwall, Alberta R.\nElliott, Inez\nEubank, John H.\nEvans, Marjorie\nEwart, Mollie\nFarley, Wade\nFinley, Charles\nFisher, Louisa\nForeman, John W.\nFunk, V. Edward\nGeary, Ida B.\nGilhams, Herbert S.\nGilmore, Ralph\nGladden, Elijah Alonzo\nGlockner, Gertrude\nGriest, Robert A.\nGrubbs, William E.\nGutgesell, Margaret A.\nHall, Helen E. Miller\nHamilton, Robert Riley\nHartman, Elisha M.\nHarvey, Florence\nHayden, Effie J.\nHenger, Maud C.\nHerbst, Clara\nHertzsch, Elizabeth C.\nHiggins, Frank\nHines, L. N.\nHines, Margaret\nHooker, Ola Fifer\nHumphries, Bessie M.\nHurst, Lillian\nJohann, Lydia B.\nKeely, Etta M.\nKelly, Edwin William\nKennedy, Margaret\nKercheval, Robert C.\nKey, Sherman\nKinert, Katherine\nKline, Hattie M.\nKolb, Mary Okey\nLeonard, Belle\nLineback, Waneta\nLloyd, Clarence\nLupton, Anna M.\nMcArtor, Edward\nMcCormick, Jean\nMcDougall, Stella G.\nMarkland, Philip S.\nMartin, Wendell\nMattox, C. W.\nMeredith, N. Carolyn\nMiller, Delilah\nMiller, Martin J.\nMinneman, C. A.\n\n883\n\nInformation\n\nMonrad,\nDorothy\nMoore, May\n\nM.\n\nMoorehead, Fanny\nMueller, Florence\nNeely, Daniel W.\nNolan, Margaret\nNorman, William H.\nParkis, Ruth\nPettibone, Jessie\nPeyton, Elizabeth\nPhar, Iola\nPickard, Lulu\nPope, John\nPriest, John\nProtsman, Louis C.\nPurfield, Horace\nPurnell, Nellie\nReel, Kate\nReising, John A.\nRoberts, Gladys D.\nRoberts, Mattie\nRockwood, Frances E.\nSaylor, Carrie\nSchluer, B. H.\nSchmidt, Anna\nShaw, Clara A.\nSherer, Peter\nShigley, Sarah G.\nShirley, Mary C.\nShoup, Penelope\nSloan, John G.\nSmith, Dorothy\nSpears, John\nSphoresman, Lillian\nStetson, Paul C.\nStevens, Basil\nStewart, Enoch\nSweet, Anna\nTally, Carrie May\nThomas, Oscar\nThomas, William A.\nValentine, Oda R.\nVance, Marie\nVaughn, Emma P.\nVenderhoof, Stella E.\nWaits, C.Elbert\nJ.\nVickery,\nA.\nWalter, J. B.\nWatkins, Ethel\nWatts, Fanny\nWhitacre, Martha Ann\nWhittington, Elizabeth\nWilliams, Arlan R.\nWilson, Katherine\nWinesburg, Martha\nWinstroth, Ella S.\nWoods,\n\nMelvina\nIOWA\n\nBarr, W. E.\nBehnke, Ella\nBelcher, Cora\nBematz, Margaret\nBlakely, Abbie Louise\nBoozer, L. Myron\nBrandriss, Alice Cary\nBures, Georgina\nCarlton, Mrs. D. D.\nCarruthers, Ida R.\nChilds, Anna Gertrude\nClark, Olynthius B.\nColpitts, Julia T.\nCondit, Charlotte E.\nCortelyou, Della\nCramer, Bess\nCrook, Minnie G.\nDeWolf, Gail\nDeyoe, Albert M.\nDuffy, Alice\nEaton, Alice G.\nFinley, Mildred Francine\nGrave, Helen\nGriffith, J. A.\nGring,\nGrubb, Ethel\nAubreySmith\nC.\nHall, Grace Johns\n\n"}
{"page": 890, "printed_page": null, "text": "884\n\nNational\n\nHancock, Mame Ruth\nHanson, Howland\nHebard, Grace Raymond\nHezzelwood, Loren\nHoffmire, Hazel\nHoran, Sarah Jane\nHouser, C. B.\nKorns, June\nKoser, Robert\nLecky, Alvirda\nLeist, Henry G.\nMcCoy, Mrs. Howard\nMcCusky, Charlotte\nMcDaniel, Evelyn\nMcDonald, Anna\nMacy, Emma J.\nMeyerholz, Charles Henry\nMitchell, P. W.\nOdle, D. M.\nPearce, James\nPhelps, W. R.\nReed, Jennie\nRife, Aaron K.\nShepherd, Lillian\nShimek, Bohumil\nSmart, Frank L.\nSmith, Adelaide Rumple\nTennant, Cora T.\nTork, Clara\nTurnbull, Mrs. James L.\nWahlstrom, Eunice\nWarnock, Ruth S.\nWeaver, Violette\nWilliams, Ella D.\nWilliams, Sara\nWilson, Alice\nWoodruff, J. A.\n\nKANSAS\nAshton, Charles Hamilton\nBurns, Carrie E.\nCheney, Miriam Esther\nDunlap, Charles Graham\nFitch, Laura M.\nJackson, E. H.\nJones, Ethel Ann\nMorrow, Clay M.\nPatterson, E. P.\nPatton, Elizabeth\nSt. John, Helen\nShaad, George C.\nSmith, W. R.\nWolf, Eva Hannah\n\nKENTUCKY\nAiken, Mary\nBedinger, Katherine\nBerry, Lydia\nBosley, L. C.\nCampbell, Lee Maddox\nCampbell, Mrs. M. B.\nCardwell, Joe\nCarr, Mrs. Claude\nCaywood, C. P.\nCord, Emma\nCrutchfield, Louise\nCulbertson, Kate\nDunbar, Virginia\nFox, Mary Ignatius\nHalleck, Reuben Post\nHarris, Minnie B.\nHaynes, M. M.\nHullett, Stella\nHunt, Sue\nJackson, Mollie\nJenkins, Judson\nJones, Leslie\nKelly, Josephine\nLeathers, T. J.\nMcCubbing, Isabel\nMontgomery, Henry\nMyers, Mattie Y.\nPoynter, Clara M.\nPyle, Elizabeth\nRagsdale, George T.\n\nEducation\n\nAssociation\n\nRainey, Frank L.\nRenner, Fanny\nRigsby, Hundley G.\nRoberts, Marie\nRoscoe, Elizabeth\nRupp, Katherine\nScrugham, Mrs. T. A.\nShearer, Oma D.\nSibert, James\nSleadd, Aurelia\nStephens, Gertrude\nTaylor, Clyde P.\nTriplett, Mary\nUnkraut, Sophia\nWillis, Hugh\nWithrow,\n\nAnna\n\nS.\n\nLOUISIANA\nAdams, O. B.\nBailey, Lonnie\nBartchy, Aline\nCollins, Evelyn L.\nCoulter, Mrs. D. D.\nCrespo, Sidney\nElliott, Mrs. Wilkin\nEmory, Wade H.\nFlanders, Louella Ward\nForgey, Elizabeth\nGuardia, J. D.\nHedgepeth, Susie\nHouston, G. C.\nKaliski, Bertha Bernstein\nLebeau, J. O.\nLowry, R. F.\nMcCabe, Mary\nMartinez, Clothilde\nMaxwell, Mae\nMelancon, Marie Lucy\nMelson, Belle O.\nMobley, James W.\nOwens, Mrs. R. B.\nRapp,\nHughes\nRives, J.\nFanny\nRoaten, W. C.\nSoares, Josie B.\nSougeron, Nisida\nStewart, Catherine\nTuck, R. B.\nTurner, W. W.\nWalsh, Mary A.\nWard, J. W.\nWren, George L.\n\nMAINE\nBragg, Irving O.\nClark, W. E.\nDonahue, Alice B.\nErickson, Asanath\nFeeney, Ada Look\nGifford, Gertrude Dennis\nMarsh, Addie Church\nPreble, Maude Hammond\nProctor, Sadie L.\nRecord, Harry Elmar\nSheperd, Maud Moore\nWentworth, Virgie Beckwith\n\nMASSACHUSETTS\nAkers, Winfred C.\nAllen, Thomas\nBoody, Louis M.\nBurke, Alfred F.\nCampbell, Patrick T.\nCapron, Maude E.\nCorlies, Helen\nCrowell, Allie Cole\nCurley, Sarah E.\nGardner, Ella G.\nHayes, James S.\nJangro, Lucy Randolph\nKeife, Adelaide A.\nLeary, Jane F.\nMartin, Oscar\nMurphy, Mary A.\n\nNaven, Elizabeth L.\nNoorigan, Starr\nPatten, Maude F.\nRay,\nRitter,Mabel\nGeorgeC. F.\nTrask, Pauline\nWagner, Thelma E.\nWestgate, Ethel\nWheeler, Ulysses G.\nWilbur, Phebe\nWolfe. Izetta R.\n\nMICHIGAN\nAnderson, Mary O’Connell\nBell, Allan Morgan\nBelmore, Milton A.\nBiedermann, Alfred\nBQstwick, Adaline\nBoyer, Jennie Belle\nBrooks, Anna Mott\nBrown, Leslie R.\nBurkitt, Myrtle\nCassin, Estella Roy\nChalmers, James\nClark, Harriet L.\nClark, Margaret J.\nCobb, Myron A.\nCollins, John\nCombs, George Jr.\nCook, Harold B.\nCory, Stanley H.\nCross, Genevieve\nCuthbert, Ruby Mae\nDeMaria, Hazel C.\nDodds, Eleanor W.\nDooley, Mary\nDriggs, Ida\nNellie L.\nDukes,\nDulebohn, Irl H.\nDunn, Orpha\nEtheridge, Marjorie\nFitness, Dorothy\nFuller, Otis\n\nJune\n\nGareissen, Isabella\nGoodrich, Edna G.\nGoodyear, Marian\nHalama, James\nHamilton, Wayne\nHardeman, Viola Dorsey\nHerron, Clark L.\nHolloway, Ross L.\nHopkins,\nIbershoff, Harriet\nLouis J.Hewes\nJennings, Susan\nKelley, Georgia E.\nKendall, Franklin M.\nKennedy, Mary Stoner\nKissell, Mrs. Frank\nKohlburg, Carl\nLane, Blanche E.\nLoomis, Elizabeth\nMacdonald, Kate\nMatthewson, Kirt B.\nMercer, Frances\nMolhoek, Grace\nMoody, Rolland T.\nMulder, Cornelia J.\nNagler, Noble\nNeuman, Irene George\nNicodem, Clarice A.\nNoon, Abigail\nNornberg, Mrs. Peter\nNorton, William Chester\nPetrush, Lawrence\nPhillips, Mary T.\nPraeger, William\n\nE.\n\nRay,\nMabel\nRieman,\nJohnK. F.\nRockwell, Ethel\nRogers, Rachel\nScott, Anna Born\nSeig, Lawrence Marie\nShay, Mary M.\nSherman, Albert E.\nSmith, Clarence E.\nSower, Muriel\n\n"}
{"page": 891, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n885\nSteers, Minnie Sweet\nStephenson, Mary\nSweeny, Lucile Brohl\nThornton, James K.\nTilton, N. Edith\nTrumble, Oscar S.\nVan Dyk, Gertrude\nVandenbergh, Ora H.\nWalton, Wendell Wilder\nWhitman, Jessie Isabel\nWilloughby, Ruth\nWillson, Jennie McCrory\nWood, M. Ella\nWright, Eva Hazel\nZimmerman, Minnie F.\n\n. MINNESOTA\nAckerson, Willard\nAndeen, Mrs. Edmund C.\nAxtell, Frederick Gibbs\nBeard, Richard Olding\nBristol, Ruth\nBrockman, Greta\nBurgess, Georgia A.\nChristoferson, C. A.\nCooley, Bret\nDanielson, Edward F.\nDavis, George William\nDickerman, Lillian\nEpper, Madeline\nFick, Candace\nFinger, Sherman W.\nFish, Margaret I.\nFosbroke, Florence\nGray, Raymond H.\nHalverson, A. Grace\nKuusisto, Dagmar\nKvam, Helen C.\nLeonard, Bernice\nLyon, E. P.\nLyseng, Mabel\nMurchie, Robert W.\nO’Brien, Ella\nPlummer, Henry S.\nPouliot, Erba E.\nRae, Elizabeth\nRiley, A. Dale\nRoe, Adelaide Rjertaas\nRomness, Julius\nSwenson, Edith\nSwenson, Lucille\nVoelker, Minna\nWelsch, Mrs. Fred\nWilde, Norman\n\nMISSISSIPPI\nBondurant, A. L.\nChastain, James G.\nFortenberry, Emma\nHemphill, Martin\nSwan, W. N.\n\nMISSOURI\nAly, Addie Johnson\nAustin, Belle\nBain, Bertha\nBarks, James A.\nBarlow, Edna\nBass, Mrs. Walter\nBergmann, Wilhemine K.\nBerkenhauer, Louise\nBlessing, Tracy\nBowen, Irene E.\nBreidenstein, Della\nBridges, Bertha E.\nCarpenter, Clarence\nChoisel, Augusta E.\nChrisman, Golda Belle\nCooke, Kate E.\nCoram, J. E.\nCrowe, Esther\nCurtis, Flora\nDavis, Irene\nDavison, Freida\n\nDillenbeck, P. K.\nDouglass, Mabel\nDouglass, Stephen A.\nEmory, George\nEdwards, Anna Maud\nEntrekin, Nancy Jane\nEvans, William P.\nFahey, Lucille\nFisher, Ira E.\nFowler, Mayme\nGibson, Ida\nGreene, Gertrude\nGriffith, W. W.\nGroce, Florence\nHamilton, Virginia\nHanley, Mollie P.\nHansell, Claudine\nHare, Marguerite\nHartley, Hazel\nHemming, Lucy D.\nHereen, Margaret A.\nHighfill, Brilla\nHobbs, Vada Mae\nHulsey, Paul\nJackson, Lucille\nJenkins, La Motte M.\nJohns, C. F.\nJones, Charlene\nJoyce, Tom\nKindervater, A. E.\nLay, Gilbert\nLehman, H. B.\nLeMasters, Alice\nMartin, Emily\nMartin, N. E.\nMcCaw, Harry\nMcCoy, Harvey\nMcCoy, Susan\nMcCrea, Jennie C.\nMcDonald, James\nMcKinley, E. S.\nMcMullin, Ida Green\nMeek, Margaret\nMitchell, Mrs. Elias\nMitchell, Lillie C.\nMoran, Mary E.\nNolan, Mary\nO’Connell, Annie D.\nPaine, Faye\nPaine, Fern\nParker, Vola\nParsons, Mary S.\nPerrin, W. S.\nPorter, George T.\nPowell, Norval\nQuinn, Blanche E.\nRahner, Mary A.\nReynolds, Ruth\nRippee, Virgil\nRobertson, Mrs. P.\nSearch, Marion O.\nShaner, James C.\nSillaway, Elsie\nSlater, Charles H.\nSowers, Anna Lee\nSprague, Bertha\nStagsdale, Jessie S.\nSteele, Minnie\nSuiter, Alberta\nTemplin, W. H.\nTeuscher, Adele S.\nVogt, Alma M.\nVolkmann, Edith\nWebber, Arthur\nWebster, Elma J.\nWeeden, Ethel R.\nWesthold, Amanda\nWhite, Kathryn\nWhorton, Bernadine\nWilkinson, J. L.\n\nMONTANA\nBucklin, Myra E.\nCarpenter, Jennie Lind\nColber, Emma Branch\nCook, I. W.\n\nConway, Alice\nCorwin, Kathryn\nCraven, George W.\nEliel, Frank\nGarin, Elizabeth G.\nGronlie, Richard\nHart, Henry M.\nHeal, Thomas H.\nHurley, Loretta\nHutchinson, E. M.\nJackson, Alice\nJackson, Nellie\nJohnson,\nLowry, W.Laura\nJ.\n\nCarolina\n\nMcFayden, Cora Dunnavan\nMajor, Lucy\nMashin, John\nMetlen, Genevieve\nMonroe, Joseph E.\nNettleton, Mrs. Joseph\nParrent, James M.\nPlymal, Welda\nRemington, S. K.\nSanders, E. D.\nSimons, Theodore\nSprains, John\nWilson, Matthew R.\nWurtenweiler, Laura Simmons\nYork, Minnie\nAdams,\n\nNEBRASKA\n\nPercy\n\nArmstrong, Ernest\nArnold, Fanny\nAtkinson, Ada\nBaker, William G.\nBlacken, Angeline\nBraden, Eva T.\nBrown, Kate L.\nBrownell, Herbert\nBruner, Lawrence\nCampbell, Caroline\nChalupsky,\nAnton J.M.\nChrisman,\n\nGrace\n\nClark, Isaac M.\nColeman, Elena\nCramb, Myra\nDodds, Birdie\nDow, C. L.\nDuffy, Mary\nEllis, Robert W.\nFleshman, A. C.\nFordyce, Charles\nGraham, Gladys\nHoemann, Henry\n\nW.\n\nHook, Margaret\nHopkinson, Ada Irwin\nJames,\nJohnson,Margaret\nAmy\nJones, George E.\nKirk, W. E.\nKlotsche, Ernst H.\nLarsen, Virginia\nLawrence, Nancy\nLilley,\nLink, J.Leonard\nT.\n\nE.\n\nLoper, Katherine\n\nHurley\n\nLoy, Emma B.\nMcConnell, William\nMcCrystal, Sadie\nMartin, G. E.\n\nE.\n\nMelson, Bessie Curtis\nMiller, Louise\nMullen, Iowa\nNelson, Mayme\nOhlmann, George H.\nO’Toole, Margaret\nPark, Elsie\nPhenix, Anna\nPickell, Frank G.\nRoach, Marie\nRooney, Ellen\nSamek, Emma\nStaffer, Alva I.\nStephenson, Annie\nTolbert, Georgina\nTyler, Virginia\n\n"}
{"page": 892, "printed_page": null, "text": "886\n\nNational\n\nNEVADA\nBaird, James\nMacNair, Georgia\nScott, Walter\nWarr, Clara E.\nWarren, S. R.\n\nNEW\n\nHAMPSHIRE\n\nBrown, Albert O.\nBurns, Elizabeth A.\nChase, Gladys P.\nFletcher, Robert\nFolsom, Channing W.\nGray, William R.\nKing, Thomas L.\nLanders, Florence\nLewis, Edward M.\nMorrill, Mary M.\nPaul, Madeline B.\nRogers, George B.\nSmall, Ernest W.\n\nNEW\n\nJERSEY\n\nAdams, Susan M.\nAtkinson, Eleanor L.\nAustin, Charles R.\nBarnes, Clarice M.\nBatson, Margaret\nBirks, Reginald\nBlanchard, Delia M.\nBragga, Edith MacFarland\nBreingau, Irene S.\nBrown, Faith S.\nBurke, John H.\nBurns, Elizabeth C.\nBush, Jessie\nButler, Sara\nCate, William E.\nChlebnikow, Eva\nChristian, Irene B.\nClark, Marion G.\nCowell, Edna A.\nCrevling, Edith C.\nCrissey, Genevieve\nCummings, Mae\nDelaney, G, Edmund\nDietle, Frederick C.\nDoering, Hildegard\nFerry, Joseph B.\nFreeman, John\nFrees, Ella F.\nGlennie, Alexander J.\nHart, Marion\nHea, Emily N.\nHeina, Ethel\nHowell, Eleanor C.\nHurley, Carrie G.\nJacobson, Abraham\nJohnson, Grace\nJones, Harriet J.\nKeiper, Hazel I.\nKeller, Mrs. Charles\nKimble, Myrtle\nKline, Irvin E.\nLawrence, Noederick\nLawton, Anne\nLayson, Louise A.\nLobdell, Helen\nLocke, Helen Kingsland\nLogan, John H.\nMcGeehan, Sarah Faith\nMartin, Leroy L.\nMyers, Marion S.\nO’Byrne, Margaret\nParmele, Lyda\nPickell, Frank G.\nPotter, Isabel M.\nPurnell, Mildred R.\nQuinn, Margaret M.\nRaismes de, May B.\nReardon, Ruth C.\nSargent, Eva C.\nSchantz, Otto\nScott, Clifford J.\nShanley, Minnie V.\n\nEducation\n\nAssociation\n\nSheehy, John K.\nStearns, Wayland E.\nStow, Elsie D.\nThomas, Johanna L.\nThomas, Ralph E.\nTiger, Waldon L.\nWarner, Margaret L.\nWheatley, May V.\nWhite, Sadie M.\nWieand, E. Margaret\nWillyoung, Elizabeth\nWilkins, Alice K.\nWorth, Minnie F.\nZeidler, Marie\nZellers, Gertrude M.\n\nNEW\n\nMEXICO\n\nHatton, A. L.\nLockard, Josie\nMarron, Marron\n\nNEW\n\nYORK\n\nAddis, Helen E.\nAllext, Grace B.\nArcularius, Grace C.\nBaldwin, Elizabeth\nBaxter, William A.\nBeam, Willoughby P.\nBeattie, Louise\nBennett, Edward R.\nBergen, Frances\nBertsch, Emma G.\nBoysinger, Harold\nCampbell, Isabella M.\nCashin, Anna\nComstock, Abbie E.\nCooper, R. Mildred\nDeighton, Rose H.\nDerkin, Katherine C.\nDonahue, Irene F.\nDoyle, Mary M.\nEisenberg, Lucy\nEverts, S. B.\nFinnegan, A. Irene\nFitzgerald, Mary\nFitzgerald, Stanley S.\nFreeman, Leland N.\nFulton, Marie H.\nGary, Lester\nGraham,\nElla B.\nJ.\nHandwright, Florence B.\nHertkorn, Helene\nHewitson, Dorothea A.\nJenner, William A.\nJohnston, Helene\nKells, Herbert R.\nKirke, Marcia J.\nMcCann, Irene\nMcGraw, Mary A.\nMachale, Mary\nMcQuade, Patrick H.\nMahoney, Mary C.\nMiller, Katherine D.\nMoore, Anna\nO’Sullivan, Margaret\nPipe, Rosalie\nRauchfuss, Caroline B.\nReddington, Gertrude M.\nRhodie, Eleanor\nRowan, Helen F.\nSalmon, Mary A.\nScott, Florence\nSheffer, Alice P.\nSmith, George Arthur\nThompson, A. C.\nThompson, Clyde O.\nTooke, Harriet\nWatkins, George\nWeinan, A. Irene\nWoods, Ethel May\n\nNORTH\n\nCAROLINA\n\nAndrews, T. Wingate\nBrogden, L. C.\nDeHart, Clifford R.\n\nDouglas, John Leighton\nFoster,\nSarah Roy\nTurner\nFunderburk,\nHamrick, Annie\nHorner, Mamie\nHoward, David Halbert\nLingle, Thomas Wilson\nMarkham, Leila Bell\nMetzenthin, E. C.\nNelson, Mrs. Thomas Harrell\nNicholson, Irene Levada\nPell,\nWilliam\nPittman,\nWileyE. H.\nSmith, Mrs. Charles Lee\nSteele, Maude Moore\nTighe, Richard J.\nValentine, Thomas Wood\nWard, Joseph Cooper\nWinfield, Martha E.\n\nNORTH\n\nDAKOTA\n\nAtwood, Carol\nBarton, Mrs. O. A.\nBowen, Geneva M.\nBristol, Margaret\nBurbank, Emma\nBusby, Daisy\nCogswell, Florence\nCrawford,\nL. F.\nElliott, Cora\nErickson, Mabel\nHunsaker, A. F.\nHetler, James F.\nHitchcock, R. R.\nJuve, Sarah\nKennedy, Joseph\n\nA.\n\nKippen, Mrs. Robert\nMcCrae, James A.\nMangels,\nO’Connor, Charles\nSarah E.\nPrentice, Ruth B.\nPrice, Mrs. T. A.\nRawlins, Cora\nRolfsness, Thelma\nShank, Burgess\nShaver, Grace Loomer\nStanley, Raymond\nSteen, Mrs. Arthur H.\nStevens, Jean McNaughton\nStockfield, W. C.\nTaylor, Frank B.\nTingelstadt, John\nTornniges, Mrs. R. W.\nTrowbridge, F. P.\nWeeks,\n\nArland\n\nD.\n\nOHIO\nAdcock, Frank\nAdlington, Minnie A.\nAlbray, Sarah A.\nAllen, Josie F.\nAlley, Frank\nS. W.\nAndrews,\nMary\nArcher, Stephen M.\nArnold, Edith M.\nBailey, E. Jane\nBane, Wilbur W.\nBattershell, Mildred F.\nBeard, William H.\nBeardsley, Edward W.\nBechmann, Pauline J.\nBertling, Katherine\nBest, Emma\nBiggs, Eli\nBlack,\nMary\nBing, Simeon\nH.\nBlue, Amy E.\n\nM.\n\nBowman, Benjamin D.\nBradley, John H.\nBrickley, Gertrude\nBrockmire, Lillian H.\nBrown, James Wilbur\nBrown, Myrtle A.\nBrown, Uarda L.\nBruce, W. R.\n\n"}
{"page": 893, "printed_page": null, "text": "Associational\n\nButturff, Jacob E.\nByerly, Emma\nCaldwell, Frances M.\nCampbell, Bessie M.\nCampbell, Martha E.\nCarbach, Emma O.\nCarr, Ian M.\nCarson, Mary Luella\nChamberlin, Freida I.\nCoblentz, Lyman O.\nCondon, John K.\nConley, Kendall\nConstiner, J. F.\nConway, Mary M.\nCook, Lucinda\nCooper, Dorothy E.\nCooper, William H.\nCosgrove, F. A.\nCotterman, Samuel\nCoughenour, Virgil J.\nCritchley, Bertha M.\nCropper, Handy J.\nCuller, Joseph A.\nCurren, Edith L.\nDavin, Bertha M.\nDavis, Jacob N.\nDay, Mildred\nDorman, May E.\nDouglas, Clara D.\nDrake, Elmer N.\nDunfee, Edna\nDutton, Dorothy D.\nEaton, Elaine E.\nEccles, James J.\nEdgerton, Ida M.\nEldridge, Albert C.\nEllis, Florence G.\nElson, Emmanuel I.\nEverhardt, Lue M.\nExtine, Charles\nFankhauser, H. A.\nFawcett, Effa\nFee, Sallie Reuter\nFirick, Florence L.\nFitzpatrick, Florence\nFleming, Helen M.\nFletcher, Anne M.\nFloyd, Ella C.\nFlynn, Bessie\nFoster, Hilton L.\nFoster, Perry C.\nFranklin, Katharine\nFranz, Richard C.\nFreidline, Clara E.\nFulton, Mary I.\nGalloway, Luella\nGavin, Ella A.\nGibson, Clara Estella\nGillespie, Maud E.\nGleason, Alma G.\nGleason, Marne I.\nGohen, Kate M.\nGoorley, Christine A.\nGreene, Helen C.\nHanson, Myra H.\nHapp, Charles N.\nHarden, Grover\nHarsanyi, Ida M.\nHazelton, Florence E.\nHazen, Leslie M.\nHeater, William W.\nHeath, Alvin B.\nHeinsohn, Marie\nHendershot, David M.\nHenderson, Carrie B.\nHenderson, George E.\nHerbrick, Josephine\nHoffmeister, Helen\nHopkins, Emily K.\nHorst, Laura T.\nHughes, Charles C.\nHutchison, N. E.\nInnis, William S.\nIrish, Mary E.\nJackson, Edith I.\nJefferys, Edith M.\nJennings, Belle\n\nRecords\n\nand\n\nJohnston, Irene\nJohnston, Otta T.\nJones, Lillian I.\nJones, Rose P.\nJulien, Laura C.\nKay, Eliza M.\nKeadin, Kate M.\nKearney, Nan E.\nKeegan, Sarah U.\nKeevan, Earl G.\nKehoe, Dorothy M.\nKelly, Bessie M.\nKinney, Elizabeth S.\nKoehler, John F.\nKoontz, Wilburn D.\nKramer, Bertha E.\nKreider, Emmit\nKuhler, Emily E.\nKurtz, Jennie M.\nLangenheim, Mary J.\nLee, Elvira T.\nLittlefield, James D.\nLok, G. F.\nLove, Mary H.\nMcAdams, Ottis H.\nMcClure, Thomas V.\nMcCombs, James\nMcCoy, Cleta M.\nMcDonald, Alez C.\nMcKee, Jennie M.\nMcKitrick, Marcella M.\nMcLean, Joseph F.\nMcNinch, Clara E.\nMahoney, Mary A.\nMarsh, Rose\nMay,\nMider, John\nA. J.M.\nMiller, William P.\nMinnes, Edward E.\nMinor, Ethel M.\nMook, Ethel Q.\nMoon, Belle\nMoore, Angie\nMoore, L. D.\nMorris, Selina M.\nMorrison, Edith\nMorton, Emmett W.\nMotter, Paul O.\nMulhern, Margaret A.\nMurphy, Julia E.\nMyers, Emma G.\nNease, Apperson A.\nNeereamer, Cora J.\nNeff, Isabel H.\nNegley, Poyntz A.\nNorton, Charlotte L.\nOliver, Aaron J.\nOrians, Gertrude N.\nOsborne, Caroline M.\nOwen, Neva B.\nPaine, Raymond E.\nParker, Major L.\nParks, Enzia P.\nParsons, Edith M.\nPartington, William E.\nPatterson,' Charles C.\nPatton, Mabel V.\nPeck, Virginia B.\nPerkins, Evelyn I.\nPeters, Mildred V.\nPeterson, Maude\nPhillips, Margaret S.\nPittenger, Sarah M.\nPorter, Jennie D.\nPostle, Bernard Dow\nPowell, Florence A.\nPreble, Clifton\nPrueser, Sarah V.\nPugh, Mary\nQueale, Heather B.\nRaines, Sarah J.\nReardean, Anna M.\nReed, Dorothy\nReeves, Bessie M.\nReid, Albert E.\nRentz, Adele L.\nRettich, Jacob\n\n887\n\nInformation\n\nRice, Elizabeth\nRichards, Eva M.\nRightmyer, Alice\nRiley, Ada A.\nRinehart, Helen M.\nRitchie, Anna M.\nRoeder, Emilie K.\nRorer, Fanny\nRoss, Jessie W.\nRoss, Mary V.\nRuby, Anna L.\nRyan, Margaret\nSayrs, William C.\nSchaefer, Pauline\nSchleicher, Emma B.\nSchliffer, Anna W.\nScott, Luella S.\nScowden, Harry B.\nSharkey, Jacob P.\nShatto, Estelle D.\nSheehan, Ella V.\nSheldon, Bertha D.\nSimmons, Ethel R.\nSmith, Charles S.\nSmith, Lillian T.\nSmith, Lucille\nSnyder, Anna\nSnyder, Hallie S.\nSpeidel, D. H.\nSpellman, Maude H.\nStrubbe, Charlotte H.\nStruggles, Edward W.\nTaylor, Jennie S.\nThompson, Dora\nThompson, Ella F.\nTozzer, Grace\nTrimmer, Darrel F.\nTurner, Alta L.\nTurner, Clara J.\nVail,\nBlanche Mary\nF.\nVan Doren,\nVenderink, Eva\n\nE.\n\nVolosin, Katherine A.\nWaterman, Anna F.\nWest, Stella M.\nWestervelt, Helen\nWhippy, G. H.\nWhitaker, Carrie R.\nWilcox, Alvine D.\nWillson, Mary E.\nWilson, Judith\nWilson, Nora F.\nWilliams, Mary F.\nWolf, Christine M.\nWolfe, Richard E.\nWorf, Charles H.\nWyler, Samuel C.\nYocum, William S.\nZeis, Gertrude E.\nZigler, Gertrude K.\nZwick, Clemence W.\n\nOKLAHOMA\nAment, James E.\nBasinger, Stella\nBlackwell, C. P.\nBurton, Una\nDavis, J. C.\nGates, Clarice\nGerhardt, Elizabeth Catherine\nHenderson, Jessie L.\nHolmes, Mrs. J. R.\nLogan, Leonard M.\nRichards, C. W.\nRives, C. W.\nSalyer, Mary\nSearcy, Buena E.\nSharp, J. F.\nTerrell, Dorothy\nTighe, R. J.\nTourtelotte, E. E.\nVanDuyne, Richard\nWatkins, T. C.\nWilson, Lois\nWilson, Marguerite\nWood, Donald C.\n\nL.\n\n"}
{"page": 894, "printed_page": null, "text": "888\n\nNational\n\nOREGON\nHug, George\nNoordhoff, F. K.\n\nPENNSYLVANIA\nAnderson, Edith M.\nArmstrong, Mary J.\nBarefoot, John S.\nBeatty, Mary F.\nBeitzel, Andrew J.\nBently, Eldred G.\nBentz, Lillie May\nBentz, Martin Samuel\nBloomfield, Thomas Clarke\nBossert, Emma K.\nBrett, George Platt\nBrodhead, May\nBrown, Wilmer M.\nBurkhart, Phyllis\nCannon, O. H.\nCarroll, Minnie A.\nCatharine, Joseph W.\nChapman, James F.\nDavidson, S. Alice\nDecker, Julia M.\nDecker, Louise Eaton\nDenniston, Lillie B.\nDetwiler, Mary P.\nDodd, Hiram W.\nDoepel, Lena\nDonaghy, Martha B.\nDriver, Agnes J.\nDunlap, Sylvester B.\nEagleson, Rebecca\nFirth, Herbert W.\nFish, Ada Z.\nFoster, Thomas J.\nFulton, Minta\nGaitsch, Helen L.\nGallagher, Anna\nGarber, John Palmer\nGillis, Helen\nGoetz, G. Herman\nGower, Bertha B.\nGriffith, Sallie\nGrimm, William J.\nHager, Robert E.\nHays, Elsie Schuchman\nHellerman, Sallie E.\nHoak, Sara E.\nHornbeck, D. H.\nHornbeck, Mary M.\nHorner, J. Alice\nHouston, G. O.\nHoutz, Ella\nHughes, Marian Lee\nHumphrey, Alex F.\nJohnson, Kate Irene\nJones, L. Mayne\nKline, Benjamin\nKnarr, R. Edward\nKnox, Margaret F.\nLaBarre, A. Judson\nLamberson, B. C.\nLandon, Samuel G.\nLauble, Ida F.\nLeach, Matilda Henderson\nLinhart, Samuel Black\nLoftus, T. W.\nLovell, Eva Belle\nLubold, Daniel G.\nLytle, Maud\nMcCleery, LeMira\nMacy, Anne Sullivan\nMarburger, Lucille\nMarshall, Fred L.\nMeiley, Joseph\nMifflin, Houston\nMiller, Margaret A.\nMixer, E. M.\nNolan, Maude\nOmwake, George Leslie\nPage, Robert C.\nPlimpton, George A.\nPrince, Leon Cushing\n\nEducation\n\nAssociation\n\nQuigg, Margaret G.\nRemington, Margaret C.\nRichards, Elberta\nRoss, Mrs. Carmon\nRothenberger, Emily D.\nSandt, Floyd Clayton\nScholl, Stanley P.\nScott, Clifford J.\nSeiber, Daniel W.\nSherk, J. E.\nShoemaker, Helen E.\nSmith, H. Ross\nSnyder, Amelia\nSpeece, May W.\nStewart, Ida May\n\nNagler, Noble\nPeterson,\nPinkerton, Catherine\nJ. F.\n\nStraughn, William R.\nSunderlin, J. Paul\nTate, Agnes\nTaylor, Lottie Jane\nTheisen, Alfred E.\nThomas, J. Emery\nTodd, Harry E.\nTomer, Carrie\nTracey, Emma E.\nVorbach, George E.\nWard, David A.\nWarfield, E. D.\nWhitney, Harley D.\nWilhelm, N. O.\n\nPayne, Bruce\n\nYard, James Austin\nYocum, A. Duncan\n\nRHODE\n\nISLAND\n\nBacon, Agnes Marguerite\nEddy, William Holden\nLull, Herbert Warren\n\nSOUTH\n\nCAROLINA\n\nBall, Julia Lock\nBelcher, Maude\nBryant,\nBullock, Vinnie\nM. J.\n\nF.\n\nCahill, Alice Smock\nCoward, Maude Owens\nFarrell, Jewel\nGideon, Eunice Duncan\nGyles, Louise Bailey\nHollingsworth, Adalia\nMagwood, A. P.\nMartin, Marie\nMoody, Mrs. Ernest\nParnell, Caroline\nRadcliffe, Mary C.\nRivers, Minnie F.\nRoof, Kezie\nRussell, Annie\nSaleeby, Wilson\nSchneider, S. P.\nSnyder, Hugh McRae\nVon Lehe, Helen W.\nWaldrep, Cooper\nWalker, Harriet P.\nWhilden, Anna Elizabeth\nWilson, Charles R.\n\nSOUTH\n\nDAKOTA\n\nBrown, Elizabeth\nChalmers, James\nChristianson, Conrad M.\nCoonrod, Grace Alice\nDouglas, Elizabeth\nGlassing, G. A.\nGleason, R. S.\nGraham, H. C.\nGraves, Maud\nHoffman, Paul\nHurley, Loretta\nJorgensen, Anna Prey\nLindberg, J. C.\nLundquist, C. G.\nMcKinney, Mrs. C. S.\nMosby, Ralph\nMott, Gladys\nMowry, Annabelle\n\nRose, Paul\nRuste, Anton\nSchrag, Charles F.\nSeymour, A. H.\nStein, Pearl Hazen\nStevens, Elbert M.\nWood, Mary E.\nWorf, Charles\n\nH.\n\nTENNESSEE\nR.\n\nTEXAS\nBarron, L. X.\nBass, Thelma\nBeilharz, Erna\nBellamy, W. S.\nBenedict, H. Y.\nBennett, John C.\nBrown, A. B.\nBurnham, Nannie\nCartwright, Oma\nDirickson, S. W.\nFeuge, C. W.\nFrancis, Mark\nGibbs, H. E.\nGoodman, H. H.\nGreen, R. D.\n\nC.\n\nGreene, Ervin B.\nHanscom, Mrs. Otho\nHarry,\nHathorn,Bertram\nJ. B.\nHiggs, Emily\nHolcomb, John D.\nHolmesly, Appie John\nHood, J. A.\nHopkins, John W.\nHopkins, W. P.\nHuff, Dorothy\nJohnson, Carrie\nJordan, Anna Louise\nLindley,\nMary D.Watson\nJoseph, Minnie\nMcElroy, Edna\nMcPherson, Hallie\nMadderra, W. E.\nMarks,\nSue\nMathews,Lutie\nJ. W.\nNelson, Mollie Rice\nNorman, J.\nLula\nParsons,\nC. Mae\nPatterson, Cora\nPritchett,\nJoe L.\nPetty, S. J.\nRobinette, Sarah Martin\nRumsey, Vernon\nSmith, J. W.\nSmith, Lottie\nSmith, Truett M.\nSterling, Evalyn B.\nStevens, Mrs. E. M.\nThurmon, Josephine\nTucker, Joseph C.\nVaden, W. C.\nWatkins, Sam R.\nYounger, W. H.\n\nUTAH\nBailey, William H.\nCraven, Ina E.\nEastmond, E. H.\nGesswein, Edward W.\nHarding, Zella May\nHarrison, Madelyn\nKingsbury, Joseph T.\nLarson, Ingabore\nNeff, Andrew L.\nPatterson, Alexander C.\nWest, Ray B.\n\n"}
{"page": 895, "printed_page": null, "text": "Associational\n\nVERMONT\nDonnelly, May\nFranklin, Etta\n\nI.\n\nVIRGINIA\nBaker, Verna\nBohannon, Eunice Fitz Lee\nBourne, Mary Davy\nBrown, Enid Spencer\nBrown, Ida A.\nCamp, Annie Warthen\nCarey, Leila A.\nCrowgey, Julian Pearse\nDarden, Cora S.\nDarst, E. D.\nDoughty, Sara W.\nDurrett, Naomi\nFarrier, R. H.\nFisher, Lollie Susie\nFolkes, Bell\nHanger, Harry B.\nHiggins, Allie K.\nHoffman, C. L.\nHolt, Lillian M.\nHopkins, Ethel Warren\nHunter, Elaine\nJohnston, Alice\nLarue, William\nNoff singer, Emma H.\nParis, Alice R.\nPowers, Lizzie B.\nPrice, Estelle\nRobertson, Sallie G.\nRodgers, Annie Belle\nSmith, Eulah H.\nSnyder, Bessie C. B.\nStewart, Lucy\nWare, Lillie\nWatts, Susie\nWheatley, C. S.\nWinston, Elizabeth W.\n\nWASHINGTON\nAdams, Virgil\nAnseln, David\nBever, Dean\nBlair, Sadie\nBrockmeuller, Orland N.\nBrown, Burleigh\nBryan, Clara Moody\nBurk, Mildred\nBurns, Jessie\nBurr, Priscilla Howes\nCarroll, Joseph D.\nCarstens, Lillian\nConrick, Maud\nDabney, Ellen Powell\nDaily, Sarah C.\nDavidson, M. Merne\nEllison, Herbert B.\nFuller, Frances\nGustafsen, Selma E.\nHart, Henry M.\nHorn, William S.\nHunt, H. F.\nLockwood, Jessie M.\nMaloney, Minnie\nMillett, Genevieve\nMoseley, John L.\nMoser, Alphonse\nNalder, Frank F.\n\nRecords\n\nand\n\n889\n\nInformation\n\nReasoner, George N.\nSchneider, John\nSmith, William Merrill\nStewart, Mary\nTucker, George H.\nVadman, Russell\nWesthold, Amanda\nWheeler, Eldridge\n\nWISCONSIN\nAddison, Grace Barr\nAllen, Jula Ann Eastman\nArmstrong, Cora Pollock\nArnett, Evelyn Hall\nArnevik, Edna Henrich\nArnold, Leah M.\nAxt, Meta\nBannister, Julia Phelps\nBarber, John W.\nBirdsall, Raymond P.\nBorgia, Mary\nBornemann, Sarah Sibree\nBoyles, Victor B.\nBreummer, O. H.\nBriere, Charles E.\nBriggs, Elva\nBrunberg, Anna\nBruner, Freda\nBulman, Cora\nBurlingame, Everett H.\nBurns, Lucy Reidy\nCalkins, Mary Morley\nCarroll, Anna\nCasper, Bertha C.\nChalmers, James\nChapman, Susan W.\nChesley, Anna Barnes\nChurch, May D.\nClabots, Helen O’Hanlon\nClapp, Frank L.\nCleland, Elizabeth\nCohen, Carol\nCossick, Esther Shaver\nCostigan, Margaret\nCutler, Julia Katherine\nDavis, Laura Humphrey\nDonnelly, Lily\nDrechtrah, Elizabeth Mau\nEmmerich, Mrs. Henry\nFahey, Genevieve B.\nFalconer, Harry C.\nFehrman, Ernst\nFruit, Edna Ruth\nGarfield, Ellen\nGillispie, Marittia\nGolden, Mrs. William E.\nGrimsrud, Blanche\nHarms, Mary Lawrence\nHarrison, Mary Mabel\nHarter, Mr.\nHegelmeier, Aloysius Paul\nHollinshed, Margaret Matteson\nJamieson, William H.\nJanowicz, Clara\nKelley, Mary T.\nKennedy, Maurice\nKingsford, A. C.\nKlein, Washington\nKnight, Janet Grant\nKulbachi, Fabian\nKundinger, Sigmund\nKvam, Helen Carlson\nLakin, Mildred May\nLamb, Mrs. James\n\nLawton, John C.\nLea, Zola Johnston\nLewis, Florence\nLewis, Mary E.\nLinse, Irma\nLippincott, Noble C.\nLoope, Mrs. T. E.\nLuening, D. C.\nMaCauley, Margaret Ellen\nMcCorry, Helen Hosmer\nMcCrary, Earl W.\nMcFarland, Harvey A.\nMclllhattan, Verna\nMcMahon, May\nMcNeill, I. C.\nMarshall, T. M.\nMarvin, Adelaide R.\nMaxwell, Nellie\nMielke, Lillian Harris\nMulray, Mildred\nMuzzey, Florence\nNelson, Albert\nOlds, Mrs. L. L.\nParmley, Herman J.\nPeters, Henrietta\nPiper, Clara\nRedmond, Mrs. Frank\n\nJ.\n\nRegan, Katherine P.\nRhoades, George B.\nRichmond, Susan\nRobbins, Nan\nRobinson, Martin A.\nRue,\nJeannette\nSalmon,\nEflie\nSargent, Mrs. John S.\nSattler, Della\nSchroeder) Everett R.\nShare, Julia\nSheehan, Anna\nSiegmeyer, John W.\nSlocum, Mrs. C. A.\nSoelle, Frances May\nStarr, Frank P.\nSteen, Adelaide\nStinson, O. L.\nSullivan, Anna R.\nTaylor, Lillian Weiss\nThompson, Ada Williams\nTopper,\nTraffzer, Eleanor\nJohn\nTripp, Ida\nTeuton, Frank Charles\nUtermouhl, John\nVan Hoesen, Mrs. William\nViehweg, Ernst\nWalker, E. W.\nWatson, Walter S.\nWeiscopf, Edna\nWilson, Ina E.\nWisniewski, John\nWorun,\nZerbolio, Adrian\nP. J. A.\nZimmerman, A. G.\nZinke, Elza K.\nZinns, Roland W.\n\nWYOMING\nDeck, Leonard L.\nHebard, Grace Raymond\nHemmant, Muriel\nJohnson, Constance\nKingsley, Mabel\nLeach, Dora\nSullivan, Rose\n\n"}
{"page": 896, "printed_page": null, "text": "890\n\nNational\n\nREPORT\nR. L.\n\nHUNT,\n\nOF\n\nEducation\n\nCOMMITTEE\n\nSUPERINTENDENT\n\nOF\n\nAssociation\n\nON\n\nSCHOOLS,\n\nRESOLUTIONS\nMADISON,\n\nS. DAK.,\n\n1\nChairman\n\n1. Youth education and guidance — The National Education Association\nreaffirms its recommendation for establishment by act of Congress of an\nadequately supported permanent Division of Youth Education and Guidance\nin the United States Office of Education.\nAll organizations concerned with youth problems are urged to cooperate\nto the full extent of their resources with the National Education Association\nand the United States Office of Education in a concerted effort to coordi¬\nnate into a single division all of the agencies of government intended to aid\nyouth educationally.\n2. Adult education — The education of adults for effective citizenship is\na function of public education. The Association, therefore, urges financial\nsupport for this phase of education by local, state, and federal governments\nproportionate to the demonstrated needs for such education.\n3. Federal aid — The National Education Association directs its officers\nto continue efforts to secure liberal federal aid for education proportionate\nto educational need and to equalize the burden of support for education.\nThe Association endorses the principles of federal aid as expressed in the\nprovisions of the Harrison-Black-Fletcher\n\nBill.\n\n4. Rural education — The maintenance of adequate schools for rural\nchildren being a matter of state and national concern, the National Educa¬\ntion Association urges its officers and members to seek and to develop means\nfor promoting the welfare of schools in rural areas, and to expand the serv¬\nices of the Association in the field of rural education as rapidly as possible.\n5. Adjustment of teacher supply and demand — The National Education\nAssociation recommends that a committee be appointed to study the problem\nof adjusting the supply of adequately trained teachers to the demand for\nteachers, to the end that recommendations may be made regarding the estab¬\nlishment of a balance between the number of qualified candidates for teach¬\ning and the prospective demand for teachers.\n6. Opposition to war — In furtherance of its adopted policy of opposition\nto war as a method of settling international disputes, the National Education\nAssociation advocates the following as possible means for maintaining peace\nin the world :\na. Education for peace including the truth about the causes of war\nof alleviating such causes.\nb. The teaching of war\nwarfare.\n\naims and the extent to which\n\nc. Nationalization of the war\nthe preparations for war.\n1 Adopted\n\nby Representative\n\nmunitions\n\nAssembly,\n\nand the means\n\nthese have been attained thru\n\nindustry to take the profits out of war\n\nJune 30, 1937.\n\nand\n\n"}
{"page": 897, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n891\nd. An amendment to the Constitution to provide that, except in case of actual in¬\nvasion, war may be declared only by vote of the people.\ne. An amendment to the Constitution to legalize a universal draft act in case of war\nthat would automatically draft the material and industrial resources of the\ncountry for the successful prosecution of the war.\n\n7. Teacher tenure — The National Education Association reaffirms its\nstand in full support of tenure for teachers as a means of insuring to the\nchildren of the land the best possible instruction. The Association approves\nthe continuance of the present tenure committee and its program and policies.\n8. Advisory committee on education — The National Education Associa¬\ntion highly commends the appointment of the Advisory Committee on Edu¬\ncation by the President of the United States. The Association urges all state\nand local associations to give careful appraisal to the significant research\nbeing undertaken by the Advisory Committee.\n9. Independence of educational administrative organization — The Na¬\ntional Education Association reaffirms its position with reference to the\nnecessity for independence of education in the administrative organization\nof the federal, state, and local governments. The Association herewith\nregisters its opposition to the administrative merging of education with\nfunctions generally classified as welfare services.\n10. Oaths — The National Education Association reaffirms its opposition\nto efforts to require members of the teaching profession to take discriminatory\noaths.\n11. Radio education — As a means of providing an added educational\nopportunity for boys and girls, especially in rural schools, the National Edu¬\ncation Association urges the further development of educational programs\nby radio which can be used to enrich the regular school work. These pro¬\ngrams should be controlled by the regular educational agencies which are\nprimarily concerned with the welfare of the child.\n12. Appraisal Committee — The National Education Association recom¬\nmends that the president be authorized to appoint an Appraisal Committee\nwhose duty it shall be to make a critical appraisal of the work of the 76th\nannual convention and of all subsequent annual conventions. The committee\nshall be representative of the membership of the Association and shall con¬\nsist of nine persons, three to serve for one year, three for two years, and\nthree for three years, and thereafter three persons shall be appointed each\nyear for terms of three years. The first nine members appointed to the com¬\nmittee shall draw lots to determine the lengths of their terms. The report of\nthe Appraisal Committee shall be made available to the members of the\nAssociation.\n13. Endorsements\n\nand appreciations\n\nA. American Education Week — The National Education Association urges\nthat American Education Week be observed in the schools. The theme\n\n"}
{"page": 898, "printed_page": null, "text": "892\n\nNational\n\nEducation\n\nAssociation\n\nfor the celebration, November 7-13, 1937, “Education and Our National\nLife,” is of vital interest and significance not only to the profession but\nto the future of American democracy itself.\nB. Educational Policies Commission — The National Education Association\nendorses the work and reports of the Educational Policies Commission\nand recommends that teachers, individually and thru their associations,\ngive careful consideration and wide publicity to the findings and recom¬\nmendations of the Commission.\nC. Horace Mann Centennial — The National Education Association heartily\ncommends the Horace Mann Centennial Committee for its effective\nwork. In view of the distinguished service of Horace Mann to democracy,\nthe Association requests the United States Post Office Department to\nissue a special stamp in commemoration of the Horace Mann Centennial.\nD. Honoring educational leaders — In view of the values resulting from the\nHorace Mann Centennial nationally, and in the belief that localities,\nstates, and groups of states have an added opportunity to further the\ncause of their schools by honoring their educational pioneers, the National\nEducation Association recommends the commemoration of the lives of\nsuch educational leaders. As a notable example of this policy, attention\nis called to the General Beadle Centennial Celebration now in progress\nin the northwest states.\n\nE. “Red Rider ’ — The National Education Association appreciates the\nefforts of members of the United States Congress, the newspapers, and\nall agencies participating in the movement which led to the repeal of\nthe “Red Rider” restriction upon the schools of the District of Columbia.\nF. Kindergarten — The National Education Association recognizes the in¬\nfluence of the kindergarten upon the schools in the wholesome develop¬\nment of children, and urges that an appreciation of the value of this con¬\ntribution be accorded this department on its one hundredth anniverasry.\nG. Restoration of educational programs — The National Education Asso¬\nciation commends the steps toward restoration of educational programs\nthat have been made during the past year, and urges the several states\nand individual school units to continue this forward movement.\nH. Education for public service — This Association endorses the develop¬\nment of systems of training for service in public office.\nI. Membership — The Association recommends to the officers of teacher¬\ntraining institutions the plan of student membership in the National\nEducation Association which is now in operation, and urges that seniors\nin these institutions be given an opportunity to participate in this project\nwhich establishes for them an active connection with their national pro¬\nfessional organization.\nJ. Calendar reform — The National Education Association endorses the\nmovement for a simplified calendar as proposed by the Council of the\n\n"}
{"page": 899, "printed_page": null, "text": "Association al\n\nLeague of Nations. The\n\nRecords\n\nand\n\nInformation\n\nAssociation recommends\n\nkept informed as to the latest developments\nment for a world calendar.\n\n893\n\nthat the members\n\nbe\n\nin the progress of this move¬\n\nK. Teacher education — The Association endorses the proposal of the Amer¬\nican Council on Education that studies be made of the present status of\nteacher education.\nL. Foundation for the Blind — The National Education Association en¬\ndorses the work of the American Foundation for the Blind and special\ntribute to Helen Keller which is being planned for 1938.\n\nciation of the hospitality and courtesy of the City of Detroit extended\nthru the various school organizations, the Detroit Convention and\nTourist Bureau, and other civic organizations. The Association also ten¬\nders its appreciation to the press, the National Broadcasting Company,\nto the Columbia Broadcasting System, and to all who contributed to\nthe success of this convention.\n\nPlatform\n(The\n\nof the National\n\nplatform\n\nas submitted\n\nEducation\n\nbelow\n\nAssociation\n\nis the same\n\nof 1936, except the parts which are italicized, which\nciples set forth in the resolutions of 1936.)\n\nwording\n\nas that\n\nrepresent prin¬\n\nThe National Education Association believes that education is the in¬\nalienable right of every American ; that it is essential to our society for the\npromotion and preservation of democratic ideals. Therefore, the Association\nA\nM ppre\nc\n— Th\ni\ne a\nNaand\ndeclares its convictions\nchallenges\nmembers to leadership in attaining\nti\nt\noni\nal\no\nEduc\nn\natioits\nn Association ex\npresses its appre¬\nthe objectives of this covenant:\nI. The\n\nChild\n\nEvery child, regardless of race, belief, economic status, residence, or\nphysical handicap, should have the opportunity for fullest development in\nmental, moral, and physical health, and in the attitudes, knowledge, and\nskills that are essential for individual happiness and effective citizenship\nin a democracy. As means to this end, the Association advocates:\nA. Enriched curriculums that prepare the child for his cultural, vocational, recre¬\national, and civic responsibilities, and that take into account the interests, needs,\nand abilities of individuals.\nB. Socially desirable environment that will give a background of more fertile experi¬\nence. The radio and motion pictures are of such momentous force in the life of\nthe child that every effort should be exerted to continue the recent improvement\nof motion pictures and radio programs.\nC. Healthy minds\nas citizens.\n1. The\n\nand bodies that will strengthen\n\nthe effectiveness of individuals\n\nschool should fight the evils of malnutrition, physical ailments, and lack\n\nof* physical comforts\n\nby securing adequate\n\nfood, clothing, and\n\nmedical\n\ncare\n\n"}
{"page": 900, "printed_page": null, "text": "894\n\nNational\n\nEducation\n\nAssociation\n\nthru coordinated efforts of local, state, and federal agencies for the children\nwho are in need.\n2. The\n\nChild Labor\n\nAmendment\n\nshould be ratified.\n\n3. Complete and scientific instruction regarding the effects of alcohol and nar¬\ncotics upon the human body and upon society should be given in the school.\nD. The right to unfettered teaching, which will aid the child to adjust himself to his\nenvironment and to changing social conditions thru the development of habits\nof sound thinking. The fundamental principles of American democracy demand\nthat students be informed concerning controversial issues.\nE. Systematic programs of vocational and educational\npetent persons especially equipped for the work.\nF. Recreational\n\nprograms\n\nthat lead toward\n\nII. The\n\nguidance, in charge of com¬\n\nconstructive use of leisure time.\n\nTeacher\n\nTeachers, regardless of position or title, are professional workers in a\ncommon cause, and, as such, have certain responsibilities and rights. The\ninterests of the child and of the profession require:\nA. Teachers\n\nof sound character\n\nand good health, with high civic ideals, who\n\nhave\n\nbeen effectively trained for the service which they are to perform. Their prepara¬\ntion should be rich in cultural, professional, and subjectmatter content, and\nadapted to the demands of actual service.\nB. Teachers\n\nwho\n\nhave\n\nthe professional attitude in regard to self-improvement.\n\n1. Those in service should be students of professional problems, seeking in every\nway to develop better educational practises.\n2. Principles of conduct set forth in the Code of Ethics adopted by the Association\nshould be observed. (See the March 1935 Journal, p. 90.)\n3. Teachers should\nassociations.\n\nhave\n\nmembership\n\nin local, state, and\n\nnational\n\neducation\n\nC. Teachers who are guaranteed the Constitutional rights of freedom of speech,\npress, and assembly, hitellectual freedom is a public safeguard. It is the surest\nguarantee of orderly change a?id progress.\n1. The teacher’s conduct should be subject only to such controls as those to which\nother responsible citizens are subjected.\n2. Teachers should have the privilege of presenting all points of view without\ndanger of reprisal by school administrations or by pressure groups in the\ncommunity.\n3. Teachers should have the right of protection from intimidation thru fear of\nloss of position, reduction of salary, loss of opportunities for advancement, or\ndeprivation of their usual assignments, responsibilities, and authorities.\n4. Teachers should have the right to organize, and to support organizations that\nthey consider to be in their own and in the public interest. Likewise, they should\nhave the right to participation in determining school policies and school\nmanagement.\nD. Teachers who\nment plans.\n\nare protected, in case of disability or old age, by means\n\nof retire¬\n\nE. Teachers who are protected from discharge for political, religious, personal, or\nother unjust reasons by effective tenure laws.\n#\n\n"}
{"page": 901, "printed_page": null, "text": "Associational\n\nRecords\n\nIII. The\n\nand\n\nInformation\n\n895\n\nAdult\n\nThe adult furnishes to society leadership and vision ; therefore, it is essen¬\ntial that he be schooled in the fundamentals of education, be made responsive\nto the demands upon him as a citizen, and be enabled to give guidance to\nyouth. The Association advocates concerted local, state, and national efforts\nto attain these ends thru :\nA. Adult education that enriches the cultural aspects of life, prepares for parenthood,\nprovides opportunity to develop personal talents, improves or retrains for greater\nefficiency, remedies deficiencies in education, and emphasizes the responsibilities\nof social life.\n1. The existence of illiteracy in the United\nto laymen and teachers.\n\nStates presents an insistent challenge\n\n2. The minimum requirements for naturalization should include the ability to\nread and to write the English language understandingly ; a general knowledge\nof local, state, and national government; the desire to exercise the right of\nsuffrage; and evidence of mental and economic competency. Provision should\nbe made to receive all persons into citizenship with suitable ceremony.\nB. Recreational\n\nprograms\n\nthat will give instruction in the use of leisure time.\nIV.\n\nAdministration\n\nA combination of national, state, and local support of public schools is\nnecessary to provide adequate educational opportunities in all sections of\nthe various states. For maximum effectiveness the Association believes that:\nA. The national government should study, stimulate, and support\ninterest of a high type of citizenship.\n\neducation\n\nin the\n\n1. The federal government should give financial assistance to the states for the\nsupport of education, and disseminate authentic information on problems of\neducation.\n2. A Department of Education\nbe established.\n\nwith a Secretary in the President’s Cabinet should\n\n3. Until Congress establishes this Department, funds appropriated to the Office\nof Education should be augmented to make its efforts increasingly effective.\nB. The state government\nstate.\n1. The\n\nshould organize, direct, and support education\n\nstate department\n\nof education\n\nwithin the\n\nin each state should:\n\na. Thru experimentation and leadership, stimulate local communities\nvide adequate programs of education.\n\nto pro¬\n\nb. Provide and administer a system of certification of teachers based upon\nprofessional standards. The Association recommends a minimum of four\nyears of college preparation.\nc. Certify as to the adequacy\nstandards.\n2. Each\n\nstate should provide\n\nfree schools, beginning\n\nof local programs\n\nof education\n\nin meeting\n\nstate\n\nfor the support from public funds of a system of\n\nwith the nursery\n\nschool and extending\n\nthru the uni-\n\n"}
{"page": 902, "printed_page": null, "text": "National\n\n896\n\nEducation\n\nAssociation\n\nversity, including adult education, with a full school day, a full school year,\nand class enrolment not to exceed thirty, with provision for special attention\nto groups of exceptional children.\na. Schools for children in rural communities should be recognized\nand integral parts of the public school system.\n\nas essential\n\nb. Gifted, exceptional, and handicapped children should receive instruction,\nguidance, and special care in accordance with their respective needs.\nc. Every state should provide a complete program\nyouths and adults.\n(1) Classes should be organized\nschool systems.\n(2) Part-time\n\nof vocational\n\nand maintained\n\neducation\n\nfor\n\nas integral parts of local\n\nand evening classes should be provided\n\nwhen\n\nnecessary.\n\n3. Every state should provide for the training of teachers, and should establish\nstandards of qualification.\nC. The local district should organize and administer\nwith the standards set by the state.\n\nits school system in conformity\n\n1. The local, district, and state boards of control should be chosen on a non¬\npartisan basis, selected at large from the areas that the board is to serve. Terms\nof office should be such that a majority of the board will not come into power at\nany one time.\na. Lay boards\ncators.\nb. The\n\nshould be guided by the recommendations\n\nselection and promotion\n\n(1) Teachers\n\nof professional edu¬\n\nof teachers should be on a professional basis.\n\nof equivalent training and experience\n\nshould\n\nreceive equal\n\n(2) Teachers should not be discriminated against because\nbelief, residence, or economic or marital status.\n\nof race, color,\n\npay, regardless of sex.\n\n2. The local unit of school control should be large enough to justify the employ¬\nment of men and women with special training in educational leadership for\nadministration and supervision.\n3. School budgets should be prepared by the school superintendent\nand approved by the board of education.\n\nand his staff\n\nV. Finance\n\nA complete program of education requires liberal support from public\nrevenues. In order to make this program possible, the Association advocates:\nA. A coordination\n\nof local, state, and national units of taxation.\n\n1. Whenever local districts are unable to finance this program, state and federal\nfunds should be available in order to equalize educational opportunity within\nthe state.\n2. Federal funds should be provided with the understanding that the expenditure\nof such funds and the shaping of educational policies shall be matters of state\nand local control.\n3. Special federal funds should be made available without federal dictation to\nprevent the interruption of education in areas devastated by widespread\ndisasters.\n\n"}
{"page": 903, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n897\n\nInformation\n\nsources for revenues.\n\nVI. Relationships\n\nEducation should prepare each generation to meet the social, economic,\nand political problems of an everchanging world. All activities of the school\nshould contribute to the habits and attitudes that manifest themselves in\n\nB.\nResearch\n\npublic finance to discover and disseminate facts\nintegrity in inprivate\nand public life, law observance, and intelligent\npartici¬\nconcerning the\nbest\npation in civic affairs and world citizenship. To establish thru education\ncloser relationship of people, the Association advocates :\nA. Programs to interpret to the community\nthe schools.\nB. National\n\nmovements\n\namong\n\nparents\n\nthe aims, practises, and achievements\n\nand\n\nteachers to safeguard\n\nchildren and to bring the school, the home, and the community\nation.\nC. World education associations that will encourage\nprofessional knowledge, visits, and conferences.\n\nthe welfare\n\nof\nof\n\ninto closer cooper¬\n\nsystematic\n\ninterchange\n\nof\n\nD. Teaching children the truth about war, its costs in human life and ideals and in\nmaterial wealth; the values of peace; and the need of international cooperation\nby such means as courts of arbitration.\nE. The teaching of history in such a manner that, while at all times presenting accu¬\nrate statements of fact, it will emphasize the virtues and achievements of all\nnations and increase international goodwill.\n\nCOMMITTEE\nT. T. ALLEN,\n\nON\nEAST\n\nRETIREMENT\nSTROUDSBURG,\n\nALLOWANCES\nPA., Chairman\n\nThis Committee and the National Council of Teachers’ Retirement Sys¬\ntems united at the New Orleans convention in February 1937. The present\norganization is known as “The National Council on Teacher Retirement\nof the NEA.” (See minutes of Representative Assembly for Thursday, July\n1, page 772, for report of committee.)\n\nREPORT\n\nOF\n\nCOMMITTEE\n\nON\n\nREORGANIZATION1\n\nThe Representative Assembly in 1934 passed the following resolution\nwhich brought into existence the Committee on Reorganization :\nThe National Education Association has been carried on for years under a\ncumbersome plan of organization. It is generally believed that there are too\nmany boards, committees, trustees, and directors, whose duties overlap. A\ncommittee of seven, at least three of whom shall be classroom teachers, shall\nbe appointed to recommend to the meeting of the Representative Assembly in\n1935 a plan of reorganization under the present charter and to consider the\nneed of changes in the charter. The Representative Assembly recommends that\nan adequate appropriation be made for this committee.\n1 See Minutes of Representative Assembly for action taken.\n\n"}
{"page": 904, "printed_page": null, "text": "898\n\nNational\n\nEducation\n\nAssociation\n\nPresident Henry Lester Smith, under authority of the above resolution,\nappointed the following persons to membership on the Committee :\nCornelia\n\nRobert\n\nS. Adair\n\nC. Moore\n\nIllinois State Teachers Assn.\n\nPrincipal of Franklin School\nRichmond, Virginia\n\nCarlinville, Illinois\n\nDaisy\n\nE. E. Oberholtzer\n\nLord\n\n1027 West\n\nMain\n\nWaterbury,\n\nConnecticut\n\nBirdine\n\nStreet\n\nChairman , 1934-36\n\nSuperintendent of Schools\nHouston, Texas\n\nMerrill\n\nShattuck School\n\nReuben\n\nPortland, Oregon\n\nNorth East High School\nPhiladelphia, Pennsylvania\n\nWilliam\n\nS. Taylor,\n\nT. Shaw\n\nChairman , 1936-37\n\nDean of School of Education\n\nUniversity of Kentucky\nLexington, Kentucky\nThe Committee made its first report at the annual meeting of the Na¬\ntional Education Association held at Denver in 1935. This report was pub¬\nlished in the Proceedings of that year, pages 175-204. In the report of the\nResolutions Committee at that meeting the work of the Reorganization\nCommittee was commended and its continuance requested. President Agnes\nSamuelson accordingly appointed the same individuals to continue to serve on\nthe Committee.\nThe Committee made its second report at the annual meeting held in\nPortland in 1936. This report is published in the Proceedings of that year,\npages 896-911. At the meeting in Portland a resolution was again passed\nasking the continuance of the Committee, and President Orville C. Pratt\nappointed the same persons to serve on the Committee for the year 1936-37.\nIn presenting the third and final report, the Committee on Reorganization\ndesires to express its appreciation to all of those who have assisted with\nfriendly counsel and to the Representative Assembly for thoughtful considera¬\ntion. The Committee requests that it be discharged at the close of the sum¬\nmer meeting of the Association in 1937.\nCharter\n\nAmendments\n\nThe proposals to amend the charter which were approved by this Com¬\nmittee in May 1936 were discussed at Portland by the Executive Committee,\nthe Board of Directors, and the Representative Assembly. Eighteen changes\nwere approved.\nA bill embodying these changes was drawn up in September 1936 by R. T.\nShaw, chairman, Committee on Amending the Charter, and submitted to\nAttorney Quinter and Secretary Givens for approval. This bill was approved\nby the Executive Committee in December 1936. It was introduced by Sen¬\nator King in January 1937 (S. 709) , and passed the United States Senate on\nFebruary 11, 1937.\n\n"}
{"page": 905, "printed_page": null, "text": "Association al\n\nRecords\n\nand\n\nInformation\n\n899\n\nThe House Education Committee held a hearing on the bill on March 11,\n1937, and members of Congress asked many questions concerning it. After\nsome discussion the House Committee gave unanimous approval to Senate\nBill 709 as amended.\nThe\n\nbill passed the House\n\nfinally on June 7, 1937.\n\nChapter I\nRecommended\n\nChanges\n\nand Additions\n\nto the Bylaws\n\nThe Committee on Reorganization of the National Education Association\nplans to resubmit certain of its recommendations for amending the bylaws\nand to present other recommendations at the Detroit meeting. The amend¬\nments marked with an asterisk * have been submitted in substance at some\nprevious convention.\nIn studying the proposed amendments, it is important to note that Sections\nof the bylaws as they now stand are printed in regular type ; brackets [ ]\nare placed around words, phrases, and sentences that are to be cut out of the\nbylaws if the recommendations of the Committee are approved by the Repre¬\nsentative Assembly; and words, phrases, and sentences which should be added\nin accordance with the recommendations of this Committee are printed in\nitalics.\n\nChapter II\nUnanimous\n\nConsent\n\nMaterial\n\nThe Committee believes that the amendments presented in this chapter\nwill meet with general approval and is presenting them with the hope that\nthey will be adopted by unanimous consent.\nARTICLE\n\nX - AMENDMENTS\n\nThe Committee recommends that provisions similar to the ones adopted\nat the Portland convention be adopted ; namely, to amend Article X, Section\n1 , of the bylaws as follows :\n^Section 1. These bylaws may be altered or amended\n\nat the annual meeting of\n\nthe Representative Assembly by unanimous vote, or by a two-thirds vote of the Rep¬\nresentative Assembly if the alteration or amendment shall have been proposed in\nwriting at the annual business meeting next preceding the one at which action is\ntaken, and due announcement of the proposed action shall have been made in the\nofficial publication of the Association; (a) provided, That these bylaws may be\namended at the annual meeting of the Representative Assembly in [1936] 1937 and\n\n1938 by a two-thirds vote if such amendment has been printed in the May Journal\nof the National Education Association; (b) provided, however, That these bylaws\nmay be amended at the annual meeting of the Representative Assembly in [1936]\n\n1937 by a two-thirds vote without previous notice.\n\nChapter III\nThe\n\namendments\n\nto the bylaws presented in 1936 may be adopted by a\n\ntwo-thirds vote. Other amendments in this chapter may be adopted provided\n(a) of Section 1, Article X, Chapter II, be adopted.\n\n"}
{"page": 906, "printed_page": null, "text": "900\n\nNational\n\nEducation\n\nARTICLE\n\nThe Committee recommends\namended to read as follows :\nSec. 1. The\n\nmembership\n\nAssociation\n\nI- MEMBERSHIP\n\nthat Article I, Section 1, of the bylaws be\n\nof the National\n\nEducation\n\nAssociation\n\nshall consist\n\nof\n\n[three] four classes: Active, Associate, Corresponding, and Institutional, whose\nqualifications, rights, and obligations shall be as hereinafter prescribed.\n\nThe Committee\nread as follows :\nSec. 3. The\n\nrecommends\n\nthat Section 3 be reworded\n\ndues of an active member\n\nshall be $2 or $5 annually\n\nand amended\n\nto\n\nor $100 for a Life\n\nMembership. Active members shall be entitled to attend all meetings of the Associa¬\ntion and its several Departments, to vote for delegates to the Representative Assembly,\nand to hold office. Those who pay annual dues of $2 shall be entitled to receive the\nJournal free. Those who pay annual dues of $5 shall be entitled to receive, in addition\nto the Journal, the Research Bulletins and the Volume of Proceedings. Those who\npay $100 become members for life without payment of additional dues and are\nentitled to receive the Journal, the Research Bulletins, and the Volume of Proceedings.\n\nThe Committee\nto Life Members.\nSec. 4. All\n\nrecommends\n\n[Life Members\n\nthat Section 4 be amended\n\nand]\n\nLife\n\nDirectors\n\nshall have\n\nto omit reference\n\nall the\n\nrights and\n\nprivileges of active members without the payment of annual dues, and shall receive\nfree without application or condition the publications of the Association.\n\nThe Committee recommends the addition of a new Section 7 setting forth\nthe rights and obligations of Institutional Memberships.\nSec. 7. Institutional\n\nMembership\n\nin the Association\n\nmay\n\nbe held only by libraries\n\nin normal schools, teachers colleges, liberal arts colleges, and universities, and by\npublic libraries. The annual dues for the regular Institutional Membership shall be\n$5, which shall entitle the institution to receive the Journal, the Research Bulletins,\nand the Volume of Proceedings. A special Institutional M embership shall be available\nto the above-named institutions for a fee of $2. This shall entitle the institution to\nreceive the Journal only. Institutional Membership shall have no rights other than\nto receive the publications named.\n\nThe Committee recommends that the numbering of old Section 7, Mem¬\nbership Year, be changed to Section 8. Section 8, as amended, will read as\nfollows :\nSec. 8. The\n\nmembership\n\nyear\n\nshall be from\n\nSeptember\n\n1 to August\n\n31. All mem¬\n\nbership dues [paid during the membership year shall be credited to that year] shall\nbe credited to the current membership year unless otherwise requested.\n\nThe Committee\n\nrecommends\n\nthat old Section 8 become Section 9 and that\n\ncertain changes be made in Section 9 to facilitate the work of the Division of\nRecords. New Section 9 will read as follows:\nSec. 9. The\n\nannual\n\ndues of members\n\nshall be sent to the Executive\n\nSecretary\n\non or\n\nbefore [November 1] December 31. An active member failing to pay dues as herein\nprovided shall forfeit the privileges of membership and [after being in arrears onehalf year] be dropped from the list of members.\n\n"}
{"page": 907, "printed_page": null, "text": "Associational\n\nAmend\n\nRecords\n\nand\n\nInformation\n\n901\n\nSection 9 to become Section 10 and add a sentence enabling Local\n\nand State Affiliated Associations to care for co-inclusive membership.\nSection 10 will read as follows:\nSec. 10. The\n\nExecutive\n\nSecretary\n\nof the Association\n\nshall furnish\n\neach\n\nNew\n\nmember\n\nof the Association a Membership Card, declaring him to be a member of the National\nEducation Association for the year for which his dues are paid, and as such entitled\nto all the rights and privileges granted by the charter and bylaws of the Association.\nArrangements may be made with Local and State Affiliated A ssociations for the\nissuance of a co-inclusive membership\n\nAmend\n\ncard, or insignia, or both on a voluntary basis.\n\nSections 10 and 11 by renumbering\nARTICLE\n\nThe\n\nCommittee\n\nrecommends\n\nthem 11 and 12.\n\nII - OFFICERS\n\nthat Section 1 of Article II be amended\n\nto\n\ninclude both a First and Second Vicepresident and that the twelve Vicepresi¬\ndents become District Vicepresidents. It further sets up the methods of\nelection of the Vicepresidents. Article II, Section 1, as amended, will read\nas follows:\nSec. 1. (a) The\n\nofficers of said corporation\n\nshall be a President,\n\na First Vicepresi¬\n\ndent, a Second Vicepresident, Twelve District Vicepresidents, an Executive Secretary,\na Treasurer, a Board of Directors, an Executive Committee, and a Board of Trustees.\n(b) The retiring President shall become\nposition for one year.\n\nFirst Vicepresident\n\nand shall serve in this\n\n(c) The Second Vicepresident shall be elected from the United States at large at\nthe same time and in the same manner as is the President of the Association. In case\nof a vacancy in the Presidency of the Association, the Second Vicepresident shall\nsucceed to this office. If another vacancy in the Presidency shall occur, the Board of\nDirectors shall have power to name a President who shall serve until the next an¬\nnual meeting of the Association.\n(d) At the annual meeting of the National Education Association there shall be\nelected from each of the twelve districts named herein a District Vicepresident who\nshall serve for one year. The twelve districts of the National Education Association\nas follows:\nMaine\nNew Hampshire\nVermont\nMassachusetts\nConnecticut\nRhode Island\nNew\n\nYork\n\nPennsylvania\nNew Jersey\nDelaware\nM aryland\nVirginia\nIVest Virginia\nDistrict of Columbia\nNorth Carolina\nMichigan\nIllinois\nIndiana\nOhio\n\n5. Kentucky\nT ennessee\nSouth Carolina\nAlabama\nGeorgia\nFlorida\nPuerto Rico\nVirgin Islands\n6. Mississippi\nArkansas\nLouisiana\n7. T exas\nOklahoma\nNew Mexico\n8. Nebraska\nKansas\nIowa\nMissouri\n\n9. North Dakota\nSouth Dakota\nMinnesota\nWisconsin\n10. Colorado\nUtah\nWyoming\n11. Washington\nOregon\nIdaho\nM ontana\nAlaska\n12. Arizona\nCalifornia\nNevada\nHawaii\nPhilippine Islands\n\n"}
{"page": 908, "printed_page": null, "text": "902\n\nNote:\n\nNational\n\nThe\n\ninsertion\n\nEducation\n\nof (b),\n\n(c),\n\n(d),\n\nAssociation\n\nArticle\n\nII, necessitates\n\ntering of the other paragraphs. For example, (b) — The\n— becomes (e), etc.\nBOARD\n\nOF\n\na relet¬\n\nBoard of Directors\n\nDIRECTORS\n\nThe Committee on Reorganization is of the opinion that it will be wise for\nthe National Education Association to follow the custom of most associations\nin having the Executive Secretary as secretary of the Board of Directors, but\nnot a member of the Board. The Committee recommends that the Second\nVicepresident become a member\n\nof the Board of Directors.\n\nIn order to provide for greater continuity in plans and policies, the Com¬\nmittee on Reorganization recommends that the terms of the ‘‘state” directors\nbe changed to three years as set forth in the following paragraphs.\n[b] (c ) The Board of Directors shall consist of the President, the First Vicepresident, the Second Vicepresident, [the Executive Secretary], the Treasurer, the\nChairman of the Board of Trustees, and one additional member from each State,\nTerritory, or District to be elected by [the active members for the term of one year]\nthe Representative Assembly for the term of three years or until their succes¬\nsors are chosen, and of all Life Directors of the National Educational Association.\n* (f) The terms of the members of the Board of Directors elected frorn the states,\nthe District of Columbia, and the territorial possessions shall be for three years, the\nterms of one-third of the members expiring each year. All members of the Board of\nDirectors representing the states, the District of Columbia, and the territorial pos¬\nsessions shall be nominated by the said states, the District of Columbia, and territorial\nPossessions to the Representative Assembly for election by that body. All members\nso elected to take office at the close of the annual meeting in 1937 shall draw lots to\ndetermine who shall serve one, two, or three years. Thereafter all terms of office for\nsuch members\n\nshall be for a three-year period.\n\nEXECUTIVE\n\nCOMMITTEE\n\nThe Board of Directors is so large and so widely scattered that it is difficult\nand expensive to call its members together for more than one meeting a year.\nMuch of the business of the Association, therefore, must be delegated to the\nExecutive Committee. The Committee on Reorganization recommends the\nenlargement of the Executive Committee from five to seven members. It\nrecommends the omission of the First Vicepresident as an ex-officio member\nof the Committee and the election of two members by the Board of Directors,\nand two members by the Representative Assembly.\n'* [c] (g) The Executive Committee shall consist of [five] seven members as fol¬\nlows: The President of the Association, [the First Vicepresident], the Treasurer, the\nChairman of the Board of Trustees, [and a member of the Association to be chosen\nannually by the Board of Directors to serve one year] two members elected by the\nBoard of Directors for the term of one year, and two members elected by the Repre¬\nsentative Assembly for the term of one year. A Director elected to the Executive\nCommittee shall continue as a member of the Board of Directors. The election of the\nmembers of the Executive Committee by the Board of Directors and the Representa¬\ntive Assembly shall be by the Hare System of Proportional Representation. The pro¬\nvisions of this Section shall become effective in the selection of the Executive Com¬\nmittee for the Association year beginning with the close of the convention in 1937 ,\n\n"}
{"page": 909, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\nParagraph (d) will become paragraph (h) and paragraph (e) will become\nparagraph (i).\nARTICLE\n*Sec.\n\n8. [Only\n\nactive\n\nII — -QUALIFICATIONS\nmembers\n\nOF\n\nof the National\n\nDELEGATES'\n\nEducation\n\nAssociation\n\nshall be\n\neligible to be delegates to the Representative Assembly, atid to Vote in the election of\ndelegates in a State or Local Affiliated Association.] To be eligible to election as a\ndelegate to the Representative Assembly, the candidate must have been for two years\nimmediately preceding the election an active member of the National Education\nAssociation and a member of a State, District, or Territorial Association ; and if the\ndelegate is• to represent a Local Affiliated Association, then two years’ membership\nin such Local A ssociation immediately preceding the election shall be added to the\nabove-named qualifications , provided that the two-year restriction shall not apply\nto newly-organized Local Associations. An active member shall be permitted to\nvote for the election of delegates in but one Affiliated Local Association. For deter¬\nmining the apportionment of delegates, an active member may be counted in two\naffiliated associations, and no more; and that one of these shall be the State\nAssociation.\nARTICLE\n\nIII - DUTIES\n\nThe Committee recommends\nArticle III as follows:\nSec. 2. The\n\nFirst Vicepresident\n\nOF\n\nOFFICERS\n\nthe addition of new Sections 2, 3, and 4, to\n\nshall serve\n\non the Board\n\nof Directors\n\nfor the term\n\nof one year.\nSec. 3. The\n\nSecond\n\nVicepresident\n\nof the Association\n\nshall be the Chief Assistant\n\nto the President for any services which the President may\nserve on the Board of Directors for the term of one year.\n* Sec.\n\n4.\n\nThe\n\nTwelve\n\nDistrict\n\nVicepresidents\n\nof\n\nthe\n\nrequire of him, and shall\n\nAssociation\n\nshall\n\nalso\n\nserve\n\nas Assistants to the President for such services as may be required of them. Services\nfor the District Vicepresidents may include attendance at the professional meetings\nin the District and the presentation of the problems of the National Education As¬\nsociation together with its principles and policies. The Vicepresidents shall cooperate\nwith the State Directors in their Districts in the promotion of interest and member¬\nships in the National Education Association. The Vicepresidents may be called upon\nto carry out these duties in the Districts which they serve.\n\nThe present Sections 2 and 3 will become Sections 5 and 6. The Com¬\nmittee recommends that the present Section 4 become Section 7. Because of\nthe infrequency with which the Board of Directors meets, the Committee\nrecommends that Section 7 (a) read as follows:\nSec. 7. (a) The\n\nBoard\n\nof Directors\n\n[shall have\n\npower\n\nto fill all vacancies\n\nin their\n\nown body and] shall have in charge the general interests of the corporation, ex¬\ncepting those entrusted to the Board of Trustees. (See paragraph (e) of this section.)\n\nIn the interest of efficiency, the Committee\n\nrecommends\n\ndeleting of the\n\nbracketed sentence from the present Section 6 (b) — Further Duties of\nTrustees. This section, renumbered Section 9 (b), will read as follows:\nSec. 9. (b) The\n\nBoard\n\nof Trustees\n\nshall have\n\ncharge\n\nof the Permanent\n\nFund\n\nand\n\nshall provide for the safekeeping and investing of such Fund and of all other funds\nwhich the corporation may receive by donation, bequest, or devise. [It shall also be\nthe duty of the Board of Trustees to issue orders on the Treasurer for the payment\n\n"}
{"page": 910, "printed_page": null, "text": "National\n\n904\n\nEducation\n\nAssociation\n\nof all bills approved by the Board of Directors, or by the President and Executive\nSecretary of the Association acting under the authority of the Board of Directors.]\nWhen practicable, the Board of Trustees shall invest, as part of the Permanent Fund,\nall surplus funds exceeding $500 that shall remain in the hands of the Treasurer\nafter paying the expenses of the Association for the previous year, and providing for\nthe fixed expenses and for all appropriations made by the Board of Directors for\nthe ensuing year. (See Act of Incorporation, Section 7.)\n\nThis is an instance of overlapping duties. See Article III — Sections 1, 2,\n7 (e) — old 4 (e), and 8 (a) — old 5 (a).\n\nARTICLE\n\nThe Committee\nfollows :\n\nrecommends\n\nX - AMENDMENTS\n\nthe amendment\n\n* Sec. 2. In all voting on amendments\n\nto the charter\n\nof Section 2, Article X, as\n\nand on amendments\n\nto the by¬\n\nlaws printed ballots shall be used except where unanimous consent is given by the\nRepresentative Assembly. [State delegations may vote by ballot. The results shall be\nannounced by the chairman of each delegation as the roll of states is called; such\nvote to be determined by the actual number of delegates present at such meeting and\nvoting. Upon the request of three delegates any state delegation must vote by\nballot.]\n\nThe Committee recommends that any renumbering or relettering of\nArticles, Sections, or paragraphs in the bylaws made necessary or desirable\nby the action taken by the Representative Assembly shall be delegated to the\nExecutive Secretary.\n\nChapter\n\nRecommendations\n\nIV\n\nto the Executive\n\nCommittee\n\nThe Committee on Reorganization begs to submit the following recom¬\nmendations to the Executive Committee for its consideration :\n1. Selection\n\nof\n\nDelegates\n\nThe Committee recommends that Affiliated Local and State Associations be urged\nto exercise care in the selection of delegates to the Representative Assembly giving\ndue consideration to the responsibility which must necessarily rest upon these dele¬\ngates. The Committee desires to record its opinions (a) that, as far as possible,\ndelegates should be encouraged to serve in that capacity for three years, and (b)\nthat, as far as possible, the number of delegates should be apportioned in accordance\nwith the number of N.E.A. members in the various branches of the service in that\nassociation.\n2. Reduction\n\nin\n\nMembership\n\nin\n\nthe\n\nRepresentative\n\nAssembly\n\nThe Committee recommends that the Executive Committee continue to study the\nquestion of a scale for determining the number of delegates that will reduce the\nsize of the Delegate Assembly and be acceptable to Affiliated Associations, both State\nand Local. The Committee recommends the following for consideration:\n\nAmend\n\nArticle II, Section 7, to read as follows:\n\n"}
{"page": 911, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n905\n\nInformation\n\nEach Affiliated Local Association shall be entitled to elect one delegate and one\nalternate to the Representative Assembly for each one hundred of its members, or\nmajor fraction thereof, who are active members of the National Education\ntion up to five hundred such active members, and thereafter one delegate\nalternate for each five hundred of its members or major fraction thereof\nactive members of the National Education Association. Such delegates\ndesignated Local Delegates.\nNote:\n\nThis\n\nwould\n\nput the State and\n\nLocal\n\nAssociations\n\non the same\n\nAssocia¬\nand one\nvoho are\nshall be\n\nbasis for the\n\nelection of delegates.\n3. All-Inclusive\n\nMembership\n\nThe Committee believes that the Association should have an all-inclusive profes¬\nsional organization representing the men and women in education in America and\nthat provision should be made for the same on a voluntary basis. The Committee\nrecommends that affiliated associations, either local or state, shall have intensive\ncampaigns among their members setting forth the reasons\nberships.\nThe Committee recommends that the National Education\n\nfor co-inclusive\nAssociation\n\nmem¬\n\nencourage\n\nthe local units to collect the consolidated dues for the local, state, and national asso¬\nciations and transmit them to their respective associations.\nThe Committee favors the adoption of an all-inclusive membership card upon\nwhich an insignia will appear such as appears on the folder issued by the National\nEducation\n\nAssociation\n\n4. Budget\n\nfor\n\nand entitled “Organization\n\nfor the Welfare\n\nof Teachers.”\n\nVicepresidents\n\nThe Committee on Reorganization has recommended to the Delegate Assembly\nthat the United States and its territorial possessions be divided into twelve districts\nand a Vicepresident be elected from each district. It has also recommended that the\nprincipal duties of these District Vicepresidents be the presentation of the principles\nand policies of the National Education Association and the enlistment of new mem¬\nbers in the organization. The Committee now recommends that a budget for the Vicepresidents be set up that will enable them to carry on their new work in an effective\n\nway.\n5. Conventions\nThe Committee on Reorganization suggests that study be given to a different\nplan of holding conventions in the future. The states that have adopted the plan\nof holding district educational meetings have found it most satisfactory. The Com¬\nmittee believes that the membership and service of the National Education Associa¬\ntion may be greatly increased by dividing the United States into districts and holding\na district meeting of the Association each alternate year.\nYour Committee suggests, therefore, that consideration be given to the plan of\nholding the national association convention biennially and of holding district con¬\nventions on alternate years. If such a plan be approved the President and Vicepresidents should be elected to serve for two years.\nIf such a plan be considered favorably, your Committee suggests further that\nthe district convention be held under the direction of Vicepresidents elected from the\nrespective areas, the programs to be formulated by the Vicepresidents of the N. E. A.\nin conference with the President and the Executive Secretary.\nAs an alternate plan the national association and the district associations might\nhold conventions annually, the district convention joining with the national con¬\nvention when the national meets in any district. This plan would, of course, provide\nfor annual meetings both of the national and district associations and for the election\nannually of a President and District Vicepresidents.\n\n"}
{"page": 912, "printed_page": null, "text": "9\n.\nNational\n906\n\nEducation\n\nAs a basis for discussion, the Committee\nN. E. A.:\n\nNew Hampshire\nVermont\nMassachusetts\nConnecticut\nRhode Island\n\nthe following\n\nYork\n\nUtah\nWyoming\n\nVirgin Islands\n\n11. Washington\nOregon\nIdaho\nMontana\nAlaska\n\n6. Mississippi\nArkansas\nLouisiana\n\n3. Maryland\nVirginia\nWest Virginia\nDistrict of Columbia\nNorth Carolina\n\n7. Texas\nOklahoma\nNew Mexico\n\n12. Arizona\nCalifornia\nNevada\nHawaii\n\n8. Nebraska\nKansas\nIowa\n\n4. Michigan\nIllinois\nIndiana\nOhio\n\nregions of the\n\nNSort\nouthh D Dakot\nakot a\na\nMinn\nesot\na\nWisc\nonsi\nn\n10. Colorado\n\nSouth Carolina\nAlabama\nGeorgia\nFlorida\nPuerto Rico\n\nPennsylvania\nNew Jersey\nDelaware\n\nPhilippine Islands\n\nMissouri\n\nCHARTER,\n\nThe\n\nsuggests\n\n5. Kentucky\nTennessee\n\n1. Maine\n\n2. New\n\nAssociation\n\nCONSTITUTION,\n\nRepresentative Assembly\n\nAND\n\nBYLAWS\n\nauthorized a number\n\nof changes in our\n\nbylaw’s at the sessions of 1934, 1935, and 1936. If the recommendations in\nthis report are adopted, further changes will be authorized by the Repre¬\nsentative Assembly in 1937. The probable passage of Senate Bill 709 creates\nthe strong possibility that the changes recommended by the Representative\nAssemblies of 1934, 1935, and 1936 will be brought about in the Act of\nIncorporation.\nThese conditions, in the judgment of the Committee,\nof certain recodification of the bylaws.\n\nRobert’s rules\n\npoint to the necessity\n\nof order, revised\n\nRobert's Rules of Order , Revised , has been prescribed by the bylaws as our\n\ngoverning authority. The following quotations taken from that textbook are\nof special interest in connection wdth the problem of recodification :\nAn incorporated society frequently has no constitution, the charter taking its place,\nand many others prefer to combine under one head the rules that are more commonlv\nplaced under the separate heads of constitution and bylaws. There is no objection\nto this UNLESS THE BYLAWS\nARE ELABORATE, when it is better to separate\nthe most important rules and place them in a constitution.\n\nTHE\n\nN.\n\nE. A.\n\nCONSTITUTION\n\nIt is important to note the following quotations w’hich have appeared for\na number of years in the Proceedings of the Association, immediately follow’-\n\n"}
{"page": 913, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n907\n\ning the Act of Incorporation. They appear in the 1936 Proceedings on page\n637 and read as follows:\nSections 1-11 were passed by Congress and approved by the President, June 30,\n1906. They were accepted and adopted as the constitution of the National Education\nAssociation of the United States by the active members of the National Educational\nAssociation in annual session at Los Angeles, California, July 10, 1907.\nSection 12 was passed by Congress and approved by the President of the United\nStates, May 13, 1920, as an amendment to the original Act of Incorporation. It was\naccepted and adopted as an amendment to the constitution of the National Education\nAssociation of the United States by the active members thereof in annual session at\nSalt Lake City, Utah, July 9, 1920.\n\nThe N. E. A., therefore, now has a charter, a constitution, and bylaws.\nIn the light of the above facts, it appears that the Association may follow\nany one of three courses of action in accordance with its preference :\n1. It may follow the precedent indicated in the above quotations from page 637 of\nthe 1936 Proceedings.\n2. It may discard the Act of Incorporation as a constitution and merely let it stand,\nas amended, as a charter. Under this plan we would “combine under the one head the\nrules that are more commonly placed under the separate headings of constitution\nand bylaws.”\n3. It may accept the Act of Incorporation, as amended, as the charter and then set\nup a constitution, containing the most important rules and make them very difficult of\namendment, leaving the more elaborate bylaws to a separate portion classified as\nbylaws.\nARTICLE\n\nVI, SECTION\n\n6, BYLAWS\n\nOF\n\nTHE\n\nN. E. A.\n\nThis Section in part reads as follows:\nThere shall be a Committee on Bylaws and Rules which shall serve as an advisory\nand interpreting committee . . . All proposed amendments to the charter and to the\nbylaws shall be referred to this Committee for comment . . . This Committee may\nrender decisions on any points referred to it by the Executive Committee, the Execu¬\ntive Secretary, or the President of the Association.\nRECOMMENDATION\n\nThe Committee on Reorganization holds the belief that it is not its respon¬\nsibility to make the decision in regard to which of the three things shall be\ndone, but recommends that the whole matter be referred to the Committee on\nBylaws and Rules, with the instruction that it formulate its recommendation\nin regard to the matter and publish the recodification in the May 1938 issue\nof the Journal.\n\nChapter\n\nSuggestions\nYour\n\nCommittee\n\nV\n\nfor Further\n\nis submitting herewith\n\nStudy\n\na few suggestions for future\n\nstudy and development of the National Education Association. It is the belief\nof the Committee that gradual and continuous changes should be made in\nthe organization. Such improvements\n\nshould help to coordinate and integrate\n\nthe educational forces of the Nation for united action in promoting educa-\n\n"}
{"page": 914, "printed_page": null, "text": "National\n\n908\n\ntional advancement.\n\nWe\n\nEducation\n\ncommend\n\nAssociation\n\nthe study of the report of the Educational\n\nPolicies Commission of the National Education Association and the Depart¬\nment of Superintendence and urge that this report be specifically studied for\nthe purposes mentioned above. We submit the following problems for study:\nI. Clarification of functions, objectives, and relations of the various\nin different areas:\n\nassociations\n\nA. The functions, objectives, and relations of national, state, and local organi¬\nzations should be clearly defined and coordinated. This problem should be at¬\ntacked at once and should be the subject of continuous study and recommendation.\nB. “The purpose of a national professional organization in the field of educa¬\ntion is the maintenance and improvement of the educational service. In order to\nachieve this purpose it is essential that there should be: continuous study and\nresearch with respect to the process of education, the conditions under which the\nprocess is carried on, the results achieved, and the means of its improvement;\npromotion of all movements which will give stability and progressive character\nto educational undertakings; provision which will insure the continued profes¬\nsional growth of those engaged in the service of education ; and the maintenance\nof such relations with the public as wrill secure economic\nand civil liberties for those who\n\nwelfare, social security,\n\nserve the public in carrying\n\non education.” 1\n\nII. In order to support such an integrated educational organization and to increase\nits efficiency, the following problems should have early consideration:\nA. Relationship\n1. There should be established a closer relationship between the national asso¬\nciation and state and local associations. This might be accomplished by the use\nof one or a combination of the following suggestions:\na. Consolidated dues according\nand national associations.\n\nall privileges of membership\n\nin local, state,\n\nb. Closer relationship established thru field representatives employed\nof the N.E.A. assigned to regional divisions.\nc. Greater emphasis on organization\nand interest among members, which\nmembers of the Association.\n\nas agents\n\nto effect greater professional responsibility\nwould encourage all teachers to become\n\nd. “The national professional organization should provide a department for\neach important branch of educational service. Membership in a department\nshould require and carry with it membership in the general organization. The\ndepartments and affiliated organizations (to which latter group the requirement\nof individual\n\nmembership\n\ntion in the governing\neffective way.” 2\n2. There should\n\nmay\n\nnot apply) should be integrated thru representa¬\n\nmachinery\n\nbe established\n\nof the general organization\n\nor in some ‘other\n\na closer relationship with other professional,\n\nbusiness, and industrial associations — not direct affiliation but an advisory and\ngoodwill relationship. This may be done in one or more of the following ways:\na. By cooperation with advisory committees of such organizations\nrelating to social, economic, and educational movements.\nb. By establishing a department\nadequate staff.\n\non policies\n\nof public relations in the N.E.A.\n\nwith\n\nan\n\nc. “The national professional organization should welcome the active coop¬\neration of lay groups in measures designed to inform the public on educational\nmatters and to improve educational conditions. In no case should it enter into\n1 Educational Policies Commission. A National Organization for Education. Washington, D. C.: Na¬\ntional Education Association of the United States, Department of Superintendence, February, 1937. p. 8.\n\n2 Ibid., p. 23-25.\n\n"}
{"page": 915, "printed_page": null, "text": "Associatioxal\n\nRecords\n\nand\n\norganic affiliation with any lay organization\nthe promotion\n\n909\n\nInformation\n\nwhich\n\nhas, as its primary\n\npurpose,\n\nof interests outside the field of education.” 3\n\nB. Representative\n\nAssembly\n\n1. Size and working\n\nprocedures\n\na. The Representative\nits unwieldy nature.\n\nof the Assembly\n\nAssembly\n\nshould be reduced\n\nin size to overcome\n\nb. A cross-section of all groups of the profession on the basis of their\ninterests should be recognized in electing the delegates of the Representative\nAssembly.\nc. The working programs of the Representative Assembly should be sim¬\nplified, devoting certain sessions to business and other sessions to policy,\ndelimiting minor matters, with authority over such minor matters delegated\nto committees or to other official groups, such as the Board of Directors\nor the Executive Committee.\n2. Authority\na. The\n\nof the Representative\nRepresentative\n\nAssembly\n\nAssembly\n\nshould be given adequate\n\nauthority, principally legislative. This Assembly\n\nand\n\nspecific\n\nshould be the final author¬\n\nity for determining new- policies and new adventures, as well as fixing the\nmajor control policies of the National Education Association.\nb. The Representative Assembly should be set up so that at least one-third\nof the members would be in overlapping terms, thus obviating too frequent\nand too complete turnover in membership.\nc. The membership in the Representative Assembly should be chosen upon\nthe basis of loyalty to the profession, of educational standing, and of ability\nto contribute service. No one should be a delegate to this Assembly until\nhe has been in service for an adequate preliminary period.\nC. Professional\n\nimprovement\n\nand educational\n\nservice\n\n1. The N.E.A. should be a professional organization in which there would\nbe found no group prejudices or class biases. There should be united effort in\nall undertakings. It should attempt to\na. Establish\nb. Provide\nfession\n\nequitable representation\n\nfor all classes\n\na general code of ethics applicable to all members\n\nc. Provide for group action when necessary\ninfluence or impact of pressure groups.\n2. A definite program\na. Emphasize\nb. Make\nress\n\nto protect members\n\nshould be set up for the N.E.A., which\n\npublicity and information\n\nthe Association\n\nregarding\n\nan active organization\n\nc. Utilize every opportunity\nmunity movements\n\nof the pro¬\nfrom the\n\nwill\n\neducational\n\nservice\n\nfor socio-economic\n\nfor places of leadership\n\nand\n\nprog¬\n\naction in com¬\n\nd. Place the chief objectives for educational serviee for citizenship and\ncharacter-building foremost in the appeal to the public.\n\nThe above fundamental principles are the foundation upon which your\nCommittee has builded in the hope that a greater and better organization\nwould result. Your Committee believes that the primary basis of a profes¬\nsional organization is all-inclusive membership with consolidated dues. For\nthis reason, the National Education Association should work to the end that\n3 Ibid., p. 33.\n\n"}
{"page": 916, "printed_page": null, "text": "National\n\n910\n\nEducation\n\nAssociation\n\na fusion of membership in local, state, and national organizations is effected.\nThis should be done by means of the service that the national, state, and\nlocal associations give to the cause of education. The movement should be\nbased upon an appeal to voluntary effort. Some of our strongest professional\norganizations have coordinated their organizations and effected services of\nsuch high appeal that members entering the profession must of necessity\nenrol for these services. Your Committee believes that education will be\nbetter served if the following recommendation\nCommission can be made effective :\n\nof the Educational\n\nPolicies\n\n“Membership in any local and state or territorial organization should, so far\nas possible, be made co-inclusive with membership in the national organization\nso that membership\n\nDONALD\n\nDU\n\nSHANE,\n\nin one would\n\ncarry wTith it membership\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nin the others.” 4\n\nCOLUMBUS,\n\nIND.,\n\nChairman\n\nIn accordance with the suggestions of the president, the Committee\n\non\n\nTenure of the National Education Association is organized in two divisions —\na small executive or core committee and a large advisory committee. The\nU\nexecutive committee consists of the chairman and six members. The active\nR\nwork of the Committee is carried on by this executive group. The members\nRE\nPO\nof the\nadvisory committee, residing in the various states, represent the cause\nE\nR\nT\nOF their states and, by correspondence and otherwise, furnish\nof tenure in\n*\nCO\nvaluable informationMMand\nIT advice to’the executive committee. During the past\nyear the executive committee\nTE has been active in its efforts to carry out the\nE\nONEducation Association. Three meetings of\ntenure program of the National 1\nthe executive committee and one meeting of the advisory committee have been\nheld. There have been a number of conferences and addresses by members\nof the executive committee. The volume of Committee correspondence is\nconstantly increasing. Every effort has been made to answer every inquiry\nfully and promptly, altho in a number of cases, correspondence has been\ndelayed because of the pressure of other duties. The Committee on Tenure\n. makes the following recommendations to the National Education Association\nconcerning its work during the coming year :\n\nN\n\n1. Increased\n\nefforts should be made\n\nto secure the publication of tenure\n\narticles\n\nand discussions in educational magazines. It is especially recommended that in¬\ncreased space be given tenure and its problems in the Journal of the National\nEducation A ssociation.\n2. The policy of studying various phases of teacher tenure\ntion should be continued by the Committee.\n\nand teacher protec¬\n\n3. The Committee should continue to be authorized at its discretion to make in¬\nvestigations of cases of unfair treatment and unjust discharge of the members\nof the teaching profession. The Committee should be authorized to make public\nsuch reports at such time and manner as in the Committee’s opinion will be of bene¬\nfit to the individual investigated or the teaching profession.\n4 Ibid., p. 29-31.\n1 Accepted by Board of Directors, June 29, 1937.\n\n"}
{"page": 917, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n911\n4. The Committee should continue to offer its services as outlined in this re¬\nport to those state educational associations that are interested in tenure or are\nplanning tenure campaigns.\n5. The Committee asks for the approval by the National Education Association\nof the conclusions of the executive committee in investigated cases of discharged\nteachers, described in this annual report.\n6. The Committee asks that it be given authority to investigate tenure cases in\nthe federal courts and to engage counsel and participate in such cases as, in the\nopinion of the Committee, involve important tenure principles.\n7. The Committee recommends that an appropriation of $10,000 be made, for\nthe Tenure Committee, to be used if and as needed to carry out the tenure program\noutlined in this annual report.\n\nThe\n\nPurpose\n\nof the Committee\n\non Tenure\n\nFifty years ago the National Education Association went on record as\nfavoring tenure for teachers. Since then, from time to time, resolutions have\nbeen passed by the Association reaffirming its position in favor of security\nfor teachers thru sound tenure laws, and for a number of years an active\nCommittee on Tenure has been maintained. Today the purpose of the\nCommittee is threefold :\nFirst, it studies tenure laws and practises, using the case method, in order\nunderstand the true situation and to further tenure in definite, purposeful ways.\n\nto\n\nSecond, it assists educational groups, both local and state, to secure and main¬\ntain tenure legislation. Maintaining tenure security is a very serious nationwide\nproblem at the present time.\nThird, thru its meetings, investigations, representatives on programs, and publi¬\ncations, this Committee is trying to establish among both our own educational\nworkers and the general public a better understanding of the principles of jus¬\ntice and economy involved in tenure, and the great need of sound tenure laws.\nThe chief duty of this Committee is to assist teachers thruout the country to secure\nand maintain the much needed and best possible tenure protection.\n\nPrinciples\n\nA better teacher means\n\nand Purposes\n\nof Tenure\n\na better school. The purpose and justification of\n\ntenure are the betterment of teaching and the improvement of teaching condi¬\ntions. With this fundamental principle in mind the following purposes of\ntenure are stated :\n1. To\n\nprotect teachers\n\nand\n\nother members\n\nof the teaching\n\nprofession\n\nagainst\n\nunjust dismissal of any kind — political, religious, or personal\n2. To prevent the management\neducational groups for improper\n\nor domination of the schools by political or nonor selfish purposes\n\n3. To secure for the teacher, teaching conditions which will encourage him to\ngrow in the full practise of his profession, unharried by constant pressure and\nfear\n4. To encourage competent,\nteaching profession\n\nindependent\n\nthinkers to enter and to remain\n\nin the\n\n5. To encourage school management to devote itself to the cause of education,\nwhich otherwise might have to sacrifice the welfare of the schools to fear and\nfavor\n6. To set up honest, definite procedures\nexcluded from the teaching profession\n\nby which\n\nundesirable\n\npeople may\n\nbe\n\n"}
{"page": 918, "printed_page": null, "text": "912\n\nNational\n\nEducation\n\nAssociation\n\n7. To protect educators in their efforts to promote\ninterests of public school children\n\nthe financial and educational\n\nS. To protect teachers in the exercise of their American\n\ncitizenship.\n\nOnce\n\nestablished in a community, tenure is rarely attacked directly. Its\nbenefits to the pupils, the teachers, and to honest school administration\nquickly become too obvious. Intelligent public support grows strong, just as\nit does in the protection of civil service in the case of other governmental\nemployees. Indirect attacks, therefore, become the favorite means of attempt¬\ning to undermine tenure in educational positions.\nThe newest and most vigorous of these covert attacks now masquerades\nunder the name “recertification.” Unfortunately, the chief proponents of\nthis tenure-destroying device are within the ranks of the educational profes¬\nsion, just as in the struggle for adoption of tenure the chief opponents have\nfrequently been educational administrators or their agents. It is much harder\nto fight the enemy within the camp than the one without.\nIn general, the principle of recertification is to prohibit the granting of\nteachers’ certificates for terms of longer than a specified number\n\nof years,\n\nusually five. A certificate is then renewed for a like period only upon “proof\nof professional growth.” “Professional growth” is usually interpreted to mean\nthe presentation of a required number of university credits.\nWhether attendance at university classes in education can be considered a\ntrue indication of real professional growth is highly debatable. However, the\nfact that so many proponents of the policy of recertification are from the\nprofessional institutions which would tend to benefit most from its general\nadoption is very significant.\nIt is said that at a convention in 1852, five years before the organization of\nthe National Education Association, prominent educators were asking, “Why\nis the profession of the teacher not as highly respected as that of lawyer,\ndoctor, or minister?” In 1937, educators are still asking the same question.\nPerhaps the answer is that one does not hear the doctor or the lawyer con¬\nstantly doubting and decrying the ability of his colleagues. One cannot\nconceive of the professors in a school of medicine demanding that physicians\nand surgeons be licensed for only five years, with renewal dependent upon\ntheir taking a number of postgraduate courses at the university. A nationwide\nprotest from the American Bar Association would surely greet any move to\nforce upon the legal profession submission to a new bar examination every\nhalf decade. Imagine a congregation that would compel its pastor to give up\nhis pulpit every fifth year unless he could at regular intervals produce a new\ntranscript of his record in postgraduate theology.\nThese examples are no more absurd than for educators to confess the need\nof legislation to compel self-improvement. Are the architect, the surveyor,\nthe barber, the cosmetician, the plumber, the policeman, the public account¬\nant, the pharmacist, the nurse, and those in all other publicly certified occupa¬\ntions so superior that they may be authorized once and for all to pursue their\nrespective occupations for life, while teachers may be trusted only for short\nperiods?\n\n"}
{"page": 919, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n913\n\nThe contrary is true. Educators worthy of the name of teacher will\nimprove themselves on their own initiative thru experience, reading, study,\nand when advantageous, thru attending university classes. Any other type of\ninstructor will not improve regardless of how many semester hours he may\nsit thru university lectures.\nThe Committee on Tenure is convinced that recertification would be\ninjurious to the teaching profession and destructive of tenure rights.\nTeacher\n\nWelfare\n\nDuring the past four years the Committee\n\non Tenure\n\nhas interested itself\n\nnot only in tenure but also in other legislative methods of preventing in¬\njustices to teachers. Tenure is only one of a number of legislative measures\nwhich are designed to improve teaching conditions and prevent or discourage\nthe mistreatment of teachers.\nOne of the worst abuses that has appeared in the schools in recent years is\nthe underpayment of teachers. At the request of the Committee on Tenure\nthe Research Division has made a study of minimum wage laws, which has\nbeen printed by the Committee. It is our opinion that properly drawn mini¬\nmum wage laws will be of much benefit, particularly to teachers in the rural\ndistricts of all states.\nThe Committee has found gross abuses of teachers’ rights by the insertion\nof unfair provisions in teachers’ contracts, as was shown in a Committee\nstudy of contracts published last year. This year the Research Division has\nmade a study of state uniform teacher contracts, which has been published\nby the Committee. It is the opinion of the Committee on Tenure that every\nstate should have a uniform teacher contract law providing for a safe, fair,\nand legal contract for teachers, and preventing the insertion of unfair or\ninvalidating clauses or provisions in any teacher’s contract. In a number of\ncases the intent of tenure laws has been defeated by unfair contracts.\nThe Committee on Tenure believes that liberal teacher retirement laws\nare needed to encourage teachers to remain in the profession during their\nproductive years and to provide reasonably for teachers during their old age.\nAs the National Education Association has a Committee on Teacher Retire¬\nment the Committee on Tenure has made no investigation in this field ; how¬\never, it wishes to call attention to the fact that the value of a retirement\nsystem to the public and teachers is immeasurably increased by tenure\nlegislation.\nSecuring\n\nTenure\n\nLegislation\n\nOne of the purposes of the Committee on Tenure of the National Educa¬\ntion Association is to assist local and state teacher groups to plan their tenure\nlegislation campaigns. It would not be helpful for the National Education\nAssociation to institute or conduct a legislative campaign in any state. In\norder to be effective, a tenure campaign must be organized and carried on by\nstate organizations. The Committee on Tenure, however, has been of\nassistance in a number of states in giving advice as to organization and pro¬\ncedure, in evaluating proposed tenure bills, and in participating in tenure\ndiscussions at state teachers meetings.\n\n"}
{"page": 920, "printed_page": null, "text": "914\n\nNational\n\nEducation\n\nAssociation\n\nTo teachers interested in tenure in any state the Committee\nfollowing advice as to procedure :\n1. Secure the endorsement\nprofessional bodies.\n2. Secure\n\nthe appointment\n\noffers the\n\nof tenure by the state teachers association and other\nof a tenure\n\ncommittee\n\nby the state association with\n\npower to formulate a tenure bill and, when approved, to act as a legislative com¬\nmittee for tenure. This committee should have authority to appoint local tenure\nrepresentatives in each legislative district.\n3. Generally die opposition to tenure originates inside the teaching profession.\nIt is, therefore, recommended that every effort be made to have tenure discussed on\nthe programs of state associations and other teacher group meetings.\n4. Every effort should be made to have articles on tenure published in the\nvarious state educational journals.\n5. In drafting a tenure bill it is important to secure the best advice concerning\ntenure legislation in other states. It is equally important to modify practises of\nother states to meet pre-existing state laws and school procedures. It is highly ad¬\nvisable to draw a tenure bill which will not sacrifice the important principles of\ntenure, but will at the same time secure the endorsement of the largest possible\nnumber of the teaching profession in die state.\n6. Every possible effort should be made to secure a united front on tenure. If\npossible, the tenure committee should represent not only the state association, but\nvarious classroom teacher organizations and federations, and organizations of\nadministrative officers.\n\nThe National Education Association Committee on Tenure is prepared\nto give advice concerning proposed tenure organization and legislation, to\nfurnish tenure studies and other printed information to state committees,\nand to take part in tenure discussions at state association meetings.\nProtection\n\nof Tenure\n\nLegislation\n\nAfter a state teachers association has secured the passage of a tenure law,\nmany teachers feel that security has been won, and that no further efforts\nwill be needed in the tenure field. Experience has shown that after a tenure\nbill has been passed, very active measures of defense will have to be taken\nagainst repeal or weakening of the law for an indefinite period, and par¬\nticularly for the first four to six years after passage. The following sugges¬\ntions are made to all states now having tenure laws :\n1. A state tenure committee should be maintained for the purpose of: (a) pass¬\ning on proposed amendments to the tenure law; (b) defending the tenure law at\neach session of the legislature from attack or unauthorized amendment; (c)\nrendering assistance to teachers whose tenure rights are violated; (d) participating\nin appeals of suits involving the effectiveness or constitutionality of tenure.\n2. It should be one of the duties of the tenure committee to provide for the\ninterviewing of each candidate for the legislature by teachers living in his district\nfor the purpose of acquainting him with the provisions of the tenure law and\nshowing him the value of tenure to the schools, children, and teachers of the\nstate. Whenever possible every candidate should be given an opportunity to express\nhis willingness to support tenure.\nDuring each session of the legislature the tenure committee should be represented\nat the state capitol by a well-trained person with legislative ability. Every bill\naffecting tenure directly or indirectly should be carefully studied, and every effort\nmade to prevent the weakening of tenure legislation either directly or indirectly.\n\n"}
{"page": 921, "printed_page": null, "text": "Association al\n\nRecords\n\nand\n\nInformation\n\n915\n\n3. No amendment to an existing tenure law should be introduced until it has\nbeen given careful study both as to its effect on the tenure law and existing\nSupreme Court opinions.\n4. While it is important that teachers whose tenure rights are being violated\nshould be given the assistance of a state committee, yet it must be borne in mind\nthat teachers should guard carefully against upholding or defending improper\ntenure cases. Every case of discharge under the tenure law should be carefully\nstudied to determine whether the law has been definitely followed as to the pro¬\ncedure of dismissal, as to the causes for dismissal, and as to any other legal re¬\nquirements. If tenure procedure has been correct and the hearing properly con¬\nducted, further steps should be taken only after careful investigation of the merits\nof the case.\n5. Every effort should be made to maintain a position of professional unity\non tenure. Differences of opinion should be worked out quietly and without undue\npublicity. Division in the ranks of teachers is the surest way of losing prestige and\nsupport in the legislature and of suffering defeat in tenure and other legislation.\n\nThe Committee is pleased to report progress made in state legislatures,\nsince the Portland meeting of the National Education Association, toward\ntenure provisions for every competent teacher.\nOne of the outstanding achievements of the year was the passage of a\nstatewide tenure law by the state legislature of Louisiana. This law provides\nthat after a probationary period of three years any licensed employee of any\nparish schoolboard shall become a permanent teacher, removable thereafter\nonly upon written charges of wilful neglect of duty or incompetency or\ndishonesty, and after a public hearing, if desired by such employee. Teachers\nare guaranteed the right to counsel and witnesses and if not satisfied with\nthe hearing, they have a right to appeal to the courts. Teachers during the\nprobationary period can be removed by parish schoolboards only upon the\nwritten recommendation, accompanied by valid reasons therefor, of the\nsuperintendent of schools.\nA tenure achievement of marked importance was the statewide tenure\nlaw passed by the state legislature of Pennsylvania changing the rather unsat¬\nisfactory continuing contract law to an iron-clad statewide tenure measure\napplying to all school employees except superintendents. This law follows\nthe Indiana plan of providing tenure by making teacher contracts indefinite.\nMuch difficulty has been encountered in tenure states because of the unjust\ndischarge of probationary teachers. The Pennsylvania law eliminates the\nprobationary period altogether, and provides tenure protection to any teacher\nimmediately upon appointment. This novel feature of the Pennsylvania law\nwill be watched by students of tenure with the utmost interest.\nDismissal under this law may be for any of the following reasons: im¬\nmorality, incompetency, intemperance, wilful and persistent negligence, men¬\ntal derangement, and wilful violation of the laws of the state. It is also\nrequired that any person before he is dismissed shall be furnished with a\nwritten statement of reasons and shall be given a public hearing upon request.\nSuch teacher has a right to subpoena and present witnesses. After the hearing\nhe can be dismissed only by a two-thirds vote. If not satisfied with the action\nof a board after a hearing, any teacher has the right of appeal to the court of\ncommon pleas. Every teacher in Pennsylvania also has the right to a hearing\n\n"}
{"page": 922, "printed_page": null, "text": "916\n\nbefore demotion\n\nNational\n\nEducation\n\nAssociation\n\nin rank or in type of position. The\n\nlaw further provides\n\nthat teachers cannot waive their tenure rights by any provision in the con¬\ntract. The new Pennsylvania law extends a greater protection to teachers\nthan any other statewide law.\nWord has just been received of the passage of a tenure law by the legisla¬\nture of Oklahoma, which is applicable to all districts having a population\nof 100,000 or over. This law provides that after a three-year probationary\nperiod all teachers shall be given permanent tenure, and such teachers can\nbe removed only for cause and after written charges and a hearing. It is\nbelieved that the passage of this law will soon be followed by statewide tenure\nlegislation.\nMinnesota passed a continuing contract law applicable to all except firstclass cities which are already protected by a satisfactory tenure law.\nA new tenure law in New York extends tenure to all cities, towns, and\nvillages having professional supervision and a population of 4500 or over.\nThe legislature of Nebraska passed a continuing contract law applicable\nto all schools of the state with the exception of rural districts. The passage\nof this law by Nebraska marks a real achievement, as this state has been\nconsidered rather adverse to any tenure legislation. The Nebraska law pro¬\nvides that contracts of every teacher, principal, supervisor, and superintendent\nwill be automatically renewed upon their expiration unless the board of\neducation, prior to April 1, votes a dismissal. It is believed that this law is\na worthwhile step toward statewide tenure in Nebraska.\nTexas is reported to have passed a continuing contract law, but the Com¬\nmittee does not as yet have a copy of the statute.\nKansas has passed a tenure law applicable to cities of 120,000 population\nand over. This law provides for a three-year probationary period after which\na teacher may be removed only for specified causes and after a hearing.\nTenure at present applies only to Kansas City, Kansas, but this legislation\nmakes a real tenure advance in Kansas and should soon be followed by an\nextensive movement for statewide tenure.\nCalifornia has considered several tenure bills, one of which has already\nbeen passed and signed, and two others at the present writing appear to have\nfavorable prospects. The tenure bill which is already signed deals entirely\nwith unified school districts. Hereafter unified districts will be in the same\nclass regarding tenure as other districts. Another\n\nbill under consideration\n\nprovides that a board of education must bring suit within thirty days to deter¬\nmine the validity of charges of immoral or unprofessional conduct on the\npart of the teacher. Previously, the charge was sufficient cause for dismissal\nand teachers had no opportunity for vindication. The third bill which may be\npassed in California provides that a teacher moved from a certificated position\nto a non-certificated position does not lose tenure rights.\nUnfortunately, tenure bills were not passed by all legislatures considering\nthem. In Ohio the bill was reported favorably by the education committee in\nthe senate, but did not reach a vote. In Washington a tenure bill sponsored\n\nby the state department\n\nof education was defeated, and the continuing con-\n\n"}
{"page": 923, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n917\n\nInformation\n\ntract bill sponsored by the Washington State Teachers Association might\nhave passed had it not been held back so long to give precedence to the state\ndepartment bill. North Dakota, too, lost tenure legislation. In Connecticut\ntenure provisions were written into the civil service bill, but the bill was\nreported unfavorably in order to avoid a vote, since it was too late to with¬\ndraw the bill. Certain pressure groups wished to amend the bill to include\nrecertification every five years; the teachers did not care to run the risk of\na vote which might result in such amendment.\nNumerous other state legislatures have considered tenure bills during\nthe 1937 sessions. As of May 13, there were eight tenure or continuing con¬\ntract bills passed. The status of bills in Wisconsin, Michigan, West Virginia,\nand several other states is not definitely decided.\nFollowing is a list of states and territories having some form of tenure\nlegislation :\n1. California — Statewide tenure except for small districts\n2. Colorado — Permanent tenure in first-class districts\n3. Connecticut — Tenure in New Haven only\n4. District of Columbia — Tenure for all teachers\n5. Hawaii — Tenure thruout the territory\n6. Illinois — Tenure in several areas\n7. Indiana — Statewide tenure except in rural districts\n8. Kansas — Tenure in cities over 120,000\n9. Louisiana — Statewide tenure\n10. Maryland — Statewide tenure\n11. Massachusetts — Statewide tenure\n12. Minnesota — Tenure in large cities, continuing contracts in rest of state\n13. Montana — Statewide continuing contracts\n14. Nebraska — Statewide continuing contracts\n15. Nevada — Statewide continuing contracts\n16. New Jersey — Statewide tenure\n17. New York — Statewide tenure except in rural districts and small villages\n18. Oklahoma — Tenure in districts of 100,000.\n19. Oregon — Tenure in large districts only\n20. Pennsylvania — Statewide tenure\n21. Texas — Continuing contracts in certain districts\n22. Wisconsin — Tenure in first-class cities, vocational schools, and teachers colleges.\n\nDuring the past year the Committee on Tenure has received reports of\nmany cases of unjust discharge of members of the teaching profession. Space\nforbids the reporting in detail of each such case, but the Committee is men¬\ntioning a few of them from its files as specific examples of the need of tenure\nfor teachers :\n1. An\n\nelementary\n\nprincipal in a small midwestern\n\ncommunity\n\nwas\n\ndismissed\n\nafter\n\nnine years of satisfactory service, and the sole reason given was, “She’s been here\nlong enough.”\n2. A teacher in a northern state was discharged because she was so unwise as\nto buy an automobile from another dealer than a relative of a member of the\nboard of education.\n3. A woman principal in a city school system told a special subject supervisor\nthat the work outlined in the special subject was too hard for the teacher. As a result\nof this statement the principal was discharged; fortunately her work was so highly\nvalued by the community she was subsequently reinstated.\n\n"}
{"page": 924, "printed_page": null, "text": "918\n\nNational\n\nEducation\n\n4. A physical training teacher in a northern\n\nAssociation'\n\nstate was\n\nappointed\n\nsummer\n\nplay¬\n\nground director. A schoolboard member ■who was the manager of a baseball team\nasked the playground director for three baseballs and objected when the director\ncharged them to his account. As a result of this piece of honesty the teacher was\ndischarged by the schoolboard; fortunately, he was reinstated after numerous\npetitions had been circulated in the communin'.\n5. In a midwestern state an applicant for the position of music supervisor was\nnot recommended by the superintendent of schools. The applicant then became a\ncandidate for membership on the schoolboard and was elected. As a consequence\nthe superintendent and several of his teachers were discharged; however, public\nagitation was so great that they were finally reinstated.\n6. In a midwestern state a superintendent and seven teachers were discharged\nbecause certain board members wanted to fill their positions with friends. Investi¬\ngations show that the dismissed superintendent and teachers were thoroly\nqualified for their positions.\n7. A\n\nschool superintendent\n\nwas\n\ndischarged\n\nbecause\n\nhe disapproved\n\nof liquor\n\ndrinking and unchaperoned dancing by high-school pupils. Investigations reveal\nthat the superintendent was an outstanding school executive and well qualified for\nhis position. The only reason given was\nviewpoint on personal liberties.\n\nthat the board\n\ndid not like his narrow-\n\n8. A superintendent of a small town was discharged because ‘“he has been\nhere six years, while the average life of a superintendent here is four.”\n9. A competent teacher, having had eighteen years of experience in a city having\na pension system, was discharged without cause. She brought suit and the lower\ncourts ordered her reinstatement because of the unjustifiable destruction of her\npension rights.\n10. A teacher in an eastern state was discharged for the alleged reason that he\nrefused to serve as a ticket taker at a Saturday football game, and for the further\nreason that he took part in an authorized school dance. Before the Committee\non Tenure could complete its investigation he was reinstated in his position.\n11. The superintendent of a school district had on his schoolboard three Slavic\nmembers and four Polish members. He is to be discharged in order to create a\nvacancy for a Polish applicant, who is also a member of the schoolboard, altho the\nsuperintendent is thoroly competent and has served the community satisfactorily for\ntwenty-five years.\n12. The schoolboard in a western state was found to be charging teachers ten\ndollars per month for their appointments. It was required that this money be left\nin the drawer of a desk each month, so that it would be impossible to prove\naccusations of such practise which had been made by a number of teachers.\nFortunately, one of the members of the schoolboard was caught and has been\nfound guilty of extorting money from teachers.\n\nCase\n\nInvestigations\n\nand\n\nReports\n\nOne of the most difficult problems of the Committee has been the investiga¬\ntion of cases of discharged teachers. Innumerable letters must be written,\nconflicting evidence sought and evaluated, personal interviews arranged,\nand conclusions based on the evidence carefully drawn. Hundreds of worthy\ncases deserve investigation and only a few can be thoroly examined and\nreported.\nThe following cases are reported to the delegate body with the hope that\nthe findings of the Committee will be approved and with the expectation\nthat the extension of tenure thruout the United States will bring a notable\ndecrease in the mistreatment and unjustifiable discharge of worthy members\nof the teaching profession.\n\n"}
{"page": 925, "printed_page": null, "text": "Associational\n\nRecords\n\nTHE\n\nTEACHERS\n\nWINONA\n\nand\n\nInformation\n\nCOLLEGE\n\nAt a meeting of the State Teachers College Board\n10, 1936, Roland M. Torgerson, head of the Department\n\n919\n\nCASE\n\nof Minnesota held March\nof Industrial Arts, was not\n\nreappointed upon the recommendation of the president of the college. Our Com¬\nmittee, upon a full presentation of his case by Mr. Torgerson, wrote to the presi¬\ndent of the college and members of the college board and were informed that\nthe dismissal was necessary because Mr. Torgerson had filed and won a suit for\ndivorce. The following facts and conclusions\ntion by the Committee on Tenure:\nFacts\n\nare the result of a careful investiga¬\n\n1. Mr. Torgerson had given ten years of very satisfactory service in the college\nand all persons interviewed, including a local member of the state board, agreed\nthat he was an outstanding teacher in his field. No other charges were filed against\nhim. Our investigation revealed nothing in his married or private life which\nwould justify dismissal.\n2. Mr. Torgerson was given no chance to defend\nat the time the dismissal was recommended.\n3. The\n\ncourt records exonerated\n\nhimself before the state board\n\nhim of all blame\n\nin his case.\n\n4. In August, after our investigation was instituted, the college board had a\nspecial meeting and exonerated Mr. Torgerson by electing him to a similar\nposition in the teachers college at St. Cloud, Minnesota ; however, he wras\npenalized four months’ salary as he did not begin work until December 1, and at\na reduced salary per year.\nConclusions\n1. Mr. Torgerson was found to be a competent teacher. The opposition to him\nwas largely due to personal reasons which did not involve his honesty, integrity,\nor teaching ability.\n2. There is no statewide tenure in Minnesota. Teachers in the teachers colleges\nare not protected by tenure and because of lack of organization are inadequately\nprotected professionally.\n3. There\n\nwas\n\nno sound\n\nprofessional\n\nreason\n\nfor his dismissal.\n\n4. After ten years of successful service, Mr.\na public hearing with counsel and witnesses.\n\nTorgerson\n\n5. Any tenure legislation contemplated in Minnesota\nof the teachers in the teachers colleges of the state.\nTHE\n\nADA,\n\nOKLAHOMA,\n\nhad\n\na moral\n\nright to\n\nshould include the protection\n\nCASE\n\nOn May 11, 1936, the board of education of Ada, Oklahoma, dropped four\nteachers for the ensuing year. One of these was Moss Wimbish, at the time of his\ndischarge head of the English department in the high school. At the request of\nthe executive committee of the East Oklahoma Education Association the Com¬\nmittee on Tenure investigated his dismissal.\nFacts\nThe following facts were ascertained after interviews with the superintendent,\nwith every member of the present board of education, and wfith Mr. Wimbish:\nA year prior to the discharge of Wimbish, the teachers of Ada organized a local\nunit of the Department of Classroom Teachers of the Oklahoma Education Associa¬\ntion, and elected Mr. Wimbish president. This organization advocated certain\nreforms in school administration such as, that meetings of the board of education\nbe open to the public or at least that a committee of teachers be permitted to\nattend the meetings which are held in the evening. They also discussed questions of\nS,alary\n\nand\n\nthe right to join educaripnaj\n\nasspciajdqns\n\nwithout\n\ncoercion.\n\n"}
{"page": 926, "printed_page": null, "text": "920\n\nNational\n\nEducation\n\nAssociation\n\nA few months later Mr. Wimbish was elected president of the East Central\nOklahoma Education Association on an independent ticket nominated from the\nfloor.\nAn election of the Ada board of education was held in March 1936. Two tickets\nwere nominated ; one was the regular slate supported by the administration in\npower, and the other an opposition slate which endorsed the principle of teacher\ntenure as well as many of the reforms advocated by the teachers organizations.\nA bitter campaign resulted. The administration (or regular) ticket won the election.\nSix weeks later, on May 4, the board of education met to elect teachers for\nthe following year. It was then discovered that six teachers, Mr. Wimbish among\nthem, were not recommended for reelection. One new member of the board, tho\nelected on the regular ticket, refused to approve and asked delay. A week later the\nboard voted on the staff, and failed to relect four of the six teachers. It is said\nthat upon the intercession of a local minister, the other two were reelected, after\nhaving had a talk with the superintendent.\nThe president of the board of education stated that Mr. Wimbish failed to\ncooperate, but the president could not or would not define cooperation. He admitted\nthat his conception of an educational system is a dictatorship. One newly elected\nboard member vigorously condemns the entire episode. He states that the two\nteachers were able to get back on the approved list by going to the superintendent\nas suppliants, and he believes that the others might have done the same thing\nif they had been willing to do likewise. All of the board members placed full\nresponsibility for the discharge on the superintendent and said that if he would\nrequest a hearing for the teachers it would be granted. The superintendent paid\nlip service to the principles of tenure and to classroom teachers organizations but\nwould not recommend that his own teachers be given a hearing.\nThe following facts are uncontroverted:\n1. Moss Wimbish, born and reared in Ada,\npetent and successful teaching in Ada schools.\n\nhas a record of nine years’ com¬\n\n2. No notice of failure of reelection (some board of education members insist\nthat this differs from discharge) was ever given to the teachers dropped from\nthe rolls.\n3. No statement was ever given them of the causes for non-reelection. No hearing\nhas been given to them, no opportunity to tell their side of the case, no chance\nto answer any charges.\n4. Request for a public hearing has\neducation. It has never been granted.\n\nrepeatedly\n\nbeen\n\nmade\n\nof the board\n\nof\n\nConclusions\n1. The discharge of Mr. Wimbish and his colleagues was within the legal\nrights of the board of education because Oklahoma does not have a tenure law.\nThe present case clearly shows that such a law should be speedily enacted.\n2. The children of Ada are the sufferers in losing competent teachers. (One\nof the individuals hired in place of a discharged teacher is said to be related by\nmarriage to a member of the board of education.)\n3. The discharge has every appearance of reprisal and intimidation. In such an\neducational system the pupils will receive a very distorted view of democracy.\n4. The Committee on Tenure of the National Education Association asks that the\nsuperintendent of schools of Ada recommend and that the board of education grant\na full public hearing to Moss Wimbish on the reasons for his failure of reelection\nand that he be given an opportunity to make answer.\nTHE\n\nHIGHLAND\n\nPARK\n\nCASE\n\nHighland Park, Michigan, is a city of 50,000 population in the suburbs of\nDetroit. Its schools are governed by a schoolboard of six members, three of whom\nare elected annually by the school patrons and taxpayers. In the spring of 1934\n\n"}
{"page": 927, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n921\n\nthe Classroom Teachers Association of Highland Park endorsed for member¬\nship of the board of education three candidates who, they thought, would favor\nhigher salaries for teachers. A number of teachers and teacher leaders worked for\nthe election of these members after school hours. The same procedure was\nfollowed in the schoolboard elections of 1935 and 1936. The election held on June 8,\n1936, resulted in the defeat of the teacher-endorsed candidates by a majority of\nseventy-two votes. On July 2, 1936, appointments of teachers for the ensuing year\nwere considered. The superintendent recommended a list of teachers which was ap¬\nproved. He failed to recommend some forty-two teachers and these teachers were not\nreappointed. On July 14, seven of the forty-two teachers were reappointed. On\nAugust 4, all but six of the remaining unappointed teachers were reappointed by\nthe board on recommendation of the superintendent. At the same meeting six\nnew teachers were appointed to fill the positions of the six unrecommended teachers.\nThe six teachers finally discharged from the Highland Park schools were: Muriel\nPaugh, Agnes Carpenter, Mary Huss, N. R. Menold, Isaac De Voe, and Jean\nArmour MacKay. These six teachers were teacher leaders and officers, or former\nofficers, of the Classroom Teachers Association of Highland Park, and all had\nfavored election of the defeated schoolboard candidates at the last schoolboard\nelection. At\n\nthe request of the Executive\n\nCommittee\n\nof the National\n\nEducation\n\nAssociation the Committee on Tenure has made a thoro investigation of the High¬\nland Park case, both by correspondence and direct inquiry in Highland Park.\nThe Committee has interviewed all of the discharged teachers, the superintendent\nof the Highland Park schools, members of the Highland Park schoolboard,\nand a number of citizens of Highland Park. Upon this investigation are based\nthe following statement of facts and conclusions:\nFacts\n1. The six discharged teachers were competent, experienced, and highly re¬\ngarded in Highland Park, and were not discharged because of inability or neglect\nof duty in their classrooms. Their discharge was due primarily to the opposition of\nthree members of the schoolboard and superintendent. This opposition was pri¬\nmarily due to: (a) their activities as teacher leaders in attempting to secure a\nrestoration of salary reductions made in 1933 which amounted to approximately\n60 percent; (b) their activities in school board elections in 1934, 1935, and 1936 ;\nand (c) their alleged opinion that there should be another superintendent selected\nfor the Highland Park schools.\n2. Miss Ann Benjamin, one of the thirty-six teachers who were reappointed,\nfound her name was added to the list of discharged teachers because it was\nwas charged that she had sent a telegram to Portland, Oregon, opposing the\nselection of Detroit as the 1937 convention city of the National Education Associa¬\ntion. It was claimed that this information was lodged against her by the superin¬\ntendent of a neighboring city. In Portland, Oregon, on July 3, 1936, the chairman\nof the Committee on Tenure was given a copy of the telegram from Miss Ben¬\njamin to Miss MacKay stating that forty-two Highland Park teachers had been\ndischarged. The chairman of the Committee on Tenure thereupon took Miss\nBenjamin’s telegram to the National Education Association Executive Committee\nwith the request that the assignment of the next convention to Detroit be delayed\nuntil the Highland Park situation could be investigated. When Miss Benjamin\npresented a copy of her telegram to the Highland Park school authorities, her name\nwas again added to the reappointed list.\n3. During the schoolboard campaign of 1936 every candidate had promised that\nif he were elected, there would be no political reprisals.\n4. On January 20, 1937, there being a vacancy in the English department of\nthe Highland Park high school, Muriel Paugh was reemployed.\nConclusions\n1. As Michigan has no tenure law there was no violation of legal tenure in\nthe Highland Park case. The teaching profession even tho there is no tenure law\n\n"}
{"page": 928, "printed_page": null, "text": "922\n\nNational\n\nEducation\n\nAssociation\n\nin Michigan, is justified in insisting that any teacher who has served success¬\nfully during a reasonable probationary period shall not thereafter be discharged\nexcept for good and just cause, and only after the right is given her for a hearing\nbefore the board. In the Highland Park case the Committee on Tenure does not\nconsider political activity of teachers a good and just cause for discharge, nor\nwere the discharged teachers given a written and detailed statement of reasons for\ndismissal, nor were they given a public hearing at which\ndence to justify their continuance in the schools.\n\nthey could present evi¬\n\n2. There is a definite denial of civil rights when teachers are deprived of em¬\nployment in the public schools because of their participation in a political\ncampaign.\n3. The best interests of the schools and community were ignored when teachers\nwere dismissed from the schools for reasons that have nothing to do with their\nefficiency or moral influence in the schools.\n4. The Committee on Tenure of the National Education Association requests that\nthe five dismissed teachers be restored to their positions on their record as\nteachers and citizens and that they be paid their back salaries during their period\nof dismissal.\n5. The\n\nattempted\n\ndismissal of Ann\n\nBenjamin\n\nbecause\n\nshe was\n\nalleged to have\n\nexpressed an opinion as to the location of a National Education Association con¬\nvention is an all-revealing incident which shows the prevailing attitude of dis¬\nregard for justice and for teacher welfare on the part of the school administration\nand board of Highland Park.\n6. The Committee on Tenure urges the teachers of Michigan to work for the\npassage of a tenure law which will make impossible a repetition of such injustice\nas that borne by the teachers in the Highland Park case.\nTHE\n\nJEROME\n\nDAVIS\n\nCASE\n\nAfter having served as assistant professor at Dartmouth, Jerome Davis was\nappointed in 1924 to the chair of practical philanthropy in the Yale Divinity\nSchool with the rank of assistant professor. In 1927 he was advanced to the\nposition of associate professor. In 1930 and 1933 he was given three-year appoint¬\nments. On February 8, 1936, the Yale Corporation voted to terminate his connec¬\ntion with the university after a one-year reappointment.\nThe dismissal of Professor Davis having been reported to the Committee on\nTenure, an investigation was begun in November 1936. The Committee received\nno cooperation in making this investigation from either the president of Yale or\nthe dean of the Divinity School. Professor Davis welcomed a complete investiga¬\ntion and made all his letters and files freely available to the Committee. Pur¬\nsuant to a request from the Committee on Tenure, Professor Davis on March 21\nwrote to the president of Yale University asking for a written statement of the\nreasons for his proposed dismissal and further asking that he be given a hearing\nbefore the Yale Corporation with the opportunity of presenting evidence and\nwitnesses. His request was presented to the Yale Corporation on April 10, and\nwas refused.\nFacts\nThe investigations of our\nfollowing statements of fact:\n\nCommittee\n\nare\n\nsufficiently complete\n\nto make\n\nthe\n\n1. Jerome Davis rendered twelve years of successful service to Yale Divinity\nSchool. He is a man of high character and integrity. He is a teacher of exceptional\nability. His scholarship as indicated by published books and articles is of such a\nnature as to justify fully his continuance in his position.\n2. The refusal of the University to furnish information and assistance to author¬\nized professional investigating committees, variations in the reasons given for Pro-\n\n"}
{"page": 929, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n923\n\nInformation\n\nfessor Davis’ dismissal at various times and by various officials, and the absolute\nrefusal of the Corporation to give Professor Davis a written statement of reasons or\na public hearing, seem to be indicative of a lack of frankness and of a desire\nto conceal the real reasons for the dismissal on the part of the university\nadministration.\n3. Yale University is a privately endowed institution whose complete operation\nand control are vested in the Yale Corporation; therefore it is not subject to\ntenure laws or state regulations, and has the legal right to discharge any or all\nof its faculty members at the end of their contract periods. The only protection\nits faculty has from unjust discharge is thru the establishment of traditional pro¬\ncedures and thru the insistence of the teaching profession that reasonable and\njust tenure procedure\nquired by law or not.\n4. It is the censensus\n\nshall prevail in every\n\neducational\n\namong\n\nthat any teacher or professor who\n\nteaching groups\n\ninstitution whether\n\nre¬\n\nhas served a satisfactory probationary period of not over three years shall there¬\nafter not be dismissed except for good and just cause. It is also agreed that\nbefore such a teacher is discharged he is entitled to a written statement of causes\nfor his proposed dismissal and to a hearing by the governing board of the\ninstitution, and that at such hearing he shall have the right to introduce evidence\nand witnesses to show cause for his continuance in service. In the case of Pro¬\nfessor Jerome Davis we find that his services were discontinued altho he had\nserved a most satisfactory probationary period, and we further find that he was\nrefused a written statement of causes and a hearing by the Yale Corporation.\nConclusions\nOn the basis of its investigations\nfollowing conclusions:\n\nand\n\nRecommendations\n\nthe Committee\n\non Tenure\n\nhas come\n\nto the\n\n1. The reasons given for the dismissal of Jerome Davis as contained in news¬\npaper reports, various letters from the president and provost of Yale University,\nand from the dean of the Divinity School are unwarranted and contrary to the\nweight of evidence, hence are not valid reasons for the dismissal of Professor\nDavis from his position.\n2. The refusal of Yale officials to give assistance to the Committee on Tenure\nof the National Education Association and other properly constituted professional\ncommittees in the investigation of the Jerome Davis case is not in the best interest\nof the teaching profession or the cause of education.\n3. The refusal of the Yale Corporation to give Professor Davis a written\nstatement of the reasons for his dismissal and the further refusal to give him a\nhearing upon his dismissal are to be condemned as injurious to the teaching\nprofession and the cause of education. We recommend that the Yale Corporation\nhereafter adopt a policy of giving written reasons for proposed dismissals and\nof giving the right to a hearing to all members of its faculty prior to final con¬\nsideration of their dismissal, provided they have served a satisfactory proba¬\ntionary period.\n4. We recommend to the Yale Corporation that Professor Jerome Davis either\nbe restored to his position or that final action in his case be withheld until after\nhe has been furnished a definite and detailed statement of the causes of his dis¬\nmissal, and until he has been given the right to a public hearing at which he may\nbe represented by counsel, and at which he shall have the right to introduce\nevidence and witnesses bearing on the stated causes for his dismissal.\n\n"}
{"page": 930, "printed_page": null, "text": "924\n\nTHE\n\nNational\n\nANNUAL\n\nEducation\n\nREPORT\n\nOF\n\nAssociation\n\nTHE\n\nSECRETARY\n\nThe public school system of the United States has property valued\nat more than twelve billion dollars. Annual\n\nsystem amount\n\nto approximately\n\ntwo\n\nexpenditures of our school\n\nand a quarter billion dollars. The\n\nnumber of full-time students attending school is more than thirty million,\nof which 11 percent attend private schools. Expenditures per child in the\nvarious states differ from approximately $140 per child per year to less than\n$25. The average annual expenditure per pupil is about $73. We have 242,930 school buildings in the United States. Fifty-seven percent of them are\nstill one-room schools. The average annual salary of teachers, principals,\nand supervisors this year is only slightly more than $100 per month.\nThere are approximately seventy-five million adults in the United States\npast twenty-one years of age. Of these less than 3 percent are college grad¬\nuates, while approximately 5 percent are illiterate. Seven percent of our\nadult population have had some college work while almost 50 percent have\nnot finished the elementary school. Less than 15 percent have graduated\nfrom high school while approximately 68 percent have had no more formal\neducation than that given in the elementary school.\nThere are 542 state and national education associations in the United\nStates. One hundred and twenty-one of these are statewide while 421 are\neither national or regional in scope. As you read this imposing list of educa¬\ntional organizations you cannot help but be impressed with the vastness of\nour work, its complex ramifications, and the earnestness of the members of\nour profession, for most of these organizations are conducted by volunteer\nworkers whose main reward is the consciousness of work well done.\nDuring the past year the Educational Policies Commission of the Na¬\ntional Education Association has faced squarely the problem of a national\nprofessional organization. This Commission is made up of twenty national\nleaders interested in the welfare of the entire field of education. The report\nof this Commission\ntional Organization\n\nhas been published in a 48-page bulletin, entitled A Na¬\nfor Education.\n\nIt includes seven\n\nrecommendations\n\nin\n\nthis field :\nThe purpose of a national professional organization in the field of education is\nthe maintenance and improvement of the educational service. In order to achieve\nthis purpose it is essential that there should be: continuous study and research with\nrespect to the process of education, the conditions under which the process is carried\non, the results achieved, and the means of its improvement; promotion of all move¬\nments which will give stability and progressive character to educational undertak¬\nings; provision which will insure the continued professional growth of those engaged\nin the service of education; and the maintenance of such relations with the public as\nwill secure economic welfare, social security, and civil liberties for those who serve\nthe public in carrying on education.\nThe national professional organization should define and publicize the civic and\nprofessional rights and obligations of teachers. It should also, in certain important\nselected test cases, investigate or assist state and local associations in investigating\napparent infringements and engage in efforts to secure judicial rulings in defense of\nthese rights.\n\n"}
{"page": 931, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n925\n\nA professional organization should be concerned with programs calculated to im¬\nprove the quality of educational service. Although avoiding partisanship on gen¬\neral social questions, the national professional organization should call public atten¬\ntion to the educational aspects and implications of existing socio-economic conditions\nand of proposed social, economic, or governmental changes.\nThe national professional organization should welcome the active cooperation of\nlay groups in measures designed to inform the public on educational matters and to\nimprove educational conditions. In no case should it enter into organic affiliation\nwith any lay organization which has as its primary purpose the promotion of interests\noutside the field of education.\nThe national professional organization should provide a department for each\nimportant branch of educational service. Membership in a department should require\nand carry with it membership in the general organization. The departments and\naffiliated organizations should be integrated through representation in the governing\nmachinery of the general organization or in some other effective way.\nMembership in any local and state or territorial organization should, so far as\npossible, be made coinclusive with membership in the national organization so that\nmembership in one would carry with it membership in the others.\nThe achievement of local-state-national unity in professional organization has\nbeen studied at various times in the past by committees and by various individual\nstudents. All agree that the result must be sought cooperatively and must be achieved\nslowly, with perhaps several intermediate adjustments. The present disorder, how¬\never, requires prompt attention in order to permit the profession to function effec¬\ntively through its national organization.\n\nTeachers are potentially the strongest professional group in the United\nStates. In number they lead all professional groups. They are educated.\nThey have an altruistic philosophy of life. They have immediate personal\ncontact with the young people of the nation. They have influence as indi¬\nvidual leaders in their communities. They have an opportunity to work as an\norganized profession thru local, state, and national organizations.\nThere are approximately 1,000,000 teachers in this country. There are\n71,000 dentists, 154,000 physicians, 160,000 lawyers, and 260,000 nurses.\nTeachers are potentially a strong social force because they are numerically\nthe largest professional group in this country.\nThe teachers of this country are comparatively well educated. I realize\nthat not all teachers are fully educated. Some of them have not completed\na four-year high-school course. Many have only one year of college educa¬\ntion, yet there are great numbers with A.B., M.A., and Ph.D. degrees. The\nteachers of this country are better educated than the majority of the citizens\nin the communities in which they work. A few years ago comparatively few\npeople chose teaching deliberately as a life work. Teaching was regarded pri¬\nmarily as a stepping-stone to a career for men or as a way station to matri¬\nmony for women. Certification requirements were low and the public gen¬\nerally believed that anybody could teach. The prevailing schools for the\neducation of teachers were normal schools with one- or two-year courses,\nand frequently teachers were hired who had no professional training at all.\nThose days are disappearing. The normal schools have become teachers col¬\nleges, and many of the most progressive states have raised their certification\nrequirements so that no new teachers can enter the profession who have not\nat least a bachelor’s degree. Teachers\nbecause they are educated citizens.\n\nare potentially a strong social force\n\n"}
{"page": 932, "printed_page": null, "text": "926\n\nNational\n\nEducation\n\nAssociation\n\nTeachers are for the most part altruistic in their philosophy of life. This\nadds to their strength as a social power. Few people who are fundamentally\nselfish choose teaching as their vocation. Teaching is too hard work and its\nfinancial rewards are too small to make an appeal to those who seek their\nown personal welfare first. Teaching appeals to those who are eager to serve\nothers, and those who serve others have greater strength than those who\nserve themselves alone.\nTeachers are potentially a strong social force because they have immediate\npersonal contact with 30,000,000 boys and girls every school day during the\nyear. They also have possible immediate personal contact not only with the\nparents of all these children but with all the adults in their community. The\ncommercial world knows that the teachers in this country are a powerful\nforce. That is the reason they are constantly trying to devise ways and means\nfor getting advertisements of their products into the schools. The public gen¬\nerally knows that teachers have a strong influence. That is the reason they\nare so deeply concerned for fear some of our teachers may be communistic.\nThe public realizes that the teachers of this country are potentially a tre¬\nmendous social force.\nTeachers wield a strong social influence thru participation in civic activi¬\nties. During the past few years newspaper editors and professional politicians\nhave discussed with some concern the “brain trust” of both the Democratic\nand Republican parties. Both parties have learned that it is worthwhile to\nmake use of brains. Many communities are learning this same lesson. They\nare looking for leadership, and they welcome the leadership which teachers\ncan give.\nTeachers have an opportunity to make themselves felt as a strong social\nforce thru their professional organization. Almost every teacher is a mem¬\nber of his local association, 750,000 are members of their state associations,\nand more than 200,000 are members of the National Education Association.\nThe possibilities of these professional organizations as potent factors in\nmodern life have not yet been fully sensed. As individuals, teachers have\noften been timid souls. As professional groups they have frequently failed to\nexpress themselves frankly and vigorously. Sometimes it has been because\nthey have been divided within their own group. Again they have feared the\nattitude of the public or they have dreaded the reprisals from influential\npoliticians. But the time has now come when, if teachers are to live up to\nthe possibilities of their profession, they must act more courageously and\nmore aggressively as members of their professional groups. In the recent\nnational political campaign we had an interesting illustration of the possi¬\nbilities of teachers serving as a social force. Both President Roosevelt and\nGovernor Landon talked about the importance of education in their cam¬\npaign speeches, and each of the national committees of the two major political\nparties made strenuous efforts to show that its candidate was a loyal friend\nof the schools.\nTeachers\n\nare potentially the strongest professional group in America\n\nbecause there are more of them, they are educated, they have immediate con¬\ntact with 30,000,000 young people, they are or they may be leaders in their\n\n"}
{"page": 933, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n927\n\ncommunity, they have the opportunity to work in cooperation with their\nassociates as a strong professional group organized effectively in aggressive\nlocal, state, and national associations.\nTeachers are potentially the strongest professional group in America.\nAs a profession we have not yet begun to achieve the possibilities within our\nreach. In our ranks we have allowed ourselves to be divided over insignificant\nand petty details, frequently to the advantage of our enemies. Our profes¬\nsional organizations have not wielded the social power which they have at\ntheir disposal. Education is not today receiving the attention and financial\nsupport which it merits, and the responsibility is largely our own. In this\nconnection we may well remember Cassius’ classic reply to Brutus, “The\nFault, dear Brutus, is not in our stars but in ourselves that we are under¬\nlings.” We can be, if we will, a stronger social force than any other profes¬\nsional group in America.\nWe ask the cooperation of all teachers everywhere in helping us to build\na stronger Division of Teacher Welfare. Every teacher in the United States\nshould and can be paid an adequate salary, can have his security safeguarded\nby tenure, and his last years protected by retirement.\nWe are told that genius is caught, not taught. It is caught, but only from\nthose who inspire us to develop our capabilities to the limit. Teaching is a\ntask for persons with rich cultural backgrounds and with visions of things to\ncome. A successful teacher can never be paid all that he is worth either to the\nindividual child or to society, yet no right thinking citizen will deny that\nevery teaching position should pay enough to attract young persons of the\nhighest personal and professional qualifications; to hold in teaching those\nwho, beginning with first-class qualifications, continue to improve themselves\nthru experience, travel, and further studying; to permit those who remain in\nteaching to live with the material and the cultural surroundings commen¬\nsurate with their responsibilities to youth and to the state. Are these expecta¬\ntions too high for American democracy? There is only one answer. Democ¬\nracy can afford nothing less than this for the education of her children.\nIn 1929 the total annual income of the United States was close to ninety\nbillion dollars. It was cut in half during the depression but has now risen\nuntil it has reached sixty billion. The United States has been and is today a\nwealthy nation. The accumulated wealth of the nation at the depth of the\ndepression was two hundred and forty-seven billion dollars. Goldsmith’s\nwarning should be pondered by all American citizens, “Ill fares the land to\nhastening ills a prey, where wealth accumulates and men decay.” Adequate\nsalaries for teachers are a wise investment in the future of America. The\nmembers of the National Education Association believe that America can¬\nnot afford to place in a single classroom any teacher who is not competent and\nwell paid.\nMental and social security are essential if a teacher is to do high-class\nwork. Every teacher in the United States should be protected by tenure. A\ngood tenure law protects children against incompetent teachers and promotes\nefficiency among competent teachers by safeguarding them in their efforts to\nserve loyally and courageously all the children of the nation. Tenure\n\npro-\n\n"}
{"page": 934, "printed_page": null, "text": "928\n\nNational\n\nEducation\n\nAssociation\n\nmotes efficiency by encouraging competent public-spirited teachers to remain\nin the profession. It safeguards their rights and gives them the security of\nposition to which professional workers engaged in public service are entitled.\nA modern tenure law provides that teachers of proved ability, who are serv¬\ning satisfactorily, may be dismissed only for unprofessional conduct, incom¬\npetence, immorality, insubordination, or neglect of duty.\nA good tenure law protects the children against incompetent teachers by\nprescribing a legal and professional procedure for the elimination of unfit\nteachers. It provides that any teacher recommended for dismissal shall re¬\nceive a written statement of the reasons for the recommendation and be as¬\nsured of a fair hearing. Tenure promotes efficiency by relieving teachers from\nthe nervousness and anxiety which are inevitable where the practise of an¬\nnual election prevails. Uncertainty of reappointment acts as a drain on the\nnervous energy of teachers and renders them incapable of doing their best\nwork with children. If we are to have as teachers for our children the su¬\nperior men and women whom we desire, we must guarantee them a reason¬\nable degree of security in their positions. Young men and women of high\nquality will not choose teaching as their vocation if it continues to be a\nhazardous occupation with regard to security of position.\nFor more than a quarter of a century the National Education Association\nhas encouraged the various states to secure tenure laws. If our schools are\nto continue to help maintain our free and democratic government, we must\nhave reasonable tenure laws for teachers. We do not ask for tenure laws\nwhich will afford special privileges to any member\n\nof our profession who\n\nis\n\nincompetent or guilty of improper conduct, but we must have tenure legis¬\nlation which will safeguard all efficient teachers in their efforts to serve their\nnation loyally and courageously.\nThe interests of the child and of the profession require teachers who are\nprotected in case of disability or old age by means of retirement plans. A\nteacher retirement system is a businesslike plan enacted into state law to im¬\nprove schools by helping aged or disabled teachers to retire from active\nservice with a modest but assured income for life. A sound teacher retirement\nsystem protects school children from teachers made incompetent by dis¬\nability or old age ; attracts capable, far-sighted young people into the teach¬\ning profession ; keeps good teachers in the service ; increases health and effi¬\nciency of teachers by removing worry and fear of a destitute old age; im¬\nproves morale in the teaching force by opening the paths of promotion and\nencouraging professional growth ; treats teachers fairly by giving them pro¬\ntection.\nA good retirement law states clearly the mutual rights and obligations of\nthe teachers and the public. The controlling board represents the interests of\nboth public and teachers. Since both teachers and public benefit from a\nteacher retirement system, the teachers and the public jointly pay for it. The\nteacher makes a regular contribution from his salary. The public makes a\nregular appropriation to a reserve fund from public funds. Each teacher’s\ncontributions are placed to his credit and are paid back with interest in case\nof his death or resignation before retirement. Approximately\n\ntwenty-five\n\n"}
{"page": 935, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n929\n\nstates have retirement laws. These retirement systems have an enviable\nrecord over a long period, even during the depression years, for integrity and\nsturdy financial reliability.\nThe National Education Association urges for each and every teacher\nadequate salaries, reasonable tenure, and a sound retirement system. The\nDivision of Teacher Welfare, with your cooperation, will continue to help\nbring this about.\nEvery effort has been made during the past year to secure widespread sup¬\nport for the Harrison-Black-Fletcher Bill which provides federal assistance\nto the states for the financial support of public schools. This bill provides an\ninitial appropriation of $100,000,000 and an increase of $50,000,000 an¬\nnually until $300,000,000 annually is reached. These funds are apportioned\nto the states and territories according to the number of persons five to twenty\nyears old in each, as shown by the United States census. The funds received\nby the states and territories are to be used by them in the manner designated\nby their respective legislatures for the improvement of their public schools.\nIn order to qualify for receiving the federal allotments each state or terri¬\ntory must meet the following requirements: (a) after the first apportion¬\nment maintain a system of public schools available thruout such state or\nterritory for at least 160 days each year; (b) during the year preceding the\nyear for which any apportionment is made, each state or territory shall have\nspent from its combined state or territorial and local revenues for public\nelementary and secondary schools a sum not less than was spent in the school\nyear ending in 1936 for each person five to twenty years old.\nAll control, administration, and supervision of schools and educational\nprograms are reserved strictly to the states and forbidden to all federal\nofficers and agencies.\nDuring the past year federal aid for public education has received wide¬\nspread support from all people interested in public education thruout the\nUnited States. The Committee on Education and Labor of the United\nStates Senate, composed\n\nof thirteen leading Senators, with Senator Hugo\n\nBlack of Alabama as chairman, unanimously approved the Harrison-BlackFletcher Bill and sent it to the floor of the Senate for consideration and\naction. This bill has its place upon the Senate Calendar, and can be brought\nup for action at any time during this session or the coming session of Con¬\ngress.\nTwenty-one members make up the Education Committee in the House\nof Representatives. This Committee had an extended hearing on the bill.\nIn Executive Session the Committee decided not to vote the bill out at pres¬\nent. For this reason it is being held, but can be reported out of Committee at\nany time that a majority of the Committee petition for a meeting for that\npurpose and so vote.\nIt is generally recognized that the Harrison-Black-Fletcher Bill has\ngained wide and enthusiastic support. It is conceded that it would pass both\nHouses of Congress by substantial majorities if it could be considered on its\nmerits, separated from the confusion concerning the present status of the\nfederal budget and the request from the President that the budget be bal¬\nanced at the earliest possible date.\n\n"}
{"page": 936, "printed_page": null, "text": "930\n\nNational\n\nEducation\n\nAssociation\n\nIt is important that the 1,000,000 teachers of this country and the parents\nof the 30,000,000 children attending the public schools realize that a law\ngiving federal aid to education thruout this nation in order to provide some¬\nthing approaching an equal opportunity for all the children will come only as\na result of public opinion and demand. The Senators and Congressmen in\nWashington, taken by and large, are a fine group of men trying hard to do\nwhat they believe their constituents would have them do. Ninety percent of\nthem will vote for federal support for education whenever they are con¬\nvinced that the people who send them to Washington really want federal\nsupport for their schools.\nThe fine interest and cooperation of the school people of the United\nStates were demonstrated by the fact that during the hearing on this bill\nin the Education Committee of the House of Representatives delegations\nwere present from forty of the forty-eight states. Seven other states sent\nletters of endorsement and encouragement. More expert testimony was\ngiven in the hearings on this bill before the Senate Committee on Educa¬\ntion and Labor and the House Committee on Education than has ever\nbefore been gathered together in behalf of federal support for schools. The\ncomplete reports of these hearings can be secured from the Government\nPrinting Office in Washington at 25 cents each.\nThese hearings have established beyond all doubt that without the sup¬\nport of the federal government there is not the remotest possibility of the\nestablishment and maintenance of a reasonable and equitable minimum\nstandard of equality of educational opportunity thruout the nation. This\nconclusion is based upon the following facts: There are the most appalling\ndifferences in educational opportunity both among the states and within\nthe states largely because of economic conditions beyond either state or local\ncontrol. Among these conditions are first, the great variations in actual\nwealth, income, and purchasing power with resultant differences in avail¬\nable revenues from taxation, and second, the difference in ratio between\nchildren and productive adults.\n\nBy reason of the ownership and control by corporations of the natural re¬\nsources and industries, and because the stockholders of these corporations\nreside in states other than those in which the resources and industries are\nlocated, many of the states find themselves impoverished and to all prac¬\nticable purposes powerless to retain thru taxation a sufficient amount of cur¬\nrent income produced within their borders to support adequate schools and\nother public services. The depression has been more disastrous to the schools\nthan to any other governmental service, and has widened the inequalities\nthat prevailed before its arrival. The poor communities and states have\nbecome poorer, and the closer they were to the margin of economic existence\nthe more disastrous has been the shock.\nThe\n\nfederal government\n\nhas an inescapable interest in the maintenance\nof public education, and it must bear with the states the financial burden of\nsupporting school facilities thruout the nation. Citizens of the state are none\nthe less citizens of the nation, and, as has been pronounced by every Ameri¬\ncan statesman, schools and the means of public education are indispensable\n\n"}
{"page": 937, "printed_page": null, "text": "Associational\n\nto a democratic\n\nnation. The\n\nRecords\n\nand\n\nInformation\n\n931\n\nmobility of our population and the higher\n\nbirth-rates among the poor states compel the interest of each of the states,\nand hence of the nation, in the character of educational opportunity offered\neverywhere in the nation. Education reduces crime, raises the standard of\nculture, produces better health and increased longevity. It increases the\nwealth and income of the nation.\nThere are in the nation at least 2,750,000 children for whom there are\nno school facilities provided. There are another 2,750,000 that are attending\nschool only part time because of inadequate building facilities. There are\nstates in which 15 percent of the population over ten years of age are il¬\nliterate. As a nation we have 3 percent of our population who have grad¬\nuated from college while 5 percent can neither read nor write. Anything\napproaching equal educational opportunity can come only thru federal sup¬\nport. In the struggle for federal aid for education more progress was made\nand the bill for federal aid came nearer the final stage of enactment this\nyear than during any year in the long history of this important movement.\nWith your efficient help and loyal cooperation we shall go steadily forward\nwith this campaign, confident that we are nearing one of the greatest achieve¬\nments in the history of American education.\nThe repeal of the “Red Rider” by Congress on May 24, the day the Su¬\npreme Court handed down its decision on Social Security, marks a turning\npoint in the attack on freedom of teaching.\nThe\n\nAssociation strives always to build up public understanding\n\nof the\n\nimportance of education and of its relation to democracy. American Educa¬\ntion Week is steadily growing in power. It reaches into millions of homes\nand brings millions of interested citizens into the schools. The Association’s\ntwo national weekly radio programs, under the title “Our American\nSchools,” are helping to dramatize educational needs and achievements to\nthe people. Our Journal reaches far and wide. It supports all the activities\nof the Association and strengthens the common mind of our great profes¬\nsion. The Horace Mann Centennial is being widely observed thruout the\ncountry and is proving to be a great celebration in the history of American\neducation.\nAll these activities are yours. They are supported by your membership\nand your active interest. The continued growth of the Association depends\nupon the loyal cooperation of its thousands of members, many of whom have\ngiven their best to the Association for many years. We, as a profession, can¬\nnot realize our full possibilities until we awaken our associates to carry their\nshare of the common load. More members mean more service, more growth,\nmore advancement ; but there is something even more fundamental than\nthat. These are times of sweeping transition, and if we do not voluntarily\ninterest ourselves in the problems which concern our own future we may\nexpect the control of our lives to pass into the hands of others.\nIn order that all those who are interested may get a more definite idea of\nthe varied activities that are carried forward by the divisions, departments,\nand commissions housed at the National\nters, I include the following reports.\n\nEducation\n\nAssociation headquar¬\n\n"}
{"page": 938, "printed_page": null, "text": "932\n\nNational\n\nEducation\n\nAccounts\n\nAssociation\n\nand Records\n\nThe Divisions of Accounts and Records were consolidated in July\n1935. The work of this Division is done by Mary J. Winfree and her\nco-workers. Miss Winfree has the responsibility of assisting the Treasurer\nin accounting for all regular funds and working with the Board of Trustees\nin accounting for the Permanent Fund of the Association. All receipts and\ndisbursements and all life membership notes and payments are handled in\nthis office, in the Accounts Section ; all financial records of the individual\nmembers and the plates from which the Journals are addressed, involving\nabout 205,000 plates, are prepared and cared for by the Records Section.\nIn addition, there is a promotion file of approximately 80,000 plates, includ¬\ning presidents of institutions, officers of associations, and superintendents and\nprincipals of schools.\nThe receipts and disbursements have been increased in this office this year\nthru the addition of record-keeping for the following: Supervisors and Direc¬\ntors of Instruction; Science Instruction; Health Education Service; Second¬\nary Education; Kindergarten-Primary Education; Art Education; Visual\nInstruction ; grant for the Study of the Economic Status of the Rural\nTeacher; and the National Council on Teacher Retirement of the N.E.A.\nThe past year has seen a continuance of work toward reduction of the cost\nof handling the membership records and putting the office on a more busi¬\nnesslike basis. This has included : greatly decreasing the complaints of non¬\nreceipt of Journals thru the cooperation of the postmasters in various cities\nand towns ; decreasing the number of complaints, due to errors in the office,\nby charting a mode of procedure and training the clerks to handle the work\nmore efficiently; making a basic study of the membership count, cost, and\nprocedure ; using the membership count as a basis for the study of promotion\nplates.\nPersistent study of life memberships\n\nhas been made, which has included\n\nthe auditing of all payments on notes. Letters have been written to all delin¬\nquent members, and facts and figures have been compiled for a complete\nreport to the Board of Trustees.\n\nBusiness\nThe work of the Business Division is done by H. A. Allan and his co¬\nworkers. The Association has operated during the current year at an expense\nof about $3500 more than for the preceding year. Increase in income over last\nyear is approximately $38,000. On a percentage basis expense has increased\nseven-tenths of 1 percent while income has increased 8 percent.\nThe value and effectiveness of the Association’s Retirement Annuity Plan\nbecomes increasingly apparent. Aside from its provisions for the payment\nof annuities upon retirement or disability and benefits in the event of death,\nthe salary savings value has now increased to $89,855.72 for ninety-three em¬\nployees. The assets of the Association thru the insurance contracts as of\nJune 1, 1937, amount to $51,085.81.\n\n"}
{"page": 939, "printed_page": null, "text": "Association al\n\nRecords\n\nand\n\n933\n\nInformation\n\nThe acquisition of the garage property adjoining the headquarters building\ncompletes a holding of real estate which, thru its location and street and alley\nboundaries, is exceptionally desirable.\nDivisional activities, in general, have functioned effectively. Matters of\npersonnel, production, purchasing, institutional service, convention planning,\nand sales of publications have been handled satisfactorily in accordance with\nadopted plans. The building and property have been maintained in very satis¬\nfactory condition without unusual outlays.\nA view of the financial situation would indicate that it is timely to give\nconsideration to restoration of salary payments to scheduled rates. The first\nreductions of salary were required by depression conditions in the fall of\n1932. Thru the year 1933-34 a 10 percent reduction was in force and the\napplication of salary increments was suspended. From May 1934 until the\npresent a 5 percent salary deduction has obtained. Increases in living costs\nare definitely evident in Washington.\nIt is recommended that the budget be prepared on the basis of complete\nrestoration of salaries to scheduled amounts, such restoration being effective\nSeptember 1, 1937.\nIn recent years lack of funds and method of budgeting have restricted\namounts available for office equipment. Replacements are now required to\nan extent much greater than normal. This is particularly true in the matter\nof typewriting machines. Of the ninety-two machines\nhave been purchased since 1931.\n\nin use only fourteen\n\nA thoro survey of office equipment is desirable so that, in particular, worn\nand noisy typewriting machines should be replaced. It is recommended that\nfrom thirty to forty old machines be exchanged and replaced by new\nment.\nThe\n\nvolume\n\nequip¬\n\nof outgoing mail constantly increases and the problem\n\nof\n\nhandling it more promptly and accurately and of a more systematic account¬\ning of mailing charges is being studied. The increased activities of depart¬\nments and the Educational Policies Commission have added materially to the\namount of mailing and of sales of publications.\nIt seems probable that the first effort for improvement of mailing service\nshould be thru closer supervision and closer coordination with the work of\npublication sales. A combination\n\nof these activities would\n\nClassroom\n\naccomplish this.\n\nService\n\nThe activities of this Division have been carried by Agnes Winn and her\nassistants. This is the second year that the Division has been functioning\nunder the plan which has left the Director and her assistants free to devote\nall of their time to the Department of Classroom Teachers and to the local\naffiliated associations.\nThe activities of the Department have grown and expanded this year. The\nDivision has carried on the general secretarial work for the Department\nwhich in brief may be summarized as follows: assisted the president and\nother officers with convention plans, correspondence, committee work, and\n\n"}
{"page": 940, "printed_page": null, "text": "934\n\nNational\n\nEducation\n\nAssociation\n\nother activities; planned field trips for the officers including the working out\nof itineraries, correspondence, and other necessary details ; carried on impor¬\ntant follow-up work with local leaders after conferences were held ; helped\nto edit the News Bulletin (five issues) and the Official Report; assisted in\nediting material for the Department’s\n\nProceedings.\n\nsection in the annual volume\n\nof\n\nOur local affiliated organizations now number more than 600. These\ngroups, because of their large representation in the Representative Assembly,\nconstitute an important part of the Association. Therefore everything pos¬\nsible should be done to develop them and to assist them with their profes¬\nsional problems. This has been the aim of the Division thruout the year, and\naccording to letters received much has been accomplished along this line.\nLast year at Portland a change was made in affiliation dues of local asso¬\nciations according to their N.E.A. membership as follows: those having 200\nmembers or more, $10; those having fewer than 200 members, $5. This has\nentailed a vast amount of work, as a thoro analysis had to be made to deter¬\nmine the N.E.A. membership count in order to know the amount each group\nshould pay.\nOther activities relating to the affiliated associations may be briefly sum¬\nmarized as follows: kept the official records, including changes in officers,\npayments, membership count, and date of affiliation ; prepared all general\nletters that have been sent out to these groups ; answered all correspondence\nand requests for help on their problems; kept in touch with presidents; in\nresponse to many requests for information on local organizations prepared\nand widely distributed a manual for leaders ; also sent affiliated groups several\nspecial reports compiled in the Research Division, and other helpful mate¬\nrial; mailed all issues of the News Bulletin and the Offcial Report of the\nDepartment of Classroom Teachers; kept file of bulletins published by local\nassociations and furnished editors with material for publication ; and worked\nwith the Educational Policies Commission on its list of consultants.\n\nField\nThe work of the Field Division, done by Chari Ormond Williams and\nher assistants, has been heavier during the past two years than at any other\ntime during the fifteen years of its existence. This was due in part to the\nDirector’s increased field activity in connection with the presidency of the\nNational Federation of Business and Professional Women’s Clubs. With the\nclose of her term of office as president in July 1937, the field secretary, during\nthe two years of service, will have traveled 85,695 miles and spent 552 days\nvisiting 76 cities in 29 states.\nIt was possible on numerous field trips made in the name of the Federation\nto promote the cause of education; and on trips for the National Education\nAssociation the cause of the Federation was served. Under no other circum¬\nstances would the field secretary have felt justified in taking the presidency\nof the National Federation for two years.\nAt such national meetings as the Associated Women of the American\nFarm\n\nBureau\n\nFederation, the New\n\nYork\n\nHerald-Tribune\n\nForum,\n\nthe\n\n"}
{"page": 941, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n935\n\nWoman Congress of the Chicago Tribune, and the Woman’s Missionary\nCouncil of the Southern Methodist Church, the field secretary represented\nboth the Federation and the Association, and devoted portions of her ad¬\ndresses to phases of our educational program. At the Woman Congress her\nentire address was on the federal government’s responsibility for the educa¬\ntion of its people.\nIn addition to making addresses, holding conferences with individuals and\ngroups, and conducting round tables, which is the customary routine of field\nwork, the field secretary has had other opportunities of bringing to the atten¬\ntion of the members of the Federation, 12 percent of whom are teachers,\nsubjects of interest to civic and professional organizations. Many of these\nsubjects are found in the National Education Association’s program. Each\nmonth she has had a message in the Federation’s official organ, the Inde¬\npendent\n\nWoman,\n\nand has from\n\ntime to time sent special messages\n\nto local\n\nclubs and to the annual conventions of state federations. At intervals she has\nreleased articles on various occupations of interest to women, such as teach¬\ning, aviation, medicine, and judicial services. As president of the Federation,\nshe has edited a weekly column called “Modern Women” which is released\nover her signature to the Publishers Autocaster Service Company which\nreaches 6000 rural newspapers. Items stressing economic advancement of\nwomen are included in this column.\nOfficial connection with another large lay organization in an effort “to\ndevelop lay support for the program of the Association,” which is the chief\ntask of the Field Division, has been maintained. As chairman of the School\nEducation Committee of the National Congress of Parents and Teachers, the\nfield secretary has addressed local and state meetings of parent-teacher asso¬\nciations and thru correspondence has kept chairmen of state school educa¬\ntion committees informed on certain educational topics. From September to\nApril she sent monthly to state chairmen mimeographed letters on such topics\nas the kindergarten, American Education Week, good homes as an educa¬\ntional background, federal aid to education, the curriculum, school finance,\nand factors in teacher welfare. These letters which, according to reports of\nstate chairmen, were used in building programs for forums, other public\nmeetings, and study groups, and in preparing articles on educational subjects\nfor publication, will form the basis of work with this organization during\nthe coming year.\nSo far as the Field Division is concerned, the greatest problem connected\nwith its work is in creating interest in schools among lay organizations and\nmaintaining that interest after it is once aroused.\nIt is recommended, therefore, that the efforts of the Field Division and its\nDirector be concentrated on building workable relations with those lay or¬\nganizations whose interests lie closest to the schools. Further, it is recom¬\nmended, that, since the field secretary was reelected for a three-year term as\nchairman of the School Education Committee of the National Congress of\nParents and Teachers at its annual convention in May, this work be espe¬\ncially intensified so far as this organization is concerned. One of the main\nobjectives of the National Congress is centered in education and the means\n\n"}
{"page": 942, "printed_page": null, "text": "National\n\n936\n\nEducation\n\nAssociation\n\nlocal meetings, and the preparation or editing of material on education writ¬\nten especially for laymen. In this connection, the Director plans to revise\nOur\n\nPublic Schools which\n\nwas\n\nprepared\n\nin 1934 under\n\nher guidance, pub¬\n\nlished by the National Congress of Parents and Teachers, and widely used\nby parent-teacher leaders and others during the depression. Thru these\nchannels, so far as personnel and resources permit, the Field Division will\ndevote its time to informing laymen on various aspects of the Association’s\nprogram, and to promoting particularly the important items of federal aid\nto education and problems of teacher welfare.\n\nMembership\n-\n\n3\n0\n1\n4\n2\n9\n6\n5\n\n3\n3\n3\n3\n2\n3\n3\n3\n\n9\n9\n9\n9\n9\n9\n9\n9\n\nthereof, and members of this group particularly need to be kept up to date\non plans for the progress of the schools.\nThe work of building friendly lay relations should be carried on thru\ncorrespondence, personal contacts at annual conventions, board meetings, and\n\nThe work of this Division is carried on by T. D. Martin and his assistants.\nThe principal functions are the maintenance and promotion of membership.\nThis includes the preparation of letters, enrolment forms, renewal blanks,\nleaflets, articles for publication in the N.E.A. Journal and in state and local\nassociation magazines ; the development of a general national enrolment cam¬\npaign ; cooperation with state and local leaders in arrangements for special\nenrolment campaigns; field trips; promotion of life memberships; and main¬\ntenance of the Honor Roll. This work has been carried on in close coopera¬\ntion with the Executive Secretary and with the advice and counsel of a com¬\nmittee of the headquarters staff.\n3\n3\n3\n3\n3\n3\n3\n3\n\nThe membership during the past year has increased approximately 10\npercent and is only slightly below the maximum figure attained in 1932. The\npaid membership on May 13, 1936, was 165,448 and on May 31, 1937, it\n\n4\n2\n1\n3\n5\n6\n7\n0\n\nwas 181,228. Twenty states and Alaska increased their membership 10 per¬\ncent or more. This wholesome growth in membership has been due partly\nto general improvement in economic conditions but more specifically to the\naggressive leadership and fine teamwork on the part of state and local leaders.\nFurther details will be found in the “Victory Honor Roll” and the annual\n“Membership Report” which follow. In reading these reports it should be\nnoted that this year the reports are based on the count of paid memberships\nas of May\n\n3 1 , whereas in the past the total membership\n\nfigures as of December\n\n31 preceding have usually been employed. The income from active member¬\nship dues during recent years has been :\n$358,029.09\n379,248.54\n375,916.64\n308,258.40\n320,367.04\n322,524.50\n335,931.99\n366,306.94\n\n"}
{"page": 943, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n937\n\nInformation\n\n1\nVICTORY\nStates Which\n\nHave\n\nIncreased\n\nHONOR\n\nROLL\n\nTheir N. E. A. Membership\n\n#\nState director\n\nState\nLouisiana .\nKentucky .\nMichigan .\nGeorgia .\nAlabama .\nNorth Carolina .\nSouth Carolina .\nOregon .\nDelaware .\nMississippi .\nVermont .\nFlorida .\nWashington .\nAlaska .\nUtah .\nNew Hampshire .\nMontana .\nIdaho .\nMaryland .\nIllinois .\nArkansas .\n\nTen\n\nPercent or More\n\nMembership\nMay 31, 1937\n\nPercent of\nincrease\n417\n\n.\n\n.\n.\n\nW. S. Taylor .\n\nA. C. Flora .\nH. V. Cooper .\n\n.\n.\n\nJames S. Rickards .\nErnest W. Campbell .\n\n.\n\nLyle Wilson Ewing .\n\n3,907\n11,273\n2,474\n1,520\n758\n1,571\n646\n777\n866\n3,406\n607\n1,285\n263\n4,292\n420\n2,604\n836\n598\n\n.\n\nW. E. Phipps .\n\n1,071\n11,523\n358\n\n112\n99\n39\n38\n25\n34\n25\n23\n24\n21\n20\n20\n19\n20\n18\n16\n15\n10\n10\n17\n\nDuring the past year 204 new life members have been enrolled. All life\nmembers enrolled during the year 1937 are receiving a special certificate\nwhich carries the following line: “Special Series in Honor of Horace Mann\nCentennial Celebration.” They also receive thru the generosity of the Horace\nMann Centennial Committee a copy of Joy Elmer Morgan’s new book,\n\nHorace\n\nMann:\n\nHis Ideas and Ideals.\n\nInterest in the coinclusive membership plan by which teachers may enrol\nin local, state, and national associations by a single transaction is growing.\nFrequently during the past year the question has been raised, “Why can we\nnot develop a simpler enrolment procedure by which a teacher may become\nat one time a member of his professional organizations all along the line?”\nThe answer to this question is simple, “We can” — and the N.E.A. is happy\nto cooperate in such a movement but it has no desire to impose this plan or\nany other upon any group. The initiative for the adoption of the plan must\ncome from local and state leaders. Eight states and numerous local groups\nhave been using some form of the coinclusive plan during recent years. We\nare happy to announce that New York state has decided to experiment in this\nfield this fall.\nIn cooperation with the Division of Publications the enrolment\n\nof seniors\n\nin teacher-training institutions has been encouraged. The use of the N.E.A.\nJournal\n\nin class work\n\nduring the last half of the senior year acquaints pros¬\n\npective teachers with the work of the Association and introduces them in a\nvery realistic way to the opportunities, the aspirations, and the problems of\nthe profession. Ninety schools participated in the plan during the past year,\nenrolling 5650 of their students.\nThe One Hundred Percent Honor Roll consists of those schools and\nschool systems which\n\nhave enrolled in the national Association all of the\n\n"}
{"page": 944, "printed_page": null, "text": "938\n\nNational\n\nANNUAL\n\nMEMBERSHIP\n\nEducation\n\nREPORT OF THE\nASSOCIATION\nMay\n\n78,512\n\n2. Pennsylvania....\n3. Illinois .\n4. Texas .\n5. Ohio .\n6. California .\n\n62,221\n47,179\n44,523\n42,896\n40,428\n\n7. Michigan .\n\n33,027\n\n8. New Jersey .\n9. Massachusetts...\n\n27,094\n27,000\n\n10.\n11.\n12.\n13.\n\nIowa .\n25,108\nMissouri .\n24,759\nNorth Carolina.. . 23,455\nIndiana .\n21,983\n\n14. Minnesota .\n15. Wisconsin .\n\n21,913\n21,513\n\n16. Georgia .\n17. Kansas .\n\n20,303\n19,455\n\n18. Tennessee .\n19. Oklahoma .\n\n19,348\n18,856\n\n20. Alabama .\n\n18,341\n\n21. Kentucky .\n\n17,833\n\n22. Virginia .\n16,974\n23. West Virginia. . . . 16,200\n24.\n25.\n26.\n27.\n28.\n29.\n\nMississippi .\n14,912\nNebraska .\n13,989\nLouisiana .\n13,210\nSouth Carolina. . . 13,072\nArkansas .\n12,699\nFlorida .\n12,409\n\n30. Washington .\n31. Connecticut .\n\n11,476\n10,589\n\n32. Colorado .\n33. South Dakota. .. .\n\n9,277\n9,024\n\n34.\n35.\n36.\n37.\n\nMaryland .\nOregon .\nNorth Dakota.\nMaine .\n\n38.\n39.\n40.\n41.\n\nMontana .\nUtah .\nIdaho .\nNew Mexico .\n\n5,648\n4,886\n4,588\n4,500\n\n42. Rhode Island. . . .\n43. Arizona .\n\n4,379\n3,497\n\n44. New Hampshire. .\n45. Vermont .\n\n2,949\n2,944\n\n. .\n\n46 Wyoming .\n47. Delaware .\n48. Nevada .\nAlaska .\n\n8,536\n8,459\n8,121\n6,119\n\n2,678\n1,716\n900\n\nPercent\nof\nteachers\nenrolled\n1. Nevada .\n2. Utah .\n3. Arizona .\n\n72\n53\n53\n\n4. Delaware .\n\n45\n\n5. Oregon .\n6. California .\n7. Colorado .\n\n40\n40\n40\n\n8. Ohio .\n\n39\n\n3,834\n\n9.\n10.\n11.\n12.\n13.\n\n37\n34\n32\n30\n30\n\n3,672\n\n14. Indiana .\n\n27\n\n15. Oregon .\n16. Kansas .\n\n3,406\n3,221\n\n15. Illinois .\n\n24\n\n17.\n18.\n19.\n20.\n21.\n22.\n23.\n24.\n\nIowa .\nTexas .\nMinnesota .\nUtah .\nKentucky .\nVirginia .\nNebraska .\nArizona .\n\n3,172\n3,060\n2,976\n2,604\n2,474\n2,336\n2,012\n1,839\n\n16. New Jersey .\n17. Wyoming .\n18. Missouri .\n\n24\n23\n23\n\n19.\n20.\n21.\n22.\n23.\n\nVermont .\nMaine .\nIdaho .\nKansas .\nNew York .\n\n21\n19\n18\n17\n15\n\n24. Nebraska .\n\n14\n\n25. West Virginia. ...\n26. Tennessee .\n27. Alabama .\n\n1 ,724\n1,665\n1,571\n\n25. New Hampshire. .\n26. Massachusetts. . .\n\n14\n14\n\n27. Kentucky .\n\n14\n\n28. Georgia .\n29. Oklahoma .\n\n1,520\n1,503\n\n28. Virginia .\n29. Minnesota .\n\n14\n14\n\n30. Connecticut .\n31. Florida .\n32. Maine .\n\n1,295\n1,285\n1,183\n\n30. New\n\n13\n\n33. Maryland .\n\n1,071\n\n33. Connecticut .\n\n12\n\n34.\n35.\n36.\n37.\n38.\n39.\n\n11\n11\n10\n9\n9\n8\n\n1. Pennsylvania....\n2. Ohio .\n3. California .\n4. Illinois .\n\n19,998\n16,722\n16,218\n11,523\n\n5. New\n\nYork .\n\n11,435\n\n6. Michigan .\n\n11,273\n\n7. New Jersey .\n8. Wisconsin .\n\n6,464\n6,433\n\n9. Indiana .\n10. Missouri .\n\n6,032\n5,712\n\n11. Washington .\n12. Louisiana .\n\n4,292\n3,907\n\n13. Massachusetts.\n\n. .\n\n14. Colorado .\n\n34. Mississippi .\n35. Idaho .\n\n866\n836\n\n36. Delaware .\n37. North Carolina. . .\n38. South Dakota. .. .\n\n758\n720\n\n39. Nevada .\n40. South Carolina. . .\n41. North Dakota. . .\n\n652\n646\n642\n\n42. Wyoming .\n43. Vermont .\n44. Montana .\n\n620\n607\n598\n\n45. New\n\nMexico .\n\n592\n\n46. New Hampshire. .\n47. Arkansas .\n\n420\n358\n\n48. Rhode\n\n206\n263\n\nIsland. . . .\n\nWashington .\nMichigan .\nPennsylvania....\nWisconsin .\nLouisiana .\n\nMexico .\n\n31. Maryland .\n32. Iowa .\nWest Virginia. .. .\nMontana .\nFlorida .\nTennessee .\nAlabama .\nOklahoma .\n\n13\n13\n\n40. South Dakota. ...\n41. North Dakota. . .\n\n8\n8\n\n42. Georgia .\n43. Texas .\n\n7\n\n44. Mississippi .\n45. South Carolina. . .\n46. Rhode Island. ...\n\n6\n5\n5\n\n47. North Carolina.. .\n48. Arkansas .\n\n3\n3\n\n271\n\nDist. of Columbia\n\n2,935\n\nHawaii .\n\n2,512\n\nOther possessions . 32,167\nForeign .\nTotals\n\nEDUCATION\n\nNumber\nof\nN.E.A.\nmembers\n\nemployed\nYork .\n\nNATIONAL\n\n31, 1937\n\nEstimated\nnumber of\nteachers\n\n1. New\n\nAssociation\n\n917,383\n\n1,383\n164\n2,546\n\n47\n97\n101\n\n20\n142\n181,228\n\n"}
{"page": 945, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n939\n\nteaching and administrative staff. This year it has included 38 counties, 37\nteacher-training institutions, 387 cities, and 6482 individual schools. This\nwas 531 more schools than were on the Honor Roll in 1935-36. These units\ndeserve special recognition. They have received certificates of achievement\nand have been included on the lists published in the Journal. Their perfect\nenrolment records reflect fine professional spirit and effective leadership.\nDuring the past year the Director has made 1 1 field trips, involving 14,000\nmiles of travel. These have included numerous\nferences as well as public addresses.\n\nindividual and group con¬\n\nApathy, lack of information, lack of local leadership, and low salaries are\nthe chief obstacles which prevent the complete enlistment of all teachers in\ntheir professional organizations — local, state, and national. When a teacher\nreceives less than $400 a year the payment of professional dues is no minor\nmatter. Many teachers do not realize that organized cooperation is the only\nmeans for achieving real progress in a democracy. Others are unaware of\nthe splendid programs of service which their professional associations are\nrendering in their behalf. Some, altho acquainted with these facts, are too\nindifferent to pay the nominal dues, and others, when once they have paid\ntheir dues, settle back in complete complacency feeling that they have dis¬\ncharged their full professional responsibilities and that now the organizations\nwhich they have joined should accomplish miracles by some magic power.\nWe need very greatly in the teaching profession a militant campaign staged\nby state and local leaders which will arouse the teachers and stir them into\naggressive action based on a consciousness of the importance of their work\nand of their unlimited potential power.\nA steady increase in membership is imperative if the work of the Associa¬\ntion is to be expanded to meet the constantly increasing opportunities for\nwider service to the children, the teachers, and the nation. This can be ac¬\ncomplished thru the aggressive efforts of local, state, and national leaders\nwho understand the opportunities and the needs as well as the technics of\neffective leadership and enthusiastic teamwork. It is to be hoped that the\nDetroit convention will accept with enthusiasm and determination\n\nthe chal¬\n\nlenge of a membership goal for 1937-38 of “At Least a Ten Percent Increase\nin Every State.” State directors should be encouraged to organize in their\nrespective states aggressive enrolment campaigns similar to those which have\nbeen developed with such success in several states during the past year. Closer\nintegration should be sought between the state associations and the N.E.A.,\nparticularly thru committees of the state association which include the state\nN.E.A. director, the president and secretary of the state teachers association,\nthe chairman of the state legislative commission, and the state superintendent\nof public instruction.\nAfter careful consideration of all problems involved, the Educational\nPolicies Commission, consisting of twenty national leaders, has recommended\nin its publication, A National Organization for Education :\nMembership in any local and state or territorial organization should so far as\npossible be made coinclusive with membership in the national organization so that\nmembership in one would carry membership in others.\n\n"}
{"page": 946, "printed_page": null, "text": "940\n\nNational\n\nEducation\n\nAssociation\n\nWide use of the coinclusive plan should be encouraged and adopted wher¬\never conditions permit. Improved economic conditions in most communities\nhave resulted in restoration of salary cuts including annual increments. The\nactivities of our professional organizations prevented worse recessions and\nhave hastened restorations. Teachers should be made aware of these facts.\nExtensive teacher welfare programs are under way in practically every state.\nThe national Association is cooperating in these, furnishing invaluable\nstatistical material, ammunition for publicity campaigns, and expert counsel\nand advice. State and local leaders should acquaint their associates with these\nfacts and encourage them to enlist as active members in their national as\nwell as in their local and state professional organizations. Enthusiastic\nleadership and effective teamwork are imperative if education is to keep pace\nwith our rapidly changing social order and if teachers are to receive the\neconomic, social, and professional recognition to which the importance of\ntheir work entitles them.\n\nPublications\nThe\n\nwork\n\nof the Division of Publications is carried on by Joy Elmer\n\nMorgan and his assistants. The story of the N.E.A.’s activities has the major\nplace in the Journal, for it is to the Association’s own magazine, naturally,\nthat the reader turns for such information. Out of 303 text pages in the\n1936-37 Journal, 148 were devoted to the N.E.A., including membership\npromotion, convention publicity, plans for American Education Week, work\nof committees and departments, and the Honor Roll.\nIn keeping with the teacher welfare program stressed by the Association,\nthe Journal has presented exceptionally timely and worthwhile material on\nsalaries, retirement, tenure, and academic freedom. Groundwork in the\nN.E.A.’s campaign for federal aid was laid in the Journal by such writers\nas Senator Pat Harrison and Senator Josh Lee. An eight-page special feature\nin Februarv discussed the Harrison-Black-Fletcher Bill sponsored bv the\nN.E.A.\nAltho 45 percent of the total text pages was devoted to Association activi¬\nties, the- Journal presented outstanding material on current trends in educa¬\ntion and the social-economic affairs. Especially appreciated by teachers was\nthe series on reading, beginning with a special feature in September and\nfollowed by a series of articles on remedial methods in teaching reading. One\nof the most sane and well-balanced discussions of civic education which has\nappeared in any educational magazine was contributed by Walter E. Myer,\neditor of the American Observer.\nAs the official organ of the Horace Mann Centennial the Journal presented\na wealth of material on the life and service of Horace Mann, including a\nfull account of the first events of the Centennial year at Antioch College.\nMany readers this year have commented upon the Journal's increased legi¬\nbility and attractiveness, due to the improvement in typography and illus¬\ntration.\n\nThe teaching profession is so constituted that it has, and is likely to con¬\ntinue to have, the greatest turnover of any profession. This turnover means\n\n"}
{"page": 947, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n941\n\nthat great numbers of new teachers come each year into the ranks, so that\nif professional organization is to hold its own and to go forward it must face\nyear after year the task of preparing these newcomers to understand the\nsignificance and possibilities of organization, and to know how to take part\nin it. There is a further obligation to do all that can be done thru organiza¬\ntion to see that the finest young men and women shall be attracted to the\nprofession and fully informed concerning its possibilities. The staff of the\nJournal\n\nhas given especial attention to these problems.\n\nThe student enrolment project has been developed and carried on thru a\nperiod of years with some improvement each year. There are five phases of\nthis development : First , the officers of the various schools must be interested\nin the problem. Second , senior classes must be enrolled in the Association\nand guided in the study of the Journal. Third , the faculties of schools pre¬\nparing teachers must be enrolled and led to appreciate the Association’s\nwork and to wish to recommend it to students. Fourth, the history and work\nof professional organizations must be studied thruout the preparatory period\nas a regular part of the course of instruction. Fifth, following graduation, the\nschool must keep in touch with the graduate until he has found a place in\nthe profession.\nA beginning has been made in the development of a movement known as\n“Future Teachers of America.” The South Carolina Education Association\nis cooperating in this project. There is a growing interest in several other\nstates. Materials and methods of approach are being worked out which will\nbe of great usefulness to teachers who wish to interest promising young men\nand women in the profession of teaching.\nThe plan of reader participation in suggesting Journal content and in\nselecting five articles of most interest, begun in October\n\n1927, brings a con¬\n\nstantly growing body of reader-judgment to bear on the problems of the\nprofession. Participation in the check-up plan also builds reader-interest\nand goodwill. The following articles were ranked first during 1936-37:\nSeptember 1936 — Laying the Foundation in Reading — Ivan A. Booker\nOctober 1936 — Failure in Reading and Social Maladjustment — A. I. Gates and\nG. L. Bond\nNovember 1936 — Aviation Creates a New World — U. S. Bureau of Air Commerce\nDecember 1936 — The Horace Mann Conference — Joy Elmer Morgan\nJanuary 1937 — Prevention of Disabilities in Reading — A. I. Gates and G. L. Bond\nFebruary 1937 — Tell Us How To Be Happy — Alice Freeman Palmer\nMarch 1937 — Keep the School Bells Ringing — Senator Josh Lee\nApril 1937 — American Youth: Their Plight and a Program — Harl R. Douglass\n\nThe\n\nwork\n\nin interpretation includes: (1) material published thru the\n\nJournal ; (2) American\n\nEducation\n\nWeek;\n\n(3). educational\n\npublicity; (4)\n\nradio programs; and (5) vitalized commencements.\nAmerican Education Week, under the direction of Lyle W. Ashby, con¬\ntinues to grow in significance. More materials were distributed in 1936 at\nlower prices than ever before. The President of the United States issued a\nspecial proclamation, as did nearly 40 governors.\nThe distribution of some of the major AEW materials is shown in the\nfollowing tabulation:\n\n"}
{"page": 948, "printed_page": null, "text": "942\n\nNational\n\nEducation\n\nAssociation\n\nHandbook .\nPoster .\nSticker .\nLeaflets .\n\n19,645\n47,643\n850,120\n1,703,486\n\nHigh-school Packet .\nElementary-school Packet .\nRural School Packet .\n\n2,112\n3,007\n746\n\nKindergarten Packet .\nTeachers College Packet .\n\n1,255\n123\n\nPlans are well under way for the seventeenth annual observance of Amer¬\nican Education Week, November 7-13, 1937, the general theme being\n“Education and Our National Life.”\nEducational publicity, under the direction of Belmont\n\nFarley, may\n\nbe\n\ndivided into two main classes: (1) Convention publicity during 1936-37\ninvolved the entire responsibility for the publicity in connection with the\nPortland and New Orleans conventions. This work falls into three major\nphases: advance publicity, radio programs from the convention city, and\nthe operation of the press office during convention. (2) Other publicity\ncovers a multitude of projects, regular and special, including during 1936-37\ncooperation in promoting the campaign for the Harrison-Black-Fletcher\nBill ; articles for national and state professional magazines ; articles for lay\nnewspapers and magazines; special services to state education associations\nincluding photographs, releases, and other services; and promotion of the\npractise of educational interpretation thru an exchange service in coopera¬\ntion with the School Public Relations Association.\nUnder the title “Our American Schools,” 72 fifteen-minute national radio\nprograms have been broadcast on a weekly schedule. Belmont Farley and\nhis staff have been responsible for the Wednesday evening programs, and\nFlorence Hale for those on Saturday morning.\nVitalized commencements have been carried forward as in recent years,\nthe materials for 1937 being developed largely around the Horace Mann\nCentennial. Nearly 3000 packets of this material were distributed.\nThe Journal is the official organ and the editor is serving as secretary of\nthe Horace Mann Centennial Committee. The administration of Centen¬\nnial activities has been carried by the Journal staff with Eleanor Craven\nin immediate charge. The major events of the Centennial have aroused great\ninterest, exceeding expectations in every case. The Centennial has served as\nan instrument for deepening public appreciation of the importance of edu¬\ncation in its relation to the democratic way of life. Starting with almost\nnothing available in print, the Centennial movement has developed pub¬\nlished materials so that seven books are now available on the life of Horace\nMann.\n\nMerely to enumerate\n\nactivities in connection with the Centennial is\n\nto suggest its wide scope:\nCommittees appointed in states, cities, and civic and professional groups.\nThousands of schools taking part in the birthday celebration on May 4.\nMore than 3000 schools taking part in Centennial commencement programs.\nHundreds of articles in educational and lay press, including 28 pages in the\nJournal.\n\n"}
{"page": 949, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n943\n\nInformation\n\nHundreds of addresses thruout the nation, including speech in United States Con¬\ngress by John W. McCormack of Massachusetts.\nRadio programs thruout the country, including several in the N. E. A. series.\nSpecial Horace Mann Life Memberships during 1937 in the National Education\nAssociation.\nMore\n\nthan 100,000 copies distributed of the Centennial\n\nIdeas\n\nand\n\nIdeals, by Joy Elmer\n\nbook, Horace\n\nHundreds of thousands\ntributed.\nA Centennial\n\nwith the Life Membership\nof copie’s of Horace\n\nedition of B. A. Hinsdale’s\n\nthe Common\n\nSchool\n\nRevival\n\nHis\n\nMorgan.\n\n4500 copies of the 600-page reprint of the Life of Horace\ntributed by the Committee.\n3000 copies of the Chautauqua Textbook on Horace Mann,\nedition in connection\ntion Association.\n\nMann:\n\nDinner\n\nMann’s\n\n325-page\n\nin the United\n\nMann\n\nby his wife, dis¬\n\nreprinted as a souvenir\nof the National\n\nEduca¬\n\nLetter to School Children\n\ndis¬\n\nbiography,\n\nand\n\nStates, published\n\nHorace\n\nMann\n\nby Scribner’s.\n\nA\n\nbiography by E. I. F. Williams, Horace Mann, Educational Statesman, pub¬\nlished by Macmillan.\nHorace Mann Memorial Relief by the late Lorado Taft, dean of American\nsculptors.\nHorace Mann Poster by Norman T. A. Munder of Enoch Pratt Library, Baltimore;\nand many\n\nportraits of Mann\n\nmade\n\navailable for school and classroom\n\nwTalls.\n\nThe Association is the largest publisher in the world of material on the\nprofession of education. The character of the Association’s publications re¬\nquires that the workmanship on them be of high quality.\nThe Division of Publications prepares for the printer and sees thru the\npress all publications of the Association except those of certain departments\nnot yet coordinated at headquarters. The number of pages in the major pub¬\nlications of the Association during the year amounts to approximately 130,000,000. This work has been in the immediate charge of Mildred Bunch\nunder the general direction of Lyle W. Ashby.\n\nResearch\nWilliam\n\nG. Carr is Director of Research but since he is working\n\nwith\n\nthe Educational Policies Commission, Frank W. Hubbard, Associate Di¬\nrector, and his assistants are responsible for the work of this Division.\nThe functions of the Research Division may be classified under four head¬\nings : ( 1 ) research — analytical, statistical, historical, and descriptive reports\non various professional problems; (2) informational — preparation of biblio¬\ngraphies, memorandums, and answers to specific requests; (3) editorial —\nrevision, reorganization, and verification of manuscripts; (4) administra¬\ntive — planning\n\nand direction of the organization\n\nof various projects.\n\nThese functions are applied in five large areas: (1) projects of the Re¬\nsearch Division; (2) publications of departments; (3) reports of commit¬\ntees; (4) assistance to other divisions of the staff; and (5) special services.\nThe most characteristic project of the Division is the preparation of five\nissues of the Research Bulletin. During the school year 1936-37\n17,000 copies of each of the following bulletins were distributed :\n\nat least\n\nSeptember 1936 — “A Handbook on Teacher Tenure” — summarized the status of\nstate tenure laws, analyzed provisions of several of the best, and reviewed briefly\ntenure protection of public school teachers in foreign countries.\n\n"}
{"page": 950, "printed_page": null, "text": "944\n\nNational\n\nEducation\n\nAssociation\n\nNovember 1936 — “Safety in Pupil Transportation” reviewed research, practise,\nand common sense in the selection of bus drivers, equipment, routes, and other mat¬\nters related to transportation of pupils.\nJanuary 1937 — “Financing Public Education” — presented comprehensive\nregard to the cost of schools and the sources of revenues in each state.\n\nfacts with\n\nMarch 1937 — “Salaries of School Employees, 1936-37” — summarized the current\nsurvey of salaries in city school systems. Sixty percent of all cities over 2500 in\npopulation participated; data were supplied for more than 400,000 employees. The\ngeneral conclusion was that salaries have begun to return to pre-depression levels,\naltho progress has been slow in smaller communities.\nMay 1937 — “Teacher Retirement Systems and Social Security” — provided a con¬\nvenient comparison of the financial and administrative status of local and state\nteacher retirement systems; raised questions as to the future of teacher retirement\nin relation to the federal and state social security programs.\n\nThru\n\ntechnical research, consultation, editing, and secretarial activities\n\nthe Research Division has assisted departments with many important pub¬\nlications. Efforts this year have been directed particularly to the 1937 Year¬\nbook of the Department of Elementary School Principals, Appraising the\nElementary-School Program ; the 1937 Yearbook of the Department of\nSuperintendence, The Improvement of Education: Its Interpretation for\nDemocracy ; and the volume on teacher health now being prepared by a\ncommittee of the Department of Classroom Teachers. Five issues of the\nReview of Educational Research have been edited and checked for the Amer¬\nican Educational Research Association. A series of articles has been prepared\non topics such as tenure, safety, and retirement for Secondary Education ,\nofficial publication of the Department of Secondary Education.\nOne of the major activities of the Association’s committees is the prepara¬\ntion of the results of their investigations. The technical aspects of such work,\nthe preparation of questionnaires, and the compilation of data are responsi¬\nbilities of the Research Division. During the past school year the Division\ncooperated with the Committee on Tenure in preparing three studies:\nMinimum-Salary Laws for Teachers, Court Decisions on Teacher Tenure\nReported in 1936, and Mandatory State-Adopted Contract Forms.\nThru the efforts of the Division, the Committee on Retirement Allow¬\n\nances and the National Council of Teachers’ Retirement Systems were\nunited in a new organization known as the National Council on Teacher\nRetirement. The leaders of this group advised with the inquiry form used\nin connection with the May Research Bulletin on teacher retirement.\nA questionnaire was prepared for the Committee on the Economic Status\n\nof the Rural Teacher. Nearly 40,000 copies have been sent out, and tabula¬\ntion will begin early in the fall. A graphic bulletin on rural and urban edu¬\ncation has been prepared for the Detroit convention.\nExploratory work has been in progress for the Committee on Academic\nFreedom and the Committee on Equal Opportunity. Editorial assistance\nhas been supplied in completing the final report of the Committee on the\nSocial-Economic Goals of America.\nIn many of the Association’s activities each Division is called upon for its\nspecial facilities. Numerous reports and memorandums have been prepared\nfor the Secretary’s Office. Articles on safety and teacher welfare have been\n\n"}
{"page": 951, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n945\n\nprepared for the Journal. Leaflets on salaries and retirement were prepared\nfor the Division of Teacher Welfare. Several studies and extensive compila¬\ntions were made to further federal aid, thru the Harrison-Black-Fletcher\nBill. Seven bibliographies were compiled for American Education Week\nwhich is directed by the Division of Publications. Members of the Division\nstaff participated in the radio programs and served on the following staff\ncommittees: Exhibits, Radio Programs, Journal, Publications, and Mem¬\nbership.\nTwo special activities worthy of attention are the Educational Research\nService and the State School Legislative Reference Service.\nThe Educational Research Service is a joint enterprise of the Division\nand the American Association of School Administrators. About 400 school\nsystems, universities, and libraries avail themselves of this subscription serv¬\nice. During the year, ten circulars, several newsletters, and dozens of other\nbulletins have been made available to subscribers. Nearly 4000 letters of\ninquiry were answered. These requests, covering almost every conceivable\neducational topic, came from classroom teachers, administrators, students,\nand laymen. Hundreds\npared for this work.\n\nof bibliographies and memorandums\n\nhad to be pre¬\n\nThe State School Legislative Reference Service, sponsored by the Legis¬\nlative Commission, is an information service to state superintendents, state\nsecretaries, and several hundred leaders in the field of school legislation.\nThe following leaflets and bulletins were prepared and distributed during\nthe year: Teachers’ Contracts : With\n\nSpecial Reference to Adverse\n\nCondi¬\n\ntions of Employment ; Mandatory State-Adopted Contract Forms; Pro¬\nposed Legislative Program of the Nebraska State Teachers Association ;\nTeachers’ Oaths;\nPart I : A Guide\n\nState Legislative Programs — 1937 ; School Legislation —\nto Recent Publications of the National Education Asso¬\n\nciation, Part II : A Guide\nfice of Education ; High\n\nto Recent\n\nPublications\n\nof the United\n\nStates Of¬\n\nSpots in 1936 School Legislation ; Statewide\n\nLegis¬\n\nlative Provisions for Teacher Welfare; Minimum-Salary Laws for Teach¬\ners; State Aid to Private and Sectarian Schools; and Court Decisions on\nTeacher\n\nTenure\n\nReported\n\nin 1936.\n\nRural\n\nService\n\nThe work of this Division has been done by Howard\nassistant.\n\nA. Dawson\n\nand an\n\nThe Division ts primarily responsible for the work of the Association in\nadvancing the cause of rural education, in improving the status of rural\nteachers, principals, supervisors, and superintendents, in consultation serv¬\nice on problems in rural education, and in maintaining contacts with public\nofficials and other national organizations interested in rural education. The\nDirector looks after the affairs of the Department of Rural Education at\nheadquarters and is also responsible for legislation concerning federal aid\nfor education.\nThe\n\nDirector has worked\n\non Economic\n\nin cooperation with the N. E. A. Committee\n\nStatus of the Rural Teacher\n\nby assisting in the preparation of\n\n"}
{"page": 952, "printed_page": null, "text": "National\n\n946\n\nEducation\n\nAssociation\n\nthe plan for conducting the research for this committee and by carrying on\nnegotiations for the allocation of funds from the General Education Board\nto assist in financing the study. He has assisted in perfecting the organiza¬\ntion and work of the National Conference Board on Rural Education.\nPlans are now under way for holding a national conference on critical prob¬\nlems in rural education under the auspices of the National Conference Board\non Rural Education. The proposed conference is to be composed of repre¬\nsentatives of fourteen or more national organizations interested in rural life\nand education.\nFor the Department of Rural Education the Director has assisted its\npresident in the preparation of the programs for the two annual meetings;\nhas compiled and edited its yearbook, entitled Adjustments\ntion; and\n\nhas conducted\n\nthe membership\n\ncampaign\n\nin Rural Educa¬\n\nfor the Department.\n\nOther activities in the field of rural education include work with the United\nStates Office of Education\n\nas honorary associate director for the Study of\n\nLocal School Units in ten states; consultations with the officials of the Re¬\nsettlement Administration regarding educational programs ; and consulta¬\ntions with the officials of the Public Works Administration regarding the\nallocation of funds for the construction of school buildings.\nDuring the latter half of the year the major part of the Director’s time\nhas been devoted to carrying on the work of the Legislative Commission of\nthe N. E. A. in behalf of the Harrison-Black-Fletcher Bill. This bill, which\nproposes to allocate funds to the states for the improvement of their public\nschools, was introduced during the early part of the First Session of the\nSeventy-fifth Congress and is, at the time of writing this report, on the Sen¬\nate Calendar, having been reported favorably by the Senate Committee on\nEducation\n\nand Labor, and in the House\n\nCommittee\n\non Education. Activi¬\n\nties of the Director in behalf of this bill are as follows : conducted negotia¬\ntions for sponsorship and introduction of the bill in both Houses ; thru execu¬\ntive secretaries of state education associations and state chairmen of the\nLegislative Commission arranged for controlling candidates for Congress,\nfor the United States Senate, and for Governor in a majority of the states;\narranged for hearings before the Senate Committee on Education and Labor\nand the House\n\nCommittee\n\non Education ; organized the hearings, arranged\n\nfor expert witnesses, state delegations, and representatives of national or¬\nganizations to appear in behalf of the bill ; acted as expert consultant to\nthe Senate Committee on Education and Labor; prepared and presented to\nboth the Senate and House Committees comprehensive statements of the\ncase for federal aid ; held numerous conferences with Senators and Congress¬\nmen ; conducted negotiations with representatives of national organizations\nto gain support for the bill and to reach agreements on its provisions; wrote\neight magazine articles or pamphlets for use in the publicity campaign for\nthe bill — thru this Division and the Division of Publications more than\n1,877,000 copies of printed matter were distributed; approximately 24,000\nmultigraphed letters and 3000 personal letters relating to the bill have\noriginated in this Division.\n\n"}
{"page": 953, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n947\n\nInformation\n\nThe Director has delivered thirty-two addresses in nine states: Oregon,\nWashington, Montana, South Dakota, Oklahoma, Virginia, Pennsylvania,\nSouth Carolina, and Tennessee. He has written the following articles:\n“Financing Our Public Schools,” published in the Journal of the American\ntion of University Women.\n“Improvement of Instruction through Reorganization\nlished in the Peabody Journal of Education.\n“Local Units of School Administration,”\nSchool and University.\n\npublished\n\nAssocia¬\n\nof Local School Units,” pub¬\nas a chapter in the American\n\nThe first of these two articles and an address on “Federal Aid for Educa¬\ntion” were reproduced in the Education\n\nDigest.\n\nSecretary’s Office\nThe Executive Secretary is assisted in his office by Harriett M. Chase and\na secretarial staff.\nOne of the main functions of the Secretary’s Office is to coordinate the\nwork of the staff at headquarters. It is thru the work of the nine Divisions\nat headquarters coordinated in this office that the Association is able to carry\nforward the work in such fields as teachers’ salaries, retirement, tenure, and\nlegislation. In proportion as the profession of teaching reaches a higher plane,\nwill the youth of our nation receive greater opportunities. There are states\nin which only the most meager educational opportunities can be maintained\nwithout federal aid. Our efforts to secure this aid thru the passage of the\nH arrison-Black-Fletcher Bill will continue with increasing vigor.\nThe Executive Secretary carries out the policies determined by the Repre¬\nsentative Assembly, the Board of Directors, the Board of Trustees, and the\nExecutive Committee. He holds regular conferences with Directors, and\nhas a monthly council meeting with fifty of his staff members. The Secretary\ncontacts many individuals and groups, both in Washington and thruout the\ncountry. He is a member of the American Youth Commission, the Educa¬\ntional Policies Commission, and the Federal Radio Educational Committee.\nDuring the year he has spoken at more than fifty educational meetings in\nseventeen states, and in addition to these has addressed such groups as the\nNational Safety Congress and the American Association of University\nWomen.\n\nAll mail for the building is opened, stamped, and distributed in the Sec¬\nretary’s Office. The heavy daily correspondence which is handled here in¬\ncludes not only that of a general nature, but also much for the President,\ndepartments, and committees. Four of the twenty-four departments are\nhoused in our building. Seven others have full or part-time staffs. Much of the\nwork for the remaining thirteen departments is done in this office. Pre-con¬\nvention work, consisting of work in connection with the Official Program\nunder the direction of the President, preparation of the Manual\ngates , Summary\n\nof Committee\n\nReports , and correspondence\n\nfor Dele¬\n\nwith affiliated\n\nassociations regarding the appointment of delegates absorbs much time dur¬\ning April, May, and June. The official records for the Executive Commit¬\ntee and Board of Directors are kept in this office.\n\n"}
{"page": 954, "printed_page": null, "text": "948\n\nNational\n\nEducation\n\nAssociation\n\nThe bylaws of the Association provide for certain committees, while others\nare authorized by the Representative Assembly or the Executive Commit¬\ntee. The committees authorized by the bylaws are : Audit, Bylaws and Rules,\nCredentials, Necrology, Publishing, Resolutions. Because each committee\nchairman has a full-time job which must necessarily come ahead of outside\nwork, the Secretary has been glad to supply information and guide the work\nof committees so far as requests have come.\nThe following is a list of the committees with their chairmen, and some\nof their accomplishments this year :\nAcadeinic Freedom — Henry Lester Smith, Dean\nUniversity, Bloomington, Indiana, Chairman.\nThis\n\nCommittee\n\nacademic\n\nhas worked\n\non the preparation\n\nand\n\nthe attitude\n\nfreedom\n\nhas presented\n\nexpress\n\neight radio programs;\n\nwith\n\ninstructions\n\nof a statement\n\nthru the headquarters\n\nAmeJiding the Charter — R. T. Shaw,\nsylvania, Chairman.\n\nNortheast\n\nfrom\n\nof Education,\n\nof the teaching\n\npeal of the “Red Rider” in the District of Columbia;\ndraft of a checklist on academic freedom.\n\nIn accordance\n\nof School\n\nwhich\n\nprofession\n\nwill define\ntoward\n\noffice has worked\n\nand has prepared\nHigh\n\nIndiana\n\nfor re¬\n\na preliminary\n\nSchool, Philadelphia,\n\nthe Representative\n\nit;\n\nAssembly,\n\nPenn¬\n\nthis Commit¬\n\ntee has devoted its time to the passage of a bill by Congress providing for amend¬\nments to the charter. The bill was passed on June 7, 1937.\nCommittee To Cooperate with the National Association of Teachers in Colored\nSchools — N. C. Newbold, State Director of Negro Education, State Department of\nEducation, Raleigh, North Carolina, Chairman.\nSince 1928 the Committee has made a serious effort to inform the American people\non the part Negroes\n\nhave\n\nhad\n\nin our history. Another\n\nmajor\n\nproblem\n\non which\n\nthe\n\nCommittee is working is the subject of the treatment of Negroes in textbooks. Con¬\ntacts have been made with publishing houses and authors of books for use in public\nschools.\n\nReaders\n\ncontaining\n\nmaterial\n\non\n\nschools. Contacts have been made with\nsulting in a number of shorts describing\n\nrace\n\nrelations\n\nare\n\nnow\n\nin use\n\nin many\n\nleaders in the motion picture industry,\nNegro life and progress.\n\nre¬\n\nEconomic Status of the Rural Teacher — William McKinley Robinson, Director,\nDepartment of Rural Education, Western State Teachers College, Kalamazoo,\nMichigan, C hairrnan.\nThis Committee is assembling data by means of a questionnaire distributed to\n40,000 teachers\n\nin approximately\n\n300 counties\n\nin twenty\n\nstates. This\n\nmaterial,\n\nwhen\n\ntabulated, will provide information on living costs, security of position, and salaries\nof teachers in rural areas. A graphic bulletin on rural and urban schools will be\nready for distribution at the Detroit meeting. Since a large Negro population\nfound in rural areas, a special study is being made of the Negro teacher.\nEqual Opportunity — Gertrude\nfornia, Chairman.\nThe\n\nprogram\n\nhas been\n\none\n\nMallory,\n\nFranklin\n\nof education\n\nHigh\n\non questions\n\nSchool, Los Angeles,\n\nof equal opportunity,\n\ncrimination, and of women’s rights.\nJoint Committee on Health Problems in Education — Thomas\nUniversity, New York, New York, Chairman.\nThe\n\nCommittee\n\na series of health\n\nhas seven\nposters\n\nstudies, reports, and projects under\nand\n\nvarious\n\nphases\n\nof health\n\nD. Wood,\nway.\n\neducation,\n\nCali¬\nof dis¬\n\nColumbia\n\nThese\nsuch\n\nis\n\ninclude\n\nas mouth\n\nhealth for children, mental health in the school room, temperance education, openair classes, and orthopedic problems. The report on Health Education, first published\nin 1924, is being\n\nrevised\n\nbeen\n\nThe\n\ndistributed.\n\nthe National\nAssociation\nmittee.\n\nSchool\n\nEducation\nin October\n\nfor the second\nHealth\n\nAssociation\n\ntime. Over\n\nEducation\n\nService,\n\nheadquarters\n\n1935, is being conducted\n\n40,000 copies of the report have\nwhich\n\nwas\n\ntransferred\n\nby the American\n\nunder\n\nthe supervision\n\nChild\n\nto\n\nHealth\n\nof the Com¬\n\n"}
{"page": 955, "printed_page": null, "text": "Associational\n\nHigher\n\nEducation — A.\n\nG.\n\nRecords\n\nCrane,\n\nand\n\nPresident,\n\nInformation\n\nUniversity\n\nof Wyoming,\n\nWyoming, Chairman.\nThe Committee has studied ways and means for the National\ntion to render more service to the higher education group.\nHorace\n\nMann\n\nC entennial\n\nC elebration — Payson\n\nSmith,\n\n949\n\nEducation\n\nHarvard\n\nLaramie,\n\nAssocia¬\n\nUniversity,\n\nCam¬\n\nbridge, Massachusetts, Chairman.\nIn addition to the national committee, many states, cities, and civic groups have\nspecial committees. Events which have been held this year include: conference at\nAntioch College, Ohio; observance at Brown University; the Central Synagogue\nmeeting in New York City; observance of Horace Mann’s birthday in schools and\ncommunities thruout the nation; pageant at Horace Mann School of Teachers Col¬\nlege, Columbia University; special Horace Mann Life Membership Series during\n1937 ; distribution of 100,000 copies of Horace Matin'. His Ideas and Ideals; distribu¬\ntion of 4500 copies of the 600-page reprint, Life of Horace Mann; over 3000 schools\ntaking part in the Centennial Commencement Program; hundreds of thousands of\ncopies of Horace Mann’s Letter to School Children distributed; efforts to have a\nspecial Horace Mann stamp; many new school buildings named for Horace Mann;\nand many articles in educational and lay magazines.\nInternational\nman.\n\nThe\n\nRelations — Annie\n\nCommittee\n\nsponsored\n\nC. Woodward,\n\na World\n\nSomerville,\n\nFriendship\n\nDinner\n\nMassachusetts,\n\nat New\n\nChair¬\n\nOrleans. Efforts to\n\nhave state committees in state teachers organizations have resulted in such commit¬\ntees in at least six states. Many international clubs have been formed as a result of\nthe activity of the Committee.\nJoint Committee\n\nof the National\n\nAssociation — Margaret\n\nR. Greer,\n\nEducation\nCentral\n\nof Education,\n\ndistributed\n\nmany\n\ncopies of School\n\nStudies\n\na discussion\n\nto the Educational\nJoint Committee\nof Parents\n\nand\n\nProgram”\n\nat the New\n\nof the National\n\nTeachers — Mrs.\n\nthe American\n\nBoard\n\nand\n\nIt provided\n\nand\n\nLibrary,\n\nMinnesota, Chairman.\nThis Committee has prepared\nand Research.\n\nAssociation\n\ngroup\n\nOrleans\n\nEducation\n\non “Relationship\n\nLegislative\n\nCommission — Sidney\n\nLibrary\n\nof the Library\n\nand\n\nChicago,\n\nthe National\n\nCongress\n\nIllinois, Chairman.\n\nThis Committee has developed a statement of principles which may\nplatform for cooperative relations between the home and the school.\ntion, Richmond,\n\nMinneapolis,\n\nmeeting.\n\nAssociation\n\nB. F. Langworthy,\n\nLibrary\n\nB. Hall, State Superintendent\n\nbe used as a\n\nof Public\n\nInstruc¬\n\nVirginia, Chairman.\n\nThe efforts of the Commission have been largely spent on the Harrison-BlackFletcher Bill which would provide federal funds for education. Hearings before the\nEducation Committee in both the Senate and House were held, and much effective\ntestimony given. The bill passed the Senate Committee unanimously, and is now on the\nSenate Calendar for consideration. It is still in committee in the House. The Com¬\nmission has also given assistance in the following legislative projects: amending\nthe N. E. A. charter; the repeal of the “Red Rider” in the District of Columbia; and\nan effort to secure a Horace Mann postage stamp. Twelve reports and publications\nhave been sent out during the year to members of State School Legislative Reference\nService.\nRetirement\n\nAt New\n\nCouncil — T. T. Allen, East\n\nOrleans\n\nthe Committee\n\nStroudsburg,\n\non Teacher\n\nPennsylvania,\n\nRetirement\n\nPresident.\n\nand the National\n\nCouncil\n\nof Teachers’ Retirement Systems joined together and formed the National Council\non Teacher Retirement of the National Education Association. This Council works\nin the interest of retirement legislation where\npresent inadequate laws.\nReorganization — William\n\nS. Taylor,\n\nit does not now\n\nDean,\n\nSchool\n\nexist, and in modifying\n\nof Education,\n\nUniversity\n\nof\n\nKentucky, Lexington, Kentucky, Chairman.\nThis Committee is recommending certain amendments to the bylaws affecting:\nMembership, Officers, Executive Committee, Vicepresidents, Board of Directors,\nQualification of Delegates, and Amendments.\nTenure — Donald\nman.\n\nDuShane,\n\nSuperintendent\n\nof Schools, Columbus,\n\nIndiana,\n\nChair¬\n\n"}
{"page": 956, "printed_page": null, "text": "950\n\nWith\n\nNational\n\nthe assistance\n\nof the Research\n\nreports: Minimum-Salary\nReported\n\nin 1936;\n\nEducatiqn\n\nLaws\n\nDivision,\n\nAssociation\n\nthe Committee\n\nfor T eachers ; Court\n\nand Mandatory\n\nState-Adopted\n\nto all Committee members. Many tenure\nmittee and several were investigated.\n\nDecisions\n\nContract\n\nviolations\n\nhave\n\nhas prepared\non Teacher\n\nForms.\nbeen\n\nCopies\n\nreported\n\nthree\n\nTenure\n\nwere\n\nsent\n\nto the Com¬\n\nThe Social-Economic Goals of America — Fred J. Kelly, U. S. Office of Education,\nWashington, D. C., C hair man.\nThis Committee has completed and is publishing its report.\n\nA Committee\ntive Committee.\n\nin the field of Guidance has been authorized by the Execu¬\nAppointment of personnel will be made during the coming\n\nyear.\n\nTeacher\n\nWelfare\n\nAt the Portland convention in 1936 the Executive Committee recom¬\nmended a Division of Teacher Welfare at N. E. A. headquarters. While the\nwelfare of teachers has been a principal interest of the National Education\nAssociation for eighty years, the need was felt for more concentrated effort\nin this field. The Executive Secretary has served as Director of the Divi¬\nsion, with all members of the staff working with him.\nThis new Division interprets to the public the need for adequate salaries,\nimproved tenure regulations, reasonable retirement allowances, and freedom\nto teach. It focuses the attention of the profession on these important prob¬\nlems. It enlists the cooperation of leaders from every walk of life in a vigorous\ncampaign to improve the status of teachers.\nIn carrying forward this work, the Division has prepared press releases,\nmagazine articles, and radio programs calling attention to the importance of\nimproving the economic and social conditions under which teachers work. It\nhas furnished counsel and advice to local and state associations working on\nthese problems.\nA series of leaflets presenting the Association’s position regarding teachers’\nsalaries, tenure, and retirement allowances was prepared and widely dis¬\ntributed. These leaflets proved helpful everywhere, especially in communi¬\nties where campaigns were being held.\nWhile economic conditions thruout the country are improving, the con¬\nditions of teachers have not improved to any marked degree. We are working\nfor salary restorations, lessened teacher load, and better conditions in gen¬\neral.\nThe\n\nNational Education\n\nAssociation advocates salaries large enough to\n\nattract to the profession the finest and best young people, to justify full pro¬\nfessional preparation, to retain in the profession men and women of superior\nability, and to make possible reasonable standards of living for people having\nprofessional status. We advocate tenure laws which protect teachers against\ndischarge for political, religious, personal, or other unjust reasons. We advo¬\ncate retirement systems which guarantee teachers economic security in case\nof disability and old age. We advocate academic freedom which will give\nteachers the right to present all points of view without fear or favor and\nwithout danger of reprisal.\nTeachers carry a responsibility for making the teaching profession more\nattractive as well as more\n\neffective, and this task cannot be done by indi-\n\n"}
{"page": 957, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n951\n\nviduals working alone. It requires the aggressive efforts of individuals work¬\ning independently, and the organized cooperation of strong local, state, and\nnational organizations.\n\nDeans\n\nof Women\n\nThe work of the National Association of Deans of Women, a Department\nof the N. E. A., is done by Kathryn G. Heath.\nThe Department held one large conference dealing primarily with a\nfuture program of adjustment for young people which shall have permanent\nvalues rather than emergency or temporary ones. Some of the sessions were\nheld in conjunction with the groups represented on the American Council\nof Guidance and Personnel Associations.\nAn informal departmental conference of primary interest to secondaryschool deans was held during the summer as a part of the N. E. A. conven¬\ntion.\nThe Department published informal quarterly Bulletins for its members\nand a Yearbook of the February convention proceedings which is of general\ninterest.\nPreliminary reports for a new publication on “The Function of a Dean”\nwere prepared and presented at the winter conference. The preliminary\npublication will be issued during the coming year but the research committee\nwill continue to work on the material until a comprehensive study can be\npublished.\nHeadquarters office made an intensive effort to build up a lending library\nof professional literature written primarily by deans. The books are to be\navailable for members who would otherwise have no access to them.\nThe Department is vitally concerned with the building of a greater unity\namong the regional, state, and local deans associations on the one hand and\nthe National Association of Deans of Women on the other so that unneces¬\nsary duplication will be eliminated and so that all may obtain the greatest\nbenefits.\nThe dissemination of much needed information on the function of a dean\nis a problem which always confronts the Department as does also the im¬\nprovement of the standards as well as the status of deans.\nIn order to plan and carry forward a constructive program of cooperation\nand coordination between the National Association of Deans of Women and\nthe state, regional, and local deans associations, N. A. D. W. dissolved its\nmembership and state associations committees and in their places established\na regional contact committee composed of state association presidents, nine\nregional representatives, with the Vicepresident of the N. A. D. W. as chair¬\nman.\nA research committee has been appointed to prepare the much needed com¬\nprehensive study on “The Function of a Dean.” Such published material,\nfreely disseminated, should throw much light on educational standards for\ndeans. The more widely known that information becomes, the easier it will\nbe to continue to improve the status of deans.\n\n"}
{"page": 958, "printed_page": null, "text": "National\n\n952\n\nEducation\n\nElementary\n\nSchool\n\nAssociation\n\nPrincipals\n\nThe work of the Department of Elementary School Principals has been\ncarried by Eva G. Pinkston and her assistants.\nThe Department is closing a year of constructive activity. Realizing the\nvalue of an informed membership, efforts have been directed toward render¬\ning services to those interested in elementary education.\nAt the first of each month a mimeographed booklet on membership has\nbeen prepared and sent to each city, county, district, and state enrolment\nchairman. The result of the work done by this group, with the help of those\nat headquarters, has resulted in a 23.5 percent increase in membership for\nthe year 1936-37. A loyalty seal for members was designed and adopted.\nA two-week Conference on Elementary Education has been arranged at the\nUniversity of Michigan, immediately following the convention of the Na¬\ntional Education Association in Detroit, for all who are interested in ele¬\nmentary education.\nThe Department has scheduled a breakfast, a banquet, and two after¬\nnoon sessions at the annual summer meeting of the parent organization, the\nNational Education Association, and is invited by the American Association\nof School Administrators to hold similar meetings at its convention in Febru¬\nary each year. Last year headquarters helped to plan and administer the pro¬\ngrams and activities of the Department at Portland and New Orleans.\nThe\n\nFifteenth Yearbook,\n\nPersonality Adjustment\n\nof the Elementary-\n\nSchool Child , has been widely distributed, and used as a textbook by faculties\n\nof elementary schools and by colleges and universities. This book was sent\nfree to all members of the Department on September 1, and because of its\npopularity a reprint for sale copies had to be made on November 1. The\nNational\n\nElementary\n\nPrincipal, the bulletin of the Department,\n\nissued five\n\ntimes a year, has given emphasis to those materials which help in the develop¬\nment of leadership.\nTho there has been a very material increase in the membership of the\nDepartment over that of last year, there are still many who have not become\nmembers this year. A special typewritten letter was sent to each person, who\nhad not sent in membership dues. Many replies were received and in most\ncases a good reason was given. Our problem is how can we get these apathetic\nmembers more concerned about their own jobs, our Department, and their\nprofessional organization, the N. E. A.\nIt is the aim of the Department to extend its services and by this method\nreach those who are working in the interest of elementary education. We\ntry to be of assistance to all who write. The Department has many loyal\nmembers, and it is our aim to increase this group.\n\nThe\n\nAmerican\n\nAssociation\n\nof School\n\nAdministrators\n\nThe Division of Administrative Service was officially made a part of the\nNational Education Association headquarters organization in 1923, with the\nExecutive Secretary of the Department of Superintendence as its director, ex\nofficio. It acts as a clearing-house for a variety of national organizations\n\n"}
{"page": 959, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n953\n\nInformation\n\nwhich are especially concerned with school administration and supervision.\nMany of these departments and organizations have no permanent staff. The\nDivision of Administrative Service provides machinery by which such groups\nmay better carry on their work. It also handles a heavy correspondence with\nschool officials on all types of problems of school administration and super¬\nvision.\nIn 1870, the National Association of School Superintendents became one\nof the four original departments of the National Education Association.\nAfter 1907, it was known as the Department of Superintendence of the\nNational Education Association. At the New Orleans convention in Feb¬\nruary 1937, the Department adopted a revised constitution and bylaws,\nchanging the name to “The American Association of School Administrators,\na Department of the National Education Association.” Its membership re¬\nquirements and relationship to the parent organization were not changed in\nany way.\nThe attendance at the New Orleans convention of this Department was\nlarger than at any winter meeting since the depression began. Registration\ncards were signed by 10,430 persons. There were perhaps 2000 wives of\nmembers, who were present but did not register. Two hundred and twentytwo firms and organizations participated in the exhibits which were visited\nby over 14,000 people.\nThe\n\n1937 Yearbook, entitled The Improvement\n\nof Education : Its Inter¬\n\npretation for Democracy , was distributed to members\n\nat the time of the New\n\nOrleans convention. This yearbook points out that the predominant educa¬\ntional pattern of the past has been inadequate in its social emphasis and urges\nthat schools provide with more certainty for the general welfare.\nCommissions are now at work preparing a yearbook on Youth Problems\nfor 1938, and one on School Systems in Small Communities for 1939. Safety\nEducation will be the yearbook topic for 1940.\nThe Educational Research Service is a joint enterprise of the American\nAssociation of School Administrators and the Research Division of the\nNational Education Association. Since its authorization at the Cleveland\nconvention of the Department of Superintendence in 1923, each year has\nseen the Educational Research Service increase both in usefulness and in\nthe number of subscribers. Practically every school system on the original\nlist still maintains its membership. Recent studies have dealt with such topics\nas Size of Class in City Public Schools, Questionnaire Studies Completed,\nSalaries of Classroom\nExpense\n\nCompared\n\nRestoration\n\nTeachers\n\nin Cities over 100,000\n\nwith Combined\n\nof Teachers'\n\nin Population,\n\nCity and School Expense,\n\nTrends\n\nSalaries, and digests of lay magazine\n\nSchool\nin the\n\narticles on\n\neducation. This Service is particularly valuable for small school systems\nwhich cannot afford a research division of their own.\n\nSupervisors\n\nand\n\nDirectors\n\nof Instruction\n\nThe executive office of the Department of Supervisors and Directors of\nInstruction was moved to the headquarters building of the Association in\nAugust 1936. Since that time the work has been carried on by Mary F.\nHazell and a part-time assistant.\n\n"}
{"page": 960, "printed_page": null, "text": "954\n\nNational\n\nEducation\n\nAssociation\n\nThe purpose of this Department is the improvement of supervision and\nteaching. Upon the type of instructional leadership and guidance which\nthe teachers receive will depend the kinds of experience children will have\nin school, and this is our primary concern. Thru its yearbooks and monthly\nmagazine, the Department seeks to make available the latest and most worth¬\nwhile results of study and investigation that will further the common in¬\nterests of supervisors and teachers.\nDuring the past year this Department issued the following publications:\nNinth Yearbook, The Development of a Modern Program in English (a\ncommittee report prepared in cooperation with the National Council of\nTeachers of English), and Volume XVI of Educational Method (eight\nissues). Four of the issues of Educational Method were devoted to special\nsubjects: social studies, arithmetic, language as social behavior, and natural\nscience (64 pages each) ; the other four issues (48 pages each) were gen¬\neral in scope, dealing with educational philosophy, the curriculum, technics\nof teaching, etc. The Department secretary assisted with the editing and had\ngeneral charge of the production and distribution of these publications.\nIn addition to the general service rendered to its members thru corre¬\nspondence, the Department held a convention in New Orleans, with three\ngeneral sessions, six group meetings, and a luncheon.\nThe detailed work of keeping the individual records of approximately\n900 members and 1400 subscribers to Educational Method was also handled\nin this office. This included the receiving and depositing of funds; handling\nof orders; maintaining a correct addressograph file and card file; preparing\nand sending out renewal notices, bills, and membership cards accompanied\nby appropriate letters; corresponding with many persons concerning special\nproblems ; and constantly following up the countless details incident to the\nhandling of a subscription list.\nActive cooperation with the Department’s Promotion Committee involved\nconsiderable correspondence with both the national chairman and state chair¬\nmen ; the preparing and sending out of materials, such as circular letters to\nprospective members, advertising copy concerning the Department publica¬\ntions, follow-up letters in response to leads from the field, and the gathering\nof news items for Educatio?ial Method ; and the general coordination of\nthe activities of the whole Committee. The formation of state groups of\nsupervisors, which will eventually affiliate with the national Department, is\nbeing encouraged as a practical means of reaching those whom we would\nserve. Such groups have been organized in California arid North Carolina\nduring the past year.\nPreliminary steps toward the compiling of a card catalog of all persons\nengaged in supervision of instruction in cities of 10,000 and over have been\ntaken. No such directory exists at the present time and one is greatly needed.\nOf vital interest to this Department is the problem of finding ways and\nmeans of cooperating with other related groups. That some progress in this\ndirection has already been made is evidenced by the fact that our 1937 Year¬\nbook on The Curriculum is a joint undertaking with the Society for Cur¬\nriculum Study. Two open sessions for the discussion of this yearbook were\n\n"}
{"page": 961, "printed_page": null, "text": "Association al\n\nRecords\n\nand\n\nInformation\n\n955\n\nparticipated in at New Orleans by members of both organizations, with gra¬\ntifying results. At our next convention we hope to arrange one or two large\ngeneral sessions in which a number of groups interested in the improvement\nof instruction may participate.\nIn view of the present trend toward unifying the whole educational pro¬\ngram and the effort that is being made to formulate a concept of its future\ncourse that will be generally acceptable, this emphasis on cooperation seems\nto us to have considerable significance. Our yearbook for 1938 will be on\nthe Technics of Cooperation as a Factor in Educational Leadership.\nThis matter of cooperative thinking and planning is one that may well\nconcern the Association as a whole, both in coordinating the general work\nof the parent organization and its departments and in arranging its conven¬\ntion programs. Much waste thru overlapping and even competition between\nthe various groups is bound to occur unless their interests can be harmon¬\nized, and the contributions of all are mobilized to serve the larger purpose.\nCooperation is fundamental whether we are working for federal aid, teacher\nwelfare, or any other worthy cause.\n\nThe\nThe\n\nwork\n\nEducational\n\nof the Educational\n\nthe headquarters office by William\nDuring the year the Commission\n\nPolicies Commission\nPolicies Commission\n\nG. Carr and his assistants.\nhas prepared three reports, two of which\n\nare published and one of which is in press. The\nscribe the three completed reports.\nThe\n\nUnique\n\nFunction\n\nhas been carried at\n\nof Education\n\nin American\n\nfollowing paragraphs de¬\nDemocracy.\n\nThis state¬\n\nment of policy was prepared by the Commission in collaboration with the\nhistorian, Charles A. Beard. At this writing approximately 15,000 copies\nhave been distributed.\n\nThe report contains an interpretation of the nature and obligations of\neducation in terms of the historical background of public schools in America.\nThe views of the great founders of the American Republic, the influence of\nthe humanitarian statesmen who guided social development during the last\ncentury, and the shifting of the goal of education from training for leader¬\nship to the modern ideal of full development for every individual, are traced\nin detail. Out of the wealth of material contained in this report, two general\nconclusions are of especial interest at this time.\nFirst, the report favors a high degree of administrative\n\nfreedom\n\nto edu¬\n\ncation at all levels. The control of school policy and school budgets by tem¬\nporary political officers is questioned. There must be a certain competence\nand continuity of administration in education, and these require protection\nagainst minority and majority pressures which may happen to be in control\nof executive and legislative departments at particular moments.\nA second conclusion of the report relates to educational liberty. School\nauthorities, the report points out, do not object to democratic control. They\ndo object, and rightly so, to inquisitions by temporary politicians; to having\nteaching positions turned into the spoils of office; to lay interference in the\n\n"}
{"page": 962, "printed_page": null, "text": "National\n\n956\n\nEducation\n\nAssociation\n\ntechnical aspects of the professional educational service; to the intimidation\nof officers and teachers ; to the location of school buildings with respect to\nreal estate projects; to dictation in the purchase of books and materials; to\nthe disarrangement of carefully prepared curriculums for petty and partisan\nreasons. As a unique form of public service, having obligations which differ\nfrom and transcend all other services, education insists upon measures of\nlaw and safeguards of the spirit designed to insure an autonomy in which it\ncan best discharge those obligations.\nA\n\nNational\n\nOrganization\n\nfor Education.\n\nThis\n\nreport, prepared\n\nat the\n\nrequest of the Department of Superintendence, offers a plan for developing\na national organization for education which in its objectives, activities, and\nstructure shall represent the full scope of public education in this country.\nThe report deals with seven basic issues in the establishment of such a pro¬\ngram. It treats these issues in the light of experience and in the light of\na questionnaire distributed to 2000\nselected classroom teachers.\n\nex-officio consultants and 2000\n\nun¬\n\nThe most important declaration of the report is that the proper purpose\nof a national professional organization in the field of education is the main¬\ntenance and improvement of educational service. This declaration of purpose\ndoes not rule out activities in the field of teacher welfare, for the importance\nof the teacher in the work of the school is such that increases in the attrac¬\ntiveness of the teaching profession will, within reasonable limits at least,\nincrease the quality of the educational service. The Commission’s statement\nof principles’ does, however, clearly recognize that in the operation of a\nnational professional organization the promotion of the welfare of teachers\nmust be evaluated in terms of the contribution which such welfare makes to\nthe ultimate goal of the organization.\nWith this broad statement of purposes as a starting point, the report goes\non to discuss the degree to which membership in professional organizations\nshould be voluntary; the type of socio-economic activities which are appro¬\npriate for such organizations ; and the way in which such organizations may\nprotect their members against infringement of the civic and professional\nrights of teachers. The report also discusses such problems of structure as\nthe relationship of the branches of educational service to the total organiza¬\ntion; the relationship of local, state, and national organizations; and the\nquestion of affiliation with lay groups.\nInfluence of the Depression on Education — A Long-Time Research Pro¬\ngram. This report, prepared by the Commission with the assistance of Jesse\n\nB. Sears, professor of education, Stanford University, is one of a series of\nfifteen projected monographs. All are sponsored by the Social Science Re¬\nsearch Council and each monograph outlines a research program for studying\nthe effects of the depression on some phase of society.\nIn accepting the Council’s invitation to prepare the monograph in the field\nof education, the Educational Policies Commission had in mind that one of\nits purposes is “to appraise existing conditions in education critically and to\nstimulate desirable changes in the purposes, procedures, and organization of\neducation.”\n\n"}
{"page": 963, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n957\n\nThe effects of the business cycle on schools and other educational agencies\nare so penetrating that the study reported here seemed a necessary step in\ncarrying out the Commission’s program of appraisal and planning.\nA working bibliography of some 1500 titles was collected during the\npreparation of this report and will be published by the Educational Policies\nCommission as a further incentive to the promotion of research in the\neffects of the depression on education.\nThe following list shows other publications of the Commission : A Biblio¬\ngraphy on the Influence of the Depression on Education ; Freedom's Light;\nEducation for Democracy ; Some Current Problems in American Education ;\nPlanning\n\nEducational\n\nProgress; Deliberative\n\nand Deliberative Committee\n\nCommittee\n\nReports\n\nof 1935;\n\nReports of 1936.\n\nThe list of consultants now includes some 2100 names, including the fol¬\nlowing groups: members of the Executive Committees of the National Edu¬\ncation Association and the American Association of School Administrators;\nNational Education Association state directors; ranking members of the\nstaff of the United States Office of Education, presidents and secretaries of\nnational organizations in the field of education, including the departments\nof the National Education Association; presidents and secretaries of re¬\ngional associations in the field of education ; regional officers of classroom\nteacher groups, the National Congress of Parents and Teachers, and similar\nbodies; presidents and secretaries of statewide educational associations; state\nsuperintendents of public instruction; editors of educational magazines of\nstate or national scope ; chairmen of national deliberative committees in edu¬\ncation ; heads of state commissions\n\ndealing with curriculum\n\nrevision ; direc¬\n\ntors of public relations of state school systems ; presidents of local organiza¬\ntions affiliated with the National Education Association; presidents of state\nteachers colleges and normal schools, presidents of state universities, presi¬\ndents of land-grant colleges, and deans of colleges of education.\nThe Commission\ncational Planning;\n\nhas held the following special conferences: State Edu¬\nProfessional Organization in Education; Educational\n\nObjectives; Unique Function of Education in American Democracy; Edu¬\ncational Services of the Federal Government; The Federal Government\nand Vocational Education; Consultants; Cooperation of the Schools and\nWelfare\n\nAgencies; Community\n\nRecreation Administration;\n\nSchool Health\n\nAdministration; Economic Basis of School Finance; Teacher\nThe Work of the Commission and the Problems before It.\n\nEducation;\n\nThe Commission is now arranging a series of approximately 25 summer\nconferences in cooperation with a group of colleges and universities, these\nconferences for ex-officio consultants and others interested in the work of\nthe Commission and the problems before it.\nThe important projects upon which the Commission is now at work and\nconcerning which reports should be issued within the next few years are :\nThe Objectives of Education; The Economic Basis of School Finance; Edu¬\ncational Planning and Teacher Education; Human Needs and Social Serv¬\nices ; and Educational Structure and Administration.\n\n"}
{"page": 964, "printed_page": null, "text": "National\n\n958\n\nANNUAL\n\nMEMBERSHIP\n\nEDUCATION\nState\n\n.. .\n\nREPORT\n\nASSOCIATION,\n1930\n\n1,330\n2,089\n747\n17,614\n3,952\n\nConnecticut .\nDelaware .\nFlorida .\nGeorgia .\nIdaho .\n\n1,629\n703\n1,685\n1,855\n717\n'. .\n\nLouisiana .\nMaine .\nMaryland .\nMassachusetts .\nMichigan .\n\n. ..\n\nMinnesota .\nMississippi .\nMissouri .\nMontana .\nNebraska .\nNevada .\nNew Hampshire .\nNew Jersey .\nNew Mexico .\nNew York .\nNorth Carolina .\nNorth Dakota .\nOhio .\nOklahoma .\nOregon .\nPennsylvania .\nRhode Island .\nSouth Carolina .\nSouth Dakota .\nTennessee .\nT exas .\nUtah .\nVermont .\nVirginia .\nWashington .\nWest Virginia .\nWisconsin .\nWyoming .\nAlaska .\nDistrict of Columbia. . . .\nHawaii .\nOther Possessions .\nForeign .\nTotal .\n\nAssociation\n\n1931\n\n1932\n\nOF\n\nTHE\n\nMAY\n1933\n\nNATIONAL\n\n31, 1930-37 *\n1934\n\n1935\n\n1936\n\n1,156\n1,664\n237\n16,058\n\n1,139\n\n1937\n' 3,672\n\n732\n\nAlabama .\nArizona .\nArkansas .\nCalifornia .\nColorado .\n\nIllinois\nIndiana .\n.\nIowa .\nKansas .\nKentucky .\n\nEducation\n\n9,773\n5,402\n2,533\n2,620\n1,214\n654\n1,335\n1,606\n4,189\n11,785\n\n1,342\n675\n2,225\n21,404\n4,108\n\n800\n1,585\n342\n\n18,694\n4,146\n\n14,775\n\n16,540\n\n3,274\n\n3,172\n\n1,717\n949\n1,499\n\n1,380\n914\n870\n\n838\n1,561\n\n501\n1,064\n\n1,149\n505\n1,001\n\n8,450\n4,731\n2,936\n2,477\n1,007\n\n9,111\n4,614\n2,646\n2,303\n784\n1,034\n\n397\n1,538\n1,191\n3,692\n5,590\n\n1,323\n1,076\n4,186\n5,458\n\n376\n4,544\n490\n5,494\n\n3,138\n583\n5,348\n540\n\n1,928\n437\n441\n503\n8,348\n9,950\n575\n\n450\n1,883\n436\n\n597\n1,439\n\n10,278\n\n8,308\n5,645\n3,332\n3,025\n\n5,651\n2,958\n3,004\n1,381\n\n1,287\n619\n\n621\n1,403\n1,660\n4,050\n12,867\n482\n3,625\n\n2,005\n593\n\n2,034\n669\n358\n\n8,266\n921\n437\n\n488\n1,655\n\n1,630\n904\n1,466\n630\n2,059\n\n3,803\n547\n740\n2,645\n\n277\n486\n8,631\n\n1,149\n2,135\n582\n\n2,216\n1,648\n4,090\n9,192\n382\n4,272\n\n2,733\n786\n\n527\n8,111\n8,631\n791\n1,070\n22,556\n\n5,848\n671\n2,142\n642\n475\n9,602\n574\n10,788\n882\n689\n19,542\n\n777\n1,295\n1,285\n836\n1,520\n\n9,756\n\n10,498\n\n11,523\n\n5,451\n2,610\n2,693\n1,113\n835\n\n5,592\n3,193\n3,225\n756\n1,170\n\n6,032\n3,172\n3,221\n\n1,281\n1,262\n4,366\n5,872\n785\n\n932\n1,200\n\n3,027\n529\n5,343\n\n2,474\n3,907\n1,183\n\n4,184\n5,673\n\n1,071\n11,273\n3,834\n\n705\n2,895\n6,409\n511\n\n866\n2,976\n\n2,210\n\n5,712\n598\n\n2,012\n420\n652\n\n602\n6,662\n10,623\n\n592\n6,464\n11,435\n758\n\n597\n15,944\n\n478\n640\n14,682\n\n612\n14,357\n\n566\n621\n15,360\n\n642\n16,722\n\n1,606\n1,634\n21,627\n225\n746\n424\n\n1,487\n1,624\n20,622\n268\n490\n714\n\n1,549\n2,726\n20,273\n516\n211\n805\n\n3,406\n206\n19,998\n646\n720\n\n1,696\n\n1,928\n\n1,638\n\n1,665\n\n2,602\n305\n1,959\n\n3,562\n725\n2,080\n\n2,970\n503\n2,195\n\n3,060\n\n2,138\n706\n2,519\n\n2,447\n2,685\n\n2,350\n3,582\n\n2,336\n4,292\n\n5,545\n659\n\n1,845\n629\n5,923\n114\n\n1,579\n6,208\n659\n219\n\n1,724\n620\n6,433\n263\n\n2,081\n140\n2,160\n214\n\n1,321\n95\n2,506\n\n160,883\n\n91\n165,448\n\n. ..\n\n23,381\n393\n670\n\n1,818\n1,568\n24,602\n287\n437\n\n1,718\n\n1,032\n1,582\n\n892\n1,689\n\n600\n1,328\n\n2,980\n2,283\n314\n1,676\n3,682\n\n3,066\n2,312\n347\n\n3,015\n2,090\n381\n2,290\n3,259\n\n2,406\n1,697\n302\n2,107\n2,699\n\n1,959\n828\n3,478\n\n1,974\n3,819\n823\n143\n\n2,132\n4,251\n797\n\n1,853\n5,807\n646\n\n1,287\n463\n2,540\n193\n\n1,429\n3,645\n299\n145\n\n1,040\n257\n2,996\n54\n128\n\n184,184\n\n184,394\n\n159,922\n\n. .. 172,354\n\n1,172\n1,025\n514\n\n627\n723\n1,067\n1,097\n\n7,125\n491\n10,232\n462\n\n1,751\n2,372\n21,224\n281\n894\n\n2,337\n1,285\n181\n\n1,200\n\n427\n6,984\n10,970\n\n1,565\n2,280\n18,279\n305\n984\n937\n\n1 . 101\n101\n\n4,781\n\n686\n355\n\n21,298\n\n1,992\n3,400\n\n1,571\n358\n1,839\n16,218\n\n2,047\n534\n412\n\n. ..\n\n2,115\n2,635\n\n3,909\n799\n1,416\n\n1,781\n327\n16,082\n\n108\n\n114\n1,029\n141\n1,976\n139\n154,377\n\n1,503\n\n2,604\n607\n\n1,383\n142\n164\n2,546\n181,228\n\n* Figures for the years 1857-1925 appear on page 1162 of the 1926 Proceedings and for the years\n1926-1935 on page 929 of the 1936 Proceedings. However, the figures given above are not exactly\ncomparable. Those in previous volumes were as of December 31 and included both “paid” and\n“unpaid”\nsince the\nbylaws\nthe membership\n31, and\nlated\nthat members,\nformer members\nshould\nbe fixed\ncontinued\nin the activeyear\nfile September\nfor at least1 to\nsixAugust\nmonths.\nThe stipu¬\nMay\n31 figures given above are for “paid” memberships\n\nonly.\n\n"}
{"page": 965, "printed_page": null, "text": "Associational\n\nTHE\n\nSEVENTEENTH\n\nRecords\n\nand\n\nInformation\n\nREPRESENTATIVE\n\n959\n\nASSEMBLY\n\nDelegates who attended the seventy-fifth annual meeting of the National Education Association\nin Detroit, Michigan, June 27-July 1, 1937. The classification of positions includes (1) directors\nand supervisors, (2) superintendents, (3) principals, (4) classroom teachers, (5) college and normal\nschool presidents, (6) educational editors and secretaries, and (7) ex-officio members.\nALABAMA\n\nARKANSAS\n\nBanks, L. Frazer (Assistant Superintendent),\n410 Ninth Court, West, Birmingham; Birming¬\nham Teachers Association.\nGrove, Frank L. (Executive Secretary), Alabama\nEducation Association, Montgomery; Alabama\nEducation Association.\nHendrix, N. B. (Principal), 2815 Tenth Ave.,\nSouth, Birmingham; Birmingham Teachers\nAssociation.\nHill, May (Teacher), 1665 Waco Ave., S. W.,\nBirmingham; Alabama Education Association.\nHilleke, Ruth (Teacher), West End High School,\n2201 Arlington Ave., Birmingham; Birmingham\nTeachers Association.\nMacGregor, W. H. (Assistant State Secretary),\nAlabama Education Association, Montgomery;\nAlabama Education Association.\nNash, Mrs. J. J. (Teacher), Anniston; Alabama\nEducation Association.\nRoberts, Flora (Teacher), Route 4, Box 587,\nBessemer; Birmingham Teachers Association.\nVaughan, J. T. (Principal), 5521 First Ave., South,\nBirmingham; Birmingham Teachers Associa¬\ntion.\nWeaver, Corinne (Teacher), Anniston; Alabama\nEducation Association.\nWeaver, Lonetta (Teacher), 2725 Hanover Circle;\nBirmingham; Birmingham Teachers Associa¬\ntion.\nWilliams, J. D. (State N. E. A. Director), 5708\nSixth Ave., South, Birmingham; Alabama\nEducation Association.\n\nFloyd, G. C. (Director, School Law & Finance),\nState Department of Education, Little Rock;\nArkansas Education Association.\nHall, W. F. (Supervisor), State Dept, of Education,\nLittle Rock; Arkansas Education Association.\nPhipps, Mrs. W. E. (Teacher), 215 West D St.,\nPark Hill, North Little Rock; Arkansas Edu¬\ncation Association.\n\nALASKA\nBarlow, Amy (Teacher), Ketchikan; Alaska Edu¬\ncation Association.\nErickson, Everett R. (State N. E. A. Director),\nUniversity of Alaska, College; Alaska Educa¬\ntion Association.\nWyly, Mrs. Minnie J. (Teacher), Longwood\nTerritorial School, Kodiak; Alaska Education\nAssociation.\nARIZONA\nGale, Laura (Teacher), 2023 East Hawthorne,\nTucson; Tucson Education Association.\nGrieder, Theodore G. (State N. E. A. Director),\nWinslow; Arizona Education Association.\nGuittean, Paul (Superintendent), Thatcher;\nArizona Education Association.\nHendrix, Herman E. (State Superintendent) ;\nPhoenix; Arizona Education Association.\nKessler, R. V. (Principal), 830 West Alameda\nSt., Tucson; Tucson Education Association.\nLoper, John D. (Superintendent), Phoenix;\nArizona Education Association.\nMachan, W. T. (Superintendent), 2802 East\nMcDowell St., Phoenix; Arizona Education\nAssociation.\nMcNeely, Hester (Teacher), 1902 East Third St.,\nTucson; Arizona Education Association.\nRea, Mrs. Bessie (Teacher), 2233 East Fourth\nSt., Tucson; Tucson Education Association.\nScales, Louise (Teacher), Phoenix; Phoenix\nTeachers Mutual Benefit Association.\nSmith, Harold W. (Superintendent), Glendale;\nArizona Education Association.\nWilkinson, Nellie B. (Head, Mathematics De¬\npartment), Phqenix Union High School;\nArizona Education Association.\nWyman, H. B. (Dean), Phoenix Junior College\nPhoenix; Arizona Education Association.\n\nPipkin, John (Business Manager), Little Rock\nPublic Schools, Little Rock; Arkansas Educa¬\ntion Association.\nCALIFORNIA\nAdams, Mrs. Ida (Principal), 10506 Hillhaven,\nTujunga; California Elementary School Prin¬\ncipal Association, Southern Section.\nAdams, Mabel (Teacher), 1829 Commercial,\nSacramento; California Teachers Association.\nAllen, Mrs. Blanche T. (Teacher), 820 Schu¬\nmacher Drive, Los Angeles; Los Angeles\nElementary Teachers Club.\nAmlin, Charles (Teacher), 1124 G. Huntington\nDrive, South Pasadena; Classroom Teachers\nFederation.\nAyers, Arthur\n\nC. (Principal), 151 West\n\nThirtieth\n\nSt., Los Angeles;\nHigh School Principals’\nAssociation\nof Los Angeles.\nBair, Lena E. (School Nurse), 1025 Second Ave.,\nOakland; Oakland Teachers Association.\nBallard, Edith (Teacher), 1294 La Pmtoresca\nSt., Pasadena; Pasadena Teachers Associa¬\ntion.\nBeasley, Mary R. (Teacher), 1807 Spurgeon St.,\nSanta Ana; California Teachers Association.\nBenner, Winfield A. (Principal) 1670 Grand Ave.,\nPiedmont; Oakland Teachers Association.\nBlount, George W. (Teacher), 155 Sansome St.,\nSan Francisco; California Teachers Associa¬\ntion.\nBowman, S. H. (Principal), 6917 Converse Ave.,\nLos Angeles; Principals’ Club of Los Angeles\nElementary Schools.\nBrady, John F. (Chief Deputy Superintendent),\nCivic Auditorium Building, San Francisco;\nCalifornia Teachers Association.\nBriggs, Clarence R. (Teacher), 981 South\nGramercy Drive, Los Angeles; High School\nTeachers Association.\nBriggs, Mrs. C. R. (Teacher), 981 South Gram¬\nercy Drive, Los Angeles; California Teachers\nAssociation.\nBuckalew, Harry L. (Principal), Jefferson School,\nFresno; California Elementary School Prin¬\ncipals’ Association.\nBurns, Eva May (Teacher), 2551 South Corinth*\nWest Los Angeles; Los Angeles Elementary\nTeachers Club.\nChasteen, Evlyn (Teacher), 536 Thirty-second\nSt., Oakland; Oakland Teachers Association.\nCherry, Mrs. Evelyn H. (Teacher), Box 222,\nSonora; Classroom Department, California\nTeachers Association, Bay Section.\nClifton, A. R. (County Superintendent), 240 South\nBroadway, Los Angeles; California Teachers\nAssoci^tioiit\nColton, Albert S. (Principal), 5936 Chabolyn Ter¬\nrace, Oakland; Oakland Teachers Association.\nCooper, Mrs. Ruby (Teacher), Hamilton Elemen¬\ntary School, Pomona; California Teachers\nAssociation.\nCorpstein, Susie A. (Teacher), 90 Westwood\nDrive, San Francisco; California Teachers\nAssociation.\n\n"}
{"page": 966, "printed_page": null, "text": "960\n\nNational\n\nEducation\n\nCouch, E. B. (Teacher), Francis Polytechnic\nHigh School, Los Angeles; California Teachers\nAssociation.\nCummings, Ivan S. (Teacher), 1835 North Allen,\nPasadena; Pasadena Teachers Association.\nCummins, Neil N. (District Superintendent), 22\nAcacia\nAve., Larkspur; California Teachers\nA ccArjcifinTl\nDavidson, Paul W. (Teacher), 1752 Calle\nPoniente, Santa Barbara; Santa Barbara City\nTeachers’ Club#\nDavis, Gladys (Teacher), 739 Willow St., Hay¬\nwards; California Teachers Association, Bay\nSection.\nDeere, Gilbert D. (Teacher), 1333 Seventh Ave.,\nSan Diego; San Diego Teachers’ Association.\nDelmet, Don T. (District Superintendent), Nor¬\nwalk; California Teachers Association.\nDemorest, Edith A. (Teacher), 245 North Fulton\nSt., Fresno; Fresno City Council of Education.\nDerr, Lucile E. (Teacher), 1248 South Manhattan\nPlace, Los Angeles; High School Teachers\nAssociation of Los Angeles.\nDodson, Mrs. May H. (Teacher), 3516 Downing\nAvenue, Glendale; Los Angeles Elementary\nTeachers Club\nDoherty, Mrs. Eleanor (Teacher), 6120 Taft Ave.,\nOakland; Oakland Teachers Association.\nDomenigoni, M. C. (Principal), Cardiff-by-theSea; San Diego County Teachers’ Association.\nDriggers, Roy (County Superintendent), Court\nHouse, Visalia; California Teachers Association.\nDuncan, Glee (Teacher), 1030 East Ocean\nBoulevard, Long Beach; City Teachers Club\nof Long Beach.\nEdgemond, John W. (Auditor and Secretary),\n1025 Second Avenue, Oakland; Alameda\nCounty Educational Association.\nFarr, Jessie V. (Teacher), Francis Polytechnic\nHigh School, Los Angeles; High School\nTeachers Association of Los Angeles.\nFitz, Ruth (Teacher), Garden Grove; California\nTeachers Association.\nForbes, Walter D. (Teacher), Junior College;\nCalifornia Teachers Association.\nFoster, F. Eugene (District Superintendent),\nIsleton; Sacramento County Teachers Asso¬\nciation.\nFowler, Mrs. Frieda (Teacher), 505 Crane Ave.,\nTurlock; Stanislaus County Teachers Associa¬\ntion.\nFox, Geraldene H. (Teacher), 1626 Kings Road,\nLos Angeles; Los Angeles Elementary Teachers\nClub.\nFrank, Mrs. Alice (Teacher), 545 East Sixteenth\nSt., Long Beach; City Teachers Club of Long\nBeach.\nFrederiksen, Frederik (Teacher), 2641 Flower St.,\nHuntington Park; High School Teachers Asso¬\nciation of Los Angeles.\nFrick, Mary (Teacher), 1036 Shenandoah St.,\nLos Angeles; High School Teachers Associa¬\ntion of Los Angeles.\nGambetta, Mrs. Mae\n(Teacher), Belmont;\nCalifornia Teachers Association.\nGarretson, R. L. (Principal), 2701 East Main St.,\nStockton; Elementary Teachers Association.\nGolway, Robert E. (County Superintendent),\nCourthouse, Sacramento; California Teachers\nAssociation.\nGrover, Charles C. (Principal), 610 East Nine¬\nteenth St., Oakland; Oakland Teachers\nAssociation.\nHall, Lee Roy (Principal), 569 Michigan Boule¬\nvard, Pasadena; California Elementary School\nPrincipals Association, Southern Section.\nHampton, Florence K. (Teacher), 1210 Granada\nSt., San Marino; Los Angeles Elementary\nTeachers Club.\nHaw, Harry (Principal), 1413 Golden Gate Drive,\nSan Diego; California Elementary School\nPrincipals Association, Southern Section.\nHaydock, R. B. (District Superintendent),\nOxnard; California Teachers Association.\nHenderson, Frank A. (State N. E. A. Director),\nAdministration Building, Santa Ana; California\nTeachers Association.\n\nAssociation\n\nHerreid, W. B. (Teacher), 148 South Reeves\nDrive, Beverly Hills; California Teachers\nAssociation.\nHeuer, Margaret (Teacher), 4259 South Hoover\nSt., Los Angeles; Los Angeles Elementary\nTeachers Club.\nHiggins, Otis O. (Teacher), 3106 Marwell Ave.,\nOakland; Oakland Teachers Association.\nHiller, Mary S. (Teacher), 3057 Patricia Ave.,\nLos Angeles; High School Teachers Associa¬\ntion of Los Angeles.\nHolen, C. E. (Teacher), 200 Sierra Boulevard,\nRoseville; Classroom Department, California\nTeachers Association, Bay Section.\nHolt, Helen F. (Teacher), 1543 B Santa Clara,\nAlameda; Classroom Department, California\nTeachers Association, Bay Section.\nHorn, Lawrence S. (Teacher), 521 Twenty-third\nSt., Santa Monica; Santa Monica Classroom\nTeachers Association.\nHoffman, Mrs. Howardine (Principal), 392\nRiverside Drive, Chino; California Elementary\nSchool Principals’ Association, Southern\nSection.\nHuff, William F. (Teacher), 255 St. Joseph Ave.,\nLong Beach; City Teachers Club of Long Beach.\nHunter, George (County Attendance Supervisor),\nCourthouse Annex, Ventura; California Teach¬\ners Association.\nHuxtable, Mrs. R. B. (Teacher), 1100 West\nForty-fifth St., Los Angeles; California Teach¬\ners Association.\nIsensee, Arthur F. (Principal), High School,\nLivermore; California Teachers Association.\nJenkins, Anna Irene (Teacher), Boyle Ave.,\nLos Angeles; California Kindergarten Primary\nAssociation.\nJolly, Louise (Teacher), Central and Walnut\nSts., Alameda; Alameda County Educational\nAssociation.\nJones, Mrs. Eugenia West (Teacher), 318 South\nBenton Way, Los Angeles; California Kinder¬\ngarten Primary Association.\nKennedy, Robert B. (District Superintendent),\n1198 Britton Ave., San Jose; Santa Clara\nCounty Teachers Association.\nKerr, Henry (Teacher), 2050 Amador St., Fresno;\nFresno City Council of Education.\nKingsley, W. Harold (Public Relations Director),\n408 South Spring St., Los Angeles; California\nTeachers Association.\nKlugel, Isabelle (Teacher) , San Diego Hotel, San\nDiego; San Diego Teachers Association.\nKnezevich, Laurel O. (Teacher), 847 Grand St.,\nLos Angeles; Los Angeles Elementary Teachers\nClub.\nLanyon, Mrs. Frances M. (Teacher), 1158\nNagles Ave., San Jose; California Teachers\nAssociation.\nLeTendre, Elwin (Principal), 73 Alamo, Berkeley;\nBerkeley Teachers Association.\nLivsey, Alice Ross (Teacher), 373 West California\nAve., Glendale; California Kindergarten\nPrimary Association.\nLong, Martha M. (Teacher), 4614 Tyrrell St.,\nOakland; Oakland Teachers Association.\nLord, Helen M. (Principal), 847 South Grand,\nLos Angeles; Los Angeles Elementary Teach¬\ners Club.\nMcCormick, Ray (Teacher), Castlemont Senior\nHigh School, Oakland; Oakland Teachers\nAssociation.\nMcLaughlin, Blanche (Teacher), 4001 Green¬\nwood Ave., Oakland; Oakland Teachers\nAssociation.\nMcLean, Bruce (Principal), 3584 Herman Ave¬\nnue, San Diego; San Diego Principals and\nSupervisors Club.\nMcLennan, Alice (Teacher), 5411 San Francisco\nBoulevard, Sacramento; Sacramento City\nTeachers Association.\nMcMullen, Catherine H. (Teacher), 3645 Park\nBoulevard,\nAssociation. San\n\nDiego;\n\nSan\n\nDiego\n\nTeachers’\n\nMaguire, S. Edna (Principal-Teacher), 165 Elm\nAve.,\nciation.Mill Valley; California Teachers Asso¬\n\n"}
{"page": 967, "printed_page": null, "text": "Associational\n\nRecords\n\nMallory, Gertrude (Teacher), 1518 Ardendale\nAve., San Gabriel; High School Teachers\nAssociation of Los Angeles.\nMartin, Walter F. (Teacher), 181 South Virgil\nAve., Los Angeles; Los Angeles Elementary\nTeachers Club.\nMaslin, Helen B. (Teacher), 1919 Marin Ave.,\nBerkeley; Berkeley Teachers Association.\nMelkonian, Bertha (Teacher), 510 Twentysecond St., San Francisco; San Francisco Class¬\nroom Teachers Association.\nMerchant, Mrs. Pauline (Teacher), Garden\nGrove; California Teachers Association.\nMarritt, Lyle (Teacher), Petaluma; Classroom\nDepartment, California Teachers Association,\nBay Section.\nMetzler, David R. (Teacher), Fresno High\nSchool, Fresno; California Teachers Associa¬\ntion.\nMontagne, Astra (Teacher), 2122 Lakeshore\nAve., Oakland; Oakland Teachers Association.\nMontgomery, Etta L. (Teacher), 833 South\nFlower St., Los Angeles; Classroom Teachers\nFederation.\nMontgomery, Kenneth (Teacher), 1825 Colina\nDrive, Glendale; Glendale City Teachers\nClub.\nMosher, Mrs. Florence (Teacher), R. F. D., Red¬\nwood City; San Mateo County Teachers\nAssociation.\nMossman, Edith (Teacher), 2229 Derby, Berke¬\nley; Berkeley Teachers Association.\nMuller, Edgar E. (Principal), 3909 Linwood Ave.,\nOakland; Alameda County Educational Asso¬\nciation.\nMunson, Mrs. Nellie A. (Teacher), 2701 Wilshire\nBoulevard, Los Angeles; Los Angeles Ele¬\nmentary Teachers Club.\nMyers, N. D. (Principal), Strathmore; California\nElementary School Principals Association.\nNewcomb, Adeline B. (Teacher), 1779 West\nTwenty-fifth St., Los Angeles; High School\nTeachers Association of Los Angeles.\nNewman, Mrs. Ethel B. (Principal), 333 North\nWilton Place, Los Angeles; Los Angeles\nElementary Teachers Club.\nNugent, Michael (District Superintendent),\nGridley; California Teachers Association.\nOsburn, Dorothy F. (Teacher), 2237 Haste St.,\nBerkeley; Oakland Teachers Association.\nOstling, Mrs. Orpha (Teacher), Box 506, Comp¬\nton; Los Angeles Elementary Teachers Club.\nOverman, C. E. (Principal), 1335 Morris Ave.,\nModesto; Stanislaus County Teachers Asso¬\nciation.\nPatterson, Mrs. Lucile N. (Teacher), 3734\nReklaw Drive, North Hollywood; Los Angeles\nElementary Teachers Club.\nPaul, Harold J. (Teacher), 410 South Green¬\nwood Ave., Pasadena; California Teachers\nAssociation.\nPeer, Vera (Teacher), 233 North Providencia\nAve., Burbank; Burbank City Teachers’\nAssociation.\nPreston, C. W. (Principal), 206 North Kingsley\nDrive, Los Angeles; Principals’ Club of Los\nAngeles Elementary Schools.\nPrice, Charles (District Superintendent), Orland;\nCalifornia Teachers Association.\nQuick, Nellie A. (Teacher), 3489 Twelfth St.,\nRiverside; California Kindergarten Primary\nAssociation.\nRaisner, Wilbur W. (Teacher), 419 Munich St.,\nSan Francisco; Classroom Department, Cali¬\nfornia Teachers Association, Bay Section.\nRankin, Sheldon (Teacher), Walnut Creek; Cali¬\nfornia Teachers Association.\nRaymond, Wilford E. (Teacher), 1085 De Garmo\nDrive, Los Angeles; Los Angeles Elementary\nTeachers Club\nReid, Virginia M. (Teacher), 2332 Harrison St.,\nOakland; Oakland Teachers Association.\nRobinson, J. A. (Teacher), 397 Adams St.,\nOakland; Alameda County Educational Asso¬\nciation.\nRogers, Carolyn (Principal), 396 Coventry Road,\nBerkeley; Richmond Teachers Association.\n\nand\n\nInformation\n\n961\n\nRogers, Robert C. (Teacher), 394 Coventry\nRoad, Berkeley; Alameda County Educa¬\ntional Association.\nRogers, Theodore Neil (Teacher), 5951 Stafford\nAve., Huntington Park; Classroom Teachers\nFederation.\nRowell, Virginia (Teacher), 200 West One\nHundred Seventh St., Los Angeles; High\nSchool Teachers Association of Los Angeles.\nRutland, Asenath (Teacher), 544 Twenty-eighth\nSt., Oakland; Classroom Department, Cali¬\nfornia Teachers Association, Bay Section.\nSanders, Edwin C. (Teacher), 227 Walnut Court,\nPasadena; Pasadena Teachers Association.\nSanders, W. J. (Teacher), High School, Visalia;\nCalifornia Teachers Association.\nSchofield, Minnie (Teacher), Lancaster; Cali¬\nfornia Teachers Association.\nShaw, Albert M. (Teacher), Box 885, Arcade\nAnnex, Los Angeles; California Teachers\nAssociation\nShotwell, Carolyn (Teacher), 831 Atlantic Ave.,\nLong Beach; City Teachers Club of Long Beach.\nSiegrist, Sanford (Principal), 25 Duncan Way,\nOakland; Alameda County Educational Asso¬\nciation.\n\nSilvey, Paul A. (Teacher), 116 Wool St., San\nFrancisco; California Teachers Association.\nSmith, Elizabeth (Teacher), 737 Pine St., San\nFrancisco; San Francisco Classroom Teachers\nAssociation.\n\nSmith, John Allan (Teacher), 851 South Grand\nAve., Los Angeles; High School Teachers\nAssociation of Los Angeles.\nSmith, Josephine P. (Teacher), 847 Green Ave.,\nAngeles; Los Angeles Elementary Teach¬\nLos\ners Club.\nSmith, Merle E. (Teacher), 7842 Halldale Ave.,\nHigh School Teachers Associa¬\nAngeles;\nLos of\nLos Angeles.\ntion\nSoelberg, John (Principal), Oakland High School,\nOakland; Oakland Teachers Association.\nSpencer, Halcyon (Teacher), 600 Forty-first St.,\nOakland; Classroom Department, California\nTeachers Association, Bay Section.\n\nl), Ferndale; Cali¬\n(Principa\nEmil J.Associati\nSpiering,\non.\nfornia Teachers\nSprenger, Florence (Teacher), 1012 Fourth Ave.,\nHigh School Teachers Associa¬\nAngeles;\nLos of\nLos Angeles.\ntion\nStaffelbach, Elmer H. (Teacher), San Jose State\nCollege, San Jose; California Teachers Asso¬\nciation.\nStevens, Nila G. (Teacher), Ferndale; Classroom\nDepartment, California Teachers Association,\nBay Section.\nStewart, H. T. (Principal), 1254 Shasta Ave.,\nTeachers\nSan Jose;\nn. Santa Clara County\nAssociatio\n\nSwan, Rose E. (Teacher), 934 South Flower St.,\nAngeles; Los Angeles Elementary Teach¬\nLos\ners Club.\nSwart, Harry (Teacher), Senior High School,\nSouth Pasadena; South Pasadena Education\nAssociation\nTennison, Esther L. (Teacher), 710 Grand Ave.,\nSouth Pasadena; Pasadena Teachers Associa¬\ntion.\n\nTetstall, Thomas M. (Teacher), 1342 Echo Ave.,\nFresno; Fresno City Council of Education.\nThurston, F. L. (Executive Secretary), 408 Spring\n.\non\nti\nTeachers Associa¬\nCalifornia\n„\nSt., Los Angeles;\nTicknor, Adelaide C. (Teacher), 2182 East\nMountain n. St., Pasadena; Pasadena Teachers\nAssociatio\n\nTraynor, Marie H. (Teacher), 1762 Turk St.,\nSan Francisco; Classroom Department, Cali¬\nfornia Teachers Association, Bay Section.\nVail, Mrs. Dorothy (Teacher), 1384 Prospect\nAve., Long Beach; City Teachers Club of\nLong Beach.\nVan Auker, Mrs. Dagmar (Teacher), 82 Manor,\nPasadena; Pasadena Teachers Association.\nVan Loenen, Addison C. (Principal), 720 Park\nBeach; Elementary Education\nAve., Laguna\nAssociation\nof Orange County.\n\n"}
{"page": 968, "printed_page": null, "text": "962\n\nNational\n\nEducation\n\nVernon, Edith (Teacher), 2028 Jones St., San\nFrancisco; San Francisco Classroom Teachers\nAssociation.\nVincent, Frank (Teacher), 2701 Sixth Ave.,\nSacramento; Sacramento City Teachers Asso¬\nciation.\nWales, Margaret (Teacher), 426 See St., Oak¬\nland; Oakland Teachers Association.\nWalker, Lesley C. (Teacher), 251 Santa Rosa\nAve., Oakland; Classroom Department, Cali¬\nfornia Teachers Association, Bay Section.\nWelday, Samuel O. (Principal), Roosevelt\nSchool, Santa Barbara; California Teachers\nAssociation.\nWhitehead, Jean (Teacher), 218 North Hidalgo,\nAlhambra; Alhambra City Teachers Club.\nWhittlesey, Beatrice H. (Vice-Principal), 1543\nSunnyside Terrace, San Pedro; Los Angeles\nElementary Teachers Club.\nWhitton, Elizabeth (Teacher), 3524 Fourteenth\nAve., Oakland; Oakland Teachers Association.\nWilson, John W. (Principal), 3435 Brayton Ave.,\nLong Beach; City Teachers Club of Long\nBeach.\nWinkler, Lucy Rice (Teacher), 927 South Ogden\nDrive, Los Angeles; High School Teachers\nAssociation of Los Angeles.\nWuerth, Eugenia (Teacher), Golden Gate School,\nOakland; Oakland Teachers Association.\nYoung, Sarah L. (Principal), Parker School,\nOakland; California Elementary School Prin¬\ncipals Association.\nZumwalt, Mrs. Gladys K. (Supervisor), Court\nHouse, Sonora; California Teachers Associa¬\ntion.\nCOLORADO\nAhrens, Maurice R. (Teacher), 550 South Gay¬\nlord St., Denver; Denver Classroom Teachers\nAssociation.\nAsfahl, W. D. (Superintendent), Delta; Colorado\nEducation Association.\nAylard, Carlton (Teacher), 1553 Fillmore St.,\nDenver; Denver Teachers Club.\nBarhydt, Grace F. (Teacher), 4567 Hooker St.,\nDenver; Denver Classroom Teachers Associa¬\ntion.\nBeatty, J. Ewing (Boys’ Adviser), South Fillmore\nSt., Denver; Denver Classroom Teachers\nAssociation.\nBrenn, Mabel (Teacher), 1526 Pennsylvania St.,\nDenver; Denver Classroom Teachers Associa¬\ntion.\nBryan, Paul Dewey (Teacher), 1628 Colorado\nBoulevard, Denver; Denver Classroom Teach¬\ners Association.\nBurgess, Grace E. (Teacher), 142 West Cedar\nAve., Denver; Colorado Education Associa¬\ntion.\nBush, Norris (Teacher), 1208 South Elizabeth\nSt., Denver; Denver Classroom Teachers\nAssociation.\nCarse, Florence (Teacher), 714 Pine St., St.\nTrinidad; Trinidad Classroom Teachers Asso¬\nciation.\nDugdale, Lee A. (Teacher), 1250 South York St.,\nDenver; Denver Classroom Teachers Associa¬\ntion.\nEasley, Ray K. (Teacher), 1821 Dahlia St.,\nDenver; Denver Classroom Teachers Asso¬\nciation.\nEssex, Elsie B. (Teacher), 1342 North Prospect\nSt., Colorado Springs; Colorado Springs Class¬\nroom Teachers Association.\nFoley, R. H. (Principal), 514 South Third Ave.,\nSterling; Sterling Federated Teachers Club.\nForce, Anna Laura (Principal), 2254 Lowell\nBoulevard, Denver; Colorado Education Asso¬\nciation.\nGallup, Ruth (Teacher), 1833 Emerson St.\nDenver; Denver Classroom Teachers Associa¬\ntion.\nHall, Irma (Teacher), 973 Fourteenth St.,\nBoulder; Boulder Community Education Asso¬\nciation.\nHansen, C. A. (Superintendent), 1626 Florence\nSt., Aurora; Colorado Education Association.\n\nAssociation\n\nHarper, Florence (Teacher), Olin Hotel, Logan\nSt., Denver; Denver Classroom Teachers\nAssociation.\nHeaton, Wilbur M. (Principal), 417 West Thir¬\nteenth St., Pueblo; Educational Association of\nDistrict No. 1.\nHouseman, Murl C. (Teacher), Acacia Hotel,\nColorado Springs; Colorado Springs Class¬\nroom Teachers Association.\nLeirich, J. A. (Principal), Canon City; Colorado\nEducation Association.\nMooney, W. B. (State N. E. A. Director), Colo¬\nrado Education Association, Denver; Colorado\nEducation Association.\nPeck, Homer N. (Superintendent), Arvada\nColorado Education Association.\nPuffer, R. A. (Assistant Superintendent), 414\nFourteenth St., Denver; Colorado Education\nAssociation.\nRathborne, Alice L. (Instructor), 5069 Newton\nSt., Denver; Colorado Education Association.\nRhen, Edna (Teacher), 603 Washington St.,\nDenver; Denver Classroom Teachers Associa¬\ntion.\nSlater, Lillian B. (Teacher),\nGreeley Classroom\n\n1218 Twelfth St.,\nTeachers Associa¬\n\nGreeley;\ntion.\nSmith, Margaret Mendenhall (Principal), 1522\nLafayette St., Denver; Denver Teachers Club.\n(Teacher), 2628 Court St.,\nTaylor, Mayme\nPueblo; Pueblo Classroom Teachers Associa¬\ntion.\nWalker, M. Eugenia (Girls’ Adviser), 2653 Cherry\nSt., Denver; Denver Classroom Teachers\nAssociation.\n\nWorley, Vivienne\nSt., Denver;\nAssociation.\n\n(Teacher), 1591 South Franklin\nDenver Classroom Teachers\n\n), Otis; Colorado\nMary (Principal\nYoung,\non.\ntion Associati\n\nEduca¬\n\nCONNECTICUT\nAherne, Vina M. (Teacher), Grafton St., New\nHaven; New Haven Teachers League.\nBouteiller, Earle (Teacher), 22 Smallwood Road,\nHartford; Connecticut State Teachers\nWest\nAccinri/itinri\nCollins, Helen T. (State N. E. A. Director), 41\nFifth St., New Haven; Connecticut State\nTeachers Association.\nFinucane, Bernice (Teacher), Mansfield Center;\nConnecticut State Teachers Association.\nGoyette, Imelda E. (Teacher), 40 Kings College\nPlace, Stratford; Stratford Teachers Associa¬\ntion.\n\nJeffords, H. Morton (Superintendent), Walling¬\nford; Connecticut State Teachers Association.\nLord, Daisy (Teacher), 1027 West Main St.,\nWaterbury; Waterbury Teachers Association.\nMoody, W. H. (Principal), 1856 Whitney Ave.,\nHamden; Connecticut State Teachers Associa¬\ntion.\nParis, Anne (Teacher), 40 Kings College Place,\nStratford; Connecticut State Teachers Asso¬\nciation.\nPitcher, Honora L. (Teacher), 189 Atwater St.,\nNew Haven; New Haven Teachers League.\nRobinson, Mrs. Olive (Teacher), Willimantic;\nConnecticut State Teachers Association.\nRoth, Friedrick G., (Teacher), 1016 E. Main St.,\nBridgeport; Bridgeport Teachers Association.\nWexler, Isadore (Principal), New Haven; New\nHaven Teachers League.\nYoungerman, Ruth (Teacher), 139 Tyler St. ,\nHaven; Teachers League of East Haven,\nEast\nConnecticut.\nDELAWARE\n\nBurnett, Marguerite\nA ccnrifitinti\nWilmington;\ntion),\n\n(Director of Adult Educa¬\nDelaware State Education\n\nHolloway, h! V. (State N. E. A. Director),\nDover; Delaware State Education Association.\nMcMahan, Herbert E. (Teacher), Wilmington;\nDelaware State Education Association.\n\n"}
{"page": 969, "printed_page": null, "text": "Associational\n\nRecords\n\nMulrooney, Thomas W. (Teacher), 1511 Dela¬\nware Ave., Wilmington; Wilmington Teachers\nAssociation.\nDISTRICT\n\nOF\n\nCOLUMBIA\n\nGivens, Willard E. (Delegate Ex Officio), Wash¬\nington.\nGosling, Thomas W. (National Director, Junior\nRed Cross), The American Red Cross, Wash¬\nington; National Council of Teachers of\nEnglish.\nGrubbs, Mrs. Ethel Harris (Head, Department\nof Mathematics), 751 Fairmont St., N. W.,\nWashington; Columbian Educational Associa¬\ntion.\nHarrington, Katherine (Teacher), 4440 Conduit\nRoad, Washington; Education Association of\nthe District of Columbia.\nHigbie, E. C. (N. E. A. Director), Wilson Teach¬\ners College, Washington; Education Associa¬\ntion of the District of Columbia.\nJohnson, Keith (Teacher), 4438 Volta Place,\nN. W., Washington; Education Association of\nthe District of Columbia.\nKeliher, Annie (Teacher), 1555 Forty-fourth St.,\nWashington; Education Association of the\nDistrict of Columbia.\nLamberton, Bernice (Teacher), Eliot Junior High\nSchool, Washington; Junior High School\nTeachers Association.\nMcDonald, O. W. (Teacher), 4925 Blaine St.,\nN. E., Washington; Columbian Educational\nAssociation.\nPowers, J. Orin (Teacher), 822 Emerson St.,\nWashington; Education Association of the\nDistrict of Columbia.\nReddick, J. L. (Teacher), Langdon School, Wash¬\nington; Education Association of the District\nof Columbia.\nSams, Mrs. Moylin (Teacher), Eastern High\nSchool, Washington; High School Teachers\nAssociation.\nSmith, Mrs. Rudella Gordon (Teacher), 134\nSeaton Place, N. W., Washington; Columbian\nEducational Association.\nWells, Mrs. Elva (Teacher), Central High\nSchool, Washington; High School Teachers\nAssociation.\nWilkinson, Garnet C. (Assistant Superintendent),\n406 You St., N. W., Washington; Columbian\nEducational Association.\nFLORIDA\nBullock, Pearl (Teacher), Ft. Myers; Florida\nEducation Association.\nDavis, Mrs. Jane (Teacher), 1013 Horatio St.,\nTampa; Tampa Teachers Club.\nDrew, Nina (Teacher), 1269 Northwest Fifth St.,\nMiami; Dade County Classroom Teachers.\nFleshman, A. D. (Principal), Clermont; Florida\nEducation Association.\nHammond, Mrs. Allie M. (Principal), Seminole\nSchool, Tampa; Florida Education Association.\nHarbin, A. E. (Principal), High School, Daytona\nBeach; Florida Education Association.\nLangston, Mrs. Margaret (Teacher), Tampa;\nFlorida Education Association.\nMcIntosh, J. L. (Principal), Ybor School, Tampa;\nFlorida Education Association.\nNewsome, W. T., (County Superintendent),\nLive Oak; Florida Education Association.\nSeagren, P. W. (Teacher), 3304 Southwest\nSecond St., Miami; Dade County Classroom\nTeachers Association.\nGEORGIA\nAvery, Andrew (County Superintendent), Bainbridge; Georgia Education Association.\nCollins, M. D. (State N. E. A. Director), Atlanta;\nGeorgia Education Association.\nGrier, B. M. (Superintendent), Athens; Georgia\nEducation Association.\nRamsey, Ralph L. (Executive Secretary, Georgia\nEducation Association), Court House; Georgia\nEducation Association.\n\nand\n\nInformation\n\n963\n\nRhodes, Maud E. (Principal), 185 Westminster\nDrive, Atlanta; Georgia Education Association.\nStallings, Lila (Principal), Sidney Lanier School,\n1017 Egmont St., Brunswick; Georgia Educa¬\ntion Association.\nSutton, W. A. (Superintendent), Atlanta; Georgia\nEducation Association.\nHAWAII\nAckland, Mrs. Ruth D. (Teacher), Wailuku,\nMaui; Maui Teachers Association.\nBrown, Mrs. Nani (Teacher), Makena, Maui;\nMaui Teachers Association.\nClopton, Mrs. Barbara (Teacher), Hilo Inter¬\nmediate School, Hilo; Hilo Teachers Union.\nClopton, Robert W. (Principal), Kaumana School,\nHilo; Hilo Teachers Union.\nCockett, Mrs. Catherine (Teacher), Box 31,\nLahaina, Maui; Hawaii Education Association.\nDostal, Joseph (Principal), Kaunakakai, Molokai;\nHawaii Education Association.\nDouglas, Mrs. Zipporah (Teacher), Kauai;\nKauai Education Association.\nDrummond, Mrs. Lucy F. (Teacher), 1630 Makiki\nSt., Honolulu; Oahu Education Association.\nEkern, Merlin O. (Teacher), Hoolehua, Molokai;\nHawaii Education Association.\nFieldgrove, Mrs. Sadie (Teacher), 1226 Eighth\nAve., Honolulu; Hawaii Education Association.\nFreedman, Mrs. Wilhelmina (Teacher), Waialee\nHonolulu; Oahu Education\nTraining\nAssociation.School,\n\nMina (Teacher),' Honolulu;\nKaleikau,\nAssociation.\nEducationMrs.\n\nOahu\n\nKaneko, Richard (Teacher), Honokaa Inter¬\nmediate School, Honokaa; Hilo Teachers\nUnion.\nKeaka, Mrs. Mae Kapu (Teacher), 3654 Nuuanu\nAve., Honolulu; Oahu Education Association.\nKrantz, Mrs. Henrietta (Teacher), 1752 Mikihala\nWay, Honolulu; Oahu Education Association.\nLum, Ah Lu (Teacher), Box 148, Paia, Maui;\nMaui Teachers Association.\nMcTaggart, Mrs. Audrey (Teacher), 2103\nHunnewell St., Honolulu; Oahu Education\nAssociation.\nMcTaggart, E. L. (N. E. A. Director), Secretary,\nHawaii Education Association, 2103 Hunne¬\nwell St., Honolulu; Oahu Education Associa¬\ntion.\n\nMontgomery, Mrs. T. Ellen (Teacher), Honokaa\nIntermediate School, Honokaa; Hilo Teachers\nUnion.\nMorita, Dorothea (Teacher), 2920 Laola Road,\nHonolulu; Oahu Education Association.\nMorrell, Mrs. Ruth (Teacher), 2003 Dole St.,\nHonolulu; Oahu Education Association.\nPowell, Mrs. Velma (Principal), 2144 Lanihuli\nDrive, Honolulu; Oahu Education Association.\nRoberts, Roy L. (Principal), Waiakea-Uka School,\nHilo; Hilo Teachers Union.\nRoberts, Mrs. Ruth (Teacher), Waiakea-Uka\nSchool, Hilo; Hawaii Education Association.\nRussell, Mrs. Bertha (Teacher), 2924 Loomis St.,\nHonolulu; Hawaii Education Association.\nSmith, Mrs. Florence (Teacher), 3360 Alohea\nAve., Oahu Education Association.\nSoon, Albert (Teacher), 2525 Rooke Ave.,\nHonolulu; Teachers ^Council of the Territory\nof Hawaii.\nTucker, Mrs. Maud (Principal), 2614 Oahu Ave.,\nHonolulu; Oahu Education Association.\nWong, Maria K. (Teacher), 1294-A Akoko Lane,\nHonolulu; Hawaii Education Association.\nYoung, George A. (Teacher), Kahuku, Oahu;\nHawaii Education~Association.\nIDAHO\nCondie,\n\nJohn W. (State Superintendent), State\nHouse, Boise; The Idaho Education Associa¬\ntion.\nHillman, John I. (Secretary, Idaho Education\nAssociation), 331 Sonna Building, Boise; The\nIdaho Education Association.\n\n"}
{"page": 970, "printed_page": null, "text": "964\n\nNational\n\nEducation\n\nJohnson, Anna (Principal), Emerson School,\nIdaho Falls; Idaho Falls Education Association.\nMcSorley, Lillian (Principal), Lewiston; The\nIdaho Education Association.\nSmith, Clarence H. (Teacher), 132 South Thir¬\nteenth Ave., Pocatello; The Idaho Education\nAssociation.\nSnyder, R. H. (President), Albion State Normal\nSchool, Albion; The Idaho Education Associa¬\ntion.\nVincent, W. D. (State N. E. A. Director), Super¬\nintendent of Schools, Boise; The Idaho Educa¬\ntion Association.\nILLINOIS\nAmbrose, Curtis E. (Principal), Oblong; Illinois\nEducation Association.\nAmes, Clarice (Teacher), 2722 Market Ave.,\nEast St. Louis; East St. Louis Grade Teachers\nFellowship Society.\nArends, Lillian (Teacher), Sullivan; Eastern\nDivision, Illinois Education Association.\nArnold, Erma (Teacher), Pembridge Hotel,\nEvanston; Evanston Teachers Club.\nBall, Ben H. (Vice-Principal), 318 North St.\nJohns Ave., Highland Park; Lake Shore\nDivision, Illinois Education Association.\nBeckner, W. O. (Teacher), 109 North Common¬\nwealth St., Elgin; Elgin Council of Education.\nBergwall, M. C. (Principal), Washington Junior\nHigh School, Rock Island; Black Hawk Divi¬\nsion, Illinois Education Association.\nBiester, Fred L. •(Principal), Glen Ellyn; Illinois\nEducation Association.\nBlakeway, Herbert N. (Principal), 8525 South\nCarpenter St., Chicago; Chicago Division,\nIllinois Education Association.\nBlodgett, D. R. (Teacher), Edwardsville; South¬\nwestern Division, Illinois Education Associa¬\ntion.\nBooher, Eleanor E. (Teacher), High School, Oak\nPark; Lake Shore Division, Illinois Education\nAssociation\nBright, O. T., Jr. (Teacher), 6049 Kimbark Ave.,\nChicago; Illinois Education Association.\nBrown, Hattie C. (Assistant Principal), 7710\nEuclid Ave., Chicago; Chicago Association of\nAssistant Principals.\nBrown, W. L. (Business Manager), New Trier\nHigh School, Winnetka; Lake Shore Division,\nIllinois Education Association.\nBruner, Charles (Superintendent), 327 McKinley\nAve.; Black Hawk Division, Illinois Education\nAssociation.\nBuckler, J. Bruce (Principal), Casey; Illinois\nEducation Association.\nBurns, B. (Principal), Lisle; Du Page Valley\nDivision of the Illinois Education Association.\nBuzzard, R. G. (President), Eastern Illinois State\nTeachers College, Charleston; Eastern Divi¬\nsion, Illinois Education Association.\nCassady, E. N. (Superintendent), Brookfield;\nLake Shore Division, Illinois Education Asso¬\nciation.\nClayton, J. C. (Superintendent), Oswego; North¬\neastern Division, Illinois Education Association.\nCochran, Dana (Teacher), 6140 Kimbark Ave.,\nChicago; Illinois Education Association, Chi¬\ncago Division.\nCosgrove, Jennie (Teacher), 500 Diversey Park¬\nway, Chicago; Chicago Teachers’ Federation.\nCox, Josephine (Teacher), 20 North Mayfield\nAve., Chicago; Chicago Division, Illinois\nEducation Association.\nDaggett, Daisy (Principal), 279 West William St.,\nDecatur; Decatur Public School Teachers\nAssociation.\nDavis, R. E. (Teacher), East Aurora High School,\nNortheastern Division of Illinois Education\nAssociation.\nDean, Dorothy (Teacher), Bensenville High\nSchool, Bensenville; Du Page Valley Division\nof the Illinois Education Association.\nDe Atley, Glenn (Teacher), Woodriver; South¬\nwestern Division, Illinois Education Associa¬\ntion.\n\nAssociation\n\nDowning, E. E. (Superintendent), Elmwood;\nPeoria Division, Illinois Education Association.\nEchols, O. C. (Superintendent), Lacon; Illinois\nValley Division, Illinois Education Association.\nEkblad, Carrie (Teacher), 2017 Eighteenth St. B,\nMoline; Black Hawk Division, Illinois Educa¬\ntion Association.\nEpple, Esther (School Nurse), 2219 Ridge Ave.,\nEvanston; Evanston Teachers Club.\nFahy, Mildred, (Principal), 1101 Pratt Boulevard,\nChicago; Illinois Education Association,\nChicago Division.\nFinley, L. V. (Superintendent), Redbud; South¬\nwestern Division, Illinois Education Association.\nFulwider, L. A. (Principal), Freeport; Illinois\nEducation Association.\nGambach, J. C. (Teacher), Peoria High School,\n*.702 North St., Peoria; Peoria Teachers Asso¬\nciation.\nGilligan, Lena Belle (Teacher), 5918 North\nKnox Ave., Chicago; Chicago Division, Illinois\nEducation Association.\nGordon, B. E. (Assistant Superintendent), 87\nNorth Park Road, La Grange; Lake Shore\nDivision, Illinois Education Association.\nHaggard, W. W. (Superintendent), Joliet Town¬\nship High School, Joliet; Northeastern Divi¬\nsion, Illinois Education Association.\nHammack, J. H. (Superintendent), Perry County\nSchools, Pinckneyville ; Southern Division of\nIllinois Education Association.\nHansen, C. W. (Principal), Quincy; Illinois\nEducation Association.\nHansen, Herbert (Principal), Sullivan School,\nChicago; Chicago Principals Club.\nHarden, Frances (Teacher), 1543 Sherwin Ave.,\nChicago; Chicago Division, Illinois Education\nAssociation.\nHattershire, Margaret (Teacher), Lansdowne\nJunior High, East St. Louis; Southwestern\nDivision, Illinois Education Association.\nHerren, Harry H. (Registrar), New Trier Town¬\nship High School, Winnetka; Lake Shore\nDivision, Illinois Education Association.\nHoff, H. A. (Superintendent), Milledgeville;\nNorthwestern Division, Illinois Education\nAssociation.\nHoffman, Ida (Teacher), North Thirteenth St.,\nEast\nSt. Louis; East St. Louis Teachers Asso¬\nciation.\nHolmes, A. A. (Superintendent), Bowen; Missis¬\nsippi Valley Division, Illinois Education Asso¬\nciation.\nIves, Clara A. (Teacher), 3823 Greenview Ave.,\nChicago; Chicago Division, Illinois Education\nAssociation.\nJames, Olga (Teacher), 1430 Carolina Ave.,\nSpringfield; Association of Elementary Class¬\nroom Teachers of Springfield.\nJennings, Grace (Principal), Murrayville; Illinois\nEducation Association.\nJensen, Frank A. (Principal), LaSalle; Illinois\nEducation Association.\nJohnson, Jennie C. (Teacher), 4215 Monroe St.,\nChicago; Chicago Teachers Federation.\nKearns, Ruth (Teacher), Winnetka; Lake Shore\nDivision, Illinois Education Association.\nKeenan, Ann (Teacher), 2465 East Seventyfourth Place, Chicago; Chicago Division,\nIllinois Education Association.\nKeenan, Robert C. (Teacher), Chicago; Illinois\nEducation Association.\nKnox, Mabel (Teacher), Joy; Black Hawk\nDivision, Illinois Education Association.\nKreider, D. Belle (Teacher), 2339 Fifty-third\nAve., Cicero; Lake Shore Division, Illinois\nEducation Association.\nLarimore, Mrs. Leona E. (Principal), 4203 DuBois\nBoulevard, Congress Park; Lake Shore Divi¬\nsion, Illinois Education Association.\nLehr, E. I. (Superintendent), Rock Falls; Illinois\nEducation Association.\nLewis, Lillian (Teacher), 1325 Wilson Ave.,\nChicago; Chicago Division, Illinois Education\nAssociation.\nLofdahl, Leslie C. (Assistant Principal), Hall\nSchool, Rockford; Rockford Teachers Club.\n\n"}
{"page": 971, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n965\n\nLundahl, Leon (Principal), Crystal Lake Grade\nSchool, Crystal Lake; Northeastern Division,\nIllinois Education Association.\nMcArdle, Margaret (Teacher), 111 Broadway,\nWilmette; Chicago Division, Illinois Education\nAssociation.\nMcCarthy, Elinore (Teacher), 111 East Pearson\nSt., Chicago; Chicago Division, Illinois Educa¬\ntion Association.\nMcCarthy, Lucie (Teacher), 121 North Menard\nAve., Chicago; Chicago Division, Illinois\nEducation Association.\nMcCulloch, W. H. (County Superintendent),\nPontiac; Central Division, Illinois Education\nAssociation.\nMcKinney, LaReine (Teacher), Waukegan; Wau¬\nkegan Township High School Association.\nMcShane, Alice (Teacher), 2921 Washington\nBoulevard, Chicago; Chicago Division, Illinois\nEducation Association.\nMartens, Anna (Teacher), 213 Hurlburt St.,\nPeoria; Peoria Teachers Association.\nMayo, E. L. (Teacher), 808 Second Ave., Joliet;\nJoliet Township High School Teachers Asso¬\nciation.\nMerwin, Bruce (Teacher), Normal University,\nCarbondale; Illinois Education Association.\nMeyer, Frank (Teacher), 430 Garfield Ave.,\nChicago; Chicago Division, Illinois Education\nAssociation.\nMitchell, Ethelyn L. (Teacher), 5535 Kenmore\nAve., Chicago; Chicago Public School Kinder¬\ngarten-Primary Association.\nMoberly, Mary (Teacher), 120 South Madison\nSt., La Grange; Illinois Education Association,\nChicago Division.\nMoynihan, Laura (Teacher), 626 South Kenil¬\nworth Ave., Oak Park; Illinois Education\nAssociation, Chicago Division.\nMunson, Irving (Superintendent), Kankakee;\nIllinois Education Association.\nMurphy, Joseph (Principal), 121 Rebecca Place,\nPeoria; Peoria Teachers Association.\nMurphy, Rosabel (Teacher), 20 East Delaware\nPlace, Chicago; Chicago Division, Illinois\nEducation Association.\nNichelson, Arthur M. (Principal), 154 North\nMason Ave., Chicago; Chicago Division, Illi¬\nnois Education Association.\nNickell, V. L. (Superintendent), 802 West Daniel\nSt., Champaign; East Central Division of the\nIllinois Education Association.\nNutting, E. P. (Superintendent), Moline; Illinois\nEducation Association.\n\nReed, Ethel May (Teacher), 906 Belden Ave.,\nChicago; Chicago Division, Illinois Education\nAssociation.\nRegan, Alice (Teacher), 6345 University Ave.,\nChicago; Chicago Division, Illinois Education\nAssociation.\nRickard, Garrett (Teacher), 1315 Rosedale Ave.,\nChicago; Chicago Division, Illinois Education\nAssociation.\nRichert, Henry (Teacher), Senior High School,\nRockford; Rockford Teachers Club.\nRobertson, F. F. (Principal), Junior High School,\nGalesburg; Illinois Education Association.\nRyan, Catherine A. (Principal), 132 South Scoville\nAve., Oak Park; Chicago Division, Illinois\nEducation Association.\nRyan, Mattie (Teacher), 1630 North Shore Ave.,\nChicago; Chicago Division, Illinois Education\nAssociation.\nScherrer, Charles F. (Teacher), Rock Junior\nHigh School, East St. Louis; Southwestern\nDivision, Illinois Education Association.\nScully, Susan (Teacher), 6410 Woodlawn St.,\nChicago; Illinois Education Association.\nSettle, Ida Lane (Teacher), Elmhurst; Illinois\nEducation Association.\nShafer, B. F. (Superintendent), Freeport; Illinois\nEducation Association.\nSiebert, Mrs. Edna (Teacher), 6450 Kenwood\nAve., Chicago; Chicago Teachers League.\nSiepert, A. F. (Dean), Bradley Polytechnic In¬\nstitute, Peoria; Peoria Division, Illinois Edu¬\ncation Association.\nSmith, C. B. (Superintendent), Pekin; Illinois\nEducation Association.\n\nO’Neill, Marie (Teacher), 4515 North Newland\nAve., Chicago; Chicago Division, Illinois Edu¬\ncation Association.\n\nSullivan, S. B. (Principal), West Frankfort;\nIllinois Education Association.\nSylla, Ben A. (Superintendent), Chicago Heights;\nIllinois Education Association.\nThalman, John W. (State N. E. A. Director), 1011\nWashington St., Waukegan; Lake Shore\nDivision, Illinois Education Association.\nThomason, Adelaide (Teacher), 3027 West\nWashington Boulevard, Chicago; Chicago\nTeachers Federation.\n\nO’Rourke, Catherine (Teacher), 3057 West Jackson Boulevard, Chicago; Chicago Division,\nIllinois Education Association.\nPage, William (Principal), 4345 Adams St.,\nChicago; Chicago Division, Illinois Education\nAssociation.\nPearsons, Evelyn M. (Principal), 1031 Dempster\nSt., Evanston; Lake Shore Division of the\nIllinois Education Association.\nPeters, Mary A. (Teacher), 354 East Chicago St.,\nElgin; Elgin Council of Education.\nPeterson, Hazel (Teacher), 1311 Twenty-ninth\nAve., Moline; Rock Island County Teachers\nClub.\nPetty, W. C. (County Superintendent), Court\nHouse, Waukegan; Lake Shore Division of the\nIllinois Education Association.\nPierce, Honora L. (Teacher), Aldine Ave.,\nChicago; Chicago Division, Illinois Education\nAssociation.\nPotter, Roger (Teacher), Moline; Black Hawk\nDivision, Illinois Education Association.\nPreble, F. Blanche (Teacher), 10855 Vernon Ave.,\nChicago; Chicago Teachers Federation.\nPuffer, Noble J. (County Superintendent), Burn¬\nham Building, Chicago; Lake Shore Division,\nIllinois Education Association.\nReece, Wilbur (Teacher), 285 Alexander Boule¬\nvard, Elmhurst; Du Page Valley Division of\nIllinois Education Association.\n\nSmith, Marion (Teacher), 2235 West Seventysecond St, Chicago; Chicago Division, Illinois\nEducation Association.\nSnodgrass, J. F. (Principal), Collinsville; Illinois\nEducation Association.\nSpeltz, A. F. (Superintendent), Pontiac; Living¬\nston County Teachers Association.\nStringer, Ralph E. (Principal), 301 West Locust\nSt., Robinson; Southeastern Division, Illinois\nEducation Association.\nStuder, Emma (Teacher), 204 North West St.,\nWaukegan; Waukegan City Schools Associa¬\ntion.\nStullken, Edward H. (Principal), 5464 Walton St.,\nChicago; Chicago Division, Illinois Education\nAssociation.\nStutzman, G. C. (Superintendent), Hanover;\nA ccnriatirm\nrn Division, Illinois Education\nNorthweste\n\nTrimpe, W. R. (Superintendent), Havana; Peoria\nDivision, Illinois Education Association.\nTwohig, Eva (Teacher), 970 Edgecombe Place,\nChicago; Chicago Teachers Federation.\nVaughn, Mary (Teacher), 4050 Monroe St.,\nChicago; Illinois Education Association.\nWaddington, Mattie (Principal), 1269 W. Wood\nSt., Decatur; Decatur Public School Teachers\nAssociation.\nWalsh, Leo (Superintendent), Toluca; Illinois\nEducation Association.\nWalters, C. L. (Superintendent), Peotone; Illinois\nEducation Association.\nWatson, Mrs. Lou A. (Teacher), Centralia;\nSouthwestern Division, Illinois Education\nAssociation.\nWentworth, Edith (Teacher), De Kalb; Rock\nRiver Division of Illinois Education Associa¬\ntion.\nWheeler, Bruce E. (Principal), Springfield; South\nCentral Division of the Illinois Education\nAssociation.\n\n"}
{"page": 972, "printed_page": null, "text": "966\n\nNational\n\nEducation\n\nWieland, John A. (Superintendent), Centennial\nBuilding, Springfield; Illinois Education Asso¬\nciation.\nWilley, (Teacher), Pekin; Pekin Teachers Club.\nWilson, Irvin (Principal), 437 South Stone Ave.,\nLa Grange; Illinois Education Association.\nWilt, Margaret L. (Teacher), 5857 Winthrop\nAve., Chicago; Illinois Education Association,\nChicago Division.\nWolf, Ollie (Teacher), 1604 Oak St., Chicago\nHeights; Chicago Heights Teachers Council.\nZiese, Fred (Teacher), 463 South Crea St.,\nDecatur; Decatur Public School Teachers\nAssociation.\nINDIANA\nAchttien, Evelyn (Teacher), R. R. 5, Box 93,\nIndianapolis; Indianapolis Grade Teachers\nAssociation.\nAmmerman, K. V. (Principal), 4830 Park Ave.,\nIndianapolis; Federation of Indianapolis Public\nSchool Teachers.\nBarnhart, W. S. (Teacher), 5702 East Michigan\nSt., Indianapolis; Federation of Indianapolis\nPublic School Teachers.\nBlanchard, H. H. (Teacher), South Bend; South\nBend Teachers Federation.\nByers, Olive (Teacher), 219 Webb St., Ham¬\nmond; Indiana State Teachers Association.\nCallis, C. D. (Principal), Greentown; Indiana\nState Teachers Association.\nCampbell, Arthur (Superintendent), Anderson;\nIndiana State Teachers Association.\nColeman, Ada M. (Teacher), 3359 Carrollton St.,\nIndianapolis; Federation of Indianapolis Public\nSchool Teachers.\nColeman, C. T. (Teacher), 6408 Jackson Ave.,\nHammond; Hammond City Teachers Associa¬\ntion.\nCombs, Lex V. (Principal), 233 East Jefferson,\nFort Wayne; Indiana State Teachers Associa¬\ntion.\nCullar, Nell (Teacher), 531 South St. Joe St.,\nSouth Bend; South Bend Teachers Federation.\nDome, Maude B. (Teacher), 2110 New Jersey St.,\nIndianapolis; Indianapolis Grade Teachers\nAssociation.\nDoub, Deward (Teacher), 126 East Donald St.,\nSouth Bend; South Bend Teachers Federation.\nDowning, Roger Q. (Principal), 2106 Iowa Ave.,\nConnersville; Indiana State Teachers Associa¬\ntion.\nDuShane, Donald (Superintendent), Columbus;\nIndiana State Teachers Association.\nDyer, L. E. (Principal), 719 West Seventh St.,\nBloomington; Bloomington Public School\nTeachers Association.\nEash, E. C. (Principal), 304 Kenmore Road,\nIndianapolis; Indiana State Teachers Associa¬\ntion.\nEwing, Sara (Teacher), 5461 Pleasant Run Park¬\nway, Indianapolis; Federation of Indianapolis\nPublic School Teachers.\nHartley, Paul (Teacher), 1003 West Washington\nSt., Muncie; Muncie Teachers Federation.\nHerbst, Frieda (Principal), 966 North Belleview\nPlace, Indianapolis; Federation of Indianapolis\nPublic School Teachers.\nHightower, Ethel (Teacher), 501 Buckingham\nDrive, Indianapolis; Federation of Indianapolis\nPublic School Teachers.\n'\nHorne, Leunice H. (Teacher), 1637 Central Ave.,\nIndianapolis; Indianapolis Grade Teachers\nAssociation.\nHougham, Robert B. (Teacher), 334 State House,\nIndianapolis; Indiana State Teachers Associa¬\ntion.\nHull, Grace (Teacher), 714 Pine St., Michigan\nCity; Indiana State Teachers Association\nJardine, Alex (Teacher), 800 Bayard Park,\nEvansville; Evansville Teachers Federation.\nJohnson, W. B. (Principal), 1261 Ring Ave.,\nIndianapolis; Federation of Indianapolis\nTeachers.\nJones, Mrs. Nellie Dyer (Teacher), 1144 Dawson\nSt., Indianapolis; Indianapolis Grade Teachers\nAssociation.\n\nAssociation\n\nJulian, Roy B. (Superintendent), Valparaiso;\nIndiana State Teachers Association.\nKepley, Ethelyn (Teacher), 620 East Jackson St.,\nMuncie; Muncie Teachers Federation.\nKinnaird, Virginia (Teacher), 2410 South Harri¬\nson St., Fort Wayne; Fort Wayne Teachers\nAssociation.\nKinne, Ruth M. (Teacher), Krantzville Road,\nEvansville; Evansville Teachers Federation.\nKitson, Mary A. (Teacher), 733 Cottage Grove,\nSouth Bend; South Bend Teachers Federation.\nLewis, Anna B. (Dean), Sky Run Ave., Fort\nWayne; Fort Wayne Teachers Association.\nLewis, Nora Mae (Teacher), 5631 Maywood\nAve., Hammond; Hammond\nCity Teachers\nAssociation.\nMcClure, Beryl (Teacher), 2110 North New\nJersey St., Indianapolis; Indianapolis Grade\nTeachers Association.\nMcComb, Gertrude E. (Teacher), 1927 South\nSixth St., Terre Haute; Terre Haute Teachers\nFederation.\nMcCutchan, Bernice (Teacher), Evansville;\nEvansville Teachers Federation.\nMaehling, Hilda (Teacher), 1357 Third Ave.,\nTerre Haute; Indiana State Teachers Associa¬\ntion.\nMichael, L. E. (Principal), Cloverdale; Indiana\nState Teachers Association.\nMoore, Harold E. (Director, Teacher Placement),\nIndiana University, Bloomington; Indiana\nState Teachers Association.\nNelson, Bertha F. (Teacher), 719 Union St.,\nApartment S-3, Fort Wayne; Indiana School\nWomen’s Club.\nNicholson, Guy (Teacher), 1010 East Chandler\nAve., Evansville; Evansville Teachers Federa¬\ntion.\nNuzum, Richard A. (Principal), Hobart; First\nDistrict Teachers Association of Indiana.\nO’Bryan, Eugene (County Superintendent), Wash¬\nington; Indiana State Teachers Association.\nPierce, Neil V. (Vice-Principal), R. R. 3, Box 525,\nEvansville; Evansville Teachers Federation.\nRankin, Vivian S. (Principal), 2551 North Dela¬\nware St., Indianapolis; Federation of Indianap¬\nolis Public School Teachers.\nRussell, Hosea (Principal), Pimento; Indiana\nState Teachers Association.\nSnapp, C. Ross (Principal), 1814 Oliver St.,\nWhiting; First District Teachers Association\nof Indiana.\nSoules, Gertrude F. (Principal), 22 South\nTwentieth St., Terre Haute; Terre Haute\nTeachers Federation.\nSwenson, Mrs. Clara A. (Teacher), 6076 East\nSt. Joe St., Indianapolis; Indianapolis Grade\nTeachers Association.\nTaylor, Frances (Teacher), 28 Ruth St., Ham¬\nmond; Hammond City Teachers Association.\nThompson, Vesta (Teacher), 521 Oakdale St.,\nFort Wayne; Fort Wayne Teachers Association.\nThornton, Wilson (Teacher), 130 Mishauka Ave.,\nMishauka; South Bend Teachers Federation.\nTraw, Glenn (Superintendent), Tell City; Indiana\nState Teachers Association.\nTroyer, Russell (Teacher), E. Coolspring Ave.,\nMichigan City; Michigan City Teachers\nFederation.\nWilliams, Charles O. (State N. E. A. Director),\n203 Hotel Lincoln, Indianapolis; Indiana State\nTeachers Association.\nWright, W. W. (Professor), Indiana University,\nBloomington;\nIndiana State Teachers Associa¬\ntion.\nWyatt, Robert H. (Teacher), 233 East Jefferson\nSt., Fort Wayne; Fort Wayne Teachers Asso¬\nciation.\nIOWA\nBeard, Burrus E. (Superintendent), Webster\nCity; Iowa State Teachers Association.\nBeck, Martha Bond (Teacher), 2024 Ripley St.,\nDavenport; Scott County Teachers Association.\nBrown, A. E. (Associate Professor), Iowa State\nTeachers College, Cedar Falls; Local Unit of\nthe N. E. A. at Iowa State Teachers College,.\n\n"}
{"page": 973, "printed_page": null, "text": "Associational\n\nRecords\n\nCram, Fred D. (State N. E. A. Director), Iowa\nState Teachers College, Cedar Falls; Iowa\nState Teachers Association.\nEyers, Helen (Teacher), 1417 Douglas St., Sioux\nCity; Sioux City Teachers Club.\nFearing, H. W. (Superintendent), Valley Junc¬\ntion; Iowa State Teachers Association.\nFishwild, Leslie L. (Teacher), 722 Sixth Ave.,\nSouth, Clinton; Clinton Teachers Association.\nFitzgerald, J. E. (Principal), Sioux City; Iowa\nState Teachers Association.\nJordan, Mary S. (Teacher), C-5 Sidney Apart¬\nments, Sioux City; Sioux City Teachers Club.\nKintzinger, Helen J. (Teacher), 563 West\nEleventh St., Dubuque; Dubuque Teachers\nAssociation.\nKittrell, C. A. (Superintendent), West Waterloo\nSchools, Waterloo; Iowa State Teachers\nAssociation.\nMacDowell, Mrs. Lillian S. (Teacher), 227 High\nSt., Keokuk; Elementary Teachers Club.\nMcGrew, E. M. (Superintendent), Williamsburg;\nIowa State Teachers Association.\nMartin, Frank D. (Teacher), 1519 Pierce St.,\nSioux City; Sioux City Teachers Club.\nMorse, Nelle (Teacher), Kirchbaum Apartments,\nSioux City; Sioux City Teachers Club.\nMourning, Katharine (Teacher), 420 Sioux Apart¬\nment, Sioux City; High School Teachers Asso¬\nciation of Sioux City.\nPhares, W. M. (Teacher), 616 North Tenth St.,\nFort Dodge; Fort Dodge Teachers Federation.\nPowell, Lucille (Teacher), 416 Sixth St., S. W.,\nCedar Rapids; Cedar Rapids Classroom Teach¬\ners Association.\nPye, Charles F. (Teacher), 415 Shops Building,\nDes Moines; Iowa State Teachers Association.\nReed, Lula B. (County Superintendent), Red\nOak; Iowa State Teachers Association.\nSamuelson, Agnes (Delegate Ex Officio), State\nSuperintendent, Des Moines.\nSchell, M. M. (Superintendent), Ida Grove;\nIowa State Teachers Association.\nSlinker, Philip D. (Teacher), 614 Twenty-eighth\nSt., Des Moines; Des Moines Teachers\nFederation.\nVan Cleave, Arlene (County Superintendent),\nLogan; Iowa State Teachers Association.\nWhite, Alice (Teacher), Riceville; Iowa State\nTeachers Association.\nWilliams, H. J. (Superintendent), Spencer; Iowa\nState Teachers Association.\nWolcott, Enid (Teacher), 2750 Cottage Grove,\nDes Moines; Des Moines Teachers Federation.\nKANSAS\nAbernathy, Aulette (Teacher), 2060 North\nFourth St., Kansas City; Dubois Teachers\nClub.\nBrewster, L. H. (Superintendent), Osborne;\nKansas State Teachers Association.\nBrotherson, Marie (Teacher), 644 Ohio, Kansas\nCity; (Delegate ex officio).\nBurnett, Imogene (Teacher), 1409 Boswell,\nTopeka; Topeka Teachers Association.\nKelly, Mary (Teacher), Hillcrest Apartments,\nWichita; Wichita City Teachers Association.\nLaing, Gertrude G. (Teacher), 1931 North\nTwenty-fifth St., Kansas City; Kansas State\nTeachers Association.\nLamb, Clara S. (Principal), 853 Barnett, Kansas\nCity; Kansas State Teachers Association.\nLeahy, Nell (Teacher), 1135 North St. Francis St.,\nWichita; Wichita City Teachers Association.\nLoomis, Robert H. (Teacher), 1322 Duane Ave.,\nTopeka; Topeka Classroom Teachers Club.\nMacKinnon, Inez (Teacher), Wyandotte High\nSchool, Kansas City; Kansas State Teachers\nAssociation.\nMarkham, W. T. (Superintendent), State House,\nTopeka; Kansas State Teachers Association.\nMiller, Peggy (Teacher), 621 South Lafayette St.,\nChanute; Chanute Teachers Association.\nModine, Anna (Teacher), 3057 West Twentysecond St., Kansas City; Kansas City Kansas\nGrade Teachers Club.\n\nand\n\nInformation\n\n967\n\nMulvey, Florence (Teacher), 13465 Topeka St.,\nWichita; Wichita City Teachers Association.\nMuncil, Helen (Teacher), 2605 North Thirtyseventh St., Kansas City; Kansas City Kansas\nGrade Teachers Club.\nNewton, Mrs. Meda (Teacher), 3203 East Pine\nSt., Wichita; Wichita City Teachers Associa¬\ntion.\nRamey, Maude (Teacher), 3015 Parallel St.,\nKansas City; Kansas State Teachers Associa¬\ntion.\nRosendale, Christena (Head, Social Studies),\n324 North Chautauqua St., Wichita; Wichita\nCity Teachers Association.\nSchlagle, F. L. (State N. E. A. Director), Library\nBuilding, Kansas City; Kansas State Teachers\nAssociation.\nSilknitter, Grace (Teacher), 442 North Exposi¬\ntion St., Wichita; Wichita City Teachers Asso¬\nciation.\nSmither, Reba (Teacher), Wyandotte High\nSchool, Kansas City; Kansas State Teachers\nAssociation.\nSorenson, Margaret (Teacher), 308 North Thir¬\nteenth St., Kansas City; Kansas City Kansas\nGrade Teachers Club.\nSunter, Ethel M. (Principal), 904 Armstrong St.,\nKansas City; Elementary Principals Associa¬\ntion.\nTraxel, Carol (Teacher), 326 West Third St.,\nChanute; Kansas State Teachers Association.\nVoss, Viola (Teacher), 1432 McVicor St., Topeka;\nKansas State Teachers Association.\nWright, C. O. (Assistant Secretary), Kansas State\nTeachers Association, Topeka; Kansas State\nTeachers Association.\nYoumans, Edith (Teacher), 1619 Garfield, Kansas\nCity; Kansas State Teachers Association.\nKENTUCKY\nDonovan, H. L. (President,) Eastern State Teach¬\ners College, Richmond; Kentucky Education\nAssociation.\nFouse, W. H. (Teacher), 219 North Upper St.,\nLexington; Lexington Association of Teachers\nin Colored Schools.\nHolloway, Christine (Teacher), Paducah; Ken¬\ntucky Education Association.\nHopkins, P. H. (Superintendent), Somerset;\nKentucky Education Association.\nKimbler, N. O. (County Superintendent),\nHenderson; Kentucky Education Association.\nSharon, Robert (County Superintendent), Inde¬\npendence; Kentucky Education Association.\nSnapp, C. V. (Superintendent), Jenkins; Ken¬\ntucky Education Association.\nTaylor, William S. (State N. E. A. Director),\nLexington; Kentucky Education Association.\nTempel, H. V. (Principal), Shelby ville; Kentucky\nEducation Association.\nLOUISIANA\nAlwes, B. C. (Principal), Donaldsonville; Louisi¬\nana Teachers Association.\nFerguson, L. W. (Principal), Haynesville;\nLouisiana Teachers Association.\nFrazar, L. E. (Principal), Merryville High School,\nMerryville; Louisiana Teachers Association.\nCardberg, Naomi (Teacher), 2617 Peniston St.,\nNew Orleans; Louisiana Teachers Association.\nGriffith, P. H. (Teacher), Louisiana State Uni¬\nversity; Louisiana Vocational Association.\nHebert, Anna (Teacher), Addis School, Brusly;\nLouisiana Teachers Association.\nHester, E. R. (Principal), Arcadia; Louisiana\nTeachers Association.\nHinrichs, Amy H. (Principal), 7336 Hurst St.,\nNew Orleans; New Orleans Principals Asso¬\nciation.\nLively, Mrs. Emercy (Teacher), 2900 Prytania\nSt., New Orleans; New Orleans High School\nAssociation.\nLougarre, T. L. (Principal), Church Point;\nLouisiana Teachers Association.\n\n"}
{"page": 974, "printed_page": null, "text": "968\n\nNational\n\nEducation\n\nO’Reilly, Violett (Principal), 3220 Louisiana Park¬\nway, New Orleans; Louisiana Vocational\nAssociation.\nPerry, Ruby V. (Principal), 2025 Peniston St.,\nNew Orleans; Louisiana Teachers Association.\nPhillips, Spencer (Executive Secretary), Louisi¬\nana Teachers Association, Baton Rouge;\nLouisiana Teachers Association.\nRodgers, Myrtle (Principal), Georgia Tucker\nSchool, Monroe; Louisiana Teachers Associa¬\ntion.\nRussell, R. W. (Principal), Amite; Louisiana\nTeachers Association.\nTubre, B. (Principal), Alexandria; Louisiana\nTeachers Association.\nMAINE\nAikens, Frederick H. (Superintendent), Wind¬\nham ; Cumberland County T eachers Association.\nConant, Marion (Teacher), Presque Isle;\nAroostook County Teachers Association.\nDanforth, Earl (Teacher) Gardiner; Kennebec\nCounty Teachers Association.\nDeCosta, Thomas A. (Superintendent), Phillips;\nMaine Teachers Association.\nFarrington, Blanche (Teacher), Caribou; Aroos¬\ntook County Teachers Association.\nFreeman, Marion (Teacher), Shiretown Inn,\nAlfred; York County Teachers Association.\nGordon, Eugene B. (Principal), Brewer; Maine\nTeachers Association.\nHall, Fred P., Jr. (Supervising Principal), 27\nColonial Road, Portland; Cumberland County\nTeachers Association.\nHoppe, Walton E. (Teacher), Dryden; Franklin\nCounty Teachers Association.\nLinscot, Edward L. (Superintendent), Bluehill;\nMaine Teachers Association.\nMcGouldrick, Frank (Superintendent), Dixfield;\nOxford County Teachers Association.\nRideout, Walter J. (Superintendent), Hartland;\nSomerset County Teachers Association.\nRowe, Frank D. (Superintendent), Warren;\nKnox County Teachers Association.\nSullivan, Helen C. (Teacher), 77 Spruce St.,\nPortland; Portland Teachers Association.\nThibodeau, Tessa R. (Teacher), Norway; Maine\nTeachers Association.\nTowne, Elwin JL (Principal), Falmouth; Maine\nTeachers Association.\nTreworgy, Anne F. (Teacher), Milo; Maine\nTeachers Association.\nVarney, Benjamin H. (Superintendent), Jones¬\nboro; Maine Teachers Association.\nMARYLAND\nBlonskey, Lula M. (Principal), 407 Valley St.,\nCumberland; Maryland State Teachers Asso¬\nciation.\nCarroll, Agnes (Principal), 451 Henderson\nBoulevard, Cumberland; Maryland State\nTeachers Association.\nCompton, Carolyn V. (Principal), 106 East A St.,\nBrunswick; Maryland State Teachers Asso¬\nciation.\nCompton, Lillian C. (Assistant Superintendent),\nGoss Center, Cumberland; Maryland State\nTeachers Association.\nHiggin, Sarah E. (Principal), 214 Fulton St.,\nCumberland; Maryland State Teachers Asso¬\nciation.\nNorth, Mrs. Frances Doub (Teacher), Western\nHigh School, Baltimore; Eastern Commercial\nTeachers Association.\nPruitt, E. W. (State N. E. A. Director), County\nSuperintendent of Schools, Frederick; Mary¬\nland State Teachers Association.\nMASSACHUSETTS\nBryant, Mary L. (Teacher), 41 Mason St., Somer¬\nville; Massachusetts Teachers Federation.\nDavis, John C. (Superintendent), Bridgewater;\nMassachusetts Teachers Federation.\nEldridge, Raymon W. (Principal), 108 Tappan\nSt., Brookline; Brookline Teachers Club.\n\nAssociation\n\nGalvin, Helen L. (Teacher), Northeastern Junior\nHigh\nClub. School, Somerville; Somerville Teachers\nGould, Addie M. (Teacher), 250 Clifton St.,\nMalden; Malden Teachers Association.\nHenderson, Mrs. Patience B. (Teacher), 27\nMaxfield St., West Roxbury; Brookline Teach¬\ners Club.\nHunnewell, Edith (Teacher), 41 Mason St.,\nSomerville; Middlesex County Teachers Asso¬\nciation.\nKenworthy, Thomas H. (Principal), 921 Sumner\nAve., Springfield; Elementary Principals Asso¬\nciation of Massachusetts.\nLewis, Ida M. (Teacher), Brookline; Massa¬\nchusetts Teachers Federation.\nMcIntosh, Everett J. (Teacher), 62 Front St.,\nWeymouth;\nMassachusetts Teachers Feder¬\nation.\nMacLeod, Lillian M. (Teacher), High School,\nHingham;\nMassachusetts Teachers Federa¬\ntion.\nMasterson, Anna J. (Teacher), 14 Oakland St.,\nLowell; Massachusetts Teachers Federation.\nMatthews, John O. (Principal), 36 Churchill Ave.,\nArlington; Arlington Teachers Club.\nMetcalf, Lucie A. (Teacher), Cabot School,\nBrookline; Massachusetts Teachers Federa¬\ntion.\nMiller, Guy D. (Head, Business Department),\nHigh School of Commerce, Springfield; Springfield Teachers Economic Association.\nNixon, Hugh (Executive Secretary), Massachu¬\nsetts Teachers Federation, Melrose; Massa¬\nchusetts Teachers Federation.\nO’Connor, Deborah F. (Teacher), 3 Wayne Ter¬\nrace, Worcester; Worcester Teachers Associa¬\ntion.\nO’Connor, Eileen (Teacher), Revere; Middlesex\nCounty Teachers Association.\nO’Connor, Mary Elizabeth, 158 Highland St.,\nTaunton; Middlesex County Teachers Associa¬\ntion.\nSeamans, Albert (Teacher), 33 Ackers Ave.,\nBrookline; Massachusetts Teachers Federa¬\ntion.\nSmith, Edgar B. (Principal), 120 High St., Green¬\nfield; Massachusetts Teachers Federation.\nSmith, Jane Morse (Teacher), 120 High St.,\nGreenfield;\nFranklin County Teachers Asso¬\nciation.\nStuart, Mary (Teacher), Brighton High School,\nBoston; High School Women’s Club of Boston.\nWilder, Dorothy T. (Teacher), 120 Ashland St.,\nMelrose; Melrose Teachers Club.\nWillis, N. Elliot (Principal), 171 Woodside Ave.,\nWinthrop; Massachusetts Teachers Federa¬\ntion.\nWoodbury, Charles H. (Principal), 4 Lakecroft\nCourt, Melrose; Middlesex County Teachers\nAssociation.\nWoodbury, Grace I. (Teacher), 4 Lakecroft\nCourt, Melrose; Massachusetts Teachers Fed¬\neration.\nWoodward, Annie C. (State N. E. A. Director),\n78 Highland Ave., Somerville; Massachusetts\nTeachers Federation.\nMICHIGAN\nAllchin, Blanche (Teacher), 115 State Ave.,\nPontiac; Pontiac Teachers Club.\nAltenburg, West J. (Teacher), 11775 American,\nDetroit; Detroit Teachers Association.\nAndrews, Grace (Teacher), Clinton School, 8145\nChalfonte, Detroit; Detroit Teachers Associa¬\ntion.\nBabcock, T. A. (Teacher), 23 Byron Court, Mt.\nClemens; Michigan Education Association.\nBailey, Fred (Principal), Grand Rapids; Michi¬\ngan Education Association.\nBailey, P. L. (Teacher), 752 Glenwood Ave.,\nJackson; Jackson Teachers Club.\nBard, Edith (Teacher), Owen School, 2020\nMyrtle, Detroit; Detroit Teachers Club.\nBard, Marion (Teacher), Fitzgerald School, 8145\nPuritan, Detroit; Detroit Teachers Association.\n\n"}
{"page": 975, "printed_page": null, "text": "Associational\n\nRecords\n\nBennett, Roy G. (Superintendent), Manton;\nMichigan Education Association.\nBooth, Ann (Teacher), White School, 5161\nCharles St., Detroit; Detroit Teachers Asso¬\nciation.\nBow, Warren E. (Teacher), 1354 Broadway,\nDetroit; Detroit Teachers Association.\nBowlby, Garner (Teacher), 2322 Miller St.,\nDetroit; High School-College Division of the\nDetroit Teachers Association.\nBoyle, Dona C. (Teacher), 155 Highland Ave.,\nHighland Park; Classroom Teachers Associa¬\ntion.\nBrowe, Herman (Teacher), Board of Education,\n1354 Broadway, Detroit; Detroit Teachers\nAssociation.\nBurns, C. G. (Teacher), Miller High School,\n2322 Dubois, Detroit; Detroit Teachers Asso¬\nciation.\nChickering, Lawrence (Teacher), 12800 Kelly\nRoad, Detroit; High School-College Division\nof Detroit Teachers Association.\nChristen, Ralph (Teacher), 4333 Twelfth St.,\nDetroit; High School-College Division of the\nDetroit Teachers Association.\nCody, Frank (Superintendent), Board of Educa¬\ntion, 1354 Broadway, Detroit; Detroit Teachers\nAssociation.\nCornelia, James J. (Teacher), 13322 Conant, De¬\ntroit; Detroit Teachers Association.\nCummings, Jeanette (Principal), 325 West Hud¬\nson, Royal Oak; Royal Oak Teachers Club.\nDacey, Cecile (Teacher), 9374 Waldemere Ave.,\nDetroit; Michigan Education Association.\nDacey, Rosemary (Teacher), Oakman School,\n12920 Wadsworth, Detroit; Detroit Teachers\nAssociation.\nDebus, Earl (Teacher), 18875 Ryan Road, De¬\ntroit; High School-College Division of Detroit\nTeachers Association.\nDes Roches, Irene (Teacher), Courville School,\n18040 St. Aubin St., Detroit; Detroit Teachers\nA.sso ciation\nDillon, Lucy (Teacher), 418 West Hamilton St.,\nFlint; Flint Teachers Club.\nDodge, Reta (Teacher), Pattengill School, 8411\nNorthfield, Detroit; Detroit Teachers Asso¬\nciation.\nDommer, Adeline A. (Teacher), R. F. D. No. 1,\nHemlock; Saginaw County Teachers Club.\nDondineau, Arthur (Teacher), Special Education,\nBoard of Education, 1354 Broadway, Detroit;\nMichigan Education Association.\nDonnelly, William (Teacher), Barbour Inter¬\nmediate School, 4209 Seneca, Detroit; Detroit\nTeachers Association.\nDouville, Eugene (Teacher), 8411 Sylvester, De¬\ntroit; High School-College Division of Detroit\nTeachers Association.\nDurham, Lee (Teacher), 21431 Grand River Ave.,\nDetroit; High School-College Division of\nDetroit Teachers Association.\nErmann, Marcia (Teacher), Sherrill School,\n7300 Garden St., Detroit; Detroit Teachers\nA Qcnrifltinn\n\nFuller, Burns (Principal), 4410 Porter St.,\nDetroit; Michigan Education Association.\nGagan, Catherine (Teacher), School for Deaf,\n6045 Stanton; Detroit Teachers Association.\nGleeson, Minnie (Teacher), 401 Dickerson,\nDetroit; Detroit Teachers Association.\nGraham, Ellen (Teacher), St. Charles; Saginaw\nCounty Rural Teachers Club.\nGrant, Margaret (Teacher), Munger Interme¬\ndiate School, 5525 Martin, Detroit; Michigan\nEducation Association.\nGreening, Nina (Teacher), Winterhalter School,\n12121 Broadstreet, Detroit; Detroit Teachers\nAssociation.\nHaddock, Ruth (Teacher), Sault Ste. Marie;\nSault Teachers Club.\nHamme, Gertrude (Teacher), 936 Borton Ave.,\nEssexville; Michigan Education Association.\nHammond, Harold (Teacher), 4110 Russell St.,\nDetroit; High School-College Division of\nDetroit Teachers Association.\n\nand\n\nInformation\n\n969\n\nHarper, Hazel (Teacher), Courville School,\n18040 St. Aubin St., Detroit; Detroit Teachers\nAssociation.\nHarrington, H. L. (Teacher), 1354 Broadway,\nDetroit; Detroit Teachers Association.\nHart, William G. (Teacher), Lowrey School,\nDearborn; Michigan Education Association.\nHart, V. M. (Teacher), 11626 Woodward, Detroit;\nHigh School-College Division of Detroit Teach¬\ners Association.\nHarwick, C. A. (Teacher), 6921 West Fort St.,\nDetroit; High School-College Division of\nDetroit Teachers Association.\nHavens, Hazel (Teacher), Balch School, 5536 St.\nAntoine, Detroit; Detroit Teachers Association.\nHazel, Floyd M. (Superintendent), Lakeview,\nBattle Creek; Michigan Education Association.\nHill, Donna (Teacher), Poe School, 4424 Brook¬\nlyn, Detroit; Detroit Teachers Association.\nHobbs, Adelia (Teacher), Condon Intermediate\nSchool, 1314 West Grand Boulevard, Detroit;\nDetroit Teachers Association.\nHodge, Duncan (Teacher), Cooper School, 6836\nGeorgia, Detroit; Detroit Teachers Associa¬\ntion.\nHolmes, Harley (Superintendent), 346 West\nMarshall St., Marshall; Michigan Education\nAssociation.\nHoltsclaw, J. L. (Teacher), High School of Com¬\nmerce, Detroit; Eastern Commercial Teachers\nAssociation.\nHoward, Mrs. Daisy (County School Commis¬\nsioner), Genesee County Building, Flint;\nMichigan Education Association.\nHoyt, Warren (Teacher), 2330 Grand River Ave.,\nDetroit; High School-College Division of\nDetroit Teachers Association.\nHutchinson, Emma (Teacher), Keating School,\n401 Dickerson, Detroit; Detroit Teachers\nAssociation.\nKing, Maude (Teacher), Marshall School, 1255\nState Fair, East Detroit; Detroit Teachers\nAssociation.\nLaFontaine, Irene (Teacher), Moore School,\n1000 Alger St., Detroit; Detroit Teachers\nAssociation.\nLeValley, Roy (Teacher), 2208 Blaine Ave.,\nS. E., Grand Rapids; Grand Rapids Teachers\nClub.\nLine, Paul B. (Teacher), 181 Mohawk Road,\nPontiac; Pontiac Teachers Club.\nLockwood, Ida (Teacher), Harding School,\n14450 Burt Road, Detroit; Detroit Teachers\nAssociation.\nMcCall, Harlan (Principal), 123 North Clinton\nSt., Charlotte; Michigan Education Associa¬\ntion.\nMcGuinness, Maud (Teacher), Sampson School,\n6075 Begole, Detroit; Detroit Teachers Asso¬\nciation.\nMcGuire, D. S. (Teacher), Post Intermediate\nSchool, 8200 Midland, Detroit; Detroit\nTeachers Association.\nMaclean, Lola (Teacher), Detroit Commercial\nCollege, Detroit; Eastern Commercial Teach¬\ners Association.\nMalik, Frances (Teacher), 1725 Bay St., Saginaw;\nMichigan Education Association.\nMarich, Naida (Principal), Nimo School, Muske¬\ngon; Muskegon Teachers Club.\nMethven, Ray (Teacher), Clark School, 15755\nBremen, Detroit; Detroit Teachers Associa¬\ntion.\nMoody, Carl (Teacher), 2421 Second Ave.,\nDetroit; High School-College Division of\nDetroit Teachers Association.\nMurphy, H. M. (Principal), Howell; Michigan\nEducation Association.\nNewell, Margaret (Teacher), Wilson Inter¬\nmediate School, 7735 Lane St., Detroit;\nDetroit Teachers Association.\nNixon, Boyd (Teacher), Hamtramck Public\nSchools, Hamtramck; Michigan Education\nAssociation.\nO’Brien, Kathleen (Teacher), Chaney School,\n2750 Linden St., Detroit; Detroit Teachers\nAssociation.\n\n"}
{"page": 976, "printed_page": null, "text": "970\n\nNational\n\nEducation\n\nO’Gara, Queen (Teacher), Roosevelt School,\n11526 Linwood St., Detroit; Detroit Teachers\nAssociation.\nPeters, Marie (Teacher), Chaney School, 2750\nLinden St., Detroit; Detroit Teachers Asso¬\nciation.\nPhillips, A. J. (Executive Secretary), Michigan\nEducation Association, Lansing; Michigan\nEducation Association.\nPope, Charlotte (Teacher), 820 Lake Drive, S. E.,\nGrand Rapids; Grand Rapids Teachers Club.\nRayner, W. P. (Teacher), 535 Wildwood St.,\nJackson; Jackson Teachers Club.\nReinhold, Ann (Teacher), 14200 Westwood,\nDetroit; Detroit Teachers Association.\nRyan, Mae (Teacher), 106 Harper St., Detroit;\nHigh School-College Division of Detroit\nTeachers Association.\nSauble, Irene (Teacher), 467 Hancock St.,\nDetroit; Michigan Education Association.\nSchaffer, Dorothy (Teacher), 530 South Colonial\nSt., Detroit; High School-College Division of\nDetroit Teachers Association.\nSchmitz, Leo E. (Teacher), Trier 138, Saginaw;\nSaginaw Teachers Club.\nSchulz, Mary C. (Teacher), Gardner School,\n16025 Whitlock, Detroit; Detroit Teachers\nAssociation.\nSmith, George A. (Superintendent), Plymouth;\nMichigan Education Association.\nSmith, Harry (Commissioner of Schools), San¬\ndusky; Michigan Education Association.\nSmith, Mrs. Nora Jensen (Teacher), 4235 Semi¬\nnole, Detroit; Classroom Teachers Association\nof Highland Park.\nShankin, Violet (Teacher), Goldberg School,\n6145 Twelfth St., Detroit; Detroit Teachers\nAssociation.\nShannon, Ina (Teacher), Jefferson School,\nFerndale; Ferndale Teachers Club.\nSterling, Gladys E. (Teacher), 396 Elmhurst,\nHighland Park; Classroom Teachers Associa¬\ntion.\nStout, Grover (State N. E. A. Director), Wingert\nSchool, 1851 West Grand Boulevard, Detroit;\nMichigan Education Association.\nStubbs, Frances M. (Teacher), 2330 Grand\nRiver, Detroit; Michigan Education Associa¬\ntion.\nThompson, Helen (Teacher), 12021 Evanston,\nDetroit; Detroit Teachers Association.\nTiedgen, Fred A. (Teacher), Royal Oak; Class¬\nroom Teachers Association.\nTincu, Mary (Teacher), Garfield School, 1315\nFrederick, Detroit; Detroit Teachers Associa¬\ntion.\nTrites, Helen (Teacher), Chaney School, 2750\nLinden St., Detroit; Detroit Teachers Asso¬\nciation.\nTurrell, Mrs. Celia (Teacher), 770 Grand Boule¬\nvard, East Detroit; High School-College\nDivision of Detroit Teachers Association.\nVan Buskirk, D. A. (Superintendent), Hastings;\nMichigan Education Association.\nWade, D. C. (Teacher), 22245 Audette St., Dear¬\nborn; West Dearborn Teachers Club.\nWelsh, E. J. (Principal), Battle Creek High\nSchool; Michigan Education Association.\nWhaley, Charlotte (Teacher), Franklin School,\n2525 Brooklyn, Detroit; Detroit Teachers\nAssociation\nWhitney, Donald T. (Teacher), 950 Michigan\nAve., Adrian; Adrian Teachers Club.\nWiersema, Theodore (Teacher), Route No. 2,\nPontiac; Michigan Education Association.\nWilcox, Charles (Teacher), Central High School,\nKalamazoo; Michigan Education Association.\nWilde, D. L. (Superintendent), 368 Second St.,\nManistee; Michigan Education Association.\nYates, Dorothy (Teacher), 10027 Woodmont;\nDetroit; Detroit Teachers Association.\nMINNESOTA\nBallard, Huldah (Teacher), 5301 Thirty-eighth\nAve. South, Minneapolis; Minneapolis Divi¬\nsion of the Minnesota Education Association.\n\nAssociation\n\nBergeland, Eva A. (Teacher), 3204 Sixteenth\nAve. South, Minneapolis; Minneapolis Teach¬\ners League, Junior High Section.\nBrown, Daisy (State N. E. A. Director), Still¬\nwater; St. Paul Division, Minnesota Education\nAssociation.\nBuckbee, Elizabeth (Teacher), 2716 Humboldt\nAve. South, Minneapolis; Classroom Teachers\nAssociation.\nBullard, Irma L. (Teacher), Barton School,\nMinneapolis; Minneapolis Division of the\nMinnesota Education Association.\nCarlson, Agnes (Teacher), Penn School, Min¬\nneapolis; Minneapolis Division of the Min¬\nnesota Education Association.\nCarlson, George W. (Teacher), Marshall High\nSchool, Minneapolis; Minneapolis Division of\nthe Minnesota Education Association.\nChristoff el, Thomas (Teacher), 952 Lafond St.,\nSt. Paul; St. Paul Education Association\nDivision of the Minnesota Education Associa¬\ntion.\nDickerson, D. F. (Superintendent), Winona;\nMinnesota Education Association.\nCole, Laura A. (Teacher), Arrowhead Hotel,\nDuluth; Duluth Teachers Association.\nDahl, Mrs. Myrtle Hooper (Teacher), R. R. #2,\nMound; Minnesota Education Association.\nDoyle, Mary C. (Teacher), 2165 Fairmount Ave.,\nSt. Paul; Minnesota Education Association.\nEddy, Ralph L. (Teacher), 711 Harrison St.,\nEveleth; Minnesota Education Association.\nEnglund, Walter E. (Executive Secretary),\nMinnesota Education Association, St. Paul;\nMinnesota Education Association.\nGarvey, Grace M. (Teacher), 4305 Aldrich Ave.\nSouth, Minneapolis; Minneapolis Teachers\nLeague.\nGarvey, Mary (Teacher), Fuller School, Min¬\nneapolis; Minneapolis Division of the Min¬\nnesota Education Association.\nHerwig, Aletha M.\n(Teacher), Rochester;\nRochester Education Association.\nKeating, Anna B. (Teacher), 2020 North Fre¬\nmont Ave., Minneapolis; Minnesota Education\nAssociation.\nKreimann, Agena (Teacher), Audubon School,\nMinneapolis; Minneapolis Division of the\nMinnesota Education Association.\nLitterer, Oscar (Teacher), Excelsior Junior High\nSchool, Excelsior; Minneapolis Division of the\nMinnesota Education Association.\nLommen, Georgina (Teacher), Teachers College,\nMoorhead; Minnesota Education Association.\nLueck, Agnes (Teacher), 3152 Elliot Ave. South,\nMinneapolis; Minneapolis Teachers League.\nLund, Chester B. (Rural Supervisor), 312 Min¬\nnesota Building; Minnesota Education Asso¬\nciation.\nMcFarlane, Mabel (Teacher), 2716 Humboldt\nAve. South, Minneapolis; Minneapolis Class¬\nroom Teachers Association.\nMcPherson, W. B. (Teacher), Upsala; Minnesota\nEducation Association.\nMasley, Katherine (Teacher), 2201 N. E. Second\nSt., Minneapolis; Minneapolis Teachers\nLeague.\nMossman, Mrs. Katherine (Teacher), Bryant\nJunior High School, Minneapolis; Minneapolis\nDivision of the Minnesota Education Associa¬\ntion.\nOlander, Lydia (Teacher), Hale School,\nneapolis; Minneapolis Division of the\nnesota Education Association.\n\nMin¬\nMin¬\n\nOlson, Minerva (Teacher), Edina-Morningside;\nMinneapolis Division of the Minnesota Educa¬\ntion Association.\nPerry, Hazel F. (Teacher), 4826 Pleasant Ave.,\nMinneapolis; Minneapolis Teachers League.\nPeterson, Herbert R. (Teacher), 1301 Harrison\nSt., Superior; Duluth Teachers Association.\nRingdahl, Robert N. (Principal), 3220 Tenth\nAve., Minneapolis; Minneapolis Division of\nthe Minnesota Education Association.\nRoberts, Parry Blanche (Teacher), Clay School,\nMinneapolis; Minneapolis Division of the\nMinnesota Education Association.\n\n"}
{"page": 977, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n971\nRusinko, John (Teacher), 624 Erie St., S. E.,\nMinneapolis; Minneapolis Teachers League.\nRussell, Martha C. (Teacher), Leamington Hotel,\nMinneapolis; Minneapolis Teachers League.\nSanders, Court E. (Teacher), 1035 Dayton Ave.,\nSt. Paul; Minnesota Education Association.\nSchey, Martin (Teacher), Deephaven; Min¬\nneapolis Teachers League, Junior High Sec¬\ntion.\nSmith, Guy D. (Superintendent), Stillwater;\nMinnesota Education Association.\nSmollett, Doris J. (Teacher), Douglas School,\nMinneapolis; Minneapolis Division of the\nMinnesota Education Association.\nSprague, Roy H. (Teacher), Washburn High\nSchool, Minneapolis; Minneapolis Division of\nthe Minnesota Education Association.\nSterrett, Lillian (Teacher), West High School,\nMinneapolis; Minneapolis Division of the\nMinnesota Education Association.\nWardwell, Pearl (Teacher), Calhoun School,\nMinneapolis; Minneapolis Division of the\nMinnesota Education Association.\nMISSISSIPPI\nBush, M. P. (President), Junior College, Ellisville; Mississippi Education Association.\nCooper, H. V. (State N. E. A. Director), Vicks¬\nburg; Mississippi Education Association.\nHouston, Gabriel (Principal), Clarksdale; Missis¬\nsippi Education Association.\nHouston, Mattie (Principal), Greenville; Mis¬\nsissippi Education Association.\nIvy, H. M. (Superintendent), Meridian; Mis¬\nsissippi Education Association.\nMISSOURI\nAltheide, Lorene (Teacher), 4406a Red Bud Ave.,\nSt. Louis; St. Louis Grade Teachers Associa¬\ntion.\nBruckner, Marie (Teacher), 5606 Vernon Ave.,\nSt. Louis; St. Louis Grade Teachers Associa¬\ntion.\nBracken, W. D. (Teacher), 2902 Arlington St.,\nSt. Joseph; St. Joseph District No. 8, Missouri\nState Teachers Association.\nCarter, E. M. (Executive Secretary), Missouri\nState Teachers Association, Columbia; Mis¬\nsouri State Teachers Association.\nChristiernsson, Rhoda L. (Teacher), Marquette\nHotel, St. Louis; St. Louis District Teachers\nAssociation.\nClay, Lillian M. (Teacher), 6233 Columbia Ave.,\nSt. Louis; St. Louis Grade Teachers Associa¬\ntion.\nConey, Edyth N. (Teacher), 1020 West Fourth\nSt., Sedalia; Sedalia Teachers Association.\nCramer, Roscoe V. (Principal), Switzer School,\nKansas City; Missouri State Teachers Asso¬\nciation.\nCunningham, Marie C. (Teacher), 2209 Missouri\nAve., St. Louis; St. Louis District Teachers\nAssociation.\nDonnohue, Myrtle Vest (Teacher), 1615 South\nBeacon St., Sedalia; Central Missouri District\nTeachers Association.\nEllis, Roy (President), State Teachers College,\nSpringfield; Southwest Missouri Teachers\nAssociation.\nGerling, Henry J. (Superintendent), 911 Locust\nSt., St. Louis; St. Louis District Teachers\nAssociation.\nGirault, Leonide (Principal), 921 Bellevine Boule¬\nvard, St. Louis; St. Louis District, Missouri\nState Teachers Association.\nGoslin, Willard (Superintendent), Webster\nGroves; Southeast Missouri Teachers Asso¬\nciation.\nGuthrie, Mildred (Teacher), 1126 Paseo St.,\nKansas City; Kansas City Council of Negro\nTeachers.\nHall, Lucille (Teacher), Parkview Hotel, St.\nLouis; St. Louis Grade Teachers Association.\nHays, Fannie (Principal), North Kansas City;\nMissouri State Teachers Association.\n\nHendricks, E. L. (President), Teachers College,\nWarrensburg; Central Missouri District Teach¬\ners Association.\nHiggenbotham, Florence (Teacher), 21 Catherine\nSt., St. Louis; St. Louis District Teachers\nAssociation\nHulett, Vertie (Teacher), 2911 East Twentyseventh St., Kansas City; Kansas City Teach¬\ners Club.\nJohns, W. L. (Superintendent), Farmington;\nSoutheast Missouri Teachers Association.\nKetchum, Lucile (Teacher), St. Louis; St. Louis\nDistrict Teachers Association.\nKing, Lloyd W. (State Superintendent), Jefferson\nCity; Missouri State Teachers Association.\nLetton, Mildred C. (Teacher), 5641 Euclid St.,\nKansas City; Kansas City Teachers Club.\nMackey, Clarence W. (County Superintendent),\nMexico; Northeast Missouri Teachers Asso¬\nciation.\nMarston,\nKansas\ntion.\n\nC. E. (Principal), 7012 Paseo St.,\nCity; Elementary Principals Associa¬\n\nMartin, W. H. (Teacher), Kansas City; Mis¬\nsouri State Teachers Association.\nMurphy, Mattie B. (Teacher), 1336 North Union\nBoulevard, St. Louis; St. Louis District\nTeachers Association.\nO’Bryne, Catherine (Teacher), 3824 East Ninth\nSt., Kansas City; Kansas City Teachers Club.\nPittman, Alice (Principal), Phelps School,\nSpringfield; Missouri State Teachers Associa¬\ntion.\nRalls, Mary C. (Teacher), 6529 Jefferson, Kansas\nCity; Kansas City Teachers Club.\nReavis, Fern (Teacher), 3834 Mersington St.,\nKansas City; Kansas City Teachers Club.\nRiddle, Anna E. (Teacher), St. Joseph; St.\nJoseph Dist. No. 8, Missouri State Teachers\nAssociation.\nRenner, Desma (Teacher), 5882 Cabanne Ave.,\nSt. Louis; St. Louis District of the Missouri\nState Teachers Association.\nScantlin, Roy (County Superintendent), Neosho;\nSouthwest Missouri Teachers Association.\nSchmidt, Halloween (Teacher), 6336 Page Ave.,\nSt. Louis; St. Louis Grade Teachers Associa¬\ntion.\nSmith, Troy M. (Teacher), 7208 Jefferson,\nKansas City; Cooperative Council of Teachers\nof Kansas City.\nStucki, Margaret H. (Teacher), 418 Carrswold\nDrive, St. Louis; St. Louis District Teachers\nAssociation.\nStudy, H. P. (Superintendent), Springfield;\nMissouri State Teachers Association.\nStutsman, I. B. (Superintendent), St. Joseph;\nMissouri State Teachers Association.\nThompson, Mary (Principal), 1111 McCausland\nAve., St. Louis; St. Louis District Teachers\nAssociation.\nTucker, Isabelle (Teacher), St. Louis; St. Louis\nDistrict of the Missouri State Teachers Asso¬\nciation.\nUtz, Nellie (Teacher), 1001 North Twenty-fifth\nSt., St. Joseph; St. Joseph District No. 8, Mis¬\nsouri State Teachers Association.\nWagner, Helen (Teacher), 5320 Charlotte St.,\nKansas City; Kansas City Teachers Club.\nWahlert, Jennie (Teacher), 2918 Harper St.,\nSt. Louis; St. Louis District of the Missouri\nState Teachers Association.\nWalker, Thomas J. (State N. E. A. Director),\nColumbia; Missouri State Teachers Associa¬\ntion.\nWheatly, Helen (Teacher), 921 Bellevine Boule¬\nvard, St. Louis; St. Louis District, Missouri\nState Teachers Association.\nWilson, Marion (Teacher), Bliss School, 1001\nNorth Twenty-fifth St., St. Joseph; Missouri\nState Teachers Association.\nWinkelman, Mathilda (Teacher), 3912 Russell\nBoulevard, St. Louis; St. Louis District Teach¬\ners Association.\nWirth, Rose L. (Teacher), 1001 North Twentyfifth St., St. Joseph; St. Joseph District No. 8,\nMissouri State Teachers Association.\n\n"}
{"page": 978, "printed_page": null, "text": "972\n\nNational\n\nEducation\n\nWitten, M. Wray (County Superintendent),\nVersailles, Central Missouri District Teachers\nAssociation.\nWood, Katherine A. (Teacher), 4036a Cleveland\nAve., St. Louis; St. Louis District Teachers\nAssociation.\nMONTANA\nFitzgerald, Edna (Teacher), Bozeman; Montana\nEducation Association.\nMoe, Mrs. M. P. (Teacher), 432 Clark St.,\nHelena; Montana Education Association.\nMoe, M. P. (State N. E. A. Director), Helena;\nMontana Education Association.\nRulien, Esther (Teacher), Box 28, Bozeman;\nMontana Education Association.\nTobias, Edna M. (Teacher), Hardin; Montana\nEducation Association.\nVeeder, H. A. (Superintendent), Big Fork;\nMontana Education Association.\nNEBRASKA\nBraham, W. J. (Superintendent), North Platte;\nNebraska State Teachers Association.\nDurkee, Austa (Teacher), 6820 North Twentyfourth St., Omaha; Omaha Teachers Forum.\nEaton, Roy W. (Editor, Midwest School Review),\n4217 Dodge St., Omaha; Nebraska State\nTeachers Association.\nFleenor, C. N. (County Superintendent), Court\nHouse, Gering; Nebraska State Teachers\nA ssociation.\nGuenther, J. J. (Teacher), 4509 Seward St.,\nOmaha; Omaha Teachers Forum.\nHoover, Theodore W. (Teacher), 1531 North\nCotner, Lincoln; Lincoln Teachers Association.\nHyatt, Mrs. Grace G. (Head, Social Science De¬\npartment), 2135 South St., Lincoln; Nebraska\nWomen’s Educational Club.\nKnipprath, G. F. (State N. E. A. Director),\nTechnical High School, Omaha; Omaha Teach¬\ners Forum.\nLackey, E. E. (Professor), University of Ne¬\nbraska, Lincoln; Nebraska State Teachers\nAssociation.\nMcKeon, Margaret (Teacher), Gretna; Nebraska\nState Teachers Association.\nMuir, Sarah T. (Teacher), 1801 South Seven¬\nteenth St., Lincoln; Nebraska State Teachers\nAssociation.\nPhalen, Eva (Teacher), 2100 Fourth Ave.,\nKearney; Kearney Teachers Association.\nReynolds, Florence B. (Teacher), 6820 North\nTwenty-fourth St., Omaha; Omaha Teachers\nForum.\nSchroer, Earl H. (Teacher), Benson High School,\nOmaha; Omaha Teachers Forum.\nStaley, A. H. (Superintendent), Hastings; Ne¬\nbraska State Teachers Association.\nNEVADA\nChaneller, Lucille (Teacher), Las Vegas; Nevada\nState Education Association.\nClarke, M. J. (Superintendent), Ely; Nevada\nState Education Association.\nGalbraith, C. Layton (Superintendent), McGill;\nNevada State Education Association.\nSwope, Darrel (Principal), 604 Arlington St.,\nReno; Nevada State Education Association.\nThurston, Paul (Superintendent), Overton;\nNevada State Education Association.\nWarren, J. R. (State N. E. A. Director), 1325\nNorth Virginia St., Reno; Nevada State Edu¬\ncation Association.\nNEW\n\nHAMPSHIRE\n\nConant, Rachel H. (Teacher), 18 Grove St.,\nExeter; Rockingham County Teachers Asso¬\nciation.\nEwing, Lyle W. (State N. E. A. Director), Bible\nHill, Claremont; New\nHampshire State\nTeachers Association.\n\nAssociation\n\nMacLean, Daniel W.\n(Headmaster), High\nSchool, Berlin; New Hampshire State Teachers\nAssociation.\nTracey, Earle T. (Superintendent), Nashua; New\nHampshire State Teachers Association.\nNEW\n\nJERSEY\n\nAdams, A. Virginia (Principal), East Laudis Ave.,\nVineland; Cumberland County Teachers\nAssociation.\nAtkinson, Kathryn S. (Teacher), Bonsall School,\nCamden; New Jersey State Teachers Associa¬\ntion.\nBarnes, Mrs. Mary D. (Teacher), 223 Summit\nRoad, Elizabeth; Elizabeth Teachers Associa¬\ntion.\nBrown, Anna C. (Teacher), 75 Paterson Ave.,\nPaterson; Passaic Teachers Association.\nBrown, George E. (Superintendent), Ocean City;\nNew Jersey State Teachers Association.\nBrown, Lelia O. (Teacher), Summer Avenue\nSchool, Newark; New Jersey State Teachers\nAssociation.\nDickerson, Frances (Teacher), 55 Lincoln Ave.,\nNewark; High School Women’s Association.\nDilks, Elizabeth R. (Teacher), Court House,\nWoodbury; New Jersey State Teachers Asso¬\nciation.\nDoremus, Mattie S. (Delegate Ex Officio), 365\nTwelfth Ave., Paterson.\nFenner, Sadie (Teacher), Vreeland Ave., Bloomingdale; Morris County Teachers Association.\nFenner, Neva E. (Teacher), Bloomingdale ;\nMorris County Teachers Association.\nFidler, William L. (Supervising Principal),\nHigh School, Audubon; New Jersey State\nTeachers Association.\nGood, Luther O. (Teacher), Senior High School,\nAtlantic City ; AtlanticCityTeachers Association.\nGoodfellow, R. C. (Teacher), Board of Education,\nNewark; Eastern Commercial Teachers Asso¬\nciation.\nGriswold, Persis (Teacher), 60 Walnut St., East\nOrange; Classroom Teachers of the Depart¬\nment of Elementary Education.\nHamilton, Gertrude (Teacher), 24 Hillside Ave.,\nMadison; Newark Teachers Association.\nHardester, Mildred (Teacher), 19 High St.,\nOrange; Classroom Teachers of the Depart¬\nment of Elementary Education.\nHopkins, Mary M. (Teacher), School No. 7,\nElizabeth; New Jersey State Teachers Asso¬\nciation.\nHorstick, Simon M. (Superintendent), High\nSchool, Pleasantville ; New\nJersey State\nTeachers Association.\nKleinfelter, Claude B. (Teacher), 101 Columbia\nAve., Trenton; Trenton Teachers Association.\nLutz, Leon C. (Supervising Principal), High\nSchool, Glassboro; New Jersey State Teachers\nAssociation.\nMathis, Maja C. (Supervising Principal), 301\nBoulevard, Florence; New\nJersey State\nTeachers Association.\nMatlock, (Teacher), Junior High School, Bridgeton; New Jersey State Teachers Association.\nMorrison, Howard D. (Teacher), Court House\nAnnex, Trenton; Mercer County Teachers\nAssociation.\nNelson, Mabel (Teacher), Fetters School,\nCamden; Camden Teachers Association.\nNeulen, Leon N. (Teacher), New City Hall,\nCamden; New Jersey State Teachers Associa¬\ntion.\nO’Brien, George J. (Principal), Vocational\nSchool, Jersey City; New Jersey State Teach¬\ners Association.\nPetrie, Beatrice M. (Principal), High School,\nLambertville; New Jersey State Teachers\nAssociation.\nPoelstra, Julia (Teacher), Paterson; Classroom\nTeachers of the Department of the Elementary\nEducation.\nRoche, Juliet (Teacher), 280 Von Nostrand Ave.,\nJersey City; Classroom Teachers of the De¬\npartment of Elementary Education.\n\n"}
{"page": 979, "printed_page": null, "text": "Associational\n\nRecords\n\nRodes, Lester A. (Supervising Principal), High\nSchool, South River; New Jersey State\nTeachers Association.\nRutan, Edward J. (Head, English Department),\nHigh School, Burlington; New Jersey State\nTeachers Association.\nSkillman, Gladys M. (Teacher), 39 Carr Ave.,\nTrenton; Mercer County Teachers Association.\nStillwell, Roy P. (Supervising Principal), Alfred\nVail School, Morristown; New Jersey State\nTeachers Association.\nStratton, Mason A. (Principal), Brighton Avenue\nSchool, Atlantic City; New Jersey State\nTeachers Association.\nTeague, Anna L. (Teacher), 325 Monroe St.,\nBoonton; Morris County Teachers Association.\nWamsley, Jessie M. (Principal), 44 South Broad¬\nway, Pitman; Gloucester County Teachers\nAssociation.\nWardle, Fred (Supervisor), Emerson High\nSchool, Union City; New Jersey State Teachers\nAssociation.\nWinchell, Lawrence R. (Supervising Principal),\nSixth and Plum Sts., Vineland; New Jersey\nState Teachers Association.\nNEW\n\nMEXICO\n\nBurke, J. L., Jr. (Superintendent), Jal; New\nMexico Educational Association.\nConway, Carroll (Superintendent), Eunice; New\nMexico Educational Association.\nEllis, Mrs. Sarah (Teacher), Las Vegas; New\nMexico Educational Association.\nGrissom, R. H. (Educational Budget Auditor),\n341 Don Gasker St., Santa Fe; New Mexico\nEducational Association.\nReid, J. T. (Professor), University of Mexico,\nAlbuquerque; New Mexico Educational Asso¬\nciation.\nSpencer, G. R. (County Superintendent), Carls¬\nbad; New Mexico Educational Association.\nNEW\n\nYORK\n\nAmos, Esther (Teacher), Ext. East State St.,\nGloversville; Gloversville Teachers Associa¬\ntion.\nAnderson, Rachel Evans (Teacher), Andrew\nJackson High School, St. Albans, L. I.; High\nSchool Teachers Association of New York City.\nArmitage, Edith E. (Teacher), 28 Howard St.,\nAuburn; Teachers Welfare League of New\nYork State.\nArthur, Mildred E. (Teacher), Thomas St. School,\nRome; New York State Teachers Association.\nAschenbach, Mrs. Ethel R. (Teacher), 253 Cum¬\nberland St., Brooklyn; Kindergarten— 6B\nTeachers Association.\nBabcock, Mildred (Teacher), Junior High School,\n99 South Grove St., Valley Stream; Teachers\nWelfare League of New York State.\nBates, Fronia (Vice-Principal), Thomas School,\nRome; Rome Teachers Association.\nBeilby, Mrs. Esther (Kindergarten Teacher),\n409 Melville St., Rochester; Friday Night Club.\nBeirne, Agnes (Teacher), 2326 Loring Place,\nNew York; Kindergarten — 6B Association.\nBlessing, C. W. (Retired Principal), Box 227,\nAlbany; New York State Teachers Association.\nBrayshaw, Evelyn S. (Teacher), 26 South Fif¬\nteenth St., Mt. Vernon; Mount Vernon Teach¬\ners Association.\nBriggs, Pearl A. (Teacher), 1718 Seneca St.,\nBuffalo; Buffalo Teachers Federation, Inc.\nBroderick, Lillian (Teacher), 216 Park Ave.,\nYonkers; Yonkers Teachers Association.\nBrueckel, Mrs. Violet (Teacher), 327 Rocking¬\nham St., Rochester; Friday Night Club.\nBurke, Arvid J. (Director, Public Information),\nAlbany; New York State Teachers Association.\nCallahan, Ernest W. (Teacher), 1108 Baker Ave.,\nSchenectady; Schenectady City Teachers\n^ggQ\n\nCogswell, Ralph (Teacher), 930 Norton St.,\nRochester; Rochester Teachers Association.\n\nand\n\nInformation\n\n973\n\nDonohue, John C. (Principal), Blodgett Voca¬\ntional High School, Syracuse; New York\nState Teachers Association.\nDunbar, Vida (Teacher), 202 Rich St., Syracuse;\nSyracuse Teachers Association.\nDwyer, Margaret (Teacher), 524 West Seneca,\nSyracuse; Syracuse Women\nHigh School\nTeachers Association.\nEberwein, Mrs. Ella G. (Teacher), School No. 4,\nRochester; Rochester Teachers Association.\nEldred, Arvie (Executive Secretary), New York\nState Teachers Association, Albany; New\nYork State Teachers Association.\nElmendorf, G. M. (Superintendent), Plattsburg;\nNew York State Teachers Association.\nFahey, Sara H. (Teacher), 185 Berkeley Place,\nBrooklyn; High School Teachers Association\nof New York City.\nFarquhar, Mattie F. (Teacher), Thomas St.\nSchool, Rome; New York State Teachers\nAssociation.\nHale, Florence (Editor), Grade Teacher, Gray¬\nbar Building, New York City; New York\nState Teachers Association.\nHardy, H. Claude (Superintendent), Municipal\nBuilding, White Plains ; White Plains Teachers\nAssociation.\nHastings, Elinor I. (Teacher), Washington\nIrving High School, 40 Irving Place, New York\nCity; High School Teachers Association of\nNew York City.\nHayes, Frieda L. (Teacher), 156 Tremper Ave.,\nKingston; Teachers Welfare League of New\nYork State.\nHayes, Raymond W. (Teacher), 40 Wildwood\nAve., Mount Vernon; Mount Vernon Teachers\nAssociation.\nHeath, Anna C. (Teacher), 79 Savannah St.,\nRochester; Friday Night Club.\nHofmann, Dolly Frances (Teacher), 1332 Oak\nSt., Syracuse; Syracuse Teachers Association.\nHolmes, William H. (Superintendent), Mount\nVernon; Mount Vernon Teachers Association.\nKline, Ira M. (Supervising Principal), 177 Gibson\nAve., White Plains; New York State Teachers\nAssociation.\nKuhnert, Julius E. (Supervisor), 35 Vernon Park¬\nway, Mount Vernon; Mount Vernon Teachers\nAssociation.\nLaird, Mrs. Charles (Teacher), 316 West\nThomas St., Rome; New York State Teachers\nAssociation.\nLaw, Frederick Houk (State N. E. A. Director),\n472 Argyle Road, Brooklyn; New York State\nTeachers Association.\nLewis, Ernest D. (Head, Department of Social\nStudies), Evander Childs High School, New\nYork City; New York State Teachers Asso¬\nciation.\nLevenson, Samuel M. (Principal), Junior High\nSchool, 10920 Union Hall St., Jamaica;\nQueensboro Teachers Association.\nLindlof, Johanna M. (Commissioner), 500 Park\nAve., New York City; Kindergarten — 6B\nTeachers Association, Inc.\nMacCallum, Helen (Teacher), 319 Coolidge St.,\nSyracuse; Syracuse Teachers Association.\nMcMahon, Mary (Teacher), 415 Otisco St.,\nSyracuse; Syracuse Teachers Association.\nMale, William E. (Teacher), 1072 Raymond St.,\nSchenectady; Schenectady City Teachers As¬\nsociation.\nMaguire, Matilda (Principal), Syracuse; Syra¬\ncuse Teachers Association.\nMathewson, Franklin T. (Teacher), 15 Southminster Drive, White Plains; White Plains\nTeachers Association.\nMiller, Clyde R. (Professor), 525 West One\nHundred Twentieth St., New York City;\nversity.\nFaculty of Teachers College, Columbia Uni¬\nMiller, Grace Helene (Teacher), 154 East Sixtyeighth St., New York City; High Schoo\nTeachers Association of New York City.\nMurray, Helen Cecelia (Teacher), 507 Tewitt\nSt., Syracuse; Syracuse Grade Teachers Asso¬\nciation.\n\n"}
{"page": 980, "printed_page": null, "text": "974\n\nNational\n\nEducation\n\nPeixotto, Bridget C. (Principal), P. S. 108Q,\n10910 One Hundred Ninth Ave., Ozone Park;\nQueensboro Teachers Association.\nPeterson, Harriet N. (Teacher), Route One,\nAuburn; Auburn Teachers Association.\nPrechtl, Hildagard (Teacher), 1351 Lake St.,\nElmira; Elmira Women Classroom Teachers\nAssociation.\nRaynor, Bertha (Principal), 1512 West Calvin\nSt., Syracuse; Syracuse Teachers Association.\nRockwell, Rena (Teacher), 364 West Clinton\nSt., Elmira; Teachers Welfare League of\nNew York.\nSabin, Willard A. (Principal), 12 Strathallan\nPark, Rochester; Rochester Teachers Asso¬\nciation.\nSchultz, Frederick (Principal), School No. 24,\n346 North Park Ave., Buffalo; New York\nState Teachers Association.\nSears, Elizabeth Lee (Teacher), 1 Homewood\nRoad, Mount Vernon; Mount Vernon Teach¬\ners Association.\nSullivan, Marie (Teacher), George Washington\nHotel, New York City; Kindergarten — 6B\nTeachers Association, Inc.\nTarbell, Emily A. (Teacher), 235 Glenwood Ave.,\nSyracuse; New York State Teachers Welfare\nLeague.\nThomas, Danforth R. (Principal), Barringer\nSchool, Rome; New York State Teachers\nAssociation.\nThompson, Helen B. (Teacher), Public School\n24, Flushing; Queensboro Teachers Associa¬\ntion.\nTurek, Catherine (Teacher), 135 Beekman Ave.,\nNorth Tarrytown; Westchester County Teach¬\ners Association.\nTurek, James (Teacher), 135 Beekman Ave.,\nNorth Tarrytown; Westchester County Teach¬\ners Association.\nWelch, Marguerite (Teacher), 165 Searlwyn\nSyracuse; Syracuse Teachers Associa¬\nRoad,\ntion.\nWilson, Martin (Teacher), 130 West Fortysecond St., New York City; High School\nTeachers Association of New York City, Inc.\nNORTH\n\nCAROLINA\n\nBerry, Louise (Teacher), 713 Parker St., Durham;\nDurham Classroom Teachers Association.\nFaucette, Violet (Teacher), 115 Watts St.,\nDurham; Durham Classroom Teachers Asso¬\nciation.\nGaringer, Elmer H. (Principal), Elizabeth Ave.,\nCharlotte; North Carolina Education Associa¬\ntion.\nJackson, W. C. (Teacher), Woman’s College,\nGreensboro; North Carolina Education Asso¬\nciation.\nLafferty, Oma (Teacher), 1960 Crescent Ave.,\nCharlotte; Classroom Teachers Organization\nof Charlotte.\nWindell, Gary T. (Superintendent), Spencer;\nNorth Carolina Education Association.\nNORTH\n\nDAKOTA\n\nJohnson, Ina (Teacher), 901 Ninth St., Fargo;\nNorth Dakota Education Association.\nMcCurdy, M. E. (Executive Secretary), North\nDakota Education Association, Fargo; North\nDakota Education Association.\nSchroeder, Elroy (Superintendent), Grand Forks;\nNorth Dakota Education Association.\nSkewes, George (Teacher), State Teachers Col¬\nlege, Mayville; North Dakota Education Asso¬\nciation.\nTighe, B. C. B. (Principal), Fargo; North Dakota\nEducation Association.\nWalker, Mrs. Sadie A. (Principal), 701 Tenth\nSt. South, Fargo; North Dakota Education\nAssociation.\nOHIO\nAnderson, Mrs. Clara Belle (Teacher), Box 296,\nFairlawn; Ohio Education Association.\nArnholt, Walter L. (Teacher), 2688 Deming Ave.,\nColumbus; Ohio Education Association.\n\nAssociation\n\nAuld, J. Eugene (Teacher), 125 South Grand\nAve., Marion; Marion City Teachers Associa¬\ntion.\nBarnhill, Otis J. (Teacher), 1040 Copley Road\nAkron; Ohio Education Association.\nBates, Ernest (Principal), 329 Pioneer St.,\nAkron; Akron Teachers Association.\nBenedict, Claude B. (Teacher), Oakhurst Circle,\nBrecksville; Ohio Education Association.\nBerry, Marvel (Teacher), 218)4 South Baxter,\nLima; Lima Teachers Association.\nBlatt, N. P. (Superintendent), New Lexington;\nOhio Education Association.\nBrantner, Edward (Teacher), 108 West State St.,\nSpringfield; Springfield Teachers Association.\nBryant, D. C. (Teacher), 2053 Iuka Ave., Colum¬\nbus; Columbus Teachers Federation.\nBopp, Earl F. (Teacher), 928 Roanoke Road,\nCleveland Heights; Cleveland Teachers Fed¬\neration.\nBowman, M. Eleanore (Teacher), 30 South\nWalnut St., Akron; Akron Teachers Associa¬\ntion.\nBradley, Helen (Assistant Principal), 2349 Ash¬\nland Ave., Cincinnati; Cincinnati Teachers\nAssociation, Inc.\nBrown, Eugenie J. (Teacher), Euclid-Logan\nHotel, Cleveland; Ohio Education Association.\nBrown, Frances (Teacher), 615 Otterbein Ave.,\nDayton; Ohio Education Association.\nButterfield, E. E. (Principal), Cleveland; Ohio\nEducation Association.\nCadwallader, R. W. (Assistant Principal), 3631\nBrentwood Ave., Cincinnati; Cincinnati Teach¬\ners Association, Inc.\nCallow, Harriet (Principal), Anthony Wayne\nHotel, Main St., Akron; Akron Teachers\nAssociation.\nCihak, Florence (Teacher), 9709 Ramona Ave.,\nCleveland; Cleveland Teachers Federation.\nConklin, A. B. (Superintendent), Bowling Green;\nOhio Education Association.\nCorrill, Roy E. (Superintendent), 1704 Dallas\nAve., North College Hill; Ohio Education\nAssociation.\nCourtier, Frances M. (Teacher), 937 Bryden\nRoad, Columbus; Columbus Teachers Fed¬\neration.\nDavis, Jennie (Teacher), 188 East McMillan\nSt., Cincinnati; Cincinnati Teachers Associa¬\ntion, Inc.\nDibble, Mrs. Pearl (Teacher), 30 South Walnut\nSt., Akron; Akron Teachers Association.\nDudley, Lura (Teacher), 210 North Ninth St.,\nCambridge; Ohio Education Association.\nEdmunds, Catherine (Principal), 2525 Oak Hill,\nYoungstown; Youngstown Education Associa¬\ntion.\nEdwards, Margaret E. (Teacher), 320 Tenth St.,\nElyria; Ohio Education Association.\nFassett, Teressa (Teacher), R. 5, Toledo; Lucas\nCounty Education Association.\nFisher, Eva (Teacher), Commodore Apartments,\nCleveland; Cleveland Teachers Federation.\nFitzwater, Margaret (Teacher), 391 Wyandotte\nAve., Columbus; Ohio Education Association.\nFlessa, H. L. (Principal), 3016 Verdin Ave.,\nCincinnati; Cincinnati Schoolmasters Club.\nFlett, Isabel (Teacher), 2226 Fulton St., Cincin¬\nnati; Cincinnati Teachers Association.\nFrahm, Olive M. (Teacher), 454 Brevoort Road,\nColumbus; Ohio Education Association.\nGalvin, Sadie (Principal), Washington School,\nToledo; Toledo Teachers Association.\nGaskins, C. E. (Teacher), 613 Dengledine Ave.,\nLima; Lima Teachers Association.\nGibbs, Mrs. Helen (Teacher), 383 West First\nSt., Dayton; Dayton Classroom Teachers Asso¬\nciation.\nGrady, Myrtle (Teacher), Hamlet St., Columbus;\nColumbus Teachers Federation.\nHammerle, Caroline L. (Teacher), 607 Ludlow\nSt., Hamilton; Ohio Education Association.\nHarris, Fano (Principal), Box 428, R. R. 5,\nToledo; Lucas County Education Association.\nHatfield, Mrs. Dora (Teacher), Hill School,\nAkron; Akron Teachers Association.\n\n"}
{"page": 981, "printed_page": null, "text": "Associational\n\nRecords\n\nHawk, William M. (Principal), Perrysburg Road,\nFostoria; Ohio Education Association.\nHerrick, John H. (Principal), 2681 East 130 St.,\nCleveland; Ohio Education Association.\nHilty, W. J. (County Superintendent), Washing¬\nton Court House ; Ohio Education Association.\nHolliday, Leonore (Teacher), 2805 Stratford Ave.,\nCincinnati; Ohio Education Association.\nHull, Robert A. (Teacher), 1101 Estelle Court,\nNiles; Ohio Education Association.\nImhoff, Grover C. (Teacher), Olmsted Falls;\nCleveland Teachers Federation.\nKent, Mary A. (Teacher), 1744 Hopkins Ave.,\nNorwood; Cincinnati Teachers Association,\nInc.\nLawrence, D. D. (Teacher), 421 Hancock St.,\nFindlay; Ohio Education Association.\nLease, Gilbert A. (Principal), Greenville; Ohio\nEducation Association.\nLindsley, Evangeline (Teacher), 1507 Grand\nAve., Dayton; Dayton Classroom Teachers\nAssociation.\nLocke, John F. (Teacher), 324 Probasco St.,\nCincinnati; Cincinnati Teachers Association,\nInc.\nLongsdorf, A. J. B. (Superintendent), Bluffton;\nOhio Education Association.\nLutz, Stanley (Principal), 141 East Broadway,\nAlliance; Ohio Education Association.\nMcCarthy, Maud (Teacher), 665 Bank St.,\nPainesville; Ohio Education Association.\nKinley, Hilda (Teacher), 360 West Seventh Ave.,\nColumbus; Columbus Teachers Federation.\nMacLaughlin, F. R. (Superintendent), Rossford;\nWood County Teachers Association.\nMattoon, A. L. (Teacher), 411 Locust St., Find¬\nlay; Findlay Education Association.\nMearig, John F. (Assistant Principal), 172 Mel¬\nbourne Ave., Akron; Akron Teachers Asso¬\nciation.\nMoore, Beulah (Teacher), 2220 Lawn Ave.,\nNorwood, Ohio; Norwood Teachers Associa¬\ntion.\nNolan, Nora May (Teacher), 3547 St. Charles\nPlace, Cincinnati; Cincinnati Teachers Asso¬\nciation, Inc.\nOswald, Walter (Teacher), North Lima; Youngs¬\ntown Education Association.\nPees, Mahala (Teacher), Route\nAkron Teachers Association.\n\n1, Clinton;\n\nPenn, Clara (Teacher), 3577 Michigan Ave., Cin¬\ncinnati; Ohio Education Association.\nPenn, Mrs. Ella F. (Teacher), 4471 Rosemary\nParkway, Columbus; Columbus Teachers\nFederation.\nPerkins, Alma L. (Principal), Center St., Youngs¬\ntown; Ohio Education Association.\nPeters, Edith C. (Principal), 8419 Evergreen\nDrive, Parma; Ohio Education Association.\nPettit, Mrs. Inza (Teacher), 4544 North Haven\nAve., Toledo; Toledo Teachers Association.\nPoling, Bernice (Teacher), 807 North Jefferson,\nVan Wert; Ohio Education Association.\nPrzebeszvski, F. B. (Teacher), Dillonvale; Ohio\nEducation Association.\nRiser, Charlotte (Teacher), 1851 Chase Ave.,\nCincinnati; Cincinnati Teachers Association.\nInc.\n\nRoberson, H. C. (Teacher), 958 Ritchie, Lima;\nOhio Education Association.\nRoberts, Carl H. (Teacher), 39 Grosvenor St.,\nAthens; Ohio Education Association.\nRunyan, Ruth (Teacher), 146 Woolper Ave.,\nCincinnati; Cincinnati Teachers Association.\nInc.\nRyder, H. E. (County Superintendent), Fremont;\nSandusky County Teachers Association.\nSchmidt, Madeline (Teacher), 579 Blair Ave.,\nCincinnati; Ohio Education Association.\nSchramm, Erna (Teacher), 3223 West One\nHundredth St., Cleveland; Cleveland Teach¬\ners Federation.\n\nSchulz, Louise (Teacher), 901 Pennsylvania\nAve., Columbus; Columbus Teachers Feder¬\nation.\n\nand\n\nInformation\n\n975\n\nSenger, Harry (Assistant Principal), 347 Warren\nAve., Cincinnati; Cincinnati Teachers Asso¬\nciation, Inc.\nSmith, Katherine (Teacher), 503 Reinhard Ave.,\nColumbus; Columbus Teachers Federation.\nSmith, Lulu (Teacher), 4130 Copley Road,\nCopley; Akron Teachers Association.\nSmith, Hazel Ann (Teacher), 901 North Howard\nSt., Akron; Ohio Education Association.\nSnyder, Belle (Principal), 1813 Oak Hill, Youngs¬\ntown; Youngstown Education Association.\nSolomon, R. W. (Superintendent), Middletown;\nOhio Education Association.\nStanton, B. F. (State N. E. A. Director), Alliance;\nOhio Education Association.\nSteiner, Stanton (Teacher), 518 North Jameson\nSt., Lima; Lima Teachers Association.\nSullivan, H. L. (Superintendent), Marietta;\nOhio Education Association.\nTaylor, Irene (Teacher), Columbus; Columbus\nTeachers Federation.\nThomas, Alma (Teacher), 3028 Somerton Road,\nCleveland Heights; Cleveland Teachers Fed¬\neration.\nTrumper, Bess (Principal), 124 East First St.,\nLondon; Ohio Education Association.\nTurpen, Dorothy (Teacher), 1315 Paxton Road,\nCincinnati; Cincinnati Teachers Association,\nInc.\nVincent, Harold (Director of Research), 322\nNorth Firestone Boulevard, Akron; Akron\nTeachers Association.\nWalls, W. A. (Superintendent), Kent; Ohio\nEducation Association.\nWaterhouse, C. C. (Teacher), 624 Hamilton\nAve., Lorain; Lorain Teachers Club.\nWaterhouse, R. H. (Superintendent), 104 Burton\nAve., Akron; Akron Teachers Association.\nWeber, George (Executive Assistant), 558 Aque¬\nduct St., Airon; Akron Teachers Association.\nWeiser, A. B. (Principal), Canan Winchester;\nOhio Education Association.\nWenner, W. E. (Superintendent), 2034 Walnut\nBoulevard, Ashtabula; Ohio Education Asso¬\nciation.\nWildermuth, Nelle P. (Teacher), 418 Oakland\nPark Place; Columbus Teachers Federation.\nWilliams, Elda (Teacher), 3579 Randolph Road,\nCleveland Heights; Cleveland Teachers Fed¬\neration.\nZook. D. B. (Teacher), 807 North Howard St.,\nAkron; Ohio Education Association.\nOKLAHOMA\nBlack, E. H. (Superintendent), Bristow; Okla¬\nhoma Education Association.\nDowler, C. X. (Teacher), Tulsa; Oklahoma\nEducation Association.\nDuke, E. A. (Rural School Supervisor), State\nDepartment of Education, Oklahoma City;\nOklahoma Education Association.\nEllis, Inez (Teacher), Oklahoma City; Oklahoma\nCity Classroom Teachers Association.\nFrank, Kate (Teacher), 609 Dayton St., Musko¬\ngee; Department of Classroom Teachers of the\nOklahoma Education Association.\nGreer, Mrs. M. U. (Teacher), Ponca City; Okla¬\nhoma Education Association.\nGreer, M. U. (Teacher), Ponca City; Oklahoma\nEducation Association.\nGriffith, Viola (County Superintendent), Okemah;\nOklahoma Education Association.\nHowell, C. M. (Executive Secretary), Okla¬\nhoma Education Association, Oklahoma City;\nOklahoma Education Association.\nHurst, M. E. (State N. E. A. Director), 3118\nEast Fourth St., Tulsa; Tulsa Classroom\nTeachers Association.\nIrizarry, O. B. (Teacher), 215 East Eighteenth\nSt., Tulsa; Tulsa Classroom Teachers Asso¬\nciation.\nLemon, Goldie (Teacher), 525 North C St.,\nMuskogee; Department of Classroom Teach¬\ners of the Oklahoma Education Association.\nLittle, Elizabeth (Teacher), 1310 Cherry St.,\nMuskogee; Department of Classroom Teach¬\ners of the Oklahoma Education Association.\n\n"}
{"page": 982, "printed_page": null, "text": "976\n\nNational\n\nEducation\n\nNeill, Alma J. (Teacher), Norman; Oklahoma\nEducation Association.\nNicodemus, Bess (Teacher), 2103 Court St.,\nMuskogee; Muskogee Teachers Association.\nRaines, Ona (Teacher), Ambassador Hotel,\nTulsa; Department of Classroom Teachers\nof the Oklahoma Education Association.\nRogers, 11a (Teacher), Oklahoma City; Oklahoma\nCity Classroom Teachers Association.\nScales, Opal (Teacher), 609 Dayton St., Musko¬\ngee; Department of Classroom Teachers of the\nOklahoma Education Association.\nSmith, Anetta (Teacher), 1507 Denver St.,\nMuskogee; Muskogee Teachers Association.\nSmith, Lorraine (Teacher), 1736 South Florence\nPlace, Tulsa; Tulsa Classroom Teachers Asso¬\nciation.\nTemple, D. E. (Teacher), Albany Hotel, Tulsa;\nTulsa Classroom Teachers Association.\nTrautman, Elizabeth (Teacher), Wells Hotel,\nTulsa; Tulsa Classroom Teachers Association.\nWeatherford, Mrs. Nelle (Teacher), 1601 East\nFourteenth St., Tulsa; Tulsa Classroom Teach¬\ners Association.\nOREGON\n\nAssociation\n\nPENNSYLVANIA\nBaldwin, Dorothy (Teacher), William Penn High\nSchool, Philadelphia; Eastern Commercial\nTeachers Association.\nBarner, Raymond T. (Supervising Principal),\nCalifornia; Pennsylvania State Education As¬\nsociation.\nBeatty, T. Bayard (Principal), Radnor High\nSchool, Wayne; Pennsylvania State Educa¬\ntion Association.\nBehai, Florence (Teacher), Wissahickson Apart¬\nments, Philadelphia; Philadelphia Teachers\nAssociation.\nBraun, Laura M. (Teacher), 4909 Sciota St.,\nPittsburgh; Pittsburgh Teachers Association.\nBuckingham, Guy E. (College Instructor), Alle¬\ngheny College, Meadville; Pennsylvania State\nEducation Association.\nBurger, Florence (Teacher), 817 West Tenth\nSt., Erie; Erie Teachers Association.\nCaldwell, Catherine (Teacher), Box 124, Scran¬\nton;\ntion. Pennsylvania State Education Associa¬\nCaldwell, Leotta A. (Teacher), 1004 Franklin\nAve.,Association.\nAliquippa; Pennsylvania State Educa¬\ntion\n\nArmitage, Estelle (Teacher), 1324 Thirty-first\nAve., Portland; Portland High School Teach¬\ners Association.\nBeach, Agnes (Teacher), 2328 Eighteenth St.,\nS. W., Portland ; Portland High School T eachers\nAssociation\nBray, Beatrice (Teacher), 420 Fourth St.,\nOregon City; Oregon State Teachers Associa¬\ntion.\n\nClark,\n\nBrown, Elmer (Principal), 3535 Twenty-seventh\nAve., N. E., Portland; Portland Elementary\nPrincipals Association.\nCreech, Mrs. Eula S. ^Teacher), 180 South\nFourteenth St., Salem; Oregon State Teachers\nAssociation.\n\nComerford, Mary (Teacher), High School, Phila¬\ndelphia; Philadelphia Teachers Association.\nConner, Dwight H. (Principal), Homestead;\nPennsylvania State Education Association.\nCostello, Helen (Teacher), 3601 Powelton Ave.,\nPhiladelphia; Philadelphia Teachers Associa¬\ntion.\n\nGranberg, Ida (Teacher), 305 Twenty-eighth\nAve., N. E., Corvallis; Oregon State Teachers\nAssociation.\nHefner, Lydia (Teacher), 2718 Thirtieth St.,\nS. E., Portland; Portland Grade Teachers\nAssociation, Inc.\nHudson, E. A. (Principal), Albany; Oregon State\nTeachers Association.\nJohnston, B. A. (Principal), 329 South Tenth St.,\nCorvallis; Oregon State Teachers Association.\nKearns, Mrs. Jennie (Teacher), Box 762, Pendle¬\nton; Oregon State Teachers Association.\nKraxberger, Walter (Principal), Gladstone;\nOregon State Teachers Association.\nLessing, Marie A. (Teacher), 5764 N. E. Garfield,\nPortland; Portland Grade Teachers Associa¬\ntion, Inc.\nMerrill, Birdine (Teacher), Box 303, Gresham;\nOregon State Teachers Association.\nOlson, A. C. (Principal), Route 2, Box 126E,\nKlamath Falls; Oregon State Teachers Asso¬\nciation.\nReed, Mary Alice (Teacher), Lexington; Oregon\nState Teachers Association.\nRice, Charles A. (Superintendent), 1656 Twentyfifth Ave., S. E., Portland; Oregon State\nTeachers Association.\nRobbins, S. Louise (Teacher), 1230 S. E. Mor¬\nrison, Portland; Portland Grade Teachers\nAssociation, Inc.\nRoss, Elizabeth (Teacher), 2727 Eleventh Ave.,\nN. E., Portland; Portland Grade Teachers\nAssociation, Inc.\nSchwartz, Mona (Librarian), 2727 Eleventh St.,\nN. E., Portland; Portland Grade Teachers\nAssociation, Inc.\nSmith, Alice Maud (Teacher), 4907 N. E. Mallory\nAve., Portland; Portland Grade Teachers As¬\nsociation, Inc.\nSmith, Elphe K. (Teacher), Route 1, Box 22,\nTigard; Oregon State Teachers Association.\nSnyder, Mrs. Barbara Baker (Teacher), St.\nHelens; Oregon State Teachers Association.\n\nRobert\n\nWayne\n\n(Teacher),\n\n615\n\nUpland\n\nAve., Jenkintown; Philadelphia Teachers As¬\nsociation.\nClauss, Edwin D. (Teacher), 2310 Tilghman St.,\nAllentown; Pennsylvania State Education As¬\nsociation.\nCobb, Mrs. A. Lou (Teacher), 510 Merwyn Road,\nNarberth;\nPennsylvania State Education Asso¬\nciation.\n\nDunn, Ruth (Teacher), 250 West Eighth St., Erie;\nErie Teachers Association.\nEarley, James W. (Teacher), R. D. Three,\nKittanning; Pennsylvania State Education\nAssociation.\nEbersole, Clarence M. (Teacher), 224 Lancaster\nAve., Lancaster; Pennsylvania State Educa¬\ntion Association.\nEdwards, Lowe (Teacher), Girard; Pennsyl¬\nvania State Education Association.\nEisenhart, W. W. (Superintendent), Tyrone;\nPennsylvania State Education Association.\nEldridge, Sophie (Teacher), 492 Royal St., Phila¬\ndelphia; Philadelphia Teachers Association.\nFelk.er, Arthur M. (Assistant Superintendent),\nBeavertown; Snyder County Teachers Asso¬\nciation.\nFitzpatrick, Florence (Teacher), 615 Vernon\nRoad, Philadelphia; Philadelphia Teachers As¬\nsociation.\nFord, Ida R. (Teacher), 1806 Church Lane, Phil¬\nState Education As¬\nadelphia;\nsociation. Pennsylvania\nForsyth, Joseph (Teacher), 1424 Conly St.,\nPhiladelphia; Philadelphia Teachers Associa¬\ntion.\nFoster, Blanche R. (Teacher), Tilden Junior High\nSchool, Philadelphia; Philadelphia Teachers\nAssociation.\nGetz, John L. (Teacher), 141 North Keesey St.,\nYork; Pennsylvania State Education Associa¬\ntion.\nGeyer, William C. (Supervisor), Senior High\nSchool, Upper Darby; Pennsylvania State Edu¬\ncation Association.\nGildea, John (Supervising Principal), 224 Third\nSt., Coaldale; Pennsylvania State Education\nAssociation.\nGrager, Elizabeth (Teacher), 4560 Baker St.,\nPhiladelphia; Philadelphia Teachers Associa¬\ntion.\nGray, Jessie (Teacher), 1210 Fillmore St., Phila¬\ndelphia; Philadelphia Teachers Association.\n\n"}
{"page": 983, "printed_page": null, "text": "Associational\n\nRecords\n\nGrove, Harry A. (Supervising Principal), 444\nEast Baltimore St., Greencastle; Pennsylvania\nState Education Association.\nGulden, Dolly I. (Teacher), 721 Madison Ave.,\nYork; York City Education Association.\nHagerty, Jean B. (Principal), 1244 Christian St.,\nPhiladelphia; Philadelphia Teachers Associa¬\ntion.\nJames, Aelfric, Sr. (Teacher), 801 Spring Garden\nSt., Easton; Pennsylvania State Education\nAssociation.\nJudy, Bryon R. (Supervising Principal), Cochranville; Pennsylvania State Education Associa¬\ntion.\nKelley, J. Herbert (State N. E. A. Director), 400\nNorth Third St., Harrisburg; Pennsylvania\nState Education Association.\nKorb, Ernest A. (Principal), 103 Second Ave.,\nWestmont, Johnstown; Pennsylvania State Ed¬\nucation Association.\nKunkle, John H. (County Superintendent), Mon¬\nroe County, East Stroudsburg; Pennsylvania\nState Education Association.\nLaramy, William J. (Principal), 2452 Merwood\nLane, Upper Darby; Pennsylvania State Edu¬\ncation Association.\nLedwidge, Elizabeth (Teacher), Schenley High\nSchool, Pittsburgh; Pennsylvania State Edu¬\ncation Association.\nLove, Esther B. (Teacher), 1515 Memorial Ave.,\nWilliamsport; Pennsylvania State Education\nAssociation.\nLyter, George C. (Supervising Principal), 753\nBroad St., Montoursville ; Pennsylvania State\nEducation Association.\nMcAndrew, Mary B. (District Superintendent),\nCarbondale ; Pennsylvania State Education As¬\nsociation.\nMacDonnell, Helen (Teacher), Philadelphia;\nPhiladelphia Teachers Association.\nMalloy, Charles P. (Teacher), High School,\nPhiladelphia; Philadelphia Teachers Associa¬\ntion.\nMarsh, Charles E. (Supervising Principal),\nGreensburg; Pennsylvania State Education\nAssociation.\nMasters, Harry (Director, Elementary Educa¬\ntion), 2717 Broadway, Pittsburgh; Pennsyl¬\nvania State Education Association.\nMaxwell, Charles F. (County Superintendent),\nCourt House, Greensburg; Pennsylvania State\nEducation Association.\nMeagher, Margaret (Teacher), Philadelphia;\nPhiladelphia Teachers Association.\nMiller, Charles S. (President), State Teachers\nCollege, Slippery Rock; Pennsylvania State\nEducation Association.\nMooney, H. A. (Assistant County Superin¬\ntendent), Jefferson County, Brookville, Pa.;\nPennsylvania State Education Association.\nMorrison, S. F. W. (District Superintendent),\nClearfield; Pennsylvania State Education As¬\nsociation.\nMyers, John F. (Teacher), State Teachers Col¬\nlege, Mansfield; Pennsylvania State Education\nAssociation.\nNoack, Rexford J. (Supervising Principal), 195\nRiver St., Forty Fort; Pennsylvania State\nEducation Association.\nParry, Samuel (Principal;, 828 South Fifty-sixth\nSt., Philadelphia; Philadelphia Teachers As¬\nsociation.\nPetty, Natalie Anne (Teacher), 221 Park Ave.,\nPittsburgh; Pittsburgh Teachers Association.\nPiatt, John E. (Supervising Principal), 48 Breese\nSt., Wyoming; Pennsylvania State Education\nAssociation.\n\nand\n\nInformation\n\n977\n\nShaw, Reuben T. (Department Head), Northeast\nHigh School, Philadelphia; Philadelphia\nTeachers Association.\nSmith, Bela B. (District Superintendent), Connellsville; Pennsylvania State Education Asso¬\nciation.\nSpencer, Herbert L. (President), Pennsylvania\nCollege for Women, Pittsburgh; Pennsylvania\nState Education Association.\nStewart, Paul (Teacher), Maple Ave., Du Bois;\nDu Bois Teachers Association.\nTrostle, W. P. (County Superintendent), Clear¬\nfield County, Clearfield; Pennsylvania State\nEducation Association.\nUlrich, Parke H. (Teacher), 1517 Powell St.,\nNorristown; Pennsylvania State Education\nAssociation.\nVan Kirk, Adaline E. (Teacher), Bradford Woods;\nPennsylvania State Education Association.\nWayman, R. W. (Principal), 322 East Beau St.,\nWashington; Pennsylvania State Education\nAssociation.\nWebster, Wayne C. (Assistant County Superin¬\ntendent), Susquehanna County, Montrose;\nPennsylvania State Education Association.\nWilson, Helen E. (Teacher), 28 Lincoln Ave.,\nCrafton; Pittsburgh Teachers Association.\nWoods, Mary K. (Teacher), 149 East Sixth St.,\nErie; Pennsylvania State Education Associa¬\ntion.\nZahn, Willard (Principal), 5709 North Seventh\nSt., Philadelphia; Pennsylvania State Educa¬\ntion Association.\nRHODE\n\nISLAND\n\nConnors, Julia A. (Principal), Main St., Blackstone; Rhode Island Institute of Instruction.\nMowry, Florence P. (Principal), 276 Providence\nSt., Woonsocket; Rhode Island Institute of\nInstruction.\nRemington, Pearl M. T. (Assistant Superin¬\ntendent), 214 Waterman Ave., East Provi¬\ndence; Rhode Island Institute of Instruction.\nSOUTH\n\nCAROLINA\n\nGolson, L. D. (Principal), Lancaster; South\nCarolina Education Association.\nHenderson, N. H. (Superintendent), Route 1,\nGreenville; South Carolina Education Asso¬\nciation.\nKelley, O. D., Jr. (County Superintendent),\nDarlington; South Carolina Education Asso¬\nciation.\nLever, I. B. (Superintendent), Route 2, Taylors;\nSouth Carolina Education Association.\nShealy, E. O. (Superintendent), Cross Anchor;\nSouth Carolina Education Association.\nSOUTH\n\nDAKOTA\n\nBersagel, E. L. (Teacher), Aberdeen; South\nDakota Education Association.\nDalthorp, C. J. (Superintendent), Aberdeen;\nSouth Dakota Education Association.\nEarly, W. I. (Superintendent), 801 West Eight¬\neenth St., Sioux Falls; Sioux Falls Public\nSchools.\nHines, J. F. (State Superintendent), Pierre;\nSouth Dakota Education Association.\nHunt, R. L. (Superintendent), Madison; South\nDakota Education Association.\nRingsrud, Olive (Teacher), Elk Point; South\nDakota Education Association.\nTENNESSEE\n\nPrey, Stanley (Teacher), 826 Lincoln St., Read¬\ning; Pennsylvania State Education Associa¬\ntion.\nRoberts, William Ely (Teacher), Philadelphia;\nPhiladelphia Teachers Association.\nRogers, F. Glenn (County Superintendent),\nBellefonte; Pennsylvania Education Associa¬\ntion.\n\nAllensworth, Josephine (Teacher), Humes High\nSchool, 1102 Linden Ave., Memphis; Memphis\nEducation Association.\nBales, Roy R. (Teacher), Christenberry Junior\nHigh, Knoxville; City Teachers League of\nKnoxville.\n\nSaile, Helen J. (Teacher), Philadelphia;\ndelphia Teachers Association.\n\nClark, Harry (Superintendent), Knoxville;\nnessee Education Association.\n\nPhila¬\n\nTen¬\n\n"}
{"page": 984, "printed_page": null, "text": "978\n\nNational\n\nEducation\n\nGalloway, D. M. (Principal), 2418 Parkview\nSt., Knoxville; City Teachers League of Knox¬\nville.\nHolt, A. D. (Executive Secretary), Tennessee\nEducation Association, Nashville; Tennessee\nEducation Association.\nMiller, Talmadge (Principal), 2302 St. Louis St.,\nNashville;\nDavidson County Teachers’ Asso¬\nciation.\nMorris, H. H. (Teacher), 1432 Faxon Ave., Mem¬\nphis; Memphis Education Association.\nPowell, Mrs. Kathryn (Principal), 17 South\nRembert St., Memphis; Tennessee Education\nAssociation.\nRagsdale, S. L. (State N. E. A. Director), Prin¬\ncipal, L. C. Humes High School, Memphis;\nTennessee Education Association.\nRagsdale, William (Teacher), Knox High School,\nKnoxville; City Teachers League of Knoxville.\nThompson, Margaret (Teacher), 142 Stonewall\nSt., Memphis; Memphis Education Associa¬\ntion.\nTEXAS\nAdams, Virginia (Teacher), N. W. High School,\nDallas; Dallas High School Teachers Asso¬\nciation.\nAndrews, Lora Lee (Teacher), 5820 Edison Court,\nDallas; Dallas Grade Teachers Council.\nBatson, Mrs. Kate (Teacher), 1210 Herring Ave.,\nWaco; Texas State Teachers Association.\nBell, Anna (Teacher), 3210 Lemmon Ave., Dallas;\nDallas High School Teachers Association.\nBirdwell, A. W. (Teacher), State Teachers Col¬\nlege, Nacogdoches; Texas State Teachers As¬\nsociation.\nBradford, Mrs. Katharine (Teacher), 1033\nWoodlawn, Dallas; Dallas High School Teach¬\ners Association.\nCaldwell, Rush M. (State N. E. A. Director),\nDallas; Texas State Teachers Association.\nCochran, J. C. (Superintendent), City Schools,\nSan Antonio; Texas State Teachers Associa¬\ntion.\nDavid, Mabel (Teacher), 2820 Crawford St.,\nHouston; Houston Teachers Association.\nEstill, H. F. (Principal), Huntsville; Texas State\nTeachers Association.\nGrigsby, Sarah G. (Teacher), 2508 McKinney,\nDallas; Dallas High School Teachers Asso¬\nciation.\nHunter, Eula F. (Teacher), 4524 Collinwood St.,\nFort Worth; Fort Worth Classroom Teachers\nAssociation.\nHunter, E. L. (Teacher), Amarillo; Texas State\nTeachers Association.\nLade, O. R. (Principal), 300 North Thirty-third\nSt., R. 1, Waco; Waco Classroom Teachers\nAssociation.\nLofland, W. T. (Superintendent), City Schools,\nVernon; Texas State Teachers Association.\nMacGregor, Mrs. M. S. (Teacher), 1922 Blod¬\ngett Ave., Houston; Houston Teachers Asso¬\nciation.\nMock, Lulu (Teacher), 1921 Park Avenue,\nDallas; Dallas Grade Teachers Council.\nOberholtzer, E. E. (Superintendent), 1500\nLouisiana, Houston; Texas State Teachers\nAssociation.\nPark, Pearl (Teacher), 4837 Victor, Dallas;\nDallas Grade Teachers Council.\nPrice, R. E. (Superintendent), City Schools,\nNacogdoches; Texas State Teachers Associa¬\ntion.\nRaynolds, Lucy (Teacher), 5820 Edison Court,\nDallas; Dallas Grade Teachers Council.\nRemy, Kathora (Teacher), 216 Primera St.,\nSan Antonio; San Antonio Teachers Council.\nRoberts, Iola (Teacher), 6139 La Vista Drive,\nDallas; Texas State Teachers Association.\nSpangler, Lillie May (Teacher), 321 East Tenth,\nDallas; Dallas Grade Teachers Council.\nStrong, Vera (Teacher), 1922 Blodgett Ave.,\nHouston; Houston Teachers Association.\nWalls, Ernest M. (Teacher), 1518J£ Courtlandt\nSt., Houston; Houston Teachers Association.\n\nAssociation\n\nWilson, Josephine (Teacher), 3315 West Jeffer¬\nson, Dallas; Dallas Grade Teachers Council.\nUTAH\nAdams, Mrs. Sarah J. (Teacher), Layton; Davis\nCounty Teachers Association.\nAnderson, Wallace (Principal), Alpine; Utah\nEducation Association.\nBearnson, Bertha (Teacher), 1558 Blair St.\nSt. Paul; Nebo District Teachers Association.\nBeck, Reid (Teacher), Draper; Jordan Teachers\nAssociation.\nBradley, Harold (Teacher), Sandy; Jordan Dis¬\ntrict, Utah Education Association.\nBrady, Kenneth (Teacher), Sandy; Jordan\nTeachers Association.\nGardner, Charles C. (Teacher), Bountiful; Salt\nLake City Teachers Association.\nHatch, Winona (Teacher), 35 East Fifth St.,\nLogan; Logan Teachers Association.\nHickman, Florence C. (Teacher), 681 Third Ave.,\nSalt Lake City; Utah Education Association.\nHosmer, Clara (Teacher), 235 South Second St.,\nSalt Lake City; Salt Lake City Teachers Asso¬\nciation.\nHuntington, Mrs. Mae (Teacher), Springville;\nNebo District Teachers Association.\nJenkins, Joseph (Teacher), 839 Jefferson, Salt\nLake City; Salt Lake City Teachers Associa¬\ntion.\nJohnson, W. F. (Teacher), 41 East Fourth,\nNorth, Provo; Provo Teachers Association.\nKilburn, H. Parley (Principal), Logan; Utah\nEducation Association.\nLaw, F. Joseph (Teacher), Brigham City; Box\nElder Teachers Association.\nLearned, Welthea M. (Teacher), 853-A East\nThird South, Salt Lake City; Utah Education\nAssociation.\nNielson, L. J. (Principal), 724 Windsor St., Salt\nLake City; Granite Teachers Association.\nTaylor, Milton B. (Teacher), Weber High\nSchool, Harrisville; Utah Education Associa¬\ntion.\nThornton, J. W. (Principal), 410 North Second\nEast, Provo; Utah Education Association.\nWhitesides, Emil (Teacher), Kaysville; Utah\nEducation Association.\nWiggins, Francis T. (Principal), 2240 Grant Ave.,\nOgden; Utah Education Association.\nWilliams, James R. (Teacher), Tooele; Tooele\nCounty Teachers Association.\nWood, J. C. (Teacher), Tooele; Utah Education\nAssociation.\nCommis¬\nWyatt, Sidney L. (Chairman Welfare Teachers\nsion), North Ogden; Weber County\nAssociation.\nVERMONT\nBailey, Francis L. (Commissioner), Montpelier;\nVermont State Teachers Association.\nBarrows, Max W. (Superintendent), Barton;\nNortheastern Tri-County Teachers Associa¬\ntion.\nBurbank, Natt B. (Superintendent), Southeastern\nVermont Teachers Association.\nButterfield, Truman (Superintendent), Middleburg; Rutland Tri-County Association.\nChaffee, Mrs. Elsie H. (Teacher), 28^ Liberty\nSt., Montpelier; Vermont State Teachers Asso¬\nciation.\nKincaid, W. A. (Superintendent), High School\nBuilding, Montpelier; Winooski Valley Teach¬\ners Association.\nMorrill, Alice (Teacher), Castleton Normal\nSchool; Vermont State Teachers Association.\nNulty, Catherine F. (Assistant Professor), Uni¬\nof Vermont, Burlington; Eastern Com¬\nversity\nmercial Teachers Association.\nWiggin, Joseph A. (State N. E. A. Director),\nBrattleboro; Vermont State Teachers Asso¬\nciation.\nWoodruff, Caroline S. (Principal), Normal\nSchool, Castleton; Vermont State Teachers\nAssociation.\n\n"}
{"page": 985, "printed_page": null, "text": "Associational\n\nRecords\n\nVIRGINIA\nAdair, Cornelia S. (Principal), 3208 Hawthorne\nAve., Richmond; League of Richmond Teach¬\ners.\nAnthony, Kate V. (Teacher), 1903 Hanover Ave.,\nRichmond; Virginia Education Association.\nBass, Mrs. Evelyn D. (Teacher), Dorchester\nRoad, Richmond; League of Richmond\nTeachers.\nBrickhouse, Lucy N. (Teacher), 1033 West Prin¬\ncess Anne Road, Norfolk; Norfolk Education\nAssociation.\nBurdette, James F. (Teacher), East Stone Gap;\nVirginia Education Association.\nDaughtrey, Jennie (Teacher), Norfolk; Norfolk\nEducation Association.\nDinwiddie, Mary (Teacher), Harrisonburg; Vir¬\nginia Education Association.\nHarris, Ruth (Teacher), Newport News; Vir¬\nginia Education Association.\nHeatwole, C. J. (Executive Secretary), Virginia\nEducation Association, Richmond; Virginia Ed¬\nucation Association.\nJones, Jennie Lee (Teacher), Whaleyville; Vir¬\nginia Education Association.\nJones, William J. (Principal), Whaleyville High\nSchool, Whaleyville; Nansemond Education\nAssociation.\nJoynes, Mrs. Edith B. (State N. E. A. Director),\n410 West Fourteenth St., Norfolk; Norfolk\nEducation Association.\nKeesee, Thomas O. (Teacher), 132 Maple Ave.,\nNewport News; Newport News Education As¬\nsociation.\nMayer, Madeline (Teacher), 608 North Boule¬\nvard, Richmond; League of Richmond TeacherS#\nRiddick, A. Ruth (Teacher), 722 Duke St.,\nNorfolk; Norfolk Education Association.\nRowlett, Mrs. Eleanor (Teacher), 4828 West\nSeminary Ave., Richmond; League of Rich¬\nmond Teachers.\nSaunders, Joseph H. (Superintendent), Box 102,\nNewport News; Newport News Education As¬\nsociation.\nSaunders, Hannah (Teacher), Bedford; Virginia\nEducation Association.\nTaurman, Ruth (Teacher), 2006 Floyd Ave.,\nRichmond; League of Richmond Teachers.\nWilson, Margaret (Teacher), Newport News;\nVirginia Education Association.\nWASHINGTON\nBarr, Carrie (Teacher), Libby Junior High\nSchool, Spokane; Washington Education Asso¬\nciation.\nBrocar, Christian (Teacher), Administration\nBuilding, Spokane; Spokane Education Asso¬\nciation.\nBuckbee, Grace (Teacher), 1216 East John St.,\nSeattle; Seattle Grade Teachers Club.\nCampbell, E. W. (State N. E. A. Director), 810\nDexter Avenue, Seattle; Washington Educa¬\ntion Association.\nCampbell, Grace (Teacher), E627 Ninth Ave.,\nSpokane; Spokane High School Teachers Asso¬\nciation.\nCarmody, Harriett (Teacher), Arlington School,\nSpokane; Spokane Grade Teachers Asso¬\nciation.\nClaussen, Christina (Teacher), 1318 Eighteenth\nAve., Spokane; Spokane High School Teachers\nAssociation.\nCook, R. E. (Superintendent), High School\nBuilding, Everett; Washington Education As¬\nsociation.\nCrawford, Roberta M. (Teacher), 2206 Fifth St.,\nNorth, Seattle; Seattle Grade Teachers Club.\nDonovan, Nell (Teacher), S. 155 Oak St., Spo¬\nkane; Spokane Grade Teachers Association.\nGloystein, Mrs. Verna (Teacher), 3403 North\nEighteenth St., Tacoma; Tacoma Association\nof Classroom Teachers.\nHammond, Edith (Teacher), 1016 Washington\nBuilding, Tacoma; Tacoma Association of\nClassroom Teachers.\n\nand\n\nInformation\n\n979\n\nHarris, H. Grace (Teacher), E 1229 Nineteenth\nAve., Spokane; Spokane Grade Teachers Asso¬\nciation.\nHarris, Roy E. (Superintendent), Ephrata;\nWashington Education Association.\nHarvey, Barbara (Teacher), W 1025 Cleveland,\nSpokane; Spokane Grade Teachers Asso¬\nciation.\nJahnke, Clara L. (Teacher), 1930 Eighth Ave.,\nSpokane; Washington Education Association.\nKorthauer, Mrs. Mabel (Teacher), 2618 F St.,\nBellingham; Bellingham Classroom Teachers\nLeague.\nLees, Gladys (Teacher), 3520 North Tenth,\nTacoma; Tacoma Association of Classroom\nTeachers.\nMarsh, Arthur L. (Executive Secretary), Wash¬\nington Education Association, Seattle; Wash¬\nington Education Association.\nMcDonnell, Alberta (Teacher), 3411 North\nTwenty-fourth St., Tacoma; Tacoma Associa¬\ntion of Classroom Teachers.\nMiller, Martin (Teacher), 422 Maple Park,\nOlympia; Washington Education Association.\nNorton, Mrs. Lucille (Teacher), Millwood;\nWashington Education Association.\nOlsby, Borghilde (Teacher), 1404 Third St.,\nNorth, Seattle; Seattle Grade Teachers Club.\nOlson, Mrs. Ina M. (Teacher), Morse Courts,\nPort Angeles; Washington Education Associa¬\ntion.\nPratt, Orville C. (Ex Officio), Superintendent of\nSchools, Spokane.\nRhode, Helen I. (Teacher), 5006 Fifteenth St.,\nN. E., Seattle; Seattle Grade Teachers Asso¬\nciation.\nRushing, John R. (Teacher), 4512 Sixth Ave.,\nN. E., Seattle; Seattle Association of Class¬\nroom Teachers.\nSemple, Julia (Teacher), Lafayette Hotel, Aber¬\ndeen; Washington Education Association.\nSeverson, Olive (Teacher), Walker Apartments,\nTacoma; Tacoma Association of Classroom\nTeachers.\nShields, M. Edith (Teacher), Gatewood School,\nSeattle; Seattle Grade Teachers Club.\nThomas, Rose (Teacher), 2036 Twenty-third St.,\nNorth, Seattle; Seattle Grade Teachers Club.\nVan Orsdall, Otie (Teacher), 2124 North Sixtythird St., Seattle; Seattle Association of Class¬\nroom Teachers.\nWilson, George S. (Teacher), 4207 Eleventh\nAve., N. E., Seattle; Seattle Association of\nClassroom Teachers.\nWEST\n\nVIRGINIA\n\nBarnes, W. H. (Teacher), 48 Campus Drive,\nMorgantown; West Virginia State Education\nAssociation.\nBeery, Lena (Teacher), Charleston; Charleston\nTeachers Association.\nCochran, Clyde B. (Teacher), Weirton; West\nVirginia State Education Association.\nCoffman, Carrie (Teacher), Huntington; Cabell\nCounty Teachers Association.\nCrump, James M. (Teacher), Beech Hill; West\nVirginia State Education Association.\nHamrick, Mary M. (Teacher), Clarksburg;\nMonongahela Valley Teachers Round Table.\nHickman, J. H. (Executive Secretary), West Vir¬\nginia State Education Association, Charleston;\nWest Virginia State Education Association.\nJackson, C. W. (Principal), Bluefield; West\nVirginia State Education Association.\nJackson, Mrs. Velma C. (Teacher), Bluefield;\nMercer County Teachers Association.\nMarsh, J. F. (President), Concord State Teach¬\ners College, Athens; West Virginia State Edu¬\ncation Association.\nMitchell, H. C. (Teacher), 2505 Vance Ave.,\nWheeling; Northwestern Teachers Associa¬\ntion.\nMoffitt, Claire (Teacher), Clarksburg; Mononga¬\nhela Valley Teachers Round Table.\nRife, O. J. (Administrative Secretary), Depart¬\nment of Education, Charleston; West Vir¬\nginia State Education Association.\n\n"}
{"page": 986, "printed_page": null, "text": "980\n\nNational\n\nEducation\n\nRosier, Joseph (President), State Teachers Col¬\nlege, Fairmont; Monongahela Valley Teachers\nRound Table.\nTitus, Mary (Associate Director, Health Educa¬\ntion), Huntington; Cabell County Teachers\nAssociation.\nTrent, W. W. (State N. E. A. Director), State\nHouse, Charleston; West Virginia State Edu¬\ncation Association.\nZimmer, Olive M. (Dean of Girls), Charleston\nHigh Schools, Charleston; Charleston Teach¬\ners Association.\nWISCONSIN\nAbraham, Margaret (Teacher), 405 North Drew\nSt., Appleton; Appleton Education Association.\nBanting, G. O. (Superintendent), Waukesha;\nWisconsin Education Association.\nBarganz, Ida (Teacher), 916 North Fourth St.,\nWatertown; Wisconsin Education Association.\nBehensky, Geraldine (Teacher), 2112 Adams\nSt., Two Rivers; Wisconsin Education Asso¬\nciation.\nBerto, Thomas J. (Principal), 3336 North Oak¬\nland Ave., Milwaukee; Wisconsin Education\nAssociation.\nBickler, Sophia (Teacher), 150 Hotel Wisconsin,\nMilwaukee; Milwaukee Teachers Association.\nBlair, Harry T. (Teacher), South Division High\nSchool, 1321 West Lapham St., Milwaukee;\nMilwaukee High School Teachers Association.\nByrne, Alice M. (Teacher), 812 King St.,\nLa Crosse; Wisconsin Education Association.\nCallahan, John (State Superintendent), Madison;\nWisconsin Education Association.\nCannon, Ursula A. (Teacher), Calumet Hotel,\nFond du Lac; Fond du Lac Council of Educa¬\ntion.\nCartwright, Ian (Teacher), 808 East Fifth St.,\nSuperior; Wisconsin Education Association.\nDavis, Ira C. (Teacher), Wisconsin High School,\nMadison; Wisconsin Education Association.\nDresden, Katharine W. (Teacher), Riverside\nHigh School, 1615 East Locust St., Milwaukee;\nMilwaukee High School Teachers Association.\nEthier, Esther F. (Teacher), Pulaski High\nSchool, 2600 West Oklahoma Ave., Milwau¬\nkee; Milwaukee High School Teachers Asso¬\nciation.\nGallogly, Georgiana (Teacher), 1109 Cass St.,\nApartment 308, Milwaukee; Wisconsin Edu¬\ncation Association.\nGenske, Clara (Teacher), 150 Hotel Wisconsin,\nMilwaukee; Milwaukee Teachers Association.\nGraves, Ralph S. (Teacher), Kosciusko Junior\nTrade School, 971 West Windlake Ave.,\nMilwaukee; Milwaukee High School Teachers\nAssociation.\nGreenleaf, Dorothy (Teacher), 415 Fitch Court,\nMadison; Madison Education Association.\nHarvey, Harriet A. (Teacher), Washington Park\nHigh School, Racine; Racine Teachers Asso¬\nciation.\n*\nHealy, Hazel M. (Teacher), Washington High\nSchool, 2525 North Sherman Boulevard, Mil¬\nwaukee; Milwaukee High School Teachers\nAssociation.\nHunter, Elden (Teacher), Rufus King High\nSchool, 1801 West Olive St., Milwaukee;\nMilwaukee High School Teachers Association.\nJelinek, Frances (Teacher), 150 Hotel Wiscon¬\nsin; Milwaukee Teachers Association.\nJoyce, Margaret (Principal), Garfield School,\n302 Center Ave., Janesville; Janesville Teach¬\ners Association.\nKrieger, Frida (Teacher), 150 Hotel Wisconsin,\nMilwaukee; Milwaukee Teachers Association.\n\nAssociation\n\nKusta, Lorraine (Teacher), Custer High School,\n3621 West Custer Ave., Milwaukee; Mil¬\nwaukee High School Teachers Association.\nLewandowski, Grace (Teacher), 150 Hotel Wis¬\nconsin, Milwaukee; Milwaukee Teachers As¬\nsociation.\nLewis, R. F. (Superintendent), Marshfield;\nWisconsin Education Association.\nMargoles, Ruth Kwass (Teacher), 150 Hotel\nWisconsin, Milwaukee; Milwaukee Teachers\nAssociation.\nMarquardt, Ida (Teacher), 150 Hotel Wisconsin,\nMilwaukee; Milwaukee Teachers Association.\nMay, Ernest O. (Teacher), 3924 North Cramer\nSt., Milwaukee; Wisconsin Education Asso¬\nciation.\nMayer, Ruth (Teacher), 1635 College Ave.,\nRacine; Racine Teachers Association.\nMichi, Marguerite (Teacher), 150 Hotel Wis¬\nconsin, Milwaukee; Milwaukee Teachers As¬\nsociation.\nMietz, Doris (Teacher), 3115 West Garfield St.,\nMilwaukee; Milwaukee Teachers Association.\nMilne, William (Principal), Phillips; Wisconsin\nEducation Association.\nMoerschel, Henry A. (Teacher), 8432 West\nStickney\nAve., Wauwatosa; Wisconsin Educa¬\ntion\nAssociation.\nMurphy, Mary A. (Teacher), 150 Hotel Wiscon¬\nsin, Milwaukee; Milwaukee Teachers Asso¬\nciation.\nNason, Kathleen (Teacher), Wisconsin Rapids;\nWisconsin Education Association.\nNienow, Emily (Teacher), 150 Hotel Wisconsin,\nMilwaukee; Milwaukee Teachers Association.\nPaddock, Howland H. (Teacher), Y. M. C. A.,\nKenosha; Kenosha Educational Association.\nPinkerton, Carrie (Teacher), Rhinelander; Wis¬\nconsin Education Association.\nPlenzke, O. H. (Executive Secretary), Wiscon¬\nsin\nEducation Association; Delegate ExOfficio.\nRaasch, Meta (Teacher), 150 Hotel Wisconsin,\nMilwaukee; Milwaukee Teachers Association.\nRagland, Mrs. Geneva (Teacher), 514 South\nFifteenth St., La Crosse; The Teachers Club\nof La Crosse, Wisconsin.\nRankin, George R. (Teacher), 319 West Virginia\nSt., Milwaukee; Milwaukee High School\nTeachers Association.\nSchuette, Amanda (State N. E. A. Director),\n220 South Van Buren St., Green Bay; Wis¬\nconsin Education Association.\nTews, Arthur C. (County Superintendent),\nWaukesha; Wisconsin Education Association.\nTracy, Mabel (Teacher), Calumet Hotel, Fond du\nLac; Fond du Lac Council of Education.\nWall, Erwin (Teacher), Washington Park High\nSchool, Racine; Racine Teachers Association.\nWest, Annette (Teacher), 150 Hotel Wisconsin,\nMilwaukee; Milwaukee Teachers Association.\nWest, Lois (Teacher), Milwaukee; Milwaukee\nTeachers Association.\nYde, Marion (Teacher), Milltown; Wisconsin\nEducation Association.\nWYOMING\nBurgoon, A. L. (Superintendent), Diamondville;\nWyoming Education Association.\nDolph, A. H. (Teacher), Lander; Wyoming Edu¬\ncation Association.\nKurtz, C. V. (Superintendent), Reliance; Wy¬\noming Education Association.\nMoyer, H. H. (State N. E. A. Director), Rawlins;\nWyoming Education Association.\n\n"}
{"page": 987, "printed_page": null, "text": "INDEX1\n\nAbrams, Ray. Business behavior — character\ntraining thru direct methods, 671\nAbt, Isaac A. Health problems of school children\nas seen by the practising physician, 370\nAcademic freedom (Frank E. Baker), 626; report\nof 1937 committee on — department of class¬\nroom teachers (Emily A. Tarbell), 236; report\nof N. E. A. committee on (Henry Lester\nSmith) , 843\nAct of Incorporation of the National Education\nAssociation, 681\nAdair, Cornelia S. Report of committee on by¬\nlaws and rules, 846\nAddress of welcome (Eugene B. Elliott), 24;\n(Raymond J. Kelly), 23\nAde, Lester K. Building, improving, and unify¬\ning local, state, and national associations, 72;\na philosophy of education in modern times, 593\nAdministration of transportation for rural schools,\nThe (Harry A. Little), 333\nAdministrative obstacles to educational progress\n(Carroll R. Reed), 538\nAdministrative women in education, department\n\nof, 173; historical note, 174; secretary’s min¬\nutes, 176\nAdult education, department of, 177; historical\nnote, 178; a public responsibility (Lyman\nBryson), 124; in rural communities (Mrs. Eliza¬\nbeth C. Morriss), 336; what it is and where it is\ngoing (Floyd W. Reeves), 191; report of editor\nof bulletin, 202; report of the national com¬\nmission on the enrichment of adult life (James\nA. Moyer), 201; report of the president, 198;\nsecretary’s minutes, 197\nAiton, Maude E. Next steps in adult education —\ndiscussion, 196; report of the president (de¬\npartment of adult education), 198\nAlcohol and narcotic drugs (Haven Emerson), 369\nAlderman, L. R. Next steps in adult education —\ndiscussion, 195; a philosophy for adult educa¬\ntion — discussion, 185\nAllen, T. T. Committee on retirement allow¬\nances, 897; retirement, 104\nAmerican Library Association, report of joint\ncommittee of the National Education Associa¬\ntion and the (Margaret R. Greer), 862\nAnderson, Homer W. The meaning of the ex¬\nhibits (department of superintendence), 464\nAnderson, O. S. Complete learning thru visual\naids in physics, 662\nApproach to the secondary-school curriculum, An\n(Kenneth L. Heaton), 272\nArbuthnot, May Hill. New ways with poetry,\n312\nArnold, H. J. A critique of current practises in\nadult education — discussion, 189; next steps in\nadult education — discussion, 194; a philosophy\nfor adult education — discussion, 186\nArt and democracy (Frank E. Baker), 211\nArt Education, department of, 203; historical note,\n204; secretary’s minutes, 212\nArt education — panel discussion (Blanche Cahoon), 578; (Daniel S. Defenbacker), 577; (G.\nRobert Koopman), 576; (Juanita McDougald),\n577; (Elizabeth Robertson), 577; (Ralph W.\nTyler), 578; (Jane Betsey Welling), 576\nAshland, Homer B. The union district, 335\nAssociational records and information, 681\nAtwater, Helen W. Trends in home economics\nindicated at the 1937 annual meeting of the\nAmerican Home Economics Association, 601\nAuditors, report of, 816\nAutomotive Safety Foundation, The: its aims and\npurposes (Paul G. Hoffman), 99\nBackus, Bertie. The functions of secondary edu¬\ncation — function IV, 412\nBacon, Francis L. Improving education thru\ndiscussion groups, 69\nBader, Edith M. A case study in curriculum de¬\nvelopment, 571\n\nBair, Frederick H. The future of education, 491\nBaker, Edna Dean. The kindergarten centennial,\n307\nBaker, Frank E. Academic freedom, 626; art\nand democracy, 211\n\nBaker, Harry J. Mental hygiene and behavior,\n297\nBaldwin, Dorothy M. Training for store work\nsection — panel discussion, 221\nBarnes, Harry Elmer. The present social scene,\n484\nBarnes, John R. The functions of secondary edu¬\ncation — function V, 414\nBasis for revising the science program in the junior\nhigh school, A (William D. Bracken), 381\nBates, Sanford. The ounce versus the pound,\n521\nBauer, Nicholas. Address of welcome (depart¬\nment of superintendence), 458\n\nBeard,\nMrs. Mary80 R.\nman resources,\n\nSociety’s interest in hu¬\n\nBetts, Emmett A. Correction of reading diffi¬\nculties based on preventive procedures, 120\nBirmingham’s plan of character development\n(Charles B. Glenn), 98\nBlount, George W. Experience with a contin¬\nuous science program, 383\nBoard of directors, members, 1936-37, 702, 193738, 709; of trustees, members, 1936-37, 702,\n1937-38, 708\nBoat trip for business teachers, 224\nBracken, William D. A basis for revising the\nscience program in the junior high school, 381\nBradley, Edwin J. A plan for medical care of\ninjured athletes, 359\nBrause, Helen. Extracurriculum activities in\nthe departments of junior and senior high\nschools in home economics, 394\nBrewer, C. E. Extracurriculum activities in the\ndepartments of junior and senior high schools\nin health education, 393\nBriggs, Thomas H. What secondary schools\nshould do, 515\nBristow, William H. Educational research for\nthe consumer, 259; next steps in adult educa¬\ntion — discussion, 195\nBryson, Lyman. Adult education, a public re¬\nsponsibility, 124; next steps in adult education\n— discussion, 193; a philosophy for adult edu¬\ncation — discussion, 181\nBudget committee, report of (Helen T. Collins),\n834\nBuell, Raymond Leslie. The present situation\nfacing the United States in regard to the possi¬\nbility of war, 128\nBuilding, improving, and unifying local, state,\nand national associations (Lester K. Ade), 72\nBuilding the profession of school administration\n(George D. Strayer), 467\nBunger, Anna M. Speech-reading in college, 319\nBurnett, Marguerite H. A critique of current\npractises in adult education — discussion, 190;\nnext steps in adult education — discussion, 194;\na philosophy for adult education — discussion,\n184\nBurnham, Ernest. How may rural schools help\ndemocracy to succeed, 348\nBusiness behavior — character training thru\ndirect methods (Ray Abrams), 671\nBusiness education, department of, 213; his¬\ntorical note, 214; greetings from the state of\nMichigan (Eugene B. Elliott), 217; president’s\naddress, 215; secretary’s minutes, 216\nButterweck, Joseph H. The functions of second¬\nary education — function I, 407\nBylaws of National Education Association, 686;\nreport of committee on rules and (Cornelia S.\nAdair), 846\nCahoon, Blanche.\ncussion, 578\n\n1 All addresses are listed by titles and authors’ names. The\nwh ich, together with authors’ names, are set in bold face.\n\n[ 981 ]\n\nArt\n\neducation — panel\n\nbook is also indexed\n\ndis¬\n\nby subject headings,\n\n"}
{"page": 988, "printed_page": null, "text": "982\n\nNational\n\nEducation\n\nCalendar of meetings of National Education\nAssociation, 700\nCameron, W. J. Education for business, 223;\neducation in a democracy, 295\nCampbell, Harvey. A message from business to\nthe business teachers of America, 218\nCase study in curriculum development, A (Edith\nM. Bader), 571\nCaswell, Hollis L. The present educational\nscene, 486\nChallenge of our changing times, The (Brooks\nFletcher), 90\nChallenge to educational statesmanship, A\n(Newton Edwards), 64\nCharacter education (Charles B. Glenn), 98.\nSee also 291\nCharter of National Education Association, 699;\nreport of committee on amending the (Reuben\nT. Shaw), 845\nCharters, W. W. Education neglects its funda¬\nmental bases, 607\nChase, Stuart. The conservation of natural re¬\nsources. 106\nCitizenship training values in commercial sub¬\njects and their correlation with the social\nstudies (Allen Y. King), 431. See also 180,\n291, 430\nCitizens junior clubs in rural schools (Mrs.\nJessie Wilson), 351\nClassroom teachers, department of, 225; his¬\ntorical note, 226; platform, 241; report of com¬\nmittee on academic freedom (Emily A. Tarbell),\n236;237\nreport of president, 227; secretary's\nminutes,\nClerical office machine section — panel discussion\n(Mary Stuart), 222\nCody,\nFrank. Presentation of platform guests,\n25\nCollins, Helen\n834\n\nT.\n\nReport\n\nof budget\n\ncommittee,\n\nCommittees, department. See respective de¬\npartment headings\nCommittees, N. E. A., list of members, 714. Also\nsee respective committee headings\nComplete learning thru visual aids in physics\n(O. S. Anderson), 662\nConard, Edith U. The progress of manuscript\nwriting in first and second grades, 586\nConnolly, Mary P. Sources and uses of materials\nin health education, 367\nConservation of natural resources, The (Stuart\nChase), 106\nConsumer cooperation and democratic ideals\n(Horace M. Kallen), 122\nContributions of curriculum and extracurriculum\nactivities to health. The (C. H. McCloy), 360\nCooperative group plan and supervision, The —\npanel discussion (James F. Hosic), 578\nCorrection of reading difficulties based on pre¬\nventive procedures (Emmett A. Betts), 120\nCost of chance, The (A. J. Stoddard), 475\nCounseling high-school girls for twenty-five years\n(Mrs. Grace C. Jones), 247\nCounts, George S. The prospect of American\ndemocracy, 502\nCrabtree, J. W. Presentation of life membership\naward to President Orville C. Pratt, 150\nCrane, A. G. Report of committee on higher\neducation, 857\nCriteria to be used in evaluating programs of\ncurriculum development (Charles W. Knudsen), 574\nCritique of current practises in adult education,\nA— discussion (H. J. Arnold), 189; (Marguerite\nH. Burnett), 190; (Frank M. Debatin), 188;\n(C. A. Fisher), 189; (Winifred Fisher), 189;\n(G. L. Maxwell), 188; (J. T. Reid), 189;\n(Caroline A. Whipple), 189\nCurrent issues in teacher education (Payson\nSmith), 67\nCurriculum, building in health education (Flor¬\nence C. O’Neill), 366; the Louisiana program of,\ndevelopment (M. P. Rogers), 287; planning for,\ndevelopment (Paul T. Rankin), 569\nCyr, Frank W. Newer administrative and in¬\nstructional plans for small high schools, 333\nDale, Edgar. Seeking new educational objectives\nthru the use of films, 664\n\nAssociation\n\nDay, Edmund E. How can our schools contrib¬\nute to a better social order, 47\nDean, Helen L. Extracurriculum activities in\nthe departments of junior and senior high\nschools in ancient languages, 389\nDeans of women, department of, 245; historical\nnote, 246\nDebatin, Frank M. A critique of current\npractises in adult education — discussion, 188;\nnext steps in adult education — discussion, 193\nDefenbacker, Daniel S. Art education — panel\ndiscussion, 577\nDefense answers, The (Edgar G. Doudna), 618\nDelegate\ns to\nassembly,\n959 the seventeenth representative\nDelinquency and maladjustment — their challenge\nto education (John J. Lee), 437\nDepartments of the Association, 171; introduc¬\ntion, 172; officers of, 1936-37, 704; officers of,\n1937-38, 710. Also see respective department\nheadings\nDeveloping cooperation in an uncooperative\nworld (Lillian Lewis), 230\nDevelopment of homemade musical instruments\nfrom the materials of nature, The (Charles C.\nWeidemann), 328\n\nDirectors, board of, members of 1936-37, 702, of\n1937-38, 709; minutes of meetings of, 786\nDiscussion on a county type of a classroom teach¬\ners association (P. W. Seagren), 71\nDoudna, Edgar G. The defense answers, 618\nDriscoll, Marie. New ventures in home econom¬\nics, 594\nDunham, Franklin. The place of radio in educa¬\ntion, 117\nDuShane, Donald. Report of committee on\ntenure, 910\nEducation and the general welfare (Henry A.\nWallace), 54\nEducation\nEducation\n295\n\nfor business (W. J. Cameron), 223\nin a democracy (William J. Cameron).\n\nEducation in 1937 — our ideals and the common\nsense of the situation (Hendrik Willem Van\nLoon), 549\nEducation in penal institutions (N. L. Engelhardt), 155\nEducation neglects its fundamental bases (W. W.\nCharters), 607\nEducation of the whole personality (O. R.\nYoder). 175\nEducational policies commission, report of the\n(Willis A. Sutton), 849\nEducational possibilities of motion pictures\n(Mark A. May), 118\nEducational progress in penal institutions in New\nYork state (Walter M. Wallack), 156\nEducational qualifications for the school physi¬\ncian (Earl E. Kleinschmidt), 361\nEducational research, department of, 257; his¬\ntorical note. 258; for the consumer (William H.\nBristow), 259; report of the secretary- treasurer\nfor 1936, 275; secretary’s minutes, 273\nEdwards, Newton. A challenge to educational\nstatesmanship, 64\nEffective citizenship programs for the foreign\nborn (Thomas B. Shoemaker), 180\nElementary school principals, department of, 279;\nhistorical note, 280; secretary’s minutes, 298\nElimination of war. The (Josh Lee), 134\nElliott, Eugene B. Greetings, 24; Horace Mann —\nan exponent of education for a richer and fuller\nlife, 292; teachers’ salaries, 105\nEmbree, Edwin R. Little red school house — 1938\nmodel, 350\nEmerson,\n\nHaven.\n\nAlcohol\n\nand\n\nnarcotic\n\ndrugs,\n\n369\nEngelhardt, N. L. Education in penal institu¬\ntions, 155\nEqual opportunity, report of committee on (Ger¬\ntrude Mallory), 852\nEssential factors to be considered in developing\nan elementary-science course of study (Mary\nMelrose), 379\nEvaluation of the secondary-school learner’s de¬\nvelopment — panel discussion (Charles C.\nWeidemann), 580\n\n"}
{"page": 989, "printed_page": null, "text": "983\n\nIndex\n\nExecutive committee, members of 1936-37, 702,\nof 1937-38, 708; minutes of the meetings of, 791\nExperiences of a woman columnist (Mrs. E. M.\nGilmer), 288\nExperience with a continuous science program\n(George W. Blount), 383\nExperiencing a progressive program in our train¬\ning school (A. E. Phillips), 290\nExperiment with home economics in a functional\ncurriculum, An (Kenneth L. Heaton), 602\nExtension service in agriculture and home\neconomics as related to country schools (Onah\nJacks), 341\nExtracurriculum activities in the departments of\njunior and senior high schools in ancient\nlanguages (Helen L. Dean), 389; art (Ruth E.\nWhorl), 390; English (Thelma McAndless),\n391; geography (Erma B. Hodgson), 392;\nhealth education (C. E. Brewer), 393; home\neconomics (Helen Brause), 394; modern\nlanguages (Rowland D. Hass), 395; social\nstudies (Robert H. Wyatt), 396; vocational\neducation (C. R. Van Nice), 397\nFalgatter, Florence. Opportunities for progres¬\nsive home economics education in secondary\nschools, 597\nFamily relationships and their implication for\ncurriculum-building (Robert G. Foster), 401\nFife, Ray. Opportunities for extending vocational\neducation in rural communities, 339\nFinancial report 1936-37 of board of trustees, 813\nFisher, C. A. A critique of current practises in\nadult education — discussion, 189\nFisher, Winifred. A critique of current practises\nin adult education — discussion, 189; next steps\nin adult education — discussion, 195; a phi¬\nlosophy for adult education — discussion, 185\nFletcher, Brooks. The challenge of our changing\ntimes, 90\nFloyd, Oliver R. The functions of secondary\neducation — function VII, 418\nForeign language study in the high school of the\nfuture — panel discussion (Lilly Lindquist), 584\nFoster, Robert G. Family relationships and their\nimplication for curriculum-building, 401\nFowler, George W. A purposeful program for inservice teacher training, 380\nFowlkes, John Guy. Some determining factors\nin the social and economic background of the\nteaching profession, 103\nFunction of extracurriculum activities in home\neconomics, The — panel discussion (Freda G.\nWinning), 598\nFunction of the library in the secondary school,\nThe (Gertrude Mallory), 398\nFunctions and purposes of supervision in practise\n(M. Gazelle Hoffman), 334\nFunctions of secondary education, The (Bertie\nBackus), 412; (John R. Barnes), 414; (Joseph\nH. Butterweck), 407; (Oliver R. Floyd), 418;\n(C. C. Harvey), 423; (Kenneth L. Heaton),\n410; (Earl Hudelson), 417; (Edgar G. John¬\nston), 407; (S. H. Lyttle), 420; (H. E. Patrick),\n419\nFuture of adult education, The (William H. Kil¬\npatrick), 186\nFuture of education, The (Frederick H. Bair), 491\nGarvey, Mary L. Spring — a season, 377\nGates, Clare. The Michigan state joint health\ncommittee, 368\nGehr, Frank S. The teaching of wild life near\nhome, 664\nGellermann, William. Tradition be damned, 427\nGibb, Harley L. Growth and development of the\ncommunity colleges, 252\nGilmer, Mrs. E. M. Experiences of a woman\ncolumnist, 288\nGivens, Willard E. Progress and problems of\nour association, 38; report of the secretary, 924\nGlenn, Charles B. Birmingham’s plan of char¬\nacter development, 98\nGrady, William E. Vocational education in penal\ninstitutions, 157\nGramet, Charles A. Teacher participation in\neducational film production, 666\nGray, William S. Reading for leisure in the new\nage, 281\n\nGreer, Margaret R. Report of joint committee\nof the National Education Association and the\nAmerican Library Association, 862\nGrowth and development of the community\ncolleges (Harley L. Gibb), 252\nGudakunst, Don W. The private physician as a\nschool physician, 364\nGwinn, Joseph Marr. Response to address of\nwelcome (department of superintendence), 460\nHall, Sidney B. Report of legislative commis¬\nsion, 866\nHanessian, Souren. National council of students\norganizations, 180\n. Hannegan,\npartment\n\nEliza\nC. President’s\naddress (de¬\nof\nlip reading),\n322\nHarvey, C. C. The functions of secondary edu¬\ncation — function X, 423\nHass, Rowland D. Extracurriculum activities in\nthe departments of junior and senior high\nschools in modern languages, 395\nHeadquarters staff, National Education Associa¬\ntion, 704\nHealth problems in education, report of joint\ncommittee on (Thomas D. Wood), 854\nHealth problems of school children as seen by the\npractising physician (Isaac A. Abt), 370\nHeaton, Kenneth L. An approach to the second¬\nary-school curriculum, 272; an experiment with\nhome economics in a functional curriculum,\n602; the functions\nfunction III, 410\n\nof secondary\n\neducation —\n\nHegge, Thorleif G. The problem of reading\ndeficiency in the mentally handicapped, 440\nHenderson, Algo D. Introductory remarks on\nHorace Mann play, 125\nHigher education, report of committee on (A. G .\nCrane), 857\nHodgson, Erma B. Extracurriculum activities\nin the departments of junior and senior high\nschools in geography, 392\nHoffman, M. Gazelle. Functions and purposes\nof supervision in practise, 334\nHoffman, Paul G. The Automotive Safety\nFoundation: its aims and purposes, 99\nC’s of\nThe three\nHelen Gibson.\nMrs.— character,\nHogue,\neducation\ncitizenship,\nand culture,\n291\nHome and school relationships (Mrs. B. F. Lang¬\nworthy), 595\nHope for synthesis, The (R. C. Miller), 429\nHorace Mann, an exponent of education for a\nricher and fuller life (Eugene B. Elliott), 292;\nand the American ideal of education (Arthur E.\nMorgan), 147; play, some introductory re¬\nmarks on (Algo D. Henderson), 125; some of\nthe less well-known episodes in the life of (E. I.\nF. Williams), 162\nHorace Mann Centennial, report of the com¬\nmittee on the (Payson Smith), 858\nHosic, James F. The cooperative group plan\nand supervision — panel discussion, 578\nHow can our schools contribute to a better social\norder (Edmund E. Day), 47\nHow junior high-school pupils use mathematics to\nsolve some of their problems (C. C. Weidemann), 229\nHow may rural schools help democracy to succeed\n(Ernest Burnham), 348\nHudelson, Earl. The functions of secondary\neducation — function VI, 417\nHunt, R. L. Report of committee on resolutions,\n890\nImportance of a point of view in educational ad¬\nministration, The (Jesse H. Newlon), 495\nImproving education thru discussion groups\n(Francis L. Bacon), 69\nImmediate needs in visual education, The (F.\nDean McClusky), 661\nIndividual differences in reading (Margaret L.\nWhite), 121\nIntegration of geometric form and art ideas, The\n(Charles C. Weidemann), 207\nInternational relations, report of committee on\n(Anne C. Woodward), 861\nInterrelationships between home economics and\nother areas in the educational program (James\nM. Smith), 594\n\n"}
{"page": 990, "printed_page": null, "text": "984\n\nNational\n\nEducation\n\nAssociation\n\nIreland,\nAllen G. The school’s contribution to\ntraffic safety, 371\n\nMcClusky,\n\nF. Dean.\n\nThe\n\nIrwin, Manley\n\nE.\n\nof Detroit’s visual\n\nMcDougald,\n\nJuanita.\n\nArt education — panel dis¬\n\nJacks, Onah.\n\nThe extension service in agricul¬\n\nMcEachera,\n\nMrs. Erma.\n\nprogram,\n\n661\n\nOverview\n\nture and home economics as related to country\nschools, 341\nJacksonville plan of cooperative vocational educa¬\ntion, The (R. C. Marshall), 672\n\nJohnson, Erwin M.\n\nA method\n\nof providing for\n\nretarded pupils in general sciences, 381\n\nJohnson, William H. Safety education, 102\nJohnston, Edgar G. The functions of secondary\neducation — function\n\nJones, Mrs.\n\nGrace\n\nC.\n\ngirls for twenty-five\n\nKallen, Horace\ndemocratic\n\nII, 407\n\nM.\n\nCounseling\n\nyears, 247\n\nConsumer\n\nhigh-school\n\ncooperation and\n\nideals, 122\n\nKelly, Raymond\n\nJ. Address of welcome, 23\n\nKeeping\n\n(James\n\nhuman\n\nThe future of adult edu¬\n\ncation,\nof today,186;\n65 the teacher’s place in social life\nKindergarten centennial, The (Edna Dean\nBaker), 307\n\nKindergarten-primary\n\neducation, department\n\nof,\n\n305;\nhistorical note, 306; secretary’s minutes,\n313\n\nKing, Allen Y.\n\nCitizenship training values in\n\ncommercial subjects and their correlation with\nthe social studies, 431\n\nKleinschmidt,\n\nEarl E.\n\nEducational\n\ntions for the school physician, 361\n\nqualifica¬\n\nKnisely, Mrs. A. J. Greetings (department\n\nof\n\nlip reading), 317\n\nKnudsen,\n\nCharles W.\n\nevaluating\nment, 574\n\nKoopman,\n\nprograms\n\nG. Robert.\n\nLane, Helen Schick.\nand educational\n\nLangworthy,\n\nof the mental\n\nMrs. B. F.\n\nHome\n\nand school rela¬\n\ntionships, 595; report of joint committee of the\nNational Education Association and the Na¬\ntional Congress of Parents and Teachers, 864\nLantern slide technic in geography instruction\n(Villa B. Smith), 663\n\nRadio\n\nand\n\nthe secondary\n\nschools, 329\n\nLee, John J. Delinquency\n\nand maladjustment —\n\ntheir challenge to education,\n\n437\n\nLee, Josh. The elimination of war, 134\nLegislative commission, report of (Sidney B.\nHall), 866\n\nLewis, Lillian. Developing cooperation in an un¬\ncooperative\n\nworld, 230\n\nLife membership\nninth annual\n\ndinner, 145; historical note, 146;\n\n(T. D. Martin),\n\n147\n\nLindquist, Lilly. Foreign language study in the\nhigh school of the future — -panel discussion, 584\n\nLip reading, department\n\nof, 315; historical note,\n\n316; greetings (Mrs. A. J. Knisely), 317, (Ger¬\ntrude Van Adestine), 317; president’s address,\n322; secretary’s minutes, 323\nLip reading for the younger hard-of-hearing child\n(Laura Worden Palmer), 320; (Elizabeth A.\nSchleicher), 321\n\nLittle, Harry A.\n\nThe administration of transpor¬\n\ntation for rural schools, 333\nLittle red school house — 1938 model (Edwin R.\nEmbree), 350\nLooking ahead in business education (Ernest A.\nZelliot), 215\nLouisiana program of curriculum development,\nThe (M. P. Rogers), 287\n\nLuccock,\nworld, 17 Halford\nLyttle, S. H.\n\nE.\n\nTools\n\nfor tomorrow’s\n\nThe functions of secondary educa¬\n\ntion — function IX, 420\n\nMcAndless,\n\nThelma.\n\nExtracurriculum\n\nin the departments of junior and\nschools in English, 391\n\nMcBain,\n\nMable.\n\nhome\n\neconomics\n\nMcCloy, C. H.\n\nactivities\n\nsenior high\n\nOpportunities for progressive\nin the elementary\n\nschools, 596\n\nThe contributions of curriculum\n\nand extracurriculum\n\nactivities to health, 360\n\nVisual and kinesthetic\n\n206\n\nMcGuire,\n\nEdna.\n\nSocial studies skills and grade\n\nlevels in the elementary\n\nMallory, Gertrude.\n\nschool, 432\n\nThe function of the library\n\nin the secondary school, 398; report of com¬\nmittee on equal opportunity, 852\n\nMann,\n\nHorace.\n\nSome\n\nMarsh,\n\nArthur L.\n\nMarsh,\n\nC. S.\n\nof the less well-known\n\nepisodes in the life of (E. I. F. Williams),\nSee also 125, 147, 292, 858\n\nThe Washington\n\n74\n\n162.\n\nEducation\n\nNext steps in adult education —\n\ndiscussion, 196; a philosophy\ntion — discussion, 185\n\nMartin, T. D.\n\nNinth\n\ndinner, 147\n\nfor adult educa¬\n\nannual life membership\n\nMarshall, R. C.\n\nThe Jacksonville plan of co¬\n\nMason,\n\nVisual hearing of the spoken\n\noperative vocational\n\nMarie K.\n\neducation,\n\n672\n\nword, 318\nMathematics, how junior high-school pupils use,\nto solve some of their problems (C. C. Weidemann), 229. See also 400\n\nMaxwell, G. L.\n\nA critique of current practises in\n\nadult education — discussion, 188; next steps in\nadult education — discussion, 195\n\nEducational possibilities of mo¬\n\nA.\n\nMead, A. R.\n\nMeasurement\n\nLa Prade, Ernest.\n\nAmerica,\n\nof curriculum\n\nability of the deaf child, 442\n\nneeds in\n\nMcFie, Elva. Puppetry in the schools, 209\nMacGowan, Clara. Progress in teaching art in\n\nMay, Mark\n\nArt education — panel dis¬\n\ncussion, 576\n\nimmediate\n\ninstruction of the deaf, 443\n\nCriteria to be used in\ndevelop¬\n\n661\n\ncussion, 577\n\nAssociation,\n\nM. Spinning), 540\n\nKilpatrick, William H.\n\nvisual education,\n\ntion pictures, 118\n\nStudies of growth and development\n\nof children in laboratory schools — panel dis¬\ncussion, 581\nMeasurement of the mental and educational\nability of the deaf child (Helen Schick Lane),\n442\n\nMelrose,\n\nMary.\n\nEssential factors to be con¬\n\nsidered in developing\ncourse of study, 379\n\nelementary-science\n\nan\n\nMembership report of the National Education\nAssociation, May 31, 1930-37, 958\nMental hygiene and behavior (Harry J. Baker),\n297\nMessage from business to the business teachers of\nAmerica, A (Harvey Campbell), 218\nMethod of providing for retarded pupils in general\nsciences, A (Erwin M. Johnson), 381\nMichigan state joint health committee, The\n(Clare Gates), 368\n\nMiller, Elmer\n\nG.\n\nThe progress of manuscript\n\nin first and\nwriting\ncussion, 586\n\nMiller, Marion L.\n\ngrades — panel dis¬\n\nsecond\n\nThe verse-speaking choir as a\n\nhigh-school activity, 233\n\nMilier, R. C. The hope for synthesis, 429\nMinutes, of board of directors meetings, 786;\nboard of trustees meetings, 810; executive com¬\nmittee meetings, 791; the seventeenth represen¬\ntative assembly, 730\nMirages in education (Raleigh Schorling), 159\nModern art and social problems (Thomas Munro),\n210\n\nHorace Mann\nArthurof E.\nMorgan,\neducation, 147\nerican ideal\nMorgan,\n\nJoy Elmer.\n\nand the Am¬\n\nTeacher-educating\n\ninstitu¬\n\ntions and professional associations working\ngether, 623\n\nto¬\n\nMorison, Alice R. Tradition and adventure, 68\nMorrison, J. Cayce. The program of social edu¬\ncation in penal\ntions, 157\n\ninstitutions\n\nMrs. Elizabeth C.\nMorriss,\nrural communities, 336\nMoulton,\n\neducator,\n\nGertrude\n362\n\nE.\n\nand\n\nits implica¬\n\nAdult education in\n\nTraining\n\nthe physical\n\nMoyer, James A.\n\nNext steps in adult education\n\nThomas.\nMunro,\nlems, 210\n\nModern\n\n— discussion, 193; report of the national com¬\nthe enrichment of adult life — depart¬\nmission\nadult education, 201\nment of on\n\nart and social prob¬\n\n"}
{"page": 991, "printed_page": null, "text": "Index\n\n985\nMusic\n\neducation, department\n\nof, 325; historical\n\nnote, 326\n\nMunk,\n\nBessie.\n\nRemedying\n\nreading difficulties\n\nin a junior activities room,\n\nMyers, Garry Cleveland.\n\n440\n\ndustrial education,\n\nNaber, Louise.\n\nThe young child as a\n\nRecent developments\n674\n\nin in¬\n\nRelation of child art to primitive\n\nart, 208\n\nNational Association of Teachers in Colored\nSchools, report of committee to cooperate with\nthe (N. C. Newbold), 846\nNational commission on the enrichment\n\nlife, report of the — department\nA. Moyer),\n\n201\n\nof adult\n\nof adult educa¬\n\nNational Congress of Parents and Teachers, re¬\nport of joint committee of the National Educa¬\ntion Association and the (Mrs. B. F. Lang¬\nworthy), 864\n\nNational Council of Education,\n\n153; historical\n\nnote, 154; its past and its possible future (Henry\nLester Smith), 163; secretary’s minutes, 167\nNational council of students organizations\n(Souren Hanessian), 180\n\nNational Education Association, act of incorpora¬\ntion, 681; board of directors, members of 193637, 702, of 1937-38, 709; board of trustees,\nmembers of 1936-37, 702, of 1937-38, 708; by¬\nlaws, 686; calendar of meetings, 700; charter,\n699; committees, members of 1936-37, 714;\ndelegates to seventeenth representative as¬\nsembly, 959; executive committee, members of\n1936-37, 702, of 1937-38, 708; headquarters\nstaff, 704; life directors, 1936-37, 702, of 193738, 709; minutes of the seventeenth representa¬\ntive assembly, 730; officers, 1936-37, 702, 193738, 708; state directors, 1936-37, 703, 1937-38,\n709\nNational education association, A (J. W. Studebaker), 75\n\nNecrology, report of committee\n\non (Harold V.\n\nTempel), 881\nNeglected opportunities for citizenship training in\nthe senior high school (Virgil Stinebaugh), 430\n\nNewbold,\n\nN. C.\n\nReport of committee\n\nto cooper¬\n\nate with the National Association of Teachers\nin Colored Schools, 846\nNew ventures in home economics (Marie Dris¬\ncoll), 594\nNew ways with poetry (May Hill Arbuthnot), 312\nNewer administrative and instructional plans for\nsmall high schools (Frank W. Cyr), 333\n\nNewlon, Jesse H.\n\nThe importance of a point of\n\nview in educational administration, 495\nNext steps in adult education — discussion\n(Maude E. Aiton), 196; (L. R. Alderman), 195;\n(H. J. Arnold), 194; (William H. Bristow), 195;\n(Lyman Bryson), 193; (Marguerite H. Bur¬\nnett), 194; (Frank M. Debatin), 193; (Winifred\n• Fisher), 195; (C. S. Marsh), 196; (G. L. Max¬\nwell), 195; (James A. Moyer), 193; (Caroline A.\nWhipple), 196\n\nNisonger, H. W.\nhome\n\neconomics\n\nPromoting\n\neducation,\n\nNulty, Catherine F.\ndiscussion, 220\n\ndemocracy\n\nthru\n\n599\n\nSecretarial section — panel\n\nOffenhauer, R. C. Report of treasurer, 832\nOfficers of National Education Association, 193637, 702; 1937-38,\n\nOgan, R. W.\n\n708\n\nThe value of a research program in\n\nthe small college of liberal arts, 262\nO’Neill,\nFlorence C.\nhealth education,\n366 Curriculum building in\nOpportunities for extending vocational education\nin rural communities (Ray Fife), 339\nOpportunities for progressive home economics in\nthe elementary schools (Mable McBain), 596;\nin secondary schools (Florence Falgatter), 597\nOrganization and program of the Louisiana\nTeachers Association, The (Spencer Phillips),\n73\nOunce versus the pound, The (Sanford Bates), 521\nOverview of Detroit’s visual program\nIrwin), 661\n\n(Manley\n\nE.\n\nPalmer, Albert W. Walking with God today, 449\nPalmer, Laura Worden. Lip reading for the\nyounger\n\nPatterson, William F.\n\nhard-of-hearing\n\nchild, 320\n\nin\n\nThe public relations program\n\nsuperintendent\n\nPeterson, George K.\na state cooperative\n\nPhillips, A. E.\ngram\n\nRecent developments\n\ntraining, 673\n\nPearson, Irving F.\nof the county\n\nMyers, George E.\n\nThe functions of secondary edu¬\n\ncation — function VIII, 419\n\napprenticeship\n\nperson, 311\n\ntion (James\n\nPatrick, H. E.\n\nof schools, 354\n\nTeacher improvement\n\ntesting program,\n\n382\n\nthru\n\nExperiencing a progressive pro¬\n\nin our training school, 290\n\nPhillips, Spencer.\n\nThe\n\norganization and pro¬\n\ngram of the Louisiana Teachers Association, 73\nPhilosophy for adult education, A — discussion\n(L. R. Alderman), 185; (H. J. Arnold), 186;\n(Lyman Bryson), 181; (Marguerite H. Bur¬\nnett), 184; (Winifred Fisher), 185; (C. S.\nMarsh), 185; (J. T. Reid), 185; (Caroline A.\nWhipple), 186\nPhilosophy of education in modern times, A\n(Lester K. Ade), 593\nPhotography as an extracurriculum activity\n(John W. Schneck), 377, 399\nPlace of radio in education, The (Franklin Dun¬\nham), 117\nPlan for medical care of injured athletes, A\n(Edwin J. Bradley), 359\nPlanning for curriculum development (Paul T.\nRankin), 569\n\nPratt, Orville C.\n\nThen and now in the National\n\nEducation Association, 32; viewing our work in\nperspective, 531\nPresentation of life membership award to Presi¬\ndent Orville C. Pratt (J. W. Crabtree), 150\nPresentation of platform guests (Frank Cody), 25\nPresent educational scene, The (Hollis L. Cas¬\nwell), 486\nPresent situation facing the United States in re¬\ngard to the possibility of war, The (Raymond\nLeslie Buell), 128\nPresent\nsocial scene, The (Harry Elmer Barnes),\n484\n\nPrice, Ray\n\nG.\n\nSocial business section — panel\n\ndiscussion, 219\nPrivate physician as a school physician, The\n(Don W. Gudakunst), 364\nProblem of life guidance in the schools of the\nUnited States, The (Herbert R. Stolz), 99\nProblem of reading deficiency in the mentally\nhandicapped, The (Thorleif G. Hegge), 440\nProblems of a superintendent (Willis A. Sutton),\n544\nProblems\nof naturalization (Mrs. Adena Rich) ,\n179\nProgress in teaching art in America (Clara MacGowan), 206\nProgram of social education in penal institutions\nand its implications, The (J. Cayce Morrison),\n157\nProgram of the affiliated teacher organizations of\nLos Angeles, The (Mrs. Josephine P. Smith), 70\nProgram of the international council for special\neducation (Edward H. Stullken), 438\nProgress and problems of our association (Willard\nE. Givens), 38\nProgress of manuscript writing in first and second\ngrades, The — panel discussion (Edith U. Conard), 586; (Elmer G. Miller), 586\nPromoting democracy thru home economics edu¬\ncation (H. W. Nisonger), 599\nProspect of American democracy, The (George\nS. Counts), 502\nPublic relations program of the county superin¬\ntendent of schools, The (Irving F. Pearson), 354\nPuppetry in the schools (Elva McFie), 209\nPurpose and functions of the advisory committee\non education (Floyd W. Reeves), 27\nPurposeful program for in-service teacher train¬\ning, A (George W. Fowler), 380\nRadio and the secondary schools (Ernest La\nPrade), 329. See also 117\n\nRankin, Paul T.\n\nPlanning for curriculum\n\nde¬\n\nvelopment, 569\nReading, correction of difficulties based on pre¬\nventive procedures (Emmett A. Betts), 120;\nfor leisure in the new age (William S. Gray),\n281; individual differences in (Margaret L.\nWhite), 121. See also 283, 440\n\n"}
{"page": 992, "printed_page": null, "text": "986\n\nNational\n\nEducation\n\nRecent developments in apprenticeship training\n(William F. Patterson), 673; industrial educa¬\ntion (George E. Myers), 674\n\nReed,\n\nCarroll R.\n\neducational\n\nAdministrative\n\nobstacles to\n\nprogress. 538\n\nReeves, Floyd W.\n\nAdult education — what it is\n\nand where it is going, 191; purpose and func¬\ntions of the advisory committee on education,\n27\nReid, J. T. A critique of current practises in\nadult education — discussion, 189; a philosophy\nfor adult education — discussion, 185\nRelation of child art to primitive art (Louise\nNaber), 208\nRemedial reading for a better citizenry (Margaret\nL. White), 283\nRemedying reading difficulties in a junior ac¬\ntivities room (Bessie Munk), 440\nReorganization, report of committee on (William\nS. Taylor), 897\n\nReports of committees, N. E. A.\nmittees, department\n\nRepresentative\n\nassembly,\n\nSee also Com¬\n\ndelegates to, 959;\n\nminutes of meetings of, 730\nResearch in the influence of the depression\neducation (Jesse B. Sears), 267\n\nupon\n\nResolutions, report of committee on (R. L. Hunt),\n890\nResponse to addresses\nShaw), 25\n\nRetirement\n\nof welcome\n\n(Albert\n\n(T. T. Allen), 104; committee\n\nlowances\n\non al¬\n\n(T. T. Allen), 897\n\nRice, Thurman\n\nB.\n\nM.\n\nSane views of sports and\n\ntheir uses in elementary\n\nschools, 284\n\nRich, Mrs. Adena.\n\nProblems\n\nRiley, Philip L.\ncator, 363\n\nThe\n\ntraining of the health edu¬\n\nRobertson, Elizabeth.\n\nArt education — panel dis¬\n\n179\n\ncussion, 577\n\nRobinson, William\n\nMcKinley.\n\nmittee on the economic\nteacher, 847\n\nRogers, M. P.\n\nof naturalization,\n\nReport of com¬\n\nstatus\n\nof the rural\n\nThe Louisiana program\n\nSchleicher, Elizabeth A.\nSchneck,\n\nhard-of-hearing\n\nJohn W.\n\ncurriculum\n\nShaw,\n\nAlbert M.\n\nAround\n\nthe year with the\n\npresident (department of classroom teachers),\n227; response to addresses of welcome, 25\n\nShaw,\n\nReuben\n\namending\n\nT.\n\nReport\n\nof committee\n\nof cur¬\n\nLip reading for the\n\nchild, 321\n\nPhotography\n\nas an extra¬\n\nactivity, 377, 399\n\nSchool health and physical education, department\nnote, 358; secretary’s min¬\nof, 357;\nutes,\n373 historical\nSchool's contribution to traffic safety, The (Allen\nG. Ireland), 371\n\nSchorling, Raleigh. Mirages in education, 159\nScience instruction, department of, 375; historical\n\non\n\nthe charter, 845\n\nShoemaker,\n\nThomas\n\nB.\n\nEffective citizenship\n\nprograms for the foreign born, 180\nShould the gifted child be in a special class\n(Howard Taylor), 437\n\nShuttlesworth, Joseph\nment\n\nC.\n\nmaterials in secondary\n\nSibell, Muriel V.\n\nThe\n\nuse of enrich¬\n\nmathematics,\n\n400\n\nWhere are we leading the high-\n\nschool and college art student, 205\n\nSmith, Henry Lester.\n\nThe National Council of\n\nEducation: its past and its possible future, 163;\nreport of committee on academic freedom, 843\n\nSmith, James\n\nM.\n\nInterrelationships between\n\nhome economics and other areas in the educa¬\ntional program, 594\nSmith,\nMrs. Josephine P. The program of the\n70\naffiliated teacher organizations of Los Angeles,\n\nSmith, Payson.\n\nCurrent issues in teacher educa¬\n\nSmith, Villa B.\n\nLantern\n\ntion, 67; report of the committee\nMann Centennial, 858\n\non the Horace\n\nslide technic in geog¬\n\nraphy instruction, 663\nSocial business section — panel discussion (Ray G.\nPrice), 219\n\nSocial studies, department\n\nof, 425; historical\n\nnote, 426; secretary’s minutes, 433\nSocial studies skills and grade levels in the ele¬\nmentary school (Edna McGuire), 432\nSociety’s\ninterest\nR. Beard),\n80 in human resources (Mrs. Mary\nSome determining factors in the social and\neconomic background of the teaching profession\n(John Guy Fowlkes), 103\nSome of the less well-known episodes in the life\nof Horace Mann (E. I. F. Williams), 162\nSources and uses of materials in health education\n(Mary\n\nP. Connolly),\n\n367\n\nSpecial education, department\n\nriculum development, 287\nRural church and the rural school. The (A. J.\nWalton), 345\nRural education, department of, 331; historical\nnote, 332; report of the committee on resolu¬\ntions, 355; secretary’s minutes, 354\nRural teacher, report of committee on the\neconomic status of the (William McKinley\nRobinson), 847\nSafety education (William H. Johnson), 102; in\nthe elementary schools (Marian La Verne Tel¬\nford), 101. See also 371\nSane views of sports and their uses in elementary\nschools (Thurman B. Rice), 284\nyounger\n\nAssociation\n\nof, 435; historical\n\nnote, 436\nSpeech-reading in college (Anna M. Bunger), 319\nSpeech training in building power and personality\n(Marion Franklin Stowe), 249\n\nSpinning, James M.\n\nKeeping human, 540\n\nSpring — a season (Mary\n\nL. Garvey),\n\n377\n\nStinebaugh, Virgil. Neglected opportunities for\ncitizenship training in the senior high school,\n430\n\nStoddard, A. J. The cost of chance, 475\nStolz, Herbert R. The problem of life guidance\nin the schools of the United\n\nStowe,\n\nMarion\n\nFranklin.\n\nbuilding power\n\nStates, 99\n\nSpeech\n\ntraining in\n\nand personality, 249\n\nStrayer, George\n\nD.\n\nBuilding the profession of\n\nStuart, Mary.\n\nClerical office machine\n\nschool administration,\n\n467\n\npanel discussion, 222\n\nsection —\n\nStudebaker, J. W.\n\nA national education associa¬\n\nStullken, Edward\n\nH.\n\nSuperintendence,\n\ndepartment\n\ntion, 75\nStudies of growth and development of children\nin laboratory schools — panel discussion (A. R.\nMead), 581\n\nProgram\n\nof the interna¬\n\ntional council for special education, 438\n\nof, 447; historical\n\nSeagren, P. W.\n\nDiscussion on a county type of a\n\nnote, 448; address of welcome (Nicholas Bauer),\n458; response to address of welcome (Joseph\nMarr Gwinn), 460; exhibits (Homer W. Ander¬\nson), 464; report of board of tellers, 562; resolu¬\n\nSears, Jesse B.\n\nResearch in the influence of the\n\nSupervisors and directors of instruction, depart¬\n\nnote, 376; secretary’s minutes, 383\nScience in the high school and social studies ob¬\njectives (Ralph K. Watkins), 430\nclassroom\n\nteachers association, 71\n\ndepression upon\n\nSecondary\n\neducation,\n\n267\n\neducation, department\n\nof, 387; his¬\n\ntorical note, 388; secretary’s minutes, 403\n\nSecondary school principals, department\nhistorical note, 406\nSecretarial section — panel discussion\nF. Nulty), 220\n\nSecretary, National Education\n\nof, 405;\n\n(Catherine\n\nAssociation, the\n\nannual report of the (Willard E. Givens), 924\nSeeking new educational objectives thru the use\nof films (Edgar Dale), 664\n\nSeitz, Harry\neducation,\n\nW.\n\n327\n\nVocal music\n\nand\n\nsecondary\n\ntions, 559; secretary’s minutes,\n\n563\n\nment of, 588\n567; historical note, 568; secretary’s\nminutes,\n\nSupervisors and teachers of home\n\neconomics, de¬\n\npartment of, 591; historical note, 592; report of\nthe president, 603\n\nSutton, Willis A.\n\nProblems of a superintendent,\n\n544; report of the educational\nmission, 849\n\nTarbell, Emily A.\n\nReport of 1937 committee\n\nacademic freedom\nteachers), 236\n\nTaylor, Howard.\nspecial class, 437\n\npolicies com¬\n\n(department\n\non\n\nof classroom\n\nShould the gifted child be in a\n\n"}
{"page": 993, "printed_page": null, "text": "Index\n\nTaylor, William S. Report of committee on re¬\norganization, 897\nTeachers colleges, department of, 605; historical\nnote, 606; committee reports, 631; list of ac¬\ncredited\ninstitutions, 654; secretary’s report,\n642\nTeacher-educating institutions and professional\nassociations working together (Joy Elmer Mor¬\ngan), 623\nTeacher education as I see it (George F. Zook),\n612\nTeacher improvement thru a state cooperative\ntesting program (George K. Peterson), 382\nTeacher of home economics and a program of\nmental hygiene, The (O. R. Yoder), 601\nTeacher participation in educational film pro¬\nduction (Charles A. Gramet), 666\nTeacher’s place in social life of today,\n(William H. Kilpatrick), 65\n\nThe\n\nTeacher’s salaries (Eugene B. Elliott), 105\nTeaching housing in the home economics program\n(Marion B. Woodward), 600\nTeaching of wild life near home, The (Frank S.\nGehr), 664\nTelford, Marian La Verne. Safety education in\nthe elementary schools, 101\nTempel, Harold V. Report of committee on\nnecrology, 881\nTenure, report of committee on (Donald DuShane), 910\nThen and now in the National Education Associa¬\ntion (Orville C. Pratt), 32\nThree C’s of education — -character, citizenship,\nand culture, The (Mrs. Helen Gibson Hogue),\n291\nTradition and adventure (Alice R. Morison), 68\nTradition be dammed (William Gellermann), 427\nTraining for store work section — panel discussion\n(Dorothy M. Baldwin), 221\nTraining of the health educator, The (C. E.\nTurner and Philip L. Riley), 363\nTraining the physical educator (Gertrude E.\nMoulton), 362\nTreasurer, report of, (R. E. Offenhauer), 832\nTrends in home economics indicated at the 1937\nannual meeting of the American Home Eco¬\nnomics Association (Helen W. Atwater), 601\nTrustees, board of, financial report, 813; minutes\nof meetings of, 810; members of 1936-37, 702,\nof 1937-38, 708\nTools for tomorrow's world (Halford E. Luccock),\n17\nTurner, C. E. The training of the health educa¬\ntor, 363\nTyler, Ralph W. Art education — panel discus¬\nsion, 578\nUnion district, The (Homer B. Ashland), 335\nUse of enrichment materials in secondary mathe¬\nmatics, The (Joseph C. Shuttlesworth), 400\nValue of a research program in the small college\nof liberal arts, The (R. W. Ogan), 262\nVan Adestine, Gertrude. Greetings (depart¬\nment of lip reading), 317\nVan Loon, Hendrik Willem. Education in 1937\n— our ideals and the common sense of the situa¬\ntion, 549\nVan Nice, C. R. Extracurriculum activities in\nthe departments of junior and senior high\nschools in vocational education, 397\nVerse-speaking choir as a high-school activity,\nThe (Marion L. Miller), 233\nViewing our work in perspective (Orville C.\nPratt), 531\nVisual and kinesthetic instruction of the deaf\n(Mrs. Erma McEachera), 443\n\n987\n\nVisual hearing of the spoken word (Marie K.\nMason), 318\nVisual instruction, department of, 659; historical\nnote, 660; resolutions, 666\nVocal music and secondary education (Harry W.\nSeitz), 327\nVocational education, department of, 669; his¬\ntorical note, 670; in penal institutions (William\nE. Grady), 157; resolutions, 675\nWalking with God today (Albert W. Palmer), 449\nWallace, Henry A. Education and the general\nwelfare, 54\nWallack, Walter M. Educational progress in\npenal institutions in New York state, 156\nWalton, A. J. The rural church and the rural\nschool, 345\nWashington Education Association, The (Arthur\nL. Marsh), 74\nWatkins, Ralph K. Science in the high school\nand social studies objectives, 430\nWeidemann, Charles C. The development of\nhomemade musical instruments from the\nmaterials of nature, 328; evaluation of the\nsecondary-school learner’s development — panel\ndiscussion, 580; how junior high-school pupils\nuse mathematics to solve some of their prob¬\nlems, 229; the integration of geometric form\nand art ideas, 207\nWelling, Jane Betsey. Art education — panel\ndiscussion, 576\nWhat secondary schools should do (Thomas H.\nBriggs), 515\nWhere are we leading the high-school and college\nart student (Muriel V. Sibell), 205\nWhipple, Caroline A. A critique of current\npractises in adult education — discussion, 189;\nnext steps in adult education — discussion, 196;\na philosophy for adult education — discussion,\n186; report of editor of adult education bulletin\n(department of adult education) , 202\nWhite, Margaret L. Individual differences in\nreading, 121; remedial reading for a better\ncitizenry, 283\nWhorl, Ruth E. Extracurriculum activities in\nthe departments of junior and senior high\nschools in art, 390\nWilliams, E. I. F. Some of the less well-known\nepisodes in the life of Horace Mann, 162\nWilson, Mrs. Jessie. Citizens junior clubs in\nrural schools, 351\nWinning, Freda G. The function of extracurricu¬\nlum activities in home economics — panel dis¬\ncussion, 598; president’s report, department of\nsupervisors and teachers of home economics,\n603\nWood, Thomas D. Report of joint committee on\nhealth problems in education, 854\nWoodward, Annie C. Report of committee on\ninternational relations, 861\nWoodward, Marion B. Teaching housing in the\nhome economics program, 600\nWorld Federation of Education Associations, 677 ;\nhistorical note, 678\nWyatt, Robert H. Extracurriculum activities in\nthe departments of junior and senior high\nschools in social studies, 396\nYoder, O. R. Education of the whole person¬\nality, 175; the teacher of home economics and\na program of mental hygiene, 601\nYoung child as a person, The (Garry Cleveland\nMyers), 311\nZelliot, Ernest A. Looking ahead in business\neducation, 215\nZook, George F. Teacher education as I see it\n612\n\n"}
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